B2

Teacher’s Book
with digital resources and assessment package

Kate Fuscoe, Clementine Annabell

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 CONTENTS

Introduction
Students’ Book contents 4–7
Welcome to Roadmap 8–9
Course components 10–11
Students’ Book 12–15
Support components 16–19
Workbook 16
Mobile app 16
Online practice 17
Teacher’s Book 18
Teacher’s digital resources 18
Presentation tool 19
Course methodology 20–23

Teacher’s notes
Units 1–10 24–163
Resource bank
Photocopiable activities index 165–166
Photocopiable activities 167–256
Photocopiable activities notes and answer key 257–279

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 STUDENTS’ BOOK CONTENTS

Contents
MAIN
MAINLESSON
LESSON GRAMMAR/LANGUAGE
GRAMMAR/LANGUAGE VOCABULARY
VOCABULARY
FAST-TRACK ROUTE
PRONUNCIATION
PRONUNCIATION SPEAKING
SPEAKINGGOAL
GOAL

UNIT
UNIT11 page
page66

1A Talking
Talkingto
tostrangers
strangers question
questionforms
forms verbs
verbswith
withdependent
dependent intonation
intonationin
informal
formaland
and start
startaaconversation
conversationand
andkeep
keep
page
page66 prepositions
prepositions informal
informalquestions
questions ititgoing
going

1B Life
Lifelessons
lessons past
pastsimple,
simple,past
pastcontinuous,
continuous, phrases
phrasesto
todescribe
describe n't
n'tin
innatural
naturalspeech
speech describe
describeananexperience
experienceand
andaa
page
page88 used
usedto,
to,would,
would,keep
keep++-ing
-ing emotions
emotions life
lifelesson
lesson

1C Personalities
Personalities verb
verb++noun
nouncollocations
collocations adjectives
adjectivesof
ofcharacter
character weak
weakyour,
your,the,
the,aa interview
interviewsomeone
someoneabout
about
page
page10
10 their
theirpersonality
personality

1D English
Englishin
inaction
action FUNCTION: :contribute
FUNCTION contributeeff
effectively
ectively verbs
verbsto
todescribe
describeaa word
wordlinking
linking contribute
contributeeff
effectively
ectivelyto
toaa
page
page12
12 to
toaaconversation
conversationor ordiscussion
discussion healthy
healthylifestyle
lifestyle conversation
conversationorordiscussion
discussion

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UNIT
UNIT22 page
page14
14

What’s
What’sthe
thetruth?
truth? present
presentperfect
perfectsimple
simpleand
and phrases withget
phraseswith get weakbeen
weak been outline
outlineproblems
problemswith
withyour
your
2A continuous
continuous work
work
page
page14
14

Running
Runningwild?
wild? the
thepassive
passive social
socialaction
action weak
weakforms ofbe
formsof be make
makerecommendations
recommendations
2B
page
page16
16

It’s
It’sso
soannoying!
annoying! -ed
-edand
and-ing
-ingadjectives
adjectives common
commoncomplaints
complaints intonation
intonationin
inphrases
phrases respond
respondto
tocomplaints
complaints
2C withso
with so++adjective
adjective
page
page18
18

Check
Checkand
andrefl
reflect:
ect:Units
Units11and
and22page
page20
20 Go
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UNIT
UNIT33 page
page22
22

IIremember
remember...
... past
pastperfect
perfectsimple
simpleand
and memory
memory weak forms:had
weakforms: had narrate
narrateaachildhood
childhoodmemory
memory
3A continuous
continuous
page
page22
22

Great
Greatrivals
rivals comparatives
comparativesand
and character
characteradjectives
adjectives emphasising
emphasisingaabig
big express
expressan
anopinion
opinionabout
about
3B superlatives
superlatives diff
difference
erence rivals
rivals
page
page24
24

Life’s
Life’stoo
tooshort
short forming
formingadjectives
adjectives arguments
arguments word
wordstress
stressin
in summarise
summarisean
anargument
argument
3C adjectives
adjectives
page
page26
26

English
Englishin
inaction
action FUNCTION: :complain
FUNCTION complainand
andgive
give adjectives
adjectivesto
todescribe
describe using
usingintonation
intonationto
to complain
complainand
andgive
giveand
and
3D and
andrespond
respondto tofeedback
feedback food
food sound
soundpolite
polite respond
respondto
tofeedback
feedback
page
page28
28

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UNIT
UNIT44 page
page30
30

Possessions
Possessions relative
relativeclauses
clauses adjectives
adjectivesto
todescribe
describe pauses
pauseswith
withnon-
non- describe
describeaaprecious
precious
4A things
things defi
defining
ningrelative
relativeclauses
clauses possession
possessioninindetail
detail
page
page30
30

Job
Jobskills
skills obligation
obligationand
andprohibition
prohibition job
jobrequirements
requirements have
haveand
and‘ve
‘ve talk
talkabout
aboutthe
therequirements
requirements
4B of
ofaajob
job
page
page32
32

Unwritten
Unwrittenrules
rules forming
formingverbs withen
verbswith en 21st-century
21st-centurywords
words word
wordstress
stressin
inverbs
verbs give
giveadvice
advicethrough
throughan
an
4C withen
with en informal
informalpresentation
presentation
page
page34
34

Check
Checkand
andrefl
reflect:
ect:Units
Units33and
and44page
page36
36 Go
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UNIT
UNIT55 page
page38
38

Splashing
Splashingout
out mistakes
mistakesin
inthe
thepast
past money
moneyphrases
phrases should
shouldhave
haveand could have
andcould haveaaconversation
conversationabout
about
5A have
have spending
spendingmoney
money
page
page38
38

Crime
Crimescene
scene quantifi
quantifiers
ers crime
crime(robbery)
(robbery) (a)
(a)little
littleand
and(a)
(a)few
few talk
talkabout
aboutquantities
quantities
5B
page
page40
40

Bubble
Bubbletrouble
trouble adverb
adverb++adjective
adjective money
money word
wordstress
stressin
inadverb
adverb++ summarise
summariseaatext
text
5C collocations
collocations adjective
adjectivecollocations
collocations
page
page42
42

English
Englishin
inaction
action FUNCTION: :deal
FUNCTION dealwith
withand
and phrases withleave
phraseswith leave stress
stressand
andmeaning
meaning deal
dealwith
withand
andresolve
resolve
5D resolve
resolveconfl
conflicts
icts confl
conflicts
icts
page
page44
44

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 EXTENDED ROUTE
DEVELOP
DEVELOPYOUR
YOURSKILLS
SKILLSLESSON
LESSON GOAL
GOAL FOCUS
FOCUS

1A
1ADevelop
Developyour
yourlistening
listening understand
understandcommon
common recognising
recognisingexaggeration
exaggeration
page
page86
86 informal
informalconversations
conversations

1B
1BDevelop
Developyour
yourwriting
writing write
writeaadetailed
detaileddescription
description adding
addinginterest
interestto
toaadescription
description
page
page116
116 of
ofaaplace
place

1C
1CDevelop
Developyour
yourreading
reading understand
understandananarticle
articlewith
with understanding
understandingcause
causeand
andeff
effect
ect
page
page96
96 survey
surveyresults
results relationships
relationships

2A
2ADevelop
Developyour
yourwriting
writing write
writean
aninformal
informalemail
emailto
to asking
askingfor
forand
andgiving
givingpersonal
personal
page
page118
118 aafriend
friend news
news

2B
2BDevelop
Developyour
yourreading
reading understand
understandwhat
whatmakes
makes identifying
identifyingformal
formaland
andinformal
informal
page
page98
98 aatext
textformal
formal texts
texts

2C
2CDevelop
Developyour
yourlistening
listening understand
understanddetailed
detailed recognising
recognisingpositive
positiveand
and
page
page87
87 guidance
guidance negative
negativeinstructions
instructions

3A
3ADevelop
Developyour
yourwriting
writing write
writeaapersonal
personalanecdote
anecdote showing
showingthe
thetime
timeand
andsequence
sequence
page
page120
120 of
ofevents
events

3B
3BDevelop
Developyour
yourlistening
listening understand
understandmost
mostof
ofaa ignoring
ignoringfifiller
llerphrases
phrases
page
page88
88 TV/radio
TV/radioprogramme
programme

3C
3CDevelop
Developyour
yourreading
reading understand
understandaamagazine
magazine using
usingaamonolingual
monolingualdictionary
dictionary
page
page100
100 article
article

4A
4ADevelop
Developyour
yourreading
reading understand
understandaamagazine
magazine understanding
understandingthe
thewriter’s
writer’s
page
page102
102 article
article purpose
purpose

4B
4BDevelop
Developyour
yourwriting
writing write
writeaacovering
coveringemail
email matching
matchingaacovering
coveringemail
emailwith
withaa
page
page122
122 job
jobadvert
advert

4C
4CDevelop
Developyour
yourlistening
listening understand
understandphone
phonemessages
messages understanding
understandingunderstatement
understatement
page
page89
89

5A
5ADevelop
Developyour
yourreading
reading understand
understandacademic
academictexts
texts understanding
understandingreferences
referencesto
to
page
page104
104 numerical
numericaldata
data

5B
5BDevelop
Developyour
yourwriting
writing write
writeaadetailed
detaileddescription
description using
usingsimiles
similes
page
page124
124 of
ofaaperson
person

5C
5CDevelop
Developyour
yourlistening
listening understand
understandpresentations
presentations matching
matchinginformation
informationwith
with
page
page90
90 visuals
visuals

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 STUDENTS’ BOOK CONTENTS

Contents FAST-TRACK ROUTE

MAIN
MAINLESSON
LESSON GRAMMAR/LANGUAGE
GRAMMAR/LANGUAGE VOCABULARY
VOCABULARY PRONUNCIATION
PRONUNCIATION SPEAKING
SPEAKINGGOAL
GOAL

UNIT
UNIT66 page
page46
46

Love
Loveititor
orloathe
loatheit?
it? verb++-ing
verb -ingand
andinfi
infinitive
nitive common
commonidioms
idioms sentence
sentencestress
stress talk
talkabout
aboutthings
thingsyou
youlove
love
6A withto
with to and
andloathe
loathe
page
page46
46

We
Wecan
canwork
workititout
out reported
reportedspeech
speech negotiating
negotiating ssand
andss
ss summarise
summariseaanegotiation
negotiation
6B
page
page48
48

Tricky
Trickyconversations
conversations verb
verbpatterns
patternsafter
after reporting
reportingverbs
verbs word
wordstress
stressin
inverbs
verbs paraphrase
paraphrasewhat
whatsomeone
someone
6C reporting
reportingverbs
verbs has
hassaid
said
page
page50
50

Check
Checkand
andrefl
reflect:
ect:Units
Units55and
and66page
page52
52 Go
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UNIT
UNIT77 page
page54
54

7A Possible
Possiblefutures
futures real
realconditionals
conditionals social
socialissues
issues schwa
schwasound
sound talk
talkabout
aboutpossible
possible
page
page54
54 consequences
consequencesofofsituations
situations

7B Business
Businessplans
plans future
futureforms
formsand
anddegrees
degrees collocations make, sentence
withmake,
collocationswith sentencestress
stress describe
describefuture
futureplans
planswith
with
page
page56
56 of
ofprobability
probability take,
take,do
doand
andgive
give degrees
degreesofofprobability
probability

7C Cultural
Culturalawareness
awareness introductoryItIt
introductory personal
personaland
and sentence
sentencestress
stress summarise
summariseaasituation
situationand
and
page
page58
58 professional
professional give
giveopinions
opinionsand
andadvice
advice
relationships
relationships

English
Englishin
inaction
action FUNCTION: :lead
FUNCTION leadaadiscussion
discussion meetings
meetingsand
and linkingw
linking wand sounds lead
andyysounds leadaadiscussion
discussionand
andcome
cometo
to
7D and
andcome
cometo toaadecision
decision discussions
discussions aadecision
decision
page
page60
60

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UNIT
UNIT88 page
page62
62

It’s
It’sso
sopredictable
predictable…
… second
secondconditional
conditional events
eventsin
infifilms
lms linkingw
linking wsound
sound talk
talkabout
aboutyour
yourfavourite
favourite
8A fifilm/TV
lm/TVseries
series
page
page62
62

On
Onthe
therun
run conditionals
conditionalsin
inthe
thepast
past searching
searchingand
andhiding
hiding would
wouldhave
haveand
and talk
talkabout
aboutother
otheroptions
optionsand
and
8B wouldn’t
wouldn’thave
have outcomes
outcomesininthe
thepast
past
page
page64
64

8C Great
Greatart?
art? linkers
linkersof
ofconcession
concession visual
visualart
art linkers
linkersof
ofconcession
concession develop
developan
anargument
argumentfor
foraa
page
page66
66 class
classdebate
debate

Check
Checkand
andrefl
reflect:
ect:Units
Units77and
and88page
page68
68 Go
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UNIT
UNIT99 page
page70
70

9A Mysteries
Mysteries past
pastmodals
modalsof
ofdeduction
deduction mystery
mystery sentence
sentencestress
stress speculate
speculateabout
aboutunsolved
unsolved
page
page70
70 mysteries
mysteries

Strange
Strangetheories
theories verb
verbpatterns
patterns knowledge
knowledge vowel
vowelsounds
soundsin
in plan
planand
andgive
giveaaconvincing
convincing
9B verb/noun
verb/nounpairs
pairs argument
argument
page
page72
72

9C Celebrity
Celebrity phrasal
phrasalverbs
verbs common
commonphrasal
phrasal word
wordlinking
linking describe
describeaapersonal
personal
page
page74
74 verbs
verbs experience
experience

9D English
Englishin
inaction
action FUNCTION: :explain
FUNCTION explainaaproblem
problem describing
describingproblems
problems elision
elision explain
explainaaproblem
problemand
andask
askfor
for
page
page76
76 and
andask
askfor foraction
action with
withproducts
productsand
and action
action
services
services

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UNIT
UNIT10
10 page
page78
78

10A Will
WillIIbe
behappy?
happy? future
futureperfect
perfectand
and personal
personalfulfi
fulfilment
lment Will
Willyou
youhave?
have?and
and talk
talkabout
aboutfuture
futureevents
events
page
page78
78 future
futurecontinuous
continuous Will
Willyou
yoube?
be?

10B Believe
Believeititor
ornot!
not! articles
articles fame
fame the
the maintain
maintainaadiscussion
discussionon
on
page
page80
80 interesting
interestingfacts
facts

10C New
Newsolutions
solutions compound
compoundadjectives
adjectives persuasion
persuasionand
and word
wordstress
stressin
in give
givedetailed
detailedopinions
opinions
page
page82
82 enforcement
enforcement compound
compoundadjectives
adjectives

Check
Checkand
andrefl
reflect:
ect:Units
Units99and
and10
10page
page84
84 Go
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Language
Languagebank
bankpage
page136
136 Vocabulary
Vocabularybank
bankpage
page156
156 Communication
Communicationbank
bankpage
page166
166 Irregular
Irregularverbs
verbspage
page176
176

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 EXTENDED ROUTE
DEVELOP
DEVELOPYOUR
YOURSKILLS
SKILLSLESSON
LESSON GOAL
GOAL FOCUS
FOCUS

6A
6ADevelop
Developyour
yourlistening
listening understand
understandinformal
informal recognising
recognisingsignpost
signpostexpressions
expressions
page
page91
91 discussions
discussions

6B
6BDevelop
Developyour
yourreading
reading understand
understandaawebsite
website recognising
recognisingirony
irony
page
page106
106

6C
6CDevelop
Developyour
yourwriting
writing write
writean
anemail
emailof
ofcomplaint
complaint using
usingcomment
commentadverbs
adverbs
page
page126
126 requesting
requestingaction
action

7A
7ADevelop
Developyour
yourreading
reading understand
understandwebsites
websitesand
and recognising
recognisingcohesive
cohesivedevices
devices
page
page108
108 longer
longertexts
texts

7B
7BDevelop
Developyour
yourwriting
writing write
writenotes
notesduring
duringaa using
usingabbreviations
abbreviationsin
innotes
notes
page
page128
128 conversation
conversation

7C
7CDevelop
Developyour
yourlistening
listening understand
understandaaradio
radio recognising
recognisingexamples
examples
page
page92
92 programme
programme

8A
8ADevelop
Developyour
yourlistening
listening understand
understandfast,
fast,unscripted
unscripted recognising
recognisingwhen
whenwords
wordsare
are
page
page93
93 speech
speech missed
missedout
out

8B
8BDevelop
Developyour
yourreading
reading understand
understandthe
theplot
plotof
ofaa distinguishing
distinguishingbackground
backgrounddetail
detail
page
page110
110 narrative
narrative from
frommain
mainevents
events

8C
8CDevelop
Developyour
yourwriting
writing write
writeaareview
reviewof
ofaafifilm
lmor
or including
includingrelevant
relevantinformation
information
page
page130
130 book
book

9A
9ADevelop
Developyour
yourlistening
listening understand
understandfast,
fast,scripted
scripted understanding
understandingpauses
pausesin
inspeech
speech
page
page94
94 speech
speech

9B
9BDevelop
Developyour
yourwriting
writing write
writeaasimple
simplediscursive
discursive structuring
structuringaasimple
simplediscursive
discursive
page
page132
132 essay
essay essay
essay

9C
9CDevelop
Developyour
yourreading
reading predict
predictcontent
contentfrom
from understanding
understandingnewspaper
newspaper
page
page112
112 headlines
headlines headlines
headlines

10A
10ADevelop
Developyour
yourwriting
writing write
writeaamagazine
magazinearticle
article attracting
attractingand
andkeeping
keepingthe
the
page
page134
134 reader’s
reader’sattention
attention

10B
10BDevelop
Developyour
yourlistening
listening extract
extractthe
themain
mainpoints
pointsfrom
from distinguishing
distinguishingfact
factfrom
fromopinion
opinion
page
page95
95 aanews
newsprogramme
programme

10C
10CDevelop
Developyour
yourreading
reading understand
understandan
anarticle
article inferring
inferringthe
themeaning
meaningof
ofwords
words
page
page114
114 from
fromcontext
context

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 WELCOME TO ROADMAP

Roadmap is a new, flexible eight-level general English course for adults. Recognising
that every class is different and every learner is unique, Roadmap provides a dual
track approach that allows all learners to develop confidence in speaking while taking
a more tailored approach to skills development. It does this by providing smooth
syllabus progression based on the Global Scale of English, by putting clear and
achievable speaking goals at the heart of every lesson, and by providing in-depth skills
development lessons for teachers to choose from at the back of the Students’ Book.
Multiple opportunities are provided for learners to practise outside the classroom in
print, online and using the mobile app.

Map your own route through the course

It can be challenging for institutions and teachers to deal with the different needs,
interests and abilities of each student, especially if they have a wide mix of
learners in the same class. The unique dual track approach of Roadmap helps you
solve this problem.
● The fast track route concentrates on developing learners’ speaking skills as well
as giving them the grammar, vocabulary and functional language they need to
achieve their goals.
● The extended route gives learners valuable practice in reading, writing and
listening as well as specific training and strategies for developing these skills.

Fast track route: Extended route:

10 core units featuring 10 core units plus
grammar, vocabulary and additional skills-based
pronunciation with each lesson lessons (reading, writing
leading to a final GSE-related and listening) linked to the
speaking activity. content of each lesson.

This unique approach also allows you to adapt material to suit different course
lengths. Whatever the number of hours in your course and whatever the interests of
your learners, the flexible organisation of Roadmap makes it easy for you to choose
the best route for your students’ success.

Build your students’ confidence

Learners need to know what they are aiming for and why. This is key to building
confidence, increasing motivation and helping learners make rapid, tangible
progress.
● Global Scale of English learning objectives provide students with clear goals for
every lesson (the goals have been selected to be useful and relevant to students in
real-life situations).
● Grammar and vocabulary has been specifically selected according to how useful it
is in terms of helping learners reach specific goals.
● Carefully structured tasks with ‘models’ and opportunities to review performance,
Check and reflect activities and regular progress tests allow learners to see how
well they are doing and highlight the areas they need to improve.

F01_Roadmap_TB_B2_28426.indd 8 20/12/2019 14:31

 Make the most of your skills as a teacher
Roadmap is designed to be as supportive and easy to use as possible, whatever your
level of experience, with:
● ‘pick-up-and-go’ lessons with clear aims and outcomes that are guaranteed to work.
● clear instructions on how to exploit each lesson, including help with tricky
language points, ideas for warmers, fillers, extension and homework activities.
● a huge range of additional support materials, including video, photocopiable games
and activities, online and mobile app practice activities, are provided to add variety
to your lessons.
The front of class presentation tool makes it easy to access all the support material in
one place and enhances your performance as a teacher.

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• Students
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Learn more with digital

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Jonathan
Bygrave
ROADMAP_
B2_SBK_CV
R.indd 1

14:59
05/12/2019

27/09/2019
08:51

B2
TEACHER’S BOOK
with digital resources and assessment package

Kate Fuscoe, Clementine Annabell

ROADMAP_B2_TBK_CVR.indd 1 19/12/2019 10:09

9

F01_Roadmap_TB_B2_28426.indd 9 20/12/2019 14:31

 COURSE COMPONENTS

FOR LEARNERS
STUDENTS’ BOOK WITH DIGITAL RESOURCES
1A
8 Work in pairs and answer the questions.

1A | Talking to strangers
Talking to strangers
AND MOBILE APP
1 What auxiliary do you use with verbs in perfect tenses:
be, do or have?
2 What auxiliary do you use with verbs in continuous
tenses: be, do or have?
3 Does your language have prepositions? If so, can they
come at the end of a question?
Goal: start a conversation and keep it going 4 What is the word order in indirect questions?

Ten units with three main input lessons linked to three

Grammar: question forms 9a 1.1 Listen to five conversations and decide which
questions are for strangers and which are for friends.
Vocabulary: verbs with dependent prepositions
● How do you know?
b Listen again and repeat. Copy the intonation.
Reading

Develop your skills lessons at the back of the book.

10 a Complete the questions with the correct form of the
1 When was the last time you talked to a stranger? verbs in brackets.
What happened? 1 I love your shoes! Can I ask …? (buy)
2 What a cute kitten! I wonder … (belong to)
2 a Read the article and answer the questions.
3 I love your hairstyle! Who …? (cut)

Each lesson includes grammar/language focus, vocabulary and

1 What was the author’s strategy on Monday and
Tuesday? What were the results? 4 You look familiar. Where … school? (go)

● 2 What new strategy did the author try on Wednesday?

What was the result?
5 You seem really happy. What …? (smile about)
6 This is a great building. I’d love to know … (design)
7 My train is delayed. Which train …? (wait for)

pronunciation and leads to a final speaking task based on

Talking to strangers is really, 8 Hey, we have the same phone. Could I ask how long …?
REALLY good for you (have)
Don’t believe me? According to research, people who talk to strangers b Write five questions for students in your class. Ask a
are happier, more creative and less likely to have heart attacks! I suffer different person each question.

Global Scale of English learning objectives.

from social anxiety but I decided not to think about that and just start
talking. After all, what have I got to lose? 3 a Work in pairs and discuss the questions. Grammar Go to page 136 or your app for more information and practice.
Monday: The answer to that last question turns out to be: self-respect. 1 What do you think the writer said in the lift on Thursday?
7 a Read the grammar box. Underline the questions
While I was sitting in my local café, a woman and her daughter walked
in. The girl was about six and was carrying a fairy doll. She dropped
2 What reaction would he have got in your town/area?
in the article in Exercise 2a and on page 166. One Speaking
3 What do you think of the writer’s new tactic? question hasn’t got a question mark.
it as she came in. I picked it up and smiled at her. ‘Where did you get

Key language presented and cross-referenced to a

your magic fairy?’ I asked as I gave it back. b Turn to page 166 and check your answer to Question 1. PREPARE
b Complete the grammar box with questions from
She looked at me as though I was an idiot. ‘From the shop,’ she said.
● ‘And I don’t believe in magic.’ The girl’s mother called her over. ‘What
have I told you about talking to strangers?’ she whispered, loud enough
Vocabulary
Exercise 7a.
11 Look at the photos. What might you say to start a
conversation? Work in pairs and make a list.
4 Look at the underlined verbs in the article. Which Question forms
for everyone in the café to hear.

Language bank at the back of the book.

Tuesday: I boarded a nearly empty bus and sat next to a guy in a preposition follows each verb? Questions are often formed in the following way: SPEAK
Question word + Auxiliary/modal + Subject + Verb.
baseball cap with three letters on it, ZTC. 5 Choose the correct alternatives.
‘What does ZTC stand for?’ I asked, smiling. Use do/does/did in present and past simple 12 Work in groups of three and choose a photo.
1 The universe is probably infinite. Do you ever think
‘What?’ he said, frowning. questions. • Student A: You are one of the people in the photo.
over/for/about that?
‘I was just wondering what ZTC stands for,’ I said, smiling harder. ‘On What are you doing? Start a conversation with Student B. Try to keep it

A Vocabulary bank extends some of the key lexical sets in

2 Sometimes, when someone smiles to/at/about me, it 1
your cap.’ going by asking questions. Use the Useful phrases to
makes my day. You too?
‘Why don’t you ask my brother?’ he muttered. ‘It belongs to him.’ Prepositions usually go at the end of questions. help you.
● Wednesday: In the supermarket I saw an old guy concentrating
on the label on a soft drinks bottle. ‘Too much sugar?’ I asked. He
3 Wow! Do you believe on/in/about love at first sight?
4 You look busy. Can I ask what you’re working on/in/
Who are you smiling at? • Student B: You are the other person in the photo.
2
Student A will start a conversation with you. Help
completely ignored me. The rejection was getting harder to deal with. about?

each unit and focuses on important areas such as word-building

Questions often ask about the object of the verb, Student A to keep it going. You can also ask questions.
In desperation I decided on a new tactic: make a comment and then 5 Do you suffer from/at/about hay fever in the summer? for example: • Student C: Listen to the conversation. Note the
ask a question.
6 It’s so noisy here. Don’t you find it hard to concentrate Who did you meet? questions that are asked. Check if they are correct.
‘I’ve read that,’ I said as I passed a woman with a book sticking out of
her bag. ‘It blew me away. What about you?’ on/with/to your work? But when the question asks about the subject of
‘Totally!’ she said enthusiastically. ‘I can’t put it down!’ 7 I’ve just found this wallet. Does it belong for/to/at you? the verb, leave out the auxiliary verb. Useful phrases

and collocation.
‘I know, right!’ I said (I hadn’t read the book). ‘It’s so awesome!’ 8 How do you deal about/on/with the stress of exams? Who met you? Sorry to interrupt you but could you tell me …?
Success! A genuine conversation, but then I couldn’t think what to say 9 My battery’s dead. Why does that always happen when 3 Can I ask you …? I was just wondering …
next so I just carried on walking. you’re relying on/for/from it to meet someone? Indirect questions are usually more polite and less direct. Really? That’s interesting.
Thursday: When I got into the lift at work, there was just one other They start with phrases like Can I ask you …?, Do you That’s a coincidence. I’ve got the same …
person in there with me – a middle-aged guy in a suit carrying a bunch 6 Work in pairs. Choose comments and questions from
know …?, Could you tell me …?, I’d like to know …, I wonder …

An English in action lesson in each odd unit covers key

of flowers … Exercise 5 and roleplay a short conversation for each
Note: Not all indirect questions have a question mark. Also
one.
pay attention to the word order.
● b Read the article again and answer the questions.
1 What are the benefits of talking to strangers?
A: I’ve just found this wallet. Does it belong to you?
B: Yes, it does. Thanks! Where did you find it?
Can you tell me where I can find an Indian restaurant?
4
Develop
your
2 Why did the girl look at him as though he was an idiot? listening

functional language.
Go to page 156 or your app for more vocabulary and practice.
3 Why was it surprising that he sat next to the guy on
page 86
the bus?
6 4 What lie did he tell on Wednesday? 7

● Check and reflect pages at the end of each even unit show M01 Roadmap SB B2 28372.indd 6 29/10/2019 11:12 M01 Roadmap SB B2 28372.indd 7 29/10/2019 11:12

learners how their confidence and mastery of spoken language

has improved.
● Light-hearted video clips and worksheets (available online)
extend and consolidate key language covered in the unit.
● Extra grammar/language focus and vocabulary exercises,
available on the mobile app (the Pearson Practice English app),
consolidate language points covered in the Students’ Book.
● Develop your skills lessons at the back of the book expose
learners to different genres and give them strategies for
developing skills.
● Audio/video scripts and word lists available online.

STUDENTS’ BOOK WITH ONLINE PRACTICE,

DIGITAL RESOURCES AND MOBILE APP
● Provides online practice for students, class management for
teachers and a gradebook to review performance.
● Includes all the Students’ Book material plus a digital version
of the exercises and activities from the Workbook and Tests.
● Includes tools for managing and assigning self-study and
practice activities to students, with automatic marking to
save time.
● Includes a gradebook for reviewing performance of individual
students and classes.

WORKBOOK WITH KEY AND ONLINE AUDIO

● Ten units provide additional practice of material covered in the
Students’ Book.
● Additional grammar/language focus, vocabulary and functional
language practice activities.
● Additional reading, writing and listening practice activities.
● Answer key at the back of the book allows learners to check
their answers.
● Audio available online.

10

F01_Roadmap_TB_B2_28426.indd 10 20/12/2019 14:31

 FOR TEACHERS
TEACHER’S BOOK Vocabulary

Unit 1
VOCABULARY BANK 1A p156
1A Talking to strangers

1
Verbs with dependent prepositions Verbs with dependent prepositions

OVERVIEW 4 Ask Ss to find the first underlined verb in the article (suffer)
and to tell you which preposition follows (from). Establish that we
This is an optional extension to the vocabulary section,
extending the lexical set and providing further practice.
Introduction

The Teacher’s Book features a host of support materials to help

call this a dependent preposition. Ask Ss to go through the rest of If you’re short of time, this can be done for homework.
The goal of this lesson is for students to practise starting a the text and circle the dependent preposition that follows each 1a Ask Ss to match the correct prepositions in the box with
conversation and keeping it going. To help them achieve this, they underlined verb. Check answers with the whole class. the verbs. Ss check answers in pairs before whole class
will revise verbs with dependent prepositions in this context. feedback.
1A Talking to strangers Answers: suffer from, think about, smile at, believe in, stand

teachers get the most out of the course.

Goal | start a conversation and keep it going Answers: a to b in c to d about e on f from
for, belong to, concentrate on, deal with
Grammar | question forms Warm-up g from h about i on j in k in l from m for
Vocabulary | verbs with dependent prepositions Before the class starts, write the following expressions on
GSE learning objective Vocabulary checkpoint b Ask Ss to match the verbs from Ex 1a with their meanings.
the board:
Can engage in extended conversation in a clearly participatory Go through answers as a class.
A stranger is a friend you haven’t met yet. Ss often struggle with dependent prepositions as they seem
fashion on most general topic to vary randomly and have little logic. Discuss with Ss how

● Teacher’s notes for every unit with warmers, fillers, alternative

Don’t talk to strangers. Answers: 1 differ from 2 believe in 3 involve someone in
1B Life lessons they can help themselves, for example by recording each 4 suffer from 5 belong to 6 specialise in 7 depend on
Ask Ss to work in pairs to decide what the expressions mean and
Goal | describe an experience and a life lesson new verb with its preposition as well as creating meaningful 8 enquire about 9 insist on 10 volunteer for 11 appeal to
which they agree with in which situations. Invite a whole-class
Grammar | past simple, past continuous, used to, would, examples. Point out that translating the verb alone does not 12 boast about 13 discourage someone from
discussion and encourage Ss to give reasons for their ideas.
keep + -ing help with being able to use it accurately in a sentence. Elicit
Vocabulary | phrases to describe emotions
For example, it might be appropriate for children to be wary of 2a Ask Ss to use the verbs from Ex 1a to complete the

suggestions, advice on dealing with tricky language items,

that the prepositions in the text can be followed by nouns or
strangers in public places or new situations, but adults can be questions. Point out that the preposition is already provided.
GSE learning objective -ing verb forms.
Can bring relevant personal experiences into a conversation to more open in a wider range of settings. Ss check answers in pairs before whole-class feedback.
Check that Ss are clear that these verbs + dependent
illustrate a point
prepositions are different from phrasal verbs. With phrasal Answers: 1 differ 2 appeals 3 involved 4 depend
1C Personalities Reading verbs, often the meaning of the verb changes (for example, 5 enquire 6 volunteered 7 discourage 8 insist 9 boast

culture notes etc.

Goal | interview someone about their personality 1 Put Ss in pairs to discuss the last time they spoke to a stranger look up a word in the dictionary). A dependent preposition
Language focus | verb + noun collocations b Ask Ss to ask and answer questions from Ex 2a in pairs.
and what happened. When they finish, ask a few pairs to share does not affect the meaning of the preceding verb. It’s just a
Vocabulary | adjectives of character When they finish, have brief feedback on any interesting
their stories with the class. grammatical link to the verb’s object.
GSE learning objective points.
Can carry out an interview in order to research a specific topic 2a Tell Ss they are going to read a magazine article about talking
to strangers. Focus attention on the questions, asking Ss to read 5 Refer Ss to the exercise to underline the correct prepositions.

● Teaching tips on useful areas such as dealing with mixed

1D English in action Complete the first example together, then ask them to continue Further practice
quickly to find the answers. Allow a few minutes for Ss to read
Goal | contribute effectively to a conversation or discussion alone, then put them in pairs to compare ideas. When they finish, alone before checking in pairs. Go through the answers, asking Photocopiable activities: 1A Vocabulary, p169
Vocabulary | verbs to describe a healthy lifestyle elicit answers and write them on the board. individual Ss to read each sentence aloud so that you can drill App: 1A Vocabulary practice 1 and 2
GSE learning objective as needed. Point out that the verb is usually stressed and the
Can give the advantages and disadvantages of various options Answers: preposition is not, which is why Ss often fail to hear it.

abilities, teaching grammar, vocabulary and pronunciation.

on a topical issue
1 His strategy was to begin talking to strangers by asking them Grammar
questions. The results were not good. He didn’t manage to Answers: 1 about 2 at 3 in 4 on 5 from 6 on 7 to
Roadmap video Question forms
start any conversations. 8 with 9 on
Go online for the Roadmap video and worksheet. 7a Focus attention on the article in Ex 2a and its ending on
2 The author started making a comment on something and
Optional extra activity p166, explaining that Ss should underline any questions in both
VOCABULARY BANK then asking a question. This was more successful and he

● Grammar, vocabulary and language focus photocopiable

parts of the article. Ask Ss to help each other before eliciting
had a conversation. For further practice, ask Ss to make a list of more verbs that need examples as a class.
1A Verbs with dependent prepositions a dependent preposition. They can work in pairs initially, then
1C Adjectives of character b Tell Ss they will read again for more detail. Refer them to the share as a class to make a list for everyone to copy into their Answers: Don’t believe me? … what have I got to lose?
questions and allow a few minutes. Monitor and help if necessary. notebooks. With weaker classes, you may need to provide some ‘Where did you get your magic fairy?’
When they finish, ask Ss to discuss answers in pairs, then have common examples, such as consist of, decide on, depend on, pay

worksheets for every unit, including accompanying teacher’s

DEVELOP YOUR SKILLS ‘What have I told you about talking to strangers?’
whole-class feedback. for, wait for. With stronger classes point out cases where the ‘What does ZTC stand for?’ ‘What?’
1A Develop your listening preposition varies according to the object: play with a toy/for a ‘I was just wondering what ZTC stands for.’
Goal | understand common informal conversations Answers: team, complain about something/to someone. ‘Why don’t you ask my brother?’ ‘Too much sugar?’
Focus | recognising exaggeration 1 People who talk to strangers are happier, more creative and
‘What about you?’ ‘Who are you going to give them to?’
less likely to have a heart attack.

notes and answer keys.

GSE learning objective 6 Look at the example conversation as a class. Tell Ss to choose ‘So, who gave you those flowers?’
Can recognise the use of hyperbole (e.g. It’s going to take me 2 because she thought the answer to the question was very around five comments or questions from the exercise and
years to finish this.) obvious improvise a conversation. Monitor and help if necessary. b Point out the four types of question in the grammar box. Write
3 because the bus was nearly empty (and in the UK people When they finish, ask a few confident pairs to perform their
1B Develop your writing the number of each category on the board, then ask Ss to select
don’t usually sit next to another person if there are other conversations for the class.
Goal | write a detailed description of a place an example for each category from their underlined questions.
seats that are free)

● Class audio scripts and answer keys.

Focus | adding interest to a description With weaker classes, do this together as a class.
GSE learning objective
4 He told the woman that he had read the book when he
Can write detailed descriptions of real or imaginary places hadn’t. Answers:
1 What have I got to lose?
1C Develop your reading 3a Ask Ss to discuss the questions in pairs for a few minutes. Where did you get your magic fairy?
Goal | understand an article with survey results Point out that this is a matter of personal opinion. In feedback, What have I told you about talking to strangers?

● Photocopiable worksheets for each Students’ Book unit

Focus | understanding cause and effect relationships
ask different pairs for their responses to each question. Write 2 Who are you going to give them to?
GSE learning objective suggested answers to the first question on the board.
Can understand cause and effect relationships in a What does ZTC stand for?
structured text b Ask Ss to turn to p166 to check their answers. Look back at the 3 So, who gave you those flowers?
board to see whose answer was closest. 4 I was just wondering what ZTC stands for.

accompanied by teaching notes and answer key. 24 25

M01_Roadmap_TB_B2_28426.indd 1-2 16/12/2019 19:08

TEACHER’S DIGITAL RESOURCES 1A Grammar 2 Question forms

1B Vocabulary Phrases
to describe emotio ns
1 Work in pairs and discuss

Additional resources can be accessed on the Pearson English

the questions.
1 2 3 • Are you a fan of watching
or playing sports? Why/Why
• Do you think there are not?
any life lessons to be learned
from sports?

Portal using the access code in the Teacher’s Book.

2 Complete the text with
the words in the box.
ashamed believe completely eyes impact inspired mind

● Class audio.
numb shock total
Find out if your partner knows where Find out when your partner checked Find out where your partner has
a supermarket is. in to the hostel. been today.

4 5 6

● Video and video worksheets.

● Audio and video scripts.

You’ve heard that there is a free
Find out who your partner is walking tour that leaves from the
travelling with. hostel. Find out what time it starts. Find out where your partner is from.

● Word lists.
7 8 9

● Students’ Book answer key. Volleyball has had a big,

Find out if your partner knows the Find out where your partner got their Find out how your partner travelled big 1
weather forecast for tomorrow. backpack from. to London and how long it took them. 2 on my life so I couldn’t

● Assessment package with a range of tests including unit tests

my luck when my family
national finals. I was going managed to get tickets
10 11 12 to cheer for players who 3 to the
so much and this was going me
to be our year!

(grammar, vocabulary and functional language), achievement

When we lost, it was 4
were bawling their 5 devastating. Some of the
players
6 out, and the fans were in
. I felt so 7

and mid and end of course tests (grammar, vocabulary,

My sister, the only family .
Find out whether your partner is Find out what the wifi password for Find out if your partner is enjoying member who isn’t a volleyball
reading anything at the moment. the hostel is. their travels so far.
8 fan, thinks we’re
fools to take a sport so
9 seriously. She says it blows
that losing a game could her
13 14 15 cause people to cry and

functional language and skills), with accompanying audio.

about it for weeks. I think talk
she’s a bit 10
of our obsession!
3 Work in groups and discuss
the questions.

● Workbook audio.
• Would you ever be devastate
d by a sports result? Why/Why
• Do you think fans are not?
total fools if they take
Find out who owns the (invisible) Find out how long your partner is Find out what your partner is doing
• What kind of people sports too seriously? Why/Why
guitar in the corner. staying in London for. tomorrow. inspire you most? not?
172
PHOTOCOPIABLE © Pearson
168 PHOTOCOPIABLE © Pearson Education Limited 2020 Education Limited 2020

Z02_Roadmap_TB_B2_28426.indd
6
Z02_Roadmap_TB_B2_28426.indd 2 09/12/2019 14:08
09/12/2019 14:14

VIDEO
● Ten videos – one for each unit – designed to consolidate key
language and illustrate some of the quirkier aspects of real life.
● Each video features a roving reporter who goes out on location
to visit interesting places, meet interesting people and/or try
new experiences.
● Video clips are 2–3 minutes in length and are designed to
entertain learners and provide a bit of light relief.
● Video worksheets (to exploit the language in the videos) are
available online.

PRESENTATION TOOL
● Interactive version of the Students’ Book with integrated
audio and video is available on the Pearson English Portal.
● Planning mode (includes teacher’s notes) and teaching mode.
● Easy navigation via book page and lesson flow.
● Answers to exercises at the touch of a button.
● Integrated audio.
● Integrated video, with timed-coded video scripts.
● A host of useful classroom tools.

11

F01_Roadmap_TB_B2_28426.indd 11 20/12/2019 14:31

 STUDENTS’ BOOK

The Students’ Book has ten units featuring three double-page main
lessons containing approximately 90 minutes of teaching material. Each

ROADMAP B2 STUD
lesson features grammar/language focus, vocabulary and pronunciation
activities which lead up to a final speaking task. Each lesson links to a
Develop your skills lesson and other material at the back of the book
Ever class
including a Languageybank, is differbank
Vocabulary ent,and Communication bank.
every learner is uniqu

ENTS’ BOOK
1 Clearly defi ned
e.
Global Scale of English objectives at the start of
Road map is a new eight-level
general English cours
each lesson.
that every class is different e for adults which recog
and every learner is uniqu nises
learning objectives, the e. Built on Global Scale
cours of English
e is designed to give learne
training they need rs the specific language
2 Different topics for
materials make each lesson
to progress. Engaging,
lesson to maintainsiveinterest
relevant content and exten
s enjoyable for both learne support and motivation.
rs and teachers.

3 Striking images
Roadmap enab provoke interest
les learners to:  in the topic and provide a vehicle
for teaching vocabulary.
• make measurable progr
ess with a syllabus built
on GSE learning objec
• build confidence tives.
in speaking with releva
nt, communicative tasks
4 Short reading and/or listening texts featuring real-life information
• develop strategies .
for improving reading, writing and listening skills.
• practise grammar and
are used Road
to present grammar and/or vocabulary.
vocabulary out of class
with the mobile app.
map enab les teachers to: 
5 Key vocabulary is presented
• deliver successful
and fun to teach.
intocontext
lessons which are easy
prepare and practised through
personalised activities.
• adapt the material easily to meet
learners’
specific needs.

6 Grammar• maint
rules arers’ intere
ain learne clearly highlighted
st with an extensive
and target language practised
range of additional suppo
through form-based and communicative practice activities.
rt materials.

7 Pronunciation
COURSEis highlighted
COM PONENT
and practised in each lesson.
S
8 Additional practice digita
• Students’ Book with
and mobile app
is provided
l resources on the mobile app and in the
Language bank at
• Students’ Book with
digital resou
the back
online practi ce, of the book. 10  20  30  40  
50  60  70  80  
90
rces and mobile app C1/2

9 Carefully staged speaking

• Workbook with key
and online audio tasks with ‘models’ and time to prepare
B2+
B2
• Teacher’s Book with
digital resources
build learners’ confi
t packadence.
B1+
and assessmen B1
ge

B2
§
• Presentation tool A2+

10 Relevant, meaningful tasks engage learners and prepare them for

A2
A1
Find out more at english.c CEFR
real life.
<A1 A1 A2 A2+
om/roadmap  B1 B1+ B2 B2+ C1
Learn more about the C2
Global Scale of English

STUDENTS’ BOOK
at english.com/gse

11 Each odd unit ends with English in action pages that focus on with digital resources
Bygrave

and mobile app

functional language. Jonathan Bygrave

12 Each even unit ends with a Check and reflect pages that
consolidates key grammar and vocabulary.
ROADMAP_B2_SBK_CVR.i
ndd 1

27/09/2019 08:51

2
1A
8 Work in pairs and answer the questions.

1A | Talking to strangers
Talking to strangers 1 What auxiliary do you use with verbs in perfect tenses:
be, do or have?
2 What auxiliary do you use with verbs in continuous
tenses: be, do or have?
3 Does your language have prepositions? If so, can they
come at the end of a question?
Goal: start a conversation and keep it going 4 What is the word order in indirect questions?

1 Grammar: question forms 7 9a 1.1 Listen to five conversations and decide which
questions are for strangers and which are for friends.
Vocabulary: verbs with dependent prepositions
3
How do you know?
b Listen again and repeat. Copy the intonation.

4 Reading 10 a Complete the questions with the correct form of the

1 When was the last time you talked to a stranger? verbs in brackets.
What happened? 1 I love your shoes! Can I ask …? (buy)
2 What a cute kitten! I wonder … (belong to)
2 a Read the article and answer the questions.
3 I love your hairstyle! Who …? (cut)
1 What was the author’s strategy on Monday and
Tuesday? What were the results? 4 You look familiar. Where … school? (go)
2 What new strategy did the author try on Wednesday? 5 You seem really happy. What …? (smile about)
What was the result? 6 This is a great building. I’d love to know … (design)
7 My train is delayed. Which train …? (wait for)
Talking to strangers is really, 8 Hey, we have the same phone. Could I ask how long …?
REALLY good for you (have)
Don’t believe me? According to research, people who talk to strangers b Write five questions for students in your class. Ask a
are happier, more creative and less likely to have heart attacks! I suffer different person each question.

6 8
from social anxiety but I decided not to think about that and just start
talking. After all, what have I got to lose? 3 a Work in pairs and discuss the questions. Grammar Go to page 136 or your app for more information and practice.
Monday: The answer to that last question turns out to be: self-respect. 1 What do you think the writer said in the lift on Thursday?
7 a Read the grammar box. Underline the questions
While I was sitting in my local café, a woman and her daughter walked
in. The girl was about six and was carrying a fairy doll. She dropped
2 What reaction would he have got in your town/area?
in the article in Exercise 2a and on page 166. One Speaking
3 What do you think of the writer’s new tactic? question hasn’t got a question mark.
9
it as she came in. I picked it up and smiled at her. ‘Where did you get
your magic fairy?’ I asked as I gave it back. b Turn to page 166 and check your answer to Question 1. PREPARE
b Complete the grammar box with questions from

5
She looked at me as though I was an idiot. ‘From the shop,’ she said. Exercise 7a.
‘And I don’t believe in magic.’ The girl’s mother called her over. ‘What Vocabulary 11 Look at the photos. What might you say to start a
have I told you about talking to strangers?’ she whispered, loud enough conversation? Work in pairs and make a list.
4 Look at the underlined verbs in the article. Which Question forms
10
for everyone in the café to hear.
Tuesday: I boarded a nearly empty bus and sat next to a guy in a preposition follows each verb? Questions are often formed in the following way: SPEAK
Question word + Auxiliary/modal + Subject + Verb.
baseball cap with three letters on it, ZTC. 5 Choose the correct alternatives.
‘What does ZTC stand for?’ I asked, smiling. Use do/does/did in present and past simple 12 Work in groups of three and choose a photo.
1 The universe is probably infinite. Do you ever think
‘What?’ he said, frowning. questions. • Student A: You are one of the people in the photo.
over/for/about that?
‘I was just wondering what ZTC stands for,’ I said, smiling harder. ‘On What are you doing? Start a conversation with Student B. Try to keep it
2 Sometimes, when someone smiles to/at/about me, it 1
your cap.’ going by asking questions. Use the Useful phrases to
makes my day. You too?
‘Why don’t you ask my brother?’ he muttered. ‘It belongs to him.’ Prepositions usually go at the end of questions. help you.
3 Wow! Do you believe on/in/about love at first sight?
Wednesday: In the supermarket I saw an old guy concentrating Who are you smiling at? • Student B: You are the other person in the photo.
on the label on a soft drinks bottle. ‘Too much sugar?’ I asked. He 4 You look busy. Can I ask what you’re working on/in/ 2
Student A will start a conversation with you. Help
completely ignored me. The rejection was getting harder to deal with. about?
Questions often ask about the object of the verb, Student A to keep it going. You can also ask questions.
In desperation I decided on a new tactic: make a comment and then 5 Do you suffer from/at/about hay fever in the summer? for example: • Student C: Listen to the conversation. Note the
ask a question.
6 It’s so noisy here. Don’t you find it hard to concentrate Who did you meet? questions that are asked. Check if they are correct.
‘I’ve read that,’ I said as I passed a woman with a book sticking out of
her bag. ‘It blew me away. What about you?’ on/with/to your work? But when the question asks about the subject of
‘Totally!’ she said enthusiastically. ‘I can’t put it down!’ 7 I’ve just found this wallet. Does it belong for/to/at you? the verb, leave out the auxiliary verb. Useful phrases
‘I know, right!’ I said (I hadn’t read the book). ‘It’s so awesome!’ 8 How do you deal about/on/with the stress of exams? Who met you? Sorry to interrupt you but could you tell me …?
Success! A genuine conversation, but then I couldn’t think what to say 9 My battery’s dead. Why does that always happen when 3 Can I ask you …? I was just wondering …
next so I just carried on walking. you’re relying on/for/from it to meet someone? Indirect questions are usually more polite and less direct. Really? That’s interesting.
Thursday: When I got into the lift at work, there was just one other They start with phrases like Can I ask you …?, Do you That’s a coincidence. I’ve got the same …
person in there with me – a middle-aged guy in a suit carrying a bunch 6 Work in pairs. Choose comments and questions from
know …?, Could you tell me …?, I’d like to know …, I wonder …
of flowers … Exercise 5 and roleplay a short conversation for each
Note: Not all indirect questions have a question mark. Also
one.
pay attention to the word order.
b Read the article again and answer the questions. A: I’ve just found this wallet. Does it belong to you? Develop
Can you tell me where I can find an Indian restaurant?
1 What are the benefits of talking to strangers? B: Yes, it does. Thanks! Where did you find it? 4 your
2 Why did the girl look at him as though he was an idiot? Go to page 156 or your app for more vocabulary and practice. listening
3 Why was it surprising that he sat next to the guy on
page 86
the bus?
6 4 What lie did he tell on Wednesday? 7

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 1C
6 a Complete the sayings with collocations from the

1C | Personalities
Personalities What kind of Language focus box. You may need to change the
form of the verb.
person are you 1 If you can your mind, you can change your life.
2 your deadlines is good, but beating your
1 Do you speak your mind, no matter what? deadlines is better.
ALWAYS SOMETIMES NEVER
3 Don’t your temper, use your temper. If you
2 Do you meet your deadlines?
Goal: interview someone about their personality your temper, you lose the fight.
C ALWAYS SOMETIMES NEVER
4 Everyone has the right to their opinions. That
Language focus: verb + noun collocations 3 Do you get angry when you have to wait in line?
doesn’t mean that everyone’s opinions are right.
ALWAYS SOMETIMES NEVER
Vocabulary: adjectives of character 4 Would you say you lose your temper easily? 5 Try to your promises to others. And make sure
ALWAYS SOMETIMES NEVER
you your promises to yourself.
C B 6 Your ability to calm is a measure of your
5 Do you find it extremely important to keep your promises?
ALWAYS SOMETIMES NEVER intelligence.
6 Do you make your bed every morning? 7 A true leader will disputes rather than create
ALWAYS SOMETIMES NEVER them.
D 7 Do you break the rules to get what you want? b 1.8Underline your, the and a in Exercise 6a.
ALWAYS SOMETIMES NEVER
Then listen. How are those words pronounced?
8 Do you voice your opinion during meetings or discussions?
c Listen again and repeat.
B
D ALWAYS SOMETIMES NEVER

9 When no one knows what to do, do you take charge? 7 Work in pairs. Which sayings in Exercise 6a do you
ALWAYS SOMETIMES NEVER agree with? Why?
10 If there’s an argument, do you try to resolve the dispute?
Go to page 136 or your app for more information and practice.
ALWAYS SOMETIMES NEVER

11 During presentations, do you take notes?

ALWAYS SOMETIMES NEVER Speaking
12 Do you find it hard to remain calm?
ALWAYS SOMETIMES NEVER PREPARE
13 Do you take an interest in the opinions of others?
ALWAYS SOMETIMES NEVER
8a 1.9 Listen to the end of an interview between

14 Do you make time for tasks like ironing? Emily and Rudi. Emily is reading from a questionnaire
that she wrote. Look at the title of the questionnaire
A E ALWAYS SOMETIMES NEVER
15 If someone helps you out, do you try to return the favour? below and choose the correct alternative.
How open/conscientious/extrovert/agreeable/neurotic
Vocabulary and listening 3 a Listen again and complete the scales for each ALWAYS SOMETIMES NEVER

16 When you were a child, did all the rules make sense to you? are you?
character trait with the words in the box.
1 Look at the photos and answer the questions. ALWAYS SOMETIMES NEVER b Listen again and answer the questions.
1 What adjectives would you use to describe the people’s adventurous careless cautious confident Which did you mainly answer, Always, Sometimes or Never? 1 How many questions in total are there in the
appearance? nervous organised outgoing reserved Turn to page 166.
suspicious trusting questionnaire?
2 What sort of people do you think they are? Use two or 2 What does the questionnaire suggest about Rudi?
three adjectives for each photo. 1 How open are you? 5 Complete the language focus box with verbs from 3 Does Rudi think that the answers to the questionnaire
3 Do you think the way people look always reflects their adventurous + - cautious the quiz. give an accurate picture of him?
personality? Why/Why not? 2 How conscientious are you?
Verb + noun collocations 9 You’re going to write a questionnaire and interview
4 What personality traits do you think are important: + -
Collocations are two or more words that are often other students. Choose one of the personality traits
• in a good friend? 3 How extrovert are you?
used together. They are ‘preferred combinations’ of from Exercise 3a and write ten questions.
• in a boss? -
+ words. For example, it is possible to say change your • Use Yes/No questions. Make sure that the answers
• in a partner?
4 How agreeable are you? ideas about something, but it is more usual to say always point to one end of the scale or the other.
5 Do you think people can change the main
+ - change your mind. Keep a list of collocations that • Use appropriate verb + noun collocations.
characteristics of their personality? Why/Why not? you meet in a notebook or in a flashcard app.
5 How neurotic are you? • Always ask a follow-up question such as Why/Why not?
2 a Read the beginning of an article. Can you think of - Here are some common collocations from the quiz.
+
adjectives to describe personality traits which begin SPEAK
1 speak your mind 9 charge
with C, E, A and N? b Work in pairs and choose a scale from Exercise 3a.
Then decide where you sit on that scale. Explain your 2 meet your deadlines 10 a dispute 10 a Work in pairs. Take turns asking the questions in your
Psychologists often talk about the big five personality answers. 3 wait in line 11 notes questionnaire. Then tell your partner what kind of
traits. These are five basic ways that we can describe 4 your temper 12 calm person he/she is.
people. Together these are referred to as OCEAN; each Go to page 156 or your app for more vocabulary and practice.
5 your promises 13 an interest b Repeat your questionnaire with other students.
letter stands for one of the personality traits.
6 your bed 14 time for (tasks)
The ‘O’ of the first character trait is ‘open to experiences’. Language focus 7 the rules 15 a favour
People who are more open to experiences tend to
4 a Read the quiz on page 11. Work in pairs and check any 8 your opinion 16 sense
Develop
be adventurous, while people who are less open to
experiences tend to be more cautious. words or phrases that you don’t understand. your
b Take turns asking and answering the quiz questions.
reading
b 1.7 Listen and check your answers. page 96
c Do you agree with your results? Explain why/why not.
10 11

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11

1D
12
English in action Check and reflect: Units 1 and
2
1 a Put the prepositions in the box
in the correct place in 5
the questions. Complete the sentences with the
adjective form of
the words in brackets.
Goal: contribute effectively to a convers
ation
Listening 1 with on (x 2) to from for in about 1 I grow more cautious as I get older,
but I used to be
diet and exercise. quite
or discussion 3a 1.10 Listen to a discussion about 1 Do you belong any clubs or organisat . (adventure)
A–H do they mention? ions? 2 I wouldn’t say I’m really an extrovert
healthy Which of the things in pictures
Vocabulary: verbs to describe a
2 In what situations do you suffer , but I guess I’m
nerves? fairly . (outgo)
questions.
b Listen again and answer the 3 If a movie has a PG rating, what
lifestyle get healthy again?
do the letters stand? 3 Jenny’s very . She hardly said a word all evening.
1 Why is one of the men trying to 4 Do you ever think what you’ll do
when you retire?
the changes to her (reserve)
A
B 2 How does the woman feel about 5 Do you rely any of your friends
more than others? 4 You can trust Jake to do the job
vending machine at work? 6 How do you deal people who take well. He’s very .
to one of the men? advantage of you? (conscience)
3 How have times changed, according 7 Do you believe ghosts? 5 It was of you to leave the back door unlocked
customers to be more
4 How is the bank encouraging its 8 Is it usually easy to concentrate (care)
.
what you’re doing?
healthy?
b Work in pairs and ask and answer 6 John’s a real worrier. He gets
bank’s plan wouldn’t the questions in about every little
5 Why does the woman think the Exercise 1a. thing. (nerve)
A vending machine A fitness app work for her?
she should see the 2 Put the words in the correct order 7 Julie will be good company on
the trip. She seems very
C
D 6 How does one of the men suggest to make questions.
. (agree)
bank’s plan? 1 did / that / Where / jacket / buy
/ you
8 I don’t know why Greg wants the
the words in the 2 thinking / you / What / about / money. I’m a bit
4 Complete the Useful phrases with are
. (suspect)
3 delays / constant / causes / these
box. / What
4 you / where / are / the / Do / rooms 6 a Complete the questions with the
/ changing / know correct form of the
with experience point bet verbs in the box.
look conclusion 5 tower / Who / build / decided /
that / to / strange
A ready meal An outdoor gym 6 why / to / I’d / off / know / get break speak
/ many / here / so / return make take meet
F people / love remain keep
E Useful phrases 1 lose
someone 7 you / are / text / sending / to /
Agreeing or disagreeing with Who / that / message 1 Do you often your temper or do you tend to
. 8 to / another / bar / they / Why
You’ve got a 1 / open / here / want / did calm?
/ coffee
That’s a good point. 2 Can you remember the last time
you
3 Match 1–8 with a–h to make sentence a rule?
You’re absolutely right. s. 3 In what situations would you not
your mind?
You might be right, I guess. 1 When the test results came back,
I felt totally 4 When did you last fail to
Nutrition information a promise you’d made?
A poster I’m not really
2 you on that one. 2 My first experience of travelling 5 Is it important to
H abroad had a big favours?
G someone has said 3 When I got the job, I simply couldn’t
Asking a question about what believe 6 Are you good at deadlines when you work?
? 4 When I saw the effects of the
How did you come to that
3
flood, I was literally in 7 Do you an interest in world politics?
What makes you say that? 5 It was my chemistry teacher who 8 Do most things in life
inspired sense to you?
Can you explain that a bit more? 6 Losing all the money I’d invested
was completely b Work in pairs. Discuss three
has said of the questions in
Commenting on what someone 7 For days after the accident, I just
sat and bawled Exercise 6a.
A health
warning A reward chart I4 that’s (difficult to measure). 8 Going to Nepal a few years ago
completely blew 7 a Complete the sentences with one
That’s an interesting thought. a my eyes out. word.
e numb. 1 Do you ever get the
You’re not serious! that something has
Vocabulary
b my mind. f me. happened before?
thoughts
Giving your own experience or c impact on me.
one make a g shock. 2 Does it get on your
1 Look at pictures A–H. Does each In my 5 (that kind of thing never works). d devastating.
when people talk loudly
difficult? How? h my luck. on their mobile phones?
healthier lifestyle easier or more That reminds me of (a story I read).
s. Which picture
4 Find five of the underlined phrases 3 Is it difficult to get of old computer equipment
2 a Work in pairs and read the sentence That happened to me once. with a mistake
as and correct them. where you live?
could each sentence apply to? You could 6 at it another way. You could see it
exercise. 4 Should you ever snap your fingers
The fitness app encourages you to (a reward). My parents didn’t have much money to get a waiter’s
when we were kids, ?
1 It encourages you to exercise. phrases from the
so we 1 didn’t used to go abroad much
– we 2 used to go on 5 Do you ever use social media sites
5 Complete the conversations with day trips around the local area. Then, to get in
2 It tracks your daily activity. when I was around with old friends?
Useful phrases box. 14, my uncle 3 was getting a job in
3 It promotes a healthy lifestyle. are unhealth y. Paris and things 4 would 6 Have you got a friend who talks
1 A: I think ready meals change. He 5 didn’t have a big apartmen and talks but never
4 It provides useful information. , I guess. t, so 6 we’d all sleep gets to the ?
B: Really? You might in the same room, but it was fun.
5 It offers an alternative to cooking. are a waste of money. nice restaurant. While we 7 waited
Once we went to a really 7 Do most people you know get
for free. 2 A: Outdoor gyms for our food, there was at the end of
6 It makes it possible to exercise ? suddenly huge excitement. I 8 looked the month?
to your health. B: How did you come to round and saw that
7 It warns you about the dangers on unhealthy food. Jennifer Lawrence was there. I couldn’t 8 Are you a football fan? Do you
unhealthy food. 3 A: They should put warning labels believe my eyes. I get away
8 It discourages you from eating thought.
9 kept
looking at her and I was too nervous when your team scores a goal?
B: That’s to eat my food.
question s. Use the Then I went to the toilet, which 10 9 Does your family usually get
b Ask and answer What else …? 4 A: I missed my flight this morning. was meaning I had to to celebrate
walk past her table. I told her how birthdays?
vocabulary in Exercise 2a. . much I liked her.
exercise? B: That happened
A: What else encourages you to b Work in pairs. Ask and answer
five of the questions in
Exercise 7a.
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 STUDENTS’ BOOK

The Students’ Book also features Develop your skills lessons at

the back of the book. These lessons are based on GSE learning 1
objectives and are thematically linked to the main lessons. They focus 1A Develop your listeni
ng
on developing specific strategies for improving reading, writing and
listening and expose learners to a wide variety of different text types/ 4
Goal: understand comm
conversations
on informal
4 a Read the Focus box.
Can
exaggeration from the
you remember any
conversations in Exerci

genres. The Develop your skills lessons can either be done in class
se 3?
Focus: recognising exagg
eration
Recognising exaggera
following the main lessons they are linked to, or they can be used for tion
It is common to exagg
erate in English, particu
in informal conversation larly

homework.
s. People usually
exaggerate to emphasise
a point and the listene
understands that the r
words are not literally
• Exaggerating quanti true.
ty
I’ve got a million thing
1 Develop your listening lessons provide practice in different types go to bed.
s to do but I’m just going
to
This weighs a ton!
5
of listening such as short talks and monologues, conversations, They’re a great band. Every
• Exaggerating duratio
one loves them.
n
radio interviews and discussions. This is going to take years
We’ve been waiting for
ages.
!

You finished that burger

2 Develop your writing lessons provide practice of specific
in five seconds flat!
• Exaggerating seriou
sness
My feet are killing me.
I need to sit down.
genres such as stories, formal and informal emails, blog posts, I’m dying to ask: who
It’s boiling outside.
gave you that ring?

descriptions, invitations and reviews. b Listen to the conve

rsations again and compl
examples of exaggeratio ete the

3 Develop your reading lessons provide practice of specific genres

n.
1 a … and then it got
stuck in traffic
b I wrote the report in …

such as stories, articles, reviews, factual texts, reports, social media emailed it to her.
2 a There were
and then

and blog posts.

1 Answer the questions. programmes on TV last

6
night! Which one?
1 What are common topics b It was so funny, wasn’t
for small talk in your culture it? I
the weather, football, ? !
4 Each Develop your skills lesson has a clearly defined genre-related
… 3 a Terrible. It’s
today. This cold snap is
2 Do people tend to exagg last the whole week. going to
erate in these conversation
If so, what sort of things s?
b Actually, it’s
goal and a focus which teaches a sub-skill related to the genre.
do they say? . Everyone is down at
It’s freezing outside! I the beach trying to keep
nearly died of cold. cool.
United were awful. My 4 a You know, I’m
grandmother could have
played as always.
5 Special Focus boxes highlight reading, listening and writing
better.
b I’ve got
2 emails to write.
Work in pairs. Look at 5 a It costs
conversation types a–g to join, but if you just want
and
sub-skills such as identifying the main ideas in a text, guessing
answer questions 1–3. go on a Sunday … to
a The ‘How was your b I asked her nicely but
weekend?’ conversation she wouldn’t turn it off. I

the meaning of words from context, identifying positive and b The ‘I’m so busy at work’
c The ‘I’ve had such a
conversation
bad day’ conversation
6 a I bet you were
her!
say something to him.

negative attitudes, organising ideas, using paragraphs, explaining d The ‘Have you seen b Don't! I’ll just
what he/she is wearin if he does.
conversation g?’ 7 a I’m . Are you hungry?

reasons and results, using time expressions and linkers etc.

e The ‘Did you see that b They brought me that
programme last night? ginormous plate of food
’ was enough to – it
conversation .
f The ‘Do you remem c 1.3 Listen and repea

6 Practice exercises are provided to ensure learners can

ber?’ conversation t the sentences. Copy
g The ‘How’s the weath intonation. the
er?’ conversation
5 Work in pairs. Choos
recognise and use the sub-skills in focus.
1 Which of the conver
common for you?
sations in Exercise 2 are
the most 7 e one of the topics or
your own. Write a short think of
conversation. Try to
include
as many exaggeratio
2 What sort of things ns as possible.
do people say in each
7 Follow-up questions round up the lesson and provide opportunities
• the weather
conversation?
• how your job is going
3 Which of these conver at the moment
sations do you find the • something you saw
for further discussion. annoying? most on TV recently
• a new hotel or restau
rant in town
3 1.2 Listen to seven • a football match (or
conversations and match other sport)
them with a–g in Exerci • the behaviour of a famou
se 2. s celebrity
86 • something you bough
t or want to buy

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1B Develop your writing

3 Read the Focus box. Add other examples from the
Goal: write a detailed description of a place texts in Exercise 2b to 1–7.

Focus: adding interest to a description

Adding interest to a description
1 a Discuss the questions. 2 a Read the first sentence of each text. Which view of 1 Start by mentioning the theme of the description.
1 Are you usually happier in the country or in a city? happiness is most similar to your answer to Exercise I believe that happiness is a choice.
2 Do you usually feel happier indoors or outdoors? 1b? Explain your answer. 2 Describe what you can see, but also describe what you
3 Would you rather live in a house with a view of the sea b Read the texts. Which city/country is each writer can smell, hear and feel.
or a panoramic view of a city? describing? Check your answers at the bottom of There was a warm breeze blowing in from the
4 What is the most beautiful place you have been to? the page. Bosphorus.
5 What smells, tastes or sounds make you happy? c Work in pairs. Which writer paints the clearest 3 Describe action or movement. What were the people
picture in your mind? Explain your answer. doing? What were the animals or insects doing? What
b Work in pairs and complete the sentence. A
were the trees and clouds doing?

?
Happiness is …
The boats were moving up and down on the water.
4 Describe your reaction to the place. How did it make
Where were you and what you feel?
I felt a bit numb.
were you doing the last time 5 Compare things to other things with like. For example,
you were truly
happy
compare how you felt or what something looked like.
I felt like I was being roasted in an oven.
6 Use interesting verbs and adjectives to describe
things.

1 Happiness happens when you least expect it. Last Friday I

went out with some friends after work and we ended up in
… gazing up at the cloudless sky.
7 Come back to the theme in the final sentence.
Ortaköy eating baked potatoes from one of the famous stalls. I felt really, truly, deeply happy.
There was a warm breeze blowing in from the Bosphorus
and the boats were moving up and down on the water while B
4 a Choose the three verbs in each of 1–8 which are
the trees gently swayed like dancers. Just across the bridge,
on the Asian side of the city, the lights from the buildings
were shining in the warm evening air. I breathed in all the
3 Happiness is all about the situation
you’re in. Last summer, I was staying on
most likely to be used with the noun. Then work in
pairs and compare your answers.
different smells of the food, the river and the trees and at that a ranch (we call it an estancia) in the flat 1 insects chirp/sing/laugh/hop
grasslands near Córdoba. One particular
moment I realised that, just for an instant, I felt really, truly, 2 trees sway/skip/shake/stand silently
day, the sun was beating down and I
deeply happy. 3 waves walk/crash/break/roll
felt like I was being roasted in an oven.
Asli The estancia had a large outdoor pool 4 the sun rises/beats down/glares/whispers
close to the main house so I jumped into 5 rain beats against/pours/listens/drips
the cool water and then floated on my 6 stars dance/twinkle/shine/drive
back, gazing up at the cloudless sky. The
7 commuters sunbathe/stare/hurry/race
cicadas were singing in the long grass
and the smell of the dry landscape filled 8 friends chat/hang out/joke/shine
my nostrils. The beauty took my breath b What verbs can you use with the nouns in the box?
away. In a place like this, I thought, how
C
can you not be happy? birds a boat clouds tourists on a beach
the wind
Pedro
Prepare
5 a Look at photos A–C. Imagine you were in each place.
Write one or two sentences to describe what it was 6 Think about the last time you were truly happy (or
like. Use the questions to help you. invent a situation where you were happy). Make
• Were you alone or with other people? notes about what you could see, hear, feel and smell
• What was the weather like? at that time.
2 I believe that happiness is a choice. This morning on the
train I chose to be happy. Grey clouds filled the sky and
• How were you feeling?
Write
• What could you see, hear, smell?
drops of rain were falling onto the windows. All around me
people were squashed together like books on a shelf. I could I was all alone and the wind was blowing hard. 7 Write a one-paragraph detailed description of the
smell their perfume and aftershave. As the train came into place and situation in Exercise 6. Use the Focus box
b Work in groups. Read your sentences aloud. Can
Shinjuku station, the busiest station in the world, I sighed. I felt to help you.
the rest of your group guess which photo you are
a bit numb. My feet were aching from standing for so long. describing? 8 a Work in pairs and swap descriptions. Find examples
So, I thought about all the things I’m grateful for: my health,
of 1–7 in the Focus box in your partner’s writing.
my family, my friends and that made me feel happy. Not
Write suggestions for improvement.
everything in my life is perfect, but happiness can be a choice.
b Read the suggestions on your description and write a
Rie
1 Istanbul, Turkey 2 Tokyo, Japan 3 Córdoba, Argentina
second draft.
116 117

14
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 3
1C Develop your reading
3 Read the article again and answer the questions. 6 Read the sentences and identify the cause (C) and
Goal: understand an article with survey results 1 Where are there lots of young technology companies? the effect (E).

Focus: understanding cause and effect relationships 2 Where is it not acceptable to get angry in public? 1 Spain was in the top ten owing to its high score in the
3 In which country is the majority of the population from Quality of Life category.
abroad? C = its high score in the Quality of Life category
1 a Imagine you have to move abroad. Make a list of 2 a The countries below came top in a survey of the best E = Spain was in the top ten
4 Which country has the highest population of the four?
factors to consider when deciding where to live. places to move to. What do you know about them? 2 Foreign-born workers say they feel at home in Norway
5 Which one attracts people who have retired?
the weather, the transport system, … and consequently this country was in the top twenty.
Mexico Costa Rica Bahrain Portugal 6 Where do people feel particularly safe?
b Make a list of your top five countries to move to. 3 Vietnam scored very high for friendliness and as a
7 Which country is very ecological?
b Read the article quickly and match the countries in result it came ninth overall.
8 Where do the local people have good English language
Exercise 2a with sections 1–4. 4 New Zealand scores well in almost all areas apart from
skills?
transport and this meant that it missed out on a
4 Find words/phrases 1–8 in the article and use the

Dream work destinations

top-five position.
context to help you guess the meanings. 5 Colombia has risen rapidly to the top ten thanks to its
Section 1 friendly population and low cost of living.
Imagine you had to move abroad for work. Where would you go? Every year Penhaligon 1 comprising 6 Malaysia came fifteenth overall on account of its
Magazine publishes a list of the best places to move to, as voted for by the people who 2 coupled with accessible, welcoming culture.
actually moved there – the immigrants. So which places came top this year and why? Section 2 7 Some countries lost points due to their poor medical
3 laid-back infrastructure.
1 3
4 renewable resources 8 The education system in Finland is highly successful
With a population of around one and a half million, this country, This is the Section 3 and as a consequence the country was popular with
comprising 30 islands, got a high score. People who move here most populous foreign-born workers.
5 consistently
say that it is a friendly and welcoming place, where people destination on
make time for their families. It’s also worth noting that the local our list and it has 6 disputes
population speaks good English and as a consequence it’s easy consistently been Section 4
for outsiders to settle in. Many foreign workers say they earn in the top five 7 climate
more than they would at home and this, coupled with other of Penhaligon’s 8 draw
factors, means that there has been a big growth in the number of rankings since
people moving here to work. Currently they make up more than the survey began. 5 Read the Focus box. Underline phrases in the article
half the population! It scores high that introduce cause and effect clauses.
partly thanks
Many people who move here praise the attitude to work-life
to its culture of
balance and family. You are not usually expected to work long
hours and the quality of education for children is considered very
friendliness, which explains why it’s so easy to settle in. The Understanding cause and effect
cost of living is also lower than in many places. relationships
high. Overall, it’s easy to see why this destination is so popular.
It’s such an easy place to move to partly due to the culture Words such as because, as and since join two ideas
of respect and kindness. Everyone places a high value on together and indicate that the second idea is the cause
remaining calm and disputes are resolved by conversation of/reason for the first. Here are some more examples
and negotiation. Even in the capital, which is the second of phrases with a similar meaning. Notice that these
most populous city in Latin America, it is considered very bad phrases introduce a noun or noun phrase.
manners to lose your temper in public. The number of expats has grown owing to the high
salaries.
4
It’s easy to settle in (partly) due to the friendliness of
With a the locals.
population of just It attracts retired people thanks to the low cost of living.
2 over ten million,
The country attracts people on account of its low crime
this is the first
rate.
With a population of around five million people, this country European
in Central America has a pura vida (pure life) culture, which Phrases such as so, for this reason and that is why join
destination to
emphasises a carefree, laid-back way of living. It’s also an two ideas together and indicate that the second idea
appear in the top
exceptionally friendly place and as a result it comes top in terms is the effect/result of the first. Here are some more
ten owing to its
of making friends. It has beaches, spectacular scenery and a low examples of phrases with a similar meaning. Notice that
excellent quality
cost of living and consequently it is popular with retired people. these phrases introduce a clause.
of life. With high
marks for climate and leisure and plenty of coastline and Salaries tend to be high and as a consequence the
The local population takes an active interest in the environment number of expats has grown.
and around a quarter of the land area is protected jungle, while nature to enjoy, you are unlikely to waste time wondering
what to do with your free time. The country is also highly The local population speaks good English and this
almost all of the country’s electricity is generated from renewable
rated for personal safety and friendliness and most people means that it’s easy to settle in.
resources. Perhaps
who move here say that it is easy to make friends locally. The cost of living is low and as a result it attracts retired
it’s no surprise
people.
then that so This destination has a growing number of tech start-ups,
many people People work long hours and consequently it can be
particularly in the capital, Lisbon, and these draw many
say that they hard to take holidays. 7 Work in pairs. What do you think foreign-born
foreign workers to the city. The country also has a strong
see themselves workers would say about your country? Explain your
tourism sector on account of the climate and scenery.
staying forever. answers.
Have you moved abroad? Do you want to speak your mind?
96 Voice your opinion here. 97

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The Students’ Book also has extensive back of book material including a Language bank, a Vocabulary bank and a Communication bank.

Vocabulary bank Communication bank

1C Adjectives of character Lesson 1A
1A Verbs with dependent s in the box. 3b
Complete the table with the adjective
prepositions 1 Thursday: When I got into the lift at
work, there was ‘Sometimes people give men flowers,
just one other person in there with too!’
ions in the box. disorganised me – a middle-aged
1 a Complete the verbs with the preposit caring cheerful dishonest guy in a suit carrying a bunch of flowers.
I immediately
‘You’re quite right,’ I said. ‘My mistake.
So, who gave you
miserable
efficient foolish intellectual wondered who the flowers were for. those flowers?’
le
about (x2) for from (x3) in (x3) pessimistic positive respectab ‘Those are beautiful flowers,’ I said. ‘That would be telling!’ the man said,
(I know nothing about with a sly wink.
on (x2) to (x2) thoughtless flowers; they all look the same to me.) Then the lift doors opened and he
‘Who are you got out.
going to give them to?’ That, I realised, is one of the nice things
about talking
a appeal opposite meaning ‘You’re jumping to conclusions,’ said to strangers: you get a small insight
similar meaning the man. into other people’s
b believe worlds.
c belong brilliant
(something) content
d boast
e depend
Lesson 1C
decent
f differ
4b
optimistic If you answered mainly ‘Never’
If you answered mainly ‘Sometim
g discourage (someone) organised
You are a bit of a rebel. You are more
adventurous than es’
cautious and you are more outgoing You like to have balance in your life.
h enquire than reserved. You Sometimes you are
thoughtful prefer to be with other people than more of a rebel and sometimes more
of a conformist.
i insist to be alone. You You can be adventurous at times but
one adjective
Describe the people in 1–6. Use
are also quite confident. You don’t
j involve (someone) 2 worry so much what cautious. New people might find you
you are also quite
Sometimes more people think about you.
from Exercise 1 for each person. your friends you can be very outgoing.
reserved but with
k specialise
than one answer is possible.
l suffer If you answered mainly ‘Always’
1 wouldn’t
m volunteer I’ve known Markus a long time. He You are more of a conformist than
to anyone. a rebel. You are more cautious than
1a with meanings 1–14. ever do anything illegal or tell lies outgoing. You like your own company adventurous and you are more reserved
b Match the verbs in Exercise . You are organised and you care what
other people think about you.
than
1 not be the same as 2 e the office.
Don’t ask Sophie to help reorganis
2 think somethin g is right anything is
She never has a clue about where
3 ask/get someone to take part
in something
or where she’s put things.
Lesson 2A
g 8
4 be badly affected by somethin Student A
3 He always
5 be someone’s possessio n I love spending time with Angelo. Your job has been getting on your
looks on nerves recently. Complete the
6 focus on one subject/activity sees the best in every situation and about your job. Then turn back roleplay card about you and your
to page 15, Exercise 9. feelings
7 rely on someone or something the bright side of life.
Name:
8 ask for information about 4 with her What you like about your job:
happen I can’t believe Keiko would do that Age:
9 demand that something should aking
money. Getting involved in a money-m How long you’ve been a model:
What you don’t like about your job:
10 offer to do something scheme like that was always going
to be a Your plans for the future:
11 interest or attract someone one to
disaster. Mind you, she’s never been
and your abilities
12 talk too much about yourself question things very closely.
13 persuade someone not to do
something Lesson 3C
5 seen
s with the correct form of the Don’t invite Altaf to the party. I haven’t 8 Student B
2 a Complete the question his girlfriend
him smile since he broke up with
verbs from Exercise 1a. Prepare for a roleplay with Student
do you from most? and he’d really bring the mood down. A. Read the information, then
turn back to page 27, Exercise
1 Who in your family 9.
?
to you most about the English language
You came home from a long day at
2 What 6 I was ill. She work and your flatmate had been cooking.
My friend Emilia was great when was food and dirty dishes all over the The kitchen was a total mess. There
3 Have you ever been in doing something for me little work surfaces. This is not the first
visited me every day and brought impossible for you to use the kitchen. time this has happened and it makes
it
ty? Your flatmate’s untidiness is becoming
your communi treats like hand cream. a problem for you.
on most?
4 Who in your life do you
about a job or a promotion?
5 When did you last 3D English in action
for a task and later regretted it?
6 Have you ever 10a Student A
7 Have you ever had to a friend from doing
You’re going to roleplay a discussio
something silly? n in which someone gets feedback
. Read Situation 1, then turn back
on doing when Exercise 10b. to page 29,
8 What kind of thing might you
you’re on holiday? Situation 1
to about?
9 Have you got any skills you’d like You are the manager of a hotel. You Situation 2
are giving feedback
three or four of the to the receptionist. You are the chef in a small café. The
b Work in pairs and ask and answer feedback. Listen and respond.
owner is giving you
Exercise 2a. General feedback: customers like
question s from you Don’t forget to mention that you are
Positive feedback: warm and friendly not a trained chef
g someone and you would like to go on a course
3 Work in pairs. Take turns describin Negative feedback: a bit slow
better. You would like the owner to
to learn to cook
Exercise 1.
you know. Use the adjectives from Suggested improvements: work a pay for the course.
15
bit faster

166
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 SUPPORT COMPONENTS

WORKBOOK WITH ONLINE AUDIO

The Roadmap Workbook contains a wide variety of grammar,

ROADMAP B2 WOR
vocabulary and functional language exercises that review all
the areas covered in the Students’ Book. It also features
Ever
additional y class
listening, is diff
reading erwriting
and ent, practice.
every learn

KBOOK
● Extensive practice er is uniqu
of grammar, e.
vocabulary and functional
Roadmap is a new eight
language
that every classcovered in the Students’ Book.
-level general English
course for adults which
is different and every recognises
learner is unique. Built
learning objectives, the on Global Scale of Engli
course is designed to sh
Additional listening,ess. Engagreading and writing age practice to further
training they need to progr give
learners the specific langu
● ing, relevant conte
materials make lesson nt and extensive suppo
s enjoyable for both learne rt
develop learners’
The Roadmap Workb
knowledge and mastery of skills.
rs and teachers.

ook with online audio

covered in the consolidates key langu
Full answer keys and audio scripts are provided at the back
accompanying Students’ age points
● Book and provid es:
• extra grammar, vocab
of•the book.
additional
ulary and functional langu
age practice exercises.
practice in reading, writin
g and listening.

Roadmap Workbook
• answer
key.
audio is available online for students and
• audio scripts.
teachers in the Pearson English Portal.

MOBILE APP
COU RSE COMPONENTS
Extra• grammar and vocabulary exercises, available on the
Students’ Book with digita
mobileandapp mobile (the Pearson Practice English app), consolidate
l resources
app
• Students’ Book with
language points covered
online practice,
in the Students’ Book.
10  20  30  40  
50  60  70  80  
digital resou rces and mobil C1/2 90
e app
• Workbook with key B2+
● On-the-go, bite-sized and online audio
practice which can be doneB2
• Teacher’s Book with
digital resources B1+

anywhere, any
and assessment packa
getime. B1

B2
§
• Presentation tool A2+

● Instant feedback provided to students.

A2
A1
Find out more at english.c CEFR

● Progressive levels ofp challenge.

<A1 A1 A2 A2+
om/roadma B1 B1+ B2 B2+ C1
Learn more about the C2
Global Scale of English
at english.com/gse
WORKBOOK
Warwick

with key and online

audio
Lindsay Warwick

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 ONLINE PRACTICE
Roadmap Online practice provides a blended
and personalised learning environment with
materials that can be assigned at the touch of
a button.
● Interactive Workbook exercises with
instant feedback and automatic grade
book.
● Common errors report that highlights
mistakes learners are making.
● Tips and feedback that direct learners
to reference materials and encourage
them to work out answers
themselves.
● Unit, achievement, mid and end of
course tests.

17

F01_Roadmap_TB_B2_28426.indd 17 20/12/2019 14:31

 SUPPORT COMPONENTS

TEACHER’S BOOK
The Roadmap Teacher's Book provides step-by-step instructions
on how to exploit the material.
● Teacher’s notes for every unit with warmers, fillers, alternative
suggestions, culture notes and answer keys.
● Generic teaching tips on useful areas such as grammar,
lexis, pronunciation, etc.
● Photocopiable grammar and vocabulary worksheets for
every unit.
● Class audio scripts.

TEACHER’S DIGITAL RESOURCES

The Roadmap digital resources area (accessed via the Pearson
English Portal) provides a host of support materials to help
teachers get the most out of the course.
● Photocopiable grammar and vocabulary worksheets for
every unit, with teacher’s notes and answer keys.
● Class audio and scripts.
● Workbook audio and scripts.
Word lists.
B2
●

● Students’ Book answer key.

● Video, video scripts and video worksheets. TEACHER’S BOOK
with digital resources
and assessment pack
● Unit, achievement, mid and end of course tests. Kate Fuscoe, Clementin
age
e Annabell

● Tests audio, audio scripts and answer keys.

ROADMAP_B2_TBK_CVR.i
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19/12/2019 10:09

Vocabulary

Unit 1
VOCABULARY BANK 1A p156
1A Talking to strangers

1
Verbs with dependent prepositions Verbs with dependent prepositions

OVERVIEW 4 Ask Ss to find the first underlined verb in the article (suffer)
and to tell you which preposition follows (from). Establish that we
This is an optional extension to the vocabulary section,
extending the lexical set and providing further practice.
Introduction call this a dependent preposition. Ask Ss to go through the rest of If you’re short of time, this can be done for homework.
The goal of this lesson is for students to practise starting a the text and circle the dependent preposition that follows each 1a Ask Ss to match the correct prepositions in the box with
conversation and keeping it going. To help them achieve this, they underlined verb. Check answers with the whole class. the verbs. Ss check answers in pairs before whole class
will revise verbs with dependent prepositions in this context. feedback.
1A Talking to strangers Answers: suffer from, think about, smile at, believe in, stand
Goal | start a conversation and keep it going Answers: a to b in c to d about e on f from
for, belong to, concentrate on, deal with
Grammar | question forms Warm-up g from h about i on j in k in l from m for
Vocabulary | verbs with dependent prepositions Before the class starts, write the following expressions on
GSE learning objective Vocabulary checkpoint b Ask Ss to match the verbs from Ex 1a with their meanings.
the board:
Can engage in extended conversation in a clearly participatory Go through answers as a class.
A stranger is a friend you haven’t met yet. Ss often struggle with dependent prepositions as they seem
fashion on most general topic to vary randomly and have little logic. Discuss with Ss how
Don’t talk to strangers. Answers: 1 differ from 2 believe in 3 involve someone in
1B Life lessons they can help themselves, for example by recording each 4 suffer from 5 belong to 6 specialise in 7 depend on
Ask Ss to work in pairs to decide what the expressions mean and
Goal | describe an experience and a life lesson new verb with its preposition as well as creating meaningful 8 enquire about 9 insist on 10 volunteer for 11 appeal to
which they agree with in which situations. Invite a whole-class
Grammar | past simple, past continuous, used to, would, examples. Point out that translating the verb alone does not 12 boast about 13 discourage someone from
discussion and encourage Ss to give reasons for their ideas.
keep + -ing help with being able to use it accurately in a sentence. Elicit
Vocabulary | phrases to describe emotions
For example, it might be appropriate for children to be wary of 2a Ask Ss to use the verbs from Ex 1a to complete the
that the prepositions in the text can be followed by nouns or
strangers in public places or new situations, but adults can be questions. Point out that the preposition is already provided.
GSE learning objective -ing verb forms.
Can bring relevant personal experiences into a conversation to more open in a wider range of settings. Ss check answers in pairs before whole-class feedback.
Check that Ss are clear that these verbs + dependent
illustrate a point
prepositions are different from phrasal verbs. With phrasal Answers: 1 differ 2 appeals 3 involved 4 depend
1C Personalities Reading verbs, often the meaning of the verb changes (for example, 5 enquire 6 volunteered 7 discourage 8 insist 9 boast
Goal | interview someone about their personality 1 Put Ss in pairs to discuss the last time they spoke to a stranger look up a word in the dictionary). A dependent preposition
Language focus | verb + noun collocations b Ask Ss to ask and answer questions from Ex 2a in pairs.
and what happened. When they finish, ask a few pairs to share does not affect the meaning of the preceding verb. It’s just a
Vocabulary | adjectives of character When they finish, have brief feedback on any interesting
their stories with the class. grammatical link to the verb’s object.
GSE learning objective points.
Can carry out an interview in order to research a specific topic 2a Tell Ss they are going to read a magazine article about talking
to strangers. Focus attention on the questions, asking Ss to read 5 Refer Ss to the exercise to underline the correct prepositions.
1D English in action Complete the first example together, then ask them to continue Further practice
quickly to find the answers. Allow a few minutes for Ss to read
Goal | contribute effectively to a conversation or discussion alone, then put them in pairs to compare ideas. When they finish, alone before checking in pairs. Go through the answers, asking Photocopiable activities: 1A Vocabulary, p169
Vocabulary | verbs to describe a healthy lifestyle elicit answers and write them on the board. individual Ss to read each sentence aloud so that you can drill App: 1A Vocabulary practice 1 and 2
GSE learning objective as needed. Point out that the verb is usually stressed and the
Can give the advantages and disadvantages of various options Answers: preposition is not, which is why Ss often fail to hear it.
on a topical issue
1 His strategy was to begin talking to strangers by asking them Grammar
questions. The results were not good. He didn’t manage to Answers: 1 about 2 at 3 in 4 on 5 from 6 on 7 to
Roadmap video Question forms
start any conversations. 8 with 9 on
Go online for the Roadmap video and worksheet. 7a Focus attention on the article in Ex 2a and its ending on
2 The author started making a comment on something and
Optional extra activity p166, explaining that Ss should underline any questions in both
VOCABULARY BANK then asking a question. This was more successful and he
parts of the article. Ask Ss to help each other before eliciting
had a conversation. For further practice, ask Ss to make a list of more verbs that need examples as a class.
1A Verbs with dependent prepositions a dependent preposition. They can work in pairs initially, then
1C Adjectives of character b Tell Ss they will read again for more detail. Refer them to the share as a class to make a list for everyone to copy into their Answers: Don’t believe me? … what have I got to lose?
questions and allow a few minutes. Monitor and help if necessary. notebooks. With weaker classes, you may need to provide some ‘Where did you get your magic fairy?’
DEVELOP YOUR SKILLS When they finish, ask Ss to discuss answers in pairs, then have common examples, such as consist of, decide on, depend on, pay ‘What have I told you about talking to strangers?’
whole-class feedback. for, wait for. With stronger classes point out cases where the ‘What does ZTC stand for?’ ‘What?’
1A Develop your listening preposition varies according to the object: play with a toy/for a ‘I was just wondering what ZTC stands for.’
Goal | understand common informal conversations Answers: team, complain about something/to someone. ‘Why don’t you ask my brother?’ ‘Too much sugar?’
Focus | recognising exaggeration 1 People who talk to strangers are happier, more creative and
‘What about you?’ ‘Who are you going to give them to?’
GSE learning objective less likely to have a heart attack. 6 Look at the example conversation as a class. Tell Ss to choose ‘So, who gave you those flowers?’
Can recognise the use of hyperbole (e.g. It’s going to take me 2 because she thought the answer to the question was very around five comments or questions from the exercise and
years to finish this.) obvious improvise a conversation. Monitor and help if necessary. b Point out the four types of question in the grammar box. Write
3 because the bus was nearly empty (and in the UK people When they finish, ask a few confident pairs to perform their
1B Develop your writing the number of each category on the board, then ask Ss to select
don’t usually sit next to another person if there are other conversations for the class.
Goal | write a detailed description of a place an example for each category from their underlined questions.
Focus | adding interest to a description seats that are free)
With weaker classes, do this together as a class.
GSE learning objective
4 He told the woman that he had read the book when he
Can write detailed descriptions of real or imaginary places hadn’t. Answers:
1 What have I got to lose?
1C Develop your reading 3a Ask Ss to discuss the questions in pairs for a few minutes. Where did you get your magic fairy?
Goal | understand an article with survey results Point out that this is a matter of personal opinion. In feedback,
Focus | understanding cause and effect relationships What have I told you about talking to strangers?
ask different pairs for their responses to each question. Write 2 Who are you going to give them to?
GSE learning objective suggested answers to the first question on the board.
Can understand cause and effect relationships in a What does ZTC stand for?
structured text b Ask Ss to turn to p166 to check their answers. Look back at the 3 So, who gave you those flowers?
board to see whose answer was closest. 4 I was just wondering what ZTC stands for.

24 25

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 1B Grammar 1 Pa
st simple, past co
ntinuous,
Question forms used to, would, ke
1A Grammar 1 1 Complete the tex
ep + -ing
ts with the correc
simple, past con t past form of the
tinuous, used to, words in bracke
Sometimes more would or keep + ts. Use the past
returning students than one form is -ing. Use each form

Welcome to all our new and

possible. at least once.

Small change, big

impact
tions, then tick
e direct or indirect ques
correct order to mak a
Put the words in the
I1
1 (drive) my flatmate
crazy
the appropriate box. direct indirect because I 2
in / the (lose) my keys
/ I’m / me / right place / for the English class?
around the house
1 you / could / tell / if so often. I 3
them down in a spec (put)
indirect ial spot and then
direct 4

/ studied / where previously?

(forget) where that
2 have / you / English was. I 5 special spot
(spend) ages look
Finally, my flatmate 6 ing for them.
direct indirect
holder by our fron (put up) a key
/ about / find this class?
3 did / you / out / how
t door and 7
that I hung my keys (insist)
there. It 8
direct indirect simple, but life-cha (be)
d nging. I haven’t lost
her / studied / have / abroa my keys since!
4 ask / can / you / I / whet before?
b I9
direct indirect (look) for ways to
that many successf simplify my life whe 10
are
improve / hoping / to / in this class? ul people 11 nI
5 most / what / you / uniform. Apparen (wear) the same (read)
tly, these people 12 thing every day, like
direct indirect mental energy by
doing this. I 13 (save) a lot of time
a
and
/ your on new clothes, so 14 (not have) a lot of
6 teacher / was / who last year? I money to spend
I 15 (build) my uniform
over time.
direct indirect I 16
(decide) to buy clot
hes that were nav
(think) it might be y, white or brown.
/ decide / take this course?
7 did / you / to / when boring, but it has
definitely made my
life easier.
direct indirect c I 17
(find) writing in Eng
/ may / got / coursebook / your ideas, but I 19 lish difficult. I 18
8 where / I / you / ask from? (make) a lot of mist (can) think of
in class one day whe akes. I 20
n my teacher 21
direct indirect my work aloud to (complain)
check it. I 22 (suggest) that I read
/ what here today?
9 we / will / finish / time
23
(be) surprised to
(help). I 24 find that it actually
lot more accurat (do) it and my writ
direct indirect e. ing has become a
this / belong
10 who / pen / does / to?

direct indirect 2 Read the texts

and answer the
questions.
/ you / know / do
11 where / library / the is? • What life change
s have the people
• Have you ever made and why?
direct indirect tried anything sim
ilar?
/ we’ll / to / do / have for homework. 3 Work in pair
12 I / what / wonder s and discuss the
questions.
• Think of a cha
nge you’ve made
tion is direct, • Did it have a big in your life (it cou
questions. If the ques impact? ld be big or small).
s to ask and answer the What was it?
2 Work in pairs. Take turn
ect ques tion. 170
phrase it as an indir PHOTOCOPIABLE
© Pearson Educa
tion Limited 2020
167
n Education Limited 2020 Z02_Roadmap_TB_
PHOTOCOPIABLE © Pearso B2_28426.indd
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PRESENTATION TOOL
The Roadmap Presentation tool contains everything
you need to make the course come alive. It includes
integrated whiteboard software that allows you to
add notes, embed files, save your work and reduce
preparation time.

Presentation tool:
● Fully interactive version of the Students’ Book.
● Planning mode (includes teacher’s notes)
and teaching mode.
● Easy navigation via book page and lesson flow.
● Answers to exercises at the touch of a button.
● Integrated audio.
● Integrated video, with time-coded
video scripts.
● A host of useful classroom tools.

Resources area:
● PDFs of the Language bank materials.
● Video worksheets.
● Photocopiable activities with teacher’s notes.
● Audioscripts.
● Assessment package containing all the
course tests.

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 COURSE METHODOLOGY

Syllabus Topics
The Roadmap syllabus is built on Global Scale of English language Maintaining learners’ interest is a vital part of the teacher’s role.
learning objectives (see below) but there is a strong focus on the Research suggests that learners get bored if they stay on the
key grammar, functional language, vocabulary and pronunciation same topic for too long so each lesson in Roadmap introduces a
needed to perform those objectives in each of the main lessons. fresh theme, although there is always a coherent link in terms
Language items have been selected according to their level of of language items covered from one lesson to the next. There
difficulty and how useful they are in helping learners to achieve is also a topic link with the Develop your skills lessons which are
the communicative goal which is at the heart of each lesson. an extension of the main lesson. Fresh angles on familiar topics
As a result, learners never feel that they are studying grammar, have been used wherever possible and reading and listening texts
functional language, vocabulary or pronunciation for its own sake have been designed to be as authentic as possible. The texts
and can immediately see the relevance of what they are learning. are based on real-world sources and although they have been
graded, especially at the lower levels, to make them accessible
● Syllabus built on Global Scale of English learning objectives so
for students, the ‘tone’ of the texts is as realistic as possible.
learners can immediately see the relevance of what they are
Every unit contains a variety of rich and authentic input material
learning.
including specially filmed video clips.
● Strong focus on the grammar, vocabulary, functional language
● New topics are introduced in every lesson so learners never
and pronunciation needed to achieve the speaking objective at
get bored.
the heart of every lesson.
● Fresh angles on familiar topics have been introduced
wherever possible.
The Global Scale of English
● Reading and listening texts are designed to be as authentic as
The Global Scale of English (GSE) is a standardised, granular possible and are based on real-world sources.
scale that measures English language proficiency. Using the
GSE, students and teachers can now answer three questions
accurately: Exactly how good is my English? What progress have Grammar/Language focus
I made towards my learning goal? What do I need to do next if I
Successful communication is dependent on an ability to recognise
want to improve?
and use grammatical structures. Learners can often manage to
The GSE identifies what a learner can do at each point on a scale make themselves understood with a limited repertoire of words
from 10 to 90, across all four skills (listening, reading, speaking, and phrases but, as their level progresses, they increasingly
and writing), as well as the enabling skills of grammar and need grammar together with a larger vocabulary bank in order
vocabulary. This allows learners and teachers to understand a to navigate more complex situations and communicate more
learner’s exact level of proficiency, what progress they have made sophisticated ideas and opinions. Grammar and enrichment of
and what they need to learn next. vocabulary are a core feature of learning a language and
The GSE is designed to motivate learners by making it easier to Roadmap recognises this by giving them a central role in each of
demonstrate granular progress in their language ability. Teachers the main lessons:
can use their knowledge of their students’ GSE levels to choose
● Grammar is introduced in context through short listening/
course materials that are precisely matched to ability and learning
reading texts and are then presented and practised using a
goals. The GSE serves as a standard against which English
‘guided-discovery’ approach. Learners study the patterns of
language courses and assessments can be benchmarked,
a grammar point and are often asked to identify aspects of
offering a truly global and shared understanding of language
meaning or form by completing simple exercises and/or rules
proficiency levels.
and tables.
● Language items are presented in a concise form in a Grammar
Teacher Mapping Booklet and GSE Toolkit box in the main lesson with fuller explanations in the
Language bank at the back of the book.
You will find the GSE Teacher Mapping Booklet for Roadmap online
on english.com/roadmap. This booklet provides an overview of all ● Each grammar point has one or two controlled practice
the learning objectives covered in each unit of Roadmap, lesson exercises plus a freer personalised activity designed to offer
by lesson. students the opportunity to say something about themselves
These GSE learning objectives are only a selection from the larger or the topic.
collection contained within the GSE. To explore additional ● The Language focus carries more of a lexico-grammar
resources to support students, there is an online GSE Teacher approach. This is designed to introduce a vocabulary system,
Toolkit. This searchable online database gives you quick and easy rather than include a long, exhaustive list of vocabulary.
access to the learning objectives and grammar and vocabulary
● The Language bank in the Students’ Book, the Workbook and
resources. It also gives you access to GSE job profiles: 250 job skills
mobile app have additional grammar/language focus practice
mapped to GSE learning objectives, enabling you to pinpoint the
exercises. There are also further photocopiable activities in
specific language skills required for professional learners.
the Teacher’s Book.
For more information please go to english.com/gse.

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 Vocabulary Pronunciation

Course methodology
Developing a wide range of vocabulary is also key to developing Teachers often have mixed attitudes towards teaching
communicative competence. A good knowledge of vocabulary pronunciation in their lessons. Some consider that it is relatively
helps learners to improve their reading and listening skills and unimportant, especially if their learners can generally make
is also important for writing. A knowledge of high-frequency themselves understood, but others place great importance on
collocations and fixed and semi-fixed phrases is also an effective developing pronunciation that is more than just intelligible. They
way to increase spoken fluency. Vocabulary is an important consider that a systematic focus on pronunciation in a lesson,
feature of every lesson in Roadmap. Vocabulary items have been however brief, can have a significant impact on developing
selected a) according to the topic of the lesson and b) according learners’ communicative competence.
to how useful they are for the final speaking task. Vocabulary is In Roadmap, we have taken a practical, integrated approach to
always presented in context through photos or texts and practised developing students’ pronunciation by highlighting features that
through controlled and freer practice activities. Vocabulary is often cause problems in conjunction with the areas of grammar,
also constantly recycled throughout the course and learners are vocabulary or functional language in focus. Where relevant to
actively encouraged to use the new vocabulary they have learned the level, a grammatical or functional language focus is followed
to give their personal opinions on the topics in focus and to talk by practice of a feature of pronunciation, for example, the weak
about their own lives and experiences. forms of auxiliary verbs or connected speech in certain functional
● Vocabulary is an important feature of every lesson. It is usually exponents. Students are given the opportunity to listen to models
presented in context through quotes and/or short reading of the pronunciation, notice the key features and then practise it.
texts or illustrated with photos and/or cartoons so that ● Pronunciation is a prominent feature of the syllabus, and
learners can understand how and when an item is used. practice is generally linked to the main grammar, vocabulary
● The emphasis throughout is on high-frequency, useful and functional language in focus.
vocabulary. At lower levels, the focus is on presenting lexical ● Listen and repeat activities reinforce pronunciation of new
sets and at higher levels there is an increased focus on language. As and when appropriate, there is an emphasis
word-building, collocation and useful fixed phrases. on areas of pronunciation that affect communication, for
● Vocabulary is practised in a variety of ways with one or two example, sentence stress/intonation.
controlled practice activities for each vocabulary section.
Learners are often asked to relate the vocabulary they have
learned to their own lives making it more memorable.
Skills development
● Vocabulary is constantly recycled throughout the course and Roadmap recognises that effective communication involves
further practice is provided in the Check and reflect pages, on receptive as well as productive skills. Although speaking is the
the mobile app, in the Workbook and photocopiable activities main skills focus in each of the main lessons, short reading and
in the Teacher’s Book. listening texts are used to present and practise new language
and introduce topics for discussion. These cover a variety of
● The Vocabulary bank at the back of the Students’ Book different genres – blogs, articles, fact files, etc. – but are never
further extends some of the key vocabulary areas covered in very long as research indicates that teachers want to maximise
the main lessons. speaking practice during class time. Roadmap also recognises
the importance of writing and suggestions for writing extension
activities are suggested in the teacher’s notes for each of the main
Functional Language lessons.
Learners need to manage communication in a wide variety of In addition to the reading, writing and listening material in the
different situations and they need to be able to recognise and use main lessons, there is a Develop your skills section at the back of
phrases and expressions that are appropriate for each situation. the book for learners who want to improve their reading, writing
These include transactional exchanges, where the focus is on or listening skills. There are three Develop your skills lessons for
getting something done or interactional exchanges where the each unit. Each lesson is built around a GSE learning objective
focus is on socialising with others. and concentrates on a specific skill – reading, listening or writing.
Roadmap recognises the importance of functional language and They are linked thematically to one of the main lessons and
each unit has an English in action page which focus on useful can be done at home or in class. The Develop your skills lessons
areas such as giving directions, asking for information, clarifying expose learners to different text genres of reading (articles, blogs
information etc. Each English in action lesson has a communicative etc.), writing (emails, reports, essays, etc.) and listening (radio
outcome based on a GSE learning objective and key functional broadcasts, conversations, etc.) and focus on different strategies
language items are highlighted in a Useful phrases box. or sub-skills to improve general competence in each skill. These
strategies are particularly useful for exam training.
● English in action lessons focus on useful functional areas such
as giving directions, clarifying information etc.
● Each English in action lesson has a communicative outcome Speaking
based on a GSE learning objective.
Most learners, whatever their age and whatever specific goals
● Key functional language items are highlighted in a Useful or reasons they might have for learning English, want to improve
phrases box. their speaking skills. Many learners lack opportunities to practise
in the real world so they need to make the most of opportunities
to speak English in the classroom. Roadmap recognises the
importance of speaking and there are many opportunities
throughout the course for learners to participate in a wide variety
of different speaking activities. For example, learners might
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 be asked to discuss a series of questions, respond to photos more speakers perform whole or part of the task. Learners listen
Course methodology

or cartoons, give their opinions about the content of a reading to this and try to replicate what they have heard when they come
or listening text or take part in conversations, discussions and to perform the task themselves.
role-plays. Speaking is a fundamental part of each lesson and Listening is a prominent feature in the main lessons but more
learners are frequently asked to work together in pairs or groups in-depth practice of different genres, for example, short talks and
to maximise opportunities to speak in class. monologues, conversations, radio interviews and discussions, etc.
Many learners are reluctant or unable to speak because they have is provided in the Develop your listening lessons at the back of the
nothing to say or lack the language they need to say what they book. The Develop your listening lessons also provide invaluable
want to say. Roadmap helps learners to overcome these problems training in listening sub-skills, for example, predicting information,
and one of the key aims of the course is to increase learners’ recognising discourse markers and weak forms, identifying
confidence and fluency. Each of the four core lessons in each unit examples and sequencing words. Each Develop your listening
are built around a Global Scale of English speaking objective and all lesson provides an example of the genre as well as highlighting
the grammar, functional language, vocabulary and pronunciation a sub-skill which is outlined in a special Focus box and practised
is geared towards helping learners achieve that objective. in the lesson. As mentioned in the introduction to the Teacher’s
Learners develop fluency when they are motivated to speak Book, the Develop your listening lessons are optional and can be
and for this to happen, engaging topics and relevant, carefully- selected according to the needs of individual learners or classes.
staged speaking tasks are essential. In each lesson of Roadmap They can be used in conjunction with the main lessons to form
there is a logical sequence of linked activities that have been the extended route through the course or they can be used
carefully constructed and staged to help learners perform the final individually and/or given to learners to do for homework.
speaking task to the best of their ability. Learners are given time
● Listening is a prominent feature of the main lessons and is
to prepare their ideas and think about the language they need for
often used to present new grammar or vocabulary or act as a
the final speaking task in a structured way. Giving learners time to
springboard to stimulate discussion.
rehearse is crucial in terms of building their confidence and this in
turn leads to better motivation and greater accuracy and fluency. ● Listening ‘models’ are provided to build learners’ confidence.
As learners’ confidence increases, their willingness to experiment
● Listening material is designed to be as authentic-sounding as
with the language also increases. Speaking is systematically
possible whilst bearing in mind the need to make it accessible
developed in Roadmap through the following activities:
for the level.
● Lead-in questions and/or striking images engage learners’
● More in-depth practice of different listening genres – short
interest and activate passive knowledge of vocabulary related
talks and monologues, conversations, radio interviews and
to the topic.
discussions – is provided in the Develop your listening lessons
● Grammar and vocabulary relevant for the final speaking at the back of the book.
activities are presented and practised.
● Develop your listening lessons provide an example of the
● Personalised practice activities encourage learners to give genre as well as highlighting different sub-skills needed to
their own opinions on the topic and talk about their own lives develop mastery of the skill.
and experiences
● Listening sub-skills are outlined in a special Focus box and
● Learners are given ‘models’ and time to prepare their ideas for practised in the lesson.
the final speaking task.
● Develop your listening lessons are optional and can be selected
● Useful phrases give learners ideas and provide prompts to help according to the needs of individual learners or classes. They
them get started. can be used individually and/or given for homework.
● Learners perform the speaking task in pairs or groups and are
invited to reflect on their performance through a whole class Reading
round up activity.
Reading is important for many students, particularly if they need
it for their work or studies. The learner who develops confidence
Listening in reading both in and outside the classroom will undoubtedly
make faster progress. We now have access to a very wide range
Listening is an important skill for all users of English and one which
of English language reading material and it is a good idea to
learners often find quite challenging. Many learners complain
encourage learners to read as much as possible outside the
that they can understand their teacher but find it difficult to
classroom. Roadmap provides ample opportunities for learners
understand people speaking English outside the classroom,
to practise their reading skills, both in the main lessons and in the
especially if speakers do not make any concessions to their
Develop your reading sections at the back of the book.
audience in terms of their speed of delivery. Learners with poor
listening skills are unlikely to be competent communicators or Short reading texts are included in the main lessons to
users of the language, so listening features almost as prominently contextualise new grammar or vocabulary and they also often
as speaking in the main lessons in Roadmap. It is important serve as a springboard for discussion. As with the listening
to expose learners to real language in use as well as different material, there is an emphasis on authenticity, and although
varieties of English. Listening material, particularly at lower levels, reading texts have been adapted or graded for the level, there is
is scripted but aims to reflect the patterns of natural speech and is an attempt to maintain authenticity by remaining faithful to the
designed to be as authentic-sounding as possible whilst bearing text type in terms of content and style. Texts are relevant and
in mind the need to make it accessible for the level. Listening texts up-to-date, and are designed to stimulate interest and motivate
are often used to present new grammar or vocabulary and can act learners to read. The texts represent a variety of genres and
as a springboard to stimulate discussion in class. In addition, there mirror the text types that learners will probably encounter in their
is a listening ‘model’ for each of the speaking tasks in which one or everyday lives. Texts are generally not exploited in any great depth
in the main lessons (as in-depth work on reading is provided in
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 the Develop your reading section) but learners are always given a Each Develop your writing lesson provides an example of the

Course methodology
reason to read along with basic comprehension exercises. genre as well as highlighting a sub-skill which is outlined in a
More in-depth practice of different genres is provided in the special Focus box and practised in the lesson. As mentioned in
Develop your reading lessons at the back of the book. The Develop the introduction to the Teacher’s Book, the Develop your writing
your reading lessons also provide invaluable training in reading lessons are optional and can be selected according to the needs
sub-skills such as identifying the main ideas in a text, guessing the of individual learners or classes. They can be used in conjunction
meaning of words from context, identifying positive and negative with the main lessons to form the extended route through the
attitudes, understanding pronouns, missing words, etc. course or they can be used individually and/or given to learners
Each Develop your reading lesson provides an example of the to do for homework. Each Develop your writing lesson follows a
genre as well as highlighting a sub-skill which is outlined in a similar format:
special Focus box and practised in the lesson. As mentioned in ● Some writing practice is provided in the main lessons and
the introduction to the Teacher’s Book, the Develop your reading in-depth work on different genres of writing as well as writing
lessons are optional and can be selected according to the needs sub-skills is provided in the Develop your writing section at the
of individual learners or classes. They can be used in conjunction back of the book.
with the main lessons to form the extended route through the
course or they can be used individually and/or given to learners to ● Each Develop your writing lesson starts with a few discussion
do for homework. questions designed to activate learners’ vocabulary and get
them thinking about ideas related to the topic.
● Reading is a prominent feature of the main lessons and is
often used to present new grammar or vocabulary or act as a ● Each Develop your writing lesson provides a model of the
springboard to stimulate discussion. genre in focus. These are designed to be as authentic as
possible whilst bearing in mind the need to make them
● Reading material is designed to be as authentic as possible accessible for the level. Types of writing mirror those that
whilst bearing in mind the need to make it accessible for the learners will encounter in their everyday lives, for example,
level. Text types mirror those learners will encounter in their stories, formal and informal emails, blog posts, descriptions,
everyday lives, for example, blogs, social media posts, etc. invitations, reviews, etc.
● More in-depth practice of different reading genres – stories, ● Develop your writing lessons provide examples of the genre
articles, reviews, factual texts, reports, social media and blog as well as highlighting different sub-skills needed to develop
posts, etc. – is provided in the Develop your reading lessons at mastery of it, for example, organising ideas, using paragraphs,
the back of the book. explaining reasons and results, using time expressions and
● Develop your reading lessons provide an example of the genre linkers, constructing narratives, etc.
as well as highlighting different sub-skills needed to develop ● Writing sub-skills are outlined in a special Focus box and
mastery of the skill. practised in the lesson.
● Reading sub-skills are outlined in a special Focus box and ● Learners prepare and then write their own example of the
practised in the lesson. genre in focus and are encouraged to use the sub-skills they
● Develop your reading lessons are optional and can be selected have practised in the lesson.
according to the needs of individual learners or classes. They ● Develop your writing lessons are optional and can be selected
can be used individually and/or given for homework. according to the needs of individual learners or classes. They
can be used individually and/or given for homework.

Writing
In recent years the growth of email and the internet means
Review and consolidation
that people worldwide are writing more than ever before – for Language items are regularly recycled in each lesson of Roadmap.
business, for their studies and for personal communication. At end of each unit, there is a Check and reflect page which is
Learners need effective writing skills for professional and designed to review all the language points covered and give
academic purposes but people also use writing – email, text learners an opportunity to reflect on how their confidence and
messages, social media posts, etc. – as an informal means of mastery of the language has improved. In addition, each unit is
communication far more than they used to. The latter isn’t simply accompanied by a short video –the Roadmap report – that can
speech written down and there are all sorts of conventions for be used to provide a break from the routine of the Students’ Book
both informal and formal writing. It is therefore important to focus as well as revise and consolidate language in a fun, light-hearted
on a range of genres, from formal text types such as essays, way. Each Roadmap report features a ‘roving reporter’ who goes
letters and reports to informal genres such as blog entries and out on location to visit interesting people and places and has a
personal messages. Roadmap provides extensive training in all variety of new experiences. The videos are designed to illustrate
these types of writing. some of the quirkier aspects of real life as well as show language
Writing is not a prominent feature of the main lessons in items covered in the unit in realistic contexts.
Roadmap although learners are frequently asked to make notes
● Video clips and extension activities consolidate key language
as preparation for the speaking task. There are also suggestions
covered in each unit and illustrate some of the quirkier aspects
in the teacher’s notes on ways to extend the tasks with follow-
of real life.
up written work. However, in-depth practice of different genres
of writing is provided in the Develop your writing lessons at the ● Video clips are 2–3 minutes in length and are designed to
back of the book. The Develop your writing lessons also provide entertain learners and provide a bit of light relief.
invaluable training in writing sub-skills such as organising ideas,
● Video worksheets (to exploit the language in the videos) are
using paragraphs, explaining reasons and results, using time
available online.
expressions and linkers, constructing narratives, etc.

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 1A Talking to strangers

1 OVERVIEW
Introduction
The goal of this lesson is for students to practise starting a
conversation and keeping it going. To help them achieve this, they
will revise verbs with dependent prepositions in this context.
1A Talking to strangers
Goal | start a conversation and keep it going
Grammar | question forms Warm-up
Vocabulary | verbs with dependent prepositions Before the class starts, write the following expressions on
GSE learning objective the board:
Can engage in extended conversation in a clearly participatory
A stranger is a friend you haven’t met yet.
fashion on most general topics
Don’t talk to strangers.
1B Life lessons Ask Ss to work in pairs to decide what the expressions mean and
Goal | describe an experience and a life lesson which they agree with in which situations. Invite a whole-class
Grammar | past simple, past continuous, used to, would,
discussion and encourage Ss to give reasons for their ideas.
keep + -ing
Vocabulary | phrases to describe emotions
For example, it might be appropriate for children to be wary of
strangers in public places or new situations, but adults can be
GSE learning objective
Can bring relevant personal experiences into a conversation to more open in a wider range of settings.
illustrate a point

1C Personalities Reading
Goal | interview someone about their personality 1 Put Ss in pairs to discuss the last time they spoke to a stranger
Language focus | verb + noun collocations
and what happened. When they finish, ask a few pairs to share
Vocabulary | adjectives of character
their stories with the class.
GSE learning objective
Can carry out an interview in order to research a specific topic 2a Tell Ss they are going to read a magazine article about talking
to strangers. Focus attention on the questions, asking Ss to read
1D English in action quickly to find the answers. Allow a few minutes for Ss to read
Goal | contribute effectively to a conversation or discussion alone, then put them in pairs to compare ideas. When they finish,
Vocabulary | verbs to describe a healthy lifestyle elicit answers and write them on the board.
GSE learning objective
Can give the advantages and disadvantages of various options Answers:
on a topical issue
1 His strategy was to begin talking to strangers by asking them
Roadmap video questions. The results were not good. He didn’t manage to
Go online for the Roadmap video and worksheet. start any conversations.
2 The author started making a comment on something and
VOCABULARY BANK then asking a question. This was more successful and he
had a conversation.
1A Verbs with dependent prepositions
1C Adjectives of character b Tell Ss they will read again for more detail. Refer them to the
questions and allow a few minutes. Monitor and help if necessary.
DEVELOP YOUR SKILLS When they finish, ask Ss to discuss answers in pairs, then have
whole-class feedback.
1A Develop your listening
Goal | understand common informal conversations Answers:
Focus | recognising exaggeration 1 People who talk to strangers are happier, more creative and
GSE learning objective less likely to have a heart attack.
Can recognise the use of hyperbole (e.g. It’s going to take me 2 because she thought the answer to the question was very
years to finish this.) obvious
3 because the bus was nearly empty (and in the UK people
1B Develop your writing
Goal | write a detailed description of a place
don’t usually sit next to another person if there are other
Focus | adding interest to a description seats that are free)
GSE learning objective
4 He told the woman that he had read the book when he
Can write detailed descriptions of real or imaginary places hadn’t.

1C Develop your reading 3a Ask Ss to discuss the questions in pairs for a few minutes.
Goal | understand an article with survey results Point out that this is a matter of personal opinion. In feedback,
Focus | understanding cause and effect relationships
ask different pairs for their responses to each question. Write
GSE learning objective suggested answers to the first question on the board.
Can understand cause and effect relationships in a
structured text b Ask Ss to turn to p166 to check their answers. Look back at the
board to see whose answer was closest.

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 Vocabulary

Unit 1
VOCABULARY BANK 1A p156
Verbs with dependent prepositions Verbs with dependent prepositions
4 Ask Ss to find the first underlined verb in the article (suffer) This is an optional extension to the vocabulary section,
and to tell you which preposition follows (from). Establish that we extending the lexical set and providing further practice.
call this a dependent preposition. Ask Ss to go through the rest of If you’re short of time, this can be done for homework.
the text and circle the dependent preposition that follows each 1a Ask Ss to match the correct prepositions in the box with
underlined verb. Check answers with the whole class. the verbs. Ss check answers in pairs before whole class
feedback.
Answers: suffer from, think about, smile at, believe in, stand
Answers: a to b in c to d about e on f from
for, belong to, concentrate on, deal with
g from h about i on j in k in l from m for

Vocabulary checkpoint b Ask Ss to match the verbs from Ex 1a with their meanings.
Go through answers as a class.
Ss often struggle with dependent prepositions as they seem
to vary randomly and have little logic. Discuss with Ss how Answers: 1 differ from 2 believe in 3 involve someone in
they can help themselves, for example by recording each 4 suffer from 5 belong to 6 specialise in 7 depend on
new verb with its preposition as well as creating meaningful 8 enquire about 9 insist on 10 volunteer for 11 appeal to
examples. Point out that translating the verb alone does not 12 boast about 13 discourage someone from
help with being able to use it accurately in a sentence. Elicit
that the prepositions in the text can be followed by nouns or 2a Ask Ss to use the verbs from Ex 1a to complete the
-ing verb forms. questions. Point out that the preposition is already provided.
Ss check answers in pairs before whole-class feedback.
Check that Ss are clear that these verbs + dependent
prepositions are different from phrasal verbs. With phrasal Answers: 1 differ 2 appeals 3 involved 4 depend
verbs, often the meaning of the verb changes (for example, 5 enquire 6 volunteered 7 discourage 8 insist 9 boast
look up a word in the dictionary). A dependent preposition
b Ask Ss to ask and answer questions from Ex 2a in pairs.
does not affect the meaning of the preceding verb. It’s just a
When they finish, have brief feedback on any interesting
grammatical link to the verb’s object.
points.
5 Refer Ss to the exercise to underline the correct prepositions.
Complete the first example together, then ask them to continue Further practice
alone before checking in pairs. Go through the answers, asking Photocopiable activities: 1A Vocabulary, p169
individual Ss to read each sentence aloud so that you can drill App: 1A Vocabulary practice 1 and 2
as needed. Point out that the verb is usually stressed and the
preposition is not, which is why Ss often fail to hear it.
Grammar
Answers: 1 about 2 at 3 in 4 on 5 from 6 on 7 to
8 with 9 on
Question forms
7a Focus attention on the article in Ex 2a and its ending on
Optional extra activity p166, explaining that Ss should underline any questions in both
parts of the article. Ask Ss to help each other before eliciting
For further practice, ask Ss to make a list of more verbs that need examples as a class.
a dependent preposition. They can work in pairs initially, then
share as a class to make a list for everyone to copy into their Answers: Don’t believe me? … what have I got to lose?
notebooks. With weaker classes, you may need to provide some ‘Where did you get your magic fairy?’
common examples, such as consist of, decide on, depend on, pay ‘What have I told you about talking to strangers?’
for, wait for. With stronger classes point out cases where the ‘What does ZTC stand for?’ ‘What?’
preposition varies according to the object: play with a toy/for a ‘I was just wondering what ZTC stands for.’
team, complain about something/to someone. ‘Why don’t you ask my brother?’ ‘Too much sugar?’
‘What about you?’ ‘Who are you going to give them to?’
6 Look at the example conversation as a class. Tell Ss to choose ‘So, who gave you those flowers?’
around five comments or questions from the exercise and
improvise a conversation. Monitor and help if necessary. b Point out the four types of question in the grammar box. Write
When they finish, ask a few confident pairs to perform their the number of each category on the board, then ask Ss to select
conversations for the class. an example for each category from their underlined questions.
With weaker classes, do this together as a class.

Answers:
1 What have I got to lose?
Where did you get your magic fairy?
What have I told you about talking to strangers?
2 Who are you going to give them to?
What does ZTC stand for?
3 So, who gave you those flowers?
4 I was just wondering what ZTC stands for.

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 8 Ask Ss to work in pairs to ask and answer the grammar
Unit 1

Pronunciation checkpoint
questions. Check answers with the whole class and be prepared to
When we are being polite, we tend to use a wider pitch range
give further explanations or examples where necessary.
and start and end at a higher pitch. This attracts and engages
Answers: 1 have 2 be 3 Ss’ own answers the person we are speaking to and is also a feature of speech
4 subject + verb + object (as in normal affirmative statements) when we talk to young children. When we are with friends or
family, we don’t need to make so much effort and our pitch
9a 1.1 Tell Ss they are going to listen to some conversations
can be flatter. Knowing this helps Ss with their listening and
and they should decide whether the questions are for a friend or exaggerating their range by copying a recording or their
a stranger, and to think about the factors that led them to each teacher is a useful awareness-raising exercise.
decision. Once you have played the recording, elicit answers,
discussing whether the questions are for friends or strangers and 10a This exercise assesses how accurately Ss can make
how we know. the question types seen in the grammar box. Write the first
sentence starter on the board with the word in brackets and
Answers: elicit the completion (you where you bought them). Discuss why
1 Could you tell me what the time is? this answer is correct (it follows the word order of an indirect
2 What are you reading? question). Ask Ss to continue completing the sentences alone
3 I was just wondering where you bought that. then check in pairs, referring to the grammar box. Check answers
4 Why did you buy that? with the whole class and accept reasonable variations. Remind Ss
5 Do you know where the entrance is? to stress the key words and drill a few examples to consolidate if
necessary.
Questions for strangers (1, 3 and 5):
tend to use indirect question phrases Answers:
tend to start at a higher pitch 1 Can I ask (you) where you bought them? (indirect question)
tend to use more exaggerated intonation 2 I wonder who it belongs to? (indirect question)
Questions for people you know (2 and 4): 3 Who cut it (for you)? (subject question)
tend to use direct questions 4 Where did you go to school? (QASV)
tend to start at a lower pitch (unless expressing surprise or other 5 What are you smiling about? (preposition question)
strong emotions) and use less exaggerated intonation. 6 I’d love to know who designed it. (indirect question)
7 Which train are you waiting for? (preposition question)
Audioscript 1.1 8 Could I ask how long you’ve had yours / your phone?
1 (indirect question)
A: Could you tell me what the time is?
B: Yes, it’s half past one. b This is an opportunity to personalise the language. Ask Ss to try
A: Great. Thanks. and include all four question types from the grammar box in their
2 set of questions. With weaker classes, complete one example of
A: What are you reading? each question type as a class. As they work, monitor and correct.
B: An article about how to make friends. There is no need for whole-class feedback as all their questions
A: Sounds interesting!
will be different, but you can elicit some good examples and deal
3 with queries. When they finish, ask Ss to move around the class
A: Excuse me. I was just wondering where you bought that.
asking each other their questions.
B: This sandwich? Just down the road at the café.
A: OK. Thanks.
4 LANGUAGE BANK 1A pp.136–137
A: Why did you buy that? Stronger classes could read the notes at home. Otherwise,
B: This hat? I thought it looked good. go over the notes with Ss. In each exercise, elicit the first
A: Oh. It’s … different. answer as an example. Ss work alone to complete the
5 exercises, then check their answers in pairs. In feedback,
A: Do you know where the entrance is? check answers with the whole class. Ss can refer to the notes
B: Yes, it’s just over there. to help them.
A: Thanks a lot.
Answers:
1 a Have you known the Swanns for a long time?
b Ask Ss to listen again and repeat each question. Share the
b Can I ask you what you think about the sports centre?
information in the Pronunciation checkpoint if you think it’s useful.
c What kind of after-school activities does it offer?
d What made you decide to join it?
e Which school does your daughter go to?
f Could you tell me if the Black Horse restaurant is near
here?
2 1f 2a 3b 4d 5e 6c

Further practice
Photocopiable activities: 1A Grammar 1, p167;
1A Grammar 2, p168
App: 1A Grammar practice 1 and 2

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 Speaking

Unit 1
Prepare
1B Life lessons
11 Ask a student to read the instruction to the class or read it
yourself. Tell Ss to work in pairs to write the conversation starters.
Monitor and help. Allow a few minutes for this. There is no need Introduction
for feedback, but stop when all Ss have written at least two The goal of this lesson is for students to describe an experience
conversation starters. and a life lesson. To help them achieve this, they will learn phrases
to describe emotions and revise a range of past verb forms in the
Speak context of experiences.
12 Point out the Useful phrases. Put Ss in groups of three
and allocate role A, B or C to each. With weaker classes, get a
Warm-up
stronger group to demonstrate the activity, then ask all groups
to start. Monitor and make notes on good language or language Before the class starts, ask Ss in pairs to discuss where they go
for correction. When they finish, write some examples of good for advice: family, friends, social media, teachers, etc. Ask Ss to
language and errors for Ss to correct on the board, focusing consider whether they go to different people/places for different
particularly on question formation. kinds of advice (for example, for work, relationships, health or
money). While they are working, monitor and help with
Optional extra activity vocabulary. When they finish, elicit feedback and see which
If you have time, repeat the activity twice more, changing roles people or places are the most popular for advice. Write useful
each time so that each student gets the chance to do each role. vocabulary on the board.

Listening and vocabulary

Reflection on learning
Write the following questions on the board: Emotions
How confident did you feel forming all the question types? 1 Put Ss in pairs and give them a few minutes to discuss the
In what situations do you think you’ll use these questions in question. When they finish, elicit answers.
the future?
Teaching tip
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the Ss are not always ready to discuss their personal feelings.
class, but don’t force them to if they’d rather not. At the start of a lesson, they can also feel a bit rusty and
uncomfortable speaking in English and may find it difficult
to get started. To help them, give a simple example yourself,
Homework ideas
which is not too personal. This gives them an idea of what to
If you are in an English-speaking country and you feel it’s expect and a model of how to express it. Most Ss also like to
appropriate, give Ss a speaking homework: to start a conversation hear what their teacher has to say.
with a stranger in a public place.
Language bank: 1A Ex 1–2, pp.136–137 2 Focus attention on the quotes, asking Ss in pairs to discuss
Workbook: Ex 1–5, p4 the questions. Complete the first together as an example. When
App: grammar, vocabulary and pronunciation practice they finish, elicit answers and discuss as a class, clarifying any
vocabulary as necessary.

Possible answer:
Fast route: continue to Lesson 1B 3 b and e possibly contradict d because b and e don’t appear to
Extended route: go to p86 for Develop your listening allow for anything but the best outcome, whereas d allows – if
not encourages – failure along the way.

3 1.4 Tell Ss they’re going to listen to four people talking

about an experience where they learnt something. They should
listen and match each person to a life lesson from Ex 2. Stronger
classes can make notes while listening, then discuss in pairs and
decide which life lesson links to each speaker. Weaker classes
can look at the life lessons and mark them 1–4 as they listen.
Check answers with the whole class.

Answers: 1 c 2 d 3 a 4 f

Audioscript 1.4
1
A few years ago, I was going out with this guy and he was like … perfect,
you know, or so I thought at the time. Cute, funny, clever. We used to
hang out together all the time. I was like totally in love, I mean head-
over-heels. We’d spend every moment together, you know, we were
inseparable. So anyway, one day, I was eating a sandwich at work, having
my lunch break, and I got this text from him and he said he was breaking
up with me. Just like that! Totally out of the blue, you know. It was
completely devastating, and like, what was worse, I didn’t have anyone

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 to turn to. I’d completely lost touch with all my friends just to be with this
Unit 1

guy. For a couple of days I felt totally numb but then I went and found my Vocabulary checkpoint
old friends. They were still hanging out in the same place, and I cried, like, At this level, Ss should have awareness of lexical ‘chunks’,
I just bawled my eyes out and they were great, I mean really great. where a fixed or semi-fixed phrase is made up of a group of
I learnt my lesson, you know? I’m not doing that again. two or more words and should be memorised as a single unit
2 of language. In feedback, help learners to notice chunks by
A couple of years ago I was preparing for this engineering exam – The underlining the key unchangeable elements and noticing
Undergraduate Aptitude Test in Engineering. I was studying hard, you
which parts can change. For example:
know, I’d get up, have breakfast, go to the library, then I wouldn’t come
home till eight or nine at night. I really needed to pass. There was a lot of 3 bawl my/your eyes out : The verb bawl is rarely seen
expectation, a lot of pressure on me and I needed a good mark to get a outside this phrase.
place at university. … So, I took the exam and I felt reasonably confident 5 I was in shock is fixed, but quite literally can be added for
and on the day of the results I checked the website, you know, my hands emphasis.
were shaking, and guess what? I’d failed. Completely failed. No place at
9 blew my mind is unchangeable, but completely can be
university, no future in engineering. I felt so ashamed. … For days, I didn’t
know what to do. I didn’t tell my parents. I didn’t eat, I didn’t sleep, I was replaced with totally, just, absolutely, etc.
quite literally in shock. I just kept crying. … Three or four days I carried on
like that and then finally, my friend asked me a question. She said, ‘Do Optional extra activity
you really want to be an engineer?’ I was so surprised because no one
had ever asked me that, but I realised that yes, I really did want to be an For further practice, ask Ss to work in pairs. Student A says a key
engineer. So I took a year out, got a job and studied really hard for the word from each phrase and Student B should then try and say the
exam all over again. And when I took the exam a second time, … I passed! whole phrase, for example:
I think I was really determined not to fail again. A: bawl B: I bawled my eyes out.
3 A: luck B: I couldn’t believe my luck.
This sounds really unimpressive as a story but for some reason it
changed my life. So, … one day in secondary school, it was raining and we
were sitting in the classroom waiting for our English lesson to start. And,
5 This activity asks Ss to comment on and respond to the content
you know, I wasn’t a great student. I mean, I wouldn’t really misbehave they have listened to in Ex 3. Ask Ss to discuss in pairs, then share
or anything but I used to spend most of my time daydreaming. Anyway, ideas as a class. There are no fixed answers.
the teacher walked in and switched off the lights, which was odd, and
he said, ‘Today I just want you to listen to the rain. So, at first we were Optional extra activity
playing around, making jokes, but after a while we all kind of calmed
Ask Ss to sit in small groups and retell one of the four experiences,
down and the only noise was the sound of rain. Just the rain. ‘Don’t think,’
he said, ‘just listen’. And the rain kept falling and we kept listening … and aiming to include the phrases focused on. Weaker classes can
after 40 minutes or so, by the end of the lesson, I felt completely calm – look at the vocabulary when retelling, to act as prompts.
just completely … present … in the moment, and I just wanted to express Stronger classes can try without. Fast finishers can retell more
myself, you know, to write. It had a big, big impact on me and ever since than one experience.
then, I’ve written every day in my journal. Before that, I never used to
have any ambitions but, since then, … yeah, that lesson, you know, it Further practice
really inspired me to become a writer.
Photocopiable activities: 1B Vocabulary, p172
4
App: 1B Vocabulary practice 1 and 2
I always felt that I never measured up to my older brother. I used to think
that he was better than me. He was the high achiever while I was just
average. He would get the high marks at school while I would just get the
average marks. He was always studying while I was just hanging out with Grammar
friends. This thought followed me all through my 20s. … Then one day,
I got a new job, a good job and I was so happy, I simply couldn’t believe
Past simple, past continuous, used to, would,
my luck, and my brother said, ‘It’s not luck. You’ve always been the smart keep + -ing
one.’ And I said, ‘What? What are you talking about?’ And he said, ‘You’ve 6 Ask Ss to tell you when the experiences in the recordings
always known how to be happy and get what you want. I’ve always had happened, present or past. Elicit ‘past’ and tell Ss you’re now going
to work hard, but you sail through life!’ And this completely blew my to look at the verb forms used. Focus attention on the words in the
mind, you know, I realised what a total fool I’d been to always think that
box, then ask Ss to use them to complete the grammar box. Check
I was inferior to my brother.
answers with the whole class, giving further explanations or
examples where necessary. With weaker classes, do this activity
4a Ask Ss to look at the words in the box and discuss any they are as a class. Go over the question and negative forms, especially
not sure of. Ask Ss to complete each sentence with a word in the with used to where the spelling changes to use to.
box, working alone, then in pairs and discussing what caused the
feelings. Answers: 1 complete 2 main 3 background
b Ask Ss to listen again and check their answers. In feedback, 4 continuous 5 many times 6 longer
confirm answers with the whole class. Ss may or may not
remember what caused the feelings. Drill phrases chorally. 7 This exercise checks if Ss have absorbed the rules covered in
the grammar box. Write the first pair of sentences on the board,
Answers: 1 devastating 2 felt 3 out 4 ashamed 5 in asking Ss to decide individually which is correct and then discuss in
6 big 7 me 8 luck 9 blew 10 fool pairs. If Ss show any doubt, refer them to the grammar box before
moving on. Ss choose the correct sentences alone, then check
in pairs. Monitor to see how they are doing. Check answers with
the whole class by asking individuals to read the correct sentence
aloud, then discussing the reason for their decision.

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 Unit 1
Answers: LANGUAGE BANK 1B pp.136–137
1a Hate is a state verb and they are not generally used in the Stronger classes could read the notes at home. Otherwise,
continuous. The second sentence is possible, but the first is go over the notes with Ss. In each exercise, elicit the first
more likely. answer as an example. Ss work alone to complete the
2a Both are completed actions, so they need the past simple. exercises, then check their answers in pairs. In feedback,
Past continuous implies she didn’t finish making the check answers with the whole class. Ss can refer to the notes
sandwich which is illogical because she ate it! to help them.
3b The subject and auxiliary are unnecessarily repeated. This
is a stylistic issue. Answers:
4a Would is not used for state verbs like adore. Would is used 1 1 joined 2 was studying 3 had/used to have
for repeated actions. 4 knew 5 kept interrupting 6 used to/would discuss
5b The thinking was repeated while the speaker was awake, 7 came across 8 was sitting 9 looking 10 didn’t tell
so kept + -ing is more appropriate. 2 1 When my brother and I were younger, we didn’t used to
go anywhere without each other.
2 We were horrified to see that the ferry left was leaving
Grammar checkpoint the port as we arrived.
Discuss with Ss why we need to have a range of past forms. 3 When I was little I was used to having used to have/had
Up to now, Ss have probably managed with using mainly the almost golden hair, but it turned to a mousey brown
past simple. Point out that to fully express themselves and to before I was ten.
clarify the timing and frequency of events they need to use 4 There was a man in the dentist’s waiting room who kept
a range of past forms. Let Ss know that you will give extra tapping his foot. It was so annoying!
credit to them if they try to use a range of past forms in their 5 I shared a bedroom with my older sister until she was
written work. leaving left home.
6 Where we live, we don’t usually have snow, but one
8a 1.5 Ask Ss to look at the sentences and the underlined winter I used to stay stayed with my cousins in Canada,
verbs, which are negative. Ask them to listen and notice how n’t where we had snow all the time.
is pronounced. When they finish listening, discuss as a class. 7
8 The actor was just standing silently on the stage,
Answers: waiting for the people in the audience to stop talking.
When the verb/word immediately after starts with a consonant
sound, we tend not to pronounce the t of the n’t :
Further practice
I wasn’t working, I didn’t really …
When the verb/word immediately after starts with a vowel Photocopiable activities: 1B Grammar 1, p170;
sound, we may or may not pronounce the t of the n’t. If we do 1B Grammar 2, p171
pronounce it, we link it to the first syllable of the next word: App: 1B Grammar practice 1 and 2
I wasn’ tinterested

b 1.6 Ask Ss to listen to the recording again and repeat. Speaking

9 This exercise checks if Ss have absorbed the rules when seen Prepare
in context. Complete the first example as a class, then ask Ss to 11a Remind Ss of the topic of life lessons and read the example
decide individually which alternatives are correct and then discuss together. Give Ss time to think of their life lesson before writing it
in pairs. Go through the answers as a class, writing them on the down and sharing it with a partner.
board to ensure that Ss record the correct ones.
Optional alternative activity
Answers: 1 didn’t use to worry 2 was playing
If your class is very young and they lack life experience, they may
3 started 4 wanted 5 would never ask
struggle to come up with life lessons. Discuss this when setting up
6 really thought 7 was sitting 8 chatting 9 came
the activity. Point out that the example given could be a young
10 wondered 11 decided 12 said 13 realised
person and that they could think about everyday situations, such
as their study habits or relationships with siblings or friends.
Optional extra activity If they really can’t think of anything, they can use the experiences
Ss work in pairs and take turns to read the complete, corrected that they heard earlier or talk about a famous person who has
text to each other, focusing on pronunciation. Some Ss enjoy this made a public mistake and learnt from it.
form of self-drilling. Monitor and give feedback on, for example,
their pronunciation of regular past tense endings such as realised b Read the instruction as a class. Give Ss plenty of time to think
or started, or weak forms of was and were in past continuous. and make notes about their experience, using the bullet points to
organise their thoughts. Point out that this is a chance to practise
10 Tell Ss they now have a chance to personalise their practice. some of the language studied in this lesson. Monitor and help with
Give them a few minutes to think and make a few notes, then put ideas and language.
them in pairs to discuss. Monitor and help if necessary. When they
finish, ask a few pairs to share interesting stories they heard, then Speak
pick up on any errors during feedback. 12a Ask Ss to read through the Useful phrases, then put them in
small groups to tell each other. Encourage them to ask follow-up
questions. Monitor and listen to their control of the verb forms and
phrases studied.
b Ask Ss to reflect and comment on what they have learnt from
each other.
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 Vocabulary and listening
Unit 1

Teaching tip
Observe Ss during fluency activities and make notes on their Adjectives of character
language use. Look for common problem areas in vocabulary or 1 Refer to the photos and discuss the first question as a class. Then
grammar. When Ss finish, decide which errors to focus on and ask Ss to write two or three personality adjectives for each person
add them to the board one by one for Ss to try and correct. If in the photos. Put Ss in pairs to compare ideas and discuss the other
there is a pronunciation problem, write the phrase/word and questions, then have a whole-class discussion to see if Ss agree.
ask Ss to say it, then model it yourself so they can hear the
difference. Try and include examples of positive language use Suggested answers:
in your feedback as well, so Ss don’t feel disheartened. 2 A adventurous, brave, confident, excited, exhilarated
B confident, successful
C suspicious, threatening
Reflection on learning
D hard-working, calm, organised, confident, successful
Write the following questions on the board: E nervous, excited
How confident do you feel about describing experiences and
emotions? 2a Focus attention on the beginning of the article. Ask Ss to
How do you plan to remember the vocabulary from this lesson? suggest personality adjectives starting with the letters C, E, A and
Put Ss in pairs to discuss the questions. When they have N and write the words on the board.
finished, ask if anyone wants to share their ideas with the b 1.7 Ask Ss to listen and note the adjectives. Ss then
class, but don’t force them to if they’d rather not. compare in pairs before whole-class feedback. See if any of their
predictions were correct.
Homework ideas
Answers: C = conscientious E = extrovert A = agreeable
Ss write a paragraph about the life lesson they talked about
N = neurotic
in Ex 12a.
Language bank: 1B Ex 1–2, pp.136–137
Audioscript 1.7
Workbook: Ex 1–5, p5
App: grammar, vocabulary and pronunciation practice The ‘O’ of the first character trait is being ‘open to experiences’. People
who are open to experiences like trying new things and tend to be
adventurous, while people who are less open prefer familiar people and
events and tend to be more cautious.
Fast route: continue to Lesson 1C The second character trait is conscientiousness. People who are
Extended route: go to p116 for Develop your writing conscientious take a lot of care when they do things and like to do them
very well. For example, when a conscientious person writes an essay,
they make sure they don’t have any spelling mistakes. Conscientious
people tend to be very organised, but sometimes it can be difficult to
change their minds. Less conscientious people are more flexible but can
also be careless sometimes.
The third character trait is extroversion. Extrovert people like meeting
new people. They enjoy going out and socialising. People who are
1C Personalities extrovert tend to be outgoing, while people who are less extrovert tend
to be more reserved and don’t like socialising so much.
The fourth character trait is agreeableness. People who are more
agreeable tend to like helping others. They are more trusting and think
Introduction that other people are basically good. Less agreeable people are more
suspicious. They tend to care less about what other people think and
The goal of this lesson is for students to interview someone about
often believe that other people are selfish.
their personality. To help them achieve this, they will revise verb
The ‘N’ of the final character trait is for neurotic. Neurotic people have
+ noun collocations and adjectives in the context of describing
strong and difficult emotions. They tend to be nervous and can get
character. depressed easily. Less neurotic people are more emotionally stable and
confident.
Warm-up Everyone can be placed somewhere on these five scales and once you
know where each person is, you get an idea of their personality. For
Ask Ss to work in pairs to make two lists of character adjectives,
example, you will know if someone is a bit of a rebel who likes to take
positive and negative. In feedback, see how many they have and risks and break the rules, or more of a conformist who prefers to stick to
elicit some ideas. Tell them that this is the topic of today’s lesson. the rules and minimise risks. So, what kind of person are you?
With weaker classes, leave the suggestions on the board so Ss
can use them during the lesson. Put Ss in pairs and ask them to
3a Refer Ss to the adjectives in the box. Ask them to listen again
describe themselves and explain their reasons. Give an example
and note down the adjectives at the correct points on the scales.
yourself to show what they need to do, for example: I’m quite
Ss compare in pairs before whole-class feedback. Discuss the
anxious. When I’m travelling I have to leave very early in case
meaning of words they are unsure of and work on pronunciation,
there’s a problem getting to the airport. Then I spend ages
including word stress, drilling chorally and individually.
waiting around! When they finish, ask Ss if they are similar to their
partner or if they learnt anything surprising.
Answers:
1 adventurous, cautious
2 organised, careless
3 outgoing, reserved
4 trusting, suspicious
5 nervous, confident

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 Further practice

Unit 1
Teaching tip
The scale task in Ex 3a helps with meaning. If Ss like this, Photocopiable activities: 1C Vocabulary, p175
introduce them to other visual ways of linking up vocabulary App: 1C Vocabulary practice 1 and 2
such as vocabulary spidergrams or mindmaps. Drawing and
using graphs or grids are all visual ways of showing vocabulary.
Encourage Ss to look through their books and organise Language focus
vocabulary in different ways. Verb + noun collocations
4a Refer Ss to the quiz. Ask them to work in pairs to discuss any
Pronunciation checkpoint words and phrases they are unsure of. After a few minutes, have a
whole-class discussion to clarify any vocabulary.
In order to be confident using new vocabulary, Ss need to be
able to pronounce new words with the correct stress. Go over b Ask Ss to take turns asking and answering the quiz questions.
longer words in particular, eliciting the stressed syllable and At the end of the quiz, Ss should turn to p166 to read their results.
marking the stress on the board. Point out unusual sounds c When they finish the quiz, ask Ss to discuss in their pairs if they
that do not reflect the spelling. For example: conscientious agree with the quiz results, then discuss as a class.
/kɒnʃiˈenʃəs/, cautious /ˈkɔːʃəs/.  5 Ss will probably have noticed numerous collocations in the quiz.
Refer them to the explanation of collocations in the Language
b Put Ss in pairs to discuss. Monitor and help if necessary. When focus box, then ask them to complete the collocations using the
they finish, give feedback on pronunciation of new words. quiz. Go through the answers as a class. With stronger classes,
ask Ss to suggest other verbs that can collocate with the nouns,
Optional extra activity for example: change your mind, make up your mind.
Ss write down three people who know them well, such as a parent,
sibling, friend or employer. They then write three character Answers: 1 speak 2 meet 3 wait 4 lose 5 keep
adjectives beside each person. The adjectives should describe 6 make 7 break 8 voice 9 take 10 resolve 11 take
what each person is likely to think of the student who writes them 12 remain 13 take 14 make 15 return 16 make
down. For example, an employer might think you are
conscientious, but a parent might think you are lazy! Ss read each Optional extra activity
set of adjectives to their partner who must guess who thinks their Ss work in pairs. One says the noun or noun phrase and their
partner is like this. This could be a good option for stronger partner tries to remember the collocating verb without looking at
classes or classes that need extra speaking practice. their book. They change roles after a few turns.

VOCABULARY BANK 1C p156 6a Ask Ss to complete the sayings with an appropriate form
of a collocation from Ex 5. Ss work alone, then discuss answers
Adjectives of character
together. In feedback, check answers with the whole class and
This is an optional extension to the vocabulary section,
discuss the meaning of the sayings.
extending the lexical set and providing further practice. If
you’re short of time, this can be done for homework.
Answers: 1 speak 2 Meeting 3 lose, lose 4 voice
1 Ask Ss to complete the table with the adjectives in the 5 keep, keep 6 remain 7 resolve
box. They can use guesswork, or their devices or dictionaries,
depending how much time you have. Ss check answers in b 1.8 Ask Ss to underline the words given, then listen to the
pairs before whole-class feedback. Drill the vocabulary. sayings. Ask Ss to discuss how the words are pronounced and see
Answers: if they can tell you why. Share the information in the Pronunciation
checkpoint if you think the Ss will find it useful.
similar meaning opposite meaning
brilliant intellectual foolish Answers: Your, the and a are unstressed so the vowel sound
content cheerful miserable becomes /ə/.

decent respectable dishonest

Pronunciation checkpoint
optimistic positive pessimistic
Ss should be aware of sentence stress, where the key
organised efficient disorganised
information-carrying words are louder and longer. The
thoughtful caring thoughtless unstressed words are shorter and often reduced to a weak
form including the schwa sound /ə/. Articles are most often
2 Ask Ss to use vocabulary from Ex 1 to describe the people. pronounced in this way, so point out that this is why some Ss
Remind them that there is sometimes more than one possible sometimes miss them out – they can’t hear them easily.  
answer. Ss check answers in pairs before whole-class feedback.

Answers: 1 decent, respectable 2 disorganised c Play the recording again sentence by sentence, asking Ss to
3 optimistic, positive 4 foolish 5 miserable repeat chorally and individually.
6 thoughtful, caring 7 Ask Ss to work in pairs to discuss which sayings they agree
with and why. When they finish, have whole-class feedback to see
3 Ss work in pairs to describe people they know. If you have which are the most popular.
plenty of time, they can write a paragraph about someone
they know.

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 9 Tell Ss they are now going to write their own questionnaire. Ask
Unit 1

LANGUAGE BANK 1C pp.136–137

them to choose one of the personality traits from Ex 3a and write
Stronger classes could read the notes at home. Otherwise,
ten questions. Read through the guidance points together. Give
go over the notes with Ss. In each exercise, elicit the first
them a few minutes to decide what to focus on and start to make
answer as an example. Ss work alone to complete the
notes. It’s important that they write yes/no questions. Monitor and
exercises, then check their answers in pairs. In feedback,
help where necessary.
check answers with the whole class. Ss can refer to the notes
to help them. Optional alternative activity
Answers: Some Ss may benefit from preparing in pairs, particularly weaker
1 1 make time 2 take notes (also: make notes) classes or groups that need more speaking practice. They can
3 take part in 4 remain calm 5 make sense share ideas and discuss. Both Ss need to write down all the
6 making mistakes 7 follow the rules questions, however, for the speaking stage that follows. Re-pair
8 taking the exams 9 meet deadlines 10 take charge Ss for the speaking stage so that they can answer new questions.
11 make the most of 12 great success Weaker pairs can write fewer questions.

Further practice Speak

Photocopiable activities: 1C Language focus 1, p173; 10a Put Ss in pairs to ask their questions, taking turns to speak.
1C Language focus 2, p174 Monitor and encourage pairs to give a follow-up assessment of
App: 1C Language focus practice 1 and 2 their partner, according to their answers.
b Ask Ss to pair with another student and repeat the
questionnaire. Fast finishers can repeat more than once with
Speaking different partners.
Prepare
Reflection on learning
8a 1.9Tell Ss they are going to listen to part of a student
interview using a questionnaire and they should underline the Write the following questions on the board:
correct word to complete the title. When they have listened, elicit How easy did you find it to write and ask the questionnaire?
the answer. In what situations do you think you could use this language in
the future?
Answer: extrovert Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
Audioscript 1.9 class, but don’t force them to if they’d rather not.

Emily: OK, Rudi, question nine. Do you make time to see your friends
most days of the week? Homework ideas
Rudi: Um, no, not really.
Ex 10a: Ask Ss to practise their questionnaire on an English
Emily: Why not?
Rudi: Well … I like my own company. I don’t want to meet up with
speaker outside the class.
friends every day, that’s too tiring. Language bank: 1C Ex 1, pp.136–137
Emily: OK, good answer, Rudi. And question ten … Workbook: Ex 1–5, p6
Rudi: Is that the final question, Emily? App: grammar, vocabulary and pronunciation practice
Emily: Yes, final question, here it is – and I think I know the answer
already: do you find it difficult to remain calm during a
discussion?
Rudi: Um, no, not at all. I find it quite easy. Fast route: continue to Lesson 1D
Emily: OK. Why? Extended route: go to p96 for Develop your reading
Rudi: Well, I prefer listening to talking. If everyone is talking, then no
one is listening and that’s a bit stressful.
Emily: All right, that’s your ten questions, Rudi, and eight of your
answers were ‘no’, so I think that makes you more reserved than
outgoing. Do you think that’s right?
Rudi: Yes, I think so, although I’m not always reserved.
Emily: No, not always, I understand that, but in general you’re more
reserved than outgoing.
Rudi: Yes, I think that’s right. OK, now my questions for you, Emily.
1D English in actionIntroduction
Question one, how …

b Ask Ss to read the questions before they listen again and tell Introduction
them to note the answers as they listen. With weaker classes, The goal of this lesson is for students to contribute effectively to
you may want to listen a third time. After they listen, put Ss in a conversation or discussion. To help them achieve this, they will
pairs to compare, then elicit the answers from the class. revise verbs to describe a healthy lifestyle.

Answers:
Warm-up
1 ten
2 that he’s more reserved than outgoing Ask Ss to pair up and discuss what they consider to be the main
3 yes, fairly accurate factors in a healthy lifestyle, for example: diet, exercise, sleep,
socialising. After a few minutes, lead whole-class feedback to see
if Ss agree and add relevant vocabulary to the board.

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 Vocabulary C: I bet that’s difficult to measure.

Unit 1
B: I don’t think so. When you open an account, you get a free fitness
Verbs to describe a healthy lifestyle app and the app counts your steps every day. You don’t have to do
1 Refer to the pictures and ensure Ss know what they are. more exercise, but it definitely encourages you to.
C: In my experience that kind of thing never works.
Ask pairs to discuss the questions. When they finish, have a
B: What makes you say that?
whole-class discussion, talking about each item in turn. There are C: Well it just feels like they’re punishing you for not doing enough
no fixed answers. exercise. I mean, I have a busy life, you know. I don’t have time to walk
three kilometres a day.
Optional extra activity B: You might be right I guess. But then again, you could look at it
Describing the purpose of each item previews the language that is another way. You could see it as a reward for doing exercise rather
than a punishment for not doing it.
focused on in the next task. With weaker classes, use feedback
C: Well, it certainly doesn’t seem like that to me …
time during Ex 1 to feed in some of the language from Ex 2a and A: Yeah, that’s an interesting thought actually. I like the idea. The
write it on the board, so that when they come to it, they are advantage is that you …
prepared.
b Tell Ss they are going to listen again for more detail. Give them
2a Read the example together. Point out that some of the time to read the questions before listening and making notes.
sentences could apply to more than one picture. Put them in pairs Ask Ss to compare in pairs after they listen, then go through the
to discuss, labelling each sentence with letters A–H. Monitor and answers as a class.
help with any vocabulary where necessary. When they finish, ask
pairs to share their ideas with the class. Drill new vocabulary that Answers:
they struggle with. 1 He’s been inspired by a friend at work who’s training to do a
marathon.
Suggested answers: 2 She’s not happy. She thinks it’s ridiculous.
1 B, D, E, H 2 B 3 E 4 F, G 5 A, C 6 D 7 G 8 F, G 3 Companies have a duty to look after their staff.
4 by giving them a higher rate of interest if they exercise more
b Look at the example question together. Drill the question, then 5 She’s too busy to walk three km a day.
ask Ss to suggest another one in the same format. Demonstrate
6 as a reward rather than a punishment
the exchange with a stronger student, then put Ss in pairs to
continue. Monitor and help if necessary. When Ss finish, ask a few 4 Ask Ss to complete the Useful phrases alone, using the words
pairs to ask and answer in front of the class. in the box. They should be able to do this without listening again.
Go through the answers as a class. With weaker classes, drill the
Listening 1 sentences.

3a 1.10 Explain that Ss are going to listen to a discussion

Answers: 1 point 2 with 3 conclusion 4 bet
about diet and exercise. Tell them to look at the pictures and tick 5 experience 6 look
the ones that are mentioned. Check answers as a class.
5 Ask Ss to complete the conversations with phrases from the
Answers: vending machine, fitness app Useful phrases box. Ss can compare in pairs, then go through the
answers.
Audioscript 1.10
A: … so a friend of mine at work is training to do a marathon, so she’s Answers: 1 be right 2 that conclusion 3 an interesting
kind of inspired me, you know, to get healthy again. 4 to me once
B: Sounds like a good idea.
A: I know, right? None of us are getting any younger, are we? We can’t Optional extra activity
keep eating chocolate every day and expect to stay healthy!
C: You’ve got a point. But you’ll never guess what they’ve done at my work. Nominate Ss to read the conversations across the class. Drill as
A: What? needed.
C: They’ve replaced all the chocolate and sugary snacks in the vending
machines with fruit and water.
A: What, all of it? Listening 2
C: Yep, the whole lot. You can’t get a sugary snack anywhere now. It’s
ridiculous. They’re treating us like children. 6a 1.11 Tell Ss they will now listen to more of the discussion.
B: I’m not really with you on that one. They’re not saying you can’t have Ask them to read through the sentences and mark them T or F as
sweet snacks. They’re just saying that they’re not going to sell them
they listen. Put them in pairs to check answers and correct the
to you.
C: Yeah, but come on. We’ve had chocolate in the vending machines for false sentences. Go through the answers as a class.
years.
B: Times change, I guess. It’s not the same as it was in the past. Answers:
A: How did you come to that conclusion? 1 T
B: Well, I think now companies have a duty to look after their staff … 2 F Norway introduced a sugar tax in the 1920s.
A: That’s a good point. Maybe they have a duty to look after their
3 T
clients, too, when they visit your workplace.
C: Yeah … 4 F He thinks they weren’t effective because everyone ignored
B: That reminds me of a story I read in the paper last week. A bank them.
somewhere has started giving its customers a higher interest rate if 5 F In the end they agree that you shouldn’t do this.
they do more exercise.
A: You’re not serious!
B: I am serious. The more exercise you do, the more interest you earn.
I think you have to walk three kilometres a day to earn their highest
interest rate.
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 Audioscript 1.11
Unit 1

Answers:
B: … but if you really want to improve people’s health, I mean, you know, 1 Well, you’ve got a few options. One is to (make unhealthy food
improve everyone’s health, then you’ve got to start with children. more expensive).
You’ve got to do something about their health first. 2 I think there are a number of other possibilities (as well). For
A: Yeah, but what? That’s the question. instance, (you could reward people for eating well).
B: Well, you’ve got a few options. One is to make unhealthy food more
3 The main advantage is that (it’s simple).
expensive, you know, kind of punish people for eating unhealthy food.
4 The drawback is that (it’s not very effective).
A: Like the sugar tax?
B: Yeah, exactly, Mike. 5 On balance, I think (it’s best to avoid that kind of thing).
C: What’s the sugar tax? 6 Overall, I think (it’s best to leave it up to the parents).
B: Well, it’s a tax or extra cost on anything containing sugar. There are a
number of pros and cons to the idea and some countries have tried it. 8a Refer Ss to the conversations and ask them to write the
C: Really? responses in full in their notebooks, using the words in brackets.
B: Yep, Norway has had a sugar tax since the 1920s. The main
Explain that this is to practise getting the whole sentence correct.
advantage is that it’s simple. The disadvantage, however, is that
Monitor and prompt self-correction as they do this.
people don’t agree how much it should be.
A: What are the other options?
C: Well, you could also promote healthy food in schools, Mike. You know, Teaching tip
posters and lessons on sensible eating and things like that to When Ss are completing a written exercise, it’s important
encourage children to eat well. to monitor and help them correct themselves early in the
B: Exactly. The benefit of that is that you aren’t punishing people.
process. Ways to prompt self-correction of written tasks
C: Yep, as you say, it’s better to provide information than to punish.
A: Yeah, the drawback is that it’s not very effective. I remember my include: pointing with a pencil at the section with the error;
school had posters about healthy eating and that kind of stuff and or reminding Ss with a specific clue – you need a verb here/
we didn’t pay any attention at all! there’s a word missing, etc. When Ss have finished, telling
C: I suppose … them how many are correct, or which they have made a
B: Yeah, but you have to take into account the fact that all those posters mistake with, requires them to look back over their work and
and advice might actually have had an effect. It’s just that you didn’t try and correct it.
realise it.
A: True … I think there are a number of other possibilities as well. For
instance, you could reward people for eating well. b Ask Ss to check their answers with the Useful phrases box in
B: That’s a bit like the bank that pays you a higher interest rate if you do pairs, then go through the answers as a class.
more exercise!
A: Exactly. Answers:
C: I still don’t believe that story. 1 … the (main) disadvantage is that it’s expensive.
B: It’s true! I read it in the paper.
2 I think there are a number of (other) possibilities.
C: But how would that work for children in schools?
B: Well, for schools you could provide healthy snacks or lunches and 3 On balance, I think it’s a bad idea.
give children higher marks if they eat that sort of food. 4 Don’t forget we could …
C: That’s ridiculous! 5 … there are a number of pros and cons.
B: Is it? On the plus side, it’s very easy to understand. If you eat salad 6 The drawback is that it isn’t easy to understand.
instead of sweets, you get a better grade.
A: On balance, I think it’s best to avoid that kind of thing. 9a 1.12 Read the instruction as a class. Ask Ss to listen and
B: You mean rewarding children with better grades?
note how the consonant sounds and vowel sounds link.
A: Yes, it just seems a bit extreme.
B: OK, you might be right, I guess. b Play the recording again for Ss to listen and repeat the word
C: Absolutely. Overall, I think it’s best to leave it up to the parents what linking, or model the sentences yourself.
they feed their children. I mean think of the problems if someone … 10 1.13 Explain to Ss that they will need to choose which of
the two underlined options in each sentence has the two linking
words. You may need to play the recording more than once. Check
Vocabulary checkpoint
the answers as a class.
The term pros and cons may be new to Ss. The words are
almost always seen together and come from the Latin words Answers:
for ‘for’ and ‘against’. Despite its Latin origin, the phrase is 1 Another argument against it is that it’s complicated.
used in everyday speech. Point out that the phrase is a 2 You have to take into account the fact that it’s expensive.
binomial, where two words are closely associated in a fixed 3 All in all , I think that it’s a lot of money.
order. Other examples are fish and chips, black and white, bits 4 I think there are a number of possibilities.
and pieces, more or less, peace and quiet and neat and tidy.

b Refer Ss to the gapped sentences and ask them to listen again Speaking
and complete them. Put Ss in pairs to compare answers, then go
11a Put Ss in groups of three and name them A, B and C. Ask a
through them as a class. Write the answers on the board to ensure
strong trio to demonstrate how the activity works, with A choosing
Ss have the correct spelling.
and saying a statement, B agreeing and C disagreeing. Point out
that this activity is for Ss to practise the language of the lesson, so
Answers: 1 options 2 advantage 3 drawback
groups can refer to the two Useful phrases boxes if necessary.
4 possibilities 5 balance 6 Overall
Then ask the threes to continue. Monitor and see how they manage.
7 Point out the phrases in bold and ask Ss to add them to the b Ask Ss to switch roles so they get the chance to discuss a new
correct section of the Useful phrases box. Complete the first one statement and use different language. If you have time, change a
together, then ask Ss to continue in pairs. If time is short, ask Ss to further time so that all Ss try all roles. Stronger classes can try to
write the phrase number or draw a line to the Useful phrases box. discuss all six statements.
Go through the answers as a class.

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 Unit 1
Teaching tip Teaching tip
Where activities have roles, it’s worth setting up the task Some Ss may come up with phrases commonly used in their
carefully. If your class doesn’t split easily into groups of three, own language. Work as a class to translate these into natural
make one group of four. Or if you have a very large class, do the English by using your own skills or an online translation tool.
activity in groups of five. The roles B and C can be doubled up Point out that expressions can sometimes be translated
without impacting on the task. If you have weaker Ss, allocate directly but on other occasions the phrase does not sound
role A to them first as it is the simplest. natural, so the English equivalent needs to be found and learnt.

2 Put Ss in pairs to discuss the questions for a few minutes. You

Reflection on learning can then ask Ss what their partners had told them.
Write the following questions on the board:
3 1.2 Ask Ss to listen to seven conversations and match each
In what situations do you think you can use this language in one with a conversation type from Ex 2a. Complete the first one
the future? together to ensure all Ss know what to do, then play the rest
Which of today’s activities was most challenging for you? Why? of the conversations, pausing after each one for Ss to compare
Put Ss in pairs to discuss the questions. When they have answers. Go through the answers as a class.
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not. Answers: 1 c 2 e 3 g 4 b 5 a 6 d 7 f

Homework ideas Audioscript 1.2

Reflection on learning: Write your answers. Conversation 1

Workbook: Ex 1–4, p7 A: Oh, I’ve had such a bad day!
B: Oh! Why?
App: grammar, vocabulary and pronunciation practice
A: First off, I was late for work. My train was cancelled and I had to wait
for a bus and then it got stuck in traffic for hours … .
Roadmap video
B: That’s a bad start.
Go online for the Roadmap video and worksheet. A: I know, right? So, I finally got to work and my boss called me into her
office and asked why I was late, so I explained, and then she asked
for the sales report. I’d completely forgotten about it! I was supposed
to work on it yesterday but, you know, it just slipped my mind. So
I said I’d get it for her and I dashed back to my desk, got hold of the
figures and then I wrote the report in five seconds flat and then
emailed it to her.
1A Develop your listening B: Did she realise you’d forgotten about it?
A: I think she must have guessed.
Conversation 2
C: Did you see that programme on TV last night?
Introduction D: There were millions of programmes on TV last night! Which one?
The goal of this lesson is for students to understand common C: The comedy, you know, about the family …
informal conversations. To help them achieve this, they will focus D: Oh the family with five children?
C: Yes, that’s the one.
on recognising exaggeration.
D: Oh that! Yes, it was brilliant.
C: It was so funny, wasn’t it? I nearly died laughing!
Warm-up D: Me too. The main character is great.
C: Yeah, she’s hilarious. The way she deals with her children …
Ask Ss to discuss what they usually talk about when they arrive D: I know. It cracked me up.
at work or school, when they get home at the end of the day and
Conversation 3
when they go to a party. Introduce the term small talk (= polite E: Hi Mum! How’s it going?
conversation about unimportant or uncontroversial matters, F: Oh, fine dear, thank you. How are you?
especially between people who don’t know each other well). E: We’re all fine. How’s the weather there?
F: Terrible. It’s freezing today. This cold snap is going to last the whole
Culture notes week.
E: Oh, poor you.
In the UK it’s usual and polite to have small talk whilst mingling at
F: Yes. We’re all suffering from winter blues. I guess it’s lovely there in
a social event or sometimes in a public place like a waiting room Sydney as always?
or queue. Common topics are the weather, what people do for E: Actually, it’s absolutely boiling. Everyone is down at the beach trying
a living, what they did at the weekend, family/children, sports to keep cool.
results and transport problems. Topics usually avoided are politics, F: Oh dear, sounds awful.
religion and how much people earn. E: I know!
Conversation 4
G: Things all right?
1 Put Ss in pairs and ask them to discuss the questions. In
H: Yeah, not bad. You know, I’m snowed under as always.
feedback, make a list of topics and discuss any cultural or social G: I know how you feel.
variations they notice. There are no fixed answers. H: It’s relentless, isn’t it?
G: I’ve got a ton of emails to write.
H: Me too.
G: It’s best not to think about it. Just get on with the job in hand.
H: That’s right. Well, can’t stand around chatting all day. Better get back
to it!
G: Yep – catch you later.

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 Conversation 5 c 1.3 Ask Ss to listen and repeat. Encourage them to
Unit 1

I: So, how was your weekend? exaggerate their pronunciation like the recording.
J: Oh, yeah, it was quite good, thanks.
I: Did you do anything special? Audioscript 1.3
J: We went to that new sports centre near the university. Have you
1 It got stuck in traffic for hours.
been? It’s amazing.
2 There were millions of programmes on TV last night!
I: No, I haven’t.
3 Actually, it’s absolutely boiling.
J: It’s got tennis courts and an indoor pool and everything.
4 I’ve got a ton of emails to write.
I: Sounds very posh.
5 It costs a fortune to join.
J: It costs a fortune to join, but if you just want to go on a Sunday,
6 I bet you were dying to say something to him.
you can pay a one-off fee and use it for that day. Then it’s quite
7 I’m starving.
reasonable.
I: I’ll have to give it a go.
J: What about you. How was your weekend? 5 Put Ss in pairs, then ask them to choose a topic and
I: Oh, nothing special, really. I went to see a film on Saturday but I could improvise a conversation. Ss can change pairs to improvise
barely concentrate on it. The girl next to me, her phone kept buzzing
another conversation if you have time. Give Ss a target of five
and pinging. I asked her nicely, but she wouldn’t turn it off. I could
have killed her! exaggerations to include in each conversation. They can use the
J: That’s so annoying! same ones more than once in different conversations.
Conversation 6
Optional extra activity
K: Have you seen what he’s got on today?
L: Who? Decide on a context and characters for each improvised
K: You know who – my boss! The head of design. conversation, for example: neighbours in the building hallway;
L: No – what’s he wearing? colleagues at the water cooler; colleagues in the lift; strangers at
K: Skinny jeans and trainers!
a bus stop. Tell Ss the first context and ask them to begin the first
L: No! At his age? I bet you were dying to say something to him.
K: I just smiled at him and told him he looked very smart! conversation. Allow exactly two minutes, then quickly move on to
L: He thinks he’s still a teenager. the next context/conversation. If possible, ask Ss to conduct the
K: He’ll get an earring and a tattoo soon. conversations standing up and move to a new partner each time.
L: Don’t! I’ll just die of embarrassment if he does.
K: I just think you should dress sensibly for work, you know. Homework ideas
L: Exactly! What’s wrong with a shirt and tie and a decent pair of shoes?
Workbook: Ex 1–4, p10
Conversation 7
M: I’m starving. Are you hungry?
O: Not yet.
M: I could really do with something to eat.
O: Hey, do you remember that time you were starving in Texas and you
ordered the Chef’s Special?
M: Oh yeah! They brought me that ginormous plate of food – it was
enough to feed an army.
1B Develop your writing
O: The look on your face!
M: I ate most of it though, didn’t I?
O: Yeah, you did, but you didn’t enjoy it! Introduction
The goal of this lesson is for students to write a detailed
4a Refer Ss to the Focus box. Ask individual Ss to read sections description of a place. To help them achieve this, they will focus on
aloud to the class or read it yourself. Ask Ss for any exaggerations adding interest to a description.
they can recall from the conversations they just heard.

Optional alternative activity Warm-up

If transcripts are available, ask Ss to read the transcript of one or Put Ss in pairs and ask them to talk about a time they felt happy or
more of the conversations, listen and underline the exaggerations. unhappy and what made them feel that way. After a few minutes,
They should compare answers in groups, then move on to Ex 4b. ask for feedback on their ideas. Discuss if Ss found it easier to
recall a happy time or an unhappy time.
b Ask Ss to listen again and complete the examples. When they 1a Ask Ss to discuss the questions in pairs. After a few minutes,
finish, ask them to compare answers, then go over them as a ask for feedback and have a show of hands to see which choices
class. Ask Ss to identify the type of exaggeration as shown in the are more popular in the class.
Focus box. b Ask Ss to work in pairs and agree on a completion for the
sentence. In feedback, ask pairs for their ideas and decide as a
Answers:
class which endings are best.
1 a for hours b five seconds flat
2a Refer Ss to the first lines of the three texts. Ask Ss to tick the
2 a millions of b nearly died laughing
view of happiness that is most similar to their own, then to explain
3 a freezing b absolutely boiling
why to a partner.
4 a snowed under b a ton of
5 a a fortune b could have killed
6 a dying to b die of embarrassment
7 a starving b feed an army

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 Culture notes b Discuss what verbs can be used for the first example, then put

Unit 1
Ss in pairs to continue. Elicit ideas and build up vocabulary on the
Ortaköy is a neighbourhood in Istanbul, Turkey. It is on the banks
board. There are no fixed answers.
of the Bosphorus which runs through Istanbul. The Bosphorus has
Asia on one side and Europe on the other.
Possible answers:
Shinjuku is an area in Tokyo. There is a very busy station there, as birds: chirp, sing, swoop
well as lots of shopping malls, bars and high buildings. a boat: drift, rock, glide
Córdoba is a city in Argentina, capital of the province with the clouds: gather, darken, roll
same name. Named after Córdoba, Spain, it is in the geographic tourists on a beach: stroll, relax, doze
centre of the country in the foothills of the Sierras Chicas. (The the wind: howl, blow, whistle
text is about Córdoba in Argentina rather than Spain because an
estancia is South American, not Spanish.) 5a Refer Ss to the photos and read out the instruction. Give an
example yourself and ask Ss to identify which picture you are ‘in’,
b Ask Ss to read the three texts and try to identify the city/ then ask them to write their own sentences. Monitor and help/
country in each. Allow a few minutes, then ask Ss to check at the correct as they write.
bottom of the page. b Put Ss in small groups, asking them to take turns to read
their sentence(s) aloud while the others listen and identify the
Answers: 1 Istanbul, Turkey 2 Tokyo, Japan photo(s). When they finish, ask a few groups to share a sentence
3 Córdoba, Argentina for the whole class to listen and guess.

c Ask Ss to talk about the question in pairs. After a few minutes, Teaching tip
elicit ideas. There are no fixed answers, but you could have a show
Working in pairs and small groups helps Ss develop confidence
of hands to see which description is the most popular and why.
in their speaking skills. Speaking in front of the whole class
3 Refer Ss to the Focus box. Ask them to read it, then find other is time consuming and can be a bit stressful, so has to be
examples in the texts in Ex 2. Ss can underline examples or write limited, but it’s an important next step for Ss to be heard in the
the relevant number from the Focus box beside each one. Go larger group. Avoid directly correcting Ss who are reading their
through the answers as a class. If you have access to a projector, work out to the whole group – unless there’s a breakdown in
project the texts and highlight the answers there. understanding – as it can be demoralising. It’s better to give
overall general feedback at the end of the speaking stage.
Possible answers:
1 Happiness happens when you least expect it.; Happiness is all
about the situation you’re in. Prepare
2 The smell of the dry landscape filled my nostrils. 6 This exercise links back to the warm-up at the start of the class
3 Drops of rain were falling onto the windows. and is a chance to revisit that with new language skills. Ask Ss
4 The beauty took my breath away. to think about a happy time and make notes, but not complete
5 The trees gently swayed like dancers. sentences yet. Point out that Ss are welcome to use their
6 All around me people were squashed together. imagination and it doesn’t have to be true. Monitor and help with
7 Not everything in my life is perfect, but happiness can be vocabulary.
a choice.; In a place like this, I thought, how can you not be
happy? Teaching tip
Ss sometimes don’t see their progress, especially at this level
4a This exercise develops Ss’ vocabulary. Ask Ss to choose where they can ‘plateau’. It can be helpful to record Ss when
three options that collocate well with each noun. Go through the they first talk about a topic, then record them again after they
answers as a class, calling on individuals to read the options aloud have had some language input. If recording is not practical, Ss
and discussing meaning and pronunciation as needed. could write about a happy time at the start of the lesson, then
do so again at the end, then compare the two pieces. They
Answers: should see a greater depth of expression and richer vocabulary.
1 chirp/sing/hop
2 sway/shake/stand silently Write
3 crash/break/roll
7 Ss work alone to write their description, using the Focus box
4 rises/beats down/glares
and their notes from Ex 6. As another student will read their work,
5 beats against/pours/drips
remind Ss to write neatly. Allow plenty of time for this, monitoring
6 dance/twinkle/shine
and helping where needed.
7 stare/hurry/race
8 chat/hang out/joke Optional extra activity
Provide some phrases for Ss to use. Write the examples on the
Optional alternative activity
board and get pairs to suggest other continuations or alternative
If you think your Ss won’t know many of the words, make it a adjectives. Leave the phrases on the board for Ss to draw on as
research activity. Divide the exercise among pairs, with each pair they write. This may help weaker classes.
looking up the words in the dictionary or on their device, then peer All around me people were …
teaching. This approach is suited to weaker classes or groups There was a cool/warm breeze.
that enjoy speaking practice. A long queue of people were waiting for the bus.
The sky was cloudless/filled with grey clouds.
The city was bustling/cosmopolitan/deserted.

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 8a Ask Ss to exchange descriptions with a partner and then Optional extra activity
Unit 1

check each other’s writing for the points in the Focus box. Suggest
Bring/download some images of the named countries to show
that they tick a point when they see it being used. Ss should also
the class. Project them on the board or display/circulate them for
add a few feedback comments, including two or three suggestions
Ss to talk about. This may be helpful for classes with less world
for improvement. Finally, ask Ss to add an encouraging note to the
knowledge.
end of their partner’s work and then return it.
b Ask Ss to read their feedback and try and incorporate any
b Ask Ss to read the article quickly and match each country in
suggestions into a final draft.
Ex 2a with a section of text. Tell them to mark the text where
Optional extra activity they find the clues. Give them a few minutes to read, then discuss
answers in small groups. Go through as a class.
Collect final drafts of Ss’ descriptions for a wall display. Make this
into a bigger project by getting Ss to research and print images Answers: 1 Bahrain 2 Costa Rica 3 Mexico 4 Portugal
to go with their texts and to enhance their visual appeal with
different fonts, colours and presentation features. 3 Tell Ss they will now read the article again more carefully. Refer
them to the questions, asking them to read and choose a country
Optional extra activity
for each. Ss can write the country’s initial letter beside the
Write the following reflective questions on the board after Ss question. Ask pairs to compare answers before going over them
assess each other’s work: as a class.
Did you use language from this lesson?
Was it easier to include some descriptive features than others? Answers: 1 Portugal 2 Mexico 3 Bahrain 4 Mexico
Were you able to improve your description when you wrote the 5 Costa Rica 6 Portugal 7 Costa Rica 8 Bahrain
final draft?
4 Ask Ss to look back at the article and underline the words/
Homework ideas phrases there. Ask pairs to discuss the meaning before going
Workbook: Ex 1–11, pp.10–11 through the answers as a class. Tell Ss not to look up the words
on their devices but to try and use the context to help them. In
feedback, discuss the word class in each case and how context
helped them understand the meaning.

Answers:
1 this country, comprising 30 islands – made up of 30 islands
1C Develop your reading 2 this, coupled with other factors – combined with other
factors
3 laid-back way of living – relaxed, not trying too hard
Introduction 4 renewable resources – forms of renewable energy, e.g. solar
The goal of this lesson is for students to understand an article power, wind power
with survey results. To help them achieve this, they will focus on 5 it has consistently been in the top five – time and time again
understanding cause and effect relationships. 6 disputes are resolved – arguments
7 high marks for climate, on account of the climate – the typical
weather conditions
Warm-up
8 draw many foreign workers – attract or bring many foreign
Display a map of the world and give Ss the following place names workers
to locate on the map: Portugal, Mexico, Bahrain, Costa Rica. Add a
few others of your choice. You could give each pair a place name to
stick on the map or just write the names for them to discuss and Teaching tip
locate. After checking answers, tell Ss the lesson is going to be When reading, Ss need to read ‘past’ unknown vocabulary,
while still being able to understand the overall meaning of a
about living in other countries.
text, so it’s wise to set time limits and discourage the use of
1a Read the instruction aloud or ask a student to read it out. Ask dictionaries. Additionally, being able to use context to work
Ss to discuss and make a list in pairs. After a few minutes, ask pairs out what unknown vocabulary means is an important skill to
develop. Ways to develop this skill include: working out the
for their ideas and build up a list on the board. Ask Ss what might
word class of the unknown item by its position in a sentence;
affect the factors (age, lifestyle, language knowledge, etc.) and looking for the root of the word and analysing any affixes;
check if anyone has already lived abroad. using existing knowledge of related words.

Possible answers: work options, schools, accommodation, 5 Refer Ss to the Focus box and read it through, pointing out that
culture, cost of living, safety, language a noun phrase must contain a noun and a clause must contain
a subject + verb. Ask Ss to work alone to underline examples of
b Ask Ss to make their own lists. Discuss the fact that they should the cause/effect phrases in the article. Let them compare in pairs
be in five different regions of the world. Go over the continents if before going through the answers as a class.
possible, referring to your map.
2a Ask Ss to look at the country names and discuss what they Answers:
know. Give them a few minutes for this. Section 1: as a consequence; this … means that
Section 2: as a result; consequently
Section 3: thanks to; partly due to
Section 4: owing to; on account of

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 6 Write the first sentence on the board and get Ss to identify the

Unit 1
cause (C), and effect (E). If Ss struggle with this, complete another
example as a class before asking them to continue alone. Go over
the answers as a class.

Answers:
1 C = its high score in the Quality of Life category;
E = Spain was in the top ten
2 C = Foreign-born workers say they feel at home in Norway;
E = this country was in the top twenty
3 C = Vietnam scored very highly for friendliness;
E = it came ninth overall
4 C = New Zealand scores well in almost all areas apart from
transport;
E = it missed out on a top-five position
5 C = its friendly population and low cost of living;
E = Colombia has risen rapidly to the top ten
6 C = its accessible, welcoming culture;
E = Malaysia came fifteenth overall
7 C = their poor medical infrastructure;
E = some countries lost points
8 C = The education system in Finland is highly successful;
E = the country was popular with foreign-born workers

7 Put Ss in pairs to share their ideas. Weaker classes may

benefit from writing a few sentences first. When they finish, ask
pairs of Ss to report back on something interesting their partner
told them.

Homework ideas
Workbook: Ex 1–5, pp.8–9

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