2 ON THE MOVE

UNIT OBJECTIVES  EXAM INFORMATION

Topic: travel and transport Point out that in this task, the focus is more on testing
Grammar: determiners and quantifiers; adverb students’ grammatical knowledge (articles, pronouns,
modifiers auxiliary verbs, prepositions, parts of phrasal verbs, short
Vocabulary: travel; prepositional phrases (1) adverbs and adjectives, short fixed phrases, and linking
Listening: Part 3 – training words and expressions) rather than vocabulary. In other
words, students are tested on how sentences and texts are
Reading: Part 2 – training
formed. Write these categories on the board and elicit an
Speaking: Part 2 – training
example of each, e.g auxiliary verbs: didn’t have (past
Writing: proofreading
simple), have driven (present perfect), was built (past simple
Exam focus: Reading and Use of English Part 2; passive), will have been living (future perfect continuous,
Listening Part 3; Speaking Part 2 which has three auxiliaries), etc.
Real world: driving in the UK

1 Allow students to work in pairs and discuss each gap, 1–4,

Remind your students to watch the Grammar on the Move
reminding them to pay attention to what’s before but also
videos before each grammar lesson in this unit.
after the gaps, as well as the general meaning of the text.
Students then answer questions 1–4 in pairs before whole
GETTING STARTED class feedback.
SB P28
1 account   ​2 with   ​3 short   ​4 do

1 Students work in pairs or as a team to do the quiz. Allow

teams time to confer after reading each question and 2 Students work alone to fill the remaining gaps, 5–8. Allow
choose an option. Repeat with the rest of the questions. them to check answers in pairs or small groups before
Check answers as a class. feedback. Support students who struggle with more clues
(5 a relative pronoun; 6 a word that tells us the prototype
1 c   ​2 a*   ​3 b   ​4 a   ​5 b was unique; 7 completes a phrase meaning not at all; 8 is
* EVs cause around 68% more pollution while in part of a fixed phrase, first ___ foremost).
production. However, pollution at the manufacturing
stage accounts for only a small proportion of the 5 which   ​6 only   ​7 no   ​8 and
pollution caused by a vehicle in its lifetime. When
production is combined with years of driving, an electric
 EXTENSION
vehicle will cause roughly half as much pollution as a
fossil fuel vehicle. Refer students back to the categories of grammatical
knowledge you told them about in Exercise 1. Then write this
sentence on the board, and ask students to say which words
 EXTENSION they think could be gaps in it, based on the categories:
If permitted, students search online in small groups for
This ran on electricity rather than petrol, making the Egg a
another interesting fact about electric cars and write a
great deal cleaner than the majority of other vehicles of
multiple choice question about it. Teams take turns to read
the day.
their question and the rest of the class tries to guess the
answer.
Suggested answer
This ran on electricity rather than petrol, making the Egg
READING AND USE OF ENGLISH a great deal cleaner than the majority of other vehicles
of the day.
PART 2 TRAINING
SB P28
VOCABULARY
WARMER SB P29    PRACTICE EXTRA / Unit 2
Books closed. Write electric egg on the board and tell
students they will read a text about this invention. Elicit TRAVEL
ideas for what this object might be. Then allow students to 1 Clarify the pronunciation of vehicles. Students work with
open their books and give them one minute to read the a partner to make a list of vehicles, paying attention to
text, ignoring the gaps, to check what the object is and why spelling. Elicit students’ ideas and write them on the
it is special. Elicit this information from the whole class. board during feedback.

28
 5 Allow students one minute of silent thinking time to
Suggested answers
decide whether they agree with the statements. Students
Land – bicycle, bus, car, coach, hovercraft, lorry, then discuss their ideas with a partner. Challenge
motorbike, tractor, train, tram, van students to use the language below, to train them for
Air – balloon, cable car, helicopter, plane good interaction in the speaking exam.
Water – boat, canoe, ferry, hovercraft, kayak, raft, ship,
Expressing your opinion:
submarine, yacht
I’d personally say that …
In all honesty, my view is that …
ALTERNATIVE
Asking for an opinion:
Add a competitive element by dividing students into teams. What’s your take on this?
They will be awarded one point for each means of transport How do you feel about this?
that only their team has thought about. This will encourage
Disagreeing:
them to think outside the box.
I see what you mean, but …
I’m afraid I must disagree …
2 Students discuss each item in pairs before categorising it.
Agreeing:
If they wish to use a dictionary, allow only one student per
I’m with you on this …
pair to do so, to ensure interaction between them. In the
My thoughts exactly …
meantime, copy the diagram onto the board. Invite
students from different pairs to come to the board and fill
different sections of the diagram during feedback. Ask the GRAMMAR
class to identify any mistakes if necessary and clarify
SB P30    PRACTICE EXTRA / Unit 2
pronunciation.

Suggested answers
DETERMINERS AND QUANTIFIERS
T = train; D = driving; F = flying; S = sailing WARMER
track TD; reverse D; boot D; give way D; carriage TD
(horse and carriage); board TFS; cabin FS; shuttle FD; Ask students to make a list of countries they would like to
congestion D; wreck FDTS; overtake D; commute DT; visit in the future. Students compare their lists in small
divert DF groups and give reasons why they would or wouldn’t like to
visit the different countries, and how they would prefer to
travel there.
3 Students complete the sentences individually before
checking their answers in pairs or small groups. Point out
that the form of some of the words might need to be 1 Students work individually to fill the gaps with the
appropriate word from the box. Encourage them to do so
changed to fit in the sentences.
quickly, trusting their instincts at this stage. Monitor
1 track   ​2 carriages   ​3 boarding   ​4 cabin   ​ closely to get an idea of students’ pre-existing knowledge
5 congestion; diverted   ​6 shuttle of the target language. Allow pair checks before whole-
class feedback.

FAST FINISHERS  EXAM INFORMATION

Students write another sentence on the board using a word Point out that these kinds of words are, with the exception
from Exercise 2, but omitting the word as a gap. After of plenty, possible missing words for the Reading and Use
feedback, challenge the class to fill the gaps in the of English Part 2 task.
sentences on the board.

1 every   ​2 whole   ​
3 plenty   ​4 much   ​5 each   ​
4 Give students one minute to work in pairs and discuss 6 another   ​7 many
which items have more than one meaning. Elicit a few
ideas from different pairs (e.g. board can also be a long
piece of wood used to make a floor, or a company board 2 Point students to the Grammar Reference on page 202,
– the leadership group of a company). Students then look where they can find the rules needed to use the target
at sentences 1–5 on their own and write a possible language correctly. Allow students time to work through
definition for each highlighted phrase. Allow students to the sentences individually with the help of the grammar
check answers in pairs before feedback. rules and elicit these during feedback.

1 stay informed about   ​2 the opposite   ​ 1 a neither b no   ​2 a whole b all   

3 a very nervous person often suffering from stress   ​ ​3 a each b every   ​4 a any b whatever   
4 in agreement with   ​
5 go past, exceed ​5 a less b fewer   ​6 a little b a little

UNIT 2   ON THE MOVE 29

3 Challenge students to complete the exercise without
referring to the Grammar Reference initially. Students AUDIOSCRIPT 013
then check answers in pairs using page 202 before whole Interviewer: Most of us work throughout the year
class feedback. largely in order to fund a few precious
days of holiday. But a privileged few are
1 correct   ​2 plenty of time   ​3 Several of the able to live on the road and make a living
beaches   ​4 correct (although half of the time would by writing about their experiences for
5 no amount of   ​​6 one of the
also be correct)   ​ their online followers. I’m referring of
countries   ​7 both of us course to professional travel bloggers,
and I have two of the most successful here
4 Students complete the questions in pairs. During with me in the studio today. Elsa, Rodney,
feedback, elicit that in question 1 entire would also be welcome.
possible and that in question 2 less is technically incorrect Elsa & Rodney: Thank you.
but is becoming increasingly common among native Interviewer: Elsa, how do other people generally
speakers. regard travel blogging and travel
bloggers like yourself?
1 whole   ​
2 fewer   ​3 each; every Elsa: Well, you might think they’d all envy us –
you know, what’s not to like about
5 Students discuss the questions from Exercise 4 in pairs. roaming round the world and making an
Encourage them to use as much target language as excellent living from it? However, most of
possible in their answers. During feedback, elicit my followers are aware that it has taken a
contrasting opinions if possible. lot of dedication and sacrifice to get me
here. I quit a really lucrative job to do this.
ALTERNATIVE I got rid of my apartment, and now
everything I own can be squeezed into a
Students each write a sentence answering one of the
75-litre rucksack. Now, I don’t know
questions in Exercise 4, making a deliberate mistake with a
anyone who’d swap what they have for
determiner or quantifier. If possible, they record
that! I’m often asked how I can possibly
themselves on their phones saying the sentence and then
get by, but the truth is that if you haven’t
pass their phone to their partner, who listens to the answer
used something you own in the last 24
and tries to identify the mistake.
hours, you don’t need it. People know I’m
passionate about what I do and that I
spend hours updating my blog,
LISTENING PART 3 TRAINING responding to comments… And there’s a
SB P31 common belief that I’m an incredibly
skilled negotiator because I can talk hotels
1 Give students some silent thinking time to look at the blog into actually paying me to stay with them.
homepages and form an opinion before discussing the But the simple truth is that usually, I
questions in pairs. Encourage students to justify their approach them and they just say they’re
answers as they would in the exam: for example, as the up for it! Just like that! And there’s no sign
answers to 3 and 4 are either yes or no, they should add that’s about to change, fingers crossed!
information to expand on this. My services are still in demand.
Interviewer: Rodney, you’ve built up a huge following
2 013 Have students read the task and point out the tips with your travel blog. What’s the secret to
that will help them choose the correct answers. Play the attracting such a wide readership?
audio and ask students if they need to hear it again. Rodney: Well, content is king, as they say. Lots of
Explain that in the exam they would hear the audio twice. bloggers make a point of uploading new
Check answers as a class. Use the marked parts of the content as often as they can, but for me,
audioscript to explain any answers. the focus has to be on quality over
quantity. And even if you’ve managed to
1 A – However, most of my followers are aware that it
get lots of keywords into your articles,
has taken a lot of dedication and sacrifice to get me
tagged them appropriately and so on so
here.   ​2 B – so what makes yours stand out?   
that search engines can find them, well,
​3 C – I can’t often see what their intent was   
lots of other blogs have all that too, so
​4 A – often quite a while before it dawned on me that
what makes yours stand out? Maybe
I’d got something wrong … The authority your site has
you’re a vegan, so you do the vegan
now is as a result of your content creation a year or two
travel blog. Or you’re traveling in a van.
back … that you screwed up when you created the
Or you do the vegan van travel blog –
content all that time ago.
now you’re talking!
Interviewer: Elsa, your blog’s been established seven
years now. Do you ever look back at
your very first blog posts?

30
 2 Allow students to work in pairs and discuss each pair of
Elsa: Occasionally, and it’s intriguing to see sentences in turn. Monitor closely and steer students in
how my style has developed as a writer. the right direction when necessary, supplying them with
At times I still have to spend hours getting further examples or eliciting them from other students.
an article just right – planning, drafting During feedback, ask for volunteers to clarify the
and redrafting and proofreading. But I differences between the pairs of sentences and elicit
have to say I’m not particularly proud of further examples.
those first few posts. I can’t often see
what their intent was. I mean, they 1 in the road = physically in contact with the road; on
weren’t poorly written, but nor were they the road = travelling   ​2 for a start = to begin with
really focused on giving the reader what (used when beginning a series of points or arguments);
they wanted. More like ‘This was my at the start = at the beginning   ​3 at the time = at that
itinerary when I was in Mozambique’, particular moment; at times = sometimes   ​4 in demand
rather than ‘Here are five gorgeous = wanted or desired by people; on demand = available
isolated beaches you can go to in when you want to use it   ​5 by way of = via, by
Mozambique’ … They still read well I travelling through; on the way = travelling towards
guess, but so few people saw them that somewhere/in transit; under way = started, in progress;
it’s not worth losing sleep over! in a way = to some extent, partly
Interviewer: You’re both clearly very successful
bloggers now, but would you say you’ve
made mistakes?  EXTENSION
Rodney: Oh inevitably, especially when you’re Students in pairs write a sentence with three of the phrases
starting out, just learning the ropes. But it in Exercise 2. Monitor closely and assist where needed.
was often quite a while before it dawned Elicit these extra examples from the whole class.
on me that I’d got something wrong, and
so the followers I thought I might be able
3 Allow students to discuss the meaning of the phrases in
to reach ultimately never ended up
the box, using a dictionary if needed. They then work
following me.
individually to complete the sentences. Ask students to
Elsa: Yes, as with any web service, we need to check in pairs, then elicit answers from different pairs.
get what is referred to in the business as
authority, or the recognition that yours is 1 for the most part   ​2 up to speed   ​
3 in turn   ​
a quality page which other people link to 4 to some extent   ​5 In terms of   ​
6 in two minds   ​
and so on. That doesn’t come overnight. 7 in accordance with   ​8 in reverse
The authority your site has now is as a
result of your content creation a year or
two back. And you may not be aware FAST FINISHERS
that you screwed up when you created Students copy the phrases in the box into their notebooks,
the content all that time ago. omitting a preposition in each, then test themselves to
Interviewer: Sure! Well, you must have had some remember the new language. This will also help them with
absolutely amazing … Reading and Use of English Part 2.

3 Allow students to answer the questions individually 4 Point out that this task is similar to Reading and Use of
before checking answers in small groups. During whole English Part 4, where prepositional phrases are frequently
class feedback, elicit other aspects of the task students tested. Students complete the task individually, then
might have noticed. check in groups before feedback.

1 T   ​
2 F (there are 6)   ​3 T   ​
4 T 1 to some extent / to an extent / to a certain extent   ​
2 on account of their   ​
3 ’m/am in/of two minds
(about) whether   ​4 me to keep/stay/be up to speed   ​
5 be worn in accordance with
VOCABULARY
SB P32    PRACTICE EXTRA / Unit 2

PREPOSITIONAL PHRASES
1 Students discuss the meaning of the underlined phrases
in pairs and then compare their ideas with another pair.

on the road = travelling; for a start = to begin with (used

when beginning a series of points or arguments); at times
= sometimes

UNIT 2   ON THE MOVE 31

GRAMMAR Rudy: No, I took a night-bus up to the far north of the
SB P33    PRACTICE EXTRA / Unit 2 island. That’s where I am now.
Mum: A night-bus? Oh dear, rather you than me!
ADVERB MODIFIERS Rudy: Yeah, well it was marketed as a ‘super deluxe high-
speed luxury executive coach’.
WARMER
Dad: That sounds alright!
Students in pairs brainstorm benefits and drawbacks of Rudy: Yeah, except the description was pretty misleading.
going on a backpacking holiday. Elicit ideas from different The heating didn’t work, and it was incredibly slow
pairs during feedback, and write relevant advanced – I mean it stopped in just about every single village
vocabulary on the board. on the way so it took considerably longer than I had
expected.
1 014 Read statement 1 and elicit language students Mum: Oh dear, so I guess you didn’t get much sleep and
might hear if the statement is true and if it is false, e.g. the you must be completely exhausted?
island is very nice or the island is nothing special. Write any Rudy: Well I guess I should be, but in actual fact, it was
adverb of degree + adjective phrases students come up great to chat to the other people on the bus. And this
with on the board. Allow students time to read morning I had some fairly strong coffee at the bus
statements 2–6 and, in pairs, brainstorm language they station, so now I’m ready for action!
might hear for each statement (see answer key for Mum: So what’s the first thing you’re planning to do today?
examples). Elicit ideas from the whole class before playing Rudy: Well I wanted to kick things off with something a bit
the audio. During feedback, elicit any adverb of degree + more extreme, so I’m going waterskiing for the first
adjective phrases students offer as proof of their answers time.
and write them on the board. Dad: Oh now you’re talking! I did it a few times when I
was younger. You’ll love it!
1 T – Oh, it’s absolutely gorgeous here, I’m loving every
Mum: But be careful though …
moment. It’s actually rather hotter than I thought it would
Rudy: Of course I will, Mum. But yeah, I have to admit I’m
be.   ​2 NS – Fine, I was expecting a bit of turbulence,
feeling slightly anxious about it…
but actually it was quite smooth. I guess that’s the way
with these huge jumbo jets.   ​3 T – Yeah, except the Mum: You’re not going to end up spending too much on
description was pretty misleading. The heating didn’t this trip are you?
work, and it was incredibly slow – I mean it stopped in Rudy: Don’t worry, the trip today was pretty cheap,
just about every single village on the way so it took actually, because I booked it so far in advance. You
considerably longer than I had expected.   ​4 F – Well I know me – I like to keep things fairly economical if I
guess I should be, but in actual fact, it was great to chat can!
to the other people on the bus. And this morning I had Mum: Yeah. Well, keep us posted.
some fairly strong coffee at the bus station, so now I’m Dad: Enjoy the day.
ready for action!   ​5 F – But yeah, I have to admit I’m Rudy: Alright, speak soon then.
feeling slightly anxious about it …   ​6 T – I like to keep
things fairly economical if I can!
2 014 Use the examples on the board to clarify what an
adverb of degree + adjective phrase is and allow students
AUDIOSCRIPT 014 to discuss other examples they might remember hearing
Mum: Hello? in the text in pairs. Then play the audio again and elicit
answers on the board, clarifying pronunciation where
Rudy: Mum! Hi, it’s me!
needed.
Mum: Rudy, hello love! I’ll just get your dad … It’s Rudy! …
We’ve been looking at the atlas to try and work out absolutely gorgeous; rather hotter; quite smooth; pretty
where you are! misleading; incredibly slow; considerably longer;
Dad: Rudy? completely exhausted; fairly strong; slightly anxious;
Rudy: Hi Dad. It’s great to hear you. pretty cheap; fairly economical
Mum: So how’s it going?
Rudy: Oh, it’s absolutely gorgeous here – I’m loving every 3 Encourage students to guess where necessary and rely on
moment. It’s actually rather hotter than I thought it their instincts, then allow pair checks. Refer students to
would be. page 203 where they can learn about adverb of degree +
Dad: How was your flight? adjective phrases and attempt to correct their answers
Rudy: Fine, I was expecting a bit of turbulence, but actually before feedback.
it was quite smooth. I guess that’s the way with these
huge jumbo jets.
Mum: So are you still near the airport?

32
 1 Allow students three minutes to quickly read the text,
Adverbs that modify Adverbs that modify ignoring the underlined mistakes. Students work in pairs
gradable adjectives extreme adjectives and discuss what they think of the student’s response to
very good absolutely amazing the task in general before checking their ideas with the
really tired utterly exhausted teacher’s comments below the text. Then ask students to
fairly bad completely awful match the mistakes (1–12) and the mistake types (A–K),
quite beautiful thoroughly stunning reminding them not to correct them yet. For feedback,
write the answers on the board or elicit them as number
extremely pretty
and letter only; to avoid preempting Exercise 2 don’t
incredibly rather
discuss the answers further at this stage.
pretty totally
rather 1 B   ​2 C   ​3 A (the pronoun us)   ​4 K (comma
slightly required after part)   ​5 F   ​6 H (shuttle)   ​7 I   ​8 J   ​
a little (bit) 9 G   ​ 10 E   ​ 11 D   ​ 12 A (auxiliary verb be)

Adverbs that modify Adverbs that 2 Students try to correct the mistakes individually, using a
comparatives modify superlatives dictionary if necessary, then check their ideas in small
much better easily the best groups. During feedback, elicit the reasons behind each
mistake and correction and provide further examples
slightly more tired by far the most tired
where needed (see answer key for examples).
considerably worse the worst
rather more 1 were booking booked / had booked – because the
substantially beautiful booking happened before the holiday; it is not a
a little (bit) continuous action in the past   ​ 2 the a   ​3 two of us –
far as seen on page 30   ​ 4 part, although – comma
needed before although   ​5 20-minutes – because it
should be singular, not plural   ​6 shutle shuttle –
4 Students attempt the task individually and then compare spelling   ​7 is are – subject verb agreement (ice
their answers in pairs, discussing why they believe they creams)   ​8 to climb climbing – mind + -ing   ​
have selected the correct option(s) in each case. Elicit these 9 Different options here: extremely/very/really/highly
justifications during feedback. After feedback, elicit that instead of absolutely OR change the adjective –
there are other types of adverb of modifiers, which often absolutely magnificent – as seen on page 33   ​
depend on collocations, e.g. highly collocates with unlikely/ 10 getting checked the wifi getting the wifi checked –
recommended/successful but not with unhappy/angry. causative structure: to have/get something done   ​
11 for at times – prepositional phrase   ​
1 A, C   ​2 B   ​
3 A   ​4 A 12 could be done – auxiliary verb be needed for the
passive structure
5 Point out that the adverb modifiers students saw in the
previous exercises all modified an adjective, but now they 3 Students read the proofreading tip box on page 35
are going to look at adverbs that modify the meaning of a individually and then answer the questions in pairs. To
whole sentence. Demonstrate the activity with the whole assist students in answering question 3, refer them back
class with sentence 1, eliciting the incorrect one and why to the mistake types in Exercise 1 and discuss whether
it is. Students work individually then check in pairs before they usually make any of these. During feedback, elicit
whole class feedback. ideas – especially for question 2 – and encourage the class
to reflect on how to combat this reluctance.
1 Sadly   ​2 Totally   ​3 Simply   ​4 Luckily   ​
5 Fortunately 4 Allow students 30 minutes to write their text in class or
set it for homework. Students proofread their work and
make any corrections in a different colour pen before
WRITING handing in their work.
SB P34

PROOFREADING
WARMER
Students work in pairs and discuss how they feel about
writing in English. Do they feel that they are good or bad at
it? What do they think are their strengths and weaknesses?
If they have taken other Cambridge exams in the past, how
did they do in the writing paper? Monitor closely. You may
want to skip whole class feedback to avoid putting
students on the spot in front of their peers.

UNIT 2   ON THE MOVE 33

PUSH YOURSELF C2 2 016 Students listen to the audio and tick the relevant
options from the list in Exercise 1. They then compare
SB P34
what they ticked in pairs. Encourage them to try and
recall what language they heard him use to accomplish
PREPOSITIONAL PHRASES each of the aims they ticked.

1 Students match the sentence halves individually and then A, B, G, I

check with a partner. Encourage them to use a dictionary
or, if possible, to input the phrases in a search engine and
check if they are correct, to promote learner autonomy. AUDIOSCRIPT 016

During feedback, write the correct phrases in bold on the Examiner: In this part of the test, I’m going to give you each
board, to facilitate the following activity. three pictures. I’d like you to talk about two of
them on your own for about a minute.
1 F   ​
2 H   ​3 E   ​4 C   ​
5 A   ​
6 G   ​7 B   ​8 D Here are your pictures. They show people
preparing to use various modes of transport. I’d
2 If appropriate, ask students to brainstorm the equivalent like you to compare two of the pictures, and say
phrases in their own language and think of further why the people shown might have chosen each
example sentences for each phrase. Elicit these during mode of transport, and what the drawbacks of
feedback. travelling in these situations could be.
Giuseppe: OK, well, the two photos I’d like to focus on are
out of season = not during the popular time; on impulse the helicopter crew, and the cyclist. In both
= suddenly, without planning; in the vicinity of = close to, cases they’re all getting ready to travel, but the
in the closely surrounding area; in retrospect = thinking fundamental difference is the kind of journey
about something in the past; in favour of = wanting to; they’re about to make. I guess the helicopter
in all honesty = being completely honest; by way of crew are a rescue team or paramedics or
apology for = to say sorry for; at the best of times = in something along those lines. They’re clearly in
its better moments a hurry to get someone to hospital for what is
presumably emergency treatment, and the
helicopter is perfect because it enables them to
SPEAKING PART 2 TRAINING get there at the greatest speed. In contrast, the
SB P35 young man looks as if he’s a student and has
chosen to hire a bike, which must be a
WARMER convenient and inexpensive way to get around
the city. One disadvantage that both modes of
Students work in pairs to discuss what means of transport transport have in common is that they involve
are available where they live and why different people some element of risk or danger. Cycling in busy
choose different options. Elicit ideas and relevant traffic can be hazardous, although wearing a
vocabulary from the whole class. helmet and using cycle lanes make it safer.
Similarly, the helicopter rescue team might have
1 015 Give students a chance to read options A–I before to go up a mountain or out to sea in all sorts of
playing the audio. After listening, students discuss their weather conditions, meaning that they
ideas in pairs or small groups. Encourage them to base sometimes risk their lives to save others.
their decisions about the options on what they heard in Examiner: Thank you.
the instructions. Elicit the correct strategies B, G and I and
write them on the board for easy reference in the
3 016 Allow students to look at 1–8 and circle the correct
following activities. option from memory before checking again with the
audio. After feedback, elicit that Giuseppe uses the most
A NO   ​B YES   ​C NO   ​D NO   ​E NO   ​
advanced option in each set, which is a good strategy for
F NOT NECESSARILY   ​G YES   ​H NOT NECESSARILY   
candidates to demonstrate their ability in the exam. Write
​I YES
the correct answers on the board.

AUDIOSCRIPT 015 1 I’d like to focus on   ​2 the fundamental difference is   ​

3 something along those lines   ​4 presumably   
Examiner: In this part of the test, I’m going to give you each
​5 in contrast   ​6 looks as if   ​7 have in common   ​
three pictures. I’d like you to talk about two of
8 similarly
them on your own for about a minute.
Here are your pictures. They show people
preparing to use various modes of transport. I’d
like you to compare two of the pictures, and say
why the people shown might have chosen each
mode of transport, and what the drawbacks of
travelling in these situations could be.

34
 4 Challenge students to use the strategies B, G and I from
Exercise 1, and at least two or three phrases from Exercise
LISTENING PART 3
3. Students work in pairs. Student A asks Student B the SB P36
exam question and takes notes of the strategies and
phrases he/she uses, and uses the notes to give him/her 1 017 Students work in pairs. Student A reads the Exam

feedback at the end. Students swap roles and repeat. facts box, and Student B the Exam tips box. They then
Monitor closely and take notes on the most common close their books and share what they remember about
mistakes. Write these on the board for students to correct the box they read, checking again with the book
in pairs. afterwards. Review by asking questions to elicit the
information from the whole class.
 EXTENSION Encourage students to underline keywords in the
questions and read the options before listening, to focus
If possible, students use their smartphones to record a
their attention on what they have to listen out for (see
one-minute response, then listen to the recording and redo
answer key for examples). Remind students that in the
it until they are happy before emailing it to you. You might
exam they will have 70 seconds to prepare for the task
want to tell students that you will not listen and give
before the audio starts, so they should start by reading
feedback to all of them, just a few chosen at random. This
and underlining key information in all the questions first,
will promote learner autonomy.
and then move on to reading the options if they have time
left. Play the audio twice, as in the exam. Allow students
EXAM FOCUS SB P36
to check their answers in pairs or small groups, but if they
want to make corrections they should use a different
 TEST AND TRAIN EXAM PRACTICE colour pen or pencil. Before feedback, provide students
with the audioscript if possible and give them three
READING AND USE OF ENGLISH minutes to double-check their answers. Elicit the key
language in the text during feedback.
PART 2 1 C – Adults love having quality time with their kids, who
in turn are actually more interested in exciting stuff like
Elicit the answers to the following questions:
roller-coaster rides, or sensory experiences like splashing
How many gaps are there? (8)
in the sea. In contrast, for adults it’s almost the reverse
What does the task test? (grammar words and lexico-
– what they most value is the calm, quiet time where they
grammatical language such as phrasal verbs, linking words
don’t have to do anything! The other end of the spectrum,
and phrases)
as it were.   ​2 B – For the first … say ten percent of the
Would these words be possible? (when (yes), chair (no), him
time, people often report a lower mood, perhaps caused
(yes), of (yes), course (yes, as in ‘of course’, not as in ‘I did a
by congestion driving to the airport or something. This
course’), interesting (no).)
then improves for a substantial central section of the
What’s the first thing you should do? (read the text quickly,
break, followed quite often by a quick dip, perhaps as it
ignoring the gaps)
dawns on people that it’s coming to an end. But they
Why? (so you understand the meaning of the text and how
tend to enjoy the closing stages, perhaps trying to make
clauses are linked)
the most of the time remaining, or even looking forward
Is the language before the gap important? (yes)
to getting back home again.   3 C – Many of the diary
Is the language after the gap important? (yes)
entries focused to quite a substantial extent on the daily
What should you do at the end? (re-read the whole text to check
obstacles encountered. But when I spoke to them later,
it makes sense)
these snags that had marred the excursion at the time
Students complete the exercise individually. Before feedback, were rapidly forgotten, and their recollections were
give the following clues: overwhelmingly positive. So they had what we can call a
1 a past participle; the sentence means that the ship didn’t rose-tinted view of their time away.   ​ 4 D – But it’s
only help submarines questionable whether that stress should be seen as being
2 a relative pronoun holiday-related, rather than work-related. … But again,
3 a word which indicates that Norfolk is a place should this be put down to the holiday? Or just treated as
4 the sentence means that when the ship can be destroyed a sort of side-effect of having been away. I think you
MARAD will stop keeping it could argue either way.   ​ 5 D – But what’s most
5 a preposition; to dispose __ something = to throw it away depressing, I suppose, is that with all you gain from a
or destroy it holiday in terms of psychological and physical wellbeing,
6 a word which means if, OR a word which indicates a that it all tends to be so brief and wear off after a week
consequence or two. And then you’re back to your pre-holiday levels.   ​
7 a preposition; to remove something __ something else 6 A – And if possible, don’t restrict yourself to just one
8 in __ for someone to do something; same word as in the holiday a year if you really want to get the psychological
fixed phrase in __ to do something benefit that traveling can have, for yourself and your
travel companions. … Sure, people tend to have holidays
Allow students to review their answers if necessary, then
infrequently, because of the cost, and the logistics, and
check in pairs or small groups before whole class feedback.
all the time required to make plans. But ideally we should
be doing the opposite.
1 restricted / limited   ​2 whom   ​3 where   ​4 until   ​
5 of   ​6 provided / so   ​7 from   ​8 order
UNIT 2   ON THE MOVE 35
AUDIOSCRIPT 017 Presenter: So researching holiday experience can be
more complex? What do you both think?
Presenter: My first guest today is psychologist Matthew
Emma: Absolutely. Depending on what kind of job a
Partridge, who’s written extensively on people’s
person has, if they’ve got deadlines to get out
reasons for wanting to go on holiday. Matthew,
of the way before their holiday, this can lead to
why is it that we love our holidays so much?
stress. But it’s questionable whether that stress
Matthew: Because we really value them, and of course
should be seen as being holiday-related, rather
many adults still cherish happy memories of
than work-related.
childhood holidays. But as to why, well it’s
Matthew: And similarly, people can come back from their
largely dependent on the age of the person
holidays feeling fantastic, having totally
you’re interviewing. There are lots of common
forgotten about work for a week, like Emma
answers, like having carefree time in an
was describing. But the moment they walk back
unfamiliar place. Adults love having quality
into their office, there’s this backlog of work
time with their kids, who in turn are actually
that confronts them. And that can give rise to
more interested in exciting stuff like roller-
negative feelings. But again, should this be put
coaster rides, or sensory experiences like
down to the holiday? Or just treated as a sort
splashing in the sea. In contrast, for adults it’s
of side-effect of having been away? I think you
almost the reverse – what they most value is the
could argue either way.
calm, quiet time where they don’t have to do
anything! The other end of the spectrum, as it Presenter: I see. And does research into tourism give us
were. plenty to feel positive about or does it leave us
feeling rather disappointed?
Presenter: Sure. Well my second guest is also a
psychologist. Emma Macedo, welcome to the Emma: Well, you don’t always get a consensus when
show. you look at different pieces of research, but it’s
undeniable that a trip away, however long it is,
Emma: Thank you.
does you a huge amount of good. And it can
Presenter: Emma, work has been done to measure the fun
lead to improved performance when you get
people have on holiday. Tell us about that.
back to work or study after your holiday. This
Emma: Yes, there was a study in the Netherlands, and should be looked at in parts of the world where
in order to get a meaningful picture of a it’s not standard to have statutory holiday pay.
complex issue, several hundred holidaymakers For example, in the US, workers only get about
were interviewed about their enjoyment of their 10 days off annually, compared to over 20 in
holidays. And what emerged from that was the Europe, so employees are not necessarily
notion of a holiday happiness curve. For the feeling the same benefits. But what’s most
first … say ten percent of the time, people often depressing, I suppose, is that with all you gain
report a lower mood, perhaps caused by from a holiday in terms of psychological and
congestion driving to the airport or something. physical wellbeing, it all tends to be so brief
This then improves for a substantial central and wear off after a week or two. And then
section of the break, followed quite often by a you’re back to your pre-holiday levels.
quick dip, perhaps as it dawns on people that
Presenter: I see. Any tips for getting the most out of our
it’s coming to an end. But they tend to enjoy the
holidays?
closing stages, perhaps trying to make the most
Matthew: Various things. One is to immerse yourself in
of the time remaining, or even looking forward
the place you’re going to visit ahead of the trip,
to getting back home again.
for example by reading a novel set there, or
Presenter: How easy or difficult is it to interpret tourists’
studying the guidebook. And if possible, don’t
accounts of their enjoyment levels during their
restrict yourself to just one holiday a year if you
holidays?
really want to get the psychological benefit that
Matthew: It tends to be very tricky. I once asked groups of traveling can have, for yourself and your travel
tourists on a five-day cycling tour of Scotland to companions.
keep diaries on their travels, which I would then
Emma: Sure, people tend to have holidays infrequently
use for my research. I did the same with groups
because of the cost, the logistics, and all the
on a three-week cruise of the Arctic too, and
time required to make plans. But ideally we
conducted follow-up interviews on their return
should be doing the opposite. And it’s easier to
home. Many of the diary entries focused to
get the trip you want if you reserve well ahead,
quite a substantial extent on the daily obstacles
while there’s plenty of availability. That’s
encountered. But when I spoke to them later,
assuming you already know who you’ll be
these snags that had marred the excursion at
wanting to go with of course!
the time were rapidly forgotten, and their
Presenter: Great. Thank you both very much.
recollections were overwhelmingly positive. So
they had what we can call a rose-tinted view of
their time away.

36
SPEAKING PART 2 3 Students work in pairs and discuss whether they
remember seeing synonyms for phrases 1–8 in the text
SB P37
and/or guess where these may be found. Then they scan
the text again to find the synonyms. Elicit answers from
WARMER
the whole class.
Brainstorm with students what they have learnt about
Speaking Part 2 in this unit, referring them back to page 35 1 speed limit   ​2 overtake   ​3 built-up   ​4 turning   ​
if necessary. Tell them that at the end of each 1-minute 5 pulled over   ​6 fined   ​7 peak hours   ​8 toll
response, the other candidate is asked a question about
the pictures as well. The answer to this should be about 30
4 Allow some silent thinking time for students to generate
seconds long, but definitely not less than 20 seconds.
ideas. Support them by asking that they think of ideas
that could fit in the text in Exercises 2 and 3. In a
Students work in groups of three. Student A is the examiner,
monolingual class, ask students to work in pairs and make
and students B and C are the candidates. The examiner asks
a list of ideas, then negotiate the four most important
the questions and takes notes on the strategies the candidates
pieces of information. Elicit these during feedback and
should use, which are listed on page 35, Exercise 1 (A–I). The
encourage the class to choose the most important four. In
examiner then gives feedback to both candidates. Students
a multilingual class, ask students to share the rules in
then swap roles and repeat until each has taken on the
their different countries and show interest while listening
examiner’s role.
using the strategies on page 8.

5 018 Students work in pairs and brainstorm possible

REAL WORLD situations. Elicit ideas from the whole class, then play the
audio once. Elicit key words and phrases during feedback.
SB P38
1 renting a car   ​2 speaking to a roadside mechanic
DRIVING IN THE UK
WARMER AUDIOSCRIPT 018

Ask the students if any of them have ever driven in a foreign Narrator: Conversation 1
country. If they have, elicit experiences, opinions or Call operator: Hello, Fasttrack Rentals. Can I take your
anecdotes. If they haven’t, elicit what difficulties one might name, please?
have doing so, and check understanding of the word road
Customer: Sure, it’s Bryan del Rey. I am looking to
sign.
rent a car on Friday.
Call operator: OK. How long would you like the vehicle
1 Students work in pairs and match the signs with their for?
functions, guessing where necessary. Encourage them to Customer: Just for six days.
use speculative language, such as this is possibly … I Call operator: OK, in that case, I would suggest you go
reckon this could be … . During feedback, elicit whether for our weekly rental package. It will work
the signs exist in the students’ country and whether they out cheaper for you than paying a daily
are different in any way. rate. But before I can give you any prices,
I will need to know what type of car you
1 B   ​2 C   ​
3 E   ​4 F   ​5 H   ​6 G   ​7 A   ​8 D
are looking to rent.
Customer: OK, well, there are three of us and we will
2 Ask students to look at the paragraph headings in the text need space for our suitcases and other
and elicit ideas as to what the content might be in each, luggage, so what would you recommend?
e.g. key differences for overseas drivers might mention Call operator: I would suggest a five-door saloon car,
driving on the left side of the road. Students quickly skim with plenty of space in the boot. Prices
the text to check their ideas, and then read more carefully start at £30 per day or £150 at the
to decide if statements 1–6 are true or false. Do whole weekly rate.
class feedback after a quick pair check. Customer: That sounds fine. By the way, I have a
Spanish driving license. Am I correct in
1 T   ​
2 F   ​3 F   ​4 F   ​5 F   ​6 T
assuming I’m OK to use that?
Call operator: Yes, that is fine as long as you are over 21
years of age.
Customer: No problem there. What about insurance?

UNIT 2   ON THE MOVE 37

Call operator: Well, we offer bronze, silver and gold 1 looking to   ​2 in assuming   ​3 go for   
packages. Bronze works out the cheapest ​4 Better safe than   ​5 no expert
as there is no extra cost on top of the
rental, but there is an insurance excess of
8 Students work in pairs and brainstorm what they already
£500 in the event of an accident.
know about Formula 1 and the areas listed. Students watch
Coverage is third party, fire and theft only. and take notes, in particular noting new or high-level
Silver has an additional £20 per week language, then compare notes in pairs or small groups.
charge but has a lower excess of £300
and offers fully comprehensive cover with Suggested notes
the exception of scratches and dents to the Early years – Formula 1 (F1) started in 1950. Six
vehicle, which you would still be liable for. races in the first year in Europe. Main cars made by
Gold comes in at £50 extra but offers no Ferrari and Maserati.
insurance excess and full cover for any
Qualifying practice – two days of practise, setting
damage including cosmetic damage. You
fastest lap time. Fastest lap decides who is at the front of
also get free breakdown cover.
track on race day (pole position).
Customer: I think we’ll go for the Gold package.
Race length and duration – Races 40-60 laps =
Better safe than sorry.
approximately 190 miles. Takes approximately 90
Call operator: OK, great. Now, I need to take down a minutes.
few personal details in order to get things
Pit stops – cars stop for fuel, tyres and repairs
set up. Can I start by asking you to spell
Championships – Drivers championship for best
your name …
driver, Constructors championship for best team.
Narrator: Conversation 2
Customer: Wow, you got here fast. I only called 20
minutes ago. 9 Students read the questions then think about their
Mechanic: We aim to please. So what seems to be opinions silently for one minute before discussing with a
the problem? partner. Encourage students to disagree on at least some
points in order to generate more language and train them
Customer: Well, I’m no expert but I think there is a
to think about other people’s opinions, which is
problem with the cooling system. The car
important in both Speaking Part 4 and Writing Part 1.
is constantly overheating.
During feedback, write the students’ most common
Mechanic: OK, can you pop the bonnet open? I’ll
mistakes on the board for them to correct.
take a look … Could you start her up for
me, please?
Customer: Sure … LIFE COMPETENCIES
Mechanic: OK, I think I’ve got to the bottom of this.
The radiator is leaking. We need to get MANAGING THE SHARING OF TASKS IN A
you towed to a garage. PROJECT
Customer: OK, is that included as part of the Go through the instructions and ask students to work on their
breakdown coverage? presentations. Students perform their presentations in the
Mechanic: Yes, it is. I’ll contact the tow truck team next class or a later one. Have a class vote on which
right away. They should be here within the presentation they liked the most and elicit reasons.
hour. They’ll tow you to either your final
destination or to one of our recommended ALTERNATIVE
garages. They’ll have you up and running
again in no time. Instead of a whole class presentation, frame the life
competency exercise as a fair. Each group sets up pictures
and any other relevant materials on their desk, which is
6 018 Allow students to attempt to match the sentence now their ‘stand’. One of the group stays at their stand,
halves from memory in pairs before playing the audio ready to receive students from other groups who will ask
again to check their answers. Clarify pronunciation during for information about their car. The other students move to
feedback if needed. other groups’ stands, where they are greeted by another
group member and given information about their car. After
1 B   ​2 D   ​
3 H   ​4 A   ​5 E   ​6 F   ​7 G   ​8 C every group has had an opportunity to visit every stand,
students within the groups swap roles so that those who
7 018 Allow students to attempt to correct the mistakes were giving information are now visiting other stands. At
before listening again to check. If appropriate, ask the end of the activity, ask the class to discuss which stand
students how to translate the phrases into their language. was the most interesting and why.
During feedback, elicit why a candidate might make these
mistakes, e.g. literal translation from their language, WORKBOOK / Unit 2, page 12
confusion about articles, etc. PRACTICE EXTRA / Unit 2, Grammar and Vocabulary

38
 9
PROGRESS CHECK 1
STARTER UNIT TO UNIT 2 I’ve always wanted to take a year out when I finish school, but
for a while I was in two minds about whether to spend it
SB P40 working or travelling. So I’ve opted for the best of both
worlds – the plan is to start by working to save up some
1 money, and then spend a couple of months on the road.
It has to be that way round of course on account of the cost of
1 knowledgeable   ​2 humble   ​3 insecurity   ​
the trip! People with language skills like me are very much in
4 narrow-minded   ​5 conscientious   ​
6 creative
demand in the workforce in my hometown apparently, so I’m
reasonably confident I should get a job in no time!
2 When my dad was my age he drove across the US from east
coast to west coast. I’m going for a very similar itinerary,
1 One of your brothers has just graduated, hasn’t he?   ​ except that I’m doing the trip in reverse, starting in LA and
2 What would you say if I told you I didn’t believe you?   ​ heading for New York. Dad was only 18 and didn’t think it
3 Would you mind confirming what time the party starts?   ​ was a big deal at the time. But, in contrast, my trip’s like the
4 Please could you refrain from talking with your mouth full.   ​ biggest deal ever for him and mum, though I guess it’s sweet
5 Don’t you agree that you’re overly dependent on your that they’re concerned about me! There’s no way I’d do the
phone? trip on my own, so I’ll have my two besties (Chanelle and
Poppy) for/as company. And we’re not driving (like my dad
3 did). Instead, in accordance with his ‘suggestion’, we’re taking
trains. We’ll be visiting cities for the most part, like Denver
1 uncompetent incompetent   ​2 inaffordable unaffordable   ​ and Chicago. But at times we’ll probably get off the beaten
3 unstabilise destabilise   ​
4 unable disable track and head out into some of the national parks. We’re so
excited – it’s going to be an amazing journey, literally of
course, and also in terms of being completely independent for
4
the first time.
1 a   ​
2 b   ​3 a   ​4 a   ​5 a   ​6 b   ​7 b   ​8 a

SB P41

1 a   ​
2 b   ​3 b   ​4 a   ​5 b   ​6 b

1 reversing   ​
2 board   ​3 overtake   ​
4 boot   ​
5 give way

1 every   ​
2 whole   ​
3 another   ​
4 whatever   ​5 plenty

1 a   ​
2 b   ​3 a   ​4 b   ​5 b

PROGRESS CHECK 1 39
3 ROLLING IN MONEY
2 This activity encourages students to notice useful
UNIT OBJECTIVES language presented indirectly throughout the course,
Topic: money which is something they should be encouraged to do at
Grammar: conditionals (1); verb patterns (2) – this level. Students work individually to underline
objects, reflexives and reciprocals relevant vocabulary, using a dictionary if necessary to
look up any unknown words. Students then check in pairs
Vocabulary: money; verb collocations; money idioms
or small groups before whole class feedback. Clarify and
Listening: Part 4 – training
drill pronunciation where necessary, and add the
Reading: Part 8 – training vocabulary to the list on the board from the lead in.
Speaking: asking for and giving clarification Retain this vocabulary for use in the warmer for the
Writing: Part 2: A report – training vocabulary lesson on page 43.
Exam focus: Listening Part 4; Writing Part 2: A report;
Reading and Use of English Part 8 Suggested answers
Real world: personal finances expensive (adj); save up (phrasal verb); borrow (v); pay
for (sth) on a (credit) card; pay for (sth) in instalments; on
Remind your students to watch the Grammar on the Move direct debit; inherit (v); treat myself/yourself; invest
videos before each grammar lesson in this unit. wisely; donate (sth) to (sb); hand (sth) over to (sb);
a £50 note

GETTING STARTED  EXTENSION

SB P42
Students work in small groups and tell each other about
WARMER something interesting that happened to them related to
money (as in Exercise 1, question 4). This could be a true
Write money on the board and give students three minutes
story or invented. You may want to model this yourself with
in groups to brainstorm as much related vocabulary as they
a story of your own. Students ask each other questions and
can. Ask groups to divide the vocabulary they have into
guess if the story was real or not. During feedback, elicit
categories, such as problems, people, and places, or parts
the real stories and ask the class what they would do if they
of speech such as verbs, nouns, adjectives, phrases and
found themselves in that situation.
expressions, etc. Groups organise their vocabulary by
category and swap sheets with another group who check
their work. Monitor throughout and write some of the most
advanced-level vocabulary they come up with on the
GRAMMAR
board. SB P42    PRACTICE EXTRA / Unit 3

CONDITIONALS (1)
1 Students do the quiz individually and then compare their
answers with a partner, discussing the ones they disagree  EXAM INFORMATION
on. Encourage them to fully justify their reasoning as they
would in the Speaking exam, using a minimum of three Conditionals are not only useful to score higher on the
sentences every time and a variety of linking devices such Language assessment criterion in the Speaking and Writing
as however, on the other hand, what’s more, as a papers, but are also often tested in the Reading and Use of
consequence, etc. Elicit answers during feedback and have English paper, especially in Parts 2 and 4.
short discussions where appropriate.
1 Allow students to work independently before checking
with a partner. Monitor closely to gauge the students’
pre-existing knowledge of the target language.

Zero conditional – Q2 What do you do if you need

money to buy something expensive?
Second conditional – Q3 What would you do if you
suddenly inherited a huge sum of money?
Third conditional – Q4 What would you have done if
you had found it?

40
2 Based on what you observed in the previous activity, you
ALTERNATIVE
may want to run this activity in small groups to avoid
having pairs of students with no ideas. Monitor closely, Challenge the fast finishers from Exercise 3 to cover the box
encourage students to use the quiz for context and and try to fill the gaps with their own ideas. They can then
provide them with further examples if necessary. During check their ideas against the box.
feedback, write all the elicited information on the board.
5 Students complete the sentences individually and then
Suggested answers
share their answers in groups. Encourage students to
Second conditional – if + past simple or
discuss any sentences they completed differently, and
continuous (conditional clause), would/could/
elicit these during feedback.
might or other modal verb with hypothetical
meaning (result clause). We use it to talk about the
results of a condition that we think is unlikely,
 EXTENSION
improbable, hypothetical or even impossible. Students work in pairs and write another similar sentence
Third conditional – if + past perfect simple or starter. Encourage them to make these interesting and
continuous (conditional clause), would/could/ personalised. Students then mingle with the rest of the
might + have + past participle (result clause). class and ask other students to finish the sentence with
We use it to talk about the hypothetical results of a their own ideas. Monitor and assist where necessary,
condition in the past, to imagine a different result to a taking notes of the most common or interesting mistakes.
real past action. Write these on the board and ask students to correct them
during feedback.

3 Students do the task individually. Encourage them to use

the information on the board for reference. Elicit answers
and justifications during feedback. VOCABULARY
SB P43    PRACTICE EXTRA / Unit 3
1 First – it follows the first conditional form if +
present tense (conditional clause), future MONEY
tense (result clause); provided is another way to say
if   ​2 Second – because it refers to an unlikely situation   ​ WARMER
3 Zero – because it refers to something which is
Students revise the most difficult vocabulary which you
generally true rather than a specific situation   ​
elicited and wrote on the board during Getting Started,
4 First – because it refers to a specific situation   ​
Exercises 1 and 2. Write the vocabulary on pieces of paper
5 First – should here means by any chance and is used
and hand them out to different groups. Students take turns
in formal situations, such as between a business and a
picking up one piece of paper and describing the word to
customer; the result clause uses an imperative and refers
their classmates. The first student to guess wins a point
to a specific situation, not a general truth
and describes the next word.

FAST FINISHERS
1 Students work individually to match the sentence halves
Students transform sentences 1–5 into more traditional and then check in pairs. Withhold explanations of the
variations of the conditionals where possible, e.g. Max is vocabulary in italics to avoid preempting the following
going to do the charity fun run provided he gets enough activity.
sponsorship. → Max is going to do the charity fun run IF he
gets enough sponsorship. Elicit these during feedback. 1 J   ​2 E   ​3 F   ​4 B   ​5 H   ​6 G   ​7 A   ​8 I   ​
9 C   ​10 D
Suggested answers
2 If I/Were I to suddenly became very wealthy …   ​  EXTENSION
3 If they’re careful with their spending …   ​4 … with
Ask students to look at the sentence halves 1–10 and
me because I might I see something I really like.   ​
suggest alternative endings to those provided (A–J). For
5 Should you need a larger overdraft …
example:

4 Students work in pairs to fill the gaps with the language in My uncle is filing for bankruptcy … and may have to sell his
the box, then analyse the grammatical structures to house to pay his debts.
decide which conditional form each sentence uses. Elicit
further examples of the variations during feedback.

1 even if/unless (zero)   ​2 would (second)   ​

3 Assuming/If (first)   ​4 if (second)   ​
5 Unless (first)   ​
6 have been (third)   
​7 could (second)   ​ 8 When/If (zero)

UNIT 3   ROLLING IN MONEY 41

2 Students work in pairs. Discourage them from using a
WARMER
dictionary, instead guide them to use the context of
sentences 1–10/A–J in Exercise 1 to infer the meaning of Give students four minutes in groups to brainstorm the
each word. During feedback, concept-check each item of advantages and disadvantages of paying by card or by cash
vocabulary by asking additional questions such as How and discuss whether they think a cashless society would be
important is prosperity for you? or What’s bad about having more or less convenient to live in. Elicit contrasting
an overdraft? These questions will check students’ opinions during feedback together with relevant
understanding of the vocabulary while eliciting additional vocabulary.
language, such as wealthy, stability, interest, charge, etc.
1 Allow one minute of silent thinking time before students
1 prosperity   ​2 overdraft   ​3 break even   ​
discuss the questions in pairs. Write the following
4 bankruptcy   ​5 affluent   ​6 assets   ​7 squander   ​
speculating language on the board, which is useful for the
8 expenditure   ​9 rip-off   ​
10 lucrative
Speaking paper of the exam.
I would imagine that …
3 Students circle the correct option in each sentence, I wonder whether …
referring back to the definitions of the vocabulary if This is a complete guess but …
necessary. During feedback, challenge students to This is a shot in the dark but …
continue the sentences, starting with because, e.g.
Working in the Middle East can be very lucrative for 1 salt   ​2 sea shells   ​3 tea   ​4 cheese
professionals BECAUSE jobs pay very well and there is no
income tax. Ask students to identify which sentence it will
2 019 Before playing the audio, ask students to underline
not be possible to do this for and why (sentence 4 as it
the keywords in the question (e.g. reason) and the options
starts because).
(e.g. common, laws and scarce, inexpensive), and
brainstorm with the class possible synonyms or
1 lucrative   ​2 overdrawn   ​3 squandering   ​
paraphrases they might hear for these words in the
4 break even   ​5 affluence
extract. Point out to students that in such an exam task
they’re likely to hear information related to more than
4 Allow students to work in pairs as collaborative writing of one option, but only one will fully answer the question.
this kind can have positive effects on accuracy in general.
Elicit example sentences from different pairs during 1 B (Due to legal restrictions in its production, it was
feedback. precious enough to be welcomed as payment for wages
as well as in trade.)
 EXTENSION
Ask pairs to delete the target vocabulary from their AUDIOSCRIPT 019
sentences and give these to another pair, who must try and Speaker 1: Did you know that the word salary derives
fill the gaps with the appropriate vocabulary from the from the Latin word for salt, salarium? It may
previous exercise. be one of the cheapest and most readily
available items on your shopping list today,
but salt has had a tremendous importance in
LISTENING PART 4 TRAINING economies across the world throughout history.
SB P44 Due to legal restrictions in its production, it
was precious enough to be welcomed as
 EXAM INFORMATION payment for wages as well as in trade. I had
always wondered why we say someone is ‘not
In Listening Part 4 candidates hear five extracts in which worth his salt’ when we mean he is not good
five speakers talk about the same topic. They are given two enough. So is that linked to salt being used to
sets of eight statements, and candidates must match the pay workers? Another thing I learnt is that salt
speakers to one statement in each set. Point students to is still used as currency today among the
page 50 if necessary so that they can see the format of the nomads of the Danakil plains in Ethiopia.
task in the exam. This lesson will train them to identify the
matching statements and the distractors, and listen for
more than one piece of information at the same time, but 3 019 Repeat the procedure for Exercise 2, allowing
stress that the task itself is not a multiple-choice task in the students to brainstorm synonyms in pairs.
exam.
2 C – I had always wondered why we say someone is
‘not worth his salt’ when we mean he is not good
enough …

42
4 020 Repeat the procedure for Exercise 2, play the audio
Speaker 1
and allow students to check their answers in pairs. Only
1 D – From the 9th century onwards, the Chinese Emperor
play the audio once. Students will listen to the audio
had a monopoly on tea, making it hard for ordinary
again in Exercise 5 and check their answers, so do not do
people to get hold of and easier for his empire to oversee.   ​
whole class feedback to avoid preempting this.
2 A – It’s not clear if these went on to be drunk but I don’t
think they would have made a very appetising cuppa!
1 A – Perhaps the key advantage was that they have
very specific shapes and distinctive textures, making Speaker 2
forgery a challenge.   ​2 B – I need to do some more 1 E – It occurs because regulations affecting banks mean
research on how they managed to transport them so far. that account holders are not permitted to transfer money
via their phones.   ​ 2 D – In fact, it would be interesting
to see how widespread this actually is.
AUDIOSCRIPT 020

Speaker 2: The benefits of using seashells as currency

AUDIOSCRIPT 021
were many: they are small, light, durable and
easy to transport. Perhaps the key advantage Speaker 1: I’ve heard the expression ‘not for all the tea in
was that they have very specific shapes and China’ used to say there is no price high
distinctive textures, making forgery a enough, but I didn’t realise it related to the time
challenge. Apparently, China was the first to when tea was actually a form of currency. From
use them as currency, which surprised me as the 9th century onwards, the Chinese Emperor
the cowry shells came from places like the had a monopoly on tea, making it hard for
Maldives and other parts of the Indian and ordinary people to get hold of and easier for his
Pacific oceans. I need to do some more empire to oversee. Tea bricks were produced in
research on how they managed to transport the Chinese province of Sichuan and transported
them so far. One really fascinating fact is that in caravans of yaks and camels. The bricks were
the Chinese language still reflects this aspect of of various sizes and qualities, the poorest quality
China’s history as words related to money ones containing extras like twigs, soot and wood
contain the symbol for a cowry shell! shavings. It’s not clear if these went on to be
drunk but I don’t think they would have made a
very appetising cuppa!
5 020 Play the audio again and check answers with the
Speaker 2: This form of currency actually relates to the
whole class.
present day rather than to a period of history. In
many parts of Africa, pre-paid mobile phone
6 Read the tip box as a class. Point out that Exercises 2 and
minutes have been serving as de facto currency.
3 practised technique 1, and exercises 4 and 5 practised
In fact, it would be interesting to see how
technique 2. Students answer individually and then
widespread this actually is. It occurs because
compare in small groups, justifying their reasoning.
regulations affecting banks mean that account
During feedback, elicit the pros and cons of both
holders are not permitted to transfer money via
techniques. Point out that different students will prefer
their phones. As up to 99.5% of connections are
one technique over the other and that it is a question of
pre-paid in countries such as Nigeria, Ghana
finding the strategies that work best for the individual.
and Uganda, users’ credit can be used for
Suggested answers digital purchases such as games and song
downloads. The airtime can also be exchanged
Technique 1 – Pros: you can concentrate on one piece of
for cash with phone dealers or even bartered
information only. Cons: if you miss the answer the first
for goods and services.
time, you will have to listen for both the second time and
this might be unsettling.
Technique 2 – Pros: you can concentrate on the same  EXTENSION
information twice. Cons: you have to focus on two pieces
Ask students to research another ancient form of currency
of information simultaneously.
for homework and prepare to present it to the class. In the
next lesson, students share what they discovered in
7 021 Allow students time to underline keywords, groups. Elicit the most interesting information from
brainstorm synonyms and choose a technique from different groups.
Exercise 6. Play the audio, allow students to check ideas
in pairs, then play the audio again. For feedback, hand out
the audioscript to the students if possible and play the
audio again, asking them to underline the answers and
the distractors in different colours. Alternatively, project
the audioscript on the board and invite different students
to underline the distractors and correct answers.

UNIT 3   ROLLING IN MONEY 43

WRITING PART 2: A REPORT TRAINING 4 Remind students that they should always be looking to
‘borrow’ useful language and ideas from any of the texts
SB P45
in this book and use them in their own speaking or
writing. Encourage students to get ideas from the text but
1 Ask students to read the task and underline the
also from the list of ideas written on the board in Exercise
information the report must include (what your spending
1. Before submitting the report, students should check
habits were like before the course / what you learnt / how
they have included headings and proofread it, as covered
you have applied it). Then students work in groups and
in Unit 2. You may want to set this task for homework.
make a list of good and bad financial habits young people
may have. Elicit ideas and write them on the board,
together with any relevant vocabulary. GRAMMAR
SB P46    PRACTICE EXTRA / Unit 3
 EXTENSION
Give students two minutes to quickly read the report in VERB PATTERNS (2) – OBJECTS,
Exercise 2 and check if it mentions any of the ideas written REFLEXIVES AND RECIPROCALS
on the board.
WARMER
2 Before the task, point the students to the headings in the Write on the board Neither a lender nor a borrower be. Elicit
box and elicit from the students what information each the meaning of this saying (it’s best to never lend anything
paragraph might contain. Students read the paragraphs, and never borrow anything) and ask students to discuss in
number them and match the headings, then check pairs whether they agree with the sentiment.
answers in pairs before whole class feedback. Focus the
students’ attention on the Writing technique box to 1 Read out the dialogue for the students. Ask students if
ensure they understand that headings are desirable in the they can work out the meaning of tenner through the
exam. context. Provide them with some of the background
information if necessary. Allow time for them to identify
A 4 Changes to my spending habits   ​B 2 My spending
the direct and indirect objects, checking ideas in pairs.
habits before the course   ​C 5 Recommendations   
If possible and appropriate, ask the students to reflect on
​D 3 What the course taught me   ​E 1 Introduction
whether their own language features the same structures
in the same positions or if they differ.
3 Students match the language in the box with the underlined
phrases in the report. If possible, project the report on the BACKGROUND INFORMATION
board during feedback and invite students to replace the
Inform students that in British English, monetary pounds
underlined phrases. After feedback, challenge students to
are often referred to as quid. For example, 20 pounds is 20
identify other language that could be upgraded in the text,
quid. Also, a five pound note is often called a fiver and a ten
elicit ideas and write them on the board.
pound note is often referred to as a tenner.
everything I spend – my outgoings
find good prices – get the best deals A: me (I); a tenner (D)
don’t have a lot of money – am on a limited budget B: money (D); me (I)
spending more than I had in my account – going into
overdraft
2 Students complete the sentences with their own ideas,
manage – make ends meet
then compare them in pairs or small groups. Encourage
all our spending over the course of a month – our
students to discuss the order of objects in sentences with
expenditure
prepositions, assisting them if necessary by making them
wasting on unnecessary purchases – squandering
write I or D next to each gap. During feedback, ensure
expensive – overpriced
students notice that the the indirect object normally
comes before the object but the order reverses if there is
ALTERNATIVE a preposition before the indirect object. Then point out to
the students that word order of objects is sometimes
Ask the students to cover the box and give them four
tested in Reading and Use of English Part 4.
minutes in pairs or small groups to brainstorm higher level
language they could use to replace the underlined phrases Suggested answers
in the text. Students then uncover the box and compare
1 him (I) a promotion (D)   ​
their ideas before completing the task. During feedback,
2 Ron (I), his injuries (D)   ​3 me (I) some cash (D)   ​
elicit alternatives.
4 the company (I) thousands (D)   ​
5 £100 (D) the bank (I)
Normally the indirect object comes before the object but
the order reverses if there is a preposition before the
indirect object.

44
3 Students number the words in each sentence to unjumble
them, then check in pairs before feedback. Elicit which
READING AND USE OF ENGLISH
objects in the sentences are reflexive (himself, themselves)
and which are reciprocal (each other, one another).
PART 8 TRAINING
SB P47
1 Varnia and I can talk to each other about anything.   ​
2 Tony blames himself for the failure of the family WARMER
business.   ​3 Children should be able to look after Give students a minute of silent thinking time to answer the
themselves by the age of 16.   ​4 My sister and I often question If you were to start your own company, what goods
wear one another’s clothes.   ​5 Family members give or services would it provide? Students then discuss in
presents to each other on Christmas Day. groups, using the vocabulary on page 43 and the second
conditional. Elicit interesting ideas during feedback.
4 Point out to the students that these functional words
might be needed to complete Reading and Use of English 1 Students discuss the questions in pairs or small groups.
Part 2 and that, as in the exam, they should read and Encourage students to produce full sentences as always,
understand the whole context before attempting to fill and to interact by asking for each other’s opinions. During
the gap. Allow students to work independently for a few feedback, elicit relevant vocabulary for question 3 on the
minutes, monitoring closely and assisting when board, such as creative, proactive, determined, strong-
necessary. willed, single-minded, ruthless, etc.

1 yourself   ​2 itself   ​3 each other/one another   ​

2 Tell students they will practice a Reading and Use of
4 each other/one another; one another/each other   ​
English Part 8 task, where they have to match statements
5 him   ​6 herself   ​7 each other/one another   ​
to short texts. Ask them to read strategies 1–8 and decide
8 her
whether these sound useful to them. They then discuss in
pairs, justifying their opinions. Elicit these during
5 Allow students silent thinking or note-taking time before feedback, ensuring that students understand the
asking them to discuss the statements in groups. rationale behind the suggested answers, as students can
Encourage students to make a conscious effort to use the be quite resistant to different strategies at first. Suggest
target language of the lesson during its productive stage that they try out different ones, to see which suit them
as this is when they have the opportunity to experiment best.
with the language and have the teacher help them if they
are using it incorrectly. Within their groups, students Suggested answers
should try and keep track of how many times they use the 1 Personal preference. Some believe it can help create a
language from this grammar section in the discussion, for mental map of where information is, while others think
example, by clicking their fingers every time they do. it’s best to read each section one by one carefully after
Elicit contrasting opinions during feedback and open brief reading the statements.   ​2 Always a good idea.   ​
discussions where appropriate. 3 Probably not a good idea because if the exact key
words in the option appears in the text, it may be a
 EXTENSION distractor.   ​4 Yes, because this is generally how this
task is designed.   ​5 This is personal preference. If
Students work in groups and share proverbs or sayings someone chose to use this strategy, underlining the
related to money from their own languages, then explain answers in the texts and numbering them would help find
their meaning and discuss whether they agree with them. the location of possible missing statements at the end of
Elicit the most interesting or controversial ones during the task, because students can start by rereading sections
feedback. that have not been underlined.   ​6 This is personal
preference, but remind students that if they are only skim
reading they might miss an important point.   ​ 7 Yes,
this is useful if you have time.   ​8 Ideally, yes, if you
have time.

UNIT 3   ROLLING IN MONEY 45

3 Students match the texts A–C to the exam questions 1–5. 2 Students work individually to fill the gaps with the
Encourage them to time themselves using a stopwatch if appropriate expression from Exercise 1. Challenge
possible, so that when they try a different strategy next stronger students to cover Exercise 1 while completing
time they can compare their performance. Withhold the task, then check if they had similar ideas.
feedback until after Exercise 4.
1 made a donation   ​2 waste no time in   ​ 3 lost a
4 Students compare answers, explaining which strategies fortune   ​4 pays top dollar   ​5 paying off
they used and how they felt about using them. Elicit these
reflections during feedback. If possible, project the text 3 Students discuss the sentences in pairs or small groups.
on the board and underline the sections in the texts Monitor closely and supply useful language where
where the answers can be found. necessary.

1 B – Perhaps because she was herself a child, Noa FAST FINISHERS
instinctively knew what qualities were needed in a
babysitter   ​2 A – which he designed ‘to fill the Students write questions using the expressions from
loneliness void in teenagers’   ​3 C – … her Exercise 1 which were not used in Exercise 2. Elicit these for
appearance on the reality show Made in Chelsea gave the class to answer after Exercise 3.
her the chance to ger her company and products into the
public eye   ​4 A – Ben Pasternak was voted one of the
world’s most influential teens by TIME magazine   
​5 C – Amber is definitely one to watch
PUSH YOURSELF C2
SB P48

 EXTENSION MONEY IDIOMS

Students research another famous or successful
entrepreneur for homework and prepare a quiz about her/
WARMER
him for the next class. During the next session, students Give students one minute to quickly skim the texts for gist.
work in pairs and introduce the entrepreneur they Then ask them if they know of any success stories similar to
researched to each other so they can then answer the that of Howard Schultz (first text), or if they know anyone
accompanying quiz. Elicit the most interesting questions who is terrible with money like the man described in the
for the whole class to answer during feedback. second text.

1 Students work in pairs and read the two texts, discussing

VOCABULARY what each idiom in bold might mean before checking
SB P48    PRACTICE EXTRA / Unit 3 against the list of definitions A–I. This will allow them to
practise their ability to infer meaning from context.
VERB COLLOCATIONS
1 H   ​2 E   ​3 G   ​4 D   ​5 A   ​6 I   ​7 F   ​8 C   ​
WARMER 9 I   ​
10 B

Write the word collocations on the board and elicit the

meaning (language patterns – noun + noun, verb + noun, 2 Students discuss the answers in pairs. Monitor and assist
adjective + noun, etc. – that are either fixed or used where necessary. During feedback, encourage students to
commonly and that may be different from the equivalent in use the idioms from Exercise 1 in their answers.
the students’ own language). Stress the importance of
learning collocations: they make your English more  EXTENSION
accurate and authentic. Explain that in this section,
Students write an extra question using another idiom from
students will look at common verb + noun collocations.
Exercise 1, then ask and answer them with a different
partner.
1 Students fill the gaps in 1–10 with the appropriate verb,
then check in pairs before whole class feedback.
Alternatively, write pay, make, spend, waste, lose on the SPEAKING
board and ask students to come to the board in groups
SB P49
and write expressions 1–10 next to the appropriate verb.

1 waste   ​2 spend/waste   ​3 pay   ​4 make/waste/
ASKING FOR AND GIVING CLARIFICATION
spend/lose   ​5 pay   ​6 lose   ​7 make   ​8 pay   ​ 1 Students look at the language in the box and work in pairs
9 pay   ​10 make to predict the topic of the listening task. If one of the
students guesses that the topic is Bitcoin, invite her/him
to briefly explain to the class how this works, writing any
relevant vocabulary on the board to support the listening
task for the rest of the class.

46
2 022 The students listen and choose option 1, 2 or 3.
Bruno: Oh yes, I know what you mean. OK, I get that
Encourage them to take notes of the words or phrases part. But I do have another question. If Bitcoin is
that helped them choose the correct option. Elicit that decentralised like you say, who administers it and
these are phrases we use to check understanding and verifies these transactions?
rephrase, which could be very useful in the Speaking
Alice: All transactions are tracked on the blockchain,
paper.
which, to put it in a nutshell, is a type of electronic
ledger, or record book. Each transaction is verified
2
by volunteers, often called ‘miners’. I won’t go into
details but Bitcoin miners can also earn Bitcoin by
AUDIOSCRIPT 022 doing this work.
Bruno: I’ve been trying to get my head around Bitcoin Bruno: OK. And one last question. What are the
and cryptocurrency but I find it all so confusing. advantages and disadvantages of Bitcoin and
Could you give me a breakdown of what they are other cryptocurrencies?
and how they work, in simple terms? Alice: Well, apart from the ones I have already
Alice: I’ll do my best. mentioned, it is very secure and resistant to online
fraud because of its cryptography, and it cannot
Bruno: OK, so let’s start with the obvious question – what
be counterfeited or hacked. Having said that, it is
is it exactly?
a target for online scammers, so like anything
Alice: Well, Bitcoin is a cryptocurrency, a form of
involving money online, you do need to be careful.
electronic cash.
The other big disadvantage at the moment is its
Bruno: Well, I know that much. volatility. You have probably seen on the news that
Alice: Good. So you are aware then that the real world monetary value of Bitcoin has gone
cryptocurrencies are decentralised digital up and done a lot over the last few years.
currencies without a central bank or single Bruno: So what you are saying is it’s a bit like the stock
administrator that can be sent from user to user on market and if you invest in Bitcoin, you could lose
the peer-to-peer bitcoin network without the need money.
for intermediaries
Alice: Exactly. Like everything in life, there is an element
Bruno: You’ve lost me there. of risk involved, but many experts think it and
Alice: OK, let me rephrase that. Basically they’re internet- other cryptocurrencies could revolutionise the
based currencies but outside of the control of world of finance in the same way that email and
banks and international currencies. social media have changed how we communicate.
Bruno: OK, right. Is that good? Bruno: Thanks, Alice. I’ll certainly look into it more now.
Alice: Well, yes, in theory. The idea is that Bitcoin is
controlled by the users and that it cuts out the
3 022 Assist the students with the task by drilling the
middle man.
intonation and rhythm of each phrase (1–11) before
Bruno: I’m sorry. What do you mean by ‘cuts out the
playing the audio. Students then number the phrases in
middle man’? I don’t know that term.
the order that they hear them.
Alice: In this context it means that you are not paying
fees to banks or other financial services when you 2 Let me rephrase that.   ​1 You’ve lost me there.   ​
buy and sell or transfer money. 4 What do you mean by …?   ​6 I’m afraid I don’t
Bruno: Right. I like the sound of that. So how does it follow.   ​8 I’m sorry I didn’t quite get that last part.   ​
work? What I mean is: how can I get it? 11 So what you are saying is …   ​ 3 Basically   ​
Alice: Well, you start by installing a wallet on your 5 What I mean is …   ​7 Put simply   ​9 What I mean
computer. by that is …   ​10 To put it in a nutshell
Bruno: A wallet? I’m afraid I don’t follow.
Alice: Well, put simply, it’s a piece of software on your 4 022 Students work in pairs and discuss where they
computer that allows you to send, receive or would place each phrase before listening again to check.
transfer Bitcoin. It’s literally an electronic wallet Copy the table on the board and invite different students
where you keep your Bitcoin. to write the phrases in the table during feedback.
Bruno: OK. So how do people buy and sell with Bitcoins?
Alice: To pay for something, you log into your wallet. Checking understanding: So what you are saying
You receive a Bitcoin address, sometimes in the is …; I’m sorry I didn’t quite get that last part; I’m afraid I
form of a QR code and you enter how much don’t follow; You’ve lost me there; What do you mean
Bitcoin you want to send. You then add the by …?
transaction to the network. Clarifying an idea: What I mean by that is; Put
Bruno: I am sorry, I didn’t quite get that last part. You said simply; What I mean is …; Basically; Let me rephrase
something about QR codes, right? that; To put it in a nutshell
Alice: Yes, what I mean by that is those funny square
codes that look like a bit like barcodes. A lot of
businesses use them these days.

UNIT 3   ROLLING IN MONEY 47

5 Allow students three minutes of silent thinking time to
choose a topic, structure their explanations and ask you AUDIOSCRIPT 023
for any relevant vocabulary or language. Encourage them Speaker 1: Have you ever heard of Gamers for Giving? It’s
to make notes (avoiding writing full sentences) and try to a gaming tournament held in Michigan, which
incorporate vocabulary from previous sections of this founder Zach Wigal describes as a ‘celebration
unit. Before the students begin, demonstrate the role of of gaming culture’. Well, that’s right up my street
the listener. Ask a student to explain how an ATM works, anyway, but to make it 100 times more
and pretend you don’t understand any of the steps, e.g. worthwhile, the proceeds of around half a
I’m afraid I don’t follow – what’s a card? million dollars go to Gamers Outreach, who
place ‘Gaming Go-Karts’ in children’s hospitals.
 EXTENSION These are robust gaming systems with the latest
software that can be wheeled into a patient’s
Students repeat the activity, but this time they explain
room to give access to what Wigal calls
something complex and specific about their job or studies.
‘recreation therapy’. Volunteers act as digital
You may want to allow the students to prepare this for
activity managers, distributing games, solving
homework and carry out the task in the following session.
technical issues and even playing with the kids.
Sounds like the perfect excuse to have some fun!
EXAM FOCUS SB P50 Speaker 2: Apparently, these days there’s a drive to start
‘money management’ skills earlier and earlier. I
 TEST AND TRAIN EXAM PRACTICE
don’t think we ever thought about money
management when I was a kid, apart from
LISTENING PART 4 which sweets to buy with our pocket money, but
this organisation called Coalition for Personal
023 Students read the Exam facts and Exam tips boxes. Economic Literacy has set up so-called
Encourage them to use a different technique in the task to the ‘standards in economic education’ for children
one they used on page 44, so that they can compare their from kindergarten upwards. According to them,
effectiveness. Remind students to underline keywords in the a fourth grader should be able to understand
questions before listening, and to be suspicious when the how basic pay and tax deductions work. By the
audio features the same vocabulary used in options 1–5. If age of 12, they are supposed to understand
possible, provide the students with the audioscript during about government benefits and earned versus
feedback and refer to the answer key for explanations of unearned income. To my mind, kids should be
correct answers. kids. They have plenty of time to learn about all
that when they’re older.
Task 1 Speaker 3: It seems unlikely in these days of digital reselling
Speaker 1 D – the proceeds of around half a million dollars that people still get up early on a Saturday
go to Gamers Outreach, who place ‘Gaming Go-Karts’ in morning to go to a muddy field or carpark to
children’s hospitals rummage through stuff other people are
Speaker 2 F – Coalition for Personal Economic Literacy has throwing out. Or so I thought. They do say ‘one
set up so-called ‘standards in economic education’ for man’s trash is another man’s treasure’ and this
children from Kindergarten upwards. seems to apply perfectly to car boot sales.
There’s something in the atmosphere which sets
Speaker 3 B – to rummage through stuff other people are
them apart from other shopping experiences.
throwing out … ‘one man’s trash is another man’s treasure’
There’s always the remote but thrilling chance
and this seems to apply perfectly to car boot sales
that you might find the bargain of a lifetime.
Speaker 4 E – had certainly achieved their aim of getting
I love the amateur entrepreneurship and good-
themselves into the public eye.
natured haggling at these events. It’s fascinating
Speaker 5 A – The information they gain through the use of to see what other people are selling – and
loyalty cards affords them major strategic and financial buying.
advantages.
Speaker 4: Recently I attended a free business seminar.
Task 2 While I was registering for it, I was asking myself
Speaker 1 C – Sounds like the perfect excuse to have some how on earth the organisers could put on such
fun! an event without charging for admission. I mean,
Speaker 2 H – To my mind, kids should be kids. They have surely they’d have to rent the venue and pay the
plenty of time to learn about all that when they’re older. speakers? What was the point? I attended the
Speaker 3 F – There’s something in the atmosphere which sets event with that question firmly in my mind and
them apart from other shopping experiences. during the day I had it answered. There were
Speaker 4 A – I was asking myself how on earth the lots of paid extras on offer, such as virtual reality
organisers could put on such an event without charging for experiences and consultations with experts.
admission. There was even a photo booth that let you share
Speaker 5 E – the savings for the customer are barely worth pictures of yourself on social media. Over the
the effort of getting the card in the first place. … Given all day, the organisers definitely weren’t out of
this, I don’t think I’ll bother with them anymore. pocket and had certainly achieved their aim of
getting themselves into the public eye.

48
 Speaker 5: I now have so many loyalty cards for different Most successful activities
stores it’s getting out of hand. To be honest, I Coffee mornings and the sports events were the activities
can’t keep track of them and don’t even know which helped raise the majority of the amount mentioned
how they all work. So, I was interested to read above. In particular, the ‘man’s best friend’ 5km race, where
an article about how research has shown that students, teachers and many members of the public
the savings for the customer are barely worth participated with their dogs, succeeded in promoting the
the effort of getting these cards. For example, shelter. We are told that several adoptions took place the
you would have to shop in a particular following week.
supermarket every week for two years to get a Conclusion
free weekly shop. The ones that actually benefit As can be seen in this report, the charitable events organised
from these schemes are the companies that by the schools have been successful on the whole. Moreover,
operate them. The information they gain through the charity chosen is very pleased to have the school’s help
the use of loyalty cards affords them major and we are satisfied with how the funds raised are being
strategic and financial advantages. Given all used.
this, I don’t think I’ll bother with them anymore.
[260 words]

WRITING PART 2: A REPORT READING AND USE OF ENGLISH

SB P50

Point the students to the Exam facts and Exam tips boxes, PART 8
then concept check their understanding with the following SB P51
questions:
1 Who is a report for? (peers or superiors) WARMER
2 Is it formal or informal? (formal)
Ask students to look again at the strategies on page 47 and
3 What functional language should you use? (language to
encourage them to choose a different one this time, to
make suggestions and recommendations)
compare their effectiveness.
4 How is the text formatted? (in paragraphs, each with their
own heading)
Remind students to underline keywords in the questions and
5 Can you invent some information for the exam task? (yes)
to think of synonyms and paraphrases they might come across
in the texts. Encourage students to time themselves using a
Elicit the key pieces of information which should be included in
stopwatch, if available, to compare their performance with
the report for the task: the overall success and the most
previous and future attempts, and to monitor progress. During
successful activities. The students write for 40 minutes. If they
feedback, focus on unknown vocabulary which hindered the
need more time, ask them to change pen colour so that they
students’ performance and on distractors they failed to
can see what they would have been able to achieve in the
recognise.
exam. Encourage them to proofread their texts before
submitting them.
1 D – CrystalGro is a great app for those who want their
money to grow but don’t know where to start.   ​2 F – has
Model answer
been of particular benefit to those recovering from
Introduction bankruptcy.   ​3 C – you can set up alerts based on products
For the last year our college has been running its own charity you are currently interested in.   ​4 B – combines a tablet
events to raise funds for our local animal shelter. This report app, which identifies the type of food being binned, and an
will remind students and staff about the aims of the charity electronic scale to work out the value of the food wasted   ​
chosen, and explain how successful the initiative has been so 5 E – it is able to predict likely changes.   ​6 D – and puts
far. the difference in index funds recommended by Brandon
The charity Carter, the international prize winning economist   ​7 B – This
The charity chosen by the college is the local animal shelter. awareness prompts chefs and other senior staff in professional
Its aims are to give abandoned pets the best possible care at kitchens to reconsider their production methods and reduce
the shelter, and also to find every pet a new home. They use waste.   ​8 A – This app is the ideal investment if you tend to
donations for supplies and to employ staff to check that squander your hard-earned cash and regularly get into debt
adopted pets are treated well and are happy. before payday,   ​9 F – The popularity of the app has
Overall success rocketed, and it is now being used across the globe   ​
On the whole, the school’s fundraising efforts have been 10 C – All the best deals around your current location are
extremely successful. We raised $5000 in 12 months, which displayed on a map
the charity told us represents 20% of their overall donations
this year. They were very pleased and have sent us many After feedback, point out that to be quids in is a fixed phrase,
pictures of happy pets that have been adopted thanks to our and an exception in using a plural form of quid.
hard work.

UNIT 3   ROLLING IN MONEY 49

REAL WORLD AUDIOSCRIPT 024

(CONVERSATIONS 1–3) AND

SB P52
025 (CONVERSATION 3 ONLY)
PERSONAL FINANCES
Narrator: Conversation 1
1 Students discuss the questions in pairs or small groups. Customer: Hi I’m interested in opening a joint account
During feedback, elicit relevant vocabulary such as with my partner. Could you tell us what we need to do?
interest, overdraft, checking account, savings account, tax- Teller:  Sure. Are either of you already customers?
free, etc. After eliciting interesting responses, ask
C: Yes, I have my current account with you but my partner
students if they would like to work in the banking or
banks elsewhere.
finance industries, and ensure they give reasons for their
T: That’s fine. We just need to see some proof of identity for
answers.
both of you. Either a passport or driving licence with a
photo on. You'll need to deposit at least £20 initially.
2 Students look at the advice 1–5 and discuss which they
think is good and bad advice in small groups, justifying C: No problem. And can you explain a little bit about how
their answers and exploring differences of opinion. Elicit your online banking works?
ideas during feedback, encouraging students to talk T: Yes, it’s really easy. We will send you each a card reader
about personal experiences if they wish. Students then along with your debit cards within five working days.
read the advice quickly and check their predictions. You’ll need your card reader to make payments by bank
transfer. And it’s easy to manage your payees online.
1 Yes   ​2 No   ​3 Yes   ​4 Yes   ​
5 Yes Once you have set up a payee, you won’t need to do so
again for future transactions.
C: But what about security?
3 Encourage the students to discuss what the highlighted
language in the text might mean in pairs before checking T: You’ll have a password and you’ll set up security
the definitions a and b in 1–5. During feedback elicit more questions with secret answers to protect your account.
example sentences to further clarify the meaning of the Once you’re in your account, you can set up, cancel or
vocabulary. change standing orders and direct debits.
C: Sorry, what’s the difference between a standing order
1 b   ​
2 both   ​3 both   ​4 b   ​5 b   ​6 both and a direct debit? I thought they were the same?
T: Well, they’re very similar. A standing order is always the
same amount, whereas a direct debit can be changed by
4 Allow students a few minutes to underline pieces of
advice in the article that they agree and disagree with, or the recipient. So, for example, electricity bills will be
to take notes on these, before discussing the questions different every month, so would be paid by direct debit,
with a partner. whereas something like a club membership will be the
same every time.
5 024 Students read the questions, underlining the key C: Oh, I see. So, shall we fill in the forms now …
words and predicting possible answers with a partner. Narrator: Conversation 2
Play the audio only once if possible, as it will be played Customer: Hi. I bought these boots online and they don’t
again in the following activities. fit very well. I was planning to exchange them, but I’ve
just had a look and the next size up is not available.
Could I get a refund, please?
Conversation 1   ​ Shop assistant: Can I see your receipt please? …
1 a joint account   ​ 2 a card reader and debit cards   ​ Unfortunately, we can’t give a refund on these items
3 You will have a password and you can set up security because they were in the sale. We can give you a credit
questions with secret answers. note instead.
Conversation 2   C: Sorry, what’s a credit note?
​1 The boots she bought online don’t fit her, so she wants SA: It means you can replace the boots with anything in the
a refund.   ​2 A credit note which can be spent in the shop up to the amount you paid for them, which was, er,…
shop. £36.50.
Conversation 3   ​ C: What if I can’t find anything I want?
1 She is broke because she has spent part of her tuition
SA: The credit note is valid for up to six months from today.
fees and has spent up to her credit card limit.   ​2 that
C: Oh, that sounds OK then. I’ll have a look around and if I
she get a part-time job   ​3 No. He thinks she needs to
can’t find anything, I’ll come back in a few weeks.
grow up, take responsibility for managing her own
finances, and stop borrowing from the family.

50
Narrator: Conversation 3 8 Students discuss the five options in small groups and
predict their ranking, justifying their ideas. Elicit an order
F: Pete, I need to borrow some money off you. I am flat
most people in the class agree with and write it on the
broke.
board. Then play the audio, reminding students to take
M: Sorry, Dominique, but this time I cannot bail you out. I’m
notes. Students compare the correct answers with their
am barely getting by myself at the moment, what with the
ideas in whole class feedback.
course fees being due next month. I can just about afford
to pay those but then I am pretty much living hand-to- Tokyo 5   ​London 1   ​
New York 2   ​
mouth until the end of the semester. Hong Kong 3   ​Singapore 4
F: Then I am in even deeper trouble. I dipped into the
Suggested notes
money I put aside for the tuition fees, just to get by, and
Tokyo
now I don’t where I am going to find the money. I can’t
ask Mum and Dad for anything as they have already Japan – outstanding transport/communication; est.
given us both more than they can afford. And I have 15 May 1878; 3500 companies listed (worth $4 tr.);
maxed out my credit card, so I can’t use that to get me Nikkei 225 monitors top 225 companies
out of jail. Singapore
M: Have you spoken to the bank about extending your world’s busiest port; diversified economy; despite size it is
overdraft? 37th in GDP/20th largest stock exchange; strict gov’t/
F: No, not yet. I am reluctant to get into more debt. strong work ethic
M: I don’t think you have a choice here – it’s that or be Hong Kong
expelled from the course. If you are worried about the 7th largest stock exchange – due to role in trade
debt, perhaps you should consider a part-time job, you between China and rest of world; Hang Seng – 33
know, in a bar or restaurant somewhere. They’re companies (property, financial services)
advertising for someone to work Saturdays in that clothes New York
shop in town, the one next to our favourite coffee shop. US – highest GDP; Dow Jones – influences all markets;
F: But that would mean losing my Saturdays. est. 1792; 2800 companies; 1.46b shares (worth $46.1b)
M: I know, but you have to face up to reality. Sooner or later traded daily
you are going to have to pay your own way. You have London
sponged off me and Mum and Dad long enough. UK – dates back to early C17th (coffee shops); assisted
by: Empire (sea routes), time zone, English; Square Mile
(City of London) expanded to include Bank/
6 024 Students work alone to choose the best option in
Canary Wharf
sentences 1–4 and then check their ideas in pairs before
listening to Conversations 1 and 2 again. During feedback,
ask students for the meaning of the unused options. ALTERNATIVE
1 identity   ​2 password; security   ​3 refund   ​ Tell the students there will be a quiz about the facts in the
4 valid video after they watch. Students check their notes in
groups and watch again if necessary. Give each team a mini
whiteboard if possible. Then, use the notes in the answer
7 025 Allow students to work in pairs and fill the gaps key above to make questions, for example: What happened
with the language they remember from Conversation 3 on 15 May 1878? Groups write their answers on the mini
before playing it again. Students then match 1–6 to whiteboards. The first team to write the correct answer
definitions a–g. and show it to you wins a point.

1 broke (g)   ​2 bail … out (b)   ​3 living hand to

mouth (d)   ​4 dipped into (e); put aside (a)   ​
5 pay
your own way (c)   ​6 sponged off (f)
LIFE COMPETENCIES
TAKING CONTROL OF LEARNING
 EXTENSION For homework, ask students to find three videos on personal
Tell students to work with a partner. They choose one of finance online, watch them and choose the best one, making
the situations in exercises 5–7 and write their own dialogue, notes on the criteria in the bullet points. During the following
using as many of the words and phrases as they can. Add a session, students share the best videos they found in groups.
competitive element by telling the students they will be They take notes on the videos presented in their groups and
awarded one point for each phrase correctly used. explain which they think sounded the best and why. Encourage
Students perform the dialogue for the class, who listen and students to watch these for homework. You can extend this
challenge the appropriacy of the phrases if necessary. activity further by asking groups to write a ‘Personal finance
tips’ brochure including the best advice given in the videos,
and circulate the brochures for everyone to read.

WORKBOOK / Unit 3, page 16

PRACTICE EXTRA / Unit 3, Grammar and Vocabulary

UNIT 3   ROLLING IN MONEY 51

4 THE NATURAL WORLD
UNIT OBJECTIVES ALTERNATIVE
Topic: nature and the environment Books closed. Provide each team with a mini whiteboard or
Grammar: future continuous, future perfect simple, a big piece of paper. In round one, read question 1 and
future perfect continuous and be + to + allow teams 20 seconds to discuss and write their guesses,
infinitive; verb patterns (3) – multi-word then check answers and award points accordingly. In round
verbs; future tenses for speculating about two and the bonus round, repeat the procedure but allow
the present and past students to choose how many of their existing points they
Vocabulary: space; noun collocations wish to ‘risk’ in exchange for their answer being correct.
For example, if team A has 6 points and they are 100% sure
Listening: Part 2 – training
their answer to question 1 in round 2 is correct, they can
Reading: Part 7 – training
risk 5 points and win 10 points if they are correct, or lose 5
Speaking: buying time and keeping the points if they are wrong.
conversation going
Writing: Part 2: An email – training
Exam focus: Listening Part 2; Writing Part 2: An LISTENING PART 2 TRAINING
email; Reading and Use of English Part 7
SB P54
Real world: Out of this world?
WARMER
Remind your students to watch the Grammar on the Move
videos before each grammar lesson in this unit. Students work in groups of seven if possible, and each uses
their smartphone to research a different planet in the solar
system for two minutes (Mercury, Venus, Mars, Jupiter,
GETTING STARTED Saturn, Uranus, Neptune). Students then share with their
SB P54 group what they discovered about their planet.

If smartphones are not permitted, students simply share

1 Allow students two minutes in teams to complete the first
what they already know about the planets in groups. Elicit
round of the quiz, then check the answers with the whole
what they shared during feedback.
class and award points accordingly. Repeat with the
remaining rounds.
Suggested answers
Round 1 – closest guess Mercury is the smallest planet; Venus is the second brightest
1 300,000km/second   ​2 The Moon’s diameter is object in the sky; Mars is red; Jupiter is the biggest planet;
3,476km, and the Earth’s is 12,742km. The Earth is Saturn has rings; Uranus reaches the lowest temperatures; a
roughly four times wider and 80 times heavier than year on Neptune is 165 years on Earth.
the Moon.   ​3 $12m   ​4 965km   ​5 2061
Round 2 – true or false?
1 Tell students they will practise a Listening Part 2 task, in
1 False. The vapour cloud, which is 10 billion light years which they have to fill the gaps in a summary with a word
away, actually holds 140 trillion times the mass of all the or phrase they hear in the audio without changing it.
water on Earth.   ​ 2 True. Because there is no Allow students to read the first part of the tip box on page
atmosphere, there is no wind or rain to wash the 55, but not the clues. Check students’ understanding by
footprints away, and so the footprints are expected to asking why they think it’s important to predict what kind
remain for millions of years.   ​ 3 True. 55 Cancri is 40 of word is needed (it will make it easier to listen for the
light years away, but is visible to the naked eye. It isn’t correct information).
known for sure if the planet is made of diamonds, but it
is true that scientists believe this to be the case.   ​ Allow students a few minutes in pairs to read the text up
4 True. There is no air or atmosphere to transmit the to gap number 4 and generate ideas about the gaps in
sound.   ​5 True. pairs, using the clues in the tip box to help them. Elicit
Bonus round ideas from the whole class. Assist the students further by
pointing out that they will often hear distractors.
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,
Neptune (Note: Pluto is a dwarf planet) Suggested answers
1 shape, size, diameter, atmosphere, orbit   ​ 2 more
than one word – it’s a phrase   ​3 The missing word or
phrase is some sort of descriptive word because objects is
a noun. The likeliest possibility is an adjective but it could
also be another noun to make a compound noun, or a
descriptive phrase e.g. adverb + adjective = previously
unknown.   ​ 4 alike, matching, identical, equivalent
52
2 026 Students listen to the audio once and complete the
gaps 1–4 in the text. Allow students to compare answers
 EXTENSION
in pairs then play the audio again. Elicit the correct Hand out the audioscripts for track 27 and ask students to
answers from the class. work in pairs to underline the sections that paraphrase the
underlined language in the summary. If you have a
1 size – Unlike bodies such as Pluto, which aren’t of projector, project the audioscript on the board and elicit
sufficient size to be considered as planets   ​ 2 planet- the answers with the whole class.
like – the way that it dominates its region of the solar
system is what has been characterised as ‘planet-like’ by
various commentators.   ​3 icy   ​4 angle – What is AUDIOSCRIPT 027

more, each of these objects was found to be orbiting at Darren: Now, of course, all the planets in the solar system
an absolutely identical angle. have been known about since ancient times, with the
exception of two which were found more recently. So if
AUDIOSCRIPT 026 indeed this is a planet, it would be a third newly
discovered one, making the discovery a real rarity. And it
Darren: Hi everyone, my presentation today is about a would be the ninth planet away from the Sun, hence its
groundbreaking discovery that was announced in the US name.
by two scientists, Konstantin Batygin and Mike Brown. One of the biggest questions is how it came into being.
They’ve actually uncovered evidence of a “new” planet in One theory is that Planet 9 was one of the first bodies
our solar system, called Planet 9. It orbits the Sun, and so formed in our solar system, along with Uranus and
it can be considered part of our solar system, although its Neptune, and all these planets went on to grab all the
orbits actually take ten to twenty thousand years. Unlike gas that was around them. However, Planet 9 is unique in
bodies such as Pluto, which aren’t of sufficient size to be that it ended up being solid, with a core of iron. Over
considered as planets, this one definitely meets the time, Planet 9 ended up being much further away than
criteria. Planet 9 is about 80 billion kilometres away from all the others from the Sun, possibly because it was
Earth, much further away when compared to the other ejected into a distant orbit after being drawn towards
planets in our solar system. Neptune, for example, is Jupiter and being acted on by its gravitational pull.
around 4 billion kilometres away. But the way that it
If all this sounds rather vague, it’s because much of this
dominates its region of the solar system is what has been
theory is just that, hypothesis as opposed to fact. Of
characterised as ‘planet-like’ by various commentators.
course, there’s a great deal about the solar system that
Beyond Neptune is a collection of smaller bodies known we can be virtually 100 percent sure about, but what
as the Kuiper Belt. This is a collection of thousands of icy makes Planet 9 so amazing is that it shows that our
bits of debris, and the existence of this new planet in this awareness of it is incomplete, even after all these years.
region is thought to account for the fact that these frozen Of course, it’s possible that Batygin and Brown might be
objects are moving as if orbiting around something that proved wrong or that there may be no conclusive
hadn’t previously been seen. What is more, each of these evidence one way or the other, but that remains to be
objects was found to be orbiting at an absolutely seen.
identical angle. The probability of that happening
randomly is about 0.007 percent, so it is reasonable to
assume there must actually be something there, even if it 4 Students to work in pairs and think about the
can’t be seen! characteristics of the planet they heard about in the
audio. Then they write their planet names on the board
and explain their thinking. The class votes for the
3 027 Students work individually to predict the part of
best one.
speech and type of word or phrase needed in gaps 5–8,
then check in pairs and brainstorm synonyms and
paraphrases for the underlined language in the summary.
Elicit guesses from the class before playing the audio
twice.

Suggested answers for the lead-in

synonyms of: in modern times – recently, of late
collecting – gathering, bringing together, accumulating
effects – influence, force
​5 third – So if indeed this is a planet, it would be a third
newly discovered one   ​6 gas – Planet 9 went on to
grab all the gas that was around them.   ​
7 gravitational pull – it was ejected into a distant orbit
after being drawn towards Jupiter and being acted on
by its gravitational pull.   ​8 (conclusive) evidence – it’s
possible that Batygin and Brown might be proved wrong
or that there may be no conclusive evidence one way or
the other,

UNIT 4   THE NATURAL WORLD 53

VOCABULARY 4 A simple online search for collocations with space will
provide students with a link to the online Cambridge
SB P55    PRACTICE EXTRA / Unit 4 dictionary, which includes a vast number of collocations.
Students work individually for three minutes to choose
SPACE the most useful five they can find. They then discuss these
in groups and come to a consensus as to which are the five
WARMER
most useful ones. Elicit the groups’ choices with the
Give students two minutes in teams to write a list of whole class and write these on the board. Allow students
vocabulary related to space. They then swap lists with a few minutes to record and organise these collocations
another team, who checks all the vocabulary is relevant and other new vocabulary related to space in their
and correctly spelt. Teams win a point for each correct notebooks. Suggest different ways of doing this, such as
word they wrote and the team with the most points wins. with a spidergram, by topic, with example sentences, with
Elicit the most interesting vocabulary in a spidergram on definitions or translations, or a combination of
the board. techniques. Remind students of the importance of
recording and organising new vocabulary in a way that
makes revision easy.
1 Point out to the students that while all the words are
related to space, only some of them make sense when
used together with the word space, such as spacesuit. WRITING PART 2: AN EMAIL
Students work in pairs, as reading the possibilities out
SB P56
loud will help them identify the correct ones. During
feedback, add the words to the spidergram on the board.
WARMER
suit ✓ craft / ship ✓ satellite Students work in small groups and discuss what they
planet shuttle ✓ orbit already do or could do to help the environment. Elicit ideas
rocket ✓ asteroid outer ✓ from different groups and write useful language on the
race ✓ travel ✓ aliens ✓ board.
probe ✓ tourism ✓ station ✓
1 Allow students to read the options and form an opinion,
2 Students work alone to fill the gaps with the correct word ranking them from 1 to 10. Then ask students to discuss
from the previous exercise. Challenge stronger students their rankings in groups and agree on the top and bottom
to complete the task without looking at Exercise 1. Allow two. Elicit contrasting opinions from different groups
students to check in pairs before whole class feedback. during feedback, if possible, and write useful language on
the board.
1 spacesuit / space shuttle / space rocket   
​2 space race   ​3 space tourism / space travel   ​ 2 Students read the task and answer the three questions
4 space craft/ships   ​5 space rocket individually. During feedback, elicit the answers and point
out that a straightforward format for this email would be
to have one body paragraph for each policy or project the
FAST FINISHERS students wish to discuss.
Students write an extra sentence with another word or
phrase from Exercise 1, and replace the word with a gap. 1 what kind of environmental projects or policies you
Invite students to write these on the board and ask the would like to see in your country / what the benefits of
class to fill the gaps after feedback. these could be   ​ 2 It depends, but in order to answer
the questions adequately with reasons/justifications, two
projects/policies should be enough.   ​3 It is to a friend
3 Students work in pairs and spend two minutes discussing of yours, so you can be informal. However, it is
each item in the box, and its meaning when combined recommended that students go for a neutral tone in
with the word space, e.g. breathing space could mean a exam tasks.
place to breathe, or a calm moment. Students complete
the sentences and check in pairs. Elicit the answers with
the whole class.  EXTENSION
Elicit a few policies the students wish their local authorities
1 hard disk   ​2 parking   ​3 confined   ​4 stared   ​
would put in place and write these on the board. Students
5 breathing   ​6 waste   ​7 bar   ​8 personal
then quickly scan Filip’s reply to George in Exercise 3 and
check if he mentions any of the ideas on the board.

54
3 Students answer the questions alone and then share
ideas with a partner. Encourage them to highlight the
GRAMMAR
sections in the text that helped them to answer each SB P57    PRACTICE EXTRA / Unit 4
question, ideally in different colours. This will help them
visualise and break down the task. Project the email on
FUTURE CONTINUOUS, FUTURE PERFECT
the board if possible during feedback. SIMPLE, FUTURE PERFECT CONTINUOUS
AND BE + TO + INFINITIVE
1 Two – make tourism industry pay for environmental
protection and invest in education for tourists and in WARMER
schools   ​2 Not so much for his first ‘policy’ although it Play the Grammar on the Move video if possible.
is implied that it is to do something about the negative Alternatively, students work in groups and brainstorm all
effects of tourism. Yes for the second one (people the ways they know of to express the future in English, then
become more responsible, children pressurise parents to refer to the Grammar Reference on page 206.
behave more responsibly)   ​3 No. The tone is more
neutral.   ​4 They are all ways of expressing the writer’s
opinion or personal knowledge. 1 Students complete sentences 1–6 individually before
Other phrases: In my opinion, Personally speaking, I checking in pairs. Allow students to refer to the Grammar
strongly believe, (un)fortunately, sadly, I have no doubt Reference. Do feedback with the whole class.
that, as far as I’m concerned, to the best of my
1 are to announce   ​2 is to survive   ​
3 is to be built   ​
knowledge, if you ask me   ​ 5 Yes.
4 will melt   ​5 will become
Grammar: examples of the passive (is renowned,
something needs to be done about it, if people are
taught, this damage is being caused by); conditionals (if  EXTENSION
we ensure that, if people are taught); relative and
Tell the students that you started recycling 9 years and 11
participle clauses (Given that, profits made by local
months ago. Write on the board: Next month, I _____ (recycle)
businesses)
for 10 years. I _____ (recycle) 3000 kilos of rubbish. This time
Vocabulary: a lot of nice collocations and higher level
next month I _____ (celebrate) my achievement with an
words (a negative environmental impact, devastate our
environmentally friendly party. Elicit the correct forms of
forests, put pressure on older generations to behave
the verbs in brackets (will have been recycling; will have
more responsibly; using the synonym renowned instead
recycled; will be celebrating) and support the students by
of famous for variety)
drawing a timeline on the board.

4 Students write their own reply to George’s email. Point

2 Students work individually to fill the gaps in 1–3.
out that students’ ideas need to be coherent, but not
necessarily true, so if they have no ideas related 1 a will have been b will have been reached   ​
specifically to their area, they can pretend that they live 2 a won’t be driving b Will you be joining   ​
in a different part of the world. Allow students 3 a will have been living b will have been working
approximately 30 minutes to complete the task. Before
submitting their work, they should proofread their work
and highlight language they think they should get extra  EXTENSION
points for. This will encourage them to upgrade their text
Draw the following on the board and invite students to
with idiomatic expressions and interesting collocations.
copy it into their notebooks:

ALTERNATIVE By 2050 …

Set the writing for homework, but ask the students to Will probably / Probably / definitely
research and write about real initiatives their local definitely won’t
authorities or communities are suggesting or
implementing. Students then read each other’s emails in
the next session and discuss which projects sound most Dictate the following phrases, pausing for 10 seconds after
worthwhile and why. each one:
have travelled, be visiting, be driving, have landed,
be growing, have become, have been discovered

Students have 10 seconds to complete the sentence and

write it in the appropriate column in the table above (e.g.
By 2050 we will probably have travelled to Mars, or By 2050
we definitely won’t have travelled through time.)

Students then compare and discuss their sentences in

pairs. Monitor closely, correcting where necessary, and
collect the most interesting predictions. Elicit these during
feedback and discuss with the whole class.

UNIT 4   THE NATURAL WORLD 55

3 Divide the class into two groups: group A and group B.
Students in group A work together and write five optimistic WARMER
predictions about the future, while students in group B Brainstorm with the class why the fashion industry may
write five pessimistic ones. During feedback, encourage pose a threat to the environment and write their guesses
the groups to disagree with each other and give reasons on the board. Allow students five minutes to read the
why the other group’s predictions aren’t accurate. article to check their ideas, then elicit the main points
mentioned in the text from the whole class.

PUSH YOURSELF C2 2 Students circle the target numerical information and

SB P57 write what each refers to. Elicit this from the whole class.

FUTURE TENSES FOR SPECULATING ABOUT 350,000 tonnes – the amount of clothing sent to landfill
THE PRESENT AND PAST in the UK each year
second biggest – the fashion industry is said to be the
1 Students read the Did you know? box individually and, if world’s second biggest polluter
appropriate, think about whether these structures work
60 percent – people buy 60 percent more clothing than
in this way in their own languages. Allow students to work
15 years ago.
in pairs. Monitor closely and assist where needed. During
one year – 60 percent of all clothing made is destroyed
feedback, point out that other tenses are possible as well,
or sent to landfill within a year
but that in these cases the use of future tenses might
sound more natural or sophisticated. £255 – the price of a coat made from recycled plastic
bottles
1 will be hibernating   ​2 probably won’t be needing it   ​
3 be doing; will still be working   ​4 will have forgotten 3 Tell students to look at the text and options A–E and
demonstrate how to do the task with the first gap. Project
2 Students write down three names each and discuss what the text and options on the board, if possible. Read the tip
they think the six people might be doing. Elicit some box and elicit that this is the transition paragraph
examples from different pairs during feedback. between negative and positive practices, and so will fit in
gap 2. Encourage students to look at the tip boxes. Allow
 EXTENSION students to work individually and then in pairs before
whole class feedback.
Students work in pairs and write a dialogue between two
friends who are meeting up to go to the cinema. A third 1 C – high-end stores refers to Some luxury
friend is very late. Student A is worried, but student B is manufacturers at the end of C.   ​2 A – In contrast at the
not. The dialogue starts with: What do you think will have beginning of A moves from the negative practices in the
happened to her? Students perform the dialogues for the previous paragraph to the positive ones in A. This sort of
class and the class votes for the most entertaining one. approach in the following paragraph refers back to
adopting eco-friendly fabrics in A.   ​3 B – Others at the
beginning of B contrasts with firms in paragraph 2; one
READING AND USE OF ENGLISH such collaboration at the beginning of the next
paragraph refers back to partnering with environmental
PART 7 TRAINING conservation groups in B.   ​4 E – a long term strategy at
SB P58 the end of the previous paragraph is implied in E:
Whether it will be [a long term strategy] of course remains
1 Before students start this exercise, brainstorm synonyms to be seen; these kinds of manufacturing techniques refers
for important, such as crucial, vital, of paramount back to the winter coat made entirely from plastic bottles
importance, critical, essential, somewhat important, etc. in the previous paragraph. The persuasive notion in the
and write them on the board. Then students work in pairs following paragraph is that sustainable fashion doesn’t
to discuss how important each consideration is for them. have to be lower quality, as mentioned in E.
Monitor and assist. Elicit contrasting ideas if possible Distractor – D
during feedback.

56
 2 Students work in pairs and circle the correct option to
FAST FINISHERS complete the collocations. During feedback, elicit why the
Students write an extra sentence that fits before or after a incorrect options are incorrect, and point out that these
paragraph in the text, making sure to add a pronoun or differences are usually tested in Reading and Use of
linking phrase that refers back and/or forward to the English Part 1 (where they have four options to choose
surrounding text. After feedback, elicit these and challenge from).
the class to identify where these extra sentences fit.
1 renowned   ​2 habitat   ​3 range   ​4 diversity   ​
5 convincing   ​6 chain   ​7 marine   ​8 compelling   ​
4 You may want to set this activity for homework. Students 9 currents   ​
10 memorable
find out more about sustainable fashion practices online.
As well as articles and blogs, there are a number of
informative and accessible documentaries on different 3 Students read the Did you know? box, then list the
streaming platforms. Students then write a plan for a collocations according to their parts of speech. Do class
blog, bring it to class for the following session and feedback on the board and discuss with the students how
compare in groups. best to record vocabulary and collocations.

Exercise 1: 1 noun + noun   ​2 noun + noun   

 EXTENSION
​3 noun + noun   ​4 noun + noun
Students work in groups to combine the information they Exercise 2: ​1 noun + adjective   ​2 adjective + noun   ​
discovered and create a new plan. They then write it 3 noun + noun   ​4 noun + of + noun   
collaboratively and ‘post’ it on the classroom walls. Stick a ​5 adjective + noun   ​6 noun + noun   ​
blank sheet of paper next to each blog post for other 7 adjective + noun   ​8 adjective + noun   ​
students to use to comment on the blog posts. Elicit from 9 noun + noun   ​ 10 adjective + noun
the students that the comments should be courteous and
respectful, just as they should be on social media.
ALTERNATIVE
Alternatively, provide groups of students with a blank
VOCABULARY sheet of paper and ask them to quickly cut it into 14 small
pieces. Groups write the collocations on the pieces of paper
SB P59    PRACTICE EXTRA / Unit 4 and group them according to the categories in the Did you
know? box. Then ask the students to come up with another
NOUN COLLOCATIONS way of categorising the collocations (e.g. usefulness,
personal preference, other) and share their new categories
WARMER
with other groups. Making decisions about the vocabulary
Students work in groups and discuss documentaries they will make it more memorable.
have watched in the last few years, giving each other
recommendations. Monitor closely and elicit ideas and
4 Ensure the collocations from Exercises 1 and 2 are written
useful vocabulary to write on the board.
on the board. Ask students to refer to the collocations and
allow one minute of silent thinking time to form an
1 Students work independently to match the sentence opinion. Students then discuss in groups. Encourage them
halves and check in pairs before whole class feedback. to use sophisticated language to give and ask for opinions
and to agree and disagree, as well as language to ask for
1 D   ​
2 C   ​3 A   ​4 B clarification from the previous unit. Monitor and correct
where necessary.
 EXAM INFORMATION
Collocations are widely tested in the Reading and Use of
English paper, especially in Part 1. Encourage students to
continue refining and reflecting on their methods of
recording and practising new vocabulary in chunks, not in
isolation.

UNIT 4   THE NATURAL WORLD 57

GRAMMAR 2 Guide students to categorise the verbs in bold first, as this
will help them identify the relevant word order rules from
SB P60    PRACTICE EXTRA / Unit 4 Student’s Book page 207. Students work independently
then check their answers in pairs. During feedback, elicit
VERB PATTERNS (3) – MULTI-WORD VERBS which rules apply to each of the verbs in sentences 1–6.

 EXAM INFORMATION 1 correct; demand that something must happen   ​

Knowledge of multi-word verbs is often tested in the 2 do away with – get rid of   ​3 clear it up – make
Reading and Use of English paper. clean and neat   ​4 backed up by science – supported   ​
5 correct; use as energy   ​
6 correct; regarded as

WARMER
3 Support the students by looking at the Grammar
Play the Grammar on the Move video if possible. Reference on SB page 207 with them again and eliciting
Alternatively, students have two minutes in groups to write the rules for adverbs and word order. Then students work
down as many phrasal verbs as they can. The group with individually, checking their answers in pairs and justifying
the most phrasal verbs wins. them during whole class feedback.

1 Students read the Grammar Reference on SB page 207. 1 initially set up / set up initially   ​
2 gradually turns
Monitor closely and encourage students to ask you for into   ​3 ultimately ends up   ​4 correct   ​
clarification if needed. Students then copy the table on 5 correct, although completely do away with is better
page 207 into their notebooks and work in pairs to
categorise each multi-word verb in bold in Exercise 1. 4 Students rewrite the sentences appropriately. Ask fast
Copy the table onto the board in the meantime, then finishers to write their sentences on the board, then elicit
monitor and assist where necessary. During feedback, feedback from the class. During feedback students should
write the verbs in the table on the board, and elicit further explain why the changes were necessary.
example sentences using the verbs correctly.
1 to clear up the …   ​
1 Type 1 – get rid of   ​2 Type 3 – ignore, forget for a 2 put forward several measures …   
period of time   ​3 Type 2 – to finally come to a ​3 set up a completely vegan …   ​
particular place or situation; Type 3 – clean thoroughly   ​ 4 chop down ash …
4 Type 2 – become extinct   ​ 5 Type 3 – give
responsibility; Type 3 – resolve, find a solution for   ​
6 Type 4 – get rid of, remove; Type 3 – kill completely   ​ 5 Students work in pairs and write three ideas to protect
7 Type 4 – return to   ​8 Type 3 – make, construct   ​ the environment, using the target language. Monitor and
9 Type 4 – invent, think of   ​ 10 Type 1 – urge correct where needed. They then share their ideas in
larger groups of six or eight, who discuss and choose the
best two. Elicit the best ones from each group with the
ALTERNATIVE whole class.
Students work in pairs and look at sentences 1–10.
Together they discuss the structure of the verbs in bold and
create a theory as to how they are different in terms of
grammar. When the pairs have a theory, they can check the
Grammar Reference on Student’s Book page 207 and do the
exercise as normal.

FAST FINISHERS
Turn to the Grammar Reference on Student’s Book page
207 and complete the practice exercise.

58
SPEAKING 2 028 In pairs, students try to remember the phrases or
parts of them that the speaker used to buy themselves
SB P61 time to think, before playing the audio again. Students
listen and write the phrases that they hear, then check in
BUYING TIME AND KEEPING THE pairs. Ask a few volunteers to come to the board and write
CONVERSATION GOING the phrases for feedback. After feedback, ask students to
brainstorm alternative expressions in small groups (see
WARMER answer key for possible alternatives). Elicit ideas, write
Ask students to ask you a question about your home them on the board and point out that these phrases can
country. Before you reply, wait five seconds. Repeat this a often be combined, e.g. That’s a good question – I’d never
few times. At the end, tell the students that there was thought about that before.
something strange about your answers, which could be
improved on if you were taking the exam. Elicit that a five- 1 That’s a good question. – interesting question; oh, I see
second silent pause feels unnatural and/or uncomfortable. what you mean   ​2 Let me put it this way – the way I
see it is; as far as I am concerned   ​ 3 I think it depends.
– it’s difficult to generalise; it’s difficult to say   ​4 That’s
1 028 Tell the students that today they will learn useful
something I haven’t considered before. – I had never
phrases and strategies to buy time to think about how given this much thought before; I’d not thought about this
they can respond in the Speaking exam and in the real much before   ​5 Let me think about that for a second.
world. Students read the Did you know? box, then discuss – hold on; let me think; let’s see
in pairs or small groups whether the social convention
applies to their cultures as well. Elicit opinions from
different groups. 3 Students work individually to match the sentence halves
1–5 to A–E and then match these to the correct functions
Students then work individually to match questions 1–5 i–iv.
to answers A–E. Play the audio once and allow students to
check their answers in pairs before feedback. 1 B i   ​2 C iv   ​3 E ii   ​4 D iii   ​5 A ii

1 A   ​
2 E   ​3 D   ​4 C   ​
5 B
ALTERNATIVE
AUDIOSCRIPT 028 Students work individually to match the sentence halves
1–5 to A–E. Then ask students to cover the functions i–iv
HR Manager: How do GPFT’s core values reflect your own and discuss what they think the sentences mean in pairs.
beliefs about the environment? Students then check the functions i–iv and match them to
Mariza: That’s a good question. I’m passionate the sentences.
about reducing household emissions, and I
know the company shares this vision …
4 Don’t allow students any thinking time to form opinions
HR: Being a recent graduate, do you think you have enough
before asking and answering the questions, as if they
experience for this post?
were doing the exam. Monitor and ensure students are
M: Let me put it this way. Whilst it is true that I’ve only been
using the phrases from this section, and take notes on the
in full-time work for a year, during that time I have
most common mistakes. Write the mistakes on the board
gained valuable skills by being involved in running
and allow students a few minutes in pairs to discuss how
various student groups. I am sure this will benefit me in
to correct them. Elicit ideas during feedback.
the role with GPFT.
HR: How would someone who knows you well describe ALTERNATIVE
you?
M: I think it depends. If you asked a colleague or line Alternatively, if smartphones are permitted and available
manager, they’d say I’m committed, focused and to all, tell students to close their books. Students have their
serious. But my friends look upon me as a bit of a joker! smartphones ready to record themselves. Read the first
question out loud. Students start recording themselves
HR: What do you think you’d be doing if you hadn’t chosen
and answer the question immediately, then listen to their
this career?
recording. Monitor and ensure students are using the
M: That’s something I haven’t considered before. I’ve
phrases from this section, and take notes on the most
always been fascinated by the environment and
common mistakes. Write these on the board and allow
wildlife, so perhaps I’d have trained as a vet.
students time to correct them. Repeat the procedure,
HR: What do you hope you’ll be doing in ten years’ time? encouraging the students to improve their answers with
M: Let me think about that for a second. Well, I’d like to be each question.
making a difference, to be building a better future in
some way. And I very much hope that can be with
GPFT.

UNIT 4   THE NATURAL WORLD 59

EXAM FOCUS SB P62 In many cases, rewilding happens in the kind of locations
not usually associated with a good ecological balance.
 TEST AND TRAIN EXAM PRACTICE
One recent example is the area of Knepp in England,
where land around an old castle has been left to nature
LISTENING PART 2 to take over again. I think that, given Knepp’s proximity
to a major airport, this is an impressive achievement and
really shows what can be done.
WARMER
On the Knepp estate, many species are now extremely
Write ‘wildlife repopulation’ on the board and give students common. Deer are one example, and the barbastelle, a
a few minutes in pairs to discuss what they think it means species of bat described as Europe’s rarest mammal, has
and what they imagine it involves. Elicit ideas and write been seen flying overhead. The estate also now boasts
them on the board more of the purple emperor – a kind of butterfly – than
anywhere else in the country.
029 Elicit what students remember about the format and And while the approach at Knepp was to repopulate
requirements of the Listening Part 2 exam task before they with diverse wildlife, other projects have targeted one
read the tip boxes. Check their understanding by asking Why specific species. Examples include successful attempts to
should you read the notes and think of types of words needed bring back one of Wales’s most loved birds of prey, the
before listening? (to know what information to listen for). How red kite. A working farm in Raeder was set up as a
can you make sure you have an answer which is not already feeding station for kites, and now thrives as a tourist
present in the notes, and which makes sense grammatically? attraction.
(you can re-read the notes between the first and second time you Rewilding can sometimes teach us new things. After
listen). successful reintroduction in Poland in the 1950s, the
Dutch have reintroduced bison. What nobody was
Allow students time to read the notes, then play the audio
expecting was to find that these animals have all but
twice. Students complete the sentences.
abandoned the forests that have been their traditional
stomping ground, and are now making their homes
1 conservation – it’s a way of carrying out conservation   ​
among the sand dunes of the Dutch coastline.
2 dictionaries – it still seems to be absent from dictionaries   ​
It’s probably fair to say these projects are popular, on the
3 airport – given Knepp’s proximity to a major airport, this is
whole. They are set up, I think, for idealistic reasons. But
an impressive achievement   ​4 butterfly – The estate also
some can prove controversial, such as the reintroduction
now boasts more of the purple emperor – a kind of butterfly
of the grey wolf population to Yellowstone National Park
– than anywhere else in the country.   ​5 tourist attraction
in the US in the 1990s. This was based on experts
– successful attempts to bring back … the red kite. A working
anticipating the number of elk and other animals that
farm in Raeder was set up as a feeding station for kites, and
would be killed on average by each wolf, but this figure
now thrives as a tourist attraction.   ​6 forests – that these
turned out to be conservative, to say the least.
animals have all but abandoned the forests   ​7 controversial
– But some [projects] can prove controversial, such as the There seems to be growing public support for these
reintroduction of the grey wolf population to Yellowstone rewilding programmes now, with funding being made
National Park   ​8 human involvement – many of these available to support them. And many of these initiatives,
initiatives, once set up, manage to carry on in the absence of once set up, manage to carry on in the absence of any
any human involvement whatsoever. And when that happens, human involvement whatsoever. And when that happens,
then I think it shows the project achieved what it set out to do. then I think it shows the project achieved what it set out to
do.

AUDIOSCRIPT 029
 EXTENSION
Matt Brady: Hi. I’m Matt Brady and I’ve been doing some
research recently into rewilding. Now, I’ve found a Instead of doing feedback with the whole class, give
number of different definitions of rewilding but, students the audioscript and ask them to work in pairs to
essentially, it’s a way of carrying out conservation that circle the correct answers in the text and underline the
involves returning areas to their natural state – without distractors. Elicit these during feedback.
any buildings, cultivation or anything. It often includes
bringing back the wild animals that used to live in an Possible distractors
area before they were either killed off or forced out 1 cultivation   ​2 media   ​3 castle   ​4 deer / bat   ​
because the habitat became unsuitable. 5 working farm   ​6 stomping ground / dunes / coastline   ​
The term rewilding has been in use in print for the last 30 7 popular / idealistic / conservative   ​8 funding
years, although interestingly it still seems to be absent
from dictionaries. But with its raised profile in the media, I
imagine this will change before long.

60
WRITING PART 2: AN EMAIL READING AND USE OF ENGLISH
SB P62
PART 7
WARMER SB P62

Students work in small groups and brainstorm what they Refer students back to page 58 and elicit what they remember
remember about the format and requirements of this unit’s about the task. Students then read the Exam facts and Exam
task for Writing Part 2: An email. Elicit information from tips boxes.
different groups during feedback.
Write great pacific garbage patch on the board. Students
discuss what this might be in small groups, using their
Tell the students they will practise writing an email, as in the
smartphones if permitted. Elicit ideas from the class and write
Writing Part 2 exam task. Ask them to read the Exam tips box
any useful language on the board.
and enforce points 1 and 2 by giving students five minutes to
underline the information in the question and produce a plan Students read the texts and choose which paragraph (A–G) fits
for their email. Students then have 40 minutes to write their in each gap (1–6). During the task, monitor closely and
email. If they need more time, they could continue writing with encourage students to underline the key pronouns or linking
a different colour pen so they can see what they would have word/phrases which can help them match the paragraphs to
achieved in the exam. When you hand the marked tasks back, the gaps. Elicit these during feedback. If there are any that the
ask students to take a few minutes comparing their majority got wrong, look at them together. Encourage
performance to their last written task. students to reflect on the tips they read and how useful they
were.
Model answer
Hi Matilda, 1 F – this reason in F refers to more than half of it is less
It’s very nice to hear from you again. I’m glad you got round dense than water at the end of the previous paragraph. These
to planning a trip to my country, I’m sure you’ll have a creatures can then starve in F is one consequence of plastic
fantastic time here. resilience, and the following paragraph starts with another
Although I’m not the biggest fan of nature reserves myself, I consequence of plastic resilience.   ​ 2 B – The most widely
do know of two. The first one is renowned mostly for its known in the following paragraph refers to garbage patches
amazingly diverse wildlife and, in fact, it’s the ideal at the end of B.   ​ 3 G – This at the beginning of G refers to
destination for you if you’re into birdwatching, as the park is sampling method in the previous paragraph.   ​4 E – this [is
home to a number of extremely rare species which have gone in] fact in E refers back to the scale of the patch mentioned in
extinct in most other areas in the continent. Even if that’s not the previous paragraph. Included the less densely packed
your cup of tea, a little known fact is that there’s a lake in the peripheral boundaries is implied in the following paragraph:
middle of the park where you can try your hand at fishing. If And arguably they should have [Included the less densely
you manage to catch something, the local inn will cook it for packed peripheral boundaries].   ​5 A – A draws a
you for your evening meal! conclusion from the considerations laid out in the previous
The other nature reserve you might want to check out is on paragraph.   ​6 C – C expands on the idea introduced in the
the coast, and it actually started out as a private garden in previous paragraph, giving an overview of factors involved in
the 18th century. A local tradesman spent the lion’s share of measuring vertical distribution.
his life travelling to exotic destinations and brought back the Distractor – D
most colourful and alien-looking plants. Here you’ll be treated
to the most incredible coastal views, framed by plants and FAST FINISHERS
flowers I guarantee you’ve never seen in your life. What’s
more, you can also buy the plant seeds and give gardening a Students choose five pieces of unknown vocabulary and
go when you get home. find definitions for them online or in a dictionary. Elicit
these after feedback.
Well, I hope this is useful and that you have a wonderful time.
If you need more details, just let me know.
Hugs, ALTERNATIVE
Alice Alternatively, students work in groups of four. Students A
Word count: 256 and B read only the text and discuss what type of ideas the
pronouns, linkers or expressions seem to refer back or
forward to. Students C and D do the same with options A–G
only. All four students then work together, share their texts
and match A–G to the appropriate gaps in the text.

UNIT 4   THE NATURAL WORLD 61

 3 Give students a minute of silent thinking time to think of
REAL WORLD arguments. Students then share their ideas in groups and
list the arguments in favour and against. Elicit these and
SB P64
write them on the board, then ask groups to discuss
whether they believe space explorations to be a positive
OUT OF THIS WORLD or negative development overall. Monitor closely,
1 030 In small groups, students discuss which of the providing language where necessary, then elicit
inventions, 1–5, was not dependent on space exploration contrasting ideas and relevant language from the whole
for its existence. Elicit guesses and rationales during class.
feedback, then play the audio. Ask students if they have
changed their minds after listening, then confirm the ALTERNATIVE
answer.
Students role play a discussion in groups of four. Students
A and B spend three minutes listing arguments in favour of
Espresso machine
space exploration, and students C and D prepare
arguments against space exploration. The four students
AUDIOSCRIPT 030 then work together and have a mini debate. Monitor closely
and supply students with language where needed. Then
Scientist: Here are five things we wouldn’t have without
ask the whole class whether they think space exploration is
space travel.
a positive or negative development overall.
One: Camera phones. From the 1960s, NASA
researchers worked to create digital devices that
were small and portable enough to enable 4 031 Students look at the photo and discuss their ideas
astronauts to take high resolution images while in in groups. Elicit guesses then listen and students check
space. Today, one third of all camera phones their ideas.
contain the same technology.
Two: Espresso machines. In order for astronauts The photo is of a dummy launched into space in a Tesla
to remain alert throughout their missions, the car with the help of a space rocket designed by SpaceX.
European Space Agency came up with a way of Both companies are owned by Elon Musk. Tesla
using pressurised steam to make a more potent specialises in electric, self-driving cars, and SpaceX is a
cup of coffee. So next time you order an space exploration company whose ultimate goal is to
espresso, remember that it is the drink of colonise Mars. The rocket was launched in February 2018.
astronauts. It was the final testing phase of a revolutionary rocket
launching system which allows elements of the rocket to
Three: Smoke and carbon monoxide detectors.
be reused for future launches, saving millions of dollars.
Now a common feature in homes and
workplaces all over the world, these were first
devised for the Skylab programme in the 1970s, AUDIOSCRIPT 031
to ensure that astronauts would become aware
F: I’ve always been fascinated by Elon Musk, the guy who
of any potentially lethal leaks of gas on the
set up PayPal. He’s managed to run several other
space station.
successful companies in highly competitive areas and
Four: Freeze-dried food. One solution to the
make a success of them. A shining example of this is
challenge of feeding astronauts in space was the
Tesla, the manufacturer of electric cars. But for me Musk’s
development of freeze-dried food. Nowadays,
crowning achievement has got to be the company he
fruit, ice cream and many other products can
founded in 2002: SpaceX, the space exploration
also be made to last longer in the same way.
company. Musk is motivated by worthy goals – he wants
Five: Foil blankets. These metallic sheets, used on a sustainable future, and believes that the use of space
Earth in extreme temperatures, were developed and its resources is key to making that a reality. His
as a way of protecting spacecraft and people in ultimate aim is to make space travel no less than 90
space. percent cheaper. It wouldn’t be an overstatement to
describe Elon Musk as a visionary and a genius. He’s
2 Students work in pairs. Allow them a few minutes to look shown on several occasions that he’s got what it takes to
at the headings A–I and guess what each paragraph might achieve the impossible. For example, he’s managed to
talk about before they read the text and match the reduce the cost of rocket launches by developing a
headings with paragraphs 1–9. Elicit answers from the rapidly reusable launch system. He also managed to
whole class. defy the odds by achieving the first sea landing of a
rocket, on a barge which he charismatically named ‘Of
1 I   ​2 D   ​3 E   ​4 G   ​
5 F   ​6 B   ​7 C   ​8 H   ​ course I still love you’. In 2018, he managed to pull off a
9 A stunt that left the whole world dumbfounded. He did
nothing less than launch a car into orbit from one of his
rockets. To cap it all, it was of course Musk’s own Tesla
Roadster, driven by an astronaut wearing a spacesuit
and named ‘Starman’.

62
5 031 Students work in pairs and match 1–8 to A–H from LIFE COMPETENCIES
memory, then listen to the audio and check their ideas.
Challenge stronger students to cover A–H, listen to the TAKING CONTROL OF OWN LEARNING
audio and complete 1–8 with the language they hear.
This section provides the students with an opportunity to
1 E   ​2 F   ​
3 H   ​4 G   ​5 D   ​
6 A   ​
7 C   ​8 B refine their collaboration, communication and public speaking
skills. Point out to the students that how well they organise
their work is as important as the end product itself.
6 Students work individually to fill the gap with a suitable
phrase. Challenge stronger students to do so without Students work in groups and first make decisions on the three
looking at Exercise 5. During feedback, ask students if any bulleted points. Then they make a list of information they aim
sentences could have more than one possible answer. to find out about the International Space Station (ISS). Elicit
some ideas, such as:
1 crowning achievement   ​2 it wouldn’t be an
How does one reach it?
overstatement to   ​3 defy the odds / achieve the
What is its history?
impossible   ​4 make a success of   ​5 crowning
What’s daily life like on the ISS?
achievement   ​6 achieve the impossible / defy the odds   ​
What research is carried out there?
7 to cap it all
How do they communicate with Earth?
What countries are involved?
7 Give students one minute to choose a famous person, How is one chosen to go to the ISS?
then ask them to discuss the chosen people in pairs.
Students then have five minutes to prepare their Students allocate the information to different members of
presentation individually, making notes on ideas and their group, who research it for homework. Decide if students
using the language they have learnt in Exercise 5 as well should prepare the presentation in the next lesson or for
as other terminology they know. Invite students to give homework. Students share their initial research with their
their presentations to the whole class or in groups. During group, select the most interesting information and work
feedback, ask the class to choose the best three collaboratively to organise the information into a
personalities in terms of how positive a role model they presentation. Remind students to organise themselves so that
are for young people. everyone in the group is able to present a part. If students are
preparing in class, monitor and help where necessary.
8 Before playing the video, you may want to Students then give their presentations to the whole class, who
demonstrate how to make a timeline as this might differ ask follow-up questions. As an alternative to a whole class
from one culture to the next. Use the Elon Musk story as presentation, you could ask the groups to film their
an example and elicit the timeline on the board, then play presentations. The class could then watch and critique the
the video. Students prepare their own timeline. videos together.

Suggested notes: WORKBOOK / Unit 4, page 20

1950s Cold War between US and Soviet Union. PRACTICE EXTRA / Unit 4, Grammar and Vocabulary
4th October 1957, Soviet Union launches first satellite,
Sputnik 1. Orbitted until re-entry 4th January 1958.
February 1958 Sputnik 2 launched with dog, Laika, on
board.
August 1959, USA took first photo of Earth from orbit.
October 1959, Soviet Union took first photo of far side of
the moon.
August 1960, Sputnik 5 launched with two dogs on
board, Belka and Strelka. They survived the flight.
12th April 1961, Yuri Gagarin is first man in space.
By 1964 US had flown several 8 and 14 day manned
space flights.
1968, US orbit moon for first time.
20 July 1969, Neil Armstrong walks on moon.
As of 14th March 2019, ISS visited by 236 people from
18 nations.

UNIT 4   THE NATURAL WORLD 63

5 SURFING, SCROLLING AND SWIPING

UNIT OBJECTIVES AUDIOSCRIPT 032

Topic: technology Jacinta: What do you think makes something go viral on

Grammar: relative clauses; modals (1) the internet? Can you deliberately design content
Vocabulary: multi-word verbs (1); language for which has a high chance of going viral?
expressing change; phrases with dare Mario: Well, apparently, there is a science to it – virality.
Listening: Part 1 – training Supposedly the key to it is triggering an emotional
connection, such as nostalgia or awe.
Reading: Part 4 – training
Jacinta: Possibly, but then different people have different
Speaking: Parts 3 and 4 – training
emotional responses to things. No, I think the
Writing: considering both sides of an argument
relevance of the post matters more. Whenever a
Exam focus: Reading and Use of English Part 4; current major event is in the news, it immediately
Listening Part 1; Speaking Parts 3 and 4 generates hundreds of responses – videos,
Real world: dealing with technology pictures, comments, memes and so on.
Mario: Yes, but it’s the news story that goes viral and
Remind your students to watch the Grammar on the Move usually the kinds of posts you are talking about
videos before each grammar lesson in this unit. tend to vanish into thin air after a few days. To my
mind, to go viral a post has to have something
GETTING STARTED unique and unexpected about it. The problem is
pinning down how to achieve this.
SB P66
Jacinta: It’s probably more of an art than a science,
meaning you can’t always put your finger on
WARMER exactly what features of a post cause it to go viral.
Students work in groups and brainstorm vocabulary I mean, sometimes it is obvious, but at other times
related to the internet, such as website, surf, net, stream, you think, ‘Why on earth did that go viral?’
etc. Elicit these and add them to a spidergram on the
board, addressing any problems with pronunciation. If
2 032 Students read the question and the options A–C.
possible, elicit go viral and meme (pronounced /miːm/).
Allow them to discuss the question in pairs, then play the
audio again. During feedback, elicit that Jacinta agrees
BACKGROUND INFORMATION that international developments play a role, and Mario
thinks it’s about a strong appeal to emotions, but they
A meme is an idea, image or video that is spread very
only agree that it’s difficult to understand why some
quickly on the internet.
memes are successful and others are not.

1 Books closed. Read out questions 1 and 2 and ask C – The problem is pinning down how to achieve this. …
students to discuss in pairs. Elicit a few ideas, supporting It’s probably more of an art than a science
students who are trying to describe memes they know of.
Students then open their books and answer question 3 3 033 Write Artificial intelligence (AI) on the board. Check
individually, then share their ideas with a small group. understanding of the term, then give students two
Elicit the funniest or cleverest captions from the class. minutes to discuss their attitudes towards it in pairs.
Students read the questions and underline keywords,
LISTENING PART 1 TRAINING then listen and select the correct option A–C in questions
1–3. Allow them to check in pairs, then elicit ideas without
SB P66
confirming whether they are right or wrong. Play the
audio again and, if possible, hand out the audioscript for
1 032 Students read statements 1–4 and discuss in pairs
the students to check their answers before feedback.
why each might be true. After a few minutes, play the
audio once and ask students to match the statements to 1 A – It blows my mind seeing just how many different
the speakers. Allow students to check their answers in 2 C – I’m slightly
areas of life it can be applied to.   ​
pairs before whole class feedback. sceptical to be honest.   ​3 C – I actually think it’s quite
irresponsible to present a machine as an ‘expert’,
1 J   ​
2 B   ​3 M   ​4 M
particularly a vet or even worse, a doctor.

64
AUDIOSCRIPT 033 Jim: I know what you mean. I always forget to do that
and occasionally I pay the price when I find an
Zara: Yesterday I read an article about AI – you know,
important file won’t open just when I need it. And
artificial intelligence. It blows my mind seeing just
another thing – there’s a problem with the ink in my
how many different areas of life it can be applied to.
printer, so even if I manage to do the research on my
For example, medicine. Apparently, thanks to a
phone and write the paper, I often can’t print it out.
model called deep learning, machines can now
It’s driving me crazy.
detect certain eye conditions as successfully as
humans.
Jake: Are you sure it’s true? I’m slightly sceptical to be
honest. The other day, I was using one of these online VOCABULARY
diagnostic chats to try and find out what was wrong SB P67    PRACTICE EXTRA / Unit 5
with my cat. It was absolutely useless. It didn’t give
any meaningful responses to the symptoms I was MULTI-WORD VERBS (1)
typing in. I actually think it’s quite irresponsible to
1 034 Students attempt to complete the text using the
present a machine as an ‘expert’, particularly a vet or
correct form of the words in the box from memory before
even worse, a doctor.
listening to the extract again. Remind students that they
Zara: Well, it’s definitely true that you need to be cautious might need to change the form of the word or phrase in
with these things as their ultimate aim is to make the box. Check that students understand the meanings of
money, but the high-grade applications that they use the terms as they relate to technology during feedback.
in hospitals are obviously a lot more reliable than
those used by random websites. 1 went down   ​2 put in   ​3 sped up   ​
Jake: I read recently that you can get artificial ‘lawyers’ 4 slowed down   ​5 switch it off; on   ​
too. They charge a lot less than real ones! 6 log onto   ​7 locked out   ​8 sign in   
Zara: But if their advice is wrong, it will cost you a lot more ​9 back them up   ​10 print it out
in the long run.
2 Prime the students for this exercise by asking them to
4 034 Students read the questions and options and discuss in pairs what they know about these topics:
discuss in pairs what they might hear in the dialogue. hacking; newsletters; browser searching tips; online ads.
Elicit language such as lost password, hard drive, memory
Put students into pairs or small groups. Ask students to
storage, repair, replacement, etc. Then play the audio
look at the words in the box and discuss what they might
twice and allow students to check in pairs before doing
mean. Students then work individually to replace the bold
whole class feedback. During feedback, elicit further
words in the text. Remind students that they might need
useful vocabulary the students heard in the audio, such as
to change the form of the word or phrase in the box.
went down, fibre optic connection, speed up, slow down,
During feedback, point out that in phrasal verbs the stress
log on, locked out, corrupted, back up. Write these on the
is often on the preposition, not the main verb, e.g. shut
board to support students during the extension.
DOWN, not SHUT down.
1 B – both speakers talk about not backing up files and
1 gain unauthorised access to – hack into; obliterate –
them, therefore, having been corrupted   ​2 C – That’s
wipe out; prevent from working – shut down   ​
what they usually suggest. … Exactly. Not rocket science,
2 actively choose – opt in; move the page upwards –
right?
scroll up; appear underneath – drop down   
​3 Avoid – filter out; appearing – popping up
AUDIOSCRIPT 034

Jim: I haven’t been able to finish the project because my 3 Copy the table from the Grammar Reference on SB page
internet went down two days ago. After we had the 207 onto the board and elicit a few verbs that fit in each
fibre optic connection put in, the connection had column. Then students work in pairs or small groups to
really sped up but for some reason, it’s now slowed categorise the multi-word verbs in Exercises 1 and 2.
down again. I’ve been on the phone to them three Invite students from different groups to fill the columns
times, but you know what they said … on the board and do whole class feedback. After feedback,
Rosie: Let me guess – switch it off and on again! That’s invite students to take a few minutes to record these
what they usually suggest. multi-word verbs in their vocabulary notebooks.
Jim: Exactly. Not rocket science, right? Anyway, have you
Type 1 log onto; hack into   ​ Type 2 sign in (if you
got your project done?
sign yourself in); pop up; scroll up; drop down; opt in; go
Rosie: No, I’ve got technical problems too. I really need to
down; speed up; slow down   ​ Type 3 put in; switch
log on to the VLE to download the topics and
on/off; lock out; sign in (if you sign somebody else in);
guidelines but I’ve mysteriously been locked out.
back up; print out; shut down; filter out; wipe out   ​
When they prompt me to sign in, I can’t enter my
Type 4 –
username or password. I’m also a bit worried about
some of my files being corrupted. I haven’t bothered
to back them up in ages.

UNIT 5   SURFING, SCROLLING AND SWIPING 65

4 Point out to the students that this exercise is similar to 3 Use sentence A in Exercise 2 to illustrate how this
Reading and Use of English Part 4. Ask students to look at structure works. The students might wonder why we
the completed example. Challenge the students to cannot replace which with them. This is because the
complete the sentences covering the vocabulary in relative clause would no longer be subordinate, so there
Exercises 1 and 2, and then uncovering it to check their would be two independent clauses in the sentence, which
answers. Then do whole class feedback. is impossible.
Write which and whom on the board to further support the
2 Backing up your work   ​3 you sign in   ​
students and ask them to work individually to complete
4 keeps going down   ​5 I was locked out
the sentences. When they check in pairs, remind them to
pay attention to whether the pronouns refer to people or
things. Then elicit answers from the whole class.
GRAMMAR
SB P68    PRACTICE EXTRA / Unit 5 2 neither of whom   ​3 much/most/some/none of which   ​
4 both of which   ​
5 many/several/some/most of which   ​
RELATIVE CLAUSES 6 one of whom   ​ 7 many/some/several/most/both of
which
WARMER
Students work in small groups and discuss what criteria
they keep in mind when looking to buy a computer. Elicit WRITING
ideas and write them on the board. SB P69

1 Students read the text quickly and, if you used the CONSIDERING BOTH SIDES OF AN
warmer above, check if it mentions any of the ideas they ARGUMENT
brainstormed. Allow about three minutes for students to
work individually to underline the ten relative clauses. EXAM INFORMATION
Then ask them to work in small groups to check their Considering all sides of an argument is a useful strategy to
ideas and ensure they all have ten. During feedback, tackle essay questions in Writing Part 1, and using
project the text on the board if possible and invite appropriate language to do so will improve the candidate’s
different students to underline the relative clauses. Elicit score in the Language and Organisation criteria.
or point out that some of these are not introduced by
relative pronouns at all, such as the first one.
1 Draw a mindmap on the board with AI in the centre. Elicit
1 you’re exposed to   ​2 where a computer does its what it means and ask students in small groups to answer
real-time calculations   ​​3 most of which need more questions 1 and 2. Elicit ideas on the board.
memory capacity than ever before   ​4 who tend to
Suggested answers
multi-task   ​5 whose processors come in a range of
qualities   ​6 for whom money is no object   ​ 1 Artificial Intelligence is the study of how to produce
7 those on a budget   ​ 8 times when you need to machines that have some of the qualities that the human
balance performance and cost   ​9 which are quieter, mind has, such as the ability to understand language,
lighter and cooler than HDDs   ​ 10 none of which were recognise pictures, solve problems, and learn. It is
found to have satisfactory battery life commonly used in home assistant devices such as
Amazon’s Alexa and Google Home, but has many other
applications such as self-driving cars and even popular
2 Students read the first two sentences and decide if they TV and music streaming services.   ​ 2 Benefits: faster
are defining or non-defining relative clauses. Support the and more accurate predictions. Dangers: job losses,
students if necessary by reminding them that non- privacy and ethical problems (such as the accountability
defining relative clauses only add extra information and of self-driving cars in cases where an accident is
can be deleted without affecting the meaning of the unavoidable). Probably no issue regarding AI taking
sentence as a whole. If students require further support, over the world like in movies.
elicit that Expandable desktop computers, many of which
can accommodate multiple graphics cards, are often a
much better option for playing PC games online has the 2 Students read the texts in two minutes, underlining the
same meaning as the original sentence, but The computer ideas mentioned that match those on the board from
that I buy will have to interface seamlessly with other Apple Exercise 1. Elicit these during feedback.
devices has a different meaning, so A is non-defining and
B is defining. Students then write D or ND next to 1–5 and 3 Ask students to look at the phrases in the box and clarify
check in pairs. any unknown language. Students then work
independently to match the phrases with the gaps.
A ND   ​B D   ​
1 ND   ​2 D   ​
3 D   ​
4 ND   ​5 D

66
 1 One of the most successful applications of   ​ 2 where Suggested answers
they fall down is   ​3 An excellent example of the Positive enhance, strengthen, boost, facilitate, upgrade
benefits of   ​4 The reason it’s so popular is   ​5 what Neutral (depends on context) outnumber, modify,
raises it above other   ​6 There are both pros and cons intensify, augment, magnify, multiply, lower, exceed
to   ​7 On the one hand   ​8 On the other hand   ​ Negative worsen, deteriorate, hinder, weaken, corrupt
9 One of the drawbacks of   ​ 10 the major weakness

3 Point out that the words in italics are all neutral, and their
4 Demonstrate the activity by answering the question for A connotation depends on the context. Students work in
with the whole class, eliciting that it refers to problems pairs and discuss if they think the word in italics has a
with robot–human interactions. Encourage students to positive (P), negative (N) or neutral (NE) meaning in the
circle This issue, underline the area of robot human given context, and mark the sentences accordingly. During
interaction and draw an arrow going from the first to the feedback, elicit examples with the opposite connotations,
latter. Students continue individually or in pairs. Remind e.g. The pain intensified, which would be negative.
students that the use of these cohesive devices are
essential in the Writing exam. 1 P   ​2 N   ​3 NE   ​4 N   ​5 P

A This issue – problems with robot–human interaction   ​

4 Students work independently to fill the gaps with
B those – readers   ​C This – unemployment and
appropriate words. Monitor closely and encourage them
socio-economic problems   ​D these – applications   
to add more than one option where possible. Elicit
​E For this reason – machines cannot be taught morals
answers from the whole class.
and ethics
1 boost   ​2 exceeds/outnumbers   ​3 hindering   ​
5 Students have one minute to brainstorm electronic 4 upgrade   ​5 deterioration/worsening   ​
devices in groups. Elicit ideas and write them on the 6 upgraded/strengthened/enhanced/modified
board, then ask students to work in pairs and choose one.
Students brainstorm advantages and disadvantages in 5 035 Lead in to the activity by asking students to briefly
their pairs, then work individually to write their text, discuss in pairs what computer facilities were/are
highlighting any phrases from Exercise 3 that they use, available in their school or college, and what was/is good
and circling their cohesive devices as in Exercise 4. and bad about them. Then allow students to read the
questions before playing the audio. Students can write
notes while they listen. Elicit ideas during feedback.
VOCABULARY
SB P70    PRACTICE EXTRA / Unit 5 1 There hasn’t been any new hardware. The software
upgrades are sometimes incompatible. The anti-virus
LANGUAGE FOR EXPRESSING CHANGE software needs upgrading.   ​ 2 getting new computers
and printers   ​3 a time limit on sessions and making a
 EXAM INFORMATION quiet zone
High-level vocabulary to describe and refer to change will
be useful in the Speaking and Writing exams. In particular it AUDIOSCRIPT 035
will be useful in essays and proposals, and in Speaking
Richard: OK, so we’re here to evaluate the state of the
Parts 3 and 4. However, it can also be used in other parts of
computers in the college and see what we can
the exam, depending on the topic.
do to improve the situation in some way. So can
you give me a summary of where we are now?
1 Students work in groups and brainstorm as many verbs for Elizabeth: Yes, the main issue is the budget has not allowed
expressing change as possible in two minutes. Encourage for any new hardware in over two years. That’s
students to look at the examples to start them off. a long time when you’re talking about
computers. The number of complaints from
2 Allow students to work in pairs and discuss the words in students has increased over the year. They can’t
the box before trying to categorise them. Meanwhile, copy always get access to a computer when they want
the table onto the board. Then ask volunteers to come it. The printers break down more than they used
and fill the columns with the appropriate verbs. to because they are so old. We really need to
At this point you may want to give students one minute to make it easier for them to get their work done.
use a dictionary to double check the meaning of the words Richard: OK, so it’s clear we need to get some newer
they are not 100% sure about. Then elicit what these were computers and far more of them now that the
and invite students to explain the verbs they looked up. number of students is higher than ever. I think we
should also get a few of the newer printers that
allow you to scan and copy as well as at least
one heavy-duty printer.

UNIT 5   SURFING, SCROLLING AND SWIPING 67

 1 Students work independently to match the modal verbs in
Elizabeth: Yes, that sounds good. We have had problems
the box to the functions A–H, then check their answers in
with some of the software packages as well.
small groups or pairs. Monitor closely and help where
Basically, we need to get the latest versions,
necessary, providing or eliciting example sentences for
particularly if we are getting more modern
the students to figure out the different functions. Elicit
computers, as they’ll be incompatible. And one
further example sentences during whole class feedback.
other issue is the virus protection packages need
Write letters A to H on the board, elicit the corresponding
to be updated regularly. Quite a few students
modal verbs and write them next to each letter.
have complained of damage to their files due to
infection from viruses sent through emails. B must, may, could, might, can’t (note that should and
Richard: Right. So we definitely need to add far more ought to can also be used to suggest something is likely,
money to the budget for next year. But what e.g. The repairman should / ought to be here by now.)   ​
about policies? Is there anything we can do to C can, could, be able to, enable (note that let, allow and
make things better through our conditions of permit can be used express ability in certain contexts, e.g.
use? That app allows me to compose my own music.)   ​D can,
Elizabeth: Well, now you come to mention it, yes there is. could, may, might   ​E should, ought to, might (note that
For example, we allow students to stay in the we can also use other modals for strong recommendations
computer room as long as they want. Perhaps (e.g. You have to / must download that app.; You might try
we should change that and introduce a time restarting the system.). We can also use may/might as well
limit, say, of two hours per session? That way to talk about things we should do because there is no
they won’t be tempted to waste time and it will better alternative (e.g. You may as well upgrade to the
be a more efficient use of the facilities. What do latest version – it’s free to download.))   ​F don’t have/
you think? need to, needn’t   ​G mustn’t, can’t (not allowed to and not
Richard: I agree. At the moment, some students distract permitted to would also work here)   ​H let, allow to,
others by talking, so I think as well as limiting the permit to, may, can
time they can spend, we should change the rules
and make it a quiet zone. I think overall, these
2 Students read sentences 1–10 and correct the mistakes
changes will make things better for them.
where present. After a few minutes, support the students
by letting them know that there are five mistakes. If
6 035 Point out that this exercise is somewhat similar to necessary after a further few minutes, let the students
the Listening Part 2 exam. Allow students time to read the know that the mistakes are in sentences 2, 5, 6, 8 and 9.
summary and predict what kind of words they will hear. Allow a further minute, then do whole class feedback.
Then play the audio. Students select the correct form of
words from Exercise 2 to complete the sentences, then 1 ✓   ​2 It’s not necessary to back up   ​ 3 ✓  ​4 ✓   ​
check their answers in pairs. Monitor during pair checks, 5 It is imperative that you / to   ​6 is under no
and if some students need to listen again, play the audio. obligation to   ​7 ✓ (although you can add that after
Elicit answers in feedback. vital)   ​8 has the ability to translate   ​9 it is
recommended to install   ​ 10 ✓
1 has deteriorated   ​
2 facilitate   ​3 upgrade   ​
4 corruption   ​5 outnumber   ​6 modify   ​7 enhance
 EXTENSION
Students work in pairs and decide the modal function from
 EXTENSION
Exercise 1 (A–H) of each underlined expression in Exercise 2.
Elicit five technological inventions that have had an Then they rewrite the underlined expression using an
important impact on society and write these on the board. appropriate modal verb from Exercise 1. For example,
Students work in pairs and discuss how these inventions 1 Ability – This programme can read the user’s emotions.
have affected everyday life, using the vocabulary from this
page.
3 Prime students for this exercise by asking them to discuss
how they can stay safe while using public Wifi.

GRAMMAR Students read the text and fill the gaps with an appropriate
word. After a few minutes, support the students by writing
SB P70    PRACTICE EXTRA / Unit 5
the answers on the board in jumbled order. The students
can now check their answers if they are finished, or match
MODALS (1)
the words on the board to the gaps they haven’t managed
WARMER to fill. During feedback, invite students to come to the
board and write the appropriate gap number next to each
Students have one minute to write down as many modal word. Elicit possible further answers.
verbs as possible in teams. Elicit answers and write them
on the board, reminding students that modal verbs do not 1 required/needed   ​2 obligation   ​3 need/ought   ​
require conjugation and that they are followed by the bare 4 necessary/important/essential/vital   ​5 able   ​
infinitive of the verb. 6 vital/essential   ​7 permits/allows/enables   ​
8 allows/lets   ​9 possible/feasible   ​10 need to

68
PUSH YOURSELF C2 SPEAKING PART 3 AND 4 TRAINING
SB P72
SB P71
 EXAM INFORMATION
PHRASES WITH DARE
Tell the students that in the Speaking Part 3 task the
1 036 Allow students about a minute to look at sentences
examiner will give them a spidergram like the one on page
1–7 and predict what they might hear, then play the audio 72, with a question in the middle and five items around it.
once. Invite different students to write the phrases with The candidates have two minutes to discuss the question in
dare on the board during feedback. the middle in pairs, considering as many of the items as
possible (though they do not lose points if they don’t
1 You wouldn’t dare!   ​2 My friends dared me to do it.   ​
manage to talk about all of them).
3 Well, dare I say it, we’re going to have to have to let
staff go.   ​4 I dare say we’ll manage.   ​5 I daren’t tell
Sue that I’ve dropped her laptop.   ​6 How dare you 1 Ask the students to copy the spidergram into their
speak to me like that!   ​7 Don’t you dare! notebooks, using up a whole page. Students brainstorm
ideas and make notes on the spidergram. During
feedback, elicit ideas then correct common mistakes and
AUDIOSCRIPT 036
provide useful language on the board.
Narrator: 1
A: Pauline always uses the class computer for too long – it’s not 2 037 Tell the students they will learn more about the
fair. I’m going to tell her exactly what I think of her! task format and requirements of Speaking Part 3. Allow
B: You wouldn’t dare! students to look at statements 1–6 and predict whether
these are true or false, then play the audio to check ideas.
Narrator: 2
During feedback, make it clear to the students that in the
A: Why did you share that meme about a local politician? It’s
first half of the task they are not to make decisions
obvious you’d get in trouble with Mum and Dad.
regarding which option is best, as this is typically
B: My friends dared me to do it. discussed in the second half of the task. Note that for
Narrator: 3 question 2, the candidate speaking time is three minutes,
A: So how are we going to balance the budget with all these but the total time for the task is four minutes.
new hardware investments?
B: Well, dare I say it? We’re going to have to let some staff go. 1 F   ​2 T   ​3 T   ​4 T   ​5 T   ​6 F
Narrator: 4
A: How are we going to finish this blog post by the end of the AUDIOSCRIPT 037
day?
Lily: OK, which one shall we start with?
B: I dare say we’ll manage.
Pablo: The first one that jumps out at me is SatNav –
Narrator: 5
Satellite Navigation – I mean, personally, I’d be lost
A: I daren’t tell Sue that I’ve dropped her laptop. She’ll go without it – quite literally! I remember the old days
mad! of having to plan your route in advance on a scrap
B: Well, you’re going to have to. of paper. You had to keep pulling over to check
Narrator: 6 where the next turnoff was. I wouldn’t want to go
A: If you hadn’t been so lazy, you’d have got your work back to that.
finished. Lily: You’re really showing your age! But, seriously, I
B: How dare you speak to me like that! agree with you but only up to a point. Sometimes
Narrator: 7 SatNavs are more trouble than they’re worth. One
A: I’m just borrowing your credit card to order a pizza online. day I almost ended up in a river because of one!
B: Don’t you dare! Pablo: Yeah, that kind of thing has happened to me, but I
still wouldn’t be without mine. So, what about
targeted advertising? That’s an absolute pain in the
2 036 Allow students to discuss the meanings of neck. It’s just a sophisticated form of spam. I mean,
sentences 1–7 in Exercise 1 before playing the audio say I’ve just bought a toaster. For the next however
again. Students match the meanings A–G with the long, all the pop ups I see are about toasters. How
Exercise 1 sentences. During feedback, elicit alternative many toasters do they think a person needs?
expressions which would have the same meaning, such as
Lily: I can see what you’re saying, but you’re looking at it
You wouldn’t have the guts! or I won’t believe it till I see it!
from a customer’s point of view. If you are trying to
sell, it’s an amazing advantage to be able to find
1 D   ​
2 B   ​3 G   ​4 C   ​
5 E   ​6 F    ​7 A
out who is in the market for your products. You
might see their advert and return the toaster you’d
3 Students fill the gaps with the appropriate expression bought and buy theirs instead.
with dare, then check their answers in pairs.

1 dared you to   ​2 How dare you   ​3 dare I say it   ​

4 I dare say   ​5 Don’t you dare!   ​6 daren’t

UNIT 5   SURFING, SCROLLING AND SWIPING 69

 4 037 Students try to fill the gaps from memory before
Pablo: There’s some truth in that, I suppose. I hadn’t
listening again. After feedback, you might want to ask the
thought of it like that. OK, so the one that I’m most
students to choose four of the expressions which they
impressed by, in a way, is smart home devices,
have never used but would like to learn, and write them
you know, like Alexa or other devices that allow
down in their notebooks.
you to control things in your house. You simply
speak to the device and it does what you ask. 1 up to a point   ​
2 you’re saying   ​3 truth in that   ​
Amazing, really. I love having mine. 4 the case   ​5 Not necessarily   ​6 a fair point   ​
Lily: That’s not always the case, though. We bought 7 true   ​8 agree to disagree
my Granddad one of those devices to help him
around the house. The problem was that it kept
misunderstanding what he was saying and he 5 038 Explain that in Speaking Part 4 the examiner will
ask them a series of questions and the candidates will
found it very frustrating. Don’t get me wrong, I
have to discuss them together. Ask students to read the
think these devices are very impressive, but I think
questions and then play the audio once. Students number
they still need improving.
the questions in the order they believe they were
Pablo: OK, what about the TV recommendations? I
answered. Elicit the order quickly with the whole class.
really like it when an app recommends something
Then play the audio again, asking students to take notes
to watch based on what I’ve watched before. Like,
on the arguments they agree, disagree or partially agree
in my case, I’m hooked on detective programmes
with. Students then discuss these with a partner briefly.
and every time a new one comes out, I’m the first
to know. Don’t you think that’s brilliant? 1 3, 2, 1, 4   ​
2 Students’ own answers
Lily: Not necessarily. Sometimes they get it wrong. I
rarely enjoy the shows they recommend, but I’ll
admit it’s quite clever. So, the last one is about AUDIOSCRIPT 038
grading exams and tests. What do you think of Narrator: Question 1
that one?
Lily: I can’t really imagine, to be quite honest with you. I
Examiner: Thank you. Now you have about a minute to suppose we would have been healthier and more
decide which of these things can benefit people active but, on the other hand, we would have been
the most. much less informed, especially about what’s going
Pablo: OK, so we didn’t have time to talk about exam on in other parts of the world.
marking but I don’t think this is the most beneficial Pablo: You make a good point but I’m not completely
to people. It’s useful for, say, teachers but does not convinced. I think what we have gained is a lot of
benefit everyone. And anyway, I’d prefer to have fake news, junk mail, online bullying and so on.
a human being mark my writing paper. Before the internet, we knew what we needed to
Lily: Yes, and I would also rule out targeted advertising know – genuine news from reliable news agencies.
and TV recommendations. I mean, they are nice One thing I agree about, though, is that we wouldn’t
things to have, but I think most people could live have spent so much time sitting around scrolling
without them quite easily. through social media feeds.
Pablo: OK, I agree with that. So that leaves us satellite Narrator: Question 2
navigation and smart home devices. I would go Pablo: To my mind, this really depends on which part of
for the latter. Having one at home has changed the world you’re talking about. In the developed
my life. world, where parents pay a lot of money in taxes, I
Lily: That’s a fair point, but I don’t think you can say think it’s fair to say the State should take
that they benefit everyone. On the other hand, responsibility for this. Increasingly, the internet is a
everyone does have a SatNav in their car these vital tool in education and not having access would
days, so I would go for that option. undeniably disadvantage students.
Pablo: That’s true, but I would still have to go for smart Lily: Well, I think that’s true in part. The thing I’m not so
devices. They do so much more than just tell you sure about is that over-reliance on the internet often
how to get somewhere. leads to disinterest in reading, and some teachers
Lily: OK, I guess we will have to agree to disagree use it to avoid actually teaching the students
here. themselves. There are so many other priorities when
Examiner: Thank you. it comes to spending our tax dollars.
Narrator: Question 3
3 037 Allow students to predict answers from memory Lily: I certainly don’t think it is crucial at all. In fact, it
before playing the audio again. Challenge students to makes life too easy for them in a way. Nowadays,
take notes of the language they hear which indicates the everything is handed to children on a plate. They
correct answers and elicit ideas during feedback. can hardly cope when the internet goes down for a
few minutes. What is vital for students, in my view,
1 P   ​
2 L   ​3 P   ​4 P   ​5 N is a library membership.

70
 2 Give students time to go through questions 1–3,
Pablo: I think that’s true in part. Primary school children
monitoring and helping where needed. Allow students to
can manage very well without their own computer.
check ideas in pairs before whole class feedback.
By the time they are about 15 or 16, they could
probably do with having one of their own, and by 1 strengthen   ​2 a The meaning is different.   ​b It
the time they go to university, it is a must. doesn’t contain the exam key word by.   ​c There are too
Narrator: Question 4 many words.   ​3 was strengthened by
Pablo: Well, what I hope will happen is that the internet
will become faster and not go down so often. It
3 Students work in pairs to look at the candidate answers
would be good to see computers that don’t become
and correct them where necessary. Elicit correction
obsolete so quickly as well.
during feedback.
Lily: I’d also like to see all of that but it’s not very realistic
because manufacturers want to sell more computers, 1 incorrect (too many words) – had I known how
so it is in their interests that people need to upgrade expensive it   ​2 correct   ​3 incorrect – come up with
regularly. Personally, I hope there will be a better a solution to   ​4 incorrect – have many things in
interface between operating systems in the not too common with / have a lot in common with
distant future.

4 Point out to the students that this exercise will help them
6 Students work in groups of three. The ‘examiner’ will avoid a simple but common mistake, which is to add a
need a timer or stopwatch. The ‘examiners’ allow two word or piece of information that is not needed in the
minutes for the first part of Part 3, and about one minute answer. Students highlight the information in the first
for the second part of Part 3. Allow 5 minutes for Part 4. If sentence, then compare in pairs. If you have a projector,
you have a group of four (one ‘examiner’ and three project the exercise on the board and invite different
candidates), allow three minutes for the first part of students to come to the board and underline the
Part 3 and two minutes for the second part; then allow information. Make it clear to students that they do not
eight minutes for Part 4. The ‘examiners’ should stop the need to fill the gaps yet. They will do that later, in
candidates at the right time by saying Thank you. The Exercise 6.
students perform the task, then swap roles and repeat
until everyone has been the ‘examiner’. 1 will be completed before   ​2 no choice but to live
with   ​3 absolutely forbidden for students to   ​
4 received compensation from … because she lost
READING AND USE OF ENGLISH
PART 4 TRAINING 5 The students match the test items in Exercise 4 with the
SB P73 language tested A–D. During feedback, elicit that both
grammar and vocabulary points are tested, and suggest
WARMER that they start keeping a vocabulary notebook where they
can take notes of collocations and colligation.
Write It will not be possible to repair your smartphone screen
– it’s too badly damaged on the board. Give students two 1 D   ​2 C   ​3 B   ​4 A
minutes to write down as many paraphrases of the
sentences as possible. Elicit these during feedback.
6 Students work alone to complete the sentences in Exercise
4. After a few minutes, support the students by reminding
1 Students read the test item and the box. Check their them how many words are needed in each sentence (three
understanding of the task requirements by asking how to six words). If possible, project the exercise on the board
many words they should use (three to six). Guide the and invite students to complete the sentences.
students to answer questions 1–3, then allow about one
minute for the students to complete the sentence. Elicit 1 will have been completed by   ​2 have to put up with   ​
this with the whole class. 3 no circumstances should/must/can you   ​
4 was compensated for the loss
1 of   ​2 -ing (repairing)   ​3 add no/isn’t
Answer: is no chance of repairing / isn’t a chance of
repairing

UNIT 5   SURFING, SCROLLING AND SWIPING 71

EXAM FOCUS SB P74 1 C – it depends whether you could stand to lose that money.
 TEST AND TRAIN EXAM PRACTICE
If you can, go ahead, take the plunge   ​2 B – and
remember this guy supposedly knew what he was doing   ​
3 C – the internet … diversifies criminal activity ... now the
READING AND USE OF ENGLISH number of ways to trick people out of their money is almost
limitless   ​4 A – it is vulnerable people like that that need to
PART 4 be protected … yes, well, I can’t argue with that. I’d support
the harshest penalties being given to people who exploit the
WARMER weaknesses of others like that   ​5 B – the jobs for humans
Tell the students they will have the opportunity to practise that operate alongside robots have become … rather
a Reading and Use of English Part 4 task. Ask students to tedious … That’s a fair point   ​6 A – I’m also sure it boosted
answer the following questions: productivity.

1 How many words can you write? (between three and six)
AUDIOSCRIPT 039
2 Can you change the word given? (no)
3 How can you ensure you don’t add any unnecessary Narrator: Extract 1
information in your answer? (underline the information M: I have been wondering whether I should buy some
that needs replacing in the original sentence) Bitcoin.
4 What does this task test? (grammar and vocabulary, F: Mmm, well, at one point the price of Bitcoin fell over 80%
collocations) within just a few months. So, I suppose it depends
whether you could stand to lose that money. If you can,
The students read the Exam facts and Exam tips, then attempt go ahead. You might just make a profit.
the task on their own. When they finish, allow them to check in M: What I’ve read is that if you educate yourself and follow
small groups, but if they want to make any changes, ask them a few simple rules, you can reduce your risk. For
to use a different colour pen so they can see how they would example, there are different exchanges you can buy
have done in the exam. from, and you need to make sure you buy from one with
a proven reputation. Then, it’s advisable not to leave your
After feedback, encourage students to make a note of the
Bitcoins on the exchange, but move them into your own
mistakes they made in their notebooks and to review these
personal online wallet.
frequently.
F: Well, I don’t doubt that is true but however many
safeguards you put in place, you can still get drawn into
1 to have changed her mind about    ​2 is in two minds   ​
some very sophisticated scams. For instance, a friend of
3 is she getting at    ​4 has been a drastic increase in   
mine, a real tech wiz, was persuaded by an online friend
​5 in your (best) interest not to
to join a scheme which promised to double his Bitcoin.
Sure enough, for the first month or so, he was getting
what he had been promised. But suddenly the website
LISTENING PART 1 just vanished – along with his money. And that guy
SB P74 supposedly knew what he was doing.
039 Tell students they are going to have the opportunity to Narrator: Extract 2
complete a Listening Part 1 task. Students read through the F: Would you say the internet has made it easier to commit
Exam facts and Exam tips. crimes like fraud?
M: Absolutely! The internet definitely facilitates crime and
Remind students to read and underline keywords in the
also diversifies criminal activity. In the past, there was a
questions first, and in the options if they have time. Play the
limit to what fraudsters could accomplish, but now the
audio twice and allow students to check answers in pairs
number of ways to trick people out of their money is
before whole class feedback.
almost limitless.
Alternatively, provide students with the audioscript and ask F: But don’t you think people in general need to wise up? If
them to underline the answers and the distractors in different they weren’t so greedy, they wouldn’t fall for these scams.
colour pens. If you have a projector, project the audioscript on I mean, say someone sends you an email, a letter or
the board and invite different students to highlight answers on whatever saying you’ve won a prize in a competition
the board. that, by the way, you didn’t enter, but you need to send
money to claim your prize … surely you’d be suspicious.
M: Well, you do have a point there, but some people are
very trusting. For instance, imagine a woman in her 80s.
All her life she has taken people at face value. A poor
old lady like that is a gift to these tricksters. It is
vulnerable people like that that need to be protected.
F: Yes, well, I can’t argue with that. I’d support the harshest
penalties being given to people who exploit the
weaknesses of others like that.

72
 Now students should reflect on their efforts. If they recorded
Narrator: Extract 3
themselves, they could listen to or watch their recordings.
M: So, do you think using robots in the workplace enhances Encourage students to use the following checklist (or a similar
the work environment? one based on what you have been working on in class) to see
F: Well, they certainly have the edge over humans in some how they performed, then try the task again.
areas. Think about going into a radioactive zone after a
leak in a nuclear reactor, for example. And there are Did I … Yes/No
some jobs, like cleaning the sewers, that are intolerable
Answer the questions?
for humans but robots don’t feel disgust and can’t smell,
so they are not bothered. Speak too much/too little?
M: Yes, you’ve got a point there, but what I’ve heard is that
the jobs for humans that operate alongside robots have Use clear pronunciation?
become less challenging and actually rather tedious. I’ll Use advanced grammar and vocabulary?
give you an example. I read about a man who used to
deliver materials within a huge factory. He really enjoyed Used appropriate expressions to agree /
his job as he moved around and got to know everyone in disagree / partially agree?
different departments. Then a robot took his job. He was
stuck in one place, doing one boring part of the process
the robot couldn’t handle. His job satisfaction plummeted. REAL WORLD
F: That’s a fair point and it is unfortunate, but I’m also sure it
SB P76
boosted productivity. It’s like in farming. A lot of the
poetry and interaction has gone but overall more is
produced. So, what’s more important?
DEALING WITH TECHNOLOGY
1 Write malware on the board and elicit that it refers to
computer software that is designed to damage the way a
SPEAKING PART 3 AND 4 computer works. Allow students a few minutes to discuss
the questions, then elicit ideas and write them on the
SB P75
board.
WARMER
2 Give students two minutes to quickly skim the article,
Ask students to read the Exam facts box and quickly circle ignoring the gaps. Elicit which ideas on the board from
all the numbers. Elicit these and write them on the board, Exercise 1 the text mentions. Allow students to discuss in
then give students one minute to re-read the box and tell pairs what they think each word in the box means and
you what each number refers to. Be aware that the timing then ask them to work individually to fill the gaps in the
information listed in the Exam facts box only applies to a text.
pair of candidates: groups of three or more candidates have
increased timings. 1 unauthorised   ​2 infections   ​3 self-replicate   ​
4 lapses   ​5 input   ​6 capture   ​7 payload   ​
8 hostage   ​9 currencies   ​10 reinstall   ​ 11 pop-up   ​
3 – Part 3; 15 – seconds to read the question and look at the
12 preloaded
spidergram; 2 – minutes to speak about all the options (in
Part 3); 4 – part 4; 3 – questions in part 4 are related to the
topic of Part 3; 3 – part 3; 4 – the total number of minutes to 3 Students work individually to match the types of malware
do Part 3. The total speaking time for candidates is three to the descriptions 1–4, then check in pairs.
minutes; 4 – Part 4; 5 – minutes to do Part 4
1 can: viruses, worms, Greyware; cannot: rootkits   ​
You may want the students to record their performance of the 2 Trojan horses, ransomware   ​3 ransomware   ​
following task, and to give them an opportunity to repeat the 4 keyloggers
tasks if there is time.

Tell students that the spidergram in the Student’s Book shows 4 Students work in small groups to brainstorm ideas.
different factors to think about when buying a computer, then Monitor closely and supply them with useful language
give them 15 seconds to look at the spidergram before saying when necessary. Elicit ideas and write them on the board.
Now, talk to each other about how important these factors are
5 040 Play the audio and ask students to make notes on
when choosing a computer to buy. Students discuss the options
the problems and solutions they hear. In the meantime,
for two minutes.
copy the table below onto the board. Students check in
Then say Thank you. Now decide which TWO factors are the least pairs, then ask a few students to write their ideas in the
important. Give students another minute, then say Thank you. table on the board.

Now tell the students you will read the first question in Part 4
for them, and that they should answer it and move along to the
following questions at their own pace. Read the first question
and say Thank you after five minutes.

UNIT 5   SURFING, SCROLLING AND SWIPING 73

 Suggested answers TS: Click on Control, Alt and Delete all at the same time to
access Task Manager. There are some tabs along the
Problems Helpdesk advice
top. First click on Apps and close any you’re not using.
1 Old password not Turn off Caps Lock Then do the same with Processes.
recognised Add in a symbol C: OK, anything else?
New password not TS: Yes, it’s best if you restart your computer before trying to
accepted use it again. That should do the trick. If not, call me back
2 Computer is slow and Access the task on the same extension number you used. I may need to
problems downloading manager with Control remotely access your computer.
+ Alt + Delete and Narrator: Conversation 3
close apps. Then restart C: Hello. I’m calling because I’m having trouble with your
the system. online payment portal. It was working OK on my PC but
now I want to use it on my phone. I’ve downloaded the
3 Problems with online Delete and re-install the
app but I can’t seem to make a payment.
payment portal payment portal app.
TS: OK. Go to Settings and select Apps. Can you see our
App there?
AUDIOSCRIPT 040 C: OK, bear with me a moment … Yes, I’ve got it. What
now?
Narrator: Conversation 1 TS: OK. We’re going to delete it and re-install it. So, what
Customer: Hi. I’m having problems with resetting my are the options you can see for the app?
password. Could you help me please? C: There are only two: Uninstall or Force Stop.
Tech Support: Sure. What exactly seems to be the TS: Right. Click on uninstall. Now go to the App store and
problem? search for our App. Click download.
C: Well, first of all, when I try to enter my old password, the C: OK, I’m doing that now … OK, done.
system says it’s not recognised. I’ve checked it three
TS: Good. Now open the App and go to the drop-down
times and I keep getting the same message.
menu. Click on ‘add user information’. You need to enter
TS: OK. Is Caps Lock on? Don’t forget that passwords are your name, address and card details and set up a
case-sensitive. password. After you’ve done that, restart your phone
C: Oh, that hadn’t occurred to me. Hold on … Yes, you and you should be able to make your payments. Give us
were right. I feel so foolish. another call if you have any further problems.
TS: Not to worry. You’re not the first person to make that
mistake and I’m sure you won’t be the last. Would you
6 040 Allow students to read the sentences in pairs and
like me to stay on the line while you change your
make predictions as to what words they will hear in each
password?
gap. Play the audio again and elicit answers from different
C: Well, if you wouldn’t mind. OK, new password … Oh,
pairs.
now that’s not working.
TS: Just to check, you also need to include a symbol in there 1 resetting   ​2 Caps Lock; case-sensitive   ​3 infected   ​
somewhere, you know like a question mark or 4 installed; email attachments   ​ 5 closing down;
something. background   ​ 6 Control, Alt and Delete   ​7 remotely
C: Oh, I see. So if I add in, say, an asterisk at the end, that access   ​ 8 Settings   ​9 reinstall   ​
10 drop-down menu
should work. Let me give that a go … yes, that’s it.
Brilliant. Thanks a lot.
7 Write Alan Turing on the board and ask the class if anyone
TS: Don’t mention it.
knows who he was. If no one knows, explain that he is
Narrator: Conversation 2 famous for his contribution to developing computers.
C: Hi. I think my computer’s been infected by a virus. It’s
got really slow and it’s difficult to download stuff. Students then answer questions 1 and 2. Add a
competitive element by announcing that the first student
TS: OK, let me check a few things with you. Have you
to break the code wins.
recently installed any new software on your computer or
have you opened any email attachments from people The code for question 2 can be broken by writing out the
you don’t know? English alphabet and numbering the letters 1–26
C: No. I am very careful to make sure anything I install is backwards (i.e. from z to a).
from a reputable source and I know the risks in opening
unknown attachments with regards to malware and so on. 1 Students’ own answers   ​2 b ransomeware   ​
TS: OK, good. Let’s take a different approach then. Have c case-sensitive   ​d greyware   ​e Trojan horse   ​
you tried closing down any other computer programmes f attachment
that you have running in the background?
C: No, how do I do that?

74
8 Students watch the video and take notes, then share 2
their ideas in groups and watch again if necessary. Elicit
the information the students found most interesting 1 bankrupt; assets   ​
2 rip-off   ​
3 squandered   ​4 affluent
during feedback.
3
Suggested answers
his academic career – studied mathematics at King’s 1 It is entirely your fault, Mark. You have no one but you
College, Cambridge and Princeton University; developed yourself to blame.   ​2 The repairs to my car ended up
concept for universal computing machine costing me a lot of money to me.   ​3 Can you sponsor
his time at Bletchley Park as a codebreaker myself me for the half-marathon I am going to run for
– 1939, code-breaker at Bletchley, built a specific charity?   ​ 4 ✓   ​5 Please help each other yourselves to
computing machine to crack the code of the Enigma the buffet. There are paper plates and cutlery over there.   ​
machine, which helped the Allies win the Second World 6 Can you explain to me why you didn’t let me know
War before now?
his post-war work – designed a programming
system for first ever commercially available computer;
4
worked in AI and developed the Turing Test, tried to test
Turing Test by writing a chess program 1 compulsive / compelling   ​2 marine   ​
3 habitat   ​
recognition of his achievements – did not get 4 central   ​5 climate   ​
6 chain   ​
7 memorable   ​
recognition until the 1990s, and in 2018 it was announced 8 diverse
his face will be add to new UK £50 notes; 2014 movie
version of his story released (The Imitation Game)
5

1 There was so much mess after that party but Neil helped
LIFE COMPETENCIES me (to) clear it up.   ​2 We have run out of cheese.
Could you pick me up a packet on your way home?   ​
PARTICIPATING WITH APPROPRIATE 3 You shouldn’t let people like him push you around.
CONFIDENCE AND CLARITY You have to stand up to him.   ​4 In the previous
You may want to allow students to research and take notes for election, I  voted for the Conservative Party, but the
homework. Groups then share their findings and discuss the party has failed to sort out the political crisis and put
famous figures’ contributions in order to agree on the most aside personal rivalries / put personal rivalries
significant person. Groups then present their choice to the aside, so I think I will vote Liberal in the next election.   ​
class, and give reasons for their choice. To support students 5 I can’t believe that racism is still so prevalent in sport. It is
and facilitate richer discussion following the presentation time that the authorities stamped it out.   ​6 Can you
stage, point out that technological development can take help me put together this new sofa bed / put this
different forms, and they don’t have to focus on computer new sofa bed together? I have read through the
scientists: for example, Steve Jobs’ contribution was arguably instructions, but I can’t work them out.   ​7 Can you
mainly design-related but this drove the popularisation of believe that they shut down my Twitter account /
smartphone use. shut my Twitter account down? Someone hacked into
it and posted some offensive tweets.
ALTERNATIVE
Elicit five figures from the class and ask students to work in 6
pairs and discuss their contributions to society in two
1 A, D   ​2 B   ​3 C, D   ​4 C   ​5 C   ​6 A, B, C   ​
7 B
minutes, as if it was a Speaking Part 3 task.

WORKBOOK / Unit 5, page 24 7

PRACTICE EXTRA / Unit 5, Grammar and Vocabulary
1 outnumbered / exceeded   ​2 a deterioration in   ​
3 can lower   ​4 exceed   ​5 hindered   ​
6 were upgraded

PROGRESS CHECK 2
UNIT 3 TO UNIT 5 8

SB P78 1 no   ​2 of   ​3 needn’t   ​4 vital / essential / imperative /

necessary   ​5 able   ​
6 under   ​ 7 should   ​
1 8 permit / allow

1 as long as I can/could   ​2 as soon as I get/got   ​

3 even if the weather is / even though the weather might be   ​
4 in the event of an   ​5 in case you get

PROGRESS CHECK 2 75