Grade 10

TEACHER’S BOOK
Hilary Plass
 1 ALL ABOUT ME

in the photos in Exercise 1. Ask, for example, ‘Who’s got

Unit Overview curly hair?’ and get students to point to the relevant
TOPIC Personal profiles person. Students complete the exercise in pairs. Check
VOCABULARY Describing people answers.
READING all.about.me
GRAMMAR Present simple and continuous Answers
VOCABULARY Prefixes: un-, in-, im- Age elderly, middle-aged, teenage, in his/her (early/
WRITING An online profile late) twenties/thirties
Looks attractive, good-looking, handsome, pretty

Resources Hair bald, blonde, curly, dark, fair, straight

GRAMMAR REFERENCE AND PRACTICE: SB page 138; TB page 244 3 Ask two students to read out the example conversation.
WORKBOOK: pages 4–7 Using this as a model, describe another person from the
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 1; photos using some of the new adjectives from Exercise 2.
Vocabulary worksheet Unit 1 Students play the guessing game in pairs.
TEST GENERATOR: Diagnostic test; Unit test 1
Possible answers
A: He’s tall and middle-aged. He’s got dark hair.
WARMER B: Is it Grace’s dad?
In small groups, students have 30 seconds to brainstorm a 4 Explain to students they are going to find out what type
list of adjectives to describe appearance and personality. 02
of people Lucas, Alfie and Grace are. Read out the first
Invite different groups to read out their lists. Write the item and ask students to give you the correct answer.
adjectives on the board and award a point for each Ask them how they decided (by reading the following
correctly spelled answer. Draw a stick person on the sentence, which gives an example of a person being
board and ask students to describe it. In pairs, students polite: he always says please). Students complete the
draw and describe their own stick people. exercise in pairs. Play the recording, pausing after
each item. Check the answers and the meaning of the
adjectives. Ask students to find other adjectives in the
ABOUT YOU sentences (clever, great and lazy) and check meaning.
Read the two questions and ask which question asks
about your appearance (the first one) and what the other Answers
question asks about (your personality). Model the answers 1 polite 2 funny 3 friendly 4 careless 5 miserable
to the questions by answering them about yourself, for 6 confident
example ‘I’ve got brown curly hair. I’m friendly and polite.’
AUDIOSCRIPT TB PAGE 261
VOCABULARY Describing people 5 Go through the adjectives in the box and drill
pronunciation. In pairs, students find the opposite
1 Elicit the fact that each of the three photos shows a
01 adjectives in Exercise 4. Check answers.
different family. Tell students they are going to listen to
three people describing a member of their family, who Answers
can be seen in the photo. Give students 30 seconds to careful – careless cheerful – miserable rude – polite
look at the photos carefully before they listen. Play the serious – funny shy – confident unfriendly – friendly
recording, pausing after the first speaker. Ask who it is
and encourage students to point to the right person. 6 Model the activity by describing yourself to the class.
Then play the rest of the recording, checking answers Choose a confident student and ask ‘What about you?’
after each speaker. Encourage them to use at least three adjectives. The
student who answered then asks a classmate, and so on
Answers until several students have described themselves.
1 brother (the boy in the middle)
2 sister (the girl on the left) Answers
3 dad (the man on the left) Students’ own answers

AUDIOSCRIPT TB PAGE 261 7 Model the activity by describing someone in the class,
adapting the example. Students work in pairs to describe
2 Tell students to look at the first adjective in the box, and guess their classmates.
attractive, and ask what it describes (looks). Drill Answers
pronunciation. Students may have difficulty with bald
Students’ own answers
/bɔːld/, curly /ˈkɜːli/, straight /streɪt/ and thirties /ˈθɜːtiz/.
Check the meaning of each adjective using the people

ALL ABOUT ME 17
 4 Set a short time limit for students to read the profiles
READING again and answer the questions. They compare their
answers with a partner before checking answers as a
BACKGROUND INFORMATION class. Check understanding of any new words in the
According to statistics from Statista.com and the UK Office text. Encourage students to work out the meaning with
for National Statistics, young people aged 8–15 spend a partner before confirming their ideas. New words may
68 minutes a day on outdoor activities, sports and active include properly (correctly) and keen on (very interested in
travel (walking or cycling). Boys spend an average of or enthusiastic about).
15 more minutes a day than girls. 75% of 12–15-year-olds Answers
use social media: 82% of young people have a Facebook
1 Alfie 2 Grace 3 Lucas 4 Grace 5 Alfie 6 Lucas
account while 56% use Instagram. Internet users in the UK
spend an average 114 minutes a day on social media. 5 Read the instructions. In pairs, students match the
highlighted words and phrases with their meanings.
1 Ask students to read the information and help them with Check answers and ask students to read out the
any new vocabulary. They discuss the questions in pairs. sentences that contain the words and phrases.
Ask for feedback and then hold a short class discussion Answers
about question 2.
1 take part (taking part in the text)
Answers 2 make progress (making progress in the text)
3 only child
Students’ own answers
4 code
2 Divide the students into three groups (A, B and C) and 5 be into (something) (I’m into in the text)
6 patient
give them each a different profile to read. Tell group C
not to worry about the missing words in their text about
Alfie. Ask each group to match their profile to one of the FAST FINISHERS
activities in the box. Then put students into groups of Ask fast finishers to choose three of the words and
three, with one student from each group A, B and C. Each phrases in Exercise 5 and write a sentence for each.
student tells their group about the person whose profile Nominate students to read out their sentences. The class
they read. Students then read all three profiles and check should decide whether they have used the word or phrase
that the people and activities are correctly matched. correctly.
Check answers.
Answers TALKING POINTS
Lucas – technology For the first question, take a class vote to find out who the
Grace – fitness class would most like to spend time with. Invite different
Alfie – going to the cinema
students to explain why. Students discuss the second
The Reading text is recorded for students to listen, read question in small groups. Monitor the discussions, giving
03
and check their answers. positive feedback for interesting ideas.
3 Explain to students that they have to complete each COOLER
gap in Alfie’s profile with one word. They should look
at the words before and after the gap and think of one Ask students to find three sentences using right in the
word which fits the gap. Look at the first gap together profiles:
and ask students what sort of word goes after a subject • Right now, I’m taking part in a competition for
and before a base form (an auxiliary or a modal verb). young game designers.
Ask them to complete the exercise and compare their • My friends and family say I’m a cheerful person. And
answers with a partner before checking answers with the they’re right.
class. With the students, name the parts of speech used. • I live … right opposite the school.
Explain that these parts of speech are very typical of the
words used in this kind of exercise. Ask students to work in pairs and discuss the meaning of
right in each sentence. Listen to feedback as a class (right
MIXED ABILITY now means at the present moment; they’re right means
they are correct; right opposite means directly opposite).
For weaker students, monitor and help them to identify
In small groups, students write another sentence for each
the correct part of speech for each gap. For example, we
of the meanings. Invite them to read their sentences out.
do not use the auxiliary do with the verb to be so they
need a modal verb to fill the gap. Ask them to think about
whether it will be positive or negative.

Answers
1 can (modal verb)
2 of (preposition)
3 them (pronoun)
4 in (preposition)
5 one (pronoun)
6 to (part of the infinitive)

18 UNIT 1
 6 Read the example. Students complete the exercise and
GRAMMAR Present simple and continuous compare their answers with a partner. Check answers.
Answers
WARMER
1 like / love 2 don’t know / don’t believe 3 does, mean
Dictate the following: ‘My name is … I live in … I’m a 4 hate / don’t like 5 don’t/can’t understand
teacher. I’m teaching right now. On Saturday morning I
usually play tennis with my friend, but this Saturday we’re 7 Point out the icon and explain that whenever students
playing in the afternoon because I’m going shopping in see this symbol it refers to the Cambridge English Corpus
the morning.’ Ask for volunteers to write each sentence on – in other words, the structures introduced here have
the board. Students name the tenses and say which refer been taken from a database of the language that is
to the present and which to the future. frequently used and most useful to students at this level.
Students complete the exercise and compare answers
1 Students look at the sentences and say which are with a partner. Check answers.
in the present simple and which are in the present Answers
continuous. Read the rules and check understanding. In
1 ’re having 2 need 3 ’m writing 4 ’s going 5 ’m having
pairs, students match the examples to the rules. Check 6 never forget
answers.
8 Direct students to turn to page 120. In pairs, students
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 244
write the questions. Check answers. Then the pairs ask
and answer the questions. Invite students to tell the
Answers class what their partner answered. Check they use the
1c 2e 3b 4d/c 5a third person forms correctly.
2 Students read the first sentence and complete it with Answers
the correct verb form. They complete the exercise in 1 What subjects are you studying this year?
pairs. Invite different pairs to read out the sentences. 2 What are you doing after school today?
Ask stronger students to explain why the form they have 3 Do you own more than one mobile phone?
chosen is correct. As a follow up, you can ask students to 4 What TV programmes do you watch every week?
match the sentences to the rules in activity 1. 5 Do you prefer playing sport or watching TV?
6 What do you like doing on Sundays?
Answers 7 What music do you listen to regularly?
8 Are you having a party for your next birthday?
1 get (rule b) 2 is working (rule d) 3 isn’t concentrating (rule c)
4 Are, doing (rule e) 5 plays (rule a) 6 goes (rule b) GRAMMAR WORKSHEET UNIT 1
3 In pairs, students underline the time expressions in
Exercises 1 and 2. They read the first example and then
complete the exercise in pairs. VOCABULARY Prefixes: un-, in-, im-

Answers 1 Remind students of the vocabulary exercises on page

Present simple 10. Explain that we can make the opposite of some
at the moment / right now adjectives by using a prefix, for example un-, in- or
never, sometimes, always im-. Read the examples, check understanding and ask
on Saturdays / at weekends students for the adjective forms without the prefix
every day/week/year (possible, tidy, dependent). Then read the adjectives
Present continuous
in the exercise and check understanding. Students
this month/term/week
later, tomorrow, tonight complete the exercise individually before comparing
next week/weekend/month answers with a partner. Check answers.

4 Students choose six words or expressions from Exercise Answers

3. They read the example sentence and then write six 1 unkind 2 unfriendly 3 impatient 4 inexpensive
sentences of their own on a piece of paper, using the 5 unknown 6 impolite 7 invisible 8 unhealthy 9 unwell
time expressions they have chosen. Tell them not to 10 unfair 11 unlucky 12 incorrect
write their name on the paper. Collect the papers and ask 2 Read the example with the class. Students complete the
different students to read out one of the sentences for exercise in pairs. Check answers.
the class to guess who wrote it.
Answers
Answers
1 impatient 2 unwell 3 visible 4 unfair 5 lucky 6 incorrect
Students’ own answers
3 Students turn to page 120. In pairs, they ask and answer
5 Explain that some verbs, called stative verbs, are not the questions. Invite some students to share their
used in continuous forms. Students read the list of verbs. answers with the class.
Check understanding and read the example sentence.
It might help students to group the verbs according Answers
to meaning, for example hate, like, love, prefer; mean, Students’ own answers
understand; believe, know; need, want. Other stative verbs
similar to own that the students may know include have, VOCABULARY WORKSHEET UNIT 1
possess, belong. Explain that this is not a complete set
and they can add to the list when they learn new verbs.

ALL ABOUT ME 21
 5 Put students into small groups to write down as many
WRITING An online profile of the adjectives for personality (from Exercises 4 and 5
on page 10) as they can in one minute. They exchange
1 Elicit what an online profile is (personal information
lists with another team and read out that list. Award
about you and the things you like doing that appears on
points for each correct answer to find the winning
a website). Find out when students last wrote an online
team. Then read the instructions for Exercise 5 and
profile. Check they understand the phrase ‘most like
model an example, such as ‘I’m very cheerful’. Ask other
you’ = ‘most similar to you’. Set a short time limit for
students for an example of each sentence which is true
students to read the profiles carefully and decide which
for them. Then ask students to complete the sentences
person is most like them. Tell them not to worry about
individually. Monitor and help as necessary. Give them
the underlined or highlighted words. Invite students to
time to share their answers with their group. Share some
say who they are most like and why. Tell students to read
ideas as a class.
the profiles again. Put them in small groups to make a
list of the topics mentioned, for example their age and Answers
username, school, appearance, personality, hobbies, Students’ own answers
where they live, what they are learning to do, what
their friends think about them. Find out which group 6 Write the prompts on the board. Choose a confident
identified the most topics. student and say you are going to make some notes about
them. Ask the class to say one or two positive things
Answers about the student and add notes to the appropriate
Students’ own answers point on the board. Students make their own notes
about themselves. Put them in pairs to discuss their
2 Direct students to the Prepare to write box and set a short
ideas.
time limit for them to find the phrases. Check answers.
Answers
Answers
Students’ own answers
Tom uses:
I’m (Tom) 7 Students write their online profile, using the four bullet
I think I’m (quite intelligent and very friendly). points to guide them, and the notes they made in
I’m really into (music)
Exercise 6. Ask them to use as much of the new language
Felicity uses:
My name’s (Felicity) and vocabulary as they can, but not to make their profile
I’m from (Australia) too long (it doesn’t matter if they don’t use everything!).
My hobbies are (fashion, fashion and fashion) Monitor and help as they are working. Remind them
I’m learning (to play the drums) at the moment to check their spelling and grammar. Ask confident
I’m (fairly confident) students to read their profiles aloud.
I’m (a bit careless)
My friends say I’m (cheerful and friendly) Model answer
I’m Victor and I’m from Manchester in England. I love sport
3 Put students in pairs to answer the questions. Tell them
and I’m really into football. I play every day with my friends
to look carefully at the underlined verbs in the two and I’m in the school team, too. There are two fantastic
profiles. football teams in Manchester – it’s a very good place for
football! I’m quite confident and I like learning new things. At
MIXED ABILITY the moment I’m learning to play ice hockey. It’s fairly difficult,
Put students in mixed ability pairs to complete Exercise 3, but I know I can do it!
encouraging stronger students to explain the rules from
page 12, if necessary. FAST FINISHERS
Ask fast finishers to write four more sentences using
Answers adjectives from Vocabulary Exercise 1 on page 12. They
read out the sentences to the class omitting the adjective
1 present simple
and the class has to guess the correct adjective.
2 present continuous

4 Direct students to the highlighted words and ask ‘What

kind of words are these?’ to elicit that they are adverbs. COOLER
Direct students to the two headings in the table. Check Play ‘Guess the word’ using believe, hate, know, like,
what stronger and weaker mean (more and less). Monitor love, mean, need, own, prefer, understand and want. Give
and help students to complete the table. Check answers. students one minute to look at the verbs on page 12 and
then tell them to close their books. Put them in small
Answers teams. Write short lines on the board to represent the
Make adjectives weaker Make adjectives stronger letters of one of the verbs. Students work in teams and
quite very take turns to call out a letter. If the letter is in the word,
fairly really
write it where it occurs in the spaces. If the letter isn’t in
a bit
the word, write it on the board and cross it out. The first
team to guess the word receives one point.

22 UNIT 1
 2 IN FASHION

Answers
Unit Overview
A Jaden Smith, singer and actor – denim jacket, white T-shirt,
TOPIC Fashion and clothes white trousers, black cap (bag, necklaces)
VOCABULARY Clothes: adjectives B Taylor Swift, singer and actor – black shirt, black trousers
READING Fashion and music (handbag)
GRAMMAR Past simple C Ed Sheeran, singer – black suit, white shirt, black tie
D Rihanna, singer – trainers, trousers, black and white blouse
VOCABULARY Adverbs
LISTENING A conversation about fashion and music in the 2 Read the instructions and make sure students
05
past understand the options. Tell them they are going to listen
SPEAKING Talking about yourself for the main ideas. They do not need to understand the
details at this point.

Resources Answers
c what they like wearing
GRAMMAR REFERENCE AND PRACTICE: SB page 139; TB page 244
WORKBOOK: pages 8–11 3 Students read the questions. Check the meaning of
05
VIDEO AND VIDEO WORKSHEET: In fashion the words in bold and ask what type of words they are
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 2; (adjectives). Demonstrate meaning by pointing to items
Vocabulary worksheet Unit 2 of clothing that you or a student are wearing or that are
TEST GENERATOR: Unit test 2 shown in the photos. Play the recording again. Students
compare their answers with a partner. If necessary, play
the recording once more. Check answers.
WARMER
Answers
Put students into small groups to brainstorm articles
of clothing. Give them a time limit. Compare answers. 1A 2L 3M 4A 5L 6M
The group with the most items wins. Make sure students AUDIOSCRIPT TB PAGE 261
understand the vocabulary items that appear in the
listening exercises: bag, blouse, boots, cap, handbag, 4 Students match the adjectives to their opposites in
jacket, jeans, necklace, shirt, sleeve, suit, T-shirt, tie, top, Exercise 3. Check answers and pronunciation of the
tracksuit, trainers, trousers. words in the box, paying attention to dressed /drest/,
casual /ˈkæʒjuəl/ and uncomfortable /ʌnˈkʌmftəbl/.
Students complete the second part of the exercise in
ABOUT YOU pairs, matching the adjectives to the photos. Invite
You can begin the class and introduce the topic of the unit students to share their ideas with the class.
01 by showing the video and asking students to complete
the video worksheet. Then, read the questions in the Answers
About you box. Model answers to the questions to help badly-dressed – well-dressed
understanding, for example ‘Today I’m wearing trousers casual – smart
and a shirt. I like fashions from the 1960s. I look good loose-fitting – skinny
second-hand – brand new
in bright colours’. In pairs, students ask and answer the
uncomfortable – comfortable
questions. If they find the second question difficult to unfashionable – trendy
answer, they could point to one of the pictures and say
‘I like this fashion’. Ask for students to tell the class what
FAST FINISHERS
their partner has answered. Make sure they use the third-
person singular verbs correctly. Ask fast finishers to write a description of one of the
photos, for example He’s wearing a smart suit and a
narrow tie. They read out their description for the class to
VOCABULARY Clothes: adjectives guess which person is being described.
1 Students look at the photos. They identify the people
04
and describe what they are wearing. Play the recording, 5 Ask students to read the questions and check
pausing after each description to check answers. understanding. Choose some stronger students
to answer them briefly. Students ask and answer
AUDIOSCRIPT TB PAGE 261 the questions in pairs. Monitor and join in with the
discussions. Invite students to tell the class about their
partner. Write any new vocabulary on the board.
Answers
Students’ own answers

IN FASHION 25
 READING 3 Set a short time limit for students to work individually
to match the highlighted words to the meanings. They
compare answers with a partner. Check answers as a
BACKGROUND INFORMATION class. Check understanding of any other new words in
In the 1960s, London was the centre of the fashion scene the text. Remind students that they should try to work
and was known as ‘Swinging London’. Carnaby Street, out the meanings from the context. New words may
in the centre of London’s West End, was famous for its include (paragraph 1) straight away – immediately,
boutiques, and many pop stars and actors shopped lively – full of energy and interest; (paragraph 2) Men and
there. The most famous designer at this time was Mary women alike – both men and women; (paragraph 3) to be
Quant, who is credited with inventing the mini skirt. She into – to like or be interested in; (paragraph 5) genre
designed specifically for young people, encouraging them /ˈʒɒnrə/ – type or category. Ask students what music they
to wear whatever they felt like and to regard fashion as a are into and encourage them to describe the fashions
game. The best-known designer associated with the punk associated with it.
era of the 1970s is Vivienne Westwood. In partnership with
Answers
Malcolm McLaren, the manager of legendary punk band
the Sex Pistols, she created clothes that were designed to 1 trends 2 tear (tore in the text) 3 messy 4 youth 5 look
6 clothing
shock.

TALKING POINTS
1 Put students in groups to write down as many bands
and singers as they know from the 20th century. Check understanding of the questions with the class. Give
Students read the article quickly to see if any of them students five minutes to work in pairs or small groups to
are mentioned. Ask them to tell you names of bands or note down some ideas about each question. Monitor and
singers mentioned in the article and in which decade help with vocabulary. Ask the first question and encourage
they were most famous (answers are in the article). Tell different students to offer their ideas, giving reasons for
them not to worry about any unknown words at this their opinions. Other students should react by adding
point. Ask them to match the paragraphs with the photos ideas of their own, agreeing, disagreeing, etc. Repeat the
(clockwise from top left: 1960s, 1970s, 1950s, today, process for the second question.
1990s).
MIXED ABILITY
Answers Allow weaker students to look at their vocabulary lists
Students’ own answers from page 14, Exercises 3 and 4, and page 15, Exercise 3,
to help them. Remind them that questions asking Why?
2 Elicit the key words in the questions and the answer Should be answered with Because …
options and ask students where they will find the
answers in the text, for example question 1 – in the
introduction or the first paragraph. Students read the COOLER
text carefully and complete the exercise. Monitor and Ask students to write a brief description on paper of
help, encouraging them to identify the part of the text what a classmate is wearing without giving their name
where they can find each answer. Check answers, inviting or sex: This person is wearing … Collect the descriptions
different students to read out the relevant parts of the and share them out between other students. Ask for
text. volunteers to read out the description. The class try to
Answers identify the person being described.
1B 2B 3A 4B 5A 6A

The Reading text is recorded for students to listen, read

06
and check their answers.

26 UNIT 2
 Answers
GRAMMAR Past simple
1 Which friends did you meet? 2 Did you play any sports?
3 What did you watch on TV? 4 Did you go to bed late?
WARMER
Introduce the past simple by saying what you did last FAST FINISHERS
weekend. Check how much students already know about Ask fast finishers to write four more questions using
the past simple by asking individuals what they did after prompts from Exercise 3, for example Did you wear jeans
school yesterday. yesterday?

1 Books closed. Students call out verbs. Write them on 6 Nominate two students to read out the example
the board in columns, according to whether they are questions and answers. Remind students of short
regular (for example walk) or irregular (for example answers: Did you go to London? Yes, I went. Yes, I did;
go). Elicit their past simple forms and ask students No, I didn’t. Students ask and answer the questions
what they notice about the regular verbs (they end in from Exercise 5. Invite different pairs to read out their
-ed). It helps to group irregular verbs according to their conversations. Students give their own answers.
patterns, for example sing–sang, ring–rang. With books
open, students read the three sentences and complete GRAMMAR WORKSHEET UNIT 2
the rules. Check answers. Elicit an example for each rule
using the verbs on the board.
VOCABULARY Adverbs
Answers
a -d or -ed b didn’t c did 1 Books closed. Write slowly, quickly and beautifully on the
board. Explain that these words are adverbs and they tell
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 244 us how we do something. Write sing, speak, walk on the
board. Ask students to choose one verb and one adverb
2 Students read the first sentence and give the answer
and write a sentence. Volunteers read their sentences,
(chose). Remind them to think about irregular past tense
for example Cristina speaks English beautifully. I walk
forms and spelling rules. Students complete the exercise
very slowly. Make sure the word order is correct. Students
individually before comparing answers with a partner.
open their books and complete Exercise 1.
Check answers and drill correct pronunciation.
Answers
Answers
1 international 2 angry 3 hard
1 chose 2 heard 3 enjoyed 4 get 5 read, sang 6 meet 7 go
8 planned 2 Ask students what they notice about how the adverbs
are formed in Exercise 1 (international adds -ly, angry
3 Ask students if any of them wore jeans yesterday. Elicit
changes y to i and adds -ly, hard is irregular and does not
both a positive and a negative response. Students
change). Students complete the table in pairs. Write the
complete the exercise individually and share their
three headings on the board and invite students to write
answers with a partner. Check answers, eliciting both
the adverbs under the correct heading. Ask if they can
positive and negative responses for each verb.
think of any other adjectives ending in -y and add the
Answers adverb form to the second column (for example easy).
1 wore / didn’t wear 2 got / didn’t get 3 bought / didn’t buy Answers
4 watched / didn’t watch 5 texted / didn’t text
6 went / didn’t go 7 had / didn’t have 8 saw / didn’t see + -ly: amazingly badly carefully honestly politely quickly
rudely seriously
4 Students say if the verbs in brackets are regular or y + -ily: healthily heavily lazily luckily
irregular. Remind them of the rules for forming negatives Irregular adverbs: early fast well
and questions. Students complete the conversation.
Invite different pairs to read out the conversation and 3 Students complete the exercise individually and
check answers. compare answers with a partner. Check answers.
Answers Answers
1 did you get 2 gave 3 did he find 4 didn’t find 5 designed 1 happily 2 fast 3 loudly 4 slowly 5 quietly 6 hard 7 well
6 did he do 7 used 8 took 9 showed 10 didn’t know 8 easily

5 Students look at the examples and explain why they are 4 Students turn to page 120. Check understanding of the
different (the first is an open or information question. adjectives. In pairs, students write as many sentences
The second is a closed or Yes/No question). Elicit other using the adverb forms as they can in five minutes and
question words (why, where, when, who, and so on). compare their answers with another pair. Students give
their own answers.
MIXED ABILITY
VOCABULARY WORKSHEET UNIT 2
Put students in mixed ability pairs to complete Exercises
5 and 6.

IN FASHION 29
 3 Read the instructions and play the recording for students
LISTENING 10
to make notes. Invite different students to feed back to
the class.
1 Briefly revise clothes vocabulary from page 14. Ask
students what they know about The Beatles and tell Answers
them to describe the clothes The Beatles are wearing in 1 jeans
the picture. From left to right, they are John Lennon, Paul 2 two or three times a month
McCartney, Ringo Starr and George Harrison. 3 the market
4 about £30 a month
Possible answers
jackets, ties, scarves, shirts, trousers, shoes 4 Ask students to read the sentences with their partner
10
and predict the kind of information that goes in each
2 Explain to students that they are going to listen to space (verbs, time expressions). Play the recording again
07
a conversation between Sara, a teenager, and her for them to listen and complete the sentences. Check
grandma. Students look at the photo and read the answers.
three options of what they are talking about. Play the
recording and check answers. Answers
1 think 2 every week 3 don’t like 4 always
Answer
b 5 Read the Prepare to speak box and ask students if they
10
can add any more words or phrases to each point, for
AUDIOSCRIPT TB PAGES 261–262 example I sometimes, I love, In my opinion, etc. Play the
recording again for them to tick the phrases they hear.
3 Before students do the exercise, ask them to predict the Check answers.
08
answers from what they remember from their first listen.
Play the recording for students to choose the correct Answers
options. Allow them to compare answers with a partner I like …
before playing the recording again. Stop after each item I think …
to check answers. I usually …
I don’t like …
Answers because …
I always …
1 didn’t watch 2 listened to 3 on TV 4 dad
AUDIOSCRIPT TB PAGE 262
AUDIOSCRIPT TB PAGE 262

4 Give students two minutes to read the sentences and 6 Put students into small groups and tell them to take
09 turns to ask a question and invite each student to answer
predict the answers before they listen again. Play the
it. Monitor and join in the discussions. Invite different
second part of the conversation again for them to
students to report back about their group’s shopping
complete the sentences with the words in the box. Check
habits.
answers.
Answers Answers
Students’ own answers
1 blue, jeans
2 dresses, tights
3 hair, beards, loose-fitting COOLER
4 jacket Write the word uncomfortable on the board and put
AUDIOSCRIPT TB PAGE 262 students into groups of three. They have three minutes to
write down as many words of three or more letters as they
can, using the letters in uncomfortable. Tell them they
SPEAKING Talking about yourself can only use the letters once in each of their words except
for the letter o, which appears twice. Invite teams to read
1 Ask students to read the questions and discuss them their lists. Award a point for each word and award a bonus
with a partner. Monitor and help as necessary. Then point for any words which use more than four letters.
nominate a student to answer the first question and
name another student to answer the next question. Possible answers
Repeat the procedure for question 3.
Three letters: are, cat, far, fat, for, not, one, ten; four
Answers letters: blue, boat, coat, comb, come, foot, form, four,
Students’ own answers from, late, moon, more, near, room, tune; more than
four letters: comfort, comfortable, count, table, trouble
2 Ask students to read the questions about shopping and
decide in pairs which option is correct. Check answers.
Answers
1 do you like 2 do you buy 3 do you usually 4 do

30 UNIT 2
CULTURE
Learning Objectives WARMER
• The students learn about traditional clothes in the United Anagrams: Write items of clothing on the board with
Kingdom.
the letters mixed up (for example skirt, trousers, blouse,
dress, tights). This revises vocabulary from Unit 2 and
• In the project stage, they create a poster about traditional
prepares the students for the Culture lesson. Explain that
clothes where they live.
the anagrams are all items of clothing. Give students
three or four minutes to find the answers and check
understanding.
Vocabulary
customs fabric items occasions performances spectacular
1 Read the instructions and the first two questions.
Students discuss the answers in small groups. Check
answers with the class and check pronunciation. Tell
Resources students that they are going to learn about traditional
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: Trendsetters clothes in the four countries of the United Kingdom.
Read the third question and ask them to discuss it in
their groups. Invite feedback from the groups.
BACKGROUND INFORMATION
The British royal family could be described as fashion Answers
trendsetters, although this is probably less true now than 1 England, Scotland, Wales, Northern Ireland
in the past. In the 17th century, women wore corsets 2 English, Scottish, Welsh, Irish
3 Students’ own answers
to copy Queen Elizabeth I’s slim figure and in the 21st
century many women try to copy the styles worn by 2 Students look at the photos and read the text. They
royals like Kate Middleton, wife of Prince William, and match the photos to the countries and check whether
Meghan Markle, who is married to Prince Harry. In the any of their ideas from Exercise 1 are mentioned. Set a
19th century, Queen Victoria wore black for mourning time limit of three or four minutes. Tell students they do
and the tradition of wearing black to funerals is a result of not need to understand every word but should read for
this. If you visit any stately homes or palaces in the United general ideas. Check answers with the class.
Kingdom, there are usually many articles of clothing on
display, showing the importance of fashion to British Answers
history. A Northern Ireland
In the 20th century, styles and trends changed much more B Wales
C Scotland
quickly than before. In the 1920s the flapper girls wore D England
daring outfits, which reflected women’s new freedoms
such as equal voting rights with men. The Second World
War was an event which influenced clothing. Women
started wearing trousers because they were taking over
jobs traditionally done by men. After the war ended,
women in the 1950s began to wear more stylish clothing
and, as the country became more prosperous, this was
followed by the fashion explosion of ‘Swinging Britain’ in
the 1960s.

TRADITIONAL CLOTHES 33
 3 Read the instructions and the sentences. Ask students to Answers
identify the key words in each sentence. Students read 1 At the Tower of London
the text again to find the answers, and correct the false 2 More than 500 years ago, in 1509
sentences. Ask them to compare answers with a partner 3 They always had beef to eat.
before checking answers with the class. 4 They wear the undress uniform on normal days and the
state dress on special occasions.
Answers 5 a white b red c black
1 true
2 false (A shawl is a cloth that women wear on their AUDIOSCRIPT TB PAGE 262
shoulders. / A sporran is a bag worn by men.)
3 false (Only Welsh women wear tall black hats for special 8 Put students in pairs to complete the sentences in the
events.) Useful language box. Review answers with the class and
4 true remind students to write new vocabulary in their exercise
5 false (Morris dancers can wear many different things.) books. Check pronunciation of costumes /ˈkɒstjuːms/ and
6 false (Irish women sometimes wear tights when they do custom /ˈkʌstəm/.
step dancing.)
Answers
The Reading text is recorded for students to listen, read
11
and check their answers. 1 costumes 2 custom 3 dark 4 decorations 5 occasions
6 collar
MIXED ABILITY
To help weaker students locate the information in the PROJECT A poster about traditional clothes
text, encourage stronger students to call out the key Tell students that they are going to work in groups to
words in each question. create a poster about traditional clothes where they live.
Read the first three questions and check understanding.
Put students into mixed ability groups to discuss them.
FAST FINISHERS Monitor and help as necessary. Encourage all members
Ask fast finishers to write one more statement, which can of each group to participate and remind them to speak
be either true or false, for the rest of the class to answer. in English. Ask for volunteers from each group to give
feedback and write key vocabulary on the board. Repeat
4 Students find the highlighted words in the text. In order the procedure for the final two questions.
to match them to their meanings they should look at the Students then plan their posters. They should share out
context – the sentences immediately before or after the the different tasks such as drawing or finding pictures,
highlighted words. Check answers with the class and writing the text and designing the layout. Check their
review any other new words or phrases in the text. work is accurate.
Students create their posters and practise reading out
Answers
the texts. Finally, they present their posters to the other
1 fabric 2 spectacular 3 occasions 4 customs 5 items students. Display the posters around the classroom for
6 performances
everyone to read. You could hold a class vote on the most
5 Read the instructions and check understanding of interesting one.
guards. Ask students to describe the two photos and
write key words on the board. Tell them that these are
British guards who are called Beefeaters. PROJECT EXTENSION
In pairs or small groups, students choose another country
Answers and do some research into traditional clothes worn there.
Students’ own answers They could produce a short presentation, showing photos
and giving brief explanations of the clothes, for example
6 Tell students they are going to listen to a presentation by
12 when they are worn, who wears them, what they are
a student about the Beefeaters. They are going to listen
made of, and so on.
to it twice. The first time, they should match the names
of the uniforms to the photos. Play the recording and
check answers with the class. Ask whether any of the CULTURE VIDEO: Trendsetters
02
students have visited the Tower of London and seen the When students have completed the lesson, they can watch
Beefeaters. the video and complete the worksheet.
Answers COOLER
1B 2A Books closed. Read definitions in Exercise 4 and ask
7 Students read the questions. Ask them to identify the key students to say the word. Say words in Exercise 8 and ask
12
words and check understanding of the question words. students to give a definition or a demonstration.
Tell them to note down key words to help them answer
the questions. Put students in pairs. Play the recording
and give students time to compare their answers. If
necessary, play it a second time. Check the answers with
the class.

34 CULTURE
 3 MY WAY OF LIFE

Possible answers
Unit Overview
1 be born
TOPIC Comparing ways of life 2 start school
VOCABULARY Life events 3 leave school
READING Is teenage life better now than in the past? 4 get a driving licence
GRAMMAR Comparatives and superlatives; not as … as 5 vote
6 go to university
VOCABULARY too, enough, not enough
7 get a degree
WRITING An informal email (1) 8 leave home
9 get a job
10 get married
Resources 11 have children
12 retire
GRAMMAR REFERENCE AND PRACTICE: SB page 140; TB page 244 move home could happen at any stage
WORKBOOK: pages 12–15
VIDEO AND VIDEO WORKSHEET: Life events 3 In pairs, students quickly read the quiz questions to find
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 3; which events in Exercise 1 are not mentioned. Make sure
Vocabulary worksheet Unit 3 students do not start answering the quiz questions yet.
TEST GENERATOR: Unit test 3 Answers
be born retire have children move home
WARMER 4 Students are going to listen to Charlie answering the
13
Write Life events on the board and elicit its meaning quiz questions. First, read it as a class, checking any
(important things that happen in our lives). Brainstorm new words, for example state (one of the parts that some
different life events as a class and write a list on the countries, such as the US, are divided into) and average
board, for example start school, get married. (most common). Tell students to circle the answers
Charlie chooses. Play the recording. Students compare
answers with a partner. Play the recording again, pausing
ABOUT YOU after each question to check answers. Discuss which
You can begin the class and introduce the topic of the unit facts the class found the most interesting / surprising.
03 by showing the video and asking students to complete the
video worksheet. Then, read the questions in the About Answers
you box and check understanding. Students discuss the 1A 2C 3B 4A 5B 6A 7C 8B
questions in pairs. For the third question, ask them to
AUDIOSCRIPT TB PAGES 262–263
choose four or five of the events on the board and put
these in order of importance. Invite students to tell the 5 Ask students if they agree with Charlie’s answers. In
class about their partner. pairs, students look at the quiz again, choosing the
answers they think are correct. They check the answers
VOCABULARY Life events on page 120. Ask how many points Charlie got (4) and
who got more points than him.
1 Students describe what is happening in each photo
and read the life events in the box. Check any new Answers
words, for example degree, driving licence, retire, and 1A 2C 3A 4A 5B 6B 7A 8A
pronunciation. Students match six of the phrases to the
6 Refer students back to the life events in Exercise 1. Read
photos. Check answers with the class.
the example sentences. Monitor and help as students
Answers write their sentences. Invite different students to read
A start school out their sentences. Ask them to listen out for the person
B get a degree whose answers are most similar to their own.
C get a driving licence
D get married Answers
E move home Students’ own answers
F vote
7 Students discuss the questions in small groups. Invite
2 Students put the events in the box in order. They may one student from each group to report back to the class.
have different ideas about this, so accept any reasonable Ask a different student from each group to discuss each
answers. Refer students back to the list of life events on question.
the board and compare it to the list in the box.
Answers
Students’ own answers

MY WAY OF LIFE 37
 READING FAST FINISHERS
Ask fast finishers to underline all the other adjectives in
Simon’s text (different, greatest, simple, teenage, exciting,
BACKGROUND INFORMATION positive, healthy, active, free, safer). In the Grammar
The first fully functional computer, the ENIAC, took three section on page 22, they can identify those which are
years to build. It was completed in 1946 and weighed already in the comparative or superlative form (safer
nearly 50 tons. The first desktop computer went on sale in and greatest) and make the comparative and superlative
1964 and cost about $3,500 – a huge amount of money at forms of the other adjectives.
that time. The first laptop came onto the market in 1975
and weighed about 25kg! Smartphones were introduced
in the early 2000s and the first smartphone with a TALKING POINTS
touchpad in 2007. Refer students to the two questions and tell them that
you are going to hold a class discussion, but that first
1 Ask students to describe the photos and guess which they should note down some ideas to talk about. Allow
image is from the past and which from the present. them five minutes to do this. Remind them to make notes
Refer them to the information at the top of the page and only. They can do this individually or in pairs. Ask the first
the title of the article. Ask them what information they question, and encourage different students to offer their
think the texts will include. Read the instructions and ideas, giving reasons for their opinions. Ask the second
set a short time limit for students to read the texts and question and discuss ideas as a class.
answer the questions. Tell them not to worry about any
unknown words at this point. Check answers. Find out COOLER
whether their predictions about the texts were correct. Write three ages on the board and tell students to guess
which life event happened to you when you were each
Answers
of those ages. Only answer the question if they form it
1 Simon 2 Emily correctly, for example Did you get your driving licence
2 Students read the questions and answer options. They when you were 21? Students then write three ages of
re-read the texts carefully and answer the questions. their own for their partner to guess what happened. In
They compare answers with a partner. If they disagree, feedback, invite different students to tell the class about
encourage them to find the section that answers the their partner.
question. Check answers.
Answers
1B 2B 3C 4A 5A 6B

MIXED ABILITY
Support weaker students by telling them to underline key
words in the questions and answer options and to look for
synonyms in the text, for example had and owned.

The Reading text is recorded for students to listen, read

14
and check their answers.
3 Tell students to look at the highlighted words in the texts.
Ask them if they are nouns, verbs, adjectives or adverbs
(they are adjectives). Students work with a partner to
match the words to their meanings. Check answers with
the class. Check understanding of any other new words
in the text. Encourage students to provide definitions if
they know the words. New words may include device (a
machine such as a phone or computer that can be used to
connect to the internet), essential (necessary) and bullying
(intentionally trying to frighten someone who is smaller or
weaker).
Answers
1 unbelievable 2 relaxed 3 exhausted 4 awful 5 tiny
6 huge

38 UNIT 3
 GRAMMAR Comparatives and superlatives GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 244

5 Students look at the example. Give one of your own, for

WARMER example My mum isn’t as old as my grandmother. In pairs,
Write good–better–the best on the board and ask students students complete the exercise as a speaking activity.
some questions about life events, saying, for example, Invite different students to read out their sentences to
‘Is it better to stay at home or leave home when you the class.
go to university?’ ‘What’s the best age to get married?’
Answers
Tell students we use comparatives and superlatives to
compare two or more things or people. Students’ own answers

1 Students complete the first two items and check FAST FINISHERS
their answers in the article on page 21. The forms for Ask fast finishers to write two more sentences using not as
comparatives and superlatives are the same for most … as. They read them out and the class decides whether
one-syllable adjectives but students need to be careful they are correct.
with the spelling. Elicit the differences.
• Most adjectives are like great and add -er, for 6 Read the instructions and do the first item together.
example long. Students complete the exercise in pairs. Check answers
• If the adjective ends with the pattern consonant– with the class.
vowel–consonant, double the consonant in the Answers
comparative and superlative forms, for example 1 They live in a bigger house than us.
hot. Note that the comparative of new is newer, 2 My mum is more relaxed than my dad.
because we never double the letter w. 3 Coffee is the most popular drink in the UK.
• If the adjective ends with e, only the letter r is 4 This area is quieter than the city centre.
added, for example brave. 5 My happiest time was when I lived abroad.
6 I’m not as tall as you.
Repeat the procedure for item 3 and elicit the spelling
rule. Repeat the procedure for item 4. Ask how many GRAMMAR WORKSHEET UNIT 3
syllables important has (three) and elicit the rule: longer
adjectives take more to make the comparative and most
to make the superlative form. Elicit more examples, VOCABULARY too, enough, not enough
for example useful, comfortable. Finally tell students
that some forms are irregular and have to be learned. 1 Students read the examples and find them in the article
Students complete items 5 and 6. Check answers. on page 21. Ask them to identify the parts of speech
being described: long – adjective; exercise – noun;
Answers busy – adjective. Tell them to read the rules carefully,
1 the greatest 2 safer 3 easier 4 the most important choose the correct option and match the rules with the
5 better 6 the worst sentences. Check answers.
2 Students read the examples and complete the rules. Answers
Check answers. a – before, sentence 3 b – after, sentence 1
c – before, sentence 2
Answers
a comparative b superlative 2 Students read the conversations. Check understanding of
any unknown words and whether the words in brackets
3 Check understanding of any new vocabulary. In mixed are nouns or adjectives. Students complete the exercise
ability pairs, students complete the facts. Invite different in pairs. Invite pairs to read out the conversations.
students to read out each sentence. Ask the class which
fact they think is the most interesting. Answers
1 big enough, too tight 2 enough time, too tired
Answers
3 too slow, enough memory
1 The oldest 2 the largest 3 heavier than
4 the happiest, the best 5 more expensive than 3 Point out to students that we can use enough in positive
6 The youngest 7 cheaper than sentences as well as negative and give them some
examples: I have enough money to buy a new jacket; Is it
not as … as warm enough to go swimming? This construction is often
followed by an infinitive. Students turn to page 120. Ask
4 Read the example and ask students to find the sentence them which sentence is positive (4). Students complete
that this is paraphrased from in the text on page 21. Ask the sentences with their own ideas and compare their
them if Simon thinks that children are healthier now (no). answers with a partner. Invite students to read out their
Ask them if he thinks children were healthier in the past sentences to the class.
(yes). Ask students if they agree with Simon and to give
reasons. Students complete the rule. Give more examples Answers
using students and common facts, for example Nadia isn’t Students’ own answers
as tall as Belinda; [small town] isn’t as big as [capital city].
VOCABULARY WORKSHEET UNIT 3
Answer
not the same

MY WAY OF LIFE 41
 WRITING An informal email (1) 8 Refer students back to the Prepare to write box and
tell them to use the notes in Exercise 1 in their email.
1 Students are going to write an informal email. Check Students write their email, using the notes they made
understanding of informal (relaxed and friendly). in Exercise 7. Ask them to include some examples
Students read Mark’s email to Jamal. Ask them what of comparative and superlative adjectives, and one
questions Mark asks Jamal and tell them to identify the example each of too, not enough, and not as … as.
question words (How? What’s … like? What?). Students Remind students to write about 100 words and to check
read Jamal’s notes and predict the content of his email their spelling and grammar carefully. Monitor and help
to Mark. Ask them to tell you what Jamal recently did. as they are working. Ask confident students to read their
emails aloud.
Answers
Jamal recently moved to a new area and started a new MIXED ABILITY
school. Stronger students should be able to incorporate all of
their notes in their reply. Weaker students can focus on
2 Students read Jamal’s reply and answer the question.
giving just one piece of information per question.
Check the answer and then ask students to identify all
the comparisons in the email (brighter, bigger, not as big
as, the largest, not as modern as, my best). Model answer
Answers Hello Mark,
Congratulations on becoming captain! That’s awesome.
No. Jamal doesn’t tell Mark about his room. Our new house is really nice and bigger than the old one. My
bedroom’s the smallest though – there’s not enough space
3 Ask students which words Jamal uses to begin and end for all my things!
his email. See if students know any other ways to begin The town’s not as big as my old town but there’s lots to do.
or end an email, before referring them to the Prepare to There’s a cinema and a swimming pool, and you can play
write box. tennis and football. The pool can be too busy sometimes.
My new school is smaller than my old one, but the people are
Answers friendly and I’ve already got some new mates. I sit next to a
Hi Mark; It’s great to hear from you. guy called Oli in Science. He’s funny and we get on really well.
Speak soon, Write soon,
Ben
4 Ask students to read Jamal’s letter again and underline
six short forms. They compare answers with a partner. COOLER
Check answers.
Tell students that time has passed and now Jamal is an
Answers old man. Play a memory game about events in Jamal’s
it’s there’s isn’t they’re aren’t he’s life. Start by saying ‘Jamal learned to talk when he was
two’. Ask a stronger student to repeat the sentence and
5 Put students into pairs to complete the exercise. Invite then add a sentence of their own, for example Jamal
different students to write the sentences on the board. learned to talk when he was two. He started school when
he was four. Ask a third student to add another sentence,
Answers
for example Jamal learned to talk when he was two. He
1 He’s really nice and we’re good friends. started school when he was four. He learned to swim when
2 How’s school? I hope you’re getting on well.
he was five. Continue around the class with each student
3 I’m getting to know everyone and they’re all really friendly.
4 We’ve got tickets and we’re going to a game together. repeating the sentences in the correct order and adding
one of their own. When someone makes a mistake,
6 Remind students that some words and phrases are more they’re out of the game. Stop the game when there is a
informal than others. Ask them to look at the highlighted winner or after five minutes.
words in Jamal’s letter and match them to the more
formal equivalents. Check answers. Drill pronunciation
of the new vocabulary.
Answers
1 I guess 2 really 3 ’s into 4 awesome 5 mate 6 loads

7 Students re-read Mark’s email and Jamal’s notes in

Exercise 1. Put students into small groups to make notes
before sharing ideas as a class.

42 UNIT 3
 4 CHAMPIONS

Answers
Unit Overview
1f 2a 3d 4c 5b 6e
TOPIC Sports and sporting events
VOCABULARY Sports AUDIOSCRIPT TB PAGE 263
READING Meet the new BMXers
GRAMMAR Past continuous 3 Refer students to the box in Exercise 1. See if they can
VOCABULARY Words with different meanings work out the rules for go and play. For the sports that are
LISTENING A programme about sport left we use do. Students complete the table individually
SPEAKING Describing a past event and compare their ideas with a partner. Check answers
with the class.
Answers
Resources do: boxing, gymnastics
GRAMMAR REFERENCE AND PRACTICE: SB page 141; TB page 244 go: cycling, ice skating, jogging, surfing, swimming,
WORKBOOK: pages 16–19 windsurfing
play: rugby, squash, table tennis, tennis, volleyball
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 4;
Vocabulary worksheet Unit 4 4 Brainstorm other sports as a class and ask students to
TEST GENERATOR: Unit test 4 match them to the correct verb.
Possible answers
WARMER do: yoga, martial arts (karate, judo, etc.)
Write Sports on the board. In pairs, students have one go: dancing, skiing, running
minute to make a list of sports. Students call out items play: hockey, football
from their lists. Write them on the board. Students decide 5 Put students into mixed ability pairs and tell them to
which sports are team sports, which are played in groups choose a team name. Ask them what the title Race
of two or four people and which are individual. against the clock means. Tell them to read the questions.
Check understanding of on your own, racket and net.
One of each pair writes the team name and question
ABOUT YOU numbers on a piece of paper. Students have five minutes
Students read the two questions. They ask and answer the to answer the questions. Monitor and help as necessary.
questions in pairs. Invite students to tell the class about After five minutes the pairs exchange papers and call out
which sports their partner plays or watches. the answers. Confirm the answers and tell students to
award one point for each correct answer.
VOCABULARY Sports
Answers
1 Refer students to the sports in the box and drill 1 athletics, climbing, cycling, gymnastics, ice skating,
pronunciation of difficult words, for example athletics jogging, surfing, swimming, windsurfing
2 boxing, squash, table tennis, tennis
/æθˈletɪks/, climbing /ˈklaɪmɪŋ/ and gymnastics 3 ice hockey, rugby, volleyball
/dʒɪmˈnæstɪks/. Set a short time limit for students to 4 ice hockey, ice skating, surfing, swimming, windsurfing
match the sports to the photos and then play the 5 squash, tennis
recording for them to check their answers. Ask which 6 ice hockey, table tennis, tennis, volleyball
sports from the box are not shown in the pictures 7 d (squash)
(athletics, climbing, ice skating, jogging, squash, 8 a tennis b cycling c athletics
swimming, tennis, windsurfing). 6 Invite different students to say which sports they do and
The answers are recorded for students to check and then when they do them. Encourage them to give reasons.
15
repeat. Find out how many students like doing the same
activities. Have a class vote on students’ favourite sports.
Answers
Discuss which sports people enjoy playing or watching
A boxing B cycling C gymnastics D ice hockey E rugby most in your country. Ask how people celebrate when
F surfing G table tennis H volleyball
their team wins a big competition.
2 Tell students to look at the first halves of the sentences
16 Answers
and identify the three verbs (go, do, play). Students
predict what the full sentences will be before they listen. Students’ own answers
Play the recording for students to complete the exercise.
They compare answers with a partner before checking as
a class.

CHAMPIONS 45
 3 Tell students to read the definitions 1–5 and find the
READING highlighted words in the article. They should try to work
out their meaning from the context. Then they read the
1 Ask students to describe the photo and read the title of
definitions and match them to the words. Ask them to
the article. Ask them whether they have tried this sport
compare their ideas with a partner. Check answers.
or if they would like to. Find out if anyone in the class or
a family member has a BMX bike. Then, ask students to Answers
predict what the text will be about. Read the questions 1 gears 2 stunts 3 track 4 helmet 5 guards
and give students a few minutes to read the text quickly
and answer the questions. Tell them to ignore the spaces
FAST FINISHERS
for now.
Tell fast finishers to find synonyms or write definitions for
Answers smart, knowledge, seat, crazy and elbow, which all appear
1 teenage girls in the article. Ask them to read out their definitions for
2 racing the class, who try to guess the word and find it in the text.
Check understanding of any other words or expressions in
2 Do the first item together. Ask students to read the the text.
first two paragraphs and then read options A to H. In
pairs, students decide on the correct option (D). Ask for
volunteers to tell you which option they chose. Tell them TALKING POINTS
the correct option and ask why (the context – both the Divide the class into two halves and subdivide each half
meaning and the use of she to refer to Olivia). Explain into small groups. Ask one half to discuss the first set of
that students should look at the sentences immediately questions, and the other half to discuss the second set of
before and after the space to understand the meaning. questions. Hold a short class discussion. Ask students who
They should also look for related words in these discussed each question to offer their opinions, and ask
sentences, for example brother – boys, and pronouns. the other half of the class to say whether they agree, and
Remind them that pronouns replace nouns, so they why or why not.
should look in the previous sentence to find out which
nouns they are replacing. Remind students there are COOLER
three sentences that they will not use. Students complete Jumbled words. Choose six or eight sports from
the exercise in pairs. Check answers with the class and, Vocabulary Exercise 1 on page 24 and write them on the
in each case, ask how students decided on the correct board as anagrams, i.e. the letters are in the wrong order.
option and rejected other options. Check understanding In pairs, students solve the anagrams and find the sports.
of pedal (to push the pedals of a bicycle with your feet).
Answers
1D 2G 3A 4B 5F
not needed: C, E, H

MIXED ABILITY
Help weaker students by pairing them with stronger
students and monitoring as they do the exercise.
Encourage them to identify meaning, related words and
what the pronouns refer to.

The Reading text is recorded for students to listen, read

17
and check their answers.

46 UNIT 4
 GRAMMAR Past continuous FAST FINISHERS
Ask fast finishers to write two more sets of prompts
and exchange them with another student to write the
WARMER
questions.
Write Yesterday on the board and write times of the day
down the left-hand side, for example 8.00, 10.30, etc. Tell
students ‘At 8.00 I was driving to school’. Ask a stronger
5 In pairs, students ask and answer the questions. Remind
them of the short answers to Yes/No questions. Ask some
student what they were doing at 8.30. They then pick
students to tell the class about their partner.
another student and another time and ask the question.
Write the answers on the board using the third person Answers
and repeat the sentences, for example At 1.30 Hayley was Students’ own answers
having lunch. Underline the verbs.
GRAMMAR WORKSHEET UNIT 4
1 Students read the example sentences, taken from the
reading text on page 25, and underline the verbs. Refer
them to the box and tell them to complete the rules. VOCABULARY Words with different meanings
Check answers.
1 Write watch on the board. Elicit both of its meanings and
Answers what parts of speech these are (noun, verb). Tell students
a the past that there are many words in English which have the
b past, -ing same spelling but different meanings and parts of
speech (for example verb, noun, adjective). Put students
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 244 into pairs to read the sentences and definitions and
discuss them. Explain that both meanings of the word
2 Elicit the negative and question forms of be in the past
are correct, but only one is correct for the context. Invite
simple. Remind students of the short answers to Yes/No
different students to give their answers.
questions. Students choose the correct options.
Answers
Answers
1b 2a 3b 4a 5b 6b 7a 8b
1 were wearing
2 wasn’t playing 2 Students complete the exercise in pairs. Explain that
3 weren’t talking they may need to change the form of the word, as in
4 doing
the example. Invite different students to read out the
5 Was, was
6 was climbing sentences. Ask if they can think of any other words that
7 were going have more than one meaning, for example light (noun,
8 listening, weren’t verb, adjective), notice (verb, noun), like (verb / noun,
preposition). Ask if they know any words like this in their
3 Students look at the picture of people in the park. Read own language.
the example. Students read the prompts and find the
people in the picture. Remind them that it is from last Answers
Saturday, so all their answers must be in the past tense. 1 fit, exercise
Put them into pairs to write the sentences. Monitor and 2 coach, work out / train
help as necessary. Check answers. 3 point
4 trainers, fit
Answers 5 exercise
1 Adam and Pete were running. They weren’t skating. 6 points, matches
2 Myla was throwing a ball. She wasn’t hitting a ball. 7 coach, trains
3 Karl and Liam weren’t playing squash. They were kicking a 8 work out
ball.
3 Put students into pairs and tell them one of them is A
4 Megan and Ana weren’t cycling. They were climbing.
5 Lucy was catching a ball. She wasn’t doing athletics. and one is B. Student A turns to page 121 and student B
to page 126. Read the instructions and ask two students
4 Read the example and tell students to re-read the to read out the example. Give them a few minutes to look
questions in Exercise 2 (4, 5 and 8). Students complete at the words in the second question before starting the
the exercise in mixed ability pairs. Monitor and help as activity. Explain that A and B have different lists of words.
necessary. Check answers with the class. Ask students to Monitor and help as necessary.
underline the time expressions in the sentences. Explain
that we say yesterday morning / afternoon / evening but Answers
last night. Students’ own answers

Answers VOCABULARY WORKSHEET UNIT 4

1 What were you doing at 8.30 yesterday evening?
2 Were you reading at 10.30 yesterday evening?
3 What were you wearing last Sunday?
4 Were you sleeping at midnight last night?
5 Were you having breakfast at 8.00 this morning?
6 What were you doing five minutes ago?

CHAMPIONS 49
 3 Read the advice and phrases in the Prepare to speak box.
LISTENING 19
Ask students to read the sentences and work in pairs to
decide which past tense they should use. They complete
BACKGROUND INFORMATION the exercise. Play the recording for them to check their
Manchester and Liverpool are both in north-west England answers. Listen to feedback as a class.
and both have famous football teams. Manchester has Answers
Manchester United and Manchester City; Liverpool has
1 were winning
Liverpool and Everton. Sunderland is a smaller city in 2 scored
north-east England. The football team was formerly in the 3 were watching
First Division, now known as the Premier League. Their 4 came
last big title was the FA Cup in 1973.
4 Students listen again to the recording from Exercise 2
19
and tick  the phrases they hear.
1 Tell students to look at the three photos. Ask what they
18
can see and if they like the photos. Read the instructions Answers
and ask them what photo of the week means. Accept any It was the best … ever
reasonable suggestions, for example the most popular
/ the best / the photo everyone talked about. Play the 5 Invite suggestions from the class as to how the sentences
19
recording and check the answer. Ask students what could be completed. Then play the recording for students
happened next. to listen and complete the sentences. They check
answers with a partner.
Answers
Photo C. The football hit the beach ball and then went into Answers
the net. 1 I was very happy because I support Real Madrid.
2 I really enjoyed taking part because it was my first time.
2 In pairs, students tell each other what they remember
18
from the story. Refer them to the list of statements a–f AUDIOSCRIPT TB PAGES 263–264
and tell them to put the events in the order in which they
heard them. Play the recording again for them to check 6 Brainstorm some important national or international
their answers. sporting events and write them on the board. Point
to one of the events and ask students to say what
Answers happened. Set a short time limit for them to read the
a5 b3 c1 d2 e6 f4 questions and choose a local, national or international
event and make notes individually. Monitor and help as
3 Tell students to read the sentences and complete them necessary and remind them to think of phrases from the
18
with the correct city. Play the recording again for them to Prepare to speak box which they can use.
check their answers. Check answers with the class.
Answers
Answers
Students’ own answers
1 Manchester
2 Liverpool
3 Sunderland MIXED ABILITY
4 Liverpool Support weaker students by suggesting answers and
5 Sunderland, Liverpool helping them with verb tenses and word order.
AUDIOSCRIPT TB PAGE 263
7 Monitor and join in as students discuss the questions
in small groups. Give positive feedback when they
SPEAKING Describing a past event use phrases from the Prepare to speak box and for the
correct use of the past simple and past continuous.
1 Ask students to describe the pictures in Listening, Invite different students to tell the class about the sports
Exercise 1. Then tell them to read the questions and events their group discussed.
discuss them with a partner. Listen to feedback as a
Answers
class.
Students’ own answers
Answers
Students’ own answers COOLER
2 Play the recording for students to listen and answer Play a mime game about what students were doing at
19
the questions. Invite different students to answer the different times in the past. Ask, for example, ‘What was I
questions. Then ask ‘Which sports did they talk about?’ doing last Sunday morning?’ and mime an activity. Invite
(football and athletics). different students to ask similar questions and mime the
answer for the class to guess.
Answers
Max watched an event and Rachel took part in an event.

50 UNIT 4
LIFE SKILLS
2 Ask students what they think are the best ways of
Learning Objectives keeping fit. They look at the pictures on page 29 and read
• The students learn about ways of keeping fit. the title of the text. They read the questions and then
• In the project stage, they make an exercise plan. read the text quickly to find the answers. Tell them not
to worry about any new vocabulary at this stage. They
compare answers with a partner. Check answers with the
Vocabulary class and ask if any of their ideas were included.
lift prevent properly routine stamina stretch Answers
1 flexibility training
2 weight training
BACKGROUND INFORMATION 3 sport-specific training
Tai Chi is a Chinese martial art that has been practised 4 aerobic training
for two or three centuries (its origins are unclear) for both
defence training and its health benefits. Although it was 3 Students read the questions and underline the key
initially developed as a martial art, it is also practised words. They then read the text more carefully to find
for a variety of other personal reasons such as stress the answers. Encourage them to use their own words
management and fitness. As a result, there are many and not simply copy from the text. Monitor and help as
different forms, both traditional and modern, depending necessary. Students compare answers with a partner.
on the objectives of those who practise it. Some training Check answers with the class. Ask if any of them do any
forms are especially known for having quite slow of these activities, know someone who does them or can
movements. The health benefits were widely promoted add any more information. Ask if they think there are any
in the early 20th century and Tai Chi has developed a risks involved and discuss the importance of coaches
worldwide following, often of people with no interest in and experts when doing keep-fit activities for the first
martial training. Medical studies of Tai Chi support its time.
effectiveness as an alternative exercise and a form of Answers
martial arts therapy. It is claimed that focusing the mind
1 You can lift them more times, which helps you exercise for
on the movements of the form helps to develop a state a longer time.
of mental calm and clarity. Along with the health benefits 2 They can use weight machines or free weights.
attributed to Tai Chi training, aspects of traditional 3 It makes your heart work harder.
Chinese medicine are taught to advanced students in 4 Interval training
some schools. 5 So you don’t fall down.
6 Because they start and stop a lot during matches.

The Reading text is recorded for students to listen, read

WARMER 21
and check their answers.
Anagrams: Write some sports activities on the board with
the letters mixed up, for example gymnastics, volleyball, MIXED ABILITY
windsurfing. This revises the vocabulary from Unit 4 and To support weaker students, tell them that they can copy
prepares the students for the Life Skills lesson. Explain the relevant information from the text and they do not
that the anagrams are all connected with sport. Give need to put it into their own words.
students three or four minutes to find the answers. If they
find it difficult, underline the first letter of each word.
FAST FINISHERS
Ask fast finishers to write two more questions about the
LIFE SKILLS
text for the rest of the class to answer.
Keeping fit
Students read the text. Check understanding of fit and
fitness. Ask students if they agree with the statement and
whether they do a physical activity every day, seven days
a week.
1 Read the questions. Students answer them in pairs and
then report back to the class. Write key words on the
board. Find out what the most popular activities in the
PE class and after school are.
Answers
Students’ own answers

CONTINUED ON PAGE 54

KEEPING FIT 53
 4 Students find the highlighted words in the text. In order PROJECT An exercise plan
to match them to their meanings, they should look
Tell students that they are going make a realistic exercise
at the context of the words, including the sentences
plan. In groups, they discuss whether they do enough
immediately before or after them. Then they match the
exercise, whether they should do more and how much
words to their definitions and compare answers with a
time they have available for exercising. Then, in pairs,
partner. Check answers with the class. Check any other
they read the questions and make notes. Monitor and
new words or phrases, such as balance, muscle, warm
help as necessary, reminding them to answer all the
up and pronunciation, for example aerobic /eəˈrəʊbɪk/,
questions and to add any ideas of their own. Students
martial /ˈmɑːʃəl/, muscle /ˈmʌsl/, stamina /ˈstæmɪnə/ and
write out their plan, check the grammar and vocabulary,
weight /weɪt/.
and practise reading it. Finally, they present their plans to
Answers the other students. This could lead into a class discussion
1 routine 2 prevent 3 properly 4 lift 5 stretch 6 stamina on the theme of keeping fit and physical well-being.

5 Explain to students that they are going to listen to two

20
American friends talking about their fitness habits and PROJECT EXTENSION
how they keep fit. Students read the question. Play the Students design a survey to find out people’s keep-fit
recording. They discuss the answer in pairs. Check the habits. Together, they draw up a chart with boxes for
answer as a class and ask students to explain how they each type of activity, when it is done, and for how long.
know that Anna does more exercise. (Tom only does It could be a class survey or students could ask other
about 20 minutes exercise at the gym and he doesn’t do students, family members and teachers. Then they pool
much exercise at the weekends.) all their information and make a final chart to display
in the classroom. It should not display names but could
Answer
be divided into age groups or categories, for example
Anna is usually more active. classmates, other students, teachers, family, friends.
6 Students read the incomplete sentences and, in pairs,
20
add any missing information they can remember.
Remind them that they can only use one or two words
COOLER
in each sentence. Play the recording again so they can Write the four headings from the Reading text (weight
check and add any extra words. Check answers with training, aerobic training, flexibility training, sport-
the class. Ask if they can remember what else Tom specific training) on the board and ask students to write
does at the weekends (goes skateboarding) and what a sentence about each, giving their opinion and saying
he and Anna decide to do to get more physical exercise whether they would like to do this activity, and why or
(ride their bikes to school, walk up the stairs). Play the why not.
recording again if necessary. Ask if students can think of
more everyday activities Anna and Tom could do.
Answers
1 basketball
2 the gym
3 volleyball
4 goes swimming
5 computer games
6 go cycling

AUDIOSCRIPT TB PAGE 264

7 Put students into pairs to read the words in the box and
to complete the sentences in the Useful language box.
Check the answers with the class and ask students to
use the sentence structures to talk about themselves
with a partner. If necessary, write a model on the board:
I usually (play) …, I don’t usually … on weekdays, I do …
of exercise …, I’m (not) very … at weekends, I should …,
We should always …. Ask for volunteers to share their
partner’s ideas with the class.
Answers
1 after school
2 go swimming
3 about
4 active
5 could
6 stairs

54 LIFE SKILLS
REVIEW 1 UNITS 1–4
Answers
Overview
2 elderly 3 pretty 4 good-looking 5 bald 6 curly 7 straight
VOCABULARY Describing people; Prefixes: un-, in-, im; 8 blonde 9 casual 10 smart 11 unfashionable 12 trendy
Clothes: adjectives; Adverbs; Life events; 13 second-hand 14 brand new
too, enough, not enough; Sports; Words with
different meanings
GRAMMAR Present simple and continuous; Past simple;
Comparatives and superlatives; not as … as;
Past continuous

Resources
PHOTOCOPIABLE WORKSHEETS: Grammar worksheets Units
1–4; Vocabulary worksheets Units 1–4; Review Game Units 1–4;
Literature worksheet; Speaking worksheet; Writing worksheet

WARMER
Bring some magazine photos of people to class. Put
students in groups and give each group a photo. Ask each
group to write adjectives describing the person’s age, 3 Give students five minutes to revise the collocations
looks, hair, clothes and personality (they should use their concerning life events on page 20 and the sports on page
imagination for this!). Join groups together and ask them 24. Ask them to look at the list of verbs on the left and
to share their photos and say which adjectives they used. explain that two of the four options can be used with
Monitor and help as necessary. Bring the class together each verb. They complete the exercise and compare
and write some of the adjectives for each category on the answers with a partner. Check answers with the class
board. and ask students what verbs they could use with the
incorrect options.
Answers
VOCABULARY
1 volleyball, rugby
1 Read the instructions and set a time limit for students 2 gymnastics, athletics
3 climbing, jogging
to complete the exercise. They compare answers with a
4 home, school
partner. Check answers with the class. 5 married, a degree
6 children, long hair
Answers
7 a job, a driving licence
1 cheerful 2 rude 3 shy 4 careful 5 unfriendly

2 Students look at the four categories. In pairs, they look at FAST FINISHERS
the first letters of the words and suggest answers. They Ask fast finishers to add at least two more correct
do the word search and find the words. Check answers options connected with sport for the first three verbs, for
as a class. Then, students describe themselves to their example play football, tennis; do yoga, exercise; go cycling,
partner using adjectives from Exercises 1 and 2. windsurfing.

CONTINUED ON PAGE 58

UNITS 1–4 57
 4 Tell students to read the text ignoring the gaps. Ask for MIXED ABILITY
a quick summary of what it is about. Ask the students to Help weaker students with the as … as structure. Draw
look at each gap, say which part of speech fits each space two stick figures, one taller than the other. Write their
and suggest a possible answer. Accept all reasonable ages: 14 and 13 years old. Write two sentences: A is taller
suggestions. While students complete the exercise, than B. B isn’t as old as A. Then ask the students to write
monitor and give help where necessary. They compare one negative sentence using as … as and one positive
answers with a partner. Check answers with the class. sentence using a comparative. The sentences must have
Ask students if they can give any synonyms or brief the same meaning as the original sentences. Tell them
definitions for each word or, for number 2, the expression they will need to change the subject of the sentence in
(e.g. take part – join in an activity, participate). each case: B isn’t as tall as A. A is older than B.
Answers
1C 2A 3B 4D 5D 6A 3 Put students in pairs to complete this exercise. If they
disagree on the correct form, each student should
justify their choice by referring to the grammar rule that
GRAMMAR should be applied. Check answers with the class and ask
stronger students to explain the grammar rules.
1 Read the instructions and quickly revise the formation
of each tense, including negatives and question forms, Answers
using a regular verb such as to play. In pairs, students 1 ’s meeting 2 sent 3 best 4 needed
test each other on the past simple forms of the irregular
verbs in Vocabulary, Exercise 3 and in this exercise. Give 4 Students complete this exercise in pairs. Tell them there
students a few minutes to revise the use of the present is only one mistake in each sentence. They should agree
simple, present continuous and past continuous tenses about the mistake and how to correct it. Check answers
in the Grammar reference sections for Units 1 and 4 on with the class and, if necessary, ask stronger students to
pages 138 and 141. Tell them to read the conversations explain the mistakes.
and decide if the verbs are referring to the present, Answers
the past or the future. They must also decide whether 1 We have fun when we are together.
to use a simple or a continuous tense and take care 2 I didn’t hear my phone so I missed your call.
to use the correct form of the verb. They complete the 3 Our new home is nearer the school.
conversations and compare answers with a partner. 4 My dad didn’t go to university.
Check answers with the class and ask stronger students
to explain the tense use if there are any problems. COOLER
Answers Ask students to think about Units 1–4. Write some
1 ’m spending, didn’t have questions on the board: Which activities did you enjoy?
2 did, stop, wasn’t making What was difficult / easy for you? What are you good at?
3 is, being, don’t know, says What errors do you need to work on? Ask students to write
4 Are you going, usually go, lost their answers. Invite some students to share their answers
5 were, got, didn’t own and have a class discussion about each question.
6 sent, didn’t read, was training, Are, coming

2 Ask students how to form comparatives and superlatives.

Give them some example adjectives, such as new,
big, nice, happy, useful, expensive. Read the sentences
and ask them which adjectives are irregular: good,
bad. Check spelling rules and tell students to check
how the comparative and superlative are used in the
Grammar reference for Unit 3 on page 140, in particular
the use of than and (not) as … as, and the use of the
with superlatives. Make sure students understand the
instructions. They complete the exercise and compare
answers with a partner. Check answers as a class.
Answers
1 as messy as
2 better
3 the warmest
4 more comfortable than
5 curlier than
6 not as patient
7 the worst
8 as tall / the same height

58 REVIEW 1
5 CALL THE POLICE!

2 Read the instructions and tell students they will hear

Unit Overview 22
the recording twice. Play the recording and put students
TOPIC Crime and the law in pairs to discuss their answers. Play it again, pausing
VOCABULARY Crimes and criminals between each item, for them to check their answers.
READING That isn’t allowed here … Check answers with the class.
GRAMMAR Past simple and continuous
Answers
VOCABULARY ourselves, yourselves, themselves and each
1 hacking 2 vandalism 3 shoplifting 4 theft
other
5 pickpocketing 6 burglary
WRITING A story (1)
AUDIOSCRIPT TB PAGE 264

Resources 23
3 Explain that the words in Exercise 1 refer to crimes and
the words in the box in this exercise refer to the people
GRAMMAR REFERENCE AND PRACTICE: SB page 143; TB page 244
who commit these crimes. Check pronunciation, for
WORKBOOK: pages 20–23
example thief /θiːf/. Put students into pairs to complete
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 5;
the sentences, which have been taken from Exercise 2.
Vocabulary worksheet Unit 5
Tell them to think carefully about the meaning of
TEST GENERATOR: Unit test 5 each sentence and whether the words they need are
singular or plural. Check answers and ask students to
guess the meaning of smash (sentence 2) and crowded
WARMER
(sentence 5).
Review the past simple by playing a story game. Start the
story by saying ‘Last night I woke up at 3 o’clock. There Answers
was a noise downstairs!’ Invite a confident student to 1 hacker, hacking
add a sentence to the story, using the past simple. This 2 vandalism, Vandals
student then nominates another student to add the next 3 shoplifters, shoplifting
sentence. Continue around the class. After a few minutes 4 theft, thief
invite the class to think of suggestions for the ending. 5 pickpockets, Pickpocketing
6 burglary, burglar/burglars

AUDIOSCRIPT TB PAGE 264

ABOUT YOU
Write the word crime on the board. Check understanding. 4 Write rob and steal on the board and ask students for
Ask students if they think crime is a problem in their town the past tenses (robbed and stole). Read the example
or city and what kind of crimes happen there. In pairs or sentence, taken from Exercise 3, and then ask students
small groups, ask students to decide which crimes are the to complete the rules.
biggest problems where they live. As they may not have
the vocabulary to talk about this before doing Exercise 1, Answers
accept the crimes in L1 at this point. You could also write 1 steal 2 rob
the translations on the board. Invite feedback from the
5 Read the sentences and check understanding. Students
groups and ask the other students if they agree.
complete the exercise and compare answers with a
partner. Check answers with the class and remind them
VOCABULARY Crimes and criminals of the spelling rule for rob – they have to double the final
b in the -ing and -ed forms.
1 Ask students to describe the photos and say what
is happening in each one. Elicit that these actions Answers
are crimes. Read the words in the box and check 1 stole 2 robbed 3 robbing 4 stealing
pronunciation, particularly burglary /ˈbɜːgləri/ and
vandalism /ˈvændəlɪzəm/. In pairs, students match the
crimes to the photos. Tell students to guess if they are
not sure about the meaning of the words. Check answers
with the class.
Answers
A hacking B shoplifting C burglary D pickpocketing
E vandalism F theft

CALL THE POLICE! 61

 READING MIXED ABILITY
Encourage weaker learners to name the parts of speech
of the highlighted words and identify the parts of speech
BACKGROUND INFORMATION needed to complete the spaces. If they still need help, tell
Chewing gum has been banned on the streets of them that three are nouns, two are adjectives and one is
Singapore since 1992. Lee Kuan Yew, the first prime a verb.
minister of Singapore, wanted the nation to have a clean
environment. He apparently said, ‘If you can’t think
because you can’t chew, try a banana’. The ban remains FAST FINISHERS
one of the best-known aspects of life in Singapore, along Ask fast finishers to choose two words from the text
with the country’s laws against litter, graffiti, jaywalking and to use them in sentences which demonstrate their
(crossing the street at a place where it is not allowed), meaning. Check their sentences and ask the students to
spitting, expelling ‘mucus from the nose’ and urinating come and write them on the board, leaving a space where
anywhere but in a toilet. If it is a public toilet, you are the word from the text goes. Other students should work
legally required to flush it. out the missing word.

1 Read the title and the information about Singapore. Ask

students to suggest reasons for why it is illegal to chew TALKING POINTS
gum and if they agree with the ban. Ask for brief answers Refer students to the first question and put them in small
to the two questions in the introduction. Tell students groups to exchange ideas. Monitor and help as necessary.
they are going to read about some rules and laws in Ask for feedback and have a class vote on the most
different countries. Ask them to describe the photos and unusual law.
say what the illegal activity might be. Tell them to read Students then discuss the second question in their groups.
the three stories as quickly as possible and complete Discuss their ideas as a class and encourage students to
the sentences. Set a time limit of five minutes. Check give reasons for their opinions. Have a class vote on the
answers with the class and check understanding of key most unpopular rule.
vocabulary (pedestrian crossing, swimming cap, bell).
Answers COOLER
Write shoplifter on the board with the letters in a circle.
1 look at your phone on a pedestrian crossing.
2 wear a swimming cap in public swimming pools. In teams, students write as many words of three or more
3 have a bell. letters as they can think of, using the letters from the
word. Set a time limit of three minutes. They can only use
The Reading text is recorded for students to listen, read each letter once in each word. The team with the longest
24
and check their answers. list is the winner.
2 Ask students to read the sentences. Then they re-read
the article carefully, say if the sentences are correct
Possible answers
or incorrect, and modify the incorrect ones. Students
compare their answers with a partner, referring back to felt file fish fit help hole life lift lip self ship shoe
the article where necessary. Invite different students to shop sit the those top
give the answers.
Answers
1 false (Her mum suggested it.)
2 true
3 false (He didn’t understand what the two lifeguards were
shouting in Italian.)
4 true
5 false (He didn’t have a bicycle back in the UK.)
6 true

3 Encourage students to use the context to work out the

meanings of the highlighted words.
Put students into pairs to complete the sentences. Check
answers. Nominate a student to read the first sentence
and name another student to read out the next sentence.
Continue until all the sentences have been read out.
Point out that fine can be used as a verb or a noun. Check
understanding of any other new words in the stories.
Encourage stronger students to give their meanings. New
words may include unfair (not morally right) and look
something up (to find a particular piece of information by
looking in a reference book or online).
Answers
1 fined 2 Illegal 3 The law 4 compulsory 5 fine 6 rule

62 UNIT 5
 Answers
GRAMMAR Past simple and continuous
1 noticed 2 was looking 3 found 4 were hanging
5 Was, living 6 went 7 was sleeping 8 arrived 9 was staying
WARMER 10 needed
Write several verbs on the board, for example watch, play,
buy, meet. Ask students to guess what you were doing at MIXED ABILITY
7 o’clock yesterday evening using the verbs on the board Tell weaker students to identify the five main events
or any others they can think of. or actions first and put them in the past simple. Then
they should go back and put the other verbs in the past
1 Ask students to name the tenses in the two examples continuous. They re-read the story to make sure the past
(past simple and past continuous). Revise positive, continuous verbs describe an action or event that was in
negative and question forms of the past continuous. progress.
Answers
GRAMMAR WORKSHEET UNIT 5
Example 2 is the past continuous. We form the past
continuous with was / were and the -ing form of the verb.
ourselves, yourselves,
2 In pairs, students read the sentences and complete the VOCABULARY themselves and each other
rules. Check answers.
1 Ask students to say what they can see in the pictures.
Answers Bring a mirror to class and use it to reinforce picture B.
a simple b continuous For example, hand it to a student and ask the class ‘Who
is Damien looking at?’ Explain that when the subject and
3 Put students into mixed ability pairs to complete the
the object of the sentence is the same person, we use
exercise. Check answers and ask students to explain their
-self. Elicit the forms for each person and write them on
choices.
the board. Ask students the difference between yourself
Answers and yourselves. Explain that each other is used to show
1 stole that each person in a group of two or more people does
2 was trying something to the others.
3 did the burglars take
4 were you doing
Answers
5 were travelling 1B 2A

4 Tell students to read sentences 1 and 2 and say which 2 Monitor and help as students choose the correct words
action happened first. Ask if the first action had finished before comparing answers with a partner. Check
before the second action started (no). Repeat for the answers.
third sentence and ask if the first action had finished
Answers
before the second action started (yes). Students
complete the rules in pairs. Check answers as a class. 1 himself 2 myself 3 yourself 4 yourselves 5 ourselves
6 themselves
Explain that we often use while to introduce the
past continuous. Ask students to find more example 3 Do this exercise as an auction. Put students into
sentences from the Reading passages on page 33. teams. Each group has £100 to spend. Write three
Answers options on the board for each item, for example 1 each
other, themselves, yourselves; 2 ourselves, each other,
a past continuous
themselves, etc. Give the teams a few minutes to decide
b past simple
c past simple which option is correct. Open the bidding and sell each
option to the highest bidder. Keep a record of price and
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 244 buyers on the board. The winners are the team with the
most correct answers and the most money left.
5 Remind students to look at the rules in Exercise 4.
Students complete the exercise and compare answers Answers
with a partner. Check answers. 1 each other
2 herself
Answers 3 each other
1 I was reading a book when a woman screamed. 4 each other
2 We were talking when a policeman asked me my name. 5 yourselves
3 We went to my house and we watched TV.
4 When I was walking near the river, I saw a dog in the water. 4 Tell students to turn to page 121 and read the questions.
5 While we were waiting for the bus, I heard a cry. In pairs, students ask and answer the questions. Monitor
6 He was quite tall and was wearing a loose-fitting tracksuit. and help as necessary. Ask different students to tell the
class their partner’s answers.
6 Read the title and check understanding of Goldilocks.
Students complete the exercise in pairs. Check answers Answers
by inviting different students to read the story one Students’ own answers
sentence at a time.
VOCABULARY WORKSHEET UNIT 5

CALL THE POLICE! 65

 7 Monitor and help as students compare their ideas in
WRITING A story (1) pairs. Encourage them to suggest ways to improve each
other’s story.
1 Tell students that they are going to write a story and that
they will first read one as an example. Ask them what 8 Students write their story, using the notes they made
they think the story is about by looking at the title and in Exercise 6. Remind them to include examples of the
the photo. past simple and past continuous, and some adjectives
and adverbs. Tell them to write about 100 words and to
Possible answers check their spelling and grammar carefully. Monitor and
A story about someone who prevents a pickpocketing or help as necessary. In groups, students take turns to read
helps to catch a pickpocket out their stories. Each group should choose one story to
share with the class.
2 Set a short time limit for students to read the story and
see if their ideas were correct. Tell them to ignore the FAST FINISHERS
highlighted words. Ask if they can suggest a better title,
Ask fast finishers to exchange stories with each other. Tell
for example A brave girl!
them to write an alternative ending. Nominate one or two
Answers individuals to read the story aloud.
Students’ own answers

3 Ask students to give their opinions of Ellen’s story, giving Model answer
reasons, in small groups. They discuss what makes a False alarm!
story good or bad. The groups share their ideas with While I was closing my curtains one night, I noticed
something unusual. A man was standing in the street. He
the class. Read the Prepare to write box. In their groups,
was looking at the building opposite. Suddenly he jumped
ask the students to decide whether Ellen’s story follows onto a wall outside the house and then he climbed through
these tips. Explain that it is important to think carefully an open window. Immediately, I called the police. ‘Please
about the logical order of events when writing a story. come quickly,’ I said, ‘I think he’s a burglar.’ Two minutes
Tell them to look at the events from Ellen’s story, put later, the police arrived and arrested him. Next day a police
them in order and identify which sentences refer to the officer came to my house. ‘Thank you for calling us,’ she said.
beginning, the middle and the end of the story. Check ‘Fortunately he wasn’t a burglar. He was trying to get into his
house. He left his keys and his phone inside.’
answers.
Answers COOLER
The order is e, c, (beginning); a, b, (middle); d (end). Play ‘Consequences’. In groups of four, each student takes
4 Revise the uses of the past simple and past continuous. a strip of paper. Write title, beginning, middle and end and
Ask students to underline examples of the tenses in the names Beanie and Tog on the board and tell students
Ellen’s story. They compare answers with a partner that they are going to write a story about Beanie and Tog
before checking as a class. Ask if the main events of the (they can be people or animals). They must listen to the
story are in the past simple or past continuous (past instructions carefully. They must not speak or show their
simple). paper to another student. At the top of the paper, each
student writes a title. They fold the paper over so the title
Answers is hidden and pass it to the student on their left. Repeat
Past simple: went, left, took, arrived, noticed, realised, the procedure for the beginning, middle and end of the
shouted, heard, looked, started, were, ran, caught, was, was story. Students unfold the strips of paper and read the
Past continuous: was feeling, was getting, was standing, was stories. Ask each group to choose the best story to read to
happening, was trying, was talking the class.
5 Students look at the highlighted words, say whether they
are adverbs or adjectives and how they know (adverbs
describe verbs, adjectives describe nouns). Point out that
many adverbs end in -ly. They complete the exercise.
Check answers and ask which word can be an adjective
or an adverb (early).
Answers
adjectives: exhausted, early (second example)
adverbs: early (first example), suddenly, immediately, luckily,
soon

6 Read the instructions and write the opening sentence

on the board. Put students into small groups to discuss
the questions. Invite groups to share their ideas with the
class. Students plan their story individually.

66 UNIT 5
 6 CITY LIFE

Answers
Unit Overview
The answers are recorded for students to check and then
TOPIC City life and country life 25 repeat.
VOCABULARY City problems A graffiti, rubbish
READING City problems – teenagers’ solutions B crowds, public transport, rush hour
GRAMMAR some/any, much/many, a lot of, a few / a little C green spaces
D pollution
VOCABULARY Compounds: noun + noun
E power cut
LISTENING An interview about living in the country F traffic jam
SPEAKING Agreeing and disagreeing
2 Read the example sentence. Tell students to look at
the words in Exercise 1 again. They should read the
Resources sentences carefully before filling in the spaces, and try
to work out the meaning of any new words from the
GRAMMAR REFERENCE AND PRACTICE: SB page 143; TB page 244
context. Students complete the exercise and compare
WORKBOOK: pages 24–27
ideas with a partner. Ask individual students to read out
VIDEO AND VIDEO WORKSHEET: Modern life
the sentences and ask the class if they are correct. Check
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 6;
understanding of any new words, for example torch and
Vocabulary worksheet Unit 6 underground.
TEST GENERATOR: Unit test 6
Answers
1 power cut 2 rubbish 3 pollution 4 traffic jam
WARMER 5 public transport 6 rush hour
Write these questions on the board: Do you like where
3 Read the instructions, the questions and the words in
you live? Why / Why not? Have you ever lived in a different 26
the box. Ask students which problems they think are
place? Which place do you prefer? Why? Put students into
connected to city life and which to village life. Play the
small groups to discuss the questions before discussing
recording and tell students to discuss their answers
them as a whole class. Encourage them to give reasons for
with a partner. If necessary, play it a second time. Check
their answers.
answers and ask students if their predictions were
correct. Ask them which words or expressions helped
ABOUT YOU them to identify whether the speaker was talking about a
city or a village. Check pronunciation of village /ˈvɪlɪdʒ/.
You can begin the class and introduce the topic of the unit
04 by showing the video and asking students to complete the Answers
video worksheet. Read the first question. Invite opinions Question 1. Speaker 1: city; Speaker 2: village; Speaker 3:
from the class and write key vocabulary on the board. In village; Speaker 4: city
pairs, students answer the second question. They write Question 2. Speaker 1: rush hour; Speaker 2: public transport;
the heading Where I live on a piece of paper and divide the Speaker 3: graffiti; Speaker 4: green spaces
page into two columns with the headings Good things and
AUDIOSCRIPT TB PAGES 264–265
Bad things. Give them three minutes to create the list. Then
put pairs into groups of four to compare their lists. Share
4 Tell students to read the sentences and fill the spaces
some ideas as a class. 27
with what they remember from the recording in Exercise
MIXED ABILITY 3. Play the recording again and ask students to compare
answers with a partner before checking as a class. Check
Give weaker students prompts, for example traffic, fresh
understanding of get a lift and avoid.
air, cinemas.
Answers
1 bus stop 2 walked 3 a lift 4 the underground
VOCABULARY City problems
AUDIOSCRIPT TB PAGE 265
1 Students briefly describe the photos. Read the words
5 Ask students to think about the problems where they
in the box, discussing the meaning of any unfamiliar
live. Tell them to re-read the lists they made in About
vocabulary and then tell students to match the words
you and the words in Exercise 1. Set a short time limit for
and phrases to the photos. Play the recording for them to
them to write sentences. They discuss their answers in
check their answers. Check pronunciation, for example
pairs. Monitor and give positive feedback. Ask different
graffiti /ɡrəˈfiːti/, pollution /pəˈluːʃən/ and public /ˈpʌblɪk/.
students to tell the class about their partner’s answers.
Answers
Students’ own answers

CITY LIFE 69
 4 Tell students to look at the highlighted words in the text.
READING Ask them to work in pairs to guess the meaning of the
words from the context. Take feedback from the class.
BACKGROUND INFORMATION Then ask students to read the definitions and match
Ben Gulak was born in 1989 and, like Ann, he loved them to the highlighted words. They can try replacing
inventing things as a child. In partnership with Ryan the highlighted word with the definition to check
Fairhead, he helped develop the DTV Shredder: a small, whether the answer is correct. Check answers.
light vehicle which can be used in snow, mud or sand. Answers
Ann Makosinski, born 1997, has won several awards. After 1 main 2 fact 3 design 4 shocked 5 powerful 6 instead
finishing school she went on to study at the University
of British Colombia. She has made some improvements
FAST FINISHERS
to the torch, including the ability to store electricity and
adaptability into a headlamp. She also invented the Ask fast finishers to choose four of the words and write
e-Drink which converts wasted heat from hot drinks into sentences using them. They read them out to the class
electricity. It can be used to charge portable electronic replacing the word with beep. The class supplies the
devices. word.

1 Briefly elicit some problems of living in a city. Tell TALKING POINTS

students that they are going to read about two teenagers Divide the class into groups of four to discuss the questions
who have solved similar problems by inventing and brainstorm ideas. Each group should appoint one
something. Ask them to look at the title of the article and member to make a note of the ideas. Monitor and help as
the pictures and to guess what the teenagers invented. necessary. As a class, students share what they discussed
Set a short time limit for students to scan the article and talk about their ideas for the second question (for
quickly to find out whether their ideas are correct. example reducing their carbon footprint, using alternative
Answers sources of energy, recycling). Write key vocabulary on the
board. Have a class vote on the best ideas.
The boy invented a scooter and the girl invented a torch.

2 Ask students to look at each gap, say which part of COOLER

speech fits and suggest a possible answer. Accept all Bring a paper clip or draw one on the board. In small
reasonable suggestions and remind students that verbs groups, students think of ten ways to use it apart from
should be in the past tense. While students complete the keeping sheets of paper together, for example bookmark,
exercise, monitor and give help where necessary. They screwdriver for glasses, wrap cotton wool around it to
compare answers with a partner. Check answers with clean small spaces such as laptop keyboards, to unclog
the class. Ask students if they can give synonyms or brief small holes such as salt and pepper pots, keep a plastic
definitions for each word. You could also give example bag closed, etc. Share ideas and have a class vote on the
sentences containing some of the words, for example most original idea.
Scientists have developed a new drug against cancer.
Children develop into adults. Do you have Internet access?
I don’t have access to that kind of information. She has
three children to support.
Answers
1A 2B 3A 4D 5C 6D

The Reading text is recorded for students to listen, read

28
and check their answers.
3 Put students in pairs to predict the missing information
before they read the article again. Read each sentence
as a class and ask which parts of speech fit the space
(noun, adjective or verb) and their forms (for example
comparative adjective, verb in the infinitive). Students
read the article again and complete the sentences.
Remind them to read carefully to find the answers. Check
answers by inviting different students to read out the
completed sentences.
Answers
1 China, Canada
2 more petrol
3 air pollution
4 electricity
5 to invent
6 to study
7 body heat
8 invention

70 UNIT 6
 some/any, much/many, a lot of, 6 Put students into mixed ability pairs. Read out each
GRAMMAR a few / a little item and count down ten seconds for them to decide on
the correct option. After ten seconds, invite students to
WARMER call out the answers. Award one point for each correct
On the board, write some, any, much, many, a lot (of); a answer to find the winning pair. Invite pairs to read out
few, a little. Use people, personal objects and objects in the conversations.
the classroom to practise the words, for example pictures, Answers
desks, chairs, students, teachers, water, money, coins,
1 a few, much
etc. Ask questions such as ‘Is/Are there any…? How 2 a lot of, a little, some
many/much…?’ Write at least one example next to each 3 a few, much, many
quantifier. 4 any, a little

7 Ask students to think about the perfect place to live and

1 Students read the examples, taken from the Reading ask some of them for ideas. They can be as imaginative
on page 37, and say if they are positive, negative or
and creative as they want! Read the sentence beginnings.
questions. Complete the rules as a class.
Students complete the sentences individually. Monitor
Answers and help as necessary. Put students into mixed ability
a some b any pairs to compare their perfect places. Invite different
students to tell the class about their partner’s perfect
2 Students use the rules in Exercise 1 to complete the place.
sentences with some or any and compare answers with a
partner. Check answers. Answers
Students’ own answers
Answers
1 any 2 some 3 some 4 any 5 any 6 some GRAMMAR WORKSHEET UNIT 6

3 Refer students to the examples on the board from the

Warmer. In pairs, students read the sentences and VOCABULARY Compounds: noun + noun
complete the rules. Invite different students to read out
each rule and match it to a sentence 1 Tell students to describe the photos. They may not know
the compound nouns at this point, but should be able to
Answers describe the pictures. Check pronunciation of building
a much, a lot of c a few, a little /ˈbɪldɪŋ/. Put students into pairs to complete the exercise.
Tell them that the word in A always comes before the
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 244
word in B. Check answers and ask students to explain
4 Refer students to the examples on the board again and meanings, for example speed limit (the fastest speed that
ask them which items are countable. Remind them that a vehicle is allowed to travel on a particular road).
most plurals end in -s but some are irregular, for example Answers
people is the plural form of person. It is countable and
1 apartment building 2 bus stop 3 pedestrian crossing
takes a plural verb. Ask them if they can remember any 4 post box 5 recycling bin 6 speed limit 7 taxi rank
other irregular plurals, for example child–children, man– 8 road sign
men, woman–women. Draw attention to the underlined
words in Exercise 3. Tell students to decide in pairs 2 Tell students to read the whole sentence before they
whether the words are countable or uncountable. Check decide on the correct compound from Exercise 1. They
answers with the class. complete the exercise and compare answers with a
partner. Check answers as a class.
Answers
countable: cities, people, toys
Answers
uncountable: traffic, petrol, light 1 taxi rank 2 speed limit 3 post box 4 apartment building
5 pedestrian crossing 6 recycling bin 7 bus stop 8 road sign
5 Read the instructions and tell students to refer back
to Exercises 3 and 4 to help them complete the table 3 Students turn to page 121. Ask individual students to
with the rules for uncountable nouns. Check answers. read out each question and check understanding. In
Point out that a lot of is used with both countable and pairs, students ask and answer the questions. Monitor
uncountable nouns. and help as necessary. As a class, invite students to share
their partner’s answers.
Answers
1 much 2 a lot of 3 a little
Answers
Students’ own answers
FAST FINISHERS VOCABULARY WORKSHEET UNIT 6
Fast finishers look back at the vocabulary in Exercise 1,
page 36, and say whether the nouns are countable or
uncountable.
Countable: crowd, green space, power cut, rush hour,
traffic jam
Uncountable: graffiti, pollution, public transport, rubbish

CITY LIFE 73
 Ask them what Alice and Oliver agreed and disagreed
LISTENING about (agreed: meet people, crowds, rush hour, pollution,
traffic, rubbish; disagreed: where it’s better to live, that the
1 Write Living in the country on the board as a heading. countryside is boring). Play the recording again. Students
Under the heading, write advantages and disadvantages.
make a note of who says the phrases. Check answers.
In pairs, students brainstorm ideas for each column.
Invite students to share their ideas and say whether they Answers
would prefer to live in the country or the city. Write key Giving your opinion
points on the board. Personally, I think … O
I (don’t) think … A
Answers It seems to me … O
Students’ own answers If you ask me, … A
Asking for an opinion
2 Read the instructions. Students are going to hear part What do you think? O
29
of an interview with Bess and her teacher, Mr Evans. Do you agree? O
Ask students what they think they will discuss. Play the Agreeing
recording for students to find out whether Bess and That’s true. A
Yes, maybe you’re right. O
her teacher agree or disagree with each other. Listen to
I completely agree with … O
feedback as a class, eliciting any phrases that helped Disagreeing
them decide, for example Maybe you’re right and I I’m not sure I agree. A
completely agree. Ask students if their predictions were
correct. AUDIOSCRIPT TB PAGES 265–266

Answers 4 Read the instructions and give students a few minutes to

In general they agree. make notes. In pairs, they discuss their ideas using the
phrases from the Prepare to speak box. Monitor and help
3 In pairs, students read the sentences and choose the as necessary.
29
correct option. Play the recording again for them to
listen and check. Check answers. Play the recording once Answers
more and ask students to make notes on what Bess and Students’ own answers
Mr Evans like about where they live (Mr Evans: his village
is green, he knows all his neighbours, and there are lots of 5 Read the five options. Put students into new pairs and
things to do. Jess: she has more fun in the city and thinks ask them to agree on two topics from the list. Explain
there are more things to do, like going to the cinema). Ask that they should work individually to make a list of their
students to tell their partner who they agree with, and opinions. Monitor and help as necessary.
why. Share some ideas as a class.
MIXED ABILITY
Answers Ask weaker students to write the four sentence beginnings
1 country for giving an opinion from the Prepare to speak box and
2 lived complete them with their own ideas. Tell them to practise
3 sometimes saying the sentences so they feel more confident when
4 public transport they have the discussion in Exercise 6.
5 worse
6 recycling
6 Students share their opinions with their partner. They
AUDIOSCRIPT TB PAGE 265 should prepare and practise a conversation about their
topics. Remind them to use the questions and phrases
from the Prepare to speak box. Monitor and join in, giving
SPEAKING Agreeing and disagreeing positive feedback for interesting ideas. Invite pairs to
hold their conversation in front of the class. After each
1 Students describe the two photos. Write key words on conversation, encourage the rest of the class to say
the board. which points they agree or disagree with and why.
Answers Answers
Students’ own answers Students’ own answers
2 Read the instructions and play the recording. Students
30
listen and say what the friends agree about. Check COOLER
answers. Ask students how many of the compound nouns from
Vocabulary, page 38, they remember. Write the first letter
Answers
and dashes showing the number of letters of some new
In the city, there are too many cars and there’s a lot of nouns which are all connected with city and country life.
rubbish.
In small groups, they have to guess the words. If they
3 Write agreeing and disagreeing on the board. Ask cannot guess, add some more letters to help them or play
30
students to make a list of any phrases they know for ‘Hangman’. Suggested compounds: health centre, post
agreeing and disagreeing, for example I think. Take office, police station, post office, public library, shopping
feedback from the class and write the phrases under mall, swimming pool.
the headings. Students look at the Prepare to speak box
and compare the phrases to the ideas on the board.

74 UNIT 6
CULTURE
Learning Objectives WARMER
• The students learn about the history, people and famous In pairs or small groups, students write a list of cities
sights of New York City.
in the USA. Set a time limit and then ask each group to
name a city. The group with the highest number of cities
• In the project stage, they write a report about a visit to a
is the winner. Ask the groups if they know any facts about
famous city and present it to the class.
each place, for example ‘San Francisco’ – the Golden Gate
Bridge, ‘Atlanta’ – 1996 Olympics, ‘New York’ – the Statue
of Liberty, ‘Los Angeles’ – the home of Hollywood, etc.
Vocabulary
neighbourhoods nickname population skyscrapers subway
1 Read the questions and find out which cities students
varied
have visited. In their groups, they share ideas about what
people can see and do in New York City. Monitor and
help with vocabulary as necessary. Invite students to
Resources share their ideas with the class and write key words on
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: New York City the board but do not give any feedback at this stage. Ask
them to describe the photos of New York on page 40.

BACKGROUND INFORMATION Answers

New York City was founded in 1624 by the Dutch, but the Students’ own answers
English seized it in 1664 and changed the city’s name from
New Amsterdam to New York. It is often considered to be
2 Students read the questions. Set a time limit of two
minutes for them to do the quiz and compare ideas with
the cultural, financial and media capital of the world. The
a partner. Do not confirm correct answers at this stage.
Metropolitan Opera House and Broadway, which is made
up of over 40 theatres, are both located in Manhattan. Answers
The New York Stock Exchange, the world’s largest stock Students’ own answers
exchange, is on Wall Street in Lower Manhattan. Two of
America’s most influential newspapers and four major 3 Students read the text and check their answers to the
television channels are based in the city. It is also the quiz. Ask them to find the answers in the text and read
home to the headquarters of the United Nations. them out.
New York has many famous sports teams including the Answers
New York Yankees and New York Mets baseball teams, and
1B 2A 3C 4C 5C
the Brooklyn Nets and New York Knicks basketball teams.
The city attracts millions of tourists each year. Apart from
the major tourist destinations mentioned in this unit,
there are famous events such as Macy’s Thanksgiving Day
Parade and the St. Patrick’s Day parade.

NEW YORK CITY 77

 4 Read the instructions and the questions. Students with the class and ask students to correct the false
identify the key words in each question. They read the sentences. Ask them what JFK and MoMA stand for (John
text again to find the answers. They compare answers Fitzgerald Kennedy, Museum of Modern Art).
with a partner before checking them with the class. Ask
Answers
students what they have learned about New York and
what they found most interesting or surprising. 1 false (They went on Saturday morning.)
2 true
Answers 3 false (She visited Times Square on Saturday evening.)
4 true
1 It was about 25% of the population.
5 true
2 Manhattan, The Bronx, Queens, Brooklyn and Staten Island
6 false (She had lunch in Chinatown.)
3 541 metres
4 SoHo, in the south of Manhattan AUDIOSCRIPT TB PAGE 266
5 Take a short walk over Brooklyn Bridge.
6 To escape the stress of city life by relaxing on the beach or
having fun at Luna Park theme park
9 Write in, on and at on the board. Call out some time
expressions and ask students to choose the correct
The Reading text is recorded for students to listen, read preposition. Put students in pairs to read the phrases in
31
and check their answers. the Useful language box. Tell them to change the words
in brackets and use their own ideas instead, for example
MIXED ABILITY what they did in their home town last weekend. Monitor
To help weaker students locate the information in the and help as necessary. Students give their own answers.
texts, ask them to predict which section of the text will
give them the answer to each question: History or New PROJECT A report about a famous city
York life. Read the instructions and the questions. Check
understanding. Tell students that they are going to make
a report about their visit to a famous city. First, they think
FAST FINISHERS of a city they have visited either in their own country or
Challenge fast finishers to write two more questions for abroad. Then they should write answers to the questions.
the rest of the class to answer. Tell them to add their own ideas, too. In pairs, they share
their ideas with a partner and make suggestions about
5 Students find the highlighted words in the text. In order each other’s ideas. Monitor and help as necessary. Ask
to match them to their meanings they should look at the the class to think about how they will introduce their
context, focusing on the sentences immediately before presentation, for example I’m going to talk about London,
or after the highlighted words. Check the answers with which I visited last summer. I’m going to talk about the
the class and check any other new words or phrases in history of London, the places I visited and the things I did.
the text. Ask students if they or anyone in their family has Students write their reports, including phrases from
a nickname. the Useful language box. Remind them to use some
interesting adjectives, too, and to say what they liked
Answers best about the city. Put students in pairs and tell them
1 skyscrapers 2 nickname 3 varied 4 population 5 subway to exchange reports and read their partner’s report.
6 neighbourhoods Encourage them to give feedback on each other’s work.
6 Students describe the photos and, if they can, identify Ask for volunteers to read their reports to the class. Ask
them (the Empire State building, the Yankee baseball students which city they would most like to visit and why.
stadium, the Statue of Liberty, the amusement park on
Coney Island, Times Square). In pairs, they say which
places they would like to visit and why. Students give PROJECT EXTENSION
their own answers. Tell students they are going to write a tourist brochure for
their hometown or, if they live in the country, the nearest
7 Tell students that they are going to listen to a
32 town or city. Tell them to use the text about New York as
conversation between Fiona and her friend Dan and
a guide and to write about the geography and history of
tick all the places Fiona and Dan mention. Ask different
the town as well as interesting sights and places to visit.
students to read out each of the places on the list. Tell
If they have internet access, they could do some research
students the answers are not in the same order as the
online. They could also include pictures in their brochure.
list. Play the recording. Students compare answers with
Display the finished brochures in the classroom.
a partner. Check answers with the class. Ask students
if anywhere that is not on the list was mentioned (Fifth
Avenue, Brooklyn, the Museum of Chinese in America, CULTURE VIDEO: New York City
05
Liberty Island, Hard Rock Café). When students have completed the lesson, they can watch
the video and complete the worksheet.
Answers
Places mentioned: 1, 3, 4, 6, 8, 9, 10 (not in that order) COOLER
8 Students read the sentences. Ask them to identify Ask students to write three questions about New York,
32
the key words, particularly time expressions, and taken from the text on page 40. Elicit some question
check understanding. Put students into pairs. Play the words and write them on the board. With books closed,
recording and give them time to compare their answers. students ask and answer their questions in small groups.
If necessary, play it a second time. Check the answers

78 CULTURE
 7 GETTING ON

Exercise 1 and identify which four verbs are used (be,

Unit Overview do, have and make). Ask them to decide on the correct
TOPIC Relationships option in each sentence and compare ideas with a
VOCABULARY be, do, have and make partner. Play the recording again for them to check their
READING Troublespot: don’t get angry – get advice answers.
GRAMMAR have to and must; should
Answers
VOCABULARY Phrasal verbs: relationships
1 makes 2 having 3 had 4 I’m 5 Are you 6 do 7 have
WRITING An informal email (2)
8 do 9 is 10 make 11 isn’t 12 have

AUDIOSCRIPT TB PAGE 266

Resources
GRAMMAR REFERENCE AND PRACTICE: SB page 144; TB page 245
3 Students look at the example in the table and complete
the table with phrases from the sentences in Exercise
WORKBOOK: pages 28–31
2. Write the verbs on the board as headings and invite
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 7;
different students to come and write the phrases in the
Vocabulary worksheet Unit 7
correct column. Ask for more examples for each verb and
TEST GENERATOR: Unit test 7; Term test 1
add their suggestions to the list, for example be hungry,
do homework, have a good time, make the bed. Note that
we can also say be angry.
WARMER
Refer to the unit title and check understanding. Give some Answers
example sentences, for example I get on really well with be: be annoyed, be on your own, be wrong, be someone’s
my best friend. I don’t get on well with my little sister. Write fault
Relationships on the board and check understanding (the do: do something, do someone a favour
way two people or groups feel and behave towards each have: have problems, have an argument, have fun, have
other). Discuss different kinds of relationships that people something in common
make: make someone angry, make friends
have, for example with friends, family and teachers. Ask
students who they get on well with. 4 Students read the sentences. Check understanding of
any new vocabulary. They complete the sentences in
pairs, using the examples in Exercise 2 to help them.
ABOUT YOU Remind them to use the correct tense of the verbs
Ask students what type of everyday problems they have (present simple, present continuous or past simple) and
with friends, family and teachers, for example being untidy, think about whether they are positive or negative. Check
coming home late, doing homework, arguing with friends answers with the class.
or family members, sharing possessions, etc. Students
read the first set of questions and discuss them in pairs. Answers
Hold a brief class discussion about whether students 1 is 2 do 3 make 4 wasn’t 5 are having 6 do 7 was
prefer to talk to friends or family and why. Ask them if 8 having 9 had 10 don’t have 11 makes 12 is
they talk to different people about different problems. In
5 Read the questions and check understanding. Ask
pairs, students discuss the question about whether family
students for examples of what makes them angry. Put
members can also be friends. Invite feedback and write key
students into small groups to discuss the questions and
words on the board.
encourage them to answer in full sentences using the
expressions in Exercise 2, and to provide reasons for their
VOCABULARY be, do, have and make answers. Monitor and join in with the discussions. Invite
feedback from the class.
1 Students describe the four photos and read the two
33
sentences. Explain that the first conversation is between Answers
Megan and Zac and the second one is between Rachel Students’ own answers
and Thomas. Play the recording for students to complete
the sentences and ask them to compare answers with a
partner. Check answers with the class.
Answers
1 Megan 2 Thomas

2 Students read the sentences from the conversations in

33

GETTING ON 81
 5 Point to each of the highlighted words in the text and
READING ask students to say what parts of speech they are
(behave, trust, apologise and lock are verbs; fair is an
BACKGROUND INFORMATION adjective; password is a noun). Ask students to look at
In a recent survey parents were asked to rate the biggest the meanings and work in pairs to match each word to
problems for adolescent children. Nearly 60% said its definition. Check answers by reading the definitions
excessive screen time was a major problem. They also and encouraging students to call out the correct words.
identified stress and anxiety related to modern lifestyles Check understanding of any other new words in the text.
and the unreal expectations parents may have about their These may include credit (money on your phone), hang
children, particularly concerning performance at school. out (spend a lot of time in a particular place or with a
Other concerns included a lack of physical activity, particular group of people), fall out with (argue with, stop
internet safety, an unhealthy diet and bullying. being friends with) and sensible (behaving in a responsible
way).
1 Books closed. Ask students to tell their partner what Answers
kinds of things annoy them or cause them problems. Ask 1 password
them where people can get advice if they don’t want to 2 lock
speak to someone they know, for example an internet 3 apologise
forum. Books open. Tell students to look at the title of 4 fair
the internet forum and ask what they think it is about. 5 behave (behave themselves in the text)
6 trust
Ask them for a synonym for trouble /ˈtrʌbl/ (problems,
difficulties or worries). Set a short time limit for students
to read the three problems and answer the question. Ask FAST FINISHERS
them which family members Dylan and Alex are having Ask fast finishers to choose four words from Exercise 5
problems with (little brother, parents). and write sentences using them. They replace the word
with a space. Their partner reads the sentences and
Answer guesses the words. In whole-class feedback, they can test
Kaitlin the other students.
2 Ask students to read the text again carefully and to fill
in the missing names in the sentences. Remind them TALKING POINTS
not to worry about any words they don’t know at this
point. Students complete the exercise individually and Read the first question and put students into groups to
then compare answers with a partner. Check answers. discuss them. Ask if they use any forums, which ones they
Ask students to justify their answers with evidence from use and if they get good advice. Tell them to think about
the text. Ask them to tell you, for example, what Alex’s the points in favour of and against internet forums. For
mistake was and whose decision he doesn’t agree with, example, for: there is a lot of advice from different people
etc. who have had similar experiences; against: the people who
offer advice are not experts and may not know the best
Answers way to deal with the situation. Tell each group to nominate
1 Alex 2 Kaitlin 3 Dylan 4 Kaitlin 5 Alex 6 Dylan a spokesperson to share the group’s opinion with the class.
Take a class vote on whether internet forums are a good
3 Tell students to read the advice in the What you think … place to get advice or not. Discuss the second question as a
box and match two pieces of advice to each problem. whole class.
Invite different pairs to say what they think. Ask which
verb is often used to give advice (should). COOLER
Answers On the board draw a small circle, a key, a small box and
a dot. Tell students to draw some pictures very quickly,
Kaitlin: A and F
using one of the symbols as a basis for each drawing.
Dylan: B and E
Alex: C and D Underneath each picture they should write one or two
adjectives. The interpretations are how they see different
The Reading text is recorded for students to listen, read aspects of themselves. The first picture represents
34
and check their answers. themselves, the second is their friends, the third is their
4 In pairs, students read the three problems again and family and the fourth is their future. Students share their
decide what advice they would give to each person and pictures with a partner and the class.
why. Ask for their opinion of the advice given in the box.
Review their ideas as a class.
Answers
Students’ own answers

MIXED ABILITY
Tell weaker students to give advice to just Alex about how
to deal with his parents and his friends. Stronger students
can give advice to all three teenagers.

82 UNIT 7
 5 Students read the sentences, paying careful attention
GRAMMAR have to and must to the meaning. They correct the mistakes and compare
answers with a partner. Check answers with the class.
WARMER Answers
Tell students about the rules of your job, for example
1 We wanted to chat, but we had to go to school.
‘I don’t have to wear a uniform but I must wear smart 2 I’m sorry we had to ask you.
clothes. I have to speak English at work. I mustn’t be late’. 3 In my opinion, all schools have to / should have a school
Include one example each of have to, must, don’t have uniform.
to and mustn’t. Write the sentences on the board. Ask 4 Studying is great, but you shouldn’t sit down all day.
different students to come and underline the verbs. 5 I don’t have to go to bed early at weekends.

GRAMMAR WORKSHEET UNIT 7

1 Tell students to read the examples, adapted from the
Reading on page 43. In pairs, they complete the rules.
Invite different students to read out the completed rules. VOCABULARY Phrasal verbs: relationships
Ask them to match the sentences on the board to the
rules. Point out that must does not have a past form. 1 In pairs, students read the sentences and try to work out
the meanings of the verbs in blue. Remind them that
Answers
they saw hang out and fall out in the Reading on page 43.
a must Do not feed back at this stage, but ask what they notice
b mustn’t
c didn’t have to
about the words (they have two parts). In their pairs,
d had to students read the definitions and match them to the
phrasal verbs. Check answers and check irregular past
2 Read the example sentences and ask for more examples, tenses: come–came, fall–fell, get–got, hang–hung, make–
such as I have to do homework. Read the sentence made, split–split.
beginnings and ask students to match them to the rules
in Exercise 1 (1 c, 2 b, 3 a, 4 b, 5 d, 6 c). In pairs they write Answers
two sentences for each idea. Invite different students to 1b 2a 3g 4h 5d 6e 7f 8c
read out their sentences. Ask the class to decide whether
2 In pairs, students complete the sentences using the
they have chosen the correct verbs.
phrasal verbs from Exercise 1. They can only use each
Possible answers verb once. Invite different students to read out the
1 At school, I don’t have to stay for lunch. sentences.
2 I mustn’t run in the corridors.
Answers
3 At home, I must help my parents.
4 I mustn’t be rude to my brother. 1 get on, make up 2 hang out 3 split up 4 look after
5 When I was younger I had to keep my toys tidy. 5 get together, come round 6 fall out
6 I didn’t have to make my bed.
3 Check understanding. Each student writes down their
answers to the questions. In pairs students ask each
FAST FINISHERS other Yes/No questions to find out the answers, for
Tell fast finishers to write an extra sentence for each idea. example Do you get on with your sister? Do you hang out
at the park? Ask students to tell the class about their
partner.
should
Answers
3 Ask students what word was used in the box on page Students’ own answers
43 to give advice (should). Students read the three
examples. Complete the rules as a class. Ask for an 4 Divide the class in half, A and B. Put A students in pairs
example of giving advice using shouldn’t, such as You and tell them to turn to page 121. Group B students work
shouldn’t eat too much sugar. in pairs, too, and turn to page 126. Each pair is going to
read five sentences which are not in order and which
Answers contain parts of the phrasal verbs from Exercise 1. Tell
a should b shouldn’t c should them to read their sentences and decide which word
or words could go immediately before or after each
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 245
sentence. Then put each A pair with a B pair to put the
4 Read out the first sentence and invite students to offer story in the correct order. The A pairs start the story with
advice, using should and shouldn’t. Students complete sentence b, which begins Once upon a time. Each pair
the exercise in pairs. Invite different pairs to read out the can only see their own sentences. Volunteers read out
sentences and the advice they gave. their sentences and ask if the class agrees. Together, the
groups decide on an ending for the story.
Possible answers
Answers
1 You should always keep it in the same place.
2 You should join a club and be friendly. 1 b, g, c, h, d, i, a, j, e, f
3 You shouldn’t get angry. You should try to stay calm. 2 Students’ own answers
4 You should try to explain your point of view.
5 You should explain why you’re annoyed. VOCABULARY WORKSHEET UNIT 7

GETTING ON 85
 Answers
WRITING An informal email (2)
He asks four questions, including How are you?
1 Ask students how they communicate with friends or
6 Tell students to write their own reply to Sam. Remind
family in other countries, for example send postcards,
them to answer all of Sam’s questions and to use the
letters or emails, phone or use Skype or Facetime,
tips from the Prepare to write box, including each of the
chat online, etc. Tell them that they are going to write
three phrases for giving advice. They should write about
an informal email to a friend. They read Ana’s email
100 words.
and answer the questions. Check answers. Check
understanding of look forward to and remind students Monitor and help as necessary. Then ask students
that it is followed by a noun or a verb in the -ing form. to work in pairs to check each other’s spelling and
grammar. Invite different students to read out their
Answers replies.
Ana lives in Spain.
Nicole lives in England. MIXED ABILITY
Weaker students should concentrate on using the phrases
2 Ask students to look at the notes Nicole wrote next
in the Prepare to write box but give them a lower word
to Ana’s email and ask what kind of information they
count of 60–70 words.
think Nicole will give in her reply, for example what the
weather’s like in England, what Ana needs to bring.
Students complete the exercise and compare their ideas Model answer
with a partner. Check answers with the class. Hi Sam,
I’m fine, thanks. How are you? It’s great that you’re coming to
Answers visit Italy. It’s warm here in July, so you should bring summer
1 Me too! – I’m really looking forward to your visit too! clothes. Remember to bring your swimming things, because
2 Explain – February is the coldest month here in the UK! our school’s got a swimming pool. It’s a good idea to bring
3 Suggest – Remember to pack a hat, gloves and your a jacket, too, because sometimes it rains and it’s cool in the
warmest coat. You should also bring some money for evenings.
shopping and going out. You should also bring some money. We can go shopping and
4 Tell Ana – You don’t have to do homework, but during the go to the cinema.
trip it’s a good idea to make a note of things to tell your Thanks for offering to bring a gift for my family! How about
classmates in Spain. some English sweets or biscuits? We love things like that!
I can’t wait to see you again.
3 Read the points in the Prepare to write box and ask Francesca
students to find the phrases in Nicole’s email. They
compare answers with a partner before checking as a
COOLER
class. Ask how Nicole starts and ends her email (Hi Ana,
Bye for now!). Practise the phrasal verbs from page 44 (hang out, get
on, get together, fall out, come round, look after, make up,
Answers split up). Say one of the verbs for students to call out the
Remember to … preposition to complete the phrasal verb. Then read out
You should … the definitions from Exercise 1 on page 44 in a random
it’s a good idea to … order for students to call out the correct phrasal verb.
4 Set a short time limit for students to complete the
sentences and compare answers with a partner. Check
answers.
Answers
1 a good idea
2 remember to
3 to hear from you
4 wait to see you again
5 should

5 Tell students that Sam is coming to visit them. Ask them

to read Sam’s email and find the questions. Divide the
class into small groups and assign each one a question
from the email: What’s the weather like at this time of year
in your country? What should I bring with me? What (gift)
would your family like? Ask them to brainstorm ideas.
Then form new groups of three, including a student who
discussed each question. They tell the rest of their group
what they discussed. Invite feedback from each group
and write ideas on the board. Put students into pairs to
plan the advice that they will give to Sam for each topic.

86 UNIT 7
8 GOING AWAY

what the next step is. They continue in pairs, using the
Unit Overview photos to help them. Remind them to use the words in
TOPIC Travel Exercise 1. Monitor and help as necessary. Invite different
VOCABULARY International travel students to say what happens next and nominate others
READING We’re off to Tokyo to continue but do not give any feedback at this stage.
GRAMMAR Future: be going to and present continuous 3 Explain to students that they are going to listen to
35
VOCABULARY Phrasal verbs: travel instructions about what to do at an international airport.
LISTENING A talk about a travel writing competition They should listen and find out if their answers to
SPEAKING Making suggestions Exercise 2 are in the correct order. Play the recording and
let students check their answers. Check answers with the
class.
Resources Answers
GRAMMAR REFERENCE AND PRACTICE: SB page 145; TB page 245 The order is:
WORKBOOK: pages 32–35 1 top right – You go to the check-in desk and get your
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 8; boarding pass.
Vocabulary worksheet Unit 8 2 top centre – You go through the security check.
3 bottom left – You go to the departure gate.
TEST GENERATOR: Unit test 8
4 middle left – You arrive and go through passport control.
5 top left – You go to the baggage hall and collect your
baggage.
WARMER 6 bottom middle – You go through customs.
Write Going away on the board and brainstorm reasons 7 bottom right – You walk out into Arrivals.
why people travel, for example to visit friends and family,
go on business and go on holiday. Ask students to say AUDIOSCRIPT TB PAGES 267–268
which is their favourite holiday destination and why. Write
4 Put students into pairs to complete the exercise. Ask
key words on the board.
individual students to read out their sentences and ask
the class if the answers are correct.
ABOUT YOU Answers
Discuss the first question as a class to find out which 1 passport
families have travelled abroad and where they went. Put 2 queue
students into small groups to discuss the second question 3 signs, boarding pass / passport, passport / boarding pass
before discussing it as a class. Find out which country is 4 baggage
the most popular, and nominate individuals to explain
5 Put students into pairs and read out the questions.
why. Ask students whether they enjoy travelling, either
Suggest that students write definitions for the words in
abroad or in their own country, and why / why not.
question 1. In question 2, they should think about the
purpose of the checks and when they take place. For
VOCABULARY International travel question 3, they should think about the best and worst
things for people travelling by plane and also for the
1 In pairs, students look at the words in the box and environment.
discuss the meanings. After a few minutes, check
understanding and drill pronunciation, paying attention Answers
to baggage /ˈbæɡɪdʒ/, boarding /ˈbɔːdɪŋ/, customs 1 You buy a ticket in a travel agent’s or online. This covers a
/ˈkʌstəmz/, departure /dɪˈpɑːtʃə/, queue /kjuː/, security whole journey of one, two or more flights. The boarding
/sɪˈkjʊərəti/ and sign /saɪn/. Tell students to look at the pass is your seating ticket for an individual flight.
photos and find the airport words. Invite different 2 The security check is to stop people taking anything
dangerous onto a plane before a flight. The customs
students to use the words to describe each photo. In check happens after a flight. Customs officers check that
pairs, students match the words in the box with the you have paid tax on things that you are bringing into the
photos. Check answers with the class. country. They are also looking for anything that’s illegal.
3 Students’ own answers
Answers
A baggage hall B baggage C security check D check-in desk
E boarding pass F passport control G passport H queue
I departure gate J customs K sign

2 Read out the example sentence and ask students to say

GOING AWAY 89
 The Reading text is recorded for students to listen, read
READING 36
and check their answers.

BACKGROUND INFORMATION MIXED ABILITY

Roppongi is a wealthy district in the centre of Tokyo. Advise weaker students to read each paragraph and
The nightlife is popular with both locals and foreigners. check all four options carefully to work out which ones
Internet cafés in Japan provide more than just internet are incorrect and why. Then they should check that the
service. They’re also stocked with manga comics and remaining option is the correct one.
magazines. However, internet café customers in Tokyo
aren’t only there for the online access or the comics, but
because a night in an internet cafe is cheaper than getting
FAST FINISHERS
a room at a regular hotel or taking a taxi home after the Ask fast finishers to write definitions for trendy, character
trains stop running. Harajuku is known internationally as (both in paragraph 3), block and kitten (both in paragraph
a centre of Japanese youth culture and fashion. Shopping 4). They read out the definition and paragraph number
and dining options include many small, youth-oriented, and the rest of the class find the correct word.
independent boutiques and cafés, but the neighbourhood
also has many larger international chain stores and luxury
shops.
TALKING POINTS
Put students into small groups to discuss the questions
about Tokyo. Monitor and help as necessary before inviting
1 Ask students what they know about Tokyo and find out
feedback as a class. Write key words on the board. Discuss
if anyone has been there. Read the question. Students
the question about sightseeing in your country as a class.
read Olivia’s blog entry and compare their answer with
Make a list of interesting places on the board and have a
a partner. Check the answers. Check understanding of
class vote on the best places to visit.
sightseeing (visiting places that are interesting because
they are historical, famous, etc.). Ask them if Olivia wants COOLER
to look around the shops. Ask students if they have any
Ask students to call out a list of things they need to take
other suggestions of things to do in Tokyo.
with them for a beach holiday. Accept all reasonable
Answers suggestions. Write the items on the board. Then divide
sightseeing, visit a cat café, try gaming the class into small groups of three to make a list of things
of the ten most important items. They can add anything
2 Ask students to look at the headings, photos and labels that is not on the list. Ask the groups to share their lists
in the online guide, and find out how much they know and see if they agree.
about Japanese food, manga comics and anime. Tell
them they will find out more when they read the guide.
Read out the question and set a short time limit for
students to find the answers.
Answers
paragraphs 2 and 4

3 Explain to students that they are going to read the

guide in more detail this time. Tell them to look at each
question and predict the paragraph where they will find
the answer. Explain that it is not essential to understand
every word but they should try to work out the meaning
of new words from the context. Monitor and help as
necessary and tell students to compare answers with
a partner. Check answers as a class and ask students
to explain how they chose the correct option in each
question. Check any new vocabulary (for example,
hedgehog).
Answers
1C 2A 3D 4B 5C

90 UNIT 8
 Future: be going to and present Answers
GRAMMAR continuous 1 I’m getting the bus at 6.45 pm.
2 I’m going to cycle to your house next time.
WARMER 3 They aren’t going to buy a new TV.
Draw an open double page of a diary on the board 4 We’re walking home after school today.
5 The sky is dark and cloudy. It’s going to rain.
and write the days Monday to Sunday. Write some
6 We aren’t catching the 5.30 train tomorrow.
appointments and events in note form, for example
doctor, cinema, basketball, wedding. Explain that this is
your diary for next week and ask students what you’re FAST FINISHERS
doing on a particular day to elicit the present continuous. Ask fast finishers to write two sets of prompts as in the
exercise, one for the present continuous and one for be
going to. They exchange them with another fast finisher to
1 Tell students to read the sentences, taken from the
write the sentences using the correct tense.
Reading on page 47, and elicit the verb forms in each
one. In pairs, students complete the rules, referring back
to the example sentences for help. Ask which sentence 5 Ask two students to read the example conversation
matches each rule (1–b, 2–a, 3–c). Ask students if they aloud. Tell them to look carefully at Speaker B’s response
have definite plans for the weekend to elicit the present and elicit why the different forms are used. Students look
continuous. Ask them what they’re going to do when at the activities and make notes which are true for them.
they get home today to elicit answers with be going to. They discuss their plans with a partner. Invite pairs to
repeat their conversations for the class. Find out who has
Answers similar plans.
a present continuous
b be going to Answers
c be going to Students’ own answers

GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 245 GRAMMAR WORKSHEET UNIT 8

2 Ask students what they remember about Olivia’s blog

post on page 47. Students read the conversation and fill VOCABULARY Phrasal verbs: travel
the spaces using be going to and the verbs in brackets.
Remind them to include the correct form of be, to use 1 Remind students of the phrasal verbs about
contractions where possible and to use to before the relationships from Unit 7. In this exercise they are going
infinitive. They compare answers with a partner. Check to learn some phrasal verbs about travel. In pairs, they
answers with the class. read the sentences and choose the correct definitions.
Check answers and the past tenses of irregular verbs:
Answers
go–went, set–set, get–got, take–took. Ask students for the
1 ’re going to fly opposite of take off and check in (land, check out).
2 ’re going to have
3 are you going to do Answers
4 ’re going to visit
1b 2b 3b 4a 5a 6a 7a 8b
5 ’re going to go
6 ’m not going to walk 2 Students read the sentences. They complete the exercise,
7 ’m going to find
thinking carefully about the correct form of the phrasal
8 Are you going to try
9 ’m not going to eat verb. Invite different students to read out their sentences
and check answers as a class.
3 Read the instructions and tell students to complete
the exercise and then compare answers with a partner. Answers
Check answers with the class and ask individual students 1 set off 2 picks up 3 go away 4 looking around 5 get in
why they rejected the incorrect form. 6 get back 7 takes off 8 check in

Answers 3 Model the activity by asking a confident student the

first question. In small groups, students ask and answer
1 ’m going to
2 ’re going to the questions. Invite students to tell the class about
3 meet members of their group.
4 ’m going to work
5 come Answers
6 aren’t going Students’ own answers

4 Students read the example sentence. Check 4 Students turn to page 121 and read the instructions.
understanding of one day. They underline the time Tell them to be imaginative and to use as much travel
references in the prompts. Refer them to the rules in vocabulary as they can. Ask individual students to read
Exercise 1 as they write the sentences and then compare out their sentences.
answers with a partner. Invite different students to read
Answers
out the sentences.
Students’ own answers

VOCABULARY WORKSHEET UNIT 8

GOING AWAY 93
 LISTENING SPEAKING Making suggestions

1 Tell students to look at the photo and read the questions. 1 Ask students to read the two questions and ask why the
Accept any reasonable suggestions and ask them if they tenses are different (present simple for regular activities,
would enjoy this activity. present continuous for definite plans). In pairs, students
discuss the two questions. Invite different students to tell
Answers the class about their partner.
Students’ own answers
Answers
2 Tell students they are going to hear some information Students’ own answers
about a travel competition. First, they are going to
complete some notes to help them. Ask students to read 2 Tell students that they are going to listen to a
38
the notes and think about what kind of information conversation between two friends who are planning
could go in each space. Invite different students to share what to do at the weekend. Ask them to predict what
their ideas. activities they might talk about. Play the recording for
students to listen and check their ideas.
MIXED ABILITY
Answers
Put weaker students with stronger students who can help
them with their note-taking. They decide to visit the National Football Museum.

3 Books closed. Brainstorm a list of phrases which could be

38
Answers used to make suggestions and write them on the board.
1 a place name
Then ask students to read the phrases in the Prepare to
2 a period of time speak box and compare them to their own ideas. Play the
3 something of interest when you travel recording for students to make a note of the phrases they
4 a number hear. They compare their answers to the phrases in the
5 a month box and say which one they didn’t hear.
6 personal information, for example a phone number, a
photo, an address Answers
… might be a better idea.
3 Tell students they are going to complete a competition
37
entry. They are going to hear a teacher telling his AUDIOSCRIPT TB PAGE 267
students about the competition. Tell them to listen
carefully because they will hear more than one possible 4 Put students in new pairs and set a short time limit for
answer for each of the spaces. For example, more than them to choose three activities to talk about. Check
one country is mentioned but only one is the destination understanding of the activities in the box and explain
of the trip. Play the recording. Students complete the that they can use these ideas or their own ideas. Monitor
notes and compare answers with a partner. and help as necessary.
4 Play the recording again for students to check their Answers
37
answers. Invite different students to read out the notes.
Students’ own answers
If necessary, play the recording a third time pausing
after each answer and asking students to identify the 5 Monitor as students discuss the ideas, giving positive
distractors. For example, in the first space, the other feedback when they use phrases from the Prepare to
countries which are mentioned (Cambodia, Peru and speak box. Ask different pairs what they have decided
South Africa) have been destinations in the past. Ask the to do, and encourage them to give further information
class whether they would like to enter the competition using be going to or the present continuous, for example
and to say why or why not. We’re visiting a cool museum on Saturday. We’re going to
eat lunch in a cafe, too. Ask some of them to repeat their
Answers
conversation in front of the class.
1 Canada
2 weeks Answers
3 (the) culture
Students’ own answers
4 1,500
5 February
6 email address COOLER
Describe an activity from Exercise 4, for example ‘I’m
AUDIOSCRIPT TB PAGE 267
feeling quite hot and I’m having a delicious ice cream.
Where am I?’ (the beach). Whoever answers correctly
takes a turn to describe where they are using the present
continuous for the rest of the class to guess. Try to ensure
as many students as possible take a turn at describing
where they are.

94 UNIT 8
LIFE SKILLS
1 Read the questions, check understanding of upset (the
Learning Objectives state of being unhappy, annoyed or worried), and explain
• The students learn about ways of dealing with conflicts. that get along well means the same as get on well.
• In the project stage, they write and act out a dialogue about Students discuss them in pairs and then report back to
resolving a conflict. the class. Write key words on the board.
Answers
Vocabulary Students’ own answers

admit body language disagreement interrupting scream 2 Students read the title of the text and read the
solve introduction. They look at the four headings before
reading the text quickly and matching them to the four
tips with missing headings. Tell them not to worry about
BACKGROUND INFORMATION any new vocabulary at this point. They compare answers
It can help to know the origin of a conflict when deciding with a partner. Check answers with the class and ask
how best to deal with it. According to experts, conflict students to give reasons for their answers. Ask them
arises from three main sources: limited resources such as to describe what is happening in the photos (two girls
time, money and property; unlimited basic needs such appear to be in the middle of a disagreement; two boys,
as belonging, power, freedom and fun; different values one is speaking and the other is listening, so maybe they
such as beliefs, priorities and principles. Equally, there are trying to deal with a conflict).
are three basic responses. One response involves either
denying the existence of a conflict or simply giving in. Answers
The opposite response is to resort to verbal or physical A7 B3 C1 D5
aggression. While these may be natural reactions,
The Reading text is recorded for students to listen, read
they are unlikely to lead to a satisfactory outcome. A 39
and check their answers.
potentially more successful approach involves listening,
understanding, respecting and resolving, as discussed TEACHING NOTES FOR STUDENT’S BOOK PAGE 51
in the Reading text in this unit. Many of these ideas, 3 Students read the sentences and underline the key
known as choice theory, were developed by the American words. They read the text more carefully to identify the
psychiatrist William Glasser (1925–2013). similar ideas. Monitor and help as necessary. Check
answers as a class.

WARMER Answers
Revise vocabulary, including phrasal verbs, from Unit 7. 1 Remember that even the best people make mistakes and
nobody is perfect. (Tip 4)
Suggested words: annoyed, apologise, fault, trust (verb);
2 After you’ve had a serious argument, it’s good to relax and
suggested phrasal verbs: fall out, get on, make up, split cool down. (Tip 6)
up. Divide the words and phrasal verbs into two groups, 3 When we’re angry, we might say or even scream things that
A and B, and write them on the board. Divide the class in aren’t kind. (Tip 1)
half and assign them one list each. In pairs, students write 4 (After all,) we don’t want to repeat the same mistakes
four sentences, each one using a word in their list. Bring again! (Tip 7)
the class together and ask for volunteers to read out their 5 Try to imagine how your friend is probably feeling at that
moment. (Tip 2)
sentences.
6 You can get help from another friend or an adult if that’s
helpful. (Tip 5)
LIFE SKILLS
Dealing with conflict
MIXED ABILITY
Put students into mixed ability pairs to look at the
Students read the text. Check understanding of deal with
heading of each tip, 1–7, and predict where they might
(take action in order to achieve something or find the answer
find similar ideas to the sentences in the exercise.
to a problem) and solve (find the answer to a problem).
Ask students if they agree and what might happen if two
people or groups don’t solve the problems they have with
each other.

DEALING WITH CONFLICT 97

 4 Students read the six options and match them to the Answers
highlighted words in the text. They should look at the 1 half past five
context, including the sentences immediately before or 2 her sister
after the highlighted words. Ask for volunteers to read 3 thirty minutes ago / five o’clock
out the definitions and give the correct answer. 4 She listens to music or chats on her phone and forgets
about the time.
Answers 5 Michael suggests sending Amy a text to remind her, and
1 admit 2 interrupting 3 solve 4 disagreement 5 scream she offers to set an alarm on her phone and to call Michael
6 body language if she is going to be late.
6 He wants to go for a walk and go to a comic shop.
FAST FINISHERS AUDIOSCRIPT TB PAGE 267
Ask fast finishers to choose three words from the
following list and write a definition for each one: forgive 8 Put students into pairs to read the words in the box and
(stop feeling angry with someone for something they have to complete the sentences in the Useful language box.
done), chance (opportunity), cool down (become calm), Check the answers with the class and put students into
ignore (give no attention to someone or something), keep pairs to practise saying the sentences with appropriate
cool (stay calm), walk away (stop taking part in a difficult intonation.
situation).
Answers
1 always 2 tired 3 Why 4 about 5 fault 6 idea
5 In small groups, students discuss the questions. Monitor
and help as necessary. As a class, discuss which conflicts
are the most frequent, for example arguing about PROJECT Resolving a conflict
borrowing and lending possessions or about not being Tell students that they are going write a dialogue about
reliable. Compare different ways to deal with a particular resolving a conflict. Ask them to choose a situation and
conflict, such as reacting aggressively as opposed to imagine that two of their friends are having an argument
listening and being sensitive to each other’s needs. about it. They are going to discuss the situation and think
Students give their opinions about the tips in the text. about how they can help their friends to deal with the
Ask them which they think are most useful and if they problem in the best way. Then they are going to write
can think of any other ways of dealing with conflict. a conversation and act it out in pairs. First, they read
the questions and discuss their ideas. Tell them it’s a
Answers good idea to make notes of their ideas. They write their
Students’ own answers conversation and act it out. Remind them to use the
vocabulary from the Reading text and the Useful language
6 Students read the questions, look at the photo of Michael box. Monitor and help as necessary. Ask different pairs to
40
and suggest why he could be upset. Remind them of the
act out their conversation for the class. While they listen,
tips in the Reading text. Play the recording. Students
the class should decide on which suggestions are the
compare ideas with a partner.
most helpful. Depending on the time available, they could
Answers repeat this with another situation.
Michael is upset with Amy because she is late, and she is
often late.
Yes, they use some of the suggestions. They both make an PROJECT EXTENSION
effort to calm down. Michael is honest about his feelings. In small groups, students make a poster with their
They try to laugh about it and they make suggestions for how top tips for resolving conflicts. Encourage them to use
to improve the situation in the future, and they go for a walk. pictures and graphics to make their posters attractive.
7 Students read the questions and, in pairs, write down Display them in the classroom and have a vote on the
40
any information they can remember. Play the recording best poster.
again so they can check what they have written and add
any extra information. Check answers with the class.
Play the recording again, if necessary. Point out how
COOLER
important tone of voice is. Apart from the words Michael Have a brief discussion about the importance of non-
and Amy use, we can learn a lot about how they feel verbal language, such as body language and facial
from the way they sound. Play the first two lines of the expressions, to show our feelings. Explain that students
conversation and elicit how Michael is feeling (annoyed, are going to use body language to express how they
impatient) and how Amy sounds (in a hurry, out of are feeling, and give them an example yourself. The
breath). Continue in the same way. Divide the class into class guesses how you are feeling. Ask for volunteers to
two groups, one group is Michael and the other is Amy. continue the activity. If they need help, write different
Students repeat the conversation line by line, copying feelings on pieces of paper, for example angry, bored,
the intonation. Then the groups exchange roles. cheerful, friendly, impatient, miserable, patient, serious,
shy, stressed, unfriendly.

98 LIFE SKILLS
REVIEW 2 UNITS 5–8
refer to international travel (1, 2, 5 and 8) and which to
Overview city life (3, 4, 6 and 7). Check answers with the class and
VOCABULARY Crimes and criminals; ourselves, yourselves, check understanding and pronunciation of vocabulary,
themselves and each other; City problems; for example baggage /ˈbægɪdʒ/, boarding /ˈbɔːdɪŋ/ and
Compounds: noun + noun; be, do, have queue /kjuː/. Ask students if they can remember any other
and make; Phrasal verbs: relationships, vocabulary connected with city life and international
International travel; Phrasal verbs: travel travel.
GRAMMAR Past simple and continuous; some/any, much/
Answers
many, a lot of, a few / a little; have to and
must; should; Future: be going to and present 1 departure gate
2 boarding pass
continuous 3 public transport
4 traffic jam
5 check-in desk
Resources 6 power cut
7 green spaces
PHOTOCOPIABLE WORKSHEETS: Grammar worksheets Units
8 baggage hall
5–8; Vocabulary worksheets Units 5–8; Review Game Units 5–8;
Literature worksheet; Speaking worksheet; Writing worksheet
FAST FINISHERS
Ask fast finishers to write definitions for two of the
WARMER following: rush hour, bus stop, passport control, customs
Anagrams. Choose some vocabulary items from Units 5–8 check. They read out their definitions and the rest of the
and write them on the board with the letters mixed up. In class guess the words.
pairs, students solve the anagrams. If they find it difficult,
underline the first letter of each word. The first pair to
solve them all is the winner. GRAMMAR
1 Write some/any, much/many, a lot of, a few / a little on
the board. Draw a table and ask students to copy and
VOCABULARY complete it with the correct quantity words.
1 Read the words in the box and check pronunciation, countable: cars uncountable: traffic
particularly burglar /ˈbɜːglə/ and vandalism /ˈvændəlɪzəm/.
Make sure students understand that the first word of positive 
each pair is the crime and the second word is the person negative –
who commits the crime. In pairs, they take turns to
question ?
describe the crimes in the box. Listen to feedback as
a class and then ask them to read and complete the Students read the sentences and decide which of the
information. The students compare answers with a nouns after each space are countable and which are
partner. Review answers with the class and ask whether uncountable. They complete the exercise and compare
any of these facts and figures surprised them. answers with a partner. Check answers with the class.
Answers Answers
1 burglary 2 burglars 3 Pickpocketing 4 Pickpockets 1B 2A 3C 4A 5C 6B 7A 8A 9A
5 Vandalism 6 vandals 7 shoplifters 8 shoplifting 9 hacker
10 hacking

2 Write be annoyed, do your homework, have problems and

make someone angry on the board. Give students a time
limit of two minutes to add more words to the list. Read
the instructions. Students complete the exercise and
compare answers with a partner. Check answers with the
class. In pairs, they discuss what things or people make
them happy.
Answers
1 a, h
2 c, g
3 d, f
4 b, e

3 Read the instructions together. In pairs, students match

the words to make compound nouns. Check answers.
Then they read and complete the definitions. Ask which

UNITS 5–8 101

 2 Ask students to describe the photo. Elicit the forms of the Answers
past simple and past continuous, including negative and 1 going to ask
question forms. Give students two minutes to check the 2 should
use of these tenses in the Grammar reference for Unit 5 3 a little
on page 142. Ask them to look at the verbs in brackets 4 saw
and give the past forms of the irregular verbs (hit–hit,
fall–fell, find–found, take–took, see–saw, stand–stood). 6 Elicit the structures students have studied in Units 5–8:
They complete the exercise and compare answers with a the past simple and continuous; the future with be going
partner. Review answers and elicit the appropriate rules to or the present continuous; words describing quantity
for use from stronger students. with countable and uncountable nouns; describing
obligation using have to, had to, must and should.
Answers Students complete the exercise in pairs. They should
1 hit 2 stopped 3 was falling 4 was working 5 found agree about the mistake and how to correct it. Check
6 was taking 7 was moving 8 saw 9 were standing answers with the class.
10 appeared
Answers
3 On the board, write have / has to, don’t have to / doesn’t 1 Last week we had to do three tests.
have to, had to, didn’t have to, must, mustn’t, should, 2 When we were travelling to Cambridge, the car broke
shouldn’t. In pairs, students use the modals to write down.
five sentences about school, for example Yesterday we 3 I think I’m going to visit your house.
didn’t have to do any homework. You should always be 4 When I was younger, I spent a lot of money on sweets.
friendly to new students. Monitor and help with ideas and 7 Explain to students that they should first read the text
vocabulary as necessary. Invite some students to read ignoring the gaps to find out what it is about. For each
out their sentences. The rest of the class say if they are gap they have to write the missing word. Look at the first
grammatically correct. Students read the instructions gap with the students. They should look at the words
and complete the exercise. They compare answers with before and after the gap and think of one word which fits
a partner. Check answers with the class and refer them the gap. Ask them if they can think of any other words
to the Grammar reference for Unit 7 on page 144, if that could fit (No). Tell them that this applies to gaps 1,
necessary. 3, 4 and 5 – only one word will fit. For gaps 2 and 6 there
Answers is a choice of two words which have similar meanings,
1 don’t have to
and both are correct. Students complete the exercise
2 I should split up and compare answers with a partner before checking
3 didn’t have to answers as a class. With the students, name the parts of
4 must (only) pick up speech used. Explain that these parts of speech are very
5 Should we come round typical of the words used in this kind of exercise.
4 Write definite plan and intention on the board. Tell Answers
students to think about what they plan to do after school 1 it (pronoun)
today. Ask volunteers to tell you and ask the class if these 2 When/Once (adverb)
are definite plans or intentions. Ask which tense we use 3 herself (reflexive pronoun)
for each and write them on the board using the correct 4 lot (noun)
tense, for example I’m meeting my friends at 6 o’clock. 5 few (determiner)
I’m going to do my homework and watch TV. Read the 6 like/as (preposition)
instructions and explain that the sentences all refer to
the future. Tell them to use contractions where possible. MIXED ABILITY
Students complete the exercise and check answers Help weaker students by pairing them with stronger
with a partner. Review answers with the class and refer students to complete the exercise.
them to the Grammar reference for Unit 8 on page 145, if
necessary.
COOLER
Answers
Ask students to think about Units 5–8. Ask, ‘Which
1 ’s going to steal activities did you enjoy? What are you good at? What
2 ’re getting
was difficult / easy for you? What are you going to do to
3 ’m going away
4 ’re going to get improve your English?’ Ask the students to think of three
5 aren’t coming round things they could do and to write down their answers.
6 are going to find out, ’s going to be / you’re going to be in Invite some students to share their answers and have a
class discussion about each question. Share ideas on how
5 Students complete the exercise individually and then they can improve their weaker areas.
compare answers with a partner. If they disagree, each
student should justify their choice by referring to the
grammar rule that should be applied. Check answers
with the class and invite stronger students to explain the
grammar rules.

102 REVIEW 2
9 SHOP TILL YOU DROP

Answers
Unit Overview
1 save up – E
TOPIC Shopping and money 2 bank account – A
VOCABULARY Money and shopping 3 price – G
READING Help! I just can’t stop shopping! 4 special offers – B
GRAMMAR Present perfect; The past participle of go: been 5 checkout – D
6 change – F
and gone
7 receipts, take something back – H
VOCABULARY Easily confused words: pay, charge, cost 8 give something away – C
WRITING A story (2)
2 Tell students that they are going to listen to Gemma and
41
Leo doing a quiz called Money Wizard or Money Waster?
Resources Ask what they think the terms mean (good with money;
bad with money) and to which category students think
GRAMMAR REFERENCE AND PRACTICE: SB page 146; TB page 245
they belong. Read the instructions and tell students
WORKBOOK: pages 36–49
to read the quiz. Check understanding of any difficult
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 9;
vocabulary, for example not care, put back, receipt. Check
Vocabulary worksheet Unit 9
pronunciation of receipts /rɪˈsiːts/. Play the recording and
TEST GENERATOR: Unit test 9 tell students to compare answers with a partner. Check
answers with the class and elicit that Gemma is good
with money, so she’s a Money Wizard. If necessary, play
WARMER
the recording again.
Put students into small groups to discuss these questions:
• Do you like going shopping? Answers
1a 2b 3a 4a 5c 6b 7b 8c
• Who do you go shopping with?
• Where do you go? AUDIOSCRIPT TB PAGES 267–268
Ask each group to nominate a spokesperson to tell the
class about their group’s shopping habits. Ask them what 3 Play a game. Divide students into groups of five. Each
they think the unit title means (shop until you are too tired student in the group copies one sentence from Exercise
to shop any longer). 3 onto a piece of paper, including the spaces. They then
write the correct answer on the back of the paper (you
will need to check that their answers are correct).
ABOUT YOU Students take turns to hold up their sentence for their
Check understanding of pocket money. Do the first group to read and say the missing words. They tell their
question as a class survey. Ask students to stand up and group whether their answers are correct.
talk to as many of their classmates as possible, asking
Answers
them the questions and making a note of their name and
answers. Put the students into groups to look at their notes 1 checkout, change
2 bank account, save up
and find the most popular jobs that are done at home for 3 special offer, price
pocket money. They stay in the groups to discuss the other 4 take, back, receipt
questions. Monitor and help as necessary. Ask groups to 5 give, away
share their answers with the class. Write key vocabulary on
the board. 4 Put students into pairs to do the quiz and find out
whether they are Money Wizards or Money Wasters.
They ask and answer the questions. Encourage them to
VOCABULARY Money and shopping provide additional information, for example what kind
of special offers they look for (clothes, games, etc.). Then
1 Put students into pairs to read the quiz questions and
they read the key on page 122 and say whether they
match the photos to the words in blue. Check answers
agree with their result and why.
and understanding. Elicit parts of speech (noun or verb).
Answers
MIXED ABILITY Students’ own answers
Put students into mixed ability pairs for this exercise and
ask stronger students to explain the meanings of each
phrase to the weaker students.

SHOP TILL YOU DROP 105

 The Reading text is recorded for students to listen, read
READING 42
and check their answers.
3 Students read the definitions 1–5 and find the
BACKGROUND INFORMATION highlighted verbs in the article. They should look
The phenomenon of shopping for pleasure came with the carefully at the context of the verbs as this will help them
emergence of a middle class in 17th- and 18th-century understand the meaning. They complete the exercise
Europe. Shops became important places for people to and compare answers with a partner. Check answers as
meet and socialise. In the late 18th century, shopping a class. Elicit the grammar of these verbs, for example
arcades opened in Britain and Europe. Stores had word order with the object: pay someone / something
glass exterior windows so people could window shop. back, run out (of something); whether followed by -ing
Department stores opened across Britain, the USA and or infinitive: regret + -ing; dependent prepositions: suffer
Europe from the mid-19th century including Harrods of (from).
London in 1834, Macy’s of New York in 1858 and Galeries
Answers
Lafayette of Paris in 1905.
1 pay back (pay them back in the text)
2 afford
1 Tell students to read the title and the introduction in 3 regret
italics. Check understanding of shopaholic (someone who 4 run out of (ran out of in the text)
is addicted to shopping). Ask them why Alison was asking 5 suffer from
for help (because she shopped too much and wanted to
stop). Students read the three statements and scan the FAST FINISHERS
article quickly to find the answer. Check the answer and Ask fast finishers to write definitions of jewellery
ask students to indicate where the statements come in (paragraph 1), research (paragraph 3) and anxious
the passage. (paragraph 4). They read them out and the class tries to
Answers find the word.
Statement 2 is not true.

2 Ask students to read the questions and options carefully TALKING POINTS
and to predict the answers before they read the article Put students into groups of four to discuss the questions.
again. Check understanding of persuade (make someone Then ask one pair from each group to move to another
agree to do something), encourage (make someone group and compare their ideas. Encourage them to use the
more likely to do something), inform (tell someone verbs in Exercise 3. Monitor and help as necessary. Hold
about something) and warn (advise someone not to do a short class discussion, inviting students to share their
something). You could write the words and definitions ideas. Write new vocabulary on the board.
in a random order on the board for students to match.
Students read the article and decide on the correct COOLER
options. Tell them to ignore the highlighted words at this Divide students into teams of three and write shopaholic
point. Students compare answers with a partner and on the board. They have five minutes to write down things
explain why they chose them. Check answers. families buy on a shopping trip, starting with each of
the letters in the word. Provide examples, such as sugar,
Answers oranges. After five minutes, ask one student from each
1 C – the article isn’t trying to encourage, persuade or warn group to write their shopping lists on the board. Award
readers. It tells the story of one person, and how she points for each answer which is correctly spelled, and
overcame her addiction.
a bonus point for each answer that no other team has
2 D – the article tells us she bought hundreds of things
online. thought of.
3 B – this paraphrases Soon after [shopaholics] buy
something, they think they’ve made a mistake and start to
feel miserable.
4 D – A is wrong because she still goes shopping, B is wrong
because it is not mentioned and C is wrong because she
asks ‘Do I need it?’ and walks away if not.
5 A – The text mentions her mum helped her to realise she
had a problem and then that her parents helped her with
her problem. She doesn’t say anything about borrowing
from friends or family. She mentions price tags but only
to explain why she bought some trainers. She talks about
being able to control herself in shops – not avoiding going
to them.

106 UNIT 9
 GRAMMAR Present perfect The past participle of go: been and gone
5 Write be and go on the board and ask students what the
WARMER past participles are. They read sentences 1 and 2 and
Play Bingo! Write a list of irregular verbs in random order match them to the meanings. Check answers. Explain
on the board. In pairs, students choose six of them and that in this context been is used as a past participle for
write them down. Call out the infinitives. If it is on a go. Ask students which preposition follows been when it
pair’s list, they write the past participle. The first pair to is used with this meaning (to).
complete all six past participles calls ‘Bingo!’. Check their
answers. If they are all correct, they are the winners. Answers
1b 2a
1 Students look at examples 1–4 and complete rules a–e GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 245
with the words in the box. Check answers and apply
the rules to the sentences. Explain that we can’t use the 6 Students complete the sentences individually and
past simple in these situations either because none of compare answers with a partner. Check answers with the
them has finished or because we don’t know when they class.
happened. Ask for the infinitive forms of been / worn
/ bought (be, wear, buy). Do not explain the difference Answers
between have gone and have been at this stage. 1 Have, been 2 has gone 3 has gone 4 have, been
5 have, been 6 has, gone
Answers
b past participle c never, past participle d ever e -ed MIXED ABILITY
2 Students read the list of past participles and say which Weaker students work in pairs. Tell them to ask
are regular (try and travel – although students do have to themselves ‘Is the person there now (use gone) or have
apply spelling rules). In pairs, students write the infinitive they come back?’ (use been). ‘Does the question mean
forms. Check answers and ask them the past simple of ever in your life?’ (use been).
choose and write.
GRAMMAR WORKSHEET UNIT 9
Answers
chosen – choose
Easily confused words: pay,
heard – hear
lent – lend
VOCABULARY charge, cost
made – make
paid – pay
1 Write pay, charge and cost on the board. Ask students
read – read if they are verbs or nouns. Elicit that they can be both.
travelled – travel Check past tenses and past participles of the verbs
tried – try and explain that pay as a noun is uncountable. Check
worn – wear pronunciation of charged /tʃɑːdʒd/ and charges /ˈtʃɑːdʒɪz/.
written – write Ask students to read the example sentences and say if
3 Students complete the sentences in pairs, paying the words are used as verbs or nouns. They do the same
attention to the use of has / hasn’t with third-person with the definitions before completing the exercise in
singular subjects. Check answers with the class. pairs. Check answers with the class.

Answers Answers
a Charge (noun) b Pay (noun) c cost of (noun) d cost (verb)
1 has won 2 have never bought 3 ’ve never used
e charge (verb) f pay (verb)
4 has never borrowed 5 ’ve visited 6 ’ve never had
7 haven’t met 8 ’ve never stolen 2 Students complete the exercise and compare answers
4 Students turn to page 122. In pairs, they write the past with a partner. Check answers with the class.
participles of the verbs in brackets. Check answers. Answers
Students read and answer the questions individually,
1 charge 2 paid 3 cost 4 pay 5 cost 6 charge
putting a tick  or a cross  in the You column. Next read
the example conversation. In their pairs, students ask 3 Students turn to page 122. Read the questions and
and answer the questions and complete the Your partner ask whether the words pay, charge and cost are used
column. Remind them to use short answers. Invite as verbs 1–3 or nouns 4–6. Check understanding and
students to tell the class about their partner. put students into pairs to complete the exercise. Invite
students to tell the class about their partner.
Answer
2 lent 3 taken 4 lost 5 received 6 regretted 7 bought Answers
8 saved Students’ own answers
Students’ own answers
VOCABULARY WORKSHEET UNIT 9

SHOP TILL YOU DROP 109

 Answers
WRITING A story (2)
In the story: then, soon, while, a few days later, A few weeks
1 Put students into pairs to think of something interesting after that
1 as soon as
that might happen on a shopping trip. Invite suggestions
2 later
from the class, but do not confirm their ideas at this 3 while
point. In pairs, students look at the photos and read the 4 suddenly
first sentence of the story. Give them a few minutes to 5 First
discuss what they think happens in the story. Invite some 6 When
pairs to share their ideas. Do not give feedback at this
stage. 6 Give students time to think of ideas and plan their story.
Remind them to think of a good beginning, middle and
Answers end to their story. Monitor and help as necessary. Ask
Students’ own answers students to compare ideas with a partner and make
suggestions about each other’s story about how it might
2 Set a short time limit for students to read the first two be improved.
paragraphs of Jamie’s story. Invite a stronger student to
7 Students write their story. Remind them to include
provide a summary of the story, and then ask the class
interesting verbs and time expressions.
whether any of their predictions were correct.
Tell them to write about 100 words and to check their
Answers spelling and grammar carefully. Monitor and help as
Students’ own answers necessary. In groups, students take turns to read out
their stories. Each group should choose one story to
3 Put students into small groups to discuss what share with the class. Take a class vote on the best story.
they already know about how to write a story – for
example the first sentence should be interesting so Model answer
that people want to read the rest of the story. Invite While I was leaving the shop, the security guard stopped me.
some suggestions from the class and then ask them to Everyone was looking at me and I felt very embarrassed. The
compare their ideas to the tips in the Prepare to write guard asked me to follow her into her office. Then she asked
box. Students read the whole story and answer the ‘Have you bought anything here today?’ I felt so frightened
that I couldn’t remember. She asked me to open my bag
question. Ask them to identify the three parts of the
and show her what was inside. As soon as I put my hand in
story. my bag I remembered. ‘Yes,’ I replied, ‘I bought a scarf for my
Answers mum. It’s her birthday tomorrow. I’m sure I paid for it.’ Finally
I found the receipt in my purse. I was so happy I almost
Yes, it does. hugged the guard!
4 Ask students to work in pairs to decide what the
highlighted words in the text mean, using the context to COOLER
help them. Invite different students to give their answers Tell students that they are going to tell a story as a class.
but do not confirm them at this point. Tell them to Divide the class into groups and ask them to think of an
complete the exercise and check their ideas. You could opening sentence. Invite them to share ideas and write
get students to write their own sentences using the the sentences on the board. Take a class vote for the story
highlighted words. they would like to tell. Read out the opening sentence and
follow it with another. Invite students to think of the next
Answers sentence. Students who wish to provide a sentence raise
1 enter their hands. Accept any sentences that follow on from
2 looked up the previous sentence, and continue the story in this way.
3 sent back
Remind them to use interesting verbs, time adverbs and
4 noticed
phrases. Tell students when it is time to finish the story,
5 Ask students to cover the Prepare to write box and call and invite different endings. Ask which ending they like
out the time adverbs and phrases in Jamie’s story. They best.
uncover the box and check. Ask students to group the
words and phrases into sequencers (first, then, soon, …
later, … after that), words followed by subject + verb
(when, while) and adverbs (suddenly). Tell them that
as soon as is also followed by subject + verb and check
meaning. Students find the time adverbs and phrases
in the story and complete the exercise. They compare
answers with a partner. Check answers, inviting students
to explain their choices.

FAST FINISHERS
Ask fast finishers to write another sentence with two
options for another fast finisher to complete. They can
write the sentences on the board for the rest of the class
to do.

110 UNIT 9
10 TASTE THIS!

conversation between Isla and Ali. Isla asks Ali to help

Unit Overview her with a science project. Read the question and
TOPIC Food and drink ask students what the project might involve. Play the
VOCABULARY Food and drink adjectives recording and check the answer. Ask students if their
READING Ollie, don’t eat that! predictions were correct.
GRAMMAR Present perfect and past simple; How long?
Answers
and for/since
She is asking him to taste different types of food with his eyes
VOCABULARY look, taste, smell
covered (a blind taste test).
LISTENING Food and cooking
SPEAKING Seven short conversations about food AUDIOSCRIPT TB PAGE 268

3 Read the instructions and play the recording. In pairs,

44
Resources students number the photos in the order in which they
hear them. Check answers.
GRAMMAR REFERENCE AND PRACTICE: SB page 147; TB page 245
WORKBOOK: pages 40–43 Answers
VIDEO AND VIDEO WORKSHEET: Taste this! 1D 2F 3B 4E 5A 6H 7C 8G
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 10;
Vocabulary worksheet Unit 10 AUDIOSCRIPT TB PAGE 268
TEST GENERATOR: Unit test 10
4 Read the list of adjectives. Check understanding and
check pronunciation of sour /saʊə/, raw /rɔː/ and spicy
45

WARMER /ˈspaɪsi/. Students complete the exercise in pairs. They

can only use each adjective once. Check answers as a
Write Food and drink on the board and divide it into three
class.
columns – healthy, not sure, unhealthy. Ask students
to call out different items of food and drink and say Answers
which column they belong to. Have a class discussion, 1b 2c 3d 4a 5h 6g 7f 8e
particularly about the items in the not sure column.
AUDIOSCRIPT TB PAGE 268

ABOUT YOU 46
5 Tell students to look at the four adjectives and
You can begin the class and introduce the topic of the unit decide whether they are positive or negative. Check
06 by showing the video and asking students to complete pronunciation of delicious /dɪˈlɪʃəs/. Students complete
the video worksheet. Read the questions and check the exercise in pairs. Play the recording again for them to
understanding. Put students into small mixed ability check their answers.
groups and ask them to appoint a spokesperson. Monitor Answers
and help as necessary as they answer the four questions.
1 delicious 2 disgusting 3 horrible 4 tasty
Listen to feedback as a class and write key vocabulary on
the board. Have a class vote on favourite foods and most AUDIOSCRIPT TB PAGE 268
unusual foods.
6 Read the questions and check understanding. Check
VOCABULARY Food and drink adjectives pronunciation of vegetarian /vedʒɪˈteəriən/. In groups of
six, each student chooses a different question. They take
1 Put students into pairs to identify the food in the photos. turns to ask their question to the group and make a note
Check understanding and if necessary explain that curry of the answers. Monitor and help as necessary. Review
is a spicy dish from the Indian sub-continent which is feedback as a class and write key words on the board.
very popular in Britain. Check pronunciation of curry Encourage students to give reasons for their answers.
/ˈkʌri/, juice /dʒuːs/, salmon /ˈsæmən/ and vegetables Answers
/ˈvedʒtəbəlz/. Ask students which items they have tried
Students’ own answers
and if they liked them. Find out who has tried the most
food from the photos.
2 Tell students that they are going to listen to a
43

TASTE THIS! 113

 READING FAST FINISHERS
Ask fast finishers to write three sentences, a mix of correct
and incorrect, using information from the interview. They
BACKGROUND INFORMATION read out their sentences and the class decides if they are
Insect-eating is common in cultures in most parts of the correct or incorrect. They rewrite the incorrect sentences.
world, including Central and South America, Africa, Asia,
Australia and New Zealand, but uncommon in North
The Reading text is recorded for students to listen, read
America and Europe. There are 1,900 registered edible 47
and check their answers.
insect species and about 2 billion insect consumers living
in 80% of the world’s nations. Some companies are trying 3 Ask students to find the words in the text and to decide in
to introduce insects into Western diets as a solution to the pairs what they mean. They choose the correct definition
environmental damage caused by livestock production. for each word. Check answers with the class and ask
Insects such as crickets are a complete protein and them to justify their answers. Check pronunciation of
contain about the same amount of protein as soybeans. recipe /ˈresɪpi/.
They also have dietary fibre, mostly unsaturated fat and Answers
some vitamins and essential minerals
1a 2a 3b 4a 5b

1 Ask students for examples of unusual food they talked

TALKING POINTS
about in Vocabulary, on page 58. They read the title and
the first paragraph and say how old Ollie was, what he Read the questions and ask the class for suggestions. In
tried to eat and when he started writing his blog (one small groups students discuss the second question. One
year old, his brother’s pet turtle (/ˈtɜːtl/), two years ago). person from the group makes notes of the group’s ideas on
Direct them to the picture of the turtle. Students look a piece of paper under the headings Yes, because and No,
at spaces 1–5 and identify what is missing from the text because. Monitor and help as necessary. The groups share
(the interview questions). They read questions a–e and their ideas with the class, giving their reasons. Have a class
predict which one comes first. Set a short time limit for discussion and take a vote.
students to scan the text, complete the exercise and
compare answers with a partner. Check answers with the
COOLER
class and ask students to justify their answers. Ask them Pronunciation. Write headings on the board: bread, curry,
to name the items in each photo – the answers are in the juice, raw, sour, spice. Check pronunciation. Underneath,
interview. in random order, write the following words: bed, door,
flower, goose, hour, hurry, loose, more, mousse, nice, price,
Answers red, rice, said, shower, worry, your. Students match the
1b 2a 3d 4e 5c words with the headings according to their sound. Listen
to feedback as a class and ask students if they can add
MIXED ABILITY any more words under each heading.
Tell weaker students to underline the key words in each
question and scan the paragraphs for a key word or
synonym. If they cannot find the answer quickly, they
should move on to the next question and then come back
to the more difficult ones.

2 Write some key words from each paragraph on the board.

Students cover the text and say what they remember
about the interview. They read the sentences and decide
what information goes in each space, for example
whether the missing word is a number, an adjective or
something else. Students read the text and complete the
sentences in pairs. Invite different students to read out
the sentences and check understanding.
Answers
1 two 2 dad 3 carry 4 disgusting 5 meat 6 can 7 sweet
8 ill

114 UNIT 10
 5 Students read the time expressions. In pairs, one student
GRAMMAR Present perfect and past simple finds the time phrases that use for and their partner does
the same for since. They compare answers and discuss
WARMER any differences of opinion. Check answers.
Divide the board into two columns: last week and this Answers
week. Give a personal example for each column, for
for: three weeks, a long time, a few years
example Last week I went to the cinema; This week I’ve since: this morning, 2018, Monday, four o’clock, midday
marked your homework. Ask students to add examples
of their own and write them in the correct column, 6 Read the example. Students complete sentences 1–6 so
correcting the verb tense if necessary. Ask students what that they are true for them. Check the verb tenses.
the difference is (last week is finished, this week is not).
Answers
1 haven’t missed, students’ own answers
1 Ask students what they remember about the difference 2 ’ve been, students’ own answers
between the present perfect and the past simple. Read 3 haven’t eaten, students’ own answers
out the examples. Students read and complete the rules 4 has worked, students’ own answers
in pairs. Check answers. 5 haven’t done, students’ own answers
6 have lived, students’ own answers
Answers
a present perfect b past simple c present perfect 7 Students find the mistakes and correct them. Check
answers with the class and ask students to give reasons.
2 In mixed ability pairs, students read the sentences and
choose the correct option. Invite different students to Answers
read out the sentences and explain the reason for their 1 Yesterday I left my phone at your house.
choice (see possible answers in brackets). 2 Hi! I haven’t seen you for a long time.
3 I’ve known her since 2010.
Answers 4 On my last birthday I got a lot of presents from my friends.
5 Have you ever visited London?
1 wasn’t (the party is finished)
6 Two weeks ago I watched a tennis match.
2 had (this happened yesterday)
3 ’ve been (an experience in life) 8 Remind students of the question form How long? and
4 Have you ever cooked (an experience in life)
read the example conversation. In pairs, students write
5 went (this happened on Sunday)
6 ’ve never ordered (an experience in life) questions using the prompts, then ask and answer the
questions.
3 Remind students of the rules in Exercise 1 and of short
answers. In pairs, students write the questions. Check Answers
they are correct. Students ask and answer them with 1 How long have you had your phone? I’ve had my phone for
their partner. / since …
2 How long have you been in this class? I’ve been in this class
Answers for / since …
3 How long have you lived in your home? I’ve lived in my
1 Have you ever made anyone angry? Who was it?
home for / since …
2 Have you ever eaten out with your friends? Where did you
go? GRAMMAR WORKSHEET UNIT 10
3 Have you ever won anything? What did you win?

MIXED ABILITY VOCABULARY look, taste, smell

Write the present perfect and past simple question forms
on the board for weaker students to refer to (present 1 Read the heading and explain that these are the senses
perfect: Have you ever + past participle; past simple: we most often use when we cook and eat. Students read
question word + did + person/pronoun + infinitive). the examples and identify which part of speech is used
after the verbs (adjectives).
2 Read the adjectives in the box and the example. Check
FAST FINISHERS understanding. In pairs, students read and complete the
Ask fast finishers to write two more sets of questions. They sentences using each adjective only once.
share them with another fast finisher or with the class.
Answers
1 smells/looks delicious 2 tastes bitter 3 look/smell clean
How long? and for/since 4 look exhausted 5 looks upset 6 tastes disgusting

4 Read the example sentences with the students and ask 3 Students turn to page 122. Check understanding.
them to match the sentences to the rule. Check answers. Students take turns to choose an item and describe it
without naming it, using the adjectives in the box or
Answers their own ideas, for example They taste delicious and
a How long b since c for juicy (strawberries). Point out that some items are plural.
Students give their own answers.
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 245
VOCABULARY WORKSHEET UNIT 10

TASTE THIS! 117

 2 Tell students to read the questions and then play the
LISTENING 49
recording. Allow them to compare their answers with a
partner before checking as a class.
1 Read the questions. Put students into small groups
to discuss them. Invite students to share their group’s Answers
experiences. a veggie pizza, a green salad and a small cola
£12.50
Answers
Students’ own answers 3 Read out the questions and phrases from the Prepare to
49
speak box for the students to repeat. Encourage them to
2 Tell students that they are going to listen to seven people copy your intonation. Play the recording again for them
talking about food. Ask them to read the questions, look to listen for the phrases and to make a note of who says
at the pictures and work in pairs to make a list of words them. Check answers. Point out the use of I’ll have and I’d
they might hear. Monitor and help as necessary. Ask like when ordering food.
students to call out the words and write them on the
board. Do not give feedback at this point. Answers
What can I get you? (Server)
Answers And to drink? (Server)
Students’ own answers Eat in or take out? (Server)
Here’s your change. (Server)
3 Read the instructions. Students read the questions. Could I have … , please? (Emma)
48
Check understanding of available and ingredients. Play I’ll have … , please. (Emma)
the first extract and ask students to choose A, B or C. I’d like … , please. (Emma)
Check the answer with the class and ask students if they Here you are. (Emma)
heard any of the words they listed in Exercise 2. Play the
AUDIOSCRIPT TB PAGE 269
recording again and ask students to listen for key words.
Play the whole recording, pausing after each extract. Ask 4 Students read the menu and make a note of their
students to compare answers with a partner. Then play order. In pairs, they take turns to be the server and the
it again without pausing. Check answers using the same customer. Monitor and help as necessary. Give positive
procedure as for question 1. Play the recording again if feedback when they use phrases from the Prepare to
necessary and discuss why the other two pictures in each speak box.
question are incorrect.
Answers
Answers
Students’ own answers
1C 2A 3A 4B 5C 6C 7A
5 Invite pairs to act out their conversation in front of the
AUDIOSCRIPT TB PAGE 269 class. Ask others to repeat the orders that were placed.
Give positive feedback for good intonation.
SPEAKING Ordering food Answers
Students’ own answers
1 Students read the menu. Check understanding and
revise saying prices, for example The cheese sandwich
COOLER
is/costs three pounds fifty. Extras are/cost fifty p. In
pairs, students ask and answer the questions with their Start a chain sentence of unusual foods from A to Z. Say
partner. Invite different students to give their answers. I’ve never eaten ants. The next student repeats the first
Check pronunciation of onion /ˈʌnjən/, mixed /mɪkst/ and sentence and adds an unusual food beginning with B, the
sparkling /ˈspɑːklɪŋ/. next student with C, and so on. If they cannot think of an
unusual food, they can add any food item. Suggestions:
Answers ants, berries, curry, durian, etc.
1 vegetarian
2 £9
3 There are two different sizes.

118 UNIT 10
CULTURE
Learning Objectives WARMER
• The students learn about British food. Play an alphabet game with food products. Each student
• In the project stage, they write a food guide for tourists visiting
repeats the list and adds a new product, for example
apples, bread, carrots, doughnuts, eggs, etc. Any student
their town or city.
who makes a mistake or cannot think of a product is out.

Vocabulary 1 Read the first question. On the board, write breakfast,

lunch, dinner, snacks. Elicit the meaning of snack: a small
challenge perhaps pickled specialities takeaways
amount of food you eat between meals or sometimes a
light meal. In groups, students make a list under each
category. Tell them to decide which are sweet and which
Resources are savoury (the opposite of sweet). Ask the groups to
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: International read out their lists and write the items on the board. Ask
food in London the second question. Students may know about fish and
chips and roast dinners. Read the third question and
ask for suggestions about similarities and differences
BACKGROUND INFORMATION between British food and food from their country.
In Roman times, Britain was known for its fertile soils
and advanced methods of animal breeding. After the Answers
Romans, Anglo-Saxon England developed meat and herb Students’ own answers
stewing techniques. The Norman invasion brought with
2 In pairs, students describe the seven photos, say what
it continental influences and exotic spices but following
they think they are, whether they are sweet or savoury
the Protestant Reformation in the 16th and 17th centuries
and when British people would eat them. Ask them to
British food became plainer and simpler. That all changed
read the text quickly and match the underlined food to
in the 18th and 19th centuries when the British Empire
the photos. Check answers as a class.
was influenced by Indian cuisine. Later, during the World
Wars of the 20th century, the government introduced Answers
rationing, which was not fully abolished until almost ten A Welsh rarebit
years after the war ended, so a whole generation grew up B full English breakfast
without tasting ingredients which had previously been C fish and chips
very common. However, in the later 20th century, there D bara brith
was an increase in the availability of good quality fresh E roast dinner (roast beef)
products from all over the world, and many sections of F Cullen skink
G ploughman’s lunch
the British population varied their diets and selected
dishes from other cultures.
Some British food and drink products now have Protected
Geographical Status under European Union Law. This
means they are recognised as genuine local or regional
products and they are protected from imitations. The
United Kingdom has a total of 65 products with protected
status, including 15 cheeses.

BRITISH FOOD 121

 3 Read the six sentences. Check understanding and Answers
pronunciation of variety /vəˈraɪəti/ (things that are 1 beefburgers
different from each other) and recipe /ˈresɪpi/ (a list 2 chicken
of ingredients and instructions about how to cook 3 spicy
something). Students read the text carefully, decide if the 4 sausages, potatoes
sentences are true or false and correct the false ones. 5 sweet dish
6 fruit, cake
They compare answers with a partner. Check answers as
a class. AUDIOSCRIPT TB PAGES 269–270
Answers
7 Students read the sentence beginnings in the Useful
1 false (There are many types of food.) language box. Check understanding of the modal
2 false (On Sundays, it’s typical to have a roast dinner with
verbs would, could, might (not). In pairs, they answer
friends and family.)
3 false (Fish and chips is a takeaway favourite.) the questions. Monitor and help as necessary. Listen to
4 false (It’s a Scottish dish.) feedback as a class, allowing students to express their
5 true opinions and to agree and disagree with each other.
6 true Write key words on the board.
The Reading text is recorded for students to listen, read Answers
50
and check their answers. Students’ own answers

MIXED ABILITY
PROJECT A food guide
To help weaker students locate the information in the
texts, ask them to predict which section will give them Read the instructions and the six questions. Check
the answer to each question: the introduction, Typical understanding. In pairs, students discuss the questions
favourites, Local dishes or International options. and agree on what to include in their food guide.
Encourage them to give reasons for the advice they give in
the answers to questions 3, 5 and 6. They write their food
FAST FINISHERS guides, remembering to include phrases from the Useful
language box. Monitor and help as necessary. Invite
Ask fast finishers to write two more True/False sentences
volunteers to read their guides to the class.
for the rest of the class to answer.

4 Ask students to look at the highlighted words in the text PROJECT EXTENSION
and to try to work out their meanings from the context. Tell students to imagine they run a restaurant serving
They then complete the exercise by matching the words local food to tourists who are visiting their town or
to their meanings. Check answers with the class and city. Ask them to write a menu of starters, main dishes
check any other new words and phrases. and desserts, with their prices. They should add short
Answers explanations of the dishes if necessary and make their
menus look attractive. Display the finished menus in the
1 pickled 2 specialities 3 takeaway (takeaways in the text)
4 perhaps 5 challenge classroom.

5 Ask students to describe the four photos and guess CULTURE VIDEO: International food in London
51
what each dish contains. Ask if they can name any of 07
When students have completed the lesson, they can watch
the dishes and say whether they are sweet or savoury.
the video and complete the worksheet.
Students read the questions. Play the recording. They
compare answers with a partner. Check answers with the COOLER
class.
Students write three sentences about their favourite food
Answers without saying its name, for example It’s made of …, I
1 In London usually eat it (for Sunday lunch / in the morning), etc. In
2 They are trying to decide what to have for lunch. pairs or small groups, they read out their sentences and
3 The first curry restaurant opened in London more than 200 the other students try to guess the food.
years ago.

6 Students read the sentences and fill any of the spaces

51
they remember from the recording. Play the recording
again for them to complete the sentences. They compare
answers with a partner. Check answers with the class.
Ask students to say what other food words they heard in
the recording: fish and chips; roast beef; beef, vegetables
and mashed potato (the ingredients of cottage pie);
and play it again if necessary. They name the dishes in
the four photos (mashed potato, chicken tikka masala,
cottage pie and trifle) and say which they would most like
to try.

122 CULTURE
11 A HEALTHY FUTURE

3 Ask students what symptoms they have when they feel

Unit Overview 53
ill, to describe the last time they fell over, and if they
TOPIC Health, illnesses and injuries have ever had a sports injury. Explain that they are
VOCABULARY Body and health going to listen to three different conversations about
READING We will live for 1,000 years people who are not feeling well. Read the names and
GRAMMAR will and be going to the sentences. Check understanding. Play the first
VOCABULARY Illnesses and injuries: verbs conversation and pause for students to decide on the
WRITING An article (1) correct sentence. Repeat the process for the remaining
conversations. Check answers.
Answers
Resources a Josh b Kelly c Sam
GRAMMAR REFERENCE AND PRACTICE: SB page 148; TB page 245
WORKBOOK: pages 44–47 AUDIOSCRIPT TB PAGE 270
VIDEO AND VIDEO WORKSHEET: Healthy future
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 11;
4 Books closed. In small groups, give students two minutes
to write a list of illnesses and injuries. Make a list on the
Vocabulary worksheet Unit 11
board. Students compare the words on the board to the
TEST GENERATOR: Unit test 11
words in the box. Drill pronunciation, paying attention to
cough /kɒf/ and stomach ache /ˈstʌmək ˌeɪk/, and check
WARMER understanding. Ask which two words are adjectives
(broken and sore).
In pairs, give students three minutes to make a list of as
many parts of the body as they can. Take feedback from Answers
the class and write the body parts on the board. Students’ own answers

5 In pairs, students complete the sentences. Play the

53
ABOUT YOU recording for them to check their answers and work out
You can begin the class and introduce the topic of the unit which word they did not need. Review answers with the
08 by showing the video and asking students to complete class.
the video worksheet. This unit focuses on common, non-
Answers
serious illnesses and injuries. In pairs, students discuss the
first two questions. Remind them to think carefully about 1 a aches
2 b cut c sore d toothache e broken
tense use. Ask for feedback from the class and write key 3 f fever g cold h cough i earache j flu
words on the board. Discuss the third question briefly as it (Stomach ache is not needed.)
will be examined in more depth later in the unit.
AUDIOSCRIPT TB PAGE 270
VOCABULARY Body and health
6 Nominate two students to read out the example
conversation. Ask which tenses are used (past perfect
1 Read out the words in the box and drill pronunciation,
and past simple) and why. Remind students to use the
paying attention to ankle /ˈæŋkl/, elbow /ˈelbəʊ/, knee
list of illnesses and injuries on the board and in Exercise
/ni:/, throat /θrəʊt/ and thumb /θʌm/. Students point to
4 to talk about their own experiences. Students ask and
the corresponding part of their body. In pairs, students
answer the questions in pairs. Invite students to talk
match the body parts to the letters on the picture. Play
about their partner’s experiences.
the recording for them to check answers.
Answers
52
Answers
Students’ own answers
The answers are recorded for students to listen and check.
A forehead B shoulder C elbow D finger E thumb F back
G toe H ankle I knee J chest K neck L throat M chin
N cheek

2 Students look at the examples in the table and complete

the lists in pairs. Check answers and ask students to add
any other parts of the body to the table.
Answers
head: cheek, chin, forehead
body: back, chest, neck, throat
leg: ankle, knee, toe
arm: elbow, finger, shoulder, thumb

A HEALTHY FUTURE 125

 Answers
READING
1 People used to die at the age of 50 and now many people
live until 90 or longer.
BACKGROUND INFORMATION 2 Dr de Grey believes that soon people will be able to live to
Dr Aubrey de Grey (born 1963) is an English scientist 1,000 years.
3 Old age, or the diseases of old age
who studies old age and the process of ageing. His
4 He claims that we will be able to look after and repair
research focuses on whether medicine can prevent the damaged bodies in the same way as we do cars.
aging process by reversing seven types of molecular and 5 The population would grow quickly.
cellular damage caused by essential metabolic processes. 6 They will die in accidents.
Stuart Jay Olshansky (born 1954) is a professor at the 7 They were both scientists who thought they knew how to
University of Illinois in Chicago. The focus of his research live for ever.
is concerned with estimating the upper limits of human 8 She thinks it would be boring.
9 He’d like a cure for cancer first.
life. He is a supporter of scientific attempts to prolong
human’s healthy life-span as compared to increasing the
overall length of life. MIXED ABILITY
Weaker students do not need to write complete sentences
1 Tell students to look at the layout and the title to decide for the answers. It is more important that they can find
what kind of text it is and what it is about (an online news the relevant information and write the key words. Monitor
report about living for 1,000 years). Ask students how and help as necessary.
long people generally live now and who is the oldest
person they know. They scan the first paragraph to find The Reading text is recorded for students to listen, read
54
the name of the man in the photo. Set a short time limit and check their answers.
for students to read the text and comments and answer
the question. Ask them to summarise Dr de Grey’s ideas TALKING POINTS
and Professor Olshansky’s opinion. (Dr De Grey believes Discuss the article as a class. Ask students what they
that humans will live for 1,000 years but Olshansky think of Dr de Grey’s ideas, Professor Olshansky’s opinion
disagrees.) and the comments from Simone, Hannah and Damian.
Encourage students to give reasons for their answers. Write
Answers key words and ideas on the board. Tell students to write
Damian from London down two reasons in favour of living to be 1,000 and two
against. Students share their ideas. Have a class vote on
2 In pairs, students first decide what the highlighted
how many students would like to live to be 1,000.
words mean from the context before matching them to
meanings 1–5. Check answers. Check understanding COOLER
of any other new words in the text. Encourage other
students to provide definitions if they can. Write these prompts on the board: cars, houses, students,
mobile phones, food. Then write these time expressions:
Answers in 2020, in 100 years, in 1,000 years. Students work in small
1 drugs 2 disease 3 damaged 4 alive 5 predict groups to make predictions about the prompts using
each of the time expressions. Provide an example first.
FAST FINISHERS Say ‘In 2020, cars will be the same as they are now. In
100 years, they will be much faster and cleaner. In 1,000
Ask fast finishers to write definitions for rather in
years, cars will be able to fly!’ Monitor and join in with
paragraph 2 (more exactly), research in paragraph 2
the discussions, helping with ideas and language where
(detailed study of a subject in order to discover new
necessary.
information) and evidence in paragraph 3 (proof that
something is true or exists). They read them out and the
class finds the correct words.

3 Go through the questions and check understanding.

Discuss the type of answers required. A question with
how is asking about a process. A question with what is
asking for a fact, a prediction or an opinion. A question
with why is asking for a reason, usually starting with
because. Ask students where they can find each answer,
whether in paragraph 1, 2, or 3 or in the comments
box. Encourage students to use their own words when
they write their answers rather than simply copying
the text. Give them plenty of time to complete the
exercise. Monitor and help as necessary. Ask students
to compare answers with a partner before checking
answers as a class. Bear in mind that it is more important
to have the correct and relevant information than to be
grammatically perfect.

126 UNIT 11
 GRAMMAR will and be going to VOCABULARY Illnesses and injuries: verbs

1 Revise the illnesses and injuries vocabulary from page

WARMER 64. Ask students to look at the verbs in the box and at the
Books closed. Ask students to say what they remember words 1–3. Ask which one is an adjective (sick). Decide as
about the article from Reading, page 65. Confirm their a class which verbs go with each of the words 1–3.
answers by repeating them back using will or be going to
where appropriate, for example People will live to be 1,000 Answers
years old; Drugs are going to help us to stay young and 1 catch a cold, get a cold, have a cold
healthy. 2 feel sick, get sick, be sick
3 break your leg, cut your leg, hurt your leg, injure your leg
1 Books open. Tell students to read the four sentences 2 Ask students to look at the example sentence and
and look at the future forms in bold carefully. Ask them explain why catch is not used with better (it means to get
what they think the difference is between will and be an illness or a disease). Put students in pairs to decide
going to. Put students into pairs to match the rules to the which two answers fill each space. Ask them to compare
sentences. Check answers. their answers with another pair’s. Check answers with
the class. Explain that hurt has two meanings. It can
Answers
mean the same as injure: to cause pain, as in hurt your
1a 2d 3c 4b leg; it also means to be or feel painful, as in my throat
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 245 hurts.
Answers
2 Books closed. Check that students remember the rules
1 B, C
for will and be going to. Books open. Ask students to
2 A, C
choose will or be going to in each of the sentences. 3 A, B
Monitor and help as necessary. Invite different students 4 A, C
to read out a completed sentence and match it to the 5 A, C
correct rule in Exercise 1. 6 B, C

Answers 3 Read the instructions. Tell students to read the

55
1 ’re going to visit 2 ’ll get 3 ’m going to have conversations and complete them in pairs. Check
4 isn’t going to rain 5 ’m going to go 6 will find 7 ’ll like understanding of exhausted (very tired). Play the
8 won’t understand recording for students to check their answers. Ask
different students to read out the text sentence by
3 In mixed ability pairs, students read the sentences and
sentence.
complete them using the correct forms. Ask individual
students to read out their answers and invite the class to Answers
say whether they are correct or not and match them to 1 hurts
the rules in Exercise 1. 2 injured
3 broken
Answers 4 ’ve got / have
1 ’ll help 2 ’ll find 3 ’m not going to come 5 feel
4 ’re going to crash 5 ’m going to see 6 ’ll go 6 ’ve got / have
7 caught
4 Ask students to read the questions. Elicit which future
form is used in each question and why. Students work AUDIOSCRIPT TB PAGE 270
individually to make notes to answer the questions.
Encourage them to think of reasons where appropriate. 4 Put students into pairs, A and B. Student A turns to
Ask students to number the questions 1–5 in terms of page 123 and Student B turns to page 126. They read
how interesting they are. In pairs, they ask and answer the instructions and the example. Students cannot
the questions, starting with the most interesting one. say what is wrong with them. They can only mime and
Monitor and help as necessary. Give positive feedback give one verbal hint. Their partner can only ask Yes/
for interesting answers and the correct use of will and be No questions to find out the problem. Ask two strong
going to. Invite pairs to ask and answer each question in students to act out Student A’s situation. The class can
front of the class. help by suggesting questions to ask. Give students a few
minutes to think of some health problems. Remind them
Answers that we use my / your when referring to parts of the body.
Students’ own answers Monitor and help as necessary.
Answers
FAST FINISHERS
Students’ own answers
Ask fast finishers to match the questions to the rules
in Exercise 1. They can explain them to the class after VOCABULARY WORKSHEET UNIT 11
feedback for Exercise 4.

GRAMMAR WORKSHEET UNIT 11

A HEALTHY FUTURE 129

 WRITING An article (1) 7 Read the advice and remind students that their
article should have an introduction, a main part and
1 Ask students to look at the pictures and check a conclusion. They should answer the three questions
understanding of keep fit. Put them into small groups and think of a good title. Tell students to avoid simply
to discuss the question. Invite different students to talk writing a list of healthy foods. For example, they could
about a member of their group and ask the class to guess give reasons why these foods are healthy, and they could
who it is. Write key words on the board. also include some foods which are unhealthy. Students
write their article and check spelling and grammar. Invite
Answers some students to read their article to the class.
Students’ own answers
MIXED ABILITY
2 Students read the notice and discuss their ideas in pairs Help weaker students by asking them to think of a good
before feeding back to the class. Monitor and help as title and an opening sentence. Give them sentence
necessary. Ask them why they think sport is important openers for each of the three points, for example A
and make a list of sports on the board, for example healthy diet should include…, I think my diet is…, I’m going
swimming, cycling, running, going to a gym, etc. to / I’ll try to… Then they should think of a sentence to
Answers write as a conclusion.
Students’ own answers
Model answer
3 Read the instructions. Set a short time limit for students
to read the article and find out whether their own ideas Eat well and stay well!
We all know that eating a lot of sweets and fast foods like
are mentioned. Ask them if they have taken part in a
crisps and burgers is bad for our health but it can be difficult
triathlon or anything similar. Check understanding of any to avoid them.
new words and expressions. A healthy diet should include plenty of fruit and vegetables.
We shouldn’t eat processed food or drinks that contain a lot
Answers of sugar. I think my diet is quite healthy but I sometimes eat
Students’ own answers things that are not good for me. I’m going to eat an apple
every day and I’ll try not to eat snacks between meals.
4 Read the advice in the Prepare to write box. Students If you want to stay healthy you can eat fast foods sometimes,
do the matching exercise. Ask them if the main article but remember not every day!
answers all the questions in the notice (yes).
Answers COOLER
1B 2C 3A Ask students to mime different activities that help them
keep fit, for example swimming, yoga, running, etc. Have
5 Read the three possible titles for the article. Check a pile of cards ready with suggestions for students who
understanding of encourage (suggest someone does cannot think of a healthy activity. Students take turns and
something you believe will be good for them). Students the class guesses the activity.
re-read the article and choose the best title. Check the
answer and ask students to explain why they rejected
the other titles.
Answer
2 How to stay fit and healthy

6 Read the instructions and the notice. Check

understanding of avoid (to choose not to do something).
In pairs, students discuss their ideas and make notes
before feeding back as a class. Monitor and help as
necessary. Ask students for examples of unhealthy foods,
for example hamburgers, crisps, drinks that contain a lot
of sugar, and so on. Ask them what a healthy diet should
include and if they think their diet is healthy. Finally, ask
for suggestions of how to avoid unhealthy food.
Answers
Students’ own answers

130 UNIT 11
12 INCREDIBLE WILDLIFE

name. Write the team names on the board. One member

Unit Overview of each team writes the numbers 1–10 on a sheet of
TOPIC Animals, their characteristics and qualities paper. Ask them to read the questions but not the
VOCABULARY Animals options. Check understanding. Books closed. Read out
READING Weird animals each question and the four options twice. Give students
GRAMMAR Modals of probability 15 seconds to decide on their answer and write it down.
VOCABULARY Adverbs of probability Books open. Ask students to check they have written
LISTENING A programme about animals at work down the right letter, but tell them not to change their
SPEAKING Describing a photo (1) answers. Get students to swap their sheets with another
team. Play the recording for them to check and mark the
answers. The team with the most points is the winner.
Resources Ask some follow-up questions and play the recording
GRAMMAR REFERENCE AND PRACTICE: SB page 149; TB page 245
again – for example: ‘What disease do mosquitoes carry?
How many people does the disease kill each year? What
WORKBOOK: pages 48–51
should you do with your toothpaste if there are bears
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 12;
around? What do bees communicate when they dance?
Vocabulary worksheet Unit 12
What’s the difference between dogs and the other
TEST GENERATOR: Unit test 12
three animals? Why don’t giraffes need to drink much
water? Why don’t donkeys run away from lions?’ Ask
students which facts surprised them and if they know
WARMER
any other surprising facts about any of these animals
Put students into small teams and tell them to write (e.g. penguins only live in the southern hemisphere). You
three headings: mammal, bird and reptile on a sheet of could also open out the discussion and ask, for example,
paper. Check understanding. Explain that you are going if there are any other birds that can’t fly (kiwi, ostrich).
to read out a list of mammals, birds and reptiles and that
they have to write them in the correct column. Tell them Answers
not to worry about spelling. Read out the animals, birds 1 A 2 A 3 B 4 A 5 B 6 A 7 C 8 C 9 C 10 D
and reptiles from Exercise 3 which are not included in
Exercise 1. AUDIOSCRIPT TB PAGES 270–271

3 Read the instructions and ask students what kind of

Answers information they can give about the animal, for example
Mammals – tiger, bear, kangaroo, dog, dolphin, elephant, appearance, where it lives, what it eats, particular
monkey, camel, giraffe, whale, cat, rat habits (such as it sleeps in winter, it hunts at night, and
Birds – parrot, penguin so on). Demonstrate the activity by describing one of
Reptile – snake the animals in the pictures for the class to guess. Say,
‘This animal is a mammal but it can fly like a bird.’ (A
ABOUT YOU bat.) Students work in pairs, describing animals for their
Students ask and answer the first question in pairs. Listen partner to guess. Stop them after a few minutes and
to feedback as a class. For the other questions, students invite different students to describe an animal for the
point to the animals in the pictures and say where they class to guess.
saw them, for example In a zoo. It does not matter at this
Answers
stage if they cannot name them. As a class, decide which
animals can be seen in your country. Students’ own answers

VOCABULARY Animals

1 Ask students to look at the words and drill pronunciation,

paying attention to mosquito /mɒˈskiːtəʊ/, wolf /wʊlf/ and
worm /wɜːm/. Ask them which four are insects (ant, bee,
fly, mosquito). Put them in pairs to match each word to
a photo. Play the recording for students to listen and
confirm their answers. Check answers with the class.

56
Answers
The answers are recorded for students to listen and check.
A donkey B fox C eagle D wolf E ant F fly G shark
H worm I mosquito J bat K bee L deer M frog N butterfly

2 Divide students into teams and ask them to choose a

57

INCREDIBLE WILDLIFE 133

 Answers
READING
1 harmless 2 poison 3 blind 4 pretty 5 the ground
6 shape
BACKGROUND INFORMATION
5 In pairs, students read and discuss the questions from
There are around 8.7 million species on our planet.
what they can remember, without looking at the article.
86% of land species and 91% of marine species remain
Then they read the article again, looking carefully for the
undiscovered. Bob May, a zoologist at the University of
specific information. Check answers as a class. Ask if any
Oxford, says ‘Knowing how many plants and animals
of the students would like to eat pufferfish.
there are on the planet is absolutely fundamental …
Without this knowledge, we cannot even begin to answer Answers
questions such as how much diversity we can lose while 1 Because the water pressure 1,000m underwater pushes its
still maintaining the ecosystem services that humanity body into more of a fish shape.
depends upon.’ 2 Because it’s a fish that drinks the blood of another fish.
3 To feel for and eat worms.
4 By biting them: it has poison in its mouth.
1 Read the title of the article and check understanding
5 It has poison on its back.
of wild (not looked after by people, unlike a cow or a pet 6 Because it tastes delicious.
cat) and weird /wɪəd/ (very strange). In pairs, students
describe the animals in the photos. Listen to feedback as
a class and write key vocabulary on the board. Encourage
MIXED ABILITY
students to make guesses about what kinds of animals Help weaker students by reminding them to answer Why?
they are, for example It’s a kind of monkey, maybe it’s questions with because and the two other questions
a kind of fish, etc. Answer questions 2 and 3 the same by looking for which parts of these two animals are
way, encouraging the students to make guesses. Accept poisonous. They do not have to write complete sentences
all reasonable suggestions. Check understanding and but just need to write the key words to demonstrate they
pronunciation of species /ˈspiːʃiz/ and explain that the have understood the text.
singular and plural forms are the same.
Answers FAST FINISHERS
Students’ own answers Ask fast finishers to write three sentences, a mix of correct
and incorrect, taken from the text. They read them to the
2 Ask students to read the article quickly and see if their class who decide if they are correct or incorrect.
guesses in Exercise 1 were correct. Tell them not to
worry about the three spaces or about any words they
don’t know, but to focus on the general meaning of each TALKING POINTS
paragraph. In pairs, they match the animal names to the Ask students to estimate how many different animals and
pictures. Check answers with the class. plants there are in the world. Accept all and any guesses,
Answers however small or large! Ask students if they knew that
1 pufferfish
we have only discovered about 20% of them and ask for
2 golden poison dart frog suggestions as to why this is the case. In pairs or small
3 star-nosed mole groups, students discuss the second question. Monitor and
4 slow loris help as necessary. Invite students to describe their animal
5 lamprey or draw it on the board for the class to guess. Have a class
6 blobfish vote on the most dangerous animal and the weirdest-
3 Read the sentences and check understanding. Point out looking one. Write key words on the board.
that in this context funny means strange, not something
COOLER
that makes you laugh. Set a short time limit for students
to match the sentences to the spaces. They compare Ask students to write anagrams of four animals found
answers with a partner before checking as a class. in this unit. They should write the letters in a jumbled
order in a circle on a piece of paper. Demonstrate with
Answers an example on the board. In pairs or small groups they
1C 2B 3A exchange papers with another student and solve the
anagrams.
The Reading text is recorded for students to listen, read
58
and check their answers.
4 Ask students to look at the highlighted words and try to
work out their meanings from the context. Then tell them
to match each word to its meaning. Check answers as a
class and check understanding of any other new words in
the text. Encourage other students to provide definitions
if they can. New words may include mole (a small animal
that lives underground), tentacle (long sensitive parts
of an animal used for feeling, holding things, getting
food and moving), risk (a possible danger) and chef (a
professional cook).

134 UNIT 12
 4 Tell students to look at the photos and ask two students
GRAMMAR Modals of probability to read out the example conversation. Put students
in new pairs to discuss the photos. Monitor and help
WARMER as necessary. Give positive feedback for the correct
Wrap up a box in paper, write a name on it (for example use of modals of probability. Invite pairs to hold their
your name or another teacher’s) and put it on your desk. conversations in front of the class. Take a vote on the
On the board, write It can’t be , it could / might be ??, most convincing suggestions.
it must be . Ask students to guess what’s inside the Answers
package and who it is for. If they don’t have many ideas,
Students’ own answers
ask questions, for example ‘Could it be a football? Who is (A is part of a butterfly’s wing. B is the eye of a donkey.
it for?’ Do not correct their use of modals of probability at C is a sheep. D is parrot feathers.)
this point.
GRAMMAR WORKSHEET UNIT 12
1 Ask students to look at the photo and say what they
think it might be (a stick insect). Ask two students to read
out the conversation. Students complete the rules in VOCABULARY Adverbs of probability
pairs. Check answers with the class. Refer them back to
1 Ask students to read the sentences and discuss the
the Warmer and the questions on the board.
meaning of the words in bold with a partner. Copy the
Answers probability line on the board while they are working.
a might / could Feed back as a class.
b must Tell students to look at the line on the board and ask
c can’t them what the yes and no mean (yes – I’m certain it is;
no – I’m certain it isn’t). Invite different students to come
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 245
to the board and write the adverbs in the correct place
2 Put students in pairs and tell them to read the sentences along the line. Point out word order: perhaps and maybe
carefully. They should refer to the rules in Exercise 1 to go at the beginning of a sentence; probably and definitely
help them choose the correct option. Monitor and help go in the same place as frequency adverbs.
as necessary. Ask each pair to compare answers with Answers
another pair before checking answers with the class.
1 definitely not 2 perhaps 3 probably 4 definitely
Answers
2 Ask students to describe the photos. Tell them that they
1 can’t 2 could 3 might 4 could 5 might 6 must 7 can’t are both related to the topic of the unit. Put students into
8 must
pairs to make suggestions about the photos using the
adverbs of probability. Monitor and help as necessary.
FAST FINISHERS Invite suggestions from the class, reminding students
Fast finishers choose two animals from pages 68 and 69 to use the adverbs of probability. They can check their
and write two sentences about each of them using It must ideas on page 123 to see if they were correct.
be a … because … and It can’t be a … because …
Answers
A the eye of a goat
3 Write on the board: It can’t be… It could be… It might B a horse’s leg
59
be… It must be. Play the first sound. Ask students to
make a suggestion for each of the options on the board 3 Put students in pairs and label them A and B. Student
and give a reason, if they can, for example It can’t be a A turns to page 123 and Student B to page 127. They
bee, because a bee is too small. It could be a bear because read the instructions and the example. Give a couple
it is loud! It might be an elephant. It must be a tiger of examples about yourself, for example ‘I studied at …
because it sounds like a big cat. Play the second sound. My father is from …’, and ask students to react, using an
Students work in small groups to discuss the noise and adverb of probability. Tell them to write five true and five
make sentences using all four modals of probability. false sentences. Their partner has to guess which are true
Encourage stronger students to give a reason if they can. and which are false, using an adverb of probability. Ask
Repeat the process with the other sounds. some students to share their partner’s sentences with
the class.
Answers
1 a tiger Answers
2 birds Students’ own answers
3 a basketball game
4 an egg frying VOCABULARY WORKSHEET UNIT 12
5 heavy rain
6 a motorboat
7 a plane taking off
8 an audience clapping and cheering

INCREDIBLE WILDLIFE 137

 2 Play the recording for students to listen and check, and
LISTENING 61
ask if any of their ideas were mentioned.
1 Write Animals at work on the board and elicit examples Answers
of animals which work with humans, for example dogs Students’ own answers
help the police. Set a short time limit for students to read
the introduction. Check understanding of vocabulary, 3 Tell students to read the phrases in the Prepare to speak
61
for example wheelchair and army. Students look at the box. Go through each one, and then ask students to
photos and work in pairs to make suggestions about how complete the sentences. Sometimes more than one
rats and bees might help humans. answer may be correct. Play the recording again for
students to check their answers. Check answers as a
Answers class.
Students’ own answers
Answers
2 Play the recording for students to listen out for the three 1 probably
60
animals. Check answers. 2 left
3 Maybe / Perhaps
Answers 4 right
They talk about dogs, rats and bees. 5 might
6 Perhaps / Maybe
3 Tell students to read the sentences and think about
60
how to complete them. Ask them to compare ideas with AUDIOSCRIPT TB PAGE 271
a partner. Play the recording again for them to listen
and check their answers. Find out whether they were 4 Monitor as students describe the photo in pairs, giving
surprised by any of the information. positive feedback when they use phrases from the
Prepare to speak box. Invite different students to say a
MIXED ABILITY sentence about the photo using one of the phrases.
Pair weaker students with stronger students for this Answers
listening exercise. Encourage the weaker student to name
Students’ own answers
the animal and the stronger student to explain how they
know and which key words helped them. 5 Students turn to page 124. Give them a few minutes to
think about what they are going to say, but tell them not
to write anything down. They take turns to describe the
Answers
photo using phrases from the Prepare to speak box on
1 Rats 2 Dogs 3 Bees 4 Rats 5 Dogs 6 Bees page 71. Bring the class together and invite students to
AUDIOSCRIPT TB PAGE 271 say one sentence each about the photo. Give positive
feedback for use of phrases from the Prepare to speak
4 Put students into small groups. Read the questions and box.
ensure they know who Donna and Riley are. Monitor Answers
and join in as they discuss the questions. Give positive
Students’ own answers
feedback for interesting ideas. Then give each student in
the group a number and ask all students with the same
numbers to form a new group. Set a short time limit for COOLER
them to share their ideas before holding a whole-class On the board, write It can’t be / It might be / It could be
discussion. / It must be a … because … Draw part of an animal on
the board and ask students to guess what it is using the
Answers modals. Students then work in small groups taking turns
Students’ own answers to draw part of an animal and guess what it is. Monitor
and help as necessary. You may need to supply extra
words as the game is in progress, for example claw, sharp
SPEAKING Describing a photo (1)
teeth, tail, paw, whisker, trunk, wing, beak, hoof / hooves,
fins, stripes, spots, etc.
1 Remind students that we use the present continuous to
say what is happening in a photo. Put them into pairs to
describe what they can see and suggest how dogs might
help people. Remind them to use modals and adverbs of
probability. Invite them to share their ideas but do not
confirm them at this point.
Answers
Students’ own answers

138 UNIT 12
LIFE SKILLS
Learning Objectives LIFE SKILLS
• The students learn about protecting the natural world around Respecting the environment
us. Students read the text. Check understanding. Ask students
• In the project stage, they plan an environmental campaign if they agree and what might happen if we don’t work
and make a presentation or video about it. together to protect and care for the environment.
1 Read the questions and check understanding of recycle
(convert waste products into things we can use again).
Vocabulary Students discuss them in pairs and then report back to
inform litter ordinary resources sorts the class. Have a class discussion on the benefits of using
public transport and separating products for recycling.
Find out what activities students like to do when they
BACKGROUND INFORMATION spend time in natural areas.
The first Earth Day, also known as Mother Earth Day, Answers
was celebrated in the USA in 1970 as a protest against a Students’ own answers
big oil spill near the Californian coast in 1969. It is often
considered to be the birth of the modern environmental 2 Students look at the photos and say how they show ways
movement. Across America, 20 million people of respecting the environment.
participated in the first day of action and it led to the They read the title and the subheadings of the text and
creation of the United States Environmental Protection answer the question. Ask them to read the text quickly
Agency. The next Earth Day took place in 1990 and was and explain what is meant by reduce, reuse and recycle.
a global event. Thanks to the internet, by the year 2000 Tell them to ignore any new vocabulary at this stage.
the organisers were able to reach out to people in 184
countries around the world, with the actor Leonardo Answers
DiCaprio acting as host. In 2010, Earth Day became The 3 Rs are reduce, reuse, recycle.
the largest non-religious observance in the world and
now many countries celebrate it every year with the
participation of more than a billion people. It is a day of
action that can change human behaviour and influence
policy makers.

WARMER
Write The environment on the board and then write the
headings 1 My environment – school and home, 2 Cities
(remind students they studied this in Unit 6), 3 The world.
In pairs, students think of at least two environmental
problems for each heading, for example 1 – litter, too
much food packaging, wasting food, 2 – lack of green
spaces, pollution from cars and factories, 3 – over-fishing,
cutting down forests. Take feedback from the class and
write key words on the board. Ask students if they can
suggest solutions for any of the problems.

RESPECTING THE ENVIRONMENT 141

 3 Students read the sentences and, in pairs, suggest Answers
one or two words to fill each space. They read the text 1 false (She’s a teacher.)
more carefully to find the answers. Monitor and help as 2 false (They haven’t finished it yet.)
necessary. Check answers with the class. 3 true
4 false (People are breaking the trees.)
Answers 5 true
1 (everyday) ways 2 reduce 3 reusable 4 energy 6 false (They want to put it on the internet.)
5 (rubbish) bins 6 forest fires
AUDIOSCRIPT TB PAGES 271–272
The Reading text is recorded for students to listen, read
62
and check their answers. 7 Put students into pairs to read the words and to
complete the sentences in the Useful language box.
MIXED ABILITY Check answers as a class. Ask for suggestions of any
Ask weaker students to read the incomplete sentences other questions and sentences students can use for
and predict where in the text they will find the brainstorming ideas.
information – in the introduction or in which of the
paragraphs in the body of the text. Tell them to scan each
Answers
paragraph and look for key words. 1 could 2 think 3 possible 4 sure 5 else 6 idea

4 Students read the highlighted words in the text. They PROJECT An environmental campaign
should look at the context to try to work out the Ask students what they think about the campaign that
meaning, including the sentences immediately before or Hannah is organising. Explain that they are going to
after the highlighted words. Then they match the words work in groups to produce a similar campaign to solve
to their definitions and compare answers with a partner. a local environmental problem. They answer the first
Check answers with the class. question individually. In groups, they share their ideas,
brainstorm the second question and agree on an issue
Answers before deciding what sort of campaign would be fun to
1 sorts 2 inform 3 litter 4 ordinary 5 resources do. Monitor and help as necessary. Students should think
about their skills as a group and how they could use
FAST FINISHERS them to create a campaign, for example taking photos,
Ask fast finishers to choose two of the words and write a making videos, making a computer presentation, writing
sentence including each. They read out their sentences to a persuasive text or slogan, and so on.
the rest of the class, omitting the word. The class guesses Advise them to think about the content and suggest a
the missing word. structure: introduction, explain the problem, suggest a
solution and say how it would benefit the environment.
5 Tell the students they are going to listen to a podcast They write the text for their presentation or video and
63
called Green Teens. They will hear an interview with a review it for any mistakes with grammar and vocabulary.
person involved in environmental campaigns. Check If they are making a presentation, they decide what to
pronunciation and understanding of campaign put on each slide. Remind the students that visual images
/kæmˈpeɪn/ (a series of organised activities or events have more impact than words, so there should not be
intended to achieve a result). Ask them to predict too much text on each slide. They decide who is going to
what problems there might be in the park. Play the talk about each slide or each part of the video and have a
recording. Students compare answers with a partner. practice run-through before sharing it with the class. Have
Check answers with the class and find out whether their a class discussion about the campaigns and vote on the
predictions were correct. Ask students if there are similar best one.
problems in any parks or green spaces where they live.
Answers PROJECT EXTENSION
The main problems are people leaving litter and people Ask students to find out about Earth Day in their country:
breaking trees. how it is celebrated, how many people and organisations
take part, what kind of activities they do and what is
6 Students read the sentences and, in pairs, say if they are
63 planned for the next Earth Day. If it has never been
true or false from what they remember of the recording.
celebrated or it is hard to find out information, they could
Play the recording again so they can check their answers
explore how to get people interested and who they could
and correct the false statements. Check answers with
contact to help organise an event.
the class. Ask for extra information, saying, ‘What
does Hannah teach?’ (science), ‘How often does she do
campaigns?’ (every year), ‘What else do people do in COOLER
the park?’ (go camping), ‘Why, does Hannah think, are
Ask students to write down four things they are going to
people breaking trees?’ (maybe for fun), ‘What kind of
do to help protect or respect the environment. They can
video are the students making?’ (a comedy), ‘What are
use ideas from the unit or their own ideas but they must
the main characters called?’ (Treeboy and Greengirl) and
be realistic and practical. Invite volunteers to read out
‘What else are the students doing?’ (collecting donations
their ideas to the class.
for the park to plant some new trees and put up signs
saying Don’t drop litter and Please use the bins). Play the
recording again if necessary.

142 LIFE SKILLS

REVIEW 3 UNITS 9–12
Answers
Overview
1 bitter, fresh, raw, sour
VOCABULARY Money and shopping; Easily confused words: 2 chin, forehead, shoulder, toe
pay, charge, cost; Food and drink adjectives; 3 cough, cut, flu, stomach ache
look, taste, smell; Body and health; Illnesses 4 deer, mosquitoes, eagles, wolves
and injuries: verbs; Animals; Adverbs of
3 Tell students to read the sentences ignoring the spaces.
probability
Then they complete the sentences using words in
GRAMMAR Present perfect; The past participle of go: been
Exercise 2 and compare answers with a partner. Check
and gone; Present perfect and past simple; answers with the class. Check understanding of the
How long? and for/since; will and be going to; words in Exercise 2 not used in this exercise by asking
Modals of probability fast finishers to read out their sentences.
Answers
Resources 1 cough 2 bitter 3 eagles 4 forehead 5 Mosquitoes 6 fresh
7 flu 8 shoulder
PHOTOCOPIABLE WORKSHEETS: Grammar worksheets
Units 9–12; Vocabulary worksheets Units 9–12; Review Game
Units 9–12; Literature worksheet; Speaking worksheet; Writing FAST FINISHERS
worksheet Ask fast finishers to write two sentences using the words
in Exercise 2 that they have not used in this exercise.

WARMER
Write the topics money and shopping, illnesses, body and GRAMMAR
animals on the board. Divide the class into four groups
and assign each group a topic. Give them two minutes to 1 Elicit the forms of the past simple and present perfect,
write as many words connected with their topic as they including negative and question forms. In pairs, students
can. Then ask each group in turn, except the group who test each other on the past simple and past participle of
wrote the list, to call out a word for the first topic. If the the irregular verbs in the exercise: see – saw, seen; swim –
group responsible for that topic has the word on their list, swam, swum; have – had, had; eat – ate, eaten; go – went,
they score a point. If not, the other group scores a point. gone / been; be – was / were, been. Check pronunciation
Repeat until there are no more suggestions for that topic. of arrived /əˈraɪvd/ and tried /traɪd/. Give students a
Repeat with the other three topics. The group with the few minutes to revise the use of the past simple and
most points is the winner. the present perfect tenses in the Grammar reference
for Unit 10 on page 147. Then students complete the
conversations and compare answers with a partner.
VOCABULARY Review answers as a class and ask stronger students to
explain the tense use if there are any problems.
1 Read the instructions and tell the students that all the Answers
words are connected with money and shopping. Set a
1 Have, seen, swam
time limit for them to complete the crossword. They
2 has, had, hasn’t eaten
compare answers with a partner. Review answers with 3 went, ’ve, tried
the class. Check pronunciation of receipt /rɪˈsiːt/. 4 were, Have, arrived
Answers
Across MIXED ABILITY
1 save up 4 give it away 5 checkout 8 special offer Support weaker students by allowing them to check the
9 take it back Grammar reference for Unit 10 on page 147 while they are
Down doing the exercise.
2 price 3 bank account 6 receipt 7 change

2 Students read the words in the box and look at the

topics. They add the words to the correct topic and
compare answers with a partner. Check answers with the
class. Ask for the singular of wolves (wolf) and whether
deer is singular or plural (both – it’s an irregular plural,
like sheep). Check pronunciation, including sour
/saʊə/, raw /rɔː/, cough /kɒf/, stomach ache /ˈstʌmək ˌeɪk/,
mosquito /mɒˈskiːtəʊ/ and wolves /wʊlvz/.

CONTINUED ON PAGE 146

UNITS 9–12 145

 2 Elicit the forms of the future with will and the future 6 Tell students to read the text, ignoring the missing words.
with be going to, including negative and question forms. Ask for a quick summary of what it is about (foods you
Elicit the uses of each form and refer students to the should eat when you’re ill). Ask students to look at each
Grammar reference section for Unit 11 on page 148. Write gap, say which part of speech would fit and suggest a
the uses on the board: will – general predictions about possible answer. Accept all reasonable suggestions.
the future, decisions made while we are speaking; going While students complete the exercise, support and give
to – intentions, predictions based on something we can help where necessary. They compare answers with a
see or know. Ask for an example sentence for each use. partner. Check answers with the class. Use this as an
Students complete the exercise and compare answers opportunity to do some vocabulary work on collocations
with a partner. Check answers with the class. and dependent prepositions, for example to fall, feel or
Answers get ill but to catch or get an illness; to complain about/of
but to suffer from.
1 ’ll, ’m going to
2 ’re going to, ’ll Answers
3 is going to, ’ll
1A 2B 3D 4C 5A 6B
4 ’m going to, ’ll

3 On the board write I’m sure it’s true Perhaps it’s true COOLER
? I’m sure it isn’t true . Ask students to rewrite the Ask students to think about Units 9–12. Write some
sentences using the modal verbs must, could / might and questions on the board: Which activities did you enjoy?
can’t. (It must be true. It could / might be true. It can’t be What was difficult / easy for you? Ask students to write
true.) Explain that they are going to do the same thing in their answers. Discuss ways of learning collocations, such
the exercise, using the verb in brackets. They complete as using mind maps, writing example sentences, making
the exercise and compare answers with a partner. Check vocabulary cards, using a highlighter pen to remind
answers with the class. yourself of mistakes you make regularly, testing yourself
Answers once a week or, in pairs, testing each other, etc. Ask
1 It might be broken.
students which ideas they think are the most useful.
2 It can’t be fresh.
3 He could have a cold.
4 He must know your sister.
5 It might be a rat.

4 Put students into pairs to complete this exercise. Tell

them to read the sentences carefully and think about
which grammar rule they need to apply. If they disagree
with their partner about the correct option, encourage
them to justify their choices. Review answers as a class
and ask stronger students to explain the grammar rules.
Answers
1 ’m going
2 have I
3 might
4 for

5 Tell students that the mistakes can all be found in the

verb forms and ask them to underline all the verbs.
They compare with a partner and check that they have
identified all of them. They complete the exercise in
pairs. They should agree about the mistake and how to
correct it and then rewrite the sentences correctly. Check
answers with the class and, if necessary, ask stronger
students to explain the mistakes.
Answers
1 This change can’t be correct.
2 We’ve been friends since I was six.
3 I think you’ll like it when you see it.
4 Have you heard about the concert?

146 REVIEW 3
13 MIXED FEELINGS

Answers
Unit Overview
1 scared 2 proud 3 relaxed 4 confused 5 embarrassed
TOPIC Moods and feelings 6 hopeful
VOCABULARY Adjectives: moods and feelings
READING The worst day of the week 2 Read the instructions and the definitions. Students
GRAMMAR just, already and yet complete the exercise in pairs. Invite different students
VOCABULARY Adjectives: -ed or -ing to read out each definition and say which adjective it
WRITING An article (2) matches.
Answers
a grateful b disappointed c amazed d exhausted
Resources e stressed f brave
GRAMMAR REFERENCE AND PRACTICE: SB page 150; TB page 245
3 Tell students to compare the list on the board from the
WORKBOOK: pages 52–55 64
Warmer to the adjectives in the box. Read the adjectives
VIDEO AND VIDEO WORKSHEET: Moods and feelings
and check pronunciation, paying particular attention
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 13;
to -ed endings, for example exhausted /ɪɡˈzɔːstɪd/ and
Vocabulary worksheet Unit 13
stressed /strest/. Ask students to read the sentences
TEST GENERATOR: Unit test 13 and check understanding. In pairs, they complete the
exercise. They can only use each adjective once. Play
the recording, pausing after each speaker for students
WARMER
to check their answers. Invite different students to read
Write Feelings on the board and elicit its meaning out the completed sentences. Point out that scared is
(emotions). Brainstorm a list of feelings as a class and followed by of.
write them on the board. Write I feel … when … and ask
one or two students to complete the sentence using the Answers
feelings on the board. Next, students write two sentences 1 proud, disappointed
on a piece of paper. Collect the pieces of paper and 2 exhausted, grateful
distribute them randomly among the students. Students 3 amazed, confused
take turns to read out the information and the class guess 4 stressed, relaxed
5 embarrassed, hopeful
who wrote it. Ask them what they think the unit title
6 scared, brave
means (to be unsure of your feelings or opinions about
something). AUDIOSCRIPT TB PAGE 272

4 Read the sentence beginnings and ask students about

ABOUT YOU the people in the recordings. Elicit why Lucas was
You can begin the class and introduce the topic of the unit embarrassed, Anna stressed, Tom disappointed and Dan
09 by showing the video and asking students to complete the scared. Invite suggestions from the class about when
video worksheet. Then, read the questions in the About and why someone might feel embarrassed. Students
you box and students answer the questions. Write Good complete the sentences, writing about themselves, and
mood and Bad mood as headings on the board with faces compare ideas with a partner. Monitor and join in with
to indicate happy and sad. Tell students to discuss the first the discussions. In whole-class feedback, invite different
question in pairs. Then ask for a show of hands to find out students to tell the class something about their partner.
who is usually in a good mood and who is often in a bad
mood. Ask students to work in small groups to discuss the
Answers
things that put them in a bad mood or a good mood. Invite Students’ own answers
them to share their answers with the class. Write key words
on the board. FAST FINISHERS
Tell fast finishers to choose two more adjectives and write
VOCABULARY Adjectives: moods and feelings prompts as in Exercise 4 for their partner to complete.
They can share their partner’s answers with the class after
1 Tell students to look at the text and say what kind of feedback to Exercise 4.
website it is (social media). Ask them if they use social
media websites, what kind of information they share
online and if they use emojis or adjectives to show their
feelings. Ask students to look at the first comment and
elicit how Alfie is feeling. They complete the exercise in
pairs. Check answers.

MIXED FEELINGS 149

 The Reading text is recorded for students to listen, read
READING 65
and check their answers.
3 Ask students to look at the highlighted words in the
BACKGROUND INFORMATION text, including the Comments section, and guess their
The first written use of the term weekend appeared meanings from the context. They match the words to the
in a British magazine in 1879. Sunday was the day of definitions.
worship but, in 1908, the first five-day working week
Answers
was introduced to allow Jewish workers to worship on
Saturday, known as the Sabbath, in New England in the 1 came up with
2 analysed
USA. In 1926, Henry Ford shut down his car factories on
3 surprising
Saturday and Sunday but it was not until 1940 that the 4 put off
two-day weekend was adopted throughout the USA. 5 dreadful
Many Muslim countries used to consider Thursday and 6 according to
Friday as their weekend but some countries replaced this
with Friday and Saturday, to allow for Friday prayers and TALKING POINTS
to coincide more with international financial markets.
Put students into pairs to discuss one of the questions.
Some countries with Muslim-majority or large Muslim
Monitor and join in with the discussions, helping where
populations, such as Indonesia, Lebanon, Turkey, Tunisia
necessary. Put pairs together to make groups of four (i.e. a
and Morocco, have a Saturday and Sunday weekend with
pair who discussed each question). Ask them to share their
a long midday break on Friday for prayers. In Israel, the
ideas and opinions. Then ask the whole class to comment
weekend is Friday and Saturday. Brunei Darussalam is the
on both questions. Write key vocabulary on the board.
only country that has two separate days off, Friday and
Have a class vote on each of the questions.
Sunday.
COOLER
1 Students read the title of the article and say which are Give each student a day of the week and arrange them in
the worst and best days of the week for them. Invite groups of different days (if your class divides into seven,
students to share their opinions and give reasons for organise them this way; if not, smaller groups are fine).
their answers. Set a short time limit for students to Ask students to talk about what they do on the day they
read the article and see if their answers agree with the were given, for example On Saturdays I go to dance classes
research. in the morning and visit my grandparents in the afternoon.
Answers I go out with my friends in the evening. Monitor and help as
they are working. Invite different students to tell the class
The research says that Wednesday is the worst day of the
about someone in their group.
week for most people, and Sunday is the happiest day of the
week.

2 Check understanding of the sentences A–H. Do the first

item together. Ask students to read the first paragraph
and decide on the correct option. Ask volunteers to
tell you which option they chose. Tell them the correct
option (G) and ask why it is correct (The first paragraph
talks about Monday, so the missing sentence probably
continues with the same subject). Ask students which
paragraph talks about how the professors did their
research (2) and which paragraph talks about the results
of the research (3). Tell them to read the sentences and
predict which are about doing research (C, D, E) and
which are about the results (A, B, F, H). Explain that
students should look at the sentences immediately
before and after the gaps in order to make their choice.
Students complete the exercise in pairs. Check answers
with the class and, in each case, ask how students
decided on the correct option.
Answers
1G 2D 3C 4A 5F
Extra sentences: B, E, H

MIXED ABILITY
Pair weaker students with stronger students and monitor
as they do the exercise. Ask them to identify meaning,
related words and what the pronouns refer to.

150 UNIT 13
 Answers
GRAMMAR just, already and yet
1 We’ve just seen your advertisement.
2 I haven’t bought a new book yet. / I’ve already bought a
WARMER new book.
Revise -ed adjectives by asking students to choose one 3 Have I told you about my holiday yet?
4 I’ve already asked a friend of mine.
and mime it for the others to guess. Demonstrate first
5 He’s just moved to a new house.
with a volunteer and then put students into small groups 6 I haven’t been there yet.
to continue. One student writes down each adjective the
group have guessed. The group with the longest list is the 6 Ask students to imagine they’re going to a birthday party
winner. and ask them what they might need to do before they
go, for example choose their clothes, buy a present, etc.
1 Ask students what they have done in the last half hour Students read the words in the box and compare them
and what they have and haven’t done today. Write their with their ideas. Read the instructions. Students put a
answers on the board, adding and underlining just,  next to the things Kate has already done and a  next
already and yet, for example We’ve just had lunch. We’ve to the things she hasn’t done yet. They have 30 seconds
already had maths. We haven’t had social sciences yet. to memorise the picture and the actions. Students then
work in pairs to write six sentences about Kate using
Books open. Students read the sentences, taken from
already and yet. Monitor and help as necessary. Check
the Reading on page 77, and complete the rules. Check
answers.
answers.
Answers
Answers
She’s already had a shower.
a already b just c yet She hasn’t written the birthday card yet.
She’s already wrapped the present.
2 Put students into mixed ability pairs to read the
She hasn’t ironed her clothes yet.
conversations and decide which option is correct. Tell She hasn’t tidied her room yet.
them to look back at Exercise 1 for help. Invite students She’s already washed her hair.
to read the completed sentences, explaining their
answers. GRAMMAR WORKSHEET UNIT 13

Answers
1 yet 2 already 3 just 4 yet VOCABULARY Adjectives: -ed or -ing
3 Students re-read the sentences in Exercise 1 and say if 1 Students look at the image and read the speech bubbles.
they are positive, negative or a question. Complete the They read the rules and complete them. Check answers.
rules as a class. Point out that just and already go in the Revise the -ed adjectives from the Vocabulary on page 76
same position as frequency adverbs like usually and and explain that most of them can have both endings.
often. However, two are different: stressed – stressing stressful,
Answers scared – scaring scary.
1 just / already Answers
2 just / already
a -ed b -ing
3 yet
2 Students read the sentences and decide which form
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 245
of the adjectives is needed to complete them. They
4 Elicit which tense is used with just, already and yet in compare answers with a partner. Check answers with
Exercises 1 and 2 (present perfect) and how it is formed. the class. Elicit other adjectives which can have both
Review past participles of the verbs in Exercise 4. endings, for example interested / interesting, excited /
Write the first prompt on the board and construct the exciting.
sentence as a class. Students complete the exercise in Answers
pairs, paying attention to the rules. Monitor and help as
1 bored 2 relaxed 3 tiring 4 disappointed 5 annoying
necessary. Check answers with the class. 6 embarrassing
Answers 3 Direct students to turn to page 123. They read the
1 We’ve just heard some amazing news. sentences and decide which form of the adjectives
2 I’ve already put off my dentist’s appointment once. is needed to complete them. They complete the
3 It’s eleven o’clock and she hasn’t got up yet.
exercise individually and add two more questions.
4 I’ve just sat down and I’m absolutely exhausted.
5 Have you tried Jack’s cake yet? They compare answers with a partner. Check answers
6 My phone was fully charged this morning and it’s already and understanding. Finally, they ask and answer the
run out of battery. questions.

5 Explain that there is one mistake in each sentence. Answers

Do the first item together. In pairs, students complete 1 tiring 2 disgusting 3 confusing 4 amazing 5 annoyed
the exercise. Check answers and make sure students 6 relaxed 7 embarrassed 8 worrying
understand the mistakes, which are mainly tense use or
VOCABULARY WORKSHEET UNIT 13
word order. Accept both corrections for sentence 2.

MIXED FEELINGS 153

 WRITING An article (2) MIXED ABILITY
Help weaker students by asking them to think of a good
1 Students read the notice and say which is their favourite title and an opening sentence. Suggest sentence openers
day of the week. Ask volunteers to read out the three for each of the three points. Then they should think of a
questions. sentence to write as a conclusion. Encourage them to use
expressions and phrases from the examples given on this
Answers
page.
Students’ own answers

2 Students read the article quickly. Check understanding

of vocabulary, for example be into, challenging. They
FAST FINISHERS
re-read the article more carefully, write notes on the Fast finishers should exchange articles and give positive
answers to the three questions and compare answers feedback on ways to make the article more interesting for
with a partner. Check answers. the reader.

Answers
Model answer
Best day: Sunday
Activities: gets up late, looks online for project ideas, goes A busy week!
climbing, has dinner with relatives, watches a film Do you have trouble getting to the end of the week? This
Feelings: excited, full of energy, relaxed might be because teenagers nowadays are busier than ever,
according to the experts.
3 Ask students how the writer gets the reader’s attention After a great weekend with my friends and family, I usually
and makes the article interesting. Go through the wake up feeling happy and full of energy on Monday
Prepare to write box and ask students to find phrases mornings. But the feeling doesn’t last long. By Wednesday
I’m always tired and stressed because I haven’t finished my
used in the article. Check answers and ask if they can
homework yet. Sometimes I haven’t even started it!
add any more phrases, for example In my view. Ask what On Thursday I feel better because it’s nearly the weekend,
adverbs the writer uses instead of very / very much: when I can play football and hang out with my friends. I think
absolutely, really, perfectly. these things are important because all work and no play
make life very boring!
Answers
Are you one of those people who looks forward to weekends?
I absolutely love Sundays.
COOLER
When I wake up, I feel excited and full of energy. On the board write the word embarrassed but mix up the
I think it’s a challenging sport, but it’s also really exciting. letters. In pairs, students make words of three or more
In my view, it’s a perfectly relaxing end to my favourite day. letters. They cannot repeat any letters (except e, r and s,
which appear twice). Tell them there is one word that they
4 Students read the three notices and beginnings of
have learned in this unit which uses all the letters. The
articles. Check understanding. In pairs, students match
pair with the longest list is the winner. Give bonus points
the notices to the beginnings. Take feedback from the
to any pair who has found the word with all the letters.
class and ask students to justify their answers.
Answers
Possible answers
1A 2C 3B
bad, bar, bead, bed, bee, bread, dare, dear, dream, mad,
5 Students read sentences a–f. Check understanding. made, read, sad, same, sea, seed
In pairs, they match the sentences to notices 1–3 in
Exercise 4 and compare answers with another pair.
Check answers with the class and ask students to justify
their choices. Next, ask students to identify the adverbs
and adjectives in sentences a–f: incredibly grateful,
absolutely exhausted, toughest. Ask them to identify
time expressions: by the weekend, as soon as, Thursdays.
Finally ask them to find phrases giving opinions: I would
say that, I don’t think, For me.
Answers
a2 b3 c1 d3 e1 f2

6 Ask students to choose which article they are going to

write and group students who choose the same article
together. They plan their article individually and then
share their ideas with the group. Remind students
to follow the advice in the Prepare to write box. They
should also think of a good title. They write their article
and check spelling and grammar. Monitor and help as
necessary.

154 UNIT 13
14 ON SCREEN

3 In pairs, students decide whether the genres are TV

Unit Overview shows, films or both. Check answers.
TOPIC Films and television
VOCABULARY TV and film
Answers
READING So you want to be in a film? action thriller: film
animation: film and TV show
GRAMMAR Relative clauses
chat show: TV show
VOCABULARY Talking about films and shows comedy: film and TV show
LISTENING Six conversations about TV and film crime drama: film and TV show
SPEAKING Reaching agreement documentary: TV show
horror: film
period drama: film and TV show
reality show: TV show
Resources science fiction: film and TV show
GRAMMAR REFERENCE AND PRACTICE: SB page 151; TB pages soap opera: TV show
245–246 the news: TV show
WORKBOOK: pages 56–59 4 Students read the definitions. Check understanding.
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 14; They complete the exercise. In pairs, they compare
Vocabulary worksheet Unit 14 answers and write a one-sentence definition of the
TEST GENERATOR: Unit test 14; Term test 2 remaining genres. Check answers and invite students to
read out their definitions.
WARMER Answers
Check understanding of on screen. Ask students for some 1 documentary 2 soap opera 3 science fiction
types of films and TV shows, for example comedy, quiz 4 period drama 5 chat show
shows, and then put students into small groups to write Possible answers
a list. They share their lists. Write the categories on the
An action thriller is an adventure film with heroes and bad
board. guys.
An animation is a computer-generated cartoon show or film,
often for younger children.
ABOUT YOU A comedy is a funny film or show that makes you laugh.
Find out what films students have seen recently and A crime drama is a film or show with police chasing bad guys.
whether they watched them online, on TV or at the cinema. A horror is a very scary film.
They say whether they enjoyed them and give reasons. For A reality show is a show with real people in (sometimes crazy)
situations.
the second question, students decide on their favourite TV The news is a show in which someone reads information
show and then walk around the class to find out if anyone about important recent events and shows video clips.
else has chosen the same one. Share feedback as a class
and have a class vote on the most popular show. 5 Ask two students to read the conversation. In pairs,
students think of at least one example for all the genres
in Exercise 1. Ask students to give their examples and ask
VOCABULARY TV and film
the rest of the class if they agree with the classification.
1 Students look at the TV and film genres in the box and Answers
compare them with the list on the board. Check meaning Students’ own answers
and pronunciation of genre /ˈʒɒnrə/ (category or type).
In pairs, students match the words to the photos. Check 6 Check understanding of the sentence beginnings. Ask
answers but do not confirm them at this point. volunteers to complete each one. In groups of three,
2 Play the recording for students to check their answers, students write numbers 1–6 on separate pieces of paper
pausing after each one. Check answers and play the which are shuffled and placed face down. Students pick
recording again to practise pronunciation. up a number and complete the corresponding sentence,
giving reasons. A spokesperson from each group tells the
66
Answers class about their group’s likes and dislikes.
The answers are recorded for students to listen and check.
A action thriller B comedy C reality show D crime drama Answers
E period drama F the news G documentary Students’ own answers
H science fiction I animation J soap opera K chat show
L horror

ON SCREEN 157
 Answers
READING
1 He was an extra.
2 They act in films but they don’t have a main part.
BACKGROUND INFORMATION 3 Because they can meet interesting people and help a local
Sylvester Stallone was an extra in Woody Allen’s 1971 film, film director.
4 A director is in charge of the filming and a producer is
Bananas, before he got his big break with Rocky. Action
responsible for the team, including hiring actors.
star Arnold Schwarzenegger was an extra in the films 5 They can tell you if any directors need extras near where
Hercules in New York and The Long Goodbye. Twilight star you live.
Kristen Stewart’s first role was a non-speaking part in the 6 Because producers look for students in drama schools.
Disney Channel film The Thirteenth Year. She was eight 7 Because you often have to wait around for long periods.
years old.
The Reading text is recorded for students to listen, read
Heath Ledger’s first role was as an extra in the Australian 67
and check their answers.
film Clowning Around at the age of 13. He went on to star
in one of the biggest franchises ever, The Dark Knight MIXED ABILITY
series. A 17-year-old George Clooney started his film Support weaker students by telling them that the most
career as an extra in the 1978 TV miniseries Centennial, important thing is to find the answer in the text. They do
which was about a group of early US settlers. not need to use their own words but can copy the text
word for word if necessary.
1 Ask students if any of them have been on TV or in a film.
Ask for suggestions about how they might get a role in
a film, and widen the discussion to talk about people FAST FINISHERS
in general. Write key words on the board. Tell students Ask fast finishers to make a list of the skills and qualities
to look at the photograph, the title and the subtitle of they would list about themselves for a casting website
Kameron’s blog. if they wanted to be an extra. They read them out to the
class, who can add more ideas.
Answers
Students’ own answers

2 Set a time limit for students to read the text quickly and
TALKING POINTS
find out if any of their ideas were correct. Ask stronger Read the questions, check understanding and put students
students to summarise Kameron’s three suggestions into small groups to discuss them. Monitor and help as
(become an extra by joining a casting website, contacting necessary. Bring the class together to discuss the answers
your local film board, taking acting classes). and find out which films or shows students would most
like to appear in.
3 In pairs, students find the words in the text and complete
the exercise. They can check their answers with another COOLER
pair. You can also ask students to try to work out the
In pairs, students write a definition of a genre of film or
meanings of the words from the context. Check answers
TV show. They read it to the class, who have to guess the
and ask students for definitions or synonyms (see
genre.
possible answers in brackets).
Answers
1 warning (something that tells or shows you something bad
may happen)
2 appear (to perform in a play, film, etc.)
3 hire (to begin to employ)
4 in charge (having control or responsibility)
5 part (role in a play, film etc.)
6 support (to help)

4 Students read the questions. Check understanding of

volunteer (a person who works for free) and film board
(a local organisation that supports a city or region’s film
industry). Students answer them according to what they
remember. Then they read the text carefully to check
their answers and complete the exercise. Encourage
them to use their own words and not just copy the text
word for word. They compare answers with a partner.
Check answers with the class and check any new
vocabulary, for example main, hang out, cool, join.

158 UNIT 14
 GRAMMAR Relative clauses MIXED ABILITY
To provide extra practice for weaker students, and
consolidation for stronger students, write some incorrect
WARMER
sentences on the board, for example This is the jacket
Write some questions on the board and underline the what I bought last week (which / that). That’s the place
relative pronouns, for example This is a man who was that I grew up (where). Messi is a footballer when plays for
president of the USA from 2009 to 2017. It’s a game that Barcelona (who / that). Paris is the city what I’m going in
two teams of eleven people play using a ball. It’s a place summer (where). Put students in mixed ability pairs to
where you go to watch films. Students guess the answers. correct the sentences.
In small groups, they write three more questions using
relative pronouns for the class to guess.
GRAMMAR WORKSHEET UNIT 14

1 Read the sentences adapted from the Reading on

page 81. Explain that they contain examples of relative VOCABULARY Talking about films and shows
clauses, which give us more information about nouns –
the person, place or thing which we are talking about. 1 Students read the words and give a definition of any
We use words called relative pronouns to introduce that they already know. Check pronunciation: character
these clauses. Students complete the rules and then /ˈkærəktə/, review /rɪˈvjuː/, series /ˈsɪəriːz/. Students
identify who, what or where the relative pronouns in the complete the exercise and compare answers with a
examples are referring to. Check answers. partner. Check answers. Ask students if they can add any
Answers more words, including vocabulary from the Reading on
page 81. Point out that series can be singular or plural,
a which b that, who c where
the form is the same.
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGES 245–246 Answers
2 Ask students what they know about Frankenstein and 1e 2a 3c 4b 5g 6f 7d
whether they have seen any of the films. Encourage 2 Read the sentences and check understanding. Students
students who have read the story or seen a film to tell the complete the exercise and compare answers with a
class about it. Students read the text quickly to see if their partner. Check answers.
ideas are correct. In pairs, they select the correct options
referring to the rules in Exercise 1. Ask students to take Answers
turns reading out a sentence. The class decides whether 1 character
the options chosen are correct and why or why not. 2 series, clips
3 plot
Answers 4 reviews, trailer
1 that 2 who 3 where 4 that 5 which 6 that 7 that 5 soundtrack

3 Read the example and refer back to the rules in Exercise FAST FINISHERS
1. Students complete the exercise and check answers
with a partner. Check answers with the class. Ask fast finishers to write two more sentences with
spaces. They work in pairs, asking and answering each
Answers other’s questions.
1 where 2 who () 3 which () 4 who () 5 where
3 Use the sentences in Exercise 2 to lead into the
4 Explain that relative clauses can be used to join
discussion. Put students into small groups and tell them
sentences together to make writing flow better. Students
to appoint one person to take notes and present them
read the example. Ask them who She refers to and which
to the class. Encourage students to give reasons for their
word replaces She when the sentences are connected.
answers. Monitor and help as necessary before sharing
Ask them to read sentence 1, say what it refers to in
feedback. Write key words on the board.
the second sentence and which relative pronoun or
pronouns they can use to replace it when they connect Answers
the sentences. They complete the exercise in mixed- Students’ own answers
ability pairs. Check answers and refer back to the
Grammar reference and practice page if necessary. 4 Read the instructions and the example on page 123.
Ask students to identify any relative clauses. Ask two
Answers students to read out the example conversation. Give
1 Stranger Things is a brilliant series that/which I started students a few minutes to write their sentences and then
watching last week. carry out the activity. Invite some students to read out
2 The Fantastic Beasts series, which stars Eddie Redmayne their sentences to the class.
and Katherine Waterston, was filmed in New York.
3 There’s a new bookshop in the mall where you can buy Answers
English-language DVDs.
Students’ own answers
4 Jennifer Lawrence is a Hollywood star that/who has
appeared in lots of great films. VOCABULARY WORKSHEET UNIT 14
5 Steven Spielberg is an incredible director who/that has
won three Oscars.
6 Cortlandt Alley is a tiny street in New York where they have
filmed dozens of film scenes.

ON SCREEN 161
 2 Read the instructions. Play the recording for students
LISTENING 69
to find out which film the friends choose. They compare
their answer with a partner before checking as a class.
1 Read the instructions and the list of genres. Play the
68
recording. Students match the conversations to the Answer
genre and compare answers with a partner. Check Jerry’s Vacation
answers with the class.
3 Write Reaching agreement on the board. Elicit phrases
Answers 69
which are used to agree with other people and write
a comedy – 6 them on the board. Tell students to read the phrases
b documentary – 3 in the Prepare to speak box and compare their ideas.
c horror – 1 Play the recording again for them to make a note of the
d period drama (not needed)
phrases they hear. Check answers.
e reality show – 2
f the news – 5 Answers
g science fiction – 4
It looks …
AUDIOSCRIPT TB PAGES 272–273 It sounds …
because …
2 Before listening to the recording for a second time, ask Let’s decide.
I think we’re both happy with that.
students to read the questions and possible answers
Yes, that’s a good choice.
in Exercise 3. In pairs, they underline key words to help
them when they listen again. Remind them to read AUDIOSCRIPT TB PAGE 273
the questions carefully as they contain relevant and
helpful information. Check answers and understanding 4 Students look back at the films and shows in Exercise 1
of vocabulary, for example rather, behave, unlikely, on page 80. They decide on three that they would like
creature, set off, showing. to watch. They discuss their choices with a partner and
3 Tell students that they are going to listen to the extracts reach agreement on which one to watch. Remind them
68
again. They should listen for the key words and then to use the words and phrases from the Prepare to speak
choose the correct answer for each conversation. Play box and to listen carefully to their partner’s choices and
the recording again, pausing after each conversation for reasons. Monitor and help as necessary. Invite different
students to choose the answer. Check answers and then pairs to repeat their conversation in front of the class.
play the recording again to help students who have had The class listens for the phrases from the Prepare to
difficulties understanding why the answer they chose speak box.
was incorrect. Answers
Answers Students’ own answers
1B 2C 3B 4C 5C 6A
COOLER
AUDIOSCRIPT TB PAGES 272–273
In pairs, students think of a popular film, TV show
or series. They write four sentences about it without
mentioning its name. The first sentence should be the
SPEAKING Reaching agreement
most difficult, the second a little easier, and so on. They
find another pair and read out the first sentence. If the
1 Check understanding of Reaching agreement. Students
other students guess it, they get four points; if they guess
read the outlines of the four films in the online film
it after the second sentence they get three points, and so
menu. Check understanding. Ask students to say which
on. The pairs then move on and find another pair. Each
of the films they would most like to see and why.
pair can change pairs several times.
Answers
Students’ own answers

162 UNIT 14
CULTURE
Learning Objectives WARMER
• The students learn about the film industry in different Review the genres of TV shows and films from page 80 by
countries.
playing a guessing game. Put students in groups of six or
eight and tell them to work in two teams of three or four.
• In the project stage, they give a presentation about a famous
Each team chooses three or four genres, according to the
film to the class.
number of students in the team. Students from each team
take it in turns to explain one of the genres without using
the word, for example without using the word action if
Vocabulary they are describing an action film. The other team has to
ceremonies giant renowned spices terrific trend guess the genre. They have a 15-second time limit.

1 Read the questions and put students in small groups to

Resources discuss their ideas. As a class, invite them to share their
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: History of answers. Ask how many students have seen the famous
Hollywood films from their country and if they know the names of
films made by famous directors from their country.

BACKGROUND INFORMATION Answers

Mickey Mouse is a cartoon character and the mascot of Students’ own answers
the Walt Disney Company, who has featured in over 130
2 Ask students to read the quiz and work in pairs to answer
short and full-length films. Other characters who often
the questions. Clarify any unknown vocabulary at this
appear in the cartoons include Mickey’s girlfriend, Minnie
point. This may include full-length film (a film that is
Mouse, his friends Goofy and Donald Duck and his pet
usually one and a half to two hours long) and frequently
dog, Pluto. Mickey first appeared in 1928 in one of the
(often). Invite students to share their ideas, but do not
first cartoons with sound. The cartoons were originally
confirm their answers at this point.
in black and white but after the introduction of colour in
1935 Mickey usually wore red shorts, yellow shoes and Answers
white gloves. In 1978, Mickey became the first cartoon Students’ own answers
character to have a star on the Hollywood Walk of Fame.
Sherlock Holmes is a fictional detective who made his 3 Play the recording for students to check their answers to
70
first appearance in 1887 in the novel A Study in Scarlet, the quiz. Then check answers as a class. Find out which
written by Sir Arthur Conan Doyle. The first known film pairs got the most answers correct. Ask if they have seen
featuring Holmes is Sherlock Holmes Baffled, made in any Mickey Mouse, Sherlock Holmes or James Bond films
1900 and lasting less than a minute. The English actor and what they know about these characters.
Basil Rathbone played Holmes in 14 films, starting with Answers
The Hound of the Baskervilles. Holmes and Dr Watson’s 1A 2C 3A 4B 5A
adventures have also been the subject of comedies such
as The Private Life of Sherlock Holmes and the highest- AUDIOSCRIPT TB PAGE 273
grossing Sherlock Holmes film to date is a comedy,
Sherlock Holmes: A Game of Shadows (2011). It has made 4 Ask students if every country in the world produces films,
over $500 million worldwide. and why or why not (no, some countries do not have the
James Bond is a British secret agent whose code number money or technology to do so). Students read the names
is 007. He was created by Ian Fleming in 1953. Between of the countries on page 85 and discuss in small groups
1962 and 2015 a total of 24 James Bond films were made, whether they have seen any films from these countries.
starting with Dr No. The 24th was Spectre. Major actors Review their findings as a class. Students read the
in the series include the first James Bond, Sean Connery, sentence endings and scan the text to find the answers
who made seven James Bond films, Roger Moore, who as quickly as they can. Tell them the information could
also starred in seven, Pierce Brosnan and Daniel Craig, be anywhere on the page, including in the information
who have both played Bond four times. To date, the films boxes on the left-hand side. They compare answers with
have made over $13 billion at the box office. a partner. Check answers with the class.
Answers
1 India 2 China 3 the UK 4 the USA 5 Japan

CONTINUED ON PAGE 166

THE FILM INDUSTRY 165

 5 Students look at the questions and read the World film MIXED ABILITY
facts more carefully to find the answers. They compare
answers with a partner. Check answers with the class. To support weaker students, play the recording again
pausing after each of the answers. Ask students to try to
Answers repeat the exact words used.
1 Japan
2 It’s cheaper there. AUDIOSCRIPT TB PAGES 273–274
3 serious, historical topics
4 in the 1950s 9 Students read the sentence beginnings in the Useful
5 They have many ingredients, like masala spices.
6 a historical film about a famous novel
language box and complete them in pairs. You may need
to write the director’s name on the board.
The Reading text is recorded for students to listen, read
72
and check their answers.
Answers
1 Japan
6 Ask students to look at the highlighted words in the text 2 Akira Kurosawa
and to try to work out their meanings from the context. 3 Japan
Students then complete the exercise by matching 4 in Japan / in the 16th century / 500 years ago
the words to their meanings. Check answers with the 3 a princess and a general
class and check any other new words and phrases, for 5 the best foreign film at the Berlin Film Festival
example hit (a very successful film), ghost (the spirit of a
dead person that appears to people who are alive), take PROJECT A presentation about a film
place (happen, especially at a particular time). Check Read the instructions and ask the students to choose a
pronunciation of martial /ˈmɑːʃəl/. film. This may be one they have seen and know about or
Answers one from the World fact file text. They can do this activity
1 terrific 2 trend 3 renowned 4 ceremonies 5 giant
in pairs or individually. Students read the questions and
6 spices then carry out their research online, making brief notes
for each point. Students then create their presentations,
using Microsoft PowerPoint or a similar program. Remind
FAST FINISHERS
them to answer one question per slide. Tell them to
Ask fast finishers to write two or three sentences, using include photos and a clip of the soundtrack.
words from the exercise. They read their sentences out,
Allow the students time to practise their presentations.
omitting the word. The class guesses the missing word.
If they are working in pairs, remind them to divide the
information equally between them. Students then give
7 Students look at photo from the film The Hidden Fortress their presentations. Ask the rest of the class to listen to
71
on page 85. Tell them to scan the text about Japan and each one carefully and to say at the end which film they
find out what it’s about. Ask if any of them have seen would most like to see, and why.
any martial arts films and if they know anything about
Japanese cinema in the 1950s. Explain that Jack is
making a presentation to his class about the film. Read PROJECT EXTENSION
the list of characters in the box and check understanding, Ask students to do some research about the film industry
for example samurai (a warrior, a member of a powerful in their country. They should find out about its history,
military class in mediaeval Japan). Play the recording and some facts about ticket sales and number of screens,
check answers. famous films, actors and directors, any current trends,
Answers which films have been successful abroad, and so on.
princess, general, farmers, samurai
(NOT: doctors, king, monsters, queen) CULTURE VIDEO: History of Hollywood
10
When students have completed the lesson, they can watch
8 In pairs, students read the sentences and mark them as
71 the video and complete the worksheet.
true or false from what they remember of the recording.
Play the recording again for them to listen and check COOLER
their answers.
Play ‘Film charades’. Write some film titles on pieces of
Answers paper. Hold up the number of fingers that represent the
1 false (1958) number of words in the film title. Then act out each word.
2 true Hold up fingers to say which word you are describing,
3 false (500 years ago) for example hold up two fingers for the second word.
4 true Students can call out the answer at any time. The first
5 false (They are funny characters.) student to guess the film title correctly in English acts out
6 false (It was the fourth most popular.)
another title. Continue until several students have had a
turn.

166 CULTURE
15 DIGITAL LIFE

2 Read the instructions. Tell students that Alex asks

Unit Overview 74
one follow-up question for each of the questions in
TOPIC Technology and the digital world Exercise 1. Students refer back to Exercise 1, read the
VOCABULARY Computer phrases follow-up question beginnings in Exercise 2 and suggest
READING Apps for learning English endings for them. Accept all reasonable suggestions. Tell
GRAMMAR Present simple passive them they will hear the recording twice and will need
VOCABULARY Phrasal verbs: technology two or three words to complete each question. Play the
WRITING An informal email (3) recording, pausing between each of the eight exchanges
for students to complete the questions. Students
compare answers in pairs. Play the recording again for
Resources them to check their answers and then check answers
with the class.
GRAMMAR REFERENCE AND PRACTICE: SB page 152; TB page 246
WORKBOOK: pages 60–63 Answers
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 15; 2 get it 3 remember them 4 do you share 5 you find
Vocabulary worksheet Unit 15 6 to share them 7 have altogether 8 listen to
TEST GENERATOR: Unit test 15
3 Ask students what they remember about Jack’s answers
74
to the questions in Exercises 1 and 2. Tell them to
WARMER complete the sentences in Exercise 3 using the words
in blue from the quiz. Read the example sentence. Tell
Write Technology on the board and elicit one or two
them they may need to change the form of some of the
examples to demonstrate meaning, for example laptop
words and that some of the answers consist of more
and mobile phone. Start a word association game with
than one word. They complete the exercise in pairs. Play
a confident student: say ‘laptop’ and then ask what
the recording for them to check answers. Check answers
associated word students think of. Accept computer or
with the class and check understanding.
any laptop-related vocabulary as an answer, for example
mouse or tablet. Students continue playing the game in Answers
small groups. In whole-class feedback, invite a student to 2 virus
start the game, nominating another to answer. Continue 3 password
until several students have had a turn. Write key words on 4 shares links
the board. 5 done a search
6 uploads, photos
7 installed, apps
ABOUT YOU 8 downloads podcasts
In pairs, give students two minutes to make a list of all AUDIOSCRIPT TB PAGES 274–275
the things they use their phone, computer or tablet for.
Share ideas and write them on the board. Have a class 4 Students ask and answer the questions with their
vote to find the most popular. Find out which social media partner. Monitor and help as necessary. Encourage them
students use. to use the follow-up questions in Exercise 2 to get further
information.
VOCABULARY Computer phrases Remind them to listen carefully to what their partner
tells them as they are going to report back to the class.
1 Tell students that they are going to do a quiz but first
73
they must match the beginnings and ends of the Answers
questions. Tell them to think carefully about sentence Students’ own answers
structure and use of prepositions as well as meaning.
They complete the exercise in pairs. Play the recording MIXED ABILITY
for students to check their answers. Check understanding Advise weaker students to take notes of their partner’s
of the words in blue by asking for definitions or example answers to help them tell the class about their partner in
sentences. Check pronunciation of upload /ʌpˈləʊd/ and Exercise 5.
virus /ˈvaɪərəs/.
Answers 5 Each student tells the class something interesting they
1c 2f 3b 4h 5e 6a 7g 8d found out about their partner, as in the example. Ask
students how they can get better at using technology.
AUDIOSCRIPT TB PAGE 274
Answers
Students’ own answers

DIGITAL LIFE 169

 Answers
READING
2H 3B 4A 5E
2 H: Themez
BACKGROUND INFORMATION Fresh and unusual and uses games (Anna: bored of
An app is a computer program designed to run on a traditional exercises), teaches English through topics like
science and history (Anna: enjoys all subjects but needs help
mobile device such as a phone or tablet. Teenagers
with English), short games (Anna: wants activities that are
juggle many different apps to find friends, post pictures quick to complete).
and send messages and they change apps constantly, 3 B: EnglishScene
unlike adult users, who stay with the same apps. This is a Expensive but gets awesome reviews (Luis: prepared to
headache for app developers because apps make money spend money), high-quality and interesting video stories
only when users are plugged in and absorbing adverts! (Luis: get better at understanding movies and TV shows in
English), simple but attractive design (Luis: expects apps to
look good).
1 Find out whether students use language apps and 4 A: WordPowr
whether they know any good ones for practising different About learning words (Evie: interested in developing and
skills, such as grammar or listening. They read about revising her vocabulary), eight games which are very
Emre and look at the underlined information carefully. enjoyable (Evie: likes fun activities), can play online against
Ask them what kind of app Emre needs. other users (Evie: enjoys competing against friends).
5 E: Language lab
Answers Costs nothing (Felipe: doesn’t want to pay), of limited interest
to anyone except high-level language learners (Felipe:
Students’ own answers
advanced level student), grammar reference for each topic
2 Students read points 1–3, which describe Emre’s needs, (Felipe: to help him revise grammar).
and scan the first three app descriptions to find which The Reading text is recorded for students to listen, read
apps match these requirements. Check answers and ask 75
and check their answers.
for evidence from each description. Check understanding
of challenging. Hold a brief discussion about which app FAST FINISHERS
would be best for Emre and why. Find out which app Ask fast finishers to think of synonyms for awesome,
students would like to use and why. attractive, fairly, allow and huge.
Answers
1 B (challenging activities), C (surprisingly hard)
TALKING POINTS
2 B (video stories), C (listen to … stories)
3 A (Games last just a few minutes, so it’s perfect for a bus Read the questions and put students in small groups to
ride), C (activity takes between five and ten minutes) discuss them. Bring the class together to find out who uses
C is the best app for Emre. apps for studying, how useful they are and what features
they have. Discuss if students are prepared to pay for apps
3 Read the instructions and remind students of the key
or not. This is a good opportunity to get students thinking
information underlined in Exercise 1. They read the text
about what they can do outside the classroom to improve
about Anna and ask what three things she wants. Check
their English skills. Encourage them to share information
answers. Students continue in the same way for Luis,
about apps and websites they use or other ways they
Evie and Filipe.
practise English outside class.
Answers
COOLER
1 Anna: needs more help with English vocabulary and
grammar, bored of doing traditional exercises, activities Write some vocabulary from pages 86 and 87 on the
that are quick to complete board but leave out the vowels, for example vrs (virus), dlt
2 Luis: would like to get better at understanding movies and (delete). In small groups, students complete the words.
TV shows in English, expects apps to look good, prepared The first group to complete the words and spell them
to spend money on the right one correctly is the winner.
3 Evie: developing and revising her vocabulary, likes fun
activities, enjoys competing against friends
4 Filipe: advanced level student, help him revise grammar,
doesn’t want to pay for an app

4 Students will read each text looking for the key features
they identified in Exercise 3. As a class, students read
description A and identify the key features: it practises
vocabulary, so it could be of interest to Anna and Evie.
However, there’s no mention of grammar activities, so
it isn’t what Anna wants. The activities are enjoyable
and you can also play against other users, so it would
be suitable for Evie. Students continue the exercise in
mixed ability pairs. Monitor and help as necessary. Check
answers. Find out which app students would most enjoy
using.

170 UNIT 15
 4 Explain to students that there is one mistake in each
GRAMMAR Present simple passive sentence. They complete the exercise in pairs and then
compare answers with another pair. Check answers with
WARMER the class and make sure they understand why two of
Revise past participles playing noughts and crosses. Make the verbs (cost, deleted) are active (Note: cost is never
a grid 3 × 3 and write an infinitive in each square. Divide passive).
the class in two. Each team chooses an infinitive and gives Answers
the past participle (including spelling!). The first team to
1 My best friend is called Luis.
get three in a row is the winner. 2 This computer is used by everyone in my family.
3 More computers are needed in our school.
1 Students read the example sentences, taken from 4 My favourite game is called FIFA and costs about £50.
descriptions B, D and F on page 87, and the question. 5 This phone is recommended for older people.
6 The virus deleted some important files.
Ask students to identify the verb forms and the tense.
Put them into pairs to complete the rules. Check answers GRAMMAR WORKSHEET UNIT 15
and ask students to make the sentences active. Point out
that we only know the subject for the first sentence so
they will have to invent a subject for the other sentences VOCABULARY Phrasal verbs: technology
and the question: The app’s users often give it awesome
reviews. Someone adds new questions every month. 1 Students look at the pictures. Write turn on the board.
People don’t download the clips with the app. What do we Ask them in which four pictures we can use turn (1, 3, 5
call the app? and 7). Ask if they know which other verb we can use in
pictures 3 and 5 (switch) and for examples of other things
Answers
we can switch on / off, for example phone, TV, speakers,
b be, past participle lights, etc. Ask what turn up and turn down mean.
c by
Students complete the other four items in pairs. Check
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 246 answers and understanding. Explain that, with all these
verbs, if the object is a pronoun it must come between
2 Ask students what they know about Instagram and if the verb and the particle: turn it off, look it up, etc. Ask
they use it. Ask them to complete the text using the students when they might do each of these actions.
present simple passive forms of the verbs. Remind them
Answers
to think about whether the subjects are singular or
plural and the correct past participle of each verb. Check 1 turn 2 plug 3 switch 4 turn 5 switch 6 take 7 shut
8 look
answers and ask them if they found out anything new
about Instagram. Encourage them to use the present 2 Read the example. Monitor as students complete the
simple passive form in their answers. exercise in pairs. Invite different students to read out the
Answers completed sentences.
1 is owned Answers
2 is used 1 plugged in
3 are shared 2 look up
4 is added 3 Turn down
5 are advertised 4 shutting down, turn/switch on
6 are given 5 take out
6 turn up
3 Do this exercise as a class. Invite students to call out
the answers and ask the class if they agree. Ask them
which question follows the word order used in Exercise 1 FAST FINISHERS
number 4 (5). Explain that in all the other questions, the Ask fast finishers to think of more things they can turn up,
question word or words are the subject of the question turn down, shut down, plug in, take out and look up. Ask
but in number 5 the subject is most smartphones and them to make gapped sentences for switch on and turn
Which countries is the object. In pairs, students guess the up. In feedback, ask them to write their sentences on the
answers and then turn to page 124 to check. Ask how board for the class to complete.
many they got right and if any of the answers surprised
them. 3 Students turn to page 124. Read the instructions and
Answers check understanding of the words in the two boxes. Ask a
stronger student to mime an example. Monitor and help
1 is downloaded (anti-virus)
2 is used (some people use password or 123456)
as necessary. Invite different students to mime some of
3 are searched (in 2017, Meghan Markle and Gal Gadot) their activities.
4 is spent (in 2017, more than $200 billion)
Answers
5 are, made (China, South Korea, India)
Students’ own answers

VOCABULARY WORKSHEET UNIT 15

DIGITAL LIFE 173

 Answers
WRITING An informal email (3)
Hey Abbie
1 Ask students what they remember about writing an Have a great time!
informal email (see Units 3 and 7) and what kind of 7 Students read Abbie’s email again and work individually
language is used. Tell them that they are going to write to plan their reply, using Paul’s notes to help them.
another informal email. Set a short time limit for them Monitor and help as necessary.
to read Abbie’s email and find out why she is looking for
new apps and podcasts. Check the answer. MIXED ABILITY
Answers Tell weaker students to look back at the Prepare to write
boxes in Units 3 and 7 (pages 23 and 45) to help them.
Because she is visiting relatives in Scotland next week and
she’s going to be in the car for a long time.
8 Students write their email to Abbie. Remind them to
2 Students identify Abbie’s questions and look at use the tips in the Prepare to write box. Encourage them
Paul’s notes next to her email. Then they read Paul’s to include examples of the present simple passive and
reply quickly to find out whether he answers Abbie’s some of the new vocabulary from this unit. Tell them to
questions. Check the answer and explain any difficult write about 100 words. Monitor and help as necessary,
vocabulary, for example rollercoaster. Ask if they think it reminding them to check spelling and grammar. Display
is a good reply and encourage them to give reasons. the emails around the classroom for other students to
Answers read. Ask them which game they would like to play and
which podcast they would like to listen to.
Yes, he does.
Model answer
3 Set a short time limit for students to read Paul’s email
again and answer the first question. Check answers. Hi Abbie,
Lucky you, going to Scotland! I recommend a great app called
Then ask students to identify the phrases which Paul
Road Trip Travel Games. It has a variety of fun games that you
uses to recommend the game and the podcast. Invite can play on your own or with other members of your family.
different students to read out the phrases from the I think another good game is Build a Business. You have to
email. Ask if they like Paul’s recommendations. create a business, like a shop or a café. It’s fun but it takes a
long time.
Answers Right now my favourite podcast is 411Teen because lots of
the game ‘Rollercoaster Tycoon’: You should try it. the ideas are supplied by teenagers so in my opinion the
the podcast ‘Reply All’: I’d recommend (Reply All). content is relevant and interesting.
Have a lovely time in Scotland!
4 Read the Prepare to write box. Give students time to read Bye,
Paul’s email again and find the phrases from the box Luke
which he uses to give his opinion.
Answers COOLER
Revise the phrasal verbs from page 88. Write the names of
I think
I would say some items on the board and ask students which phrasal
in my opinion verbs can be used with them, for example football results,
radio, music, speakers, etc. In pairs, they make a list.
5 Students read the instructions and the sentence Check answers with the class and ask if they can add any
beginnings. Ask them for ideas about what makes a more items.
game app or podcast good and write key words and
phrases on the board, for example they’re exciting /
challenging, they discuss unusual topics, they have good
designs, they’re easy to use. Students complete the
sentences individually before comparing their answers in
mixed ability pairs. Encourage them to say whether they
agree or disagree with their partner using the phrases
from the Speaking exercises in Unit 14 (page 83). Share
some ideas as a class, encouraging students to say
whether they agree with each other or not and why.
Answers
Students’ own answers

6 Ask students what they remember about how to start

and end an informal letter or email. They look at how
Paul begins and ends his email. Check answers. Ask
students to suggest other ways to begin or end an
informal letter or email, for example Hello, Write soon,
Bye for now.

174 UNIT 15
16 AMAZING SCIENCE

Answers
Unit Overview
a blow b tie c rub
TOPIC Science d fill e stir f cover
VOCABULARY Doing experiments g boil h pour i wrap j shake
READING The Ig Nobel Prize
GRAMMAR Zero and first conditional 2 With books closed, ask students if they know how each
76
VOCABULARY Phrasal verbs: science
experiment works. Write might, could, must and can’t
on the board and encourage students to use them in
LISTENING A conversation about a teenage inventor
their explanations. Students stay in their new groups of
SPEAKING Describing a photo (2)
three to complete the explanations. Play the recording
for them to check and then check answers with the
class. Check understanding of any other vocabulary,
Resources for example attract, float, take up. Tell students to try
GRAMMAR REFERENCE AND PRACTICE: SB page 153; TB page 246 to work out their meaning from the context. Ask them if
WORKBOOK: pages 64–67 they can describe any other simple experiments. Remind
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 16; them to use the present simple passive if appropriate.
Vocabulary worksheet Unit 16
Answers
TEST GENERATOR: Unit test 16
1 electrical 2 metal 3 electricity
4 normal 5 heavier 6 lighter
WARMER 7 warm 8 cold 9 smaller

Write anagrams of school subjects on the board and ask AUDIOSCRIPT TB PAGE 275
students to find the words. Then decide if they belong to
arts, sciences, social sciences or another category. 3 Read the instructions and the example. Ask students to
read the questions and check understanding. In pairs,
students ask and answer, making sure they use a verb
ABOUT YOU from Exercise 1. They should use each verb at least once.
Read the questions. In pairs, students discuss the first Monitor and help as necessary. Invite individual students
question, giving reasons. Bring the class together and to read their answers and ask the rest of the class if they
find out which group is the majority – science or arts. For agree.
the second question, be ready to supply some science
Possible answers
vocabulary! Find out if students remember a particular
experiment and why, for example the results were 1 You boil water and pour the water onto the coffee
surprising, it was a bit dangerous, it was fun, and so on. granules.
2 You stir it.
Put students into small groups to briefly discuss the three 3 You can cover the food with a plate.
questions. Invite students to tell the class about a member 4 You can shake your head.
of their group. 5 You can blow on them or rub them together.
6 They need to tie it back.
7 You can fill it.
VOCABULARY Doing experiments 8 You wrap it.
1 Students read the three headings. Ask if any of them
know how to do these experiments. They look at FAST FINISHERS
the items they will need. Check understanding. Put Ask fast finishers to think of objects or things you can
students into groups of three. Give each group one of drop, peel, add (to) and cool. They name the objects and
the experiments. They read the instructions and fill the the class decides which of the four verbs can be used with
spaces with the correct verb. Make new groups of three each object.
with one student from each of the original groups. They
share their answers. With the class, check answers and
pronunciation, for example blow /bləʊ/, cover /ˈkʌvə/,
rub /rʌb/, stir /stɜː/ and tie /taɪ/. Check understanding of
the verbs by asking different students to mime them.
The class guesses which verb they are miming. Check
understanding of any other vocabulary, for example
drop, upside down, peel, yolk /jəʊk/. Ask students to work
out their meaning from the context.

AMAZING SCIENCE 177

 Answers
READING
1 A Nobel Prize is an award for a great scientific
achievement. An Ig Nobel Prize is an award for making
BACKGROUND INFORMATION people smile and making them think about science.
The Ig Nobel Prizes, which started in 1991, are presented 2 Probably because they feel less loved if they don’t have a
name.
by Nobel prize winners in a ceremony at Harvard
3 Because it only has time to turn once before it reaches the
University. Ten prizes are awarded each year in categories floor.
including the usual Nobel Prize categories of physics, 4 Some mosquitoes carry malaria (which kills humans).
chemistry, medicine, literature and peace, but also in 5 The discovery of graphene won a Nobel Prize because it is
other categories such as public health, engineering and a great scientific achievement.
biology. Some interesting prizes include:
2016 Medicine: if you have an itch on the left side of your MIXED ABILITY
body, you can relieve it by looking into a mirror and Help weaker students with questions 1–4 by providing
scratching the right side of your body (and vice versa). some key words and partially completed sentences. For
2014 Arctic Science: how reindeer react to seeing humans example:
who are disguised as polar bears. 1 … is an award for … and … is an award for …
2010 Medicine: symptoms of asthma can be treated with a 2 Cows with … names feel … loved.
rollercoaster ride. 3 It only has time to …
4 Because they carry a … called …
1 Find out how much students know about the Nobel
Prize, for example the categories, when it was first
awarded (1901), where it is awarded (in Stockholm, 4 In pairs, students look at the highlighted words in the
Sweden, except for the Peace prize which is awarded in text and try to work out their meanings from the context.
Oslo, Norway), etc. and if they know the names of any Then they read the definitions and match them to the
prize winners. words. Check answers and check understanding of any
other vocabulary, for example headlines.
Answers
Answers
1 Prizes awarded each year for the most important work in
physics, chemistry, medicine, literature, economics and 1 float 2 aim 3 trap (traps in the text) 4 proof 5 drop
work for peace. 6 achievement (achievements in the text)
2 Some famous prize winners are Marie Curie, Nelson
Mandela, Albert Einstein, Mother Teresa, Alexander TALKING POINTS
Fleming, Pablo Neruda, Martin Luther King, James Watson,
Put students into small groups to brainstorm ideas.
Barack Obama.
Encourage them to be as creative as they can. Monitor and
2 Explain that there is an alternative Nobel Prize and join in the discussions. Then ask each group to choose
ask students to tell you what it is called. Ask them to their best idea and present it to the class, giving reasons
describe the pictures and suggest what people might for their choice. Write the ideas on the board and have
have done to win it. Encourage students to think a class vote on the best idea. Refer students back to the
creatively! Write suggestions on the board. Give students opening sentence of the article and ask them for their
three minutes to scan the text and check. Ask if any of ideas about the biggest questions of our time. If they don’t
their suggestions were correct. come up with many ideas, write some words to stimulate
ideas on the board, for example space, black holes, war
Answers and peace, climate change, etc. Remind students to listen
1 Proved that if a cow has a name, it produces more milk. to each other, to agree and disagree and offer their own
2 Proved that when you drop a slice of toast, 80% of the time opinions. Write key words and ideas on the board.
it falls buttered-side down.
3 Discovered that mosquitoes bite people less if there’s some
COOLER
Limberger cheese nearby.
4 An experiment that made a frog float in the air. Write physics on the board and ask students what other
words they can make from the same root, for example
3 Students read the questions and then read the article physical, physician. In pairs or small groups, ask students
more carefully to find the answers. Encourage them to to do the same with electric, history, invent, produce and
write the answers in their own words. Monitor and help science. Set a time limit. The pair with the most correct
as necessary. They compare answers with a partner. words is the winner.
Check answers with the class.
The Reading text is recorded for students to listen, read
77 Possible answers
and check their answers.
electricity, electrician, electrical
historic, historical, historian
invention, inventor, inventive
producer, product, productive
scientific, scientist

178 UNIT 16
 6 Students make large cards with if and unless on them.
GRAMMAR Zero and first conditional Give pairs a few minutes to read the sentences and
decide which word goes in each space. Remind them to
WARMER refer to the rule in Exercise 5. Read out each sentence,
Write on the board What will happen if …? and ask for pausing at the space for students to hold up the word
suggestions to complete the question, for example if you they think is correct.
get home late, if you get 100% in your exams, if our team Answers
wins the league, etc. Write the suggestions on the board
1 If, unless
and then put students into pairs to ask and answer the 2 unless, If
questions. Monitor and help as necessary. 3 unless, if
4 if, Unless
1 Read the example sentences, adapted from the Reading
7 In pairs, students read the sentences, find the mistakes
on page 91. Explain that this sentence form is called a
and correct them, referring to the rules in Exercises 1, 3
‘zero conditional’. Students read and complete the rules.
and 5. Check answers and understanding.
They compare answers with a partner. Check answers.
Answers
Answers
1 If you want to start a fire, blow the flame gently at first.
1 true 2 Dad won’t cook a pizza for you unless you text him later.
2 both 3 If it’s OK with you, I’ll come to your place after school.
3 the same 4 Unless we meet before 8 pm, we won’t have time to buy
tickets.
2 Students work in pairs to complete the exercise, using
5 Wrap yourself in a blanket if / when you have a fever.
the present simple of the verbs in brackets. Invite
different students to read out their sentences. Check GRAMMAR WORKSHEET UNIT 16
understanding. Students look at the position of the
comma in Exercises 2, 3 and 4. Elicit that it is used
between clauses when the sentence starts with If or When. VOCABULARY Phrasal verbs: science
Answers 1 Since a lot of these verbs are new, some of this will be
1 boils, heat guesswork but tell students to look for words that are
2 don’t add, tastes connected. Do the first item together: add is connected
3 press, starts
4 scores, go
to numbers, so the sentence ending will probably be a,
5 is, take which contains 1 million, or f, which contains the number.
In pairs, students complete the exercise. Go through
3 Students are now going to talk about possible or the answers and then read out the definitions and ask
probable future events using the first conditional. students to match them to the phrasal verbs. Definitions:
Students read the example sentences, complete the rules add up – put numbers together to make a total; cut out
and compare answers with a partner. Check answers. – remove a form or shape by cutting; carry out – do or
complete something, for example an experiment; work
Answers
out – find an answer or a solution; take away – subtract
1 future one number from another; blow up – cause to explode.
2 present simple
Point out that all these verbs are separable, i.e. pronouns
4 Do the first sentence as an example. Students complete go between the verb and the particle: add them up, not
the activity in pairs, referring to the rules in Exercise 3. add up them. Nouns can go in this position or after the
Check answers and understanding. particle: add the numbers up / add up the numbers.

Answers Answers
1 will sing 1f 2b 3e 4d 5a 6c
2 will
3 will make up 2 In pairs, students complete the sentences. Check
4 rains answers as a class.
5 wrap
Answers
5 Write on the board: What will happen if we don’t stop 1 work out
climate change? Ask students if it is zero conditional or 2 add up
first conditional and whether the if clause is positive or 3 cut up
negative (first conditional, negative). Invite suggestions 4 carried out
5 blow up
and encourage students to start their answers with the if
6 take away
clause. Students read the sentences and rule and decide
which sentence, a or b, means the same. Check the 3 In pairs, students write sentences using the phrasal verbs
answer. Ask a stronger student to change the question on page 125. Invite pairs to act out their sentences. The
on the board using unless: What will happen unless we class guesses the sentence.
stop climate change?
Answers
Answers Students’ own answers
sentence a
VOCABULARY WORKSHEET UNIT 16
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 246

AMAZING SCIENCE 181

 3 Ask students to read the phrases in the Prepare to speak
LISTENING 79
box. Elicit that they can use these phrases when they
aren’t sure about what’s happening in a picture or
1 Find out if any students have heard of Taylor Wilson.
78 when they don’t know a word. Students listen to the
They describe the pictures and discuss what they think
recording again and make a note of which phrases from
he invented. Explain that they are going to listen to an
the Prepare to speak box are used. They work out which
interview with an American woman, Lauren Phillips, who
phrase isn’t used.
has made a documentary about him. Play the recording
and check answers. Ask students for their reactions to his Answers
achievements. It could/might be
Answers AUDIOSCRIPT TB PAGE 276
He invented a nuclear fusion reactor.
4 Students look at the picture and the questions. Ask
2 Ask students to read the questions and choose the students to work with a new partner. Give them a few
78
correct option, based on what they remember from the minutes to think about what they are going to say, but
interview. If they are not sure of an answer, they should tell them not to write anything down. Then they take
underline the key words. Tell them they will hear the turns describing the photo using the phrases from the
recording twice. Play the recording and give students Prepare to speak box. Bring the class together and invite
time to choose each option before comparing answers students to say one sentence each about the photo. Give
with a partner. Play it again for them to check their positive feedback for use of phrases from the Prepare to
answers and make any changes. Check answers with the speak box.
class. If necessary, play the recording again, pausing in
the places relevant to both the correct and the incorrect Answers
options. Students’ own answers
Answers
1B 2B 3C 4B 5A 6A
MIXED ABILITY
Tell weaker students to refer back to the Prepare to speak
AUDIOSCRIPT TB PAGES 275–276 box in Unit 12 on page 71 and use some of the phrases as
well as the phrases on this page. Tell them to write some
3 In pairs, students think of questions for Taylor and, if key words and phrases down to help them when they are
possible, search for the answers online. Monitor and speaking.
help as necessary. Put them into groups to discuss their
findings and ask each group to share their results with
the class. Write key words on the board. COOLER
Answers Write the phrasal verbs from the unit on one side of the
board in random order, and the particles on the other
Students’ own answers
side. In pairs, students match the verbs with the particles
and make at least one sentence for each verb. Set a time
FAST FINISHERS limit. Students read out their sentences and the rest of
Ask fast finishers to write two or three more questions the class says if the verbs are correct and used correctly.
they would like to ask Taylor Wilson.

SPEAKING Describing a photo (2)

1 In pairs, students describe the photo and answer the

questions. Invite different pairs to give their suggestions
and write key words on the board but do not confirm
answers at this point.
Answers
Students’ own answers

2 Play the recording for students to listen and check and

79
ask if any of their ideas were mentioned.
Answers
Students’ own answers

182 UNIT 16
LIFE SKILLS
Learning Objectives LIFE SKILLS
• The students learn about staying safe online. Staying safe online
• In the project stage, they make a poster about cyberbullying Students read the text. Check understanding. Ask students
and the dangers of internet use. if they agree and whether they think online safety is an
important issue.
1 In pairs, students ask and answer the questions and then
Vocabulary report back to the class. Have a class discussion about
location mean obvious pause protect how much time they spend online. Ask whether they
think they spend too long online and what they consider
to be a healthy amount of time. Find out how much they
BACKGROUND INFORMATION know about internet safety and where or from whom
Apart from staying safe online, many parents are worried they learned this information, for example at school,
that their children spend too much time online. A from parents or friends, from online sites, etc.
recent study by Oxford University concluded that using Answers
smartphones, computers and tablets as well as playing
Students’ own answers
video games is actually beneficial as it may improve
creativity, communication skills and development. 2 Students describe the photos and read the title of the
Researchers found that up to four and a quarter hours article. Ask them to read the text quickly and match each
a day was a healthy amount of time for 15-year-olds. photo to a rule. Check answers and have a discussion
However, some psychiatrists think children can become about how well students follow the rules themselves.
hyper-aroused by gadgets, a condition known as
‘electronic screen syndrome’. Other studies suggest Answers
that teenagers should take a substantial break after 90 A5 B8 C7 D4
minutes of screen time. It has also been shown that using
The Reading text is recorded for students to listen, read
electronic devices before bedtime can have negative 80
and check their answers.
effects on sleep patterns. The researchers of the new
study did agree that electronic devices should not be 3 Students find the highlighted words in the text. In order
used as a substitute for sleep, exercise, environments and to match them to their meanings they should look at the
above all relationships with real (as opposed to virtual) context, including the sentences immediately before or
people. Many people would argue that these are what after the highlighted words. Then they match the words
young people need to develop into healthy adults. to their definitions and compare answers with a partner.
Check answers and new vocabulary with the class.
Answers
WARMER
1 obvious 2 pause 3 mean 4 protect 5 location
In pairs, students brainstorm the good and bad aspects
of the internet. Ask for a couple of suggestions first, for
example bad – cybercrime such as hacking, good – being FAST FINISHERS
able to speak to family and friends who are far away. Give Ask fast finishers to write definitions of share – have or use
students a few minutes to write down their ideas and then something at the same time as someone else; cautious
listen to feedback as a class. Write key vocabulary on the – avoiding risks, being careful; stranger – a person you
board and check understanding of ICT (information and don’t know; accompany – go with; privacy – someone’s
communication technology). right to keep their personal matters secret.

STAYING SAFE ONLINE 185

 4 In pairs, students read and answer the questions, using 8 In pairs, students read the words in the box and complete
ideas from the text and their own ideas. Tell them they the sentences in the Useful language box. Check the
should read the text more carefully this time to find the answers with the class. Ask if students can think of any
answers. Monitor and help as necessary. Check answers other expressions for giving advice, for example It might
with the class and discuss any ideas not in the text. Ask be a good idea to …
students their opinion of the rules and if they would add
any more rules to protect themselves and others when
Answers
they are online. 1 should 2 need 3 tell 4 opinion 5 best 6 important

Answers PROJECT A poster about internet safety

1 Your real name, address, telephone number, date of birth
Explain that students are going to work in groups
2 Tell your parents first.
3 They will be able to use your accounts. to produce a poster about cyberbullying. As a class,
4 Everyone in the world can see them. / Students’ own brainstorm the first question. In their groups, students
answers discuss the other questions and make notes. Monitor
5 When you already know the person. and help as necessary. As a class, discuss where people
6 You wouldn’t like it if other people did that to you. could find more information about this problem and,
if students are not sure, ask them to do some research
MIXED ABILITY online. Next, in their groups, students decide what
Ask weaker students to underline the key words in each information they are going to put on their poster and
question and then quickly scan each rule to find them. discuss the design, the layout and whether they are going
Then they should read the sentence containing the word to use any graphics. They make their posters, check
or words and decide whether it answers the question. grammar, vocabulary and spelling and present them to
the class. Have a discussion about whether all the ideas
are practical or not. Display the posters in the classroom
5 In pairs, students read the comments and decide
or around the school.
whether the young people are using the internet in an
appropriate way. Ask them to give reasons for their
answers. Review answers with the class and ask them
PROJECT EXTENSION
if they would be upset if friends posted photos of them
In pairs, students write a dialogue. One of them is a victim
online without asking their permission first. Discuss why
of cyberbullying. The friend gives some advice. Encourage
some people think it’s OK to say things to a person online
them to use expressions from the Useful language box. If
that they would never say to them directly.
possible, students record the conversation and then play
Answers it back to the class. In that way, they can practise several
Angela – no. She isn’t following rule 6. times and re-record parts of it until they are satisfied with
Daniel – yes. the result.
Kelly – yes.
Samuel – no. He isn’t following rule 8.
COOLER
6 Tell the students they are going to listen to four young
81 Ask students to choose four words from the unit and write
people talking about their online problems. First
them as anagrams, with the letters mixed up. Tell them to
they read the sentences about the problems. Play the
make sure they have spelled the words correctly before
recording and give them time to decide on the correct
making them into anagrams and that they have included
option. They compare answers with a partner. Check
all the letters in their anagram. Put them in small groups
answers with the class. Check that they understand
to solve each other’s anagrams.
cyberbullying – using the internet to frighten or harm
another person. The person who does the action is a
cyberbully.
Answers
1 Justin 2 Melissa 3 Laura 4 David

7 Explain that students are going to hear the recording

81
again and that they should listen to find out how each
person dealt with the problem. They read the sentences
and, if they remember from the recording, write the
correct name in each space. Play the recording for
students to complete the spaces with the correct names.
They compare answers with a partner. Check answers
with the class and discuss the four problems and how
each person dealt with them. Ask if they can suggest
anything to help David, for example changing his settings
about spam.
Answers
1 Laura 2 Justin 3 David 4 Melissa

AUDIOSCRIPT TB PAGE 276

186 LIFE SKILLS

REVIEW 4 UNITS 13–16
Overview d o c u m e n t a r y s

VOCABULARY Adjectives: moods and feelings; Adjectives: m i d g w r a p n e p e

-ed or -ing; TV and film; Talking about films b d s p r a b l i s r m
and shows; Computer phrases; Phrasal verbs: o o r a i a s r m l o b
technology; Doing experiments; Phrasal verbs: c w e s p y t h a i u a
science o n s s y p n e a n d r
GRAMMAR just, already and yet; Relative clauses; Present
m l o w u r o s f k t r
simple passive; Zero and first conditional
e o c o v e r i o u e a
d a r r w e e h n r l s
Resources y d a d v i r u s t e s
PHOTOCOPIABLE WORKSHEETS: Grammar worksheets b l o w t o r n c h e e
Units 13–16; Vocabulary worksheets Units 13–16; Review Game e a c h a t s h o w r d
Units 13–16; Literature worksheet; Speaking worksheet; Writing p t p a n i m a t i o n
worksheet
2 Write 1 adjectives: feelings, 2 films and TV, 3 computer
words and 4 doing experiments on the board. Read the
WARMER words in the box and ask students to match them to a
Divide the board into three columns, as in the example category. Answers: 1 confused, exhausted, stressed; 2
below, but mix up the order in each column. In pairs, characters, plot, soap opera, soundtrack; 3 deleted, plug
students make sentences in the present passive. in, search, turn off; 4 blow up, tie, work out. Tell students
Challenge them to add one or two of their own. they might need words from more than one category to
complete the sentences. They complete the exercise and
Cars make by Ferrari
compare answers with a partner. Review answers and
Films produce in Hollywood check understanding with the class.
Stamps sell at the post office Answers
Tea grow in India 1 search 2 soap opera 3 exhausted 4 deleted
Big Macs serve at McDonalds 5 confused, work out 6 stressed 7 plug in 8 soundtrack
9 Turn off, blow up 10 plot, characters
Presents give for birthdays
iPhones make by Apple FAST FINISHERS
Ask fast finishers to choose two verbs from the list look up,
turn down, add up and work out, and write a sentence for
VOCABULARY each. They read their sentences out, omitting the phrasal
verb, and the rest of the class guesses the verb.
1 Students read the four headings and, in pairs, suggest
words for each category starting with the given letters.
They do the word search. Check answers. Ask students to GRAMMAR
choose a word from each category and make a sentence.
In groups, they read out their sentences omitting the 1 Do some general grammar revision of just, already and
word. The other students guess the word. yet, considering meaning, position in the sentence and
use with the present perfect. Revise the formation and
Answers
use of zero and first conditionals and the use of unless
Adjectives: feelings to replace if … not. Remind students that they revised
disappointed embarrassed grateful proud
the present passive in the Warmer. Refer them to the
TV and film
animation chat show comedy documentary Grammar reference sections for Units 13, 15 and 16 on
Computer words pages 150, 152 and 153. Students read the sentences
password link virus download and complete them with the correct forms of the verbs
Doing experiments in brackets. They compare answers with a partner.
blow cover shake wrap Check answers with the class and ask stronger students
which grammar rule they are applying: present perfect
with just, already and yet, present simple passive, zero
conditional or first conditional.
Answers
1 Have, read 2 is 3 isn’t made 4 does 5 has, arrived
6 is served 7 forgets 8 ’ve, had 9 downloads 10 ’ll have to

CONTINUED ON PAGE 190

UNITS 13–16 189

 2 Tell students they are going to use the same grammar 5 Explain that there is one mistake in each sentence and,
rules but this time they have to write sentences and as in Exercise 4, the mistakes concern the structures they
questions from the prompt. Ask them to read the have been reviewing. Put students in pairs to complete
prompts and check understanding of the vocabulary, the exercise. If they disagree or are not sure what the
for example rubber ring (an air-filled tube used as an mistake is, tell them to re-read the sentences carefully
aid to swimming). Monitor and help as necessary while and think about which grammar rule is being tested.
students complete the exercise. Check answers and, as Check answers with the class and ask stronger students
in Exercise 1, ask stronger students which grammar rule to explain the grammar rules.
they are applying.
Answers
Answers 1 I’ve just spent some money on lunch.
1 Have you uploaded your film yet? 2 You’ll like the pizza restaurant which/that is near my
2 This film isn’t / hasn’t been translated into Spanish. house.
3 Jon has just shut down his computer. 3 My closest friend is called Simone.
4 If I fill the kettle, will you make the coffee? 4 If you have a problem, I’ll help you.
5 The app opens when you enter your password.
6 The British actors aren’t mentioned in the reviews. 6 Explain to students that they will read a short text with
7 The rubber ring won’t float unless you fill it with air. six gaps, but first they should read the text ignoring
8 Sonia has already wrapped your present. the gaps to find out what it is about. For each gap they
have to write the missing word. Tell students that if
3 Revise the formation and use of relative clauses. Refer they have no ideas about the missing word, they should
students to the Grammar reference section for Unit 14 underline the words directly before or after the gap and
on page 151. Read the instructions and tell students to think about what kind of word is missing. For four of the
read the first sentence carefully, looking out for positive gaps, only one word will fit. However, for gaps 4 and 6
and negative verbs and verb tenses. Remind them they there is a choice of two words which have the same or
can use a maximum of three words. Monitor and help as similar meanings, and both are correct. Ask students to
necessary while students complete the exercise. They complete the exercise and compare their answers with
check their answers with a partner. Review answers as a partner before checking answers with the class. With
a class and ask volunteers to offer any explanations the students, name the parts of speech used. Explain that
necessary. these parts of speech are very typical of the words used
Answers in this kind of exercise.
1 are produced Answers
2 You won’t
1 are (auxiliary verb)
3 aren’t installed
2 a (article)
4 just finished
3 few (quantifier)
5 actor who plays
4 made/produced (verb)
6 DVDs sold
5 has (auxiliary verb)
7 comedy which/that you
6 that/which (relative pronoun)
8 can (only) use

MIXED ABILITY COOLER

Support weaker students by telling them which Ask students to think about Units 13–16. Ask questions
grammatical structures are needed in the second such as, ‘Which activities did you enjoy? What did you
sentences: passive – 1, 3, 6; conditional – 2, 8; just / find difficult / easy? What could you do to improve your
already / yet – 4; relative clause – 5, 7. English?’ Ask students to write down their answers,
including at least three suggestions for how they could
improve their language skills. Invite some students to
4 Remind the students of what they have reviewed in the share their answers and have a class discussion about
Grammar section and elicit the different structures: each question. Share ideas on how they can improve their
relative clauses; present simple passive; zero and first weaker areas, for example if they are having trouble with
conditional; just, already and yet. Students read the word order, they can copy some sentences and cut them
sentences carefully and complete the exercise. They up into individual words. They can also search for online
compare answers with a partner. If they disagree on the exercises. If they need more practice with speaking, they
correct form, each student should justify their choice by can record themselves on their phone and send it to you
referring to the grammar rule that should be applied. or set up a conversation with a friend.
Check answers with the class and ask stronger students
to explain the grammar rules.
Answers
1 yet 2 ’ll have 3 that 4 ’s called

190 REVIEW 4
17 TALENTED

Answers
Unit Overview
Students’ own answers
TOPIC Skills and talents
VOCABULARY Arts and entertainment AUDIOSCRIPT TB PAGE 276
READING Who are the real artists?
GRAMMAR Reported commands 3 Books closed. Draw three circles and write a profession
VOCABULARY Adjectives: -al and -ful inside each one: actor, artist and author. In pairs,
WRITING A biography students write down words connected to each heading.
Add the words to create mind maps. Books open.
Students read the words in the box. Check pronunciation,
Resources for example audience /ˈɔːdiəns/ and sculpture /ˈskʌlptʃə/.
Students complete the table in pairs. Invite students to
GRAMMAR REFERENCE AND PRACTICE: SB page 154; TB page 246 call out the words for each row, explaining their meaning
WORKBOOK: pages 68–71 or giving an example. Compare the answers with the
VIDEO AND VIDEO WORKSHEET: Talented mind maps on the board. Explain why ‘studio’ fits in two
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 17; categories.
Vocabulary worksheet Unit 17
TEST GENERATOR: Unit test 17 Answers
Actor: audience, director, studio
Artist: gallery, painter, painting, sculpture, studio
WARMER Author: biography, novel, poet, poetry, writer
Write talented on the board and elicit its meaning (having 4 Put students into groups of three to complete the texts,
a natural ability to do something, especially without being using the correct form of the words in Exercise 3. Each
taught). Brainstorm a list of creative skills, for example student in the group takes responsibility for one of the
drawing, writing, designing clothes, composing music, texts and then shares their answers with the rest of the
etc. group. Check answers as a class. Discuss what students
enjoy doing best: going to art exhibitions, reading books
or watching films.
ABOUT YOU
You can begin the class and introduce the topic of the unit Answers
11 by showing the video and asking students to complete the 1 gallery 2 paintings 3 sculptures 4 author 5 biography
video worksheet. Then, read the questions in the About 6 novels 7 actors 8 studio 9 director
you box. For the first question, ask for a show of hands for
5 Give students a couple of minutes to review the
each activity and put students into groups containing a
vocabulary in Exercise 3. In groups, they write their
mix of experiences. They tell each other about one of the
answers and compare them with another group’s. Make
things they have tried. Encourage the other students to
sure there is a range of abilities within each group. Check
ask follow-up questions about their experiences. Invite
answers with the class.
students to tell the class about a member of their group. As
a class, find out if any of the students know someone who Answers
is young and talented. Write key words on the board. 1 A studio is where an artist works. A gallery is where an
artist’s work is displayed.
VOCABULARY Arts and entertainment 2 An artist can paint, draw, make sculptures and generally
produce creative work. A painter paints pictures.
3 A novel is a book about imaginary people and events. A
1 In pairs, students describe the pictures. Share ideas as biography is the true story of someone’s life, written by
a class and write key words on the board. Encourage someone else.
students to give reasons for their answers. 4 An author is someone who writes a book, article, play, etc.
A poet is someone who writes poetry.
Answers 5 A sculpture is made from solid materials, for example
Students’ own answers stone, metal, wood, clay. A painting is a picture done on
paper or canvas using paints.
2 Play the recording for students to check if any of their
82
ideas are mentioned. Ask them to listen for key words.
They compare answers with a partner before checking as
a class. Ask them which key words they heard.

TALENTED 193
 Answers
READING
1 so (part of a quantifier)
2 to (part of infinitive)
BACKGROUND INFORMATION 3 too (adverb)
Sia (born 1975 in Australia) has co-written songs for 4 for (preposition)
5 by (preposition)
singers including Christina Aguilera, Beyoncé, Kylie
6 whose (relative pronoun)
Minogue, Flo Rida and Rihanna. In July 2014, her own
sixth album went straight to No. 1 in the US Billboard 200 The Reading text is recorded for students to listen, read
83
and, by 2016, it had sold 1 million copies worldwide. and check their answers.
Kendall Jenner and Kylie Jenner (born 1995 and 1997)
are American models and television personalities. In 2014 MIXED ABILITY
and 2015, the Jenner sisters were on the Time magazine Help weaker students to identify the correct part of
list of the most influential teens in the world. speech for each space. For example, for number 6, we
Ben Cooke (born 1974) is an English stunt performer and need a subject before a verb. It must be a pronoun and so
fight coordinator. He acted as a stunt double for Daniel they need to look at the beginning of the passage to find
Craig in Casino Royale, Quantum of Solace and Skyfall. who or what the pronoun refers to.
Damien Hirst (born 1965) is an English artist. He became
famous for a series of artworks in which dead animals 5 Ask students to look at the highlighted words and define
(including a shark, a sheep and a cow) are preserved in them from the context. In pairs, students match the
formaldehyde, as well as the ‘spot’ paintings. words to the definitions and compare them to the ones
they created. Check answers.
1 Ask students what they think the title of the article Answers
means: it suggests that a piece of work has been done by 1 toured 2 performers 3 perform 4 stunt double
someone else and not the person named as its creator. 5 publisher(s)
Students look at the photos and subheadings, identify
the people in the photos and suggest what art form they FAST FINISHERS
represent. Check understanding of ghostwriter (someone Ask fast finishers to write definitions for successful, grow
who writes a book for another person, so that that person up, not mind, reputation, tournament. Write the words on
can pretend it is their own) and stunt double (someone the board. The students read out their definitions and the
skilled who does the dangerous actions in a film, taking class match them to the correct word.
the place of the lead actor).
Answers
TALKING POINTS
Sia (music), Kylie Jenner (books), Daniel Craig (acting), a
colourful painting (art) Put students into mixed ability pairs to discuss the
questions. After a few minutes, invite pairs to share their
2 Students read the list of names. Find out whether they ideas and hold a short class discussion. Write key words on
recognise any of them and what the people do. Give the board.
them a time limit to scan the article and answer the
question. Check the answer. COOLER
Students choose three words from the vocabulary on
Answer
page 98 and make anagrams. In pairs, they solve each
They do secret work for celebrities who people might think other’s anagrams.
have done the work themselves.

3 Students read the questions and choose the correct

options. They read the article more carefully to check
their answers. Tell them to ignore new vocabulary and
the spaces in The secret painter at this point. Check
answers. Ask if they are surprised by anything they found
out.
Answers
1 A, C 2 A, C 3 B, C 4 B, C

4 Refer students to The secret painter. Explain that for

each gap they have to write the missing word. Look at
the example with the students. Look at the words before
and after the gap and think of one word which fits it. Do
the first item together. Ask students which word can go
before many (so or too) and which one fits better with
the meaning. They complete the exercise and compare
answers with a partner. Check answers as a class and
identify the parts of speech used. Explain that these parts
of speech are very typical of the words used in this kind
of exercise.

194 UNIT 17
 Answers
GRAMMAR Reported commands
1 The father told his child not to run.
2 The boy asked his sister to pass (him) the salt.
WARMER 3 The girl ordered her brother to get out of her room.
Give students some instructions to follow. Say, for 4 The woman warned her daughter not to be late.
5 The taxi driver advised his passenger not to get out at the
example, ‘Find a piece of paper and a pen. Write a short
traffic lights.
note. Make an aeroplane. Fly the plane to a friend. Open 6 The boy persuaded his friend to watch the match (with
and read the message.’ Elicit what you asked students to him).
do in order and write the instructions on the board. Write
a prompt on the board: Our teacher told us to … and ask GRAMMAR WORKSHEET UNIT 17
a student to finish the sentence. Continue with the other
orders.
VOCABULARY Adjectives: -al and -ful
1 Students read the example sentences and decide what
1 Write -al and -ful on the board. In small groups, give
the person giving the command actually said. In pairs,
students one minute to make a list of adjectives for each
they choose the correct commands. Invite students to
ending. Read the example sentences and discuss the
give their answers. Explain that the reporting verb can be
questions as a class. Students answer the questions.
used in any tense according to the context, for example
Check answers and add more spelling rules: nouns keep
I’m going to tell him not to park his car there.
the final e with -ful, for example care–careful; nouns
Answers ending in s, delete the final s before adding -al, for
1a 2a 3b 4b example mathematics–mathematical.

2 Point out the negative form in example 2 in Exercise Answers

1. Students read the sentences again and complete a nouns
the rules in pairs. Check answers. Tell them we can b 2) we delete the e at the end of nature
3) we change y to ic at the end of history
use a noun in the same position as the pronoun, as in
examples 1 and 2. There is a list of verbs that can be used 2 Students add -al or -ful to make adjectives. They
in this way in the Grammar reference on page 154. Note complete the sentences and compare answers with
that we cannot use say in this way. a partner. Invite students to read out the completed
Answers sentences. Write the adjectives on the board for students
to check spellings.
a to b not
Answers
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 246
1 colourful 2 peaceful 3 original 4 painful 5 cheerful
6 political 7 stressful 8 central
3 Students choose the correct alternative, referring to the
rules in Exercise 2. They should think carefully about
word order in negative sentences. Students compare FAST FINISHERS
answers with a partner. Check answers with the class. We Give fast finishers other nouns to make into -al and
can also use question words between the object and the -ful adjectives, for example beauty, culture and hope
infinitive, as in question 6, especially with tell. Give some (beautiful, cultural, hopeful).
examples, such as: Your teacher will tell you how to do the
exercise. 3 Put students in pairs and assign A or B to each pair.
Answers A pairs turn to page 125 and B pairs to page 127.
They read the sentences and complete them using
1 ask 2 not to read 3 told me 4 ask 5 told 6 to do
7 reminded 8 not to print
adjectives formed from the nouns in the box. In new
pairs consisting of one A and one B student, they ask
4 Explain that the sentence pairs show the command and answer the questions, beginning with the most
and the reported command. Check understanding of interesting one. Check the adjectives with the class and
the reporting verbs. Students complete the exercise ask students to tell the class about their partner.
and compare answers with a partner. Check answers.
Answers
Ask what they notice about the possessive adjective in
question 1 and ask why it changes from my to her. Student A
1 digital 2 musical 3 personal 4 professional 5 useful
Answers 6 hopeful
Student B
1 warned, not to touch
1 traditional 2 musical 3 environmental 4 cultural
2 ordered, to stop
5 helpful 6 stressful
3 told, to be
4 advised, not to worry VOCABULARY WORKSHEET UNIT 17
5 persuaded, to go
6 reminded, not to hand in

5 Read the example. Students complete the exercise and

compare answers with a partner. Check answers with the
class and make sure students understand the pronoun
changes in questions 3 and 6.

TALENTED 197
 WRITING A biography MIXED ABILITY
Encourage weaker students to use each of the time
1 Ask students what they know about Taylor Swift and if expressions at least once and to think carefully about
they like her music. Elicit what kind of books describe verb tenses. Tell them to read their finished biography
someone’s life (biographies and autobiographies). Tell twice: the first time to check content and the second time
them they are going to read a short biography about to check grammar and vocabulary.
Taylor Swift and elicit what kind of information it might
include, for example where she was born and what she 6 Students write their biographies. Remind them to
has done in her life so far. Tell them to read the text and check their spelling and grammar and to use the tips
compare it to their ideas. and language in the Prepare to write box. Ask them to
Answers include an -al and -ful adjective, too. Encourage stronger
students to include one or two reported commands, for
Students’ own answers
example Her mum told her not to become an actress. Put
2 Find out whether students thought the biography was students into groups to read each other’s biographies.
interesting and whether they learned anything new or They should say what they found interesting or
interesting about Taylor Swift. In small groups, students surprising. Display the biographies around the classroom
discuss what makes a biography interesting. They report for other students to read.
their ideas back to the class. Write key points on the
Model answer
board. Tell them to read the Prepare to write box and
compare their ideas. Daniel Radcliffe is a successful British actor who was born
in England in 1989. He decided that he wanted to act as a
Possible answers young child and appeared in his first TV programme at the
age of ten. He auditioned for the role of Harry Potter in the
She lived on her family’s Christmas tree farm.
year 2000, and the first film in the series was released in 2001.
She made her first album when she was 16.
Daniel played Harry Potter for ten years.
She paid for an education centre in Nashville.
Daniel didn’t go to university because he wanted to act
3 Give students one minute to read the biography again. instead. Since the last Harry Potter film in 2011, he has been
in several other films and starred in plays on Broadway in
Tell them to memorise as much information as they can.
New York as well as in London. In 2007, he published several
Books closed. Call out each of the dates in the text and poems in Rubbish, an underground fashion magazine, but he
ask the class to tell you what happened at that time used the name Jacob Gershon instead of his own name. He
in Taylor Swift’s life. They can check their answers by supports many charities and has won an award for his charity
looking back at the text. work. His favourite charity is a children’s hospice in the south
of England.
Answers
1989 – She was born. COOLER
2004 – She moved to Nashville.
2006 – First album Taylor Swift. Guessing game. Choose a famous person or someone
2008 – Second album Fearless. you know well and write their name and three important
2017 – Reputation album. dates from their life on the board. Students have to guess
2017 – One of her videos had 40 million views in 24 hours. why these dates are significant. Only accept answers
which are grammatically correct. Students then write
4 Students read the sentences and fill each space with
down three significant dates from their own lives. Put
one word. They are all time expressions. They compare
them into small groups to guess what happened on each
answers with a partner before checking as a class. Point
date. Invite students to choose an important date in their
out that the expression by the time is often used with
life and tell the class about it.
already.
Answers
1 at
2 as, as
3 as
4 Nowadays
5 By, time

5 Students are going to write their own biography. They

can choose a famous person or someone they know.
In pairs or small groups, students discuss the person
they have chosen, answer the questions and decide on
any other important information they want to include.
If they have internet access, students could do some
further research about their chosen person. If not, they
should choose someone they already know a lot about.
If several students have chosen the same celebrity, allow
them to compare ideas.

198 UNIT 17
18 THE WORLD OF WORK

2 Read the instructions and explain that the people will

Unit Overview 85
not say the name of the job, so students must listen
TOPIC Work and jobs carefully to the descriptions and for key words. Play the
VOCABULARY Jobs recording, pausing between each description. Students
READING I’m in charge compare answers with a partner. Play the recording
GRAMMAR Second conditional again and ask students to make a note of the key words
VOCABULARY Suffixes: -er, -or, -ist, -ian that helped them to decide.
LISTENING Two conversations about problems
Answers
SPEAKING Discussing options
1 vet 2 firefighter 3 babysitter 4 hairdresser 5 coach
6 builder

Resources AUDIOSCRIPT TB PAGES 276–277

GRAMMAR REFERENCE AND PRACTICE: SB page 155; TB page 246
3 Ask students to call out the remaining jobs from the
WORKBOOK: pages 72–75
box in Exercise 2. Invite stronger students to provide
VIDEO AND VIDEO WORKSHEET: I’m in charge
definitions for them. Put students into mixed ability
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 18;
pairs to read the definitions and match them to the jobs.
Vocabulary worksheet Unit 18 Check answers.
TEST GENERATOR: Unit test 18
Answers
1 a lawyer
WARMER 2 an architect
Put students into teams to brainstorm a list of jobs. They 3 a politician
write one job for each letter of the alphabet, for example 4 a presenter
5 a pharmacist
actor, builder, cleaner (they probably won’t be able
6 a journalist
to think of a job for every letter, but they can have fun
trying!). Set a strict time limit for this. Students exchange
lists with another team. Ask one of the teams to read FAST FINISHERS
out the list they have in front of them, and ask the other Tell fast finishers to write a question starting with Who
teams to add any additional words. Write the jobs on the …? about two of the following jobs: author, designer, film
board, awarding a point for any job that no other team director, detective, DJ, model.
has thought of.
4 Read the questions and check understanding. Explain
that students should list all the jobs in Exercise 1 for
ABOUT YOU each question. Ask for suggestions for question 1. Put
You can begin the class and introduce the topic of the unit students into small groups to discuss the questions.
12 by showing the video and asking students to complete the Monitor and help as necessary. Check answers with the
video worksheet. Ask students to discuss the questions class and allow for class discussion to see if the groups
in small groups. Ask if they know anyone who does an agree.
exciting, difficult or dangerous job, and to discuss their
dream job. Invite each group to tell the class about the Possible answers
people they discussed. Find out how many students in the 1 lawyer, journalist, architect, politician, pharmacist, vet
class are interested in doing the same job, and if there are 2 lawyer, vet, presenter
any jobs students would not like to do. 3 lawyer, journalist, architect
4 firefighter, babysitter, coach, pharmacist, presenter
5 Student’s own answers
VOCABULARY Jobs

1 Students read the words in the box and compare them to

the list they made in the Warmer. In pairs, they match the
jobs to the photos. Play the recording for them to check
their answers. Check answers with the class and then
play the recording again to practise pronunciation.

84
Answers
The answers are recorded for students to listen and check.
A architect B builder C vet D politician E hairdresser
F presenter G journalist H babysitter I lawyer J firefighter
K pharmacist L coach

THE WORLD OF WORK 201

 3 Ask students to cover Exercise 3 and look at the
READING highlighted words in the text. In pairs, they look carefully
at the context and write their own definitions. Invite
BACKGROUND INFORMATION different pairs to read out a definition for the rest of the
Originally called Takeover Day, Takeover Challenge, which class to say which word they are describing. Students
started in 2004, is a national event organised by the Office then uncover Exercise 3 and complete the exercise.
of the Children’s Commissioner for England, a public body Check answers. Check understanding of any other new
in England responsible for promoting and protecting the words in the text and discuss their meanings as a class.
rights of children. The aim of Takeover Challenge is to give Answers
children and young people the opportunity to work with
1 a wide range
adults and take part in making decisions. Each year about 2 chance
50,000 children and young people work with a range 3 ages
of organisations from businesses, schools, police and 4 fresh
fire services, newspapers, banks, TV and radio stations 5 unforgettable
to charities, local councils, hospitals and government 6 prime minister
departments.
TALKING POINTS
1 Students read the title of the article. Check Set a short time limit for students to work in pairs to think
understanding and ask students to read the introduction of some ideas in response to each question. Then hold a
in the blue box. Ask them to suggest what a Takeover class discussion. Tell them to listen carefully to each other
Challenge is. Students read the first two paragraphs of and to agree and disagree politely. Encourage them to ask
the article to see if their predictions were correct. Ask each other what they think, and to help each other with
them to summarise the two aims of the event. Students vocabulary, if necessary.
look at the photos and suggest what jobs they represent.
Set a short time limit for them to read about the three COOLER
jobs to check their predictions. Check answers. Ask students to think of a job. In teams, students have
to guess each other’s jobs by asking Yes/No questions.
Answers Ask for suggestions for questions before they begin and
Sophie – headteacher write them on the board, for example Do you work inside
Simon – football coach or outside? Do you wear a uniform? Do you need a degree?
Alexandra – politician
etc.
2 Students read the questions. Check understanding and
ask them to discuss what they remember about the text
with a partner. Tell them to read the text more carefully
and find the answers. Students compare answers with
a partner, pointing to the section of the text where they
found the information. Invite different students to give
their answers.
Answers
1 It happens every year.
2 It gives young people experience in a wide range of jobs;
adults can learn from young people’s opinions and ideas.
3 She didn’t like the meetings. There were so many meetings
and some of them went on for ages.
4 He found it exhausting to train with fit professional players.
5 It is a 24/7 job and there’s no time for lunch.
6 The text mentions: actor, sports star, musician, TV
presenter, sports coach, journalist, (head) teacher,
politician, school chef, professional football player, prime
minister.

The Reading text is recorded for students to listen, read

86
and check their answers.

MIXED ABILITY
Pair weaker students with stronger students to complete
the exercise.

202 UNIT 18
 5 Students read out the sentence beginnings. Check
GRAMMAR Second conditional understanding. Read the example and invite other
students to suggest their own ideas. Students complete
WARMER the exercise individually and then compare answers with
Remind students of their dream jobs from About you from a partner. Monitor and help as necessary. Give positive
page 102. On the board, write If you could do any job, what feedback for interesting answers and the correct use of
would you choose? Invite answers from students and write the second conditional.
them on the board using the conditional. Find out if any Answers
students share the same dream.
Students’ own answers

1 Ask students what they remember about zero and first MIXED ABILITY
conditionals. Read out the example sentences. Ask
concept questions to check understanding that the if Work with weaker students to decide which sentence
clause refers to a situation that is unlikely or impossible, endings will be in the conditional (2, 3, 5, 7, 8) and which
for example Can everyone do a politician’s job for a will be in the past simple (4, 6).
day? Can most people do any job they want for a day?
Can Simon be a football coach every day? Is Sophie a 6 Invite different students to tell the class about their
headteacher? Students read the examples and complete partner, as in the example. Students give their own
the rules. Check answers. answers.

Answers GRAMMAR WORKSHEET UNIT 18

a past simple, would
b ’d
c were VOCABULARY Suffixes: -er, -or, -ist, -ian
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 246 1 Quickly review the list of jobs on page 102. Students
read the examples and look at the words in bold. Point
2 Students match the sentence halves and then, referring out that -er and -or are both pronounced /ə/. In pairs,
to the rules in Exercise 1, they choose the correct verb students decide on the correct endings for the words in
forms for each clause. They compare answers with a the box. Check answers. Remind students of the spelling
partner. Check answers with the class. rules for the consonant–vowel–consonant pattern, for
Answers example runner. Ask whether they can think of any other
jobs with the different endings, for example waiter,
1 c You probably wouldn’t earn much money if you became
doctor, dentist, technician. Record vocabulary.
a musician.
2 e I’d get paid a lot of money if I became a lawyer. Answers
3 a Would you be worried if your dad was a firefighter?
4 f If I were the headteacher of my school, lessons would artist cleaner musician receptionist runner visitor
start at 10 am.
5 d If I wanted to be a vet, what subjects would I have to FAST FINISHERS
study?
6 b If Dad worked nine-to-five in an office, he’d get very
Ask fast finishers to think of other jobs ending in the
bored. different suffixes, for example banker, editor, psychiatrist,
magician.
3 Remind students to apply the rules in Exercise 1 and
encourage them to use contractions where possible. 2 Students complete the words and then match them to
They complete the exercise individually. In mixed ability the definitions. They compare answers with a partner.
pairs, they compare answers. Check answers with the Check answers and understanding with the class.
class.
Answers
Answers
1 d A blogger
1 ’d sleep, did 2 a A competitor
2 failed, would, say 3 b A scientist
3 didn’t take, wouldn’t have 4 i A football supporter
4 ’d finish, didn’t waste 5 g A vegetarian
5 could, ’d choose 6 f A guitarist
6 Would, be, didn’t give 7 e A novelist
8 h A comedian
4 Tell students to read the sentences carefully and refer 9 c A goalkeeper
to the rules if necessary. They compare answers with a
partner. Check answers with the class. 3 Students turn to page 125. Check understanding of the
words in the box. Ask one student to mime one of the
Answers jobs. In pairs, students take turns to mime the remaining
1 If I were you, I’d get a job as a babysitter. jobs for their partner to guess. They have a time limit of
2 Would you be a football coach if you had the chance? two minutes.
3 If you met her, you would really like her.
4 It would be fun if you came with me. VOCABULARY WORKSHEET UNIT 18
5 I would leave if I found my job stressful.
6 If I saw them again, I could identify them.

THE WORLD OF WORK 205

 3 Books closed. Write the four headings from the Prepare
LISTENING 88
to speak box on the board. In small groups, students
brainstorm any phrases they know for each one. Invite
1 Tell students that they are going to hear two
87 students to share their ideas and write the phrases on
conversations in which two young people, Allie and Evan,
the board. Books open. Ask students to compare the
talk about a problem and ask for advice. Students read
phrases on the board to those in the Prepare to speak
the questions in the table. Play the recording. Students
box. Play the recording again for them to make a note of
compare answers with a partner before checking as a
the phrases they hear. Students compare answers with a
class. Ask if they can remember any key words or phrases
partner before checking as a class.
that helped them answer the questions.
Answers
Answers
Making suggestions
Allie never has any money. She is asking her friend Ben for What about …?
advice. What do you think about …?
Evan doesn’t know which subjects to choose for next year. He If I were you/him/her, …
is asking his teacher, Mrs Shaw, for advice. Agreeing
Yes, you’re right.
2 Ask students to read the sentences and check
87 That’s true.
understanding. They underline key words and phrases Maybe you’re right.
and decide whether the sentences are correct or Disagreeing
incorrect according to what they remember from the I’m not so sure.
recording. Play the recording again for them to check The problem with … is…
their answers. Check answers with the class. … might be better.
Reaching agreement
Answers Yes, that’s a good choice.
1 false (He might get a job in a year or so.)
AUDIOSCRIPT TB PAGE 277
2 false (They might say ‘no’.)
3 true
4 false (She will speak to them tonight about it.) 4 Read the instructions. Give students a few minutes to
5 true prepare their ideas and then complete the task in pairs.
6 false (Mrs Shaw suggests it and Evan agrees.) Monitor and give positive feedback for using phrases
7 true from the Prepare to speak box and for interesting ideas.
8 true Invite students to share their conclusions with the class.
AUDIOSCRIPT TB PAGE 277 Answers
Students’ own answers

SPEAKING Discussing options 5 Read out the questions and ask each pair to choose one
group: 1, 2 or 3. Encourage them to give reasons for their
1 Ask students if any of them have weekend jobs and what opinions and to listen and respond to each other. Monitor
they do. In pairs, they describe the pictures and say what and help as necessary. Invite students to tell the class
is happening in each one. Listen to feedback as a class about their groups’ opinions.
and write key vocabulary on the board. In pairs, students
discuss which job they would prefer to do and why. Answers
Have a show of hands to find out which job is the most Students’ own answers
popular.
COOLER
Answers
Write some problems on pieces of paper, for example a
gardening babysitting doing housework
friend borrowed money and didn’t pay it back; you didn’t
working in an office waitressing/working in a café
walking dogs do your homework, etc. In small groups, students choose
a piece of paper, read the problem and give advice.
2 Tell students that they are going to hear two friends
88
discussing the jobs Nicole could do and deciding which
one would be best. Tell them to number the pictures
in the order they are mentioned (1 walking dogs, 2
gardening, 3 doing housework, 4 working in an office,
5 babysitting, 6 working in a café). Play the recording
and then check the answer. Students listen again and
say why the café job is suitable and why the others are
not. Play the recording again and check answers. Check
understanding of tip (extra money for someone who has
provided you with a service to thank them).
Answers
working in a café

206 UNIT 18
CULTURE
Learning Objectives WARMER
• The students learn about special arts training. Write performing and visual arts on the board. Ask for one
• In the project stage, they give a presentation about an unusual
or two examples and then put students in pairs or small
groups to write a list. Set a time limit. Take feedback
training school to the class.
from the whole class and write key words on the board.
Possible answers could include dance, ballet, music,
acting, singing, circus arts, drawing, painting, sculpture,
Vocabulary photography, cinema, etc.
accept apply attend boarding school incredible profession

1 Read the questions and put students in pairs to answer

them. As a class, invite them to share their answers.
Resources Ask students if they think arts classes are important
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: Performing and useful and encourage them to explain why or why
Arts Schools not. Find out which are the most popular after-school
activities.

BACKGROUND INFORMATION Answers

For most young people with ambitions to become Students’ own answers
professional performing artists, a good academic
2 Students look at the photos and read the title of the
education in a mainstream school is probably the best,
article and the words in the box. They then read the
but for those few with exceptional talents, specialist
article and fill in the spaces. Check answers with the
schools can offer the best of both worlds. Although acting
class. Check understanding of acrobatics (performing
does not depend on early specialism, for those wanting
difficult physical acts, such as walking on a wire high
to be classical dancers or musicians, professional early
above the ground) and pronunciation of ballet /ˈbæleɪ/.
training is fundamental. The entry levels to specialist
schools are very high. For example, at Tring Park School Answers
for the Performing Arts in the UK, candidates, who are 1 dancers 2 regular 3 training 4 fashion 5 acrobatics
aged 13 or under, take part in a dance class, recite a 6 companies
poem, sing a song and play an instrument. In addition,
they must display a piece of artwork. They also take The Reading text is recorded for students to listen, read
89
academic tests in maths and English. and check their answers.
The UK government-funded Music and Dance Scheme
provides scholarships for over 700 boys and girls with
outstanding talent in music or ballet. Children aged
eight and over (or 11 in the case of dance schools) can
be considered for fund aid and, if successful, will receive
specialist training as well as a good academic education.
The scheme covers eight specialist independent schools
in England – four music schools and four dance schools.

SPECIAL TRAINING 209

 3 Students read the questions and then read the article in MIXED ABILITY
detail. They mark the sentences true or false, correct the
false ones and compare answers with a partner. Check To support weaker students, play the recording again,
answers with the class. pausing after each of the answers. Ask students to try to
repeat the exact words used.
Answers
1 false (Only the most talented dancers can attend.) 7 Students read the phrases in the Useful language box.
2 true Check understanding. Students complete the sentences
3 true and compare answers with a partner. Invite feedback
4 false (It also offers programmes for performing arts and
fashion design.)
from the class and write key words on the board.
5 false (It has 30 high school students.) Answers
6 false (That company is only one example.)
Students’ own answers
4 Ask students to look at the highlighted words in the text
and guess their meaning from the context. Then they PROJECT Research a training school
complete the exercise by matching the words to their
Read the instructions and ask students if they know of
meanings. Check answers with the class and check any
any unusual training schools in their country or anywhere
other new words and phrases. Ask students if they would
in the world. If not, ask them to use the internet to find
like to attend any of these places and what they would
out some information and then choose a training school.
like to study.
Tell them their presentation should include answers to
Answers the five questions and any other interesting information
1 apply 2 attend 3 accepts 4 profession 5 boarding school they can find. They read the questions and then carry out
6 incredible their research online, making brief notes for each point.
Students then write their presentations. Remind them to
FAST FINISHERS include an introduction saying what they are going to talk
about. Allow them time to practise their presentations
Ask fast finishers to write definitions of three of the in pairs. Students then give their presentations in small
following words: boarding house (a place where you sleep groups. Invite some students to give their presentations
and have your meals), boarding school (a school where to the class. Ask the rest of the class to listen to each one
students live as well as study), located (in a particular carefully and say which school they would most like to
place), rural (in the countryside, not the town), found attend, and why.
(start an organisation or institution), juggling (throwing
several items in the air to entertain people). They read out
their definitions and the class guesses the word. PROJECT EXTENSION
In pairs, students are going to record an interview. One of
5 Students look at the picture of Carolina, read the them is a radio journalist and the other one is a student at
90
questions and suggest what her special talent is. Play the the training school they made their presentation about.
recording. Students answer the questions and compare Encourage them to either write the full interview first or
answers with a partner. Check answers with the class. write the questions and make notes of the answers. If
Answers necessary, play the recording from Exercise 5 again to
remind students of the questions. If possible, record the
1 She’s a ballet dancer.
interviews and then play them back to the class.
2 at the Royal Ballet School in London
3 at a ballet school in Russia
CULTURE VIDEO: Performing Arts Schools
6 Students read the sentence beginnings and in pairs 13
90 When students have completed the lesson, they can watch
complete them with anything they remember from the
the video and complete the worksheet.
recording. Point out that advantages and disadvantages
are plural so they should listen for more than one COOLER
example of each. Play the recording again and give
Books closed. Divide the class into three groups, one for
students time to complete the sentences. Check answers
each of the training schools described in the article on
with the class. Ask them about the other numbers they
page 106. The groups write at least three sentences about
heard in the interview (17, three, seven) and why they
each school. Then put students in groups of three so that
were mentioned (Carolina is 17 now, she’s loved ballet
there is one student from each of the original groups in
since she was three, she had her first real lesson when she
each group of three. Each student reads out what they
was seven). If necessary, play the recording again.
have written and the others have to say if it is correct and
Answers add any other information the student has not included.
1 promised to buy her a pink ballet dress. Then they open their books and check.
2 it was her first time away from home.
3 it’s one of the best ballet schools in the world; she trains
with some of the best dancers in the world every day; she’s
doing what she loves.
4 she couldn’t speak Russian at first and she didn’t know
anybody there; her whole body hurts at the end of the day;
she misses her friends and family.

AUDIOSCRIPT TB PAGES 277–278

210 CULTURE
19 THE WRITTEN WORD

2 Explain that the speakers do not mention the reading

Unit Overview 92
matter by name, but all the items are in Exercise 1. Play
TOPIC Genres of written texts the recording. Ask volunteers to suggest answers. Do
VOCABULARY Things that you read not give feedback at this point but play the recording
READING Signs, notices and messages again, asking students to make a note of key vocabulary.
GRAMMAR Reported speech Check answers and ask students what key vocabulary
VOCABULARY say, speak, talk and tell they wrote down, for example for conversation 1 novel,
WRITING An online book review pictures, comic.
Answers
Resources 1 graphic novel 2 note 3 brochure 4 notice

GRAMMAR REFERENCE AND PRACTICE: SB page 156; TB page 246 AUDIOSCRIPT TB PAGE 278
WORKBOOK: pages 76–79
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 19; 3 Students read the sentences. Check understanding of
Vocabulary worksheet Unit 19
any new vocabulary. In pairs, students complete the
sentences using words in Exercise 1. Check answers and
TEST GENERATOR: Unit test 19
ask students about their experiences with these items,
for example if they use e-books.
WARMER Answers
Brainstorm things you can read, for example novels, 1 e-books 2 article 3 paper 4 poster 5 sticker 6 adverts
newspapers, magazines, labels, shopping lists, notes,
text messages, poetry, textbooks, etc. Write the list on the
FAST FINISHERS
board.
Tell fast finishers to choose an item from the list on the
board from the Warmer activity and write a definition for
ABOUT YOU the class to guess.
Read out the first question. Students share their ideas and
preferences in small groups. Share feedback as a class 4 Check understanding. Elicit some places where adverts
and write key words on the board. As a class, discuss the can be seen using vocabulary from Exercises 1 and 2 as
question about printed and digital magazines and ask well as students’ own ideas. In small groups, students
students to give reasons for their choices. write a list for each item. Set a time limit. Listen to
feedback from the class and write suggestions on the
board.
VOCABULARY Things that you read
Answers
1 Ask volunteers to describe one of the photos. The rest of
1 poster, brochure, notice, paper, sticker
the class call out the letter. Read the words in the box. In + students’ own answers: e.g. magazine, tablet / online, TV
pairs, students match the words to the photos. Play the 2 paper
recording for them to check their answers. Play it again + students’ own answers, e.g. tablet / online, magazine
to practise pronunciation, especially advert /ˈædvɜːt/, 3 article, note, notice, poster, paper
article /ˈɑːtɪkl/ and brochure /ˈbrəʊʃə/. Check that students + students’ own answers: e.g. whiteboard, coursebook,
are familiar with all of the items and ask them what kind label, leaflet
4 e-book, poster
of information they might give, for example a poster
+ students’ own answers: e.g. book, notebook
might give information about an event such as a concert. 5 article, paper
You could also bring some examples into the classroom. + students’ own answers: e.g. magazine, tablet / online
The answers are recorded for students to listen and check.
91 5 Check understanding of the questions. Remind students
Answers of frequency expressions, such as often, hardly ever, once
A note a week, etc. In pairs, they discuss the first two questions
B e-book and make a list of advantages and disadvantages for
C sticker question 3. Invite students to share their answers to
D paper the first two questions and then have a class discussion
E advert about question 3. Divide the board into sections and
F poster
note the advantages and disadvantages of the two
G graphic novel
H brochure media, print and digital.
I article Answers
J notice
Students’ own answers

THE WRITTEN WORD 213

 READING TALKING POINTS
Ask students if they have ever written a CV and if so what
1 Explain to students that they are going to identify various its purpose was and who they sent it to. In pairs or small
short texts and discuss where each one might be seen. groups, they discuss what qualifications and experience
Look at the example together. Set a time limit of four or they could include. To give it a clearer purpose, you could
five minutes for students to discuss the other texts in ask them what they would put in a CV to apply for the job
pairs. Check answers with the class and ask them to give in the bike shop. Discuss answers with the class and write
reasons for their answers. their answers on the board. Then discuss which of the
points mentioned would be suitable and which would be
Answers
unnecessary or unsuitable.
1 notice – in a school
2 text message – on a phone In pairs or small groups, students discuss the second set
3 note – on a desk, on a book or in a bag of questions. In addition, ask them to talk about how they
4 sticker – at a beach, by the entrance to a swimming pool found out about the competition and why they decided
5 competition – in a magazine or online to enter it. Monitor and help as necessary before inviting
students to tell the class about their partner. Find out if
2 Check understanding of CV (short for ‘curriculum vitae’; a some types of competition are more popular than others
document describing your qualifications and experience, and why.
which you send to an employer you want to work for).
Students read the questions and the email. They answer COOLER
the questions and compare their answers with a partner. Divide the class into small teams. Write words describing
Check answers with the class and refer them to the things that can be read on the board, omitting the vowels,
three-option multiple-choice question on the right. for example brchr (brochure), ntc (notice). Students work
Answers together to write the complete word. Award a point to
1 We should discuss what qualifications and experience you teams which spell the words correctly. The winner is the
can include … team with the most points.
2 Jon is going to write his own CV.
3 She discussed what people need to do to apply for the job.

3 Students read the five texts and the three options for
each one. Tell them to read the options carefully in order
to eliminate the two incorrect options and choose the
correct one. Set a time limit of five minutes. Students
compare answers with a partner. Check answers with the
class and ask students to justify their choices and explain
why the other two options are incorrect. Ask them the
meaning of knock in text 1 (to repeatedly hit something,
producing a noise) and check understanding of any other
vocabulary and phrases in the texts.
Answers
1B 2A 3C 4A 5B

The Reading text is recorded for students to listen, read

93
and check their answers.

MIXED ABILITY
Put weaker students with stronger students to check
answers and ask stronger students to explain why they
rejected the incorrect options.

214 UNIT 19
 5 Students look at the first picture and read the speech
GRAMMAR Reported speech bubble. Ask questions about Louisa, for example ‘Does
she read magazines often? What does she read instead?
WARMER What does she want to do one day?’ Students read the
Dictate the following sentences: ‘I’m an author. I’m example sentence about Louisa. Ask what is different
writing my fourth novel. My next novel will be about a about the second speech bubble (one person is talking
superhero. He can read people’s minds.’ Ask for volunteers about another). Students read the example sentence and
to write them on the board. Then ask students to report complete the exercise in pairs. Check answers.
what you said, using the third person: Our teacher said he Answers
/ she was an author, and so on, helping them with tenses
Louisa said she didn’t read print magazines very often. She
and pronouns if necessary. said she preferred reading online. She said that it was free
and that she could choose from thousands of websites. She
1 Remind students about the reported commands they said she would start her own website one day.
learned in Unit 17. Now they are going to learn about Pavel said that Sandra could help them put up some posters.
He said that Sandra did it every day, and that she knew all
reported speech using the verbs say and tell. Students
the best places. Pavel said that Sandra would be a graphic
read the example sentences and match them to the designer one day.
speech bubbles.
Answers FAST FINISHERS
1c 2b 3d 4a Ask fast finishers to work together to write another speech
bubble. They then write it on the board (encourage them
2 Students match the examples in Exercise 1 to the rules. to draw a little picture, too) for the class to report.
Check answers. Read the rules about pronoun changes
and the use of say and tell. Students will have more
practice with these verbs in the Vocabulary section. GRAMMAR WORKSHEET UNIT 19

Answers
1a 2d 3b 4c VOCABULARY say, speak, talk and tell
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 246 1 Write say, speak, talk and tell on the board. Explain
that the meanings of the words are similar, but they
3 In pairs, students choose the correct option, referring aren’t used in the same way. Students read the example
to the rules and examples in Exercises 1 and 2. Check sentences and look at the verbs in blue. They match the
answers with the class and ask students to explain their uses to the verbs. Check answers.
choices.
Answers
Answers 1d 2c 3a 4b
1 said
2 told us 2 In pairs, students choose the correct option in each
3 was reading sentence, using the examples in Exercise 1 to help them.
4 said Invite different students to read out the completed
5 told sentences.
6 would
7 said Answers
8 she
1 say 2 speak 3 told 4 talking 5 said 6 talk 7 speak 8 tell
4 Students look at the example. Elicit what has changed
3 Put students into pairs and assign A or B to each pair.
(the pronoun I to she and the tense from present simple
A pairs turn to page 125 and B pairs to page 127. Check
love to past simple loved; no speech marks are necessary).
understanding of backwards (in reverse order), equivalent
Do the first sentence as a class. Students complete the
(with the same meaning) and gap (a short silence, when
sentences in pairs. Invite different students to read out
nobody is speaking). Students complete the questions. In
the completed sentences. Explain that the use of that to
new pairs consisting of one A and one B student, they ask
introduce reported speech is optional.
and answer the questions. Finally, check the reporting
Answers verbs with the class and ask some students to tell the
1 didn’t want class about their partner.
2 would be
Answers
3 was writing
4 couldn’t be Student A
5 looked 1 speak 2 tell 3 say 4 speak / talk 5 speak / talk 6 say
6 would enjoy Student B
7 wouldn’t be 1 speaking / talking 2 told 3 say 4 speak 5 speak / talk
8 wasn’t listening 6 say

VOCABULARY WORKSHEET UNIT 19

MIXED ABILITY
Help weaker students by asking them to name the tenses,
say which tense they change to in reported speech and
whether they are positive or negative.

THE WRITTEN WORD 217

 4 Students look at the picture and read the review of
WRITING An online book review Artemis Fowl. They say whether the reviewer liked the
book and how they know this (a really good fantasy
BACKGROUND INFORMATION novel; it’s a really exciting story; I’ll definitely read the
Anthony Horowitz (born 1955) is an English novelist and rest of the series). They read the words in the box and
screenwriter specialising in mystery and suspense. His complete the review in pairs. Check answers with the
work for young adult readers includes The Diamond class. Find out if anyone has read the book and if they
Brothers series, the Alex Rider series and The Power of would like to. Ask if they like book series which have the
Five series. He has also written a James Bond novel called same character in them and which ones they have read,
Trigger Mortis (2015). Eoin Colfer (born 1965) is an Irish for example Harry Potter.
author of children’s books. The first novel in the Artemis Answers
Fowl series was published in 2001 and became a New York
1 written 2 author 3 character 4 incredible 5 thought
Times Best Seller.
5 Students are going to write an online book review. They
1 Tell students that they are going to write an online book choose a book and discuss it with a partner. Monitor
review and check understanding of review (a report on a and help as necessary, particularly with vocabulary, and
website that gives an opinion about a new book, film, etc.). encourage them to help each other with ideas. Ask them
Discuss the questions briefly as a class. if they think it is OK to write a bad review and explain
that this is fine, but it is important to explain why and try
Answers to find positive points, too, if possible.
Students’ own answers 6 Students write their book review. They should write
2 Find out if students have ever read or heard of Crocodile about 100 words. Remind them to use the tips in the
Tears by Anthony Horowitz, and if so, what it is about. Prepare to write box and to check their spelling and
Ask them what kind of information is usually included grammar carefully after they have finished writing.
in a book review to elicit ideas, for example title, a Students exchange reviews with their partner and decide
description of the story, and write them on the board. if they would like to read the book.
Students compare their own ideas with those on the list. Model answer
They read the review quickly and tick the information
I’ve just read a book called I am still alive by Kate Alice
which is included. Tell them that it is not important Marshall. It’s a thriller set in an isolated part of a Canadian
to understand all the vocabulary. Listen to feedback forest.
as a class. Check understanding and pronunciation of The main character is a 16-year-old girl, Jess Cooper, who is
author /ˈɔːθə/ (the writer of a book, article, play, etc.) and living in a cabin with her father after her mother’s death in a
character /ˈkærəktər/ (a person represented in a film, play car crash. After three men murder her father and destroy the
or story). cabin, she has to learn to survive on her own. At the same
time, she wants revenge for her father’s death and she is sure
Answers that the killers will return.
I really liked the book because I admire Jess and the story is
1 the title of the book
very exciting!
2 the author’s name
4 the name of the main character
6 a description of part of the story COOLER
8 his own opinion of the book Do a quick revision quiz of the unit. In groups, students
3 Ask if students think the review is good or bad and why write one question for each page in the unit. Ask for some
the reviewer does not describe the ending. Set a short suggestions, for example What’s a graphic novel? Where
time limit for students to read the tips in the Prepare to are Georgia and Soph going? Complete this sentence with
write box and find them in the review. the correct verb: I four languages. True or false:
you should include the ending of a book in a book review.
Answers They exchange their questions with another group. Award
a Crocodile Tears by Anthony Horowitz points for each correct answer to find the winning team.
b Alex Rider
c It’s a great book!, I think it’s a very exciting story
d Sentences 4 to 8 … I won’t write more in case you read the
book!

218 UNIT 19
20 SEEING IS BELIEVING

3 In pairs, students match the sentence halves, which are

Unit Overview 94
all taken from the recording. Tell students not to worry
TOPIC Optical illusions if they are unsure of the answers and the meanings
VOCABULARY Collocations: thinking because they will hear the recording again to check. Play
READING Illusions everywhere the recording again and pause after each conversation
GRAMMAR Past simple passive for students to check their answers. Check answers with
VOCABULARY look (at), see, watch the class. Ask stronger students to explain the meaning
LISTENING A university podcast of each expression and write key words on the board;
SPEAKING Expressing surprise and disbelief lose concentration and use your imagination are fairly
clear but students may need help with the remaining
expressions: give a hint – give a small indication or
Resources suggestion to help someone find an answer or a solution;
cross your mind – suddenly think of something (more
GRAMMAR REFERENCE AND PRACTICE: SB page 157; TB page 246
frequent in the negative form); have a thought – think of
WORKBOOK: pages 80–83 something, often suddenly or unexpectedly; have second
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 20; thoughts – change your opinion; make up your mind –
Vocabulary worksheet Unit 20 make a decision.
TEST GENERATOR: Unit test 20; Term test 3; End of Year test
Answers
1d 2e 3g 4f 5a 6c 7b
WARMER
AUDIOSCRIPT TB PAGE 278
Ask students what they think the unit title means. Do
they agree? Can you trust everything you see? Encourage
4 Read the example. Put students in mixed ability pairs to
them to think about images on the internet, the use of
complete the sentences with the correct form of each
Photoshop, and so on.
collocation. Remind them to think about verb forms and
personal pronouns. Students compare answers with
ABOUT YOU another pair before checking answers as a class.
Students look at the pictures and say if they have seen Answers
any of them before. Ask if they know what they are called 1 make up your mind
(optical or visual illusions) and if they have seen any other 2 having second thoughts
examples. Check pronunciation of illusion /ɪˈluːʒən/. 3 crossed my mind
4 give me / us a hint
5 lose concentration
VOCABULARY Collocations: thinking 6 using my imagination

1 In pairs or small groups, students discuss what they 5 Read the questions and check understanding. Students
can see and answer the questions. They do not have discuss them in pairs. Encourage them to give reasons
to agree! As a class, discuss these optical illusions. Tell for their answers when appropriate. Monitor and join in
students that not everyone agrees about how they work. with the discussions, helping where necessary. Students
If you have internet access, there are plenty of good share their ideas and find out about the rest of the class.
websites showing more optical illusions, not all of them
Answers
static.
Students’ own answers
Answers
Students’ own answers

2 Tell students that they are going to listen to five short

94
conversations between two people who are discussing
the pictures. They should match each conversation to
the correct picture. Play the recording, pausing between
each conversation for students to make their choice.
They compare their answers with a partner. Check
answers with the class.
Answers
1E 2C 3D 4A 5B

SEEING IS BELIEVING 221

 3 Ask students to find the words in the article and identify
READING which part of speech they are. In pairs, ask them to work
out their meanings from the context. Then tell them to
BACKGROUND INFORMATION read the definitions and match them to the words. Check
Human beings see with both our brain and our eyes, answers with the class. Ask them which word can also be
and the human brain puts images together because used as a noun; if they are not sure, tell them to read the
it has learned to expect certain things. When we look last line of the article (trick). Discuss the article as a class.
at an object, the information passes through various Ask students if they were surprised by anything they
circuits of neurons until it reaches and is processed by read.
the visual cortex in our brain. Films are a good example, Answers
because a film consists of a series of still photographs
1e 2b 3a 4c 5d
which are then shown at high speed, creating an illusion
of movement. Computer screens consist of tiny red,
green and blue dots which we actually see as a wide FAST FINISHERS
range of colours. Some illusions can be dangerous. Our Ask fast finishers to provide definitions of pattern (a
sense of balance is closely related to our visual world, repeated design), puzzle (a problem or question that you
so when pilots fly at night or in a cloud they cannot tell have to answer by using your skill or knowledge) and waste
whether the plane is increasing or decreasing its altitude (use something badly when there is a limited amount of it).
or if it is turning left or right. As a result, pilots have to
depend on the plane’s instruments to give them accurate
information. TALKING POINTS
Read the questions and put students in small groups to
1 Students read the title of the article and the three discuss them. Monitor and help as necessary. Ask groups to
options for the main topic. Set a short time limit for them share their ideas with the class and write key words on the
to read the article quickly. Take a class vote on the main board. Have a vote on their favourite optical illusion.
topic. Ask students to explain why A is correct and B and
COOLER
C are incorrect.
Write the following sentences and definitions of
Answers expressions with mind on the board and ask students to
A match them:
1 What’s the first word that comes into your mind?
MIXED ABILITY 2 Don’t make up your mind yet.
To support weaker students, tell them to read the first 3 Do you mind if I open the window?
paragraph to find the answer and then the opening
4 Mind the iron – it’s very hot!
sentences of the remaining paragraphs to confirm that
their answer is correct. 5 Can you mind my bag while I go to the toilet?
A be careful
2 Read the instructions and the questions and check B look after
understanding. Students underline the key words in
C make a decision
each sentence and then read the article carefully and
complete the exercise. Students compare their answers D bother or upset someone
with a partner. Nominate a student to give their answer, E think of
reading out the part of the text that provides the answer,
and correcting any incorrect statements at the same
Answers
time. This student then nominates another student
to answer the next question. Continue until all the 1E 2C 3D 4A 5B
statements have been read out. Ask students to suggest
why the New Year’s card was used in a car advert, and if
they can find the animal in the photo .
Answers
1 true
2 false (He designed it for a New Year’s card.)
3 false (Several celebrities bought the dress.)
4 true (In the photo, the animal hiding is a snake (a viper)
which is wrapped round the branch.)
5 true (They cause drivers to go more slowly.)
6 false (It is probably healthier to use smaller plates instead
of larger ones as we think we are eating more food on
smaller plates.)

The Reading text is recorded for students to listen, read

95
and check their answers.

222 UNIT 20
 GRAMMAR Past simple passive MIXED ABILITY
Support weaker students by reading the text as a class.
Students decide whether the active or passive form
WARMER
is needed for each space. Ask stronger students to
Write three or four sentences with facts from previous explain why. All students can then complete the exercise
units on the board, using the past simple passive but individually.
leaving out the past participle, for example Crocodile
Tears was (written) by Anthony Horowitz. Taylor Swift’s
video from Reputation was (seen) by 40 million people. FAST FINISHERS
Some of Damien Hirst’s artworks were (painted) by his Ask fast finishers to write two sentences in the past
assistants. Students supply the missing words. Ask them simple, one active and one passive. Suggest some verbs
what part of speech they are. they could use: design, invent, make, produce. They
exchange their sentences with another fast finisher,
1 Students read the sentences adapted from the article who rewrites the active sentences in the passive and the
on page 113 and underline the verb forms. They match passive sentences in the active.
them to the passive forms. Check answers and ask what
they remember from Unit 15 about using the passive and 5 In pairs, students read the sentences carefully to find
when it is used (when the person or thing that causes the and correct the mistakes. They compare answers with
action is unknown or unimportant). Ask questions about another pair. Ask volunteers to write the corrected
the sentences in Exercise 1, for example if we know who sentences on the board.
used the picture in the advertisement.
Answers
Answers
1 He was born in Paris and he died in London.
1b 2a 3c 2 This house was built in the 16th century.
3 Yesterday we met to have lunch together.
2 Students look at the active and passive examples in 4 The medicine tasted terrible.
Exercise 2. Complete the rules as a class. Ask them to 5 The film we saw yesterday was called Now You See It.
find four more examples of the past simple passive in the 6 We were allowed to eat in the classroom.
article on page 113 (This dress was designed; pedestrian
crossings were painted; food was served; people were GRAMMAR WORKSHEET UNIT 20
asked).
Answers VOCABULARY look (at), see, watch
1 were, past
2 by 1 Write the verbs look (at), see and watch on the board
and ask students if they know the difference between
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 246 their meanings and how they are used. Students read
the examples and match them to their meanings. They
3 Students describe the photo. In pairs, they read the
compare answers with a partner. Check answers. Ask for
first part of the article and choose the correct options,
examples of things you can look at, for example a picture,
referring to the rules in Exercise 2. Explain that the verbs
a view, a clock; and things you can watch, for example
are all in the past simple but some are active and some
television, a race, a film.
are passive. Invite students to read out the sentences
and the class to say if they are correct. Answers
Answers a see b look at c watch

1 appeared 2 Monitor as students work in pairs to complete the

2 were called sentences. Then invite different students to read out the
3 painted completed sentences.
4 was invented
5 made Answers
6 was asked
1 see 2 Look at 3 seen 4 Watch 5 Look 6 watching
7 wasn’t done
7 watched
4 Students describe the photo and read the second part of
3 Students turn to page 125. Read the first question and
the article. This time they have to write the correct past
check understanding of the words in the box. Give
simple form of the verbs in brackets. Invite students to
students a few minutes to write their sentences using the
read out the sentences and explain their answers. Find
ideas from the box or their own ideas. Then put them in
out what students think of the idea and elicit other ways
pairs and read the second question. Set a time limit for
in which pavement art could be used to educate people,
them to mime their sentences and ask for volunteers to
for example to encourage them not to drop litter.
mime some of their sentences for the class to guess.
Answers
Answers
1 were built 2 was used 3 was painted 4 looked 5 started
Students’ own answers
6 were given
VOCABULARY WORKSHEET UNIT 20

SEEING IS BELIEVING 225

 LISTENING SPEAKING Expressing surprise and disbelief

1 Bring a pack of cards to class. Ask students if they are 1 Ask students to describe the photo. If necessary, help
interested in magic and if they like seeing magic tricks. them with vocabulary. They should remember the verb
Read the questions and put students into small groups to float and some may know the verb levitate. Ask how they
discuss them. As a class, ask them to share their answers, would feel if they saw someone float. Elicit adjectives, for
and write key words on the board. If any of the students example surprised, amazed, etc. Ask them for adjectives
know any card tricks, ask them to demonstrate them to to describe the trick, for example incredible, amazing,
the class. unbelievable, etc. Elicit any phrases they know for
expressing disbelief and write them on the board.
Answers
Students’ own answers Answers
Students’ own answers
2 Students read the description of the podcast. Elicit
some question words and write them on the board. 2 Tell students they are going to listen to Mark and Lucy
97
Elicit a question the presenter might ask and write it talking about Thomas, who performs magic tricks. They
on the board. In pairs, students write four or five more read the two sentences. Play the recording and check the
questions. Ask for volunteers to read them out. answer.
Possible answers Answer
1 Why are you interested in magic? b
2 When did you start practising magic?
3 What kind of places do you perform in? 3 Read the phrases in the Prepare to speak box and
97
4 How many people come to your shows? compare them to the expressions on the board. Play the
5 Do you have to practise a lot? recording again. Ask students to listen for the phrases
Mark and Lucy use and to notice the intonation. Play
3 Ask students to listen for the questions the presenter
96 the recording again for students to make a note of the
asks. Play the recording and give them time to
phrases they hear. Check answers. Play it again, pausing
make notes. Check answers and ask students if their
after each of the phrases for the students to repeat with
predictions were correct.
the correct intonation.
Answers
Answers
How did you get started as a magician?
You won’t believe this but …
Where have you performed?
Are you serious?
Have you created any of your own tricks?
That just isn’t possible.
Do you practise tricks a lot?
I couldn’t believe my eyes.
Do you ever tell anyone how you do your tricks?
No way!
Would you like to be a professional magician one day?

4 Ask students to read the questions and choose the AUDIOSCRIPT TB PAGE 279
96
correct option, based on what they remember from the
4 Ask students to read the quiz questions and answers
interview. If they are not sure, they can underline the
and check understanding. Tell them to do the quiz
key words. Tell them they will hear the recording twice.
individually and then work in pairs to persuade their
Play the recording and give students time to choose each
partner that their answer is correct. Tell them to use
option before comparing answers with a partner. Play
phrases from the Prepare to speak box. Monitor and help
it again for them to check their answers and make any
as necessary. As a class, ask a few pairs for their answers
changes. Check answers with the class. If necessary play
to each question but do not confirm them at this point.
the recording again, pausing in the places relevant to
Students give their own answers.
both the correct and the incorrect options.
5 Students turn to page 127 to check their answers. As a
Answers class, check understanding, find out how many they got
1B 2B 3A 4A 5C 6B right and ask them which answers surprised them most.
AUDIOSCRIPT TB PAGES 278–279 Answers
1 A and C
2 A
3 A and C
4 C
5 A and B

COOLER
Students write three sentences about the unit: which
activity they liked most, which they liked least, and what
they found most surprising. Discuss their ideas as a class,
asking them to give reasons for their choices.

226 UNIT 20
LIFE SKILLS
1 Check understanding of up to date (having the most
Learning Objectives recent information). In pairs, students discuss the
• The students learn about how to tell the difference between questions and then report back to the class. Have a class
reliable and fake news. discussion about what sort of news they get from each
• In the project stage, they organise an information campaign source and then, as a class, discuss which sources they
about fake news. believe most and why. Write key words on the board.
Answers
Vocabulary Students’ own answers

damage issue jokes modern provide realise 2 Read the title of the article and ask students what they
think it is about. Students read the five questions,
read the text quickly and match the questions to the
BACKGROUND INFORMATION expert’s answers. Tell them not to worry about any new
Fake news is certainly not new! For example, in the 13th vocabulary at this stage. Students compare answers
century BC the Egyptian pharaoh, Rameses the Great, with a partner. Check answers and ask students to give
spread false news by saying the Egyptians had won a reasons for their choices.
huge victory over their enemies, the Hittites, which was
Answers
later shown to be untrue.
a3 b5 c2 d4 e1
According to 2018 statistics, 80% of Americans aged 18–29
thought that fake news is a major problem. Another 3 Students read the sentences. Then, they read the text
survey concluded that young people tended to trust their more carefully to find which paragraph, including the
families more than teachers, news media and friends as introduction, has a similar idea. Monitor and help as
a source of accurate news. However, over 30% of children necessary. Students compare answers with a partner.
and teenagers in the USA had shared a news story in the Check answers with the class and ask students to read
previous six months and later found out it was fake. out the sentences that express the same idea.
Buzzfeed, an American Internet media and news
Answers
company, found that fake news stories on Facebook
about the 2016 US presidential election were more 1 paragraph 2 (sentence 3)
2 paragraph 5 (sentence 1)
popular than the top election stories from major media 3 introduction (sentence 2)
outlets. However, another study found that, although a 4 paragraph 4 (sentence 2)
large number of people were exposed to fake news, they 5 paragraph 1 (sentence 3)
actually read or watched far more sources of reliable 6 paragraph 3 (sentence 2)
news. The impact that fake news had on them was
actually relatively small. The Reading text is recorded for students to listen, read
99
and check their answers.

WARMER MIXED ABILITY

Ask students if they have read any news stories in the Ask weaker students to underline the key words in each
past week and what they were about. Ask why they chose sentence and then quickly scan the introduction and
to read them, for example the topic was one they were each paragraph to find them. Then they should read
already interested in, the article had a catchy headline or the paragraph containing the word or words and decide
an interesting photograph. Ask them if there are topics whether it has a similar idea.
they never read about and why or why not. Write key
vocabulary on the board.
FAST FINISHERS
Ask fast finishers to write three True/False sentences taken
LIFE SKILLS from the text. They read them out and the rest of the class
Identifying reliable news has to identify the false ones and correct them.
Students read the text. Check understanding and
pronunciation of reliable /rɪˈlaɪəbl/ (able to be trusted or
believed) and source /sɔːs/ (someone or something that
supplies information). Ask students if they agree and if they
think this is an important issue.

CONTINUED ON PAGE 230

IDENTIFYING RELIABLE NEWS 229

 4 Students read the highlighted words in the text. They PROJECT A campaign about fake news
should think about the context, including the sentences
Explain that students are going to work in groups to
immediately before or after the highlighted words,
organise an information campaign about fake news. The
in order to work out their meaning. Then they match
objectives of the campaign are to persuade young people
the words to their definitions and compare answers
that fake news can be damaging or even dangerous, and
with a partner. Check answers with the class and
to help people identify and avoid fake news. Read the
clarify the pronunciation of damage /ˈdæmɪdʒ/. Check
questions and put students into groups to discuss them
understanding of any other new vocabulary, for example
and make notes. They should agree on a definition of fake
rumour (something a lot of people are talking about
news. Tell them to think of at least two answers to each
although they do not know if it is true), headline (the
of the other questions. Monitor and help as necessary. As
title of a news story, printed in large letters above it) and
a class, discuss where they could find more information
protect (keep someone or something safe from something
about this problem and, if students are not sure, ask
that is dangerous or bad).
them to do some research online. Next, in their groups,
Answers students decide what information they are going to use
1 jokes 2 provide 3 realise 4 issue 5 modern 6 damage for their campaign and how they are going to present it,
for example a presentation, a poster or a brochure. They
5 Students look at the four photos and match them to the discuss the design, the layout and if they are going to use
98
topics. Tell students they are going to listen to four young any graphics. They write the text and check grammar,
people talking about fake news stories on each topic. In vocabulary and spelling. Finally, they present their
pairs, students predict what the stories might be about. campaign to the class. Have a discussion about whether
Play the recording and check answers. Ask students if all the ideas are realistic and practical or not. Depending
their predictions were correct. on the format chosen for the campaign, display the
results in the classroom or around the school
Answers
1 D – Ben (speaker 3)
2 C – Katy (speaker 4) PROJECT EXTENSION
3 A – Marc (speaker 2)
4 B – Jade (speaker 1) In pairs or small groups, students do some research to
find the most widely shared false news stories in the
6 In pairs, students read the questions and answer any past year either in their country or around the world.
98
that they can remember from the recording. Play the They write a summary saying when and where the news
recording again, pausing between each speaker so appeared, how often it was shared, what the story was
students can write their answers. Ask students if they about and what effect it had. They present their work to
have read or heard any fake news about each topic. the class.
Ask them if they believed it at first and if they asked
themselves the four questions in paragraph 5 of the
Reading text. Talk about the possible consequences COOLER
of people believing fake news about these topics and Write four topics from the lesson on the board, for
ask whether some of the topics are more serious or example celebrities, science, food, medicine and ask
dangerous than others. students to write a convincing false news story about one
of the topics. It should have a fake headline and be about
Answers
four or five sentences long. Ask volunteers to read out
1 A a secret city their stories.
1 B Because people would be scared.
2 A a supermodel
2 B They had never met.
3 A It sounded horrible.
3 B The TV programme had to pay the company because its
image was damaged.
4 A medicines, superfoods or exercise machines
4 B They want to sell their products.

AUDIOSCRIPT TB PAGE 279

7 Put students into pairs to read the words in the box

and complete the sentences in the Useful language
box. Check the answers with the class. Ask students to
suggest other vocabulary and expressions that could be
used to discuss problems.
Answers
1 serious 2 cases 3 issue 4 solution 5 share 6 discuss

230 LIFE SKILLS

REVIEW 5 UNITS 17–20
Answers
Overview
1 firefighter 2 babysitter 3 journalist 4 architect
VOCABULARY Arts and entertainment; Adjectives: -al and 5 presenter 6 pharmacist
-ful; jobs; Suffixes: -er, -or, ist, ian; Things
that you read; say, speak, talk and tell; 3 Tell students they are going to complete the
Collocations: thinking; look (at), see, watch conversations with phrases about thinking from Unit 20,
GRAMMAR Reported commands; Second conditional; apart from the final space. They complete the exercise.
Reported speech; Past simple passive Review answers and ask for definitions of the verb
phrases.
Answers
Resources 1 concentration, attention
PHOTOCOPIABLE WORKSHEETS: Grammar worksheets 2 hint, imagination
Units 17–20; Vocabulary worksheets Units 17–20; Review Game 3 mind, thoughts, thought, novels
Units 17–20; Literature worksheet; Speaking worksheet; Writing
4 Students read the suffixes in the box and say which ones
worksheet are endings for adjectives and which for nouns. They
complete the sentences using the correct form of the
words in brackets. Check answers and check the words
WARMER
are spelled correctly.
On a sheet of paper, each student writes their name and
four sentences about themselves, one in the present Answers
simple, one in the present continuous, one with can 1 vegetarian 2 blogger 3 natural 4 pianist 5 competitors
and one with will. First, elicit some example sentences 6 painful
and write them on the board. For example Emma: I like
studying English, I’m going cycling on Sunday, I can ride FAST FINISHERS
a bike, I’ll do my homework this evening. Ask stronger Ask fast finishers to write adjectives from peace and
students to report what Emma said, and write the verbs origin, and nouns from comedy, act, science and teach.
on the board: She said she liked, was going, could, would. They write a definition for each word and the rest of the
Students write their sentences. Collect the sheets of paper class tries to guess the word.
and redistribute them. Ask students to report what is on
their paper without saying the student’s name. The rest of
the class guesses who wrote the sentences.
GRAMMAR
1 Read the example and remind students of the structure
VOCABULARY of reported commands. Write on the board: subject
+ verb + object + infinitive. They read the sentences,
1 Write Arts and entertainment and Things that you read decide which verb to use in each item and complete the
on the board and elicit some words for each category. In sentences. Check answers as a class.
pairs, students read the groups of words and find the odd
one out. They compare with another pair and explain Answers
their answers. Check answers with the class. Check 1 ordered, to sit down
understanding and pronunciation, particularly audience 2 warned, to be careful
/ˈɔːdiəns/, sculpture /ˈskʌlptʃə/, article /ˈɑːtɪkl/ and brochure 3 asked, to help
/ˈbrəʊʃə/. 4 persuaded, to enter

Answers 2 Elicit the structure and use of the second conditional (if +
1 An author is a person who writes things; the others are
past tense, would + infinitive) and remind students that
things that an author might write. the if clause can go either first or second in the sentence.
2 An audience is a group of people who are entertained by Read the example and elicit that the negative verb
the other three. becomes positive in the conditional sentence. Similarly,
3 A sticker is not a creative art form; the other three are. positive verbs become negative, so students need to look
4 A studio is a place; the other words are people who might carefully at the verbs and think about meaning. Students
work in a studio. complete the exercise using contractions where possible.
5 A gallery is a place for exhibitions; the other three are
things that you read or write.
Check answers as a class.
Answers
2 Students complete the jobs with the missing vowels
and answer the questions. Check answers as a class. 1 I’d invite her to mine.
Check pronunciation, for example architect /ˈɑːkɪtekt/ and 2 they didn’t talk all the time.
3 I’d be fit.
journalist /ˈdʒɜːnəlɪst/. 4 he worked hard.
5 she wouldn’t play computer games all the time.

UNITS 17–20 233

 3 On the board write Eoin Colfer wrote Artemis Fowl, 6 Students read the text ignoring the gaps. Ask for a
and ask students if the sentence is active or passive. quick summary of what it is about (it’s an advert for a
Tell them to make it passive (Artemis Fowl was written short course for students to develop skills in performing
by Eoin Colfer). Write Fearless record Taylor Swift 2008 arts). Then students look at each gap, say which part of
and ask students to write a passive sentence (Fearless speech would fit and suggest a possible answer. Accept
was recorded by Taylor Swift in 2008). Explain that they all reasonable suggestions. Tell students that if they are
are going to complete the second sentences using unsure which is the correct answer, they should start by
grammatical structures from Units 17–20. They complete deleting the ones that they are certain are incorrect. They
the exercise and compare answers with a partner. can then guess between the ones that are left. While
Monitor and help as necessary. Review answers as a students complete the exercise, monitor and give help
class. where necessary. They compare answers with a partner.
Answers Check answers with the class. Use this as an opportunity
to do some vocabulary work on collocations with make
1 painted by
2 was sold
and take, for example make an effort, an excuse, a note;
3 she couldn’t imagine take care of, charge, a photo.
4 wouldn’t paint
Answers
5 ’m going to
1C 2D 3D 4A 5A 6A
MIXED ABILITY
Support weaker students by telling them which
COOLER
grammatical structures are needed in the second Ask students to think about Units 17–20. Write some
sentences: past simple passive – 1, 2; reported speech – 3, questions on the board: Which activities did you enjoy?
5; second conditional – 4. What was difficult / easy for you? Ask students to write
their answers. Discuss ways of having contact with English
during the school holidays, such as watching series with
4 Ask students what part of speech the options are (verbs).
English subtitles, listening to podcasts, doing online
Elicit typical mistakes often made with verb forms, for
exercises, using opportunities to practise with native
example incorrect tense, incorrect ending for present
speakers who are visiting their country or if students go
simple or present perfect third person, incorrect past
abroad. Ask students which they think are the most useful
tense or past participle, confusion between active and
for them and if they can recommend websites, series, etc.
passive forms, whether a verb is followed by a pronoun,
incorrect verb, etc. Put students into pairs to complete
the exercise. If they disagree, they should explain their
choice by referring to the grammar rule that should be
applied. Check answers with the class and ask volunteers
to explain the grammar rules.
Answers
1 asked 2 wanted 3 tell 4 was

5 Ask students what part of speech the mistakes are

(verbs). Remind them of the typical mistakes they
discussed in Exercise 4. Students complete the exercise
in pairs and justify their correction by referring to the
appropriate grammar rule. Check answers with the class
and, if necessary, ask stronger students to explain the
mistakes.
Answers
1 The driver stopped the bus and warned Lisa to sit down.
2 If you came with me to the concert, it would be more fun
for me.
3 Someone told us it was too late to get a bus.
4 The medicine tasted horrible but it made me feel better.

234 REVIEW 5
 EXTRA ACTIVITIES

UNIT 1 GRAMMAR, PAGE 12 UNIT 3 VOCABULARY, PAGE 20

8 Make questions with the present simple or

present continuous. Then ask and answer them.
5 Quiz answers
1 In England, the majority of children start school
1 What subjects / you / study / this year? the September before their fifth birthday.
2 What / you / do / after school / today? However, education is not obligatory until the
3 you / own / more than one mobile phone? age of five.
4 What TV programmes / you / watch / every 2 In Belgium and Germany, students cannot leave
week? school until they are 18.
5 you / prefer / playing sport or watching TV? 3 In some states in the USA, the youngest age you
6 What / you / like / doing on Sundays? can get a driving licence is 14. However, there
7 What / music / you / listen to / regularly? are often a lot of rules for drivers of this age. For
8 you / have / a party for your next birthday? example, in South Dakota young drivers cannot
drive between 10 pm and 6 am.
4 In England, 33% of young people go to university
UNIT 1 VOCABULARY, PAGE 12 after leaving school. Around 6% of these
students leave university before they get a
degree. The most common reason for leaving is
3 Discuss these questions. that students don’t have enough money.
1 Do you ever get impatient with anyone? 5 In almost all European countries, women leave
2 Are you ever unkind to people? Who? home before men. In Italy, over 50% of men
3 Do you think you’re generally lucky or unlucky? leave home in their thirties.
4 Do you think your parents are sometimes unfair? 6 In the UK, you can get a job at the age of 13. You
5 Do you think you’re an independent person? can work a maximum of 12 hours a week and 25
6 How often are you unwell? hours a week in the holidays.
7 In Spain, the average age at which women and
men marry is 33. In India it is 22. In Japan it is 28.
UNIT 2 VOCABULARY, PAGE 16 8 In Brazil, the minimum voting age is 16. Between
the ages of 18 and 70 in Brazil, it is obligatory
to vote.
4 In pairs, write as many sentences as possible
using the adverb forms of the adjectives in the
box. You have a time limit of five minutes! UNIT 3 VOCABULARY, PAGE 22

accurate amazing beautiful brave

dangerous early easy excited 3 Complete the sentences with your own ideas.
Then compare your answers with a partner.
happy hard last perfect safe
secret urgent 1 I never have enough .
2 I don’t because I’m too .
We met secretly. 3 My parents sometimes aren’t enough.
4 I’m enough to .
Compare your sentences with other pairs. Who 5 Our school isn’t enough and it’s too
has the most sentences? .

120 EXTRA ACTIVITIES

236 EXTRA ACTIVITIES

UNIT 4 VOCABULARY, PAGE 26 UNIT 6 VOCABULARY, PAGE 38

3 Student A 3 Ask and answer the questions with a partner.

Read the instructions and play the game. 1 Where’s the nearest post box to your home?
2 What’s the speed limit near your school? Is it
a You are going to explain some words in English too high?
without saying the word itself. Student B has to 3 How often do cars stop at pedestrian crossings?
guess each word. Student B can ask questions. 4 What do you do while you are waiting at bus stops?
b Read the example. 5 How many recycling bins are there in your school?
c You have a time limit of five minutes! How many 6 How many different types of road sign can you
can you explain? think of?
0 trainer 4 rugby
1 coach 5 athletics
2 exercise 6 match (noun) UNIT 7 VOCABULARY, PAGE 44
3 fit (adjective) 7 squash
Example:
A: This is a noun for a person. They help sports 4 Student A

players. In pairs, put your sentences and Student B’s

B: Is it a manager? sentences in the correct order to form a story.
A: No. They help the players to get better at their Don’t look at each other’s sentences. Read the
sport. story together and check.
B: A coach? a on very well – in fact, they fell in love. They
A: No, but it’s very similar to a coach! knew that their relationship would be difficult,
B: A trainer? because Juliet was a Capulet and Romeo was a
A: Yes! Montague, and their families would never make
Listen to Student B and guess the words. You b Once upon a time, in a town called Verona in
can ask questions. You have a time limit of five Italy, there were two families, the Montagues and
minutes! How many words can Student B explain? the Capulets. The families had
c out many years ago. One day, a young man from
the Montague family called Romeo was hanging
d round to their house for a party, so Romeo and
UNIT 5 VOCABULARY, PAGE 34 his friends decided to go in masks. Then Romeo
could get
e up because their love was perfect. They wanted
4 Ask and answer the questions with a partner. to be together and look
1 Do you and your friends buy each other birthday
Read the story together and discuss how you
presents?
think the story ends.
2 Do you usually enjoy yourself at parties?
3 How do you and your friends greet each other in
the mornings?
4 Are you good at introducing yourself to new UNIT 8 VOCABULARY, PAGE 48
people?
5 Have you ever taught yourself a new skill?
6 Do you and your teachers email each other? 4 In pairs, write as many sentences as possible
using the phrasal verbs in the box. You have a
time limit of three minutes!

check in get back get in go away

look around pick up set off take off

My mum picks up my dad if he works late.

Compare your sentences with other pairs. Who

has the most correct sentences?

EXTRA ACTIVITIES 121

EXTRA ACTIVITIES 237

 EXTRA ACTIVITIES

UNIT 9 VOCABULARY, PAGE 54 UNIT 9 VOCABULARY, PAGE 56

4 Key for quiz 3 Ask and answer the questions with a partner.
Mostly a) answers: You think very carefully about 1 Do you think museums should charge for
what you spend your money on and you probably admission or be free? Why?
find all the best offers. But are you too careful? 2 What’s the most you’ve paid for a small bottle
Money isn’t the most important thing in life! of water?
3 How much does it cost to go to the cinema in
Mostly b) answers: The way you think about money
your town or city?
is probably just right. You don’t waste it, but you
4 Will pay be important to you in your future
don’t let it control your life.
choice of job?
Mostly c) answers: You need to start thinking about 5 Do you know the cost of a typical flat or house in
money or you’re going to be short of cash your your area?
whole life! You don’t have to spend everything you 6 Have you ever eaten at a restaurant free of
have. What about saving a bit? charge?

UNIT 9 GRAMMAR, PAGE 56 UNIT 10 VOCABULARY, PAGE 60

4 Complete the questions with the correct past

participles. Then complete the table for you with
3 Work in pairs. Check you understand the meaning
of the items.
✓ (Yes) or ✗ (No).
Student A
Have you ever … You Your Choose an item to describe using look, taste or
partner smell. Use the adjectives or your own ideas.
1
sold (sell) anything Student B
online? Can you guess what your partner is describing?
2
(lend) anyone any Items
money?
a chilli a flower an ice lolly
3
(take) anything fireworks honey mustard
back to a shop? strawberries
4
(lose) your phone?
5
(receive) too much Adjectives
change in a shop? amazing delicious disgusting
6
(regret) buying freezing fresh juicy soft
anything? spicy sweet
7
(buy) anything you
can’t afford?
8
(save) up to buy
anything?

Ask and answer the questions in Exercise 4.

Complete the table for your partner.
A: Have you ever sold anything online?
B: Yes, I have. Lots of times.

122 EXTRA ACTIVITIES

238 EXTRA ACTIVITIES

UNIT 11 VOCABULARY, PAGE 66 UNIT 13 VOCABULARY, PAGE 78

4 Student A 3 Complete the sentences with the -ed or -ing

adjective form of the words. Then write two more
• Say the sentence and act the injury. Student B has questions using -ed or -ing adjectives. In pairs, ask
to guess what’s wrong. (Student B can only ask and answer the questions.
questions that have Yes/No answers.)
1 Which day of your week is the most
Say: “Ow, my head!” (tire)?
Act: Put one hand over your right eye and 2 What’s the most (disgust) thing you’ve
moan with pain. ever eaten?
Answer: You walked into a door and cut your 3 Which school subject do you find the most
forehead. (confuse)?
B: Have you got a fever? 4 What’s the most (amaze) fact you
A: No, I haven’t. know?
5 Who was the last person you got
• Guess what’s wrong with Student B. You can only (annoy) with?
ask questions that have Yes/No answers. 6 When was the last time you felt completely
• Take turns to invent and act out more illnesses (relax)?
and injuries. 7 How often do you feel (embarrass) by
your parents?
8 What’s the most (worry) thing
happening in the world at the moment?
UNIT 12 VOCABULARY, PAGE 70

UNIT 14 VOCABULARY, PAGE 82

2 Photo A is the eye of a goat. Photo B is a horse’s
foot.
4 In pairs, write a few sentences about the words in
the box, without actually using the words.
UNIT 12 VOCABULARY, PAGE 70
clip character plot review
series soundtrack trailer
3 Student A
Example: clip
• Write ten sentences about yourself, your family, This is a short video that comes from a longer show
friends or where you live. Five sentences should or film.
be true and five sentences should be false. You can watch it on your phone or on your computer.
My family originally comes from … . Usually they show the best parts of a show or film.
My brother can speak … .
Take turns to read your sentences to other pairs of
• Read your sentences one at a time. Student B has students. How quickly can they guess the word?
to guess which are true and which are false using A: This is a short video that comes from a longer
adverbs of probability. show or film.
A: My family originally comes from Ireland. B: Is it a trailer?
B: That’s definitely not true! You have a Spanish A: No. You can watch it on your phone or …
surname, so you must come from a Spanish- B: Is it a clip?
speaking country. Perhaps your family originally A: Yes!
comes from Spain.
A: You’re right! / No, my family originally comes
from Colombia.

• Listen to Student B’s sentences. Guess which

are true and which are false using adverbs of
probability: definitely (not), perhaps, probably.

EXTRA ACTIVITIES 123

EXTRA ACTIVITIES 239

 EXTRA ACTIVITIES

UNIT 12 SPEAKING, PAGE 71

Take turns to describe the photo. Use phrases from the Prepare to speak box.

UNIT 15 GRAMMAR, PAGE 88 UNIT 15 VOCABULARY, PAGE 88

3 1 The most common type of program that people

download is anti-virus software. This is software
3 Take turns to mime an activity using the verbs in
Box A and the words in Box B. Can your partner
to check for computer viruses. guess what you are doing?
2 The most common passwords are often
quite simple. Many people just use the word A look up plug in shut down
‘password’ or the numbers ‘123456’. switch/turn off switch/turn on turn down
3 This will change every year, but in 2017, the turn up take out
top ten included the Hollywood actors Meghan
Markle and Gal Gadot.
B your fitness tracker your games console
4 This figure is increasing every year, but in 2017,
we spent more than $200 billion on apps. a hairdryer your laptop
5 Most smartphones are made in China, South a light the TV
Korea and India. your phone a printer
a memory card from a phone
the weather on your phone

124 EXTRA ACTIVITIES

240 EXTRA ACTIVITIES

UNIT 16 VOCABULARY, PAGE 92 UNIT 19 VOCABULARY, PAGE 110

3 In pairs, write sentences using the phrasal verbs

in the box.
3 Student A
Complete the questions using say, speak, talk and
tell. Then ask Student B the questions.
add up blow up carry out
cut up take away work out 1 How many languages can you ?
2 Can you me what your favourite film is?
3 Can you the alphabet backwards in
Act them out. Can the class guess your sentences? English?
4 Which celebrity would you most like to
to? Why?
UNIT 17 VOCABULARY, PAGE 100 5 Who do you
6 Can you
to when you’re in trouble?
the English equivalent of your
name, or any of your friends’ names?
3 Student A
Answer Student B’s questions.
Complete the questions using adjectives formed
from the nouns in the box. Then ask Student B the
questions.
UNIT 20 VOCABULARY, PAGE 114
digit hope music person
profession use
3 Write two sentences for each of 1–3 below. Use
the ideas in the box or your own.
1 What device could you not live without?
2 Can you play any instruments? 1 You’re looking at …
3 Do you tell your friends about your problems, or 2 You’ve just seen …
keep issues to yourself? 3 You’re watching …
4 Would you like to be a artist or
musician? Why? / Why not? a famous actor in the street.
5 What’s the most advice you’ve ever someone steal a car.
received? a fly in your meal at a restaurant.
6 What things do you feel most about in a poster about a concert.
the future? the pictures in a recipe book.
a soap opera.
Answer Student B’s questions. an incredibly exciting football match.
an eagle in the sky.
a clip from your favorite TV show.
UNIT 18 VOCABULARY, PAGE 104 a school notice about exam results.

Work in pairs. Take turns to mime one of your

3 Work in pairs. Check you understand the meaning
of the words in the box.
sentences. Can your partner guess your sentence
exactly?
an actor an artist an author
a banker a composer a baker
a dentist a driver an electrician
a film director a headteacher a musician
a pianist a politician

Take turns to mime a person in the box. Can you /

your partner guess all the words in two minutes?

EXTRA ACTIVITIES 125

EXTRA ACTIVITIES 241

 EXTRA ACTIVITIES

UNIT 4 VOCABULARY, PAGE 26 UNIT 7 VOCABULARY, PAGE 44

3 Student B 4 Student B
Read the instructions and play the game. In pairs, put your sentences and Student A’s
sentences in the correct order to form a story.
a You are going to listen to Student A explain
Don’t look at each other’s sentences. Read the
some words in English without saying the word
story together and check.
itself. You have to guess each word. You can ask
questions. f after each other forever. So, the day after the
b Read the example. party, they got married in secret.
c You have a time limit of five minutes! How many g arguments and fought all the time. No one can
can Student A explain? remember exactly why, but the two families fell
h out with his friends in Verona when they heard
Example:
about a party at the Capulets’ house. Romeo
A: This is a noun for a person. They help sports
loved a Capulet girl called Rosaline, so he
players.
wanted to go to the party to see her. But the
B: Is it a manager?
Capulets would never let a Montague come
A: No. They help the players to get better at their
i together with Rosaline and the Capulets would
sport.
never know. At the party, Romeo didn’t speak
B: A coach?
to Rosaline. Instead, he met a girl called Juliet.
A: No, but it’s very similar to a coach!
Romeo and Juliet got
B: A trainer?
j up and accept their relationship. After the party,
A: Yes!
Romeo went into the garden and talked to Juliet
Explain these words without saying the word through her bedroom window. ‘But, soft!’ he
itself. Student A has to guess each word. You have said. ‘What light through yonder window breaks?
a time limit of five minutes! How many can you It is the east, and Juliet is the sun.’ They knew
explain? they’d never split
0 trainer Read the story together and discuss how you
1 BMX think the story ends.
2 champion
3 jogging
4
5
point (noun)
train (verb) UNIT 11 VOCABULARY, PAGE 66
6 windsurfing
7 work out (noun)
4 Student B
• Guess what’s wrong with Student A. You can only
ask questions that have Yes/No answers.
• Say the sentence and act the illness. Student A
has to guess what’s wrong. (Student A can only
ask questions that have Yes/No answers.)
Say: ‘Oh, I feel terrible!’
Act: Fold your arms, lean forward with your
eyes closed and moan.
Answer: You feel very sick.
B: Have you injured your arm?
A: No, I haven’t.

• Take turns to invent and act out more illnesses

and injuries.

126 EXTRA ACTIVITIES

242 EXTRA ACTIVITIES

UNIT 12 VOCABULARY, PAGE 70 UNIT 19 VOCABULARY, PAGE 110

3 Student B 3 Student B
Write ten sentences about yourself, your family, Complete the questions using the correct form of
friends or where you live. Five sentences should say, speak, talk and tell.
be true and five sentences should be false.
1 What would you do if someone was
My family originally comes from … . during a film at the cinema?
My brother can speak … . 2 Have you ever your best friend your
most secret of secrets?
Listen to Student A’s sentences. Guess which 3 What would you if you saw someone
are true and which are false using adverbs of stealing in a shop?
probability: definitely (not), perhaps, probably. 4 Can you any other languages apart
A: My family originally comes from Ireland. from English?
B: That’s definitely not true! You have a Spanish 5 What do you about when there’s a gap
surname, so you must come from a Spanish- in a conversation?
speaking country. Perhaps your family originally 6 Can you the names of any American
comes from Spain. states / British cities? How many?
A: You’re right! / No, my family originally comes from
Answer Student A’s questions.
Mexico.
Now ask Student A your questions in Exercise 1.
Read your sentences one at a time. Student A has
to guess which are true and which are false using
adverbs of probability.
UNIT 20 SPEAKING, PAGE 115

UNIT 17 VOCABULARY, PAGE 100

5 Answers to quiz
1 A and C. In 1889, the Eiffel tower was finished
3 Student B and the company Nintendo was started. At that
time, Nintendo made card games.
Complete the questions using adjectives formed Contact lenses were invented by Leonardo Da
from the nouns in the box. Then ask Student A the Vinci in around 1508. But they weren’t actually
questions. produced until 1888 in Germany.

culture environment help music 2 A is true in Queensland. In this area of Australia,

stress tradition rabbits cause a lot of damage in the wild.
There is also a 2,000-mile fence around this
1 Can you cook any dishes from your area to stop animals like rabbits getting into
country or region? Queensland.
2 Can you play any instruments, or aren’t you very B is true in parts of the USA.
? C was true until 2017 in Switzerland.
3 Are you worried about issues like global 3 A and C. The police first thought the painting
warming? was stolen by Guillaume Apollinaire, a French
4 Do you like TV shows about art and poet and a friend of the Spanish painter, Picasso.
literature? They also believed that Picasso was involved.
5 What’s the most advice you’ve ever
received? 4 C In theory, if you could fold a piece of paper
6 Have you been in any situations 42 times, it would be thick enough to reach the
recently? What happened? moon. However, it is almost impossible to fold a
piece of paper more than seven times.
Answer Student A’s questions. 5 A and B. They were both born in 1926. Pele was
born in 1940.

EXTRA ACTIVITIES 127

EXTRA ACTIVITIES 243

 SWER KEY
GRAMMAR REFERENCE AND PRACTICE AN

UNIT 1 PRESENT SIMPLE AND CONTINUOUS UNIT 4 PAST CONTINUOUS

1 1 was dreaming 2 were you playing 3 weren’t watching

PRESENT SIMPLE
4 Were you talking 5 wasn’t doing 6 was sitting
7 Were we using 8 were chatting 9 wasn’t looking, was
1 1 Do you prefer 2 chooses, doesn’t like 3 don’t see, live
shouting 10 wasn’t asking, was explaining
4 does he go 5 don’t want 6 doesn’t play, watches
7 Does he know 8 studies 2 1 were lying 2 were arguing 3 was telling
4 were listening 5 was making 6 wasn’t listening
PRESENT CONTINUOUS 7 was looking 8 were waiting 9 wasn’t selling
3 1 were Derek and Armando arguing about 2 was Henri
2 1 ’m/am cycling 2 isn’t watching 3 are you doing, ’re/ telling a story about 3 were Penelope and Doris doing
are watching, ’re/are studying 4 was Doris making 5 was Margherita listening to
3 1 I’m sitting 2 We’re going 3 is playing 4 doesn’t play 6 were waiting to buy an ice cream (from the ice cream
5 they’re playing 6 I believe 7 we’re having 8 I want van)
9 they get 10 we’re eating 4 1 Derek and Armando weren’t arguing about music, they
were arguing about football.
UNIT 2 PAST SIMPLE 2 Henri wasn’t describing the scenery in Florida, he was
telling a story about his holiday (in Florida).
1 1 saw 2 was 3 Did you go 4 went 5 drove
3 Penelope and Doris weren’t waving at Henri, they were
6 did you wear 7 were 8 did you sit
listening to him.
9 did your ticket cost 10 didn’t pay 11 won 12 were
4 Margherita wasn’t taking a photo of the other
2 1 Was she late again?
students, she was looking at the ice cream van.
2 I didn’t like Andrea’s new dress.
3 We slept really well last night.
UNIT 5 PAST SIMPLE AND CONTINUOUS
4 Did you find my bag?
5 He wore his new trainers. 1 1 was watching 2 waited 3 watched 4 were waiting
6 They didn’t know about Bill Haley and the Comets. 5 talked 6 were talking 7 emailed 8 were emailing
3 1 walked 2 wanted 3 weren’t 4 knew 5 decided 2 1 didn’t hear, was wearing 2 all celebrated, got
6 had 7 was 8 didn’t eat 9 caught 10 started 3 found, was working 4 broke, was learning
11 came 5 was driving, got 6 opened, discovered 7 was chatting,
went, heard 8 emailed, was mending, didn’t check
3 1 was snowing 2 slipped 3 fell off 4 was picking up
UNIT 3 COMPARATIVES AND SUPERLATIVES
5 saw 6 was moving 7 jumped 8 hit 9 wasn’t standing
10 told
1 1 slower than, noisier 2 harder than, better
3 more fashionable, cheaper than 4 faster than, warmer 4 1 I visited my friends. Afterwards, I took the bus home.
5 more attractive than, funnier than 6 wetter, windier 2 Luke walked into the door because he wasn’t looking
than 7 more confused, more complicated than ahead.
8 brighter, more colourful 3 It was snowing at lunchtime, so I didn’t go for a walk.
2 1 isn’t as tiring as football. 2 aren’t as clean as electric 4 I wasn’t hungry, so I didn’t have anything to eat.
cars. 3 aren’t as fit as most ballet dancers. 4 aren’t
5 My sister crashed into a traffic light when she was
as healthy as salads. 5 as much work this week as last
riding her scooter.
week.
6 I was thinking about the holidays. Then suddenly, I
3 1 the coolest, the cheapest 2 the best, the worst
realised the time.
3 the safest, the most interesting 4 the lightest, the
biggest, the heaviest 5 the most brilliant, the most SOME/ANY, MUCH/MANY, A LOT OF,
creative 6 the closest, the cosiest 7 the most untidy / UNIT 6 A FEW / A LITTLE
the untidiest, the most charming 8 the most sociable,
the liveliest 1 1d 2a 3f 4b 5e 6c
2 1 any 2 some 3 any 4 any 5 some 6 any
3 1 many 2 much 3 any 4 a few 5 a lot of 6 many
7 some 8 any 9 a lot of 10 a little
4 1 much, a few 2 a little, much 3 much 4 a few, much
5 a few, many 6 many 7 a little, a few 8 many, a few
9 many, much 10 much, a few

244 GRAMMAR REFERENCE AND PRACTICE ANSWER KEY

 3 Possible answers
UNIT 7 HAVE TO AND MUST; SHOULD
1 Lucy’s going to win.
1 1 should 2 should 3 must 4 don’t have to 5 should 2 He’s going to be sick.
6 mustn’t 7 should 3 His sister will help him.
2 1 mustn’t text our friends in lessons. 2 should read 4 They’re going to look great.
through your work before you show it to anyone.
5 They’re / The burgers are going to burn. / She’s going
3 doesn’t have to wear 4 should I buy 5 didn’t have to
to burn the burgers / them.
book seats for the concert. 6 shouldn’t wear your best
shirt when you mend your bike. 7 have to / must wear 6 He’s going to go to university.
seat belts.
UNIT 12 MODALS OF PROBABILITY
FUTURE: BE GOING TO AND PRESENT
UNIT 8 CONTINUOUS 1 1 He/Jon must be cold.
1 1 it’s going to take 2 we’re organising 3 I’m going to get 2 They / The potatoes must be ready to eat by now.
4 I’m going to ask 5 I’m taking, I’m going to do 3 This (parcel) must be my new phone.
6 We’re catching, We’re going to play 7 It’s going to rain
4 It must be broken.
8 We’re meeting
2 1 He/The cat might be hungry.
2 1 Are you going to go 2 are you going to wear
3 ’s/is going to be 4 ’m/am going to buy 2 It might be in the car.
5 Are you going to take 6 ’m/am going to give 3 He/She / My teacher might speak three languages.
7 ’s/is going to be 8 ’m/am not going to find 3 Yes, you can use could instead of might.
9 ’m/am going to tell
4 1 It/This fish can’t be fresh.
3 1 ’s/is going to arrest him. 2 ’s/is going to fall over it / the 2 That coat can’t belong to you.
bin. 3 ’re/are going to burn. 4 isn’t going to sleep well.
5 ’s/is going to win. 6 aren’t going / ’re/are not going to 3 You can’t feel tired.
win. 5 1 can’t be 2 can’t be 3 could be 4 might be 5 must be
6 could be 7 can’t be 8 could be
UNIT 9 PRESENT PERFECT
UNIT 13 JUST, ALREADY AND YET
1 1 hasn’t eaten 2 ’s/has never written 3 have known
4 ’s/has never beaten 5 ’ve/have flown 6 hasn’t given, 1 1 just 2 yet 3 just 4 just 5 yet
haven’t texted 7 ’s/has fallen, hasn’t hurt, ’s/has torn 2 1 The lesson has already begun.
8 ’s/has gone, ’s/has forgotten
2 Have you been to the new shopping centre yet?
2 1 Have you finished 2 ’ve/have found 3 haven’t read 3 This parcel has just arrived for you.
4 ’ve/have been 5 ’ve/have borrowed 6 Have you tidied
7 haven’t 8 ’ve/have made 9 ’ve/have had 4 I haven’t saved much money for my holiday yet.
10 have you been 11 ’ve/have been 12 ’ve/have bought 5 It’s only eleven o’clock but everyone’s already gone
13 Have you ever seen 14 haven’t home.
6 My parents have just bought a new car.
PRESENT PERFECT AND PAST SIMPLE; HOW
UNIT 10 LONG? AND FOR/SINCE 7 Have you done this exercise yet?
8 We’ve just finished the last sentence.
1 1a 2b 3b 4a 5b 6a
3 1S 2D 3S 4D 5S
2 1 I’ve made 2 has gone 3 cooked, haven’t met
4 hasn’t come, I asked 5 didn’t enjoy, was 4 1 He’s already bought some new pens.
3 1 since, for 2 for, since 3 for, since 4 since, for 2 He hasn’t set his alarm for 7 a.m. yet.
5 since, for 3 He hasn’t decided what to wear yet.
4 1 ’ve/have been 2 ’ve/have enjoyed 3 was 4 started 4 He’s already texted his mates about meeting after the
5 saw 6 arrived 7 thought 8 haven’t missed 9 had exam.
10 gave 11 didn’t leave / haven’t left 5 He’s already asked his mum/mother to give him a lift
12 ’ve/have entered 13 ’ve/have had 14 haven’t won to school.

UNIT 11 WILL AND BE GOING TO UNIT 14 RELATIVE CLAUSES

1 1 will help 2 I’m going to help 1 1 who 2 which 3 which 4 which 5 who 6 which
3 is going to save / will save 4 I’ll feel 5 is going to leave 7 who 8 who
6 is going to run 7 will be / are going to be 8 I’ll go 2 1 which was really funny 2 who lived in an old bus
2 1 is going to be 2 ’ll help 3 are you going to do 3 who was called Millie Moop 4 who was always unkind
4 ’m going to have 5 ’m going to lie 6 ’ll walk 7 ’ll use to him 5 where Mr Scratch lived 6 where Millie put
8 ’ll lend 9 won’t weigh 10 will take 11 ’ll put shampoo into a toothpaste tube 7 which you need to
12 won’t care see to understand 8 who hasn’t seen it

GRAMMAR REFERENCE AND PRACTICE ANSWER KEY 245

 3 1 This is a photo of my friend who/that wants to be a TV 8 You should phone the school.
presenter. 9 You mustn’t go into the house.
2 We have a goldfish who/that is called Bubbles. 2 1 ordered the thief to put the gun on the floor. 2 warned
3 That man wrote a song which/that everyone knows. us not to open the box. 3 advised me not to use that
4 I visited the house where John Lennon lived as a boy. shampoo. 4 reminded my friends to come to my party.
5 asked the students to tell him/her their names.
5 Do you remember the woman who/that had 20 cats?
6 asked my brother not to tell anyone. 7 encouraged
6 Our teacher gave us some exercises for homework me to tell my mum about my problem. 8 persuaded my
which/that no one could understand. brother to apply for another job. 9 told my dad not to
7 I have a neighbour who/that is a famous designer. invite the neighbours on Saturday.
8 Kington is a small town near where I grew up.
UNIT 18 SECOND CONDITIONAL
UNIT 15 PRESENT SIMPLE PASSIVE
1 1c 2b 3d 4e 5a
1 1P 2A 3P 4P 5A 2 Students’ own answers
2 1 always gives me money 2 grow all our 3 visit 3 1 What would you do if you won lots of money?
4 use 5 uses 2 Who would you ask if you didn’t understand some
3 1 is needed to enter 2 is cleaned (by my brother) grammar?
3 aren’t sent to prison 4 are stolen every day 3 What would you do if you saw a burger for $50?
5 is played 6 ’m/am not allowed to have
4 What would you do if someone asked you about
7 is designed (by someone)
advanced physics?
8 are paid for by a local company 9 are hidden
10 is owned by a film star 5 Who would help you if you missed the school bus?
4 1 ’d/would have, didn’t tell 2 were/was, ’d/would take
UNIT 16 ZERO AND FIRST CONDITIONAL 3 stayed, ’d/would learn 4 wouldn’t get, did
5 ate, wouldn’t be 6 saved, ’d/would have

ZERO CONDITIONAL
UNIT 19 REPORTED SPEECH
1 1 feels, ’s/is 2 earns, spends 3 get, gives
1 1 ’m/am texting 2 can’t find 3 laugh at
4 don’t like, don’t watch 5 do, give 6 ’s/is, don’t enjoy
4 can borrow my 5 buy a newspaper
FIRST CONDITIONAL 6 ’m/am looking for 7 ’ll/will design
2 1 said 2 told 3 told 4 said 5 told
2 1 I don’t go, I won’t be able 2 I’ll buy, is 3 1 (that) she was starting 2 could get 3 didn’t know
3 You’ll pass, you don’t forget 4 We’ll phone, we need 4 (that) he would take 5 (that) they were making
5 finds out, he’ll be 6 You won’t feel, you put 6 were sitting
UNLESS
UNIT 20 PAST SIMPLE PASSIVE
3 1 I can’t get up in the morning unless I have enough
sleep. / Unless I have enough sleep, I can’t get up in 1 I have lived in my apartment for five years, but it is much
the morning . older than that. The building that my apartment is in was
2 We’ll all have dinner together unless my mum gets built over 100 years ago. It was designed by a famous
home too late. / Unless my mum gets home too late, architect who also designed many other buildings in the
we’ll all have dinner together. city. It was created for a local businessman who wanted
his own building. It was used by his family for about
3 My parents will go mad unless we clear up this mess. / 50 years. Then, it was sold and it was made into lots of
Unless we clear up this mess, my parents will go mad. smaller apartments.
4 We’ll miss the train unless we find a taxi soon. / Unless 2 1 interviewed 2 didn’t do 3 the students copy
we find a taxi soon, we’ll miss the train. 4 didn’t make 5 didn’t describe
3 1 were reminded about the school trip by our 2 were
UNIT 17 REPORTED COMMANDS copied, was stolen 3 was given a good luck card by
4 these salads prepared by you 5 wasn’t told where
1 1 You should try a new hairstyle.
4 1 was given 2 started 3 were left 4 were pushed
2 Show me your tickets, please. / Please show me your 5 decided 6 were covered 7 noticed
tickets. 8 was almost hidden 9 showed 10 were painted
3 You shouldn’t put your address on the website. 11 wasn’t signed 12 was probably painted 13 paid
4 You mustn’t text me in the morning. 14 took 15 discovered 16 was sold
5 Please get out of your car. / Get out of your car, please.
6 Please help me with the washing-up. / Help me with
the washing-up, please.
7 You should join the sports club.

246 GRAMMAR REFERENCE AND PRACTICE ANSWER KEY

 OOK ANSWER K EY AND AUDIOSCRIP TS
WORKB

UNIT 1 All about me UNIT 2 In fashion

VOCABULARY VOCABULARY
1 weightpolitecarelesstownfunnybookfriendly 1 1 badly-dressed 2 second-hand 3 unfashionable
miserableconfidentbuycarefulcheerfulrude 4 casual 5 uncomfortable
carseriousrunshyunfriendlyfriday 2 1c 2d 3e 4a 5f 6g 7b
2 1 careless 2 rude 3 cheerful 4 unfriendly 5 shy 3 1 uncomfortable 2 second-hand 3 unfashionable
6 miserable 7 polite 8 careful 4 badly-dressed 5 casual
3 1b 2a 3b 4b 5c 4 1 A skinny B uncomfortable 2 A second-hand
4 a 1 late thirties 2 straight 3 attractive b 4 middle-aged B brand new 3 A trendy B unfashionable 4 A smart
5 handsome c 6 elderly d 7 fair 8 good-looking B badly-dressed 5 A casual B well-dressed
e 9 pretty 10 blonde 11 early twenties f 12 teenage
READING
13 dark 14 curly g 15 bald
1 3 a teen magazine
READING 2 1T 2T 3T 4T 5F 6T
1 1 Eldest child 2 Middle child 3 Youngest child
3 1d 2a 3b 4c
4 Only child
4 1 protect 2 comments 3 essential 4 collection
2 1 your 2 don’t 3 everyone 4 with 5 the 6 at
3 1 eldest 2 only 3 middle 4 youngest GRAMMAR
4 1 clear 2 surprises 3 consider 4 planning 1 1 wore 2 wanted 3 forgot 4 went 5 bought 6 enjoyed
7 Did 8 looked 9 got 10 loved
GRAMMAR 2 1 What did you do?
1 1 gets up 2 are watching 3 is wearing
2 Did your dad buy a new shirt?
4 finish/are finishing 5 runs
3 Did you go to the cinema with your parents?
2 1 hate 2 don’t believe 3 am having 4 want
5 am sending 6 don’t understand 7 owns 8 like 4 Did you wear your new jumper?
3 1 Every year 2 this term 3 Next month 4 later today 5 How long did the film last?
5 always 6 Tonight 7 never 8 tomorrow 9 sometimes 6 Did you eat at the/a restaurant after the fashion show?
10 right now 7 Did you get home late?
4 1 When we are together, we have fun. 8 Did your parents buy you a new skirt?
2 I am writing to tell you I have a new computer. 9 What did you get for your birthday?
3 I am sending you this email to invite you to my 3 1 took 2 didn’t enjoy 3 flew 4 gave 5 didn’t want
birthday party on Saturday. 6 drank 7 didn’t visit 8 sent
4  4 1 went 2 caught 3 spent 4 visited 5 asked 6 bought
VOCABULARY 7 saw 8 looked 9 told 10 smiled
1 un- in- im- 5 1b 2a 3a 4b 5b
unfair incorrect impatient VOCABULARY
unfriendly inexpensive impolite 1 1 badly 2 carefully 3 yearly 4 fast 5 well 6 healthily
unhealthy invisible 7 heavily 8 early
unkind 2 1 early 2 healthily 3 heavily 4 fast 5 well 6 yearly
unknown 7 badly 8 carefully
unlucky LISTENING
unwell 1 2 a party at the end of high school
2 1 inexpensive 2 unlucky 3 impatient 4 unfriendly 3 1 sister 2 last year 3 American 4 isn’t 5 café
5 unhealthy 6 impolite 6 going to
3 1 unwell 2 invisible 3 unkind 4 incorrect 5 unfair 4 1 beautiful 2 photo 3 remember 4 party
6 unknown 5 good-looking 6 black 7 wait 8 finish 9 America
WRITING Lara: Hey, Rob, is that your sister? She’s beautiful!
01
1 Students’ own answers Rob: Yeah, that’s Denise! And that’s a photo from last
year. Do you remember, Lara? She went to that
2 1 Sam 2 Rita 3 Sam 4 Rita 5 Sam 6 Rita
end-of-year party, the prom.
3 1 a bit 2 quite 3 really 4 very 5 fairly
Lara: Yes. And is that Andy Patterson with her? He’s
4 Students’ own answers very good-looking, isn’t he?
5 Students’ own answers Rob: Yep! In his black tie!

WORKBOOK ANSWER KEY AND AUDIOSCRIPTS 247

 Lara: I can’t wait till our prom, can you? 5 1 Swimming is not as fast as running.
Rob: Do you think I’m going to wear a tie like that? 2 Germany is not as hot as Mexico.
Lara: Yes, you have to! Everyone does when they 3 Antonia’s sister is not as friendly as her.
finish school. 4 Playing video games is not as healthy as playing
Rob: Hmm. I think the prom comes from America. I sports.
don’t like it. 5 Dogs are not as intelligent as cats.
Lara: Oh, Rob! Everyone loves the prom! It’s the last 6 The science exam was not as hard as the maths exam.
time we’re together as a group, and it’s an
6 1 My older sister invited her to go out with us.
important party! You have to go!
2 My grandad became happier.
Rob: Really? But you know, I think it’s silly that girls
spend so much money on a dress for one night! 3 We go horse riding together, but I am not as good as
I mean, you can get a dress that you can wear her.
again! Denise had a Saturday job in the café 4 He’s a bit taller and thinner than me.
– she worked really hard for about a year, and 5 We saw the latest film with Tom Hiddleston. I liked it!
then bought a dress!
VOCABULARY
Lara: Hmm, I know what you mean. But it’s good she
1 1 This phone isn’t big enough.
didn’t ask your parents because it is a lot of
money. Mind you, you have to look lovely! And 2 This jacket is too tight.
boys have to look nice too! 3 We have enough space for the baby.
Rob: I guess, but I’m not wearing a jacket! 4 This computer isn’t fast enough.
Lara: It’s OK – we have to wait for a few years yet. And 5 My mum’s car is too small for our bikes.
I have to get a job to pay for my dress! 6 We have enough players in the team.

UNIT 3 My way of life 2 1 too 2 enough 3 too 4 enough

WRITING
VOCABULARY 1–2 They’re having a going-away party for Rachel.
1 1 be born 2 get a degree 3 get a driving licence
3 1 He hasn’t got his phone with him.
4 get a job 5 have children 6 retire 7 leave home
8 start school 9 get married 10 go to university 2She doesn’t know anyone here.
11 leave school 12 move home 13 vote 3We’re going to leave soon.
2 1 start school 2 leave/move home 3 get a degree 4I’m bored.
4 get married 5 have children 5What’s your friend’s name?
3 1 go to university 2 voted 3 was born 4 moved home 4–5 Students’ own answers
5 leave school 6 get a driving licence 7 retired
8 got a job UNIT 4 Champions
4 1c 2b 3f 4a 5e 6d 7g 8h
VOCABULARY
READING 1 x v o l l e y b a l l
1 1, 2, 3 and 6
2 1b 2a 3b 4a 5a 6b w m a t h l e t i c s
3 1 focused on 2 knowledge 3 skills 4 employment d h s u r f i n g s g
5 practical w i n d s u r f i n g
4 1 employment 2 skills 3 practical 4 knowledge
5 focused on u s w i m m i n g r a

GRAMMAR r c l i m b i n g u b
1 1 bigger, biggest 2 greater, greatest 3 safer, safest j o g g i n g m k g o
4 easier, easiest 5 more exciting, most exciting i t e n n i s i q b x
6 better, best 7 worse, worst
2 1 latest 2 best 3 cheapest 4 tastiest 5 most scary f t e l h n w u a y i
6 most amazing g y m n a s t i c s n
3 1 the most popular 2 happier 3 the shortest w p t e c y c l i n g
4 more expensive 5 younger
4 1 Valentina’s university isn’t as modern as Charly’s. 2 In/on water Usually indoors Usually outdoors

2 Your city isn’t as big as Marco’s. surfing boxing athletics

swimming gymnastics climbing
3 I don’t have as many apps as my friend.
windsurfing swimming cycling
4 Zoe isn’t as tall as Louis.
volleyball jogging
5 People say that New York isn’t as dangerous as New
rugby
Orleans.
surfing
6 Here in the countryside, the internet speed isn’t as
tennis
fast as in the city.
windsurfing

248 WORKBOOK ANSWER KEY AND AUDIOSCRIPTS

 3 1 go 2 does 3 go 4 go 5 play 6 goes 7 play 8 play Hank: Imagine doing yoga in a room where the
9 go 10 goes 11 plays 12 play 13 do 14 play 15 go temperature is a hot 40 degrees. That’s
16 play called hot yoga! We also have aerial yoga –
that is yoga that you do in the air! It’s a lot of
READING
fun!
1 2 Snowboarding has great benefits for teens
Interviewer: OK, well, that’s good. Now what about team
2 1B 2F 3A 4C 5G
sports – are there any new sports for me?
3 1 succeed 2 advice 3 techniques 4 get hurt 5 benefit
Hank: Well, we’re also able to have an indoor ice
4 1 succeed 2 get hurt 3 benefit 4 techniques 5 advice rink in winter. That’s just great so we can
GRAMMAR have ice skating or ice hockey for instance.
1 1 was 2 were 3 was 4 weren’t 5 Were 6 was Interviewer: Now that sounds great! And in summer?
7 wasn’t 8 weren’t Hank: In the summer we move the roof back so that
2 1 Chris was playing computer games when the phone you can see the sky, and we put sand down!
rang. Interviewer: Oh, wow! That’s amazing!
2 Were you visiting your grandparents when I texted Hank: I know, and we can do beach volleyball!
you? We’re really excited about that.
3 I was carrying the cat when it jumped from my arms. Interviewer: And you have an open day soon?
4 I was cleaning my bedroom when I found my old diary. Hank: Yes, on Saturday. It’s a day for all the family
5 We were going to watch the hockey match, but it and it’s free. So everyone will have the
rained. opportunity to try out all these new sports
6 They were listening to music while revising for their and activities. We open at 9 in the morning
exams. and will be there until the evening. And we
have some free prizes!
7 Were you talking to Peter about the maths test?
Interviewer: That sounds great! So it sounds like a good
8 I was just thinking about you when you called.
place …
3 1b 2b 3a 4b 5a
4 1 was swimming 2 was watching 3 Were you going UNIT 5 Call the police!
4 were not/weren’t trying 5 was waiting 6 was playing
7 was laughing 8 was living 9 was doing VOCABULARY
10 was preparing 1 1 burglary 2 vandalism 3 theft 4 shoplifting
5 pickpocketing 6 hacking
VOCABULARY
2 1B 2E 3F 4D 5A 6C
1 1 exercise(s), exercise(s) 2 trainers, trainer
3 match, matching 4 pointed, points 5 fits, fit 3 1 burglary 2 pickpocketing 3 shoplifting 4 hacking
6 work out, Working out 7 training, train 5 vandalism 6 theft
2 1 fit 2 points 3 match 4 coach 5 trainers 6 exercises 4 1 hackers 2 vandals 3 Burglars 4 pickpockets 5 thief
6 shoplifters
LISTENING
5 1 hacker, hacking 2 vandals, vandal 3 burglary, burglar
1 3 On Saturday you can try different sports for free. 4 pickpockets, Pickpocketing 5 theft, thieves
2 1 2 3 4 5 6 7 6 shoplifters, shoplifting
3 1T 2F 3T 4T 5T 6F 7T READING
4 1 Bank Sports Centre 2 (the) gym 3 hot yoga 1 c
4 ice skating, ice hockey 5 beach volleyball
2 1T 2F 3F 4F 5T 6F
6 everyone / all the family
3 1 aims 2 cash 3 nasty 4 weaknesses 5 spam
5 1 It’s different and it’s the same. 2 We also want to
introduce people to other sports activities. 3 It’s a lot of GRAMMAR
fun! 4 Are there any new sports for me? 5 It’s a day for 1 1b 2a 3a 4a 5a
all the family. 6 It’s free. 2 1 I answered questions about vandals at the police
Interviewer: Hello, and welcome to the show. Today station.
02
we have Hank Rogers from the new sports 2 Those boys stole money from my bag.
centre in the studio. Welcome, Hank.
3 Mum was telling us a story about Grandma when her
Hank: Thank you for having me! phone rang.
Interviewer: Hank, tell us a bit about the sports centre. 4 Mark did not / didn’t wave at Julie because he did not
How is the Bank Sports Centre different from / didn’t see her.
others?
5 In the newspaper it said that in our city theft was
Hank: Well, it’s different and it’s the same! Let me increasing this year.
explain. So many favourite sports are there,
3 1 was 2 was running 3 were singing 4 was thinking
for example, the gym, the swimming pool, 5 looked 6 saw 7 got 8 took 9 imagined 10 loved
classes – but we also want to introduce
people to other sports activities.
Interviewer: Tell me more!

WORKBOOK ANSWER KEY AND AUDIOSCRIPTS 249

 4 1 They were stealing chocolate from the shop when I VOCABULARY
saw them. 1 1 apartment building 2 post box 3 speed limit
2  4 taxi rank 5 pedestrian crossing 6 recycling bin
3 We were sitting on the bus when the vandals wrote on 7 bus stop 8 road sign
the windows. 2 1 pedestrian crossing 2 road sign 3 Recycling bins
4 It was snowing when I woke up this morning. 4 speed limit 5 apartment building 6 bus stop
7 post box 8 taxi rank
5 I arrived home in the morning, but then I slept all day.
LISTENING
VOCABULARY
1 Suggested answers: 1, 2, 4, 5, 6, 7
1 1d 2a 3c 4e 5b
2 3 interesting clean-up projects
2 1 ourselves 2 himself 3 themselves 4 yourselves
5 each other Teacher: OK, we know that cleaning-up projects are
03
really popular at the moment. We’ve all heard
WRITING of ‘clean up the world’, ‘clean up the beach’, erm,
1–2 Students’ own answers ‘clean up your computer’, and so on. I asked
3 1 2 3 4 5 6 7 8 you all to find out about a clean-up project that
4 Adjectives: loud, scared you didn’t know about and that you think is
interesting.
Adverbs: quietly, slowly, immediately, soon
3 1 game 2 turtle 3 problem 4 museum 5 website
5 1 immediately 2 loud 3 soon 4 quietly 5 scared
6 slowly Teacher: OK, we know that cleaning-up projects are
04
really popular at the moment. We’ve all heard of
6–7 Students’ own answers ‘clean up the world’, ‘clean up the beach’, erm,
UNIT 6 City life
‘clean up your computer’, and so on. I asked
you all to find out about a clean-up project that
VOCABULARY you didn’t know about and that you think is
1 1 pollution 2 public transport 3 traffic jam 4 crowds interesting. Jenny, can you tell us about your
5 graffiti 6 rush hour 7 green spaces 8 rubbish project?
9 power cut Jenny: Sure. I found this project on an Australian
2 1 pollution 2 traffic jam 3 rubbish 4 green spaces website called ‘clean up the river’. It’s a game
5 crowds 6 Public transport 7 graffiti 8 power cut for children. You choose your avatar and your
9 rush hour transport – how you’re going to travel on the
river. I chose a turtle – they are such great
3 1 graffiti 2 rubbish 3 green spaces 4 pollution
animals! Then you have to clean up the dirty
5 traffic jam 6 rush hour 7 public transport 8 crowds
river. It’s cool because it teaches young children
9 power cut
about a problem but in a fun way, you know, it’s
READING a game. I really liked it – and I learned a lot too!
1 Barcelona Bogotá Singapore Adelaide And of course, what you do next is get a group of
friends together and go and clean up a real river.
public bicycles animal life pollution
transport pollution pollution parks Teacher: Interesting! I like that and it’s a fun idea. OK,
bicycles next, Greg, what have you got?
public rubbish recycling
pollution transport bicycles Greg: Well, I just typed in ‘clean up’ and there were a
parks lot of ‘clean-up’ days as you said, but I found
public
transport one website that was really interesting – Museum
Clean-up Day! – at a history museum in the
2 1C 2B 3A 4A 5C 6C United States. They ask for people to help them
3 1 Kelly 2 Kelly 3 Winston 4 Poppy 5 Winston 6 Kelly to clean up the museum. I think that when you
do this, you help people paint and things. But
GRAMMAR you can also visit the museum for the day – and
1 1 some 2 any 3 any 4 some it’s free! I really like that idea. And if you enjoy
2 1 much 2 many 3 much 4 many the day, you might go back to the museum. I
3 1 a few 2 a little 3 a little 4 a few really like history so I would love that!
4 1 a 2 c 3 c 4 b 5 a 6 c 7 b 8 a 9 b 10 c Teacher: That’s new to me too! And I agree, it sounds
5 1 Many 2 any 3 some 4 a few 5 A lot of 6 much interesting to do.
7 a little 4 1 the 2 crowd 3 met 4 told 5 plastic 6 rubbish
6 1 many 2 many 3 a few 4 a lot of 5 some 6 much 7 groups 8 fun 9 drop 10 bin
7 any Teacher: OK. Now you, Meg.
05
7 1b 2a 3a 4b 5a Meg: Well, I actually took part in a ‘clean up the
beach’ day. There was a big crowd of people
and we all met at the bus stop in front of the
beach. There was a man who told us what to
do. We had big plastic bags and we collected
any rubbish that we found. We were in different

250 WORKBOOK ANSWER KEY AND AUDIOSCRIPTS

 groups and we worked together. It was a really READING
fun day, but it’s a pity people drop all this 1 Students’ own answers
rubbish. It’s easy to put it in the bin!
2 2
5 1F 2T 3T 4T 5F 6T 7F
3 1F 2F 3T 4F 5T 6T 7F 8T
Teacher: OK, we know that cleaning – up projects are
06 4 1 silly 2 making faces 3 abroad 4 sharing 5 realises
really popular at the moment. We’ve all heard of
6 dish
‘clean up the world’, ‘clean up the beach’, erm,
‘clean up your computer’, and so on. I asked 5 1 dish 2 silly 3 sharing 4 makes faces 5 abroad
you all to find out about a clean-up project that 6 realise
you didn’t know about and that you think is GRAMMAR
interesting. Jenny, can you tell us about your 1 1 Zoe has to practise the piano every day.
project?
2 You must be quiet in the library.
Jenny: Sure. I found this project on an Australian
3 You mustn’t run in the dining room.
website called ‘clean up the river’. It’s a game
for children. You choose your avatar and your 4 Grandma had to cycle 5 km to school.
transport – how you’re going to travel on the 5 We don’t have to go to school tomorrow.
river. I chose a turtle – they are such great 6 I had to make my own lunch yesterday.
animals! Then you have to clean up the dirty 2 1 a 2 c 3 c 4 b 5 a 6 a 7 b 8 c 9 b 10 a
river. It’s cool because it teaches young children
about a problem but in a fun way, you know, it’s 3 1 should 2 shouldn’t 3 should 4 should 5 shouldn’t
a game. I really liked it – and I learned a lot too! 6 should
And of course, what you do next is get a group of 4 1 You should bring a ball if you want to play football.
friends together and go and clean up a real river. 2 
Teacher: Interesting! I like that and it’s a fun idea. OK, 3 It should be fun if we go together.
next, Greg, what have you got? 4 The rules of this game are that you have to / must help
Greg: Well, I just typed in ‘clean up’ and there were a the monkey to find her home.
lot of ‘clean-up’ days as you said, but I found one 5 So you have to believe me – this game is the best.
website that was really interesting – Museum
Clean-up Day! – at a history museum in the VOCABULARY
United States. They ask for people to help them 1 1 hang out 2 get on 3 get together 4 fall out 5 split up
to clean up the museum. I think that when you 6 look after 7 make up 8 come around
do this, you help people paint and things. But 2 1 getting on 2 split up 3 fell out 4 make up
you can also visit the museum for the day – and 5 Come around 6 looking after 7 get together
it’s free! I really like that idea. And if you enjoy 8 hang out
the day, you might go back to the museum. I
really like history so I would love that!
WRITING
1 in the summer; three questions
Teacher: That’s new to me too! And I agree, it sounds
interesting to do. 2 Yes
Teacher: OK. Now you, Meg. 3 a3 b1 c2 d4 e5
Meg: Well, I actually took part in a ‘clean up the 4 1 great 2 idea 3 should 4 forward
beach’ day. There was a big crowd of people 5–6 Students’ own answers
and we all met at the bus stop in front of the
beach. There was a man who told us what to UNIT 8 Going away
do. We had big plastic bags and we collected
VOCABULARY
any rubbish that we found. We were in different
groups and we worked together. It was a really 1 1 check-in desk 2 passport 3 ticket 4 customs 5 sign
fun day, but it’s a pity people drop all this 6 baggage 7 queue
rubbish. It’s easy to put it in the bin! 2 1 c departure gate 2 d passport control
3 a security check 4 e boarding pass 5 b baggage hall
UNIT 7 Getting on 3 1b 2c 3c 4b 5b 6c 7a
VOCABULARY 4 1 boarding pass 2 baggage 3 check-in desk 4 sign
1 1 a 2 c 3 b 4 a 5 b 6 a 7 a 8 b 9 c 10 b 5 passport control 6 passport 7 security check
8 queue 9 departure gate 10 customs 11 baggage hall
2 1 e be 2 c wasn’t 3 b have 4 f having 5 a do 12 tickets
6 d makes / made / is making
3 1 have fun 2 do me a favour 3 be wrong
READING
4 are annoyed with 5 having problems with 1 2 Going on holiday? What to take and how to take it
6 being on my own 2 1b 2a 3b 4a 5a 6a 7b
4 1 fault 2 angry 3 argument 4 on my own 5 friends 3 1 pop … in 2 sponsoring 3 tops 4 playlist 5 reach
6 in common 7 wrong 8 something

WORKBOOK ANSWER KEY AND AUDIOSCRIPTS 251

 GRAMMAR UNIT 9 Shop till you drop
1 1 We’re going to visit Paris next year.
2 Mum’s going to clean her car because it’s dirty. VOCABULARY
1 1 change 2 save up 3 take back 4 special offer
3 My parents are having a holiday in Bali without me!
5 give away 6 checkout 7 bank account 8 price
4 I’m going to do my homework now. 9 receipt
5 Tom is going to buy a new phone. 2 1 saving up 2 bank account 3 special offers 4 price
6 James and Noah are playing basketball for the school 5 take it back 6 checkout 7 give away 8 change
team next week. 9 receipt
7 Zac is going to the ticket office to buy our tickets for 3 1 special offer 2 price 3 saved up 4 bank account
the music festival. 5 checkout 6 change / receipt 7 receipt / change
8 I’m going to sit down and have a cup of coffee. 8 take … back 9 give … away
2 1 are you doing 2 I’m filling in / I’m going to fill in READING
3 Are you going 4 are going to have 5 is returning 1 2 Staying safe when shopping online
6 are taking 2 1D 2B 3C 4B 5A
3 1 going to visit 2 flying 3 going to watch 4 leaving 3 1 at your leisure 2 seller 3 lock 4 fairly
5 going to buy 6 going to cook 7 studying
8 going to be GRAMMAR
4 1a 2a 3b 4a 5a 1 1 sung 2 made 3 stolen 4 seen 5 gone/been
6 spent 7 won 8 been
5 1 catching 2 going to find 3 are going to have
4 going to rain 5 staying / going to stay 2 1 I have written a letter to the newspaper.
6 travelling / going to travel 2 Sam has lost his wallet.
VOCABULARY 3 Jayde has never borrowed any money.
1 1 go away 2 set off 3 get in 4 check in 5 get/go back 4 Jan has never used a credit card online.
6 look around 7 pick up 8 take off 5 Louise has caught a bad cold.
2 1 are you going away 2 ’re setting off 3 picking up 6 Have you ever bought shoes from a second-hand
4 to check in 5 take off 6 gets in 7 look around shop?
5 getting back 3 1 I have never read that book about South America! Can
LISTENING you buy it for me?
1 1 2 3 4 5 6 7 8 2 Mum has never bought this much food from the
2 1 7 / seven 2 magazines 3 (aero)plane 4 song supermarket before. I don’t think we can eat it all!
5 deserts 6 first part 3 Have you taken back that shirt that was too big for
I started writing about travelling fourteen years ago when you?
07
I was a student. Then, for five years, I worked as a teacher, 4 Right! I have saved up enough money to get my new
and I wrote about my holiday trips. I decided to give up bike. I’m going to buy it!
teaching and just travel and write seven years ago. 5 My aunt has never asked for the change when she has
At first, I mainly wrote parts of guidebooks, but after a given us money to buy sweets. She’s so kind!
while I started to do articles for some websites, and also 6 I have never shopped online before. Can you show me
newspapers from time to time. The majority of work I do, how to do it?
though, is for magazines. Luckily, there are plenty that have
4 1 Have you sold it or not?
sections about travel.
2 Have you ever met a famous person?
In the past, my trips were fairly short – just one or two
weeks – and I flew a lot to save time. These days, though, 3 Today I am very happy as I have received my new
I go away for longer – sometimes three months – and if I computer game.
can, I go by bus or by train rather than aeroplane. I prefer to 4 I have paid for all our tickets to see the football match.
travel slowly. 5 The shop assistant has charged me too much money!
What I like best is getting to know people in the places I visit. 5 1 gone 2 gone 3 been 4 been 5 gone 6 been
On each trip, I ask someone to teach me a local song – it gives 6 1 gone 2 been 3 been 4 gone
me a feeling for the culture. I’d love to learn a new language
whenever I travel, but that’s not realistic. I try other things, VOCABULARY
though. In Naples, I learned a recipe for real Italian pizza. 1 1 cost 2 pay 3 charge
I love cities and I’ve always written about them, but recently 2 1 charging 2 costs 3 paid
I’ve focused on other things. I’ve done several articles on WRITING
rainforests around the world, and in the next couple of years
1 Students’ own answers
there are some deserts I’d like to go to and write about.
2 He finds a device for less money than expected.
I have an amazing job, but not all of it’s easy. The most
3 Yes, it does.
challenging thing for me is making the first part of an article
interesting. If it doesn’t catch the readers’ attention, they 4 1 raced 2 spotted 3 set out 4 amazed
probably won’t read the middle part, and certainly not the end. 5 just, Then, Later, While, suddenly
If any of you would like to try travel writing, my advice 1 as soon as 2 later 3 suddenly 4 while
would be to … 6–7 Students’ own answers

252 WORKBOOK ANSWER KEY AND AUDIOSCRIPTS

 UNIT 10 Taste this! 3
M: What’s your favourite breakfast food?
VOCABULARY F: Well, last summer, when we stayed in a hotel, I had,
1 lionjuicysourhappydeliciousrawnever omelette every day. I could see the cook making it and
disgustingspicybitteraprilhorriblesweetfrozen it was delicious. At home, though, we’re all in such a
cartastyfresh hurry at breakfast that no-one has the time to cook.
2 1 juicy 2 delicious 3 fresh 4 sour 5 bitter 6 spicy M: That sounds like my family.
7 disgusting 8 frozen 9 sweet 10 tasty 11 raw
12 horrible F: Most days, we just have toast and a glass of orange
juice. It doesn’t bother me, though.
3 1 spicy 2 fresh 3 raw 4 sour 5 juicy 6 sweet 7 frozen
8 bitter M: Don’t you get bored?
4 1 delicious 2 horrible 3 disgusting 4 tasty F: Not really. I have cereal from time to time as well. But
not that much.
READING 4
1 Hotter: banana, pineapple, mango
F: Hi, Susie. It’s Emma. I wondered if you’d like to come
Cooler: apple, pear, strawberry to my house for dinner this Saturday. My auntie and
2 a2 b6 c1 d5 e3 f4 cousins are coming, and Dad said I can invite a friend.
3 1 with her parents 2 do her homework He’s cooking actually. He doesn’t cook very often, but
3 they didn’t know 4 tasty 5 didn’t realise 6 positive when he does, it’s usually good. He does some brilliant
4 1 recently 2 dull 3 pudding 4 variety 5 odd chicken dishes with different sauces. This time, though,
it’ll be fish. If you don’t fancy any of that, there’ll be
GRAMMAR vegetable soup – I think Mum’s making that. Anyway, I
1 1 has worked 2 have eaten 3 has prepared hope you can come. Maybe you can message me? Bye.
4 hasn’t invited 5 cooked 6 didn’t like 7 has … lived 5
8 have loved 9 stayed 10 Have … tried
M: Do you have cooking lessons at your school?
2 1 for 2 since 3 since 4 for 5 for 6 since 7 for 8 since
F: Yes. They call it Food Science. Do you?
9 for 10 since
M: Yeah. I love it. We do a lot of baking – you know,
3 1 walked 2 said 3 came 4 have seen 5 ate 6 has written
biscuits and pastries – and this week we made a fruit
7 has appeared 8 lived 9 met 10 have lived
cake, which wasn’t bad at all.
4 1b 2a 3a 4b 5b
F: Sounds good. Can you take stuff home?
VOCABULARY M: Usually. I baked some bread which you couldn’t really
1 1 looks 2 tastes 3 tastes 4 smells 5 smells 6 looks eat because it was too hard. So I left that at school. But
2 1 looks 2 looked 3 tasted 4 smell 5 tasted I did a pizza once that my mum said was better than
LISTENING anything she could do.
1 Students’ own answers 6
2–3 1 C 2 C 3 A 4 A 5 B 6 A 7 B F: That smells nice. What is it?
1 M: It’s a ratatouille.
08
M: What did you think of the food in Brazil? F: That French dish with lots of vegetables?
F: We were only there for two weeks, and we couldn’t go M: That’s right. My grandmother used to make something
to different parts of the country. But I liked what I had. like this and I always loved it, so I thought I’d try it.
M: Did you try that dish with black beans, meat and rice? F: Have you followed a recipe for it?
F: Yes, it’s called feijoada. I had it once and it was very M: Yeah, I looked it up online. It tells you all the different
good. What I liked more than anything, though, was the vegetables you need and how small you need to cut
seafood. It was great. them. My sister gave me a really good cookery book
for my birthday, but it’s mainly Asian food. Anyway, it
M: That’s interesting.
should be ready soon.
F: Yes, and we had lots of different types of pasta too. I
7
think they like Italian food there.
F: Did you see Teenage Chef yesterday?
M: Everyone likes Italian food.
M: Yes, it was great. And the final’s next week. Who do you
2
think will win?
M: Hi, Chris. It’s Ben. I’m going to the beach with my mum
F: They’ve all done well. But Rachel’s fried banana dish
and my brother and sister later. Would you like to come
yesterday looked amazing, and over the whole series,
with us? We’re leaving at about two after we’ve had
I’d say she’s been the best.
some lunch. If you could come round to my house at
about that time, we could give you a lift. Just bring M: Rachel? The girl with long hair? She’s good, but that
your swimming things and a towel. We’ll probably get a girl Sophie – with very short hair – made a great risotto.
drink or an ice-cream at that café we’ve been to before F: True. But she’s good one week and then makes
later in the afternoon. Call me or send me a message. mistakes the next. She’s like that girl with curly hair.
Bye. M: Jessie?
F: Yeah. She has great ideas, but they don’t always work.

WORKBOOK ANSWER KEY AND AUDIOSCRIPTS 253

 UNIT 11 A healthy future UNIT 12 Incredible wildlife
VOCABULARY VOCABULARY
1 A forehead B chin C throat D thumb E shoulder 1 1 fly 2 bat 3 worm 4 shark 5 ant 6 wolf 7 fox
F chest G elbow H back I finger J knee K ankle L toe 8 butterfly 9 frog 10 mosquito 11 donkey 12 deer
2 1 throat 2 ankle 3 chin 4 shoulder 5 knees 6 finger 13 bee 14 eagle
7 thumb 8 forehead 9 toothache 10 cough 11 chest 2 1 shark 2 ant 3 bat 4 donkey 5 deer
12 back Hidden word: snake
3 1e 2c 3d 4b 5f 6a 3 1 wolf 2 frog 3 butterfly 4 eagle 5 fox 6 worm
4 1 toothache 2 earache 3 ache 4 throat 5 headache 4 1C 2A 3E 4B 5F 6D
6 flu 7 temperature 8 fever
READING
READING 1 1
1 1 2 3 4 5 6
2 1B 2D 3A 4C 5B
2 1 yoga instructor 2 not as slow as
3 1 take care of 2 join in 3 rescue 4 hold
3 learn how to concentrate 4 get well sooner
5 prepare your body GRAMMAR
3 1 Itzel 2 Diego 3 Celine 1 1 might/could 2 can’t 3 could/might 4 must
4 1c 2a 3b 4e 5d 2 1a 2b 3a 4a 5b 6a 7b 8a
GRAMMAR 3 1 might/could 2 can’t 3 must 4 might/could
5 might/could 6 must 7 could/might 8 can’t
1 1 We’re going to have dinner together later.
4 1 must 2 might/could 3 might/could 4 might
2 Josie’s going to visit her grandma in hospital after
school. 5 1b 2a 3a 4a 5b 6a
3 I hope our teacher will give us a tennis lesson today. VOCABULARY
4 Mum says she’ll pick us up after football practice. 1 1 This is definitely not my cat.
5 Stephanie is going to have an operation on her leg. 2Perhaps your brother can help you with your work.
6 It’s a bit hot in here, so I’ll open the window. 3That is probably a very famous painting.
7 I think I’ll bring some pizza to your party. 4We’re probably going to see the dolphins tomorrow.
8 All the boys are going to enter a competition. 5Mum and Dad are definitely not going to buy me
2 1 ’re/are going to 2 will 3 will 4 will 5 is going to another phone.
6 will 7 will 8 ’m/am going to 9 ’re/are going to/will 6 I’m not certain but perhaps the zoo opens in the
summer.
3 1 are you going to do 2 ’ll/will do
3 ’m/am not going to answer 4 ’ll/will check 2 1 probably 2 definitely 3 perhaps 4 definitely not
5 ’s/is going to have 6 Are you going to go 7 ’ll/will stay LISTENING
8 Will you help 9 will explain 1 Students’ own answers
4 1 ’m/am going to take you 2 ’ll/will go 2 1 2 3 4 5
3 ’s/is going to look 4 ’ll/will get 5 ’m/am going to stay
6 ’m/am going to get 7 ’ll/will drive 8 ’ll/will be 3 1b 2a 3b 4a 5b
5 1 I will send you a message tonight. 2  3 We will look Interviewer: Kate, you’ve written about a boy and his pet
09
at the map tomorrow and decide where to go. 4 I enjoy fish. Can you tell us something about your
spending time with her because they’re moments that story?
will not happen again. 5  Kate: Well, it’s about a boy in London who has
nothing but his fish. You know, he thinks that
VOCABULARY
his parents don’t understand him but his fish
1 1 caught 2 hurts 3 broke 4 injured 5 cut 6 feeling do. And then in the end, his parents … well, I
2 1 is 2 injured 3 hurts 4 broken 5 has 6 caught 7 cut can’t say the end or no one will buy my book!
8 gets 9 feel Interviewer: Sure. But why did you write about fish? I
WRITING mean, we don’t exactly think of them as
1 Students’ own answers good pets, do we?
2 It has to be about how keeping fit can improve your Kate: Well, I think that was it – people don’t really
school life, your personal life and your social life. think of them as pets because they don’t
3 Students’ own answers show their feelings. But I got interested in
fish when my mum gave me some for my
4 1B 2C 3A birthday three years ago. Now I love them
5 2 more than anything else – and they’re
6 It has to be about a sport that helps keep you healthy different from other animals because they
and fit, your reasons for liking this sport, and how it don’t need a lot of looking after!
makes you fitter. Interviewer: Right, so coming back to your story, you
7 Students’ own answers entered a competition and won! Why did you
enter the competition?

254 WORKBOOK ANSWER KEY AND AUDIOSCRIPTS

Kate: I wrote the story and my teacher really liked 2 Shelly has just uploaded the photos.
it. I love writing stories. And then I saw the 3 He’s already finished that game.
competition and I thought ‘why not?’ – just
4 Mum and Dad have just gone out.
to try something completely different.
5 I’ve already done my homework.
Interviewer: The boy in the story, Marco, really needs
an animal to understand him. Do you think 6 I’m not ready to go out yet.
that’s true for all teens? 2 1e 2b 3a 4f 5c 6d
Kate: No, of course not! But, you know, sometimes 3 1 just 2 already 3 yet 4 yet 5 just 6 yet 7 just
people, not just teens, might feel that no-one 4 1 just 2 yet 3 yet 4 just 5 already/just 6 just
understands them. They say things but 7 already 8 yet 9 just 10 yet
people don’t really understand what they’re
5 1 I have just found a very interesting game online.
trying to say. With animals, you don’t need to
talk. In the story, Marco usually feels sad, but 2 I haven’t seen my new house yet.
when he goes into his room and he’s alone 3 I haven’t bought a book to take on holiday yet. What
with his fish, he’s much happier and more do you think I should take?
relaxed. 4 
Interviewer: And what do you do to feel calm? 5 
Kate: Well, writing stories doesn’t usually work! I VOCABULARY
often get upset and angry if I can’t think of a
1 1 bored 2 annoying 3 relaxed 4 surprising 5 confused
good ending! What I really like doing is going
6 embarrassed 7 tired 8 disappointing 9 boring
for long walks with my best friend in the
10 surprised
countryside. The sounds of nature make me
feel very calm. It’s great. 2 1 boring 2 confused 3 annoyed 4 embarrassed
Interviewer: Interesting! Well, thanks, Kate … WRITING
4 1 2 3 4 5 1–2 Students’ own answers
3 Are you one of those people who …?; I absolutely love
UNIT 13 Mixed feelings music.; When I wake up, it makes me feel more alive.; It
makes me want to move.; For me, …
VOCABULARY
4 1c 2b 3a
1 e d t f h c r s y o r i 5 a1 b2 c3 d2 e3 f1
x n e b e o u t p l h q 6 Students’ own answers
h a u t b n p r o p q r
UNIT 14 On screen
a m m h q f x e c r y e
VOCABULARY
u y f a n u n s f o m l
1 1 horror 2 animation 3 chat show 4 action
s l f f z s q s n u s a 5 crime drama 6 the news 7 reality show
t b r a v e l e i d l x 8 documentary 9 period drama 10 comedy
11 soap opera 12 science fiction
e d x c r d d d g f d e
2 1 comedy 2 animation 3 reality show 4 documentary
d i s a p p o i n t e d 5 science fiction 6 period drama
e m b a r r a s s e d f 3 1 action 2 horror 3 crime 4 soap opera 5 chat show
6 the news 7 science fiction 8 documentary
o x h g r a t e f u l a 9 period drama
s c a r e d r d h w n l READING
2 1 amazed 2 proud 3 grateful 4 confused 5 hopeful 1 Students’ own answers
6 disappointed 7 exhausted 8 brave 9 relaxed 2 1b 2a 3c 4c 5a
10 scared 11 stressed 12 embarrassed 3 1 talent 2 manage 3 crew 4 social life 5 willing
3 1 scared 2 confused 3 disappointed 4 relaxed 4 1 social life 2 willing 3 crew 4 talent 5 managed
5 proud 6 amazed 7 embarrassed 8 hopeful
9 exhausted 10 stressed GRAMMAR
4 1 a, c 2 b, c 3 b, c 4 a, c 5 a, b 1 1 a, c 2 b, c 3 b, c 4 a, c 5 a, b 6 a, c
2 1 that 2 where 3 who 4 where 5 which 6 who
READING
3 1 that / which 2 that / which 3 where 4 who 5 who
1 Students’ own answers
6 where
2 1 2 3 4 5 6
4 1 that / which have Daniel Craig in them. 2 where my
3 1F 2H 3B 4G 5D mum and dad first met. 3 that / which takes place on
4 1 record 2 entry fee 3 annual 4 encouraged a beach. 4 who was in a film about dancing. 5 that /
5 charities which Carole was reading. 6 that / which is showing at
the City Theatre.
GRAMMAR
1 1 The film hasn’t started yet. 5 1a 2a 3b 4b 5a

WORKBOOK ANSWER KEY AND AUDIOSCRIPTS 255

 VOCABULARY M: I’m not so keen on films like that any more. I’m into
1 1 soundtrack 2 plot 3 character 4 review 5 trailer more serious stuff now.
6 clip 7 series F: Well, I know Zookeeper Two won’t be serious. It’s
2 1 series 2 clip 3 trailer 4 plot 5 soundtrack supposed to be a comedy. But I’m sure it’ll be fun. And
6 character 7 review we’ll all go and have a burger or something afterwards.
LISTENING M: Listen. I’ll think about it.
1 Students’ own answers 5
2–3 1 B 2 C 3 A 4 C 5 C 6 A M: Do you watch Future Stars?
1 F: Everyone our age watches it – teenagers, I mean. I
10
doubt if older people like it much.
F: I saw Miracle Street yesterday.
M: I watch it with my parents and they enjoy it.
M: The film with all the rap music? I thought that was
great. F: Anyway, I really admire those people who go onto the
stage and sing, knowing thousands of people around
F: There are actually quite a lot of films with rap
the country are watching.
soundtracks. For some reason, it goes well with certain
kinds of story. M: I’d never have the courage to do that. Especially when
you think of how cruel some of the comments can be.
M: What did you think of the ending?
F: From the judges, you mean?
F: It was sad when the guy had to leave all his friends and
look for a new life. M: Yeah. They can be really nasty.
M: It had to end like that, didn’t it? F: I think they’re just honest. And anyone going on the
programme knows what it’s like.
F: I suppose so. And the whole film was very realistic – the
main characters all seemed like real people. 6
M: So the actors did a good job? F: Did you watch the dinosaur film last night?
F: Yes, I think they did. M: No. I haven’t watched TV for three days.
2 F: Really? You usually watch lots of TV, don’t you?
M: I went to the new cinema on Sunday. M: Yeah. But I realise I’ve wasted so much of my life
in front of the TV rather than actually doing more
F: Is that the one with six screens?
interesting things. So I’ve set myself a limit of four
M: Yes. There was only one film that I wanted to see. But I hours a week.
suppose people have different tastes.
F: Wow. What do your mum and dad think about that?
F: Are the seats comfortable?
M: They’re big TV fans themselves. I’m hoping they’ll
M: Yes, and the screen was big. We had some bad luck, do the same as me. If you think about it, however
though – the people sitting in front of us talked really interesting or uninteresting some TV might be, it can
loudly during the film. never compare with real life.
F: That’s annoying. Were the tickets expensive?
M: About the same as in other cinemas. We had to queue UNIT 15 Digital life
for ages to get them, though. The people in the ticket VOCABULARY
office apologised but they need to do something about
1 deletehotpasswordshareneverfilepodcastcar
that.
doasearchappuploadlemoninstalldownloadsun
3 viruslink
M: Don’t you think being a film actor would be cool? 2 1 deleted 2 password 3 podcast 4 virus
F: Oh, I wouldn’t like it. I’d hate the idea that loads of 5 search 6 upload 7 an app 8 sharing
people were seeing my face on films, on the internet, in 3 1 app 2 podcast 3 virus 4 file 5 password 6 delete
magazines and newspapers all the time. 7 link 8 install
M: That wouldn’t bother me. But it’s not about being 4 1 share 2 file 3 password 4 uploaded 5 links 6 app
famous. I just think all sorts of interesting people must 7 download 8 install
work in the film business and you’d get to know many
of them. READING
1 1 Home + Away 2 TravelZoom 3 Jump the Queue
F: Maybe. But don’t forget, it’s really hard to become a
successful actor. 2 1 Go-Go City 2 Jump the Queue 3 TravelZoom
4 4caster 5 Travelator
M: I know. The top film stars are very well paid, but that’s
not what I’m interested in. 3 1 route 2 forecast 3 hosts 4 stands out
4 GRAMMAR
F: Hi, Peter. Joe and Sally told me you’re not going with us 1 1 is locked 2 are given away 3 are written 4 is spoken
on Saturday to see the new Zookeeper film. 5 are taken 6 is known 7 are asked
M: No, I don’t really fancy it.
F: But don’t you remember last year when we all went
together see the first Zookeeper film? We all had a great
time.

256 WORKBOOK ANSWER KEY AND AUDIOSCRIPTS

2 1 Several types of fruit juice are offered on the menu. LISTENING
2 Real fruit is used. 1 1A 2C 3C 4B 5C 6A
3 The drinks are made in the kitchen behind the café. Interviewer: Today we’re talking to Anna Millward, who is
11
4 The drinks are brought to your table. an expert on fish. Welcome, Anna. How did
you first become interested in fish?
5 Uniforms are worn by the waiters.
Anna: Well, my mum often took me to the zoo,
6 The café is closed on Sundays.
and I probably saw fish there – I’m not sure.
3 2 are intended 3 is designed 4 aren’t deleted One thing I remember, though, is that when
5 is stored 6 are shared 7 is created 8 are used I was eight, I persuaded my teacher to get
9 are watched 10 is seen some fish in a tank for our classroom. The
4 1 My best friend is called Sean. idea came from a novel I had – the main
2 You are invited to the picnic next Saturday. characters were fish, and I think that’s where
my love for them started.
3 It will be held in Tao Dan Park.
Interviewer: Did you ever want to be a vet?
4 
Anna: Yes. I actually started a course to become
5 She is called Michelle.
one. It was a long course – six years – but
VOCABULARY I only completed two of them before I
1 1d 2g 3f 4e 5b 6c 7h 8a switched to biology. It wasn’t that I didn’t
2 1 off 2 up 3 down 4 off 5 on 6 out care about animals that were ill – I just
wanted to focus on other things, like why are
WRITING there so many different animals? And how’s
1 She wants recommendations for new music apps for one fish different from another?
her phone.
Interviewer: Are you mainly a researcher now?
2 Yes Anna: Yes, though I also teach. Right now, I’m
3 1 For me, … 2 You should definitely try it 3 I would say collecting information about the lakes that
… is a good choice 4 I prefer … 5 If you ask me, … are home to a particular type of fish. Most
6 I’d also recommend … of my research is about that sort of thing.
4 Students’ own answers This fish is one that I discovered two years
5 Hey Sophie! / Happy listening! ago – scientists didn’t even know it existed.
6 Students’ own answers Hopefully, by studying these fish, we’ll be in
7 Students’ own answers a better position to protect them.
Interviewer: I imagine your work can be difficult
UNIT 16 Amazing science sometimes.
VOCABULARY Anna: I love my work. I’ve looked for fish in the
1 1 blow 2 boil 3 cover 4 fill 5 pour 6 rub 7 shake freezing waters of northern Russia and in
8 stir 9 tie 10 wrap Australian rivers where huge crocodiles live.
I deal with all sorts of people – scientists,
2 1 blow 2 fill 3 pour 4 shake 5 stir students, fishermen – with different cultures
3 1 boils 2 tying 3 cover 4 Wrap 5 rubbed and languages. And I spend months on end
4 1c 2e 3a 4b 5d studying fish in a laboratory. I find that part
of my work more challenging than anything
READING else – it requires great concentration.
1 1 2 3 4
Interviewer: What do you talk to fishermen about?
2 1 damage 2 bookmarks 3 sweet 4 sugar 5 bacteria
6 serious illness(es) 7 chocolate 8 mix Anna: They often know more than anyone else
about the fish in the waters where they work,
3 1 dough 2 glue 3 mould 4 sweetener 5 laboratory and I learn a lot from them. They’ll often tell
4 1 mould 2 sweetener 3 laboratory 4 dough 5 glue me where I can find a particular type of fish,
GRAMMAR and they know all about the numbers of fish
in a particular area and how they’re getting
1 1 see, feel 2 heat, boils 3 am, go 4 close, drops
smaller – they’re directly affected by it.
5 walks, thinks 6 enjoys, works
Interviewer: Finally Anna – do you eat fish?
2 1 pours 2 makes 3 become/get 4 get/become
5 go 6 says Anna: Yes. I like it and it’s good for me. But I don’t
buy fish that’s imported from faraway
3 1c 2d 3e 4b 5a
countries – I choose fish that comes from
4 1 is 2 believes 3 is 4 will watch 5 reads 6 helps local waters, and I think it’s important that
7 will share everyone does that. The biggest problems
5 1b 2b 3a 4b 5a for fish populations are caused by huge
VOCABULARY businesses which catch enormous numbers
of fish and sell them all over the world.
1 1 cut up 2 carry out 3 work out 4 blow up
5 take away 6 add up
2 1 blow up 2 work out 3 add up 4 take away
5 carry out 6 cut up

WORKBOOK ANSWER KEY AND AUDIOSCRIPTS 257

 UNIT 17 Talented 2 Possible answers
began acting as a four-year-old child / moved to Los
VOCABULARY Angeles as a teenager / became highest-paid actress in
1 1 author 2 painting 3 gallery 4 studio 5 sculpture the world (2017)
6 artist 7 writer 8 biography 9 novel 10 poetry 3 1988 – She was born.
11 actor 12 audience 13 poet
2000 – first real performance in The Wind in the Willows
2 1 poet 2 novel 3 artist 4 sculpture 5 author 6 painter
2004 – first television show
3 1 exhibition 2 gallery 3 painter 4 sculpture
2017 – highest-paid actress in the world
5 paintings 6 drawings 7 poet 8 poetry
4 1 at 2 when 3 as 4 Nowadays 5 By … time
READING
5–6 Students’ own answers
1 2 Lorde – a rising star with a bright future
2 1 up 2 At 3 because 4 the 5 One 6 has UNIT 18 The world of work
3 1 I 2 C 3 I 4 I 5 I 6 NM 7 I 8 NM
VOCABULARY
4 1 voice 2 contract 3 charts 4 fade away 5 stage name
1 1 coach 2 politician 3 architect 4 lawyer 5 builder
GRAMMAR 6 babysitter 7 vet 8 journalist 9 pharmacist
1 1 warn 2 ask 3 order 4 tell 5 advise 6 persuade 10 presenter 11 firefighter
7 remind 8 convince Hidden word: hairdresser
2 1 He warned us not to go near the water. 2 1 firefighter 2 journalist 3 architect 4 presenter
2We asked the teacher to explain the artist’s ideas. 5 babysitter 6 lawyer 7 builder
3The headteacher ordered us to be quiet. 3 1 coach 2 lawyer 3 vet 4 model 5 babysitter
4Billy told me not to open my eyes. 6 politician
5Lorraine advised me not to argue with her again. READING
6Felix persuaded his parents to buy the latest 1 Students’ own answers
PlayStation. 2 1f 2e 3d 4a 5c
7 Dad reminded us to give him the details about the 3 1B 2B 3B 4A 5B 6B 7A
school trip. 4 1 either way 2 level 3 select 4 decisions 5 challenge
8 Mum convinced me to go to the school film night. 5 1 Either way 2 decision 3 challenge 4 level 5 selected
3 1 The man advised us to go
GRAMMAR
2 asked us to show him 1 1g 2d 3f 4a 5b 6e 7c
3 ordered us to wait 2 1 wouldn’t catch, were 2 did, would feel
4 warned us not to walk 3 would add, knew 4 had, wouldn’t get
5 told us to remove 5 would take, won 6 would go, didn’t feel
6 persuaded us to go 7 met, would ask 8 Would you go, gave
7 reminded me to take my guitar 3 1 looked 2 would I see 3 studied 4 would get
5 happened 6 would go to 7 studied 8 would become
8 convinced me/us not to go and see 9 practised 10 would I become
4 1 asked 2 to help 3 reminded 4 to add 5 persuaded 4 1 wasn’t raining, could go to the beach 2 had a bike,
6 to go 7 told 8 not to get could/would cycle to your house 3 had the/some money,
5 1 She told me to look out of the window to check the could/would buy that video game 4 wasn’t on too/so late,
weather. would watch it 5 wasn’t/weren’t so expensive, would
2 She told me to give back the money. buy it
3 We were in the same class and the teacher asked us to 5 1a 2a 3b 4a 5b
do a project together. VOCABULARY
4  1 1 film director 2 guitarist 3 musician 4 blogger
5 We were talking and a boy in front of us told us to be 5 receptionist 6 runner 7 supporter 8 actor 9 baker
quiet. 10 goalkeeper 11 novelist 12 comedian
VOCABULARY 2 1 headteacher 2 composer 3 visitor 4 vegetarian
1 1 helpful 2 natural 3 environmental 4 professional 5 cleaner 6 artist 7 electrician
5 peaceful 6 stressful 7 painful 8 cultural 9 political 3 1 banker 2 driver 3 footballer 4 author 5 competitor
10 musical 11 successful 12 traditional 13 colourful 6 dentist 7 pianist 8 scientist
2 1 original 2 cultural 3 financial 4 national 5 cheerful LISTENING
6 hopeful 7 useful 8 central 9 wonderful 1 1c 2b 3a
WRITING 2 1 Sebastian needs advice on meeting a deadline; Nicola
1 Students’ own answers needs help with managing her time.
2 Sebastian asks his colleague Sarah; Nicola asks her
manager/boss Amy.
3 Students’ own answers

258 WORKBOOK ANSWER KEY AND AUDIOSCRIPTS

 3 1T 2T 3T 4F 5T 6T 7F 8F UNIT 19 The written word
4 1 I’m really behind with the work. 2 extend the deadline
3 willing to help you 4 I don’t feel I’m making any VOCABULARY
progress. 5 leave things until the last minute 6 I have a 1
R B J M B Y M D G S S I
very busy schedule this week.
1 K P E - B O O K R Y S C
12
Sebastian: Hi, Sarah. S T A B J D Q K A B T F
Sarah: Hi, Sebastian. Are you OK? You don’t look very E D U P B R P N P K I C
happy.
S N Z E E D B O H K C S
Sebastian: My boss gave me a deadline to meet by the
end of this week. I’m really behind with the P O S T E R R C I T K A
work. I just don’t know how I’m going to do it. G T A A N B O G C Z E R
Can you give some advice?
K E R D O D C A N U R T
Sarah: How about sitting down with your boss and
finding out if she will extend the deadline? Q Q Q U V S H C O U F I
Make a list of everything you need to do A X Z I E E U C V B K C
and think about how long it will take – then
explain the situation to her. F D W S L A R T E C L L
Sebastian: It’s a good idea, but I don’t really get on with O N O T I C E T L S T E
my boss, so I don’t think she’ll want to help
me. 2 1 brochure 2 notice 3 e-book 4 paper 5 poster
6 advert 7 graphic novel 8 article 9 sticker 10 note
Sarah: Just tell her how you feel. I’m sure she’ll be
willing to help you – it’s her job, don’t forget! 3 1 e-book 2 note 3 paper 4 advert 5 brochure
6 article 7 poster 8 notice 9 graphic novel 10 sticker
Sebastian: Thanks, Sarah, that’s definitely the best
advice. I’ll go to see her tomorrow morning. READING
2 1 Students’ own answers
Nicola: Amy, can I just ask your advice about how to 2 1A 2C 3B 4C 5B
improve my organisational skills? 3 1 display 2 application 3 alarm clock 4 protective
Amy: Yes, no problem, Nicola. What type of things 5 enter
are you trying to improve? 4 1 enter 2 alarm clock 3 display 4 protective
Nicola: I’m not really very good at managing my time, 5 application
and as hard as I try, I don’t feel I’m making any GRAMMAR
progress. 1 1c 2b 3d 4a
Amy: Have you tried using sticky notes to remind 2 1 Emma said she was reading an interesting article.
you about important things?
2 Ben said Mrs Jones would help him next/ the
Nicola: Yes, I do – sometimes it works, sometimes it following week.
doesn’t. I’m often late for meetings or leave 3 Fatima said she didn’t want to buy a new computer.
things until the last minute because I often
4 My brother said he loved downloading free e-books.
forget.
5 Mum said Dad couldn’t get here on time.
Amy: Out of ten, how often do you forget?
6 My mum said she would get some holiday brochures
Nicola: Err … probably five or six. for Japan.
Amy: Yes, well, that is a bit of a problem, isn’t it? 7 Alison said Jo’s dad could pick us/them up.
Nicola: Yeah, I really need someone to explain to me 8 They said they wouldn’t be there.
where I’m going wrong. 3 1 Possible answer
Amy: Right, I have a very busy schedule this week – Cassie said she was 15 and lived in the USA. She said she
I’m training the sales team. But I can help you was studying for her exams now. She said she’d go to
for an hour each day next week if you like? Say Camp Kanosia in the summer. She said she loved it there
2 pm in my office? But you must promise me because she could swim and do lots of water sports.
that you’ll be here on time! 2 Possible answer
Nicola: Thanks, Amy, don’t worry, I won’t be late! Paolo said he was 14 and was from South Africa. He said
he was making this video profile at the moment. He said
he would go to a different school next year. He said it was
an art school and he could study drawings, paintings and
sculpture there.
4 1 Jane called me and she said that she and her brother
were going to buy some graphic novels. 2 He said that
he was going to put the notice in the students’ room.
3 I want to tell you that I got a new e-book.
4 She saw me and she said that she knew me, and we
began to talk. 5 

WORKBOOK ANSWER KEY AND AUDIOSCRIPTS 259

 VOCABULARY 3 1 watched / saw 2 looked at 3 saw 4 seen / watched
1 1 speaking 2 say 3 said 4 Tell 5 tell 6 talking/speaking 5 watching 6 seeing 7 looking at
2 1b 2c 3c 4a LISTENING
WRITING 1 1 2 3 4 5 6
1 Students’ own answers 2 1A 2C 3B 4A 5B 6B
2 1, 2, 4, 6 and 8 Interviewer: In the studio with us today we have the
13
young magician, Jerry Tweed. Jerry, who
3 All features are in the review.
encouraged you to start doing magic?
4 1 main 2 alien 3 professor 4 comfortable 5 absolutely
Jerry: Well, I was only three when my dad took
5–6 Students’ own answers me to a magic show. The man on stage was
wearing a suit with stars on it and that’s all
UNIT 20 Seeing is believing I remember. We went to my aunt’s house
VOCABULARY afterwards and she said, ‘Jerry, why not do
1 1 make up your mind 2 use your imagination magic when you’re older!’ I never forgot
3 cross your mind 4 have a thought those words. That’s how it all began.
5 have second thoughts 6 give someone a hint Interviewer: How did you learn your first tricks?
7 lose your concentration Jerry: In primary school, I had a teacher who
2 1 have a thought 2 give someone a hint showed us some simple tricks, but I couldn’t
3 lose your concentration 4 use your imagination really do any until I was old enough to go to
5 make up your mind 6 have second thoughts a Young Magicians’ Club – they have great
7 crosses your mind courses there and I really got into it. I know
3 1 make up my mind 2 lost my concentration some people have a private teacher but I’ve
3 gave her a hint 4 crossed your mind never felt I needed one.
5 had second thoughts 6 used my imagination Interviewer: And what do you do now to develop your
7 had a thought skills?
4 1 crossed my mind 2 make up my mind Jerry: A few years ago, I used to go to as many live
3 lost my concentration 4 give me a hint shows as possible, and I watched videos on
5 use my imagination 6 had a thought the internet. These days, though, I’m busy
7 had second thoughts performing my own magic, so I don’t have
much free time. But I still learn a lot from
READING
books written by magicians.
1 Students’ own answers
Interviewer: You left school early to concentrate on
2 by drawing images with chalk and then taking
magic. How do your parents feel about that?
photographs of them
Jerry: They were worried when I decided to leave
3 1F 2F 3T 4F 5T 6F
school at 16. They thought I should carry
4 1 masters 2 angle 3 portraits 4 tiles 5 pavement on until I was at least 18 and finish all my
GRAMMAR exams. But they’ve seen how successful
1 1 The first Ames room was constructed by Adelbert my shows are and they realise I’m talented
Ames Jr. enough to make a living from them. They
haven’t had to support me financially, which
2 It was built in 1946.
I think they’re glad about.
3 An Ames room was created for the film star’s latest
Interviewer: You’ve performed on television recently,
film.
haven’t you?
4 The actor was told not to move.
Jerry: Yes, it was in the middle of the day so I doubt
5 This trick was used in/by many films. if it attracted a huge audience. I started with
6 My photo was taken in the Ames room in a museum in a few traditional tricks. Maybe that was a
San Francisco. mistake – doing tricks people have seen
2 1 was won 2 is read 3 were paid 4 was asked before, I mean. But for my last trick, I made
5 is designed 6 was created 7 was done 8 were made a card disappear and the presenter found it
in her sandwich. She was amazed and I think
3 1 was built by 2 is delivered
that really impressed people.
3 were shown the illusion by 4 was done by
5 graphics were used 6 were designed 7 was won by Interviewer: What are your plans for the future, Jerry?
8 was made to disappear Jerry: Well, next year I’m performing in various
4 1 was shown 2 was called 3 was directed 4 was based places around Europe and Asia – that tour’s
5 was written 6 were told 7 was filmed already booked. I’ve thought about making
boxes of tricks to sell in shops – they’d be
5 1b 2a 3a 4b 5a
for children who want to learn some basic
VOCABULARY magic. It’s just an idea, though. A friend
1 1 Look at 2 watch 3 see 4 look at 5 watch 6 see of mine has set up a school for young
7 see 8 look at magicians – that sounds interesting but it
2 1 watch 2 see 3 watching 4 Look at 5 seen 6 see might not suit me. I don’t know – we’ll see.
7 look at 8 see

260 WORKBOOK ANSWER KEY AND AUDIOSCRIPTS

 STUDENT’S BOOK AUDIOSCRIPTS
Unit 1, Student’s Book page 10 Unit 2, Student’s Book page 14
01 05

Lucas: This person is younger than me. He’s got dark hair Presenter: This morning we’re at Charlbury High School to
– and it’s really curly. He’s playing a game on his find out what’s in fashion at the moment.
tablet in this photo. Ashley
Alfie: This person is a teenage girl. She’s got straight, fair Presenter: What clothes do you like wearing, Ashley?
hair – almost blonde – and she’s two years younger
Ashley: Mmm, I love sports clothes. I never wear
than me. I guess she’s quite attractive – well, she
anything very smart. I just wear trainers and
certainly thinks so!
tracksuits, that kind of thing.
Grace: The person that I want to describe has dark hair,
Presenter: Why?
but now he’s in his forties he’s going bald.
Ashley: Tracksuits are soft on your skin, they’re
Unit 1, Student’s Book page 10 comfortable and easy to wear and you can
02
wear them anywhere. I love this one. It’s a great
1 Woman: I think Lucas is really polite. For instance, colour!
when he wants to borrow something, he Molly
always says please. Presenter: You look very well dressed today, Molly. Can
2 Boy: My brother’s called Alfie. He takes my you tell me about your clothes?
things without asking. He thinks he’s Molly: I really like this top. I saw it in a trendy market
funny, but he doesn’t make me laugh! stall and I fell in love with it straight away.
3 Man: Grace is very friendly. I see her every Presenter: It’s lovely. Very smart.
morning on her way to school. She
always says hello. Molly: Thank you. It’s brand new. I bought it yesterday.
4 Alfie’s dad: Alfie talks a lot – like his mum! He’s Luke
sometimes a bit careless with homework. Presenter: Luke, can you tell me what fashions and clothes
I try to encourage him to check it, but he you like?
doesn’t always do it. Luke: Sure. I like clothes that are quite simple and
5 Lucas: Grace is a great friend. She’s always not too colourful. I’m not interested in what’s
smiling, and she’s never miserable. She trendy. My boots are old but I love them. I don’t
really makes me laugh. like wearing stuff that’s brand new. I love these
6 Lucas’s mum: Lucas knows what he’s good at, so he’s skinny jeans too – I don’t find loose-fitting
quite a confident boy. He can also be jeans comfortable. And this is my favourite
quite a lazy person though. His room is sweatshirt. It’s from a music festival.
always really untidy! Presenter: Did you buy your clothes second-hand?
Luke: No, I bought them new … but quite a long time
Unit 2, Student’s Book page 14 ago!
04

A Boy: This is Jaden Smith. I like him a lot. His dad’s Will Unit 2, Student’s Book page 17
07
Smith. Jaden Smith’s a singer and he’s been in
a few films too. He’s wearing a denim jacket, a Sara: Grandma, did you listen to pop music when
white T-shirt and skinny white trousers. He’s got a you were young?
black cap and a small red bag. He’s got some gold Grandma: Oh, yes! There were all kinds of exciting bands
necklaces as well. in those days.
B Girl: This is Taylor Swift. She always looks really trendy. Sara: Really? What did you listen to?
Here, she’s walking along a city street. She’s
wearing a smart black shirt and black trousers. It Grandma: I remember when I was a teenager. It was a
looks like she has a handbag as well. summer’s evening in 1969. My parents had a
colour TV. Colour TVs were fairly new in 1969.
C Girl: Ed Sheeran isn’t normally this well-dressed! He Before then, television was only in black and
usually wears casual clothes, but here he’s wearing white.
a black suit, a white shirt and a black tie. The suit
looks brand new. He looks very smart! Sara: Black and white TV?
D Boy: Rihanna is one of my favourite singers. She’s Grandma: Yes! So this colour TV was rare in those days.
wearing trainers, loose-fitting trousers, and a There was a music show called Top of the Pops
black-and-white blouse with very long sleeves. and The Beatles were on. They played songs
from their new album, Abbey Road. Oh, it was
an amazing performance! They played really

STUDENT’S BOOK AUDIOSCRIPTS 261

 well. Abbey Road is still my favourite album of Harry: I’m not sure … I probably spend about £30 a
all time. month. And I always spend more when I get
Sara: I know that album. Dad still plays it. It’s cool. money for my birthday.
But I didn’t know it was so old.
Culture: Traditional clothes, Student’s Book page 19
Grandma: I loved The Beatles … everyone loved The 12

Beatles. The whole world went crazy when that Teacher: OK, everyone. Quieten down, please. OK. Now
album came out. the first presenter today is Julia and she’s talking
Sara: Oh, Grandma, there’s something I want to ask about …
you. Can I borrow your jacket again? Julia: The Beefeaters at the Tower of London, and their
Grandma: The blue one? But it’s really old. uniforms.
Sara: I know it’s old, but that style’s fashionable Teacher: Excellent. Go ahead, Julia.
again now, and it matches my jeans. Julia: The Beefeaters are the King or Queen’s
Grandma: I’ll just go and get it for you … traditional guards. You can see them at the
Sara: Thanks, Grandma. So what kind of clothes did Tower of London, where they’re very popular
you wear when you were my age? with the tourists. Everyone wants to take a selfie
Grandma: Girls wore dresses in those days. Short dresses with them! King Henry VIII created this special
and colourful tights are what I remember from group of royal guards more than 500 years
the early 1960s. I had a cool pair of trousers ago, in 1509. They’ve got an unusual name –
too, with quite short legs. Beefeaters. Some people say they’re called that
because they always had beef to eat, because
Sara: And the guys? they worked for the royal family. Beef and other
Grandma: The men wore smart clothes at the start of the meat was very expensive in the past, so only the
1960s but by the time Abbey Road came out in most important people could eat it very often.
1969, the fashion for men was for long hair and Not like today, when beef isn’t a very special
beards, and colourful, loose-fitting clothes … food.
Sara: And – er – the jacket? Teacher: That’s very interesting! And what about their
Grandma: Oh, yes, the jacket. Here it is. I made this jacket uniforms, Julia? Do they always wear the same
in … I think it was … 1965! thing every day of the year?
Sara: No way! That’s amazing! I never knew you were Julia: No, they don’t. In fact, the Beefeaters have got
so clever, Grandma. two different uniforms. On most days, they wear
Grandma: Well, now you know! a dark blue coat and blue hat, which have some
bright red decorations, and they wear dark
Unit 2, Student’s Book page 17 blue trousers. This is a photo. They call this the
08
undress uniform because it’s not so special. But
Track 08 is taken from Track 07. It is from the beginning of the for more important occasions, the Beefeaters
track to Grandma’s line “The whole world went crazy when wear the state dress uniform. Here’s a photo …
that album came out.” Teacher: And that’s a much fancier uniform of course …
Julia: Yes, it’s their formal uniform. It’s got a long, red
Unit 2, Student’s Book page 17 coat … and you can see the coat’s got lots of
09
bright gold decorations, and there’s a big white
Track 09 is taken from Track 07. It is from Sara’s line “Oh, collar at the top of the coat. They also wear long
Grandma, there’s something I want to ask you. Can I borrow red stockings on their legs, and a special black
your jacket again?” to the end of the track. hat or bonnet on their heads. I think the state
dress uniform looks very impressive, especially
Unit 2, Student’s Book page 17
10 when you see lots of Beefeaters standing
together.
Interviewer: What clothes do you like wearing?
Teacher: Very good, Julia. Any questions? Yes, Michael …
Harry: I like wearing jeans. They’re very
comfortable, and I think jeans always look Unit 3, Student’s Book page 20
good. 13

Interviewer: How often do you buy new clothes? Charlie: What are you reading?
Harry: Well, I don’t go shopping every week, but I Lily: It’s a quiz about different countries and various
suppose I go shopping two or three times stages of life. I got four out of eight. Do you want
a month. I do jobs for my parents to earn to try?
money. Charlie: Sure. In England, most children start school when
Interviewer: Where do you usually buy your clothes? they are … Hmm… I can’t remember. I’m fairly
Harry: I usually go to the market because the sure it’s four.
clothes are quite cheap. I don’t like shopping Lily: OK. So A.
in department stores because the clothes are Charlie: Yeah. So, question 2. In Belgium and Germany,
too expensive. students cannot leave school before they are …
Interviewer: How much do you spend on clothes? Well, it’s 16 in most countries. But this is a quiz …
so it’s probably higher.

262 STUDENT’S BOOK AUDIOSCRIPTS

 Lily: OK. So are you saying C? 4
Charlie: Yes, 18. C. Woman: What sports do you do?
Lily: OK. Question 3. Boy: I usually do boxing after school on Thursdays. I
Charlie: In some states in the USA, the youngest age you go jogging quite often, too, because I need to be
can get a driving licence is … I can’t believe it’s 14 fit for boxing!
– that’s too young. It’s 17 here. Maybe it’s younger 5
in the US. I say B. Woman: Do you like cycling?
Lily: OK. Question 4. Girl: Yes, I think bikes are brilliant. This is my new road
Charlie: In England, around … per cent of young people bike – I love it! My mates and I go cycling all the
go to university. Hmm … this quiz is getting time.
harder. I don’t think that most people go to 6
university. So it’s probably A or B. I’m not sure it’s
Woman: Do you enjoy sport?
as high as 43%. So that leaves the first one.
Boy: Yes. I love playing football, and I like squash and
Lily: OK. Number 5. So who leaves home earlier?
tennis, too. My sister plays tennis, but she hates
Charlie: Let me think. I think women probably. They’re losing, so we never play tennis together!
better at saving money so they can leave home
earlier. Unit 4, Student’s Book page 27
18
Lily: I’m not sure that’s true for me, but OK. Question
6. Have you got a job of any kind? Steve: I’m Steve Ross – welcome to Sports Review. My
Charlie: No, my mum doesn’t want me to have one. Let guest in the studio in Manchester this evening is
me read the question … In the UK, children of … Chloe Fuller. Good evening, Chloe, and thank you
are allowed to get a part-time job. I don’t think for coming.
there are any rules. I mean, you can only work Chloe: Hi, Steve. It’s a pleasure.
part-time, of course – because you can’t leave Steve: OK. Let’s look at your photo of the week! What was
school until you’re 16. happening here, Chloe?
Lily: OK. Question 7. This one’s about marriage. Chloe: This photo is brilliant. It’s from a match between
Charlie: In … OK. India doesn’t seem like the right answer. Sunderland and Liverpool. In the fourth minute of
It’s quite a traditional country, I think. So … Spain the game, a Liverpool fan threw a red beach ball
or Japan. I know Japan’s really expensive. Maybe onto the pitch right next to the Liverpool goal. At
they can’t afford to get married until they’re in the same time, a Sunderland player was running
their thirties. towards the goal with the ball. He kicked the ball –
Lily: Maybe. the football, I mean – it hit the beach ball and then
went into the net.
Charlie: I reckon it’s C. I think they get married at a
younger age in Spain. Steve: Really?
Lily: Eight. This one’s quite difficult. Chloe: Yes, really! The poor goalkeeper didn’t know which
way to look – at the beach ball or at the football!
Charlie: In Brazil, you can vote in elections from the age
of … Well, it’s 18 here, I know that. And in lots of Steve: The referee didn’t actually allow the goal, did he?
other countries. So I think it’s probably the same Chloe: Well, I didn’t think it was a goal, but the referee
in Brazil. allowed it! Thousands of fans were watching the
Lily: B. Right. Let’s see how many points you got … match on TV, of course. The TV pictures showed
quite clearly that the football went into the goal
Unit 4, Student’s Book page 24 because it hit the beach ball.
16
Steve: No way! Didn’t Liverpool complain?
1 Chloe: Yes, but the referee didn’t change his mind, and
Woman: Where do you go windsurfing? Sunderland won the match one–nil!
Girl: We live a long way from the sea, but luckily Steve: That isn’t fair, is it?
there’s a big lake near here, and we go Chloe: Well, maybe the referee made a mistake, but you
windsurfing on the lake. We go swimming can’t change the result after a match. Anyway, the
sometimes, too. Liverpool players were playing really badly. I think
2 Sunderland were a much better team that night.
Woman: How often do you do gymnastics?
Unit 4, Student’s Book page 27
Boy: Once a week. I don’t like it, but gymnastics is part 19

of our PE lessons at school. We do athletics in the Max: I watched the Champions League final on TV last
summer instead. weekend. It was an amazing game! Real Madrid
3 were playing against Manchester City. Manchester
Woman: Do you play ice hockey? City were winning for most of the game, but Real
Girl: No way! I don’t play ice hockey, I don’t even go Madrid scored two goals in the last five minutes. I
ice-skating – I can’t skate! I love watching it on was very happy because I support Real Madrid. It
TV though. I go climbing a lot with friends from was really exciting!
school. I like that!

STUDENT’S BOOK AUDIOSCRIPTS 263

 Rachel: I do athletics, and two weeks ago I raced in a 2
schools athletics competition. I really enjoyed Boy: We have a problem with [BLEEP / vandalism]
taking part because it was my first time. Lots of in our area. [BLEEP / Vandals] have smashed
people were watching the competition, and it the window of my parents’ car three times
was so cool when people cheered for me. I ran in in the last year. It’s unbelievable. They don’t
two races. I didn’t win any, but I came third in one even steal anything from the car. I mean,
race. I think that’s quite good! what’s the point?
Life Skills: Keeping fit, Student’s Book page 28 3
20
Presenter: And what type of person does this regularly?
Tom: Hey, Anna. I’m going to the park. Are you coming? Guest: We think that only 10% of [BLEEP / shoplifters]
Anna: Just a minute, Tom, I’m reading an article. are professionals. For these people [BLEEP
Tom: What’s it about? / shoplifting] is a job. Professional [BLEEP /
shoplifters] typically rob large stores and steal
Anna: Physical fitness. Did you know that most teenagers expensive items like designer clothes or bags.
in the USA don’t do enough exercise? Then they sell them, often online.
Tom: Really? And how much is enough? 4
Anna: Well, the World Health Organisation says teenagers Police: This is the police. Can I help you?
need one hour of physical activity every day.
Caller: Hello. I’d like to report the [BLEEP / theft] of
Tom: That’s not a lot! I usually play basketball after a car. I saw it happen, and I can describe the
school, or I go to the gym with friends. [BLEEP / thief].
Anna: Yes, but do you exercise all that time at the gym? Police: OK. Where are you?
You and your friends rest and chat a lot too. In an
hour at the gym, you probably exercise for about 20 Caller: I’m in a car park on Queen Street.
minutes. 5
Tom: Well, that’s true. And what about you? You don’t Announcer: This is an announcement for all passengers.
exercise for more than an hour every day, do you? Please be careful of [BLEEP / pickpockets]
Anna: No, not every day, but I do about an hour of exercise in crowded areas. [BLEEP / Pickpocketing]
most days. I’ve got volleyball practice after school is common at stations. Make sure valuable
on Mondays and Wednesdays, and that’s not easy. items such as phones and wallets are safe and
And then I’ve got swimming on Tuesdays and out of sight when you are not using them.
Fridays. 6
Tom: That’s pretty good. But you don’t do very much at Girl: My neighbour doesn’t know when the [BLEEP
the weekend … / burglary] happened. They were on holiday
Anna: Well, I don’t sit at home all the time. I go out with until this morning and they only discovered it
friends and we usually walk around a lot. That’s when they got home. The [BLEEP / burglars]
exercise too, you know. And you? You’re not very took TVs, computers, things like that.
active at weekends, are you?
Unit 5, Student’s Book page 32
Tom: Well … I sometimes go skateboarding with Paul. 23

Anna: Not that much! You and Paul usually play computer Track 22 is repeated with the answers [in brackets] for
games in your room. You should call Danny. He’s students to listen and check.
really into cycling. You and Paul could go cycling
with him. Unit 6, Student’s Book page 36
26
Tom: You’re right. And I don’t use my bike enough. I could
ride it to school more often too. Speaker 1
Anna: Good idea. Hey! You and I could cycle together in Woman: It’s probably the worst thing about living in
the morning. That’s more exercise for me too. And London. It lasts for about two hours in the
we should always walk up the stairs – that’s really morning and the same in the evening. There
good exercise. are people everywhere – on the streets, in
train stations, shops … The worst place is the
Tom: OK. How about we start tomorrow morning. I want Underground. I avoid it after work – especially in
to get super fit! the summer. I’d rather walk or catch a bus.
Anna: OK, Mr Fitness. We’ll see what happens tomorrow. I Speaker 2
mean you’re not really a morning person!
Boy: There is a serious problem with this where I live.
Tom: What do you mean…? There’s nothing to do at weekends, so we go out
to the city. There are buses from here – but not
Unit 5, Student’s Book page 32
22 many. My parents give me a lift and sometimes
I have to get a taxi home. But it’s expensive. I
1
can’t wait until I’m old enough to get my driving
Woman: Three weeks ago a [BLEEP / hacker] stole licence.
over 100 million email addresses and
passwords from a bank in the United States.
Experts believe that [BLEEP / hacking] costs
businesses over two trillion dollars every year.

264 STUDENT’S BOOK AUDIOSCRIPTS

 Speaker 3 Mr Evans: Well, I’m not sure I agree …
Man: There’s a bus stop near my house and it’s got Presenter: OK. So our questions this week are about life
writing all over it. It’s horrible. Really ugly. I in the country and in the city. Mr Evans, you’re
sometimes clean it myself, but then a few days first. What do you think about living in the
later it comes back again. I think I know who is country?
doing some of it. But I’m not completely sure and Mr Evans: I love it in my village. It’s green, there aren’t
I don’t want to start an argument. We’re a small many traffic jams, and there isn’t much crime.
community. Everyone knows everyone here. I know all my neighbours, and there are lots of
Speaker 4 things to do.
Girl: There aren’t enough of these where I live. One of Presenter: Do you agree, Bess?
my favourite places is the park, but the nearest Bess: I don’t think so. I mean, I agree about traffic
one to our house is over 20 minutes’ walk away. and crime. And there’s a lot more pollution
It’s too dangerous to cycle there because the where I am now. But I don’t agree that there are
roads are really busy. When I was younger, we lots of things to do. There aren’t any cinemas or
lived in a village. It was safe enough to walk to anything like that in Carrington.
school and there were lots of fields all around my
Mr Evans: That’s true. It isn’t as interesting for people
home.
your age in Carrington. Personally, I think the
Unit 6, Student’s Book page 36 problem is public transport. There aren’t many
27 buses, and until you’re old enough to drive, it
1 Man: There’s a bus stop near my house and it’s got can be difficult to get around.
writing all over it. It’s horrible. Really ugly. I Presenter: Bess?
sometimes clean it myself, but then a few days Bess: Yes, maybe you’re right. I definitely have a lot
later it comes back again. I think I know who is more fun here than I did in the village … Young
doing some of it. But I’m not completely sure people in Carrington just hang out by the river.
and I don’t want to start an argument. We’re a It’s a bit boring.
small community. Everyone knows everyone Presenter: Bess. Is there anything you don’t like about
here. living in the city?
2 Girl: There aren’t enough of these where I live. One Bess: Well, the worst thing about living here is the
of my favourite places is the park, but the rubbish. It’s everywhere. I really noticed it when
nearest one to our house is over 20 minutes’ I moved here.
walk away. It’s too dangerous to cycle there
because the roads are really busy. When I Presenter: Have you got any good solutions?
was younger, we lived in a village. It was safe Bess: Yes, it’s simple. There aren’t enough rubbish
enough to walk to school and there were lots bins, especially outside school. And we need
of fields all around my home. more recycling bins. I went to Germany in the
3 Boy: There is a serious problem with this where I summer. It was really clean and every bin was
live. There’s nothing to do at weekends, so we a different colour. There were always four or
go out to the city. There are buses from here five different recycling bins, and they recycle
– but not many. My parents give me a lift and almost everything!
sometimes I have to get a taxi home. But it’s Presenter: What do you think about that, Mr Evans?
expensive. I can’t wait until I’m old enough to Mr Evans: Well, I completely agree with Bess. In fact, after
get my driving licence. this interview I’m going to …
4 Woman: It’s probably the worst thing about living in
London. It lasts for about two hours in the Unit 6, Student’s Book page 39
30
morning and the same in the evening. There
are people everywhere – on the streets, in Alice: So, which of these two places would you like to live
train stations, shops … The worst place is the in, Oliver?
Underground. I avoid it after work – especially Oliver: Personally, I think it’s better to live in the city.
in the summer. I’d rather walk or catch a bus. There are a lot of things to do, like going shopping,
going to the cinema or seeing exhibitions. The
Unit 6, Student’s Book page 39 countryside is boring. What do you think?
29
Alice: I’m not sure I agree. Of course, there aren’t many
Presenter: So for this week’s teacher–student debate, we shops or cinemas in the countryside, but you can
invited Bess from Year 10 and Mr Evans, our do other things. You can go biking, or walking, or
chemistry teacher. have a picnic.
Bess: Hello! Oliver: But what about people? It seems to me that you
Mr Evans: Um, hello. meet more people in cities, so you have more
Presenter: Now, Mr Evans lives in Carrington. It’s a village friends. Do you agree?
about twenty minutes by car from school. Alice: Yes, that’s true. But if you ask me, a lot of people
Bess actually lived in the same village when isn’t always positive. There are the crowds, too,
she was younger, but now she lives here in the and rush hour is terrible.
city, quite near our school. It takes her a few Oliver: Yes, maybe you’re right.
minutes to cycle here in the morning. She’s
never late for school!

STUDENT’S BOOK AUDIOSCRIPTS 265

 Alice: I think that the biggest problem in cities is the Zac: You don’t sound OK. What’s wrong?
pollution. There’s too much traffic and too many Megan: It’s my brother. He makes me angry!
cars, and there’s a lot of rubbish.
Zac: You’re always having problems with him!
Oliver: I completely agree with you about that!
Megan: I know. We had an argument this morning.
Culture: New York City, Student’s Book page 41 Zac: What did he do this time?
32
Megan: He took my phone without asking me and
Dan: Hey, Fiona! How was your trip to New York City then he dropped it. Now it doesn’t work and I
last weekend? can’t listen to my music! So I’m bored and I’m
Fiona: It … was … amazing! I had such a good time! annoyed with him!
Dan: I’m not surprised! I love the Big Apple. And you Zac: Are you on your own?
had good weather too! Megan: Yes.
Fiona: I know! That was lucky because we wanted to Zac: Well, why don’t we do something later?
visit Coney Island on Saturday morning. I love Megan: You mean go out?
amusement parks.
Zac: Yeah. It sounds like you need to have fun! Let’s
Dan: Me too. Coney Island isn’t very big or new, but go out after dinner.
it’s fun. And what about baseball? Did you see a
game? Megan: Thanks, Zac. I wish my brother was like you!
Fiona: No, we didn’t have enough time, but my dad Zac: That’s OK. … Oh, Megan, can you do me a
and I took a tour of Yankee Stadium on Saturday favour?
afternoon. That was cool! Megan: What is it?
Dan: What other things did you see in New York? Zac: Can I borrow your phone?
Fiona: Well, we visited Times Square, of course! That Megan: Ha, ha.
was Saturday evening. I took lots of selfies! And Conversation 2
after that I went up to the top of the Empire State Rachel: Hi, Thomas. Where are you?
Building. The view was incredible!
Thomas: Oh, hi, Rachel. I’m on my way home. I was
Dan: What about MoMA? You know, the Museum of running.
Modern Art. Did you go? That’s one of my favourite
places. Rachel: Oh, what’s the running club like?
Fiona: No, we didn’t go there this time. I love MoMA, but Thomas: It’s OK. I like going running, but the people in the
my parents wanted to go shopping… club …
Dan: Where? On Fifth Avenue? Rachel: What’s wrong?
Fiona: No! Things are too expensive on Fifth Avenue! We Thomas: Well, it’s hard to make friends.
went to Brooklyn on Sunday. I love the second- Rachel: But you’re really friendly. You’ve got loads of
hand clothing shops there. friends at school!
Dan: And for lunch? Where did you go? Thomas: I know. It isn’t my fault. Everyone in the club’s
Fiona: To Chinatown! You know I love Chinese food! It older than me. We’ve got different likes and
was delicious. And after lunch, we decided to visit dislikes – we don’t have anything in common.
the Museum of Chinese in America. We learned a Rachel: You have lots in common – like running!
lot about Chinese immigrants in the 19th century. Thomas: Hmm. You’re right.
Dan: And what else? Did you visit Liberty Island?
Unit 8, Student’s Book page 46
Fiona: No, we were only there for two days and I’ve seen 35
the Statue of Liberty before.
Man: And for those of you that are new to international
Dan: I wonder … When did they build the Statue of travel, click here to watch our introduction to
Liberty? getting through the airport …
Fiona: They finished the statue in 1886, but did you know Woman: You start by checking in at the check-in desk.
that it came from France? It was a gift from the They check your passport and tickets, and they
French government. weigh and label your baggage. Then you get your
Dan: Yes, I know that! Well, it sounds like you had a boarding pass.
busy time in New York. Next, you go through the security check. There
Fiona: We did! Oh, and I didn’t tell you about Sunday are often quite long queues these days at the
evening. We went out for dinner to the Hard Rock security checks at international airports. Security
Café, and you won’t believe who I saw there! officers look at what passengers are taking onto
Dan: Who? Lady Gaga? Come on, tell me! the plane, just in case someone tries to take
something dangerous.
Unit 7, Student’s Book page 42 After that, you have to wait for your flight in the
33
departure lounge. There are restaurants and
Conversation 1 you can go shopping for local products! Half an
Zac: Hi, Megan. How are you? hour before the flight, you follow the signs to the
Megan: I’m OK, Zac. departure gate. There, your boarding pass and

266 STUDENT’S BOOK AUDIOSCRIPTS

 passport are checked again before you board the Girl:That’s a good idea. It’s free and it’s only 15 minutes
plane. on the train into Manchester. And we could see if
After your plane lands, you have to go through Ahmed and Oliver want to come, too.
passport control. Then you collect your baggage Boy: That sounds great! Yes, let’s do that.
in the baggage hall and go through customs.
There are lots of rules about things you mustn’t Life Skills: Dealing with conflict, Student’s Book page 51
40
take to other countries. Customs officers look
inside some people’s bags and check. Finally, you Michael: Aggh! It’s half past five. Where are you, Amy?
walk out into Arrivals. Amy: Michael! Michael!
Michael: Amy! You’re late … again! And where’s your bike?
Unit 8, Student’s Book page 49
37 Amy: That’s the problem! I couldn’t use my bike. My
Teacher: OK class – listen carefully! I want to tell you sister took it, so I had to walk here.
about a fantastic travel writing competition Michael: Of course! You’ve always got an excuse. Every
I’ve heard about. The company holding the time we meet, you’re late or you forget, or
competition is called ‘World Explorer’ and they something happens. I’m getting tired of this!
are offering some amazing prizes. They’re well Amy: Hey! Relax! I told you what happened. Why are
known for running expeditions for young people you so angry?
to places like Cambodia, Peru and South Africa,
Michael: I’m not angry. I’m annoyed because you’re 30
but the winner of this competition is going to
minutes late! And I always have to wait for you.
join an expedition to Canada!
Do you care about my feelings? I mean … it’s not
The expedition is going to take place next year very nice!
and is going to last for two weeks. You’re going
Amy: Hey, hey, wait a second… Look, I know I’m late,
to spend two days in the town of Churchill and
and I’m sorry about that. Really! But this time it
then trek out to a research centre on skis or snow
wasn’t my fault!
shoes, where you’re going to study local plants
and wildlife with a group of scientists. Michael: I know that. But you have to admit, you’re
usually late for everything!
It really is an amazing opportunity!
Amy: Well … maybe … I’m always late for school …
To enter, you need to write an article about a
but I need to try harder.
place you have travelled to. You must include
information about the people you met, the Michael: Yes, you do! But honestly, what’s your problem?
culture and the local environment. Make it as Amy: Well, I usually forget about the time. I listen to
interesting and entertaining as you can! music or I chat on my phone … and I don’t check
Based on how popular the competition was the time.
last year, the judges are expecting around 3,000 Michael: Well, I’ve got an idea. When we make plans, I can
entries, so that gives you an idea of how good send you a text message before I leave home.
your article must be! You should write around Amy: OK … or maybe I can set an alarm on my phone,
1,000 words, and definitely no more than 1,500. so it rings to remind me.
The judges won’t even read it if it’s longer than
Michael: That’s a good idea. And you can call me when
that, so be careful.
you’re going to be late. Please?
Today’s date is the 19th of January, so you’ve
Amy: OK! That’s a deal! Now what can we do? I haven’t
got a few weeks left to write your article. It must
got my bike, so we can’t go cycling.
arrive by the 19th of February, and the results
are going to be sent out on the 19th of April. Michael: Let’s go for a walk. And we can stop at the comic
shop on Queen Street. OK?
One last thing – as long as you are under 16, the
competition is free to enter. You must include Amy: The comic shop? Are you crazy?
your email address, as this is how they’re going Michael: Come on! You were late so you have to be extra
to contact winners. Photographs will only be nice to me …
needed if your article wins, so no need to send Amy: Oh, no … here we go again.
those yet. Good luck everyone!
Unit 9, Student’s Book page 54
Unit 8, Student’s Book page 49 41
38
Gemma: Hi, Leo. What’s that you’re reading?
Girl: What shall we do on Saturday?
Leo: I’m just finishing this quiz about money. Money
Boy: What about going ice skating? Wizard or Money Waster? Which are you, Gemma?
Girl: Mmm, the problem with that is the tickets are quite Gemma: What do you think?
expensive and I don’t have much money at the
Leo: I know what you think but let’s find out. Question
moment. Why don’t we go for a bike ride around
1 is about saving. Do you save up for things?
Hollingworth Lake?
Gemma: All the time. At the moment I’m saving up for a
Boy: I’m not sure. I don’t think the weather’s going to
new computer.
be very good at the weekend. Cycling isn’t fun in
the rain! How about visiting the National Football Leo: Really? I’ve never saved up for anything in my
Museum? life! Question 2. What about a bank account?
Have you got one?

STUDENT’S BOOK AUDIOSCRIPTS 267

 Gemma: My dad opened one for me a few years ago. But I Unit 10, Student’s Book page 58
44
don’t use it.
Leo: Hmm … maybe I should get one. I didn’t think Isla: Here’s number 1.
I was old enough. Anyway, question 3. Do you Ali: Mmm, this is delicious! It’s a fruit. Pineapple, I think.
always look at the price of things before buying It’s really juicy!
them? Isla: OK. Number 2.
Gemma: Always. You know that shop near school? They Ali: Ugh! That’s really sour. What is it? Lemon juice? It’s
charge $1.50 for a small bottle of water! horrible. I need a drink now …
Leo: Yeah, I know. I never buy anything there. Isla: Here’s some water. This is number 3.
Gemma: How am I doing? I’m a money wizard, yeah? Ali: Argh! This is disgusting. It’s cold and tastes like rice
Leo: Hold on. Four. What about special offers? Do you and raw meat! Hold on, it’s not as bad as I thought. It
look for them? tastes fishy. Is it sushi? You know, raw fish. Salmon or
Gemma: Of course! Everyone loves a special offer! But something like that?
I’m not like my brother. He buys stuff he doesn’t Isla: Number 4.
need – just because it’s on special offer. Ali: Well, it’s obviously curry and it’s really tasty, but it’s
Leo: Hmm … I do that sometimes. Here, read also quite spicy. I love spicy food. Oh, it’s very spicy
question 5. …
Gemma: Do you ever decide not to buy something while Isla: Now, number 5. It’s a drink, so be careful.
you’re waiting at the checkout? No, I never do Ali: Mmm … It’s warm and oh, it’s really bitter! What is
that. it? A strong coffee? It tastes like coffee … Like black
Leo: No, I don’t. OK. Six. What about checking your coffee …
change? Isla: Number 6.
Gemma: I don’t always check it. Sometimes I’m in a hurry. Ali: Nice. Something sweet after that bitter coffee. It’s just
But most of the time, yes, I do. cake, I think. Is that right?
Leo: Ah! I always do! Isla: OK, number 7.
Gemma: What’s the next one? Ali: Mmm. It’s hard and very cold. It doesn’t really taste of
Leo: Receipts. Do you keep them? anything. Is it some type of frozen vegetable? A pea
Gemma: Not really. But sometimes for big things. I might or something like that? It feels like a pea but I can’t
need to take them back. taste anything …
Leo: OK. And the last one. What about your old Isla: And finally, number 8.
things? You know, DVDs and stuff like that. What Ali: Mmm … this tastes like bread. Mmm, delicious. It’s
do you do with them? still warm – it must be really fresh.
Gemma: The internet is great for selling things like that.
I’ve sold a lot of my stuff. Unit 10, Student’s Book page 58
45

Leo: OK. That’s the end. Now, let’s look in the key and
1 Juicy pineapple
see what it says …
2 Sour lemon juice
Unit 10, Student’s Book page 58 3 Raw salmon
43
4 Spicy curry
Isla: Hi, Ali. We’re doing a project in our science class. It’s
5 Bitter coffee
about what we eat and drink.
6 Sweet cake
Ali: Oh, yeah. What do you want me to do?
7 Frozen vegetables
Isla: Well, it’s a taste test. I’m going to give you eight
things to taste. But I’m going to cover your eyes with 8 Fresh bread
a scarf … so you can’t see them. Is that OK?
Unit 10, Student’s Book page 58
Ali: Er … OK. 46

Isla: All you have to do is describe their taste and say what 1 Ali: This is delicious. It’s a fruit. Pineapple, I think.
you think they are.
2 Ali: Argh! This is disgusting. It’s cold and tastes like rice
Ali: What kind of foods are they? and raw meat! Hold on, it’s not as bad as I thought.
Isla: Don’t worry. There isn’t anything horrible. You really It tastes fishy. Is it sushi?
don’t need to be worried. 3 Ali: What is it? Lemon juice? It’s horrible.
Ali: OK then. I’ll do your taste test. 4 Ali: Well, it’s obviously curry and it’s really tasty.
Isla: Really? Great! I’ll just tie this around your eyes …
there!

268 STUDENT’S BOOK AUDIOSCRIPTS

 Unit 10, Student’s Book page 61 Mum: I’ve never made it before. Well, I’ve done
48
something similar with chicken, but lamb will be
1 What did the girl cook when she was young? good too. We’ve got all the ingredients I think.
Man: So, do you cook a lot at home? One chilli, two onions, some garlic. Can you
check?
Girl: Not really. My dad taught me how to make a good
omelette recently. And I often make one when I Boy: There’s plenty of garlic … there’s one chilli and …
need a quick snack. When I was young, I did a lot one onion. I guess we need to get one more. I’ll
of cooking with my dad. We made sweet things go if you like.
like cakes. 7 What do the couple decide to have for dinner?
Man: Have you ever made dinner for your family? Man: I’m not in the mood to cook tonight. What about
Girl: I’ve tried. I roasted a chicken once. I followed the going out for dinner? We could go to that Italian
recipe carefully, but when we cut into it, it was place. I feel like some good pasta.
raw in the middle! Woman: I’m not really that hungry and they’re closed on
2 Where does the boy get his recipes from? Tuesdays, remember? What about something
light, like the Japanese, opposite the café? Sushi
Boy: Everyone in my family is really into cooking and
would be perfect. Then after we could get some
food in general. My dad actually teaches food
ice cream from the café and bring it home. They
technology at a secondary school. I usually cook
do amazing quality ice cream.
once or twice a week for everyone at home. I
don’t have any of my own recipe books. I use Man: Mmm… Let’s not have any dessert today.
ones I find on the internet. I can make a very Woman: OK.
good chicken and vegetable soup, but my sister is
better. She makes a fantastic lamb curry. It tastes Unit 10, Student’s Book page 61
49
incredible but she won’t tell me the recipe!
Server: Hi. What can I get you?
3 Who is a vegetarian?
Emma: Could I have a veggie pizza, please?
Boy: So who does most of the cooking in your family?
Server: Of course. Would you like a salad?
Girl: My mum, I guess. But I cook quite a lot too. I have
to. Emma: Yes. I’ll have a green salad, please.
Boy: Why? Don’t you like your mum’s cooking? Server: OK. And to drink?
Girl: It isn’t that. She makes some really tasty meals. Emma: I’d like a cola, please.
But I don’t eat meat or fish. So sometimes Server: Large or small?
the three of us – Mum, Dad and me – have a Emma: Small, please.
vegetarian meal together, but sometimes she
Server: OK. Eat in or take out?
makes something with meat … or fish. And then I
try to cook my own meal. I can’t really expect her Emma: Eat in, please.
to cook twice. Server: That’s £12.50, please.
4 Which dish is only available today? Emma: Here you are.
Woman: And this is the cafeteria where students have Server: Thanks. Here’s your change.
their lunch. It’s usually open every day from Emma: Thanks.
12.30 until 2, but today we’re closing early at 1.30
Server: Your meal will be ready in about 15 minutes.
because of exams. There’s always a selection of
hot and cold food – burgers, chips, salads, and Emma: Thanks.
so on. And we have a special every day too – it’s
Wednesday today, which means it’s pizza. If you Culture: British food, Student’s Book page 63
51
just want a snack, they always have soup and
lots of different sandwiches to choose from. Emily: OK, Andrew. What do you want for lunch today?
5 Which food does Lizzie dislike? Andrew: I don’t know. How about beef burgers?
Girl: Hi, James. Mum wants me to check that you Emily: Oh no! You’re only here in London for a week, so
and Lizzie can still come for dinner tomorrow you have to try some English food.
evening. Andrew: I know! And what do you suggest? Fish and
James: Yes, that’s fine. We’re looking forward to it. chips? Or maybe roast beef?
Girl: Oh, good. I was just wondering if there’s anything Emily: Well, no … I was thinking some chicken tikka
you or Lizzie don’t eat? I think we might have masala would be good.
roast lamb. Andrew: What? Isn’t that a curry dish?
James: Yes, lamb would be fine, or chicken. Lizzie isn’t Emily: Yes, but curry is one of the most popular dishes
keen on fish, so it might be best to avoid that. in the UK! Didn’t you know that?
Girl: OK, great. Andrew: No! When did curry become a British dish?
6 Which ingredient do they need to buy? Emily: Well, the first curry restaurant opened in London
Mum: Do you want to give me a hand with dinner? more than 200 years ago. But it got really popular
in the 1960s, when lots of people moved to
Boy: Sure. Is this the recipe? Oh. That looks delicious! I
the UK from India and Pakistan and opened
really love curries.

STUDENT’S BOOK AUDIOSCRIPTS 269

 hundreds and hundreds of restaurants with food Josh: Yeah, I’ve got a sore throat and a cough, and last
from their countries. night I had earache, too.
Andrew: That’s cool! But I’m not a big fan of spicy food. Dora: It sounds like you should be at home in bed! I had
What other food is typical here? a headache last night, too.
Emily: Umm … well, you could try bangers and mash. Josh: Yeah, I think you’re right. I hope it’s just a cold,
That’s very British. and not flu!
Andrew: What’s that?
Unit 11, Student’s Book page 66
Emily: It’s sausages – bangers – with mashed potatoes. 55

It’s my dad’s favourite. Conversation 1

Andrew: OK … and what else? Doctor: What seems to be the problem?
Emily: Maybe cottage pie? And no, it’s not a sweet dish! Zac: My finger really hurts. I injured it last night when I
It’s a type of meat pie, with beef and vegetables, was playing football.
and with mashed potato on top.
Doctor: Let me see. Can you move it at all?
Andrew: That sounds good. And what about for dessert?
You know I’ve got a sweet tooth! Zac: Yes, a bit.
Emily: Yes, I know! So, you might want to try some Doctor: OK, so you haven’t broken it. But we need to …
English trifle. Conversation 2
Andrew: That sounds interesting. What is it? Niall: What are you going to do this weekend?
Emily: It’s a dish made with fruit, cake, jelly and cream. Anna: Not much! I’ve got flu. I started to feel ill on
It’s delicious! Thursday, and now I’m exhausted. I’ve got a fever
Andrew: Mmm! And where can we eat all that? At a at the moment, and aches in my arms and legs.
restaurant? Niall: Is anyone else in your family ill?
Emily: No, we can go to a café near here. I think you’ll Anna: No, but my sister was ill last week, so maybe I
like it. It’s really cool! caught it from her.
Andrew: OK, should we go now? Talking about food has
made me hungry!
Unit 12, Student’s Book page 68
57

Emily: Sure! Let’s go… 1 Man: Ants are very organised animals. They live in
groups of many thousands and they’ve even got
Unit 11, Student’s Book page 64 farms where they grow mushrooms to eat!
53

Conversation 1 2 Man: Sharks and wolves attack humans, but not very
often. However, when mosquitoes bite humans,
George: Hi, Sam. Do you fancy watching a film this they can give us a disease called malaria. Malaria
evening? from mosquitoes kills more than one million
Sam: Oh, no thanks. I played two tennis matches people every year.
yesterday and I’ve got aches everywhere – my 3 Man: Bats have very poor eyes, so they use sound to
arms, my legs, my back – everything hurts! I’m find their food. They produce a high sound, which
going to be asleep by nine o’clock! bounces off objects that are close to them. Bats
Conversation 2 use this sound to find where small insects are so
Pedro: Hi Kelly. Are you OK? I heard you fell over at they can catch them.
school yesterday. What happened? 4 Man: Brown bears love the sweet smell of toothpaste!
Kelly: Oh, it was really silly. I was running along a Bears sometimes go into tents when people are
corridor at school. Suddenly, this girl walked out camping in the mountains because they want to
of a classroom and I ran straight into her. eat the toothpaste! It’s a good idea to leave your
Pedro: So, how are you? food and your toothpaste outside your tent if
you’re camping in the mountains.
Kelly: Well, I’ve got a headache … I hit my chin on the
floor, so I’ve got a cut inside my mouth, and my 5 Man: Frogs and butterflies move their feet a lot, but only
cheek’s a bit sore. And I think I need to go to the the bee communicates by dancing. A bee’s dance
dentist. I’ve got toothache. can tell other bees where there is food.
Pedro: Oh, dear. And what about the other girl? 6 Man: Dolphins, elephants and monkeys have got
big brains, like humans. They can recognise
Kelly: She hurt her shoulder and her hand – well, her themselves in a mirror. Dogs have got smaller
thumb, actually, but it wasn’t broken. She’s going brains and they can’t recognise themselves.
to be all right.
7 Man: People think that camels don’t drink much. But, in
Conversation 3 fact, when they do drink, they drink a lot. Giraffes
Dora: Are you OK, Josh? You look really tired. drink very little because there’s already a lot of
Josh: Yeah, I’m not feeling great, actually, Dora. I feel water in the leaves of the trees that they eat.
really hot – I think I’ve got a fever. 8 Man: Whales live in family groups of up to 20. Bats and
Dora: Maybe you’re getting a cold. Have you got a sore bees live together in very large groups, but flies
throat? don’t live with a group of other flies. They live on
their own, wherever they find food.

270 STUDENT’S BOOK AUDIOSCRIPTS

 9 Man: Most animals are frightened of lions, but donkeys Unit 12, Student’s Book page 71
61
aren’t. Donkeys don’t run away when there’s a lion
nearby. Nobody knows why! Examiner: Now I’d like you to talk on your own about
10 Man: Bats and parrots can fly. Some ants can fly as well. something. I’m going to give you a photograph
Penguins are birds and they’ve got wings, but they and I’d like you to talk about it. It shows two
can’t fly. people and a dog on a mountain. Please tell us
what you can see in the photograph.
Unit 12, Student’s Book page 71 Girl: It looks very cold because they’re wearing
60
warm clothes and thick gloves. There’s deep
Animals at work. snow on the ground. I think the people are
Woman: We’re always hearing stories in the news probably in the emergency services, and the
about how we need to save the planet’s dog is probably a rescue dog.
wildlife. But sometimes humans need help On the left, one person is digging down into the
too. In today’s show, we look at how clever snow. Maybe they’re looking for someone; they
creatures can help people to live normal must think someone is under the snow.
lives – for example, people who are blind, or
The other person’s on the right. He’s kneeling
wheelchair users – as well as how animals
next to the dog. He might be the dog’s trainer.
help the emergency services and army to
Perhaps the dog has found the person, and
keep us safe.
now these men are going to dig them out.
Man: We all know that dogs can make a big
I think dogs are amazing animals, and we’re
difference to blind people, but now they can
very lucky that they can rescue people like this.
help others as well. I spoke to a schoolgirl
called Donna Hunt. She’s disabled and she’s Life Skills: Respecting the environment,
been in a wheelchair for three years. How 63
Student’s Book page 73
does your dog help you, Donna?
Donna Hunt: My dog, Riley, is amazing. She can open and Marcus: Good afternoon everyone, and welcome
close doors. She can get things for me, like to Green Teens. Our podcast today is about
the remote control. She’s even learned to environmental campaigns that people can do at
pick up my clothes from the floor! school. We’ve invited Hannah Carson to talk with
Man: Does Riley go to your school as well? us today. Hello Hannah, and thanks for coming.
Donna Hunt: Yes. Before I had Riley, I was ‘the girl in Hannah: Hi Marcus. It’s nice to be here.
the wheelchair’. Now I’m ‘the girl with the Marcus: Now, Hannah, you’ve organised lots of
amazing dog’! I can’t imagine living without campaigns at school, haven’t you? I mean,
her. She can give me my books at school, she you’ve helped organise them, because you’re a
can get money out of the bank for me, and teacher, correct?
she can even give shop assistants my money
Hannah: Yes, I’m a science teacher and I help my students
at the checkout.
do campaigns every year. It’s always something
Man: That’s really clever! Thank you, Donna, for different.
talking to us about Riley.
Marcus: Sounds interesting! What have your students
Donna Hunt: That’s OK. done this year?
Woman: What a wonderful story! Hannah: Well, we haven’t finished yet, but they’re making
Man: Yes. Dogs help us more than most other a video about a nature park near the school. It’s
animals. They can smell really well, so the very popular with young people, especially for
emergency services often use them to find hiking and camping, but there have been some
people, for example, under badly damaged problems recently.
buildings. But they aren’t the only animals Marcus: Problems? Such as …
that help in dangerous situations. After a
Hannah: Well, people are leaving a lot of litter, so the park
war, there are often bombs buried in the
doesn’t look very nice. And some people are also
ground. Now the army is using specially
breaking the smaller trees, if you can believe
trained rats to find these bombs. And the rats
that. It’s terrible, really.
are light, so the bombs don’t explode.
Marcus: Breaking the trees? Why in the world are they
Woman: That’s interesting! I never knew that.
doing that?
Man: Well, did you know that bees also have a
Hannah: Oh, I don’t know. For fun, maybe? But we’re
very good sense of smell? They can recognise
trying to inform people and improve the
different chemicals, and they even change
situation.
their buzzing noise depending on which
chemical they find. So now scientists Marcus: With a video?
are training them to recognise and find Hannah: Yes! My students have written a film script.
poisonous chemicals, so they can warn us It’s a comedy about superhero teenagers who
if there are dangerous chemicals in the air. want to save a nature park. There are two main
Bees are much cheaper to train than dogs characters called Treeboy and Greengirl. It’s
and rats, so scientists hope that they’ll be quite funny!
used more in the future.

STUDENT’S BOOK AUDIOSCRIPTS 271

 Marcus: And they want to show the video at school? Anna: I know but …
Hannah: At school, and they want to upload it to the Conversation 5
internet too. Who knows? The video might go Chloe: Hi, Lucas. How was your history exam today?
viral!
Lucas: Don’t ask! I made loads of stupid mistakes! I’m
Marcus: Well, that would get lots of attention. And what really embarrassed about some of the things I
else are your students doing? put!
Hannah: Well, they’re collecting donations for the park, Chloe: Oh, don’t worry. It’s always easy to remember all
to plant some new trees and put up signs saying the wrong answers you gave. I’m sure you gave
“Don’t drop litter” and “Please use the bins”. some good ones too.
Marcus: That’s a great idea! Good luck to your students! Lucas: Sure. I’m still hopeful that I’ve passed, but it
Hannah: Thanks! They’re probably listening to this wasn’t my best exam.
podcast right now! Conversation 6
Marcus: Let’s hope so! Dan: Oh no!
Unit 13, Student’s Book page 76 Mum: What’s wrong, Dan?
64
Dan: I was moving some books. I didn’t notice Clara’s
Conversation 1 phone. It fell on the floor. Look. The screen is
Mum: That was amazing tennis, Ben. You played really broken.
well. Mum: Oh, dear. You should tell her.
Ben: Thanks, Mum. But I didn’t win. Dan: I’m scared, Mum. She’s going to be really
Mum: Don’t be like that. You got to the final. I’m really annoyed with me.
proud. Mum: Yes, she might be. But it’s only a phone. Be brave
Ben: I know. Thanks. But I’m just disappointed that I and go and tell her now.
didn’t win. Dan: OK.
Mum: I know what you mean.
Unit 14, Student’s Book page 83
Conversation 2 68

Dad: Vicky, can you go down to the shop for me? We 1 You will hear two friends talking about a film.
haven’t got any milk. It closes in ten minutes. If Girl: I wonder what’s on at the cinema?
you hurry, you’ll get there in time.
Boy: I’ll have a look. Mmm … What about After Dark?
Vicky: But I’m exhausted, Dad. I had football training all
Girl: Isn’t that the horror film that Matt was talking about?
afternoon.
He said he’d never seen anything as scary as that.
Dad: Please, Vicky.
Boy: I know. He said he was terrified! I’ve read comments
Vicky: OK … about it online, though, saying it’s worth seeing, and
Dad: I’m really grateful, Vicky. I’ve got a lot to do. that’s from people who tell you if they think a film’s
Conversation 3 rubbish.
Freddy: Wow! Did you design that poster? Girl: Wait a minute. It says here you have to be 18 to watch
it.
Sadie: Yes. We’re trying to encourage more people to
join the rugby team. Boy: Oh well, that’s it then. We’ll have to find something
else to watch.
Freddy: I didn’t know you were so creative. It looks really
professional! I’m amazed. 2 You will hear two friends talking about reality shows.
Sadie: Thanks. Boy: Did you see Soundbites last night?
Freddie: But I’m confused. Why are you interested in Girl: No, I can’t stand reality shows! I know they’re very
rugby? popular and they probably make the TV companies
loads of money, but they’re not for me.
Sadie: Read the poster, Freddie …
Boy: Which shows have you watched then?
Freddie: Oh, sorry. It’s for the girls’ rugby team. I didn’t
know the school had a girls’ rugby team! Girl: Well none, but there are always stories about reality
stars online and I’ve watched the clips.
Sadie: We only started training last week.
Boy: But how can you say that you don’t like something
Conversation 4
when you’ve never really watched it?
Anna: Hi, Harry.
Girl: I don’t need to. It’s well known that the people
Harry: Hi, Anna. How is everything? who appear in reality shows don’t have anything
Anna: Oh, I’m really stressed. I’ve got a geography interesting to say and they shouldn’t really be on TV
exam tomorrow and I haven’t started revising at all.
yet. 3 You will hear two friends talking about taking part in a
Harry: Have you got lots to do? short film.
Anna: Loads! It’s going to take me all night! Girl: Did you see the ad for that short film they’re making?
Harry: OK. Try not to worry. You’ll work better if you’re Boy: No. What short film?
relaxed.

272 STUDENT’S BOOK AUDIOSCRIPTS

Girl: They’re making a short film and it’s about our school Unit 14, Student’s Book page 83
69
– you know, facts and information about what it’s like
to study here. It sounds quite cool. They’re looking Girl 1: So, what shall we watch for our movie night? What
for students to interview. Do you want to be in it? about Planet Alpha?
Boy: Oh, I dunno. Maybe. Are they offering any money? Girl 2: Mmm, I’m not sure. I don’t really like science fiction
Girl: The ad didn’t say! My guess is no. I think you’d do it films. I don’t think it’ll be very good. It looks too
just for the experience. Are you interested? There’s violent for me.
going to be a presentation by the producer. Girl 1: How about Superdog?
Boy: Hmm. Might be. When’s the presentation? Girl 2: I’m not really a fan of animated films, and I’m not
Girl: Tomorrow at 7.30, before school, in the assembly hall sure about this one. It’s for younger kids really,
… don’t you think? But I guess it’s a possibility. What
else is there?
Boy: Before school? I’m not getting up that early!
Girl 1: OK. Well, I don’t really want to see Watching You. It
4 You will hear two friends talking about a sci-fi film they’ve
sounds too scary to me.
seen.
Girl 2: I agree. I really don’t like thrillers because I just
Boy: Wow! That film went on for ages!
want to relax when I watch a film. Do you think
Girl: Did you think so? It was only an hour and fifty Jerry’s Vacation sounds good?
minutes.
Girl 1: Yeah, I think it might be funny.
Boy: It felt much more than that! I nearly fell asleep. But
Girl 2: OK, so let’s decide. It’s between Superdog and
I have to say, the music was pretty cool for a sci-fi
Jerry’s Vacation.
movie.
Girl 1: Well, I’d prefer to watch Jerry’s Vacation.
Girl: Yeah, I’m not a big fan of the typical music in sci-fi
films. That wasn’t true in this case, though. I thought Girl 2: OK. I think we’re both happy with that.
it was pretty original. Girl 1: Yes, that’s a good choice.
Boy: I saw your face when the alien’s head exploded!
Culture: The film industry, Student’s Book page 84
Girl: What do you mean? 70

Boy: You looked terrified! Woman: Question 1. The Lumière brothers invented film-
Girl: No, what happened was, I felt my phone starting making in France in 1895. The first films didn’t
to ring in my pocket, and it was a bit embarrassing, have any sound, and the pictures were black and
that’s all. white.
5 You will hear two friends talking about the news. Question 2. The Australian silent movie, The
Boy: Are you following what’s happening in Florida? Story of the Kelly Gang, from 1906, was the first
full-length movie ever made. It told the story of
Girl: You mean with the storm? Yes, I can’t stop watching
Australia’s most famous gangster, Ned Kelly.
the news. It’s absolutely awful.
Question 3. The first film with speaking and
Boy: I know. I’ve never really been into what’s happening
music was the 1927 American film The Jazz
in the news, but I feel so sorry for all the people
Singer and most films were in black and white
who’ve lost their homes.
until the 1950s.
Girl: I know. It’s the first time I’ve ever paid attention to
Question 4. Sherlock Holmes has appeared in the
world events. Usually it’s all politics and business,
most films. He has appeared in more than 215
but this makes you realise how we need to pay
movies and he has been played by more than 75
attention to what’s going on around us.
actors.
Boy: I totally agree. I’m going to keep up with the news
Question 5. There are more cinema visits per
more in future.
person in Iceland every year than in any other
6 You will hear two friends talking about going to the country, with more than five visits per person.
cinema. The world average is one point five cinema visits
Boy: What shall we watch then …? Er … per person per year. The USA has four point three
Girl: What about Silly Money? It’s a comedy. cinema visits per person per year.
Boy: That sounds good. I love comedies. Culture: The film industry, Student’s Book page 84
71
Girl: Me too. It’s on at … 4.30, 7.15 and 10.30.
Boy: Mm, ten thirty’s too late. Shall we go at 7.15? Teacher: All right, Jack. Go ahead, when you’re ready,
Girl: Yes. Good idea. please.
Boy: I wonder if it will sell out? Jack: Thank you. My presentation today is about a
classic film called The Hidden Fortress. I love
Girl: Maybe we should get the tickets before we go. classic films – I watch them all the time with
Boy: Good idea. My mum’s booked things online for my my dad. He’s a cinema fan and he’s got a huge
sister before. I’ll see if she’ll do it for us. collection of films.
Girl: Great. I can’t wait. Anyway, The Hidden Fortress is a film from
Japan. It’s a typical action-adventure story with
martial arts and samurai battles. They became
popular in Japan in the 1950s, and one of the

STUDENT’S BOOK AUDIOSCRIPTS 273

 most popular directors was Akira Kurosawa. He Unit 15, Student’s Book page 86
74
was already famous when he made The Hidden
Fortress, in 1958. It was filmed in many different 1
locations, but all of them were in Japan, because Alex: Have you ever deleted an important file by mistake,
that helped to save money. Jack?
Umm … Jack: Yes, I have. I was working late one night and I
Teacher: And what about the setting of the film, Jack? Can deleted a school project.
you tell us where and when it takes place? Alex: What did you do?
Jack: Yes, it’s a historical film, and it takes place in Jack: I got really stressed about it. Fortunately, my dad
Japan during the 16th century, so about 500 years managed to get it back.
ago, when there was a civil war. The two main
2
characters of the film are a princess and one
of her generals, who protects her. Their names Alex: Have you ever had a virus on your computer?
are Princess Yuki and General Rokurota. At the Jack: Only once but yes, I have.
beginning of the film, they are travelling to a Alex: How did you get it?
hidden fortress in the mountains, where they will
Jack: The virus was in a game that I downloaded. I
be safe. They are also carrying a lot of gold, but
installed the game and suddenly my computer
they must keep it secret.
warned me that I had a virus.
Teacher: And what other characters are important in the
3
story?
Alex: Do you have a different password for each website
Jack: Well, there are also two poor men who travel
you use?
with the General and the Princess. I like the
farmers because they’re quite funny characters Jack: Always. Each website has a different one!
– they’re always arguing, having problems Alex: How do you remember them?
and making mistakes. And they’re also very Jack: I write them down! There’s a really long list on my
interested in money, so the general promises desk at home!
them a big reward for their help.
4
Teacher: And did the film do very well?
Alex: Do you often share links to interesting websites with
Jack: Yes, it did. It was the 4th most popular film in friends?
Japan in 1958, and Kurosawa’s most successful
Jack: Yes, all the time. I often share links on social
film until that time. It also became famous in
networking websites or in messages.
other countries, and it won the award for the
best foreign film at the Berlin Film Festival, in Alex: What kind of things do you share?
Germany. Jack: They’re usually funny videos or photos. Anything
Teacher: And why did you like the film so much? that makes me smile, really.
Jack: Well, I love the action scenes, especially with 5
samurais. I’m really into martial arts. The story Alex: Have you ever done a search for your own name
is quite exciting, but there are some funny online?
moments that always make me laugh. I really Jack: Yes. Lots of times!
recommend the film. It’s a great classic and it
Alex: What did you find?
had a big effect on many other action films that
came after it. Jack: I found my name on our school website. There are
reports of important football matches that I’ve
Teacher: Thank you, Jack. Are there any questions?
played in.
Unit 15, Student’s Book page 86 6
73
Alex: Do you upload photos or videos to the internet to
1 Alex: Have you ever deleted an important file by share with friends?
mistake? Jack: Yes, I upload photos several times a day. I love
2 Alex: Have you ever had a virus on your computer? taking photos of interesting things and sharing
3 Alex: Do you have a different password for each website them.
you use? Alex: Which apps do you use to share them?
4 Alex: Do you often share links to interesting websites Jack: I mainly use Instagram.
with friends? 7
5 Alex: Have you ever done a search for your own name Alex: How many new apps have you installed on your
online? phone this week?
6 Alex: Do you upload photos or videos to the internet to Jack: Probably about ten. There are hundreds of apps on
share with friends? my phone. I love finding interesting stuff.
7 Alex: How many new apps have you installed on your Alex: How many do you have altogether?
phone this week?
Jack: Over 200, I’m sure. But I probably only use five
8 Alex: Do you ever download podcasts? regularly!

274 STUDENT’S BOOK AUDIOSCRIPTS

 8 words it gets smaller and fills less space than
Alex: Do you ever download podcasts? warm air. So, as the air in the bottle goes back
to room temperature, it gets smaller, and so it
Jack: Sometimes. I like listening on the way to school.
pulls the egg into the bottle.
Alex: Which ones do you listen to the most?
Jack: I like the ones about science. But I haven’t listened Unit 16, Student’s Book page 93
78
to any for a few weeks.
Interviewer: Lauren, you’ve made a documentary
Unit 16, Student’s Book page 90 about a young man called Taylor Wilson.
76
Tell us about him. Er, how did you find out
A Man: Blow air into the balloon and tie the end. about him?
Rub the balloon on your hair or on a tissue. Lauren Phillips: Actually, it was luck. I saw a clip of Taylor
Put the can on the floor and hold the balloon Wilson talking and – he inspired me.
near it. And his story made me realise that your
dreams won’t come true unless you make
Now … Move the balloon away from the can,
them come true. We have to work out
just pull the balloon slowly along the floor, and
what we really want to do, and we have
the can will move towards the balloon!
to do it.
How does this work? Well, the can moves
Interviewer: Wow! Tell me more!
towards the balloon because of static
electricity. When you rub the balloon, it gets a Lauren Phillips: Well, as a kid he was really into
negative electrical charge. When you put the science. By his early teens, Taylor had
balloon near the can, the metal in the can gets enough equipment to carry out simple
a small positive electrical charge. The result is experiments in his parents’ garage. One
that the static electricity in the balloon attracts time when he was showing a radioactivity
the can – it pulls the can towards the balloon. experiment to his family, he nearly blew
up the whole house! He was lucky, and no
B Woman: Fill the glasses with water.
one was hurt, though all the neighbours
Put two large spoons of salt into the first glass ran out of their homes because they were
and stir it. worried it was a gas explosion!
Add a few drops of food colouring into the Interviewer: Did he get into trouble?
other glass.
Lauren Phillips: No, luckily for him, his parents forgave
Cover the glass of coloured water with the him. In fact after that, they sent him to a
cardboard or plastic. Turn it upside down and special school for super-intelligent kids.
put it on top of the glass of salt water. Pull the Neither his parents nor his school could
cardboard or plastic out from between the teach Taylor much by the time he was in
glasses. Now … The coloured water and the his teens. He was just much too clever.
salty water won’t mix! The two liquids stay
Interviewer: Uh huh. A lot of very successful adults are
apart.
the same – they scored in the top one per
How does this work? Well, salt water is heavier cent of tests at the age of 12. Steve Jobs,
than normal water. Have you ever noticed that Mark Zuckerberg, Lady Gaga … they all
your body floats more easily in the sea than in scored in the top one per cent.
a swimming pool? Try it and you’ll see. In the
Lauren Phillips: Yes, Taylor scored the same … Anyway,
same way, the heavier salt water stays at the
this special school was located next to a
bottom of the glass and the lighter coloured
university so that school students could
water floats at the top.
use the university’s facilities. Soon Taylor
C Man: Boil the egg for four minutes until the white of spent all his time hanging out at the
the egg is hard but the yolk is soft. The yolk is university’s nuclear physics department.
the yellow part in the middle of an egg. Then And that’s when he decided to make a
peel the egg. star in a jar.
Pour the hot water into the bottle. Put on the Interviewer: ‘A star in a jar’?
lid, wrap it in a towel and shake it well. The
Lauren Phillips: Yes. He worked out how he could build his
bottle will feel very hot, so the towel protects
own nuclear fusion reactor. So the ‘star’
your hands.
is the burning nuclear reaction and the
Take off the lid and pour out the water. ‘jar’ is the reactor – the container for the
Put the egg in the opening of the warm bottle. nuclear reaction.
After a few minutes, the air in the bottle cools Interviewer: Uh-huh.
and contracts, and the egg is pulled into the Lauren Phillips: And then he announced that he was going
bottle. to build this nuclear reactor at home!
How does this work? Well, the hot water in the Interviewer: What?
bottle makes the bottle warm, and the air in
Lauren Phillips: Exactly! The nuclear physics teachers
the bottle gets warm too. Hot air expands – in
were like, ‘Oh, no, that is not a good idea!’,
other words, it gets bigger and fills more space
but nothing would stop Taylor, so they
than cold air. Cold air contracts – in other

STUDENT’S BOOK AUDIOSCRIPTS 275

 helped him to move his nuclear reactor to month or so, he finally stopped, and now things
their laboratory at the university. And at are back to normal, but it was difficult for a while.
the age of 14, Taylor Wilson became the I didn’t tell my parents, but I think that was a
42nd person on earth to create their own mistake. If it happens again, I’ll tell them right
nuclear fusion reaction. away.
Interviewer: That’s incredible. David: I don’t think I’ve been cyberbullied, but I’ve had
Lauren Phillips: I know! Next, he had an idea for using problems with the internet. I started getting
radiation to find hidden guns or bombs. lots and lots of junk mail and other emails from
He helped the US Government to make strangers, and lots of adverts from websites all
a bomb-detection machine to use at over the world. In the end, I closed that email
airports. He was even asked to show it to account and opened a new one, but then the
President Obama! same thing happened again, and again, and
again! I’ve changed my email account five times
Interviewer: What is this guy gonna do next?
now, and I tell my friends to keep it secret, but
Lauren Phillips: I don’t know, but I hope he continues to the same keeps happening. I don’t know what
give lectures like the one I saw. He makes to do! Maybe someone is putting my email on a
you realise that if you have an idea, you public website. I don’t know.
need to act on it now. He’s an amazing
speaker and he really gets people excited Unit 17, Student’s Book page 98
82
about science. His lectures have had four
million views and there are plans for a Conversation 1
Hollywood movie about him! Girl: Well, this room obviously belongs to some sort of
artist.
Unit 16, Student’s Book page 93
79 Boy: Yeah. A painter, maybe. Look at those pots of paint
Girl: It looks like the people are school students or they and the brushes.
might be visitors at a science fair. There’s some Girl: Yeah … There are a few drawings and a painting, but
scientific equipment in the photo. I’m not really there are sculptures at the back there too.
sure, but it looks like some sort of experiment with Boy: Oh, yeah, so there are. And it must be the artist’s
electricity. studio. It’s too messy to be a gallery.
There are some purple lines coming from the Girl: That’s a good point.
equipment. I don’t know what they’re called, but the
Conversation 2
lines are electrical, like lightning in a thunderstorm.
Boy: This office obviously belongs to an author. Look at all
The girl in the middle of the photo is wearing a white
those novels. Maybe he –
lab coat and it looks like she has special gloves as
well. She looks surprised by what she is touching. Girl: Or ‘she’!
The people behind her seem very interested in the Boy: Yeah – maybe he or she – is a poet. I can see a few
experiment. books of poetry on one of the shelves.
Girl: Or it could be someone who’s into historical fiction.
Life Skills: Staying safe online, Student’s Book page 95 Boy: Or someone who loves reading about other writers’
81
lives. Look at that title over there … Gabriel García
Melissa: I’ve had some problems with bullies because I’m Márquez – A Life. That’s a biography.
different. I like wearing unusual clothes, so some
people make fun of me. Two months ago, a group Girl: I can’t believe the size of the bookcase!
of popular girls found out my phone number and Conversation 3
started sending me nasty messages. Some days, Boy: This looks like a film set in the desert. The person
I got more than 20! Finally, I talked to my parents sitting on the high chair might be the director.
and that helped! They bought me a new phone Girl: Yeah, you can see actors and the film crew.
and now only my friends have the number. I also
block any calls from strangers. Boy: And all sorts of equipment.
Justin: Have I ever been cyberbullied? Yes, I have! Last Unit 18, Student’s Book page 102
year, I got into a fight with this boy at school, and 85

he got really angry about it. He started writing Speaker 1

about me on a social network that all my friends
Woman: I’ve always loved animals. Even at school, I
use. He posted comments on my profile, calling
knew this was the job I wanted to do. I work with
me names, and he sent me private messages,
small animals – pets. That means anything from
saying, ‘I’m going to get you’ and things like that.
rabbits to … um, rats. I really enjoy meeting their
I never answered him, and I changed the privacy
owners too. And they’re always so grateful for my
settings on my profile, so only my friends could
help.
post comments or send me messages. I’m lucky,
because that was the end of the problem. Speaker 2
Laura: I had a bad time last year because a boy started Man: I’m very proud of what I do. It’s a dangerous job,
saying nasty things about me at school. He also and it’s very hard physically, especially when
sent emails about me to other people. It was bad, there’s a big fire and we have to go in with special
and some people stopped talking to me. After a clothes and safety equipment. It feels good when

276 STUDENT’S BOOK AUDIOSCRIPTS

 we’ve finished a job, though, and made a place Evan: Um, no, that’s not the problem. I know that I’d
safe again. really like to do a film degree at university. I
Speaker 3 just want to choose the best subjects for that.
Woman: I usually only work in the evenings, often at Mrs Shaw: What about doing some research online?
weekends. I like playing with the children, There’s lots of information there.
especially doing creative things. They usually Evan: Yes, you’re right. I’ll do that.
behave well, but sometimes they think that Mrs Shaw: I know you love films, Evan … , but if I were
because their parents are out, they can do what you, I’d choose a good mix of subjects. It’s good
they want! It isn’t fun then! to have lots of options. You might change your
Speaker 4 mind in the future.
Man: I started working at my dad’s shop when I was Evan: Yeah. I see what you mean.
a teenager. I only did cleaning then. I wasn’t Mrs Shaw: And also, Evan … Ten is quite a lot of subjects.
allowed to even touch any scissors! But when I Eight or nine might be better – especially if that
left school, my dad taught me how to cut hair. means better marks.
A few years later, I opened my own place. I
Evan: Maybe you’re right. Thanks very much, Mrs
generally really enjoy my job. I’m quite sociable,
Shaw. I should go to my next lesson …
so love chatting to people while I work.
Speaker 5 Unit 18, Student’s Book page 105
88
Woman: I love sport, and I love teaching, so this job is
really ideal for me. I usually work with groups Girl: OK, let’s talk about the jobs that this girl could do.
of about 20 children. We practise some skills, What about walking dogs for people? That’s pretty
like running with the ball, and then they have a easy and probably quite fun.
match. Boy: I’m not so sure. It wouldn’t be much fun in bad
Speaker 6 weather.
Man: I never wanted to sit in an office all day. I prefer Girl: That’s true. And cutting the grass or gardening would
being outside, doing things with my hands. We be the same. What do you think about doing jobs
work on everything from flats to offices and around the house for your parents? For example,
shops, places where people will live and work. ironing and cleaning.
That’s pretty cool, I think. Boy: Well, those jobs would be indoors, at least. But the
problem with ironing and cleaning is they’re boring.
Unit 18, Student’s Book page 105
87 Girl: Yes, you’re right. And I think that working in an office
might be boring, too.
Conversation 1
Boy: That’s true. Working with young children might be
Allie: Hi, Ben.
better.
Ben: Hi, Allie. You sound a bit miserable. What’s up?
Girl: Yes. Babysitting can be easy, especially if the children
Allie: It’s money. I’ve never got any. I’m always are well behaved. But the pay isn’t very good.
asking my parents for more.
Boy: Hmm. Maybe you’re right. If I were her, I’d work in
Ben: What about getting a job at the weekend? a café. It might be fun, and she would earn a lot of
My sister’s a babysitter for our neighbours on money in tips.
Saturday nights. I was thinking about doing
Girl: Yes, that’s a good choice.
something similar. Maybe in a year or so.
Allie: The problem with that is my parents might say Culture: Special training, Student’s Book page 107
90
‘no’.
Ben: Explain to them that you don’t want to ask Presenter: Today we’re talking to talented seventeen-year-
them for money all the time … And if that old Carolina Woods. Hi, Carolina.
doesn’t work, maybe they’ve got some jobs Carolina: Hi.
you could do. You know, cleaning, cooking or Presenter: Tell us a little bit about yourself. What’s your
stuff like that. For money, of course! special talent?
Allie: Thanks, Ben. That’s great advice. I’ll speak Carolina: Well, since the age of three, I’ve always loved
to them tonight about it. Anyway, you didn’t ballet. That’s not quite true actually. When I
phone me to hear my problems. What’s up? was seven, my first real teacher was scary and
Ben: Oh, yeah. Do you want to go … I didn’t want to go back to class after the first
Conversation 2 lesson. My parents promised to buy me a pink
Evan: Mrs Shaw. Please can I ask your advice about ballet dress if I went back, so I did!
something? Presenter: What happened next?
Mrs Shaw: Of course, Evan. Carolina: When I was 11, I went to the Royal Ballet School
Evan: I’ve got to choose ten subjects to study next in London. I had to stay there during the week.
year. And I’d like to choose the best subjects for I was away from my family for the first time in
my future. But … my life, so it was hard at first.
Mrs Shaw: … you’re not sure what you want to do? Presenter: But you were doing something that you
enjoyed?

STUDENT’S BOOK AUDIOSCRIPTS 277

 Carolina: That’s right, and I was with other young people Girl: OK … yellow, blue, black,
with the same interests. Boy: Good!
Presenter: But you didn’t stay there, did you? Girl: Purple … Argh. That was your fault. I lost
Carolina: At 15, I got the chance of a place at both the concentration!
Royal Ballet Upper School in London and Boy: Never mind. Start again.
also the Vaganova Ballet Academy in Russia. I
Conversation 2
had to decide whether to go with some of my
classmates to the best school in London or Girl: This is impossible. I can only see one animal – a
leave my family and friends and move to Russia rabbit. Can you give me a hint?
to study at one of the best ballet schools in the Boy: OK … Look at the rabbit’s ears …
world. Girl: Oh, I see it now. A duck!
Presenter: And you decided to go to Russia. Why? Boy: That’s right.
Carolina: I couldn’t speak Russian and I didn’t know Conversation 3
anyone there, but it seemed like a fantastic
Boy: This one’s good.
opportunity.
Girl: OK. Give me a second … OK. There are … No. Wait.
Presenter: So what is your life like now in Russia?
I’ve changed my mind. There are others … 16, 17, 18.
Carolina: I train every day with some of the best dancers Yes! OK. There are 18.
in the world. My whole body hurts by the end of
Boy: Sorry! You missed one.
the day but I never complain because I’m doing
something that I love. Girl: Oh, no way! Where?
Presenter: Do you miss your friends and family? Boy: One of the letters below the big four is actually a
three.
Carolina: Yes, of course I do, but we speak online all the
time and my parents often come to Russia to Girl: Oh, yeah! It didn’t cross my mind to look there!
see my shows. Boy: I got it completely wrong the first time.
Presenter: Well, thank you, Carolina. Next week … Conversation 4
Boy: I don’t know the answer to this one. Surely it’s the
Unit 19, Student’s Book page 108 one on the right.
92

Conversation 1 Girl: Yes, but this is an optical illusion, remember? That

can’t be the correct answer.
Girl: Is that a novel you’re reading? I mean, I didn’t realise
you liked books! Boy: But the one on the left looks smaller.
Boy: I guess it’s a kind of novel. Girl: Hold on. I’ve just had a thought. Are they the same
size?
Girl: Let’s see. Oh, so it has pictures the same as a comic.
Boy: That’s a good guess. Have you got a ruler?
Boy: Yes, but it’s much longer than a comic. And it’s more
fun to read than a novel! Conversation 5
Conversation 2 Boy: OK, she’s old – very old, and she’s got a huge nose.
Boy: What are you doing? Girl: Can you see anyone else?
Girl: Uh? You told me to give my sister the details … Boy: Um … no. Wait. Yes, I think I can see … No … Oh,
wait.
Boy: I didn’t mean write a message! There’s no time.
Girl: Make up your mind!
Conversation 3
Boy: No. No, I can’t see anyone else.
Girl: Have you decided what after-school classes to apply
for next year? Girl: OK. You have to use your imagination to see the
second person. Look at the old woman’s nose and
Boy: No, but I’ve been meaning to look at the list and see imagine it’s someone’s chin.
what they all offer.
Boy: Oh, wow. That’s incredible! It’s another woman, she’s
Girl: Yes, take a look at this. I’ve already chosen mine so younger and we can’t see her face.
you can keep it.
Conversation 4 Unit 20, Student’s Book page 115
96
Boy: Have you returned all of your library books?
You will hear an interview with a young magician.
Girl: I’m not sure. Why?
Presenter: Hi, Amelia. Welcome to the university podcast.
Boy: You have to take them back a week before the end of
So, how did you get started as a magician?
term or they’ll fine you.
Amelia: Well, ten years ago my older brother gave me
Girl: No way! How do you know that?
his old magic set. It was brand new, really – he
Boy: There was something about it on the board. never played with it. I was nine then, and more
interested in computer games, but I practised
Unit 20, Student’s Book page 112 some of the tricks and showed them to my
94
family. They were amazed and said I had a
Conversation 1 talent for it. From then on, magic became a big
Girl: OK. Green … red … blue … part of my life.
Boy: Can you go a bit quicker?

278 STUDENT’S BOOK AUDIOSCRIPTS

 Presenter: So, where have you performed? Mark: I don’t know. Ten centimetres? He stayed there for
Amelia: I used to do talent shows at school. I was called about five seconds.
‘Amazing Amelia’! They’ve been the ones I’ve Lucy: No way! Did you ask him how he does it?
enjoyed the most – especially the two years Mark: Of course I asked him. Everyone did. He said we
I came first. I’ve also done tricks at young couldn’t keep a secret and would tell everyone …
children’s birthday parties. They were useful
Lucy: Well, he’s completely right, of course. Where is he? I
practice but they aren’t the easiest audience.
want to see this incredible trick …
Now, I’ve left school and I’m doing my degree,
I’m in the Magic Club and we do shows every Life Skills: Identifying reliable news, Student’s Book page 116
few months. We’ve done two so far and they’ve 98

been really popular. Speaker 1, Jade

Presenter: And have you created any of your own tricks? Jade: One day I saw a story about the Hubble space
Amelia: If you read biographies of famous magicians, telescope, and I’m a fan of astronomy, so I had to
it’s clear they spend a lot of time inventing read it. The headline asked, ‘Has Hubble discovered
new tricks. But for less experienced magicians, life in space?’, which sounded cool, but when I read
their advice is always the same: being a good the story, I knew it was fake. It said the telescope
magician is more about the way you speak to had photographed a secret city on Mars, but NASA
your audience. So I spend a lot of time thinking wasn’t saying anything because it would scare
about how I present my tricks. But, no, none of people. And the article didn’t give any names, of
my tricks were created by me. I found them in course! I read lots of scientific articles, and that’s
books or online. not the way real scientists write about their work!
Presenter: And do you practise tricks a lot? Speaker 2, Marc
Amelia: A lot! I mainly do it at home by myself, but also Marc: Fake news? Well, there’ve been many cases
at our club, and wherever I am, I always have involving celebrities. One time I was at the
a trick or two in my pocket. I love trying new supermarket and I saw two magazine cover stories
tricks on friends – even if they’re not always about a famous Hollywood actor. One headline
successful. And fortunately they never seem to said he had secretly married a supermodel, and
get bored of seeing them! another magazine said they had just broken up. But
Presenter: Do you ever tell anyone how you do your tricks? the funniest part is – they were never together. The
Amelia: It depends. In our university club we obviously model gave an interview and said she had never
tell each other everything. But, of course, we’re met him before. You can’t believe anything you see
very good at keeping secrets! In the past, I was in magazines!
persuaded by a few of my non-magician friends Speaker 3, Ben
to explain one or two tricks. And amazingly, Ben: Hmm. Well, it can be a serious problem. There
they haven’t told anyone … yet! But nowadays, was a case in the USA about a company that made
I don’t tell them anything. I might give them a burgers. A TV programme said the company was
tiny hint. But that’s it. using a ‘strange pink liquid’, which sounds horrible!
Presenter: And would you like to be a professional During the show, the reporter used the phrase
magician one day? ‘strange pink liquid’ many, many times, and the
Amelia: Umm … A few years ago that was definitely my company said that was bad for their business. In the
plan. And I feel certain that a career in magic end, the TV programme had to pay the company for
would be a lot of fun. I even study languages, damaging its image.
which would be useful for performing in other Speaker 4, Katy
countries. But recently I’ve started having Katy: Well, it’s quite an important issue. I think fake
second thoughts. I’m only 19. At the moment, news can be dangerous when it’s about health and
I think I need to keep magic as a hobby and medicine. I mean you often see stories about some
make sure I get a good degree. I don’t need to amazing plant or food that can make you healthier
make my mind up now. and more beautiful. Or maybe a fantastic exercise
Presenter: Thank you, Amelia. We wish you lots of luck! machine that helps you lose 10 kilograms in a week.
Of course, they’re only adverts, and they want to
Unit 20, Student’s Book page 115 sell you a product and take your money. I think
97
that’s horrible. Some people believe these crazy
Mark: Hey, Lucy, you know Thomas – he’s in my maths stories, and they might do things that are bad for
class. He’s really into magic. One of his tricks is their health.
incredible. You won’t believe this, but he floats
above the ground!
Lucy: Are you serious? You’re saying that he can levitate –
he can rise into the air, above the ground? That just
isn’t possible, Mark.
Mark: I know. I couldn’t believe my eyes!
Lucy: How far was he above the ground?

STUDENT’S BOOK AUDIOSCRIPTS 279

 O‘ZBEKISTON BARKAMOLLIK UCHUN TA’LIM DASTURI

This book was adapted from its original English-language

international version. Additional guidance has been added
and select images and content have been changed to
reflect life and education in Uzbekistan.

Ushbu kitob AQSh xalqaro taraqqiyot agentligi (USAID) orqali Amerika xalqining qoʻllab-quvvatlashi
yordamida tayyorlangan. Kitobdagi fikr va mulohazalar USAID yoki AQSh hukumati qarashlarini aks ettirmaydi.

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