1 SURVIVAL

OBJECTIVES
FUNCTIONS: making and accepting
a challenge
GRAMMAR: verbs followed by
infinitive or gerund; different
meanings of verb + infinitive and
verb + gerund
VOCABULARY: verbs of movement;
adjectives to describe
uncomfortable feelings

READING 5 SPEAKING Read what Joe Simpson

said in an interview about his
1 Look at the photos. Can you see a summit, a rope, a glacier, relationship with Simon Yates
and a crevasse? after the event. Then discuss the
questions.
2 Imagine spending time in an environment like this. What
kinds of things could go wrong? What are the dangers? In a paradoxical way, in cutting the rope,
Make a list. which nearly killed me – and to his mind,
he had killed me – he put me in a position
3 1.06 Read and listen to the article to find out what went to save my own life, and I owe him the
wrong for two mountain climbers. world for getting me into that position …
I’d like to say I could have done the same
4 Read the article again. Seven sentences have been removed thing. I’m not sure, though. So it was never
from the article. Choose from the sentences A–H the one an issue with Simon and I, and we’ve been
that fits each blank (1–7). There is one extra sentence. close friends for the last […] 20 years.
A Then something dramatic happened. 1 What do you think of the decision that
B Simon couldn’t talk to him or see him. Simon made?
C Several teams had tried before, but they had all failed. 2 What decision do you think you
D Both men knew that it would be impossible to survive. would have made if you’d been in
E Despite his extreme injuries, he had managed to crawl out Simon’s position?
of the crevasse. 3 Joe Simpson is now a motivational
F And they had run out of fuel for their stove. speaker whose presentations are very
popular. Why do you think this is the
G When he finally arrived at base camp, he was absolutely exhausted.
case, and would you go to see one of
H The weather conditions were awful. his talks if you had the chance? Give
reasons.

12
1 SURVIVAL
READING Answers
1 Books closed. As a lead-in, ask students: Have you 1 C 2 F 3 A 4 H 5 B 6 E 7 G
ever climbed a mountain? What was it like? What did
you see there? Listen to some of their experiences with 5 SPEAKING Give students two minutes to read
the class. the instructions and the questions. Check/clarify
Books open. If there is an interactive whiteboard paradoxical, owe (sb) the world for, an issue. Divide the
(IWB) available in the classroom, this activity would class into pairs or small groups for students to discuss
best be done as a whole-class activity onscreen. the questions. Monitor, helping with any questions
Display the photos on the IWB. Say a summit, and about vocabulary but, as this is a fluency activity,
ask a student to point to the photo on the board. The do not interrupt conversations unless errors impede
rest of the class agrees or disagrees with the answer. communication. Listen to some of their ideas with the
Alternatively, students do the matching activity in class as feedback and encourage further discussion.
pairs before checking answers with the whole class.
Say each of the four words for students to repeat. Mixed-ability idea
Pay special attention to the pronunciation of glacier Divide the class into pairs roughly according to level. Allow
weaker students some time to think about their answers and
/ˈɡleɪ·ʃər/ and the stress in crevasse /krəˈvæs/.
write notes before discussing them. Monitor, helping with
2 Divide the class into pairs or small groups for vocabulary as required and encouraging students to use
students to discuss the questions and make a list of English in their answers. Listen to some of their answers with
dangers. Listen to some of their ideas with the class the whole class.
and write a list on the board.
3 1.06 Tell students they are going to read and Optional activity
listen to an article about two mountain climbers. Have a reading contest. Divide the class into pairs and tell
Play the audio while students read the text to find students to find as many different infinitives and gerunds in
the answer to the question. Remind them it is not the text as possible in two minutes (not including to be / to
important to understand every word. Students have). When time is up, students count how many verbs they
compare their answer with a partner before checking have found. Ask the pair with the most verbs to read them
with the class. aloud; make a list of these on the board. Ask other pairs to
add to the list if possible.
Suggested answer There are eleven infinitives and eleven gerunds:
One of the climbers broke his leg during the descent. His to climb, reaching, to go, to melt, getting, to descend,
partner couldn’t lower him with a rope, which got stuck on breaking, building, lowering, hanging, dying, to leave, to
a rock, and he had to cut the rope to give himself a chance understand, giving, to cut, to descend, crawling, hopping, to
to survive. cross, preparing, to leave, to save

4 Read the sentences with students and check/clarify

failed, survive, crawl, fuel, stove, and exhausted.
Encourage students to underline the key words in the
sentences that will help them place the sentences in
the text (e.g., Then in sentence A; him in sentence B).
Students read the text in more detail to complete the
exercise. Suggest that they study the text before as
well as after each blank carefully to find links with
the missing sentences. Remind them to check that the
selected answer fits both logically and grammatically.
Students compare their answers with a partner
before whole-class feedback. During feedback, ask
individuals to refer to the parts of the text that
support their answers. This task closely resembles
Part 6 of the Reading and Use of English paper in the
Cambridge English: First examination.

X      T-12

 PRONUNCIATION 1.07 1.08
For pronunciation practice of alternative
Thinking rationally
spellings of diphthongs, go to page 120.
1 Read the introduction to the class. To encourage
students to think about relevant and irrelevant ideas,
say: I am looking for a present for my sister, and I need
to decide what to buy. Which of the following is relevant
to my decision?
Read the following sentences aloud and ask students
to respond with relevant or irrelevant to each:
I have a dog. (irrelevant)
I have $20. (relevant)
My sister’s name is Sally. (irrelevant)
Sally loves chocolate. (relevant)
Ask students to work with a partner to decide which
of the facts were relevant for Simon. Check answers
with the class.

Answers
3, 4, and 6

2 SPEAKING Students work with a partner to discuss

the question. Encourage students to think of several
different feelings that Simon may have had. Put pairs
together in groups of four to compare their ideas.
Monitor, making a note of the more interesting ideas
to elicit during whole-class feedback. Elicit some of
these ideas from the class at the end.
3 SPEAKING Ask students to work individually to
write notes about their answers to questions 1–3.
Remind them that they should write what they
should do and what they might do in each situation.
Divide the class into pairs or small groups for
students to discuss the questions. Monitor, helping
with vocabulary as necessary. Avoid error correction
unless it really hinders comprehension. The focus of
this task is on fluency, not on practice of structures
or vocabulary. Listen to some of their ideas with
the class as feedback and encourage whole-class
discussion.

Optional activity
Organize a simple “balloon debate.” Elicit the names of
four famous people, historical or living, real or fictional.
This activity works best if the four characters have different
backgrounds or professions, e.g., a politician, a sports figure,
an actor, and a cartoon character. Tell students that the four
characters are in a hot air balloon that is falling from the sky
due to the number of people aboard. Students have to throw
the characters out of the balloon one at a time in order for
the remaining character(s) to survive. Divide the class into
groups of four and ask students to discuss the order in which
the characters should be thrown out.
Before they begin, give them two or three minutes to make
notes on possible arguments to support their case. They
should include some irrelevant facts and ideas. As they
introduce these arguments, the group should vote on
whether they think the argument is relevant or irrelevant.
Give them a time limit and remind them that they must
reach a decision by then. Elicit the decisions from each
group and, if there are differences, allow groups to debate
their reasons with the class.

T-13  
 1 SU RV I VA L

Sacrifice for survival?

This is the story of two ambitious mountain climbers, Joe Simpson and Simon
Yates, whose story was later made into a movie. Touching the Void. It started with
an outstanding success. Joe and Simon managed to climb the west face of Siula
Grande in the Peruvian Andes.

1 After reaching the summit, Joe and Simon decided to go back down via the North Ridge, an extremely
risky but faster route. Their ascent had already taken much longer than they had intended because of bad weather.
2 So it wasn’t possible for them to melt ice and snow for drinking water anymore. It was getting dark, too, and
they knew they needed to descend quickly to the glacier, about 1,000 meters below. 3 Joe slipped and landed
awkwardly, breaking his leg.
Both Simon and Joe were terrified. They were at a height of 6,000 meters. 4 They were freezing. They had no
communication with the base camp, and there was no chance of a rescue helicopter or any other form of outside help.
The situation was dire, not just for Joe, but for both of them. As an enormous snowstorm was building up around them,
Simon tied two ropes together, tied them around Joe, and started lowering his injured friend. Suddenly, the knot got
stuck between two rocks, and Joe was left hanging from a cliff, in midair over a huge crevasse.
5 He tried desperately for more than an hour to pull his friend up, but without success. The situation was absolutely hopeless. Simon imagined
both himself and his friend dying in the snow and ice. He didn’t want to leave his friend alone, but the more he thought about it, the more he began to
understand that there was no way he could save both his own life and that of his friend.
For a moment, Simon felt like giving up. But he decided to cut the rope and save his own life. Joe fell away, right down to the bottom of the crevasse.
The next day, when Simon continued down the mountain and passed the area where Joe had landed, he saw no signs of life. He assumed Joe was dead.
But he wasn’t. Joe had survived the fall. 6 For the next three and a half days, he continued to descend the mountain, crawling and hopping on one
leg under extremely difficult conditions. He even managed to cross a glacier with no safety equipment or rope assistance whatsoever.
7 The others were thrilled and amazed to see him, especially because they had been preparing to leave. Joe’s incredible determination and the fact
that he hadn’t given up under the most desperate conditions had helped him to save his own life.

2 SPEAKING Work in pairs. Discuss how Simon may

have felt when he made his decision.
Thinking rationally
3 SPEAKING Read the situations. For each one,
Solving a problem requires decision-making. In a difficult think about what you might want to do and
situation, it is important not to get distracted by irrelevant what you should do. Then compare ideas
ideas so we can concentrate on what is relevant and make with a partner.
the right decision.
1 You have an important test tomorrow, and your
1 Which of these facts were relevant for Simon in friend wants you to go to a party tonight.
making his decision to cut the rope? 2 You haven’t been feeling well for several days. A
1 Siula Grande is part of the Andes region tells you to go to a doctor. B tells you to take some
of Peru. medicine. You like B more than A.
2 The two climbers had already reached 3 You borrowed a friend’s bike and had a small
the summit. accident. There’s a scratch on the bike that isn’t
3 Joe had a broken leg. easy to see.
4 There was no way they could get help
from anywhere. Pronunciation
5 Their way back down was via the Diphthongs: alternative spellings
North Ridge.
Go to page 120.
6 The rope got stuck, and it was impossible to
pull Joe out of the crevasse.

13
 GRAMMAR 2 Use the verbs in the list to complete
the sentences. Use the gerund or
Verbs followed by infinitive or gerund infinitive.
1 Read the sentences about the article on page 13 and choose read | help | climb | be | go
the correct words. There are two sentences in which both walk | get | buy | show
options are possible. Then complete the rule with a gerund
and an infinitive. 1 The weather was great on Sunday,
but I didn’t feel like a
1 Joe and Simon managed to climb / climbing the west face of mountain.
Siula Grande. 2 I called my friend, and he suggested
2 Simon tied the rope around Joe and started to lower / lowering on a bike ride.
his injured friend. 3 Nobody asked us our
3 Simon imagined both himself and his friend to die / dying in the tickets as we entered the theater.
snow and ice. 4 I gave Sarah a copy of Joe Simpson’s
4 For a moment, Simon Yates felt like to give / giving up. book Touching the Void. She says
5 But then he decided to cut / cutting the rope and save his own life. she’s really enjoying it.
6 He continued to descend / descending the mountain. 5 Can I borrow your umbrella? I can’t
stand around in the
rain.
RULE:
We follow the verbs 6 I wanted new skis, but
I couldn’t afford them.
● imagine, feel like, suggest, practice, miss, can’t stand, enjoy, detest, and
don’t mind with 1 . 7 I don’t mind my
● manage, want, decide, refuse, hope, promise, ask, learn, expect, brother with his homework.
afford, offer, and choose with 2 . 8 Can you imagine
● begin, start, and continue with 3 or 4 caught in a snowstorm for hours?
with no difference in meaning. Workbook page 10

VOCABULARY 3 Complete the sentences with the

correct forms of the verbs from
Verbs of movement Exercise 2.
1 Complete the sentences with the correct verbs in the list. 1 They slowly started to into
Check in the article on page 13. the deep valley.
crawling | climb | hopping | descend 2 We spent time around the
1 They managed to the west face of Siula Grande. beach looking for shells.
2 They knew they needed to quickly to the glacier. 3 I decided to from the rope
into the river.
3 For the next three and a half days, he continued to descend the
mountain, and on one leg. 4 The plane to an altitude of
10,000 meters.
2 Match the words with their definitions. 5 The baby was sleeping, so they
around the house.
1 climb 2 hop 3 stagger 4 leap 5 rush
6 The boxer managed to to
6 crawl 7 wander 8 tiptoe 9 swing 10 descend
her corner despite being hurt.
a jump on one foot 7 Some rabbits through the
b walk around without any clear purpose or direction park this morning.
c move easily and without stopping in the air, backward and 8 When he heard that Jo was back,
forward or from one side to the other he over to see her
d walk on your toes, especially in order not to make a noise immediately.
e go or come down 9 Our dog through a hole
under the fence and ran away.
f go up, or to go toward the top of something
10 When they saw the rat, they
g (cause to) go or do something very quickly
onto the table.
h make a large jump from one place to another
Workbook page 12
i move slowly on hands and knees
j walk or move with difficulty as if you are going to fall

14
 GRAMMAR VOCABULARY
Verbs followed by infinitive or gerund Verbs of movement
1 Remind students that there are a variety of verb 1 Read the instructions and verbs with students. Ask
patterns in English. Students choose the correct students to complete the sentences and then look
forms from memory and compare their ideas in pairs back at the article to check their answers. During
before they look back at the the article to check feedback, to check comprehension, ask different
their answers. Ask them to discuss whether any of students to give a definition in their own words of
the sentences could also be correct with the other each of the verbs – or act each one out.
alternative. Check answers with the class.
Answers
Answers 1 climb 2 descend 3 crawling, hopping
1 to climb 2 to lower / lowering 3 dying
4 giving 5 to cut 6 to descend / descending 2 Divide the class into pairs and ask students to
discuss the meaning of the verbs. Listen to some
Students work with a partner to complete the rule. of their ideas with the class, but do not comment
Check answers as a class. at this stage. Ask students to match the verbs with
the definitions. Allow them to use monolingual
Rule dictionaries if necessary. Check answers, giving
1 a gerund 2 an infinitive 3 a gerund / an infinitive additional examples or demonstrating the actions to
4 an infinitive / a gerund clarify meaning if required.

Answers
Language note
a 2 b 7 c 9 d 8 e 10 f 1 g 5 h 4 i 6 j 3
Point out that there are no specific rules to decide which verb
is followed by what form: Verb patterns need to be learned
individually. Fast finishers
2 Students work individually to complete sentences Students can think of more verbs to add to the list of verbs
of movement, for example: stroll, march, limp. Allow them
1–8. Allow students to compare answers with a
to use a dictionary. Elicit some of their examples in class
partner before feedback with the class. If you’re short after feedback, and ask them to say an example sentence
on time, assign this exercise for homework. with each verb to illustrate its meaning.

Mixed-ability idea
3 Give students time to read quickly through sentences
Stronger students can cover up the rule box and than
1–10. Check/clarify: altitude, and any other words
complete the exercise. Allow weaker students to look at the
rule to help them with their answers. students find unfamiliar. Students work individually
to fill in the blanks. Remind them to use the verbs
in the correct tense. Students compare ideas with a
Answers partner before whole-class feedback. If you’re short
1 climbing 2 going 3 to show 4 reading 5 walking on time, you can assign this exercise for homework.
6 to get, to buy 7 helping 8 being / getting
Mixed-ability idea
Stronger students can cover up the verbs in Exercise 2 and
Fast finishers complete the sentences before looking back to check their
Students can write sentences including some of the verb answers.
patterns from the rule that are not used in Exercise 2. Listen
to some of their examples with the class after feedback on
the exercise. Answers
1 descend 2 wandering 3 swing 4 climbed
5 tiptoed 6 stagger 7 hopped / were hopping
Be aware of common errors related to verb patterns. 8 rushed 9 crawled 10 leaped / leapt
Go to Get it right! on page 122.

Optional activity
Workbook page 10 Divide the class into pairs. Ask students to make a list of
situations in which they might have to: 1 climb, 2 crawl,
3 hop, 4 tiptoe, 5 leap, and 6 rush. Listen to some of their
ideas in class as feedback.

Workbook page 12

X      T-14

LISTENING 2 If there is an IWB available in the classroom, this
1 1.09 As a lead-in, ask the class: Do you listen to activity would best be done as a whole-class activity
the radio? What radio shows do you listen to? Do your onscreen. Books closed. Display the pictures on the
parents/grandparents listen to different radio shows than IWB. Ask a different student to describe each picture:
you do? Elicit students’ experiences. Who’s in the picture? Where are they? What are they
Tell students they are going to listen to part of a doing? What’s happening? Read sentences 1–4 and ask
radio show in which people talk about embarrassing a student to match to one of the pictures A–D. The
situations and how to get out of them. Ask students rest of the class agrees or disagrees with the answers,
to think of an embarrassing situation they might giving reasons for their opinions. Alternatively,
talk about on a radio show. Read the directions and students do the matching activity in pairs before
questions with the class. Play the recording while checking answers with the whole class.
students listen and answer the questions. Students
Answers
can compare answers with a partner before whole-
class feedback. 1 B 2 A 3 C 4 D

Answers Students work with a partner to complete the rule.

Check answers with the class. Elicit an example for
The DJ is giving away concert tickets. A person can win by
talking about an awkward situation and how to get out of
both uses of each verb to check comprehension.
it.
Rule
2 1.09 Give students some time to discuss what 1 G 2 I 3 G 4 I 5 G 6 I 7 I 8 G 9 G 10 I
they remember from the first listening and to read
sentences 1–8. Play the audio again while students 3 Students work individually to complete sentences
listen and complete the sentences. Remind them that 1–7. Allow students to compare answers with a
they can use up to three words, not just one. Allow partner before feedback from the class. If you’re
them to compare answers with a partner before a short on time, assign this exercise for homework.
whole-class check. If necessary, play the audio again,
pausing to clarify each answer. Answers
1 to buy 2 telling 3 to get 4 to buy 5 playing
Answers 6 to find 7 taking
1 seconds 2 awkward/embarrassing situations
3 best answer 4 rude 5 playing / pretending to be Optional activity
6 fault 7 stay in 8 go outside, fresh air
Students write six sentences about themselves or people
they know, using the various verb patterns. Ask them to
make at least two of the sentences false. Put them in pairs to
GRAMMAR take turns reading each other their sentences and guessing
which statements are true and which aren’t. Who can
Different meanings of verb + infinitive and verb + correctly guess about all of their partner’s sentences?
gerund: remember, try, stop, regret, forget
1 1.09 Books closed. As an introduction, write to
Be aware of common errors related to the verbs
go and going on the board. Review the verbs from remember, try, stop, regret, and forget. Go to
the rule box on page 14 by asking students to say Get it right! on page 122.
whether they are followed by to go or going or both.
This could be turned into a contest with the students
divided into two groups, answering questions in turn Workbook page 11
and scoring a point for each correct answer.
Books open. Remind students that certain verbs can
be followed by the infinitive or the gerund with no
difference in meaning (give examples with begin,
start, and continue from page 14). Explain/elicit that
some verbs can also be followed by the infinitive or
the gerund, but the meanings will be different.
Ask students to work with a partner and complete
the exercise. Play the audio again to check the
answers. Pause after each phrase as it appears in the
recording. Check understanding with concept-check
questions (e.g., Which sentence is giving advice? Which
sentence refers to the past?).

Answers
1 to take, trying 2 trying, to say 3 to think, talking

T-15  
 1 SU RV I VA L

LISTENING
RULE: remember, forget, regret
1 1.09Listen to this radio DJ. What is he giving
Remember + 1 means thinking of a past
away? How can a person win? experience you’ve had.
Remember + 2 means don’t forget to do
something.
2 1.09 Listen again and complete the
Forget + 3 means to no longer think of something
sentences. Use between one and three words. that you did.
1 The callers have 20 to give their Forget + 4 means to not think of doing something
answer. you should do.
2 The DJ wants the listeners to imagine . Regret + 5 means feeling sorry about something
3 The caller with the will win. you said or did in the past.
Regret + 6 means feeling sorry about something in
4 Patt y argues that it is always to speak
the future.
with food in your mouth.
Other verbs
5 Felipe suggests dead when you see a
person you want to avoid. Try + 7 means try hard to see if you can do
something that is really not easy.
6 Amanda argues that it’s your if you
Try + 8 means do it and see what the results are.
get into an awkward situation.
Stop + 9 means to not continue doing a certain
7 She says if you your room, you’ll
activity or action.
never be in an awkward situation.
Stop + 10 means pausing one activity in order to
8 The DJ thinks Amanda should and do a different activity.
get some .

GRAMMAR 3 Complete each sentence with the verb in

parentheses in the correct form.
Different meanings of verb + infinitive
1 Before work, Dad stopped some magazines.
and verb + gerund: remember, try, (buy)
stop, regret, forget 2 I really regret Jim. He’s going to tell Martha,
1 1.09 Complete the sentences from the
I’m sure. (tell)
listening with the verb in parentheses. Use 3 Please remember some paper for the
the correct form, infinitive or gerund. Listen printer. (get)
and check. 4 Don’t forget the ingredients for the
cupcakes, Mom. (buy)
1 Remember a snack with you to class.
(take) 5 Sarah stopped the guitar a few years ago.
(play)
I remember to eat a sandwich once
in my math class. (try) 6 I just can’t solve this puzzle. I’ve been trying
the answer for hours. (find)
2 I regret it because the teacher called
my mom! (try) 7 My ankle hurts. I tried some medicine, but it
hasn’t helped. (take)
I regret that is the craziest idea I’ve
ever heard. (say) Workbook page 11

3 If you stop about it, you’ll realize it’s

your own fault. (think)
Stop ! Go outside and get some fresh
air! (talk)

2 Match the sentences and pictures (A–D). Then

complete the rule. Write G (gerund) or I A B
(infinitive).
1 She should stop resting, but she just doesn’t want
to go back to work.
2 She should stop to rest, but she needs to finish her
work today.
3 He forgot to meet Sandra.
4 He’ll never forget meeting Sandra for the first time. C D

15
 VOCABULARY
Adjectives to describe uncomfortable feelings
1 Read the sentences and circle the correct adjectives.
1 When I’m with Mrs. Meyer, I always feel awkward / guilty. It’s difficult to find something to talk about with her.
2 Karen ought to be desperate / ashamed of herself – talking to her mother like that!
3 Carlos must have done something wrong because he looks so guilty / puzzled.
4 After the earthquake, the people on the island were desperate / awkward for help.
5 We’re a little stuck / puzzled as to why we haven’t heard from them for weeks.
6 Without your help we’d be guilty / stuck and wouldn’t know what to do next.

2 Now write the adjectives from Exercise 1 next to their definitions.

1 : feeling extremely embarrassed about something you have done
2 : feeling confused because you do not understand something
3 : feeling you are in a difficult situation or unable to change or get away from a situation
4 : feeling embarrassed or uncomfortable
5 : feeling worried or unhappy because you have done something wrong
6 : feeling the need or want for something very much Workbook page 12

SPEAKING READING
1 When you are stuck with a problem, which of these three things 1 Look at the photos and the
apply to you? Add three more of your own. headline of the article. Which
I go online and look for some advice.
of these things do you think you
could learn from “The Ultimate
I stop thinking about it and listen to some music.
Survivor”?
I start feeling helpless.
how to build a fire
I
how to use GPS effectively
I
how to build a shelter in the
I
wild
2 Write down three sentences to describe problems and your how to survive outdoors in
emotional reactions to them. Use adjectives from Vocabulary, bad weather
Exercise 1. how to set up your own
● I have a test tomorrow, and I haven’t studied enough. I’m really survival website
nervous. how to tie knots
● It was my best friend’s birthday last Monday, and I forgot to give her 2 Read the article and check your
a present. I’m feeling guilty. answers.
3 Work in small groups. Listen to 3 Answer these questions based
each other’s problems and tell on your own opinions. Use
each other what to do. evidence from the text to
Stop feeling nervous. Maybe support your ideas.
the test won’t be very 1 What do you think motivates
difficult. Just remember Bear Grylls?
2 Why are his TV shows so
to start studying earlier
popular?
next time. 3 Do you think Bear Grylls is
successful? Why?
Try to relax before the test. 4 What does Bear Grylls think of
Listen to some music or go the way many young people
for an early morning walk. grow up these days?

16
 VOCABULARY READING
Adjectives to describe uncomfortable feelings 1 Books closed. As a lead-in, write the following
situation on the board:
1 Books closed. As a lead-in, elicit any adjectives
students already know that describe uncomfortable Your plane has crashed in a remote forest. Everybody
feelings (e.g., embarrassed), and ask them to give has lived. What skills will you need to survive in the
situations in which people might feel those emotions. forest?
Books open. Students work in pairs to choose an In pairs, students discuss the question. Listen to some
adjective for sentences 1–6. Ask them to try to define of their answers with the class.
both choices to each other, using their own words, Books open. Look at the photos and headline of the
as they make their decisions. Do not let them refer to article with students. Read the instructions. Check/
dictionaries at this stage. Check answers as a class. clarify: GPS, shelter, tie knots. Divide the class into
pairs for students to complete the exercise. Focusing
Answers on the topic in this way encourages prediction, a
1 awkward 2 ashamed 3 guilty 4 desperate useful technique for improving reading speed.
5 puzzled 6 stuck
Background information
2 Students match the adjectives to the definitions. Ask Edward Michael “Bear” Grylls (born 1974) is a British writer
them to think back to their own definitions from and television presenter, famous for his numerous adventures
Exercise 1. Were they similar? Check answers with around the world that have included climbing Mt. Everest
the class. and some of the highest mountains in Antarctica, crossing the
Atlantic Ocean in a small inflatable boat, and jet skiing around
Answers the British Isles. His television shows and books are popular
around the world. Grylls is also an active supporter of various
1 ashamed 2 puzzled 3 stuck 4 awkward children’s charity organizations. In 2009 he was appointed
5 guilty 6 desperate Chief Scout of the UK’s largest scouting organization, The Scout
Association.
Optional activity
2 Give students a three-minute time limit (or longer
Students write sentences using the adjectives. Ask them to
for weaker classes) to read the article and check
begin their sentences with I felt awkward / guilty / ashamed
when … . Tell them they can invent situations, and they do their predictions. Tell them not to worry about
not need to be about themselves or people that they know. understanding every word, but rather to focus only
Ask students to share some of their examples with the class. on finding the answers to the questions. Allow
Ask the class whether each situation described is typical of students to compare answers with a partner before
the uncomfortable feeling mentioned or not. whole-class feedback.

Workbook page 12 Answers

how to build a fire
how to build a shelter in the wild
SPEAKING how to survive outdoors in bad weather
how to tie knots
1 Read the instructions and situations with the class.
Ask students to work individually to complete the 3 Divide the class into pairs or small groups for
exercise and then compare answers with a partner. students to discuss the questions. Encourage them
Listen to some of their ideas with the class. to underline the parts of the text that support their
2 Look at the examples of problems in the book answers. Listen to some of their ideas with the
and give additional examples of your own to get class as feedback, and invite comments from the
students started. Students write sentences. Monitor other students. Also ask students for their personal
to help with vocabulary, encouraging them to use impressions or opinions about Bear Grylls.
adjectives from the Vocabulary exercise to describe
uncomfortable feelings.
3 Refer back to the problems in Exercise 2 and read
the example advice. Point out the use of imperatives
and verb patterns with stop, remember, start, and
try. Divide the class into small groups to listen to
each other’s problems and give each other advice
using these verb patterns where possible. Monitor,
making a note of any examples of good usage. Elicit
some problems and advice from each group for
feedback. Ask the rest of the class to comment on
the suggestions.

X      T-16

How adventurous are you?
1 SPEAKING Ask students to work individually to
make a list of four or five adventurous activities.
If students have difficulty thinking of examples,
brainstorm ideas with the class and create a group
list on the board. Ask students to work with a partner
to discuss which activities they have tried or would
like to try. Encourage them to go into detail and give
reasons for their answers. Listen to some examples
with the class as feedback.
2 SPEAKING In pairs or small groups, students
complete the exercise. Encourage them to use the
language in the list of points when describing the
activities. When students have discussed several
activities, ask: After your discussion, would you like
to try any different activities? Why? Listen to some of
their ideas with the class.

Optional activity
Ask students to work in pairs and imagine that a friend from
another country is arriving soon to visit them. Ask them to
plan a week of adventurous activities, which should include
as many of the points in Exercise 2 as possible. Make sure all
students write down their ideas. Put pairs together in groups
of four for students to describe their plans to each other and
offer each other suggestions. Monitor and make a note of the
most interesting ideas. Elicit some of these ideas from the
class as feedback.

WRITING
An email about an experience
This exercise can be done for homework or in class. Ask
students to read the instructions and work in pairs or
small groups to discuss the topic and make some notes
on their answers. Monitor, helping students with any
questions. Students work individually to expand their
notes into an email. In the next lesson, put students
back into the same groups to read each other’s emails.
Encourage them to work together to correct each other’s
mistakes. Praise good work.

T-17  
 1 SU RV I VA L

ULTIMATE SURVIVOR
The

When he was 20, he broke his back in to demonstrate survival techniques. Millions Survivors Award. Skills taught include
three places in a parachuting accident. of viewers watched, breathless, as he learning priorities of survival, how to build
He climbed Mount Everest at the age of 23. killed the most venomous snakes and ate and light a fire, how to navigate in both
Shortly afterward he led a trek across them, climbed extremely dangerous cliffs, day and night, building a shelter, extreme
the frozen North Atlantic Ocean. parachuted from helicopters and balloons, weather survival, tracking and hunting,
In 2007 he set another world record by flying performed amazing ice-climbing stunts, and tying knots. A key focus of the course
over Mount Everest in a powered paraglider. ran through a forest fire, and ate all kinds is getting young people back in touch with
This helped to raise one million dollars for of insects. nature and away from technology.
the Global Angels Foundation, a charity that Grylls continues to impress people with his In Grylls’ own words, “The thing I love
supports children in Africa. amazing shows and his incredible charity about the Young Survivor Course is that
His first book, Facing the Frozen Ocean, was work. He has also set up his own company, it is designed to put young adults in just
called an “epic story of hardship, friendship, Bear Grylls’ Survival Academy, where the sort of challenging, character-building,
and faith,” by the Daily Telegraph. Since everyone can learn survival skills from him and practical situations that help define
then he has authored more than 15 books, and his team of highly trained experts. and distinguish people as adults. So often
including the No. 1 bestseller: Mud, Sweat, Recently, Grylls founded Young Survivors – youngsters can feel almost overprotected
and Tears. training courses for teenagers comprising a and are stopped from experiencing some
combination of survival skills and adventure of the best things in life. But the Young
His name is Bear Grylls, and he was the
tasks designed to teach the fundamentals Survivor Award will challenge and empower
host of Discovery Channel’s famous TV
of outdoor survival and self-rescue. Those them in an incredibly dynamic and fun
show, Man vs. Wild. On the show, he was
who complete the course are given a Young environment.”
left stranded in remote locations in order

How adventurous are you? WRITING

An email about an experience
1 SPEAKING Write a list of some adventurous activities. In
pairs, discuss which of the activities from your lists you Imagine you are taking a Bear Grylls
would like to try (or have tried). Give your reasons. course. Write an email home to your
parents. Tell them:
2 SPEAKING Which of the points below are relevant to each ● about the activities you’ve been doing.
of the activities in your list? Discuss. ● how you felt while you were doing them.
helps you to improve your fitness ● what you’ve learned from them.
gets you out of your daily routine ● about the people you’ve met.
teaches you how to assess and deal with risky situations ● how you feel about the whole experience
offers opportunities to learn something new so far.
offers you a challenge Write 150–200 words.
gives you a chance to feel free
allows you to have fun with your friends
helps you to be more confident
teaches you to accept your personal limits

17
 PHOTOSTORY: episode 1
1 Look at the photos and answer the questions.

e
What are they all doing in each photo?

chal leng
1
What do you think “the challenge” is?

The
2

2 1.10 Now read and listen to the photostory.

Check your ideas.

EMMA What a week this has been!

LIAM I know, right? I have so much to do.
NICOLE Same here. And all of these projects for
school. What about you, Justin?
JUSTIN Huh?
EMMA Oh, come on, Justin. You’re not listening to
us at all.
NICOLE Always on your phone doing something
or other.
JUSTIN Sorry. I know it’s a bad habit, but whenever
someone texts me, I just have to text them back
right away.
NICOLE Seems like we’re not important to you
anymore. You’re constantly on your phone.

1
NICOLE Oh, sorry. Oh, hi, Julia … Yeah, sure, I’m
going … Yes, we’re all going … No idea, hang
on a sec. Let me ask. Guys? When’s the Chilly
Balloons concert? Is it next week?
JUSTIN On the seventh, nine o’clock.
NICOLE Julia? On the seventh at nine o’clock. … I’ll
be home, I guess … Sure, OK, but not right now …
OK, give me a call over the weekend, and we can
talk about it … OK, bye! … So, where were we?
JUSTIN Seems like we’re not important to you
anymore. You’re constantly on the phone.
NICOLE Wait a minute – it was Julia, and it was
important. She needed help.
EMMA Did you hear that the cheapest tickets to the
concert are $60?
LIAM What? That can’t be right. Let me check. Here
it is – Chilly Balloons, Saturday the seventh, nine
2 o’clock, tickets $35 to $150.
EMMA Oh, that’s a relief. Thanks, Liam.

NICOLE You know what? We’re yelling at Justin for

being on his phone too much, but we’re all just
as bad.
JUSTIN Ha! True! Hey, I challenge us all not to use
our phones for the whole weekend. Not once. I
bet you can’t do it.
NICOLE Ridiculous. Of course we can. Why wouldn’t
we be able to?
EMMA Th ree days without a phone? No problem.
JUSTIN So prove it. Let’s make a bet: Anyone who
uses their phone has to treat the others to coffee
or whatever they want at the café. OK?
EMMA OK. I’m in.
JUSTIN No phones, right up to Monday morning,
3 starting now. Deal?
ALL Deal!

18
 PHOTOSTORY: episode 1
The challenge
1 If you are using an IWB, display the page onscreen,
with books closed. Focus on the title. Elicit the
meaning of challenge by asking for examples of
challenges. Tell students they are going to read
and listen to a story about a group of students.
Students look at the photos and read the questions.
Elicit suggestions for what may be happening in the
pictures, and what the challenge is and how they
think it may be connected to cellphones. Accept
any suggestions at this stage, without giving away
the answers.
2 1.10 Play the audio for students to listen and
check their predictions from Exercise 1. Did they
guess correctly?

Suggested answers
1 They are using their cell phones for different things
(Justin is texting someone, Nicole is speaking to a friend,
Liam is looking up information on the Internet).
2 They agree not to use their cell phones for three days.

Optional activities
1 This lesson introduces the main characters of the Think
4 Photostory. To encourage students to pay attention to
them as characters, ask: Who are the main characters?
(Justin, Nicole, Emma, and Liam) What is their relationship
like? (probably school friends) What else do we know
about them? (e.g., Nicole has a friend named Julia.)
Ask students to quote the passages that support their
answers.
2 Lead a class discussion on whether the students think
they could live without their cell phones. Ask them to give
reasons. Alternatively, put students in small groups to
discuss the subject and then elicit some suggestions from
a few groups and invite comments from the rest of the
class. You could get the discussion started by telling the
class about yourself – could you do it?

X      T-18

 DEVELOPING SPEAKING Books open. Read the sentences and the phrases.
Ask students to work with a partner and complete
3 Ask students what they think happens next. Ask the exercise. Check answers with the class. Elicit
them to brainstorm possible endings for the story. other examples to outline the meaning of the phrases
Students work in groups, with one student in each if necessary.
group acting as secretary and taking notes. Make
sure they answer the question: Which of the characters Answers
will win the challenge? During whole-class feedback, 1 right away 2 I know, right? 3 right up to
write students’ ideas on the board to refer back to 4 right? 5 All right! 6 Yeah, right.
once they have watched the video. Don’t give away
answers at this stage. 2 Students work individually to complete the sentences
using phrases from Exercise 1. During whole-class
4 EP1 Play the video for students to watch and
feedback, say the phrases for students to repeat and
check their answers. During whole-class feedback,
check pronunciation.
refer to students’ ideas on the board. Who guessed
correctly? Answers
5 Read through the questions with the whole class. 1 right? 2 right up to 3 right away 4 All right!
Divide the class into pairs and ask students to 5 I know, right? 6 Yeah, right.
complete the exercise. Monitor, helping with any
difficulties. Play the video again, pausing as required Workbook page 12
for clarification. Check answers with the whole class.

Answers FUNCTIONS
1 He thinks she doesn’t want him to overhear what she’s
saying. Making and accepting a challenge
2 She watched YouTube videos on her phone. 1 To introduce the activity, say: I bet you can’t say the
3 He didn’t last one night without using his phone.
4 Three hours
alphabet in five seconds. Elicit responses and write any
5 She spoke to her friend Julia on the phone. suitable language on the board. Tell students that
you are going to give them a challenge. Give some
volunteer students the chance to say the alphabet
quickly. Can anyone do it?
PHRASES FOR FLUENCY
Look at the eight phrases. Students work with
1 Ask students to locate expressions 1–6 in the story
a partner to decide which are used to challenge
on page 18 and underline them. To encourage speed
someone and which to accept or turn down a
reading, you could do this as a race and ask students
challenge. Check answers. Say the phrases for
to find the expressions as quickly as possible. Ask
students to repeat, and check pronunciation and
students to compare their answers with a partner
intonation.
before whole-class feedback.
Answers
Answers
1 challenge 2 accept 3 challenge
Nicole says phrases 1–5. They all say phrase 6. 4 accept / turn down (depending on the context)
5 challenge 6 turn down 7 challenge 8 accept
2 Working in pairs, students complete the dialogues.
Check answers. Drill the dialogues with the whole
class (for students to repeat together), paying Optional activity
attention to the intonation of sentences and Ask students to brainstorm other examples of each of the
questions. Give students time to practice saying functions and write those in their vocabulary notebooks.
the dialogues with a partner.
2 Read the ideas with students. Check/clarify: donut;
Answers licking your lips. Students work with a partner to
1 something or other, Same here write short dialogues then practice acting them out.
2 give me a call, It’s a deal Encourage them to sound enthusiastic when making,
3 You know what accepting, or turning down challenges. Listen to some
4 where were we examples with the class as feedback. To wrap up, ask
for a quick show of hands for each challenge to find
out how many students think they could do it.
WordWise
Mixed-ability idea
right Weaker students can write their dialogues and practice them
1 Books closed. To introduce this activity, write the before trying to act them out without looking at their notes.
word right in the middle of the board. Ask students to Stronger students can invent dialogues spontaneously.
think of different meanings for right and to say any
words that could go before or after right. Write any
correct answers on the board.

T-19  
 1 SU RV I VA L

DEVELOPING SPEAKING

3 Work in pairs. Discuss what happens

next in the story. Write down your
ideas. WordWise
We think that two of them succeed right
and two of them don’t. 1 Look at these sentences from the photostory and
video. Complete them with phrases from the list.
4 EP1 Watch to find out how the
story continues. … right? | right away | I know, right?
right up to | All right! | Yeah, right.
5 Answer the questions. 1 I just have to text them back .
1 Why does Nicole’s dad think she 2 A What a week this has been!
doesn’t answer her phone? B I have so much to do.
2 What did Emma do that means she lost 3 No phones, Monday morning. Deal?
the challenge?
4 You know my friends Emma, Justin, and Liam,
3 What did Liam do or not do about the
5 We have a winner!
challenge?
6 You just loved spending all weekend working
4 How long did Justin manage to not use
on your project.
his phone for?
5 What did Nicole do which means she 2 Complete the sentences with a phrase using right.
didn’t win the challenge?
1 You’re the new girl at school,
2 The party was great. I stayed the end.
PHRASES FOR FLUENCY 3 There’s a problem at home. I need to leave .
1 Find these expressions in the story. 4 I want you all to listen!
Who says them? How do you say 5 A That movie was terrible.
them in your language? B I hated it, too.
1 Same here. 6 A I can help you with your math homework.
2 something or other B You’re worse at math than I am!
3 give me a call Workbook page 12
4 Where (were we)?
5 You know what?
6 (It’s a) deal!
FUNCTIONS
2 Use the expressions in Exercise 1 to Making and accepting a challenge
complete the dialogues.
1 Read the phrases. Which ones are used to challenge people?
1 A I was really busy over the weekend.
Which ones are used to accept or turn down a challenge?
No time to relax! I always had
to do. 1 I bet you can’t … 5 I challenge you to …
B ! I didn’t stop for 2 I think you’re right. 6 No way!
a moment. 3 I bet (you) I can … 7 You’ll never manage to …
2 A Listen, if you find the math 4 That’s impossible! 8 Of course I can.
homework difficult,
and I can help you. Then maybe 2 Work in pairs. Write short dialogues between two people
you can help me with English later. where one challenges the other. Use these ideas and one of
B ! Thanks a lot, your own.
Georgia. ● eat a donut without licking your lips
3 A This exercise is exhausting. ● stay awake for 24 hours
B You’re right. ? ● walk 20 kilometers in four hours
We should have a break. ● finish this exercise before me
4 A So I told him that I thought … ● speak only in English during breaks and lunchtime for
B Sorry, let me answer this phone call. a whole week
… Sorry. OK, ?

19