1 Dublin city centre

ANSWERS
Lesson objectives Number of figures: eight (six adults, a child and a dog)
Learn about storytelling in Dublin, Ireland Activity of the figures: They are waiting for ships to
Talk about a cultural figure emigrate to the US and Canada.
What the figures look like: extremely thin, with sad
Hotspot key expressions
 A video about the famine memorial sculpture, by • Allow students time to discuss the questions in pairs, then
Rowan Gillespie elicit their opinions and ideas.
 An audio guide explaining the story of the painting
Meeting on the Turret Stairs 3 Audio script p161

 A podcast about Irish folk music and the song • Read out the task and explain the meaning of turret
Molly Malone (a small tower on top of a castle).
• Click on the circle icon to play the audio guide for
There are five Culture 360° lessons. These are designed to students to answer questions 1–3.
be standalone lessons which can be used flexibly at any • Check answers with the class.
time during the course. To access the 360° content for each
lesson, click on the ‘Explore’ heading or the 360° logo. Use ANSWERS
the arrows on the toolbar to rotate the image 360°. Parts 1 He painted it in 1864.
of the 360° image may appear blurred or distorted. This is 2 They are in love.
normal in a 360° image. There are three or four symbols on 3 Hellelil’s father told his sons to kill Hildebrand.
each 360° image which you can click on to access video, 4 Students’ own answers
reading texts and audio. To help with navigation, the notes 4 Audio script p161
here will tell you where each symbol can be found. In
addition to this, when you hover over an icon, the Student
• Ask students to read the questions, then click on the
diamond icon to play the podcast for students to answer
Book exercise number will flash up, so you can be sure you
questions 1 and 2.
are clicking on the correct icon for the exercise.
• Check answers for questions 1 and 2, then elicit students’
Warm-up opinions and ideas for question 3.
• Ask: How would you define ‘art’? What are some different ANSWERS
forms of art? Which form of art do you appreciate most? Put 1 The tradition of Irish folk music is 2,000 years old.
students into pairs to discuss the questions. 2 The song is about a pretty girl called Molly Malone,
• Elicit a definition of art (e.g. the making of objects, images, who sold seafood on the streets of Dublin. It repeats
music, etc. that are beautiful or express ideas or feelings) the words she shouted while trying to sell her seafood.
and some forms of art (e.g. painting, sculpture, literature, Molly became too ill to continue working and died
architecture, music, dancing). very young, but the song says her ghost still walks the
• Ask a few students to tell the class which form of art they streets selling seafood.
appreciate the most and why. 3 Students’ own answers

5
Think
• Read out the questions and make sure students
1 understand them.
• Allow students time to discuss the questions in pairs, then • Allow students time to share their ideas in pairs.
elicit ideas from the class. • Ask a few students to share their ideas with the class.

Explore Reflect on culture

2 Video script p161
• Put students into groups to discuss the questions. Then
discuss them as a class.
• Elicit or tell students that Dublin is the capital of the
Republic of Ireland. Look UP!
• Ask students to read the task. Elicit or explain the meaning • Read out the task. Allow students time to conduct some
of famine, memorial, sculpture, figure and port. internet research and make notes about their chosen
• Click on the ‘Explore’ heading or the 360° logo to activate cultural figure.
the 360° photo, find the heart symbol, then click on it to • Organize the class into small groups and tell them to take
play the video. turns to talk about their cultural figure.
• Check answers with the class. • Ask: Which figure’s story was most interesting? Why? Ask
some students to share their answers with the class.

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 2 Borough Market
Lesson objectives 3 Video script p161–162

Learn about ethical shopping at a famous London market • Click on the square symbol to play the video for students to
answer the first question. Check the answer with the class.
Talk about international food
ANSWERS
Hotspot key The countries mentioned are Switzerland, Greece and
 A video documentary about fresh produce at Croatia. The foods mentioned are cheese, olives and oils.
Borough Market • Elicit why it is important to have international food.
 A video about international food sold at Borough • Ask: What types of international food does your family buy?
Market Where is it grown / produced? What are the negative points
 An audio about shopping at the supermarket rather about buying food from other countries? Put students into
than the market pairs to discuss the questions, then conduct some class
feedback.
Warm-up 4 Audio script p162
• Ask: What are some shops and places where you can buy • Click on the heart symbol to play the audio for students to
food? Allow students a minute to brainstorm ideas in complete the table.
pairs, then elicit suggestions, e.g. supermarket, bakery, • Allow students time to compare their answers in pairs,
market, convenience store, café, vending machine, school then check with the class.
canteen.
ANSWERS
• Ask students to tell their partner about food they have
Supermarket: You can go in your car and park easily.
bought from these places recently.
You can buy everything at the same time. You can buy
• Ask a few students to share some details with the class. seasonal produce all year round. It’s cheaper to shop
there. There are lots of discounts. They are always open.
Think Market: You can buy some foods only at the time of year
they are in season. Some things are very expensive.
1
• Allow students time to discuss the questions in pairs, then 5
elicit ideas from the class. • Put students into groups to discuss the questions. Then
discuss them as a class.
Explore • Ask them to stand up if they would prefer their family to
shop at a market and stay seated if they think shopping at
2 Video script p161
a supermarket is better. Elicit reasons for their opinion.
• Focus on the photo and tell students that Borough Market
is one of London’s oldest and largest food markets.
• Ask: Do you think other members of your family would agree
with your choice? Why / Why not? Ask some students to
• Ask: What can shoppers buy at the market? What are the share their ideas with the class.
benefits of shopping there? Put students into pairs to discuss
the questions, then elicit some ideas from the class.
Reflect on culture
• Ask students to read the task. Elicit or explain the meaning
• Put students into groups to discuss the questions. Then
of additives, preservatives and nitrogen. Then elicit what
discuss them as a class.
part of speech or information is needed to complete each
sentence. Look UP!
• Click on the ‘Explore’ heading or the 360° logo to activate • Read out the task. Elicit or explain what a person’s ecological
the 360° photo, find the diamond symbol, then click on it footprint is (a measure of how much they affect their
to play the video. environment; it takes into account how much land and
• Allow students time to compare their answers in pairs water it takes to provide everything that person consumes).
before you check with the class. • Elicit examples of factors which might affect someone’s
ANSWERS ecological footprint, e.g. meat consumption, power and
1 carbon dioxide   2 long distance   3 gases   water usage, rubbish produced, travel choices.
4 (much) fresher • There are many ecological footprint calculators online. To
• Find out whether the documentary mentions any of the make it easier for students to compare their results, you
benefits students suggested before they listened. could select and familiarize yourself with one calculator
• Ask: Do you often think about how far your food has travelled? before the lesson and then ask the class to use it.
How do you feel about preservatives and additives in your food? • Circulate as students are calculating their footprint,
Does your family buy a lot of food in plastic packaging? Put helping out as required.
students into pairs to discuss the questions. • Ask students to share their results in pairs, then find out
• Ask a few students to share their answers with the class. who has a high or low ecological footprint.

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 3 Inside an attic
Lesson objectives 3
Learn about Australian Aboriginal people • Read out the task. Elicit or explain the meaning of activist
(a person who works to achieve political or social change)
Talk about history
and injustice (an unfair act or treatment).
Hotspot key • With a weaker class, you could pre-teach the higher-level
vocabulary from the article, e.g. skeleton, reveal, struggle,
 A video about the history of the rights of Aboriginal
rally, distribute, defend, court, advocate, courage.
people
• Click on the triangle symbol. Allow students time to read
An article about the first Aboriginal activist in Europe
the article and answer the question.
 A letter offering support to a campaigner
• Check the answer with the class.
ANSWERS
Warm-up
A.M. Fernando was the first Aboriginal activist in Europe.
• Ask: How interested are you in learning about local history / He protested against social injustice by showing people
your country’s history / world history? the skeletons on his coat and telling them that these
• Ask students to compare and explain their rankings in were all that remained of his people. He also protested
pairs. Ask some pairs to tell the class how similar their by giving speeches in Speaker’s Corner in Hyde Park and
feelings are and why. travelling across Europe rallying and distributing flyers.

Think 4
• Ask students to read the task, then click on the square
1 symbol for them to read the letter and complete the
• Allow students time to discuss the questions in groups, sentences.
then elicit opinions and examples from the class.
ANSWERS
• Focus on the photo and ask: Where is this room? (at the top 1 saw A.M. Fernando give a speech   2 meet  3 journalist
of a house) What’s this kind of room called? (an attic) What
• Ask: Why did L. Merton want to meet A.M. Fernando? Do you
can you see in this attic? (e.g. old furniture, newspapers,
think A.M. Fernando agreed to meet him? Why / Why not?
photos).
Put students into pairs to discuss the questions, then elicit
• Explain that in this lesson students will explore an attic to ideas and reasons from the class.
find out about the person who used to live there.
5
Explore • Read out the task. Elicit or explain the meaning of
descendant (a person who is related to you and lives after
2 Video script p162
you, e.g. your child).
• Ask students to read the questions. Check the meaning • Allow students time to discuss the questions in pairs, then
of colonization (the act of sending people to take control elicit opinions and reasons from the class.
of and live in another country). Elicit what students know
about the history of James Cook and Aboriginal people.
• Ask: Can you think of any people alive today who protest for
people’s rights? How do they protest? Elicit ideas.
• Click on the ‘Explore’ heading or the 360° logo to activate
the 360° photo, find the circle symbol, then click on it to
play the video for students to answer the questions.
Reflect on culture
• Allow students time to think of activists and their causes
• Allow students time to compare their answers in pairs
in pairs or groups.
before you check with the class.
• Elicit ideas from the class and discuss if students share the
ANSWERS beliefs of these activists, and why or why not.
1 His instructions were to take control of Australia for the
British Empire with the permission of its inhabitants. Look UP!
2 Their rights were not respected; their land was taken • Read out the task, then allow students time to do some
from them by force and they suffered discrimination. online research.
3 Three out of four (75% of ) Aboriginal people died. • Ask students to report their findings to the class, then ask
4 They won the right to vote in the 1960s. the class which activist they find most inspiring and why.
5 He apologized to them in 1992.
SUGGESTED ANSWERS
• Ask: Why do you think the British wanted to colonize
Emmeline Pankhurst’s ’Freedom or Death’ speech in 1913
Australia? How do you feel about the way Aboriginal people
Martin Luther King’s ’I have a dream’ speech in 1963
were treated? Elicit ideas and opinions from the class.
Nelson Mandela’s ’I am prepared to die’ speech in 1964
Explain that, although different terms are used, use is
Greta Thunberg’s speech to the COP24 climate conference
increasingly moving towards ‘Indigenous Australians’ or
in 2018
‘Aboriginal people’ rather than ‘the Aboriginal people’.

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 4 St Mark’s Square
Lesson objectives 3
Learn about tourism in Venice • Allow students time to read the four profiles.
Talk about tourism • Click on the triangle symbol for students to read the text
conversation and answer the questions.
Hotspot key • Elicit suggestions and reasons from the class. You could
 A phone conversation between two tourists in Venice also elicit why the job may not be suitable for the people
that students don’t mention.
A text conversation about a summer job
• Ask: What do you think might be the positive and negative
 A video about world tourism
aspects of the job? Elicit ideas from the class.

Warm-up 4 Video script p162

• Ask: Which city would you most like to visit? Why? Put • Explain to students that they are going to find out some
students into pairs to discuss the questions, then ask facts about global tourism. Read out the questions and
some students to share their ideas with the class. focus on how to say the numbers. Point out that the first
one is a date. Then ask: How many zeros does a billion have?
Think (nine) How many zeros does a trillion have? (twelve) Elicit or
explain that Andorra is located in the Pyrenees mountains,
1 between France and Spain.
• Allow students time to discuss the questions in pairs, then • Click on the square symbol for students to listen and
elicit ideas from the class. answer the questions, then check answers with the class.
• Ask: What do you enjoy most about travelling to other ANSWERS
places? Have you ever changed your behaviour while 1 a 1811 – the first time the word ’tourism’ was used
travelling? Elicit some examples from the class. b 1.32 billion – the number of tourists that travel
around the world every year
Explore c 5% – the percentage of the world’s economy
connected to tourism
2 Audio script p162
d 8.27 trillion – the amount of money (in US dollars)
• Focus on the photo and elicit which city it shows (Venice). that tourism generates per year
Find out if any students have visited Venice. If they have, 2 France, Spain and the USA are the most popular
ask them to share their experience with the class. If they countries for tourists.
haven’t, elicit what they know about this city. 3 Bangkok, London and Paris are the most popular cities
• Read out the task. Click on the ‘Explore’ heading or the for tourists.
360˚ logo to activate the 360° photo, find the hexagon 4 There are 33 visitors for every resident in Andorra.
symbol, then click on it to play the audio for students to • Ask: Which facts did you find most surprising? Why do you
answer the question. think France, Spain and the USA are so popular? How do
• Ask students to point to the place in the photo where the you think the residents of Andorra feel about the number of
sisters’ mother is standing. Elicit where she is. tourists that visit? Elicit ideas from the class.
ANSWER
5
She is in front of a big clock over an archway, near Bar
Americano.
• Ask students to read the task. Check that they understand
the words in the box by asking them to give examples,
Optional activity e.g. accommodation (hotel, hostel, B and B, apartment).
• Write the following questions on the board: • Allow students time to discuss the questions in pairs, then
conduct some whole-class feedback.
1 What did the sisters’ mother buy? Why?
2 Why does one sister think it will be easy to find each other?
Reflect on culture
3 Why does the other sister disagree?
• Put students into groups to discuss the question. Then
4 What are they going to do when they meet? discuss it as a class.
• Play the audio again for students to answer the
questions, then check answers with the class. Look UP!

ANSWERS • Allow students time to conduct some online research.

1 She bought a long pink feather to wear because it’s Elicit suggestions from the class.
carnival. • Alternatively, you could organize the class into small
2 Because she also bought a pink feather. groups and assign each student a different type of tourist,
3 Because it’s crowded and there are lots of pink e.g. someone interested in history, shopping, adventure,
feathers. nature. Students conduct their research with this tourist in
4 They’re going to find somewhere to eat. mind, then take turns to reports their findings to the group.

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 5 London’s landmarks
• Allow students time to compare the two political systems
Lesson objectives
in pairs, then elicit ideas from the class.
Learn about the iconic images and symbols of the UK
Talk about symbols in countries 3 Audio script p162
• Ask students to find Westminster Abbey in the photo.
Hotspot key Elicit anything they already know about this place.
 A documentary about the Houses of Parliament • Click on the circle symbol to play the audio for students to
An audio guide to Westminster Abbey complete the task, then check answers with the class.
 An audio of an extract from a speech by Winston ANSWERS
Churchill Prince William and Catherine Middleton got married in the
 A set of British icons, e.g. a telephone box, a post box, Abbey.
a teapot Princess Diana’s funeral took place there.
The following people are buried or commemorated in the
Warm-up Abbey: scientists Isaac Newton, Charles Darwin and Stephen
Hawking; writers Jane Austen and George Eliot; Prime
• Write on the board: When I think of this country, I think of … Minister William Gladstone; writer and spy Aphra Behn
• Say: When I think of this country, I think of kangaroos. Elicit
the country you are thinking of (Australia). 4 Audio script p162
• Ask students to take turns in pairs to complete the • Focus on the photo of Winston Churchill and elicit what
sentence with something they associate with a particular students know about him.
country, e.g. a type of food, a well-known building, an • Click on the hexagon symbol to play the speech for
animal, a famous person, a geographical feature. Their students to answer the questions, then check answers
partner guesses the country they are thinking of. with the class.
ANSWERS
Think He made the speech during the Second World War. He
1 talks about fighting and not surrendering.
• Allow students time to discuss the questions in groups, 5
then elicit ideas from the class.
• Read out the task and check students understand icon.
Explore • Click on the star symbol and ask students to identify the
British icons in pairs, then elicit answers.
2 Audio script p162 ANSWERS
• You could pre-teach the vocabulary students may not The icons are: a telephone box, a post box, a teapot, a
know, e.g. chamber, parliament, elect, MP (Member of guardsman, Tower Bridge, an umbrella, the pound sterling
Parliament), political party, opposition, debate, bishop. symbol, a London taxi, a silhouette of Shakespeare, a
• Click on the ‘Explore’ heading or the 360° logo to activate police officer’s helmet
the 360° photo, find the square symbol, then click on it to
play the audio for students to make notes about the UK Reflect on culture
political system. • Elicit a popular icon from your country or region and
• Write the following questions on the board for students to students’ ideas on what it means.
answer as they listen to the documentary: • Ask students to think of four other icons in pairs and
1 What are the two chambers of the Houses of Parliament? discuss their meanings, then conduct class feedback.
2 How many MPs are there? How often are they elected? • Find out which icon the class thinks is the most significant.
3 How is the Prime Minister decided?
Look UP!
4 What happens before a law is passed?
• Allow students time to conduct some internet research
• Check answers with the class and tell them to use this and make notes about the places they would like to visit.
information to help identify similarities and differences.
• Ask them to share their findings in pairs and explain why
ANSWERS they have chosen these places.
1 They are the House of Commons and the House of Lords.
2 There are 650. They are elected every five years.
3 It’s the leader of the political party with the most
elected MPs.
4 The issue is debated in the House of Commons and the
House of Lords.

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