Right Here!

B1 Teacher’s Book
by Paola Tite with Martyn Hobbs and Julia Starr Keddle

CP 225638

© HELBLING LANGUAGES

Designed by Oxford Designers & Illustrators, Giorgia Probani

Edited by Rebecca Adlard and Susannah Salle with Jane Bailey, Samantha Richter
Contents

Letter from the authors 4

Introduction 8
Teaching notes: Student’s Book
Starter Units 1&2 25
Starter Units 3&4 39
Units 1&2 53
Units 3&4 75
Units 5&6 95
Units 7&8 114
Units 9&10 136
Units 11&12 157
Bonus lessons 175
Interculture 187
Teaching notes: Skills Book
Reading skills 192
Listening skills 194
Viewing skills 199
Speaking skills 205
Writing skills 207
Word skills 209
Extensive reading 212
CLIL 215
Workbook Key 221

Key to icons

Audio files available on the e-zone

Cross-reference to print material

Extra activities in e-book+

Content available on the e-zone

3
 Letter from the authors

Dear teacher,
We send you all our best wishes for your lessons and we thank you for choosing our material. We
have enjoyed making it interesting, motivating and stimulating for today’s teenage and young adult
learners.

Motivation is the key

Teachers have often mentioned how important it is to bring their students’ own world into the
classroom in order to interest and motivate them. So we have sought out topics and issues that
interest young people, and written photo stories that truly reflect their world and their aspirations.
It is important to engage with a rich tapestry of different text types, the sort of texts students
meet in their own language. There are text messages, social networking sites, comments and posts,
websites and blogs. Motivation is the key. Will this really interest students? What really makes
students tick? These questions have been the inspiration at all times.

Real world
Students will explore who they are and how they think, discover new things, learn about
extraordinary people and places and meet real young people in many different contexts. We have
searched for interesting stories, anecdotes and articles to stimulate young people’s imagination, get
them talking, learning new things and thinking about familiar things in new ways. They will find
out about the experience of ordinary students living in different countries, pick up tips for making
the most of study trips, and read about unusual homes around the world, strange restaurants,
films set in the classroom, extraordinary jobs, exciting summer courses, world records in the animal
kingdom, and the incredible experience of Paralympians and the man who got lost in the jungle.
And a great deal more!

Flexibility and options

A good coursebook should provide a service to you and your students. Right Here! really helps you
in your teaching, and furnishes you with materials and course components that support you in all
aspects of your demanding profession from the Starter Books at A2 and B1, to the Student’s Books,
the Workbook, the Skills Books and the wealth of material online. Teaching hours are limited and
so we want you to be able to make choices and select the best materials for your classes and skip
as you see fit.

Linking communication and grammar

The syllabus combines the grammar and lexical areas you expect to cover within the CEFR
framework. By working with this syllabus right from the start, communicative competencies have
been linked naturally with grammar. Students progress smoothly up the levels without gaps or
omissions. The course genuinely develops communicative competencies while providing you
with the guarantee of solid progress. And because international exams are linked to the CEFR, the
course also provides naturally integrated preparation for exams.

4 Letter from the authors

Accuracy and fluency
Your students need to feel comfortable with using English, learning how to communicate their
ideas to get their message across fluently. But they also really need to acquire grammar and
lexis so they can generate grammatical, appropriate language in real time. At all stages in their
language journey with the levels of Right Here!, from A1 to B2 and beyond, students learn to
speak confidently, and become aware that to truly make progress they need to acquire language
so it can be produced naturally. With this in mind, the Key grammar lessons place accuracy and
fluency hand in hand. Firstly students focus on improving accuracy through the acquisition of key
grammar and then move on to creative and productive fluency activities. Thinking back on their
performance, they reflect on any problem areas. So accuracy feeds into fluency, and fluency feeds
back into accuracy.

Real communication
By focusing on the functional–situational areas from the CEFR, everyday language is brought into
the heart of the classroom, linking it to areas that are of real interest to the students and their
lives. Every unit has a space – Real communication – where the emphasis is on communication.
Here students discover that the language they learn as ‘grammar’ or ‘structure’ can be used
again and again in many different contexts, and that there is no such thing as ‘easy’ or ‘difficult’
because the basic building blocks that they have learnt are called upon every time they engage in
communication.

Recycling and spiralling

Constant recycling of language is one of the strengths of the course. For example, Real
communication doesn’t just focus on important functional / communicative / situational areas,
sometimes marginalised in other courses, but provides a breathing space for your students. It is
where the language ‘spirals’ back to structures and lexis that students have already learnt, and
where they can see that any particular phrase may have several communicative functions. In this
way we hope to give students the confidence that they need to get by in the unpredictable world
of real language use.

Real language
Stories and narrative appeal to everyone – it’s part of being human. In language learning, students
respond best to dialogues which deliver believable story and drama. We have taken particular care
to create convincing storylines and interactions, using natural, idiomatic 21st century language.
Feedback has shown that students recognise this authenticity in the dialogues and this contributes
to motivation and makes learning enjoyable.

Dealing with input

While we have been careful to ensure that the language students face is pitched at the right level to
ensure comprehension, we don’t believe that a student cannot be presented with a word or phrase
that they don’t ‘know’ already. Language learners need to develop skills and strategies to deal with
the fact that not everything in real language will be understood.

Letter from the authors 5

 Letter from the authors

Text types
It is important to engage with a rich tapestry of different text types, the sort of texts they meet in
their own language. In this course you find everything from short messages and announcements
to blogs, websites, articles, reports and stories. Knowing how much teachers like students to read
fiction, there are four graded stories in the Skills Book. Extensive reading for pleasure prepares
students in an ideal way for reading longer literary texts and develops their language competency –
while at the same time being fun!

Exams
The presence of materials that help prepare students for exams such as Cambridge and Trinity is
helpful right from the beginning as long as we don’t lose sight of general language development.
Therefore we have incorporated exam preparation in the Skills Book, but always at the appropriate
language level, with a ‘soft’ approach that links exam preparation to real language skills and
genuine communication. However, the Student’s Book material is useful and relevant for students
whether they are doing exams or not.

Skills
‘More training in skills, please,’ has been the request from teachers. So on top of the regular
skills training and tasks already in the Student’s Book, the Skills Book provides abundant graded
skill-by-skill practice. Each level has 24 graded reading, listening, speaking and writing lessons, with
tips and advice for a lifetime of language learning. From reading for gist to listening for specific
information, from maintaining a conversation to organising a paragraph, students develop and get
to use all the skills they need to become effective language users, until these essential tools become
second nature.

Video for the 21st century

What better way to contextualise your learning than seeing young people just like you talking
about the same topics and themes? That’s why we have brought together an inspiring, expressive
and diverse group of about 15 young people from all over the English-speaking world to answer
our questions. Each speaker either has English as their first language, with accents from American,
to Canadian, to British and ‘international’, or speaks English fluently as a foreign language. Their
vitality and personality and their varied and thoughtful answers will give your students a window
onto natural discourse, talking about topics they are familiar with.

The right words

Without the right words it is very difficult to communicate or to make progress as language
learners. In this course vocabulary is developed through the teaching of contextualised lexical
sets, the presentation of key words, verbs and word-building in the Word expander boxes, the
exploration of new words in texts and the development of vocabulary learning skills, plus extra fun
practice in the e-book+ to help reinforce lexical sets. In addition, the Skills Book contains a whole
section on Word skills, giving students all the tools they need to study and remember vocabulary.

6 Letter from the authors

Talking about themselves
Special emphasis is placed on all the ways in which story and narrative fill our lives from talking
about a disastrous journey home, or about our family and friends, to watching soaps and films,
reading stories in magazines and papers and exchanging stories in emails and texts. All human
beings want to ‘tell their own story’ and to listen to other people’s stories. We are all heroes of our
own lives and what better way to bring a foreign language to life than to use it to ‘tell our story’?

Online practice
The ideal 21st century classroom is a blended learning space, with teachers and students shifting
effortlessly from print to digital e-book and interactive whiteboard, to audio and video, to the
internet and apps, in an integrated online set of resources. And for that reason, this course aims
to make that ideal become a reality, helping you and your students know where to find and how
to access all the fantastic digital resources and multimedia which is integrated with the course.
Apart from being able to access all the audio and video from the Student Book, Starter Book
and Skills Book, students can also find, on the e-book+, extra vocabulary, grammar, audio, video,
pronunciation, Cyber Homework and exam practice making Right Here! a truly blended learning
experience.

Homework and assessment

All our homework tasks are designed to get students using and consolidating language to improve
their learning outcomes. Personal, tailored feedback from the teacher is very important, and there
are regular homework tasks that allow students to produce personalised answers. However, this
can be a time-consuming way to assess basic knowledge and usage. This is where Cyber Homework
can help. You can select exercises and set them for the whole class. These are then marked
automatically and collated for you – job done! This assessment motivates students to deliver
and tells you who is keeping up, and very importantly, if any students are struggling. The online
Testbuilder is another essential tool to lighten your workload and help you with assessment. It
enables you to easily tailor your own tests using our bank of test exercises. No more need to write
your own tests or get out the scissors and glue!

Support for you the teacher

To conclude, the course focuses on your students and their progress, but it also gives you, the
teacher, support in preparing and conducting your lessons with the guidance and extra help in
the Teacher’s Book, the Testbuilder and the other extra resources online. We hope you will find
the material a reliable and inspiring companion for you and your students. The Introduction on
the following pages is packed with helpful guidance about the elements of the course and its
components and how to use them!

With best wishes,

Julia Starr Keddle Martyn Hobbs

Letter from the authors 7

 COURSE OVERVIEW

Right Here! has been specially written to meet the requirements of upper-secondary students
and to comply with the directives of the Council of Europe in the Common European
Framework of Reference (CEFR).

Starter Book Student’s Book Workbook

Teacher’s Book Skills Book

STARTER OVERVIEW
GETTING UP TO SPEED
Starting a new book involves reviewing new language: students may need a quick overview of the basics
before they begin. Therefore, A2 and B1 levels include optional Starter Books. You can cover the whole
book or select sections for classwork, or alternatively give exercises to individual students for self-study.
It is an effective way to get them up to speed. The Placement test helps you establish your students’
level.
GRAMMAR AND VOCABULARY REVIEW
It can be demotivating to start the year studying language you have already done.
But these fast-track
lessons review language
in interesting,
well-paced classroom
activities.
The focus is on the
basics: grammar,
vocabulary and
communication.

8 Introduction
STUDENT’S BOOK AND WORKBOOK: FLOW OF THE LESSONS

Each level of Right Here! offers six two-unit sets, each with opening and closing sections.

Opener Presentation Grammar Communication

Skills Presentation Grammar

Communication Skills Key grammar Language check

Optional lessons and other materials

Bonus lessons Workbook Interculture

with Grammar
reference

DIGITAL
PLUS lots of online material and Cyber Homework

Introduction 9
 SKILLS BOOK: THE FOUR SKILLS

A separate Skills Book, with skills pages for each group of two units, allows students to focus
attention on single skills, one at a time, taking time to really improve their performance. Each
page develops a sub-skill, for example how to understand general meaning, how to listen or read
for detail, how to maintain a conversation or how to write messages. Guided activities, including
helpful tips and useful language, support students as they focus on each skill.

!
EXAM SUCCESS 10 TIPS FOR EXAM SUCCESS
Each skill begins with 10 tips presenting the core strategies for
success in language learning and in international exams. This is a
shortlist of the very best advice, the fundamentals for developing
skills both in class and outside the classroom. Discussing the
tips in class encourages students to make these 21st century
competencies part of their routine.

THE FOUR SKILLS

The four core skills are covered in depth with a lesson per skill
every two units. Reading and listening, often called receptive or
‘passive’ skills, involve a lot of activity as the brain is continually
processing input and turning it into meaning so you can ‘get the
message’. The productive or ‘active’ skills of speaking and writing
get students producing language themselves, to communicate a
message with appropriate language, register and fluency.

10 Introduction
SKILLS BOOK: WORD SKILLS AND VIEWING SKILLS

WORD SKILLS
Without the right words, the four skills don’t get you very far.
Developing a good vocabulary, and knowing when to use a word, is
essential for fluent language use. And studies show that you need to
meet words frequently to absorb them. These lexical lessons deal with
word families, words students have studied already, and new ones, too.
Taking time out to focus exclusively on vocabulary boosts student
performance across the board.

VIEWING SKILLS
We want to tap into the fact that students love video. Viewing while
listening supports both comprehension and language production, and it
is a skill that can be improved. Students watch friendly young American,
British, transcontinental and fluent non-native speakers talking about
their lives, ideas and ideals, interests and preferences, which exposes
them to manageable, spontaneous language.
Activities include identifying key features of spoken language, and the
opportunity for students to film their own interviews. The videos are
available online.

Introduction 11
 SKILLS BOOK: CLIL AND READING FOR PLEASURE

CLIL SKILLS
CLIL stands for Content and
Language Integrated Learning,
where students study a subject
in a foreign language instead
of in their first language. CLIL
training puts emphasis on many
types of skills: knowledge of
specific language related to the
subject, the use of non-linguistic
input such as tables and graphs,
autonomy in carrying out one’s
own research, and last but not
least, the ability to work in
groups and interact with others.

READING FOR
PLEASURE
Studies show that extensive
reading is the best way for
students to acquire new lexis
and language. It feeds into all
the skills. Story is a universal
experience and students respond
directly and emotionally to
narrative. Achieving flow in
reading requires a low frequency
of unknown words so these
exclusive graded stories ensure
that students have met the
language before. Pre-reading and
post-reading activities deepen
students’ understanding.

12 Introduction
A CLOSER LOOK: WARM-UP ACTIVITIES

Get your students motivated with warm-up lessons and activities designed to break the ice and to
activate students’ knowledge and language skills, ready to predict and prepare for the lessons ahead
of them. This is an essential part of the language lesson – a warmed-up student is ready to learn and
engage.

OPENER LESSONS
At the beginning of each set of two units, there is a page of
warm-up activities to inspire students for the two units to
come, stimulating their language production and proficiency.
Popular with students and teachers, it is a moment to share
ideas and feelings, express opinions, learn key vocabulary
and explore new themes. Students are then ready for more
intensive work in the following lessons.

WARM UP
Before reading or listening, students
start thinking about the topic,
triggering their prior knowledge
and speculating about what they
are to read or hear.

Introduction 13
 A CLOSER LOOK: LANGUAGE PRESENTATION

A key part of language learning is an effective and interesting presentation stage; your students’
first encounter with new language in context shapes their understanding of meaning, structure
and syntax. You will find a wide range of motivating topics and text types, including a continuing
storyline for some presentations.

UNDERSTANDING
Comprehension comes before
looking at the new grammar
points, so the first stage is
to understand meaning.
CONTROLLED & FREE PRACTICE
WARM UP Engaging stories and articles Carefully graded activities help students get
Start with a speedy get students interested in to grips with the new language. They are then
preparation activity. understanding the message. ready for a simple guided production task.

GRAMMAR & FUNCTION REAL TALK

The target language is presented by linking it to Up-to-date idiomatic expressions are essential
its communicative use. Students are invited to for natural, fluent language use. These high-
discover how it helped communicate meaning in frequency phrases are picked out here and
the presentation. practised in the e-book+.

14 Introduction
A CLOSER LOOK: GRAMMAR STUDY

Building up a clear understanding of a grammatical structure and understanding when to use it

is a process. You will find all the stages necessary to support language acquisition from the initial
exploration and discovery stage, to controlled and free classroom practice, regular reviews of key
grammar, extensive grammar reference and digital practice.

GRAMMAR IN CONTEXT GRAMMAR DISCOVERY

The first contact with new grammar After the comprehension
is an encounter with the language stage, students discover how
in context, with natural occurrences the grammar works in the
of the language in meaningful and presentation text, and learn
interesting contexts. about its communicative
function, usage and basic
structure.

GET THE GRAMMAR

This page gathers together all the grammar
of the unit. Structures are re-examined
inductively in more detail with tables and
rules. Further practice checks understanding
and reinforces learning, then freer activities
give students ownership of the new language.

CONTROLLED PRACTICE
Students engage in controlled practice in typical contexts to
reinforce the learning process, followed by freer, personalised
tasks where they express their own ideas.

GRAMMAR REVIEW
Key grammar starts by revisiting the
main tenses and grammatical forms
students studied in the previous two
units. They then use that key language
to complete an information-rich text,
thus consolidating their knowledge.

Introduction 15
 A CLOSER LOOK: GRAMMAR STUDY

KEY GRAMMAR
Lessons focusing on both accuracy and fluency conclude each set of two units. First comes
the accuracy stage, aimed at reinforcing language acquisition and reducing errors. The key
grammar points of the previous two units are reviewed in an interesting, exam-style reading
task, and in further practice of core areas. Fluency, on the other hand, is getting your message
across. Language has to be produced automatically in real time, errors and break-downs
inevitably happen even when you are communicating effectively. These fluency tasks are
extended activities, including groupwork, role play and games. Students then close the circle,
reflecting on their performance and deciding where they need to do more accuracy practice.

GRAMMAR REFERENCE
Clear, reliable, in-depth
grammar explanations provide
more detailed, exhaustive rules,
examples and guidance.
This is followed by extensive
practice in the Workbook.

DIGITAL
More grammar practice is
available in the Extra Practice
section of the e-book+.

16 Introduction
A CLOSER LOOK: VOCABULARY STUDY

Vocabulary learning can be a challenge and yet it is an essential part of making progress in English.
So students need to be given many opportunities to build up their lexical knowledge, their word-
learning skills and strategies, and awareness of meanings, collocation, word-building, word families
and word fields. The course approaches this with a systematic but varied approach, so lexis is
always a protagonist in the lessons.

WORD FAMILIES & FIELDS

Vocabulary is grouped into families and fields to help
students learn words and phrases and memorise them.
Illustrations and examples are used to help students
contextualise the words more effectively.

WORD EXPANDER
Many small words have enormous communicative power,
but can get neglected during the learning process. The
Word expander boxes focus on these individual words and
expressions, helping the students understand their function.

WORD SKILLS
Improving memorisation, understanding the importance of collocation and
word families, guessing meaning from context, using a dictionary, etc.
All these are important word skills which are focused upon in topic-based
lessons in the Skills Book.

LEARNING WORDS BETTER

DIGITAL Studies prove that the more often you
encounter and use words, the quicker you
More vocabulary practice learn them. The Workbook provides extra
is available in the Extra practice of the active vocabulary of the unit
Practice section of the in exercises which include matching, gap
e-book+. completions, labelling activities and games.

Introduction 17
 A CLOSER LOOK: COMMUNICATION

Communicating successfully in a range of contexts is the key to effective language use, and an
essential part of measuring progress, including by the CEFR: The course puts special emphasis on
identifying core phrases for each communicative context: situational (e.g. shopping), transactional
(e.g. inviting), or interactional (e.g. giving an opinion). Scenarios featuring young people in authentic
situations allow students to discover and learn the core language for each communication area, which
they can then explore in guided role plays.

REAL CONTEXTS
Students need young, lively, real contexts and
personal interactions to motivate them towards
fluency, learning how to get their message across
and how to understand others in a range of
situations.

REAL LANGUAGE
Each File contains a bank of natural, high-frequency expressions,
fixed phrases and lexical chunks, giving students the language
they need to become fluent in each area. Using the right
expressions is a key to spoken fluency, so encourage students to ROLE PLAYS
return regularly to these Files. All phrases are recorded within full Getting students to interact together in
sentences and available online. similar situations to those presented is
not only fun but it allows them to try out
the new phrases. Each student should
only choose a few expressions to use,
not all of them! These communication
activities should be repeated during the
year to help students fix the expressions
DIGITAL in their minds so that they eventually
Each communication area is accompanied online by practice exercises come naturally.
containing new dialogues so students can improve their performance
and reinforce their acquisition of the language chunks. Home study or
lab study of these is an important part of the methodology.

18 Introduction
A CLOSER LOOK: CULTURE

Understanding the society, culture, lifestyles, values and history of countries where a language is
spoken enriches the experience of learning a foreign language, especially if the contexts chosen are
related to students’ own lives and age group. Learning how people live their lives, what is important
to them, what worries them or makes them happy, their friends, their families, their aspirations
and experiences also deepens students’ awareness of their own culture. It increases tolerance and
understanding that there are many equally valid ways of seeing the world.

GET INTO CULTURE

Culture in the 21st century is global and local. Each Real
Communication section presents a cultural aspect related to the unit.
These provide an immediate and photographic insight into life and
thought in different countries. This gives students information on
how to find their way in the world, as well as a chance to compare
these aspects with life in their own country.

INTERCULTURE
The Interculture section at the back
of the Student’s Book explores both
English-speaking world contexts
and globally themed topics of
interest to young people. Visually
inspiring and information-rich, they
are designed to deliver information
in a CLIL-like format, with a range of
texts, fact files, interviews, articles
and audio material. The language is
roughly tuned to the students’ level
so it is accessible, but challenges
students to use all their skills to
process the information. Project
work and personal research projects
conclude the lessons.

INTRINSIC CULTURE
One of the things students always say is: ‘Tell us
about teenagers and about how life is different
in other countries’. They want to compare their
own experiences with other young people, how
they are similar and how they are different.
Throughout the course, students have a window
onto the world, encountering people, places
and events from across the globe, but with a
special emphasis on those from English-speaking
countries including the USA, the UK, Ireland,
Canada and Australia.

Introduction 19
 A CLOSER LOOK: INTEGRATED SKILLS

In the Workbook, which consists of independent work for the student to do at home, the skills are
organised in a similar format to external exams. The exercises that prepare the way for B1 Preliminary
and Trinity ISE exams are flagged with references to the specific exam and test type. In addition to this,
each unit provides ideas for Study skills development and study strategies.

MIXING SKILLS
From the opener lesson and the presentations until the final
Key grammar pages, students are constantly shifting from
skill to skill. This gives lessons pace and variety, and trains
students to move naturally from one skill to another. In this
example, from an opener lesson, students review and expand
vocabulary in order to read and discuss their ideal career.

REAL SKILLS
Each unit has two pages devoted to
integrated skills work which activate
students’ language knowledge and
competence. In these series of skills-
based activities, genuinely interesting
topics get students reading, listening,
speaking and writing. Language is
graded and recycled, so students re-use
language, improve their skills and learn SKILLS FOR LIFE
new things, too!
Tips and advice are a core feature of the methodology.
Both in the Real skills and the Skills Book, micro-skills
are explained in a simple way and students are guided
PRONUNCIATION FOR SPEAKING SKILLS in how to improve. Each one of these tips is an essential
Getting pronunciation right is a boost to comprehensibility, skill for life which a language learner needs to fine tune
confidence and fluency. The more times passes, the more until it becomes second nature.
pronunciation errors become fixed, so regular pronunciation
practice is time well spent. In Real skills: Pronunciation, the
focus is on core sounds and speech patterns in user-friendly,
speedy activities.

20 Introduction
FROM ACCURACY TO FLUENCY FOR EXAM SUCCESS

Accuracy and fluency are two sides of the same coin – performing effectively in a language.
Language users should aim to produce error-light language, but at the same time they need to be able
to speak with flow, not worrying about gaps and errors, to get their message across.
Key grammar lightly challenges students to improve their grammatical accuracy while leading
them towards more fluent production.

ACCURACY FOCUS FOR EXAM SUCCESS FLUENCY FOR EXAM SUCCESS

Confidence-boosting activities, designed to reinforce the Just as in sports training when, having consolidated
communicative function of tricky grammatical areas, specific skills, players must compete and therefore
prepare students for exam success. move their focus from the detail to the bigger picture,
But accuracy alone is not enough – we need to build students now engage in an activity designed to
students’ communicative confidence to get their message concentrate on a core communicative area suited
across, regardless of errors. to the two previous units’ work. After preparation,
students do a role play, groupwork or pairwork, and
should be encouraged to throw themselves creatively
into the task and not worry any more about errors
but to focus on communication.

STUDENT FEEDBACK
In the safe environment of the classroom, students
can reflect on their performance in the task just
completed. Maybe their fluency was impaired by
grammar doubts or vocabulary problems. Students
thus gain autonomy over their learning and can help
decide with the teacher on the best revision focus.
DIGITAL
The e-book+ consolidates the accuracy and fluency
focus of each pair of units, with extra practice in the
vocabulary, grammar, listening and pronunciation areas
introduced in the units.

Introduction 21
 A CLOSER LOOK: SPOKEN LANGUAGE

Although speaking is the most natural human skill, it is perhaps the most difficult for a learner to acquire.
You have to think and speak at the same time, depend on your voice for pronunciation and intonation,
and use gesture and facial expression. However, it usually has a more flexible, simpler syntax than written
text, and the best way to learn to speak naturally is to be exposed to speech and to engage in conversation
yourself. Right Here! focuses on spoken communication right from the start, from dialogues and expressions
in Real talk, to situational and interactional chunks in Real communication. The emphasis is on modern
language as used by young people today.

VIEWING SKILLS
The young people in the Viewing skills section of the Skills Book
speak naturally about a range of topics in a range of accents.
The tasks focus first on understanding the content of their
opinions. Students are then helped to explore simple aspects of the
interviews, all of which can be adopted in their own spoken English.
AUTHENTIC DISCOURSE
Natural, up-to-date language is a core
feature. Audio material is fresh, energetic
and authentic-sounding because of
the focus on discourse markers and
conversational gambits.

REAL TALK
To become fluent, learners need to understand and use natural
spoken discourse: everyday idioms, fixed expressions, interjections,
etc. Particular emphasis is placed on how today’s young people
communicate with their own age group. Real talk pulls out high-
frequency typical chunks and phrases used in conversation, which are
then practised further online in the e-book+ Real talk activities.

INTERACTION 21ST CENTURY

Real communication lessons focus on interactional language COMMUNICATION
such as narrating, apologising, working in teams, etc. Texts, comments
These are stock phrases and expressions that students need and story posts are
every time they use English, and special attention has been fast, informal and
paid to the frequency and usefulness of the exponents. spontaneous – we write
like we speak. Students
learn how to write in
this way, employing
the expressions and
grammatical shortcuts
used in spoken discourse.

22 Introduction
GETTING CLOSER TO EXAMS

In the 21st century further education system and workplace, students need to demonstrate
their skills in a foreign language with qualifications in English. Exams are also an excellent way of
encouraging students to learn more effectively and to have something to aim for in the lessons.
A positive exam result is also highly motivating and proves that the hard work and effort was
worthwhile and that your performance is being judged according to neutral, officially recognised
standards. Right from the start, we aim to help students to become exam-ready by introducing them
to the text types and task types that are used in the most common exams. In that way, doing exams
becomes a natural and comfortable experience and we take the stress out of exam day!

EMBEDDED EXAM PRACTICE

Right from the beginning, students are learning the
skills and using the exercise types that prepare them
for exams, even before they reach the appropriate
level of language knowledge and performance. The
exercises that match most closely are marked with
P (B1 Preliminary) and T (Trinity).

SKILLS FOR EXAM SUCCESS

The Skills Book is designed to provide
students with all the skills they need
for exam success including specific tips
and guidance and exercise types which
reflect international exams.

CEFR
You can be confident that
students meet internationally
recognised standards because
the syllabus and learning
objectives are lock-stepped
with the communicative and
interactive objectives of the
CEFR (Common European
Framework of Reference) levels.
Students regularly evaluate
their progress with Now I can...,
linked explicitly to the CEFR
descriptors. At any point you KEY GRAMMAR TEXT
can assess their readiness for COMPLETION
international exams.
The Grammar review is one of the most
challenging but useful exam-type exercises in
DIGITAL
the Student’s Book. Using the key grammar
The extra practice available to students online in the e-book+, and they have studied, students are asked to
the activities for Fast finishers all contribute to exam preparation. In complete a text with appropriate words and
the e-zone, teachers can find a Testbuilder containing Skills tests and phrases. This exercise is based on exam types
Progress tests for each unit and pair of units, information on how the students frequently encounter, and tests
course prepares students for Trinity and B1 Preliminary exams, as well their comprehension and language use on
as downloadable self-assessment checklists for the relevant CEFR levels. many levels.

Introduction 23
 A CLOSER LOOK: LEARNING STYLES

We all learn and process information in different ways: some students prefer to listen, others to
read, others need to write notes or do something active. Students also have natural preferences
for certain subjects, maybe they are good at science or sport or music. And we all learn at different
speeds: some of us like to get going straight away, others prefer to reflect and be sure before
they try something. Language learning is a perfect subject for tapping into these learning styles
and intelligences, and we offer a balance of topics, tasks and activities to suit as many learners as
possible, including students with learning difficulties.

MULTIPLE INTELLIGENCES
Learning styles are personal, and we all learn in different ways. In the
theory of multiple intelligence there are a set of intelligences that
we all possess: musical-rhythmic, visual-spatial, verbal-linguistic,
logical mathematical, bodily kinesthetic, interpersonal, intrapersonal
and naturalistic. The balance between these intelligences is unique
to us. One person may excel at music; another might enjoy
computer programming or prefer expressing themselves through
sport. Although all intelligences need to be developed, we also need
to respect individuals’ dominant intelligences. The course reflects
these intelligences in its range of exercises so that all students can
recognise their strengths and develop weaker intelligences.

FAST FINISHERS
Students learn and work at different speeds, so the
Fast finishers allow you to give stronger students an
extra task to complete. Alternatively, you can use these
activities if your lesson itself is a ‘fast finisher’ and you
need another short task to take you to the end of class!

GROUPWORK AND
PROJECTS
Groupwork allows each person to
DIGITAL express their best: one might be
the best leader, another a good
The online e-zone and e-book+ mediator, another an excellent
components offer many types of organiser or researcher, another a
activities for every type of learner. brilliant artist or photographer or
Students can use digital exercises film-maker. Projects are a perfect
autonomously to suit their tastes way to bring out the strengths
and preferences, or the tasks can be in all your students and to train
set as homework. You can use these them to work together in groups,
resources to help slower learners and or autonomously on their own,
learners who need to explore an area pursuing a topic that interests
in more depth. them.

24 Introduction
Starter Units 1&2
Starter Units 1&2 pp. 5–20 Starter Units 1&2 CEFR
Opener p. 5
Starter Unit 1 pp. 6–11
competences
Starter Unit 2 pp. 12–19
Language check p. 20 Listening
A2 understand what is said clearly, slowly and directly to me
Starter Workbook online in simple everyday conversation (pp. 10, 11, 16, 17)
A2 understand the essential information in short recorded
Starter Unit 1
passages dealing with predictable everyday matters which
Starter Unit 2
are spoken slowly and clearly (p. 19)
Testbuilder
Reading
Starter Unit 1 Test
A2 identify important information in simple newspaper
Starter Unit 2 Test
articles which are clearly structured and illustrated
Starter Units 1&2 Skills test
(pp. 18–19)
A2 understand short narratives about everyday things
dealing with topics which are familiar to me, e.g. a blog on
Objectives someone’s typical day (p. 7), an email containing directions
(p. 17)
Grammar
present simple Spoken interaction
present continuous A2 use public transport, for example trains, ask for basic
adverbs of frequency information and buy tickets (p. 16)
modal verb can A2 use basic greetings, ask how people are and react to news
degrees of ability (p. 11)
countable and uncountable nouns + how much / how many A2 discuss with other people what to do and where to go
and some / any (p. 19)
comparative and superlative adjectives
Spoken production
Functions and Communication A2 describe my hobbies and abilities in a simple way (p. 8)
talking about the present A2 describe an imaginary place in the area where I live
talking about skills and abilities (p. 19)
describing people
talking about mood, personality and health Language quality
talking about quantity A2 use some simple structures correctly (pp. 10, 11, 16, 17)
comparing things A2 have sufficient vocabulary for coping with simple
buying a ticket everyday situations (pp. 11, 16, 19)
asking for and giving directions
Writing
Vocabulary A2 write about aspects of my everyday life in simple phrases
days of the week and sentences, e.g. the description of a friend (p. 10)
months
skills and abilities
personal description
parts of the body
health
personality
rooms and furniture
countries
places in a town
homes
prepositions
furniture

25
 Starter Units 1&2 opener
3a, 3b | p. 5
AUTHOR
chat Students: individual written work followed by oral pairwork.
Teacher: make sure students use the same structures as in
What do your students need before beginning their the text of the blog, e.g. I love…, I hate…, My favourite…,
studies at B1 level? A quick, efficient and motivating I’m wearing… . Monitor the pairwork, making sure that the
review of the language they have already learnt at structures used and the students’ pronunciation are correct.
A2 level. They need to refresh and activate what
they know and check they have the basics, and you
may need to bring all your students up to a similar
level before starting Pre-intermediate work. In four
units, this Starter reviews all the main structures and
communicative areas of A2, preparing students for the
next stage – studying B1.
This opener in the form of a blog questionnaire
motivates your students right from the beginning. It is
a chance for them to put into action a variety of basic
vocabulary and language used to talk about everyday
experiences.

• check knowledge of names of items used daily

• in preparation for the topic of these units, practise
speaking about routines and about things happening now

1 | p. 5
Teacher: Look at the photos. Can you name these objects?
Students: oral work to be done all together.
Teacher: Now read the blog where ‘Tiger-Lily’ tells us 15
things about herself. Find the words for the objects and
write them under the photos. Write inhaler on the board and
check if students understand the meaning.
Students: written work to be done individually or in pairs.

Answers
1 ice-skating / skates
2 chocolate
3 phone
4 guitar
5 trainers
6 inhaler
7 Chinese noodles

2 | p. 5
Teacher: You have to fill in the table. Read the list of categories
and decide which category each object belongs to.
Students: written work to be done individually or in pairs.

Answers
food: chocolate, Chinese noodles
things: posters, phone, inhaler
sport: football, ice-skating
clothes: hoodie, jeans, trainers
musical instruments: guitar

26
Starter Unit 1
Routines and ability
Unit 1 Objectives 1b | p. 6
Students: oral work to be done all together or in pairs.
Teacher: if necessary expand on the ideas with questions,
Grammar How long is your summer holiday? Which months? Do
Present simple you have other holidays during the school year? In which
Present continuous months can you see flowers all around? In which months
Adverbs of frequency can you enjoy the most sunshine? Do you ever go to the
Modal verb can beach? If so, when? When do we have snow in this part of
Degrees of ability the world? In which months does the school year start
and end?
Functions
Talking about the present
Talking about skills and ability
Comprehension
Describing people • understand short narratives about everyday things dealing
Talking about mood, personality and health with topics which are familiar to me, e.g. a blog on
someone’s typical day A2
Vocabulary
Days of the week 2a | p. 6
Months Teacher: You’re going to hear what Emma says in her blog
Parts of the body about her daily routine. First look at the expressions, then
Health listen and read.
Personality Students: listen and read. Reorder the sequence of the
activities.
Skills
Listening: a conversation about appearance; a conversation TRANSCRIPT Starter 02
about how someone is feeling See Starter p. 7.
Reading: a blog about a girl’s daily routine; an article about
achievements in sport Answers
Writing: a description of the physical appearance and 1 wake up
clothing of a person 2 get up
Speaking: discussing appearance; talking about one’s health 3 have a shower
4 choose clothes
5 feed the cat
Presentation pp. 6–8 6 drink some juice
7 leave the house
AUTHOR
chat
8 come back to the house
9 walk to the bus stop

Through the informal medium of a blog diary, your Real talk | p. 7

students painlessly review the present simple and the Teacher: explain that Real talk lists phrases and
present continuous. Emma describes her typical day, exclamations commonly used in daily conversation. They
talks about what she is doing, and asks her friends are usually colloquial and they often represent young
to tell her about what they are doing right now. The people’s jargon. Ask students to find equivalent expressions
section concludes with an inspiring look at disabled in their own language:
athletes and their achievements. sad?
ages
fed up
Vocabulary: days of the week / blah blah blah
months 2b | p. 6
• in preparation for the work in the unit, learn / revise the Students: oral work to be done in pairs.
days of the week and the months
Random Fact | p. 7
1a | p. 6 Teacher: focus on the Random Fact at the bottom of the
Students: oral work to be done all together or in pairs. page and ask students to read the information. Ask them if
Teacher: if students have difficulties in coming up with the statistic surprises them and if the percentage is similar
ideas, ask When do you do your homework? When do you go within the class.
shopping? When do you go out with friends?

27
 Starter Unit 1

Talking about skills and abilities

3 | p. 6
• describe my hobbies and abilities in a simple way A2
Teacher: Emma writes about what she’s doing right now.
And her friends Nathan, Jodie and Ben do the same on her
blog. They are the main characters in our story. So try to
7a | p. 8
remember their names and faces. Teacher: You’re going to read about four athletes. They are
Students: listen and read. Identify the young people doing all disabled and extremely successful.
the actions in the list. Students: individual written work.

TRANSCRIPT Starter 03 Answers

See Starter p. 7. Aaron Fotheringham, can’t walk, skateboarding, can do
180-degree turn in the air.
Natalia Partyka, has got one hand only, table tennis,
Answers medals in both the Olympics and the Paralympics.
N planning a trip Rheed McCracken, cerebral palsy, wheelchair racing,
J listening to an mp3 player Junior Athlete of the Year, medals at the Rio Olympics,
B doing a film project broke the 100m record in 2017.
B reading a blog April Holmes, has only got one leg, running, can run
E eating crisps 100 metres in under 13 seconds.
E watching a music video
7b | p. 8
E writing a blog
Students: oral pairwork.
P playing video games
Teacher: ask students to search for websites that raise public
T sitting on the keyboard
awareness of the problems of disabilities, and list projects
and events for disabled people in their country.
Talking about the present
• talk about daily routine and actions that are happening 8 | p. 8
now; understand short narratives about everyday things Students: read about the use of the modal verb can and
dealing with topics which are familiar to me, e.g. sporting of adverbs of degree. Look for examples in the text of the
ambitions A2 article.
Teacher: for a quick revision of can, refer students to p. 9.
4 | p. 6
Students: read the explanations on the use of the present Vocabulary: skills and abilities
simple and present continuous and look for examples of
• talk about one’s abilities
these tenses in the blog.
Teacher: for a quick revision of these tenses refer students
to the tables on p. 9.
9 | p. 8
Students: oral pairwork.
Examples of present simple: all the verbs in the section
My routine.
Examples of present continuous: all the verbs in the section Get the grammar p. 9
What are you doing now? Starter Workbook online Starter Unit 1
5 | p. 6
Students: individual written work. Present simple / present
Teacher: make sure students use the frequency adverbs continuous
appropriately and put them in the correct position in
the sentence.
1 | p. 9
Teacher: ask students to read and translate the examples.
6 | p. 6 Students: complete the tables and copy them into their
grammar notebooks.
Students: oral work to be done in groups.
Teacher: monitor the activity making sure that students use
Answers
the correct tense for routine actions and for actions that are
1 plays 6 is
happening now.
2 don’t 7 not
3 play 8 playing
4 play 9 Am
5 are 10 Are

28
 1

Starter
2 | p. 9
Students: complete the rules and copy them into their
Real communication
grammar notebooks. pp. 10–11
Answers Describing people
1 present simple
2 present continuous

3 | p. 9
AUTHOR
chat
In the Starter, each Real communication deals concisely
Answers with two important A2 communicative areas so your
students are quickly brought up to speed. Each section
1 wear, ’m wearing
recycles and reviews situations with which students
2 gets, goes
should already have some familiarity. These quick
3 are making
4 Are you talking, ’m talking
and easy lessons present key language, expressions
5 aren’t taking, ’re walking
and vocabulary and give students an opportunity to
practise in classroom activities. In this spread we review
describing people, parts of the body, personality, mood
4 | p. 9
and talking about health.
Answers
1 are you doing, am reading, am listening
2 Do, have File
3 are playing
Teacher: focus on the structures introduced in the File on
4 visit, am spending
p. 10 to express the function of describing appearance.
5 aren’t doing, are riding

Modal verb can Vocabulary: personal description

• understand what is said clearly, slowly and directly to
5 | p. 9
me in a simple everyday conversation in which someone
Teacher: ask students to read and translate the examples.
describes people A2; write about aspects of my everyday
Students: complete the rules and copy them into their
life in simple phrases and sentences, e.g. the description of
grammar notebooks.
a friend A2
Answers
1 | p. 10
1 ability
Students: oral pairwork.
2 beginning
Teacher: in order to encourage students to speak, you can
bring cuttings from magazines with photos of famous actors,
6 | p. 9
singers, politicians. Check understanding of vocabulary,
especially plump, well built, skinny, bald.
Answers
2 Can Isabelle drive? No, she can’t.
3 Can she ride a horse? Yes, she can. 2 | p. 10
4 Can she speak Chinese? No, she can’t. Teacher: Look at the photo. Where are these people? (At a
party. What are they doing? (They’re laughing, drinking,
7 | p. 9 chatting.) What are they talking about? Read the sentences
to guess what the conversation is about (other people at the
Answers party). Now let’s listen to the conversation.
Students’ own answers. Students: listen and identify.

Starter WB Unit 1
Students: do the Workbook Starter Unit 1 exercises online
as homework.

29
 Starter Unit 1

TRANSCRIPT Starter 04
JACK Who’s that girl with curly red hair? Answers
head: eye, ear, mouth, nose
JESSICA Oh, that’s my cousin, Holly. She’s talking to
arm: hand, finger, thumb, elbow
my friend Demi.
leg: foot, toe, knee
JACK He’s very tall! torso: stomach, back, chest
JESSICA No, not the guy in the jeans. That’s William.
The other guy; the one in the black leather 5b | p. 10
jacket with the dreadlocks. Teacher: brainstorm all possible words for other parts of the
JACK Oh, OK. I see him. And is your brother Tim body, under the four headings, for example:
here? head: chin, cheek, hair, brain, face, teeth, tongue
JESSICA Yes, he is. He’s eating a sandwich over there. arm: wrist, nails
leg: ankle
JACK I like his glasses. And who’s the girl with the
torso: neck, shoulder, heart, lungs, ribs
long blonde hair? Is that your friend Martha?
JESSICA No, it’s her sister, Ivy. Martha’s got short hair.
And she’s wearing a pink necklace and a long What’s up?
black skirt.
JACK Oh yes. I see her!
File
Teacher: focus on the structures introduced in the File on
p. 11 to express the following functions: describing mood,
personality and health problems.
Answers
1e 2c 3f 4d 5a 6b
Vocabulary: health
3 | p. 10 • learn words to describe small ailments and accidents
Teacher: focus on sentences 1–6 and play the recording
again for students to do the exercise. 6 | p. 11
Students: stronger students can identify the True / False Teacher: check understanding of new vocabulary, e.g. chesty
sentences without listening a second time. They correct the cough, dry cough, a twisted ankle, rash, runny nose, feel
false sentences. sick, feel dizzy, feel faint. Ask students to read the phrase
and check pronunciation.
Answers Students: oral pairwork.
1 T
2 F (Demi is wearing a black leather jacket.) Vocabulary: personality
3 T
• learn expressions to describe personality and mood;
4 F (Ivy is Martha’s sister.)
understand what is said clearly, slowly and directly to me
5 F (Jessica’s brother is eating a sandwich.)
in simple everyday conversation A2; use basic greetings,
6 F (William is wearing jeans.)
ask how people are and react to news A2; use some simple
structures correctly A2; have a sufficient vocabulary for
4a | p. 10
coping with simple everyday situations A2
Students: individual written work.
Teacher: remind students they must not mention the name
7 | p. 11
of the person they are describing.
Teacher: ask students to translate the adjectives into their
own language, then check their pronunciation.
4b | p. 10
Students: individual written work.
Students: oral pairwork.
Teacher: you may want to put the descriptions on the wall
and ask students to come up to read them and identify the 8a | p. 11
people in the class. Students: listen to the conversation between Chad and
Steph without reading the text in exercise 8b and answer the
Vocabulary: parts of the body question (Chad’s got a cold).
• review vocabulary for parts of the body
TRANSCRIPT Starter 05
See transcript in exercise 8b.
5a | p. 10
Teacher: when students finish the exercise, check
understanding of the vocabulary. Remind them that the
English language has the word fingers for the parts of the
hand and the word toes for the parts of the foot. Ask students
to read their answers and check pronunciation.

30
 1

Starter
8b | p. 11
Students: listen to the conversation again and complete
the dialogue.

TRANSCRIPT AND ANSWERS Starter 05

STEPH Hi Chad, 1what’s up? You look a bit down!
CHAD Oh, I’ve 2got a cold, so I can’t play football
tomorrow.
STEPH Oh, that’s a shame. 3How do you feel, then?
CHAD Terrible! Honestly, I 4can’t sleep and I’m very
tired. And I just feel really grumpy. I don’t want
to talk to anyone.
STEPH Oh dear. So you don’t want to chat to your
friends then?
CHAD Sorry, Steph. I don’t want to be rude. But really,
I 5just want to go home and go to bed.
STEPH OK, OK. Off you go! Hope you 6feel better
tomorrow.

9 | p. 11
Students: oral pairwork.

Extra
Vocabulary building. Students read all the vocabulary
on pages 10 and 11 again. Then, in pairs, they find out
who can write the greatest number of words from
memory.

The activity can also be done as a dictation-translation.

The teacher dictates a word in the students’ own
language, the students write it in English.

Test: Starter Unit 1 Test

31
 Starter Unit 2
Things
Unit 2 Objectives 2 | p. 12
Students: oral work to be done all together or in pairs.
Teacher: remind students that they met Emma and Nathan
Grammar
on p. 7. Ask What country did Emma mention? (The USA.)
Countable and uncountable nouns
What did Nathan say? (I can’t wait for you both to come.)
how much / how many
some / any Answers
Comparative and superlative adjectives
1 Nathan and Emma.
2 Nathan is probably in his flat / house in the USA,
Functions Emma in a street in Britain.
Talking about quantity
Comparing things
Buying a train ticket Comprehension
Asking for and giving directions • understand a phone conversation and identify the room
which is being described
Vocabulary
Rooms and furniture
Countries
3 | p. 12 towards B1 Preliminary Listening Part 1
Places in a town Teacher: Look at the pictures of three bedrooms. Now
Homes read and listen to the dialogue. Identify the room Nathan
Prepositions describes.

Skills TRANSCRIPT Starter 06

Listening: conversations at a railway station; a conversation
See Starter p. 13.
giving directions
Reading: a description of a room; an article about weird Answer
buildings Room c.
Writing: a description of a weird place
Speaking: buying a train ticket; discussing weird places Real talk | p. 13
Teacher: focus on the phrases in Real talk and help students
to translate them into their own language:
Presentation pp. 12–14 Oh, I don’t know.
Are you joking?

chat
Don’t panic.
AUTHOR
4 | p. 12
We meet Nathan and Emma, two protagonists of the Students: read the dialogue again, do the task and correct
photostory, and find out something about Emma and the false sentences.
Jodie’s exciting plan for a trip away. Students review
all the basic language areas linked to talking about Answers
quantity, an area that always needs special attention 1 F (She’s planning to go with Jodie.)
and practice. They go on to review comparatives and 2 F (Nathan can sleep on the sofa, Emma and Jodie can
superlatives by doing a world quiz and an activity about sleep in his room.)
people in the class. 3 T
4 T
5 F (He says it’s quite tidy.)
6 F (She plans to bring all her clothes, her shoes, her
Vocabulary: rooms and furniture make-up.)
• revise words for the parts of a house, furniture, domestic
appliances, electronic devices Talking about quantity
• practise using countable and uncountable nouns, some
1 | p. 12 and any, how much and how many
Teacher: check understanding and pronunciation of
all vocabulary. 5 | p. 12
Students: oral pairwork. Teacher: ask students to read and translate the examples.
Ask students to find countable and uncountable nouns in
Warm up the dialogue.
• in preparation for the work in the unit, get to know two Students: complete the rules and copy them into their
protagonists of the story grammar notebooks.

32
 2

Starter
Answers Comparative adjectives, Superlative adjectives,
1 countable Irregular adjectives | p. 14
2 countable Teacher: ask students to read the rules and translate the
3 uncountable examples.
4 countable
5 uncountable 8 | p. 14
Students: oral groupwork.

Vocabulary: countries
• learn / revise the names of countries in various parts of
the world
Get the grammar p. 15
Starter Workbook online Starter Unit 2
6 | p. 14
Teacher: focus on the map and tell students they will hear Countable and uncountable
the names of the countries in random order. Ask students to nouns
repeat them and to identify them on the map. 1 | p. 15
Teacher: ask students to read and translate the examples.
TRANSCRIPT Starter 07
Students: complete the rules and copy them into their
Canada
grammar notebooks.
The USA
Mexico Answers
Brazil 1 plural
2 singular
Chile
3 a / an
Morocco 4 some
Nigeria 5 any
Egypt
South Africa 2 | p. 15
Pakistan Answers
India Countable: wardrobe, flower, garden, rug, guitar
China Uncountable: love, furniture, music, time, milk
Russia
3 | p. 15
Japan
Australia Answers
New Zealand 2 some, any
3 some, any
4 some, any
Comparing things 4 | p. 15
• review the formation of comparatives and practise making Teacher: ask students to read and translate the examples.
comparisons Students: copy the rules into their grammar notebooks.

7a, 7b | p. 14 Answers
1 many
Students: oral pairwork. Students answer the questions
2 much
about the countries and point them out on the map.
3 much
Teacher: play the recording of exercise 7b to check answers.
4 many
5 many
TRANSCRIPT Starter 08
1 Russia  7 the USA
2 Australia  8 New Zealand
3 Japan  9 China
4 Morocco 10 Brazil
5 India 11 China
6 Australia 12 Mexico

33
 Starter Unit 2

Comparative and superlative

1a | p. 16
adjectives Students: matching exercise to be done individually or
5 | p. 15 in pairs.
Students: complete the rules and copy them into their Teacher: play the recording to check answers. Play it again
grammar notebooks. for students to repeat.
Teacher: focus on the last two rules about the use of than
in comparative sentences and the use of the in front of the TRANSCRIPT AND ANSWERS Starter 09
superlative. Explain also that the superlative is followed 1 library e book
by the preposition in + a place or a group and by the 2 leisure centre a swimming pool
preposition of in all other cases.
3 post office h letter
Answers 4 school g desk
1 cheaper 6 yellower 5 park d grass
2 nicer 7 cleverest 6 restaurant c menu
3 biggest 8 better 7 hospital b bed
4 more famous 9 worst
5 prettiest 10 farthest 8 museum f old things

WB Unit 2 1b | p. 16
Students: do the Workbook Starter Unit 2 exercises online
Students: oral pairwork.
as homework.
1c | p. 16
Students: in groups list names of typical places found in
a town.
Real communication Teacher: write all the words suggested by the groups on
pp. 16–17 the board, e.g. café, bank, supermarket, shopping centre,
church, police station, town hall, skating rink, train station,
I want to go to... bus station, underground station, taxi rank. Encourage
students to think of more words by giving them definitions
AUTHOR
chat like This is where you park your car (car park), This is
where you go swimming (swimming pool), etc.

Being out and about, asking for information, giving

directions, buying tickets are all key A2 areas — and 2 | p. 16 towards B1 Preliminary Listening
also useful preparation if you are planning to take your Part 2
students on school trips abroad! Your students need to Teacher: You’re going to learn the language you need at a
feel comfortable in these key situational areas before railway station. Read the three sentences, then listen
exploring more interactional communication areas that and match.
come up in B1. They also review important lexical areas Students: listen and match.
such as places in the town, prepositions of position and Teacher: check understanding of front coaches and
movement and types of homes. rear coaches.

File
Teacher: focus on the structures introduced in the File on
p. 16 to express the following functions: buying a ticket,
asking for information and help.

Vocabulary: places in a town

• learn / revise vocabulary for leisure places and urban
services in a town; use public transport, for example
trains, ask for basic information and buy tickets A2; have
sufficient vocabulary for coping with simple everyday
situations A2

34
 2

Starter
TRANSCRIPT Starter 10 With weaker students, write up Ruth’s dialogue on the board
1 as a model.
TICKET OFFICIAL Next!
RUTH Can I have a ticket to Edinburgh, How do I get there?
please?
TICKET OFFICIAL Single or return?
File
Teacher: focus on the structures introduced in the File on
RUTH Oh, return, I guess. p. 17 to express the following functions: asking for and
TICKET OFFICIAL Coming back today? giving directions in the street and inside a building.
RUTH What?
TICKET OFFICIAL Are you coming back today? Vocabulary: homes
RUTH No. I’m not coming back till next • learn vocabulary to describe British homes
week.
TICKET OFFICIAL Right then. One open return. £56
5 | p. 17
please.
Students: matching exercise to be done individually or
2 in pairs.
RUTH Hello, excuse me, can you help me please? Teacher: play the recording to check answers. Play it again
WOMAN Yes? for students to repeat.
Start a class discussion on the types of homes in the
RUTH Do you know, um, which platform does the
students’ own country and how they compare with those
train to Edinburgh leave from?
shown on this page.
WOMAN It’s um, platform 4. Oh, no, it’s platform 6,
dear. Over there. But hurry! TRANSCRIPT Starter 11
3 1 a cottage, photo b
RUTH Sorry, is this the train for Edinburgh? 2 a semi-detached house, photo e
GUARD Yes, love. Front four coaches. 3 a block of flats, photo a
RUTH What? 4 a terraced house, photo d
GUARD Front four coaches for Edinburgh. The train 5 a detached house, photo c
divides at Oxford. Rear coaches go to Bristol,
front coaches go to Edinburgh.
Vocabulary: prepositions
Answers • learn to describe the position of a building in town using
a2 b3 c1 prepositions; use some simple structures correctly A2

3 | p. 16 6 | p. 17
Teacher: ask students to read the sentences, then play the Teacher: check understanding of the prepositions. In order
recording again. to give an example for the activity describe the position of
Students: do the task and correct the false sentences. the school and, if necessary, write it on the board.
Students: oral pairwork.
Answers
1 F (She isn’t coming back until next week.) 7 | p. 17
2 T Teacher: ask students to read the email out loud and to
3 F (It leaves from platform 6.) identify Rachel’s house.
4 F (The train goes to Oxford, then the rear coaches
go to Bristol, the front coaches go to Edinburgh.) Answer
5 T Rachel’s house is A.

4 | p. 16
Teacher: prepare the students for the roleplay by asking
them to read the material carefully.
With stronger students, give a model of the exercise
choosing the role of the ticket official for yourself and
assigning the role of the passenger to a student. Act out the
conversation basing it on Ruth’s first dialogue.

35
 Starter Unit 2

Reading
8 | p. 17
• identify important information in simple newspaper
Teacher: You’re going to hear Rachel giving directions again
articles which are clearly structured and illustrated A2
because her friend got lost. Listen and complete
the conversation.
1a | p. 19
TRANSCRIPT Starter 12 Teacher: as a pre-reading activity, ask students to spend
RACHEL Hello. a few minutes describing what they see. Supply new
vocabulary, if necessary.
PENNY Hi, Rachel? It’s Penny here. Listen, I’m 1lost! Students: make predictions on the topic of the article.
I can’t find your house.
RACHEL Oh no. Well, where are you now? Answer
PENNY I’m, um, 2opposite the zoo. The article is about strange places in the USA.
RACHEL The zoo! You’re in completely the wrong
place! OK, let’s think. Go right and then 3take 1b | p. 19
the first turning on the left, into Oak Road. Students: quickly skim the article to identify the topic.
At the crossroads, 4keep going straight on
into Elm Road. 2 | p. 19
PENNY So, right, first turning on the left, straight on. Students: read the questions first, then they scan through
the texts to identify the numbers.
RACHEL Yup. Then 5at the end of Elm Road, turn left
into South Street and 6take the first right Answers
into London Road. Then our road, Bear Street, 1 Two
is the 7second turning on the right. 2 In 1997
PENNY OK. See you in a minute! 3 3,700 square metres
4 7,000
5 $20,000
Extra 6 35,000
More speaking practice. Search online (Google maps
or other sites) for maps of cities in the students’ own 3 | p. 19
country or abroad, print them out and distribute Students: oral pairwork.
them in class. Divide the students into groups and Teacher: encourage students to talk by showing them
assign each group a place to look for on their map. photos, brochures, catalogues of important buildings in
They should describe how you can reach the place their town.
starting from a specific point, e.g. the railway station.
4 | p. 19
Students: read the definitions, then read the article again to
identify the corresponding words.
Real skills pp. 18−19 Answers
Amazing places 1 biscuits
2 gift
AUTHOR
chat 3 center
4 enormous
5 bug
Unit 2 closes with the first of two Skills lessons in the
Starter Book. The USA is a big place with lots of variety
and here we look at some strange and unusual things Listening
you can see when you are driving around. We learn • understand the essential information in short recorded
about a bizarre hotel, a weird shop and a giant insect. passages dealing with predictable everyday matters which
Students practise skimming and scanning and guessing are spoken slowly and clearly A2
the meaning of words from context – all key skills for
their future studies. The lesson concludes with students
talking about their own local attractions. 5a | p. 19
Teacher: as a pre-listening activity, point out the photo and
explain that it shows a mother, father and daughter. Play
the recording and ask Where are they? (At the Unclaimed
Baggage Center).

36
 2

Starter
Ask the students how the people feel during their visit to 6b | p. 19
this place (The girl is enthusiastic, the mother is interested Students: in groups, they decide which strange place they
in the bargains, the father is bored and sceptical.). could create in their area, and make notes following the
outline given by the questions.
TRANSCRIPT Starter 13
CRYSTAL Wow, this is amazing, Dad. It’s so big.
Writing
WALT Yup, it’s big.
7 | p. 19
CRYSTAL And look at all these different things. I love Students: Write a composition in class or as homework
these jeans. And the shirts. Look at this blue using the outline and notes made in exercise 6b.
shirt! It’s only eight dollars!
WALT Uh huh. Test: Starter Unit 2 Test
KATE Look at the chairs and tables over there. We
need a new table for our dining room, don’t
we honey?
WALT I don’t know. Do we?
KATE Oh Walt! What’s that over there?
WALT Suitcases. Lots and lots of suitcases.
KATE Do we need some more suitcases, Walt?
WALT Nope.
CRYSTAL Mom, Dad! Come on, let’s have a look over
here. Oh, look at these beautiful necklaces
and bracelets. Oh, they’re so gorgeous!
WALT Honey, you have a lot of gorgeous jewellery.
CRYSTAL Hmm, I guess.
WALT Now here’s something I like.
KATE Oh, what is it, Walt?
WALT The exit!

5b | p. 19
Teacher: point out that this is not a list of the objects
mentioned in the recording, but of the categories to which
they belong. Play the recording again for students to do
the task.

Answers
✓ clothes
✓ furniture
✓ jewellery
✓ travel items

Speaking
• discuss with other people what to do and where to go
A2; describe an imaginary place in the area where I live
A2; have a sufficient vocabulary for coping with simple
everyday situations A2

6a | p. 19 towards B1 Preliminary Speaking

Part 4
Students: oral groupwork.
Teacher: encourage students to talk by asking questions like
Where can you go if you want to stay overnight? Where can
you buy items at bargain prices? Why would you want to
see the Big Blue Bug?

37
 Starter Units 1&2
Language check
1 | p. 20

Answers
1c 2b 3a 4d 5a

2 | p. 20

Answers
2 The car is longer than the motorbike. The van is the
longest.
3 The car is faster than the van. The motorbike is the
fastest.
4 The car is heavier than the motorbike. The van is the
heaviest.
5 The car is older than the van. The motorbike is the
oldest.
6 The car is cheaper than the van. The motorbike is the
cheapest.

3 | p. 20

Answers
body: skinny, plump, slim, tall, well-built
hair: brunette, blonde, redhead, wavy, curly
clothes: skirt, shirt, jacket, trousers, jumper

4 | p. 20

Answers
1c 2e 3a 4b 5d

5 | p. 20

Answers
1 help
2 ticket
3 Single
4 coming
5 Here
6 platform
7 turn
8 past
9 turning
10 miss

6 | p. 20

Answers
Students’ own answers.

Test: Starter 1&2 Skills Test

38
Starter Units 3&4
Starter Units 3&4 pp. 21–36 Starter Units 3&4 CEFR
Opener p. 21
Starter Unit 3 pp. 22–27
competences
Starter Unit 4 pp. 28–35
Language check p. 36 Listening
A2 understand phrases, words and expressions related to
Starter Workbook online areas of most immediate priority, e.g. a shopping list
(p. 26)
Starter Unit 3
A2 understand the essential information in short recorded
Starter Unit 4
passages dealing with predictable everyday matters which
are spoken slowly and clearly, e.g. what to do at the weekend,
Testbuilder
how to order in a restaurant (pp. 32, 33)
Starter Unit 3 Test
Starter Unit 4 Test
Reading
Starter Units 3&4 Skills test
A2 find the most important information in information
leaflets on leisure time activities (p. 32)
A2 understand simple messages, instructions, postcards (pp.
Objectives 34, 35)

Grammar Spoken interaction

past simple A2 make simple transactions in shops (p. 26)
modal verbs: obligation A2 order something to eat or drink (p. 33)
present continuous for future A2 discuss with other people what to do and where to go
be going to (p. 32)
present perfect with ever / never and for / since
Spoken production
Functions and Communication A2 describe a job, describe possessions (pp. 24, 27)
talking about the past A2 describe past activities and personal experiences (p. 30)
talking about obligation
asking for things in shops Language quality
having a discussion A2 use some simple structures correctly (pp. 26, 27, 32, 33)
talking about the future A2 have a sufficient vocabulary for coping with simple
talking about experiences everyday situations (pp. 26, 27, 32, 33)
asking for ideas
making suggestions Writing
inviting and answering A2 write short, simple notes and messages (p. 35)
eating out A2 write about aspects of my everyday life in simple phrases
writing short notes and messages and sentences e.g. experiences (p. 30)

Vocabulary
clothes
jobs
shops
electronic devices
transport
entertainment
food

Skills for life

Writing notes (SB p. 35)

39
 Starter 3&4 opener

AUTHOR
chat TRANSCRIPT AND ANSWERS
W
Starter 14
e 1cannot change our past. CHARLES R. SWINDOLL
The past is a foreign 2country. L. P. HARTLEY
Starter Units 3&4 are designed to activate and review Know the past to understand the 3present. CARL SAGAN
the past simple, and they open with an entertaining Your past is important, but not as important as your
collection of quotes about the past. Students easily 4
future. TONY CAMPOLO
review the past simple of the verb be with an The 5past is our definition. WENDELL BERRY
interactive and fun questionnaire about their past year I love my past. I 6love my present. COLETTE
where they can talk about their personal preferences I 7never look back. I look forward. STEFFI GRAF
and experiences. What is 8past is prologue. WILLIAM SHAKESPEARE

1b | p. 21
• check understanding of famous quotations Students: oral pairwork.
• in preparation for the topic of the module, practise talking Teacher: ask students to explain what motivated their
about past situations choices.

CULTURAL INFORMATION 2a, 2b | p. 21

Charles R. Swindoll (1934), an American Evangelical Students: individual written work, followed by oral
pastor, who broadcasts a radio programme called Insight pairwork.
for living from Texas throughout the world. Teacher: monitor the pairwork and make sure students use
L. P. Hartley (1895−1972), a British novelist, a friend of the past simple from the questionnaire correctly.
Aldous Huxley at Oxford. His most famous work is The
Go-Between (1953), adapted for the screen by Harold
Pinter in 1971.
Carl Sagan (1934−1996), an American astronomer,
famous for popularising new scientific ideas in his
articles and books, and in the 1980 TV series Cosmos:
A Personal Voyage.
Tony Campolo (1935), an American Evangelical
pastor, founder of the Evangelical Association for
the Promotion of Education, former adviser to ex-US
President Bill Clinton, supporter of the Democratic
party.
Wendell Berry (1934), an American academic, novelist
and poet. He extols the virtues of rural life and
traditional farming techniques, as well as actions to
protect the environment.
Colette (1873−1954), the French novelist, author of Gigi
(1945), a well-known literary figure in the first half of
the twentieth century, famous for her divorces and her
lesbian love affairs.
Steffi Graf (1969), a German tennis player, who was
World No. 1 from 1987 to 1991. Amongst her successes
are seven single titles at Wimbledon and six single titles
at the French Open.
William Shakespeare (1564−1616), the greatest poet
and playwright in the English language.

1a | p. 21
Teacher: Look at the quotes. Do you know any of these
authors? Let’s listen to the recording first.
Students: written work to be done individually or in pairs.
Teacher: give information on the authors that students are
not familiar with.

40
Starter Unit 3
Past and problems
Unit 3 Objectives 2a | p. 22
Teacher: Before you read the conversation Ben had with his
sister Jodie, look at the photos and the questions and make
Grammar some predictions about the situation.
Past simple
Modal verbs: obligation
2b | p. 22
Functions Teacher: You’re going to listen to and read the conversation
Talking about the past between Ben and Jodie. Read the exercise questions first so
Talking about obligation that you know what you have to focus on. After listening,
Asking for things in shops check understanding of key words and phrases, especially
Having a discussion those listed in Real talk.
Students: listening and reading followed by written work
Vocabulary done in pairs or individually.
Clothes
Jobs TRANSCRIPT Starter 15
Shops See Starter p. 23.
Electronic devices
Answers
Skills 1 T
Listening: a conversation in a clothes shop 2 F (He arrived back at two.)
Reading: a dialogue about a night out; a conversation about 3 T
electronic devices 4 F (Amelia danced with Jake all night.)
Writing: a shopping list 5 T
Speaking: describing jobs you have to / don’t have to do; 6 T
buying a present in a gift shop
Real talk | p. 23
Teacher: focus on the words and phrases in Real talk and
Presentation pp. 22–24 help students to translate them into their own language:
What’s wrong?
AUTHOR
chat
It was a disaster.

Talking about the past

Jodie’s brother Ben went to a prom with his girlfriend
• talk about finished past events and actions
but things didn’t go according to plan! He ruined her
dress, talked to another girl all evening and they ended
3a | p. 22
up splitting up! He’s also lost his job. Can things get
Students: read the explanations on the use of the past
worse? In this lesson we review the past simple and
simple and look for examples in the dialogues on p. 23.
words for clothes. We also look at the basic ways of
Teacher: for a complete revision of the past simple refer
talking about obligation. Students read an email from a
students to the tables on p. 25.
student working in a shop and the reply. They then go
on to an activity where they describe and guess jobs.
3b | p. 22
Students: individual written work.
Teacher: teach students how to find the paradigm of an
Vocabulary: clothes irregular verb in the dictionary. The paradigm is made up of
• in preparation for the work in the unit, learn / revise three verb forms: base form, past simple and past participle.
words for clothes
Answers
1 | p. 22 2 got 3 sent 4 lost 5 wore 6 had
Students: oral pairwork.
Teacher: check that students understand the situations 4a | p. 22
listed under the photo, especially hanging out with friends, Students: individual written work.
a school prom (a student ball held at the end of secondary
school), an interview (a meeting with somebody in authority 4b | p. 22
when applying for a job or a course). Teacher: monitor the oral pairwork checking that students
use the correct form of the past simple, especially in
questions, and give appropriate answers.
Comprehension
• understand short dialogues in which somebody describes
what happened the night before

41
 Starter Unit 3

Vocabulary: jobs Get the grammar p. 25

• learn / revise names of jobs and express my opinions;
Starter Workbook online Starter Unit 3
describe a job A2

5 | p. 24 Past simple: regular verbs

Students: oral pairwork. 1 | p. 25
Teacher: check understanding of the words. Teacher: ask students to read and translate the examples.
Students: complete the tables and copy them into their
Talking about obligation grammar notebooks.
• understand two emails and talk about the duties and
responsibilities involved in jobs Answers
1 didn’t
2 work
6a | p. 24 3 were
Teacher: You’re going to listen to two emails about a job 4 wasn’t
and the duties it entails. Complete the texts. 5 Were
Students: can trying reading and completing the emails
before listening to the recording. 2 | p. 25

TRANSCRIPT Starter 16 Answers

See Starter p. 24. 1 moved
2 played
Answers 3 Did (you) watch
1 writing 6 worked 4 didn’t like
2 stand 7 get 5 Did (they) dance, didn’t
3 chat 8 sell 6 wasn’t
4 have 9 eat
5 work 10 visit 3 | p. 25

6b | p. 24 Answers
Students: read the emails again and make notes. 1 We talked to each other on the phone yesterday.
2 Becky started her piano lessons yesterday.
Answers 3 Amir and Reena didn’t work at the restaurant yesterday.
1 stand on their feet all day. 4 Did you download music yesterday?
2 give up too soon. 5 Where was Angelo last year?
3 chat together, eat or drink in the shop.
4 have more breaks and have a chat with her manager. 4 | p. 25
5 be strict, sell shoes and make a good impression on
the customers. Answers
1 spoke 7 put
7 | p. 24 2 sat 8 swam
Students: read and complete the explanations on how to 3 wrote 9 had
express obligation with the verbs have to and must. 4 read 10 sent
Teacher: refer students to p. 25 in order to check answers. 5 slept 11 bought
6 did 12 lost
Answers
1 must 5 mustn’t
2 must 6 don’t have to
Modal verbs: obligation
3 have to 7 should 5 | p. 25
4 Must Students: complete the rules and copy them into their
grammar notebooks. Then they do the matching exercise.
8 | p. 24 Teacher: discuss the descriptions a–f with the class,
Teacher: in order to help students describe the job they have because they might generate doubt and different answers. If
chosen tell them to think about these questions: Where do necessary, ask students to translate them together with the
you do this job? What clothes do you wear? Who do you sentences they are matched with.
work with? What equipment do you need? What actions do
you perform?

42
 3

Starter
Answers TRANSCRIPT Starter 17
1f 2c 3b 4e 5a 6d DAD Jake, I need you to go to the shops for me.
JAKE What? Come on, Dad, I’m doing my homework!
WB Starter Unit 3 DAD Hmm. Really? That doesn’t look like homework to
Students: do the Workbook Starter Unit 3 exercises online me. That looks like a football magazine.
as homework. JAKE OK, OK. Have you got a list for me then?
DAD Ah, hang on. Right, first of all, could you get some
Real communication more dog food – you know the type that Tinker
likes.
pp. 26–27 JAKE Yup.
A trip to the shops DAD And, um, we’re very short of fruit. So, you know,
apples, maybe some pears.
AUTHOR
chat JAKE Yuk! Not pears. I hate pears.
DAD Well, you know. Get some bananas then. Bananas
Shopping. That’s what young people like best, isn’t it?! and apples.
In these lessons we review the basic expressions needed JAKE Alright. Shall I get some grapes? Mum loves grapes.
at A2 level to get by in shops – ask for help, interact DAD Good idea. Now then, erm, we also really need
with shop assistants and request items. In the second some more bread – a loaf of brown bread and
lesson the students look at electronic goods, listen to you could pick up some croissants for tomorrow’s
a family discussing a birthday present, and practise the breakfast.
basic language of discussions so they will be able to
JAKE OK. Is that it then?
compare their ideas in classroom activities in English.
DAD Could you go to that little clothes shop opposite
the station as well? It’s your grandmother’s
birthday tomorrow. I’m sure you can find a nice
File scarf or something for her there.
Teacher: focus on the structures introduced in the File on JAKE Dad! I don’t want to buy clothes in an old ladies’
p. 26 to express the following functions: asking for clothes shop!
something in a shop and discussing prices. DAD Oh come on, Jake!

Vocabulary: shops Answers

• understand phrases, words and expressions related to Jake has to go to the pet shop, the greengrocer’s, the
areas of most immediate priority, e.g. a shopping list A2; baker’s and the clothes shop.
make simple transactions in shops A2; use some simple
structures correctly A2; have a sufficient vocabulary for
2b | p. 26
coping with simple everyday situations A2
Students: listen to the conversation again and write the
shopping list.
1a | p. 26
Teacher: check understanding of vocabulary. If necessary, Answers
ask students to look the words up in a bilingual dictionary. dog food; bananas, apples and grapes; a loaf of brown
bread and some croissants; a scarf
1b | p. 26
Students: oral pairwork.
Teacher: monitor the pairwork checking that students use
appropriate structures, e.g. What are you going to buy at
the newsagent’s / in a bookshop? or What have you got on
your shopping list for the butcher’s?

2a | p. 26
Teacher: Look at the photo. Who can you see? (A man and
a boy.) Who do you think they are? (Father and son.) What
are they doing? (The father is speaking to his son.) Let’s
listen to the conversation. The son’s name is Jake. You will
hear the products Jake has to buy. Which shops does he
have to go to?
Students: listen and identify.

43
 Starter Unit 3

Having a discussion
3a | p. 26
Teacher: ask students to cover the text of the conversation in File
exercise 3b. Play the recording. Teacher: focus on the structures introduced in the File on
p. 27 to express the function of having a discussion. Students
TRANSCRIPT Starter 18 practise asking for an opinion, suggesting and responding,
ASSISTANT Hello, can I help you? expressing preferences, agreeing and disagreeing.
JAKE Oh hi, yes, I’m, um, I’m looking for a
present for my grandmother.
Vocabulary: electronic devices
ASSISTANT Oh, how lovely! Now then… We’ve got
• learn the names of electronic devices; describe possessions
some very nice jumpers here. What size is
A2; use some simple structures correctly A2; have a
your grandmother?
sufficient vocabulary for coping with simple everyday
JAKE Er... I don’t know. Have you got any scarves situations A2
or something?
ASSISTANT Well, we’ve got these lovely silk scarves
here. But they’re fifty pounds. 5a | p. 27
Students: matching exercise to be done individually or
JAKE Fifty pounds! No, I’m looking for something
in pairs.
cheaper.
Teacher: check understanding of vocabulary and play the
ASSISTANT What about these gloves? recording to check answers. Play the recording again for
JAKE How much are they? students to repeat.
ASSISTANT These blue ones are twelve pounds and the
black ones are fifteen pounds. TRANSCRIPT Starter 19
JAKE Oh yes, they look nice. Grandma loves blue. 1 Smartphone g
ASSISTANT Small, medium or large? 2 Tablet b
JAKE Medium, I think. 3 Digital camera f
ASSISTANT Here you are, then, dear. I hope your 4 Portable charger e
grandma likes them! 5 Fitness tracker c
6 Games console h
Answer 7 Digital photo frame d
Gloves. 8 Wireless headphones a

3b | p. 26 5b | p. 27 towards B1 Preliminary Speaking

Students: listen to the conversation again and complete Part 3
the text.
Teacher: monitor the pairwork checking that students use
appropriate structures, e.g. I haven’t got (a digital camera).
TRANSCRIPT Starter 18
I’d like to have it because (I’m interested in taking photos of
See transcript in exercise 3a.
all my friends).

Answers 6 | p. 27
1 jumpers 6 gloves Students: express their opinion to their partner who
2 What size 7 twelve pounds answers I agree or I disagree. I think that…
3 I don’t know 8 fifteen pounds
4 fifty pounds 9 Medium
5 Fifty pounds 7a | p. 27
Teacher: ask students to look at the photo and predict what
4 | p. 26 the situation might be. Do not confirm their guesses, which
Students: oral pairwork. will be put to the test in the True / False exercise. Play the
Teacher: give a model for the activity by acting out a recording.
dialogue with a student. You take on the role of the shop Students: listen to and read the family’s discussion.
assistant and help the student decide on a gift. Suggest some
objects and give their prices. TRANSCRIPT Starter 20
See Starter p. 24.

44
 3

Starter
Answers
1 T
2 F (She suggests a new phone or a tablet.)
3 F (Ethan thinks a tablet is too small.)
4 T
5 T
6 F (They decide to buy the wireless headphones.)

7b | p. 27
Students: listen to the discussion again underlining the
phrases from the File in the book.

Extra
Comprehension. For a full exploitation of the
discussion in exercise 7a, ask some comprehension
questions, for example:
Why does Mum want to buy Dad a present? (Because it
is his fortieth birthday.)
What kind of present is she thinking of? (Some kind of
electronic device.)
Who is advising Mum on what to buy? (The children,
Raquel and Ethan.)
Why does Raquel suggest a games console? (Because
they can all play on it.)
What are the pros and cons of tablets? (Pros: they are
lightweight and small. Cons: they are too small.)
When can Dad listen to music? (When he takes the dog
for a walk.)
Why do you think Ethan and Raquel like the idea of
wireless headphones? (They probably want to listen to
music too.)

Listening practice. In order to develop your students’

listening skills, photocopy the conversation on p. 27,
cover some key words with correction fluid, then
photocopy the gapped text and distribute it to the
students. Students close their books, listen to the
conversation again and complete it by writing in the
missing words.

Test: Starter Unit 3 Test

45
 Starter Unit 4
Future and experiences
Unit 4 Objectives 1b | p. 28
Students: oral pairwork.
Teacher: check understanding of the questions. Remind
Grammar students of the prepositions to use with means of transport
Present continuous for future and be going to (on foot, by + bike, train, car, etc.). If necessary write the
Present perfect with ever / never and for / since beginning of each answer on the board:
I get to school on / by…
Functions On my last holiday I went by…
Talking about the future I like best travelling by…
Talking about experiences The advantages of travelling by… are…
Asking for ideas The disadvantages are…
Making suggestions
Inviting and answering
Eating out
Comprehension
Writing short notes and messages • understand short dialogues in which the people in the
story make travelling plans
Vocabulary
Transport
2 | p. 28
Entertainment
Teacher: Before you read the conversation, look at the
Food
photos and make some predictions about the situation. (In
the first photo we can see Jodie and Emma with a guidebook
Skills
of the USA. They are probably talking about their trip. In
Listening: a blog; a conversation about what to do at the the second photo we can see Jodie talking to her brother on
weekend; a conversation in a pizza restaurant the phone. He looks surprised and pleased.)
Reading: a dialogue about plans for the summer; messages, Now read the exercise questions so that you know what you
notes, postcards, instructions have to focus on. After listening, check understanding of key
Writing: notes in a variety of situations words and phrases, especially those listed in Real talk.
Speaking: discussing what to do at the weekend, ordering
food in a restaurant TRANSCRIPT Starter 21
See Starter p.29.
Skills for life
Writing notes
Answers
1 T (Yes, but it belongs to Nathan’s parents.)
Presentation pp. 28–30 2 F (He’s going to sleep on the sofa in the living room.)
3 T
AUTHOR
chat
4 T
5 F (He isn’t doing anything all summer.)
6 T
What is Ben going to do now he hasn’t got a girlfriend
or a summer job? It might just cheer him up to join Real talk | p. 29
others on their trip to the USA. Students practise Teacher: focus on the phrases in Real talk and help students
talking about the future using the present continuous to translate them into their own language:
and going to. They also review means of transport. …right?
The last part of the lesson touches on the use of Concentrate!
the present perfect by reading and answering the Are you serious?
questions about experiences in the Dreamweaver blog. You bet!

Talking about the future

Vocabulary: transport • understand the difference in the use of the present
• in preparation for the work in the unit, revise names of continuous and be going to to talk about the future
means of transport
3 | p. 28
1a | p. 28 Teacher: ask students to read and translate the examples.
Students: a matching exercise to be done individually or in Ask them to identify ways of expressing the future in the
pairs. dialogues.

Answers
a plane b ferry c bike d bus

46
 4

Starter
4 | p. 28
TRANSCRIPT Starter 22
Students: written work to be done individually or in pairs.
Mmmm. Let’s see... 10 things you don’t know about me.
Teacher: invite students to justify the use of the present
OK…
continuous and be going to according to the rules they have
just studied. Number 1: ’ve never played a computer game. I hate
technology – and I hate games! That’s pretty unusual.
Answers Number 2: But I’m quite adventurous. I’ve done a
1 am playing (fixed arrangement) parachute jump. Not many people have done that!
2 are going to surf (intention) Number 3: Ah... I hate writing. Sooo... I’ve never written
3 am meeting (fixed arrangement) a letter. I can’t believe it actually!
4 is going to have / is having (intention) Number 4: Mmmm, how about travel? Hard to believe
5 aren’t going to enjoy (intention) but I’ve never been abroad. I can’t wait to change that
6 is going (fixed arrangement) one! I’m going to the USA this year.
7 Are (you) working / Are (you) going to work (intention)
8 are (we) going to sleep (intention)
Number 5: Um... well, I’m quite lucky, actually. I’ve won
a prize. It was £200 for a painting.
Number 6: Now, I’ve never eaten meat. I’ve just always
been vegetarian. That’s quite surprising.
Talking about experiences Number 7: I bet people don’t know I’ve worked in a
• revise how to form and to use the present perfect; hospital. I made tea for the visitors.
describe past activities and personal experiences A2; write Number 8: I’ve got a real winner here! I’ve never seen a
about aspects of my everyday life in simple phrases and Harry Potter film. Unbelievable but true.
sentences e.g. experiences A2 Number 9: I’ve met a famous person. I’ve met Justin
Timberlake!
5 | p. 30
And Number 10: I’ve been in a film. It was when I was at
Teacher: remind students how to form the present perfect Primary School!
(have + past participle). Remind them that the past
participle of regular verbs is identical to the past simple. There... finished. Now I’ll just press ‘send’.
For irregular verbs, refer them to the third form in the verb
paradigm, which they can find in the dictionary, or at the Answers
back of their Student’s Books. 1 never played
2 done
Answers 3 never written
2 go – been / gone 4 never been
3 write – written 5 won
4 win – won 6 never eaten
5 eat – eaten 7 worked
6 work – worked 8 never seen
7 see – seen 9 met
8 meet – met 10 been
9 be – been
10 climb – climbed
11 stay – stayed
6b | p. 30
12 have – had Students: individual written work.
13 sing – sung
14 know – known 7 | p. 30
15 study – studied Teacher: ask students to read and complete the rules and to
16 live – lived translate the examples. Point out the use of for and since +
17 play – played present perfect and ask students to compare it with how the
idea of ‘duration’ is expressed in their own language.

6a | p. 30 Answers
Teacher: Look at the blog and find out what ‘memes’ are. 1 won
Listen to a girl (‘Dreamweaver’) talking about what she has 2 ever
done or never done in her life. Write the missing words in 3 never
her memes: they are either a past participle or never + a 4 for
past participle. 5 since

47
 Starter Unit 4
8a, 8b | p. 30 Present perfect
Students: read the questions in the blog and write personal 5a | p. 31
answers, which can be true or imaginary.
Students: read the rules and match them to the examples.
Teacher: check for the correct use of for and since in the
second set of answers. Answers
Students: oral pairwork.
1 b
2 a

Get the grammar p. 31 5b | p. 31

Starter Workbook online Starter Unit 4 Students: read the rules and complete the examples 1–4.

Answers
Present continuous for future, 1 for
and be going to 2 never
3 since
1 | p. 31
4 ever
Teacher: ask students to read and translate the examples.
Students: complete the rules and copy them into their
6 | p. 31
grammar notebooks.

Answers Answers
for: two years, a fortnight, an hour, six days
1 the present continuous
since: last year, 2016, last March, nine o’clock
2 be going to

2 | p. 31 7 | p. 31

Answers Answers
1 ever
2 she’s playing hockey with Jude.
2 for
3 she’s meeting Harry at Bon Café.
3 never
4 she’s buying a present for Matt.
4 since
5 she’s taking the dog for a walk.
5 for
6 she’s making a chocolate cake.
6 never
3 | p. 31
8 | p. 31
Answers
Answers
2 This afternoon we’re going to meet our friends in
1 have joined
the park.
2 have lost
3 Tomorrow Sue and Alice are going to clean the house.
3 Have, appeared
4 Next week Nick is going to learn to surf.
4 has won
5 Next weekend I’m going to paint the front door.
5 has, seen
6 Next year she’s going to move to Poland.
6 have left
4 | p. 31
Starter WB Unit 4
Answers Students: do the Workbook Starter Unit 4 exercises online
1 am meeting as homework.
2 are taking
3 are going to look
4 are doing / are going to do
5 are catching / are going to catch
6 are going to decide

48
 4

Starter
Real communication CULTURAL INFORMATION
pp. 32–33 Damien Hirst (1965–), British artist, famous in
1990s for his sculptures, paintings and installations
Making arrangements illustrating the theme of ‘death’, usually dead animals
preserved in formaldehyde.
AUTHOR
chat Tracey Emin (1963–), British artist, famous for her
installations illustrating the themes of sex, rape and
abortion. She uses a great variety of media, including
Students cover the basics of discussing where to go and needlework, photography, video, neon lights, sculptures,
what to do in their free time at the weekend. Making drawings and painting. She represented Britain at the
arrangements, suggesting and inviting are important Venice Biennale in 2007.
A2 objectives. We read an article about things to do
at the weekend and listen to Kirsty and Vic discussing
their plans. Students then make their own plans 3a | p. 32
in pairs. Young people like eating out, as long as it Teacher: You’re going to learn the language you need to
is cheap and cheerful. And pizzas are one of their discuss what to do at the weekend. Listen to this phone
favourite foods! Here they review food vocabulary, and conversation and answer the question.
role play ordering food in a pizza restaurant.
TRANSCRIPT Starter 23
KIRSTY Hey Vic, it’s Kirsty here. What shall we do this
weekend?
File VIC Oh I haven’t got any plans. What do you think?
Teacher: focus on the structures introduced in the File on KIRSTY I don’t know. It’s going to be a really hot
p. 32 to express the following functions: asking for ideas of weekend, so I’d like to do something outside.
where to go and giving suggestions, inviting and accepting VIC Well, hang on, I’ve got the local paper here.
or suggesting a different idea. Let’s see what’s on… Aha! Why don’t we go to
Blackstar Gardens on Saturday? There’s going
Vocabulary: entertainment to be a big open-air concert in the afternoon.
Lots of really good bands.
• find the most important information on leisure time
activities, in information leaflets A2; understand the KIRSTY Good idea. How much are the tickets?
essential information in short recorded passages dealing VIC They are… ah. Right. Twenty-five pounds per
with predictable everyday matters which are spoken slowly person.
and clearly, e.g. what to do at the weekend A2; discuss KIRSTY Uh oh! I can’t afford that at the moment, Vic.
with other people what to do and where to go A2; use
VIC Alright then, shall we go to this Tracey Emin
some simple structures correctly A2
exhibition at Blue Cone? It’s free.
1 | p. 32 KIRSTY I’d rather be outside, Vic. You know I love the

Students: check their understanding of the vocabulary and

sun.
give personal answers. VIC Hmm. I know! This is the best idea.
KIRSTY What?
2 | p. 32 VIC We make some great food at my house, put
Students: read and identify the free-time activities. it in a basket and go for a picnic in the park.
What do you think?
Answers
KIRSTY Excellent plan.
1 have a picnic
2 watch a tennis match
3 go to a concert Answer
4 go ice-skating They decide to go for a picnic in the park.
5 go to an art gallery

49
 Starter Unit 4
3b | p. 32 Answers
Teacher: ask students to read the sentences. Then play the meat: ham, chicken, beef
recording again. vegetables: spinach, onion, mushroom, lettuce
fish / seafood: tuna, prawn, salmon, sardine
Answers dairy: cheese, yoghurt, butter, milk
1 Vic carbohydrate: pasta, bread, rice
2 Vic
3 Kirsty 5b | p. 33
4 Kirsty Students: oral pairwork.
5 Vic Teacher: give a model for the activity. First ask a student
6 Kirsty some questions (How often do you eat pasta / cheese /
yoghurt?) and elicit his / her answers. They in turn ask you
4 | p. 32 questions and you give your own personal answers (I eat…
Students: prepare the list of activities, then do oral once a day / twice a week. I never eat…).
pairwork.
Teacher: to help students, you can distribute a simpler
version of the conversation between Vic and Kirsty to be 6a | p. 33
used as a model. For example (expressions in italics show Teacher: You’re going to hear a boy and a girl ordering
how the conversation should develop): pizzas. Listen and answer the question.
KIRSTY What shall we do this weekend?
TRANSCRIPT Starter 24
VIC I haven’t got any plans. What do you think?
WAITER Hi there! Can I get you some drinks to
KIRSTY 
I don’t know. It’s going to be a really hot weekend, start with?
so I’d like to do something outside.
BEA Oh, yes, I’ll have a lemonade please.
VIC Well, let’s see what’s on… Aha! Why don’t we go to
TIM And I’d like a beer.
a big open-air concert in the afternoon?
WAITER One lemonade, one beer. Alright. Now, have
KIRSTY No, I can’t afford that at the moment, Vic.
you decided on the food yet?
VIC Alright then, shall we go to this Tracey Emin
BEA Oh, you go first, Tim. I don’t know yet.
exhibition at Blue Cone? It’s free.
TIM Well, I think I’ll have the special please. But
KIRSTY 
I’d rather be outside, Vic. You know I love the sun.
with extra mushrooms.
VIC Hmm. I know! We can make some great food at my
WAITER OK, our House Special. That’s a cheese and
house, put it in a basket and go for a picnic in the
park. What do you think?
tomato pizza with chicken, bacon and onions
and the extra mushrooms. And for you, miss?
KIRSTY Excellent plan.
BEA Um, well this salad sounds nice. The Chef’s
salad… with lettuce, tomato, egg, tuna and
Eating out spinach.
TIM Oh come on, have a pizza!
File BEA Erm. OK then. I’ll have the Pizza Hot, please.
Teacher: focus on the structures introduced in the File on
TIM Wow! Cheese and tomato pizza with beef,
p. 33 to express the function of ordering in a restaurant.
chillies and peppers! Good luck.
WAITER Very good! I’ll get your drinks now.
Vocabulary: food
• learn / revise words for food; understand the essential Answer
information in short recorded passages dealing with They order two pizzas, one each.
predictable everyday matters, e.g. how to order in a
restaurant A2; order something to eat or drink A2; use 6b | p. 33
some simple structures correctly A2; have a sufficient Teacher: ask students to read the waiter’s notes, then play
vocabulary for coping with simple everyday situations A2 the recording again.

5a | p. 33 Answers
Students: written work to be done individually or in pairs. one coffee ➔ one beer
Teacher: check understanding of the listed words. House Special with extra onions ➔ mushrooms
the chef’s salad ➔ there is no salad order

50
 4

Starter
7a | p. 33 2 | p. 35
Students: in groups, they complete the menu at the bottom Teacher: analyse the long and the short forms of the
of the page with items of their choice. They should write one message from Sarah’s mother. What has changed in
item in each category and its price in Euros. the short form? (these elements have been missed out:
greetings, time references, pronouns, the phrase he thinks
7b | p. 33 that perhaps. The courtesy form can you has been replaced
Students: continue their work in groups and decide their by the imperative. The words your, please, thanks have been
roles. abbreviated).
Teacher: to help students, you can write the waiter’s Students: read the three messages on p. 35 and rewrite
questions on the board: them in an abbreviated form following the model.
Can I get you some drinks to start with?
Have you decided on the food yet? Possible answers
And for you? 1 George, take yr trainers to school for football match,
Dad.
2 Mum, send £20 to school asap for Thursday trip, Thx,
Real skills pp. 34–35 Essie.
3 Alex, get me some bananas and a carton of orange juice,
Messages money in drawer under kettle, Thx, Leanne.

AUTHOR
chat 3 | p. 35
Students: individual written work.
We read and write notes every day, and it is important
for students to understand them and begin to write Possible answers
them at this level. As they progress they will be required 1 Jim, don’t forget your sandwiches, Paul.
more and more to write notes in English. We conclude 2 Rathi, get me some milk and croissants, money on top
the Starter by looking at a range of short notes and of fridge, Serena.
messages from post-it notes, to postcards and text 3 Did you leave yr scarf in my car? Blue and green.
messages. Students learn the fundamentals of writing Txt me pls. Robert.
notes and practise writing their own notes. Now they 4 Sandro, read this, keep out!
are ready to start Right Here! B1. 5 Dear Mum and Dad, having a great time, visited
the Forum, Colosseum and the Pantheon. Weather
splendid, off to a boat trip on the Tiber. See you soon
Marina. xxx
Reading
• understand simple messages, instructions, postcards A2;
Test: Starter Unit 4 Test
write short, simple notes and messages A2

1 | p. 35 towards B1 Preliminary Reading Part 1

Teacher: ask students to read the short texts out loud and
check their understanding.
Students: they identify the text type by matching each
message to its description.

Answers
1b 2h 3a 4g 5d 6c 7f 8e

Skills for life: Writing notes

Teacher: Read the strategy in Skills for life and use it in
exercise 2. Ask students to read the messages on p. 34 again
and to think about the language features which characterise
them (grammar items might be missing, such as the subject,
a verb or an article; the imperative is frequently used;
abbreviations are very common).
Suggest that students keep a section of their notebooks to
list the strategies presented in Skills for life.

51
 Starter Units 3&4
Language check
1 | p. 36

Answer
1d 2a 3c 4b 5a

2 | p. 36

Answer
1 since
2 since
3 for
4 since
5 for

3 | p. 36

Answer
jobs: mechanic, nurse, farmer, vet, waiter
food: chicken, salmon, cheese, onion, lettuce

4 | p. 36

Answer
1 charger
2 camera
3 console
4 frame
5 tracker

5 | p. 36

Answer
1 try
2 OK
3 larger
4 much
5 take
6 shall
7 don’t
8 rather
9 go
10 idea

6 | p. 36
Oral pairwork.

Test: Starter Units 3&4 Test

52
Units 1&2
Student’s Book pp. 7–26 Pronunciation
Opener p. 7 /eə/ /ıə/   /j/ /dʒ/
Unit 1 pp. 8–15
Unit 2 pp. 16–23 Skills for life
Key grammar pp. 24–25 Reading for information (SB p. 15)
Language check p. 26 Talking in groups (SB p. 23)

Workbook pp. 5–16 Interculture

Unit 1 pp. 5–9 Going to summer camp (SB p. 12)
Unit 2 pp. 10–15 World tourism (SB p. 21)
CEFR descriptors p. 16 The USA (SB pp. 144-145)

Skills Book
Reading skills 1&2 p. 5
Listening skills 1&2 p. 12 Units 1&2 CEFR
Viewing skills 1&2
Speaking skills 1&2
p. 19
p. 26
competences
Writing skills 1&2 p. 33
Word skills 1&2 p. 40 Listening
B1 listen to a short narrative and form hypotheses about
Testbuilder what will happen next (p. 12)
Unit 1 Test B1 understand the main points of clear standard speech
Unit 2 Test on familiar matters regularly encountered in work, school,
Units 1&2 Progress test leisure, etc. (pp. 7, 12, 15, 21, 23, 25)

Extra practice Reading

Units 1&2: dictation, vocabulary, grammar, pronunciation B1 understand information about people from a magazine
article (pp. 10, 14) or from a webpage (p. 17)
B1 read a newspaper article on current topics or events and

Objectives understand the overall meaning of the text (p. 14)

B1 skim short texts (for example, signs at the airport) and
find relevant facts and information (p. 20)
Grammar B1 understand important information in short simple
present perfect v past simple everyday brochures (p. 22)
present simple for fixed future events
present perfect with just / already / yet Spoken interaction
still
B1 maintain a conversation or discussion on familiar topics
whose
(pp. 8, 12, 23)
possessive pronouns
B1 deal with situations likely to arise when travelling (p. 21)
B1 give or seek personal views in an informal discussion (pp.
Functions and Communication 8, 23)
talking about past experiences B1 agree and disagree politely (p. 18)
talking about the recent past
summer camp applications Spoken production
talking about the present
B1 narrate a story (p. 15)
asking and talking about possessions
B1 explain and give reasons for my plans, intentions and
talking about your life
actions (p. 23)

Vocabulary and Word expander Language quality

countries
B1 express myself reasonably accurately in familiar,
(not) manage to + verb
predictable situations (p. 23)
do and keep
activities
Writing
music
B1 write personal emails to friends or acquaintances asking
at the airport
for or giving them news and narrating events (p. 15)
so and until
B1 convey short factual information in a brochure (p. 23)
B1 write my CV in summary form (p. 13)

53
 Units 1&2 opener

AUTHOR
chat JODIE Who was the last person you took a
picture of?
EMMA Um... oh that’s my dog! Well, he isn’t a person
Your students are ‘digital natives’ – they are but, yeah, he’s my best friend.
comfortable with video games, the internet, mobile
JODIE OK. Who do you admire most?
phones, social networking sites and downloading music;
also, the digital world provides lots of language-learning EMMA I admire... um... Barack Obama.
opportunities. In this first lesson we want to capture JODIE Yeah, right. What’s worrying you right
the students’ attention and review some core language now?
by looking at students’ use of the internet. They then go EMMA Oh, that’s easy. My exams.
on to listen to Emma doing a blog questionnaire, focus
JODIE Me too. Um... what’s your favourite song
their attention on key conversational expressions used
at the moment?
in the discussion and do the questionnaire themselves
in pairs. You can use this activity to diagnose any gaps EMMA Oh, this sounds so cheesy! But I downloaded this
in your students’ ability to formulate questions and really old song. I’m into the singer. Joni Mitchell.
answers in the present and past. JODIE OK. Well. And what’s the last film you watched?
EMMA Last night. You know… We watched a
DVD. Bridget Jones’s Diary. Sooo romantic!
• in preparation for the travel topic of these units, discuss JODIE Yeah, it was. Do you prefer to talk or text?
doing things online such as writing blogs, looking for EMMA Well, I love texting... but I think talking is better.
social contacts, sending text messages With texting you can’t see people.
• learn the language used in blogs
JODIE Do you read in bed?
• do activities of revision and expansion
EMMA Not really. Not books. But I text! And I read text
1 | p. 7 messages! Usually yours!
Teacher: check understanding of the questions and JODIE True. Do you get up early?
encourage group discussion about activities online. EMMA Yeah. I have to get up early. But my default is
Students: can write the group’s answers on the board and staying in bed until, like, midday!
work out some percentages regarding class habits for what
JODIE Where is the last new place you visited?
concerns ‘socialising’ online.
EMMA London! It’s sooo... cool.
JODIE Where is your favourite place in the
2a | p. 7 world?
Teacher: You remember that Emma and Jodie are two EMMA It’s London!
characters in the story. You’re going to hear them asking
JODIE I agree. Where are you going later?
and answering the questions in the questionnaire. First
scan the text quickly to check that you understand it. Then EMMA London! Only joking. I’m going to my friend’s
listen. house after school.
Students: read the questionnaire. Then listen and make JODIE Did you laugh a lot yesterday?
notes of Emma’s answers. EMMA Yesterday? Did I laugh? Yes, my dad
Teacher: check their understanding of colloquial phrases danced to my music! Pathetic! And very funny!
used in the conversation such as cheesy (of poor quality),
JODIE Hilarious. Did you help your family or your
I’m into (I am interested in), default (the chosen option),
friends yesterday?
you bet! (for saying Yes! in an enthusiastic way).
EMMA I did. I helped my mum with Powerpoint. She’s
TRANSCRIPT SB 02 giving a talk today.
JODIE Hey, this is really cool. JODIE Cool. Did you chat with friends online last night?
EMMA What is it? EMMA Chat with my friends! You bet! I spent, like, two
JODIE It’s a questionnaire from my brother Ben. hours on Facebook.
EMMA OK, let’s do that!
JODIE So who was the last person you texted?
EMMA Erm... my sister.

54
Units 1&2 opener

Answers
2 my dog
3 Barack Obama
4 my exams
5 a song by Joni Mitchell
6 Bridget Jones’s Diary
7 talking
8 no
9 yes
10 London
11 London
12 my friend’s house
13 yes
14 yes
15 yes

2b | p. 7
Students: read the exclamations and the colloquial
expressions. Then listen to the recording and number the
items in the order they hear them.

Answers
1 OK
2 um
3 oh
4 yeah
5 right
6 you know
7 well
8 I think
9 true
10 I did
11 You bet!
12 like

3 | p. 7
Teacher: Look at the blog and its questionnaire. In pairs
ask and answer the questions. If students have problems in
the pronunciation, play the recording again and ask them to
repeat the questions they hear.

55
 Unit 1
Gap year
Unit 1 Objectives Vocabulary: countries
• learn / revise names of countries
Grammar
Past participles
Present perfect
1 | p. 8
Present perfect with for or since Teacher: You’re going to learn or revise the names of some
Present perfect v past simple countries mentioned in this unit.
been and gone Students: individual written work.
Present simple for fixed future events Teacher: Now listen and check. Then find the countries on
a world map. In which continent are they? (North America,
Functions Asia, Australia, South America, Europe.)
Talking about past experiences
TRANSCRIPT AND ANSWERS SB 03
Talking about fixed future events
1 the USA 6 India
Summer camp applications
2 Japan 7 South Africa
3 China 8 Brazil
Vocabulary
4 Australia 9 Mexico
Countries
5 Canada 10 Russia
Activities

Skills Warm up
Reading: an article about activities and advice for a gap year • predict what might happen in the story by looking at the
Listening: two people talking about their gap year photos
experiences
Speaking: interviewing a person about experiences during a 2 | p. 8
gap year Teacher: You’re going to listen and read Episode 1 of the
Writing: an email relating gap year experiences On the road story. What can you see in the photos? Answer
the questions.
Skills for life Students: oral work to be done in pairs.
Reading for information
Answers
Pronunciation Three.
/eə/ /ıə/ In a sitting room.
Emma, Ben and Jodie.

Presentation pp. 8–10 Extra

chat
AUTHOR Describing illustrations. Before getting students to
listen to and read the conversations, ask the students
to describe what they see in the photos. This makes
Your students are stretching their wings and thinking them interested in the subject that they are about
about the future, so we hope they can identify with the to deal with and makes them feel secure because it
young people in this story, who are going abroad on an shows what they already know in English. Ask them,
exciting trip. Jodie, Emma and Ben are planning their for example: Where are the young people sitting? (On
gap year trip to the USA. Where will they go and who a sofa and an armchair.) What are they doing? (In the
will they see? They get a text from Emma’s American first photo they are looking at a map, in the second
friend Nathan with some good news about the trip. In photo Emma is texting or phoning on her mobile.) What
this lesson students learn to use the present perfect to are they wearing? (T-shirts, shirts and jeans.) What can
talk about experiences, and to talk about ‘how long’. you see on the table? (Some drinks and some food.)
They go on to a take a lively look at whether they have
a busy life, whilst painlessly practising the use of the Listening practice. In order to develop your students’
present perfect to talk about recent activities. listening skills, photocopy the conversation on p. 9,
cover some key words with correction fluid, then
photocopy the gapped text and distribute it to the
students. Students close their books, listen to the
conversation again and complete it writing in the
missing words.

56
 1

Unit
Comprehension STACEY Who exactly is Joe?
2

• gather essential information by listening to and reading ANNIE He goes to school with my brother. He’s 3drop
a dialogue dead gorgeous!
STACEY Fantastic. 4That is so cool. Thanks so much.
3 | p. 8
Teacher: Read the questions first so that you know what Talking about past experiences
you have to watch out for. Then read and listen to the
• use the present perfect to talk about general experiences;
story. After listening, check understanding of key words and
maintain a conversation or discussion on familiar topics
phrases, especially those listed in Real talk.
B1; give or seek personal views and opinions in an
Students: listening and reading followed by oral work done
informal discussion B1
in pairs or written work done individually.

TRANSCRIPT SB 04
4 | p. 8
See Student’s Book p. 9. Teacher: ask students to translate the examples and read the
rules. If possible, students underline all the examples of the
present perfect in the dialogues on p. 9.
Answers
Explain when to use the present perfect and when the past
1 To the United States.
simple and ask students to translate the example which
2 He lives in New York.
comes from dialogue 1.
3 Yes. She met him when she was ten.
Finally read Emma’s speech in dialogue 1 again and explain
4 She’s eighteen.
the use of the present simple for travel arrangements and
5 A new camcorder.
events which happen at fixed times, e.g. Our flight leaves
6 To say that he had managed to borrow his parents’ car.
at 10.30.
7 No, they don’t.
8 He’s gone to college.
CULTURAL INFORMATION
Real talk | p. 9 The Catcher in the Rye, a novel by J. D. Salinger,
Teacher: focus on the words and phrases in Real talk and published in 1951, portrays the thoughts and conflicts
help students to translate them into their own language: of teenage life in its main character and narrator,
Who exactly is…? Holden Caulfield. Expelled from school and unwilling to
Kind of. go back to his family, Holden wanders around New York,
drop dead gorgeous attempts to contact friends and have sexual encounters,
You’re kidding! meets up with his sister and we are led to believe that
That is so cool. he ends up in a mental institution. The book has had an
Anyway… enormous resonance in American teenage culture and
throughout the world.
Real talk Unit 1 5 | p. 8
1 Students: individual written work. Students can refer to the
Students: read and complete the dialogue, choosing four grammar note above or to the verb tables on p. 11.
out of the six listed phrases.
Answers
Answers 1 has taken, went, took
1 You’re kidding 2 has known, met, travelled
2 Who exactly is 3 has lived, moved
3 drop dead gorgeous 4 Have you read, have seen, haven’t read
4 That is so cool
Word expander | p. 8
2 Teacher: ask students to read the lexical note and to
Students: listen to the recording. Practise reading the translate the example. Point out that manage to is followed
dialogue and acting it out. by the base form of the verb and ask students to find an
equivalent in their own language.
TRANSCRIPT
ANNIE Mum says you can come on holiday to Cyprus
with us.
STACEY 1You’re kidding!
ANNIE No, I’m not. Joe’s coming too.

57
 Unit 1
6 | p. 8 towards B1 Preliminary Speaking Part 1,
Trinity ISE I Interview (Conversation phase)
Get the grammar p. 11
Students: oral pairwork. Student A chooses a question to Workbook Unit 1
ask student B, then asks for further details using the past Grammar reference, Grammar exercises
simple. They swap roles: student B chooses a question and
asks student A details of his / her experience.
Past participles
Fast finishers 1 | p. 11
Teacher: revise how to form the past simple of regular
Teacher: ask students to write their answers to the questions
verbs (Right Here! A2 Unit 9 p. 91) and point out that the
in exercise 6.
past participle is formed in the same way. Explain that the
base form, the past simple and the past participle make up
Talking about the recent past the paradigm of the verb, i.e. they help form all tenses. For
• use the present perfect to talk about recent events which irregular verbs they must be memorised.
are connected to the present; understand information Students: write the past participle of the listed verbs.
about people from a magazine article B1 They can check the irregular ones at the end of the book.
Teacher: ask students to pronounce the past participles
out loud and make sure they know the pronunciation rules
7a | p. 10
for the ending -ed: /d/ after a voiced consonant (listened,
Students: complete the quiz individually.
played, travelled, hurried) and /t/ after a voiceless consonant
Teacher: check understanding of weird, juggling, is passing
(hoped). Point out that the verb read has the same spelling
you by. Invite students to calculate their score and read the
in all three forms but is pronounced /red/ in the past simple
relevant comments.
and the past participle.

7b | p. 10 Answers
Students: read the rules and write six sentences about their bought, played, gone, hoped, taken, travelled, kept,
own experiences in the last six months or in the last seven hurried, read, met, done, sent, spent, seen, thought
days.

Word expander | p. 10 Present perfect

Teacher: ask students to read the Word expander and to 2 | p. 11
translate the examples. Ask them to find the equivalent of do Teacher: revise all the forms of the present perfect and
and keep in their own language. Explain that keep quiet has remind students that all compound tenses in English are
a variety of meanings: stop talking, keep calm, keep a secret. made up with the auxiliary have. Point out that the auxiliary
be is used only for the continuous tenses and for the passive.
8 | p. 10 towards B1 Preliminary Speaking Part 1,
Trinity ISE I Interview (Conversation phase) Answers
Students: oral pairwork. Students make up questions in the 1 has
present perfect basing them on the quiz. Then they ask for 2 haven’t
further details using the past simple. 3 has not
4 Have
Fast finishers 5 haven’t

Teacher: ask students to write three sentences about things 3 | p. 11

they haven’t done in the last month.
Answers
Extra 1 ’ve come
Miming actions. Call a volunteer out to the front of 2 ’ve (never) seen
the class and whisper to them that they should mime 3 has (never) been
a series of actions. The student does a few actions and 4 hasn’t studied
the class guesses what they are and suggests them out 5 have met
loud, e.g. you’ve opened a suitcase, you’ve packed some 6 ’s spent
clothes, you’ve put some money in your purse, you’ve
taken your passport and sunglasses, you’ve phoned for
a taxi. Finally, the class can try to guess what task was
assigned to the student – ‘preparing for a journey’.
Other ‘tasks’ that lend themselves to mime: making a
cake, buying a pair of shoes, getting to school late,
and so on.

58
 1

Unit
4 | p. 11
Real communication
Answers pp. 12–13
2 Has your father ever wanted to move to another
country? Application forms
3 Have your parents ever complained about your room?
4 Have your grandparents ever given you a present?
5 Have you ever used a drone?
6 Have you ever visited the USA?
AUTHOR
chat
Students’ own short answers. In this level we give students a broad experience of B1
communicative areas from situations such as travelling
and job applications to interactional areas such as
Present perfect with for or since narrating, talking about yourself, teamwork.
5 | p. 11 We conclude this level with talking about films and
Teacher: ask students to complete the rules and to translate books. Here we take a look at jobs in summer camps
both the examples and the sentences in exercise 6 so that in the USA, we review words to describe activities and
they can compare this use of the perfect tense in English read four summer camp adverts in order to match
with the equivalent in their language. them with four young people. Students then go on
to listen to two young people completing part of an
Answers application form, complete a form for themselves and
• a period of time role play a simple job interview.
• a specific date

6 | p. 11
File
Answers Teacher: focus on the structures introduced in the File on
1 since p. 12 to express the functions of following instructions,
2 for understanding job adverts, filling in a job application form.
3 for
4 since 1 Get into culture | p. 12
Teacher: point out that all the adverts in this page refer to
Present perfect v past simple summer camps in the United States. Ask your students if
they have ever been to the USA and where in the USA.
7 | p. 11
Students: reading activity to be done all together, followed
Teacher: ask students to complete the rules and to translate
by a comprehension exercise. They can look at these
all the examples so that they can compare the English use
websites for summer camps in the USA:
of the perfect tense and the past simple with similar tenses
www.campamerica.co.uk
in their language. Remind students that to make themselves
www.gapyear.com
understood they should only use the past simple for actions
www.mysummercamps.com
which were concluded in a specific moment in the past.
Answers
Answers
1 There are over 10,000 camps in the USA.
1 present perfect
2 You have to be over 16.
2 past simple
3 From November.
3 past simple
4 From mid-June until August.

been and gone Vocabulary: activities

8 | p. 11 • understand vocabulary related to free-time activities
Teacher: ask students to translate the examples and
complete the rules. 2 | p. 12
Students: read the adverts with the scanning technique to
Answers
find words to group according to the listed categories.
1 been
2 gone Answers
• Competitive sports: tennis, archery, baseball, soccer,
WB Unit 1 basketball, volleyball, gymnastics
Teacher: assign the exercises in the Workbook Unit 1 as • Arts and crafts: theatre, drawing, painting, crafts, video,
homework. Draw the students’ attention to the grammar photography
exercises available in e-book+.

59
 Unit 1

• Water sports and activities: swimming, surfing, sailing, JAMES What about circus skills?
water skiing, canoeing, scuba diving, sea kayaking
CAROLINE What? Like juggling? No, I can’t do that.
• Outdoor and adventure activities: rock climbing,
hiking, backpacking, riding, trekking, photography JAMES And can you play any musical instruments?
CAROLINE Let’s see. Hmm. I can play the piano. And
I can sing, quite well really. But I can’t play
Summer camp applications the drums or the guitar.
• skim short texts (for example, job ads) and find relevant
facts and information B1; understand the main points of
simple recorded material on topics of personal interest Answers
B1; write my CV in summary form B1; maintain a James: drawing and painting, cartoons, making videos
conversation or discussion on familiar topics B1 Caroline: ballet, jazz dance, acting, piano, singing

3a | p. 12 towards B1 Preliminary Reading Part 2 5a | p. 12

Students: read the adverts in detail and do the matching task. Teacher: to check that students understand what
information is required in the application form, ask them to
Answers say what they must write in each box. Make sure they know
1 She should apply for a job at the Swallow nature camp. the meaning of leadership skills.
2 He should apply for a job at the High Mountains Students: individual written work.
summer camp.
3 She should apply for a job at the Ocean summer camp. 5b | p. 12
4 He should apply for a job at the Jarrold theatre arts Teacher: ask a pair to give a demonstration of the activity
and sports camp. using the application form as a guideline. The student
playing the role of the employer should ask questions such
3b | p. 12 as What sports can you do? What experience have you
Students: oral pairwork. got in arts and crafts? Can you lead a group of children /
teenagers? etc. The student playing the role of the applicant
should supply the same information they wrote in the form.
4 | p. 12 towards B1 Preliminary Listening Part 2 Students: oral pairwork.
Teacher: Look at the list of activities. Then listen to a
conversation between Caroline and James and find out Extra
which of the activities they can do. Play the recording twice. A job interview. In pairs, each of the students chooses
Students: listen and identify. to work in one of the camps from p. 12. Their partner
interviews them to find out what they can do and
TRANSCRIPT SB 05 whether they are suitable for the job. Then they
CAROLINE So what can you do in arts and crafts? change roles. The questions in the interview are to be
JAMES Mmm. Let’s see… Ceramics, metal work, based on the form on p. 13, as indicated above.
wood work… No, I can’t do them. I’m not
very practical. But I can draw and paint.
Fast finishers
CAROLINE What about doing cartoons?
JAMES I can do that. I’m good at doing cartoons. Teacher: ask students to write a postcard from one of the
summer camps.
CAROLINE And what about computer graphics?
JAMES No, I can’t do that. Real communication Unit 1
CAROLINE And have you ever made a video?
1
JAMES Yes, I have. For a competition. And I won! Students: read and complete the dialogue, choosing the
JAMES What about you? How’s your dancing? Can correct words.
you do ballet?
CAROLINE Yes, I can, actually. I’ve done five years of Answers
ballet. 1 choose 5 experience
JAMES And jazz dance? 2 filled in 6 complete
3 education 7 referees
CAROLINE Yes, I can do that, too. But I hate aerobics.
4 employer 8 available
JAMES Can you act?
CAROLINE Sort of! I’ve acted in school plays. Let’s
tick it.

60
 1

Unit
2 Real skills pp. 14–15
Students: listen to the recording. Practise reading the Gap year
dialogue and acting it out.

TRANSCRIPT
JESS Can you check this job application form for me,
AUTHOR
chat
please? I don’t want to make any silly mistakes. Many young people nowadays take a year off between
KEISHA Sure. Let’s see. First, you need to 1choose the school and further studies and travel or do voluntary
position you’re interested in. work abroad. Students read an article about gap years
and find out why young people do them and what they
JESS Oh, yes, of course.
can learn. They go on to listen to two people talking
KEISHA Now, you’ve put your phone number here, about their gap year experiences. If your students want
but you haven’t 2filled in the area code. Isn’t to explore this topic further there are lots of sites on
it 01625? I don’t think you’ve finished the the internet, and you can find student blogs which
3
education section here either. You need to put describe their experiences.
all the different exams you did in your last year
at school.
JESS What, all of them? OK.
Reading
KEISHA Oh, this bit here. You’re not supposed to write
• read a newspaper article on current topics or events and
anything.
understand the overall meaning of the text B1
JESS What? Oh, I see now. It’s for the 4employer not
the applicant. Right. 1 | p. 15
KEISHA In the part about 5experience, are you sure Teacher: ask students what the title of the article means
you’ve put every part-time job you’ve done in (The journey of a lifetime = A journey you do only once in
the past? What about the baby-sitting? your life). Then say: Read the paragraph headings first, then
JESS Oh, yes, I didn’t think about that. read the paragraphs with the skimming technique (a quick
KEISHA You’ve been to the USA before, haven’t you? look to see what each paragraph is about).
Students: read the article and do the matching task.
JESS Yeah, I went about five years ago with Mum.
KEISHA So you need to 6complete this section about Answers
‘previous visits to the USA’. 2 Travelling
JESS Right. And what about this bit, ‘Please list two 3 Volunteering
7
referees’. Who shall I put? 4 Learning new things
KEISHA Well, put your boss at Fashion Plus, and Mr 5 Costs?
Harris from school. Oh, and don’t forget to tell 6 Keeping in touch
them when you’ll be 8available for an interview. 7 Life changing
8 Work skills

Skills for life: Reading for information

Teacher: Read the strategy in Skills for life and use it in
exercise 2. Explain that often the questions or sentences in
a comprehension exercise are phrased differently from the
information given in the reading text in order to test a deep
and thorough understanding of the text and to encourage
vocabulary expansion.
Suggest that students set aside a section of their notebooks
for the Skills for life strategies.

2 | p. 15 towards B1 Preliminary Reading Part 3

Teacher: Read the True / False statements and check that
you understand exactly what they say. Some of them are
formulated with different words from the paragraph they
are referring to. Now read the article in detail in order to
find the information.
At the end of the exercise, ask students to translate the
motto at the top of the page from the Chinese philosopher
Lao Tzu (A journey of a thousand miles begins with a single
step). Start a class discussion on the philosophical meaning
of this remark.
61
 Unit 1

TRANSCRIPT SB 06
Answers
ALEX During my gap year I did one of those gap year
2 F (200,000–250,000 young people in the UK do a gap
projects, and I worked as a volunteer in Zambia,
year each year.)
in Africa. I was on a farm, and when I arrived, I
3 F (Klara loved the experience.)
was so amazed because it was raining all the time.
4 F (You can learn new skills, but you can’t gain
The weather was terrible – it was so wet! And I
professional qualifications.)
thought it was always hot in Africa! But all the
5 T
local people were really happy – they believe that
6 F (You learn important work skills, like how
the rain comes from God – and they need it for
to become more independent, how to improve
their farming, for their vegetables and things…
communication skills, how to organise your time.)
My day started at about six o’clock in the
morning with a meeting, and then I worked
3 | p. 15
through to about eleven thirty. And then after
Students: scan the text on p. 14 to find the information
lunch I worked for another three or four hours,
about the six people listed.
although it was so hot you had to take it easy,
really… I guess the biggest problem on the farm
Answers
was health. There were diseases like malaria, and
Ross worked for six months on a farm in Chile.
AIDS is pretty terrible. Maybe 70 or 80% of the
Natalie travelled with three friends to Thailand, Indonesia,
farm workers were HIV positive. I was only there
Vietnam, Australia, New Zealand and the USA.
for five months, but in that time three workers
Klara taught English in Nepal.
died… That was very sad. But the time I spent
Prince Harry helped build a school in South Africa.
working on the farm was more valuable. It was
Prince William worked on a community project in
a better experience than the travelling that I did
southern Chile.
afterwards. I felt part of a community and not
Jade spent six months in Japan, learning the language.
just a tourist.
ELLE I had an amazing time on my gap year. I was
in Australia, by the sea, and I worked on this
4a | p. 15 environmental project. I had to take lots of stuff
Students: discuss in pairs and make notes of the with me. The mosquitoes are really bad there,
motivations. so you need mosquito repellent, and sunscreen
because the sun is so hot. All that stuff is really
4b | p. 15 important, but for me, my personal stereo was
Students: may choose one of the activities mentioned in the most important thing because I need to listen
the article or others of their choice. They then justify their to music every day.
choice quoting the motivations they listed in exercise 4a, or If you become a volunteer, you have to be
others they can think of. prepared to work hard, of course, but you must
also have an open mind. You can’t have fixed
Random Fact | p. 15 ideas about the way things should be done,
Teacher: focus on the information in Random Fact at the because the work is always varied and different.
bottom of the page. Many people use a gap year to explore Your work conditions can be very hard, I mean,
the world, and to explore themselves while doing so. Many you can work very long hours, and it can be very
choose destinations far from home as it may be the last physical, too. But it’s also a lot of fun. We always
opportunity they have for an extended trip before entering had a good laugh every day.
the workplace where annual leave is limited. The food was really good for you because it was
mainly fruit and vegetables, and it was really good,
too, because there were people from loads of
Listening different nationalities. We took it in turns to cook,
• listen to a short narrative and form hypotheses about what so the food was healthy and different all the time.
will happen next B1 I had a fantastic time!

5 | p. 15 towards B1 Preliminary Listening Answers

Part 2 Alex: 1 c 2 b 3 c 4 b
Teacher: Read the sentences so that you know what you Elle: 1 b 2 c 3 a 4 c
have to listen for. Play the recording twice.

62
 1

Unit
Extra Writing
More listening practice. Photocopy one of the • write personal emails to friends or acquaintances asking
texts for the recording in exercise 5. Cover all the for or giving them news and narrating events B1
verbs in the past simple including was and were with
correction fluid, make as many copies as there are 8 | p. 15 towards B1 Preliminary Writing Part 3,
students, and give them out in class. The students try Trinity ISE I Portfolio
to reconstruct the text from memory, then can listen Students: individual written work.
to the recording again to check their answers. Teacher: remind students that an email to a friend must be
The text can be also used as a model for exercise 8 written in an informal style.
where students write about an imaginary gap year.
Answers
Pronunciation: /eə/ /ıə/ Students’ own answers.
• practise the pronunciation of two English diphthongs
Cyber Homework Unit 1

6a | p. 15 Test: Unit 1 Test

Students: listen carefully and try to produce the same vowel
sounds.
Teacher: check understanding of the words.

TRANSCRIPT SB 07
See Student’s Book p. 15.

6b | p. 15
Students: listen and identify.
Teacher: play the recording twice, for students to do the
task and then to check answers. If necessary, play it again to
practise repetition.

TRANSCRIPT AND ANSWERS SB 08

1 Could you come over here, please?
2 That’s not fair.
3 I don’t like the taste of beer.
4 I think it’s very dear.
5 Where are we going next?
6 Are you using this chair?

Speaking
• narrate a story B1

7a, 7b | p. 15
Students: individual written work followed by oral pairwork.
Teacher: ask students to make notes so that they can report
back to their partner.

Extra
Storytelling. Another enjoyable way of telling a story.
The teacher starts with an interesting sentence and
each student in turn adds another sentence or a short
phrase, thus making up a story which can be funny,
absurd, comic, terrifying, etc. For example:
Teacher: I saw a crocodile…
Student A: …swimming in the pool…
Student B: It was looking for…
Student C: …children to eat but…
Student D: …the children had gone home to tea.

63
 Unit 2
New lives
Unit 2 Objectives Vocabulary: music
• learn / revise words related to music
Grammar
Present perfect with just / already / yet
still
2 | p. 16
whose Teacher: You’re going to learn or revise words for musical
Possessive pronouns instruments, musicians and recordings.
Students: individual written work.
Functions Teacher: Now listen and check.
Talking about the present
TRANSCRIPT AND ANSWERS SB 09
Asking and talking about possessions
Instrument
Travelling by plane
guitar
keyboards
Vocabulary
cello
Music
trumpet
At the airport
violin
saxophone
Skills acoustic guitar
Reading: a brochure about visiting New York bass guitar
Listening: three tourists talking about their movements in piano
New York
Speaking: discussing choices of places to visit and agreeing Musician
an itinerary, reporting to the class saxophonist
Writing: a 3-day guide to a major city in your country drummer
lead singer
Skills for life
Talking in groups Recording
album
Pronunciation: single
/j/ /dʒ/ track

Presentation pp. 16–18 Comprehension

• understand the main points in short newspaper articles
AUTHOR
chat about current and familiar topics B1

3 | p. 16
Your students probably listen to a lot of music Teacher: Read the questions, then read about the
especially on their phones and portable devices. Some Academy of Contemporary Music. After listening, check
of them may even aspire to become musicians or play understanding of key words and phrases, such as award-
in a band. In this unit students discuss their musical winning, gig, perform in live shows.
tastes, and they find out about young people studying Students: listening and reading followed by oral work done
at an exciting music school which trains people in in pairs or all together.
the music business. They practise using the present
perfect to talk about recent activities and learn to use Answers
possessive pronouns. 1 F (He teaches at the ACM.)
2 F (She hasn’t performed it yet.)
3 T
Warm up 4 F (It has links with recording companies.)
• in preparation for reading an article on a music academy, 5 T
discuss musical instruments and types of music 6 T

1a, 1b | p. 16 4 | p. 16
Teacher: Before reading about the Academy of Students: individual written work.
Contemporary Music, answer the questions and discuss
in pairs.
Students: oral pairwork.

64
 2

Unit
Teacher: say that they will hear the pronunciation of the
Answers
words in the recording in exercise 8b.
bands: Red Hot Chili Peppers, Sugababes
singers: Chad Smith, Ed Sheeran, Amelle Berrabah, Answers
Demi Lovato, Calvin Harris, Eminem, Taylor Swift
2 Swiss army knife   8 notebook and pen
performance: karaoke competition, live shows, gigs
3 sewing kit   9 lock
music business: talent scouts, production
4 money belt 10 paperback
houses, record companies
5 torch 11 ear plugs
6 alarm clock 12 camcorder
Talking about the present 7 eye mask
• practise using the present perfect to talk about the present
8b | p. 18
5 | p. 16
Teacher: You’re going to hear a short conversation from
Students: read and translate the examples of present perfect
the On the road story. Emma is talking to her mum about
with just / already / yet and complete the rules.
things Jodie, Ben and herself are taking on their trip. Who is
Teacher: focus on the position of the adverbs, especially yet
taking what?
which is placed at the end of the sentence.
Students: listen and identify.
Answers
TRANSCRIPT SB 10
1 just
MUM You’ve got a lot of things here, Emma. Are they
2 already
all yours?
3 yet
EMMA No way. But it’s some of the stuff we’re taking
6 | p. 16 with us to the States. This is Ben’s Swiss army
Students: individual written work. knife, and um... the notebook and pen are his,
too. The money belt is Jodie’s... And the sewing
Answers kit is mine.
1 yet, just 4 already MUM Why aren’t you taking a money belt, darling?
2 just 5 already EMMA Oh, mum! It’s so uncool. Ben isn’t taking one
3 yet 6 just either.
MUM Well, I think it’s safer. I mean, when I went
7a | p. 16 round the world we wore them.
Students: individual written work.
EMMA Yeah, yeah. That was a long time ago!
Answers MUM Thank you!
Students’ own answers. EMMA Anyway, the alarm clock and the eye mask are
mine.
7b | p. 16 towards B1 Preliminary Speaking Part 1, MUM What do you want an eye mask for?
Trinity ISE I Interview (Conversation phase) EMMA I must get my beauty sleep! The ear plugs are
Students: read the example, then in pairs they ask each mine, too. I can’t stand noise when I’m trying to
other the three questions. sleep.
MUM What about the lock?
Fast finishers
EMMA That’s Jodie’s. She wants to lock her backpack.
Teacher: ask students to write a short paragraph about a
MUM Why aren’t you taking one?
musician they like.
EMMA Oh, I don’t think a lock makes any difference.
MUM Is the mp3 player yours? I don’t recognise it.
Asking and talking about
EMMA No, it’s Jodie’s. She can’t live without music. The
possessions torch is hers, too.
• understand the main points of simple recorded material MUM What about this?
on topics of personal interest B1; maintain a conversation
EMMA The camcorder? That’s Ben’s. He thinks he’s
or discussion on familiar topics B1; agree and disagree
politely B1 Steven Spielberg. He wants to make a movie!
MUM Oh look. On the Road. I love that book. Whose
8a | p. 18 is that?
Students: write the names of the objects, choosing from the EMMA That’s Ben’s, too. But we all want to read it!
listed words.

65
 Unit 2
Answers Possible answers
1 J 7 E It’s a thing you use to carry your money. (money belt)
2 B 8 B It’s a small book with a light cover. (paperback)
3 E 9 J You use it when you sleep and there is too much light
4 J 10 B (eye mask)
5 J 11 E This is for making your luggage safe. (lock)
6 E 12 B This is for listening to music. (mp3 player)
It’s a thing you use if your clothes need mending
(sewing kit)
CULTURAL INFORMATION It’s thing you use for waking up. (alarm clock)
On the Road, a novel written by Jack Kerouac in 1951 You use these to make notes. (notebook and pen)
and published in 1957, tells the story of numerous It’s a thing with lots of tools and you use it for camping
journeys across America from the East to the West (Swiss army knife)
Coast and back, undertaken by Sal (the narrator) and You use it to make movies. (camcorder)
Dean (a companion) in search of wild experiences and You use it to see in the dark. (torch)
ultimately of the meaning of life. It is the most famous You use them to cut out any noise when you’re trying
novel of the Beat Generation, a group of bohemian to sleep. (ear plugs)
writers who were interested in all material experiences,
while searching for a spiritual understanding which
some of them found in Buddhism. The word beat means Extra
‘tired’ or ‘poor, at the margins of society’ but Kerouac Talking about objects. In pairs, the students look at
used it also to mean ‘upbeat’ (full of happiness), ‘on the the objects illustrated on p. 18 and make up two of
beat’ (as in music) and ‘beaten’. their own questions for each one: Have you got a...?
How long have you had it? Then they discuss the other
objects that they consider indispensable on a journey,
9 | p. 18 e.g. passport, ticket, suitcase, rucksack, waterproof, first
Students: learn how to use Whose in questions and the aid kit, etc.
forms of possessive pronouns.
Teacher: remind students that possession is also expressed Riddles. In pairs, the students think of different gadgets
with ’s and ask them which examples they heard in the that they use in their daily life, and for each one they
conversation (Jodie’s, Ben’s). write down a sentence that begins with You use it for /
Ask students to read the grammar note Talking about to or It’s a thing you use for / to. Then they tell the class
purpose and to translate the examples. the sentences, and the class has to guess which object
they are talking about. For example:
10 | p. 18 1 It’s a thing for shaving. (a razor)
Students: oral pairwork.
2 It’s a thing used for orientation / to find the North.
(a compass)
Answers 3 It’s something you use to drink from. (a mug)
3 Yes, they’re his.
4 It’s a thing you use for cutting. (scissors)
4 It isn’t hers, it’s Emma’s.
5 It’s a thing you use to open bottle caps. (a bottle opener)
5 They aren’t his. They’re Jodie’s.
6 It’s a thing you use to listen to your mp3 player.
6 Yes, it’s hers.
(earphones)
7 Yes, they’re hers.
7 It’s something you use to join up pieces of paper. (sticky
8 Yes, it’s his.
tape)
8 It’s a thing you fit into an electric socket. (a plug)
9 It’s something you use to brush your teeth.
11 | p. 18
(a toothbrush)
Students: oral pairwork to be done with closed books. If
necessary, students write out the list of objects in order to
13 | p. 18
ask the questions.
Teacher: put students in pairs and refer them to p. 141 for
the activity.
12 | p. 18
Students: can do the activity as a set of riddles, following
the model of the dialogue in exercise 9: student A describes
the use or the purpose of an object, student B guesses the
object.
Teacher: it might be useful to supply monolingual
dictionaries to help students phrase their definitions.

66
 2

Unit
Get the grammar p. 19 Whose + possessive pronouns
6 | p. 19
Workbook Unit 2 Students: read and translate the example dialogue, then
Grammar reference, Grammar exercises complete the table.

Answers
Present perfect with just 1 his
1 | p. 19 2 hers
Students: translate the examples and complete the rule. 3 ours
4 theirs
Answers
• positive 7 | p. 19

Present perfect with already Answers

2 | p. 19 1 Whose, hers, hers, his, theirs
2 yours, mine, yours, mine
Students: translate the examples and complete the rules.
3 mine, mine, his
Teacher: focus on the last rule and the position of already.

Answers WB Unit 2
1 positive Teacher: assign the exercises in the Workbook Unit 2 as
2 questions homework. Draw the students’ attention to the grammar
3 questions exercises available in e-book+.
4 positive

Present perfect with yet; still Real communication

3 | p. 19
Students: translate the examples, read the rules and circle
pp. 20–21
the correct option. Travelling by plane
Teacher: point out the position of yet at the end of the
sentence and the use of the present continuous with still.
Explain that in daily conversation a sentence with yet is
often paired with a sentence with still, as they will see in
AUTHOR
chat
exercise 5. Your students may not have been on a plane or even
been to an airport, but at some time in their lives
Answers they are bound to fly. And it may even be with you on
1 negative 2 end an educational trip abroad! Air travel is one of those
moments where English is the natural default language.
4 | p. 19 It is surprising how often safety advice and notices are
only given in English. In this lesson students learn to
Answers find their way around an airport and become familiar
2 My friends have just arrived. with all the security advice and announcements they
3 Oscar has already lost his new phone. are likely to meet when they travel.
4 Have you heard the new George Ezra single yet?
5 Jamie has already apologised for what he said.
6 I’ve just sent an email to my cousin.
File
5 | p. 19 Teacher: focus on the structures introduced in the File on
p. 20 to express the function of: understanding the language
Answers used at the airport check-in and reacting appropriately.
1 still, yet
2 yet, still Vocabulary: at the airport
3 yet, still
• understand vocabulary related to various parts of the
4 still, yet
airport and to flight information

1 | p. 20
Students: written work to be done individually or in pairs,
followed by listening to check answers.

67
 Unit 2

TRANSCRIPT AND ANSWERS SB 11 TRANSCRIPT SB 12

1 e information desk 1 CLERK How many bags have you got?
2 l duty-free shops LOUISE One suitcase to check in and this backpack
3 h passport control to carry with me.
4 i departure lounge 2 CLERK May I see your passport?
5 j arrivals
6 m gates LOUISE Yes, here it is.
7 g security 3 CLERK Did you pack this bag yourself?
8 k baggage reclaim LOUISE Yes, I did.
9 d aircraft 4 CLERK Are you carrying any sharp objects?
10 a runway
LOUISE No, I’m not.
11 c landing
12 b take off 5 CLERK Has anyone asked you to carry anything for
13 f check-in them?
LOUISE No, they haven’t.
Extra 6 CLERK Would you like a window or aisle seat?
A memory game. The students have one minute to LOUISE Window seat, please.
look at the picture of the airport on p. 20 and the list
7 CLERK Are there any liquids in your hand baggage?
of 13 words. Then they close their books and work
in pairs, trying to write down all the words from LOUISE Well, I’ve got this small bottle of contact
memory. The pair who finish first and have written lens cleaner.
down all the words correctly win. 8 CLERK Please put the bottle in a plastic bag when
you go through security.
Airport signs LOUISE Yes, I will.
• skim short texts (for example, signs at the airport) and
find relevant facts and information B1 Answers
1e 2d 3b 4g 5c 6h 7a 8f
2 | p. 20
Teacher: Read the signs you may find at the airport and On the plane
complete them with the words from the list.
• deal with most situations likely to arise when travelling
B1
Answers
1 liquids
2 plastic 4 | p. 21
3 Unattended Teacher: Look at the drawings and imagine what the
4 destroyed announcements could be. Now listen carefully.
5 smoking Students: listen and identify.
6 remove
7 jacket TRANSCRIPT SB 13
8 laptop 1 There is a lifejacket under your seat.
2 Please fasten your seat belts.
At the check-in 3 In the unlikely event of a decrease in pressure, oxygen
• understand the language used at the airport check-in and masks will come down automatically from the panels
react appropriately; understand the main points of simple above your head.
recorded material on topics of personal interest B1 4 Make sure that your seat is in the upright position.
5 The use of mobile phones and electronic devices is
3 | p. 21 strictly forbidden once the doors of the aeroplane are
Teacher: Read the questions that the check-in clerk asks. closed for take off.
Match them to Louise’s replies. Then you’ll hear their 6 Please stow all your belongings in the overhead lockers
conversation in the recording. or under the seat in front of you.
Students: matching exercise, followed by listening to check
answers. Answers
a4 b6 c2 d3 e1 f5

68
 2

Unit
Word expander | p. 21
Real communication Unit 2
Teacher: ask students to read the note on the use of so
as a conjunction and of until. Ask them to translate the 1
examples. Students: read and complete the dialogue, choosing the
correct words.

5 Get into culture | p. 21 Answers

Exercise 1 towards B1 Preliminary Listening 1 ticket and passport
Part 3 2 pieces of luggage
Students: listen and identify the missing information. 3 hand luggage
4 check it in
TRANSCRIPT SB 14 5 pack these bags
Travel is getting quicker, cheaper and easier so it’s not 6 electronic
surprising that international tourism is increasing – 7 anything to carry
more than 1 billion people visit another country each 8 aisle or a window
year. The most popular European holiday destinations
are first France, second Spain and third Italy. More than 2
200 million people visit these three countries every year. Students: listen to the recording. Practise reading the
Next, it’s the Americas. More than 130 million tourists dialogue and acting it out.
go to North America. Number one is the USA, two
is Mexico and three is Canada. And Brazil is the top TRANSCRIPT
destination in South America. CLERK Good morning. Can I see your 1ticket and
passport, please?
Tourists have fallen in love with Asia, too. More than 308
million people spend their holidays in China, Thailand or PASSENGER Hi. Here you are.
Malaysia every year. In Africa, Morocco, Egypt and South CLERK How many 2pieces of luggage have you got?
Africa are the top destinations. PASSENGER Just this suitcase.
CLERK Have you got any 3hand luggage?
PASSENGER Yes, I’ve got this bag.
Answers
1 France 6 Canada CLERK Hmm. It’s too big. I’m sorry, you’ll have to
2 Spain 7 China
4
check it in.
3 Italy 8 Thailand PASSENGER Oh… I’ll need to take some things out,
4 USA 9 Malaysia then.
5 Mexico 10 South Africa CLERK Now I need to ask you some security
questions. Did you 5pack these bags
Exercise 2 yourself?
Students: class discussion. PASSENGER Yes, I always pack my own bags.
Teacher: if appropriate, gather all the information on the
CLERK Are you carrying any 6electronic
board to do statistics of the opinions of the class.
equipment in your suitcase?
6 | p. 21 PASSENGER I’ve got a laptop.
Students: oral pairwork. Student A asks the check-in clerk’s CLERK That’s OK. Are you carrying anything
questions, taking them from the File on p. 20 or from sharp, such as knives or scissors?
exercise 3. Student B replies with personal information. PASSENGER No, nothing.
CLERK Have you been given 7anything to carry?
PASSENGER No, I haven’t.
CLERK OK, Ms Connor. Would you like an 8aisle
or a window seat?
PASSENGER I’d like a seat near a window, please.
CLERK Right. Here you are. Go to Gate 15. You’re
boarding in 45 minutes. Enjoy the flight!

69
 Unit 2

Real skills pp. 22–23 Fast finishers

City life Teachers: ask students to read the article again and check
the meanings of any new words.
AUTHOR
chat Listening
New York! It’s a wonderful place to be! And in this • understand the main points of simple recorded material
lesson students learn how to make the most of a visit. on topics of personal interest B1
They listen to three tourists in the ‘Big Apple’ and then
go on to plan their own visit to three places, using
guidelines on how to have a discussion in groups. 3 | p. 23
Finally they use the article as a model to help them Teacher: Read the questions in the table. Then listen to
write a guide to a major city in their own country. three conversations and write the information.
Students: listen and identify.

TRANSCRIPT SB 15
Reading RESEARCHER Excuse me, are you a tourist here in New
• understand important information in short simple York?
everyday brochures B1
RIYUCHI Er, yes, I am.
CLIL (Content and Language Integrated Learning) RESEARCHER We’re doing some market research today.
Tourism: information on sites to visit and activities to do Can I ask you a few questions?
when visiting a major American city RIYUCHI Yes, of course.
RESEARCHER What’s your name, sir?
1 | p. 23 RIYUCHI It’s Riyuchi.
Teacher: You’re going to read some information about
RESEARCHER OK, Riyuchi. Where have you been today?
New York. Do you recognise these sites? (Manhattan and
the Empire State Building; Grand Central Station; Central RIYUCHI Well, I’ve just come out of the
Park.) Metropolitan Museum of Art. That was
Students: oral work to be done in pairs or all together. an amazing experience. I think I was in
there for about four hours. I’m really
2 | p. 23 exhausted now!
Teacher: Use the scanning technique to find the answers to RESEARCHER And have you been anywhere else today?
these questions. RIYUCHI I, er, I had breakfast in Times Square, so
Students: comprehension exercise to be done individually or I’ve been there.
in pairs. RESEARCHER And do you have other plans for today?
Answers RIYUCHI Well, I haven’t seen St Patrick’s Cathedral
1 Along Fifth Avenue.
yet. I really want to see that today.
2 In Central Park. RESEARCHER OK. Thank you very much.
3 At Grand Central Station. RIYUCHI Thank you.
4 On Ellis Island (the Statue of Liberty).
5 At the New York Aquarium. RESEARCHER Excuse me, may I ask you a few questions?
6 In the museum on Ellis Island. DAVINA Sure, go ahead.
7 On the Staten Island Ferry. RESEARCHER First of all, what’s your name?
8 In Washington Square.
DAVINA Davina Jones.
Random Fact | p. 23 RESEARCHER Right, Davina, where have you just been?
Teacher: focus on the information in Random Fact at the DAVINA I think you can tell from all my bags. I’ve
bottom of the page. Give some information on: the size of been shopping in Greenwich Village. I just
the Statue of Liberty (46 m tall, but 93 m including the loved it there!
pedestal and foundation), its history (it was a gift from RESEARCHER And have you been anywhere else today?
France in 1886 to celebrate the centenary of the Declaration DAVINA Yeah, I’ve also been to the Rockefeller
of Independence of the United States of America), its Center. I’m afraid it hasn’t been a very
sculptor (the Frenchman Frédéric Auguste Bartholdi, cultural day for me!
1834–1904).
RESEARCHER Have you got plans for the rest of the
day?

70
 2

Unit
DAVINA Er… well, I’m not doing any more
4b | p. 23
shopping. But I haven’t visited
Washington Square yet. I’d like to hang Students: listen and repeat all together.
out there for an hour or two.
TRANSCRIPT SB 17
RESEARCHER That’s great. Thank you very much for
See Student’s Book p. 23.
your time.
DAVINA No problem.
Speaking
RESEARCHER Excuse me, we’re doing some market • give or seek personal views and opinions in an informal
research today. May I ask you a few discussion B1; explain and give reasons for my plans,
questions? intentions and actions B1; express myself reasonably
JOE Yes, of course. accurately in familiar, predictable situations B1
RESEARCHER Could I start by asking your name?
JOE Sure. It’s Joe Johnson. 5a | p. 23 towards B1 Preliminary Speaking
RESEARCHER OK, Joe. Where have you just been?
Part 1
Students: prepare the material for the groupwork in exercise
JOE I’ve just had the most incredible time on 5b by choosing some tourist sites from p. 22.
the Staten Island Ferry. I can’t believe that
it’s free. It’s absolutely fabulous.
5b | p. 23
RESEARCHER What else have you done today? Students: oral groupwork. Students must find agreement on
JOE I’ve been jogging in Central Park… and the plan to follow.
that was free, too, of course! Teacher: assign at least 10 minutes to this activity to allow
RESEARCHER And very healthy! OK, finally, are you all members of the group to participate.
going to go anywhere else today?
JOE Well, I haven’t visited the New York
Skills for life: Talking in groups
Aquarium yet. I’m very interested in Teacher: Read the strategy in Skills for life and use it in
marine life so that’s a must! activity 5b. It is important for students to develop this
strategy and to interact in an orderly and productive way
RESEARCHER Thank you very much, Joe.
when working in groups. They shouldn’t react to other
JOE It was a pleasure. students emotionally and noisily, they should express their
agreement or disagreement giving well-supported reasons.

Answers 5c | p. 23
Riyuchi: Metropolitan Museum of Art, Times Square, Students: a spokeperson from each group reports the
St Patrick’s Cathedral chosen itinerary to the class.
Davina: Greenwich Village, Rockefeller Centre,
Washington Square
Joe: Staten Island Ferry, Central Park, New York
Writing
Aquarium • convey short simple factual information in a tourist
brochure B1

Pronunciation: /j/ /dʒ/ 6 | p. 23 towards Trinity ISE I Portfolio

• practise identifying two sounds and how they are written Students: individual written work. Students follow the
model of the information provided on p. 22 for the city of
New York.
4a | p. 23
Students: listen and repeat all together.
Cyber Homework Unit 2
Teacher: point out the most common way of writing the
sound /j/ (y, u) and the sound /ʤ/ (j, dg).
Test: Unit 2 Test
TRANSCRIPT SB 16
See Student’s Book p. 23.

71
 Units 1&2
Key grammar
Possible answers
File 1 Talking about experiences / completed actions
1 | p. 24
connected to the present: I’ve learnt the basics.
Teacher: ask students to match each of the functions they
2 Talking about continuing states [during a period of
have learned in Units 1 and 2 with an example and the
time]: I’ve been here for eighteen months.
grammar.
3 Talking about continuing states [from a moment in the
past]: I’ve made lots of friends since I’ve been here.
Answers
4 Talking about the present to say a ‘short time ago’:
2 Talking about continuing states [during a period of
We’ve just set up an exciting experiment.
time]
5 Talking about the present to say ‘sooner than expected’:
She’s lived here for six years.
I’ve already been on some incredible
Present perfect with for
trips.
3 Talking about continuing states [from a moment in
6 Talking about the present to say you expect
the past]
something to happen: We haven’t met up yet this week.
I’ve played the piano since 2016.
Present perfect with since
4 Talking about the present to say a ‘short time ago’ I’m Present perfect focus
not hungry, I’ve just had lunch.
Present perfect + just 4a, 4b | p. 25
5 Talking about the present to say ‘sooner than expected’ Teacher: You are going to listen to some conversations.
Have you tidied your room already? Circle true or false.
Present perfect + already
6 Talking about the present to say you expect something TRANSCRIPT SB 18
to happen 1
We haven’t left the house yet.
JACK Hey, Lisa.
Present perfect + yet
LISA Oh, hi Jack.
JACK What are you doing? Do you want to go out?
Grammar review
LISA I wish. I’m still trying to do my homework. Have
2 | p. 25
you finished yours?
Teacher: check comprehension of union café, set up an
experiment. JACK Two minutes ago. That’s why I’m calling you!
LISA Give me half an hour.
Answers JACK OK, speak later. And be quick.
1 interviewed 11 I cycled
LISA OK, I will. See you.
2 have you been 12 I’ve had
3 I’ve been 13 I bought
4 I’ve ever made 14 I’ve made 2
5 I’ve already been 15 I’ve been CARRIE What’s that book on the sofa?
6 I went 16 do you do AVA Oh, that? It’s so boring.
7 I study 17 We go
CARRIE What is it?
8 I sat 18 We haven’t met up yet
9 we’re doing 19 I’m learning AVA The Highway Code.
10 We’ve just set up 20 I’ve learnt CARRIE Oh, right. So are you reading up for your driving
test?
Fast finishers AVA I was. Until yesterday.
CARRIE What happened yesterday?
Teacher: ask students to choose five words from the
AVA Well, let’s just say I don’t have to study the
interview and learn the spellings.
Highway Code anymore!
3 | p. 25 CARRIE Really? Hey, Ava, that’s brilliant. Congratulations.
Students: list as many examples of each of the grammar AVA Thanks, Carrie. And by the way, if you want the
points from the File on p.24. book… it’s yours!

72
Units 1&2
Key grammar
3 5a | p. 25
Teacher: Put the activities in the correct category according

DANNY What? Oh no, I don’t believe it.
DANNY Ron!... RON!
to when or if you have done them.
Students: individual written work.
RON What?
DANNY There’s no food in the fridge. 5b | p. 25
Students: oral pairwork.
RON What?
DANNY I said there’s no food in the fridge and it was
your turn to go shopping today! Talking about your life
RON I’m sorry, man. I’ve only just woken up. I can 6a | p. 25
go now. Sorry. Teacher: choose a student to start off an imaginary
conversation with. Demonstrate to students how to keep
a conversation going using the useful expressions and
4
suggested questions in the boxes.
RICHARD I thought it would be nice to see a film this Students: oral roleplay in pairs.
weekend.
KEIRA Well, yeah, I’m cool with that! 6b | p. 25
RICHARD There’s this film on that I’ve always wanted to Students: change partners and relate what they have
see. discovered about their partners in exercise 6a.
KEIRA An old film?
7 | p. 25
RICHARD Kind of. I mean it’s about 40 years old, I think.
Teacher: encourage students to give feedback on their
Everyone says that it’s one of the greatest
conversations and suggest ways in which they can overcome
science fiction movies ever made.
their problem areas.
KEIRA Science fiction?
RICHARD Yeah, and it was probably the director’s best Fast finishers
film too. And he made some great films. So it
starts with these apes, you know, life on Earth Teacher: ask students to revise all the new words they have
millions of years in the past, and then a sort of learned in Units 1 & 2.
a space ship –
KEIRA That’s 2001 Space Odyssey.
RICHARD Yeah! So you know it?
KEIRA Uh huh. Really well. And um… well, to be
honest, it’s the most boring film I’ve ever seen.

5
DANNY Stop where you are!
RON What’s that?
DANNY Don’t come any further without taking off
your shoes.
RON What is this, man? A police operation?
DANNY Can’t you see? I’ve been busy.
RON Oh wow. Was the floor that colour? And it’s so
shiny!
DANNY That’s because it’s still wet.
RON Hey, Danny, you are a hero!

Answers
1 T
2 F (She passed her driving test yesterday.)
3 F (He has only just woken up and hasn’t done the
shopping yet.)
4 F (Keira has seen it before.)
5 T

73
 Units 1&2
Language check
1 | p. 26

Answers
1c 2b 3d 4a 5c

2 | p. 26

Answers
1 Has he ever been to India? Yes, he has.
2 Have you ever eaten Thai food? No, I haven’t.
3 Have they ever climbed a mountain? Yes, they have.
4 Has she ever sailed a boat? No, she hasn’t.
5 Have your parents ever flown in a helicopter?
Yes, they have.

3 | p. 26

Answers
1 guitar
2 saxophone
3 drums
4 cello
5 violin

4 | p. 26

Answers
1 packing
2 kayaking
3 skiing
4 diving
5 climbing

5 | p. 26

Answers
1 passport
2 aisle
3 pieces
4 hand
5 too
6 check
7 own
8 pack
9 electrical
10 objects

6 | p. 26
Students: oral pairwork.
Skills Book
Teacher: See p. 192 for teacher’s notes, answer keys and
transcripts.

Test: Units 1&2 Progress test

74
Units 3&4
Student’s Book pp. 27–46 Pronunciation
Opener p. 27 /ɔı/ /eı/
Unit 3 pp. 28–35 linking words
Unit 4 pp. 36–43
Key grammar pp. 44–45 Skills for life
Language check p. 46 Understanding visuals (SB p. 35)
Learning new words (SB p. 43)
Workbook pp. 17–28
Unit 3 pp. 17–21 Interculture
Unit 4 pp. 22–27 Route 66 (SB p. 33)
CEFR descriptors p. 28 Great palaces of the world (SB p. 41)
About the USA (SB pp. 146–147)
Skills Book
Reading skills 3&4 p. 6
Listening skills 3&4
Viewing skills 3&4
p. 13
p. 20
Units 3&4 CEFR
Speaking skills 3&4 p. 27 competences
Writing skills 3&4 p. 34
Word skills 3&4 p. 41
Listening
Extensive Reading 1-3 pp. 46–47
B1 generally follow the main points of extended discussion
CLIL Music pp. 56–57
around me (p. 43)
B1 listen to a short narrative (pp. 35, 41)
Testbuilder
B1 catch the main points in a talk on familiar topics (p. 43)
Unit 3 Test
Unit 4 Test
Reading
Units 3&4 Progress test
B1 understand the main points in short newspaper articles
about current and familiar topics (pp. 33, 42)
Extra practice
B1 guess the meaning of words from the context (p. 40)
Units 3&4: dictation, vocabulary, grammar, pronunciation
B1 skim short texts and find relevant facts (pp. 30, 34, 38)
B1 understand the plot of a clearly structured story and
recognise what the most important episodes and events are
Objectives and what is significant about them (pp. 34, 37)

Grammar Spoken interaction

past continuous v past simple B1 start, maintain and close a simple conversation on topics
said / asked + direct speech that are of personal interest (pp. 27, 28, 43)
when / while B1 maintain a discussion on familiar topics (p. 35)
modal verbs B1 give or seek personal views and opinions in an informal
present and past possibility discussion (p. 41)
multi-word verbs
object pronouns Spoken production
B1 narrate a story (pp. 33, 35)
Functions and Communication B1 prepare a short talk to describe a painting using notes
talking about the past (p. 41)
telling stories
expressing possibility Language quality
describing a picture B1 convey simple information of immediate relevance,
talking about past events getting across which point I feel is most important
(pp. 35, 41)
Vocabulary and Word expander B1 express myself reasonably accurately in familiar,
strong adjectives predictable situations (p. 43)
transport and roads
feelings Writing
paintings B1 write a simple connected story narration (p. 35)
adverbs of degree B1 write simple texts about experiences or events, for
example about a trip (p. 33)

75
 Units 3&4 opener

AUTHOR
chat
You get on a bus or train, walk down the street, sit in a
café or a park and look at the people around you. Who
are they? What are they doing? What are their lives like?
Your students are guided to speculate about the people
in the photos and think about their lives, allowing them
to review a range of core communication and language
areas while stimulating their imagination and creativity.
Students are also asked to imagine a meeting between
two of the people and role play a conversation between
them. The theme of these units is telling stories and this
page acts as a springboard.

• in preparation for the topic, discuss people, their feelings,

dreams and ambitions
• learn the language used to tell events and express feelings
• do activities of revision and expansion

1 | p. 27 towards B1 Preliminary Speaking Part 3

Teacher: the questions listed in exercise 1 help students
develop their observation skills and their imagination. Help
them to answer the questions, for example for photo a. Then
tell them to focus on another photo and ask each other the
questions. If there is time, they can discuss all the photos.

2 | p. 27
Teacher: help students by doing a quick brainstorming of
the possible situations and conversations between the people
in the photos. For example, ask: Where do you think the
people in photos a and d could meet? or What could the two
people in photo c talk about?

3 | p. 27 towards Trinity ISE I Portfolio

Teacher: write a model paragraph on the board, e.g. The
girl in photo a is an enthusiastic skateboarder. She’s very
active and full of initiative. She probably has an outgoing
personality, but she might also be as happy being on her
own as in social situations. She may have a modest lifestyle,
and be in her first job, or she might be a student in her final
years at school or at a university.

76
Unit 3
Stories
Unit 3 Objectives Comprehension
• gather information about the development of the story
Grammar from a blog
Past continuous v past simple
said / asked + direct speech 2 | p. 28
when / while
Teacher: Read the questions first so that you know what
you have to watch out for. Then read and listen to the
Functions story. After listening, check understanding of key words and
Talking about the past phrases, especially those listed in Real talk.
Telling stories Students: listening and reading, followed by oral work done
in pairs or written work done individually.
Vocabulary
Transport and roads TRANSCRIPT SB 19
See Student’s Book p. 29.
Skills
Reading: four strange stories Answers
Listening: understanding information about artists Nguyen
1 No, she didn’t. The flight was boring, she didn’t like
and Khayatan and Tate Britain
the seats and the films.
Speaking: telling stories prompted by visuals
2 They were chatting and she fell asleep.
Writing: inventing stories
3 Because she was suffering from jet lag.
4 By filming her and her friends all the time.
Skills for life 5 In an Italian restaurant.
Reading: understanding visuals 6 She was texting Poppy about him.

Pronunciation Real talk | p. 29

/ɔı/ /eı/ Teacher: focus on the words and phrases in Real talk and
help students to translate them into their own language:
crashed out
Presentation pp. 28–30 What a day!
It drove me mad!
AUTHOR
chat hysterical

Just like many young people on a trip abroad in a Real talk Unit 3
gap year, Emma writes a blog. She loves to share her 1
experiences and photos with her friends and family Students: read and complete the dialogue, choosing the
back home. This is her first blog entry and she writes correct phrases.
about the journey and her first days in the USA and
New York! The main focus of these lessons is the review Answers
of the past simple. Students are then introduced to 1 hysterical
the past continuous and use it to tell the stories of the 2 drove me mad
inspiration that led to various inventions. 3 crashed out
4 What a day

Warm up 2
• predict the content of a text by looking at the format, the Students: listen to the recording. Practise reading the
writer and the photos dialogue and acting it out.

1 | p. 28 TRANSCRIPT
Teacher: You’re going to listen and read Episode 2 of On the JAKE I went to the cinema. We saw the latest Ben Stiller
road. What can you understand from looking at the blog movie. It was 1hysterical!
and the photos? Answer the questions. SOFIA I thought you had an exam yesterday?
JAKE Yeah, it was in the afternoon. I revised all morning.
Answers
SOFIA Poor you! Did Leila go to the film with you?
1 Emma’s.
2 In New York.
3 Nathan.

77
 Unit 3

JAKE Yes – unfortunately! She didn’t stop talking during 5 | p. 28

the film. It 2drove me mad! Then we had to go to Students: oral pairwork. Students ask each other questions
her friends’ for coffee. I was so tired I 3crashed out about what they were doing at a specific time yesterday and
on their sofa. they answer using the past continuous.
SOFIA Goodness. 4What a day!
Extra
More speaking practice. When did it happen?
Word expander | p. 28 Mention an event in the news or a natural disaster
Teacher: ask students to read the Word expander. Explain that students will have heard about, for example When
that adjectives which already have a superlative meaning Trump was elected… When Hurricane Irma struck
cannot be preceded by very but you can use absolutely to the Caribbean and Florida Keys... When the accident
intensify them. Suggest students copy the adjectives and happened... When they announced the results of the
translate them in their vocabulary notebooks. match... When I heard about the bomb... When the
Students: do the matching task. river burst its banks... Each student takes turns to say
something that her or his family or a friend was doing
Answers at the time it happened, using the past continuous. To
pleased – delighted (S) keep the conversation moving, write a few everyday
gorgeous (S) – pretty activities on the board, eg. sleep, drive to school, revise
funny – hysterical (S) for the English test, cook dinner, use the computer, have
tired – exhausted (S) a party, take the dog for a walk, watch the news on TV,
starving (S) – hungry listen to music, etc.

Talking about the past 6 | p. 30

• practise the use of the past continuous and the past Students: individual written work.
simple to tell a story; use said and asked to introduce what Teacher: encourage students not to read every word at this
somebody says; write a simple connected text narrating a stage, but to skim the text to find words related to the three
story B1 different categories.

3 | p. 28 Answers
Teacher: ask students to complete the rules on the use of the Plants and birds: bushes, plant seed heads, seeds,
past continuous and past simple. Explain the graphic of the kingfisher, dived, beak
timeline with the two verb tenses. If appropriate, ask students Vehicles and transport: rail, high-speed bullet trains,
to underline all cases of the past continuous on p. 29. tunnels, space ship, rocket
Microscopic organisms: bacteria, fungus
Answers
1 were 7 | p. 30
2 -ing form Students: individual written work or oral pairwork. Students
3 when read the text in more detail to answer the questions.

Teacher: ask students to read the rules about how to use Answers
said or asked with direct speech, and translate the examples. 1 plant seed heads
They can underline all examples of said before or after 2 it made them faster and quieter
quotation marks and of asked, which is often added at the 3 H G Wells
end of the quoted question. Focus on the punctuation used 4 while watching Star Trek
in English: single quotation marks and a comma after said 5 fungus
when it precedes the quote.
8 | p. 30
4 | p. 28 Students: oral pairwork.
Students: individual written work. Students can refer to the Teacher: encourage students to give reasons for their
verb tables of the past continuous on p. 31. answers.

Answers 9 | p. 30
1 were waiting 5 was having Teacher: ask students to read the rules, match them with the
2 called 6 was riding examples and then translate the examples.
3 was reading 7 was looking up
4 were walking 8 was buying Answers
1 b 2 a, c

78
 3

Unit
10 | p. 30 3 | p. 31
Students: individual written work.
Answers
Answers 1 were drinking
a ... while George was walking. 2 was waiting
b ... while Eiji was watching it. 3 was talking
c ... when he got an idea for a space ship. 4 were riding
5 was standing
6 was taking
Extra 7 was walking
Writing a story. The students work in groups of four 8 was going
or five. One student is the ‘scribe’ and has to take
notes. Another student starts a story and the others 4 | p. 31
carry it on, making up unpredictable developments.
After each person has had at least two turns, they Answers
have to reach a surprising conclusion to the story – 1 rang
which can be funny or sad. It might be useful to give 2 were playing
them a few pointers to get the story going, writing on 3 was having
the board, e.g. 4 was doing
There was a humming noise in the sky above our heads 5 dropped
and a dome-shaped disk... 6 met
It was a quiet Sunday afternoon when a chilling scream
pierced the air... 5 | p. 31
We were having dinner late that night when suddenly
there was a power cut...
People were frightened when they saw the boy Answers
disappear under the strong current... 1 was making, called
2 were (you) talking, saw
3 was eating, fell
Fast finishers 4 were (you) doing, came
5 were swimming, got
Teacher: ask students to read the article again and underline 6 were watching, heard
more sentences with when and while.

when / while
6 | p. 31
Get the grammar p. 31 Teacher: ask students to translate the examples and
complete the rules choosing the correct conjunction.
Workbook Unit 3
Grammar reference, Grammar exercises Answers
1 when
Past continuous v past simple 2 while
1 | p. 31 7 | p. 31
Teacher: ask students to translate the examples and
complete the table. They can copy it into their grammar Answers
notebooks.
1 when 4 While
2 while 5 when
Answers
3 when 6 while
1 Was 4 were
2 Were 5 weren’t
3 weren’t WB Unit 3
Teacher: assign the exercises in the Workbook Unit 3 as
2 | p. 31 homework. Draw the students’ attention to the grammar
exercises available in e-book+.
Answers
1 past continuous 3 past continuous
2 past simple 4 past simple

79
 Unit 3

Real communication The worst journey I’ve ever had

• understand the plot of a clearly structured story and
pp. 32–33 recognise what the most important episodes and events
Telling stories are and what is significant about them B1; narrate a story
B1; write simple texts about experiences or events, for

chat
AUTHOR example about a trip B1; understand the main points in
short newspaper articles about current and familiar
topics B1
Everyday we want to share our stories and learn about
other people’s lives, watch soap operas and films, and
2 | p. 32 towards B1 Preliminary Reading
keep up with the lives of celebrities and people in the
news. Not surprisingly, narrative is a focus in B1 of the
Part 5
CEFR. But telling a story well is a challenging thing Teacher: check understanding of the listed words.
to do in a foreign language, and your students need Students: written work to be done individually or in pairs,
safe opportunities to practise. Here they learn how followed by listening to check answers.
to start and continue their anecdotes, naturally hold
their listener’s attention and express their feelings. TRANSCRIPT AND ANSWERS SB 21
We explore stories about nightmare journeys before The worst journey I’ve ever 1had was from the UK
students go on to talk about their own lives, and to Italy at New Year. My friend and I were language
conclude by reading about Route 66. students. We had an early flight to Rome from
Gatwick. Unbelievably, when we woke up and looked
out of the window we 2saw really thick snow covering
everything! We couldn’t get a taxi because the side
File roads were blocked. 3So we decided to drag our luggage
Teacher: focus on the structures introduced in the File on to Kensington High Street. But 4although a few cars
p. 32 to express the functions of starting a story, moving the were passing, there were no taxis. 5Luckily, a fast food
story on, expressing an opinion on the events in the story. restaurant was open and they called a taxi for us. 6When
we got to Victoria station, there were no trains running
Vocabulary: transport and roads to Gatwick because of the snow. The train 7eventually
• learn vocabulary related to means of transport and types set off, but we really 8thought we were going to miss our
of road plane. What is usually a 40-minute journey took two
hours! When we finally got to the airport, no flights
were leaving because of the snow. But the 9worst thing
1 | p. 32 was waiting at the airport for ten hours until our flight
Teacher: focus on the list of vocabulary and explain that left. It was a 10nightmare!
in some cases Americans use a different word, which is
signalled here with AmE (American English). 3a | p. 33
Students: matching activity followed by listening to check Teacher: ask the class to read sentence number 1 to
answers. understand the context of the story and sentence number
13 which reveals the conclusion. Tell the students that after
TRANSCRIPT AND ANSWERS SB 20 reordering the events, they will hear a recording of the
a bus whole story.
b coach bus (AmE) Students: in pairs, they decide the order of the paragraphs.
c van If possible, they copy the correct sequence of the story into
d lorry truck (AmE) their notebooks.
e moped
f on foot Answers
g motorbike motorcycle (AmE) The order of events is:
h helicopter 1 The worst journey I’ve ever had was two years ago in
i ship the USA.
j ferry 2 On the last day of our holiday we had to get to Los
k hovercraft Angeles airport in our hire car. We had a flight in the
l yacht early evening.
m rowing boat row boat (AmE) 3 We had plenty of time so when we saw a sign for a
n country lane diner we decided to have lunch.
o dual carriageway four-lane highway (AmE) 4 The sign pointed down a very bumpy road.
p motorway freeway (AmE) 5 Suddenly we heard a horrible noise, and my father
q footpath stopped the car.
r pavement sidewalk (AmE)

80
 3

Unit
6 We couldn’t believe it! We had a puncture because of CULTURAL INFORMATION
the holes in the road. Route 66 or U.S. Highway 66 is one of the most famous
7 And guess what? When we looked for the spare tyre, roads in the world. It originally ran from Chicago,
there wasn’t one. Illinois through Missouri, Kansas, Oklahoma, Texas,
8 We ended up waiting there until about three o’clock New Mexico, Arizona and California before ending at the
for the car hire company mechanic. And we had beach at Santa Monica for a total of 2,448 miles
nothing to eat! (3,940 km). It was officially decommissioned in 1985
9 By the time the mechanic changed the wheel it was because it had been replaced by the Interstate Highway
getting very late. System. Today the road exists as a ‘historic route’,
10 So my dad drove too fast along the freeway to LA. visited by American and foreign tourists.
11 Next thing, there was the sound of a siren and the LA John Steinbeck (1902–1968), born in Salinas,
traffic police stopped us. California, a novelist and World War II correspondent,
12 We had to pay a fine for speeding. And by then received the Nobel prize for literature in 1962. The
we were even later. poverty of agricultural labourers in California, the
13 Finally we got to the airport just in time for our shattered dream of the American frontier and travelling
flight. We were very lucky! And very hungry too! as a way of life are the main themes in his novels:
Tortilla Flat (1935), Of Mice and Men (1937), The
Grapes of Wrath (1939), The Pearl (1947) and East of
3b | p. 33
Eden (1952).
Teacher: play the recording for students to check answers.
Random Fact | p. 33
TRANSCRIPT SB 22
Teacher: ask students to read the Random Fact at the
See Answer key above.
bottom of p. 33. Look at a map of the U.S to show them the
different time zones Route 66 crosses.
4a | p. 33
Students: individual written work, in preparation for the Extra
groupwork in exercise 4b and the writing task in exercise 5.
Writing about a journey. Students do research on the
following website
4b | p. 33 http://www.legendsofamerica.com/66-Mainpage.html
Teacher: set up small groups of three or four students and to find the major stopping-off points on Route 66 and
allocate 15 minutes for the oral work. gather real information or stories. Then they write the
Students: oral groupwork. After telling their story to story of an imaginary journey made along this route
the group, students can add more notes in view of the 50 years ago.
composition they will write in exercise 5.

5 | p. 33 towards Trinity ISE I Portfolio Real communication Unit 3

Teacher: assign the writing task in class or as homework.
1
6 Get into culture | p. 33 Students: read and complete the dialogue, choosing the
Students: reading to be done all together or in pairs. correct option.
Teacher: check the understanding of words such as
stretched, truck drivers, edge, gas stations, grocery stores, Answers
trading posts. Explain the idiom get your kicks (get a strong 1 believe 2 first 3 then 4 open 5 lucky 6 worst
feeling of excitement) which rhymes with route sixty-six. 7 unbelievable 8 guess

Answers 2
1 2,400 miles. Students: Listen to the recording. Practise reading the
2 In the 1920s. dialogue and acting it out.
3 Eight: Illinois, Missouri, Kansas, Oklahoma, Texas,
New Mexico, Arizona, California. TRANSCRIPT
4 John Steinbeck. LUCY Hey, Stacey! Do you know what happened to
5 New roads began to replace it. Steve?
STACEY No, what?
LUCY Well, I don’t think you’re going to 1believe this,
but last week he went parachuting.
STACEY OK, nothing too special about that.

81
 Unit 3
Just drop by means ‘to visit someone’ but the word also
LUCY I know, but wait. He took off from the airport
suggests the idea of falling (drop).
as usual, and 2first of all everything was OK.
Students: try to guess what the stories are about by looking
But 3then the plane had engine problems, so
at the pictures and the titles without reading the text.
they had to jump out earlier than usual.
STACEY Gosh!
1b | p. 35
LUCY But that’s not all. Next, he tried to 4open his Teacher: Read the stories quickly and check your guesses.
parachute, and he couldn’t! It was jammed! Then read the questions and give your opinion.
He was 5lucky because he had a reserve Students: read and discuss in pairs to express their opinions.
parachute. So that was OK. But, the 6worst
thing was, his reserve parachute jammed, and Possible answers
he started falling really fast. Story A is the funniest.
STACEY That’s 7unbelievable. Story B is the most surprising.
LUCY I know! And 8guess what? It opened just in Story C is the weirdest.
time and he landed in a huge pile of hay Story D is also surprising.
unhurt! He was so lucky! In my opinion, story C is the best.

2a | p. 35
Real skills pp. 34–35 Teacher: Read the story in detail and answer the questions.
After the reading, check understanding of peculiar,
Strange but true
backwards, senior citizens, stitches, scream, enduring,
drown.
AUTHOR
chat Students: reading, followed by individual written work or
oral pairwork.
The theme of story-telling continues with some bizarre
Answers
real-life stories and coincidences to intrigue, entertain
1 He walked backwards.
and amuse. These are the sort of news stories that
2 A man jumped from a window and landed on him.
people often recount to friends and family. Students
3 She gave him a gift of 99,999 paper hearts on their
also learn about the antics of British artists Nguyen and
wedding day.
Khayatan, and go on to tell an invented story about
4 He saved Harriet Cane’s husband from drowning. It
what happened to them when they were caught in a
was strange because Harriet Caine (had) saved Tony
power cut.
from drowning when he was a small boy.
5 A similar lifesaving experience occurred twice in
Reading their lives. Lenny saved people falling from a house
• skim short texts and find relevant facts and twice, Tony was saved from drowning and then saved
information B1 somebody else from drowning.

Skills for life: Understanding visuals 2b | p. 35

Teacher: Read the strategy in Skills for life and use it to Teacher: let students discuss the stories in pairs, in English!
predict the content of the text and get information about it. Then give the answer.
Remind students that it is important to use this strategy in
all reading activities of their English course and when they Answer
read other school textbooks too. Story B isn’t true.

1a | p. 35 3a | p. 35
Teacher: Use the strategy you read about in Skills for life to Teacher: explain that there are words in American English in
guess the content of the stories on page 34 without reading two of the stories. Which? (stories B and D). Help students
them. Can you understand the pun in the titles of the to identify the words (vacation, cookie, sidewalk, center,
stories? apartment, movie theater).
Wong numbers is a pun on the similarity between Wong (the
surname of the Chinese girl) and the phrase used on the Answers
phone when somebody dials the wrong number. See transcript in exercise 3b.
Lifesaving lesson suggests the idea that Tony, saved from
drowning when he was a child, reciprocates by saving
3b | p. 35
somebody’s life later.
Teacher: point out that these English and American words
Hindsight means ‘understanding an event after it has
have a different lexical root except for centre and center
happened’ but the word also suggests the idea of looking
which differ only in the spelling and the pronunciation.
(sight) backwards (behind).

82
 3

Unit
Play the recording to check answers. Play it again for
SUSIE Well, they stood around the pair of glasses on
students to repeat the words, imitating the English and the
the floor and took photos.
American pronunciation.
RAY No way!
TRANSCRIPT AND ANSWERS SB 23 SUSIE And then Khayatan took photos of those people!
1 pavement sidewalk They were looking carefully at the glasses – his
2 centre center ‘work of art’.
3 biscuit cookie RAY Yeah, and I bet he put it on social media, right?
4 flat apartment
SUSIE Of course, he did. He posted his photos and a lot
5 cinema movie theater
of people left comments. Some people thought
6 holiday vacation
it was a joke but you know what? Some people
7 autumn fall
actually thought it was serious! But it can be art
if you want it to be, right? Khayatan said, ‘People
see what you want them to see’.
Listening
RAY Did the other guy take his glasses back?
• listen to a short narrative B1
SUSIE Yes, he did. It was funny because he was
embarrassed when he was walking back to pick
CULTURAL INFORMATION
up his glasses.
Kevin Nguyen and TJ Khayatan are a teenage artistic RAY That’s great. I love it!
duo who were shortlisted for the Turner Prize in 2016.
Their art consists of leaving random everyday objects in
ordinary locations, such as a pair of glasses on the floor Possible answers
of an art gallery, and watching people’s reactions. Their
1 They are teenage artists. / They are modern artists.
intention is to show that ordinary objects can be turned
2 In an art gallery in San Francisco.
into art if the viewer decides them to be.
3 They put a pair of glasses on the floor.
4 Visitors stood around looking at the glasses as if
4a | p. 35 they were a work of art, and took photos of them.
Teacher: as a pre-listening activity ask students to read Khayatan then took photos of the visitors taking
the questions. Play the recording once or twice to allow photos.
students to make notes. If students are interested, give
detailed information about Tate Britain. 4b | p. 35
Students: discuss their answers in pairs.
TRANSCRIPT SB 24 Teacher: play the recording again for students to check
SUSIE Hey, listen to this, it’s a great story! answers.
RAY Yeah, what’s it about?
SUSIE Modern art. Pronunciation: /ɔı/ /eı/
RAY I don’t usually like modern art. I mean, a child • practise the pronunciation of two English diphthongs
can do better than some modern artists. Don’t
you think?
5a | p. 35
SUSIE Well, that’s exactly what these two guys thought Teacher: point out how the two sounds are written. The
when they were visiting this art gallery a few sound /ɔı/ is written ‘oi’ or ‘oy’. The sound /eı/ is written ‘a’
years ago. or ‘ai’ or ‘ay’.
RAY Oh yeah? Where was this? Students: read, listen and repeat all together.
SUSIE In San Francisco.
TRANSCRIPT SB 25
RAY What happened?
See Student’s Book p. 35.
SUSIE “Kevin Nguyen, 16, and TJ Khayatan, 17 were
visiting an art exhibition in San Francisco when
they played a joke on the visitors.” 5b | p. 35
RAY What did they do? Teacher: play the recording twice. Check answers by asking
SUSIE Khayatan put Nguyen’s glasses on the floor students to read out the words they listed in each column.
underneath an official sign on the wall. So it
looked like a real piece of art. They watched the TRANSCRIPT SB 26
people to see their reactions. toy boil made
RAY So … what did the people in the gallery do? wait paint enjoy
paper oil
eighth voice

83
 Unit 3

Answers
/ɔı/: toy, boil, oil, voice, enjoy
/eı/: wait, paper, eighth, paint, made

Speaking
• narrate a story B1; convey simple information of
immediate relevance, getting across which point I feel is
most important B1; maintain a conversation or discussion
on familiar topics B1

6a | towards B1 Preliminary Speaking Part 2, Trinity

ISE I Interview (Topic phase)
Students: look at the photo and imagine the effects of a
power cut (Student A) or of an electric storm (Student B).
Students make notes following the outline given on pp. 35
and 141.

6b | p. 35
Students: oral pairwork. Each student tells his / her story
and their partner asks questions to get more information.

Writing
• write a simple connected text narrating a story B1

7 | p. 35 towards B1 Preliminary Writing Part 3,

Trinity ISE I Portfolio
Students: individual written work to be done in class or as
homework.

Answers
Students’ own answers.

Random Fact | p. 35
Teacher: ask students to read the Random Fact at the
bottom of p. 35 and add further information as below, if they
are interested in the topic.

CULTURAL INFORMATION
The 2015 Turkey blackout affected almost all areas of
Turkey in the morning of 31 March 2015. It happened
because of maintenance of the electricity lines between
the Western and Eastern parts of the country. Traffic
lights stopped working, causing traffic jams, and some
people were trapped in lifts or underground at metro
stations. Train and flight services were disrupted and
shops, homes and offices were without power until it
was fully restored in the evening.

Cyber Homework Unit 3

Test: Unit 3 Test

84
Unit 4
News
Unit 4 Objectives Students: do the matching task.

Grammar Answers
boring – bore
Modal verbs: present and past possibility
depressing – depress
Multi-word verbs
interesting – interest
Object pronouns
worrying – worry
sad – make you cry
Functions
funny – make you laugh
Expressing possibility
scary – scare
Describing a picture
1b | p. 36
Vocabulary
Students: individual written work followed oral groupwork.
Feelings
Teacher: give a model of the activity. Invite a student to ask
Painting
you the questions and give your personal answers.
Skills
Listening: a young person answering questions about her Warm up
possessions • use the technique of ‘understanding visuals’ in order to
Reading: an interview with a young man about his predict the content of the story
possessions
Speaking: asking and answering questions about personal 2 | p. 36
possessions Teacher: Remember that it is important to understand
Writing: preparing a class blog visuals in order to predict the content of a text. Answer the
questions and discuss in pairs.
Skills for life Students: oral pairwork.
Learning new words
Answers
Pronunciation • Nathan
Linking words • Ben
• Ben
• Emma
Presentation pp. 36–38
Comprehension
AUTHOR
chat • gather essential information by listening to and reading
an episode

The friends are on the road, on their way to San

Francisco, and they need somewhere to stay for the 3 | p. 36
night. But Emma isn’t convinced about the motel. What Teacher: Read the sentences first so that you know what
is that noise? And what are Ben and Nathan up to in you have to watch out for. Now read and listen to Episode
the corridor? 3 of the story. After listening, check understanding of key
In this lesson students learn the basics of speculation words and phrases, especially those listed in Real talk.
using may and might, and the final part presents three Students: listening and reading followed by oral work done
news stories containing a range of common multi-word in pairs or written work done individually.
verbs. As we have gradually introduced these verbs
lexically right from the beginning of the course, your TRANSCRIPT SB 27
students should already feel comfortable and ready to See Student’s Book p. 37.
learn more about them.
Answers
Vocabulary: feelings 1 F (He thinks the motel must be the right place.)
2 F (It is called the Bates Motel.)
• revise adjectives and verbs expressing feelings
3 T
4 T
1a | p. 36
5 F (She thinks it isn’t funny.)
Teacher: point out that some adjectives of feeling correspond
6 F (It was Nathan’s idea.)
to the -ing form of a verb, e.g. depressing (from to depress),
interesting (from to interest), worrying (from to worry).

85
 Unit 4
Real talk | p. 37 6 | p. 36
Teacher: focus on the words and phrases in Real talk and Students: individual written work.
help students to translate them into their own language:
I don’t like it one bit. Possible answers
creepy 2 It might need repairing.
a nutter 3 It may be staying with the neighbours.
drama queen (someone who gets too upset or angry over 4 He may be reading a joke.
small problems) 5 He / She might be offended.
Very funny. Not!
Take it easy! Fast finishers
Teacher: ask students to write three more situations and
Real talk Unit 4 explanations with may or might.
1
Students: read and complete the dialogue, choosing six Using multi-word verbs
out of the eight listed phrases. • skim short texts and find relevant facts and
information B1
Answers
1 creepy 4 nutter 7 | p. 38
2 drama queen 5 guess Teacher: Use the skimming technique to find out what each
3 don’t like it one bit 6 really into extract is about. Match the extracts to the headlines.
Students: skim through the texts and match the texts to the
2 headlines.
Students: listen to the recording. Practise reading the
dialogue and acting it out. Answers
a3 b2 c1
TRANSCRIPT
HASSAN Are you coming to the Halloween party on 8 | p. 38
Saturday? Students: read in detail and do the comprehension task.
DULCIE Where is it?
HASSAN At Matt’s house. You know, that big house on
Answers
the hill. 1 Probably 150 km from Teeside to Carlisle.
2 In the Animal Refuge in Carlisle.
DULCIE No way! It’s 1creepy up there.
3 Because of a thick fog.
HASSAN Don’t be such a 2drama queen. 4 Using the flash on his phone’s camera.
DULCIE No, I’m sorry. I 3don’t like it one bit and the 5 Because a flock of birds flew into its engine.
guy who lives next door is a 4nutter. 6 In the Hudson River.
HASSAN Mm. I 5guess he is a bit strange. Anyway, I’m
going. I’m 6really into Halloween. 9 | p. 38
Teacher: ask students to read the grammar note on Multi-
DULCIE Have fun, then.
word verbs and to translate the examples. Point out that the
three verbs in the examples cannot be separated from their
particle.
Expressing possibility Follow the same procedure on Object pronouns. Focus on
• practise using modal verbs to express possibility the third person object pronouns (him, her, it) and compare
them to the ones in the students’ own language.
4 | p. 36
Students: read the rules and the examples in the section. 10 | p. 38
Students underline the modal verbs expressing present and Students: individual written work to develop comprehension
past possibility in the dialogues. of multi-word verbs.
Teacher: refer students to p. 39 and ask them do to the
exercise. Answers
1 look after 6 get off
5 | p. 36 2 give back 7 pick up
Students: individual written work. 3 look for 8 come across
4 turn on 9 take off
Answers 5 turn off
1 must 4 may not
2 can’t 5 can’t
3 can’t / may not 6 must

86
 4

Unit
11 | p. 38 6 | p. 39
Students: identify the correct particle by inferring the
meaning from the context. Answers
1 came across
Answers 2 turned off
1 across 3 looked after
2 after 4 took off
3 off 5 got off
4 up 6 gave up
5 on
6 off Object pronouns
7 | p. 39
Get the grammar p. 39 Answers
Workbook Unit 4 1 it, me
Grammar reference, Grammar exercises 2 them, her
3 it, her
4 them
Modal verbs: present possibility 5 it, me
1 | p. 39 6 her, me
Students: translate the examples and complete the rules.

Answers WB Unit 4
1 may 4 must Teacher: assign the exercises in the Workbook Unit 4 as
2 might 5 can’t homework. Draw the students’ attention to the grammar
3 could exercises available in e-book+.

2 | p. 39
Real communication
Answers
1 may 4 must
pp. 40–41
2 can’t 5 might Describing a picture
3 must 6 could

Modal verbs: past possibility

AUTHOR
chat
3 | p. 39 Describing a scene is an important part of narrative,
Students: translate the examples and complete the rules. and talking about pictures and photos is also something
that students have to do for their studies and in exams
Answers to show their language skills. We put this into the
1 could have context of art and talking about paintings and artists.
2 must have Students learn some basic language to talk about
3 can’t have art and read a description of a famous Impressionist
painting. They are then given guidance in describing a
4 | p. 39 painting by the British artist Lowry before they go on to
give a talk about their own favourite painting.
Answers
2 must have studied
3 can’t have spent File
4 must have eaten
Teacher: focus on the structures introduced in the File on
5 must have had
p. 40 to express the functions of introducing a painting and
6 can’t have finished
its artist, describing a painting, giving an interpretation and
an opinion.
Multi-word verbs
5 | p. 39 Vocabulary: paintings
Teacher: ask students to translate all the verbs and the • learn the vocabulary used to describe a painting
examples and to list them in a special section of their
grammar notebook dedicated to multi-word verbs.

87
 Unit 4

CULTURAL INFORMATION
2 | p. 41
Abstract art does not depict objects in the natural Students: listen to Hannah’s description of a painting by
world, but instead uses shapes and colours in a non- Seurat and complete the text.
representational or subjective way. In the very early
twentieth century, the term was more often used to TRANSCRIPT AND ANSWERS SB 28
describe art, such as Cubist and Futurist art. Painters: I would like to talk about my favourite painting. It’s
Wassily Kandinsky, Paul Klee, Piet Mondrian. called ‘Sunday afternoon on the Island of the Grande
Realism: an art movement which began in France in Jatte’ and it’s by Georges Seurat, an 1Impressionist
the 1850s as a reaction to the Romantic movement. It artist. Seurat visited the Grand Jatte every day for six
focused on the accurate description of ordinary life of months to make preparatory drawings of the 2landscape
ordinary people and the depiction of the optical effects and to sketch the figures. He completed the painting in
of light. Painters: Courbet, Millet, Bonheur, Corot, 1886.
Manet, Degas. Seurat was born in France and studied at art school in
Cubism: a revolutionary art movement in the early 3
Paris until 1878. Sadly, he died very young when he
twentieth century. Instead of looking at objects from was only 32.
a single fixed angle, a Cubist artist depicts the subject The painting is of a typical Sunday 4afternoon on an
from multiple angles simultaneously, breaking up the island in the River Seine, Paris. In the distance you
shapes of objects and reassembling them in abstract can see boats on the 5river. There are lots of people – it
form. Cubism began in 1906 in Paris with Georges must be a hot summer day. Here in the foreground, on
Braque and Pablo Picasso. the right, you can see a fashionable woman and a man
Expressionism: term used for many twentieth century 6
walking. The woman is carrying a parasol and has a
works, in painting, literature, film, architecture and monkey on a lead. And there, on the left, a man is lying
music. It refers to the tendency of an artist to distort on the grass smoking a pipe, and a man and a woman
reality in order to express and provoke violent emotions are 7sitting behind him. There are two dogs. I think the
such as fear and anguish. Painters: Edvard Munch, little one might be angry with the big black dog.
Oskar Kokoschka. In the background there are a lot of people sitting and
Surrealism: a cultural, artistic, and intellectual walking. Some of them could be interested in the boats
movement from the 1920s to the 1960s, emphasising or they may be there for a picnic. They are all enjoying
the critical and imaginative faculties of the ‘unconscious the afternoon.
mind’. Artists: Salvador Dalí, René Magritte, Joan Miró, The people are like sculptures. Seurat used a new
Alberto Giacometti, Giorgio De Chirico, Max Ernst. 8
technique called pointillism to create this effect. He
Impressionism: a nineteenth century art movement, painted the surface with hundreds of dots of pure colour.
begun in Paris in the 1860s. The name of the I like this painting because it is very calming and
movement is derived from Claude Monet’s Impression, 9
relaxing. I also admire the technique and the colours
Sunrise (Impression, Soleil levant). Characteristics of the artist chose. The 10weather seems perfect, and the
Impressionist paintings are visible brushstrokes, light light is beautiful.
colours, open composition, emphasis on light in its
changing qualities (often accentuating the effects of the 3 | p. 41
passage of time), ordinary subject matter, and unusual Students: individual written work.
visual angles. Artists: Monet, Manet, Degas, Pissarro,
Renoir, Sisley. Answers
1D 2B 3E 4C 5A
1 | p. 41
Teacher: supply bilingual dictionaries and give cultural 4 | p. 41
information, as needed. Students: individual written work.

Describing a painting CLIL Answers

Art: analysis of paintings See the underlined words in the transcript for
exercise 2.
• catch the main points in a talk on familiar topics B1;
guess the meaning of single unknown words from the
Word expander | p. 41
context B1; give or seek personal views and opinions in an
Teacher: ask students to read the Word expander. Explain
informal discussion B1; prepare a short talk to describe
that these adverbs do not have meaning on their own, but
a painting using notes B1; convey simple information of
are used to increase or decrease the intensity of the adjective
immediate relevance, getting across which point I feel is
that follows.
most important B1

88
 4

Unit
5 | p. 41 dark and seem to crush the small silhouettes of the
Teacher: work with the whole class. Translate the title of human beings. In the distance, you can see chimneys,
the painting, say the name of the author (it is pronounced domes and more tall buildings.
L. S. Lauri; the full name is Laurence Stephen Lowry), say D The painting shows a unique style, created by Lowry
the year in which it was painted (1930). Ask students to who did not want to follow the art movements of his
read the notes on Lowry which will be useful for the oral time. He painted matchstick figures directly onto
presentation. canvas without doing sketches.
Students: prepare their talk under five headings, the same E I like this painting because it conveys an immediate
that were used for Seurat’s painting: A Introduction to the impression of what factory life must have been like
painting, B Biographical information, C Description of the in the old days. I like the colour of bricks and mortar
painting, D Style and techniques used, E Why I like / don’t and the surreal quality of the town buildings. OR I
like this painting. don’t like this painting because it is quite sad and
anguishing in its representation of the workers’
CULTURAL INFORMATION life and because the landscape and colours have an
Coming Home from the Mill (1930) is permanently oppressive effect on me.
housed in the Lowry Collection, Salford, Manchester,
UK. It appeared in a 2005 exhibition called ‘Double 7 | p. 41 towards Trinity ISE I Interview
vision’ next to another called Coming from the Mill (Topic phase)
which Lowry painted in 1917. This exhibition brought Teacher: to further develop your students’ interest in
together pairs of pictures, sometimes separated by painting and ability to analyse a painting, you can bring
several decades, showing ideas and obsessions to which art books to the class or print off online reproductions of
Lowry constantly returned. The exhibition compared his paintings.
early and late work, drawings and oil paintings, different Students: do some research on a painting and its artist,
versions of the same subject. prepare a talk individually or in groups, and give a
See the website: http://www.thelowry.com/ presentation to the class.

Answers CULTURAL INFORMATION

See a model answer in exercise 6. The Forbidden City is a group of palaces in Beijing,
China. It was the home of emperors from the Ming
6 | p. 41 towards Trinity ISE I Interview dynasty to the end of the Qing dynasty between 1420
(Topic phase) and 1912. It was also the centre of Chinese government
Students: all pairs work at the same time, with each student during that time. Built in the early fifteenth century, the
in turn giving an oral presentation to his / her partner. area includes 980 buildings in a typical Chinese style. It
Teacher: monitor the activity, then call up two or three became a World Heritage Site in 1987 and is the largest
students to give their presentation to the class. The class collection of ancient wooden structures in the world.
will give feedback on the content of the talk, the ability to The Grand Palace in Bangkok has been the official
present it, the language and the pronunciation. residence of the monarchy of Thailand since it was
built in 1782. It is a series of buildings and halls built
Possible answers around courtyards, lawns and gardens. It is still used for
A I would like to talk about a painting called Coming ceremonies and official events and is one of the most
Home from the Mill. It’s by L. S. Lowry, an early popular tourist destinations in Thailand.
twentieth century artist. He lived in the industrial The Palace of Versailles, southwest of Paris, was first
north of England and knew what life was like for built by King Louis XIII on the site of his hunting lodge.
factory workers there. He completed the painting It was significantly rebuilt and enlarged in the reign of
in 1930. Louis XIV in the second half of the seventeenth century,
B Lowry was born in Manchester and studied at art by the architect Louis Le Vau. It is a UNESCO World
school in the evenings. He painted the industrial north Heritage Site and is particularly famous for its ‘Hall of
of England but was not appreciated by critics until Mirrors’.
later in life. He died at the age of 88 in 1976. Topkapı Palace in Istanbul was the main residence
C The painting is of workers coming out of a factory in of the Ottoman sultans between the fifteenth and
an English town in the early twentieth century. Here nineteenth centuries. It was first built in 1459. After
in the foreground, you can see a low wall and a fence the end of the Ottoman Empire in 1923 it was turned
and behind them lots people walking as if bent under into a museum, and is now part of the Historic Areas of
the weight of their work. On the right is a horse and Istanbul which is on the UNESCO World Heritage List.
cart and a group of children. In the background, there The green and white Winter Palace in St Petersburg
are factory buildings, some of them are quite tall and was the official residence of the Russian monarchs from

89
 Unit 4

its construction in the 1730s until 1837. It was built Fast finishers
next to Peter the Great’s original Winter Palace. It now Teacher: ask students to find information online about
houses the Hermitage Museum which is the second- another famous painting they like.
largest museum in the world.

8 Get into culture | p. 41

Real skills pp. 42–43
Teacher: give students information on the palaces Life questions
mentioned in the text.
Students: reading to be done all together or in pairs,
followed by class discussion in order to answer the
questions.
AUTHOR
chat
Students need to encounter a variety of text types,
Answers such as articles, emails, text messages, blogs, quizzes
Students’ own answers. and questionnaires about a range of topics, with
something to appeal to all interests and intelligences.
And most importantly they need to respond, be
Real communication Unit 4 involved and interact with the things they read. In this
1 lesson students read a quirky interview with Rafi and
Students: read and complete the dialogue, choosing the then answer the same questions about themselves.
correct words. This lesson is not designed to push the students
linguistically; it is about giving them a chance to be
Answers able to communicate about themselves easily and finish
1 favourite 5 has these units with a sense of achievement and progress.
2 shows 6 find
3 background 7 surface Reading, listening and speaking
4 foreground 8 appreciate
• understand the main points in short newspaper articles
about current and familiar topics B1; generally follow the
2 main points of extended discussion around me B1; start,
Students: listen to the recording. Practise reading the maintain and close simple face-to-face conversation on
dialogue and acting it out. topics that are familiar or of personal interest B1; express
myself reasonably accurately in familiar, predictable
TRANSCRIPT situations B1
LIA So what do you like here in this room?
SEAN Oh, my 1favourite picture is this one over here. 1 | p. 42
LIA Oh yes? What’s so special about it? Teacher: Look at the photos and scan the article to identify
the topics. After reading, check understanding of key words
SEAN Well, when you look closely, you can see it
and phrases, especially those listed in Real talk.
2
shows this terrible world of ours.
Students: matching task to be done individually or in pairs.
LIA Oh, really? And what’s that in the 3background?
SEAN Ah! It’s impossible to say, isn’t it? It could be Real talk | p. 42
anything you like. Teacher: focus on the words and phrases in Real talk and
LIA Hmm. But in the 4foreground that’s definitely a help students to translate them into their own language:
castle! I’m really into...
SEAN Or a factory, or even a shopping centre. This I guess...
painting 5has so many possibilities! Not many (guys) can say that!
LIA But, Sean, I must say I 6find it a bit hard to
See Real talk section on p. 86 for transcripts and notes for
understand. Are you sure it’s so good?
e-book+ Real talk Unit 4.
SEAN Certainly! Look how the 7surface is painted! It is
beautiful! 2 | p. 43
LIA Well, I don’t really like it. I’m sorry! Teacher: Read the sentences first, then reread the article.
SEAN That’s OK, Lia. I’m not surprised you can’t Students: reading activity, followed by individual written
8
appreciate it. So few of us are able to appreciate work or oral pairwork.
this artist’s genius. Perhaps he’ll be understood
in centuries to come, when more people can see Answers
great art like I can! 1 T
2 F (His mum is the most important person in his life.)
3 T

90
 4

Unit
4 F (He likes listening to music.) MONICA It has to be going to Australia last year.
5 F (His parents are giving him the money to redecorate It was, like, my first long flight, I met my
it.) aunt and uncle for the first time, and my
6 F (He wants to be a lawyer.) cousins, they’re cool, and I learnt to surf!
And we went riding in the outback. That’s
the way they say countryside over there!
3 | p. 43 INTERVIEWER Do you have any hidden talents or
Teacher: You’re going to hear an interview in which a girl hobbies?
answers some personal questions. First read the questions MONICA I’m very good at computer games. Better
so that you know what you have to listen out for. Write your than most boys!
answers in note form. INTERVIEWER What do you spend your money on?
MONICA Make-up, um... clothes and um, jewellery.
TRANSCRIPT SB 29
Oh, and I save a bit for uni.
INTERVIEWER Hi! Do you mind if I ask you a few
questions for our magazine? INTERVIEWER What are your ambitions?

MONICA No, cool. I love questions! MONICA I want to have my own riding school.
Teach people to ride.
INTERVIEWER What’s your name?
INTERVIEWER Thanks for talking to me, Monica.
MONICA Monica.
MONICA No problem. It was fun!
INTERVIEWER Well, Monica, what’s your most treasured
possession?
Answers
MONICA My grandma’s ring. She gave it to me for
1 grandma’s ring
my sixteenth birthday. Look!
2 the photo of dog, Carrie, just after her bath
INTERVIEWER What’s your favourite picture or photo? 3 1980s coat
MONICA The first photo I put on my blog! It’s of 4 camera
my dog, Carrie. Just after her bath. 5 writing blog, taking photos, hanging out with best
INTERVIEWER What’s your favourite item of clothing? mates
6 granny
MONICA It’s my 1980s coat. It’s so retro. I love it.
7 elephants
INTERVIEWER What’s the best present you’ve ever 8 being lonely, no boyfriend
received? 9 going to Australia
MONICA My camera! It’s a really good one. 10 very good at computer games
It’s mega. 11 clothes and jewellery
INTERVIEWER What do you like doing in your free time? 12 having a riding school, teaching people to ride
MONICA Writing my blog, taking photos with my
camera, hanging out with my best mates. Speaking
Just... being me! 4a | p. 43
INTERVIEWER Who is the most important person in Students: make notes answering Monica’s questionnaire.
your life?
MONICA My gran, actually. She’s a really cool 4b | p. 43
woman. She’s sixty-five but she’s really Students: in pairs they ask each other the questions in
great, and, um, she understands me. Monica’s questionnaire and answer using the notes they
I turn to her when I need advice! made.
INTERVIEWER What is your favourite animal?
MONICA I love elephants. They are so intelligent Pronunciation: Linking words
and loving too. They look after each • practise linking words in a short phrase
other and the female elephants are really
strong and independent! I like that!
INTERVIEWER What do you most dislike in your life?
5 | p. 43
Students: listen and repeat all together.
MONICA I don’t have a boyfriend at the moment. I
split up with mine last month. It’s lonely TRANSCRIPT SB 30
and I wonder when I will meet the love of See Student’s Book p. 43.
my life.
INTERVIEWER What’s the most exciting thing you’ve
ever done?

91
 Unit 4

Writing
• write a personal interview to create a class blog

6 | p. 43
Students: individual written work, following the outline
given in the article on p. 42.

Answers
Students’ own answers.

Skills for life: Learning new words

Teacher: Read the strategy in Skills for life and use it to
memorise new words. Ask students if they use mental or
emotional procedures to memorise things in English and if
they apply the same procedures to other school subjects too.

Fast finishers
Teacher: ask students to write three more interview
questions to ask a partner.

Cyber Homework Unit 4

Test: Unit 4 Test

92
Units 3&4
Key grammar
File Possible answers
1 | p. 44 1 Talking about continuous actions in the past: BBC
Urdu was looking for a schoolgirl.
Teacher: ask students to match each of the functions they
2 Linking / contrasting long and short actions in the
have learned in Units 3 and 4 with an example and the
past: While her brothers were sleeping in bed, she
grammar.
discussed politics with her father.
Answers 3 Expressing present possibility: They hope that
together they might help 130 million girls around
2 Linking / contrasting long and short actions in the past
the world get an education.
We were studying when she arrived.
4 Expressing past possibility: she could have been seen
He was texting while we were eating.
5 Using multi-word verbs: passing her notes over
While I was sleeping, the fire started.
Using when / while
3 Expressing present possibility
3 | p. 45
We may visit you tomorrow Students: oral pairwork.
Modal verbs: present possibility (can’t, must, may, Fast finishers
might, could)
4 Expressing past possibility Teacher: ask students to go online and find out what Malala
Carla can’t have passed the test. is doing now.
Modal verbs: past possibility
5 Using multi-word verbs Modal verbs focus – possibility
Please look after my dog. 4a | p. 45
Multi-word verbs Teacher: You are going to read some situations. Write down
your ideas of how you could explain each scenario.

2a | p. 45
4b | p. 45
Students: read the article and circle the correct words and
Students: in groups, share the ideas they noted down in
phrases.
exercise 4a.
Teacher: check comprehension of honorary degree,
honorary citizenship, memoir, collaborate.
4c | p. 45
Answers Students: take it in turns to share their ideas orally with the
1 won rest of the class.
2 has already received
3 learnt Talking about past events
4 were sleeping
5 banned 5a, 5b | p. 45
6 gave Teacher: Look at the two pictures in turn. Read the
7 was looking questions and discuss your answers with your partner.
8 became Students: oral pairwork.
9 was passing
10 must have been 5c | p. 45
11 signed Students: take it in turns to describe the story depicted in
12 meant the pictures on p. 141.
13 was travelling Teacher: Remind students that there are some useful
14 when expressions in the File on p. 40 to describe what is
15 must have been happening in a picture.
16 took off
17 was celebrating 6 | p. 45
18 passed Teacher: encourage students to give feedback on their
19 given up storytelling in exercise 5c and suggest ways in which they
20 has met can overcome their problem areas.
21 is collaborating
Fast finishers
2b | p. 45 Teacher: ask students to revise all the new words they have
Students: list as many examples of each of the grammar learned in Units 3 & 4.
points from the File on p.24.

93
 Units 3&4
Language check
1 | p. 46

Answers
1 was doing, broke
2 were playing, was reading
3 was listening, heard
4 were you watching, called
5 were walking, saw

2 | p. 46

Answers
1d 2c 3d 4a 5b

3 | p. 46

Answers
transport: ferry, helicopter, yacht, coach, moped
feelings: boring, sad, funny, scary, depressing

4 | p. 46

Answers
1 worst
2 First
3 really
4 decided
5 stopped
6 But
7 believe
8 Then
9 Finally
10 lucky

5 | p. 46

Answers
Students’ own answers.

Skills Book
Teachers: see p. 192 for teacher’s notes, answer keys and
transcripts.

Test: Units 3&4 Progress test

94
Units 5&6
Student’s Book pp. 47–66 Pronunciation
Opener p. 47 /æ/ /ɑː/
Unit 5 pp. 48–55 /l/ /əl/
Unit 6 pp. 56–63
Key grammar pp. 64–65 Interculture
Language check p. 66 Volunteering and charity (SB p. 53)
Generation Z (SB p. 60)
Workbook pp. 29–40 Cultural diversity in the USA (SB pp. 148–149)
Unit 5 pp. 29–33
Unit 6 pp. 34–39
CEFR descriptors p. 40
Units 5&6 CEFR
Skills Book
Reading skills 5&6 p. 7
competences
Listening skills 5&6 p. 14
Listening
Viewing skills 5&6 p. 21
B1 generally follow the main points of extended discussion
Speaking skills 5&6 p. 28
around me (pp. 52, 60)
Writing skills 1&2 p. 35
B1 understand the main points of radio news bulletins and
Word skills 5&6 p. 42
simpler recorded material on topics of personal interest
Extensive Reading 4–6 pp. 48–49
(pp. 54, 65)
CLIL Environment pp. 58–59

Testbuilder Reading
B1 understand the main points in short newspaper articles
Unit 5 Test
about current and familiar topics (pp. 55, 62)
Unit 6 Test
B1 read a newspaper article on current topics or events and
Units 5&6 Progress test
understand the overall meaning of the text (p. 57)
B1 guess the meaning of single unknown words from the
Extra practice
context (p. 54)
Units 5&6: dictation, vocabulary, grammar, pronunciation
B1 understand the most important information in short
simple everyday information brochures (pp. 60, 61)

Objectives Spoken interaction

B1 express and respond to feelings such as surprise,
Grammar happiness, sadness, interest and indifference (p. 48)
will (predictions and future facts) B1 give or seek personal views and opinions in an informal
be going to v present continuous for future discussion (pp. 48, 54, 63)
zero conditional
conditional + imperative Spoken production
first conditional
B1 describe dreams, hopes and ambitions (p. 48)
when, as soon as, unless
B1 explain and give reasons for my plans, intentions and
actions (p. 54)
Functions and Communication
talking about the future Language quality
everyday situations
B1 express myself reasonably accurately in familiar,
communicating with will
predictable situations (p. 60)
talking about conditions
digital talk
Writing
making phone calls
B1 write simple connected texts on a range of topics within
using email, message boards and chat rooms
my field of interest and express personal views and opinions
having a debate
(p. 63)
B1 convey short simple factual information via email (p. 61)
Vocabulary and Word expander
science fiction
linking word so
adverbs of attitude
environmental problems
multi-word verbs: up
geographical features
mind

95
 Units 5&6 opener

AUTHOR
chat KIRSTY Well, it’s not very eco-friendly, Joel. And how
are you going to get to the charity shop? I hope
you’re not going to ask Dad to drive you there.
Changing the world often only takes small actions, and JOEL I’m cycling there. OK with you?
this unit opens with a light-hearted quiz to get students
KIRSTY Yup, very good.
thinking about what they do in their daily lives that
can help the environment. In these units students look JOEL Anyway – you’re not exactly Mrs Eco Queen
beyond the personal and the local to the future and yourself, you know.
how they can help the world. KIRSTY What do you mean?
JOEL I’m talking about that big hot bath you had
• in preparation for the topic of the unit, discuss your this morning. You used all the hot water.
‘ecological’ behaviour in everyday life KIRSTY Yes, but you know I don’t like showers.
• learn the language for actions which help protect the JOEL And you always have the radiator on in your
environment room.
• do activities of revision and expansion
KIRSTY Well, I hate being cold.
JOEL So, wear a sweater!
1 | p. 47
Teacher: this exercise helps develop the ability of KIRSTY I was wearing a sweater!
the students to observe their surroundings. Check JOEL Wear two!
understanding of the names of substances or materials in KIRSTY Look, hurry up Joel. It’s half past four now and
the list. the charity shop closes at five.
Students: oral pairwork. It is also possible to do a
brainstorming activity with the whole class gathering ideas
Answers
on the board.
1 T
2 F (He likes having his computer on all the time.)
Answers
3 F (Joel is cycling to the charity shop.)
All listed materials can be recycled.
4 F (She had a big hot bath.)
5 T
2 | p. 47
Teacher: ask Why are the ecological actions presented like
leaves on a tree? (To highlight the fact that they are ‘green’
actions). Discuss the idea of ‘green’, which developed in
the last decades to include all that is being done to save the
planet in the field of nature, agriculture, food production,
architecture, cars, heating, manufacturing, etc.
Students: oral pairwork.

3 | p. 47
Students: written work to be done in groups.
Teacher: gather the students’ lists on the board to create an
ecological profile of the class.

4 | p. 47
Students: listen, identify the false information and
correct it.

TRANSCRIPT SB 31
KIRSTY Hey, Joel, what have you got there?
JOEL Oh, it’s a bag of old clothes. I’m going to take
it to the charity shop – doing my bit for the
environment and recycling.
KIRSTY Mmm hmm. Very good, very good. But you
haven’t turned off the computer in your room,
or your light!
JOEL Oops! But I don’t like turning off my computer.
I like having it on all the time so that I can
check my emails.

96
Unit 5
Future life
Unit 5 Objectives in science fiction. Look at the pictures and label them with
the correct words.
Now listen and check your answers.
Grammar
will (predictions and future facts) TRANSCRIPT AND ANSWERS SB 32
be going to v present continuous for future a clone
b planet
Functions c laser beam
Talking about the future d hologram
Everyday situations e alien
Communicating with will f satellite

Vocabulary
Science fiction
Warm up
Environmental problems • make predictions on the future of our civilisation; describe
dreams, hopes and ambitions B1
Skills
Reading: an article about the work of an environmental 2a | p. 48
organisation Teacher: Before reading the article about the year 2060, use
Listening: understanding a talk about how to help the your own imagination to make predictions. Write the ideas
environment of the students on the board so that you can later compare
Speaking: discussing pollution and rubbish problems in the them with the ideas in the article.
local area
Writing: designing a poster for an environmental campaign 2b | p. 48
Students: compare their ideas with those in the pictures
Skills for life on p. 49 which illustrate an imaginary future (smart cars,
Using a dictionary spaceship travels).

Pronunciation Comprehension CLIL

/æ/ /ɑː/ Science and technology: our world in the future
• understand a short article on the future of the planet

Presentation pp. 48–50

3 | p. 48
AUTHOR
chat Teacher: Read the questions first so that you know what you
have to watch out for. Now listen and read the article. Check
understanding of vocabulary, e.g. run on electricity or water,
Students read about what life will be like in 2060 and eco-friendly, water supply. Then ask Did you find any of
how things will have changed. Through this clear your ideas in the text of the article?
context they look at the uses of will, both here and later
in Real communication for specific functional areas such TRANSCRIPT SB 33
as predicting, offering and promising. See Student’s Book p. 49.
Emma has written another blog posting from a little
town called Paris Kentucky – this time about her plans
Answers
and intentions. Students review the use of be going to
1 They will use electricity or water.
and the present continuous for future.
2 They will check our travel plans, download film and
Developing a sensitivity as to which structure to
music and organise our diaries.
choose to talk about the future takes time, but in the
3 Because there will be many more people in the world
meantime students can feel safe with their ‘flexible
and everybody will need accommodation.
friend’ be going to in many situations.
4 Robots will.
5 Nigeria
6 Just three days
Vocabulary: science fiction
• learn vocabulary related to science fiction Talking about the future
• use will to make predictions and talk about future
1 | p. 48 facts; express and respond to feelings such as surprise,
Teacher: Before reading the article about what life will be happiness, sadness, interest and indifference B1
like in 40 years from now, you’re going to learn words used

97
 Unit 5
4 | p. 48
2
Teacher: ask students to read the rules and translate the
Students: listen to the recording. Practise reading the
examples. Students can underline all instances of will to
dialogue and acting it out.
express the future in the text on p. 49.
TRANSCRIPT
5a | p. 48 towards B1 Preliminary Speaking
ROWENA How was Cornwall?
Part 4
CHARLIE We had a great time, thanks.
Students: individual reading. Students make a note of their
ideas and discuss in pairs. ROWENA What did you do?
CHARLIE Well, Mum and Dad did 1their own thing. You
5b | p. 48 towards Trinity ISE I Interview know, they like walking and stuff. And I went
(Conversation phase) to the Eden project. It was 2awesome!
Students: discuss their reactions to the article in pairs. ROWENA Isn’t that the place with all the plants?
CHARLIE Yes. Well, 3believe it or not I actually like plants!
Fast finishers ROWENA Gosh. I never knew that…
Teacher: ask students to write three predictions that they
discussed in exercise 5a. 7 | p. 50
Teacher: ask students to read the grammar note on the use
6 | p. 50 of be going to and the present continuous to talk about the
future. Students can underline all instances of these verb
Teacher: You are going to listen and read Episode 4 of On
forms in Emma’s blog.
the road. Read the questions first so that you know what
you have to focus on. During reading and listening, check
Answers
understanding of key words and phrases, especially those
1 present continuous
listed in Real talk.
2 be going to
Students: listening and reading followed by oral work done
in pairs or all together.
Word expander | p. 50
TRANSCRIPT SB 34 Teacher: ask students to read the Word expander and point
See Student’s Book p. 50. out that so is not usually preceded by a comma.
Students: look for another use of so in the blog (It’s going to
be hot this afternoon so I’m going to cover myself in factor
Answers
30 sunblock and wear my new hat.)
1 Because they are on the road all the time and she
doesn’t get enough sleep.
Extra
2 She’s going to sit in an internet café and write her blog.
My future. The students write five sentences about
3 She’s meeting Nathan for lunch.
their life in 20 / 30 years time relating to: job, family
4 It’s going to be hot.
life, country and language, home, holidays. For
5 She’s meeting them at 8 o’clock.
example: I will work as an engineer. I will have a wife
6 No, she isn’t. She’s going to have a good night’s sleep.
and three children. We will live in South America and
speak Spanish. We will live in a flat on the twentieth
Real talk | p. 50
floor of an apartment building. We will have our
Teacher: focus on the words and phrases in Real talk and
holidays in space.
help students to translate them into their own language:
awesome
Telling your fortune. The students work in groups of
believe it or not
four or five. Each one writes a prediction for each of
do their own thing
the other members of the group, on separate sheets.
These are folded up and put in a heap in the middle.
Real talk Unit 5 They each pick one in turn, read it out loud and tell
the group whether it’s likely or unlikely. For example:
1 You will win the lottery (the comment of the person
Students: read and complete the dialogue with the listed choosing this could be: I won’t because I never play the
phrases. lottery or I hope I will).
You won’t pass your Maths exams. (comment: I will,
Answers because I’m very good at Maths. or: True, I won’t pass
1 their own thing my Maths exam because I don’t understand Maths.)
2 awesome
3 believe it or not

98
 5

Unit
Get the grammar p. 51 WB Unit 5
Teacher: assign the exercises in the Workbook Unit 5 as
Workbook Unit 5 homework. Draw the students’ attention to the grammar
Grammar reference, Grammar exercises exercises available in e-book+.

will (predictions and future facts)

1 | p. 51
Real communication
Teacher: ask students to read the examples and the pp. 52–53
explanations on the use of will to express the future.
Everyday situations
Answers
1 won’t
2 Will
3 won’t
5 will
6 won’t
7 will
AUTHOR
chat
4 Will 8 won’t Think of will as a sort of master key for a lot of
communicative situations! Making decisions, promising,
2 | p. 51 offering, requesting, agreeing, refusing, apologising,
expressing feelings. All this on top of predicting and
talking about future facts!
Answers ‘Practice makes perfect’ and a lot of chances to use will
1 will, send 4 won’t get 7 will, go naturally come up in the classroom. You could have a will
2 will drive 5 will finish 8 won’t rain poster challenge – get students to add to the poster each
3 will be 6 won’t buy classroom sentence they use with will. Here are some
examples: I’ll open the window! We’ll learn the words. Will
3 | p. 51 you explain that again, please? I’ll try harder.
The lesson ends with an interesting text about
Answers the attitude of young people around the world to
2 Will the President win the next election? volunteering and charities.
No, he won’t.
3 Will Jerry become a famous actor? Yes, he will.
4 Will Alice spend a year abroad after school? File
No, she won’t.
Teacher: focus on the structures introduced in the File on
5 Will the government build a new motorway?
p. 52 to express the functions of making decisions,
Yes, they will.
promising, offering to do something, requesting, agreeing,
6 Will we be able to travel to Mars in the future?
refusing, apologising and expressing feelings.
Yes, we will.

be going to, present continuous, Communicating with will

• express and respond to feelings such as surprise,
will happiness, sadness, interest and indifference B1; express
4 | p. 51 myself reasonably accurately in familiar, predictable
Teacher: ask students to read the examples and the situations B1
explanations on the use of be going to, the present
continuous and will to express the future.
1a | p. 52
5 | p. 51 Students: listen and identify. Students listen to the
dialogues and match each one with its picture.
Answers
1A 2I 3I 4P 5I 6A TRANSCRIPT SB 35
See Student’s Book p. 52.
6 | p. 51
Answers
Answers a2 b3 c5 d1 e4 f6
1 are going to install 4 is meeting
2 am going to have 5 won’t be 1b | p. 52
3 will study 6 are going to have Students: fill in the missing words of the dialogues, then
check that they matched each one to its correct picture.

99
 Unit 5
Answers 2
1 won’t Students: listen to the recording. Practise reading the
2 I’ll take dialogue and acting it out.
3 I’ll open
4 I’ll make TRANSCRIPT
5 won’t MUM Oh this is impossible! I’ll never get it all finished!
6 I’ll have
JEFF What’s wrong, Mum?
7 Will
8 open MUM What’s wrong? I’ll 1tell you what the problem is:
it’s you! You never do anything to help here!
1c | p. 52 TOM OK, OK! We’ll 2help you! What do we have to do?
Students: in pairs, students decide which function is MUM Well, will you 3clean your rooms before Lena
expressed in each dialogue. comes?
TOM All right. And we’ll 4take the dog for a walk too,
Answers if you’re short of time.
1 refusing (person)
MUM Thanks. And will you wash the car as well?
2 agreeing
3 offering JEFF Oh no! We won’t 5do that! That’s dad’s job!
4 refusing (machine) MUM Look, he won’t 6be home until ten this evening,
5 making decisions so I need your help!
6 requesting JEFF But the car looks fine.
MUM OK, forget the car, but promise you’ll do your
Offers and promises rooms.
2 | p. 53
Teacher: Look at the list of ‘problems’. Work in pairs, taking
one problem at a time, and swapping roles each time. Use
Real skills pp. 54–55
the expressions in the File to help. Community action
Students: oral pairwork activity.

Making decisions
AUTHOR
chat
3 | p. 53 The focus here is on the environment and what
Teacher: put students into groups of three or four to local organisations can do to make a difference. We
perform imaginary scenarios in a restaurant. start with an article about three community-based
programmes which involve people working on clean-up
4 Get into culture | p. 53 projects around the world. Students then listen to a
Students: reading activity to be done all together, followed talk about how to help the environment and work in
by an oral pairwork or writing exercise. groups to invent their own environmental campaign
and make a poster about their ideas.
Answers
Students’ own answers.
Vocabulary: environmental
Word expander | p. 53 problems
Teacher: ask students to read the Word expander and point • expand vocabulary related to environmental problems
out that these adverbs, also called sentence adverbs, express
the opinion of the speaker. 1a | p. 54
Students: look for this type of adverb in Get into culture.
Teacher: ask students to do some accurate lexical work.
First, they can try to guess the meaning of words that are
Real communication Unit 5 similar in their language (cognates). Then they can consult
1 a monolingual dictionary to read the definition of each word.
Finally, they consult a bilingual dictionary to translate the
Students: read and complete the dialogue, choosing the
words into their own language.
correct words.

Answers
1 tell 4 take
2 help 5 do
3 clean 6 be

100
 5

Unit
Answers Reading CLIL
overpopulation = when there are too many people for the Environmental studies: understand the importance of
amount of food, facilities and space available in an area the initiatives for cleaning the environment and recycling
endangered animals = animals which may soon cease to rubbish
exist because of the destruction of their habitat and of • understand the main points in short newspaper articles
men’s hunting and fishing activities about current and familiar topics B1; guess the meaning
greenhouse gases = gases, especially carbon dioxide, of single unknown words from the context B1
which are thought to be the cause of a gradual warming
of the Earth 2a | p. 54
rubbish dumping = the action of getting rid of rubbish Teacher: You can practise this pre-reading technique to
atomic waste dumping = the action of getting rid of guess the topic of the article. Look at the title and the
radioactive matter left over from the processes of nuclear photos and say what you think. Gather the students’ ideas
industry on the board.
destruction of natural habitats = destruction of the
natural environment in which an animal or plant usually 2b | p. 54
lives Students: read the first paragraph and check if the ideas in
air pollution / sea pollution = damage caused to the the text coincide with those written on the board.
air or sea water by harmful substances we use in our
industries 3a | p. 54
acid rain = rain which contains harmful chemicals as a Students: read the article in detail and make notes in
result of burning substances such as coal and oil English.
deforestation = the cutting down of trees over a large
area Answers
poaching = catching and killing animals without Clean up the World, a global organisation that works
permission with the United Nations Environment Programme to
organise clean-up projects around the world.
1b | p. 54 • It was started in 1986 in Australia by a sailor called Ian
Kieman.
Teacher: check students’ pronunciation, especially of words
• Every third weekend in September it arranges an
that might be similar in their language but are pronounced
annual Clean up the World weekend.
quite differently in English.
• The clean-up happens in 130 countries around the
world.
TRANSCRIPT SB 36
• It takes place in the local areas where the volunteers
See Student’s Book p. 54.
live.
• There are 35 million volunteers.
1c | p. 54
International Coastal Cleanup
Teacher: gather the students’ opinions on the board to see if
the class can reach a consensus. • It is a cleanup of coastal areas.
• It was started 30 years ago by a woman in Texas.
Extra • It happens every year.
• It happens all around the world.
Memorisation game. Write the environmental
• It takes place on shorelines of rivers and lakes and
problems from exercise 1a on the board, putting them
coastal areas.
in alphabetic order to help memorisation:
• More than half a million volunteers take part.
acid rain
• More than eight million kilos of rubbish is collected.
air pollution
atomic waste dumping Plogging
deforestation • It is a combined jogging and litter-picking activity.
destruction of natural habitats • It was started by Erik Ahlström in Stockholm in 2016.
endangered animals • It happens all the time, while joggers are exercising.
greenhouse effect • It happens all around the world.
overpopulation • It takes place wherever people are jogging.
poaching • The craze has spread all over the world.
rubbish dumping
sea pollution 3b | p. 54
Allow students to look at them for 10 / 15 seconds Students: an exercise in vocabulary expansion. Students can
and then write down as many as they can remember. find synonyms in a monolingual dictionary, by looking up
the entry and reading the definition.

101
 Unit 5

Possible answers We also need to help the environment in other ways

1 seashore: shoreline, beach, coastal area
in the home. If you save power, less electricity will be
2 clean up: remove the dirt, tidy
generated and so fewer gases will be released into the
3 organise: arrange, set up
atmosphere to create acid rain. Ask your parents to turn
4 rubbish: garbage, waste material, debris
down your heating by one degree. You won’t notice the
5 country: nation, state, land
difference. They should be happy because they will save
money! And remember to turn off the lights when you
leave a room. Leaving computers and TVs on standby
4 | p. 54
uses a lot of electricity so turn them off too. Think about
Teacher: allow students time to read the factfile about
the water you use. Creating clean water uses a lot of
debris, and to discuss the questions in pairs.
energy and resources, so don’t waste it! When you clean
your teeth, don’t leave the tap running!
Word expander | p. 54
Teacher: ask students to read the Word expander and to look Finally, avoid throwing things like printer cartridges, old
for the examples of these verbs in the article. batteries and medicines into the environment. They are
poisonous for animals and nature. Don’t just put them in
Answers your rubbish. Take them to special collection points.
• tidy up To sum up. There are many ways that we can help look
• to set up a group after the environment. I hope you agree!

Listening Answers
1 paper 11 clear
• understand the main points of radio news bulletins and
2 paper and envelopes 12 brown
simpler recorded material on topics of personal
3 plastic 13 heating
interest B1
4 bags 14 lights
5 bottles 15 computers and TVs
5 | p. 54 towards B1 Preliminary Listening Part 3 6 fruit 16 tap
Teacher: Read the notes Andy made for his speech. Some 7 vegetables 17 printer
parts are missing. Now listen to the speech and fill in 8 food 18 old
the gaps. 9 drinks 19 medicines
Students: listen and complete Andy’s notes. 10 green

TRANSCRIPT SB 37 Pronunciation: /æ/ /ɑː/

Hi everybody. I’m going to give my talk today on what we • practise the pronunciation of the two vowel sounds
can do to help the environment. It’s not too late to act
and work together to save our planet. Today I’m going to
remind you of a few of the things that we can all do to 6a | p. 54
help. Students: listen and repeat all together.
Firstly, we need to avoid using so many trees. Whenever
possible we should buy recycled paper. And we can also TRANSCRIPT SB 38
use paper and envelopes several times. You can use them See Student’s Book p. 54.
to make notes and shopping lists.
Secondly, plastic and polystyrene are substances that we
use without thinking. But remember, it takes thousands
6b | p. 54
of years for plastic to biodegrade. So what can we do? Students: read, then they listen, check and repeat.
Well, we can re-use plastic carrier bags and make sure
you recycle your plastic water bottles. And if you buy TRANSCRIPT SB 39
small items, don’t use a plastic bag. Put the items in your See Student’s Book p. 54.
backpack. In the supermarket don’t buy this sort of over-
packaged fruit and vegetables. Buy fruit and vegetables
loose. If your local council recycles plastic, separate out
Speaking and writing
your waste and make your contribution! • give or seek personal views and opinions in an informal
discussion B1; explain and give reasons for my plans,
Thirdly don’t forget about the metal and glass you use.
intentions and actions B1
You can recycle tin and aluminium. Save your food tins
and drinks cans. Wash them out and remove the labels.
And wash glass bottles out and separate them into green,
7a | p. 54
clear and brown glass. Then you can go to the bottle, tin Students: oral discussion in pairs.
and paper banks with the rubbish you have collected. Teacher: if possible, allow students to access the internet so
they can search for information and pictures for their poster.

102
 5

Unit
7b | p. 54
Students: write an advertisement and illustrate it with
photos and graphics.

7c | p. 54
Students: each pair in turn presents their project to the
class, making good use of the visual material.

Random Fact | p. 55
Teacher: focus on the information in the Random Fact
at the bottom of p. 55. If students are interested,
refer them to the websites: www.litterproject.com and
www.letsdoitworld.org

Fast finishers
Teacher: tell students to go online and look at the website of
one of the organisations presented on p. 55.

Cyber Homework Unit 5

Test: Unit 5 Test

103
 Unit 6
Danger
Unit 6 Objectives Answers
1 water, crowds, house fire, lightning
Grammar 2 Possible answers: in a fire don’t open any doors; in a
boat accident stay near the boat and float on your back,
Zero conditional
in a crowd move away from the point of pressure.
Conditional + imperative
First conditional
when, as soon as, unless
1b | p. 56
Students: oral pairwork. Students discuss the solutions each
Functions of them has suggested.
Talking about conditions
Digital talk Comprehension CLIL
Making phone calls Citizenship: identify appropriate types of rescue in
Using email, social media and chat rooms emergency situations
• read a newspaper article on current topics or events and
Vocabulary understand the overall meaning of the text B1
Geographical features

Skills 2 | p. 56
Listening: a presentation about Costa Rica Teacher: Read the questions first so that you know what
Reading: an article about endangered tribes you have to watch out for. After reading and listening, check
Speaking: imagining a lifestyle without modern understanding of ashore, in open water, rescue boat, within
conveniences earshot, pressure, decrease, handle, alert, fire brigade, safe,
Writing: a discussion on what everyday items students could take cover, shelter, crouch down.
do without Students: listening and reading followed by individual
written work or oral work done in pairs.
Pronunciation
/l/ /əl/ TRANSCRIPT SB 40
See Student’s Book p. 57.

Presentation pp. 56–58 Answers

1 When you are more that 100 metres away from the

chat
AUTHOR coast.
2 We should lie on our back because the water is
warmest on the surface and because we can keep an
Knowing how to react in an emergency can save lives, eye out for rescue boats.
your own and other people’s, and so we hope that this 3 It’s at the pressure area, the area of greatest density.
will give your students a genuine reason to read! We 4 Only if it is small.
explore the use not only of the zero conditional but 5 Any place indoors, or a small depression in the ground,
also the high frequency use of if with the imperative to or a car.
give instructions and advice. 6 No, it isn’t, because an electric current may run down
The friends have arrived in Nashville but they are the tree.
spending a lot of money. So they think about going
camping instead of staying in hotels. Emma isn’t keen Talking about conditions
on tents because she likes her creature comforts. So if
• practise talking about a condition and its result
it’s no clubbing for Emma maybe it’s a film with Nathan?
3 | p. 56
Teacher: You’re learning to use the zero conditional.
Warm up Students: read and translate the examples, then read and
• in preparation to reading an article discuss emergencies complete the rule.
and rescues
Answers
1a | p. 56 present
Teacher: You’re going to listen to and read an article on
four types of emergency situations. First list the situations 4a, 4b | p. 56
and say how you would behave in each case. Students: individual written work, followed by pairwork
Students: individual written work. discussion.

104
 6

Unit
Possible answers
Real talk Unit 6
1 ...feel very tired in the morning.
2 ...say thank you all the same. 1
3 ...try to listen to music / lie down / read a good book. Students: read and complete the dialogue, choosing the
4 ...ring him up. correct phrases.
5 ...look for it until I find it.
6 ...take it to the shop to get repaired. Answers
1 be a laugh
5 | p. 56 2 loads of stuff
Teacher: You’re learning to use the zero conditional with 3 Oh, come on
the present simple in the ‘if’ sentence and the imperative in 4 get the message
the main sentence. 5 count me out
Students: read the rule, then read and translate the
examples. 2
Students: listen to the recording. Practise reading the
6 | p. 56 dialogue and acting it out.
Students: individual written work.
TRANSCRIPT
Answers LIZ Hey guys. Why don’t we go backpacking this
1 see summer?
2 don’t listen BEN Yeah, great idea. It’ll 1be a laugh.
3 have to JOE No way! I don’t like carrying 2loads of stuff.
4 get
LIZ Don’t be pathetic, Joe. We only need a tent.
5 do
6 don’t go BEN 3
Oh, come on, Joe.
JOE It’s expensive and hard work and what about if we
7 | p. 56 get ill?
Students: oral pairwork. LIZ OK, we 4get the message!
JOE Sorry, but you’d better 5count me out.
Fast finishers
Teacher: ask students to write three more conditional 9 | p. 58
sentences with If. Teacher: You’re learning to use the first conditional with the
present simple in the ‘if’ sentence and ‘will / won’t’ in the
Comprehension main sentence.
• gather essential information from listening to and reading Students: read and translate the example, then look for
a dialogue further examples in the dialogue.

10 | p. 58
8 | p. 58 Students: individual written work.
Teacher: You are going to listen and read Episode 5 of the
On the road story. Read the sentence halves first so that you Answers
know what you have to focus on. 1 don’t hurry, ’ll miss
After reading and listening, check understanding of key 2 miss, ’ll get
words and phrases, especially those listed in Real talk. 3 get, won’t see
4 don’t see, won’t enjoy
TRANSCRIPT SB 41 5 don’t enjoy, ’ll be
See Student’s Book p. 58.
Extra
Answers Written pairwork. In pairs, students think of all the
1b 2d 3c 4e 5a experiments they might have done in their science
lessons and describe them in English using the zero
Real talk | p. 58 conditional. For example: If you warm up water to
Teacher: focus on the words and phrases in Real talk and 100°C, it boils. If you mix red and yellow, you get orange.
help students to translate them into their own language: If you expose iron to water or air, it rusts.
Oh, come on. Let them use a bilingual dictionary and set a time
loads of stuff limit of 20 minutes. The pair who have written the
I get the message! highest number of correct sentences, in terms of both
It’ll be a laugh. grammatical structure and scientific fact, wins!
Count me out.
105
 Unit 6

Get the grammar p. 59 8 | p. 59

Workbook Unit 6 Answers

Grammar reference, Grammar exercises 1 will buy 3 will be 5 spend
2 will make 4 win 6 break

Zero conditional / Conditional +

WB Unit 6
imperative Teacher: assign the exercises in the Workbook Unit 6 as
1 | p. 59 homework. Draw the students’ attention to the grammar
Teacher: ask students to translate the examples and to look exercises available in e-book+.
at the table illustrating the structure of the zero conditional.

Answers
• Use the zero conditional to talk about things that are
Real communication
true under a certain condition / in a certain situation. pp. 60–61
• Use if + present + imperative to tell someone what to
do in a certain situation.
Digital talk

2 | p. 59 AUTHOR
chat
Answers
Using the phone, surfing the internet, sending emails
1d 2a 3e 4b 5f 6c
– we do these things every day. But could we learn
to do them better? In this lesson students learn the
3 | p. 59
language they need to know in order to take and leave
phone messages. They also read guidelines on using
Answers
their phones, and discuss the advice. They learn about
Students’ own answers.
how to behave online and finally learn how to organise,
write and check their emails.
when, as soon as, unless
4 | p. 59
Teacher: point out that clauses beginning with when, as
soon as, unless have a similar behaviour to if clauses.
File
Teacher: focus on the structures introduced in the File
Answers on p. 60 to express the functions of using the language
1 when 2 unless appropriate to telephone conversations, in informal
situations and in a business context.
5 | p. 59
Making phone calls
Answers • generally follow the main points of extended discussion
1 unless 3 unless 5 Unless around me B1; understand the most important
2 When 4 As soon as 6 as soon as information in short simple everyday information
brochures B1; express myself reasonably accurately in
First conditional familiar, predictable situations B1
6 | p. 59
Teacher: ask students to translate the examples and to look 1 | p. 60
at the table illustrating the structure of the first conditional. Teacher: Check that you understand the functions listed in
the table. Now listen to the four telephone conversations.
Answers Students: listen and complete the table.
• Use the first conditional to talk about possible future
events. TRANSCRIPT SB 42
• Use a comma if the if clause comes first. 1
SECRETARY Anderson Advertising. Can I help you?
7 | p. 59
KARL Could I speak to Jerry Lane, please?
Answers SECRETARY Can I ask who’s calling?
1f 2e 3a 4b 5c 6d KARL Yes, it’s Karl Herzog. I’m calling from PNC
Construction.

106
 6

Unit
SECRETARY Just a moment. I’ll put you through. SECRETARY Of course. Could you give me your
KARL Thank you. telephone number, Ms Long?
SECRETARY Mr Herzog? DEBORAH Yes, it’s 020 7664 5731.
KARL Yes? SECRETARY Right.

SECRETARY I’m sorry, Mr Lane isn’t in the office at the DEBORAH Thank you very much. Goodbye.
moment. Can I take a message? SECRETARY Goodbye.
KARL Could you tell him that I called?
SECRETARY Of course. How do you spell ‘Herzog’? 4
KARL H E R Z O G. DANNY Hello?

SECRETARY That’s fine. Does Mr Lane have your MOTHER Hello.

telephone number? DANNY Can I speak to Avril, please? It’s Danny.
KARL Yes, he does. MOTHER I’m sorry, Avril’s not in at the moment.
SECRETARY OK, I’ll let Mr Lane know that you called. DANNY When is she going to be at home?
KARL Thank you very much. Goodbye. MOTHER I don’t know. Can I help?
SECRETARY Goodbye. DANNY Er no… not really. I’ll call back later.
MOTHER OK. Bye.
2 DANNY Bye.
GIRL Hello.
DANNY Hello, can I speak to Avril, please?
Answers
GIRL Yes, who’s calling?
Call Call Call Call
DANNY It’s Danny. 1 2 3 4
GIRL I’m sorry, she’s not in at the moment. ask for the caller’s name ✓ ✓ ✓
DANNY Oh… er, can I leave a message, please? ask for the caller’s phone number ✓
check spelling ✓
GIRL Sure. Go ahead.
offer to do something ✓ ✓
DANNY Can you just say that Danny called? ask to leave a message ✓ ✓
GIRL Yeah, no problem. apologise ✓ ✓ ✓ ✓
DANNY Thanks. Bye.
GIRL Bye.
2 | p. 60
Students: oral pairwork based on the telephone scenarios
presented on p. 142 of the Student’s Book.
3
SECRETARY Tennant and Lowe. Can I help you?
DEBORAH Hello. I’m ringing to fix a meeting with Mr 3 Get into culture | p. 60 towards B1 Preliminary
Tennant. Could I speak to him, please? Listening Part 3
SECRETARY Can I ask who’s calling? Students: listen to the recording in order to complete the
statistics on digital communication. Students then answer
DEBORAH It’s Deborah Long.
the questions on their use of the internet and social media.
SECRETARY I’ll put you through, Ms Long. (pause)
Oh, I’m sorry, Ms Long. Mr Tennant is in TRANSCRIPT AND ANSWERS SB 43
a meeting at the moment. Could you call The most recent statistics tell us that 1 50% of all the
back this afternoon? people in the world use the internet. 2 34% of people go
DEBORAH I’m afraid not. I’m in a meeting all online using a smart phone. The interesting question is,
afternoon. Is Mr Tennant in the office what do people do when they go online?
tomorrow? There are differences in how different age groups use
SECRETARY Yes… but he’s got lots of appointments. the internet. Gen Z are people aged 16-3 20 and 4 51% of
them use social media for entertainment and to fill up
DEBORAH Hmm… Could I leave a message, please?
spare time compared to 5 44% of Millennials. This group
SECRETARY Certainly. – people aged from 6 21-35, are more likely to use social
DEBORAH Could you ask Mr Tennant to ring me media to keep in touch with friends.
when he’s free tomorrow? And what are the top social media platforms globally
for Gen Z? Well, 7 84% choose YouTube, 80% also use
Facebook and 8 63% use Instagram.

107
 Unit 6
4 | p. 60 7a | p. 61
Students: oral pairwork. Students read the advice on the use Students: reading and matching exercise.
of mobile phones and decide which are more important for
them. Answers
1 recipient
Answers 2 subject header
Students’ own answers. 3 opening greeting
4 opening comment
5 body of email
Using email, social media and
6 closing sentence
chat rooms 7 closing salutation
• understand the most important information in short
simple everyday information brochures B1; convey short 7b | p. 61 towards B1 Preliminary Writing Part 2,
simple factual information via email B1 Trinity ISE I Portfolio
Students: individual written work.
5 | p. 61
Teacher: Do you use chat rooms? Do you write emails to Possible answer
your friends and family? After the discussion in exercise 4, Hi Josie,
ask students to read the article out loud and check I’m having a boring weekend at home: it’s raining!
understanding of new or difficult words. It was really great to get your email. Of course I’ll come
Students: read and complete the text. to your birthday celebration. I can’t wait. What would you
like as a present? Have you been wall climbing before?
Answers Let’s talk over the phone.
1 downloading Love
2 formats Peta
3 subject
4 sender
5 chat room Real communication Unit 6
6 mail box
7 punctuation 1
8 annoy Students: read and complete the dialogue, choosing the
9 FAQs correct option, a, b or c.

6a | p. 61 Answers
Students: read and comment orally. 1b 2b 3b 4c 5a 6a 7b 8c

Answers 2
Wrong things the writer has done: Students: listen to the recording. Practise reading the
• has copied in people who may not be interested dialogue and acting it out.
• has attached huge files
• has downloaded music illegally TRANSCRIPT
• has insulted the recipient by writing ‘stupid’ in the CALLER Oh, hello. I’d like to speak to Ms Sadie Jones,
header and ‘stupid’ and ‘idiot’ in the text please.
• has not mentioned the correct subject of the email in MAN I’m sorry, Madam, she’s not 1in at the moment.
the header Can I take a 2message?
• has made lots of spelling, punctuation and grammar
CALLER No, it’s OK thanks. I think I’ll call 3back later.
mistakes
Or is her assistant in the office?
MAN Oh yes, Mr Mills is here. I’ll 4put you through.
6b | p. 61
CALLER Thank you very much.
Students: individual written work.
MILLS Henry Mills here, what 5can I do for you?
Answers CALLER Hello, Mr Mills. I’m 6ringing to talk about the
I think you are very stupid. You can’t really prefer Iron advert Ms Jones asked for.
Maiden. Anyone who likes them is an idiot. MILLS Oh yes. Do you think you 7could call back in
I’m attaching five photos of the Coldplay concert. They five minutes? I need to go and find the files.
are high-quality photos: 4 million pixels! I’ve also CALLER Look, I have to leave the office now, perhaps
downloaded their music from this really cool site. Free! you could 8take a message?
What do you think?
MILLS Of course.

108
 6

Unit
Real skills pp. 62–63 4 | p. 63
Students: analyse the article to identify the elements
World cultures the tribes have in common, to make predictions on their
survival and to make comparisons with their own culture.
AUTHOR
chat Possible answers
1 Both tribes maintain an ancient way of life and
In our shrinking world, there are many small are threatened by modern civilisation’s aggressive
communities of people whose lives and lifestyles are invasion of their habitat.
threatened by the outside world. In this unit we explore 2 Perhaps the tribes won’t survive the threats from the
two of the most endangered cultures in the world. But outside world. However, they might be helped by the
we also meet the Costa Ricans, who are believed to be intervention of The Elders, a group of global leaders
the happiest people in the world! Students finish this brought together by Nelson Mandela in 2007 with the
lesson discussing what their life would be like without purpose of promoting peace, justice, human rights
the things they take for granted. and positive change in society.
3 Students’ own answers.
Vocabulary: geographical
features Reading and listening CLIL
• learn vocabulary related to geographical features Environmental studies: analyse information on indigenous
communities and cultures at risk of extinction
1a | p. 63
• understand the main points in short newspaper articles
Teacher: ask students to do some accurate lexical work.
about current and familiar topics B1; guess the meaning
First, they should try to guess the meaning of words
of single unknown words from the context B1; understand
which are similar in their language. Then they consult a
the main points of radio news bulletins and simpler
monolingual dictionary where they identify the parts of
recorded material on topics of personal interest B1
speech (these are all nouns) and choose the correct meaning
on the basis of the definition and of the examples. Finally, if
necessary, they consult a bilingual dictionary and write out 5a | p. 63
the translation into their own language. Teacher: focus on the Factfile which has two alternatives for
each piece of information. Tell the students they are going
1b | p. 63 to hear a radio interview with a reporter who specialises in
Students: oral pairwork. economics. She describes the characteristics of the people
of Costa Rica. Students are required to circle the correct
2 | p. 63 information in the Factfile.
Teacher: Read the article in detail to find the correct
information. TRANSCRIPT SB 44
STEVE It’s just coming up to a twenty past seven...
Answers and here’s an interesting report. The New
Ayoreo-Totobiegosode: Paraguay; wild honey, vegetables, Economics Foundation has published its
wild pigs Happy Planet Index. This study of 140 nations
Gana and Gwi: Kalahari Desert; bush; antelopes, fruit, all around the world looked at how much of
nuts, roots; mining companies the world’s resources people consumed, how
long they expected to live, and how happy they
3 | p. 62 were. And the results are surprising. I’m joined
Teacher: do the exercise orally with the whole class. If by our economics editor, Louise Newton.
necessary, provide a translation of the four nouns into the Louise, I imagine wealthy western economies
students’ own language. came out on top in the Happy Planet Index.
LOUISE I’m afraid not, Steve. In fact, Germany was
Answers
number 49, and the US came in at a very low 108.
1 hunter-gatherers
STEVE Really? That’s astonishing. So which nation
2 loggers
came out as the happiest?
3 cattle rangers
4 settlers LOUISE That was Costa Rica, the small Central
American country between the Atlantic Ocean
and the Pacific Ocean.
STEVE Ah! Costa Rica. They have a lot of wildlife there,
don’t they?

109
 Unit 6

LOUISE Yes, that’s right. It has a population of 4.5 Pronunciation: /l/ /əl/
million. It’s a tropical country with a rainy and • practise identifying two different sounds of the letter ‘l’
a dry season. Its only natural resources are its
national parks, rainforests and fish.
STEVE So it’s hardly a wealthy industrial economy? 6a | p. 63
LOUISE Not at all. It doesn’t have any oil or gas Students: listen and repeat all together.
resources and its two main industries are
agriculture and tourism. Especially ecotourism. TRANSCRIPT SB 45
Costa Rica has 5% of the world’s biodiversity – See Student’s Book p. 63.
it has an incredible variety of different species
of animals, birds, fish. Amazing for such a small
country. 6b | p. 63
Students: listen and repeat all together.
STEVE So why are the people so happy? Do they live to
be a hundred?
TRANSCRIPT SB 46
LOUISE Well usually, people in more developed See Student’s Book p. 63.
economies live longer than they do in less
developed ones. In Japan, for example, on
average people live until they’re 82. But it’s Speaking and writing
not so different in Costa Rica – their life • give or seek personal views and opinions in an informal
expectancy is 79. And, according to the New discussion B1; write simple connected texts on a range
Economics Foundation, the Costa Ricans are of topics within my field of interest and express personal
the world’s happiest people because they views and opinions B1
invest in education and health. They also have
a strong social networks of friends, families and 7 | p. 63
neighbours which adds to wellbeing. Many Students: work in groups to discuss the scenarios. They
people in big cities in the UK, or in the USA for should give reasons for their reactions.
example, can be quite lonely. People in Costa Teacher: finish the lesson by developing a class discussion
Rica are very satisfied with their lives. And they on the choices students made and their reasons.
do very little damage to the planet – their
ecological footprint is quite small. They look Word expander | p. 63
after their country. 99% of electricity comes
Teacher: ask students to read the Word expander. Point out
from renewable sources – the sun for example.
that the verb mind is normally used in a negative sentence
STEVE And there’s plenty of that there, of course. Well, or a question and is often preceded by would. Do you mind?
thanks, Louise, you’ve given us a lot to think Would you mind? I wouldn’t mind…
about there. And now it’s time for sport with
Gary...
Cyber Homework Unit 6
Answers Test: Unit 6 Test
Location Central America
Population 4.5 million
Climate tropical
Resources national parks, rainforests, fish
Economy agriculture, tourism, ecotourism
Life expectancy 79
Ecological footprint quite small

5b | p. 63
Teacher: do the activity with the whole class, discussing the
pros and cons of life in Costa Rica, especially considering the
present conditions of the planet.

110
Units 5&6
Key grammar
File 4 Talking about things that are true under certain
1 | p. 64 conditions: If you can’t feel the sun on your skin...
Teacher: ask students to match each of the functions they 5 Using the conditional to give instructions: (no example
have learned in Units 5 and 6 with an example and the in text)
grammar. 6 Talking about possible future events:
If this is successful, by 2045 they will upload...
Answers
2 Talking about the future [for fixed plans and 3a | p. 65
arrangements] Students: individual written work.
Amelia is leaving on Wednesday.
Present continuous Answers
3 Talking about the future [for personal plans and 1 He plans to develop digital immortality.
arrangements] 2 The 2045 Initiative aims to create a process whereby
We’re going to drive through Brazil. a digital version of a human mind is stored a robot’s
Be going to artificial brain.
4 Talking about things that are true under certain 3 a) The writer doesn’t believe that creating a digital
conditions version of a human brain really means that the human
If the baby cries, it’s hungry. is preserved: it becomes a different thing
Zero conditional when it is is not connected to a real living body; b) If
5 Using the conditional to give instructions you live longer you will have to work longer, repetition
If my phone rings, don’t answer it. of experiences will become boring, and
Conditional + imperative the brain will not be able to store all the memories;
6 Talking about possible future events c) only the super-rich will be able to buy immortality,
If I pass my driving test, I’ll buy a car. so the gap between rich and poor will be increased.
First conditional
3b | p. 65
Students: oral pairwork.
Grammar review
2a | p. 65 Answers
Students: read the article and complete the gaps with the Students’ own answers.
correct word.
Teacher: check comprehension of immortality, avatar robot,
android, hologram, genetically engineer, longevity. Imperative conditional focus
4 | p. 65
Answers Teacher: You are going to read an extract from a magazine
1 p  8 j 15 n/k/s about traditional cures for insomnia (= problems sleeping)
2 g  9 d 16 e and hiccups. Guess which problem each cure is believed to
3 o 10 q 17 f resolve.
4 n/k/s 11 r 18 c Students: individual written work.
5 l 12 a 19 t
6 m 13 h 20 b Answers
7 n/k/s 14 i Students’ own answers.

2b | p. 65 5a | p. 65
Students: list as many examples of each of the grammar Students: in pairs, share the guesses they made in exercise
points from the File on p.64. 4, and agree or disagree.

Possible answers
1 Talking about the future [predictions and future facts]: 5b | p. 65
First scientists will develop avatar robots. Teacher: tell the students they are going to hear a recording
2 Talking about the future [for fixed plans and about traditional cures for hiccups and insomnia, so they
arrangements]: (no example in text) will be able to check whether their guesses were accurate.
3 Talking about the future [for personal plans and Students: listen to the audio and check the predictions they
arrangements]: I am going to make sure we can all live made in exercise 4.
forever.

111
 Units 5&6
Key grammar
TRANSCRIPT SB 47 Having a debate
ABIGAIL On All in the Mind this week, we’re looking at 6a | p. 65
cures for two very common problems: how
Teacher: explain to students that they are going to have a
to get to sleep when you’re suffering from
class debate. As a class they need to choose one of the topics
insomnia and what to do stop an attack of
on page 65. You may decide to have a vote to choose the
hiccups. Do you suffer from either of them,
topic. Ask the class to pick a side aiming for two roughly
Nick?
equal groups. You can explain that it doesn’t matter if they
NICK I do, Abigail. Both of them. But especially end up in a group with people who don’t share their point
insomnia. of view; it is good practice to have to think about arguments
ABIGAIL Poor you. Now on this programme we usually which conflict with your natural leaning.
focus on science and current research. But In preparation for presenting their arguments, each side
today, we thought we’d start off by looking at should split into smaller groups to brainstorm ideas.
some popular cures from around the world. So Run the debate as outlined in the Student’s Book, with
Nick, what have you come up with? two speakers for each side and a chairperson to run the
NICK Well, first of all, I’ve discovered that insomnia proceedings.
and hiccups are global problems. So, I’m not Students: oral groupwork.
alone! OK, cures for insomnia. In Europe they
believe if you want to sleep better, put lavender 6b | p. 65
under your pillow. In North and South America, Students: class discussion about the effect of the debate on
drink passion flower tea before bed, while in students’ initial point of view.
Africa they say you should drink warm milk. But
I think my favourite pieces of advice come from 7 | p. 65
China and Guatemala. In China, the advice for Teacher: encourage students to give feedback on their
parents is: if your child can’t sleep, tie a poem to debate in exercise 6a and suggest ways in which they can
a lamppost. And in Guatemala, tell a small doll overcome their problem areas.
your worries and put it under your pillow.
ABIGAIL Have you tried any of those? Fast finishers
NICK No, but I’m going to start! Teacher: ask students to revise all the new words they have
ABIGAIL And what about cures for hiccups? learned in Units 5 & 6.
NICK Well, if you get hiccups, think about a person
who is missing you. At least, that’s what you
do in Russia. In the Philippines, they say put
wet things on your head. Or how about this
fabulous idea from Ireland? You just picture
in your mind a green cow in a blue field. I
think that would make me laugh. In Norway,
put a knife in a glass of water. Then there’s an
English idea that has never worked for me. You
let a person frighten you. But next time I get
hiccups, I know what I’m going to do. I’m going
to think about that green cow in a very blue
field ...

Answers
1 H 5 H  9S
2 S 6 H 10 H
3 H 7 S
4 S 8 S

5c | p. 65
Students: class discussion about other cures for insomnia
and hiccups, effective or phoney.

Fast finishers
Teacher: ask students to go online and find out about two
more traditional cures.

112
Units 5&6
Language check
1 | p. 66

Answers
1 a 2 c 3 b 4 c 5 d 6 a 7 a 8 d 9 c 10 d

2 | p. 66

Answers
1 pollution 3 destruction 5 endangered
2 dumping 4 gases

3 | p. 66

Answers
1 valley 3 desert 5 delta
2 waterfall 4 island

4 | p. 66

Answers
2 I’ll tidy it 4 I’ll get you 6 I’ll buy
3 I won’t 5 I’ll watch

5 | p. 66

Answers
1 speak 3 put 5 leave
2 calling 4 in

6 | p. 66

Possible answer
Before sending your email, check spelling, grammar and
punctuation.
Avoid sending large attachments. They fill up the
recipient’s server and system. Save your photos in
user-friendly files.
Avoid getting angry and attacking someone personally in
an email.
Don’t send messages to everyone in your address book,
unless it is strictly necessary.

Skills Book
Teachers: see p. 192 for teacher’s notes, answer keys and
transcripts.

Test: Units 5&6 Progress test

113
 Units 7&8
Student’s Book pp. 67–86 Pronunciation
Opener p. 67 /g/ /k/
Unit 7 pp. 68–75 /ð/ /θ/
Unit 8 pp. 76–83
Key grammar pp. 84–85 Skills for life
Language check p. 86 Vocabulary fields (SB p. 75)
Improving your writing skills (SB p. 83)
Workbook pp. 41–52
Unit 7 pp. 41–45 Interculture
Unit 8 pp. 46–51 Young people and parents (SB p. 73)
CEFR descriptors p. 52 Student lives (SB pp. 150–151)

Skills Book
Reading skills 7&8 p. 8 Units 7&8 CEFR
Listening skills 7&8
Viewing skills 7&8
p. 15
p. 22
competences
Speaking skills 7&8 p. 29
Writing skills 7&8 p. 36 Listening
Word skills 7&8 p. 43 B1 generally follow the main points of extended discussion
around me (pp. 73, 80)
Testbuilder B1 understand the main points of radio news bulletins and
simpler recorded material on topics of personal interest
Unit 7 Test
(pp. 70, 75, 83)
Unit 8 Test
Units 7&8 Progress test
Reading
Extra practice B1 understand the main points in short newspaper articles
about current and familiar topics (pp. 70, 74, 82, 84)
Units 7&8: dictation, vocabulary, grammar, pronunciation
B1 guess the meaning of single unknown words from the
context (pp. 70, 75, 84)
B1 understand the plot of a clearly structured story and
Objectives recognise what the most important episodes and events are
and what is significant about them (pp. 69, 77)
Grammar
reported speech: reporting statements, questions and verbs Spoken interaction
indefinite pronouns B1 start, maintain and close simple face-to-face
each / every / each other conversation on topics that are familiar or of personal
to be / get used to ...ing interest (pp. 67, 75, 81)
B1 express and respond to feelings such as surprise,
Functions and Communication happiness, sadness, interest and indifference (pp. 68,
reporting what people say 73, 81)
talking generally B1 give or seek personal views and opinions in an informal
talking about habits discussion (pp. 67, 73, 83)
making requests and excuses
reporting what someone asked Spoken production
reporting purpose B1 give detailed accounts of experiences, describing feelings
talking about pet hates and reactions (p. 75)
investigating a story
Language quality
Vocabulary and Word expander B1 keep a conversation going comprehensibly, but have to
abilities pause to plan and correct what I am saying (p. 81)
household chores B1 express myself reasonably accurately in familiar,
verb + object + infinitive predictable situations (p. 73)
crimes and criminals
expressing feelings Writing
describing people B1 write simple connected texts on a range of topics within
like + to my field of interest and express personal views and opinions
Nouns ending in -ship (pp. 67, 83)
B1 write personal letters to friends or acquaintances asking
for or giving them news and narrating events (p. 75)

114
Units 7&8 opener

AUTHOR
chat
Everyone likes talking about personality and their
own negative and positive qualities! Personality
questionnaires are an entertaining way for you
and your students to explore this language area,
consolidate the words they know and learn new ones.
We ask students to do the personality quiz but to take
a critical approach to the method by asking them if
the results match how they view their personality. The
page concludes with an oral pairwork comparison of
two students’ personalities, followed by each student’s
individual written description of their personality.

• start, maintain and close simple face-to-face conversation

on topics that are familiar or of personal interest B1;
give or seek personal views and opinions in an informal
discussion B1; write simple connected texts on a range
of topics within my field of interest and express personal
views and opinions B1

1a, 1b | p. 67
Teacher: ask students if they believe that you can tell a
person’s personality type from looking at them. Students
should then match the photos with the four personality
types and answer the question.

2a, 2b | p. 67
Teacher: ask students if they regularly take part in
personality quizzes online or in magazines. Do they think
such quizzes are an accurate measure of personality or
simply good fun?
Students: do the personality quiz, asking for clarification of
any words they don’t understand. Write a list of adjectives
describing personality.

3 | p. 67
Students: oral pairwork.

4 | p. 67
Students: individual written work, to be done in class or as
homework.

115
 Unit 7
Society
Unit 7 Objectives Warm up
• discuss one’s own abilities and look at the photo in
Grammar preparation to reading an episode; give or seek personal
Reported speech (1): reporting statements views and opinions in an informal discussion B1
Indefinite pronouns
each / every / each other 1a | p. 68
get used to / be used to doing Students: individual written work. Before writing the
sentences, students read the Word expander to familiarise
Functions themselves with the structures and the vocabulary needed.
Reporting what people say
Talking generally Word expander | p. 68
Talking about habits Teacher: write the three structures to be used with the three
Making requests and excuses types of vocabulary on the board: adjective + noun referring
to people; adjective + -ing form of the verb referring to the
Vocabulary activity; can + base form of the verb of activity, for example:
Household chores I’m a good dancer.
Crimes and criminals I’m good at dancing.
I can dance well.
Skills
Reading: four short reports of crimes
1b | p. 68
Listening: a radio report about crimes and young criminals Students: oral groupwork which encourages awareness of
in the UK one’s own abilities through comparison with others’.
Speaking: discussing personal experiences and common
crimes in your country 2 | p. 68
Writing: a letter describing being the victim of a crime Teacher: Before reading and listening to the sixth episode of
On the road, answer the questions and discuss.
Skills for life Students: class discussion.
Vocabulary fields
Answers
Pronunciation 1 They are in Texas.
/g/ /k/ 2 They look relaxed and happy.

Comprehension
Presentation pp. 68–70 • understand the plot of a clearly structured story and
recognise what the most important episodes and events

chat
AUTHOR are and what is significant about them B1

3 | p. 68
Jodie and Ben enjoyed the club, but Ben’s dancing left
a lot to be desired. So when Nathan suggests that he Teacher: Read the questions first so that you know what you
and Jodie go dancing on their own, she accepts. Later have to watch out for. Now read and listen to the story. After
in her email to her friend Poppy, she’s not so sure she listening and reading, check understanding of key words and
should have said yes. Reported speech is a challenging phrases, especially those listed in Real talk.
area for your students to cover, and we try to make
TRANSCRIPT SB 48
the basics as approachable as possible. Jodie reports
her conversation with Nathan exactly in the email so See Student’s Book p. 69.
you and your students can clearly see the transfer into
reported speech. However, do tell your students the Answers
commonest way for young people to report orally is 1 Yes, she did.
usually: ‘I was like...’ ‘She was like...’ 2 No, he isn’t.
Students move on to read about cultural differences 3 He films his friends with his camcorder.
and listen to Lizzy, an English student on a study trip 4 He likes 70s disco music.
to Italy talking about the cultural differences she 5 She said that her favourite 70s band was the Pet Shop
encountered. Boys, but they are an 80s band.
6 He wants to go to a dance club with Jodie.

116
 7

Unit
Real talk | p. 69 4b | p. 68
Teacher: focus on the words and phrases in Real talk and Students: identify examples of direct and reported speech in
help students to translate them into their own language: the story.
kind of
silly me! Answers
make a fool of yourself Direct speech: all sentences in the dialogue.
Whoops! Reported speech: almost all sentences in the email.

5 | p. 68
Real talk Unit 7 Students: individual written work.

1 Answers
Students: read and complete the dialogue, choosing the 2 He said, ‘I’m 19.’
correct phrases. 3 They said, ‘We’re hungry.’
4 I said, ‘I want to stay up longer.’
Answers 5 We said, ‘We’ll see a film.’
1 kind of 6 You said, ‘I’ve been to New York.’
2 a fool of myself
3 Whoops 6 | p. 68
4 silly me Students: individual written work.

2 Answers
Students: listen to the recording. Practise reading the 2 He said that he had already finished his homework.
dialogue and acting it out. 3 I said that she had eaten a sandwich and a yoghurt for
lunch.
TRANSCRIPT 4 They said that they wanted to play tennis at the
MEG Sally, do you remember that guy we met at the weekend.
beach last year? The one who goes to Cranford 5 He said that I had to buy a ticket before I got on the
High? bus.
SALLY Yes. The one you 1kind of fancied? 6 They said that they were walking to Ethan’s house.
MEG Exactly! Well. I saw him yesterday and I think I
made 2a fool of myself. Fast finishers
SALLY How? Teacher: ask students to write two more sentences reporting
MEG First, I dropped all my books. Then I called him what Nathan and Jodie talked about.
the wrong name. Then I went bright red…
SALLY 3Whoops! Not so cool. Talking generally CLIL
MEG Yeah, 4silly me. He probably thinks I’m a Citizenship: raise awareness of people’s different ways of
complete fool. behaving in different countries and assess the importance of
this awareness for communication purposes
• guess the meaning of single unknown words from the
Reporting what people say context B1; give or seek personal views and opinions in an
• learn to use reported speech after said in order to report informal discussion B1
someone’s words
7 | p. 70

4a | p. 68 Students: reading activity, followed by written work.
Students: read and translate the examples in the section
Reported speech (1): reporting statements. Then they Possible answers
complete the table. Italians chat at an average distance of 80cm.
Teacher: help students master this point of grammar by The French touch much more than Americans.
introducing the rules on p. 71. Focus especially on the table The Chinese don’t use their hands while talking, they
with tenses transformation which will help students to do don’t bite their nails or put their hands to their
exercises 5 and 6 on p. 68. mouths.
Japanese people blow their nose with a tissue and
Answers throw it away at once.
1 wanted In India people don’t give gifts or pass things to people
2 present with their left hand, and do not point with their index
3 have finger.

117
 Unit 7

French people keep their hands on the table during TRANSCRIPT AND ANSWERS SB 49
meals. Presenter Hi and welcome to Campus stories – the
In Muslim countries people don’t show the soles of weekly programme about you and your
their feet. lives. So, we are interviewing students who
In Brazil it is very rude to hold the thumb and index have just come back from their exchange
finger in a circle, whilst in the USA this gesture means trip. Today we’ve got Lizzy here in the
‘OK’. studio. Hi, Lizzy.
Lizzy Hi!
8 | p. 70 Presenter Welcome back to Stanfield College. Tell us
Students: oral groupwork. about your trip.
Teacher: write on the board other cultural differences
Lizzy Well, I went to Padova in the north of
students may mention.
Italy for three months. It was the autumn
semester.
9 | p. 70
Presenter Did you enjoy it?
Students: read the rules in the Indefinite pronouns section
and underline examples in the article. Lizzy I loved it. It was so brilliant. I’ve made great
Teacher: refer students to p. 71 for a full explanation of the friends and I loved Italy. I was staying in a
indefinite pronouns. family. They were great.
Presenter Was it easy to fit in?
Answers Lizzy Well... I found some things a bit different.
Everywhere in the world there are different ways of For example, I normally have cereal for
behaving. breakfast. But in Italy lots of people have
And everything we say and do when we meet someone pastries or biscuits and coffee. Actually,
expresses our cultural background. So if you want to I got used to having my breakfast in a bar.
get on with someone from another culture it helps to A cappuccino and a pastry. I miss it now.
understand something about these differences... Presenter Was there anything else that you noticed?
…English young people talk to each other at an average
Lizzy Well, I’m used to wearing sweatshirts and
distance of 130cm…
trainers. But Italians take more care of what
…And French young people touch each other much
they look like – even the students. I bought
more than Americans.
some new clothes, I tried, but I never got
…No one bites their nails or puts their hands to their
used to worrying about my clothes! And
mouths.
eating... um eating times... the time of the
…No one uses a handkerchief in public. Anyone blowing
evening meal. (laughs)
their nose uses a tissue and throws it away at once.
It’s difficult now I’m back home because
…Pointing somewhere with your index finger is
I’ve got used to eating late. I prefer it. And
considered rude.
I got used to eating pasta! I love it.
…Everyone keeps their hands on the table during meals.
…Avoid showing the soles of your feet to anyone. Presenter Is there anything you really miss about Italy,
…If someone holds their thumb and index finger in a Lizzy?
circle it is very rude. Lizzy Apart from all my Italian friends? Yeah... I
miss the coffee. I’ve got used to drinking
espresso coffee. And it’s not the same back
Talking about habits here in the USA. It’s too watery here.
• understand the main points of radio news bulletins and
Presenter Was there anything you never got used to?
simpler recorded material on topics of personal
interest B1 Lizzy Well, I never got used to the crowded buses!
And I never got used to the way people cross
roads. It seems so dangerous!
10 | p. 70 Presenter Would you recommend your experience?
Students: read the rules in the section get used to / be used Lizzy One hundred per cent. Living in a foreign
to doing and listen to the radio programme in order to find culture is an incredible experience. You
examples of these constructions. grow up. You understand another culture.
You learn another way of living. Another
point of view. (laughs)
Presenter Thanks Lizzy for telling us about your trip.
Glad you enjoyed it.

118
 7

Unit
11 | p. 70 towards B1 Preliminary Listening each, every, each other
Part 3 5 | p. 71
Students: listen to the radio programme again and complete
Students: complete the rules and translate the examples.
the sentences with the listed words.
Answers
Answers
• singular
• breakfast • coffee
• trainers, clothes • buses
6 | p. 71
• late, pasta • roads
Answers
Get the grammar p. 71 1 every
2 Each
Workbook Unit 7 3 each / every
Grammar reference, Grammar exercises 4 each / every

WB Unit 7
Reported speech (1): reporting Teacher: assign the exercises in the Workbook Unit 7 as
statements homework. Draw the students’ attention to the grammar
1 | p. 71 exercises available in e-book+.
Students: read the rules, translate the examples and
complete the table.
Real communication
Answers
1 was pp. 72–73
2 would Family life

chat
2 | p. 71 AUTHOR
Answers
1 Amber said that Claire was fixing the computer. Family life is about negotiation and discussion, and
2 Jonathan said that his brother had lent him his young people find that they are often in disagreement
skateboard. with their parents as they start to stretch their wings
3 Seb said that it had been the best concert ever. and become more independent. Conflicts often revolve
4 Rachel said that Erin had taken her last chocolate. around how much everyone helps in the home and
5 Jessica said that they could help me with my work. parental attitudes to freedom.
6 Lothar said that he would phone Henri after supper. In this lesson, Chris and Sharon get out of household
chores and confront their parents about typical teen
Indefinite pronouns issues, after which students role play parent–teenager
arguments. Students then go on to compare family
3 | p. 71 relationships with those in their own countries.
Students: read and translate the examples. Then they focus
on the table and complete the rules.

Answers File
1 any Teacher: focus on the structures introduced in the File on
2 some p. 72 to express the functions of requesting and agreeing,
asking for and giving an explanation, making excuses,
4 | p. 71 reacting with exclamations.

Answers
1 anything Vocabulary: household chores
2 somewhere • learn vocabulary related to household chores
3 anything
4 all
5 anywhere
1 | p. 72
6 nothing Students: matching to be done individually or in pairs.
Teacher: play the recording for students to check answers
and to repeat.

119
 Unit 7

TRANSCRIPT AND ANSWERS SB 50 DAD I don’t want any arguments. Just do it. And
a water the plants while we’re on the subject, have you emptied
b sweep the floor the washing machine? Last time I looked all
c vacuum the house your clothes were still in it.
d take the rubbish out SHARON Yes, I have actually. Why don’t you go and
e clean the car look? Look, I’m in a hurry, Dad.
f lay the table
DAD Hang on. Do you want your pocket money this
g tidy your room
week before you go out?
h clear the table
i do the washing-up SHARON Yes, I do. But… Dad… I’ll ruin my clothes. I’ll
j make the bed do it later.
k load the dishwasher DAD If you don’t do the washing-up before you go
l do the ironing you won’t get any pocket money, and that’s
m empty the washing machine final!
n clean the windows SHARON Dad, that’s not fair.
o hang the washing out

Answers
Making requests and excuses Chris Sharon
• generally follow the main points of extended discussion tidied your room ✗
around me B1; express myself reasonably accurately in done the washing-up ✗
familiar, predictable situations B1 vacuumed the living room ✓
emptied the washing machine ✓
taken the rubbish out ✗
2a | p. 73
Teacher: as a pre-listening activity ask students to read 2b | p. 73
the table. Point out that the verbs are past participles, so
Teacher: Read the excuses. Then listen again and find out
presumably the present perfect will be used in the recording.
who said what.
Students: listen and identify.
TRANSCRIPT SB 51
MUM Chris, can you explain why you haven’t tidied
TRANSCRIPT SB 51
your room yet?
See transcript in exercise 2a.
CHRIS No, Mum. The thing is, I was too busy doing
my homework to do it. Answers
MUM Well, what about the vacuuming in the living 1 Sharon 2 Chris 3 Chris 4 Sharon
room? It’s your turn.
CHRIS Yeah, yeah. I did it yesterday. Don’t you 2c | p. 73
remember? Teacher: Read the sentences first. Can you guess the
MUM Did you? Anyway I told you to take the rubbish missing word? Now listen to the same conversations again
out, too. How many times do I have to tell you! and complete the sentences.
CHRIS I can’t at the moment. I’m writing this email. Students: listen and identify.
Can’t it wait?
TRANSCRIPT SB 52
MUM No, it can’t. You’re hopeless. Will you take the See transcript in exercise 2a.
rubbish out now!
CHRIS Oh, all right. If you insist. Answers
1 explain 4 come
DAD Sharon! 2 times 5 want
SHARON Yeah! 3 take 6 don’t
DAD Will you come down here! It’s the fourth time
I’ve asked you! Word expander | p. 73
Teacher: focus on the structure ‘verb + object + infinitive
SHARON Coming!... What is it?
(to + base form)’. Elicit one sentence for each verb, e.g.
DAD I want you to do the washing-up this minute. He helped me to revise Maths.
SHARON Oh, Dad! Why is it that you never ask Chris to Mum expects you to clear the table.
do it! I’m getting ready to go out. I don’t have They are teaching us to ski.
time. He got his little brother to tidy the room.
Sheila invited me to talk at the conference.
Jane wants us to take her on holiday.

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Unit
Then focus on the structure ‘make / let + object + base form’
DAD Really? Why’s that?
and ask students to read and translate the examples.
CHRIS Well, I’m going to a gig tomorrow and I’d like
3 | p. 73 to look a bit different.
Students: in pairs, students have an imaginary discussion DAD I suppose that’ll be OK. What colour do you
between a parent and a teenager regarding household want to dye it?
chores. CHRIS Red.
DAD Red? Absolutely not.
4 | p. 73 towards B1 Preliminary Speaking Part 1,
CHRIS But you said that it was OK.
Trinity ISE I Interview (Conversation phase)
DAD What I’m saying is, you can dye your hair
Students: use the phrases in the boxes to discuss the
obligations they have in their house (they make me + base brown, or black, but you can’t dye it red.
form) and the permissions their parents give them (they let CHRIS How come? You dyed your hair red when you
me + base form). were at school.
Teacher: point out the example which has another case of DAD No, I didn’t.
a verb followed by object + infinitive: they trust me to take CHRIS Yes, you did! I’ve seen the photos. You wanted
responsibility for it. to look like David Bowie.
DAD Look, Chris, we’re seeing your grandparents on
5a | p. 73
Saturday and you’re not going to their house
Students: read the sentences and guess which permissions
with red hair!
Chris and Sharon will get from their parents.
CHRIS That is so unfair!

5b | p. 73 3
Teacher: explain to students that they will hear four SHARON Hey, Mum.
conversations: Chris talking to his mum, then to his dad, MUM Yes, Sharon?
Sharon talking to her mum, then to her dad. Play the SHARON I’ve just found this amazing book on the
recording twice to allow students to do the task and then to internet. It’s all about ecology and the
check answers. environment and stuff and it’s exactly what I
need for my school project.
TRANSCRIPT SB 52
MUM How much is it?
1
SHARON It’s only £20.
CHRIS Mum…
MUM So why don’t you buy it?
MUM Yes, Chris?
SHARON Brilliant. I just want you to lend me your credit
CHRIS I’d really like to go to Spain this summer.
card…
MUM Well, we’re thinking of going abroad, we could
MUM My credit card?
go to Spain.
SHARON Yeah, so I can buy it over the internet.
CHRIS Er, what I mean is, Mum, I want to go with my
mates. MUM You can’t use my card.
MUM With your friends? SHARON But you said I could buy it now.
CHRIS Yeah, Damian’s got a camper van and we want MUM That isn’t what I said. I said that you could buy
to drive down to Spain through France… it from a shop.
MUM Why is it you always want to do things with SHARON I don’t understand this. It’s so easy this way!
your friends and not with your family? Can you explain why I can’t buy it online but
CHRIS It isn’t that, Mum, it’s just that this’ll be my it’s OK to buy it in a shop?
only chance to go away with my mates before MUM Because I don’t want to give my credit card
university… number over the internet. I don’t think it’s
MUM Mmm. I’ll have to speak to your father. safe. So if you want to buy the book in town,
I’ll give you the money. It’s up to you.
CHRIS Yeah…
SHARON I don’t want the stupid book anyway.
MUM But I’m sure it’ll be OK.
CHRIS Thanks, Mum. 4
SHARON Hey, Dad.
2
DAD Hi, Sharon.
CHRIS Dad…
SHARON Dad, you know how you like Atomic
DAD Yes, Chris? Kitten, and Madonna, and Britney…
CHRIS I’d like to dye my hair.

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 Unit 7

DAD Why, do you want me to buy you a CD? 6 Get into culture | p. 73
Teacher: ask students to read the article out loud and to
SHARON Not exactly.
discuss answers to the two questions.
DAD Then what is it? Students: read and discuss all together.
SHARON Well, they all look really cute, don’t they?
DAD Er… yes. Answers
Students’ own answers.
SHARON And they wear great clothes and stuff…
DAD What’s all this about? Random Fact | p. 73
SHARON Well, I want to have a lip stud. Teacher: ask students to read the Random Fact at the
DAD Why is it that you kids always want to change bottom of p. 73. Elicit a comparison with family life in their
the way you look? own country.
SHARON It’s not that, Dad.
DAD You look perfectly nice the way you are. Real communication Unit 7
SHARON It’s just a lip stud, Dad. It’s not like I want to 1
dye my hair red or anything. And it’s only Students: read and complete the dialogue, choosing the
small. You can hardly see it. Come on, Dad. Let correct words.
me have a lip stud. Please?
DAD OK.
Answers
1 like 5 Will
SHARON Really?
2 fair 6 fault
DAD Really. 3 why 7 later
SHARON Oh, thanks, Dad! You’re a star! 4 true 8 Sure

Answers 2
? drive to Spain with his mates in a camper van. Students: listen to the recording. Practise reading the
✗ dye his hair red. dialogue and acting it out.
✗ buy a book from the internet.
✓ have stud put in her lip. TRANSCRIPT
MUM So, it’s a holiday tomorrow, Lina. I’d 1like you to do
Extra some housework, OK?
Reported speech. Dictate the questions below. Then LINA Oh, Mum! It’s not 2fair! I get one day off and you
let the students listen to Chris’s two conversations tell me to work!
with his parents again, telling them to take notes. After MUM Lina, 3why is it that everything is too much for you?
listening the students write out full answers in reported
LINA That just isn’t 4true. I do lots of things around the
speech. Each answer must begin with Chris said, She
said, He said, Dad said or He wanted to know. house.
1 Where does Chris want to go on holiday? MUM Well, I’m only asking you to help a bit tomorrow.
2 Who does he want to go with?
5
Will you do it?
3 How do they want to travel? LINA All right. But I want to finish by eleven.
4 Does his mother give him permission? MUM Why?
5 Why does Chris want to dye his hair?
LINA Rob’s asked me to go shopping with him.
6 What did his dad want to know?
7 What did his dad want to look like when he was young? MUM It’s not my 6fault if you plan things and don’t tell
8 Why did his dad forbid him to dye his hair red? me about them, is it?
Possible answers LINA No, Mum. But if I haven’t finished before eleven,
1 He said that he wanted to go to Spain. I’ll do the rest of the cleaning 7later. OK?
2 He said he wanted to go with his friends. MUM 8Sure. Don’t come home too late though.
3 He said they wanted to drive down to Spain through
France.
4 She said she would have to speak to his father.
5 He said that he was going to a gig and wanted to look a
bit different.
6 He wanted to know what colour Chris wanted to dye his
hair.
7 Chris said that his dad wanted to look like David Bowie.
8 Dad said they were seeing the grandparents on Saturday
and Chris wasn’t going to their house with red hair.

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Unit
Real skills pp. 74–75 Skills for life: Vocabulary fields
Teacher: Read the strategy in Skills for life and use it to
Crime victims identify the lexical area suggested by the questions before
you listen to the recording. Remind students that it is
AUTHOR
chat important to use this strategy when they listen to a text
without seeing it.

This lesson aims to give a real life snapshot of a major

problem in today’s society. Many people at some Reading CLIL
point in their lives are victims of burglary, mugging or Citizenship: raise awareness of youth criminality and of the
pickpocketing. In this lesson students read an article importance of correct intervention
giving six different people’s experiences of everyday • understand the plot of a clearly structured story and
crimes, and listen to information about youth criminal recognise what the most important episodes and events
behaviour. They then go on to discuss crime in their are and what is significant about them B1
own countries and write an account of an imagined
event. 2 | p. 75 towards B1 Preliminary Reading Part 2
Teacher: Use the skimming technique to find out what
crime each story is about.
Vocabulary: crimes and criminals Students: quickly skim the six passages to pick out the
• learn vocabulary related to crimes and criminals crimes.

Answers
1a | p. 75 Ezra – mugging
Teacher: focus on the vocabulary list and ask students to Taylor – pickpocketing
match the words to the definitions, without translating Cecilia – burglary
them. Peter and Liz – fraud
Students: matching task followed by listening to check Parker – joyriding
answers.
3 | p. 75
TRANSCRIPT AND ANSWERS SB 53 Teacher: Read the questions so that you know what you
1 j pickpocketing is stealing things from people in have to watch out for.
public places Students: read the article in detail and answer the questions.
2 e fraud is stealing money by a trick or by lying
3 f  joyriding is stealing a car and driving it at high speeds Answers
4 h shoplifting is stealing from a shop 1 He said that if Ezra didn’t give them his mobile,
5 i mugging is attacking a person and stealing their they’d hurt him.
money or valuables 2 He apologised and asked her if she was all right.
6 b theft is stealing from a person or a place 3 Because her flat was a complete mess ad there was
7 d  murder is the deliberate and illegal killing of a person stuff all over the carpet.
8 c burglary is stealing from a house or other building 4 They blocked them, grabbed them and pushed them
9 a vandalism is deliberate damaging of public property on the ground, took their wallet and purse and gave
10  g blackmail is taking money from someone by the girl a nasty cut on her arm.
threatening to reveal a secret 5 He said that he was from the city council and that
they had to pay £200 to have their windows
1b | p. 75 repaired.
Students: vocabulary development. Students form nouns 6 They said that kids were stealing a lot of cars in
indicating ‘agents’, people doing actions. the area.
Teacher: explain what a suffix is (letters added at the end of
a word to make a new word), and remind students that -er is Fast finishers
the most common suffix for people doing actions. Teacher: ask students to choose one of the people in the
article. Write a short paragraph about what happened in the
Answers 3rd person.
3 joyrider 7 murderer
4 shoplifter 8 burglar Random Fact | p. 75
5 mugger 9 vandal
Teacher: ask students to read the Random Fact at the
6 thief 10 blackmailer
bottom of p. 75 and to make a list of the emergency numbers
used in their own country.
1c | p. 75
Teacher: start a class discussion about crime among
young people.

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 Unit 7

Listening Answers
• understand the main points of radio news bulletins and 1 The number of arrests of young people under the
simpler recorded material on topics of personal age of 18.
interest B1 2 12 per cent.
3 Being threatened or physically bullied.
4 24,000.
4a | p. 75
Teacher: ask students to read Skills for life and check they
understand the meaning of crime, offenders, shoplifting, Extra
theft, victims. They should then read the questions in Dictation for comprehension. Dictate the following
exercise 4a, and make guesses before listening to the news summary of the radio programme that the students
bulletin. Ask them what they think a ‘hot product’ means have just listened to. Dictate each full sentence twice,
(=an item most likely to be targeted by a thief) at normal speed. Explain that this is a dictation to get
Students: class discussion or individual written notes, used to listening and to check comprehension, so it is
followed by listening to the radio news bulletin to check the important to write complete sentences even if there
answers. are some spelling errors. Write the numbers 79, 10,
24,000 and 12 on the board and explain that these are
TRANSCRIPT SB 54 the figures mentioned in the dictation.
The latest UK crime figures contain some good news Dictation text:
and some bad news on youth crime. In some ways, this There is some good news and bad news in the latest
is ‘Generation Sensible’ – statistics show that young statistics on youth crime.
people concentrate more on their studies than they Young people are committing fewer crimes because they
used to and spend more time online. The result is that are spending more time on their studies or online.
they are committing fewer crimes and there has been a There has been a fall of 79 per cent in the number of
decrease in the number of young offenders. arrests of young people in the last ten years.
Last year, there were around 74,800 arrests of young Boys are much more likely to commit crimes than girls.
people under the age of 18 for notifiable offences. This The bad news is that young people are often the victim
continues the long term downward trend, with the of crime and they are also committing crimes against
number of arrests falling by 79% in the past ten years. each other.
About 80% of these were boys and 20% were girls. The main crime amongst young people is threatening
But the bad news is young people are also often the behaviour or physical bullying.
victims of crime and they also commit crimes against 24,000 children called a telephone counselling service
each other. The most common crime involving young about bullying or cyberbullying last year.
people is being threatened or physically bullied. Last year, 12 per cent of children have been the victim of a crime.
24,000 children called the telephone counselling service
Childline about bullying and cyberbullying. And 12 per
cent of children aged 10 to 15 have been the victim of
Pronunciation: /g/ /k/
a crime. Of these crimes, 34% were hot product theft, • practise identifying two consonant sounds
including phones. And now for some lighter news ...
5a | p. 75
Answers Students: listen and repeat all together.
1 A description of young people who concentrate more Teacher: check understanding of the listed words.
on their studies and spending time online than on
committing crime. TRANSCRIPT SB 55
2 74,800. See Student’s Book p. 75.
3 80 per cent. / 20 per cent.
4 34 per cent.
5b | p. 75
4b | p. 75 Students: check the meaning of the words and say them out
Teacher: invite students to use the strategy they have loud.
just learnt: they should read the questions to familiarise Teacher: play the recording so that students can identify
themselves with the vocabulary. which word is being used. Then play it again to practise
Students: listen to the recording again and answer the repetition.
questions.
TRANSCRIPT AND ANSWERS SB 56
TRANSCRIPT SB 54 1 The criminal bought a first class plane ticket.
See transcript in exercise 4a. 2 Oh no, I’ve lost my gold watch!
3 She took the money and put it in her bag.
4 The police inspector looked for a clue.

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Unit
Speaking
• give detailed accounts of experiences, describing feelings
and reactions B1

6 | p. 75
Students: oral groupwork.
Teacher: continue the discussion which you started in
exercise 1c about crime among young people, with specific
reference to the students’ own country.

Writing
• write personal letters to friends or acquaintances asking
for or giving them news and narrating events B1

7 | p. 75 towards B1 Preliminary Writing Part 3,

Trinity ISE I Portfolio
Students: individual written work.
Teacher: help students to make notes on a real or imagined
crime story (e.g. an event in the news). Then assign the
composition to be done in class or as homework.

Cyber Homework Unit 7

Test: Unit 7 Test

125
 Unit 8
Family and friends
Unit 8 Objectives 1 | p. 76
Students: oral pairwork. Students should try to answer first,
then they can check the story on p. 69.
Grammar
Reported speech (2): reported questions Answers
Reporting verbs
• Jodie and Ben
• 70s disco music
Functions • Jodie
Reporting what someone asked
Reporting purpose
Talking about pet hates Comprehension
• understand the plot of a clearly structured story and
Vocabulary recognise what the most important episodes and events
Expressing feelings are and what is significant about them B1
Describing people

Skills 2 | p. 76
Listening: three people describing their best friend’s physical Teacher: In this episode Jodie has a confidential talk with
appearance and character her brother. What do you think she talks about? Read and
Reading: a survey about friendship listen to their conversation.
Speaking: discussing best friends, activities with friends, the
most important qualities in a friendship TRANSCRIPT SB 57
Writing: an essay describing a best friend See Student’s Book p. 77.

Skills for life Answers

Improving your writing skills 1 F (He thinks she looks a bit depressed.)
2 T
Pronunciation 3 T
/ð/ /θ/ 4 F (She’s sad because Emma likes Nathan a lot.)
5 F (He only jokes about it.)
6 T
Presentation pp. 76–78
Real talk | p. 77

chat
AUTHOR Teacher: focus on the words and phrases in Real talk and
help students to translate them into their own language:
A penny for your thoughts.
Continuing work on reported speech, students learn Hold it right there!
how to report questions. After Jodie tells Ben that she Get out of here!
is worried about her friendship with Emma, she then Ha ha!
writes an email to Poppy reporting the conversation. (have a) heart-to-heart
The lesson concludes with a focus on the most
common reporting verbs with a look at some simple
text messages. Real talk Unit 8
While your students are mastering reported speech 1
they are also reviewing and revising all the basic tenses Students: read and complete the dialogue, choosing four
that they have studied so far – it’s a useful exercise. out of the five listed phrases.
It helps them to shift easily from tense to tense but
also develop a sense of the underlying framework Answers
of English. Don’t expect miracles – reported speech 1 A penny for your thoughts
takes time to acquire. But luckily in spoken English it 2 heart-to-heart
is usually possible to communicate effectively using 3 Hold it right there
direct speech when in doubt. 4 Ha ha

2
Warm up Students: listen to the recording. Practise reading the
• recall some events from the On the road story dialogue and acting it out.

126
 8

Unit
TRANSCRIPT 7 | p. 76
LOUISE Hi, Dan. What’s up? 1A penny for your thoughts. Teacher: You are going to listen to six questions someone
DANIEL I’m not really in the mood for a asked you at a party. Make notes, then change the questions
2
heart-to-heart. to reported speech.
LOUISE Oh, come on. What’s the matter? Is it Kristen? Students: individual written work.
DANIEL 3
Hold it right there! I don’t want to talk about her.
TRANSCRIPT SB 59
LOUISE OK, OK. Let’s talk about the weather.
1 So, where do you live?
DANIEL 4
Ha ha!
2 Did you come here by car?
LOUISE I’m not joking. I think it’s going to rain.
3 Are you enjoying the party?
4 What are you doing tomorrow?
5 How old is your sister?
3 | p. 76
Teacher: Read the questions first, then listen and read what 6 Have you finished your drink?
Jodie wrote to Poppy.
Answers
TRANSCRIPT SB 58 2 He asked me if I had come there by car.
See Student’s Book p. 76. 3 He asked me if I was enjoying the party.
4 He asked me what I was doing the next day.
5 He asked me how old my sister was.
Answers
6 He asked me if I had finished my drink.
1 She isn’t sure that it was a good idea.
2 Because she looked a bit depressed.
3 She told him she liked Nathan.
4 Students’ own answers. Reporting purpose
• reporting the general gist, the aim or the intention
Reporting what someone asked
8 | p. 78
• learn how to express a question in reported speech
Teacher: You’re going to read six text messages and how
they are reported. Note that the reporting verb used in each
4 | p. 76
case expresses the attitude of the speaker and their purpose.
Students: read and translate the examples in the section
Reported speech (2): reported questions. Answers
Teacher: point out the main elements in transforming a
a5 b2 c6 d3 e4 f1
direct question into an indirect one (moving the subject in
front of the verb, changing the tenses).
9 | p. 78
Students: individual written work.
5 | p. 76
Students: individual written work. Answers
1 u = you
Answers
2 4 = for
2 Finlay asked me if I would meet him the next day.
3 ur = your
3 Rosa asked Alon if he had finished his work.
4 @ = at
4 My brother asked me if he could borrow my bicycle.
5 Pls = Please
5 We asked them if they had just called us.
6 Thx = Thanks
6 She asked Keren if her brother had enjoyed the
firework party.
10 | p. 78
Students: complete the table in the section Reporting verbs,
6 | p. 76
after reading the sentences in exercise 8 again.
Students: individual written work.
Answers
Answers
1 suggest
2 …what he thought about global warming.
2 ask
3 …what he had in his bag.
3 threaten
4 …where I would go on Friday night.
4 apologise
5 …why I was laughing at her.
5 accuse
6 …when I was going to my piano lesson.
6 deny

127
 Unit 8
11 | p. 78 5 | p. 79
Teacher: Read the sentences and express your personal
opinion. Answers
Students: oral discussion in pairs. 1 Hans asked his brother what he wanted for breakfast.
2 Emma asked her dad where Guy lived.
Fast finishers 3 Simon wanted to know why his sister was playing his
guitar.
Teacher: ask students to choose two situations in exercise
4 Coral asked her mum how she could study if the radio
11. Write what the people say in direct speech.
was so loud.
5 Wyatt wanted to know how long I would be away.
6 Chase asked Viktor who he was meeting the following
Get the grammar p. 79 Saturday.
Workbook Unit 8 7 Martha asked Jess how many people were in her class.
Grammar reference, Grammar exercises 8 Polly wanted to know when my birthday was.

Reporting verbs
Reported speech (2): reported
6 | p. 79
questions Students: translate the examples and read the rule.
1 | p. 79
Students: translate the examples and complete the rules. 7 | p. 79

Answers Answers
• whether 2 I ordered the dog to come to me.
• before 3 Mum told me to tidy my room.
4 She told him not to make so much noise.
2 | p. 79 5 The policeman warned us to watch out for pickpockets.
6 She asked the man to get her a sandwich.
Answers 7 The doctor advised her not to eat so much junk food.
2 Bea asked Matt if his brother cycled to school. 8 Mum reminded me to phone my grandmother that
3 Ryan asked Philip if he could borrow that book. evening.
4 Freya asked Juliet if she was reading that magazine.
5 Sienna asked Kevin if he had seen the new Chris Pratt
WB Unit 8
film.
Teacher: assign the exercises in the Workbook Unit 8 as
6 Matteo asked Ali if she would give him a ring the next
homework. Draw the students’ attention to the grammar
day.
exercises available in e-book+.
7 Jing asked Mark if he could speak more slowly.
8 Maya asked Jake if his mother was a teacher.

3 | p. 79

Answers
2 Luz to Ben: ‘Have you spent all your money?’
3 Felix to Renaldo: ‘Are you going to watch the match on
TV?’
4 Sam to me: ‘Can you remember Murray’s sister’s name?’
5 Mimi to her mum: ‘Can I go to Raul’s party?’
6 Natalie to us: ‘Are you working next weekend?’
7 Albie to his friend: ‘Have you got a gym membership?’
8 Shira to Evan: ‘Do you go to school by train?’

4 | p. 79
Students: translate the examples and complete the rule.

Answers
• before

128
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Unit
Real communication Answers
Row 1: be quiet; delicious; disapproval
pp. 80–81 Row 2: disgust; pain; surprise
Getting to know people Row 3: relief; sympathy

AUTHOR
chat Talking about pet hates
• generally follow the main points of extended discussion
around me B1; start, maintain and close simple face-to-
In language learning there is a tendency to equate face conversation on topics that are familiar or of personal
conversation with a dialogue – a question followed by interest B1; keep a conversation going comprehensibly,
an answer, and so on. But in reality speakers constantly but have to pause to plan and correct what I am saying B1
engage with each other, give feedback, interact and
express their feelings, using chunks of language and 2a | p. 80
discourse routines. Language learners need these Teacher: explain the meaning of pet hates (things for which
chunks as much as they need grammar and lexis. we have a strong dislike). Then do the activity with the
We need to keep the conversation going, disagree or whole class. Read the words out loud and say what attitude
elicit agreement, show we are listening and that we they express.
understand. In this lesson students learn ‘noises’ for
expressing feelings in English. They then listen to two Answers
people talking about their likes and dislikes, and have a 1 negative
go at role playing two-minute conversations themselves! 2 negative
3 negative
4 negative
5 neutral
File 6 negative
Teacher: focus on the structures introduced in the
7 positive
File on p. 80 to express the functions of keeping the
8 neutral
conversation going, expressing understanding, agreement or
9 negative
disagreement, getting a listener agreement, being vague.
2b | p. 80
Vocabulary: expressing feelings Teacher: ask students to use each expression from exercise
• listen to some sounds and understand what feelings or 2a and make a statement which is true for them.
emotions they express Students: oral pairwork.

1a | p. 80 3a | p. 80 towards B1 Preliminary Listening

Students: listen to the recording of the sounds while Part 3
reading the list of words which express feelings. Teacher: Listen to Mel and Robert talking about what they
Teacher: ask students to translate the words and elicit what like and what they hate. Copy the table in your exercise
sounds they use in their own language to express these books and make notes.
feelings. Students: listen and complete the table.

TRANSCRIPT SB 60 TRANSCRIPT SB 61
1 (relief) Phew! MEL So, tell me, what music don’t you like?
2 (surprise) Oh! ROBERT Well, I can’t stand rap.
3 (disapproval) Tut tut. MEL What?
4 (delicious) Mmm! ROBERT It’s so boring and repetitive.
5 (be quiet) Sshh! MEL Rubbish! Rap’s brilliant.
6 (disgust) Yuk! ROBERT Yeah, well… I love heavy metal. That’s the best
7 (sympathy) Aahh. music there is.
8 (pain) Ouch! MEL No way! I loathe heavy metal. It’s just an awful
noise.
1b | p. 80 ROBERT OK, which actor don’t you like?

Students: individually or in pairs, match the emoticons with MEL Oh, I can never remember their names. There’s
the feelings they convey. this American actor…

129
 Unit 8

ROBERT Uh huh. Answers

MEL Yeah, he was in Taxi Driver… Robert Mel
hates likes hates likes
ROBERT Do you mean Robert De Niro?
music rap heavy metal heavy metal rap
MEL That’s him! I can’t stand him. He’s always the actors Keanu Robert Keanu
same in every film. What about you? Reeves De Niro Reeves
ROBERT Well, I really don’t like Keanu Reeves – I mean, sport tennis rugby football rugby
he’s good looking, but he’s a useless actor. Do TV soap comedy soap comedy
programmes operas programmes operas programmes
you agree?
food and fish blue cheese fish, milk
MEL I guess so… but I quite fancy him! drink
ROBERT So what about sport? irritating leaving the people
habits computer leaving the
MEL Well… I don’t like football. on at top off the
home toothpaste
ROBERT I see, but you’re a girl.
MEL That’s got nothing to do with it. I mean, I love 3b | p. 80
rugby. Teacher: play the recording again.
ROBERT Right! So do I. The sport I loathe is tennis. I’ve Students: tick the expressions they hear from exercise 2a to
tried to play it a few times… but I just can’t hit describe their preferences.
the ball.
MEL Well, I think it’s easy. And TV? TRANSCRIPT SB 61
See transcript in exercise 3a.
ROBERT I hate soap operas.
MEL Too right!
ROBERT I sort of watch TV for fun, really. Answers
MEL Sure… 2 I love
ROBERT ...You know? The comedy programmes.
3 I can’t stand
4 I really don’t like
MEL Yeah, I like them, too. What food and drink 5 I don’t like
don’t you like? 6 I love
ROBERT That’s easy. I don’t like fish. Maybe it’s the smell, 7 I loathe
or the bones… do you know what I mean? 8 I hate
MEL Yeah, but I like it. I can’t stand cheese, and 9 I like
especially blue cheese… 10 I don’t like
ROBERT Mmm… 11 I can’t stand
12 I hate
MEL Yeah, I hate… gorgonzola. It makes me feel sick.
13 I hate
It’s funny, because I like milk and stuff.
14 The worst is
ROBERT Do you find any habits irritating?
MEL Yeah. I hate people leaving the top off the 3c | p. 80
toothpaste. It drives me crazy! Do you agree? Teacher: ask students to start a discussion along the same
ROBERT Absolutely! But for me, the worst is… leaving lines as the dialogue between Robert and Mel, using the
the computer on at home. It always makes that expressions in exercise 3b.
noise… and there’s the light from the screen… I Students: oral groupwork.
can’t stand it. It feels like I’m still in the office.
MEL True. Gosh, I’m hungry. Do you fancy going for Fast finishers
a meal? Teacher: ask students to write as much as they can
ROBERT Brilliant. But no cheese for you… remember about the conversation between Robert and Mel.
MEL And no fish for you! Then listen again and check.

4a | p. 81
Teacher: Look back at the expressions in the File and
then go through the questions with your partner, using
the phrases to keep the conversation going and exchange
opinions.

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 8

Unit
4b | p. 81
Students: class discussion, each person reporting back on
Real skills pp. 82–83
the opinions and experiences of his / her partner. Friendship

5 | p. 81
Teacher: in class or for homework, set this activity as an
individual writing task.
AUTHOR
chat
Students: write full answers to the questions in exercise 4a. Friendship is important for everyone but as the years
unfold, and young people become more independent
from their parents, the close emotional relationships
Real communication Unit 8 tend to be with their peers. They seek understanding,
1 support and guidance more from friends than from
family. This lesson allows students to explore the theme
Students: read and complete the dialogue, choosing the
of friendship through an interactive questionnaire
correct option, a, b or c.
while reviewing the language of describing physical
Answers appearance and personality.
1b 2c 3b 4a 5b 6b 7c 8b 9b
Reading and speaking
2 • understand the main points in short newspaper articles
Students: listen to the recording. Practise reading the about current and familiar topics B1; guess the meaning
dialogue and acting it out. of single unknown words from the context B1; give
or seek personal views and opinions in an informal
TRANSCRIPT discussion B1
CINDY You come from Los Angeles, don’t you? What’s
it like there? 1a | p. 83
DEBBIE It’s OK. But it’s 1sort of too big. You need a car Teacher: Work in pairs. Read the quiz about friendship.
to go everywhere. Make sure you understand all the vocabulary, especially the
CINDY I 2see. But you get to see famous film stars quotes.
sometimes, I bet! Students: read and discuss in pairs.
DEBBIE Yeah, but it’s difficult to talk to them, if you
know what 3I mean. 1b | p. 83
Students: group discussion.
CINDY 4Sure. But the restaurants and bars are great
there, aren’t they?
DEBBIE Oh, 5absolutely! You can eat anything, any time.
Vocabulary: describing people
My favourite is Vietnamese cooking. • learn / revise vocabulary to describe appearance
CINDY 6Really? I’ve never tried that.
DEBBIE But the real problem with Los Angeles is that 2a | p. 83
it’s so expensive. That’s why we came back here Students: write the words in the correct category.
to live. We just couldn’t afford it. Teacher: play the recording to check answers.
CINDY What a 7shame! But maybe you’ll go back there
in the future. To work or something? TRANSCRIPT AND ANSWERS SB 62
DEBBIE 8Right. I’ll go back next summer and work in a build: heavy, slim, fat
bar or café. Do you want to come? hair: dyed, red, thick
face: round, oval
CINDY No 9way! My parents won’t let me.
eyes: hazel, blue

2b | p. 83
Students: vocabulary development. Students add more
words under each heading.
Teacher: check that items are appropriate to the group,
check spelling and pronunciation.

131
 Unit 8

Extra NARRATOR 2
Memorising vocabulary. Write the words from SAM How would you describe Ted?
exercise 1 relating to the qualities of a friend on the TIM Ted, well, he’s, um, he’s got short blond hair,
board, putting them in alphabetical order to help to hazel eyes. He’s not very tall, quite heavy – not
memorise them. fat, though, just a heavy build. He’s very strong –
caring does a lot of martial arts and likes to keep fit.
cheerful
SAM And what about his personality?
easy to talk to
fun to be with TIM Oh well, he’s very generous, impulsive. Honest,
funny too. He can’t lie about anything. But he’s got a
good-looking very short temper.
honest SAM Uh oh!
intelligent TIM Yup, when he gets angry, he really gets angry!
keep a secret
loyal NARRATOR 3
pleased about my successes LUCY Who’s the girl in that photo, Gill?
similar interests
GILL That’s Rebecca! She was my best friend at
the same age
college. She doesn’t look like that now, though.
the same sex
understanding LUCY No?
Let the students look at them for ten to fifteen GILL Nope. She’s got very, very short hair, dyed pink
seconds, then rub them out. In pairs or in groups, the and she’s got a stud in her eyebrow.
students have a competition to see who manages to LUCY Wow!
write the highest number of them down. GILL Yup, she looks quite scary, which is funny
because she’s actually very sweet and shy.
Listening
• understand the main points of radio news bulletins and
simpler recorded material on topics of personal Answers
interest B1 CHARLOTTE
hair colour: red
eye colour: blue
3 | p. 83 build: slim and tall
Teacher: You’re going to hear three young people talking personality: academic and hard-working
about their best friend. Write the correct words in the gaps.
Students: listen and complete the three forms. TED
hair colour: blond
TRANSCRIPT SB 63 eye colour: hazel
NARRATOR 1 build: stocky but not fat
ERIN Who’s your best friend, Debra? personality: generous, impulsive and honest, but with a
DEBRA Oh, that’s would be Charlotte. I don’t see her short temper
much any more because her family moved to
Scotland last year. We like to send each other REBECCA
emails once or twice a month, though, so we hair colour: pink
know what’s going on in each other’s lives. personality: sweet and shy
ERIN What’s she like then?
DEBRA Erm, well she’s very bright! Very academic, you Word expander | p. 83
know, and hard-working.
Teacher: write the structure like + to + base form on the
ERIN Just like me. Ha ha! And what does she look like? board and add some examples.
DEBRA She’s got long, thick red hair, bright blue eyes Explain that the suffix -ship is generally used to form
and a very pale complexion. abstract nouns. Ask students to read the listed nouns and
ERIN She sounds very striking! elicit a few more, e.g. citizenship, partnership, membership.
You can also add that in some words -ship is not a suffix but
DEBRA Yes, and she’s slim and tall, too.
the word ship (boat), which generates compounds such as
spaceship, warship.
Other abstract nouns suffixes are -ness (happiness), -ity
(possibility), -tion (intention), -ment (assessment).

132
 8

Unit
4 | p. 83
Students: oral pairwork.

Pronunciation: /ð/ /θ/

• practise identifying two consonant sounds

5a | p. 83
Teacher: make students aware of the difference between
the first sound (the) which is ‘voiced’ and the second sound
(think) which is ‘voiceless’.
Students: listen and repeat all together.

TRANSCRIPT SB 64
See Student’s Book p. 83.

5b | p. 83
Students: read, listen and repeat all together.

TRANSCRIPT SB 65
See Student’s Book p. 83.

Writing
• write simple connected texts on a range of topics within
my field of interest and express personal views and
opinions B1

6 | p. 83 towards B1 Preliminary Writing Part 3,

Trinity ISE I Portfolio
Students: individual written work, to be done in class or as
homework.

Skills for life: Improving your writing skills

Teacher: ask students to read the advice on preparing a piece
of writing. Point out that these strategies are useful for any
type of composition students have to write in English or in
other school subjects.

Cyber Homework Unit 8

Test: Unit 8 Test

133
 Units 7&8
Key grammar
File Fast finishers
1 | p. 84 Teacher: ask students to go online and find another crime
Teacher: ask students to match each of the functions they news story to read.
have learned in Units 7 and 8 with an example and the
grammar.
Indefinite pronouns focus
Answers 4 | p. 85
1 Talking about habits Teachers: You are going to write short stories together in
I’m used to this noise. pairs, with each of you writing one or two sentences and
get used to / be used to doing something then swapping your pieces of paper with each other. Use a
3 Reporting what someone asked word from each of the boxes in each sentence.
Ben asked if I wanted a coffee. Students: written pairwork.
Reported questions
4 Reporting speaker’s purpose Answers
He reminded me to bring my racquet. Students’ own answers.
Reporting verbs
5 Reporting exact words
My mum said, ‘Turn off your phone.’
Investigating a story
Direct speech 5 | p. 85
6 Referring to people, things or places Teachers: tell the students they are going to read a news
Someone left the door open. report and pick out the relevant information to complete a
Indefinite pronouns Report form.
Students: individual written work.

Answers
Grammar review Where: Macann & Wells, city centre
2a | p. 85 When: between 9pm and 11pm yesterday evening
Students: read the article and complete the gaps either Who: two people
with an indefinite pronoun (some, any, every, no) or an What: theft of jewellery worth one million euros
appropriate word.
Teacher: check comprehension of bargain, no deal, 6a, 6b, 6c | p. 85
observant, suspicious, plump, confess, distraction, scam. Teachers: explain to students that they are going to role
play the interviews between the police detectives and the
Answers suspects arrested in connection with the break-in reported
1 any 8 some 15 no in exercise 5. Run the game as outlined in the Student’s
2 had 9 some 16 every Book, with students taking the roles of the suspects and the
3 if 10 that 17 why police officers.
4 to 11 some 18 was Students: oral groupwork.
5 to 12 him 19 that
6 no 13 any / some 20 not 7 | p. 85
7 for 14 had 21 to Teachers: encourage students to give feedback on their
interviews in exercise 6c and suggest ways in which they can
2b | p. 85 overcome their problem areas.
Students: list all the reporting verbs used in the story.
Teacher: check comprehension of bargain, no deal,
observant, suspicious, plump, confess, distraction, scam.
Fast finishers
Teacher: ask students to revise all the new words they have
Answers learned in Units 7 & 8.
said, asked, offered, refused, suggested, told, shouted,
thanked, confessed, wanted to know, explained, advised

3 | p. 85
Students: oral pairwork.

Answers
Students’ own answers.

134
Units 7&8
Language check
1 | p. 86 Skills Book
Teachers: see p. 192 for teacher’s notes, answer keys and
Answers transcripts.
1 She said that she couldn’t find her car keys.
2 He said that they had already seen that film at the Test: Units 7&8 Progress test
cinema.
3 She said that she had visited her aunt the week
before.
4 He asked if Sarah was working on her science
project.
5 She asked why Yolanda had had to go out the night
before.

2 | p. 86

Answers
1b 2a 3c 4a 5d

3 | p. 86

Answers
1 do
2 clear
3 make
4 vacuum
5 hang

4 | p. 86

Answers
1 vandalism
2 shoplifting
3 murder
4 joyriding
5 burglary

5 | p. 86

Answers
1 want
2 asked
3 explain
4 thing
5 later
6 times
7 fair
8 make
9 let
10 like

6 | p. 86

Answers
Students’ own answers.

135
 Units 9&10
Student’s Book pp. 87–106 Skills for life
Opener p. 87 Using a dictionary (SB p. 95)
Unit 9 pp. 88–95 Improve your memory (SB p. 102)
Unit 10 pp. 96–103
Key grammar pp. 104–105 Interculture
Language check p. 106 Part-time jobs (SB p. 93)
Saying sorry (SB p. 101)
Workbook pp. 53–64 Australia (SB pp. 152–153)
Unit 9 pp. 53–57
Unit 10 pp. 58–63
CEFR descriptors p. 64 Units 9&10 CEFR
Skills Book competences
Reading skills 9&10 p. 9
Listening skills 9&10 p. 16 Listening
Viewing skills 9&10 p. 23 B1 generally follow the main points of extended discussion
Speaking skills 9&10 p. 30 around me (pp. 93, 101)
Writing skills 9&10 p. 37 B1 understand the main points of radio news bulletins and
Word skills 9&10 p. 44 simpler recorded material on topics of personal interest (pp.
Extensive reading 7–9 pp. 50–51 93, 95, 103)
CLIL Business pp. 60–61
Reading
Testbuilder B1 understand the main points in short newspaper articles
Unit 9 Test about current and familiar topics (pp. 94, 95, 100, 102)
Unit 10 Test B1 read interviews in newspapers and magazines in which
Units 9&10 Progress test someone talks about experiences and regrets (pp. 97, 98)
B1 skim short texts, for example job adverts, and find
Extra practice relevant facts and information (p. 92)
Units 9&10: dictation, vocabulary, grammar, pronunciation
Spoken interaction
B1 maintain a conversation or discussion on familiar topics

Objectives (p. 93)

B1 give or seek personal views and opinions in an informal
discussion with friends (pp. 94, 101, 103)
Grammar
second conditional Spoken production
wish + past simple B1 describe dreams, hopes and regrets (p. 96)
wish + would B1 explain and give reasons for my plans, intentions and
defining relative clauses actions (p. 95)
third conditional B1 paraphrase short written passages in a simple fashion,
wish / should have / ought to have using the original text wording and ordering (p. 103)
adverbials
Language quality
Functions and Communication B1 keep a conversation going comprehensibly, but have to
talking about imagined situations pause to plan and correct what I am saying (p. 92)
having a job interview B1 express myself reasonably accurately in familiar,
talking about regrets predictable situations (p. 101)
dealing with difficult situations
discussing soft skills Writing
B1 write simple connected texts on familiar topics and
Vocabulary and Word expander express personal views and opinions (p. 103)
careers B1 write simple texts about experiences or events, for
word building example about an evening with the family (p. 95), about a
multi-word verbs disastrous day (p. 98)

Pronunciation
/ɑː/ /æ/
/s/ /ʃ/

136
Units 9&10 opener

AUTHOR
chat
We can all develop and improve our thinking skills
and in this opener students learn about how to
think creatively. A series of fun activities is aimed at
activating students’ creative thinking and imaginations.
There are no right answers, just creative answers! Be
warned, you will need to check the answer to the
activity in the article in the notes below. Try to help
your students understand that the modern expression
which means to think creatively – thinking outside the
box – is also a clue to the dots puzzle!

• in preparation for the theme of these units, read an article,

solve a problem using logic and do exercises on how to
liberate our creativity

1 | p. 87
Students: read the article and creative thinking tips.

2a | p. 87
Students: do the four tasks in groups and make notes in
order to report back to the class.
Teacher: check students’ understanding of the task. Specify
that the pencil cannot be lifted from the page during the
task. Call some students to the board to draw their solutions.

Answers
Various solutions are possible, depending on the starting
point. For example:

2b | p. 87
Students: each group chooses a spokesperson for each
activity who will report the ideas of the group to the class.
Teacher: write the ideas on the board so that the class can
vote for the best one.

137
 Unit 9
Work
Unit 9 Objectives Comprehension
• gather essential information by listening to and reading
Grammar an episode
Second conditional
wish + past simple
wish + would
2 | p. 88
Defining relative clauses Teacher: Read the sentences first so that you know what
you have to watch out for. Then read and listen to the story.
Functions After reading and listening, check understanding of key
words and phrases, especially those listed in Real talk.
Talking about imagined situations
Students: listening and reading, followed by oral work done
Going for a job
in pairs or written work done individually.
Vocabulary
TRANSCRIPT SB 66
Careers
See Student’s Book p. 89.
Skills
Answers
Reading: an article about market research
Listening: an interview with a young market researcher 1 F (Nathan wishes the journey wouldn’t end.)
Speaking: discussing what makes someone buy something 2 T
Writing: a diary entry 3 F (Alex is working on a summer camp.)
4 T
5 F (Nathan suggests Jodie could get a bus to San
Skills for life
Diego.)
Using a dictionary (2)
6 F (Jodie decides to stay with Nathan and the other
friends.)
Pronunciation
/ɑː/ /æ/ Real talk | p. 89
Teacher: focus on the words and phrases in Real talk and
help students to translate them into their own language:
Presentation pp. 88–90 I’m gobsmacked!
mind blowing
AUTHOR
chat No worries.

Jodie meets an old friend and he invites her to the Real talk Unit 9
summer camp where he is working. What will she do? 1
In this lesson students study the second conditional Students: read and complete the dialogue, choosing the
and move on to think about the things, culture, places, correct phrases.
qualities, people and achievements that make them
what they are, and at the same time painlessly practise Answers
defining relative clauses. 1 mind-blowing
2 I’m gobsmacked
3 No worries
Warm up
2
• predict the content of an episode by looking at the photos
Students: listen to the recording. Practise reading the
1 | p. 88 dialogue and acting it out.
Teacher: You’re going to listen and read Episode 8 of On the
TRANSCRIPT
road. Do you remember who Jodie was talking to in the last
KATE Look Jez! Who’s that guy over there buying a
episode? (She was talking to her brother.) What did she say
newspaper?
about Nathan? (That she liked him a lot.) What are Nathan
and Jodie doing now? (They’re spending some time on their JEZ It looks like George Clooney. That’s 1mind-blowing!
own and chatting.) Look at the photos and decide what’s KATE 2I’m gobsmacked. What do you think he’s doing in
happening in each one. Brighton?
JEZ No idea. Why don’t you ask him?
Answers
KATE I can’t! I’m scared. Will you come with me?
a3 b1 c2

138
 9

Unit
JEZ Of course. I’ll ask if we can take his photo. Fast finishers
KATE Thanks, Jez. Teacher: ask students to write their answers to the questions
JEZ 3
No worries. in exercise 6.

Extra
Talking about imagined A guessing game. One student goes out of the
classroom and the others think of a difficult situation,
situations e.g. getting to the airport when your flight has already
• learn how to express imagined situations and wishes left, running out of money while you are staying in
that cannot come true; learn how to use defining relative a hotel, being caught in a torrential storm out in
clauses the open country, missing the last bus home after a
concert, etc. The student is called back into the room
3 | p. 88 and asks his / her classmates one by one What would
Students: read and translate the examples of the second you do if this happened to you? His / her classmates
conditional, then complete the rule. each give a different answer until the student guesses
Teacher: refer students to the grammar explanation on the situation. The student who gave the last answer
p. 91 and ask them to identify other second conditionals takes his / her place and the game continues.
in the dialogues (If you stayed here for a few days, I could
show you the camp and stuff. And if we hired a car, we could
drive out into the hills. If you took a bus to San Diego, we 7a | p. 90
would pick you up there. If I were you, I’d think it over. If I Teacher: You’re going to hear a conversation between
didn’t see more of Alex, it would be a pity). Louise and Trudie. They’re looking at a meme or quiz on
somebody’s blog on their laptop. Make a note of Louise’s
Answers answers.
1 the past simple
2 would / could TRANSCRIPT SB 67
TRUDIE Hey, Louise, let’s do this personality
Students: read the rule and translate the examples of the questionnaire. I’ll ask the questions!
structure wish + past simple. LOUISE OK, that looks fun!
Teacher: refer students to the grammar explanation and the
TRUDIE First of all, name something that you always
numerous examples of this structure on p. 91.
carry with you.
4 | p. 88 LOUISE My mobile phone. I’m never without my phone!
Students: individual written work. TRUDIE Next, an object which you’ve had since you
were a child. Hah! I know. It’s your teddy!
Answers LOUISE Yes, you’re right. My teddy!
1 lost
TRUDIE Now, name a book or a story that made you
2 were (or was)
think.
3 didn’t have
LOUISE Ooh, I know! The Catcher in the Rye by J. D.
4 didn’t understand
5 ’d spend Salinger.
TRUDIE The Catcher in the Rye… good choice. And how
5 | p. 88 about a film that made you laugh?
Students: individual written work. LOUISE Oh, um, what was the film called? You know,
the one with, um, the dog and thingie from
Possible answers ‘Friends’.
2 If I were you, I’d wear your blue suit. You look very TRUDIE Marley and Me?
smart in it.
LOUISE Yeah, Marley and Me! That was really funny.
3 If I were you, I’d join the drama club. There is a
fabulous teacher. TRUDIE Next, the music that you listen to when you’re
4 If I were you, I’d discuss it with your parents first. sad.
LOUISE Erm, I think probably Radiohead.
6 | p. 88 TRUDIE Radiohead. Right, now we’re looking at places. I
Students: oral pairwork. Students read the list of want to know: a place where you want to go on
hypothetical situations and invent answers with would / holiday, the room where you feel most relaxed,
wouldn’t (second conditional). and a place where you love to sit and think.

Answers
Students’ own answers.

139
 Unit 9

LOUISE Holiday – that’s Greece. The room where I feel 6 Where would you like to go on holiday?
most relaxed – my bedroom! And… what was 7 In which room do you feel most relaxed?
the last one? 8 Where do you love to sit and think?
TRUDIE A place where you love to sit and think. 9 Which animal would you most like to be?
10 Which personal quality do you value most?
LOUISE Oh, by the lake in the park. It’s always so quiet
11 What single thing would you like to change
and peaceful.
in yourself?
TRUDIE OK, now name the animal which you would 12 Who do you most admire?
most like to be. 13 Who has influenced you most?
LOUISE Um a bird, I think, because I’d love to be able to 14 What have you achieved recently?
fly. 15 What would you like to do?
TRUDIE Name the personal quality that you most value.
LOUISE Honesty, probably. Yup, honesty. 8 | p. 90
Teacher: You’re learning to use defining relative sentences.
TRUDIE Now name one thing that you would change in
They are sentences which define a person or a thing.
yourself.
Students: read and translate the examples, then compete the
LOUISE Well, I guess I can be quite impatient. So I’d like rule. If necessary, they consult the grammar explanation
to change that. on p. 91.
TRUDIE Excellent idea! Now people. I want to know:
a person you admire and the person who has Answers
influenced you most. things, people
LOUISE A person who I admire – that’s got to be Barack
Obama. And the person who has influenced Fast finishers
me most? My grandad! Teacher: ask students to write out complete answers to the
TRUDIE Your grandad. Sweet! Now the last section, questionnaire, using relative clauses.
achievements. Can you name something that
you’ve achieved recently. 9 | p. 90
LOUISE My advanced swimming certificate! I’m now a Students: individual written work.
qualified swim coach!
TRUDIE Well done! And the very last question. Answers
Something that you would like to do. 1 which 2 who 3 that 4 who 5 that
LOUISE Oh, yes, I want to go scuba diving at the Great
Barrier Reef in Australia. I’d love to do that!
10 | p. 90
Students: oral pairwork.
TRUDIE Perfect. OK, now you ask me...
Possible answers
2 What do you think of people who talk all the time?
Answers
3 Do you like people who wear unusual clothes?
my mobile phone, my teddy, The Catcher in the Rye,
4 Do you know anybody who can fly a plane?
Marley and Me, Radiohead, Greece, my bedroom, the
lake in the park, a bird, honesty, Barack Obama, my
grandad, my advanced swimming certificate, go scuba Extra
diving at the Great Barrier Reef in Australia Definitions. Write a list of nouns on the board and ask
the students to define them using relative pronouns.
The task can be done orally or as a written competition,
CULTURAL INFORMATION dividing the class into teams and giving a list to each
The Catcher in the Rye see Cultural information team. For example: (from On the road Episode 2 p.
on p. 57 of this Teacher’s Book. 29) a camcorder, a waitress, a mobile; (from p. 38) a
ledge, the owners, a helicopter, a flash, a plane crash,
7b | p. 90 passengers; (from My favourite painting p. 40) an island,
Teacher: Look at the questionnaire and change each
the foreground, a parasol, a lead, a sculpture.
statement into a question that you can ask your partner.

Possible answers
2 Which object have you had since you were a child?
3 Which book or story made you think?
4 Which film made you laugh?
5 Which music do you listen to when you’re sad?

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Unit
Get the grammar p. 91 8 | p. 91

Workbook Unit 9 Answers

Grammar reference, Grammar exercises 1 whose
2 where
3 who
Second conditional 4 which
1 | p. 91 5 who
Students: translate the examples and complete the rules. 6 who

Answers 9 | p. 91
1 past simple
2 ’d Answers
3 advice 2 There was a famous author in the bookshop who
signed lots of his books.
2 | p. 91 3 That’s the café where I first met Eddie.
4 This is the new phone (that) I mentioned to you.
Answers 5 Tara and Jade are the friends who appeared on a TV
1e 2a 3f 4b 5c 6d show last night.

3 | p. 91 WB Unit 9
Teacher: assign the exercises in the Workbook Unit 9 as
Answers homework. Draw the students’ attention to the grammar
2 ’d buy exercises available in e-book+.
3 ’d drive
4 drove
5 broke
6 lost
Real communication  
7 wasn’t able to pp. 92–93
Going for a job
wish + past simple / wish + would
4 | p. 91
Students: translate the examples and read the rules for the
two structures.
AUTHOR
chat
We return to the theme of jobs, building on the lexis of
5 | p. 91 jobs, and develop students’ interview skills. We look at
two job adverts and think about the skills that would
Answers be needed for each one, read some tips for doing an
1 lived interview, listen to three candidates being interviewed
2 would give for a job and then go on to role play an interview using
3 wouldn’t phone the questions and interactional gambits in the File.
4 had There is also information about part-time jobs in North
5 was America which students can use as a discussion point.
6 would leave

6 | p. 91
File
Answers Teacher: focus on the structures introduced in the File
Students’ own answers. on p. 92 which are to express the functions of having a
job interview, showing you understand the questions and
reacting positively.
Defining relative clauses
7 | p. 91
Students: translate the examples and complete the rules.
Vocabulary: careers
• identify specific areas of work and the qualities necessary
Answers for a job; skim short texts, for example job adverts,
1 that and find relevant facts and information B1; keep a
2 which conversation going comprehensibly, but have to pause to
3 where plan and correct what I am saying B1

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 Unit 9
3 | p. 93 towards B1 Preliminary Reading Part 5
1a | p. 92 Teacher: ask students to complete the advice for a job
Teacher: Read the jobs. In which area do these people work? interview with the listed words. If necessary, they can
Students: matching task, followed by listening to check translate them into their own language.
answers.
Answers
TRANSCRIPT AND ANSWERS SB 68 1 smoke 4 chew
1 e a book designer works in publishing 2 reliable 5 shake
2 d a camera operator works in the film industry 3 remember 6 interested
3 i a market researcher works in sales and marketing
4 j an IT consultant works in information technology
5 a a physiotherapist works in health care 4a | p. 93
6 b a lawyer works in the legal profession Teacher: explain that the table shows the names of three
7 f a tour guide works in tourism applicants for the job of hospitality assistant advertised on
8 g a university lecturer works in education p. 92. Ask students to read the advert again and to look at
9 c a telephone engineer works in telecommunications the information required in the table. Play the recording of
10 h an accountant works in finance the three job interviews.

1b | p. 92 TRANSCRIPT SB 69
Students: oral pairwork. 1
Teacher: ask students to choose a professional area from HELEN Please come in.
exercise 1a. Supply monolingual or bilingual dictionaries. NEIL Good morning.
Allocate at least 7–8 minutes to the exercise.
HELEN Good morning, Neil. Do sit down.
NEIL Thank you.
2 | p. 92
Students: oral pairwork. HELEN So, have you ever done this sort of job before?
Teacher: call a pair to report which qualities they have NEIL Yes, I have. I’ve been a hospitality assistant at
chosen for each job and to discuss them with the class. three or four trade fairs.
HELEN Excellent. And do you speak a foreign language?
Possible answers
NEIL No, I don’t.
A secretary has to be efficient, organised, polite and
reliable. He or she has to have initiative, good HELEN So tell me about yourself. What achievement are
computer skills, an eye for detail, and has to be able to you most proud of?
listen well and write clearly. NEIL I got the best results in the exams of all the
A hospitality assistant has to be able to speak clearly, students at my school.
to understand and speak a foreign language. He or HELEN Gosh. And what is your greatest strength?
she has to have an outgoing personality, be friendly,
NEIL Well, I’m very efficient, and I always do well in
adaptable and smart.
everything.
HELEN And what about weaknesses?
Word expander | p. 92
Teacher: ask students to read the Word expander and focus NEIL Weaknesses? I don’t think I have a weakness.
on how you form new words adding a prefix or a suffix to a HELEN Right. Have you got any questions?
base word. NEIL Er… no, I haven’t.
HELEN OK, Neil. Thank you for coming.
Possible answers
efficient: efficiency, efficiently, inefficient, inefficiency, NEIL Thank you. Goodbye.
inefficiently 2
friend: friendly, friendliness, friendship, friendless,
HELEN Please come in. Good morning, Angie.
unfriendly, befriend
organised: disorganised, organise, organiser, ANGIE Hello. Nice to meet you.
organisation, organisational HELEN Do sit down.
adapt: adapted, adaptable, adaptability, adaptation, ANGIE Thank you.
adaptor
HELEN Have you ever done this sort of job before?
ANGIE No, I haven’t, but it looks very interesting.
Job interviews HELEN So, what skills and qualities do you have for this
• understand the main points of simple recorded material job?
on topics of personal interest B1; maintain a conversation
or discussion on familiar topics B1; generally follow the
main points of extended discussion around me B1

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Unit
ANGIE Well, I speak French and a little Italian, I’m very Possible answers
interested in fashion, and I enjoy working with Neil
people. I like helping them and answering their Languages: none
questions – when I know the answers! Experience: yes
HELEN So tell me about yourself. What is your greatest Skills and qualities: has worked in trade fairs before
achievement? Greatest achievement: best exam results in school
A strength: is efficient
ANGIE Um, I’ve climbed a mountain – and that felt
A weakness: none
like an achievement!
Angie
HELEN I’m sure it was. What is one of your strengths? Languages: French and a little Italian
ANGIE Well, I have an outgoing personality, and that Experience: none
helps a lot. Skills and qualities: interested in fashion, enjoys working
HELEN And one of your weaknesses? with people
Greatest achievement: climbed a mountain
ANGIE That’s a difficult question. Maybe I can be too
A strength: outgoing personality
friendly at times, but I always try to be polite.
A weakness: too friendly
HELEN Well, that’s all, I think. Thank you for coming. Simon
ANGIE Thank you very much. I’m really very interested Languages: Latin
in the position. Experience: none
Skills and qualities: well-organised, reliable, computer
3
skills
HELEN Please come in. Good morning, Simon. Greatest achievement: passing driving test
SIMON Oh, hello. I’m very sorry I’m late. The traffic A strength: speaks clearly
was terrible. A weakness: is late sometimes
HELEN That’s not a problem. Do sit down.
SIMON Thank you.
4b | p. 93
Students: oral pairwork. Students express their opinions on
HELEN Have you ever done this sort of job before,
the three candidates.
Simon?
SIMON No, I haven’t. But it looks very interesting.
HELEN What skills and qualities do you have for this 4c | p. 93
job? Students: listen and identify the successful candidate.
Students make notes in view of the role play in exercise 6.
SIMON Well, I’m well-organised, and reliable, and I’ve
got very good computer skills.
TRANSCRIPT SB 70
HELEN Do you speak another language? HELEN Well, I’ve chosen the new hospitality assistant
SIMON Well, I studied Latin at school. now. Neil didn’t seem very interested in the job
HELEN What is your greatest achievement? and he didn’t speak another language. And I
didn’t feel that he would get on very well with
SIMON Er… passing my driving test.
people.
HELEN Really?
Unfortunately Simon was late and that was a
SIMON Yes. I was a very nervous driver, and I took lots
very bad start. He’s a very nice man, but…
of driving tests, but I passed in the end!
well, computer skills aren’t very important for a
HELEN Excellent! What is one of your strengths?
hospitality assistant, and Latin isn’t very useful,
SIMON Erm, I think that I speak very clearly. People either.
understand me. So I’ve chosen Angie. She hasn’t done this
HELEN And one of your weaknesses? kind of job before, but she has a nice, open
SIMON Ah, well, I can be late sometimes. personality. She’s good with people, and she
HELEN Well, that’s all, I think. Thank you for coming.
speaks two other languages. She was very
interested in the job, too.
SIMON Thank you. I look forward to hearing from you.

Answers
The interviewer chose Angie because of her nice
personality and because she can speak two foreign
languages.

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 Unit 9
5 Get into culture | p. 93
CAMP LEADER Good. Now, what’s your 4greatest strength?
Students: reading all together, followed by a class
JO Hmm. I think I can stay calm in difficult
discussion. The students can discuss, for example, holiday
jobs, voluntary work, or summer jobs in amusement parks. situations, which is good when you have
to deal with children’s problems.
6a, 6b | p. 93 towards B1 Preliminary Speaking Part 2 CAMP LEADER Now, can you tell me about one of 5your
Students: oral work to be done in groups of three, using the weaknesses?
questions in the File on p. 92. JO Oh, I suppose maybe I’m not strict
Teacher: explain the role of student C. During the interview, enough sometimes. But it is the children’s
he / she must take notes on student B’s skills and behaviour. summer holiday, and I feel a bit sorry for
Once the interview is finished, he / she should discuss the them.
candidate’s performance and suitability with student A.
CAMP LEADER Yes, but we have to make sure they
Allow at least five minutes for the interview and three
behave properly. And how are your
minutes for the discussion. 6
computer skills? There are some office
tasks that you need to do. Reports, that
6c | p. 93
kind of thing.
Teacher: ask the students to change roles (student C
JO Oh, yes, that’s fine.
becomes the candidate). If there is time, they can then
change again (student A becomes the candidate). CAMP LEADER Well that’s all, I think. Have you got 7any
questions?
Extra JO No, I don’t think so.
More interview practice. In groups of three, each CAMP LEADER Well, it was 8nice to meet you. Thank you
student chooses one of the jobs listed on p. 92 or for coming.
another profession that they prefer. Then they carry
out a job interview with the other two, in the same
way as in exercise 6a.
Real skills pp. 94–95
Real communication Unit 9 Market research

1
Students: read and complete the dialogue, choosing the
correct phrases.
AUTHOR
chat
Students read an article about the extremes of market
Answers research – including going through people’s rubbish or
1 sit down 6 computer skills staying in their homes for months filming them! They
2 sort of job 7 any questions listen to Karen, a student who works part time for a
3 skills and qualities 8 nice to meet soft drinks company promoting their products while
4 greatest strength she is at university; they discuss what makes them buy
5 your weaknesses a product; and conclude by being ethnographers in
their own families, i.e. writing a diary of their use of
technology.
2
Students: Listen to the recording. Practise reading the
dialogue and acting it out.
Reading CLIL
TRANSCRIPT Business studies: understand the techniques of market
CAMP LEADER Please come in, Jo. Do 1sit down. Now, research in order to collect data on consumers’ behaviour
I see that you’ve done this 2sort of job • understand the main points in short newspaper articles
before. Tell me about your previous about current and familiar topics B1
experience.
JO Well, last year I worked in South Carolina. 1 | p. 94
I helped coach volleyball and football. Students: oral pairwork.
CAMP LEADER So what 3skills and qualities do you have Teacher: encourage the discussion with questions such
that would make you good for this job? as Do you use these brands yourself? Do you see them
JO Well, I love kids! I’m quite patient, and I advertised on TV or on magazines? Do you often change
think I know what they like and what they brand? Why?
find boring.

144
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Unit
2 | p. 94 Listening
Teacher: Read the questions so that you know what you
• understand the main points of simple recorded material
have to watch out for.
on topics of personal interest B1
Students: read the article and answer the questions.

Answers 4a | p. 95 towards B1 Preliminary Listening Part 2

1 To find out what people consume. Students: listen and identify the correct answer.
2 Because the things they throw away show what they
really consume. TRANSCRIPT SB 71
3 Because people may tell the truth in private JANE And now let’s take a look at another type of
conversations, but not in formal focus groups. marketing. I have Karen Swallow with me in
4 The researchers can get an immediate reaction to the studio. Hello, Karen.
questions.
KAREN Hi.
5 Researchers can find out about people’s lifestyle and
at home, people can relax and tend to forget about the JANE Now when you were at university, you became
camera. a ‘brand ambassador’.
6 People might not always tell the truth and this may KAREN That’s right.
lead to wrong conclusions being drawn. JANE Can you tell us something about it?
7 & 8  Students’ own answers. KAREN Yes, of course. Well, three years ago, I was at
Cambridge University, and like most students,
3 | p. 94 I needed some extra money. And it was quite
Teacher: ask students to read Skills for life: Using funny, really, because a drinks company got
a dictionary (2) and to look up words 1–4 first in a in touch with me, and they asked me to do
monolingual dictionary to check definitions, then in a some marketing for them. They wanted me to
bilingual dictionary to check the translation into their promote a drink called Fizzade.
language.
JANE That’s a soft drink.
Students: exercise of vocabulary expansion to be done
in pairs. KAREN Yeah.
JANE So as a brand ambassador, what did you have
Answers to do?
1 data mining: a process used by companies to find KAREN Well, I gave cans of Fizzade to other students
information about people’s interests and habits from – you know, like gifts. I organised little parties,
their computer use, in order to try and sell them and Fizzade was one of the drinks available,
things. and I gave information to the company about
2 a focus group: a form of research in which a group students.
of people are asked about their attitude towards a
JANE What kind of information?
product, concept, advertisement, idea, or packaging.
This provides information about the potential market KAREN Oh, about students’ favourite drinks, the kind
for the product. of food they like, that kind of thing.
3 CCTV footage: CCTV means closed-circuit television. JANE And did you earn much money?
It consists of TV cameras placed in specific points to KAREN Well, it was about £200 per term, so it was very
do video surveillance or to record people’s movements. useful actually.
Footage is the unedited material recorded by the
JANE And did you represent any other products
cameras.
when you were at university?
4 footage: film of a subject or event
KAREN No, I didn’t. A tobacco company wanted me to
promote their cigarettes, but I said no. I think
cigarettes are bad, so I didn’t want their money.
Skills for life: Using a dictionary
Teacher: Read the strategy in Skills for life and use it JANE Thank you very much, Karen. OK, now over to
when you look up a word in a monolingual dictionary. Ask Roger with the latest consumer news.
students to read and analyse the entry for ethnography and
its derivatives ethnographer and ethnographic. If possible, Answers
bring a variety of monolingual dictionaries to the class and 1 c 2 c 3 b 4 a, c, d 5 a
compare their treatment of the same entry.

Fast finishers
Teacher: ask students to read the article again and learn the
meanings and spellings of any words they don’t know.

145
 Unit 9
4b | p. 95
Students: listen to the interview again and answer the
question.

Answer
Karen gave the company information about students’
favourite drinks and the kind of food they like.

Pronunciation: /ɑː/ /æ/

• practise identifying two vowel sounds

5a | p. 95
Students: listen and repeat all together.
Teacher: check understanding of the words.

TRANSCRIPT SB 72
See Student’s Book p. 95.

5b | p. 95
Students: read the words out loud to check the vowel sound
and to write it in the correct group.
Teacher: play the recording to check answers, then play it to
practise repetition.

TRANSCRIPT AND ANSWERS SB 73

/ɑː/ /æ/
photograph sad
March can
glass passenger
can’t perhaps
art jacket
clerk family

Speaking
• explain and give reasons for my plans, intentions and
actions B1

6 | p. 95
Students: oral work to be done in pairs or all together.

Writing
• write simple texts about experiences or events, for
example about an evening with the family B1

7 | p. 95 towards Trinity ISE I Portfolio

Students: individual written work.
Teacher: point out that the diary describes events
retrospectively and therefore the past simple is used.

Cyber Homework Unit 9

Test: Unit 9 Test

146
Unit 10
Student life
Unit 10 Objectives Comprehension
• read interviews in newspapers and magazines in which
Grammar someone talks about experiences and regrets B1
Third conditional
wish / should have / ought to have
Adverbials
2 | p. 96
Teacher: Read the introduction and the title first. Then read
Functions the questions so that you know what you have to watch out
for. After reading and listening check understanding of the
Talking about regrets
words listed in Real talk and of the following expressions:
Dealing with difficult situations
get into debt, getting about, off the coast, unlocked.
Students: listen and read, then answer the questions.
Vocabulary
Multi-word verbs
TRANSCRIPT SB 74
See Student’s Book p. 97.
Skills
Listening: understanding a memory test and a
Answers
mathematical test
Reading: an article about the human brain 1 Michael 4 Olivia
Speaking: discussing the solution to a puzzle 2 Olivia 5 Juan
Writing: writing a text from memory 3 Juan 6 Kayla

Skills for life Real talk | p. 97

Improve your memory Teacher: focus on the words and phrases in Real talk and
help students to translate them into their own language:
skint
Pronunciation
struggling
/s/ /ʃ/
nicked

Presentation pp. 96–98 Real talk Unit 10

1
AUTHOR
chat Students: read and complete the dialogue, choosing
four out of the five listed phrases.
Your students are probably thinking about what they
are going to do after school and a lot of them will be Answers
going on to further education. Here they get some 1 nicked
practice in navigating around a university website 2 skint
and read what students wish they had known before 3 struggling
they left home and started their studies: budgeting, 4 masses
joining clubs, packing warm clothes, taking care of their
belongings. Students then move on to talk about their 2
own regrets, and read the story of Majid’s disastrous Students: listen to the recordings. Practise reading the
exam. dialogue and acting it out.

TRANSCRIPT
TAMSIN Hey. How’s your first term at uni been?
Warm up LEILA A disaster! The first week someone 1nicked
• describe dreams, hopes and regrets B1 my bike from outside the flat.
TAMSIN Oh no! I guess you’ll have to buy another one.
1 | p. 96
Teacher: Before reading what four university students say, LEILA I can’t! I’m absolutely 2skint. I haven’t got
discuss your opinions about going to university. a penny!
Students: oral pairwork. TAMSIN Yeah, I’m 3struggling a bit too. It’s expensive
being a student. I had to buy 4masses of text
Answers books.
Students’ own answers. LEILA Yeah. The clubs are expensive too…

147
 Unit 10
3 | p. 96 8 | p. 98
Students: individual written work. Students: read and translate the examples and the rule for
Teacher: invite students to use the positive or negative form the formation and use of Modal verbs: situations in the past.
of the imperative, or You should / shouldn’t + base form. Teacher: point out that this is the same structure as the one
used in the main clause of the third conditional (p. 96,
p. 99) but using the modals should, could, ought to instead
Talking about regrets
of would.
• learn how to use the third conditional
9 | p. 98
4 | p. 96 Students: reading followed by a True / False exercise.
Teacher: explain how to form the third conditional and ask Teacher: check understanding of the text, especially of the
students to do the matching task which offers six examples words in Real talk.
of this structure.
Answers
Answers 1✗ 2✓ 3✓ 4✗ 5✓ 6✗ 7✓ 8✗ 9✓
1b 2d 3e 4a 5f 6c
Real talk | p. 98
5 | p. 96 Teacher: focus on the words and phrases in Real talk and
Students: translate the example of third conditional, and help students to translate them into their own language:
complete the rule. Then they read the rule and the example masses
of the structure with wish. last minute
Teacher: refer students to p. 99 for further exploration of my head hit the pillow
these grammar points.
See Real talk section on p. 147 for transcripts and notes for
Answers e-book+ Real talk Unit 10.
1 past perfect
2 past participle 10 | p. 98
Students: individual written work or oral pairwork.
Vocabulary: multi-word verbs
• describe dreams, hopes and regrets B1; read interviews 11 | p. 98
in newspapers and magazines in which someone talks Students: individual written work.
about experiences and regrets B1; write simple texts about
experiences or events, for example about a disastrous Answers
day B1 1 He should have closed the door when he went out.
2 He should have remembered to take an umbrella.
3 He should have looked left and right before crossing
6 | p. 96 the road.
Teacher: as students may remember from the Word 4 He shouldn’t have put his feet on the table.
expander in Right Here! A2 p. 74, some verbs, often called 5 He shouldn’t have eaten so many sweets.
phrasal verbs, have a fixed collocation with a preposition or 6 He should have installed an anti-virus program on
an adverb and in such cases they take on a special meaning. his computer.
Students: do the matching task, then they list these verbs
with their translation in a special section of their vocabulary
notebooks.
Get the grammar p. 99
TRANSCRIPT AND ANSWERS SB 75 Workbook Unit 10
1 ‘call round’ means visit Grammar reference, Grammar exercises
2 ‘get about’ means go from place to place
3 ‘get into debt’ means owe money
4 ‘find out’ means discover Third conditional
5 ‘look after’ means take care of 1 | p. 99
6 ‘look for’ means search for Students: translate the examples and complete the rules.

7 | p. 96 Answers
Students: oral or written exercise to be done in groups. 1 past perfect
Teacher: make sure students complete the sentences with 2 would have
the structure would have / wouldn’t have + past participle.

148
 10

Unit
2 | p. 99
Real communication
Answers pp. 100–101
1b 2e 3f 4c 5d 6a
I’m so sorry
3 | p. 99

Answers
AUTHOR
chat
1 would have bought
2 had taken In these Real communication lessons we hope that
3 would have been your students have discovered new ways of putting
4 hadn’t inherited familiar words together. These micro-functions help
5 hadn’t decided build your students’ communicative abilities, recycling
6 had discussed the language they have already learnt. Here the focus
is on the language of apologising, saying thank you,
responding to negative comments, forgiving and
wish / should have / ought to have refusing.
4 | p. 99 Bullying is a hot topic nowadays and probably your
Students: translate the examples and the rules. school has a policy against it. This material allows
students to read about different types of bullying
5 | p. 99 and then work together in English to prepare an
anti-bullying campaign. They conclude with a role play
Answers about difficult situations, and read about the English
1 should love of the word Sorry!
2 ought to
3 had
4 have
5 spent File
6 have Teacher: focus on the structures introduced in the File on
p. 100 to express the functions of explaining the reason for
6 | p. 99 a problem, apologising, responding to a negative comment,
forgiving, saying thank you and refusing.
Answers
2 I shouldn’t have / I wish I hadn’t run down the stairs • understand the main points in short newspaper articles
so fast. about current and familiar topics B1; express myself
3 She shouldn’t have shouted at her friend. reasonably accurately in familiar, predictable situations
4 He should have / ought to have come home earlier. B1; give or seek personal views and opinions in an
5 I should have / I wish I had sent the application on informal discussion with friends B1
time.
6 He should have / ought to have been more careful 1 | p. 100
with my mp3 player. Students: reading to be done in pairs or all together.
Teacher: check understanding of words such as abuse,
Adverbials to upset, pick on, chubby, to target, to trust, respond,
confidence.
7 | p. 99
Students: read the rules and decide which category the Answers
adverbs in the four sentences belong to. 1 It is the action of hurting people to get power and feel
important.
Answers 2 They pick on people who are different and use verbal
1 I worked hard insults or physical abuse.
2 I finally decided to start revising 3 They become frightened and depressed.
3 I often studied 4 You can ignore bullies, or tell them to go away, or,
most importantly, you can tell an adult you trust.
WB Unit 10 It is important to be confident.
Teacher: assign the exercises in the Workbook Unit 10 as
homework. Draw the students’ attention to the grammar
exercises available in e-book+.

149
 Unit 10
2 | p. 100 2
Students: read the text again and do the True / False Gemma This is my sister’s website. It’s pretty cool,
exercise. isn’t it?
Rose Er, well, no, 6I think it looks awful, actually.
Answers Gemma What! I can’t believe you said that. How rude!
1 F (Six out of ten adults experienced bullying in their Rose Well, sorry, but 7you did ask.
childhood.) Gemma She’s only twelve, you know. I think 8she’s
2 T 3 T 4 F (She talked to her teacher.) 5 T 6 T done really well.
Rose Oh, I see! I’m awfully sorry, I 9didn’t realise
Word expander | p. 101 she was so young. It is good for a twelve-year-
Students: do the matching task in the Word expander. old. I apologise.
Teacher: point out that these verbs come from the article Gemma OK, 10no worries.
on p. 100. Ask students to copy them into their vocabulary
notebooks, in the special section for multi-word verbs. 4b | p. 101
Students: underline the expressions from the File in the
Answers dialogues, as shown in the transcript in exercise 4a.
1 make fun of 4 deal with
2 walk into 5 knock off
3 pick on 6 walk away 5a | p. 101
Teacher: ask students to look at the pictures and imagine
3 | p. 101 what the situations could be. Play the recording at least
twice.
Students: discuss if there are episodes of bullying in their
Students: listen and match.
school and, if so, make a list. From the list of suggestions
they choose the ones which are most appropriate to the
TRANSCRIPT SB 77
reality of their school. Finally they produce a programme
for their anti-bullying campaign and decide with the teacher
1
what can be actually done. ANDY I do apologise.
DANIEL Oh, don’t worry. It’s not your fault. We’ll get
Fast finishers out.
Teacher: ask students to read the article again and underline ANDY Well, it is my fault, really. I stole the money
examples of the multi-word verbs in the Word expander box. from the bank. And I used your car. And I
wore your clothes.
DANIEL You what?
Dealing with difficult situations
ANDY I couldn’t tell you before. The trouble is I didn’t
• generally follow the main points of extended discussion
have any money. And my dog needed an
around me B1
operation.
DANIEL What, we’re here in prison because of your
4a | p. 101 dog! I don’t believe it.
Students: read the dialogues to focus on the situations and,
2
if possible, guess the words for filling the gaps.
Teacher: play the recording at least twice. MAN Good evening.
WOMAN Uh, hello.
TRANSCRIPT AND ANSWERS SB 76 MAN Do you by any chance have a, have a red, um,
1 red car?
Joe Look what you’ve done 1to my bike! I can’t
WOMAN Yeah.
believe it!
Ben What’s the problem? MAN Well, I’m sorry to have to say this uh, but I’ve
Joe My bike! It’s covered in dirt, the 2front light is hit it with my car.
broken and the tyre’s flat. WOMAN You’ve done what?
Ben Oh, yes, I’m really sorry about that. I’m afraid MAN Well, it’s dark and um... I, um, I didn’t see it.
3
that I fell off it yesterday when I was cycling I’m really sorry about this.
to my cousin’s house. Look, 4I’ll clean it now
WOMAN Hold on a minute. What kind of car was it?
and I’ll get my dad to fix the light and the tyre.
MAN An Alfa Romeo.
Joe OK, then. 5Thanks.
WOMAN Well, don’t worry about it. It’s not a problem.
MAN Really?
WOMAN It isn’t my car. I’ve got a BMW.

150
 10

Unit
3
TRAMP ’Ere. Why don’t you have my old coat, while
MAN What’s going on? Oh, no! I don’t believe it. you’re waiting for your bus?
Where’s all my work? It’s gone!
WOMAN Um. It’s very nice of you but I’m all right really.
WOMAN What is it?
TRAMP Don’t be silly. ’Ere, put it on.
MAN It’s my computer – all my work’s gone, and the
WOMAN No, thank you. I’d rather not.
trouble is I have to give it to my boss in ten
minutes. It’s a week’s work!
Answers
WOMAN Let me have a look. Well, I’m afraid that
1d 2f 3a 4b 5c 6e
your G62 operating system’s virus-detecting,
context-sensitive edge motion utility is turned
5b | p. 101
off. But if you go into this menu and right click
Teacher: play the recording again while students tick the
on this button and reinstall the B drive, that
phrases in the File on p. 100 (underlined in the transcript in
should do it.
exercise 5a).
MAN How do I do that?
WOMAN Just do this... and this... and select this... and Extra
there you are. Revision of the second conditional. Each student
MAN My work, my report, it’s back. I don’t know thinks about what he / she would do in the situations
how to thank you! in the pictures on p. 101. The activity can be done in
WOMAN That’s all right. writing or as a game. Five or six students say what they
would do in situation a: the class votes for the best
MAN You’ve been so kind.
solution. Then other students give their suggestions
4 for situation b, and so on. For example:
GIRL You know the tickets for the er... U2 concert. If my dog needed an operation, I would / wouldn’t...
If I were in prison and were innocent, I would / wouldn’t...
BOY You haven’t lost them, have you?
If my friend lost the tickets for a concert,...
GIRL No, no. They’re here. If I lost the ticket for a concert,...
BOY I’m really looking forward to that.
GIRL Yes... but I’m afraid that I got the day wrong. 6 | p. 101
BOY What? But it’s tomorrow – it’s in my diary. Students: improvise dialogues based on the situations
presented on p. 142.
GIRL Yes, um... that’s what I thought too, but...
BOY But what? 7 Get into culture | p. 101
GIRL I’m sorry to have to say this but er, ...it was Teacher: ask students to read the text. Ask them if they have
yesterday. We’ve missed the concert! heard the word sorry used in similar situations. Elicit the
BOY You’re joking! translation of the expressions into their own language.

5
MAN 1 Oh no! Just what I needed! Real communication Unit 10
MAN 2 Can I help you? 1
MAN 1 Oh, dear. I’m awfully sorry, but the bottle just Students: read and complete the dialogue, choosing the
slipped out of my hand. correct option, a, b or c.
MAN 2 It’s not your fault. I’ll get a brush and clean
it up. Answers
1a 2c 3c 4b 5a 6c 7b 8b
MAN 1 That’s very kind of you.
6 2
TRAMP Hello, young lady. Students: listen to the recording. Practise reading the
WOMAN Hello.
dialogue and acting it out.
TRAMP It’s very cold tonight, isn’t it?
TRANSCRIPT
WOMAN Yes, yes, I suppose it is.
VANESSA Um, Mrs Wilkins? I’m sorry to 1have to say
TRAMP I bet you feel cold in that little jacket. this, but I think I’ve broken something.
WOMAN Um, yes, um yes, I do, ...just a bit. MRS WILKINS Oh really? What is it?

151
 Unit 10

VANESSA Well, I was cleaning the bookshelves and Answers

I’m 2afraid that I knocked this photo 1 The reptilian brain, the mammalian brain and the
onto the floor. The 3trouble is, the glass is human brain.
completely smashed. I do 4apologise. 2 The reptilian brain is instinctive and controls
MRS WILKINS Oh dear. It really is broken! But never movements, wakefulness and decisions about safety.
5
mind. It doesn’t really 6matter. I can get The mammalian brain is non-verbal, non-linear and
another one quite easily. non-logical: it is in charge of emotions and long-term
memories. The human brain is logical, linear, abstract
VANESSA Of course, I’ll pay for it.
and creative.
MRS WILKINS Well, that’s very 7kind of you, but I’d 3 The right side is the centre of creativity, intuition,
rather you didn’t. It wasn’t your 8fault. imagination and movement. The left side controls
It was an accident, after all. rational thought, language and the consciousness of
self.

Real skills pp. 102–103 4 The corpus callosum. It carries millions of messages
between the two sides of the brain.
Brain facts 5 The two unusual things: 1) the part that controls
mathematical reasoning and the mental manipulation
AUTHOR
chat
of images was 15% bigger than normal; 2) there was
a greater integration in his brain between the left and
the right side.
We humans take everything we do for granted – the The one normal thing: the overall size of his brain was
ability to move, see, hear, feel and above all to think! average.
But it’s all thanks to our wonderful brains. Students 6 Twenty-five.
learn all sorts of amazing facts about the brain, 7 They become overcrowded with synapses, which link
including Einstein’s brain and even the extraordinary neurons.
changes taking place in their own brains. They then
move on to use their brains in a series of puzzles and Word expander | p. 102
tests aimed at activating different intelligences. Students: exercise of vocabulary expansion to be done
individually or in pairs.

Reading CLIL Answers

Science: gather information about brain functions, brain Adjective Noun Verb
lateralisation and mnemonics imaginative imagination imagine
• understand the main points in short newspaper articles connected connection connect
about current and familiar topics B1 thoughtful thought think
decisive decision decide
1a | p. 102
Students: oral pairwork. Students try to guess the answers Skills for life: Improving your memory
before reading the text. Teacher: Read the three strategies listed in Skills for life and
use the one which is most suitable to your brain. They will
1b | p. 102 help you memorise a fairly large amount of information.
Remind students that these strategies are useful in all cases
Teacher: Read the headings first, then read the paragraphs
of memorisation, and can be applied to other school subjects
with the scanning technique (i.e. only look for the
or in the work field.
information required).
Students: read and check if their guesses were correct.
Listening and speaking
Answers • understand the main points of simple recorded material
1 About 1.4 kg on topics of personal interest B1; give or seek personal
2 20–30% views and opinions in an informal discussion with
3 The right side friends B1
4 60 billion
3a | p. 103
2 | p. 102 Students: read the short tale and discuss the solution to the
Teacher: Read the questions first then read the article in puzzle in groups.
detail. After reading, check understanding of raw, overall,
consciousness, telephone exchange, wakefulness.
Students: reading followed by individual written work or
oral pairwork.

152
 10

Unit
Pronunciation: /s/ /ʃ/
3b | p. 103
• practise the pronunciation of two consonants sounds
Teacher: play the recording of the sentence which is the
solution to the puzzle.
6 | p. 103
TRANSCRIPT SB 78 Teacher: point out how the second sound is written: either
The wise man told the brothers to exchange their horses. ‘sh’ as in shoe or ‘ti’ as in rational.
Students: read, listen and repeat all together.

4 | p. 103 TRANSCRIPT SB 81
Teacher: ask students to read the strategies to help See Student’s Book p. 103.
memorisation once more. Tell them they are now going
to listen to a recording in which there are ten words to
be memorised. They will hear the words twice. Play the Writing
recording. • write simple connected texts on familiar topics and
Students: listen and memorise. Then write the ten words. express personal views and opinions B1; paraphrase short
written passages in a simple fashion, using the original
TRANSCRIPT AND ANSWERS SB 79 text wording and ordering B1
K, let’s do a memory test. I’m going to say ten words.
O
I want you to listen to the words and try to remember 7 | p. 103
them. Don’t write anything yet! OK? So just close your Teacher: the exercise could first be done orally, then as
eyes, relax and listen: cat, house, brain, dog, hat, book, written work.
sun, school, music, moon. OK? Now I’ll say those words
again, just one more time. Are you ready? Cat, house, Random Fact | p. 103
brain, dog, hat, book, sun, school, music, moon. OK, Teacher: ask students to read the information in the
now write down the words. Random Fact on p. 103. Explain that the brain uses a large
amount of energy (calculated at 12 watts per day) almost
5 | p. 103 exclusively for self-maintenance. Contrary to common belief,
it doesn’t use much energy to think.
Students: listen and memorise. Students should do only
mental arithmetic. They shouldn’t write anything down
except the final result. Cyber Homework Unit 10
Teacher: repeat the exercise a few times, telling students to
choose a different number each time. They will be surprised Test: Unit 10 Test
to find out that the answer is always the same number.

TRANSCRIPT SB 80
Right, let’s do a mathematical problem. First of all, think
of a number between one and twenty. OK? Now multiply
that number by two. Have you done that? OK, add eight
to that number… Good. Now divide your new number
by two. …OK, and now for the difficult part. Subtract the
number you first thought of from this number. Have you
done that? Write down your answer.
I’ll repeat the instructions once again. Think of a number
between one and twenty. Multiply that number by two.
Add eight. Divide your new number by two. Subtract the
first number you thought of. Now write your answer.

Answer
The answer is always four, whichever number students
started from.

153
 Units 9&10
Key grammar
File 3 | p. 105
1 | p. 104 Teacher: make sure that students understand what ‘soft
Teacher: ask students to match each of the functions they skills’ means.
have learned in Units 9 and 10 with an example and the Students: oral pairwork.
grammar.
Answers
Answers Soft skills mentioned: communication, performance
1 Talking about imagined situations in a team, time management, ability to work under
If you drove, we’d get there earlier. pressure, self-motivation, flexibility, organisation
Second conditional Other skills: Students’ own answers.
2 Talking about regrets
I wish I’d spoken to her. 4 | p. 105
wish + past perfect Students: oral pairwork.
4 Talking about regrets
He could have tried harder. Fast finishers
should have / could have / ought to have + past
participle Teacher: ask students to write a short paragraph about why
5 Talking about impossible alternative situations with soft skills are important.
modals
We would have won if it hadn’t rained. Modal verbs focus – regrets
Third conditional
5a | p. 105
Grammar review Teacher: You are going to listen to some people talking
2a | p. 105 about their regrets. Put the list of regrets in the correct
Students: read the article and complete each gaps either order in which you hear them.
with a word from the list or a relative pronoun. Students: individual written work.
Teacher: check comprehension of interpersonal, typos,
address. TRANSCRIPT AND ANSWERS SB 82
ANGELA Life is complicated and we don’t always
Answers (PRESENTER) make the right choices. That’s because we
1 that 8 ought 15 be don’t have enough experience of life. As
2 who 9 had 16 which you get older, you begin to think and act
3 should 10 impressed 17 you differently. So we asked six people in their
4 had 11 who 18 have 20s: What do you wish you had known
5 would 12 who 19 spoken then that you know now? First up: Sam.
6 done 13 If 20 better SAM I guess one thing that I’ve learned is that
7 have 14 would time is limited. I mean I’m nearly 30. In
10 years’ time, I’ll be 40. That’s terrifying.
I wish I hadn’t wasted time when I was
2b | p. 105 at college. I got distracted a lot, I didn’t
Students: find examples of the grammar from the File in the concentrate… life just went by and I
story. didn’t get the qualifications that I could
have. So yeah… time is finite. It goes too
Answers quickly. Don’t waste it.
1 Talking about imagined situations: If I send you my ANGELA This is Amy.
CV, would you give me some advice? AMY This past year I’ve started doing acting.
2 Talking about regrets [wish + past perfect]: I wish I Not Hollywood or anything! It’s just
had more work experience. amateur theatre in a local drama club.
3 Defining who or what you mean: I’m an easy-going And I’ve discovered it’s such a laugh. I
guy who usually gets on with people. wish I’d done acting when I was at school.
4 Talking about regrets [should have / could have / There were so many opportunities, but I
ought to have + past participle]: I guess I should have just felt self-conscious. Scared, really. If I
been better prepared. had been more confident, maybe I would
5 Talking about impossible alternative situations with have become an actor. I should have just
modals: If you had checked your CV, you might have done it! Really, there was nothing to
done better! worry about.

154
Units 9&10
Key grammar
ANGELA Next up, Rick. Answers
RICK I wish I hadn’t lost contact with my 1 wish  6 shouldn’t
friends from my old school. When my 2 done  7 known
family moved cities when I was 15, I 3 have  8 should
didn’t look back, I made new friends. 4 lost  9 worried
Don’t get me wrong, they are good mates. 5 would 10 had
But there’s nothing like people who have
known you since you were a child. And… 6 | p. 105
as you get older, I think it gets harder to Teacher: remind students that if you regret something you
make friends. My first friends, they knew have done or haven’t done, it generally means that you
me when I was growing up. If I had kept in have learnt a lesson from it. Students should reread the
touch, I would have more old friends now. completed sentences from exercise 5b and make notes about
ANGELA And this is Trish. Trish – what are your what life lessons the speakers have learned.
thoughts? Students: written work, either individually or in pairs.
TRISH OK, so at school I had to get up early
every day at 6 am. It was hard but I got
Answers
used to it. I thought it wouldn’t be a
Sam has learned that he should make the most of
problem at college. Big mistake. I went
opportunities and not waste time.
to bed late and couldn’t get up in the
Amy has learned that she should do things to
morning. I shouldn’t have chosen those
overcome her lack of confidence.
8 am classes! I only managed about three
Rick has learned that it is worthwhile keeping in touch
lessons in my first semester and none
with people.
after that! I should have known that life
Trish has learned that she should plan her time better.
would be different at college.
Jason has learned that he should communicate more
ANGELA Now it’s Jason.
effectively.
JASON Well, I’ve learned a couple of things. First
Maria has learned that she should worry less in order
up, people aren’t mind readers. After a
to sleep better.
couple of years in my first job, I wanted a
pay rise. I should have said something to
my boss… and I didn’t. It seemed too pushy. Discussing soft skills
Too arrogant. I became unhappy
7 | p. 105
and I lost concentration. So my boss asked
Teacher: explain to students that they are going to have a
me what my problem was. She said I should
discussion in pairs about soft skills. They should quickly
have asked her. And I got the pay rise.
look at the questionnaire in exercise 8 and choose four soft
ANGELA And finally, Maria.
skills to discuss. Follow the plan outlined in the Student’s
MARIA I used to worry a lot. My problems
Book.
seemed so big, like they were the end of
Students: oral pairwork.
the world. I’d worry so much I couldn’t
sleep. Now I know that staying awake all
night doesn’t change anything! So I do 8 | p. 105
meditation. If I hadn’t worried so much Teacher: decide whether you would like your students to
I’d have got a good night’s sleep. And remain in their pairs to prepare a talk together, or to prepare
what you’re worried about now won’t individually (either in class or at home). Explain that they
matter in five years’ time. You won’t even need to choose one of the soft skills from the questionnaire,
remember it. and prepare a talk about why that soft skill is important.
They should mention some contexts (either in their school
work or in the workplace) in which that soft skill is crucial,
Answers
and use the prompts to think about when they used the skill
1f 2b 3e 4d 5c 6g 7a and how successful they were. Allow time for each student to
present their talk to the class.
5b | p. 105 Students: written and oral work, individually or in pairs.
Teacher: tell the students they are going to listen again to
the people talking about their regrets, but first they should 9 | p. 105
complete the gaps in the sentences with the words given, Teacher: encourage students to give feedback on their
before checking their work while listening. discussion and talk in exercises 7 and 8 and suggest ways in
Students: individual written work. which they can overcome their problem areas.

Fast finishers
Teacher: ask students to revise all the new words they have
learned in Units 9 & 10.
155
 Units 9&10
Language check
1 | p. 106

Answers
1 would buy 4 hadn’t scared
2 could see 5 would have got
3 were / was

2 | p. 106

Answers
1c 2d 3a 4c 5c

3 | p. 106

Answers
1 engineer 4 consultant
2 lecturer 5 accountant
3 researcher

4 | p. 106

Answers
1 of 4 with
2 into 5 after
3 on

5 | p. 106

Answers
1 you said that 6 really sorry
2 I’m afraid 7 problem is
3 very upsetting 8 just not fair
4 I apologise 9 rather not
5 never mind 10 I’m awfully

6 | p. 106
Oral pairwork.

Skills Book
Teachers: see p. 192 for teacher’s notes, answer keys and
transcripts.

Test: Units 9&10 Test

156
Units 11&12
Student’s Book pp. 107–126 Pronunciation
Opener p. 107 /ʃ/ /tʃ/
Unit 11 pp. 108–115
Unit 12 pp. 116–123 Skills for life
Key grammar pp. 124–125 Listening (SB p. 123)
Language check p. 126
Interculture
Workbook pp. 65–76 The Duke of Edinburgh’s Award (SB p. 113)
Unit 11 pp. 65–69 Film awards (SB p. 121)
Unit 12 pp. 70–75 Language (SB pp. 154-155)
CEFR descriptors p. 76

Skills Book
Reading skills 11&12
Listening skills 11&12
p. 10
p. 17
Units 11&12 CEFR
Viewing skills 11&12 p. 24 competences
Speaking skills 11&12 p. 31
Writing skills 11&12 p. 38 Listening
Word skills 11&12 p. 45 B1 follow clearly articulated speech in everyday conversation
Extensive reading 10–12 pp. 52–53 (pp. 113, 122)
CLIL Literature pp. 62–63 B1 listen to short narratives on topics of personal interest
(pp. 115, 121)
Testbuilder B1 understand simple technical information or statistics
Unit 11 Test (pp. 108, 115)
Unit 12 Test
Units 11&12 Progress test Reading
B1 understand the main points in short newspaper articles
Extra practice about current and familiar topics (pp. 109, 110, 113, 117)
Units 11&12: dictation, vocabulary, grammar, pronunciation B1 skim short texts and find relevant facts and information
(pp. 114, 115, 123)
B1 read reviews dealing with the content and criticism of a
Objectives film and summarise the main points (p. 120)

Spoken interaction
Grammar B1 start, maintain and close simple face-to-face
present passive conversation on topics that are familiar or of personal
non-defining relative clauses interest (pp. 112, 121)
past simple passive B1 give or seek personal views and opinions in an informal
present perfect passive discussion with friends (pp. 113, 122)
past continuous passive B1 read reviews dealing with the content and criticism of a
future passive film and summarise the main points (p. 120)
have something done
reflexive pronouns Spoken production
B1 relate the plot of a film and describe my reactions (p. 121)
Functions and Communication B1 briefly give reasons and explanations for opinions and
talking about processes plans (p. 113)
describing past facts
organising other people to do things Language quality
talking about films B1 express myself reasonably accurately in familiar,
predictable situations (pp. 113, 121)
Vocabulary and Word expander
linking words Writing
camping B1 write a short text about a problem and suggest a solution
space (p. 115)
films B1 write a short review of a film (p. 122)
adjectives: antonyms

157
 Units 11&12 opener
1c | p. 107
AUTHOR
chat Students: play the first three games in groups.
Teacher: monitor the activities to make sure that everybody,
At this point, although your students have studied a lot including the least outgoing students, participates and
of English, they probably find putting it all together to speaks fluently. Start the fourth game by saying a strange
say things is still quite a challenge. In fact, sometimes it sentence which will stimulate imagination and suggest a
is students’ increasing knowledge of the language system funny story.
which can actually act as a barrier because it can cause
anxiety when they are asked to perform.
So it is important to do activities which take the focus Extra
away from grammatical accuracy and to encourage your Brainstorming. Ask the students to think of all the
students to play with language and just have fun. So situations in which they might be able to speak, hear,
we invite students to take up the challenge of English read and write English. To spark their imagination, say
with a range of tried-and-tested fluency activities which the start of a sentence and let different students in
we guarantee will have them stretching their linguistic turn complete it. For example:
muscles, being creative and having fun all at once! English is used (in most of the songs I like, online, for air
travel and aircraft communication, space travel, satellite
communication).
• in preparation for the topic of these units, play some English is spoken (in the country where I go on holiday, in
games to increase fluency in a foreign language most countries in the world, on the BBC World Service).
English is written (in the instructions for my computer,
1a | p. 107 on airport signs, in car manuals, on food packages).
Students: read and match.
Teacher: check students’ comprehension of the vocabulary
to describe the photos.

Answers
a diving into water head first
b jumping out of an aeroplane
c doing a perfect move on your bike
d skiing brilliantly down a snowy slope
e jumping over a high bar

1b | p. 107
Students: oral pairwork.
Teacher: encourage students to think of other images that
might conjure up the feeling of fluency. It might not be a
sporting image for some. Playing a musical instrument, for
example, is a communicative activity where practice is a
necessary element to achieving success.

158
Unit 11
Exploration
Unit 11 Objectives 2 | p. 108
Teacher: Read the sentences first, then read and listen to
Grammar the description of the life of the astronauts.
Present passive
Passive modals TRANSCRIPT SB 83
Non-defining relative clauses See Student’s Book p. 109.
Functions
Answers
Talking about processes
1 F (The chair is called 5DF and it is used in a special
Problem solving
training aircraft.)
2 T
Vocabulary
3 F (They wake up with an alarm every morning. There
Camping are many dawns every day in space.)
Space 4 F (They eat freeze dried food adding water to it.)
5 F (They are very busy but they also have free time.)
Skills 6 T
Reading: an article about rubbish in space
Listening: three people talking about orbital debris 3 | p. 108
Speaking: discussing orbital debris Students: oral pairwork.
Writing: a paragraph explaining the possible solutions to the
problem of orbital debris
Talking about processes
• learn how to use the present simple passive to talk about
Presentation pp. 108–110 processes or regulations; understand the main points in
short newspaper articles about current and familiar topics

chat
AUTHOR B1; learn how to use non-defining relative clauses B1

4 | p. 108
The lesson begins with a quiz where students pool their Students: translate the examples and study the rules for the
knowledge to match the planets with the descriptions formation and use of the present simple passive and present
– teamwork gets better results! continuous passive.
Not many people have the chance to travel into space Teacher: refer students to p. 111 for further treatment of
but here we look at the life of astronauts and find out the passive.
about the challenges that they have to overcome to
realise their dreams. Some of the information about 5 | p. 108
life in space is very surprising and students are asked Students: individual written work.
to discuss their response to the text. The language
focus is the present passive, and students can find lots Answers
of examples in the text. The next page moves from 1 is cleaned
the extremes of technological travel to a look at some 2 are stolen
incredible journeys in the natural world. 3 is marked
4 aren’t written

6a | p. 110
Warm up Teacher: Look at the three maps. Can you guess which
• checking students’ knowledge of the solar system animals travel over these areas? Scan the article to find out.

1 | p. 108 Answers
Students: oral groupwork. a2 b3 c1

Answers 6b | p. 110
a6 b8 c7 d5 e1 f9 g4 h2 i3 Students: read the article in detail to answer the questions.

Comprehension CLIL Answers

Science: living conditions on a space station 1 the humpback whale
2 the bar-headed goose
• gather essential information from listening to and reading
3 the Monarch butterfly
an article about life in space

159
 Unit 11

4 the bar-headed goose Passive modals

5 the humpback whale 4 | p. 111
6 the Monarch butterfly Students: translate the example and read how to form and
to use passive modals.
Word expander | p. 110
Students: scan the article for the linking words listed in the 5 | p. 111
Word expander.
Teacher: check understanding by asking students to find an Answers
equivalent of the words in their own language. 2 This application form has to be completed.
7 | p. 110 3 The train shouldn’t be boarded without a ticket.
Students: translate the examples of non-defining relative 4 The car can’t be moved until tomorrow.
clauses and study the rule. Then they underline further 5 This letter has to be posted before midnight.
examples in the article. 6 The wall in this room should be repaired.
Teacher: point out that non-defining relative clauses are
included between two commas. Non-defining relative clauses
6 | p. 111
Answers Students: translate the examples and complete the rules.
In spring time the bar-headed goose, which lives in
Central Asia, flies from… Answers
The humpbacks, which travel over 10,000 kilometres on 1 who
their journey from Alaska to Hawaii, swim… 2 which
In fact, the journey, which takes about 3 months, is
longer… 7 | p. 111

Answers
Get the grammar p. 111 2 Lise, who spends a lot of time reading about planes,
Workbook Unit 11 wants to be a pilot.
3 Matt Damon, whose films I like a lot, is an American
Grammar reference, Grammar exercises
actor.
4 My sister, who loves playing tennis, had a baby last
Present passive month.
1 | p. 111 5 London, which is my favourite city, is very expensive.
Students: translate the examples and learn how to form the 6 This television, which I bought last month, doesn’t
present simple passive and present continuous passive and work.
how to use them.

2 | p. 111 WB Unit 11
Teacher: assign the exercises in the Workbook Unit 11 as
Answers homework. Draw the students’ attention to the grammar
2 A lot of new policies are made by the government exercises available in e-book+.
every year.
3 Coffee and cocoa beans are grown by farmers in this
region.
4 Lola is driven to school by Dave every morning.
5 All her clothes are made by Leah herself.
6 Right Here! is used by thousands of students.

3 | p. 111

Answers
1 Dinner is being cooked by Gianni.
2 Our homework is being marked by the teacher.
3 Lots of new stores are being built by IKEA.
4 A new documentary is being made by the BBC.
5 Photos of the Tower of London are being taken by
tourists.
6 Another Harry Potter book isn’t being written by
JK Rowling.

160
 11

Unit
Real communication 19 sunscreen
20 map
pp. 112–113 21 toilet paper
Problem solving 22 matches

AUTHOR
chat Going camping
• follow clearly articulated speech directed at me in
everyday conversation B1; briefly give reasons and
One of the themes of this unit is teamwork, and here explanations for opinions and plans B1; understand the
students deal with a practical planning problem in main points in short newspaper articles about current and
groups. They are going camping but they can only familiar topics B1
take a few things. Through negotiation they have to
make group decisions about what to take – seeking
agreement, expressing doubt, rejecting and accepting 3 | p. 113
suggestions. The lesson concludes with an article about Teacher: play the recording for students to complete the
the Duke of Edinburgh’s Award. dialogue. Play it again to check answers.

TRANSCRIPT AND ANSWERS SB 85

Boy 1 So what about the map? 1Should we take that?
File Girl 1 Well, I’m not 2sure. I think the Swiss army
Teacher: focus on the structures introduced in the File on knife is more useful.
p. 112 to express the functions of giving suggestions to Boy 2 No, I don’t 3agree. We need a First Aid kit.
solve a problem and accepting or rejecting them, expressing Someone may get hurt.
doubt, seeking agreement. Girl 2 I’m not so 4sure about that. I think the map is
more 5important. We don’t want to get lost.
Boy 1 That’s two of 6us who want the map. It’s
Vocabulary: camping definitely more important than a First Aid kit.
• learn vocabulary for camping equipment; start, maintain If someone gets hurt, we 7could get help using
and close simple face-to-face conversation on topics that a map!
are familiar or of personal interest B1 Boy 2 OK, I see your 8point. But I still think the First
Aid kit is worth 9taking.
1 | p. 112 towards B1 Preliminary Speaking Girl 1 Right. Well, 10shall we put the map next on our
Parts 1 & 4 list? And then let’s 11discuss the knife and the
Students: oral pairwork. First Aid kit.
Girl 2 All 12right. Let’s do that then.
2 | p. 112
Students: matching activity.
4 | p. 113
Teacher: play the recording to check answers. If necessary, Teacher: Read the information on modal verbs and
ask students to translate the words into their own language. comparatives and find examples in the conversation you
have just completed. Then follow the advice when you
TRANSCRIPT AND ANSWERS SB 84 discuss your camping trip in exercise 5.
1 tent 5 | p. 113 towards B1 Preliminary Speaking
2 sleeping bag Part 2
3 pillow
Teacher: monitor the group activity very carefully. Here
4 cooking stove
students learn the language used to negotiate and reach
5 cooking equipment
an agreement (CEFR, B2 level). Encourage students to use
6 canteen: (plate, bowl, knife, fork and spoon)
expressions they heard in the conversation in exercise 3.
7 First Aid kit
8 wind-up radio 6 Get into culture | p. 113
9 wash bag and towel Students: read in pairs or all together.
10 mobile phone Teacher: check understanding of expressions like become
11 Swiss army knife involved in and volunteering.
12 torch
13 clothes line Answers
14 can opener 1 For example: volunteering, practical skills, sports.
15 compass 2 People must be between 14 and 24.
16 insect repellent 3 4 million.
17 plastic bags 4 Three – Bronze, Silver and Gold.
18 playing cards 5 & 6  Students’ own answers.

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 Unit 11

CULTURAL INFORMATION Real skills pp. 114–115

The Duke of Edinburgh Award Space junk
Key principles: the award is non-competitive, available
to all regardless of ability, voluntary, flexible, balanced,
progressive, achievement-focused, a marathon not a
sprint, personal development, and enjoyable.
AUTHOR
chat
Activities that can count towards the award are: Our exploration of space has taught us, and continues
Service – helping the community, for example with a to teach us, a huge amount about our universe, and
charity; Skills – a hobby, skill, or interest, for example manned and unmanned spacecraft have sent back
showing progress with a musical instrument; Physical amazing pictures and changed the way we look at our
recreation – sports, dance, or fitness; Expeditions – can be surroundings. However, this exploration has come at a
by bicycle, horseback, water, but most commonly on foot. cost. These pages explore the problem of the rubbish
Expeditions on foot can be taken almost anywhere orbiting Earth, mostly caused by pieces of rockets and
in the countryside, especially in the national parks satellites. Students listen to a news report about what is
like the Lake District, Dartmoor, the Peak District, being done to tackle the problem and then reformulate
Pembrokeshire and Snowdonia; or abroad in places like what they have heard in their own words.
the South of France or Kenya. The Expedition must be
planned, prepared in advance and have an aim, such as a
nature project. Warm up
Participants aiming for the Gold Award must also take • stimulate the students’ interest for the topic of space junk
part in a Residential project: five days and four nights
away from home with unfamiliar people to achieve some 1 | p. 114
form of purposeful enterprise.
Students: discuss in pairs.
For further information visit www.dofe.org
Possible answers
Perhaps they are debris in space around the Earth, or the
Real communication Unit 11 effect of the pollution of the atmosphere, or particles of
ice travelling around the Earth.
1
Students: read and complete the dialogue, choosing the
2 | p. 114
correct words.
Students: read and check their answer to exercise 1.
Answers
1 should 3 Shall 5 why 7 right Answer
2 great 4 sure 6 idea 8 do Paragraph 1 tells us that they are pieces of rubbish.
(In paragraph 2 we will learn that they come from
2 comets and from our travels into space.)
Students: listen to the recording. Practise reading the
dialogue and acting it out. Vocabulary: space
• check knowledge of vocabulary related to space travelling
TRANSCRIPT
LEN The heating isn’t working at all. What shall we do?
3 | p. 114
CATHY I think we 1should take the cover off and have a
Students: matching task to be done individually or in pairs.
look inside.
LISA Well, I don’t think that’s a 2great idea. We don’t Answers
know anything about it. 1c 2e 3a 4d 5b
CATHY We’ve got to do something. I’m freezing!
LEN Yeah, me too!
CATHY Shall we call the electricity company, then?
3

LISA No, I’m not so 4sure about that. It’ll be very

expensive.
LEN OK, 5why don’t we call Mike? He knows
everything about that sort of thing. Maybe he
can help.
LISA That’s a good 6idea.
CATHY All 7right then.
LEN Let’s 8do that then!

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Unit
Reading JOHN Hello, Fiona. Well, the scientists today discussed
• understand the main points in short newspaper articles two possible solutions. The first suggestion is a
about current and familiar topics, e.g. space junk B1 laser broom. This is a very powerful laser based
on earth. The laser sends a beam up into space
4 | p. 114 and this beam destroys the debris. However,
Students: scan the text of the article to find the numbers. most people think that a laser broom will be too
dangerous. They don’t like the idea of sending a
Answers powerful beam into space.
1 1983 The second suggestion is a remote-controlled
2 About 20 times the speed of sound machine. The machine is sent up into space and
3 Over 17,000 it then collects the pieces of debris and stores
4 More than 5 million kilos them. The problem with this idea is mainly cost.
5 1965 It will cost billions of dollars to make and then
launch this machine. And we will need a lot of
5 | p. 114 machines to collect all the debris in space.
Students: read the article in detail and do the FIONA So, John, it sounds as if we need to keep
comprehension task. searching for another possible solution.
JOHN That’s right, Fiona.
Answers
1 F (Some of it comes from comets.)
Answers
2 T
Laser Broom
3 F (They burn up in the atmosphere when they return
What does it do: sends a beam into space and destroys the
to Earth.)
debris
4 T
Location: based on earth
5 F (They use computers to calculate the pattern of
Disadvantage: may be too dangerous
rubbish.)
Remote-controlled Device
What does it do: collects pieces of debris and stores them
Speaking Location: sent into space
• maintain a conversation or discussion on familiar Disadvantage: it will cost billions of dollars
topics B1
Writing
6 | p. 114
• write a short text about a problem and suggest a solution B1
Teacher: ask students to re-read the article and memorise
the main data.
8 | p. 115
Students: ask and answer questions to check how much
Students: individual written work.
information they have memorised.
Possible answer
Listening Scientists have suggested two possible solutions to the
• understand the main points of a radio bulletin on a problem of orbital debris. The first is to build a laser
familiar topic B1 broom that destroys the debris by sending a beam up into
space. But most people think this is too dangerous. The
second suggestion is to send a remote-controlled
7 | p. 115 machine into space to collect and store the debris. But
Students: listen and identify the information required to this is much too expensive. (62 words)
complete the chart.

TRANSCRIPT SB 86 Fast finishers

FIONA This is the ‘News at Six’, and I’m Fiona McKeith.
Today, in Dallas, Texas, experts gathered Teacher: ask students to write a short factfile about space
from around the world for the Orbital Debris junk.
Conference. They were meeting to discuss
the problem of orbital debris and its possible Cyber Homework Unit 11
solutions. John Kernel is at the conference now –
John, what solutions did the experts come up with? Test: Unit 11 Test

163
 Unit 12
Action
Unit 12 Objectives Comprehension
• understand the main points in short newspaper articles
Grammar about current and familiar topics B1
Past simple passive
Present perfect passive 2a | p. 116
Past continuous passive Teacher: Look at the photos and scan the article to find the
Future passive names of these sports.
have something done
Reflexive pronouns Answers
1c 2b 3a 4d
Functions
Describing past facts 2b | p. 116
Organising other people to do things Students: read the article in detail and answer the questions.

Vocabulary Answers
Films 1 via ferrata & paragliding
2 paddle surfing
Skills 3 via ferrata & paragliding
Reading: understanding film reviews and plots 4 mountainboarding
Listening: six extracts from different genres of films 5 paragliding
Speaking: talking about your favourite film 6 via ferrata
Writing: a film review

Skills for life 3 | p. 116

Teacher: You’re going to hear two interviews with young
Listening to tone of voice, sound effects, background music
British people who do extreme sports. Read the questions in
and clues to understanding
the table and make notes while you listen.
Pronunciation
TRANSCRIPT SB 87
/ʃ/ /tʃ/
INTERVIEWER Well, I’m here on the South Downs in East
Sussex, with Sophie. Hi Sophie!

Presentation pp. 116–118 SOPHIE Hello.

INTERVIEWER Sophie, you’re a keen paraglider. How long

chat
have you been doing this sport?
AUTHOR
SOPHIE I started when I was seventeen. I had to
get permission from my parents because I
Continuing the theme of challenge we take a look at was under eighteen.
extreme sports, all of which require a lot of courage and INTERVIEWER And how often do you go paragliding?
adrenaline! The focus here is on the past and present SOPHIE Well, if I can, I go paragliding every
perfect passive, but we hope that your students will weekend. Of course, it depends on the
find it approachable and easy to assimilate within this weather, but most weekends I come up
exciting context. here to the hills with my gear and try to
The friends are still on the road but Emma has fly.
toothache. What is she going to do? The theme of
INTERVIEWER You mention your gear – that’s your
passives continues with the concept of organising other
helmet, your harness and your canopy of
people to do things – have something done, reflexive
course.
pronouns and get passives, which are very common in
spoken English. SOPHIE Mm hmm.
INTERVIEWER What about clothing? What kind of
Warm up clothes do you wear when you go
paragliding?
• in preparation for the reading of an article on extreme
sports, discuss your interest in sport SOPHIE Because of the wind, you can get very
cold when you paraglide. So it’s important
1 | p. 116 to wear lots of layers – I usually wear
Teacher: You’re going to read an article on four extreme two long-sleeved tops and also a jacket,
sports. Before reading, discuss your interest in sport. tracksuit bottoms and walking boots.
Students: oral pairwork.

164
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Unit
INTERVIEWER What skills are important to be a good Describing past facts
paraglider? • learn how to form and how to use the past simple passive
SOPHIE I would say, you have to be fit, you have and the present perfect passive
to be brave and you have to have good
coordination. 4 | p. 116
INTERVIEWER Well, enjoy your flight and good luck!
Students: translate the examples of the past simple passive
and the present perfect passive.
Teacher: refer students to p. 119 for the structure of these
INTERVIEWER Hi, Tim. Can I ask you a few questions? verb forms.
TIM Sure, go ahead.
INTERVIEWER What sport do you do? 5 | p. 116
Students: individual written work.
TIM Mountainboarding. It’s cool!
INTERVIEWER When did you start? Answers
TIM I started when I was twelve years old! My 1 The Via Ferrata tunnels were developed in Italy in the
brother got a board and I borrowed it – First World War.
pretty soon I was better than him! 2 Tunnels were dug through the mountains by Austrian
INTERVIEWER How often do you go mountainboarding? and Italian troops.
TIM Well, I pretty much practise every day. 3 Explosives and weapons were carried through the
There’s a great skateboard park near here, tunnels.
and I take my mountain board there and 4 In Victorian times, a basic Via Ferrata was built by
practise for a couple of hours every day. miners at Honister Slate Mine in the UK.
5 The Via Ferrata was used to move slate from the mines.
INTERVIEWER Wow. That’s a lot. Why do you do it, Tim? 6 A new Via Ferrata Zip Wire was opened by Honister
TIM I just love the excitement. There’s nothing Slate Mine in 2008.
else like it. I think it’s the adrenaline.
INTERVIEWER What kind of skills do you need to be a 6 | p. 116
good mountain boarder? Students: individual written work.
TIM Well, the main thing is that you need a Teacher: focus on the two active sentences with a double
good sense of balance. And you need to object (sentence 1: Alex + a new board; sentence 3: me +
have strong leg muscles. how to paddle surf). Explain that, when transforming an
active sentence into a passive one, usually in English the
INTERVIEWER Now, you’ve got your board and your
person becomes the subject of the passive verb: Alex has
helmet – do you need any other special
been given a new board. However, it is also possible to say:
clothes for mountain boarding?
A new board has been given to Alex.
TIM Oh yes, it’s important to wear knee pads
and elbow pads. And you should wear Answers
trousers, not shorts, to protect your legs if 1 Alex has been given a new board.
you fall off. 2 Since 1896, many sports have been added to the
INTERVIEWER OK, that’s all. Thanks for talking to me, Olympics.
Tim. 3 I have been shown how to paddle surf by my brother.
TIM No problem. 4 A new trampoline has been bought by our school.
5 Our team has been trained by Mrs Allen for ten years.
6 What a match! Five goals have been scored by Pip.
Answers
Tim Sophie
What sport are mountainboarding paragliding
Organising other people to do
you doing? things
When did you twelve yrs old seventeen yrs old
start?
• gather essential information from listening to and reading
How often do every day every weekend an episode
you do your
sport?
What skills do a good sense of be fit, be brave, 7 | p. 118
you need? balance have good Teacher: You’re going to listen and read Episode 9 of On
coordination the road. The friends are still in Texas, they are hanging
What clothes do knee pads and elbow two long-sleeved out in a café. Read the sentences of the exercise first so
you wear? pads, trousers not tops and a jacket,
shorts tracksuit bottoms that you know what you have to watch out for. Then read
and walking and listen to the story. After reading and listening check
boots understanding of key words and phrases, especially those
listed in Real talk.

165
 Unit 12
Students: listening and reading, followed by oral work done 8 | p. 118
in pairs or written work done individually. Students: read the rules and translate the examples.
Then they underline other examples in the dialogues.
TRANSCRIPT SB 88
See Student’s Book p. 118. Answers
have something done: I have to have it checked; Why
Answers don’t you have your hair done? I can’t afford to have my
1 F (Emma has toothache.) hair cut.
2 F (Jodie doesn’t like dentists since she broke her tooth Reflexive pronouns: They can’t look after themselves.
in a baseball game.) get passives: My tooth got broken in a basketball game;
3 T I got sent some money by my dad.
4 F (Ben thinks it’s really nice.)
5 F (She can’t afford to do both.) 9 | p. 118
6 T Students: individual written work.

Real talk | p. 118 Answers

Teacher: focus on the words and phrases in Real talk and 1 got lost 4 got told off
help students to translate them into their own language: 2 get paid 5 get invited
Same here 3 got locked 6 got sent
cost a bomb
treat yourself
Fair enough Get the grammar p. 119
Let me treat you!
Workbook Unit 12
Grammar reference, Grammar exercises
Real talk Unit 12
1 Past simple passive
Students: read and complete the dialogue, choosing four 1 | p. 119
out of the five listed phrases. Students: translate the examples and complete the rules.

Answers Answers
1 Same here. 1 were
2 costs a bomb 2 not
3 let me treat you 3 past participle
4 Fair enough
2 | p. 119
2 Teacher: focus on the passive structure of sentences 2 and 5
Students: listen to the recording. Practise reading the where the person not the thing is the subject of the passive
dialogue and acting it out. verb.

TRANSCRIPT Answers
PAUL Are you hungry? I’d really like to go out for a nice 1 was sent 4 Was, written
meal tonight. 2 wasn’t told 5 was taught
RANI 1Same here. What a good idea. 3 was opened 6 was, made
PAUL Let’s go to Paolucci’s.
RANI It 2costs a bomb, doesn’t it?
3 | p. 119
PAUL Yeah, it is quite expensive, but 3let me treat you.
Answers
RANI That would be lovely. I’ll pay next time. 1 In 2009, Barack Obama was elected by the Americans
PAUL 4Fair enough. It’s a deal. as their President.
2 The first car with an air bag was built by General
Motors in 1973.
3 The World Wide Web was developed by Tim Berners
Lee.
4 The bikini was invented by two Frenchmen in 1946.
5 The first paper was made by the ancient Egyptians.

166
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Unit
Past continuous passive WB Unit 12
4 | p. 119 Teacher: assign the exercises in the Workbook Unit 12 as
Students: translate the example and complete the rule. homework. Draw the students’ attention to the grammar
exercises available in e-book+.
Answers
• was
Real communication
5 | p. 119
pp. 120–121
Answers Films
2 was being driven

chat
3 was being fixed AUTHOR
4 was being followed

Future passive Films are an important part of our lives. We go out

to the cinema or watch films on TV or on computers.
6 | p. 119
We talk about our favourite films and exchange
Students: translate the examples and complete the rule.
stories about our favourite scenes. We watch award
ceremonies such as the BAFTAs and the Oscars and
Answers
read film reviews or listen to friends’ opinions. In this
• will
lesson we gently introduce students to the language
of film reviews and provide them with some basic
7 | p. 119 expressions to talk about films. After reading about the
film Romeo + Juliet, students listen to conversations
Answers about films and discuss recent films together.
1 You will be contacted tomorrow.
2 Our car will be repaired next week by the mechanic.
3 Who will the music for their next film be
composed by? File
4 The house won’t be finished for another two months.
Teacher: focus on the structures introduced in the File on
5 Our lives will be improved by technology in the future.
p. 120 to express the functions of describing a film, agreeing
6 The cake will be made by us tomorrow.
or disagreeing.

have something done Film reviews CLIL

8 | p. 119
Cinema studies: how to write film reviews
Teacher: write the structures on the board:
have + something + past participle (+ by someone) • read reviews dealing with the content and criticism of a
don’t have + something + past participle (+ by someone) film and summarise the main points B1
do + subject + have + something + past participle (+ by
someone)? 1 | p. 120
Teacher: focus on the photo from the film Romeo + Juliet
Answers directed by Baz Luhrmann. Encourage students to discuss
1–4 Translation into the students’ own language. their knowledge of the Romeo and Juliet story.
Students: oral pairwork.

Reflexive pronouns 2 | p. 120

9 | p. 119 Students: scan the text and decide on the content of each
paragraph.
Students: complete the table.
Teacher: ask students to read the examples of reflexive
Answers
pronouns in the dialogue on p. 118.
1b 2a 3e 4f 5c 6d
Answers
1 yourself 3 | p. 121
2 himself Teacher: Read the text in detail. What type of text is
3 herself it? (A film review.) How do we know? (Because the
4 yourselves writer expresses opinions on all aspects of the film and
5 themselves recommends it to the reader.) What language is used to

167
 Unit 12
express opinions? (Adjectives, often preceded by qualifiers Talking about films
like ‘very’, ‘highly’.)
• generally follow the main points of extended discussion
At the end, check understanding of these expressions: star-
around me, provided speech is clearly articulated B1;
crossed young lovers, is set, shoot-out, fast-paced, action-
give or seek personal views and opinions in an informal
packed, editing, speeded-up, camera shot, soundtrack,
discussion with friends B1; relate the plot of a film and
well cast, vengeful. Before students do the written exercise,
describe my reactions B1
explain that the film plot is usually told in the present
simple, as they can see in the second paragraph of exercise 2.
Students: individual written work or oral pairwork. 5a | p. 121
Students: listen and note the opinions of the young people
Answers on two films by Steven Spielberg: Minority Report and AI.
Right Here! film review
Name of film: Romeo + Juliet TRANSCRIPT SB 90
Year of release: 1996 TINA Hey, look, Minority Report is on again at the
Director: Baz Luhrmann Phoenix. Have you seen it?
Based on the play: Romeo and Juliet by William
GREG Yeah, I love it! It’s a great film. It’s
Shakespeare
directed by Steven Spielberg and I love
Stars: Leonardo DiCaprio and Claire Danes
everything he does.
Story (15-word summary): Romeo and Juliet belong to
rival American families. They marry in secret and die TINA You’re joking! It’s a terrible film! It’s sentimental
tragically. and boring.
Opinion of: GREG Come off it. I love the whole futuristic idea
costumes: modern of those sleeping people, the pre-cogs, seeing
sets: stylish and colourful murders in advance. And the special effects are
soundtrack: exciting brilliant. And I don’t think it’s sentimental at all.
acting: very natural, convincing, beautiful moments TINA Yeah. The special effects are good but when he
filming and editing: sometimes confusing, too clever, gets together with his wife again at the end of
full of tricks the film, I thought that was really over the top!
whole film: very visual, fast-paced, action-packed,
GREG OK OK, but what about the bit when he
sometimes confusing, very exciting
kidnaps the pre-cog and she tries to help him?
That’s really exciting.
Vocabulary: films TINA Yeah, she acts that really well, I agree. But I
• learn vocabulary related to film-making thought the plot was unconvincing anyway.
GREG I totally disagree. It’s a brilliant plot. I think it

4 | p. 121 could happen one day. And my favourite scene is

when the pre-cogs are in the water and they see
Students: identify the words in the review, then listen to
the future.
check answers.
TINA I hated that bit actually. It was boring. Spielberg
TRANSCRIPT AND ANSWERS SB 89 kept repeating it again and again.
1 The story is the plot. GREG OK… but you have to like AI, the Spielberg film
2 The clothes are the costumes. set in the future when the world is occupied by
3 The built environment is the set. real humans and robots, too, and you can’t tell
4 The music is the soundtrack. the difference!
5 The words the actors say is the dialogue. TINA I did like that film actually. Great special effects
and a brilliant picture of the future world
Word expander | p. 121 although it was still a bit sentimental.
Students: look for adjectives of opinion in the review on GREG I love that film! I’ve seen it three times. It gets
p. 120, and write the opposites of the adjectives listed in the better every time I see it.
Word expander.
TINA I know. I love the bit when the robot boy makes

Answers friends with another robot and is taken into the

robot underworld.
1 modern
2 exciting GREG And the best scene is the robot contest in the
3 convincing stadium. It’s totally cool!
4 beautiful TINA Well, for me the best bit is at the end of
5 memorable the film. It’s really moving. I love that film.
6 natural

168
 12

Unit
Answers
Extra
Minority Report
Making a film. In groups, the students imagine
Tina’s opinion: terrible, sentimental, boring, good special
that they are making a film, listing the various jobs
effects, good acting, unconvincing plot
(producer, director, script writer, actors, composer for
Greg’s opinion: great, brilliant special effects, brilliant
the soundtrack, people in charge of costumes, sets,
plot, exciting
lighting) and dividing up the tasks. Each of them
AI
says what experience he / she has and what skills
Tina’s opinion: great special effects, brilliant, a bit
they can make available to the group, e.g. I’ve been
sentimental, really moving
playing the piano for five years, so I can compose the
Greg’s opinion: great, totally cool
soundtrack. I’ve been taking art lessons since I was
ten, so I can design the costumes and the sets, etc.
5b | p. 121
A ‘secretary’ takes notes of the discussion and at the
Teacher: play the recording again for students to identify the
end submits the ideas to the group for approval.
expressions from the File used in the conversation. Check
If it is impossible to find someone who is able to
answers orally.
do a task that is essential for the production of the
film, the group can ask to ‘borrow’ someone from
TRANSCRIPT SB 90
another group.
See transcript in exercise 5a.

Answers Real communication Unit 12

See the words in bold in the transcript of exercise 5a.
1
6a | p. 121 Students: read and complete the dialogue, choosing the
Students: individual written work. correct option, a, b or c.
Teacher: if possible, allow students to search online (the site
www.imdb.com offers accurate information on films). They Answers
should complete the table in great detail in order to do the 1c 2b 3a 4b 5c 6b 7c 8a
oral pairwork in the following exercise.
2
Answers Students: listen to the recording. Practise reading the
Students’ own answers. dialogue and acting it out.

6b | p. 121 towards Trinity ISE I Interview TRANSCRIPT

(Conversation phase) SEAN Well, what did you think of that?
Students: discuss in pairs, on the basis of the research done KATIE I 1really liked it!
in exercise 6a. SEAN What! Come 2off it! It was awful!
KATIE Well, I know it wasn’t brilliant, but I liked the 3bit
7 Get into culture | p. 121 when they were in the hot air balloon. And what
Students: reading all together followed by class discussion. 4
about when Clive Daws met the princess? Cool!
Teacher: check understanding of words like award, trophy,
SEAN Right. I know how much you like the new film
mask. Elicit the name of the actress and the event in the
photo (Dev Patel in 2017 with the BAFTA trophy
5
star, Clive Daws! It doesn’t change the fact that
for his performance in Lion).
it’s a 6terrible film, does it?
KATIE Hey, it wasn’t that bad! The 7best moment was
Answers when they had the car chase at the end. Pure
Students’ own answers. action cinema.
SEAN Well, I 8totally disagree. I hated it.

169
 Unit 12

Real skills pp. 122–123 Skills for life: Listening

Teacher: Read the strategy in Skills for life and use it to
The cinema help you understand a recording. Tell the students that
this strategy will help them identify the types of film in the
AUTHOR
chat following exercise.

Continuing the theme of film we look at film genres

Listening
and read about some famous films. Students talk about • catch the main points of a recording on familiar topics B1
their favourite types of film, listen to film extracts and
write lists of their own top five films. The language of
4a | p. 122
film reviews in Real communication will be useful in this
Teacher: ask students to read the Skills for life again. Tell
lesson as well.
students that, as suggested in the Skills for life, the tone of
voice, the background noises and other sound effects they
will hear in the recording will help them identify the film
Reading CLIL genres.
• read reviews dealing with the content and criticism of a Students: listen and decide the genre of each film.
film and summarise the main points B1
TRANSCRIPT SB 91
1a | p. 122 (Sound effects are in italics)
Teacher: before the activity, and if students are interested, 1
you could teach them the origin of the expression silver (a cat meows)
screen, which they might come across in relation to the CAT I’m over here!
film industry. It comes from the type of projection screen
(A dog barks. The dog is chasing the cat: the dog is yapping
used for the first films (a synthetic surface containing silver
and the cat is meowing. Then the screech of brakes.)
which made the screen highly reflective).
Students: read the article with the scanning technique to DOG Now I’ve got you.
assign the correct genre to each film. CAT No, you haven’t!
DOG Yes, I have!
Answers
(a loud bark and the sound of the dog leaping through the air)
1 historical 6 fantasy
DOG Oops!
2 science fiction 7 action
3 romantic 8 cartoon (and a loud crash)
4 horror 9 musical CAT Bye, bye!
5 thriller 10 comedy
2
1b | p. 122 (a knock at the door)
Students: oral pairwork. Students read the names of the JACK Come in.
genres again and express their opinions. (the door opens and closes)
ALICE Are you Jack Diamond?
2 | p. 122
JACK That’s right.
Students: read the article again in detail.
ALICE And you’re a private detective?
Answers JACK That’s what it says on the door, sweetheart.
1 Moulin Rouge ALICE I need your help.
2 Psycho
JACK Well, why don’t you sit down here and tell me
3 Some like it hot
all about it? But first, why don’t you tell me who
4 Casablanca
you are?
5 Frankenstein
6 Speed ALICE My name’s Alice Fay. I’m the daughter of the city
7 Lord of the Rings trilogy mayor. And someone has murdered my husband.
8 Ben Hur JACK Why don’t you go to the police?
9 Star Wars ALICE I can’t. They think I did it.
10 The Jungle Book
JACK Hmm. Would you like a drink?

3 | p. 122
Students: discussion to be done all together or in pairs.

170
 12

Unit
3 (a horse neighs)
(a car screeches to a stop) LORD B After you, Lady Hamilton.
JAKE Get in the car, Harry. LADY H Thank you, milord.
HARRY What’s going on, Jake? (the carriage door closes…)
JAKE Get in and I’ll tell ya! LORD B Drive on!
(the car screams off) (horses hooves and wheels rattling off down the road)
JAKE We’re being followed.
HARRY I can’t see anyone behind us. Answers
JAKE Look up, Harry. Look up. 2 thriller
3 action
HARRY Oh no. It’s a helicopter!
4 horror
JAKE Hang on to your hat, Harry. I’m gonna turn the 5 science fiction
car round. 6 historical
(the car screams round)
HARRY I think we lost it. 4b | p. 122
JAKE I don’t think so, Harry. Students: listen to the recording again and make notes on
the words, the background noises and other sound effect
(a helicopter swoops overhead) that helped them to decide about the film genres.
4
TRANSCRIPT SB 91
(A door creaks open. We hear the click of a light switch.)
See transcript in exercise 4a.
FAY Oh, no. The lights aren’t working.
(slow footsteps. A bump – and she falls.) Answers
FAY Oh!… What was that? See the words in italics in the transcript in exercise 4a.
(silence, then nervy quiet off-key strings then she starts
screaming – accompanied by slashing strings!) Pronunciation: /ʃ/ /tʃ/
5 • practise the pronunciation of two consonant sounds

(an exciting WHOOSH! sound)

LAYLA Where have you brought me, Zak? 5a | p. 122
ZAK To the Planet Trog. Students: read, listen and repeat all together.
Teacher: point out that the sound /ʃ/ is usually represented
LAYLA You will never succeed in your evil plans. My
by the letters ‘sh’ and the sound /tʃ/ by the letters ‘ch’ or
crew will find me.
‘tch’. Check understanding of all the words.
ZAK I don’t think so. I’ve created an energy shield
around this planet which will make it invisible TRANSCRIPT SB 92
to all your space craft’s detectors. I’m afraid, See Student’s Book p. 122.
Layla, you are going to be here for some time.
Androids!
(electronic bleepings and burblings) 5b | p. 122
ZAK Take her away. Students: read, listen and repeat all together.
Teacher: explain that these are three tongue twisters and
LAYLA Leave me alone! Leave me alone!
they are quite difficult to pronounce. Make sure students
6 understand the sentences, even if their meaning is absurd.
(a string quartet is playing)
TRANSCRIPT SB 93
LORD B Good evening, Lady Hamilton.
See Student’s Book p. 122.
LADY H Good evening, Lord Byron.
LORD B Do you find the party entertaining?
LADY H I’m afraid not. I know very few people here.
LORD B I know everybody, and that is even worse. My
horse and carriage is outside. Would you care
for a drive?
LADY H I would be delighted, Milord.

171
 Unit 12

Speaking
• give or seek personal views and opinions in an informal
discussion with friends B1

6 | p. 122
Students: oral pairwork.
Teacher: after the pairwork, you could write a list of the
favourite films on the board and involve the whole class in a
discussion.

Writing
• write a short review of a film B1

7 | p. 122 towards Trinity ISE I Portfolio

Students: individual written work.
Teacher: make sure everyone makes notes following the
given outline. You can assign the written composition as
homework. Advise students to follow the model of the review
p. 120 (about 340 words), but to write only 150–200 words.

Answers
Students’ own answers.

Fast finishers
Teacher: ask students to go online and find a new top ten
films list. How many of them have they seen?

Cyber Homework Unit 12

Test: Unit 12 Test

172
Units 11&12 1
Key grammar
File 2b | p. 125
Students: find examples of the grammar from the File in the
1 | p. 124 story.
Teacher: ask students to match each of the functions they
have learned in Units 11 and 12 with an example and the Possible answers
grammar. 1 Talking about present facts and processes: Hand
cycling is when the bike pedals are pushed with the
Answers hands.
1 Talking about present facts and processes 2 Talking about past facts and processes: As a baby he
The water is recycled. was diagnosed with an eye disease...
Present passive 3 Talking about future facts and processes: (no example
2 Talking about past facts and processes in text)
The record was set in 2016. 4 Adding extra information: Karen Darke, who was
Past passive born in Yorkshire, UK, was ...
3 Talking about future facts and processes 5 Organising other people to do things: (no example in
The program will be updated at midnight. text)
Future passive 6 Referring to the same person or thing: He was
4 Adding extra information accompanied because he couldn’t climb by himself.
Chicago, which lies on Lake Michigan, is in Illinois.
Non-defining relative clause 3 | p. 125
5 Referring to the same person or thing Students: oral pairwork.
I designed it myself.
Reflexive pronouns 4 | p. 125
Students: oral pairwork.
Grammar review
2a | p. 125 Fast finishers
Students: read the article and complete each gap with the Teacher: ask students to write a paragraph about Karen or
correct form of the verb in brackets, or with a relative or Eric’s life.
reflexive pronoun.
Teacher: check comprehension of endurance, transform, 28 Reasons to speak
diagose, refused to be beaten by, conquer, tagline.
5 | p. 125
Teacher: You are going to play a game in which you have
Answers to talk for a minute on a particular topic. Follow the plan
1 has been swum outlined in the Student’s Book.
2 doesn’t stop Students: oral groupwork.
3 who
4 was transformed 6 | p. 125
5 lost Teacher: ask students to give feedback on their talks in
6 has been shaped exercise 5 and encourage them by helping them realise how
7 has won many more topics they can speak about compared to the
8 are pushed beginning of the year.
9 has also skied
10 was diagnosed
Fast finishers
11 refused
12 where Teacher: ask students to revise all the new words they have
13 himself learned in Units 11&12.
14 became
15 completed
16 which
17 was set up
18 are helped
19 themselves
20 have not been defeated / were not defeated

173
 Units 11&12
Language check
1 | p. 126

Answers
1 are manufactured
2 is served
3 should be watered
4 was fixed
5 was being fixed

2 | p. 126

Answers
1d 2a 3d 4b 5d

3 | p. 126

Answers
1c 2e 3a 4b 5d

4 | p. 126

Answers
1 Venus
2 Jupiter
3 Mars
4 Pluto
5 Neptune

5 | p. 126

Answers
1 Why don’t we
2 a good idea
3 Should
4 really think so
5 I’m not so sure
6 your point
7 we should
8 I don’t think that’s
9 Let’s do that
10 everyone agree

6 | p. 126

Answers
1b 2a 3c 4c 5c

Skills Book
Teachers: see p. 192 for teacher’s notes, answer keys and
transcripts.

Test: Units 11&12 Progress test

174
Bonus lessons
Student’s Book pp. 127–146
Opener p. 127
Bonus lessons A&B CEFR
Bonus A pp. 128–131 competences
Bonus B pp. 132–135
Bonus communication 1 pp. 136–137
Listening
Bonus communication 2 pp. 138–139
B1 generally follow the main points of extended discussion
Bonus language check p. 140
around me, provided speech is clearly articulated
(p. 134)
Workbook pp. 77–86
B1 catch the main points of a recording on familiar topics
Bonus A pp. 77–80
(pp. 134, 138)
Bonus B pp. 81–85
B2 use a variety of strategies to achieve comprehension,
CEFR descriptors p. 86
including listening for main points and using contextual
clues (p. 139)
Testbuilder
Bonus A Test
Reading
Bonus B Test
B1 skim short texts and find relevant facts and information,
Bonus A&B Progress test
for example who has done what and where (p. 136)
B2 read and understand literary texts in which the writers
Extra practice
express specific attitudes and points of view (pp. 133, 134)
Bonus A&B: dictation, vocabulary, grammar, pronunciation B2 read reviews dealing with the content and criticism of
cultural topics (books) and summarise the main points
(p. 137)
Objectives Spoken interaction
B1 start, maintain and close simple face-to-face
Grammar conversation on topics that are familiar or of personal
present perfect continuous v present perfect simple interest (pp. 127, 130)
used to / didn’t use to / would B1 give or seek personal views and opinions in an informal
past perfect discussion with friends (pp. 127, 128, 130)
past perfect and past simple
tenses review Spoken production
B1 relate the plot of a book or film and describe my
Functions and Communication reactions (p. 137)
talking about the recent past
talking about past habits Language quality
talking about the past
B2 produce stretches of language with a fairly even tempo
talking about books
(p. 139)
Vocabulary and Word expander Writing
book genres
B1 write simple texts about experiences or events, for
book reviews
example about life a hundred years ago (p. 130)
B2 write a short review of a book (p. 137)
Interculture
World Book Day (SB p. 137)
The pub quiz (SB p. 139)

175
 Bonus lessons A&B opener

AUTHOR
chat
Although the aim of this course is to take students to
a comfortable B1 level, we feel that students are ready
to begin work on talking about books and music even
if they haven’t quite arrived at a B2 level. Continuing
our work with students’ fluency, we ask them to do
a mingling task where they go round the class talking
to as many people as possible. The questions require
students to shift easily between topics, tenses and
lexical areas. You can listen in and undertake diagnostic
work if students are struggling with any of the
language.

• in preparation for the topic of these units, discuss

preferences, habits and activities students did or would
like to do
• do a class survey on the students’ activities and
preferences
• do activities of revision and expansion

1 | p. 127
Teacher: You are going to do a class survey. First, look at
the pictures. What can you see? (people at a pop festival, the
Eiffel Tower, a young person using a drone)
Students: copy the text on a sheet of paper and use a
clipboard so they can do a survey going around the class.
Teacher: monitor the activity, making sure everybody
exchanges short dialogues in English as in the example.

176
Bonus A
Entertainment
Bonus A Objectives 2 | p. 128
Teacher: Read the questions first so that you know what
Grammar you have to watch out for. Then read and listen to the story.
Present perfect continuous v present perfect simple After reading and listening, check understanding of key
used to / didn’t use to / would words and phrases, especially those listed in Real talk.
Past perfect Students: listening and reading, followed by oral work done
Past perfect and past simple in pairs or written work done individually.

Functions TRANSCRIPT SB 94
Talking about the recent past See Student’s Book p. 129.
Talking about past habits
Talking about the past
Answers
Vocabulary 1 Jodie has been sitting and dreaming about the journey
Music they have had.
Book genres 2 Emma has been talking to Ben.
Book reviews 3 Ben wants to make a film with Emma.
4 Nathan feels sad.
5 He’s planning to come over to the UK.
Presentation pp. 128–130 6 No, he doesn’t. He doesn’t want to drive anywhere.

Real talk | p. 129

AUTHOR
chat Teacher: focus on the words and phrases in Real talk and
help students to translate them into their own language:
actually
The friends finally reach San Francisco and it’s time
Spill the beans.
to take stock and reveal some secrets! We review the
How come?
present perfect and introduce the present perfect
In your dreams!
continuous and help students to see the difference
in their use. The theme of these units is culture, and
students read a text about different generations and
their relationship with music using used to and would Real talk Bonus A
to talk about past habits.
1
Students: read and complete the dialogue, choosing the
correct phrases.
Warm up
• check knowledge of the characters in the story Answers
1 spill the beans 3 How come
1 | p. 128 2 actually 4 In your dreams
Teacher: You’re going to read and listen to the last episode
of On the road. What do you remember about the four 2
friends? Answer the questions, then find the episode that Students: listen to the recordings. Practise reading the
gave the information. dialogue and acting it out.
Students: oral work to be done all together.
TRANSCRIPT
Answers MARY What are you up to, Pete?
• Nathan (Episode 3 p. 37) PETE What do you mean?
• Emma (Episode 5 p. 58)
MARY Come on, 1spill the beans. We haven’t seen you
• Ben (Episode 6 p. 69)
much lately.
• Jodie (Episode 9 p. 118)
PETE I’ve been very busy, 2actually.
MARY 3
How come?
Comprehension
PETE Well, James and I have been planning a bike trip
• gather essential information for listening to and reading
for this summer.
an episode of the story
MARY Wow. Can I come too?
PETE 4
In your dreams!

177
 Bonus A

Bonus
Talking about the recent past Talking about past habits CLIL
• practise talking about actions which began in the past and Technology: technological development in the recording and
continue in the present listening of music
• skim short texts and find relevant facts and information,
3 | p. 128 for example who has done what and where B1; start,
Teacher: You’re learning to use the Present perfect maintain and close simple face-to-face conversation on
continuous. Remind students of the meaning of How long in topics that are familiar or of personal interest B1; write
this context. simple texts about experiences or events, for example
Students: read the rules and translate the examples. Then about life a hundred years ago B1
they underline other examples of the present perfect
continuous in the dialogues. 7 | p. 130
Students: identify the objects in the photos and revise /
Answers learn the vocabulary to describe them.
I’ve been looking for you
have you been sitting Answers
have you been doing a3 b6 c1 d4 e2 f5
have you been hanging out
I’ve been talking to Ben 8 | p. 130
he’s been talking to me Students: reading in detail followed by comprehension
have you been saying exercise.
have you guys been planning
Answers
4 | p. 128 1 Margaret
Students: individual written work. 2 Nicola
3 Colin
Answers 4 Rob
1 has been working 5 Nicola
2 has been snowing 6 Rob
3 have been reading
4 have been eating 9 | p. 130
5 have been singing
Students: oral pairwork.
6 has been planning
Fast finishers
5 | p. 128
Students: oral pairwork. Each student suggests various Teacher: ask students to write a paragraph about the music
possibilities. someone in their family likes.

Possible answers 10 | p. 130

2 Has he been working in the garden? Has he been Students: read the rules about the meaning and usage of
repairing the car? Has he been painting the house? used to / didn’t use to / would and translate the examples.
3 Has she been working too hard? Has she been If appropriate, they refer to the explanations on p. 131.
cleaning the house? Has she been walking for a long
time? 11a | p. 130
4 Has he been running? Has he been lifting heavy Students: individual written work.
boxes? Has he been exercising in the gym / playing
football / playing tennis? Possible answers
5 Has she been walking under the rain? Has she been Women didn’t use to have the vote.
swimming? Has she been having a shower? People used to wash clothes by hand.
People didn’t use to work with computers.
6 | p. 128 People didn’t use to buy food in supermarkets.
Students: oral pairwork.
11b | p. 130
Students: oral pairwork.

178
 A

Bonus
Get the grammar p. 131 used to / didn’t use to / would
6 | p. 131
Workbook Unit 13 Students: translate the examples and complete the rules.
Grammar reference, Grammar exercises
Answers
✓ things that were true, but aren’t true any more.
Present perfect continuous ✓ habits in the past
1 | p. 131 ✓ didn’t + use to
Students: read and translate the table. Then students ✓ did + subject + use to
complete the structure of the present perfect continuous.

Answers WB Bonus A
1 have Teacher: assign the exercises in the Workbook Bonus A as
2 been homework. Draw the students’ attention to the grammar
exercises available in e-book+.

Test: Bonus A Test

Present perfect continuous v
present perfect simple
2 | p. 131
Students: compare the use of the present perfect continuous
and the present perfect simple and translate the examples.

3 | p. 131

Answers
1 have been listening
2 has been waiting
3 have been working
4 have been playing
5 has been raining
6 have been thinking

4 | p. 131

Answers
2 How long have you been teaching at this school?
3 How many days have you been taking the medicine?
4 How long have you been playing the saxophone?
5 Who have you been texting all morning?
6 How many years have your parents been living in
this house?

5 | p. 131

Answers
1 has swum
2 have sat
3 have mended
4 has used
5 have eaten
6 has made

179
 Bonus B
Life and times
Bonus B Objectives 2 | p. 132
Teacher: Read the questions first, then read and listen
Grammar to the short biography of Arthur Conan Doyle. Check
Past perfect understanding of graduate, whaling boat, medical practice,
Past perfect and past simple kill off, be horrified, be knighted, break out, body building.
Tenses review Students: listening and reading activity, followed by a
comprehension exercise.
Functions
Talking about the past TRANSCRIPT SB 95
See Student’s Book p. 133.
Vocabulary
Book genres Answers
Book reviews 1 Because his father had died when he was young.
2 He had studied at Edinburgh University.
3 A story about the Marie Celeste and his first Sherlock
Presentation pp. 132–134 Holmes story.
4 In 1894.
AUTHOR
chat 5 Because he had received hundreds of letters of protest
from his readers.
6 He liked driving fast cars and flying in the early
This is the last unit in the course and we take the aeroplanes; he campaigned for life-saving equipment
opportunity to review language and complete the and armour in the navy; he proposed a Channel tunnel
‘set’ of past tenses with the past perfect. An ideal linking England and France.
opportunity to introduce this tense is in a biography
and we look at Arthur Conan Doyle, the inventor of the
world-famous Sherlock Holmes. Conan Doyle was an
Talking about the past
interesting man whose many interests included a taste • practise using the past perfect to talk about events that
for extreme activities and fast cars and early aeroplanes. happened before other events in the past

3 | p. 132
Warm up Students: translate the examples and complete the rules on
the use of the past perfect.
• in preparation for the reading, discuss your interest in
Teacher: refer students to the Workbook Bonus B Grammar
detective fiction and films
reference for the table of the past perfect.

1 | p. 132 Answers
Teacher: point to the title, the photos and the introduction 1 past simple
of the article. Ask the questions and gather all the answers 2 past perfect
on the board to gather statistics on the class preferences. 3 had
Students: oral work to be done all together.
4 | p. 132
Comprehension CLIL Students: individual written work.
Literature: the inventor of the detective story
Answers
• read and understand literary texts in which the writers
1 had eaten 4 had picked up
express specific attitudes and points of view B2
2 had, gone 5 had, seen
3 had arranged 6 had left

CULTURAL INFORMATION 5 | p. 132

The topic of Arthur Conan Doyle’s first story was the Students: individual written work.
disappearance of the Marie Celeste, a ship taking a
cargo of alcohol from New York to Genoa (Italy), which Answers
was found abandoned off the coast of Portugal in 1872, 1 opened 4 hadn’t met
with nobody on board. The mystery of the disappearance 2 had slept 5 had let
of the crew has never been solved. 3 understood 6 gave

180
 B

Bonus
6 | p. 132 Danny took the wrong bag
Students: individual written work. Danny found a label
Danny messaged Sebastian
Answers Danny waited in the café
2 I had never eaten them before. Sebastian apologised
3 I had never watched a baseball game before. Danny read a postcard
4 She had never arranged a birthday party before. Danny read a news item on his phone.
5 I had never swum in the sea before. Danny recognised the statue in the picture from the
6 I had never bought a pink raincoat before. postcard
Danny realised he had helped the thief
7a | p. 134
Teacher: allow time for students to read the story quietly. 8b | p. 134
Then check their comprehension of padlock, precisely, Students: oral pairwork.
charming, manuscript.
Students: individual written work.

Answers
Get the grammar p. 135
1 Because he had arranged to meet someone whose Workbook Bonus B
bag he had mistakenly taken that morning. Grammar reference, Grammar exercises
2 Students’ own answers.
3 He was polite and apologetic, and had written a
postcard to thank Danny. Past simple and past perfect
1 | p. 135
7b | p. 134 Students: individual written work.
Students: individual written work.
Answers
Answers 1 already 5 for 9 recent
Danny got up late 2 not yet 6 By the time 10 always
Danny had breakfast 3 since 7 never
Danny took the wrong bag 4 just 8 before
Danny found a label
Danny messaged Sebastian 2 | p. 135
Danny waited in the café Students: individual written work
Sebastian apologised
Danny read a postcard Answers
Students’ own answers.
8a | p. 134
3 | p. 135
Students: listening and reading activity, followed by a
Students: individual written work.
written exercise.

Answers
TRANSCRIPT SB 96
1 woke
On his way home that evening, Danny read a news item
2 had stayed
on his phone. In the early hours of the morning, a thief or
3 hadn’t realised
thieves had stolen a small statue by Picasso from a private
4 hadn’t
home. He couldn’t believe his eyes when he saw the
5 jumped
photo of the stolen statue. He had seen it on a postcard
6 arrived
only five or six hours earlier! Then he remembered the
7 had
weight of Sebastian’s bag. It had been heavy, far too heavy
8 was
for a manuscript. It had felt like there was a brick inside.
9 said
Or a piece of marble. He looked at the postcard again and
10 had overslept
read Sebastian’s message. Had Danny returned the stolen
Picasso to the charming thief?
WB Bonus B
Answers Teacher: assign the exercises in the Workbook Bonus B as
A thief / thieves stole a Picasso statue homework. Draw the students’ attention to the grammar
Danny got up late exercises available in e-book+.
Danny had breakfast
Test: Bonus B Test

181
 Bonus lessons

Bonus
Bonus communication 1 3a | p. 136
Students: read the presentation of the books and match
pp. 136–137 them to the book covers.

Talking about books Answers

a 4 d 6
AUTHOR
chat b 5
c 2
e 3
f 1

Although we know that young people are reading

3b | p. 136
fewer novels, nowadays bookshops are full of amazing
Students: read the information and identify the novels.
stories written specifically for teenagers and young
Teacher: at the end of the exercise, ask students what they
adults, aimed at inspiring the most reluctant reader.
know about these books and if they have read them. If
Don’t forget as well that there are many simplified
necessary, give further information.
English readers that provide support to learners and
allow them to have a ‘real’ extended reading experience
Answers
because the language and vocabulary is suitable for
1 The Great Gatsby, Little Women
their level. Being able to talk about books and review
2 Robinson Crusoe
them is an important skill and this lesson transfers a lot
3 Ulysses
of the language already taught to talk about films to
4 Alice’s Adventures in Wonderland
reviewing books. Students read about six famous novels
5 Oliver Twist
and write their own book reviews – which don’t have
6 The Great Gatsby
to be about novels they have read in English, of course!

Vocabulary: book reviews

• relate the plot of a book or film and describe my reactions
File B1; produce stretches of language with a fairly even tempo
Teacher: focus on the structures introduced in the File on B2; write a short review of a book B2
p. 136 to express the functions of describing a book,
expressing opinions on a book.
4a, 4b | p. 136
Vocabulary: book genres Students: vocabulary exercise.
Teacher: check understanding by asking students to
• learn vocabulary for book genres
translate the words. Play the recording to check answers.

1 | p. 136 TRANSCRIPT AND ANSWERS SB 97

Students: oral groupwork. 1 novels:
Teacher: check understanding by eliciting a translation of chapter
the words for book genres. descriptions
language
Fast finishers
2 films:
Teacher: ask students to write a list of their five favourite style
books and their genre. photography
costumes
Reading fiction CLIL soundtrack
Literature: fiction in the English-speaking world stars
sets
• read and understand literary texts in which the writers
express specific attitudes and points of view B2 3 both films and novels:
plot
2 | p. 136 narrator
Teacher: allocate five to six minutes for the pairwork, then protagonist
start a class discussion asking students which British or dialogue
American novels they have read in translation or in the point of view
original, which they have heard about, or of which they have story
seen a screen version. character
opening
ending
setting

182
 Bonus A&B
5 | p. 136 8 Get into culture | p. 137
Teacher: give an example of how to fill in the book review Students: reading to be done all together or in pairs.
form. Bring a well-known novel to the class. Show the name Teacher: check understanding of book token and start a class
of the author and the date of publication, give information discussion about World Book Day.
on when and where the story takes place, on the characters,
on the narrator and summarise the plot in a few words. Then
give your opinion about the points listed in the form.
Bonus communication 2
Answers
Students’ own answers.
pp. 138–139
Answering a quiz
6 | p. 137 towards Trinity ISE I Interview
(Topic phase)
Students: oral pairwork.
AUTHOR
chat
Teacher: refer students to the File on p. 136 for the
The challenge continues, this time with a quiz – a
expressions to use.
relaxing interlude for your students and an opportunity
to interact using some expressions which help them
7 | p. 137 towards Trinity ISE I Portfolio
interact naturally. The range of questions and topics is
Students: written work to be done in class or as homework.
designed so that students with different interests and
Students use the form they have completed in exercise 5 and
skills can contribute their knowledge. Why not set up a
write a composition (150–200 words).
competition in class with these quizzes instead of doing
Teacher: refer students to the Amazon website to see how
it in pairs?
they present and review a book.

Bonus communication 1
File
1 Teacher: focus on the structures introduced in the File on
Students: read and complete the dialogue, choosing the p. 138 to express certainty, uncertainty or lack of knowledge
correct option, a, b or c. when answering a quiz.

Answers
1b 2c 3c 4a 5c 6b 7a Working in a team
• understand simple technical information or statistics B1;
2 start, maintain and close simple face-to-face conversation
Students: listen to the recording. Practise reading the on topics that are familiar or of personal interest B1;
dialogue and acting it out. express myself reasonably accurately in familiar,
predictable situations B1
TRANSCRIPT
EMMA Well, what did you read this week, Simon? 1 | p. 138
SIMON Oh, I read a historical novel. Normally they’re Teacher: before the pairwork, ask students to quickly scan
pretty bad, but I found I liked this one. It was a the questions and check they understand them.
really good 1read.
EMMA What! You mean The Ancient Promise? Beth said 2 | p. 138
it was awful! Teacher: after the pairwork, play the recording for students
SIMON Well. I know it wasn’t brilliant, but I found I to check their answers.
2
couldn’t put it down. It was very exciting.
EMMA Where is the novel 3set? TRANSCRIPT AND ANSWERS SB 98
1
SIMON Oh, it’s 4narrated by the main character, a
(When was the world’s first blood transfusion?)
blacksmith from York. Of course he falls in love
The answer is a, 1905.
with a duchess, and they marry in the end. I
know it doesn’t seem very original. But I found it 2
held my 5attention right to the end. The reason (How fast can a tennis player serve a ball?)
it works so well is that the 6main characters are The answer is a, 250 kilometres an hour.
very well described. You can really get to know
3
them. It was all a bit 7too romantic though, and
(How many bones are there in the human body?)
nothing more than a fantasy really.
The answer is b, 208.

183
 Bonus lessons

4 TRANSCRIPT AND ANSWERS SB 99

(When did Michelangelo paint the Sistine Chapel?) 1
The answer is b, between 1508 and 1512. A What is this sport?
B It’s snowboarding.
5
(When were the first Winter X Games held?) 2
The answer is c, 1997. A What film is this?
B It’s Lord of the Rings.
6
(How fast does a skydiver fall through the air before the 3
parachute opens?) A Which city is this?
The answer is a, 200 kilometres an hour. B It’s New York.

7 4
(How many Sherlock Holmes stories did Sir Arthur B Who is this scientist?
Conan Doyle write?) A It’s Albert Einstein.
The answer is c, 60. He wrote four novels and 56 short 5
stories. A Who painted this scene?
8 B Georges Seurat painted it.
(How many UK number one songs did the Beatles have?) 6
The answer is a, 17. A What planet is this?
9 B It’s Saturn.
(What year was the first Football World Cup, and where 7
was it?) B What is this palace?
The answer is c, 1930, Uruguay. A It’s the Forbidden City in Beijing.
10 8
(How old was the longest-living cat?) B Which country is this?
The answer is c, 38 years old. A It’s Costa Rica.
9
Picture round B What is this activity called?
• understand simple technical information or statistics B1; A It’s called plogging.
express myself reasonably accurately in familiar,
predictable situations B1 5 Get into culture | p. 139
Students: read the text in pairs or all together.
CULTURAL INFORMATION Teacher: check understanding of words such as quiz leader,
The Lord of the Rings trilogy – see Student’s Book p. 123. rounds of questions, trivia, sport and entertainment, picture
New York – see Student’s Book p. 22. rounds, highest scoring.
Albert Einstein – see Student’s Book p. 103.
Georges Seurat – see Student’s Book p. 40.
Answers
Saturn – see Student’s Book p. 108. 1 & 2 Students’ own answers.
The Forbidden City – see Teacher’s Book p. 89. 3 Possible answers:
Costa Rica – see Student’s Book p. 63. page 138: all questions: Science (Astronomy)
Plogging – see Student’s Book p. 55. page 139: question 1: Sport; question 2: Film /
Entertainment; question 3: Geography / Places;
3 | p. 139 question 4: Science / Famous people; question 5: Art;
question 6: Science; question 7: History / Architecture;
Students: oral pairwork.
question 8: Geography / Places; question 9: Sport / Trivia

4 | p. 139
6a | p. 139
Teacher: after the pairwork, play the recording for students
Teacher: Read the rules of the game. Then listen to the
to check their answers.
questions. You will hear each question twice.
Students: listen to the questions and discuss the answers in
groups. Each group should have a secretary who will note
down the answer agreed by the members, to be checked
against the second recording.

184
 Bonus A&B
TRANSCRIPT SB 100 7 | p. 139
1 Who was the first man on the moon? Teacher: make encyclopedias available for your students and
if possible give them access to the internet. You can limit the
2 What is the biggest ocean in the world?
exercise by assigning specific categories for the questions
3 Where are the world’s highest mountains? and answers.
4 What is the most photographed bridge in the world? Students: group research, followed by interaction between
5 What is the tallest land animal in the world? groups.
6 What toy was named after US President Theodore
Roosevelt? Bonus communication 2
7 Who was the printing press invented by? 1
8 Which is the hottest planet in the solar system? Students: read and complete the dialogue, choosing the
9 What is the letter that represents Potassium on the correct options to complete the dialogue.
periodic table?
10 What large ship sank in 1912 on her maiden voyage? Answers
1 answer 2 one 3 sure 4 reckon 5 clue 6 foggiest
11 What mammal has wings and flies?
7 can’t
12 Who was the first movie monster to become a star?
13 What do Americans celebrate on July 4th? 2
14 What is the smallest state in the world? Students: listen to the recording. Practise reading the
15 Which is taller, the Statue of Liberty or the London dialogue and acting it out.
Eye?
TRANSCRIPT
16 Who wrote the Harry Potter books?
PRESENTER Hello, and welcome to ‘Just a Million’! So
who have we got on the show tonight?
6b | p. 139 KIA My name’s Kia, and I’m from London.
Students: listen and check if their answers were correct. LEO And I’m Leo, from Manchester.
PRESENTER Well, let’s start. Shout if you know the
TRANSCRIPT AND ANSWERS SB 101 1
answer, OK?
1 The first man on the moon was Neil Armstrong. BOTH Yes!
2 The biggest ocean in the world is the Pacific.
PRESENTER Right. What’s the capital of Norway?
3 The world’s highest mountains are the Himalayas.
4 The most photographed bridge in the world is Tower KIA I know this 2one! It’s Oslo!
Bridge, London. PRESENTER Yes! Absolutely right! Now, continuing with
5 The tallest land animal in the world is the giraffe. geography, what’s the capital of Finland?
6 The teddy bear was named after US President KIA I’m not 3sure. Is it Helsinki?
Theodore Roosevelt.
PRESENTER Correct again, Kia. Come on Leo, what are
7 The printing press was invented by Johannes
you waiting for? I 4reckon you’re too shy!
Gutenberg.
Now, what’s the capital of Mongolia?
8 The hottest planet in the solar system is Venus.
9 The letter that represents Potassium on the periodic KIA Oh, I haven’t got a 5clue. Could it be
table is K. Timbuktu?
10 The Titanic sank in 1912 on her maiden voyage. PRESENTER No, I’m afraid it isn’t. Leo?
11 The bat is a mammal that has wings and flies. LEO I don’t have the 6foggiest idea! It can’t be
12 The first movie monster to become a star was King Kathmandu, can it?
Kong.
PRESENTER No, no! Go on, have another try!
13 Americans celebrate Independence Day on July 4th.
14 The smallest state in the world is Vatican City. LEO Well, I 7can’t be sure, but is it Ulan Bator?
15 The London Eye is 135 metres high and the Statue PRESENTER Yes! It certainly is!
of Liberty is 93 metres high so the London Eye is
taller than the Statue of Liberty.
16 J.K. Rowling wrote the Harry Potter books.

185
 Bonus lessons
Language check
1 | p. 140

Answers
1 hadn’t seen
2 had broken
3 jumped
4 returned
5 had been

2 | p. 140

Answers
1d 2c 3d 4a 5d

3 | p. 140

Answers
1 dialogue
2 plot
3 sets
4 costumes
5 soundtrack

4 | p. 140

Answers
1 crime
2 autobiography
3 horror
4 science
5 travel

5 | p. 140

Answers
1 written
2 set
3 narrated
4 writing
5 description
6 well-written
7 put
8 ending
9 disappointing
10 recommend

6 | p. 140

Answers
Students’ own answers.

Skills Book
Teachers: see p. 192 for teacher’s notes, answer keys and
transcripts.

Test: Bonus A&B Progress test

186
Interculture

Interculture Units 1&2 Interculture Units 3&4

THE USA ABOUT THE USA
1 | p. 144 1 | p. 147
Students: in pairs, answer the questions, writing all that Students: oral pairwork.
they know about the United States. Teacher: bring the information together on the board and, if
possible, have a class discussion.
Answers
1 Fifty. 2 | p. 147
2 Hawaii and Alaska. Students: reading and identifying.
3 The Democratic Party and the Republican Party. Teacher: check that students understand vocabulary like
4 Industries which produce aluminium, iron, steel, cars, parade, memorial service, wreath, Labor union, groundhog
aeroplanes, electronics, and service industries. and the words listed in the Vocabulary box.
5 About 325 million.
6 The Atlantic Ocean and the Pacific Ocean. Answers
1 Martin Luther King Day, Columbus Day
2 | p. 144 2 Independence Day, Columbus Day, Thanksgiving
Students: read the text in detail to check if their answers to 3 Independence Day, Halloween, Christmas
exercise 1 are correct. 4 Christmas
Teacher: ask someone to read the text out loud, checking
that they understand vocabulary like mangrove forests, 3 | p. 147
hurricanes, earthquakes and the words listed in the Students: written work done individually or in pairs.
Vocabulary box.
Answers
3 | p. 144 1 Groundhog Day
Students: written work done individually or in pairs. 2 Halloween
3 Thanksgiving
Answers 4 Independence Day
1F 2T 3T 4F 5F 6F 7T 8T 5 President’s Day
6 Martin Luther King Day
4 | p. 144 7 Labor Day
Students: written work done individually or in pairs. 8 Memorial Day

Answers 4 | p. 147
Alaska, California, Florida, Indiana, Kentucky, Michigan, Students: written work done individually or in pairs.
Mississippi, Nevada, New York (State), Oklahoma, Texas,
Virginia, Wyoming Answers
1 a memorial service
Project | p. 144 2 a picnic
Teacher: help students to choose a topic for their project, 3 a parade
e.g. the government, the movie industry, technology, 4 fireworks
frontier life, ethnic minorities, etc. 5 a party
Students: in class or at home, prepare a project on a topic 6 a feast
they have chosen, writing a short passage and illustrating it
with photos and, if suitable, graphics and datafiles. 5 | p. 147
Students: oral pairwork.

Project | p. 147
Teacher: help students to do their research online.
Students: in class or at home, students prepare a project
on a holiday of their choice, writing a short passage and
illustrating it with photos and, if suitable, graphics and
datafiles.

187
 Interculture Units 5&6 Students: in class or at home, students prepare a project
on a topic of their choice, writing a short passage and
CULTURAL DIVERSITY IN illustrating it with photos and, if they like, graphics and
datafiles.
THE USA
1a | p. 148 Interculture Units 7&8
Teacher: explain that the term Native Americans is used
here to refer to the indigenous populations of North STUDENT LIVES
America. However, the term includes also the populations
who lived in Central and South America before the arrival of 1 | p. 150
the Europeans. Teacher: get the students to complete the text orally and ask
Students: in pairs, say all that they know about the topic. them to copy it out for homework.
They might have gathered information from films and
classic novels, often suffering from negative stereotyping, or Answers
from exploring websites, which offer up-to-date information 1 abroad
on the present social and cultural state of Native Americans. 2 dimension
3 choose
1b | p. 148 4 semester
Students: read the text using the scanning technique to 5 experience
check their ideas. 6 personal

2 | p. 148 2 | p. 150
Students: read the text in detail, then answer the questions. Students: discussion in pairs.
Teacher: at the end read the text aloud, checking Teacher: collect all the reasons given by students on the
comprehension of words like reservations, myths, board.
stereotypes, traders, linguistic stocks, supplies, headdress,
carved, break the codes and the words listed in the Possible answers
Vocabulary box. We can learn or improve a foreign language.
We can get into contact with young people with a
Answers different upbringing.
1 About ten million. We can become acquainted with new ways of life.
2 2.9 million. We can explore the cultural aspects of another country.
3 Over five hundred. We can learn to cope on our own, without the emotional
4 Because they are all culturally and geographically support of our family.
different. We can develop an ability to communicate and to
5 Because they needed to buy food and supplies contribute to today’s global civilisation.
from them and because many cowboys were Native
Americans.
6 Most tribes didn’t use bows and arrows, but hunted with CULTURAL INFORMATION
other weapons. Erasmus (European Community Action Scheme for
7 They passed on coded battlefield messages using their the Mobility of University Students) is the European
language, Athapaskan. Commission’s educational programme for Higher
Education students, teachers and institutions. It was
3a | p. 148 introduced in 1987 with the aim of increasing student
Students: reading and oral discussion. mobility within the European Community. In 1995
Erasmus became incorporated into the new Socrates
Possible answer programme which covers education from school to
Stereotyping implies that all individuals or groups of university to life-long learning.
people behave in the same way. It prevents a true
Socrates-Erasmus can involve student mobility, teacher
relationship with other people.
mobility and curriculum development. In 1999, the
ministers of education of 29 countries met in Bologna
3b | p. 148
to discuss the future development of higher education
Students: oral pairwork.
in Europe. They issued the Bologna Declaration, which
expressed the goal of developing a European Higher
Project | p. 148 Education Area by 2010. This development is known as
Teacher: help students to choose one of the three topics the Bologna Process, and focuses on:
suggested for their project.

188
 • adopting a system of easily readable and comparable Interculture 9&10
degrees
• adopting a system with two main cycles AUSTRALIA
(undergraduate / graduate)
• establishing a system of credits (such as ECTS –
European Credit Transfer System) CULTURAL INFORMATION
• promoting mobility by overcoming obstacles
Australia is divided into six states and two territories:
• promoting European co-operation in quality
Australian Capital Territory with the capital Canberra
assurance
which is the seat of government, Northern Territory
• promoting European dimensions in higher education
(capital city: Darwin), New South Wales (capital city:
(Information from: http://www.erasmusplus.org.uk)
Sydney), Queensland (capital city: Brisbane), South
Australia (capital city: Adelaide), Tasmania (capital city:
3a | p. 150 Hobart), Victoria (capital city: Melbourne), Western
Students: read and identify the information. Australia (capital city: Perth).
Australia’s lowest point: Lake Eyre 15 m below sea level
Answers Australia’s highest point: Mount Kosciuszko 2,229 m.
Otto: shared problems, gained friends all over Europe, Main rivers: the Murray-Darling. The three main
improved language skills. river systems that make up the Murray-Darling Basin
Sarah: became more independent. include the Darling River and its tributaries; the
Anna: improved her Italian, learned tolerance and Murray river and its tributaries; the Murrumbidgee
open-mindedness. River, the Lachlan River and Billabong Creek and their
Duc: travelled, met cool people, gained work experience. tributaries. The greatest continuous length of river in
Daniel: got into the Spanish way of life, spoke the Basin extends 3,750 kilometres from the source of
another language. the Condamine (100 km from Brisbane, in Queensland)
to the mouth of the Murray (100 km from Adelaide in
3b | p. 150 South Australia).
Students: re-read the paragraphs to identify the problems. Australian rules football (also known as Aussie rules
or Footy) is a game played between two teams of 18
Answers players on an oval field. The ball is oval, the goal is
Otto: it was tiring speaking English all the time every represented by four tall posts and the rules are different
day. from soccer or traditional football games.
Sarah: had to find her own accommodation and organise
her own study programme. 1a | p. 152
Anna: found it hard to find accommodation and Students: written work to be done in pairs.
understand the system.
Duc: missed home and couldn’t understand the accent Possible answers
at first. What’s the population of Australia?
Daniel: no problems mentioned! What’s the climate like?
Who are the original inhabitants of Australia?
4 | p. 150 When was Australia discovered by the British?
Students: re-read the paragraphs and answer the questions. When did the British start sending people to Australia?
How many states are included in Australia’s federal
Answers system?
1 Sarah and Anna
2 Duc 1b | p. 152
3 Daniel Students: read the text, using the scanning technique to
4 Otto find the information.
5 Sarah and Duc Teacher: if possible, let students have access to internet sites
6 Otto, Anna and Daniel like:
7 Daniel www.australia.gov.au/
8 Anna and Duc www.about-australia.com/

Project | p. 151 2 | p. 152

Teacher: help the students to do online research. Students: read the text in detail and identify the
Students: in class, the groups discuss an exchange they information.
would like to make, look for information on the web and
make notes. Then at home they each write a report and
illustrate it with photos and graphics.

189
 Answers Interculture 11&12
1 Native Australians or Aborigines.
2 People from south-east Asia, China, the Indian LANGUAGE
sub-continent and Europe.
3 The British started to send criminals to the east coast 1 | p. 154
of Australia. Students: reading and discussion in groups.
4 The percentage of Aborigines (only 2.5% of the
population). CULTURAL INFORMATION
5 The percentage of Australians living in cities or towns
(70%). English is the primary language in the United
6 Kangaroo, wombat, duckbilled platypus, koala Kingdom, the USA, Ireland, and Commonwealth
7 115 million sheep countries such as Australia, New Zealand, the Bahamas,
8 Uluru or Ayers Rock Barbados, Bermuda, Dominica, Gibraltar, Grenada,
Guyana, Jamaica, Antigua and Barbuda, St Lucia, Saint
3 | p. 152 Kitts and Nevis, Saint Vincent and the Grenadines,
Teacher: get several students to read the text. Check that Trinidad and Tobago, the U.S. Virgin Islands.
they understand overseas, range, bush (an area of land English is also one of the primary languages in
covered with bushes and trees which covers a large part Canada (with French), India (with Hindi and 21
of the Australian continent), roadside fireplaces (spots in other languages), Hong Kong, Belize, Singapore, the
the bush where a fire can be safely lit, originally inside tree Philippines, Israel (along with Hebrew and Arabic),
stumps), jacaranda (a tree originally from South America, South Africa (along with ten other languages, including
with large purple-blue flowers), flame tree (a tree of the Zulu and Afrikaans), Uganda, Rwanda.
rainforest with bright red flowers), footie (Australian English is an official language (but not the first
football), headline, drought, the Davis Cup (the most language) in Cameroon, Fiji, the Federated States of
important tournament in men’s tennis). Micronesia, Ghana, Gambia, Kiribati, Lesotho, Liberia,
Students: written work to be done in class or as homework. Kenya, Namibia, Nigeria, Malta, the Marshall Islands,
Pakistan, Papua New Guinea, the Solomon Islands,
Possible answer Samoa, Sierra Leone, Swaziland, Tanzania, Zambia and
While adapting others’ cultures, Australians have also Zimbabwe.
developed their own habits, like Christmas barbecues,
English is the most widely learned and used foreign
bush picnics, roadside fireplaces and surf carnivals.
language in the world. It is the language most often
(201 words)
studied as a foreign language in Europe, Japan, South
Korea and in the Republic of China (Taiwan).
4 | p. 152
For further information see the website:
Students: vocabulary activity.
http://en.wikipedia.org/wiki/English_language
Answers and these reference books:
1 h 3 f 5 a 7 j 9b D. Crystal, The Cambridge Encyclopedia of the English
2 i 4 g 6 d 8 e 10 c Language (3rd ed), Cambridge University Press, 2018
T. McArthur (ed). The Oxford Companion to the
Project p. 153 English Language (2nd ed), Oxford University Press,
Teacher: help students to do research online. 2018
Students: look for information on the web and make notes.
Then at home they write a webpage and illustrate it with 2a | p. 154
photos and graphics. Students: read the text in detail to choose the most
interesting information.

Answers
Ancient Romans Latin
Anglo-Saxons German dialects / Old English
The Vikings Norse
The Latin alphabet Old English
The Normans Old French
Chaucer Middle English

190
 William Caxton recognisably modern English
Shakespeare very similar to Modern
English
Samuel Johnson Modern English
Varieties of English American, Australian, British
English
The digital era new words, blended words

2b | p. 155
Students: oral pairwork.

3 | p. 155
Students: re-read the text in detail. Then do the written
work from memory.

Answers
55 BC: Julius Caesar invaded Britain
AD 449: Germanic tribes invaded Britain
AD 787: Danish invasions started
1066: The Norman invasion
1390s: Chaucer’s The Canterbury Tales
1476: William Caxton introduced printing in Britain
1564: Birth of Shakespeare
1755: Samuel Johnson’s dictionary published
1989: The World Wide Web was invented

Project | p. 155
Teacher: help students to do the research in magazines
and newspapers, or using visual and audio material.
Students: look for information and make notes. Then at
home they write a project and illustrate it with photos
and graphics.

191
 Skills Book

Reading skills 1&2 2 | p. 6

Teacher: Allow students a few moments to read the text
for general meaning and decide in what order the events
Warm up happened.
• talk about narrative accounts of people’s lives Students: reading activity to be done individually or in pairs.

1 | p. 5 Answers
Students: oral pairwork. 4, 3, 5, 1, 2

Comprehension 3 | p. 6 towards B1 Preliminary Reading

• gather important information from a narrative text Teacher: ask students to read the advice in the Exam tips
box and then use it in exercise 3.
2 | p. 5 Students: matching activity to be done individually or
in pairs.
Teacher: Allow students a few minutes to read the text
briefly and decide what information the dates relate to.
Answers
Students: reading and matching activity to be done
1D 2B 3A 4C
individually or in pairs.

4 | p. 6
Answers
In 1976 Merhan Karimi Nasseri (or Sir Alfred Merhan) Students: reading activity to be done individually or in pairs.
was expelled from his native country.
In 1988 he went to Charles de Gaulle Airport in Paris. Answers
In 1999 France gave him a temporary residence permit. 1B 2A 3B
In 2004 Steven Spielberg made his story famous in the
film The Terminal. Over to you
In 2006 he left the airport to go to hospital.
5 | p. 6
3 | p. 5 towards B1 Preliminary Reading Part 5 Students: written pairwork.
Teacher: ask students to read the strategies and advice in the
Exam tips box, explaining that we often can use context to
work out what words are missing from a text. Explain that
students are going to read the text in more detail and choose
Reading skills 5&6
one of the four options for each gap.
Warm up
Answers • talk about nature, the wilderness and survival training
1C 2D 3A 4D 5B 6A 7A 8B
1 | p. 7
Over to you Students: oral pairwork.
4 | p. 5
Students: written pairwork.
Comprehension
• scanning for specific information in a text

2 | p. 7 towards Trinity ISE Reading Task 1

Reading skills 3&4 Long Reading
Teacher: read the Exam tips box and explain how the
Warm up scanning technique works for finding specific information.
• talk about living in a different country Students: reading activity to be done individually or in pairs.

1 | p. 6 Answers
Students: oral pairwork. 1 I 2 C 3 C 4 I 5 I 6 C 7 C 8 C 9 I 10 I

Comprehension Over to you

• gather information from a narrative text and use context 3 | p. 7
to guess missing words Students: written pairwork.

192
Reading skills 7&8 3 | p. 9
Students: reading activity to be done individually or in pairs.

Warm up Answers
• talk about friends and the qualities of a good friend 2 Indigo Fashion
3 Forest Park
1 | p. 8 4 Pet Friends
Students: oral pairwork. 5 Curtis Dot Com and Pet Friends
6 Forest Park
Comprehension 7 Pet Friends

• match information about people with names from the text

Over to you
2 | p. 8 4 | p. 9
Students: reading activity to be done individually or in pairs. Students: written groupwork.

Answers
1 Patrick 2 Elise 3 Krish 4 Harriet
Reading skills 11&12
3 | p. 8 towards Trinity ISE I, Reading Task 1,
Selecting true statements, B1 Preliminary Part 3 Warm up
Teacher: read the Exam tips box and explain the strategies • talk about books and reading habits
for finding specific information. Remind students to read the
true / false statements first so that they know what they are 1 | p. 10
looking for. Students: oral pairwork.
Students: reading activity to be done individually or in pairs.

Answers
Comprehension
• scan a text for general structure and match titles with
1F 2F 3T 4F 5T 6F
paragraphs

Over to you 2 | p. 10 towards Trinity ISE I Reading Task 1,

4 | p. 8 Title matching
Students: written groupwork. Teacher: in preparation for exercise 2, read the Exam tips
box and go through the suggested process for matching
titles with paragraphs.
Students: reading activity to be done individually or in pairs.
Reading skills 9&10
Answers
Warm up 1e 2c 3a 4d 5b
• talk about students’ plans for finding employment
3 | p. 10
1 | p. 9 Students: reading activity to be done individually or in pairs.
Students: oral pairwork.
Answers
Comprehension 1F 2F 3T 4T 5F
• match people with jobs based on their qualities and
interests Over to you
4 | p. 10
2 | p. 9 towards B1 Preliminary Reading Part 2
Students: written pairwork.
Teacher: in preparation for exercises 2 and 3, read the Exam
tips box and explain how to tackle matching activities by
finding relevant information in a text.
Students: reading activity to be done individually or in pairs.

Answers
Miles: job 5 Artur: job 1 Flora: job 2

193
 Listening skills 1&2 Answers
1 Birmingham 6 basketball
2 the pay 7 archery
Warm up 3 leadership 8 skating
• talk about the type of questions used in job interviews 4 lifesaving 9 prizes
5 swimmer 10 ceramics
1 | p. 12
Students: oral pairwork. 3 | p. 12
Teacher: allow students to read the statements for
Comprehension 20 seconds. Then play the recording of the conversation
• listening for specific information in a dialogue twice.

TRANSCRIPT Skills Book 03

2 | p. 12 towards B1 Preliminary Part 4 MUM Pete? … Pete?!
Students: listening activity to be done individually. PETE What is it, Mum?
Teacher: ask students to read the strategies and advice in
MUM Have you done your homework?
the Exam tips box and go through the suggested process for
PETE Yes! Well, most of it, anyway. I’ll do the rest
listening for specific information. Allow students to read the
information for 20 seconds. Then play the recording of the tomorrow morning.
conversation twice. MUM I’m sure you will!
PETE Look, it’s OK, Mum. I’ve already done the
TRANSCRIPT Skills Book 02 important things.
INTERVIEWER So, Mr Jones, what’s your first name?
MUM Have you done your Maths yet? You know I’m
MICHAEL Um, Michael. seeing Mr Brown next week. I hope he’ll be
INTERVIEWER And you live here in Birmingham? pleased with you.
MICHAEL Yes, that’s right. In Lewis Street. PETE Don’t worry, Mum. He’ll be fine.
INTERVIEWER Now, what makes you want to work with MUM It’s not him I’m worried about! Now, have you
us? Is it our good reputation? tidied your room?
MICHAEL Yes, certainly. And the pay, of course. The PETE Well, not yet, but I’ll do it soon.
job you are offering is very well-paid. MUM And have you repaired your bike yet? You know I
INTERVIEWER Hmm. Yes, indeed. We get the best asked you last week.
because we pay for the best. And what PETE I’ve done it already. Only took twenty minutes.
skills can you offer us? Just a problem with the chain.
MICHAEL Well, I think I’ve got leadership skills. I MUM Good. At least you’ve done something this
mean, I’ve been group leader on quite a weekend. But what about the car?
few backpacking tours and orienteering PETE What about it?
weekends. And I’ve done a lifesaving
MUM Have you cleaned it?
course. Oh, and I’m an excellent swimmer.
PETE I will have done it before tea, I promise.
INTERVIEWER Well, that’s certainly useful, Mr Jones.
What other sports are you good at? MUM Oh, Pete, you are so difficult. Why do you say yes
MICHAEL Most sports, really: football, tennis, to things and then leave them to the last minute?
basketball, karate. And archery and It’s so difficult living with you!
skating. PETE Sorry, Mum. [pause] Oh, by the way, have you got
INTERVIEWER You’re certainly very sporty! But what
my shirt ready for this evening? I want to look my
about arts and crafts? Anything you can best. Sandra’s going to be there!
offer in that department? MUM Ugh! Pete! I forgot all about it! It’s in the bathroom
MICHAEL Oh yes! I love painting and I have won now, soaking. It’ll never be ready in time!
quite a lot of prizes for my work. And I Peter, I am sorry. I’ll find you something else to
like making things out of ceramics. I am wear.
doing ceramics classes at the moment PETE It’s OK, Mum. I quite understand. In this family we
which I love. tend to leave things to the last minute and then
INTERVIEWER Well, thank you very much, Mr Jones. we forget about them, don’t we?
I am sure we will want to talk to you MUM Oh, Pete! Between you and me I don’t know who’s
again. You seem to be just the man for worse!
the job!
MICHAEL Thank you! Goodbye!

194
 Answers and burglary in the next year or two.
1T 2F 3T 4T 5T 6T 7F The minister seemed concerned about
the statistics, and about his job. If people
don’t feel he is doing enough to make
Over to you them safe, they will punish him in the
4 | p. 12 election.
Students: written pairwork.
Answers
1T 2T 3F 4T 5F 6T
Listening skills 3&4
3 | p. 13 towards B1 Preliminary Part 3
Warm up Students: listening activity.
• talk about the news and the language used in news stories Teacher: read the Exam tips box and remind students that
when they are listening to fill in gaps in a text, it is useful to
1 | p. 13 read what information they are listening out for in advance,
Students: oral pairwork. and to predict what sort of words they are likely to hear.
Allow students to look at the report to be completed for
20 seconds. Then play the recording of the interview twice.
Comprehension
• get specific information from a news report TRANSCRIPT Skills Book 05
POLICEMAN Now, Mr Lister, could you tell me exactly
what happened?
2 | p. 13
MR LISTER Yes, of course, officer. I was driving my Ford
Students: true / false activity to be done individually or in saloon along Western Avenue. I wasn’t
pairs. doing more than twenty-five, I can assure
you, when I saw a vehicle coming towards
TRANSCRIPT Skills Book 04 me.
NEWSREADER The Minister for Justice made a very
POLICEMAN What time was that, exactly?
interesting speech today. For the first
time, he admitted that there was a serious MR LISTER Oh, it was ten to ten precisely. I remember
problem with crime in our capital. He because I was going to an appointment
gave a press conference after the new at ten o’clock in the town centre, and I’m
statistics for crime were published. never late.
The figures don’t make good reading. The POLICEMAN And what was the weather like?
minister said that theft was up by 50% MR LISTER Oh it was cold and a bit foggy. Anyway,
and burglary up by 30%. People didn’t feel the motorbike, it was a big motorbike,
safe in their houses, he said. Vandalism was coming towards me. It seemed to lose
had increased by 20% in the past year. control. Then I saw it turn and it crashed.
The minister was especially concerned The impact was terrible. I stopped my
about street crime. Reports suggest that car and called the police on my mobile.
pickpocketing has gone up, and muggings Of course, when the police came it was
are now very common. The minister said complete confusion.
he would do everything in his power to POLICEMAN Yes, all right, we know what happened after
reduce these crimes in the coming year. that, thank you.
But the minister claimed there were MR LISTER Do you need anything else?
some bright spots. He said that fraud
POLICEMAN No, thank you. You have been most helpful.
was down by 25%, and cases of blackmail
were now very rare indeed. Perhaps the
most encouraging thing of all was the Answers
information he gave about joyriding. After 1 Mr Lister
the government campaign last year, it has 2 Ford saloon
stopped almost completely. The minister 3 ten to ten
declared that the sudden change was 4 cold and a bit foggy
thanks to the new heavy fines and other 5 a motorbike
punishments which the government 6 the driver of the Ford saloon called the police on
had recently introduced. Let’s hope the his mobile
minister has similar success with theft 7 complete confusion

195
 Over to you INTERVIEWER So, you’re very well organised. How long
4 | p. 13 did it take you to sort things out so
Students: written and oral pairwork efficiently?
MADDY/JENNY Oh no time at all.
MADDY We knew what we liked doing, and what

Listening skills 5&6 we didn’t like doing, and we planned who

would do what before we moved into the
flat.
Warm up MADDY Yes, that’s the secret. We didn’t leave
• talk about household chores and likes and dislikes things to become a problem, and then try
to solve it. We had it all organised from
1 | p. 14 the beginning.
Students: oral pairwork. INTERVIEWER Good! So how long do you think you’ll
share a flat?
Comprehension JENNY Well, we’ll probably move into our own
places when we finish university.
• listen for the general gist of a conversation
MADDY Yeah.

2 | p. 14 towards B1 Preliminary Listening Part 2 Answers

Teacher: ask students to read the strategies and advice in 1B 2B 3C 4A 5A 6C
the Exam tips box and then use them in exercise 2. Allow
students a few moments to read and answer the statements
and options, and then play the recording twice.
Over to you
3 | p. 14
TRANSCRIPT Skills Book 06 Students: oral groupwork.
INTERVIEWER So, Maddy and Jenny, you’ve been living
together for almost six months now.
How’s it going? Do you like it?
MADDY/JENNY Great! We love it!
Listening skills 7&8
INTERVIEWER But tell me honestly, who does all the
chores? Warm up
JENNY Well, we share them, don’t we Maddy? • talk about the advantages and disadvantages of small or
big families
MADDY Yes, I do a lot of the general cleaning. I
vacuum the house, tidy the bedrooms
1 | p. 15
and do the washing-up. Jenny does the
cooking and lays the table for dinner. Students: oral pairwork.
INTERVIEWER But who empties the washing machine?
JENNY Oh Maddy does, and she does the Comprehension
ironing, too. • listen for speakers’ emotions and attitude
MADDY Yeah, ironing’s the worst! Jenny never
does it!
2 | p. 15
JENNY And Maddy makes the beds.
Teacher: explain that this activity is intended to encourage
INTERVIEWER Hey! That doesn’t seem fair! Maddy does students to understand the emotions and attitude of five
most of the work. speakers from their tone of voice.
MADDY Not really. Jenny sweeps the floors every
day and she takes the rubbish out. And TRANSCRIPT Skills Book 07
it’s Jenny’s job to water the plants. SPEAKER 1 (angry – what a waste of time, you’d rather
JENNY Yeah, I think we both do about the same be doing something else)
really. I normally do the shopping as well. We’re going to visit my uncle in Scotland
Maddy can’t be trusted to buy anything: next weekend.
she spends far too much! So it’s my job to SPEAKER 2 (bored, suppressed yawn, it’s boring even
get the fruit and vegetables every day. talking about it)
We’re going to visit my uncle in Scotland
next weekend.

196
 SPEAKER 3 (sad, on the verge of tears, perhaps you’re and doing the dishes and washing clothes and
going up for your aunt’s funeral) stuff. I’m very good at looking after my baby
We’re going to visit my uncle in Scotland brother.
next weekend. MIKE Eeewww! Babies. Too much hard work.
SPEAKER 4 (puzzled: you have an uncle? he lives in HANNAH No, I actually like to help out with my baby
Scotland? or are you looking at someone brother. He’s sweet. And he doesn’t argue
else’s travel plans?) with me!
We’re going to visit my uncle in Scotland MIKE Yeah, well, I haven’t got any brothers or sisters,
next weekend. so I just argue with my mum and dad instead!
SPEAKER 5 (enthusiastic: you’ve been looking forward to HANNAH Um, you know, I can tell you one good thing
this trip for months!) about having two older brothers.
We’re going to visit my uncle in Scotland MIKE What’s that?... Erm, they can give you lifts to
next weekend. places?
HANNAH No, neither of my older brothers has a car. But

Answers they do have some very good-looking friends!

Speaker 1 angry MIKE Hah! How about your sisters then? Do you get
Speaker 2 bored on with them?
Speaker 3 sad HANNAH I get on really well with Sarah. She’s just a year
Speaker 4 puzzled older than me. We share a room and she lets
Speaker 5 enthusiastic me borrow her clothes sometimes and try on
her make-up. But Ruth and Marie – the twins
– well, that’s a different matter.
3 | p. 15 towards B1 Preliminary Listening
MIKE Uh oh! Oh well, I guess that every family has
Part 4 its good points and its bad points.
Teacher: explain that this activity doesn’t only require HANNAH Yup, you’re probably right.
understanding of the global and detailed meaning of the
text, but also of the opinions and attitude of the speakers.
Ask students to read the strategies and advice in the Exam Answers
tips box and then use them in exercise 3. Ask students to 1B 2A 3A 4B 5B 6B
read the sentences first and to focus on the information they
supply. Then play the recording twice for students to check 4 | p. 15
if the sentences are correct or incorrect. Students: listening activity to be done individually.

TRANSCRIPT Skills Book 08 Answers

MIKE Hi Hannah! Who’s that girl over there? She 1 she likes having older brothers because they have
must be your sister! good-looking friends; her parents don’t have time to
HANNAH Yes, that’s Marie. I’ve got three sisters and four do everything for all their children; she likes looking
brothers! after her baby brother because he doesn’t argue with
MIKE Wow! That’s a big family. It must be great living her; she gets on well with her sister Sarah.
in a big family. Always someone to talk to, 2 he argues with his parents; he doesn’t like babies as
someone to help you with your schoolwork, they are hard work.
someone to play with.
HANNAH Humph. Well, it’s never quite like that, Mike. Over to you
Nice idea! We all seem to argue the whole 5 | p. 15
time. And our house is so, well, so noisy! And…
oh, it’s messy! Sometimes it’s impossible to Students: oral and written pairwork.
get my homework done because there’s just
no space to sit down and think.
MIKE Hmm. But, erm, there must be some good Listening skills 9&10
points though?
HANNAH Well… let me think… I suppose we probably Warm up
learn to be more independent than children
• talk about watching and taking part in sports
in small families. I mean, Mum and Dad just
don’t have time to do everything for us, so we
take it in turns to help with cooking the dinner 1 | p. 16
Students: oral pairwork.

197
 Comprehension
3 | p. 16
• listen for specific information to fill in gaps
Teacher: allow students to look at the notes for 20 seconds
so that they know what to listen out for. Then play the
2 | p. 15 towards B1 Preliminary Listening Part 3 recording twice.
Teacher: ask students to read the strategies and advice in
the Exam tips box and then use them in exercise 2. Allow TRANSCRIPT Skills Book 10
students a few moments to understand what information is PRESENTER Hi, I’m here to tell you about a film I’ve
requested. Play the recording twice. just been to see in the Mega Cinema in the
Students: listen and do the gap-fill exercise. town centre. It’s called Unsuspected Aliens
and, I’m sure you can guess, it’s a sci-fi and
horror movie.
TRANSCRIPT Skills Book 09
PRESENTER Are you bored of playing a tired game of I must say I wasn’t expecting very much
football on a Saturday afternoon? Wouldn’t when I went to the Mega Cinema yesterday
you like a bit more excitement? Well, why evening. I’ve seen enough horror films
don’t you try one of the more adventurous to last a lifetime, and they never were
sports on offer at the local sports centre? my favourite, and this one really did not
They offer introductory courses and full sound very interesting or original. But, I
safety instructions and equipment at very have to say, I was pleasantly surprised. It’s
low prices in all sorts of wild sports. Let me no masterpiece, but overall I can say it’s
tell you about one or two. a film worth seeing. The film starts in a
typical town in middle America. You can
First there’s boxing: you need good gloves,
imagine how we gradually become aware
a lot of courage and some teaching in
of the presence of aliens in the town, in
the basics, but then you can learn a really
every street and in every part of town life.
challenging and demanding sport that’s
The story isn’t up to much (it’s rather slow-
sure to get you fit!
paced), but the dialogue is excellent, the
Then there’s car racing. Beginner driver actors are well-cast and very natural, and
courses are organised once a month and the effect is very convincing. By the end you
last for a weekend. After this you’re ready to almost believe we are under secret attack
go out on the track and dream of being the from something from far away. There are
next Schumacher. It can be dangerous, and, one or two memorable scenes which build
of course, you need a driving licence before up to an unforgettable climax. The great
you even start dreaming. thing about this film is that it doesn’t need
Another excellent idea is bungee jumping. special effects to make it exciting. It has a
The ultimate thrill: really exciting and great soundtrack and the music adds to the
extreme, and not very expensive. For fifty tension. It’s well directed by Tim Friedman,
pounds you get training, use of the correct who has learnt a lot since his last effort, Star
equipment and a jump off the highest Glory, which was such a disaster. All in all,
bridge in the area. Not for those scared of I can recommend the film. It’s one of the
heights, naturally! few sci-fi horror films which is just a little
Lastly, why not try mountain bike racing? different and convincing, and it leaves you
We all know how to ride a bike, but this is a with something to think about. I won’t tell
whole new experience! Going down rough you the ending, but keep your eyes on the
hillsides at speeds of fifty miles an hour. main female character. She saves her best
Fantastic! But be sure to have protective moment for the end of the film!
clothing, and to be able to repair your bike.
Remember, you will fall off! Answers
Well, I hope that makes you want to go out 1 horror 5 great / tense
and try something new. You can always 2 seeing 6 disaster
watch the football on TV when you get 3 middle / mid- 7 different
home again! 4 well-cast / natural 8 think

Answers
1 sports centre 5 driving licence
Over to you
2 gloves 6 not very
3 basics 7 clothing 4 | p. 16
4 once 8 repair your bike Students: oral and written pairwork.

198
Listening skills 11&12 yourself too hard. Remember that while
exercises such as weight lifting build up
strength in the muscles, they do little for
Warm up the fitness of the heart.
• talk about exercise
PRESENTER I’ve got a terrible memory, Joan! I never
remember to do my exercises!
1 | p. 17
JOAN Well, decide on a goal and make an exercise
Students: oral pairwork.
plan designed to meet this goal. Once you
make a plan, remember to keep a written
Comprehension record. This keeps you motivated. Exercise
• listen for specific information to choose correct options in at the same time every day so it becomes
a multiple choice activity a regular part of your lifestyle. For example,
you might walk every Tuesday, Thursday,
Friday and Saturday from 12.30 to 1.30 p.m.
2 | p. 17 towards B1 Preliminary Listening PRESENTER I’m sorry, but I get so bored doing exercise...
Part 2
JOAN Well, Caroline, why not find a friend to
Teacher: ask students to read the strategies and advice in exercise with? It will be much more fun.
the Exam tips box and then use them in exercise 2. Allow Or join an exercise group or a health club.
students a few moments to look at the information they Above all, use variety to keep your interest
need to listen out for. Play the radio interview twice. up. Walk one day, swim the next, then go
for a bike ride at the weekend. And don’t let
TRANSCRIPT Skills Book 11
bad weather stop you! Have an alternative
PRESENTER OK, it’s coming up to half past ten, and it’s to your usual outdoor activity. But don’t
time to look at health. We all know exercise forget, exercise can be fun – even though it
is important, but how can we find the time may not seem fun at first!
to do it? Incorporating regular activity into
your busy lifestyle can be difficult. So this
week our health advisor Joan Archer is Answers
going to give us some advice on keeping fit. 1 B 2 A 3 B 4 A 5 B, C 6 C
JOAN Hello, Caroline.
PRESENTER So Joan, why should we exercise? Over to you
JOAN Well, moderate daily exercise may reduce 3 | p. 17
your risk of many diseases including heart Students: oral and written pairwork.
disease, and also reduces stress levels. The
question is not should you exercise, but
what kind of exercise is appropriate for you.
PRESENTER And how do I get started? Viewing skills 1&2
JOAN Well first of all, if you have any serious
health concerns (such as diabetes), you Teacher: play the Pre-Intermediate Intros video to
should see your doctor for an exercise students to introduce them to the characters they will hear
tolerance test to help you establish safe from in this section.
limits for your exercise programme.
PRESENTER OK. The important question... how much What countries have you visited?
exercise do I have to do a week?
JOAN Even exercising only three times per week 1| p. 19
(if you can’t do it daily) can have mental Students: oral pairwork.
and physical benefits. You should plan an
exercise routine that lasts 20 to 30 minutes. Answers
The key is that the exercise is moderate. You Florida: the USA
don’t need to push yourself too much. Baja: Mexico
PRESENTER So how do I get going? Barcelona: Spain
JOAN It’s very important to warm up to help Verona: Italy
avoid injury. Include stretching before and Bali: Indonesia
after exercising. Remember to start slowly Paris: France
and listen to your body’s pain messages. If it Valencia: Spain
hurts badly, then you are probably pushing

199
 3c | p.19
2a | p. 19 [00:02 ] Teacher: ask students to try and remember in which context
Students: watch the video and tick whenever a country the speakers used the adjectives listed.
is named. Students: oral pairwork or individual written work.

Answers Answers
France: ✓ ✓ ✓ ✓ ✓ gorgeous beaches (Lauryn)
the USA: ✓ ✓ ✓ ✓ phenomenal holiday / Bali (Lauryn)
Spain: ✓ ✓ ✓ ✓ ✓ ✓ brilliant food (Luke)
Switzerland: ✓ ✓ friendly people (Lauryn)
Turkey: ✓ ✓ beautiful country (Jamie)
Italy: ✓ ✓ ✓ ✓ ✓ amazing Stockholm / holiday / weather (Valentina)
Mexico: ✓ ✓
Germany: ✓ ✓ ✓ ✓
3d | p. 19
Teacher: play the video again to allow students to check
2b | p. 19 their answers.
Teacher: ask students if they noticed the ways some of the
speakers changed the tense they were using when they gave
details about specific experiences. Look at the Fluency clips
What’s the most exciting thing
box where some examples of giving details are listed. Allow you’ve ever done?
the students to read the list of places before watching the
clip again and filling in the names.
4a | p. 19 [03:53 ]
Students: oral pairwork.
Answers
Portugal: Kharis
Answers
Canada: Kharis
Lauryn performed at a dance show.
Cyprus: Jamie
Emily went camping in a national park.
Japan: Andrea
Andrea taught theatre to children.
South America: Ben
Ben was chased by a bull.
Aruba: Kharis
Josh jumped out of a plane.
Iceland: Ben
North Africa: Andrea
Indonesia: Lauryn, Josh 4b | p. 19
Curaçao: Kharis Teacher: play the video again to allow students to fill in
the gaps. Point out the use of really as explained in the
Fluency clips box.
What’s the best holiday you’ve
ever been on Answers
Luke: five
3a | p. 19 [02:02 ] Emily: carried
Jamie: without
Students: watch the video and match the people with the
Cindy: sing
countries of their favourite holidays.
Josh: 20,000
Andrea: New York
Answers
Ben: angry
Italy: Sebastian Mexico: Josh
Sweden: Valentina Aruba: Kharis
Indonesia: Lauryn Thailand: Luke
Over to you
Turkey: Jamie Spain: Cindy
5 | p. 19
Students: oral groupwork.
3b | p. 19
Students: watch the video again and write the name of the
person who did each of the activities.

Answers
1 Luke 4 Valentina 7 Cindy
2 Cindy 5 Kharis
3 Sebastian 6 Cindy

200
Viewing skills 3&4 Answers
1 notebook 8 iPhone
What’s the worst journey you’ve 2 camera 9 family
3 two 10 holiday
ever had? 4 photography 11 birthday
5 bike 12 ring
6 primary school 13 wears
1a | p. 20 [00:02 ] 7 Wii 14 suit
Students: watch the video and do the matching exercise.

Answers 2b | p. 20
1 Luke, Kharis 6 Ben Students: oral pairwork.
2 Ben 7 Cindy
3 Lauryn 8 Simone, Josh What are you most proud of?
4 Jamie, Simone, Josh 9 Luke
5 Simone 10 Kharis
3 | p. 20 [04:24 ]
Teacher: before playing the video (perhaps a second time),
1b | p. 20 point out the prevalent use of get in English, as outlined
Teacher: play the video again so that students can fill in the in the Fluency clips box. They will then notice how the
journey times. speakers use it.
Students: individual true / false activity.
Answers
1 7 hours Answers
2 6 hours 1T 2F 3F 4T 5F 6T 7T 8F
3 5 hours
4 6 hours
5 3 and a half days Over to you
4 | p. 20
1c | p. 20 Students: oral groupwork.
Teacher: before playing the video a final time, point out
the use of and in the Fluency clips box and ask students to
notice how many times the speakers use and, and for what
purpose. Viewing skills 5&6
Students: individual gap fill activity.
What do you do to help the
Answers environment?
Ben: devices
Simone: road, tractor
Josh: camping, uncomfortable 1a | p. 21 [00:02 ]
Kharis: miserable, cold Students: watch the video and listen for the environmentally
friendly actions.

1d | p. 20 Answers
Students: oral pairwork. All actions are mentioned by the speakers.

What’s the best present you’ve 1b | p. 21

ever received? Teacher: ask students if they noticed the phrases the
speakers used for describing the effort they make when
2a | p. 20 [02:38 ] doing something. Some of these are listed in the Fluency
Teacher: give students time to look at the table to familiarise clips box. After filling in the gaps, ask them to listen out for
themselves with what information they need to listen out these while they are checking their answers.
for. Point out the Fluency clips box and ask them to notice
the expressions the speakers use which convey their degree Answers
of certainty. Sebastian: volunteer, called, help, doing up
Jane: carry, shopping, put

201
 How will life be different in Answers
50 years’ time? isolated: Sebastian
bullied: Cindy
slower: Josh
2a | p. 21 [02:28 ] exchange of information: Sebastian
Teacher: allow the students to read the list of questions to good: Kharis, Jane
find out what information is requested. Play the video twice. free: Simone
Point out the Fluency clips box before the second viewing more time to think: Josh
so that students are alerted to the way the speakers express harder: Andrea
opinions about the future. connections with people: Kharis, Andrea
Students: individual listening activity. access to information: Kharis, Jane, Simone
effect on psychology: Simone
Answers worldwide communication: Ben
1 Jamie brainwashed: Cindy
2 Andrea access to free education: Simone
3 Luke
4 Josh
5 Immy, Emily Over to you
6 Jamie, Emily
4 | p. 21
7 Josh
Students: oral groupwork.
8 Andrea
9 Immy

2b | p. 21 Viewing skills 7&8

Students: oral groupwork.
What chores do you do in
the home?
What would life be like without
the internet? 1a | p. 22
Students: matching exercise in pairs or individually.
3a | p. 21
Students: individual writing activity. Answers
1 hoovering / vacuuming
2 mopping the floors
3b | p. 21 [03:48 ] 3 washing the dishes / doing the washing up
Students: individual listening activity. 4 cleaning surface
5 dusting
Answers
Sebastian: N
Kharis: B 1b | p. 22 [00:02 ]
Andrea: N
Teacher: point out the ways English speakers talk about
Cindy: P
their responsibilities, as outlined in the Fluency clips box.
Josh: P
After listening to the video and noting down the times that
Jane: B
each speaker mentions a chore, play the video again so that
Ben: N
students can listen to the intonation of these phrases.
Simone: B
Answers
3c | p. 21 washing up / washing the dishes: ✓ ✓ ✓ ✓ ✓
Teacher: point out the words and phrases in the Fluency tidying: ✓
clips box used by the speakers for comparing two situations. mopping: ✓ ✓ ✓
Then play the video again for students to hear these hoovering / vacuuming: ✓ ✓ ✓
expressions as well as matching the speakers to the ideas in dusting: ✓
exercise 3a. cleaning the bathroom: ✓ ✓ ✓
cooking: ✓ ✓
making beds: ✓

202
What’s your most annoying Viewing skills 9&10
habit?
What jobs have you done in
2a | p. 22 [01:50 ] your life?
Student: individual matching activity.
1a | p. 23 [00:02 ]
Answers Students: individual listening work and matching activity.
1 Sebastian Teacher: after playing the video the first time, point out the
2 Andrea tense that’s used by the speakers for jobs they’ve done in
3 Valentina their lifetimes, as pointed out in the Fluency clips box. Play
4 Luke the video a second time for students to notice this.
5 Josh
6 Emily Answers
7 Ben Sebastian: waiter
8 Simone Emily: nanny, acting
Ben: postman, librarian
Luke: serving
2b | p. 22
Valentina: receptionist
Teacher: before playing the video a second time, ask
Josh: painter, carpenter
students to see if they can fill in the gaps based on their
Simone: receptionist
memory of the speakers’ words. Point out the Fluency tips
Kharis: assistant, cashier
box as well to alert students to how the speakers verbalise
the choice they’ve made in their answers.
1b | p. 23
Answers Students: oral pairwork.
Sebastian: tend, minute Teacher: you may like to give some example sentences to get
Ben: gets the students talking, e.g. My job as a receptionist helped me
Simone: try to become a good communicator. A receptionist has to learn
to be very efficient as well as good with people.

What’s the best advice you’ve

ever had? If you could do any job in the
world, what would it be?
3a | p. 22 [03:14 ]
Students: individual listening activity. 2a | p. 23 [02:22 ]
Teacher: play the video to allow students to match the
Answers speakers with their ideal jobs.
Simone: breathing
Katia: going, life Answers
Luke: sure Josh: 8
Emily: good Emily: 5
Josh: Take Sebastian: 9
Valentina: don’t Katia: 3 or 7
Ben: do, marathon Luke: 2
Immy: love Valentina: 1
Andrea: 4
3b | p. 22 Ben: 6
Students: oral pairwork.
2b | p. 23
Over to you Teacher: before playing the video a second time, ask
4 | p. 22 students to see if they can make any notes based on their
memory of the speakers’ words. Then play the video again so
Students: oral groupwork.
that students can check their answers.

203
 Answers Viewing skills 11&12
Josh: space
Emily: scenes, stage Would you like to be an
Sebastian: events
Luke: travel astronaut?
Valentina: can’t
Andrea: test, space 1a | p. 24 [00:02 ]
Students: individual listening activity.

If you could spend a day with a Answers

celebrity, who would it be? Simone: ✗ Emily: ✗ Luke: ✓
Josh: ✓ Andrea: ✓ Ben: ✗
3a | p. 23 Sebastian: ✗ Kharis: ✗
Students: matching activity individually or in pairs.
1b | p. 24
Answers Teacher: see if students can remember who referred to the
4, 5, 2, 6, 1, 8, 3, 7 phrases listed. Then play the video again to check. After
the exercise, you might want to play it a final time, having
pointed out the Fluency clips box on adverbs.
3b | p. 23 [03:44 ]
Students: individual listening work and matching activity. Answers
1 Josh 6 Kharis
2 Emily 7 Luke
Answers
3 Ben 8 Sebastian
Ben: 2
4 Ben 9 Andrea
Emily: 8
5 Simone 10 Kharis
Kharis: 5
Luke: 6
Katia: 7
Sebastian: 1 Have you ever done any
Immy: 3
Andrea: 4
extreme sports?
2a | p. 24
3c | p. 23 Students: individual matching activity.
Teacher: before playing the video a second time, ask students
to see if they can remember which speakers gave these Answers
reasons in their answers. Then play the video again so that
1 snowboarding
students can check.
2 windsurfing
3 sky diving
Answers 4 canoeing
1 Sebastian 5 Ben 5 climbing
2 Kharis 6 Luke
3 Andrea 7 Emily
4 Katia 8 Immy
2b | p. 24 [02:24 ]
Students: watch the video and fill in the gaps with the sports
listed in exercise 2a.
Over to you
4 | p. 23 Answers
Students: oral groupwork. Emily: rock climbing; canoeing
Andrea: mountain climbing; horseback riding
Sebastian: sky diving
Luke: skiing
Simone: windsurfing
Josh: snowboarding
Kharis: surfing
Ben: none

204
2c | p. 24 Task
Teacher: see if the students can answer any of the questions
2 | p. 26 towards B1 Preliminary Speaking,
from their memory of the speakers’ responses, before
Parts 1 and 4
playing the video again to fill in their gaps.
Teacher: ask students to read the article. Check
Answers understanding of famine, raise money, campaign, volunteer,
1 At an adventure camp when she was younger. to release. Remind students that expressing likes and
2 It’s an extreme sport that he would like to do. dislikes, opinions and interests are areas that are likely to
3 Yes, he would love to go again. come up in exam speaking tasks. This activity gives them
4 She said it was exhilarating and enjoyable. a chance to practise the language that is useful for these
5 He’s pretty good and can do tricks. communicative tasks.
6 Because it’s the closest she’s got to an extreme sport. Students: oral pairwork.
7 He is laughing at himself; he is being ironic in
suggesting that to look at him, you would imagine that Over to you
he is keen on extreme sports. 3 | p. 26
Students: oral groupwork.

What’s the craziest thing you’ve

ever done? Speaking skills 3&4
3a | p. 24 Warm up
Teacher: see if students can fill in the gaps in the speakers’ • talk about surprising true stories
replies simply from the context.
1 | p. 27
3b | p. 24 [04:02 ] Teacher: after students have read the texts, check
Teacher: play the video so that students can check their understanding of trance, hand over, pass out, ill-fated,
guesses. maiden voyage.
Students: oral pairwork.
Answers
Katia: street, people Task
Sebastian: waterfall, swimmer, rescue 2a, 2b, 2c | p. 27 towards B1 Preliminary Speaking
Simone: nest
Part 2
Luke: bottle
Josh: fruit, hand Teacher: point out the Exam tips box which deals with
Immy: roller coaster, sea, scared extended speaking tasks in speaking exams. Remind students
of the expressions that they can learn and use in situations
where they need time to think and a few seconds to prepare
3c | p. 24 their answers. Encourage them to use these in their story
Students: oral pairwork. accounts.
Students: oral groupwork.
Over to you
4 | p. 24 Over to you
Students: oral groupwork. 3 | p. 27
Teacher: introduce the instructions for this fun way of using
and absorbing recently learnt vocabulary.
Speaking skills 1&2 Students: oral groupwork.

Warm up
• talk about music likes and dislikes

1 | p. 26
Students: oral pairwork.

205
 Speaking skills 5&6 Over to you
3 | p. 29
Warm up Students: oral pairwork.
• match photos of environmental disasters with photographs

1 | p. 28
Speaking skills 9&10
Students: oral pairwork.

Answers Warm up
a tsunami • discuss what to take when you travel
b earthquake
c floods 1 | p. 30
d hurricane Students: oral pairwork.
e meteorite
Task
2 | p. 30 towards B1 Preliminary Speaking Part 3
Task
Teacher: ask students to read the strategies and advice in the
2 | p. 28 towards B1 Preliminary Speaking Part 4 Exam tips box on how to make suggestions politely during
Teacher: before putting the students in pairs for their task an oral pairwork activity, and then use them to discuss the
discussion, point out the Exam tips box which focuses situation in the rubric.
on strategies to use when a specific word does not come Students: oral pairwork.
to mind. Such strategies will help them not to panic in a
speaking situation. As well as synonyms, they can also use
antonyms if they cannot remember a word, by saying ‘It’s
Over to you
the opposite of ...’. 3 | p. 30
Students: oral pairwork using the bullet points as prompts Students: oral pairwork.
for the discussion.

3 | p. 28
Teacher: ask students to read the predictions about the
Speaking skills 11&12
future and explain that in the next exercise they are going
to discuss which or the predictions are realistic. Check Warm up
understanding of microchip, scan, charge, beyond repair. • discuss film viewing habits

Over to you 1 | p. 31
4 | p. 28 Students: oral pairwork.
Students: oral groupwork.
Task
2 | p. 31 towards B1 Preliminary Speaking Part 4
Speaking skills 7&8 Teacher: remind students that all sorts of topics can come
up in exam speaking tasks and those who do well will have
developed their vocabulary across a wide range of areas to
Warm up allow them to give their opinion or experience whatever
• describe a photograph topic they are faced with. The Exam tips box outlines a few
strategies for building up vocabulary for this purpose.
1 | p. 29 Students: oral pairwork.
Students: oral pairwork.
Over to you
Task 3 | p. 31
2 | p. 29 towards B1 Preliminary Part 3 Students: oral groupwork.
Teacher: before students do the task, go through the
procedure outlined in the Exam tips box for describing a
picture. Then set the task.
Students: oral pairwork.

206
Writing skills 1&2 Answers
1 Jade woke up suddenly in the middle of the night.
Warm up Something was wrong.
2 She could hear a strange crying noise. She crept out
• adjectives and their opposites of bed and went into her brother’s room.
3 Tom was asleep. Jade tapped him gently on the
1 | p. 33 shoulder.
Students: oral pairwork. 4 As soon as she touched him, Tom opened his eyes.
‘Listen!’ said Jade. The crying started again. Tom
Writing practice smiled at Jade. ‘Come with me!’ he said.
5 He walked downstairs and opened the kitchen door.
2 | p. 33 towards B1 Preliminary Writing Part 1, ISE I Jade gasped when she saw a tiny puppy on a blanket
Task 3 on the floor.
Teacher: ask students to read the strategies and advice in the 6 ‘This is Shadow,’ said Tom. ‘He’s your surprise
Exam tips box about learning adjectives in pairs with their birthday present for tomorrow!’
opposites. Students should then read the text and underline
all the adjectives. You could extend the activity by asking
them to give you opposites for all the underlined adjectives. 3 | p. 34
Also point out the Useful language box which shows the Teacher: make sure students understand the benefits of
order in which adjectives in English are usually placed. planning the structure before they start writing a story, and
Students may like to make up an acronym to remember this of looking back over their work when they’ve finished, in
order. order to check accuracy and the variety of vocabulary.
Students: written work, either in pairs or individually. Students: individual written work.

Answers Over to you

favourite, beautiful, charming, fascinating, remarkable, 4 | p. 34
famous, extraordinary, interesting, long, wide, crowded,
Teacher: ask students to read the Useful language box which
beach, sightseeing, same
explains how to use the time expressions when, while and as
soon as. They should then complete the written task.
3 | p. 33 Students: individual written work.
Students: individual written work.

Over to you Writing skills 5&6

4 | p. 33
Teacher: encourage students to use more than one adjective Warm up
in their email descriptions of their favourite place. • discuss the content and language used when expressing
Students: individual written work. your opinion and in magazine articles

1 | p. 35
Writing skills 3&4 Students: oral pairwork.

Warm up Writing practice

• discuss what makes a good story 2 | p. 35 towards B1 Preliminary Writing
Parts 2 and 3
1 | p. 34 Teacher: ask students if they have come across mind maps
Students: oral pairwork. before and explain that they can be used for brainstorming
ideas or formulating a structure in preparation for a writing
task. They should then use the mind map to fill in the gaps
Writing practice in the text in a logical way.
2 | p. 34 Students: written work, either in pairs or individually.
Teacher: ask students to read the Exam tips to notice the
use of time expressions in the extracts from a story. An
understanding of these time expressions should be helpful in
putting the story in a sensible order.
Students: individual written work.

207
 Answers Writing skills 9&10
1 global warming
2 slower and safer Warm up
3 water or cooking oil as fuel
4 shops and schools in local areas • discuss the content and language of instructions and
5 walk informative text
6 bicycles
7 fewer people will make plane journeys 1 | p. 37
Students: oral pairwork.

Over to you Writing practice

3 | p. 35 2 | p. 37
Teacher: ask students to read the Useful language box and Teacher: ask students to read the imaginary task which
the Exam tips box in preparation for exercise 3. Encourage has been partially completed already. Explain that in this
students to write longer sentences in their articles and use exercise they simply need to choose the correct option
so … that and such … that to show consequences. from the alternatives in the report, but they should notice
Students: individual written work. the style used as they will be writing their own reports in
exercise 3.
Students: written work, either in pairs or individually.

Writing skills 7&8 Answers

1 open 2 before 3 plenty 4 worn 5 forbidden 6 can
Warm up
• discuss the content and language of emails and messages Over to you
3 | p. 37 towards B1 Preliminary Writing Parts 1 and
1 | p. 36
2, Trinity ISE I Writing Task 4
Students: oral pairwork.
Teacher: ask students to read the Exam tips box in
preparation for exercise 3. They should start by writing a
Writing practice plan. Point out the use of the words however and therefore
2 | p. 36 to link sentences as explained in the Useful language box.
Teacher: ask students to read the imaginary task which Ask them to try to include them each at least once in their
has been partially completed already. Explain that in this reports. Remind students to check their work after finishing.
exercise they simply need to correct the mistakes in Estelle’s Students: individual written work.
email, but they should notice the tone of the language used
in the email as they will need to write an email themselves
in exercise 3.
Students: written work, either in pairs or individually. Writing skills 11&12
Answers Warm up
I’ve just win I’ve just won; The show were The show • use information from a leaflet in a piece of writing
was; I singed sang; I never performed it
I’ve never performed it; I didn’t felt I didn’t feel; 1 | p. 38
I’m going write I’m going to write
Students: oral pairwork.

Over to you
Writing practice
3 | p. 36 towards B1 Preliminary Writing Parts 2
2a, 2b | p. 38
and 3
Teacher: explain that in this exercise, students need to
Teacher: ask students to read the Exam tips box in
fill in the gaps in the email, but they should notice the
preparation for exercise 3. To emphasise their comments to
language and tenses used as they will need to write an email
Simon about his performance in their emails, they should
themselves in exercise 3.
try to use some of the attitude markers, as explained in the
Students: written pairwork.
Useful language box.
Students: individual written work.
Answers
1 we visit it next weekend 2 some interesting facts about
London 3 have time to talk 4 which is very good value
5 see the secret places

208
Over to you Over to you
3 | p. 38 towards Trinity ISE I, Task 3, Reading into 3 | p. 40
Writing Students: oral pairwork.
Teacher: ask students to read the Exam tips box in
preparation for exercise 3. Having reread the text on
p. 109 of the Student’s Book, they should follow the process
described for summarising information. Point out the use of Word skills 3&4
relative clauses to link sentences as explained in the Useful
language box. Ask them to try to increase their fluency Warm up
using this method in their articles. Remind students to
• discuss vocabulary related to feelings
check their work after finishing.
1 | p. 41
Students: oral pairwork.
Word skills 1&2
Answers
Warm up a anxious
b frustrated
• discuss vocabulary used in air travel
c disappointed
d amazed
1a | p. 40 e proud
Students: oral pairwork. f excited

Answers
picture a: customs Word practice
picture b: carry on bag 2 | p. 41
picture c: boarding pass
Teacher: read the Exam tips box with students and discuss
picture d: checked-in luggage
how, when learning new vocabulary, you can extend your
picture e: baggage reclaim
knowledge further by learning synonyms at the same time.
picture f: escalator
Students: written or oral work, either in pairs or individually.

1b | p. 40 Answers
Students: matching activity. 1f 2e 3a 4c 5g 6b 7d

TRANSCRIPT Skills Book 12

3 | p. 41
See transcript in exercise 1b. Students: individual written work.

Answers Answers
1 picture d 4 picture b 1 disappointed
2 picture c 5 picture f 2 excited
3 picture a 6 picture e 3 anxious
4 amazed
5 proud
Word practice 6 frustrated
2 | p. 40
Teacher: remind students that often it is useful to learn Over to you
vocabulary in topic-related categories, as this lesson
4 | p. 41
encourages. There are also suggestions in the Exam tips
box for how to exploit phones or computers for vocabulary Students: oral and written groupwork.
acquisition.
Students: written or oral work, either in pairs or individually.

Answers
1e 2c 3f 4b 5a 6d

209
 Word skills 5&6 Word skills 7&8
Warm up Warm up
• discuss vocabulary related to the environment • discuss differences in British English and American
English vocabulary for household chores
1 | p. 42
Students: oral or written work, in pairs or individually. 1 | p. 43
Students: oral pairwork.
Answers
a climate change – problem Word practice
b global warming – problem
2 | p. 43
c conservation project – solution
d renewable energy – solution Teacher: read the Exam tips box with students and discuss
e single use plastic – problem how there are some differences in vocabulary between
f sustainable development – solution British English and American English. The exercises on this
page explore some of these differences.
2a | p. 42 Students: written or oral pairwork.

Teacher: explain the concept of collocations, as explained Answers

in the Exam tips box. Tell students to notice that the multi-
a run errands / do errands
word expressions in exercise 1, which they will also need to
b do the dishes / wash up
use in this activity, are commonly used fixed expressions. It
c take out the trash / put out the rubbish
is therefore a good idea to note them down and learn them
d clean up / tidy up
as expressions rather than learning their individual words.

Answers 3a, 3b | p. 43
See transcript in exercise 2b.
Students: written work in pairs or individually.

2b | p. 42 TRANSCRIPT AND ANSWERS Skills Book 14

Students: oral or written work, in pairs or individually. 1 A Did you clean up your room yet?
B Have you tidied up your room yet?
TRANSCRIPT AND ANSWERS Skills Book 13 2 A After dinner I’ll do the dishes.
1 Unfortunately, most single-use plastic is not recycled. B After dinner I’ll do the washing up.
(picture e) 3 A Don’t forget to take out the trash.
2 The California Academy of Science building is a B Don’t forget to put the rubbish out.
perfect example of sustainable development in action.
(picture f) 4 A Mom’s out running errands.

3 Due to global warming, we are having much hotter B Mum’s out doing some errands.
summers than we used to. (picture a)
4 Nature provides us with several sources of renewable 4a, 4b | p. 43
energy such as wave, solar and wind power. (picture d) Students: oral or written work in pairs or individually.
5 Sasha worked for six months on a conservation
project, studying dolphins in Croatia. (picture c) TRANSCRIPT AND ANSWERS Skills Book 15
6 Most scientists believe that climate change is now a 1 a tap / a faucet
reality. (picture b) 2 a cupboard / a closet
3 a cooker / a stove

Over to you 4 a dustbin / a trashcan

3 | p. 42 5 a garden / a backyard
6 a wardrobe / a closet
Students: oral and written groupwork.
7 curtains / drapes

210
Over to you Word skills 11&12
5 | p. 43
Students: oral pairwork. Warm up
• discuss vocabulary related to space

Word skills 9&10 1a, 1b | p. 45

Students: written work in pairs or individually.
Warm up
• discuss vocabulary related to jobs and careers TRANSCRIPT AND ANSWERS Skills Book 17
1 galaxy
2 constellation
1a, 1b | p. 44
3 orbit
Students: written work in pairs or individually.
4 telescope
TRANSCRIPT AND ANSWERS Skills Book 16 5 astronomer
1 farmer 6 satellite
2 scientist 7 launch
3 florist 8 meteor
4 psychiatrist
5 electrician
6 gardener Word practice
7 designer
2a, 2b | p. 45
8 politician
Teacher: read the Exam tips box with students and discuss
9 beautician
collocations and how to learn them. After doing exercises
2a and 2b, ask them to pick out any words that they had not
known before encountering them on this page.
Word practice Students: written work.
2a, 2b| p. 44
Teacher: read the Exam tips box with students and discuss TRANSCRIPT AND ANSWERS Skills Book 18
the usefulness of learning vocabulary with its related parts Max dreamed of being an astronomer. He loved looking
of speech ie noun / verb / adjective / adverb. Once students through his telescope at the moon and at the different
have underlined the suffixes in the jobs in exercise 1, they constellations of stars. There was so much to explore in
can try and find some jobs ending in -ant. our galaxy and maybe there were others that had not yet
been discovered. He watched when they launched a new
Answers satellite into orbit around the Earth and sometimes he
-er / -or: farmer; gardener; designer could even see a meteor in the night sky.
-ist: scientist; psychiatrist; florist
-ian: beautician; electrician; politician
-ant: [possible answers] accountant; assistant; attendant; Over to you
civil servant 3 | p. 45
Students: oral groupwork.

Over to you
3 | p. 44
Students: oral groupwork.

211
 Extensive reading 3 | p. 47
Students: oral discussion in pairs to understand the general
meaning of the story.
CULTURAL INFORMATION
The short stories which appear in Right Here! B1 were Possible answers
written by Martyn Hobbs. 1 A girl full of interests, happy to explore new places and
Martyn Hobbs has written numerous short stories and meet new people, but rather worried about money.
plays. Some of his plays have been performed at the 2 Because she hasn’t got as much money as they have.
Traverse Theatre, Edinburgh and in Florence, Italy. He 3 Because Becky feels that Lizzie and Mark always take
was the winner of a British Film Council / Screen South the same side if there is a disagreement and she wants
screenplay competition in 2004. He has also written and to do her own things.
developed a number of ELT video projects and several 4 She was robbed.
ELT course books, with his partner Julia Starr Keddle. 5 Because she has met a nice guy.

4 | p. 47
BECKY’S HOLIDAY BLOG Students: vocabulary expansion.

1 | p. 47 Answers
Teacher: ask students to look at the illustration and ask 1e 2h 3a 4g 5c 6d 7f 8b
them to answer the questions without reading the text.
Students: oral work in preparation for reading the story. 5 | p. 47
Students: individual written work. Students practise writing
Answers a continuation of the story of their own invention.
1 A boy and two girls. Teacher: set the composition as homework.
2 In Saint Mark’s Square in Venice.
3 They are probably visiting the town. Answers
4 The boy and girl next to each other look happy: Students’ own answers.
perhaps they are in love. The other girl looks
unhappy: perhaps she is jealous or lonely.
THE LEGEND OF
2 | p. 47
Teacher: ask different students to read each paragraph. At MULTNOMAH FALLS
the end ask Who’s writing this holiday blog? (A girl called
Becky. She must be the one on the right in the picture.) CULTURAL INFORMATION
Who is travelling with her? (Two friends, Lizzie and Mark.)
Multnomah Falls are waterfalls in the canyon of the
Check that students can find the cities that are mentioned
Columbia River in Oregon, United States. The falls drop
on a map of Europe. In the first travel note the capitals of
189 metres and are the tallest in Oregon.
Norway, Denmark, Estonia, Germany, Austria and Hungary
are mentioned. Which other towns do the friends visit?
1 | p. 49
(Paris, Madrid, Venice.) Where do they go after splitting up?
Teacher: ask students to look at the illustration, to read the
(Lizzie and Mark go to Milan, Rome and Naples, Becky goes
first three lines and to answer the questions without reading
to Elba.)
the text.
If necessary, check that students understand new words
Students: oral pairwork, in preparation for reading the story.
and expressions like head south, stranded, stroll, clubbing,
upmarket, split up, I can’t afford it.
Students: individual reading followed by a comprehension Possible answers
exercise. 1 A legendary person connected to the waterfall.
2 Perhaps she wants to jump into the water.
Answers 3 Perhaps the waterfall was created to express her
1 In a pizza restaurant feelings, her spirit or her sorrow.
2 On the beach on the island of Elba
3 In Madrid 2 | p. 49
4 In Venice Teacher: get a different student to read each paragraph and
5 In Paris give information about the area where the falls are.
6 In Paris If necessary, check that students understand words and
7 In Elba phrases like: features, maiden, ring out, echo, turn away,
8 In Venice, after being on the ‘traghetto’ tears, rage, creep out, edge of a cliff, turn into, carved,
9 In Paris gather, break out.

212
Students: individual reading, followed by an exercise to put
MAN 3 Let’s anoint all the people with purifying
the summary in the correct order. Students can copy out the
summary in the correct order as homework. oils.
MAN 4 Let’s wash our sins in the great white
Answers river.
HEAD CHIEF We must placate the anger of the Great
12, 6, 10, 3, 9, 5, 13, 1, 7, 4, 11, 2, 8
The Head Chief found a husband for his daughter. Spirit. What is your advice?
CHIEF 1 Let’s move to another land.
The young couple met and fell in love. On the day of the
CHIEF 2 Let’s prepare a great dance and fruit
wedding a terrible sickness broke out. The Head Chief
called a meeting of his chiefs and medicine men. offerings.
CHIEF 3 Let’s hunt in the forest and sacrifice wild
A Medicine Man explained how the illness could be
stopped. The Head Chief addressed the daughters of animals.
CHIEF 4 Let our youngest men challenge the
his chiefs. The young chief fell ill. The young maiden
offered her life in exchange for the life of the young enemies of the Great Spirit to battle.
HEAD CHIEF Will any of these placate the anger of the
chief. The young maiden fell to her death. The sickness
suddenly disappeared. The Head Chief discovered that Great Spirit? Who will answer me?
MEDICINE
his daughter was missing. The tribe found her body in
MAN I will. Men of Multnomah, hear me.
the river. A waterfall began to flow.
I am a very old man and have lived
through many heated summers and
3 | p. 49 through many snows. I have lived long so
Students: discuss the meaning of the legend in pairs. that I could witness an ancient prophecy
coming true.
Possible answers CHIEFS Hear, hear!
1 Because he didn’t want young girls to die to placate MEDICINE
the Great Spirit. Besides, he didn’t know whose MAN My father told me that in my old days,
daughter should be sacrificed, but feared it should be just before the end of my life, the Great
his own. Spirit would send a sickness upon our
2 In order to save the life of her lover. people. Many would die, unless a young
3 Perhaps it is a personification of Nature or the name maiden, the daughter of a chief, would
given by the Multnomah tribes to their god. willingly go to the high cliffs above the
4 They were probably healers who used herbal medicine great white river and throw herself upon
or witch doctors who performed magic. the rocks below. If she does this, the
sickness will end.
4 | p. 49
Students: discussion in groups.

5 | p. 49 SPACE
Students: individual written work. The students practise
writing a dialogue in the elevated style of the Head Chief. 1 | p. 51
Teacher: set the composition as homework. Teacher: ask students to look at the picture and to answer
the questions without reading the text.
Possible answer Students: oral pairwork, in preparation for reading the story.
HEAD CHIEF I’ve called upon you for advice. The Great
Possible answers
Spirit has sent us a mysterious illness.
1 He’s wearing jeans, a jacket, a sweatshirt and a bag.
Why?
2 No, he doesn’t. Perhaps he is a terrorist or an activist
CHIEFS We don’t know.
in some sort of political movement.
HEAD CHIEF Is this illness retribution for the sins of
3 It looks as if he has got a firecracker, a detonator or
the tribe?
a spray can in his hand. Perhaps he wants to blow
CHIEFS We don’t know.
something up or to play a joke on somebody.
HEAD CHIEF Is this illness meant to test our
endurance?
CHIEFS We don’t know. 2 | p. 51
HEAD CHIEF We must try some remedies. What is your Teacher: get a different student to read each paragraph.
advice? If necessary, check that students understand words and
MAN 1 Let’s use one or all of our herb potions. phrases like: blaze, inch slowly, glow, pollution, holophones,
MAN 2 Let’s use only animal potions. plasma TV screen, blare out, manic, babbling, crammed
with, choked with, packed with, nothingness.
Students: individual reading, followed by written work.

213
 Answers 2 | p. 53
1 Everywhere, on the sides of the buildings, on cars, Teacher: get a different student to read each paragraph.
pavements, the walls of your apartment, and even in If necessary, check that students understand words and
the sky. phrases like summer retreat, unlined, take a dislike, moody,
2 Because pollution has produced so many coloured overthrow, racing handwriting, double, be drowned, be
particles in the air. washed ashore, sparks.
3 As a sign of protest against ‘official’ behaviour. Point out how the boy paraphrases the final verse of Ode
4 Because she is afraid the police will target him. to the West Wind in the last sentence of the story. Shelley
5 Because it is impossible. You can only turn it down. calls on the West Wind: Drive my dead thoughts over the
6 No one universe / Like withered leaves to quicken a new birth! /
7 Because he wanted to cover the walls in pure white And, by the incantation of this verse, / Scatter as from an
not with advertisements. unextinguished hearth / Ashes and sparks, my words among
mankind!
3 | p. 51
Students: oral discussion in pairs to understand the Answers
meaning of the story and the messages it contains. 1 He was the son of a poor fisherman, living in Lerici,
was fascinated by the poet Shelley, accepted becoming
Possible answers a spy and finally betrayed his friend.
2 He was a government spy and was looking for proof
1 Probably in the near future.
that Shelley wanted to overthrow the old governments
2 Our society is obsessed with commercial advertising
of Europe.
on TV and everywhere in the streets, our cities are
3 He was a friend of Shelley and died at sea with him.
polluted by noise and light, our lives are more and
4 She was Edward’s wife and Shelley was attracted to
more controlled by ‘the authorities’.
her.
3 No, because I expected Andy to do something against
5 He was a famous poet, described by the narrator as
the system in which he lives. / Yes, because I didn’t
plump, arrogant and moody.
know which form his protest would take.
4 Because the central theme is ‘man needs space for
thinking and being an individual’. Other possible
3 | p. 53
titles: Nightmare, No escape, Against the tide, The Teacher: help the students do research online and to identify
importance of dissent, Standing alone, etc. which information is historically accurate.

4 | p. 51 Answers
True characters: Shelley and his wife Mary, Byron,
Students: vocabulary expansion.
Edward and Jane Williams.
Answers True events: Shelley living in Lerici, being a politically
active revolutionary poet, meeting with Byron in Lerici,
1 light: glowed, gleaming, blazed
being attracted to Jane Williams, being drowned with
2 density: crammed, choked, packed
Edward.
3 movement: inched, shook, stream, leaned
All other characters and events are fictitious.
4 sound: whispered, chattered, blare out, babbling,
lullaby
4 | p. 53
5 | p. 51 Students: oral pairwork.
Students: discussion in groups. Teacher: check students’ answers orally, accepting all the
possible variations.

Possible answers
THE DOUBLE 1 Because it tells of Shelley seeing his double as a
premonition of his approaching death.
CULTURAL INFORMATION 2 He wants to discover proof of Shelley’s
anti-government activities.
Percy Bysshe Shelley (1792–1922). Useful websites:
3 He misses the poet and wishes his poetical words
www.victorianweb.org/previctorian/shelley/shelleyov.
would become reality.
html
4 Students’ own answers.
http://www.bartleby.com/139/

1 | p. 53 5 | p. 53
Students: oral pairwork, in preparation for reading the story. Students: vocabulary expansion.
Teacher: collect the information the students give on the
board to check its accuracy and build a profile of the poet Answers
Shelley. 1f 2d 3a 4h 5e 6c 7g 8b

214
6 | p. 53 Reading
Students: class discussion.
• understand the main points in short newspaper articles
about current and familiar topics B1
Possible answers
He was a revolutionary in politics, he believed in
3 | p. 56
anarchy and free love, and had superstitious beliefs
Students: quickly scan the text to identify the musical style
about life and death.
of the three jazz musicians.
7 | p. 53 Answers
Students: individual written work.
1 Ragtime
2 Cool jazz
Possible answers
3 Chicago style jazz
Mary Shelley: My husband was attracted to the sea and
spent hours in the company of Angelo. I wondered why
4 | p. 56
Angelo followed him everywhere and I thought he might
Students: re-read the text in detail to do the comprehension
be a spy. Although life seemed very peaceful in the
exercise.
beautiful summer weather and we had some friends
visiting us, I was upset by seeing Jane Williams and
Answers
my husband together. Whatever might have been going
1T 2F 3T 4F 5F 6F
on between them came to a swift end: both our
husbands drowned tragically.
Jane Williams: It was a wonderful summer, Shelley Vocabulary
loved me and dedicated some poems to me. Edward • check knowledge of vocabulary related to the history of
suspected something and was jealous. Then all jazz
happiness was taken from me in the tragedy of both
their deaths. 5 | p. 56
Lovelace: I had an assignment to carry out. I had to Students: matching task to be done individually or in pairs.
find evidence of Shelley’s ‘revolutionary’ ideas about
politics and free love. I engaged a local fisherman’s son Answers
to spy on him, but he couldn’t bring me any papers or 1c 2e 3f 4a 5b 6d
letters to prove any misconduct. So I went to the villa
myself: the poet raised the alarm with his screams and
I ran away. He went to sea a week later and he died with Listening
his friend Williams in his yacht. • understand the main points of radio news bulletins on
topics of personal interest B1

CLIL MUSIC:
6 | p. 57
ALL THAT JAZZ! Teacher: Look at the timeline in exercise 7 to understand
the gist of the interview. You’re going to hear an interview
Warm up with a biographer of Louis Armstrong.
Students: listen and identify.
• stimulate the students’ interest for the topic by talking
about preferences in the field of music, especially of jazz
TRANSCRIPT Skills Book 19
PRESENTER That was the wonderful Louis
1 | p. 56 Armstrong, of course, singing Heebie
Teacher: In this lesson we’re going to talk about the Jeebies. Now some people believe that
history of a type of music and its significance. Discuss your Heebie Jeebies is one of the earliest
favourite type of music. examples of ‘scat’ singing. Today I’m
Students: oral work to be done all together or in pairs. talking to Professor Harriet Baker, who
has recently written a biography of Louis
2 | p. 56 Armstrong. Professor, tell us something
Teacher: Look at the photos and answer the questions about Louis Armstrong’s early life.
without reading the text yet.
HARRIET Hello. Well, Louis Armstrong was born
in 1901 in New Orleans. He was the
Answers
grandchild of slaves and his family was
c, d, f, h, i
very poor. From the age of eleven he
made money by singing in the streets of
New Orleans. He also bought his first

215
 Project p. 57
cornet and taught himself to play it. He
Teacher: ask students to do research on the musicians so

joined a band soon after that, and by the

that they can choose one and write a short article.
time he was fourteen years old, he had a
Students: in class or at home, prepare a project on the
job playing cornet for a dance hall.
jazz musician of their choice. They write a short text and
PRESENTER And when and how did he first develop illustrate it with photos and, if appropriate, a timeline.
the ‘scat’ style of singing?
HARRIET Right, so in 1922, Louis Armstrong moved
to Chicago and then, two years later, he
got a job in New York. In 1926 he made
CLIL ENVIRONMENT:
his first recording. During the recording WIND FARMS
session, he dropped his music on the
floor and so he started to improvise the
tunes and he made up nonsense words.
Warm up
This is what we now call scat, and many • stimulate the students’ interest for the topic by talking
other jazz musicians now sing in this way. about sources of renewable energy
PRESENTER Fascinating. Thank you so much, 1 | p. 58
Professor Baker. Teacher: In this lesson we’re going to talk about wind farms.
First, think about which sources of energy are renewable
and which aren’t. There is an ongoing discussion about
Answer nuclear energy: it is generally considered non-renewable,
During his first recording session in 1926, he dropped because it uses uranium, which is a finite resource.
his music on the floor and so he started to improvise
the tunes and he made up nonsense words. Answers
renewable: sun, wind, water
7 | p. 57 non-renewable: coal, gas, oil, nuclear
Students: listen and complete.

Answers Vocabulary
1901 born • check knowledge of vocabulary related to energy sources
1912 sang in the streets of New Orleans
2 | p. 58
1915 had a job playing cornet for a dance hall
Students: matching task to be done individually or in pairs.
1922 moved to Chicago
1924 got a job in New York
Answers
1926 made his first recording
1d 2a 3b 4e 5c

Speaking Reading
• maintain a conversation or discussion on familiar • understand the main points in short newspaper articles
topics B1 about current and familiar topics, e.g. wind farms B1
8 | p. 57 3 | p. 58
Students: oral pairwork. Students: check their knowledge of sources of energy by
doing the multiple-option exercise before reading the article.
Writing
• write a simple connected text, narrating the life of a Answers
person B1 1C 2A 3C 4C 5B

9 | p. 57 4 | p. 58
Students: individual written work. Students: read the text in detail to answer the questions.

Possible answer Answers

Louis Armstrong was born in 1901 in New Orleans into 1 Eight.
a very poor family. He started singing in the streets of 2 Germany, Spain, Denmark, the UK and Italy.
New Orleans at the age of eleven to earn some money. 3 The farmers can use the land between the turbines to
He then bought his first cornet and joined a band. By grow crops.
the time he was fourteen years old, he had a job 4 Birds and bats.
playing the cornet for a dance hall. At the age of 5 The area around the house has to be very windy, the
twenty-one he moved to Chicago and two years later to turbine has to be very big to provide enough energy
New York, where he became famous. for one house, it is expensive, it makes some noise.

216
Speaking CLIL BUSINESS:
• give or seek personal views and opinions in an informal
discussion B1 VIRAL MARKETING
5 | p. 59 Warm up
Teacher: You have probably heard debates about the wind • stimulate the students’ interest for the topic of viral
farms in the media. Which are the arguments for and marketing
against wind farms? Take on the roles of a power company
and of the local people and have a debate.
Students: oral pairwork.
CULTURAL INFORMATION
Viral marketing is a term created in the 1990s to
describe a promotional technique which uses social
Listening networks to spread an advert for a product or a service.
• understand the main points of radio news bulletins on It is called viral because it spreads in a way similar to a
topics of personal interest B1 computer virus by self-replication. An example of viral
marketing are the emails which give web addresses
of funny stories or curious facts: they attract millions
6 | p. 59
of hits within a few days. They are often temporary
Teacher: Read the advertisement first to understand what
phenomena, the so-called internet meme, which
information you have to listen for. Teach the expression be
have thousands of hits in a very short time and then
blown away which has the literal meaning of ‘being pushed
disappear.
by the wind’ and the figurative meaning of ‘being surprised
and pleased’.
1 | p. 60
Students: listen and complete the text.
Students: oral work to be done all together.

TRANSCRIPT AND ANSWERS Skills Book 20

Come and visit Whitelee Wind Farm – just 20 minutes’ Vocabulary
drive from Glasgow in Scotland. Covering an area of 55 • check knowledge of terminology related to viral marketing
square kilometres, Whitelee is the biggest onshore wind
farm in Europe. It has 150 turbines and it can generate 2 | p. 60
enough electricity to power 180,000 homes. Students: matching task to be done individually or in pairs.
But it’s not just a wind farm. There is so much to do and
see at Whitelee. Come to our beautiful new visitor centre Answers
and find out about the 90 kilometres of walking, cycling 1c 2a 3b 4d 5e
and horse-riding trails at Whitelee. Our visitor centre
is powered entirely by wind, of course, and it has a café Reading and listening
and a gift shop. You can also take a bus tour around the
• understand the main points in short newspaper articles
turbines and admire the amazing technology of wind
about current and familiar topics, e.g. viral marketing B1
farms up close. We have a large car park and a bicycle
park here, and we even have outside showers. You’ll be
blown away!
3 | p. 60
Teacher: ask students to read the article and check
understanding of vocabulary, especially of the phenomena
and communication systems mentioned in the article.
Writing Discuss the questions and the global meaning of the article
• write a simple connected text on the advantages and with the class.
disadvantages of wind farms and express personal views
and opinions B1 Answers
1 The product is only known to the people coming to
7 | p. 59 the shop, or to the friends they talk to.
Students: individual written work. 2 Not everybody likes to watch advertisements when
they choose to watch a programme.
Answers 3 Social networking site, video sharing site, online
Students’ own answers. games, mobile phones
4 It first appeared on television.
Project p. 59 5 It became popular when it was uploaded to
Teacher: ask students to do research on the sources of energy YouTube.
used in their own country, especially wind energy. 6 The product itself
Students: in class or at home, prepare a project writing a
short text and illustrating it with photos, diagrams and
statistics.
217
 7 | p. 60
4 | p. 60 Students: individual written work.
Students: listen and identify which product is being
discussed. Answers
Students’ own answers.
TRANSCRIPT Skills Book 21
INTERVIEWER James, we’ve discussed some interesting Project | p. 60
television and magazine advertisements, Students: discuss the project in pairs or groups and make
but I’d now like to move on to viral notes. At home, they prepare a short text and illustrate it
marketing. Tell us about your favourite with photos, diagrams and statistics related to the spreading
viral marketing campaign. of the publicity message.
JAMES Ah, yes, well I think this must be the
campaign for the disaster movie 2012.
It started with a short advertisement –
CLIL LITERATURE: WORLD
shown in cinemas. The advertisement
showed waves covering the Himalayas.
WAR I POETRY
The advertisement didn’t mention the
movie 2012, but it directed people to a Warm up
website. The website didn’t look like a • stimulate the students’ interest for the topic by checking
website for a movie. It looked like a real their knowledge of World War I
website and it made predictions about a
huge natural disaster that would happen 1 | p. 62
in 2012. Students: individual written work.
The website said that the chances of the Teacher: if students have already studied World War I, ask
world ending in 2012 were 94%. Lots them to summarise its phases and the roles of the various
of people got really scared and actually European nations.
thought that the world would end in
2012. Answers
1 a
Answer 2 c
A film called 2012. 3 Entente powers: France, USA, Belgium, Serbia,
Italy, Russia
5 | p. 60 Central powers: German Empire, Ottoman Empire,
Students: listen to the recording again and answer the Bulgaria
questions.
2 | p. 62
Answers Students: read and check their answers to exercise 1.
1 An advertisement shown in cinemas and a website.
2 People got scared and thought this was a real Listening
prediction.
• understand the main points of a radio bulletin on a
3 Because people wrote letters to NASA asking for an
familiar topic B1
explanation and NASA set up a website explaining that
this was not a real prediction.
4 Yes, because the story spread to all the media and 3 | p. 62
people wanted to find out about the film. Students: listen to the recording and answer the question.

Speaking TRANSCRIPT Skills Book 22

• maintain a conversation or discussion on familiar PRESENTER Hello, and welcome to another edition of
topics B1 ‘My Hero’. Today Sally, a student of history
at Manchester University, is going to tell
6 | p. 60 us about her hero.
SALLY Hi. Er, yes, well, my hero is Harry Patch.
Students: discussion in pairs.
He died in 2009, at the age of 111. He was
the last soldier alive who fought in the
Writing trenches in World War 1. He joined the
• write a simple connected text on a viral marketing army in 1916 and he fought at the Battle
campaign B1 of Passchendaele in Ypres. For many years,
Harry Patch refused to talk about

218
 his experiences during World War 1. He Vocabulary
didn’t even talk about his memories of • check knowledge of vocabulary from the poem In Flanders
war during 57 years of marriage to his first Fields
wife. But then, in 1998, the BBC asked
Harry to be part of its documentary 5 | p. 63
programme about the war. Harry realised Students: matching task to be done individually or in pairs.
that most soldiers from World War I
were already dead, and he wanted to Answers
make sure that people understood the 1 e
truth about war. He agreed to appear in 2 d
the programme and after that he spoke 3 b
publically about his anti-war beliefs on 4 a
many occasions. Harry always said that no 5 c
war was worth the loss of a couple of lives
let alone thousands. He talked a lot about
the friendships that he had made while he Reading
was a soldier and he also spoke about the • skim short texts and find relevant facts and
fear and horror of war. He said: ‘If any man information B1
tells you that he went into the front line
and he wasn’t scared, he’s a liar.’ He visited
6 | p. 63
the war graves in Flanders in 2007 and
Students: read the text in detail and answer the questions.
when he looked at the many graves, he
Teacher: make sure students know that Flanders is the name
said: ‘Millions of men came to fight in this
of the northern region of Belgium which borders the North
war and I find it incredible that I am the
Sea and includes the capital Brussels. Check that students
only one left.’ When he was 106 years old,
understand the acronym WWI (World War I).
he met up with a German soldier who also
fought in World War I and they gave each
Answers
other presents.
1 Because poppies grew in the fields between the
Harry is my hero because he spoke about
soldiers’ graves.
his experiences in the war even though it
2 To show their respect for the soldiers who died in
was difficult for him.
World War I and in wars since then.
I was born more than 70 years after
World War I ended, but when I watched
Harry on the documentary programmes, 7 | p. 63
I realised that my history lessons were Students: listen and read.
about real people. Teacher: help them to translate the words in the Glossary.

TRANSCRIPT Skills Book 23

Answer See Skills Book p. 62.
He was famous because he talked about his first-hand
experience of World War I in a BBC documentary
8 | p. 63
programme in 1998 and because at his death in 2009
Teacher: point out that the first two verses mentioned in the
he was the last soldier alive who fought in the
rubric are the eight lines starting and ending with the words
trenches in World War I.
In Flanders Fields.
Students: analyse the meaning of the verses quoted in the
exercise.
4 | p. 62
Students: listen to the recording again and answer the Answers
comprehension questions. 1 a
2 Because of the sound of the guns
Answers 3 The dead soldiers
1 He was 111.
2 In 1916.
3 In 1998 in a BBC documentary. Speaking
4 Because he realised that most soldiers from World • paraphrase short written passages orally in a simple
War I were already dead, and he wanted to make sure fashion, using the original text wording and ordering B1
that people understood the truth about war.
5 He met up with a German soldier who also fought in
World War I and they gave each other presents.

219
 9 | p. 63 Vera Brittain (1893–1970), English novelist, worked
Students: read the two summaries of the third verse which as a nurse in World War I. She is the author of three
starts Take up our quarrel and ends with In Flanders fields major memoirs: Testament of Youth (1933) where
and decide on the best. she describes her experience of the war and her
pacifist views, Testament of Friendship (1940) which
Answer is a biography of her close friend Winifred Holtby,
The best summary is 1. Testament of Experience (1957) where she continues
her own autobiography.
Writing
• write a simple connected text on how people in Italy
remember the soldiers who died in wars B1

10 | p. 63
Teacher: read the text with the class and check
understanding of words like wounded, wreath, war
memorial. You can tell students that British people refer to
the end of the war with this phrase: At the 11th hour of the
11th day of the 11th month the guns fell silent.
Students: individual written work.

Answers
Students’ own answers.

Project | p. 63
Students: do research on the poets and choose a poem
to analyse.

CULTURAL INFORMATION
Robert Graves, Wilfred Owen and Siegfried Sassoon
were friends and all showed strong anti-war feelings in
their works.
To read an introduction to World War I poetry and the
text of some famous poems visit the website:
http://www.oucs.ox.ac.uk/ww1lit/education/tutorials
Robert Graves (1895–1985), English poet and novelist,
translator of Latin and Greek texts, professor of Poetry
at Oxford. His collection of poems on the war was
published in 1916 with the title Over the Brazier.
Wilfred Owen (1893–1918), Welsh poet, killed in action
in France, wrote realistic poems on the horrors of the
trenches and the poison gas. His best know poems,
published before his death, are Anthem for Doomed
Youth, Dulce et Decorum Est, The Parable of the Old
Man and the Young, Strange Meeting.
Siegfried Sassoon (1886–1967), English poet and
novelist. In spite of his condemnation of the war he
fought bravely and was awarded the Military Cross.
Famous collections of poetry: Counter-Attack and Other
Poems (1918, includes Counter-Attack and Suicide
in the Trenches), War Poems (1919), Satirical Poems
(1926), Collected Poems 1908–1956 (1961).
Rupert Brooke (1887–1915), English poet who
presented a romanticised vision of patriotism in his
poems. He died of an infected mosquito bite while
sailing with the Naval Expeditionary Force in the
Mediterranean and is buried on the Greek isle of Skyros.
His famous 1914 war sonnets are: I. Peace, II. Safety,
III. The Dead, IV. The Dead, V. The Soldier.

220
Workbook KEY

STARTER UNIT 1 STARTER UNIT 3

Page 3 Page 8
Vocabulary Vocabulary
1 2 Wednesday 3 Saturday 4 February 5 July 6 October 1 2 trunks 3 jeans 4 T-shirt 5 sunglasses 6 sandals
7 December 7 trainers 8 scarf 9 hoodie 10 coat
3 2 can’t 3 cold 4 feels 5 broken 6 flu 2 2 bus driver 3 vet 4 waiter 5 nurse 6 mechanic
7 teacher 8 secretary 9 journalist 10 police officer
3 2 newsagent’s 3 bookshop 4 pet shop 5 greengrocer’s
Grammar 6 clothes shop 7 butcher’s 8 florist
4 2 plays 3 go 4 choose 5 feeds 6 do 4 2 tablet 3 smartphone 4 phone charger 5 wireless
5 2 The boys are working in the garden. headphones 6 digital camera 7 hand-held games
3 Griff is playing his new game. console 8 digital photo frame
4 Mrs Martinez is teaching us this year.
5 My uncle Jack is having guitar lessons.
6 Harriet is staying with us this week. Page 9
7 2 Correct Grammar
3 Luz can ride a motorbike but she can’t drive a car. 1 2 had 3 gave 4 made 5 saw 6 got 7 bought 8 met
4 Correct 9 learnt 10 stood 11 sent 12 lost 13 wore 14 left
5 Sam can play squash very well. 15 spent 16 won
6 I’m not very good at telling jokes! 2 1 told 2 visited, didn’t go 3 came, watched 4 did you
meet 5 bought, didn’t like
3 2 Where did you go on holiday?
3 Did you have a nice time yesterday?
STARTER UNIT 2 4 What time did you get back?
5 What did you watch on TV last night?
Page 5 6 Did you remember to buy milk?
5 2 must 3 mustn’t 4 have 5 try 6 have
Vocabulary 6 2 have 3 should 4 don’t have to 5 must 6 should be
1 1 armchair 2 drawers, wardrobe, shelf 3 dishwasher, 7 must 8 mustn’t
sink 4 fridge 7 Possible answers:
2 2 Australia 3 Canada 4 China 5 Mexico 6 Brazil 2 She should study harder.
7 Egypt 8 India 9 Pakistan 10 New Zealand 3 She should go shopping. / She should save up
3 2 hospital 3 school 4 restaurant 5 post office some money.
6 museum 4 He should train more. / He should go to the selection
4 b semi-detached house c terraced house d cottage meeting. / He should speak to the coach.
5 2 on 3 between 4 behind 5 on 6 past 5 He / She should get a part-time job.
6 They should try and stop messing about and start
Page 6 working harder.
7 She should discuss it with the family.
Grammar 8 I should get a part-time job. / I should start saving up.
1 2 C 3 U 4 C 5 U 6 C 7 C 8 U 9 U 10 U 11 C 12 U
2 1 A some B much
2 A any B some


3 A some B much
4 A many B many
STARTER UNIT 4
3 2 Have you got any furniture in your room?
3 Ask your teacher for advice. Page 11
4 I’m sorry. That’s too much luggage. We can’t take Vocabulary
all that. 1 2 rowing boat 3 car 4 coach 5 ferry 6 motorbike
5 The internet is a good place to find information. 7 on foot 8 plane 9 bus 10 bike
6 I’m sorry but I haven’t got any coffee. 2 2 restaurant 3 museum 4 ice-skating 5 picnic
7 Are you thirsty? Would you like some water? 6 gallery 7 theatre 8 concert
8 There are some people outside and they want to talk 3 2 dairy 3 prawns 4 salmon 5 beef 6 lettuces
to you!
4 1 taller 2 the coldest 3 hotter 4 the hottest
5 the biggest 6 faster 7 the happiest 8 friendlier
Grammar
9 the most beautiful 10 more interesting 1 2 On Tuesday she’s going shopping.
11 the most difficult 12 the best 13 worse 3 On Wednesday she’s buying a new mobile phone.
14 the furthest 4 On Thursday she’s staying at home and doing her
5 2 the cleverest 3 more interesting 4 friendlier Maths homework.
5 more difficult 6 the worst 5 On Friday she’s having pizza with Dan and friends.
6 On Saturday she’s going to Jake’s birthday party.
7 On Sunday she’s visiting her grandmother.
2 2 are going to 3 is not going to 4 is going to
5 are going to 6 Are you going to
3 2 I’m going to kill
3 going to do
4 going to sleep
5 both answers possible
6 both answers possible

221
 Page 12 UNIT 2
5 2 since 3 for 4 since 5 for 6 since
6 2 ever (but never also possible) 3 never 4 ever 5 ever
6 never Page 11
7 2 Have you been 3 have / ’ve never used 4 has been Vocabulary
living 5 Have you phoned 6 haven’t bought 1
2e 3d 4c 5b 6a B A B A S S G U I T A R
E B A C L A R I N O R D
D T S O V I O L I N P K
UNIT 1 R T R T B I T T E R O E
O R U S T I C A M C D Y
Page 7
M U N T S B L O W E I B
Vocabulary
1 2 Brazil, Botswana 3 Canada, China 4 Chile 5 India, U M E C T A R C E L S O
Indonesia 6 Japan 7 Mexico 8 Nepal 9 New Zealand S P E C R B O A R L T A
10 Russia 11 South Africa 12 Thailand 13 The USA
14 Vietnam 15 Zambia T E P G I P I A N O R R
2 2 water-skiing 3 skating 4 fencing 5 fishing 6 riding A T R U N D O W N T I D
7 rock climbing 8 karate
3 2 camping 3 photography 4 surfing 5 trampoline R A G I D O S D R U M S
6 acting K R S A X O P H O N E O

Page 8 2 2 band 3 stage 4 concert 5 scout 6 demo 7 single

Grammar 8 performed 9 festivals 10 album
1 2 played 3 hoped 4 travelled 5 hurried 6 did 7 sent 3 1 information desk, arrivals, departure
8 bought 9 went 10 took 11 kept 12 read 2 runway, landing
2 2 driven 3 eaten 4 written 5 met 6 broken 3 baggage reclaim, security
3 2 seen 3 written 4 heard 5 made 6 found 4 duty free shops, take off, aircraft
4 2 ’ve been 3 ’ve found 4 haven’t worked 5 ’ve started
6 haven’t done 7 ’ve bought 8 hasn’t broken Page 12
5 2 Have you ever had a pet? 3 Have you ever done any 4 2 check-in 3 suitcase 4 security 5 knife 6 plane
housework? 4 Has your teacher ever complained about 7 nothing 8 take-off 9 anything 10 drink
you? 5 Have you ever studied all weekend? 6 Have you
ever been surfing?
7 2 have you downloaded music from the internet? Grammar
3 have you written anything in a diary? 1 2 She’s just woken up.
4 have you read a good book? 3 They’ve just fallen off their bikes.
5 have any of your friends had a party? 4 The shop has just closed.
6 have you bought any new clothes? 2 2 have just finished, haven’t had... yet
8 2 for 3 since 4 since 5 for 6 for 3 have just got, haven’t worn... yet
9 2 gone 3 been 4 been 5 gone 6 been 7 gone 8 gone 4 has just found, hasn’t taken... yet
5 has just downloaded, hasn’t listened... yet
Page 9 6 has just finished, has won yet
10 2 went 3 ’s lived 4 went 5 haven’t seen 6 have they 3 2 She hasn’t watched the new film yet.
been 3 He hasn’t passed his driving test yet.
11 2 gone 3 taken 4 didn’t 5 go 6 left 7 gone 8 been 4 You haven’t sent the email yet.
9 been 10 has gone 5 They haven’t got out of bed yet.
12 2 ’ve done 3 have…visited 4 ’ve visited 5 travelled 6 I haven’t used my new mobile yet.
6 spent 7 ’ve had 8 ’ve worked 9 ’ve done 10 ’ve driven 4 2 I haven’t started yet
11 ’ve been 12 ’ve performed 13 did…do 14 was 3 Have they arrived yet?
15 taught 16 had 17 wrote 4 Has he come back from work yet?
13 2 has travelled 3 left 4 started 5 decided 6 has written 5 Sara has already gone home.
7 learnt 8 met 9 eaten 10 has enjoyed 6 Carla has already taken her exams.
7 I have already had my dinner.
8 Have they seen that film yet?

Page 13
6 2 Paula has just gone on holiday.
3 I have already made five phone calls this morning.
4 Dad has not yet read the newspaper.
5 She has already seen you on Facebook.
6 I have not yet been to the dentist.
7 The train has just arrived at the station.
8 She hasn’t said anything to me yet. / She hasn’t yet
said anything to me.
9 I have just had my dinner.
10 She hasn’t yet started her homework. / She hasn’t
started her homework yet.

222
7 2 Maria hasn’t started yet. She’s still reading the 7 2 while / as 3 when 4 when 5 when 6 While / As
instructions. 7 While / As 8 When 9 When 10 while
3 We haven’t painted the house yet. We’re still choosing 8 2 were playing 3 heard 4 opened 5 saw 6 said
the colour. 7 offered 8 tried 9 was climbing 10 arrived 11 arrested
4 I haven’t bought my new computer yet. I’m still 9 2 decided 3 went 4 arrived 5 were sitting 6 climbed
thinking about it. 7 understood 8 didn’t have 9 missed 10 walk
5 They haven’t arrived at school yet. They’re still waiting
for the bus. Page 21
6 They haven’t left yet. They’re still talking to the 10 2 lit 3 were 4 moving 5 breathed 6 was 7 called
teacher. 8 died 9 waiting 10 came 11 listening 12 thought
8 2 Tania is still eating. 13 2 said 3 asked 4 said 5 asked 6 asked 7 asked 8 said
3 Rosa is still studying.
4 Jem is still reading.
5 Helena is still speaking.
6 Matt and Rianna are still playing. UNIT 4
9 2 yours 3 hers 4 ours 5 his 6 theirs

Page 14 Page 23
10 2 Whose, mine 3 Your, mine 4 their 5 ours, Our Vocabulary
6 his, his 1 2 sad 3 excited 4 scared 5 angry 6 depressed
11 2 yours 3 mine 4 hers 5 yours 6 mine 7 his 8 whose 2 2 interesting 3 funny 4 exciting 5 depressing 6 scared
9 his 10 mine 7 surprised 8 worrying
12 2 mine 3 your 4 Our 5 yours 6 mine 7 hers 8 his 3 2 excited 3 scary 4 scared 5 calm 6 surprised
9 yours 10 Mine 7 exciting
4 2 happy 3 angry 4 tired 5 calm 6 excited
Page 15
Study skills Page 24
5 2 abstract 3 still life 4 landscape 5 historical
1 1 creativity 2 things 3 motivates 4 difficult 5 time
6 2 cubism 3 still life 4 surrealism 5 landscape
6 stressed 7 should 8 achievements
6 impressionism 7 abstract 8 realism
7 2 on 3 in 4 of 5 by 7 oil 8 shows 9 influenced
10 technique 11 admire
UNIT 3
Page 25
Page 18 Grammar
Vocabulary 1 2 can’t 3 can’t 4 must 5 must 6 can’t 7 can’t 8 must
1 Across: 3 motorbike 4 ferry 5 yacht 6 pavement 9 must 10 must
Down: 1 rowing boat 2 freeway 7 moped 8 truck 2 2 He can’t be feeling well.
2 2 footpath 3 helicopter 4 coach 5 lorry 6 van 3 He must be working too hard.
7 hovercraft 4 The roads may be busy.
3 2 hire 3 dual 4 blocked 5 country 6 side 7 bumpy 5 It could rain soon.
8 spare 3 2 can’t be 3 might win 4 might fall 5 can’t be
4 2 siren 3 footpath 4 helicopter 5 mechanic 4 2 Students might be allowed to sleep during the day.
3 There might be special hovercrafts instead of school
buses.
Page 19 4 Schools might have solar panels that generate
5 2 sign 3 van 4 foot 5 fine 6 taxi 7 crash 8 wheels electricity.
5 There might be more computer lessons than now.
6 Students might do exams on a computer.
Grammar 6 2 a 3 b 4 d 5 e 6 c
1 2 were having a good time 7 2 They can’t have got home yet.
3 was studying 3 Someone must have told him my secret.
4 was working in the hospital 4 He could have taken the bus to school.
5 were fighting 5 They might have lost the map.
6 was burgling a house
7 was playing a computer game
8 were having dinner
Page 26
3 2 I bought this book when I was living in England. 8 2 can’t have 3 must have 4 can’t have
3 Were you working when I phoned you? 9 2 Dave might have played tennis.
4 What were you doing when your parents came home? 3 The thief must have escaped through the window.
5 Karen was lying on the beach when a helicopter 4 Quick! The car’s still warm – he can’t have gone far.
landed. 11 2 give 3 get 4 came 5 turn 6 took
4 2 was driving, listening, heard 3 was not feeling, went 12 2 with 3 up 4 away 5 back 6 down 7 on 8 off
4 were living, was 5 called, was having 6 arrived, was 13 2 Did you buy those flowers for me?
leaving, waited 7 sang, was cooking 3 Would you lend me your laptop for a day or two?
4 When your sister goes shopping, please ask her to buy
me some coffee.
Page 20 5 If you don’t like those boys, don’t play with them.
5 2 was riding 3 had 4 were you doing 5 fell 6 was doing 6 We’d all like a cake, please. Can you give us all one?
6 2 when 3 when 4 when 5 When 6 when 7 while
8 when

223
 UNIT 5 3 Possible answers:
1 If I forget to do my homework, I get into trouble with
my teacher.
Page 31 2 If I want to go out with my friends, I have to ask my
Vocabulary parents.
1 2 satellites 3 planets 4 hologram 5 laser 6 aliens 3 If I haven’t got any money, I do some jobs to earn money.
2 2h 3e 4a 5c 6g 7f 8b 4 If my parents don’t let me have something, I save up
3 2 take 3 air 4 habitats 5 turn 6 bin to buy it myself.
5 If I’m invited to a party, I try to buy something new
Grammar to wear.
6 If I have an argument with my friend, I get upset.
1 2 will be, doctor 3 will be, opera singer 4 will be,
7 If I receive a present, I am happy.
photographer 5 will be, businesswoman 6 will have,
4 2 When the sun comes up, (the) birds sing.
bookshop
3 If it snows, we wear winter clothes.
4 As soon as I feel thirsty, I get a drink.
Page 32
2 2 ’ll 3 won’t 4 will 6 will Page 37
3 2 will 3 will 4 won’t 5 won’t 6 won’t 7 will 8 won’t
5 2 d 3 e 4 a 5 c
4 2 am 3 Is 4 isn’t 5 is / ’s 6 is / ’s 7 ’m 8 am / ’m
6 2 will need 3 will spend 4 will have 5 it will be
9 Aren’t 10 is / ’s 11 Are / Aren’t
7 2 She won’t come unless you ask her. / Unless you ask
5 2 e 3 a 4 c 5 f 6 b
her, she won’t come.
6 2 I’m going to play tennis with Ella on Thursday.
3 I will buy a sandwich if I am hungry. / If I am hungry,
3 I’m meeting Philippe at 8.00 this evening.
I will buy a sandwich.
4 I’m going to look around the shops tomorrow.
4 We will celebrate if we pass our exams. / If we pass our
5 I’m spending the weekend with a friend.
exams, we will celebrate.
6 We’re not going on holiday this year.
5 We will go out tomorrow if the weather is nice. /
7 2 ’m studying
If the weather is nice, we will go out tomorrow
3 ’m playing
6 If we leave now, we will get there in time to see the
4 is going to cook
film. / We will get there in time to see the film if we
5 Are you walking / Are you going to walk
leave now.
6 are you seeing / are you going to see
7 If I phone you later, will you be in? / Will you be in if I
7 ’m not going
phone you later?
8 are having / are going to have
8 If we hurry we will catch the train. / We will catch the
9 Are you coming / Are you going to come
train if we hurry.
8 2 A 3 I 4 P 5 A 6 I 7 A 8 P
9 They will miss the train unless they hurry. /
Unless they hurry, they will miss the train.
Page 33 10 Unless Ali works harder, he won’t pass the exam. /
9 2 are going to have Ali won’t pass the exam unless he works harder.
3 am leaving 8 2 get 3 will win 4 will pay 5 doesn’t feel 6 arrive
4 am working 7 don’t hurry 8 will be 9 will die 10 leave
5 won’t be
6 is going to fall / is falling
7 won’t have Page 38
8 are building / are going to build 9 2 will go 3 will visit 4 will climb 5 are 6 will stay
9 are going to see 7 will love
10 will be / ’s going to be 10 1 cut, 2 bake, will have 3 will be, arrives 4 get, will go
10 2 will be 3 will have 4 will have 5 will be 6 will be 5 will wash, have finished 6 will phone, arrive
7 will have 8 will be 11 2 unless 3 If 4 if 5 unless 6 If 7 if 8 unless 9 unless
12 2 will have left 3 will have married 4 will have had 10 unless
5 will have started 6 will have become 12 2 f 3 a 4 b 5 e 6 h 7 d 8 g
13 2 unless 3 Unless 4 As soon as / When 5 Unless
6 When 7 when 8 As soon as 9 When / As soon as
10 As soon as / When 11 When / As soon as 12 When
UNIT 6
Page 39
Page 35 Study skills
Vocabulary 2 1 b 2 f 3 g 4 a 5 h 6 i 7 c 8 d 9 e 10 j
1 2 a 3 f 4 e 5 d 6 b
2 2 respect 3 swear 4 insult 5 angry 6 annoy
7 cyberspace
3 2 island 3 ocean 4 volcano 5 waterfall 6 bay 7 forest UNIT 7
8 caves 9 swamp 10 desert
4 2 caves 3 desert 4 forest 5 island 6 Ocean 7 swamp Page 43
8 valley 9 volcano 10 waterfall Vocabulary
1 2d 3a 4f 5c 6e 7h 8g
Page 36 2 2 water the plants 3 do the ironing 4 clean the car
Grammar 5 lay the table 6 tidy your room 7 made the bed
1 2 g 3 i 4 a 5 e 6 h 7 j 8 f 9 b 10 d 8 vacuum the house 9 sweep the floor
2 2 have, listens 3 gives, expects 4 arrive, asks 5 work, 3 2 vandalism 3 joyriding 4 mugging 5 pickpocketing
lets 6 get, gives 6 shoplifting

224
4 2 vandalism 3 mugging 4 joyriding 5 shoplifting 4 2 fat 3 striking 4 good-looking 5 gorgeous 6 age
6 pickpocketing 7 phishing 7 interests 8 generous 9 impulsive

Page 44 Grammar
Grammar 1 2 where 3 if 4 who 5 why 6 how
1 2 ‘It’s easy.’ 2 2 H
 e / She asked me if I would help him / her with his /
3 ‘This dog’s mine.’ her essay.
4 ‘We enjoy our lessons.’ 3 He / She asked if he / she could call me later.
5 ‘I’ll see you tomorrow.’ 4 He / She asked me where I was from.
6 ‘I’ve made a mistake.’ 5 He / She asked me if I liked living here / there.
2 2 She said that it was her 18th birthday. 6 He / She asked me what I did for a living.
3 He said that he had been working for a bank. 3 2 was working in Turkey 3 had enjoyed the concert the
4 She said that she was going to complain to the manager. night before 4 could come there tomorrow 5 parents
5 Pete said that he liked sport very much. had been to Italy 6 could come to the party too
6 Sophia said that she had got her T-shirt from
Costa Rica. Page 49
3 2 they were going to spend the winter in Cuba. 4 2 ‘Do you have a good excuse?’
3 the dentist would see me tomorrow. 3 ‘Where is your homework diary?’
4 he had seen this film before. 4 ‘How do you expect to pass your exams without studying?’
5 she would tell me later. 5 ‘Would you be happy without any qualifications?’
6 she had to call her mother. 6 ‘What do you have / have you got in your pocket?’
4 2 Felipe said he didn’t like horror films. 7 ‘Will you be more polite tomorrow?’
3 Louise said that she didn’t go shopping every 8 ‘Can you see the head teacher after class?’ / ‘Please see
Saturday. the head teacher after class.’
4 Hugo said he hadn’t finished all the exercises. 5 2 The teacher asked me if I was always so slow.
5 Dolores said she wouldn’t like to be a doctor. 3 He asked her if she could tell him and George the answer.
6 Taylor said he wasn’t going to do it again. 4 He asked me when I would finish those chores.
5 2 The suspect said he was a good person (and) he didn’t 5 He asked us what we thought about that painting.
steal things. 6 She asked him why he wanted to know.
3 The suspect said he had only gone out to go for a walk. 7 We asked them where they went to college.
4 The suspect said he hadn’t seen anything at all. 8 They asked us if we wanted them to show us.
5 The suspect said he had been walking past the bank 6 2 They asked how tall you were.
when he had heard the alarm. 3 She asked how to use it.
6 The suspect said he had nothing to do with the robbery. 4 He asked where she went to school.
7 The suspect told the officer he was telling the truth. 5 You asked where the match was.
8 The suspect said he had never been in trouble before. 6 She asked if we could tell her.
9 The police officer said that he was going to take him to 7 2 could 3 could 4 had to 5 should 6 must / had to
the police station. 7 should 8 could
8 2 I think it was two years ago.
Page 45 3 Where do you live?
6 2 But you said you didn’t have any money! 4 I’ve moved to a new apartment.
3 But you said you didn’t like it! 5 Where is it?
4 But you said you were good at history! 6 It’s in the south of the city.
5 But you said you didn’t like her! 7 Do you like it?
6 But you said you were cold! 8 I love it!
7 But you said the bus left in half an hour!
8 But you said Noah was working in a school! Page 50
7 2 Someone 3 something 4 someone 5 anywhere 9 2 reminded 3 advised 4 told 5 advised 6 threatened
6 anything 7 anywhere 8 someone 9 everyone 7 implied 8 agreed
10 something 11 anything 12 anyone 10 2 refused 3 asked 4 apologised 5 denied 6 pointed out
8 2 everywhere 3 anyone 4 something 5 somewhere 7 reminded 8 added
6 anything 7 no one 8 nothing 11 2 ordered 3 refused 4 asked 5 explained 6 told
9 2 each 3 each 4 each other 5 Each / Every 7 apologised 8 replied
6 Each / Every 7 each 8 every / each 12 2 He suggested that Beatrice should see a doctor.
10 2 getting 3 be 4 got 5 wasn’t 6 am 7 get 8 isn’t 3 He offered to carry his grandma’s bag.
4 Marco accused Ali of taking the bike.
5 He warned them not to sit on the wall.
UNIT 8 6 Adam denied leaving / having left the window open.

Page 47
Vocabulary UNIT 9
1 2 don’t like 3 keen 4 keep 5 sympathy 6 delicious
7 mind 8 enjoy 9 have 10 worry 11 relief Page 54
Vocabulary
Page 48 1 2 the legal profession 3 telecommunications
2 1c 2f 3h 4g 5b 6e 7a 8d 4 publishing 5 tourism 6 education 7 finance
3 2 have the same interests 3 same age 4 keep a secret 2 2 university lecturer 3 tour guide
5 same sex 4 physiotherapist 5 lawyer

225
 Page 55 6 The North Pole is the place on the Earth that is the
3 2 computer skills 3 adaptable 4 smart furthest north.
5 outgoing personality 6 speak English 7 My grandfather is the person who I respect the most
7 efficient; organised in my family.
8 Fish and rice is the meal that I love the most.
Grammar 15 2 whose 3 where 4 who 5 which / that 6 who 7 that /
1 2c 3e 4f 5d 6a which 8 whose 9 that / which 10 who 11 where
2 2 If I could fly, it would be great. 12 that, that / which
3 If you apologised to him, he would be happy. 16 2 Adele 3 school / college 4 burglar 5 ferry 6 doctors /
4 If you walked more, you would be fitter. nurses 7 football 8 Prince William / Prince Harry
5 If he had more money, Adam would buy that new 9 Russia 10 Cristiano Ronaldo 11 library 12 phone
laptop. / If Adam had more money, he would buy that
new laptop.
3

2 It would be great if I could fly.
3 He would be happy if you apologised to him.
UNIT 10
4 You would be fitter if you walked more.
5 Adam would buy that new laptop if he had more Page 59
money. Vocabulary
4 2 would be 3 would 4 wanted 5 wouldn’t 6 would help 1 2 join 3 course 4 revision 5 get 6 stress 7 suffer
5 Possible answers: 2 2 away 3 with 4 off 5 into 6 of
2 I would install a drinks machine in the corner.
3 I would have more computers, one for each student.
4 I would replace all the reference books so they were up Page 60
to date. Grammar
5 I would put a map of the world on the wall. 1 2 e 3 a 4 f 5 b 6 d
6 2 had, would go 3 would, live, were 4 went, would, be 2 2 had asked 3 had invited 4 have done 5 had seen
5 saw, would, read 6 would travel, didn’t have 3 2 The football team would have beaten them if they had
7 would be, did 8 would make, had tried harder.
3 Marcus would have got 20 out of 20 if he hadn’t made
Page 56 that mistake.
7 2 If you could live anywhere in the world, where would 4 Carla wouldn’t have passed that test if I hadn’t helped
you go? her with her revision.
3 How would you feel if you saw a ghost? 5 Polly wouldn’t have gone to university if her parents
4 If you could choose any job, what would you do? hadn’t paid.
5 If you were president, who would you choose as vice 4 1 would have been 2 would have said, had seen 3 had
president? kept, would have noticed 4 hadn’t left, would not have
6 If you lived in a desert, how would life be different? been 5 would have given, had asked
7 If you could travel to space, would you go there on 5 2 they wouldn’t have gone deeper into the cave 3 they
holiday? would have been able to escape 4 the divers hadn’t
8 If you could go to any sports competition in the world, arrived 5 the football team might not have escaped
which would you choose? from the caves
9 2 had 3 were 4 didn’t tell 5 were 6 liked 7 were
8 wasn’t Page 61
10 2 she were / was rich 3 he were / was young 6 2 I wish I’d been more careful.
4 he were / was strong 5 she were / was more confident 3 I wish I hadn’t lost my keys.
6 were / was good 4 I wish I hadn’t promised to help.
11 2 she were here 3 they had enough money 4 I spoke 5 I wish I hadn’t switched it on.
French 5 Stefano weren’t / wasn’t ill 6 I had less work 6 I wish the dog hadn’t bitten me.
7 we were happy 8 the students were more hardworking 8 2h 3a 4b 5e 6f 7d 8g
9 my brother were / was more generous 9 2 Well, you should have worn a jumper.
3 Well, you should have worked harder
Page 57 4 Well, we should have left earlier.
13 2 Mariana is the girl who I love. 5 Well, you should have had breakfast.
3 That’s the essay which I wrote. 6 Well, you should have got up earlier.
4 These are the papers which you need.
5 That’s the film which I saw yesterday. Page 62
6 She’s the actress who was in that film. 10 2 You could have asked someone.
7 That’s the boat which can take us to the island. 3 You could have reminded me.
8 That the hotel in / at which we will stay tonight. 4 You could have ordered a pizza.
9 She’s my friend who lives by the park. / who has a 5 You could have phoned me.
house by the park. / whose house is by the park. 6 You could have written it down.
10 I always use the blue pen which is on the desk. 11 2 He shouldn’t have jumped off the wall.
14 Possible answers: 3 You shouldn’t have driven so fast.
2 A motorbike is a motor vehicle which has two wheels. 4 I wish I hadn’t borrowed his / her bike.
3 An alligator is an animal which lives in the USA and 5 They should have / ought to have bought an alarm.
China and which is related to a crocodile. 12 2 B have left 2 A I hadn’t moved B have kept
4 Chris Pratt is the actor who starred in Guardians of 3 A I had studied B had learnt
the Galaxy and Jurassic World. 13 2 carefully 3 well 4 quickly 5 harder 6 loudly
5 The check-in desk is the place at the airport where you 14 2 easily 3 possibly 4 well 5 happily 6 truly 7 quickly
give in your luggage and have your ticket checked. 15 2 patiently 3 suddenly 4 loudly 5 calmly 6 angrily
7 quietly 8 carefully

226
UNIT 11 5 The campsite, which we found on the internet, is close
to the beach.
12 2 The hospital in Southampton, where I was born, is
Page 66 going to be closed next year.
Vocabulary 3 Juan’s sports car, which can reach speeds of 220 km
1 2 compass 3 clothes line 4 mobile phone 5 knife per hour, is extremely expensive.
6 torch 4 Emma and Joe, who got married last year, have
2 2 sleeping bags 3 pillows 4 cooking stove 5 canteen decided to move to Istanbul.
6 can opener 7 towels 8 wash bag 9 insect repellent 5 Scala nightclub in Manchester, where I met Ava, is an
10 First Aid Kit 11 toilet paper 12 radio 13 playing amazing place.
cards 6 Lindhams restaurant, which is opposite the golf club,
is very famous.
Page 67 7 Max’s brother, who is a famous footballer, is often on
3 2 tent 3 can opener 4 matches 5 map 6 pillow television.
4 2 I think we should call the police 8 My favourite book, which I’ve read three times, is by
3 We really can’t do that. David Mitchell.
4 Why don’t we call mountain rescue? 13 2 Lucas, whose wife is Korean, works for an American
5 Do you really think so? airline.
6 Yes, I do. 3 The museum, which is closed on Mondays, is the
7 Does everyone agree? largest in the city.
8 Let’s do that then. 4 His dog, which follows him everywhere, is getting old.
5 My friend Jem, who went to the same school as me,
has just written a book.
Grammar 6 Actor Eric Roberts, whose sister is Julia Roberts, was
1 2 The rainforest is destroyed every year. born in 1956.
3 White rhinos are found in Africa. 14 2 which is a country in central America
4 Thousands of computers are made every day. 3 which my parents were watching last night
5 Our world is threatened by pollution. 4 which has caused a lot of problems recently
6 Millions of cars are sold every year. 5 who lived near the volcano
7 Many drivers are caught by speed cameras. 6 where there was no danger from the volcano
8 New computer viruses are created all the time.
2 2 is prepared 3 are sent 4 are taught 5 is eaten
6 are borrowed
3 2 is worn 3 are destroyed 4 are born 5 is made UNIT 12
6 are spoken 7 is called
4 2 are packed 3 is taken 4 are given 5 are sorted Page 72
6 are sent 7 is forgotten 8 are being opened
Vocabulary
Page 68 1 1 helmet 2 steer 3 launch; bird’s-eye 4 safety
5 adrenaline 6 floating
5 2 Children aren’t given Maths tests every week. 2 2 on 3 is 4 as 5 by
3 Robots aren’t being used in this factory. 3 2 director 3 performance 4 dialogue 5 costume 6 set
4 English isn’t spoken by everyone in Japan. 7 photography 8 shots 9 editing 10 soundtrack
5 Dinner isn’t being cooked by Francisco.
6 Gold isn’t found in Britain.
6 2 Why is the ground being prepared? Page 73
3 How many mobile phones are sold every day? 4 2 historical 3 horror 4 psychological thriller
4 Where are those phones made? 5 romantic
5 How is the chicken being cooked?
6 When is his new movie being released? Grammar
7 3 have to be frozen 4 are broken 5 are put 6 must be 1 2 was woken up 3 was introduced 4 was bitten
transported 7 are cooked 5 was given 6 was told off
8 2 Your car has to be parked inside the white boxes. 2 2 was devised 3 were put 4 was invented 5 were
3 The car park can’t be paid for in cash. written 6 was included 7 were presented
4 Your parking has to be paid with a credit card. 3 2 was 3 have been 4 has been 5 was 6 was 7 were
5 Your bags should not be left in the back of the car. 8 has been 9 was
9 2 My sister’s school, which is next to the river, is 4 2 Have you been given your money back yet?
very popular. 3 Have our tests been marked yet?
3 Noah’s grandmother, who is 91, still drives a car. 4 Have the players for tonight’s match been chosen?
4 The new Bond film, which was filmed in Spain, is 5 What? Has it been done already?
really exciting. 6 He hasn’t been seen for days.
5 Tom, who works in the bank, has just moved next door 5 2 was I being ignored 3 was being repaired
to us. 4 were being punished 5 was still being painted
10 2 whose 3 who 4 which 5 who 6 which 7 who 6 was being interviewed
8 whose
Page 74
Page 69 6 2 Last week the chairs were being mended. / The chairs
11 2 The tent, which I bought in a sale, has already broken. were being mended last week.
3 My new sleeping bag, which I really like, is purple and 3 I was being given my lunch when you rang.
green. 4 The house was being decorated all last month.
4 My husband, whose name is Oliver, doesn’t like 5 When I went into the club Ollie was being asked
travelling. to leave.

227
 7 2 will be published 3 will be chosen 4 will be killed 8 2 got used to 3 is used to 4 got used to 5 get used to
5 will not be allowed 6 will be given 9 2 used to be 3 would take 4 would sometimes be
8 2 Paulo will not be invited to one of our parties 5 used to hide 6 didn’t use to have 7 would come up
ever again. 8 used to play
3 The new road will not be finished until the end of
next year.
4 All of our prices will be frozen for the next year.
5 Your item will be sent as soon as your payment BONUS B
arrives.
9 2 will be picked 3 won’t be given 4 I’ll be invited Page 82
5 We’ll be told 6 will be put Vocabulary
10 2 is spoken as a native language by 380 million people
3 are being developed by scientists 1 2 art and architecture 3 poetry 4 biographies 5 crime
4 was directed by Steven Spielberg and detective fiction 6 horror and ghost stories
11 2 The model often has his / her photo taken. 7 fantasy and science fiction 8 travel books
3 I sometimes have my clothes made for me.
4 The Queen has all her food cooked for her. Page 83
5 Children have their eyes checked twice year. 2 2 setting 3 characters 4 plot 5 chapter 6 ending
6 The company has the PCs serviced once a year. 7 style 8 opening
12 2 Where can they have their passports renewed? 3 2 descriptions 3 narrator 4 set 5 publication 6 chapter
3 Where can I have this jacket dry-cleaned? 7 read 8 hold
4 Where can I have my shoes mended?
5 Where can she have a tattoo done? Grammar
13 2 ourselves 3 themselves 4 himself 5 yourself 6 herself 1 2 The film had started.
3 He had never written a book before.
Page 75 4 I’d never heard of him.
Study skills 5 I’d read the book but I’d never seen the film.
2 2 plot 3 page 4 understanding 5 word list 6 happened 6 Why had he gone to live in Peru?
7 word 8 fluently 9 dictionary 10 events 2 2 By 8 o’clock, Mr Sands had read the newspaper.
3 By 9 o’clock, Mr Sands had arrived in the office.
4 By 1 o’clock, Mr Sands had had lunch.
5 By 5 o’clock, Mr Sands had finished work.
BONUS A

6 By 6:30, Mr Sands had played two games of squash.
7 By 8 o’clock, My Sands had cooked dinner.
8 By 11:30, Mr Sands had watched TV and gone to bed.
Vocabulary
Page 78 Page 84
1 2 jukebox 3 gramophone 4 CD player 5 Walkman 3 2 he had realised what a nice day it was 3 someone had
6 portable radio broken a window 4 he was out 5 they had taken
4 2 e 3 a 4 f 5 b 6 c
Page 79 5 2 had studied 3 had never heard 4 had tried 5 had
2 2 onto 3 listen 4 from 5 singles liked 6 went 7 loved 8 had never been
6 2 had given us 3 knew 4 had taken 5 had gone 6 had
Grammar not read 7 cried 8 ran
1 2 He’s been eating. 7 2 Had she bought her house when you met her?
3 The cats have been fighting. 3 Had / Has he done all his homework?
4 They have been playing in the garden. 4 Had the teacher finished talking before you left?
5 The businessman has been speaking for too long. 5 Had anyone seen the man before he went in the bank?
6 He has been swimming. 6 Had / Have you worked on your essay all weekend?
2 2 has been listening 3 have only been living 4 has been 8 2 he had lived there before
studying 5 has been raining 6 has been complaining 3 she had lost her wallet
7 has been working 8 has been sitting 4 he had seen it before
3 2 e 3 d 4 c 5 b 6 a 5 she had forgotten his name
4 2 have known 3 have been waiting 4 I’ve been 5 have
been working 6 have hurt

Page 80
5 2 Did, use to go 3 didn’t use to like 4 used to like
5 Did, use to have
6 1 Correct
2 …my little brother used to think that there was a
monster under his bed.
3 Correct.
4 …drones didn’t use to exist!
5 Correct.
6 …the world used to be a happier place!
7 2 I’m getting used to my new teacher
3 I finally got used to working there after a long time
4 Henry isn’t really used to eating foreign food.
5 José can’t get used to England’s cold weather.

228
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