Unit 8

8A  Jobs for life?

8 OVERVIEW Introduction
The goal of this lesson is for students to roleplay a conversation
about what they do. To help them achieve this, they will learn or
revise complex questions and vocabulary to describe what their
8A Jobs for life?
job involves.
Goal  |  roleplay a conversation about what you do
Grammar  |  complex questions
Vocabulary  |  describing what your job involves Warm up
GSE learning objective Write the following job titles on the board:
Can exchange complex information on a wide range of matters
1  waste management and disposal technician
related to their work
2  automotive topographical solutions consultant
8B Sleep well 3  gastronomic content designer
Goal  |  talk about sleep and insomnia 4  physical communications distribution executive
Grammar  |  auxiliary verbs 5  anti-pyro safety engineer
Vocabulary  |  sleep
Put Ss in pairs to discuss what they think the jobs are. When they
GSE learning objective have finished, elicit their ideas and reveal what they actually are
Can answer questions in a survey using linguistically
(1 refuse collector, 2 taxi driver, 3 chef, 4 postal worker
complex language
5 firefighter). As a class, discuss why fancy-sounding job titles
8C Food for thought are often used (they give status, make the job sound more
Goal  |  talk about food and cooking interesting, are sometimes used instead of a pay rise).
Language focus  |  complex comparatives
Vocabulary  |  food and cooking
GSE learning objective
Reading
Can compare and evaluate different ideas using a range of 1 Focus attention on the photos and elicit what Ss can see. Ss
linguistic devices
discuss the questions in pairs. When they have finished, elicit Ss’
Check and reflect answers and have a brief class discussion.
Review exercises and communicative activities to practise the 2a Focus attention on the title and subtitle of the article and
grammar and vocabulary from Units 7 and 8. elicit how Ss think they might be connected to question 4 in Ex 1.
Roadmap video b Ss read the article quickly to check their ideas, then explain
Go online for the Roadmap video and worksheet. the subtitle and what Dan Klyn does in pairs. Check answers with
the class.
VOCABULARY BANK
Answers:
8A Jobs and companies Dan is an information architect. The title of the article is what
people often ask him because they are not familiar with his
8C Expressions with like
job title as it is a modern job that didn’t exist until recently. The
explanation sounds a bit boring (and often kills conversation)
DEVELOP YOUR SKILLS
which is why he avoids small talk at parties – people inevitably
8A Develop your listening ask him what he does.
Goal  |  follow extended unstructured speech
Focus  |  identifying clarification language 3 Ss read the article again more carefully and decide whether
GSE learning objective the sentences are true or false alone, then check in pairs. Check
Can follow the main points in a linguistically complex interview, answers with the class, eliciting which part of the text gives
if provided with written supporting material each answer.
8B Develop your writing
Answers:
Goal  |  write a response to an article
1 T (dreads meeting new folk/avoids small talk)
Focus  |  challenging evidence used in an article
2 F (most people won’t have a clue / What exactly is it that
GSE learning objective
Can challenge the evidence used to support an argument in a
you do?)
written text 3 T (before eventually finding the courage to ask)
4 T (because of rapid advances)
8C Develop your reading 5 T (requires rethinking the way we train our young people)
Goal  |  understand an online diary 6 F (that’s usually the point the conversation is killed stone
Focus  |  recognising topics that idioms refer to
dead)
GSE learning objective
Can understand correspondence containing idiomatic or
4 Ss discuss the questions in small groups. When they have
non-standard language
finished, elicit answers from a few groups and have a brief class
discussion.

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 Grammar 7 Elicit the first answer as an example, then ask Ss to rewrite the
Unit 8

rest of the questions alone, then check in pairs. Check answers

Complex questions with the class.
5a Ss find versions of the four questions in the article, then do
A and B in pairs. Don’t give any answers yet. Answers:
b Give Ss a few minutes to read the grammar box and ask any 1 Who was it that told you about the job in the first place?
questions they have about it. Check answers to Ex 5a with the 2 What was it that you were reading when I saw you the
class. other day?
3 When do you suppose you’ll hear if you’ve got onto the
Answers: course?
1 What do you suppose that even means? 4 What do you recommend I (should) do if I want to get into
2 What exactly is it that you do? that field?
3 What do you think would be a good thing for me to study? 5 Who do you reckon the best person to ask would be? /
4 How was it that you got into that? Who do you reckon would be the best person to ask?
A 1 and 3, 2 and 4 (based on patterns) 6 What was it (that) that guy wanted?
B In 1 and 3, the questions in the article focus on the person
you are asking and their opinion; in 2 and 4, the questions 8a Elicit an example answer for question 1 in Ex 7 from the
in the article add emphasis to the question word. class, then ask Ss to think of and write answers to the rest of the
questions. Monitor and help with ideas and vocabulary, writing any
new words and phrases on the board.
LANGUAGE BANK 8A  pp.150–151
Stronger classes could read the notes at home. Otherwise, Optional extra activity
check the notes with Ss, especially the use of double that.
You could ask Ss to write two responses to each question using
In each exercise, elicit the first answer as an example. Ss
different constructions and/or information, in order to provide
work alone to complete the exercises, then check their
extended practice, for example:
answers in pairs. In feedback, elicit Ss’ answers and drill the
1 My neighbour told me about the job. /
questions. Ss can refer to the notes to help them.
It was my brother-in-law who told me about the job.
Answers: 2 I was reading a novel about living on a tiny island. /
1 1 What is exactly What is it exactly / What exactly is it It was a book about decluttering your house that my mother
2 get got gave me.
3 Why on earth Jennifer want
Why on earth does Jennifer want b Put Ss in pairs and explain the activity. One student says one
4 What was it do they ask What was it (that) they asked of their responses from Ex 8a and the other says the relevant
5 correct question from Ex 7. Make sure Ss give their responses in random
6 should we ask we should ask order. When they have finished, ask a few Ss to share their
7 correct responses with the class for other Ss to say the question.
8 is was
2 1 is it that he Further practice
2 (exactly) is it (that) he writes / Photocopiable activities: 8A Grammar 1, p216;
is it (exactly) (that) he writes 8A Grammar 2, p217
3 on earth did he get App: 8A Grammar practice 1 and 2
4 do you/people think is
5 do you suppose he gets/earns

6a 8.1  Play the recording for Ss to listen and compare the

more fully pronounced and the more reduced forms of that. Model
the questions yourself too, if necessary.

Grammar checkpoint
The use of that that in questions 4 and 5 sounds a bit strange
but is perfectly acceptable, when the pronoun following the
clause is that. The first that is usually pronounced as a weak
form (/ðət/), and the second that is used pronounced more
strongly (/ðæt/). There is a note in the Language bank on
p150 if you wish to explore this further with your Ss.

b 8.2  Play the recording for Ss to listen and repeat.

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 Vocabulary Audioscript 8.3

Unit 8
Describing what your job involves A: Hello there. It’s Mo, isn’t it?
B: Yeah. Hi. We … um … met at Kim’s little do the other week, right?
9 Ss match the verbs with the phrases alone, then check in pairs.
A: Yeah, that’s it. I’m Mel.
Check answers with the class. B: Yeah, right. I thought I recognised the face.
A: Yeah. So … um … good party.
Answers: 1 devise  2 mend  3 monitor  4 head up  B: Yeah, yeah, it’s nice, isn’t it?
5 collaborate  6 facilitate  7 log  8 delegate  9 oversee A: Mmm. So … um … what do you do, Mo? Sorry if I’ve asked you before.
10 assemble  11 submit  12 fit I’ve got a terrible memory.
B: No, no, that’s OK. But it’s quite a tricky question to answer, to be
honest.
10 Give Ss a few minutes to think about their answers, then put
A: Oh?
Ss in pairs to share their ideas. When they have finished, ask a B: Because I’m basically a VA – a virtual assistant.
few Ss to share anything interesting they found out about their A: OK.
partner with the class. B: Ha ha. That’s more or less what everyone says when I tell them!

VOCABULARY BANK 8A  p163 A: So what exactly is it that you actually do, then?
B: Well, I work remotely – mostly from home, which is nice – and I
Jobs and companies specialise in IT support, technical help, that kind of thing. And firms
These optional exercises build on the lexical set in the reach out to me for assistance with webinars, websites that go
vocabulary section. down, hackers, all kinds of stuff like that. And I sit there at home, in
1  Ss complete the table alone, then check in pairs. Check pyjamas if I feel like it, and sort stuff out for them. Mend broken bits
of their networks, monitor what’s coming in and going out of the
answers with the class.
system, you know.
Answers: A: Wow! OK. It must be weird not having to go into an office, though.
B: Weird? I’d call it wonderful myself. I worked years to get to where
Type of job: freelance designer, CEO, admin assistant, deputy
I am!
finance director, GP, programmer
A: So how is it that you got into that line of work?
Type of company: defence contractor, property developer, B: Well, I’ve always been a bit of a computer geek and I did IT at college.
high-street retailer, HR service provider, management I then worked in-house, for a large import-export firm for a few years
consultancy, multinational  before setting up on my own. Best thing I ever did.
A: So do you work fixed hours?
2  Ss complete the sentences alone, then check in pairs. B: Not if I can help it. These days I go for the high-end clients, help with
Check answers with the class. key online projects, which usually means working like crazy for brief
periods of time and then just take it easy once I’ve earned what I
Answers: 1 freelance designer  2 CEO  3 GP  need for the month. I could always work more and make more, but
4 defence contractor  5 high-street retailers  these days I’d rather have the time to myself, you know.
6 admin assistant  7 HR service provider 
8 management consultancy  9 programmers 
10 multinationals  11 property developer  
Speak
12 deputy finance director  13 Go through the Useful phrases with the class then put Ss in
pairs to roleplay their conversations using the questions given
3  Ss discuss the questions in pairs. When they have to help. Monitor and make notes on Ss’ language use for later
finished, ask Ss to share their ideas with the class. feedback. When they have finished, ask a couple of Ss to say what
they learnt about their partner’s job. Give Ss feedback on their
Further practice language use as a class.
Photocopiable activities: 8A Vocabulary, p218
Reflection on learning
App: 8A Vocabulary practice 1 and 2
Write the following questions on the board:
What was the most useful vocabulary you learnt today?
Speaking How will you use this to describe your own job in the future?
Put Ss in pairs to discuss the questions. When they have
Prepare
finished, ask if anyone wants to share their ideas with the
11 Put Ss in A/B pairs and direct them to the relevant pages to
class, but don’t force them to if they’d rather not.
read their information. Ss then think about how they will answer
the six questions (printed on p172 and p173) alone. Monitor
and help with ideas and vocabulary, writing any new words and Homework ideas
phrases on the board. Language bank: 8A Ex 1–2, p151
12 8.3  Ss listen and note the information Mo gives alone, Workbook: Ex 1–5, p60
then check in pairs. Check answers with the class. App: grammar, vocabulary and pronunciation practice

Answers:
1 He’s a VA – a virtual assistant.
Fast route: continue to Lesson 8B
2 He provides technical support from his home.
Extended route: go to p93 for Develop your listening
3 He loves it. (wonderful/best thing I ever did)
4 He did IT at college and then worked for a large export firm
before setting up on his own.
5 very good (He earns enough to take a lot of time off.)
6 not very fixed/flexible (He works like crazy and then gets a
lot of time off.)

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 Audioscript 8.6
Unit 8

8B  Sleep well Conversation 1

A: Are you OK? You look worn out.
B: I am. I’m exhausted. I definitely need an early night.
A: Have you been going out a lot?
Introduction
B: I wish I had! No – just sleepless nights with the baby. She’s just
The goal of this lesson is for students to talk about sleep and waking up all the time and screaming her head off. It’s a nightmare.
insomnia. To help them achieve this, they will learn or revise A: Oh dear. That’s tough. Can’t you have a nap at lunchtime or
auxiliary verbs and vocabulary related to sleep. something?
B: I would if I could, but there’s nowhere here to have one, is there?
And anyway, I’m so busy …
Warm up A: I know. So am I.
B: I actually nodded off briefly in a meeting earlier this morning.
Put Ss in pairs and ask them to make a list of advice for someone
A: Really?
who has trouble sleeping (have a hot bath, listen to a podcast, B: It was a bit embarrassing. I suddenly heard my name and I was like
etc.). When they have finished, elicit Ss’ ideas and vote for the ‘What’s going on?’ I just kind of mumbled ‘That sounds good’. And
best three pieces of advice. I could see a couple of looks of confusion and my colleague goes
‘What does? The falling sales?’.
A: Oh dear!
Vocabulary B: Yeah, not good. I did manage to get back on track, but it was a bit
Sleep awkward.
A: Hey, it could’ve been worse. You could’ve started snoring!
1 Focus attention on the pictures, then put Ss in pairs to discuss B: True – and apparently, I do snore a fair bit, so it wasn’t that unlikely!
the questions. When they have finished, elicit a few answers and
Conversation 2
find out if others agree. A: Morning.
2 Ss complete the sentences alone, then check in pairs. Check B: Morning. Did you sleep well?
answers with the class, then check understanding of the words A: Yeah – kind of. I mean, I got off to sleep without any problem … I was
and phrases with focused questions, e.g. Does a night owl go to out like a light as soon as my head hit the pillow, but then at about
3 o’clock I woke up and I was completely wide awake.
bed early or late? (late); If you’re out like a light, do you fall asleep
B: I guess it’s a bit of jet lag. I know it’s only a couple of hours’ difference
slowly or quickly? (quickly).
but …
A: Maybe, but it actually happens to me quite a lot.
Answers: 1 suffer from jet lag  2 nodded off  B: Really? What’s that about, then?
3 had a sleepless night  4 have a little nap  5 have a lie-in  A: I really don’t know.
6 was snoring loudly  7 can’t stop yawning  8 is an early riser  B: But you usually go back to sleep again, right?
9 Are you a night owl  10 was out like a light A: Yeah, yeah, I do normally. I usually just read for a bit and I find I start
nodding off again after a few pages. I do normally sleep soundly
after that.
Vocabulary checkpoint B: Weird.
A: Yeah, but it doesn’t bother me massively. It’s not like I’m yawning all
Some of the expressions in Ex 2 are fixed expressions:
day, feeling tired.
be a night owl, be an early riser, be out like a light,
B: Yeah. OK. Anyway … how does the breakfast here look? Have you had
have a lie-in, have a sleepless night, nod off. anything yet?
Others are semi-fixed expressions with other possibilities: Conversation 3
can’t stop yawning (crying/shaking), have (take) a little nap B: Ughgh … Yeah?
(snooze/siesta), snore (sneeze/cough) loudly, suffer from A: Hello! Great to hear your voice too!
jet lag (insomnia/diabetes). B: Sorry. I was fast asleep.
A: Shouldn’t you be studying?
You could ask pairs to identify the fixed and semi-fixed
B: I am! I mean, not right this moment. I was just having a quick nap
expressions and think of substitutions for the semi-fixed ones. before I got back to it.
A: Right. So how long have you been out?
3a Read the example with the class, then ask Ss to link the other B: I’m not sure. What time is it?
expressions alone. A: 2.30.
B: Really? Oh, I only meant to have a short nap.
b Read the example with the class, then put Ss in pairs to share
A: You should’ve set your alarm.
and explain their linking. When they have finished, elicit ideas from B: I did. I must’ve slept through it.
a few Ss. A: Good job I phoned you then. How come you’re so tired anyway?
B: I think it’s just the stress of the exams. I was tossing and turning half
Further practice the night worrying about them.
Photocopiable activities: 8B Vocabulary, p221 A: You should drink chamomile tea.
B: Chamomile tea?
App: 8B Vocabulary practice 1 and 2
A: Yeah. Chamomile – calms the nerves. I sleep like a baby.
B: Honestly, you’re like my mum sometimes. Anyway, what is it exactly
that you want?
Listening A: Just seeing if you’re still going to come out later.
B: Oh right. Yeah. I probably will. I mean I want to, but I’ll have to see how
4 8.6  Read the sentences with the class so they know I get on with my revision.
what to listen for. Ss listen and match the sentences with the A: You should. It’d take you mind off things for a couple of hours.
conversations alone, then check in pairs. Check answers with B: OK, OK. Probably. Phone me back in a couple of hours.
the class. A: OK.

Answers: 1 c, d  2 a, f  3 b, e

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 5 Ss listen again and answer the questions alone, then check in 9a 8.8  Ss listen to the sentences, paying attention to how the

Unit 8
pairs. Play the recording again if necessary, then check answers auxiliaries are stressed.
with the class. b Play the recording again for Ss to listen and repeat.
10 Ss complete the conversations alone, then check in pairs.
Answers: Check answers with the class.
1 a A new baby at home is keeping him awake.
b  because he nodded off in a meeting and wasn’t able to Answers: 1 It was  2 I don’t  3 I will  4 I did 
respond properly when asked a question 5 Did you; I had; I didn’t (I hadn’t is also possible) 
2 a because that friend says she was awake in the middle 6 they did; they do
of the night – and because there’s a couple of hours’ time
difference between home and where they are Optional extra activity
b No. It doesn’t bother her massively because it happens
quite often and she doesn’t feel too tired. Ask Ss to practise the conversations in pairs.
3 a She slept badly – tossing and turning all night because of
the stress of exams. 11 Put Ss in pairs to come up with responses. Provide some
b drinking chamomile tea, going out later examples from the suggested answers below, if necessary.
When they have finished, check answers by asking open pairs to
6 Ss discuss the questions in pairs. When they have finished, elicit perform comments or questions and responses.
their answers and have a brief class discussion.
Suggested answers:
1 I do sometimes. Yeah. / Not anymore, no, I used to, but I’ve
Grammar been fine recently.
Auxiliary verbs 2 It is, isn’t it. / It isn’t, not really! / It can be, I suppose.
7a Put Ss in pairs to discuss the auxiliaries. When they have 3 I might. / I actually did last year. / I have done in the past. /
finished, elicit their answers but don’t confirm them yet. I wouldn’t even if you paid me.
b 8.7  Ss listen and check their answers. Check answers with
4 I should’ve (done), but I didn’t. / I did. / I would’ve (done), but
the class. I fell asleep.
5 No, but I might if I don’t feel better tomorrow. / No. But I will.
Answers:
1 You look worn out. Further practice
2 Have you been going out a lot? Photocopiable activities: 8B Grammar 1, p219;
3 Can’t you have a nap at lunchtime or something? 8B Grammar 2, p220
4 And anyway, I’m so busy … App: 8B Grammar practice 1 and 2
5 Shouldn’t you be studying?
6 You should’ve set your alarm.
7 Just seeing if you’re still going to come out later. Speaking
8 Ss complete the grammar box alone, then check in pairs. Check Prepare
answers with the class. 12 Direct Ss to the relevant page and give them plenty of time
to do the sleep quiz. Encourage them to think of their own
Answers: experiences and make notes about them.
1 am  2 would  3 could  4 did  5 am  6 had  7 will  13 8.9  Ss listen to the discussion and answer the question
Where the auxiliaries don’t match, it’s because the speaker alone, then check in pairs. Check answers with the class.
wants to add extra comments or meanings.
Answer: They heard on the news that being a night owl is bad
for your health but only if you have to get up early for work.
LANGUAGE BANK 8B  pp.150–151
Stronger classes could read the notes at home. Otherwise,
Audioscript 8.9
check the notes with Ss, especially the use of different
auxiliaries in responses. In each exercise, elicit the first A: I’m a bit of a night owl. I often don’t go to bed till about two or three.
answer as an example. Ss work alone to complete the B: Apparently, that’s supposed to be bad for your health.
C: I did hear something about that on the news the other day.
exercises, then check their answers in pairs. In feedback,
B: So did I, which is why I mentioned it.
elicit Ss’ answers and drill the questions. Ss can refer to the A: What did they actually say?
notes to help them. B: To be honest, I don’t remember all the details, but as far as I
understand it, the problem wasn’t so much being a night owl, it was
Answers:
more to do with the fact you’re forced to get up early for work.
1 1 I wish I didn’t I wish I hadn’t C: OK. Well, obviously I’m not, given that I’m freelance.
2 neither do my wife neither does my wife B: So, if you have a full night’s sleep, I think you’re basically fine.
3 correct A: And what is a full night’s sleep?
4 if it isn’t if it wasn’t C: Well, it depends who you ask, but I think it’s seven or eight hours.
5 correct A: Oh right. I guess I do most nights then.
6 I would I will C: Me too. More sometimes.
B: I wish I could, but I can’t – not at the moment, with everything I have
7 correct
to do. So maybe I’m unhealthier than you two then!
2 1 c  2 e  3 a  4 f  5 b  6 d

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 Speak Optional extra activity
Unit 8

14 Go through the Useful phrases with the class. Ss discuss the Ss take turns miming the cooking verbs in pairs for the other
questions from the sleep quiz in small groups, using their notes student to guess the verb.
and their experiences. In feedback,nominate a student from each
group to share their answers with the class.
b You could start by telling the class your own answers to the
questions. Ss discuss the questions in pairs. When they have
Reflection on learning finished, ask a few Ss to share their answers with the class.
Write the following questions on the board:
What new things did you learn about the use of auxiliaries today? VOCABULARY BANK 8C  p163
How do you think this will help you in the future? Expressions with like
Put Ss in pairs to discuss the questions. When they have These optional exercises build on the lexical set in the
finished, ask if anyone wants to share their ideas with the vocabulary section.
class, but don’t force them to if they’d rather not.
1  Ss complete the sentences alone, then check in pairs.
Check answers with the class and check understanding if
Homework ideas necessary.
Language bank: 8B Ex 1–2, p151 Answers:
Workbook: Ex 1–5, p61 1 a dream  2 a light  3 crazy  4 watching paint dry  5 jelly 
App: grammar, vocabulary and pronunciation practice 6 a lead balloon  7 a tank  8 headless chickens  9 flies 
10 nothing I’ve ever experienced 

2a  Put Ss in pairs to discuss which sentences from Ex 1 are

Fast route: continue to Lesson 8C linked with each situation. When they have finished, elicit Ss’
Extended route: go to p130 for Develop your writing ideas.
b  Read the example conversation with the class. Ss create
their conversations in pairs and practise them. When
they have finished, ask each pair to perform one of their
conversations for the class.

Further practice
8C  Food for thought
Photocopiable activities: 8C Vocabulary, p224
App: 8C Vocabulary practice 1 and 2

Introduction
The goal of this lesson is for students to talk about food and Reading
cooking. To help them achieve this, they will learn or revise
4a Check understanding of the difference between vegetarian
complex comparatives and vocabulary related to food and cooking.
(= someone who doesn’t eat meat) and vegan (= someone who
doesn’t eat any animal products: meat, cheese, milk, eggs, etc.).
Warm up Ss discuss the questions in pairs. When they have finished, elicit
Write the letters of the alphabet on the board with space next answers from a few Ss and find out if others agree. Don’t give any
to each one to write words. Put Ss in pairs and give them a few answers yet.
minutes to try and think of at least one food or drink item for each b Ss read the blog post and recipe and answer the question
letter of the alphabet. When they have finished, elicit Ss’ answers alone, then check in pairs. Check answers with the class.
and write them on the board (or invite Ss to do so).
Answers:
Vocabulary 1 Vegetarians avoid meat and fish. Vegans do not eat dairy
products or eggs, either.
Food and cooking 2 A meat eater – you need to think more carefully to ensure
1 Ss discuss the questions in pairs. When they have finished, elicit vegans get a fully-balanced diet.
a few answers and have a brief class discussion.
2 Elicit the first answer as an example, then ask Ss to match the 5a Make sure Ss cover the method part of the recipe and only
rest of the verbs with the pictures. Check answers with the class look at the list of ingredients. Alternatively, you could write the
and elicit what food each verb might go with (e.g. sprinkle the list of ingredients on the board and ask Ss to close their books.
grated cheese over the salad, drain the pasta). Ss practise retelling the recipe in pairs, using the ingredients as
prompts. With weaker classes, you could add these cooking
Answers: A grill  B sprinkle  C blend  D drain  E peel  verbs to the board for extra support: peel, slice, grate, simmer,
F grate  G roast  H simmer  I dip blend, sprinkle.
b Ss read the recipe again to check. When they have finished, ask
3a Ss complete the phrases alone, then check in pairs. Check Ss if they missed anything in their retelling of the recipe.
answers with the class. 6 Ss discuss the questions in small groups. When they have
finished, nominate a student from each group to share their
Answers: 1 blend  2 drain  3 sprinkle  4 roast  5 grate  answers with the class.
6 peel  7 grill  8 dip  9 simmer

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 Language focus

Unit 8
LANGUAGE BANK 8C  pp.150–151
Complex comparatives Stronger classes could read the notes at home. Otherwise,
7a 8.10  Tell the class they’re going to listen to two people check the notes with Ss, especially the use of the different
attempting to cook the dish in the blog post. Play the recording, adverbs. Ss work alone to complete the exercises, then check
then ask Ss how it went and why. their answers in pairs. In feedback, elicit Ss’ answers. Ss can
refer to the notes to help them.
Answers:
Answers:
It didn’t go very well.
1 1 the new one is miles more efficient
It was more difficult than it seemed.
2 not quite as tasty as the one I do
He burnt it.
3 needs a touch more/less salt
He didn’t have all the ingredients / didn’t have any almond milk.
4 has (got) way too many calories
It didn’t look as good as the one in the blog.
5 was miles more complicated than I had expected
6 nowhere near as sweet
Audioscript 8.10 7 ten times more expensive than it is at home
A: Hey, did I tell you I tried making that soup from the blog we read the 2 1 than  2 quite  3 so/that/very  4 less 
other day? 5 far/way/much/miles  6 times  7 anything  8 as 
B: The peppery purple thing? 9 enough  10 better  11 too  12 lot
A: Yeah, that’s the one.
B: How was it?
A: Nowhere near as easy as it sounded! 9a 8.11  Play the recording for Ss to listen to and write the
B: No? sentences, paying attention to the pronunciation of as. Model the
A: Oh, it was probably my own fault. I think I must’ve had the heat on sentences yourself too, if necessary.
too high because I burnt the onions a bit and it all ended up tasting
a bit … Answers:
B: Burnt?
1 It was nothing like as good as the last one you made.
A: Well, I was going to say smoky, but yeah – basically!
B: Oh no!
2 It’s nothing like as tasty as my gran’s.
A: Yeah. And I couldn’t find any almond milk either so I just used normal 3 It was nowhere near as easy as it sounded.
milk. 4 It was nowhere near as filling as I thought it’d be.
B: OK. Makes sense I guess, though maybe you lose a bit of the nutty
flavour? b 8.12  Play the recording for Ss to listen and repeat.
A: Probably, yeah. Anyway – let me find the photo – yeah, here. Look
10 Elicit the first answer as an example and write it on the board.
how it came out like!
B: Oh!
Ss rewrite the sentences alone, then check in pairs. Check answers
A: Exactly. Nothing like as nice as the one on the blog! with the class and write the sentences on the board (or invite Ss
B: Well, not quite as stylishly presented, that’s for sure, but they never to do so).
are, are they? I mean, those people use professional photographers.
They probably even have food stylists or something, you know, Answers:
and the equipment they use is a hundred times more expensive 1 was nowhere near as good as it is these days
than yours.
2 is nothing like as cheap as it is here
A: I guess.
3 It was ten times more complicated than
4 are way bigger
b Ss listen again and complete the extracts alone, then check in 5 wasn’t quite as good as
pairs. Play the recording again if necessary, then check answers 6 are/were miles more interesting than/compared to
with the class.
11a Clarify that Ss can write about as many of the topics as
Answers: 1 near as easy as  2 like as nice as  3 not quite as  they want. Monitor and check Ss are forming the comparatives
4 a hundred times more correctly.
b Put Ss in pairs to share their ideas. When they have finished,
8 Ss complete the language focus box alone, then check in pairs. ask a few Ss to share anything interesting they found out about
Check answers with the class and answer any questions Ss have their partner with the class.
about the information.
Further practice
Answers: 1 little  2 way/miles  3 miles/way  4 hundred 
Photocopiable activities: 8C Language focus 1, p222;
5 quite  6 nowhere  7 nothing
8C Language focus 2, p223
App: 8C Language focus practice 1 and 2

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 Speaking 2 Elicit the first answer as an example. Ss rewrite the sentences
Unit 8

alone then check in pairs. Check answers with the class.

Prepare
12 Give Ss plenty of time to make notes on their recipes. If they Answers:
don’t know any, they can use the list of ingredients on p174. 1 He can’t be 
Remind them of the cooking verbs from Ex 2 and encourage them 2 That must’ve been 
to use them in their recipes. Monitor and help if necessary, writing 3 That must be 
any new vocabulary on the board. 4 she must be 
5 That can’t have been 
Speak 6 can’t be avoided 
13 Go through the Useful phrases with the class. Put Ss in groups
to share their recipes and ask questions about them. When they 3a Ss match the verbs with the phrases to make collocations
have finished, ask each group to decide on the best recipe and alone, then check in pairs. Check answers with the class.
share it with the class.
Answers: 1 e  2 c  3 a  4 b  5 f  6 d 
Optional alternative activity
Ss could film or record themselves demonstrating the recipe like Optional alternative activity
a cooking programme. When they have finished, Ss share their
Books closed. Write the six verbs on the board and elicit words
recordings in groups and choose the best one.
which collocate with them. Write all Ss’ ideas on the board. Ss then
open their books and match the verbs with the endings. When you
Reflection on learning check answers with the class, refer back to Ss’ ideas on the board
Write the following questions on the board: and see if any were mentioned.
What language was new to you in today’s lesson?
How else might you use it in the future? b Ss speculate in pairs about four of the things in Ex 3a. Fast
finishers can discuss all the things. When they have finished,
Put Ss in pairs to discuss the questions. When they have
elicit Ss’ ideas and find out if anyone else thought of the same
finished, ask if anyone wants to share their ideas with the
causes and results.
class, but don’t force them to if they’d rather not.
4 Elicit the first answer as an example and write the correct form
on the board. Ss correct the clauses alone then check in pairs. Elicit
Homework ideas
answers from the class and write the correct forms on the board
Language bank: 8C Ex 1–2, p151 (or invite Ss to do so).
Workbook: Ex 1–5, p62
App: grammar, vocabulary and pronunciation practice Answers:
1 I had taken that job I was offered 
2 correct 
3 wouldn’t be in this mess 
Fast route: continue to Check and reflect: Units 7–8
4 correct
Extended route: go to p110 for Develop your reading
5 correct 
6 he was/had been honest 
7 correct 

5 Make sure Ss are aware that in one of the sentences both forms
are possible. Ss choose the correct alternatives alone, then check
in pairs. Check answers with the class.
8 Check and reflect: Units 7–8
Answers: 1 both possible  2 Taking that into account 
3 even so  4 Given  5 Then again  6 on top of all that 
Introduction
6a Ss complete the sentences alone, then check in pairs. With
Ss revise and practise the language of Units 7 and 8. The notes
weaker classes, focus attention on the words in the box first and
below provide some ideas for exploiting the activities in class, but
recap what they mean before Ss complete the sentences. Check
you may want to set the exercises for homework, or use them as a
answers with the class.
diagnostic or progress test.

1a Ss complete the sentences alone, then check in pairs. Check Answers: 1 system  2 turnout  3 polling  4 election 
answers with the class. 5 vote  6 referendum (vote is also possible)  7 manifesto 

Answers: 1 separation  2 inherited  3 nest  4 knot  b Ss discuss the ideas in Ex 6a in pairs, giving their reasons.
5 together  6 premature  7 anniversary  8 falling  When they have finished, elicit their answers and have a brief
class discussion.
b Give Ss a few minutes to prepare and make notes about people
they know. When they’re ready, put Ss in pairs to share their
ideas. When they have finished, ask a few Ss to share anything
interesting they found out from their partner with the class.

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 7 Ss order the words alone, then check in pairs. Check answers 13 Ss read and categorise the sentences alone, then check in

Unit 8
with the class. pairs. Check answers with the class.

Answers: Answers: 1 upward  2 upward  3 upward  4 downward 

1 How was it that you heard about us? 5 downward  6 downward  7 upward  8 downward 
2 Where do you think would be a good place to visit? / 9 downward 
Where would be a good place to visit, do you think?
3 Who was it that you spoke to? Optional extra activity
4 Where was it that you stayed?
You could ask Ss to draw simple graphs for each of the sentences,
5 What exactly is it that you do? / What is it exactly that you do?
then compare graphs in pairs or small groups.
6 Why did you think that that would work?
7 What do you suppose that even means?
Reflect
Optional extra activity Ask Ss to rate each statement alone, then compare in pairs.
Ss think of answers to the questions in Ex 7 and write them on Encourage them to ask any questions they still have about any of
a piece of paper in random order. Put Ss in pairs and ask them the areas covered in Units 7 and 8.
to show their partner their answers for them to remember the
Homework ideas
questions.
App: grammar, vocabulary and pronunciation practice
8 Ss choose the correct alternatives alone, then check in pairs.
Roadmap video
Check answers with the class.
Go online for the Roadmap video and worksheet.
Answers: 1 monitors  2 submit  3 collaborating 
4 mending  5 heads up  6 fit 

9a Ss complete the questions alone, then check in pairs. Check

answers with the class.
8A Develop your listening
Answers: 1 light  2 jet lag  3 lie-in  4 riser  5 nap 
6 nod off  7 sleepless 

b Ss choose and discuss four questions in pairs. Fast finishers

Introduction
can discuss all the questions. When they have finished, ask a few Ss develop the listening skill of following extended unstructured
Ss to share with the class anything interesting they found out speech by learning how to identify clarification language.
about their partner.
10 Ss complete the conversations alone, then check in pairs. Warm up
Check answers with the class using open pairs to read out the
With books closed, put Ss in pairs and ask them to make a list of
conversations.
things NOT to do in an interview. When they have finished, elicit
Ss’ ideas and write them on the board (or invite Ss to do so).
Answers: 1 can  2 did  3 would/might  4 will/might 
5 had  6 have  1a Focus attention on the pictures and elicit that they all show
interviews. Ss discuss the questions in pairs. When they have
11a Ss complete the definitions alone, then check in pairs. If finished, elicit Ss’ answers and have a brief class discussion.
necessary, they could refer back to Lesson 8C. Check answers with b Ss discuss the questions in pairs. Monitor and help with ideas if
the class. necessary. When they have finished, ask each pair to share their
answers with the class.
Answers: 1 simmer  2 peel  3 roast  4 grill  5 grate 
2a Go through phrases a–e and explain the meanings if
6 sprinkle  7 dip 
necessary. Ss match the phrases with the sentences alone, then
check in pairs. Check answers with the class.
b Ss discuss which of the things in Ex 11a they’ve done in the last
week in pairs.
Answers: a 4  b 5  c 1  d 3  e 2 
12 Ss complete the sentences alone, then check in pairs. Check
answers with the class. b 8.4  Ss listen to the four extracts and match them with four
of the items a–e in Ex 2a alone, then check in pairs. Clarify that
Answers: one of the items in Ex 2a is not needed. Check answers with the
1 ten times nicer than  class and elicit what words gave them the answers.
2 nowhere near as expensive as 
3 miles more exciting than  Answers:
4 way more complicated than  1 d (my colleague didn’t really know what he was doing)
5 nothing like as tasty as  2 c (excellent, high standards)
6 anywhere near as good as  3 e (I notice that the company attends a lot of trade shows)
7 a touch spicier than  4 a (manage a chain of hotels, build my managerial skills) 
8 quite as filling as 

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 Audioscript 8.4 Interview 4
Unit 8

A: OK, another question. Where do you see yourself in five years’ time?
Interview 1 B: In five years’ time? Well, I’d like to think I’ll be heading up a team – a
A: OK, let me just dive into your resumé a little deeper … let’s see. Oh small team, a big team, I don’t know, time will tell – but at least
yes, I see you left a role as a Web Developer about … what is it, about I’d like to manage a chain of hotels within a region, specifically an
three years ago? And I see you’d only been in the job little more than international region, but obviously that’s more of a long-term goal
eighteen months, so I just wondered if you could tell me a little bit and I don’t know if five years is enough time to achieve that. In the
about that. You know, why did you decide to leave, that kind of thing, meantime I’d like to build my managerial skills and get a lot more
assuming it was your decision of course. experience in the hotel and restaurant sector. In fact that’s one
B: Oh yes, sure. Yes, it was definitely my decision. Well, at the time I was reason I’m very keen on this position, in that I know I’ll have the
doing web development for quite a small company and, as you say, opportunity to do those things here.
I was only there a relatively short time because, well, so, along with a A: Well I always say it’s good to know where you’re aiming for.
colleague I was responsible for everything digital, as in the website, B: Yeah, I think so, too.
the database and so on, but at some point in my first year there I
realised that my colleague didn’t really know what he was doing and
because he was slightly senior to me he just started delegating his 3 Ss listen again and decide if the statements are true, false or
work to me, specifically those tasks to do with the database which not mentioned. Ask Ss to check in pairs, then check answers with
were his responsibility rather than mine and, well to be honest with the class and elicit the reasons why.
you, it just became a bit much. I mean I was perfectly capable of doing
my job and I honestly think I could have done his job too, because Answers:
I mean, I know database management is part of the job description
1 NM (It only says that she thought her colleague didn’t know
for this role and everything, but I just couldn’t do my job and my
colleague’s job. By that I mean it was just too much work, not that what he was doing.)
I wasn’t capable, so, to cut a long story short, I decided to leave. 2 T (‘I honestly think I could have done his job too’)
I mean I tried to talk to him about it first, obviously, but he just wasn’t 3 T (‘I strive to maintain excellent relationships with people
interested really. So yeah, that’s why I left. at all levels across the company’ and ‘I facilitate effective
Interview 2 performance from my team’)
A: Now, let me ask you something a bit more personal. It’s a classic 4 T (‘high standards can be hard for other people to live up to’)
interview question but useful nonetheless to find out a bit more 5 F (She’s applying for the role of Marketing Assistant.)
about you.
6 T (‘and even attending the shows because obviously that’s
B: Sure.
A: What would you say are your greatest strengths?
something I would be quite interested in’)
B: My strengths, well, specifically I would say that I’m an excellent 7 F (He hopes that he will be able to gain these skills in the
collaborator and facilitator. By that I mean I’m able to work with position he is applying for.)
all kinds of people to achieve the goals and outcomes that the 8 T (‘I’d like to think I’ll be heading up a team’)
company expects and at the same time I strive to maintain excellent
relationships with people at all levels across the company. And in 4a Give Ss a few minutes to read the Focus box and ask any
terms of facilitation, well, it’s vitally important for a manager to
questions they have about it. Ss match the parts of the extracts
facilitate the work that his or her team does because that defines
how successful a team is. Obviously a team is only as effective as
alone, then check in pairs. Don’t give any answers yet.
their manager enables them to be and my strength is that I facilitate b 8.5  Ss listen and check their answers, then compare in pairs.
effective performance from my team … I’m not sure there is another Check answers with the class.
manager in the company who manages this as well as I do.
A: OK … and weaknesses? Answers: 1 d  2 b  3 c  4 a 
B: Ah yes, weaknesses, well I would have to say that in terms of
weaknesses I tend to demand the same extremely high standards of
5 Give Ss a few minutes to prepare their answers and make notes.
my colleagues that I also demand of myself. And high standards could
be considered a weakness, in that they can be hard for other people Monitor and help if necessary, writing any new vocabulary on the
to live up to but I think it’s always important to demand the best of board. When they are ready, put Ss in pairs to ask and answer the
people … and of myself, of course. interview questions. When they have finished, ask a few Ss what
Interview 3 the best responses they heard were.
A: Now, I think that’s all I wanted to ask you really. At this point I guess
I should ask if you have any questions for me. Optional extra activity
B: Yes, sure. Well, I wanted to ask something firstly about the role of
After Ex 5, put Ss into small groups to work as ‘panels’. They then
Marketing Assistant and what it would involve. I notice that the
company attends a lot of trade shows and the Marketing Director
compare the responses they heard and select the best candidate
often gives presentations on strategy at those shows – I think for a ‘second interview’.
actually she’s talking at a trade show in Helsinki this week …
A: … yes I think you’re right. Otherwise she would have been here to 6 Put Ss in pairs to come up with their advice. When they have
interview you herself. finished, put pairs together in small groups to share their advice.
B: Sure, sure. Well, what I was wondering was to what extent the role,
Ask a student from each group what they think the best piece of
by that I mean the Marketing Assistant role that I’m applying for, um,
to what extent would it involve preparing for those trade shows
advice in their group is.
and conferences and putting together slideshows for the Marketing
Director and even attending the shows because obviously that’s Optional extra activity
something I would be quite interested in. I think my experience and Ask Ss to write a blog post with a list of ‘dos and don’ts’ for
skills, specifically those I gained in my previous job, are well-suited to first-time interviewees.
that kind of work.
A: Well, that’s a good question and I wish the director was here to Homework ideas
answer it herself because I’m afraid I don’t have the answer for you.
But what I can do is ask the director when she gets back and then Workbook: Ex 1–6, p63
email you the answer.
B: OK, sure, that’s fine.

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 3 Ss read the comment and answer the question alone, then

Unit 8
8B Develop your writing check in pairs. Check answers with the class.

Answer: The truth is that teenagers in general are not getting

enough sleep and their attention span is only slightly shorter
Introduction than other generations.
Ss develop the skill of writing a response to an article by learning
how to challenge evidence used in an article. 4 Give Ss a few minutes to read the Focus box and answer any
questions they have. Then ask them to find the statements to
Warm up match the steps. Check answers with the class.

Write the following questions on the board: Answers:

Have you ever had an argument with someone online? 1 The article asserts that … 
What was it about? 2 It points to research by … 
What happened? 3 Unfortunately, the article completely misrepresents … 
Ss discuss the questions in small groups. When they have finished, 4 What the study found was that … 
elicit answers from a few Ss and have a brief class discussion.

1a Focus attention on the pictures and elicit what they show

Prepare
(people of different generations). Ss match the pictures with the 5a Ss read the article and the research, then discuss in pairs how
names of the generations alone, then check in pairs. Don’t give the article misrepresents the research. When they are ready, elicit
any answers yet. their ideas and share them with the class.
b Ss check their answers on p174. Check answers with the class.
Answer: The article says that millennials complain about not
getting time off, when in fact they complain about others taking
Answers: A baby boomers  B Generation X  C millennials 
time off. It also says they get ill more often which leads to them
D Generation Z 
taking more time off, but in fact 43 percent of them said they
come to work when they feel ill and this is a higher percentage
c Read the example with the class and find out if Ss agree. Ss make
than of baby boomers.
lists in pairs. Monitor and help, writing any new vocabulary on the
board. When they have finished, elicit Ss’ ideas and find out if others
b Refer Ss back to the steps in the Focus box, then ask them to
agree, feeding in information from the Culture notes if you wish.
think about what to write. Monitor and help if necessary, writing
Culture notes any new vocabulary on the board.

Baby boomers are often associated with privilege in Western Write

culture, since they grew up in a time of increasing wealth due 6a Ss write their first drafts of their comments. Monitor and offer
to government funding of housing and education. They are corrections if necessary and be on hand to answer any questions
sometimes criticised for excessive consumerism. Ss have.
Generation X grew up during a time of change in society. This b Ss exchange comments in pairs, reading and preparing
was also a time of increased divorce rates and a greater number feedback on each other’s work. Pairs then give each other
of women entering work. In the latter part of this generation, they feedback and suggestions. Be on hand to help if necessary.
were sometimes described as ‘slackers’ and disaffected.
7 Ss write their second drafts, incorporating their partner’s
Millennials are often the children of baby boomers. The feedback. If you’re short of time, this could be done for homework.
characteristics of millennials vary from culture to culture, but they
are most often associated with becoming adults in the age of Homework ideas
technology.
Ex 7: Write a second draft of your comment.
Generation Z have generally grown up with technology. They are Workbook: Ex 1–7, pp.66–67
sometimes referred to as digital natives.

2a Read the instructions with the class and ask Ss if they like
reading opinion articles and why or why not. Ss read the article
and answer the questions alone, then check in pairs. Check
answers with the class.

Answers:
1 up to 10 hours a day 
2 the Kew Research Centre 
3 eight seconds 
4 research by Stephen Baker from the University of Eastleigh 

b Ss discuss the question in pairs, giving reasons for their

opinions. When they have finished, elicit Ss’ ideas and have a brief
class discussion.

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 Unit 8

Answers:
8C Develop your reading 1 She laughs each time because there is a pun (a word used
with two meanings) and this makes the sentence funny.
When S says ‘That’s a novel idea’ she is playing with both
Introduction meanings of the word. (noun = a book OR adjective =
original or new) The second pun uses the fact that plain
Ss develop the reading skill of understanding an online diary by
(= normal and boring and plane (= aircraft) are pronounced
learning how to recognise topics that idioms refer to.
the same. R makes the pun when she says that the food is
plain after the writer describes it as ‘like airline food’.
Warm up 2 present simple tense – it makes the events more immediate
Write the following questions on the board: and dramatic
Have you ever kept a diary? What kind of information did you 3 by their first initial – probably because she doesn’t want to
include? identify them by name, to protect their privacy. 
Would you like to keep one? What for?
What’s the difference between a traditional diary and an online one? 5 Give Ss a few minutes to read the Focus box and ask any questions
they have about the information. Ss match the idioms with the
Ss discuss the questions in small groups.
meanings alone, then check in pairs. Check answers with the class.
1a Focus attention on the photos and ask Ss how many of the
foods they can name. Ss match the photos with the words and Answers: 1 d  2 e  3 a  4 b  5 c 
phrases in the box alone, then check in pairs. Check answers
with the class and model the pronunciation of each one for Ss to 6 Ss discuss the questions in pairs. When they have finished,
repeat, especially lasagne /ləˈzænjə/, tiramisu /tɪrəmɪˈsuː/, waffle elicit answers from a few Ss and have a brief class discussion.
/ˈwɒfl/ and muesli /ˈmjuːzli/.
7a Ss read the diary extracts and underline the idioms, thinking
about what they mean. Check which words should be underlined
Answers: A lasagne  B cannoli  C tiramisu 
with the class, but don’t check the meanings yet.
D a chocolate waffle  E nachos with cheese  F broccoli 
G muesli with yoghurt  H pancakes 
Answers:
1 in pretty bad shape; whip us back into shape; blacked out
Vocabulary checkpoint 2 see the big picture; ballpark figures; the elephant in the room 
Food words in English are often loanwords from their
country of origin, e.g. Italy: tiramisu, cannoli; India: curry, b Ss compare ideas about the meanings in pairs and answer the
chutney; Japan: tofu, sushi. question. Check answers as a class.

Answers:
b Ss discuss the questions in pairs. When they have finished, elicit
7a in pretty bad shape = not fit or healthy
Ss’ answers.
whip us back into shape = force us to be fit and healthy by
2 Ss read the online diary quickly to find out which food Greta
  being very strict and demanding
doesn’t eat. Check the answer with the class.
blacked out = passed out, became unconscious
see the big picture = understand the overall situation
Answer: pancakes.
ballpark figures = approximate numbers or results
the elephant in the room = the thing which people are not
3 Ss read the text again more carefully and answer the questions
  talking about even though it is the most important
alone, then check in pairs. Check answers with the class.
7b 1 fitness/exercise  2 work/business  
Answers:
1 Greta normally goes out with friends but this Friday she has
8 Ss match the pairs of idioms with similar meanings alone, then
check in pairs. Check answers with the class.
guests coming to her house for dinner.
2 to help her get going (start doing something active or
Answers: 1 c  2 a  3 d  4 b 
productive)
3 the food that was left over from the meal the night before
9 Ss tell each other what they ate in pairs. Encourage them to
4 eat more healthily
use their imagination if they want to and describe a wide range
5 the past when they were studying and what Greta wants to
of unusual foods and food combinations (see Teaching tip below).
do in the future
When they have finished, elicit a few answers.
6 because she feels she’s eaten unhealthily on Saturday
7 stops eating healthily
8 sad and depressed about going back to work on Monday; Teaching tip
to look for a job that doesn’t stress her out so much  In English language teaching we often aim to provide ‘real-
life’ contexts for language use, in order to try and replicate
4 Ss discuss the question in pairs. When they have finished, check how Ss will need to use the language outside class. However,
answers with the class. sometimes it can be useful to provide imaginary, sometimes
wildly exaggerated contexts. This can allow for wider and richer
use of vocabulary while adding an element of fun and interest
to a task. It can also make language more memorable and
things less personal, if necessary.

Homework ideas
Workbook: Ex 1–6, pp.64–65
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