WELCOME

Student’s Book pages 4–5 sentences. Divide the class into pairs or small groups
for students to compare their ideas. Monitor to check
A LESSONS IN LIFE students are adding conditions correctly. Make a note
of any repeated problems and clarify on the board.
Saying yes and adding conditions
1 1.02 Books closed. As a warm up, divide the class Mixed-ability
into pairs and ask students: How many televisions do Allow weaker students to write sentences with a partner
you have in your house? Do you ever have problems with before regrouping to compare with others in small groups.
them? You may like to answer the questions yourself
to get them started. Listen to some of their answers in get used to
open class. For further speaking practice, ask students
to work in pairs and make a list of technology in the 1 Books closed. To introduce the exercise, do an
Internet search for photos of early mobile phones.
Ask:
Books open. If there is an interactive whiteboard phones? Divide the class into pairs for students to
(IWB) available in the classroom, this activity discuss the questions. Listen to some of their ideas in
would best be done as a heads-up activity with the open class.
whole class. Display the picture on the IWB. Ask:
What can you see in the picture? What is his problem? Books open. Read through the instructions and
Tell students they are going to read and listen to a example. Check understanding of get used to. Point
conversation about a problem with a television. Ask out that it is followed by the -ing form of the verb.
them to read the dialogue and complete the gaps. In pairs, students complete the missing verbs and add
When the majority of students have completed the some ideas of their own. Regroup students into small
exercise, divide the class into pairs or small groups groups to compare ideas.
for students to compare their answers. Play the audio
for students to check their answers. During whole- Answers
class feedback, nominate individuals to explain their 1 watching 2 taking 3 listening 4 using

divide the class into pairs for students to act out 2 SPEAKING Give students time to read the question
and make notes on their answers. Monitor to help
with vocabulary. Divide the class into pairs for
Answers students to discuss their items of technology.
1 up 2 get 3 unless 4 supposed 5 through
6 have 7 provided 8 long Optional extension
Write the following questions on the board. Divide the class
2 Working individually, students complete the last line into two groups, group A in favour of modern technology,
of the dialogue. Allow them to compare their ideas group B against. Ask them to work in pairs to answer the
in small groups before listening to some examples in questions. Tell them they should not include their personal
opinion at this stage. Regroup into AB pairs for students to
open class. discuss the questions. Listen to some of their arguments in
3 SPEAKING Divide the class into small groups and open class. Ask students to offer their real opinions.
ask them to discuss the questions. For better results, Do you think modern technology:
you may like to give students a few minutes to think is getting easier or more difficult to use?
about their ideas before starting their discussion. breaks down too quickly?
Monitor and answer any questions about vocabulary, becomes obsolete too quickly?
is too expensive?
is really necessary?
interrupt the conversations unless inaccuracy hinders
comprehension. Listen to some of their ideas in open
class as feedback. Secrets of love
4 WRITING Give students time to read through the 1 Look at the picture with students. Nominate
sentences. In open class, elicit the words which add individuals to answer these questions: What is the
conditions (provided, as long as, unless, otherwise). relationship between these people?
Ask students to work individually to complete the Tell students they are going to read an essay in
which a man describes his grandparents’ successful

18
 WELCOM E
marriage. Set a time limit of two minutes to 3 SPEAKING Divide the class into pairs for students to
encourage students to practise reading quickly. Tell compare their scores. Encourage them to give reasons
them not to worry about unknown words, but to for their choices and to try to come to agreement on
focus on getting an overall understanding of the the best score for each rule.
article and on answering the question. Allow students 4 Books closed. Write the words in question 1 on the
to compare answers with a partner before feedback board and nominate an individual to order them to
in open class. make the question. Ask:
partner should you say these words? Elicit answers in
Answers
open class. Ask:
Respect, patience and the feeling he had when he first saw
Books open. Ask students to work in pairs to order
his wife.
sentences 2 to 5. You could do this as a race. Check
2 Students re-read the article to complete the exercise. answers in open class.
Tell them not to use dictionaries, but to try to Answers
Encourage them to underline the parts of the article 1 Do you want to marry me?
that helped them decide on their answers. Students 2 How many children do you want?
3 Can you pay for the meal?
compare answers in pairs before a whole-class check. 4 Do you want to meet my mum and dad?
During feedback ask students to refer to the parts of 5 Why don’t you lose a bit of weight?
the essay they underlined to justify their answers.
5 ROLE PLAY Read through the instructions and the
Answers example. Students write their sentences and then
1 They thought the couple were mad. discuss their date with a partner. Encourage them
2 Respect to him means being able to accept the other to describe their date in more detail and to compete
person for who they are and giving them room to grow. to make their date sound worse than their partner’s.
Without this, a relationship cannot survive.
Monitor to check students are using reported speech
3 He says that it’s impossible to live with someone for a
long time without falling out and with patience you can correctly. Refer to any repeated errors on the board
work things out. after feedback. Also listen for any entertaining
4 He says it was an important part of his marriage, but that conversations and ask students to report these back
couples can also be happy without having children. in open class as feedback.

3 SPEAKING Ask students to work in pairs to complete Student’s Book pages 6–7

and ideas. When students have completed their list,

B CHALLENGES
regroup into small groups for students to compare The bucket list
1 1.03 Books open. If there is an interactive
Listen to their list in open class and create a list of
whiteboard (IWB) available in the classroom, this
activity would best be done as a heads-up activity
out which of the secrets students think are most
with the whole class. Display the pictures on the
important.
IWB. Ask students: What can you see in the pictures?
Optional extension Listen to some of their ideas in open class but do not
comment at this stage. Play the audio while students
Divide the class into AB pairs. Set up a role play with A as the
listen and answer the questions. Students compare
grandparent and B as the teenager. The teenager has to ask
the grandparent about relationships and the grandparent answers with a partner before a whole-class check.
has to give advice. Encourage them to use some of the
expressions on page 5. When students have completed Answers
their discussion, regroup students into grandparents and 1 a list of things to do before a defined age or time
teenagers to report back on their conversations. 2 get a poem published, do a parachute jump

Love and relationships 2 1.03 Give students two minutes to read the
conversation and complete the gaps with the words
1 Look at the list of words with students. Ask students in the list. Play the audio again for students to listen
to work with a partner and complete sentences 1 to and complete the conversation. When students have
6. During whole-class feedback, say the words for compared answers with a partner, check in open
students to repeat and check pronunciation. class. Ask pairs to practise the dialogue.
Answers Answers
1 fall 2 date 3 start 4 engaged 5 out 6 over
1 to come 2 having 3 reckon 4 problem 5 it online
6 chance 7 manage 8 right
2
students and nominate some volunteers to give a 3 Read through the instructions in open class. Give an
score to the rule. Working individually, students example of your own to get them started. Students
complete the exercise. work with a partner to complete the exercise. Listen
to some of their ideas in open class as feedback.

19
 Optional extension Books open. Tell students they are going to read a
Give students five minutes to write their own bucket list blog entry about a challenge in the future. Students
and think of reasons for their choices. You could elicit some work individually to complete the exercise. Ask them
ideas in open class and write them on the board to get them to underline the parts of the text that helped them
started. Monitor to help with vocabulary as required. Divide
the class into small groups for students to compare their lists with a partner before whole-class feedback. During
and to decide whose list would be most difficult to complete. feedback ask students to quote the parts of the text
that support their answers. Refer back to the ideas on
Verbs with -ing or infinitive the board from the lead-in. Did anybody mention the
challenge in the blog?
Draw students’ attention to questions 1 and 2 in the
bucket list dialogue. Elicit that try is followed by the Answer
regret is followed by the -ing form. Make
two columns on the board and write and -ing Defending the natural world from human greed.
at the top. Challenge students to work in pairs to think
2 Give students time to read the sentences. Check/
As feedback, ask the fastest pair to write their answers clarify on the grounds that; so-called, dread. Encourage
on the board. Brainstorm more verbs from the rest of students to underline the key information in the
questions that they will be looking for in the blog.
Students read the blog in more detail to answer the
Ask students to work in pairs to complete sentences 1 to
questions. Suggest that they underline the parts
5. Check answers in open class.

Answers Students check their answers with a partner before

whole-class feedback.
1 to count 2 doing 3 worrying 4 taking / to take
5 to say Answers
1 The writer recently read a story about a new golf course
Issuing and accepting a challenge being built on protected land.
1 Ask students to cover responses a to f and focus on 2 She’s so upset because the land is a breeding site for
thousands of seabirds; she fears that this is contributing
sentences 1 to 4. Say each sentence in open class and to yet more loss of the natural world.
elicit possible responses. Ask students to uncover 3 She believes that the world belongs to every man, woman
responses a to f and match them to sentences 1 to and child; every animal, bird and insect.
4. Clarify that there may be more than one possible
answer. During whole-class feedback, encourage 3 Give students time to read the sentences. To help
students to attempt challenges 1, 3 and 4. students with ideas, you could have an open class
brainstorm and write some ideas on the board for
Answers students to choose from. Working individually,
1 b 2 b, f 3 a, b, c, e 4 d students complete the exercise. Monitor to help with

Fast finishers 4 SPEAKING Divide the class into pairs or small

groups for students to compare their sentences.
Ask students to close their books and write as many verbs
with –ing or infinitive as they can remember. Encourage them to speak at length and give reasons
for their opinions. As feedback, ask groups to report
2 Students work individually to complete the activity.
out what students feel is the greatest challenge
Encourage them to look at the examples in Exercise
1 and to use each of the types of challenge at least
once. Monitor to help with vocabulary and ideas
Mixed-ability
Stronger students can do the exercise without preparation
3 SPEAKING Divide the class into pairs or small time.
groups to challenge each other. Make sure students Weaker students: allow time for students to make notes on
are aware that they do not have to accept every reasons for their opinions before sharing them with a partner.
challenge if they do not want to. For further speaking
practice when students have issued their challenges,
regroup and ask students to report back on their Phrases for talking about the future
conversations. Listen to some example challenges in 1 SPEAKING In pairs, students discuss the headlines
open class as feedback, and nominate volunteers to and answer the questions. When they have come to
accept them. an agreement, regroup students to compare their
rankings with other students and try to convince each
Our greatest challenge other of the best ranking. Do not discuss the meaning
1 Books closed. Write: What is our greatest challenge? on of the words in italics at this stage.
the board. Ask students to work in pairs to discuss 2 Students work in pairs to match the words in
the question. Listen to some of their ideas in open italics to their meaning. During feedback, nominate
class and write some of their ideas on the board. individuals to explain the meanings and give further

20
 WELCOM E
Answers positive or sympathetic when saying the expressions.
Look back at their examples on the board: Did they
will definitely – 5
will happen very soon – 1; 3 think of any of the expressions?
will probably – 4
is going somewhere to do something – 2 Answers
1 f 2 h 3 a 4 b 5 g 6 d 7 c 8 e
3 Give an example of your own to get them started.
Working individually, students write sentences. Tell 5 WRITING Give students time to read through the
them they can write about real news stories or invent instructions and situations. In pairs, students choose
stories of their own. Monitor to help with vocabulary a situation and write a dialogue. Ask students to use
and ideas and to check students are forming the dialogue in Exercise 2 as a guide and to include
sentences correctly. at least three of the expressions from Exercise 4. Ask
students to practise their dialogue several times.
Fast finishers Monitor to help with pronunciation and intonation
Ask students to write sentences of their own using phrases of the expressions. Listen to some examples in open
for talking about the future. class as feedback.

4 SPEAKING Divide the class into pairs for students to Mixed-ability

compare their sentences and decide who has the best Weaker students can write their dialogues and practise
story. Encourage students to add more information them before trying to act out their dialogue without looking
and develop the stories further. As feedback, listen to at their notes. Stronger students can invent dialogues
some of the stories in open class. spontaneously.

Student’s Book pages 8–9 Life’s ups and downs

1 To introduce the topic, you might like to tell students
C EMPATHISING about something you have succeeded in doing (or
failed to do). Try to include some of the words from
Cheering someone up and sympathising about past the list in your story. Ask students to work with a
situations partner to complete the sentences with the words
1 1.04 Ask: Do you want to learn to drive? Why? in the list. Check answers in open class. During
feedback, it is good practice to check students’
Divide the class into pairs for students to discuss understanding of vocabulary by asking concept check
the questions. Listen to some of their ideas in open questions e.g.
class. Tell students they are going to listen to a
conversation about a driving test. Play the recording exam? Why? etc.
while students listen and answer the questions. Allow
students to compare answers with a partner before Answers
feedback in open class. 1 way 2 blamed 3 let 4 hardest 5 expectations
6 get
Answers
1 Jim is miserable because he failed his driving test. 2 SPEAKING Divide the class into small groups and
2 She promises him that he will pass next time. ask them to discuss the questions. For better results,
you may like to give students a few minutes to think
2 1.04 Ask students to read through the about their ideas before starting their discussion.
conversation and work individually to try to Monitor and answer any questions about vocabulary,
complete the gaps from memory before checking
answers with a partner. Repeat the recording for interrupt the conversations unless inaccuracy hinders
students to check their answers. Allow students to comprehension. Listen to some of their ideas in open
compare answers with a partner before feedback in class as feedback.
open class.
A helping hand
Answers 1 Write the title on the board and elicit/clarify
1 Cheer up 2 dear 3 turns out 4 go through meaning. Tell students they are going to read about
5 wears; out 6 get; down 7 let; down 8 blame somebody lending a helping hand. Check/clarify:
9 work out 10 dwell autistic. Students read the article to complete the
exercise. Tell them it is not important to understand
3 SPEAKING Divide the class into pairs for students to every word, but to focus on ranking the suggested
answer the question. Listen to some examples in open titles. To encourage students to read quickly, set
class. Write some of their idea on the board to refer a two-minute time limit. Students compare their
to after Exercise 4. answers with a partner before checking in open class.
4 Ask students to work in pairs to complete the During feedback, ask students to give reasons for
expressions. During whole-class feedback, say each their choices.
of the expressions for students to repeat and check
pronunciation. Make sure students sound suitably

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2 Read through the sentences with students and
check/clarify: tantrums; trepidation; charm; . class as feedback.
Students read the article in more detail to complete
the exercise. Suggest that they underline the parts of Student’s Book pages 10–11
check their answers with a partner.
D BUT IS IT NEWS?
Answers Introducing news
1 The writer describes life with an autistic child as a 1 Books closed. As a lead-in, check/clarify: gossip. Ask:
constant adventure.
2 She was nervous because it was her son’s first flight and
she didn’t know how he would behave or how others Ask students
would react to his behaviour. to discuss the questions with a partner and listen to
3 He calmed her son down, helped put his seat belt on and some of their answers in open class.
got him to eat a meal. Tell students they are going to read a conversation
about a piece of gossip.
Adjectives to describe uncomfortable feelings Students read and answer the questions. Allow them
1 The article contains a variety of adjectives to describe to compare answers with a partner before a whole-
uncomfortable feelings. Give students two minutes class check.
to read through the sentences and try to complete 2 Give students time to read through the dialogue
them from memory before looking back at the article and work with a partner to try to complete the gaps
to check their answers. Check answers in open class. from memory. Students complete the dialogue. Ask
Say the adjectives for students to repeat and check students to compare answers with a partner before
pronunciation. checking in open class.
Answers Answers
1 awkward 2 guilty 3 desperate 4 puzzled 1 about 2 out 3 time 4 run 5 keep 6 exactly
5 stuck 6 ashamed 7 made 8 up

2 SPEAKING Working individually, students make 3 In pairs, students discuss the question. Listen to some
notes on their answers. Monitor and help with ideas of their opinions in open class.
or to deal with questions about vocabulary. Divide
4
the class into pairs or small groups for students to
Ask students to work with a partner to complete the
compare and discuss their answers. Listen to some of
exercise. If you are using an IWB, create two text
their ideas in open class as feedback and encourage
boxes and copy and paste them four times to make
further discussion.
ten boxes. Write one of the sentence halves in each
Mixed-ability of the boxes. Mix the boxes up on the board and ask
students to work in pairs to match the boxes and
Weaker classes: Give students two minutes (or more if
necessary) to prepare their answers. Stronger classes:
Students should be able to think of situiations without
preparation time. drop the boxes to make the correct phrases. During
whole-class feedback, say the phrases for students to
repeat and check pronunciation.
Talking about past ability
1 Books closed. Ask students to imagine what the Answers
stranger might have said to his wife when he got 1 d 2 a 3 e 4 b 5 c
home. Elicit some ideas and write them on the board.
Books open. Students work together to complete the 5 Ask students to work in pairs and order the
exercise. During a whole-class check, ask students
to underline the phrases referring to past ability and in open class as an example, if necessary. During
give further examples to clarify meaning if necessary. feedback, say the sentences for students to repeat.
Refer back to the sentences on the board. Did anyone Drill sentences to ensure correct pronunciation.
guess correctly?
Answers
Answers 9, 1, 5, 7, 3, 6, 2, 4, 10, 8
3, 5
6 SPEAKING Working in pairs, students choose an
2 Read through the instructions in open class and give expression and write a short dialogue. Monitor to
some examples of your own to get them started. help with vocabulary and check students are using
In pairs, students complete the sentences. Remind correct pronunciation and intonation. Give students
students that manage is followed by to while succeed time to practise their dialogue several times before
is followed by in + -ing. Regroup into small groups regrouping into groups of four for students to
perform their dialogues. Listen to some examples

22
 WELCOM E
Ways of speaking Verb + noun collocations with make, take, play, do, give
1 This activity could be done as a Test-Teach-Test 1 Books closed. As a quick review of expressions using
exercise. Read the instructions with students and ask make, take,
them to work individually to complete the exercise play, do and give at the top. Divide the class into
(Test). Allow students to compare answers with a two groups and point to a verb on the board. Give
partner. During whole-class feedback, focus on the students two minutes to think of as many expressions
Teach). If as they can using the verb. Write any correct answers
on the board and give a point to the team who can
give them further examples (Teach) and ask them to think of the most expressions.
think of examples of their own (Test). Approaching Books open. Students work in pairs to complete the
the exercise in this way allows you to see which areas exercise. Check answers in open class.
students are already aware of and which they need
further practice in. Answers
Answers 1 gives 2 take 3 makes or takes 4 does
5 takes 6 plays 7 make
1 complain 2 recommends 3 introduces
4 announces 5 confesses 2 SPEAKING In pairs, students make news headlines
using the phrases. Monitor to help with vocabulary
2 SPEAKING Give students two minutes to read and ideas. Ask students to make notes of their stories.
through the sentences and think about their answers. Regroup into small groups for students to share their
Divide the class into pairs or small groups for stories. Listen to some examples in open class as
students to discuss their answers. Monitor to check feedback.
students are using language correctly and to make
a note of any repeated errors. Write these up on Cause and effect linkers
the board, ensuring anonymity and ask students to Draw attention to the words in brackets and elicit/
correct them during whole-class feedback. During
feedback, ask students to share any interesting Students work individually to rewrite the sentences.
information they discovered about their partner. Remind them to check the position of the linker and
punctuation. Students check answers with a partner
News mad?
before whole-class feedback.
1 If there is an interactive whiteboard (IWB) available
in the classroom, this activity would best be done as Answers
a heads-up activity with the whole class. Focus on 1 The president’s plane was diverted to another airport
the picture or ask students to cover the text on the due to (the) bad weather. / Due to (the) bad weather, the
left of the page. Nominate individuals to describe president’s plane was diverted to another airport.
the photograph and write answers on the board. Ask 2 No single party won enough votes. Consequently, there
students to read the blog and answer the question. will be another election.
Tell students not to worry if they don’t understand 3 The Queen has cancelled the dinner because she is not
well. / Because she is not well, the Queen has cancelled
every word and that they should just focus on
the dinner.
answering the question. Ask students to check their 4 The government have cancelled their plans as a result of
answer with a partner before feedback in open class. so many people protesting. / As a result of so many people
protesting, the government have cancelled their plans.
Answer
The writer suggests it means that the person isn’t interested
enough in your news to make a real comment. Fast finishers
Ask students to rewrite the sentences using different linkers
2 Check/clarify: breaking news. Students read the of cause and effect.
text again to complete the exercise. Tell them to
underline information in the text that helped them Sharing news
answer each question. Students check answers
1 Look at the list of words with students. Ask students
with a partner before whole-class feedback. During
to work with a partner and complete sentences 1 to
feedback, ask students to justify their answers by
5. During whole-class feedback, say the words for
quoting the text they have underlined.
students to repeat and check pronunciation.
Answers
Answers
1 The writer feels anxious.
1 let 2 keep 3 pass 4 get 5 break
2 The writer has to stay up late to meet deadlines.
3 The writer warns that a stupid or thoughtless tweet could
be shared all around the world and people would judge 2 SPEAKING Divide the class into pairs for students to
you for it. discuss their answers. Encourage them to go into detail

if necessary. Monitor as they are doing this and make

a note of any common errors. Write these up on the
board, ensuring anonymity, and ask students to correct
them as part of whole-class feedback.

23
1 SISTERS
BROTH ER S A N D

It’s in sentence 3; However in sentence 6). Secondly,

Objectives read the words around the gap in the text and look
FUNCTIONS using emotive language for connections between the text and the sentence in
GRAMMAR talking about habits; adverbs to express attitude the gap. Do the rst one as an example in open class
VOCABULARY personality (1); personal conflict and clarify how the sentence in the gap is connected
to the text. For example, sentence 3 ts in gap A
Student’s Book pages 12–13 as it refers to the long list which precedes the gap.
Students read the article in more detail to complete
the exercise. Suggest that they underline the parts of
READING the text that helped them nd their answers. Students
1 SPEAKING Books closed. As a lead-in, ask: What check their answers with a partner before whole-class
has the most important in uence on your personality? feedback.
Is it your parents, your brothers/sisters, your friends,
your school? Students discuss the question in pairs Answers
and try to come to agreement on the most important A 3 B 6 C 8 D 4 E 2
in uence. Elicit answers for feedback and make a list
on the board. 5 SPEAKING Divide the class into pairs or small
Books open. If there is an interactive whiteboard groups to answer the questions. Monitor to help with
(IWB) available in the classroom, the lead-in to this vocabulary and to prompt each individual to go into
activity would best be done as a heads-up activity detail for question 1. For question 2, tell students to
with the whole class. Display the pictures on the IWB. try to come to agreement as a group, as this focuses
Ask individuals to speculate about the relationship their speaking towards achievement of a goal and
between the people in the photos. Ask: What might therefore generates maximum speaking time. Listen
have happened before the photo? What might happen to some of their answers during whole-class feedback.
next? Ask students to work with a partner and discuss Have a quick hands-up to nd out which position in
who might have said sentences 1–6. Tell them they the pecking order they think is the best and nominate
should give reasons for their answers. Listen to some individuals to give reasons for their answers.
of their ideas in open class as feedback.
Optional extension
2 Divide the class into pairs or small groups for
Divide the class into pairs for students to write 6 questions
students to make a list of more complaints. Ask them
about the text. The questions should begin with the words:
to categorise the complaints into serious complaints Which child…? For example, Which child enjoys their parents’
and minor complaints. Listen to some of their undivided attention? or Which child feels insecure?
answers in open class for feedback and write them When pairs have completed their questions re-pair students
on the board to refer to after Exercise 3. and ask students to test their new partner’s memory of the
3 Give students a minute to think about the question, article.
then elicit some answers in open class and write them
on the board. Give students a two-minute time limit
to encourage them to read the article quickly and
check their ideas. Tell them to focus on the task and
not to worry if they do not understand every word. Questioning widely accepted theories
Compare their ndings with the ideas on the board 1 Books closed. To introduce the topic of accepting
as feedback. theories, ask: Do you believe everything you read on
4 1.05 This exercise is closely modelled on Reading the Internet? What if it is based on scienti c research?
and Use of English part 2 of the Cambridge English: Students discuss the questions in pairs. Listen to some
Advanced exam. of their answers for feedback.
Give students time to read through the sentences Books open. Read the introduction in open class. Ask
and check/clarify: variables; by virtue of; sibling; students to work with a partner and decide which
controversy; o spring; strive. Suggest to students that of the examples contradicts claims in the article.
the best approach for this type of exercise is to rstly Nominate individuals to describe the contradictions
underline the key information in the sentences that as feedback.
will help them place the sentences in the text (e.g.

24
 1 B ROTH ER S A N D SISTER S
Answers 2 Give students time to read through the paragraph
1 and 3 quickly to get an overall understanding. Ask them
to work individually to choose the correct word
2 SPEAKING To prepare students for this discussion, to complete each gap and encourage them to refer
give them time to make a note of family and friends to the rule to check their answers. Allow them to
and their positions in the family. Ask them to think compare answers with a partner before feedback in
of adjectives to describe the people and to think open class.
about whether they contradict the article. Divide the
Answers
class into pairs for students to complete the exercise.
Listen to some of their answers in open class as 1 to 2 would 3 used 4 to 5 tends 6 will/’ll
feedback. 7 always 8 not

3 SPEAKING Before students discuss their ideas,

Fast finishers
elicit one or two examples in open class to get them
Ask students to find further examples of the structures will
started. Divide the class into small groups. Students
and tend to in the article on page 13.
discuss their answers and make notes. Monitor to
help with vocabulary and to ensure quieter students
have an opportunity to speak. Avoid error correction
3 WRITING If you’re short on time, set this exercise
for homework.
unless it really hinders comprehension. The focus of
this task is on uency, not on practice of structures Ask students to work in pairs and complete the
or lexis. Ask each group to nominate a secretary to exercise. Remind them to check if the sentence
make notes of their answers (this could be one of the requires a positive or negative form. Check
quieter students, to encourage participation). When answers with the whole class, checking students’
students have some ideas, regroup students into new pronunciation of used to and tend to. Draw attention
groups and encourage them to share information. to the elision of the d and t. If necessary, refer back
Listen to some of the best comments in open class to the rule to clarify understanding.
as feedback. Workbook page 10 and page 122

Optional extension
Ask students to work in pairs to create a new personality Be aware of common errors related to talking about
theory. Give them an example of your own to get them habits in the present. Go to Get it right! on Student’s
started. For example, assign different personality Book page 122.
characteristics according to which month people are born in
– people born in January tend to be self-centred etc.
When pairs have completed their theories regroup students
into small groups and ask students to try out their theories
on their new partners. Ask students to make a note of the
VOCABULARY
results to report back to their original partner. Personality (1)
1 Books closed. As a lead-in, brainstorm personality
adjectives in open class and write any correct
Student’s Book pages 14–15
answers on the board.
Books open. Have a reading race for students to nd
GRAMMAR adjectives 1–8 in the article. Ask students to work
Talking about habits with a partner to discuss which child they refer
to. During whole-class feedback, say the words for
1 Read the title and give students time to read through students to repeat. When checking pronunciation,
sentences 1–4. Ask: Which words in the sentences refer
you may like to write the words on the board and
to habits? (’ll typically look at; ’s always telling; used to
elicit and mark the stress for clari cation.
give; tend to be). Elicit/point out that in sentence 1,
will refers to a repeated activity and does not refer Answers
to the future. Ask students to work with partner to
1 eldest 2 eldest 3 second 4 youngest 5 second
complete the exercise. Check answers.
6 eldest 7 youngest 8 youngest
Answers
Optional extension
1 c 2 b 3 a 4 d
As a further check of understanding, ask students to work
in pairs to decide if the adjectives are positive or negative.
Students work with a partner to complete the rule. Check answers.
Encourage them to refer to the example sentences to
Positive: respectful; outgoing
help them. Check answers. Refer to the examples and
Negative: insecure; inconsiderate; rebellious; self-centred
give further examples of your own to clarify the rule.
Neutral: traditional; unconventional
Rule
1 to 2 continuous 3 will (’ll) 4 tend 2 Ask students to cover the eight de nitions and read
through the words. Students work with a partner to
try to de ne the words. Students can then uncover

25
 the de nitions and match them to the words. Check
Audio Script Track 1.06
answers in open class.
Shreya Dad! You’re home.
Answers Rahul Yes, I left the office early. I wanted to … What’s that?
1 respectful 2 unconventional 3 self-centred Shreya Er … Um … Umm … What?
4 rebellious 5 traditional 6 outgoing 7 demanding Rahul That – that bag. What’s going on, Shreya?
8 insecure Shreya Umm …
Rahul What’s going on? Where are you going?
Fast finishers Shreya I’m leaving. I’m leaving home for a while.
Ask students to write a list of things that someone who is Rahul What?
each adjective does. For example, an unconventional person Shreya I said I’m leaving home, Dad. I’m going to stay with
might dress strangely, etc. Maya in London.
Rahul Your sister?! But you haven’t spoken to her since …
3 WRITING Read through the example sentences in Shreya Since she stole my boyfriend. You can say it. I know,
open class. Tell students that they should use ve Dad, but that was six months ago. We’ve been talking
di erent personality adjectives and try to include and she wants to make amends.
four di erent ways of talking about habits. For Rahul Make amends. She can’t make amends. I mean …
more extensive writing practice, ask students to give after what she did …
examples of each person’s habits. Shreya I want to know why it happened and I want to forgive
4 SPEAKING In pairs, students take turns to read their her. I want my sister back and for us to move on.
sentences and guess adjectives. If they have both Rahul But, but … how long are you planning on going for,
chosen the same adjective (e.g. rebellious), ask them Shreya?
to discuss which of the people is more rebellious. Shreya I don’t know.
They could also discuss whether the personality Rahul But what about your job? You can’t just walk out on
traits of the people they describe t the theory in that.
the article. Listen to some examples in open class Shreya I already have, Dad. And Maya says she can get a job
as feedback. for me where she works.
Rahul What? You mean you’re leaving for good? But you
Workbook page 12
can’t leave us. You belong here. What about me and
Samir? You can’t leave him. Ever since Mum … Well,
he sees you as his mother.
LISTENING Shreya Dad, Samir’s 15. He’s not a baby. He’s my brother and I
1 SPEAKING Books closed. As an introduction to the love him, but I can’t live my life around him or you. Of
topic, ask: Do you ever watch soap operas? What type course I’m going to miss him.
of things happen in soap operas? Give students time to Rahul You haven’t told him, have you? Tell me you haven’t
discuss the questions in pairs, then listen to some of done that.
their ideas in open class. Shreya I have, and he’s totally cool about it. I’ll still see you
both. I’m only going to London – not the other side of
Books open. Ask students to work with a partner the world. It’s only an hour away.
to discuss the questions. Monitor and encourage
Rahul I don’t understand, Shreya. Why didn’t you tell me?
students to speculate and expand on their ideas. Were you just going to leave and say nothing?
Listen to some of their ideas in open class as feedback
Shreya No, Dad. I was going to phone you later, once I got
and write answers on the board to refer to after the
there. I was worried. I was worried you’d try and stop
audio. me. You’ve got to understand, I’m not leaving because
2 1.06 Play the audio for students to listen and of you. I’m sick of this place. I’m sick of my dead-end
check their predictions in Exercise 1. Ask students to job. I want to do something with my life. I’m 18. And I
miss my sister, Dad. She was my best friend. I need to
check answers with a partner before referring to their
understand what happened and I need to put things
ideas on the board during whole-class feedback. right between us before it’s too late.
3 1.06 Give students time to read through the Rahul It’s that boy, isn’t it?
sentences and check understanding. Check/clarify: Shreya No, Dad. It’s got nothing to do with him. It’s about me.
make amends. Ask students to underline the key It’s about me making something of my life. That’s not
information they will need to listen for and to try to so difficult to understand, is it?
answer the questions based on their rst listening. Rahul But I’ve always given you what you want, haven’t I?
Play the audio while students answer the questions. Shreya You have, Dad. You have. Maybe that’s part of the
Let students compare answers with a partner before problem. I need to learn to make decisions for myself.
feedback in open class. I need the space to be able to do that. I need to work
out what it is that I want from life.
Answers Rahul Oh come on, Shreya, you don’t need to move out to
1 T 2 F 3 F 4 T 5 F 6 F 7 T 8 F work these things out. Don’t you think you’re being a
bit selfish?
Shreya I’m not being selfish. And I do need to move out, Dad.
I really do. This is exactly why I didn’t say anything to
you, Dad. I knew you wouldn’t get it.

26
 1 B ROTH ER S A N D SISTER S
Rahul But you never even tried. use adjectives of personality in their discussions if
Shreya Look, that’s my taxi. I’ve got to go. I’m sorry. possible. To aid students when giving advice, you
Rahul Shreya, you can’t just go. You can’t leave us. might like to quickly elicit some expressions used
Shreya Why, Dad? Why can’t I go? when making suggestions and write them on the
board (for example: Have you thought about…?; It
Rahul Shreya, it’s Samir. It’s your brother. He’s …
might be a good idea to … etc. Listen to some of their
opinions in open class as feedback.

FUNCTIONS Optional extension

Using emotive language For further speaking practice, regroup students into small
groups and ask them to report back their conversations to
1 Books closed. Elicit/explain that there was a lot of their new partners. Ask students to work as a group and
emotive language used in the recording. Ask students decide which suggestions were most useful.
if they can remember any of it, or any other phrases
used to express emotions. Write any correct answers
on the board. Student’s Book pages 16–17
Books open. Look at sentences a–f with students.
Play the recording again for students to listen and READING
decide who says each one. Pause after each phrase 1 Books closed. To introduce the topic of going to the
and ask students to repeat the phrase using suitable same school as siblings, ask students: What are the
intonation. Encourage students to sound emotive! bene ts of going to the same school as your brother or
Repeat the phrases several times chorally and sister? Ask students to work with a partner and make
individually. a list of at least three bene ts. Listen to some of their
ideas in open class.
Answers
Books open. Ask students to work individually and
a Shreya b Rahul c Rahul d Shreya e Rahul
think of at least three drawbacks of going to the same
f Rahul
school as your brother or sister. Divide the class into
2 Students work in pairs to complete the exercise. pairs or small groups for students to compare their
Check answers. Ask students to work in pairs to think ideas. Listen to some of their ideas in open class as
of further examples of each emotive technique and feedback.
listen to some of their ideas in open class as feedback. 2 Students read the web page to answer the question
and see if any of their ideas are mentioned. Tell them
Answers not to worry about unknown words, but to focus on
1 f 2 a, d 3 b 4 d 5 c, e getting an overall understanding of the article and
on checking their ideas. Students compare answers
3 WRITING Divide the class into AB pairs to create with a partner. Check answers, referring back to the
dialogues. Monitor to help with vocabulary and ideas on the board. Did anyone think of the same
to make sure students are using emotive language problems?
where possible. When students have created their
dialogues, give them time to practise, then ask them Answers
to regroup into groups of four for students to act out A younger brother embarrassing his older brother at school;
their dialogues. Listen to some of the best examples a younger sister not making friends with other girls and not
in open class as feedback. showing any interest in typical ‘girl-things’.

3 This exercise requires a deeper understanding of

PRONUNCIATION the texts. Check/clarify: pester; tomboy. Working
For practice of intonation when showing individually, students re-read the web page and
emotions go to Student’s Book page 120. underline the di erent pieces of advice, then rank
the advice for each problem in order of usefulness.
Divide the class into pairs for students to compare
their rankings. Tell students to refer to the text when
Relationships giving reasons for their answers. Check answers in
open class and have a quick vote to decide which
1 Give students time to read through the sentences. advice the class thought was most useful.
Check/clarify: most/least in common with. Ask
students to write about an example of each
relationship. Depending on time and the needs of the SPEAKING
class, you could ask students either to make notes Give students time to read through the instructions.
or to write full sentences. Monitor and help with You may also like to give students time to make notes
vocabulary as required. on their answers before the discussion stage. In groups
2 SPEAKING Divide the class into pairs or small of four, students complete the exercise. Monitor and
groups for students to describe their choices. Monitor answer any questions about vocabulary, but as this
and help with vocabulary as necessary. Encourage is a uency practice activity, do not interrupt the
students to give reasons for their choices and to conversations unless inaccuracy hinders comprehension.

27
Ask some of the groups to report back on their Suggested answers
conversations in open class for feedback.
1 Annoyingly, my sister’s always using my hair
straighteners.
Optional extension 2 Hopefully, my brother will lend me his jacket.
Divide the class into pairs and ask students to make a list 3 Regrettably, I didn’t learn a musical instrument when I
of reasons that the younger siblings on the web page might was younger.
act as they do. When students have at least three reasons, 4 I’m good at languages, but, admittedly, my sister is better
this could lead into a role play with younger and older than me at Maths.
siblings discussing the situations. Assigning roles and giving 5 Surely my brother could spare half an hour to help me
preparation time in this way often leads quieter students with my homework if he really wanted to.
to interact more and voice their opinions. Monitor and 6 Honestly, I would never hurt my sister.
encourage all students to speak. Develop the conversations 7 Obviously, my brother is jealous of me.
into a whole-group discussion. 8 Understandably, you’re angry with me for being mean to
my sister.

GRAMMAR Workbook page 11

Adverbs to express attitude

1 Ask students to work with a partner to choose the VOCABULARY
correct option to complete each sentence before Personal conflict
checking answers by referring back to the web page.
Check answers in open class.
1 Working in pairs, students discuss the meaning of the
various forms and match the sentence halves. During
Answers whole-class feedback, elicit the form/phrase for
describing personal con ict in the sentences and ask
1 Admittedly 2 Annoyingly 3 Hopefully
students to explain their answers by explaining the
4 Regrettably
meaning of the target forms.
2 Working individually, students nd further examples Answers
of adverbs to express attitude in the web page. Divide
the class into pairs and ask students to complete the 1 g 2 a 3 h 4 b 5 f 6 c 7 d 8 e
rule. Check answers in open class. Use the examples
in Exercise 1 to clarify the rules. 2 Students complete the exercise individually, then
check answers in pairs before feedback in open class.
Answers
Answers
honestly, obviously, certainly, understandably, surely
1 life 2 with 3 say 4 gets 5 on 6 made
Rule 7 be 8 turned
(in any order)
1 honestly 2 obviously 3 surely 4 certainly Fast finishers
5 understandably Ask students to imagine a reason for each of the sentences.
For example: Mr Johnson is always picking on me because he’s
a bully/because he doesn’t like the way I speak to him.
Fast finishers
Ask students to work in pairs and decide which of the
adverbs is used when a speaker is not pleased with a Optional extension
situation. (annoyingly, regrettably, surely) Test how well students remember the collocations. Call out
either the verb or the noun, and nominate a student to say
the whole phrase. For example, you say either gets on or my
3 If you’re short on time, you can set this exercise for
nerves, students say the complete phrase: gets on my nerves.
homework. Alternatively, you could put students in pairs to take turns to
Students work individually to complete the exercise. test each other in the same way.
Let them compare answers with a partner before
checking answers in open class. During feedback, 3 SPEAKING Ask students to work individually to
refer to the rule for clari cation if necessary. complete the sentences and make a note of their
answers to the questions. In pairs, students discuss
their answers. To encourage students to tell their
stories in detail, tell the listener to keep asking
questions to get further information. Encourage
them to use the vocabulary items from Exercise 1
as they speak.

Answers
1 nerves 2 regretted 3 word 4 worse 5 miserable

28
 1 B ROTH ER S A N D SISTER S
Optional extension Answers
For further speaking practice, regroup students and ask them 1 She was the link between Jane and Mr Bingley so
to retell their stories while their partners make a note of any whenever they were apart, she provided a connection to
expressions referring to personal conflict. The speaker using the other.
the most expressions is the winner. As feedback, nominate 2 She didn’t approve of it.
individual students to tell the class their story. 3 She hopes that they will have a better relationship in time
though she doesn’t imagine they’ll be as close as they
were previously.
Workbook page 12
4 She is pleased and relieved that Jane doesn’t think she
will be as close to her as before and will be more cautious
Student’s Book pages 18–19 around her.
5 She thinks it could have made Jane think badly of Darcy.
6 Jane wishes that Elizabeth could find someone and be
LITERATURE equally as happy as her.
7 Other people now see the Bennet family as extremely
Pride and Prejudice by Jane Austen lucky since Jane and Bingley got engaged. This contrasts
1 Books closed. As a lead-in, brainstorm a list of lms with a few weeks before when there was a lot of gossip
and scandal around one of the other sisters, Lydia,
about families or brothers and sisters and write titles running away.
on the board. Divide the class into pairs for students
to take turns describing a lm for their partners to 4 VOCABULARY Students work individually to
guess the title. Listen to some examples in open class complete the exercise, then check their answers with
and write any repeated themes on the board. a partner before feedback in open class.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity would Mixed-ability
best be done as a heads-up activity with the whole Stronger students can attempt to complete the exercise from
class. Ask students to look at the photo and read memory before checking in the extract.
the introduction. Ask students to quickly discuss the Weaker students can find the answers in the extract. If
question with a partner. Listen to some of their ideas students need clarification of the meaning of the words, give
in open class and write them on the board to refer to further examples of your own to explain.
during feedback on Exercise 2.
2 1.08 Play the audio for students to listen and Answers
read to check their answer to Exercise 1. Tell them
1 account for 2 singled out 3 acquaintance
to concentrate on answering the question and not
4 disposition 5 sought 6 indifferent 7 on good terms
to worry about understanding every word. Allow 8 was totally ignorant
students to check their answer with a partner before
feedback in open class. Nominate individuals to give 5 SPEAKING In pairs or small groups, students discuss
reasons for their answer. the questions. Monitor and encourage students to
answer in full sentences. Make a note of any nice
Suggested answers
expressions or lexical errors to refer to during
Jane rarely speaks badly of other people. Elizabeth feedback. At the end write them on the board to
describes this as her ‘goodness’ which she (Elizabeth) feels discuss the problems with the lexical errors and to
she doesn’t possess. When Jane does talk about Bingley’s praise students who used language well. As feedback,
sisters in a slightly less than favourable light, Elizabeth is
surprised and delighted to see her sister being assertive.
ask for volunteers to report back to the class on
This also shows a closeness between the two sisters, as does their discussion.
Jane’s wish that her sister could be as happy as her.

3 Check/clarify involvement. Ask students to underline

WRITING
the key information they will need to read for. An email
You could encourage students to try to answer the
1 Students read the email to answer the questions. Set
questions before reading again. Students read the text
a two-minute time limit to encourage them to read
again to check their answers. Let students compare
quickly and focus on the questions. Allow them to
answers with a partner before feedback in open class.
compare answers with a partner before checking in
During feedback, ask students to refer to the parts of
open class.
the text that support their answers.
Answers
1 Sam is the writer’s great-uncle.
2 His siblings felt he was spoilt because he was their
parents’ favourite and the youngest.
3 He refused to fight in World War II.
4 He became a policeman, won a medal for bravery and
had five children.
5 The writer is determined to find some of their missing
Scottish relatives.

29
2 Students read the email again and order the
information.

Answers
what she plans to do with this information – 6
what the scandal was – 3
how she made the discovery about her great-uncle – 2
the consequence of the scandal – 4
the little she already knew about her great-uncle – 1
the evidence she found about his life – 5

3 Divide the class into pairs for students to complete

the exercise. Monitor and help with any di culties.
Students look for the answers in the email,
then discuss the e ect of the missing words and
expressions. Check answers in open class.

Answers
1 I think 2 I believe 3 there was a rumour
4 never really; for sure 5 apparently 6 it seems

4 Give students time to read through sentences 1–6.

Point out that there are various ways to make each
sentence less certain. Students work with a partner to
complete the exercise. Listen to some of their answers
in open class as feedback.

Answers
1 Apparently,/It seems he wasn’t very well liked by other
members of the family.
2 Apparently,/I think/I believe he was a hero in the First
World War.
3 Apparently,/I think/I believe I met my great-aunt when I
was very young, but I don’t really remember it.
4 Apparently,/I think/I believe he’d spent some years in
prison.
5 I never found out if it was true for sure. / I never really
found out if it was true.
6 Apparently, (it turns out that) he never knew he had a
twin brother.

5 If you’re short on time, you can set this exercise for

homework.
Students write the email. This can be done
individually or as a collaborative writing activity
in class with pairs of students working together to
complete the exercise. On completion, you could
ask students to exchange their emails with another
pair. If students have access to the Internet in the
classroom, this could be done electronically for added
authenticity. Ask them to read and evaluate on the
basis of content (how interesting were the ideas?);
organisation (did each paragraph include a clear and
distinct idea like the model answer?); communicative
purpose (were you convinced by it?); and language.
If you mark the writing yourself, focus on how well
students have communicated, how clear and easy
their writing is to follow and whether they wrote
about relevant details. Avoid focusing too much on
accuracy, as a heavily marked piece of writing is
more likely to de-motivate learners than to make
them try harder next time.

30
2 ON IT
Objectives
SLEEP

to make detailed notes on their answers. Regroup

students and ask them to share their ideas with their
FUNCTIONS giving advice new partners. Nominate some individuals to report
GRAMMAR past tense with hypothetical meaning; adverbs back on their discussions in open class as feedback.
for modifying comparatives
VOCABULARY sleep; idioms with sleep and dream

Student’s Book pages 20–21 The rule of threes

1 Ask students to read the introduction and ask: Do
READING you ever look at ideas from three (or more) di erent
1 Books closed. As a lead-in, tell students about a quiz perspectives? Can you give any examples? Students
you completed in a magazine or on the Internet discuss with a partner. Listen to some answers in
(real or invented). Ask students: Which magazines or open class.
websites do you read? Have you ever seen a multiple Give students time to read through the statements
choice quiz in a magazine or on the Internet? What was and think about who might have each opinion. Do
it about? What are the best and worst features of this the rst one in open class as an example if necessary.
type of quiz? Ask students to discuss the questions Ask students to work in pairs to complete the
before listening to some of their answers in open exercise. Check answers in open class.
class.
Suggested answers
Books open. Tell students they are going to do a quiz
to nd out if they are a healthy sleeper. Students do 1 A teenager 2 A doctor 3 A parent
the quiz individually.
2 SPEAKING Working individually, students make
2 SPEAKING Divide the class into pairs for students
notes on the di erent responses. Monitor and help
to compare their answers. Encourage them to give
with vocabulary as required. Divide the class into
reasons for their choices. Ask: How similar were your
pairs for students to compare their ideas. If they
answers?
disagree, encourage them to come to agreement on
For further speaking practice, regroup students into the most likely response. Listen to some of their ideas
new pairs or small groups so that they have di erent in open class as feedback and ask the rest of the class
partners. Ask them to describe friends or family to comment.
who would give di erent answers to the questions.
Encourage them to give examples to support their Optional extension
answers where possible. For feedback, ask some Elicit the following adjectives from vocabulary exercise 1 on
individuals to report back on their conversations. page 14 and write them on the board:
3 1.09 Give students time to read the sentences rebellious self-centred insecure outgoing
and deal with any questions about vocabulary. traditional demanding
Check/clarify: surge; prone; disquieting; optimum. Write up these three statements and ask students to work in
Play the audio while students re-read the article and pairs to choose three different points of view that three of the
answer the questions. Ask them to underline the parts different personality types might have.
of the text that support their answers. Allow them to We should do our best to help lonely elderly people.
compare answers with a partner before whole-class The most important thing in life is making money.
feedback. Teenagers under 16 should have to be at home by 9 pm.
When students have decided on three responses to each
Answers statement, regroup students and ask them to describe their
1 T 2 F 3 F 4 F 5 DS 6 DS 7 T 8 T responses without saying which adjective they represent.
Their partners have to guess the adjective.
4 SPEAKING Divide the class into pairs or small
groups to discuss the questions. Monitor but do not
interrupt unless errors hinder comprehension. Make PRONUNCIATION
sure all students are speaking and encourage quieter
For practice of di erent ways of pronouncing
students to give their opinions too. Encourage them
to use words from the article and give them time words with c and words with g go to Student’s
Book page 120.

31
Student’s Book pages 22–23 Answers
1 c 2 d/f 3 h 4 g 5 d/f 6 b 7 a 8 e
GRAMMAR
Past tenses with hypothetical meaning 2 SPEAKING Divide the class into pairs for students to
discuss the meaning of the collocations and phrasal
1 Ask students to try to complete sentences 1–4 before verbs. Monitor and help with any questions. Listen to
looking back at the quiz to check their answers. some de nitions in open class as feedback. Say the
Check answers in open class. Ask students to work expressions for students to repeat. Point out/elicit
with a partner to complete the rule. During feedback, that the particle takes the main stress in the phrasal
use the sentences in Exercise 1 and further examples verbs.
of your own to clarify the rule.
3 Write the words in a column on the board and ask:
Answers Which word can follow all of these? (sleep). Divide
the class into pairs and ask students to discuss the
1 bought 2 could 3 wasn’t 4 didn’t ask
meaning of the ve expressions. Can they think of
Rule sentences using them all? Listen to some of their
1 past 2 present ideas in open class as feedback.

2 If you’re short on time, you can set this exercise for Answer
homework but you could do number 1 in open class sleep
to check that students fully understand the task.
Students ll the gaps to complete the sentences. Optional extension
Divide the class into pairs for students to compare
Divide the class into groups of three for students to test each
their answers before a whole-class check. other on the collocations. Students take it in turns to say the
first part of the collocation. The other two compete to be first
Answers to complete it and win one point if they do so correctly. You
1 got up 2 was 3 didn’t have 4 respected could give a bonus point if students can use the expression in
5 didn’t talk 6 went on 7 showed a sentence.

4 SPEAKING Working individually, students complete

Fast finishers the exercise. Allow them to compare answers with a
Ask students to look for further examples of past tenses with partner before a whole-class check. In pairs, students
hypothetical meaning in the article on page 21. Listen to their ask and answer the questions.
answers after feedback.
Answers
3 Working individually, students complete the
1 take a nap 2 fallen asleep / nodded off 3 lie in; under
sentences. You may like to give an example of your the covers 4 snores loudly 5 light sleeper; fast asleep
own to get them started. Monitor to help with any 6 overslept
questions, encourage creativity and to check students
are using the correct verb forms. Make a note of
any repeated errors and write them on the board Fast finishers
for whole-class correction during feedback. In pairs, Ask students to look back at reading exercises in previous
students compare their sentences. Listen to some of units in the book and find more examples of phrasal verbs.
their answers in open class as feedback. Listen to some examples after feedback on exercise 4 and
ask students to use the context of the reading to explain the
Workbook page 18 and page 122 meaning of the verbs.

Workbook page 20
Be aware of common errors related to using would
rather. Go to Get it right! on Student’s Book page 122.
LISTENING
1 SPEAKING Books closed. As a lead-in, ask students:
How long do you normally sleep for? Would you sleep
VOCABULARY longer if you could? How long for? Students compare
answers in small groups to nd out who sleeps
Sleep the longest. To extend the discussion, ask them to
1 In pairs, students match the words to make sleep- discuss the sleeping habits of the other members of
related collocations and phrasal verbs. Ask students their families. Elicit a few examples in open class as
to look back at the text to check their answers. The feedback.
nal stage could be done as a class competition. Books open. Give students time to read through the
Students race to be the rst group to nd all eight questions. Check/clarify: grumpiness; slurred speech;
expressions in the magazine article. Check answers lethargy. Ask students to work with a partner and
in open class. discuss the questions.

32
 2 SLEEP O N IT
2 1.11 Tell students they are going to listen to an others were trying to hurt him. Finally, he claimed
interview with a sleep expert. Play the audio while that he was no longer Peter Tripp but someone else
students answer the questions. Tell them not to worry pretending to be him. After 200 hours, the doctors
kept him awake for just one more hour while
if they do not understand every word. Allow them to they carried out their final tests and then he slept
compare answers with a partner before whole-class solidly for 13 hours. Peter may have enhanced our
feedback. understanding of sleep deprivation but tragically
for him, the experiment changed him for good. He
Answers became depressed and moody. He lost his job after
grumpiness, headaches, slurred speech, memory loss, slow a fight with his boss. His wife left him, and three
reactions, impatience further marriages also failed. All in all, it was rather
a sad story.
Presenter It certainly was. Have there been attempts to break
Audio Script Track 1.11 his record … ?

Presenter It’s estimated to cost the American economy more

3 1.11 This exercise is closely modelled on
than $100 billion per year in lost productivity and
it’s on the rise. It’s even been blamed for some of Listening part 3 of the Cambridge English: Advanced
the most serious workplace disasters in history, exam. Give students time to read through the
such as the Exxon Valdez oil spillage and the questions. Students may like to work in pairs and
Chernobyl nuclear power station meltdown. I’m try to answer the questions from memory before
talking, of course, about sleep deprivation, perhaps listening to the audio again to complete the exercise.
one of the most costly consequences of our fast- Give students time to work individually to review
paced lifestyles. To find out more about this subject
their answers after the audio has nished and
I’m joined by a leading expert in the field, Doctor
Martin Shone. before comparing with a partner. Check answers
in open class.
Martin Hi.
Presenter Doctor Shone, what is it exactly about our lifestyles Answers
today that’s causing this increase in the number of
cases of sleep deprivation? 1 b 2 c 3 a 4 b 5 b
Martin Well, there are a number of factors. We’re working
longer hours, meaning we have less time to relax.
Some of us work night shifts, which causes all FUNCTIONS
sorts of disruption to our natural rhythms. We’re
travelling more across different time zones while Giving advice
our bodies struggle to keep up. And then there 1 1.12 As a lead-in, brainstorm ways of getting to
are the pressures of finding a job and making
sleep when you are worried about something. Write
sure we earn enough to pay the bills each month
– pressures that are keeping many of us awake any interesting vocabulary on the board to refer to
at night. later.
Presenter So it’s no wonder that there’s so much interest in Play the audio while students listen and answer the
the work that you and your colleagues are doing – question. Allow them to compare answers with a
which is what exactly? partner before feedback in open class.
Martin Which is looking into the effects of sleep
deprivation over the mid to long term and finding Answer
out what we can do to try and tackle the problem.
He isn’t sleeping well because he’s worrying about the
Presenter So let’s start with the effects. Apart from feeling school concert he’s singing in next week and also about his
grumpy and irritable, which many of us will know exams.
only too well, what else happens to us when we
don’t get enough sleep?
Martin Where do I start? The list is endless. Let’s see, there Audio Script Track 1.12
is, as you mention, an increase in irritability. We
become less patient with others. We get headaches. Sally What’s up, Liam? You look tired.
We feel our bodies starting to shake. Memory loss Liam I am. I haven’t been able to sleep well for a week.
is common. Our reaction times get slower and our Sally What?! A week? Why? What’s up?
speech starts to slur.
Liam It’s the concert.
Presenter So the effects are pretty far-reaching. Out of
Sally The school concert next week?
curiosity, how long can we safely go without sleep?
Liam Yes, for some reason I agreed to sing and I’m terrified
Martin Interesting question. In 1959, as part of an
I’ll make a fool of myself.
experiment to investigate sleep deprivation,
American DJ Peter Tripp became the first person to Sally But you’re a really good singer.
set a world record when he stayed awake for 201 Liam That’s kind of you, but I’m just really nervous. Have
hours, which is nearly eight and a half days. After you got any advice? I mean, you’re always performing
three days, he began laughing at strange things in plays. How do you stop yourself worrying?
that really weren’t funny at all. He found them Sally I find that a good night’s sleep works well for nerves,
hilarious. He also started to get upset over the but clearly that’s not going to help you. Let’s see. One
smallest things. A day later, he began to hallucinate: thing that always works for me when I’m in a play is
he could see mice running around the room and to make sure that there’s not much else going on in
cobwebs on his doctor’s face. He also suffered from my life. That means I can just concentrate on the play,
paranoia. He then became psychotic and thought which gives me confidence.

33
 Liam Well, there’s not much chance of that, seeing how next comprehension. The focus of this task is on uency,
week is also exam week. not on practice of structures or lexis. Make a note
Sally Yes, that is pretty bad timing. of any nice expressions in English that students use
Liam You say that sleeping helps. during the activity and write them on the board at
Sally Yes. the end of the exercise for the whole class to copy.
Liam Any tips there? Praise the students who used the expressions, as
giving positive feedback will encourage students to
Sally I’d recommend listening to music – something soft. I
always find that helps me get to sleep. And you might be more adventurous in similar communication tasks.
want to consider going to bed later. There’s nothing
worse than having an early night and not being able Optional activity
to get to sleep. Divide the class into groups of four. Ask two of the students
Liam Thanks, Sally. I’ll give that a go. I really hope it works. to create a dialogue between a student who has not had
enough sleep and his/her mother. The other two can create
Sally Good luck. But listen – try not to worry too much
a dialogue between a student who is well-rested and his/
about the show. You’ll be great – I know it.
her mother. When the dialogues have been practised, pairs
perform their dialogue for the other pair. Finally, as a group
2 1.12 Give students a minute to try to remember of four, students discuss how the teenager felt, looked and
the advice given for each problem. Repeat the audio acted differently in the two situations.
for students to answer the question. Check answers in
open class.
Student’s Book pages 24–25
Answers
He should make sure there’s not much else going on in his READING
life other than the concert right now so that he can focus
entirely on that; he should listen to music or go to bed later 1 As a lead-in, ask: How often do you remember your
to help him sleep better. dreams? Do you ever write them down to help you
remember them? Tell your partner about any recent
3 1.12 Working in pairs, students complete the dreams you have had. Students discuss the questions
sentences. Play the audio again to check answers. in pairs. Listen to some of their ideas in open class
Say the sentences for students to repeat and check and make a note of any recurring dream themes on
pronunciation. the board.
Give students time to read through questions 1–10
Answers and check understanding. Students work with a
1 good night’s sleep 2 listening; music partner to discuss the questions. Monitor to help with
3 going; bed later 4 worry vocabulary as required. Listen to some of their ideas
in open class as feedback, but do not comment at
4 Ask students to work with a partner and complete this stage, then check answers with a partner before
the exercise. Encourage them to give reasons for their whole-class feedback.
answers rather than just using an expression to cheer 2 Students work individually to read the article and
them up. Listen to some of their ideas in open class as answer the questions. If you want to encourage them
feedback. to read quickly, set a three-minute time limit for
the exercise. Students check answers with a partner
Mixed-ability
before whole-class feedback.
Weaker students can think of one piece of advice for each of
the problems. Answers
1 F 2 C 3 H 4 J 5 I 6 G 7 B 8 E 9 D 10 A

Getting enough rest SPEAKING

1 Read the example in open class and ask if any 1 In pairs, students discuss the question. Encourage
students have the same problem. Ask students students to refer to the article when answering
to work individually and think of three more and to give reasons why they nd that information
examples to complete the table. If students have interesting. To extend speaking practice, regroup
di culties thinking of times when they get tired, students to work in fours and try to come to
give an example of your own to get them started, or agreement on the three most interesting pieces of
brainstorm some examples in open class. information.
Monitor to help with vocabulary as required. When 2 Introduce the questions in open class and give an
the whole class have completed at least two further example of your own (about yourself or someone
examples, move on to the next exercise. you know) to encourage conversation. This will give
students con dence to say if they believe that dreams
2 SPEAKING Divide the class into pairs or small
are trying to tell us something. You might like to
groups for students to complete the exercise.
give students time to think about their answers
Encourage them to be sympathetic and to give
before dividing the class into pairs to discuss the
positive, constructive advice. Monitor, but
question. To extend discussion, ask students to give
avoid error correction unless it really hinders

34
 2 SLEEP O N IT
any examples of the e ect dreams have had on their 3 If you’re short on time, set this exercise for homework.
friends and extended family. Listen to some examples This exercise is closely modelled on Reading and
in open class as feedback and encourage further Use of English part 4 of the Cambridge English:
discussion. Advanced exam.
Go through number 1 as a class, if necessary.
GRAMMAR Students complete the exercise individually and
check their answers with a partner before whole-class
Adverbs for modifying comparatives feedback.
1 Divide the class into pairs and ask students to
Answers
complete sentences 1–3, then nd the sentences in
the article to check their answers. Check answers in 1 nowhere near as tired
open class. Students complete the rule. During whole- 2 is way more comfortable than
class feedback, refer to sentences 1–3 and further 3 not nearly as exciting as
4 is nothing like as warm
examples of your own to clarify the answers. Say the
sentences with and without modifying comparatives
and ask students to repeat. Point out how the adverb Mixed-ability
emphasises the comparative. If students have difficulty, give them another word to help
To check understanding of these uses of adverbs them complete the sentences.
to modify comparatives, say some sentences and
ask students to decide if they are true or false. For 4 WRITING To introduce this activity, tell students
example, Spain is not nearly as big as China. (true) I about a dream (real or invented) and include
am signi cantly taller than (tall student). (false), etc. modifying comparatives. You should also refer back
to the dream in Exercise 2. Ask students to work
Answers individually and write a short text about a dream that
1 Men are considerably more likely to have dreams that just they have had. Monitor to help with vocabulary and
feature other men. to check students are using modifying comparatives
2 Some dreams are far more significant than others. correctly.
3 It’s not nearly as mysterious as it may seem.
5 SPEAKING Divide the class into small groups and
Rule ask students to tell each other about their dreams.
1 formal 2 informal Monitor to encourage students to emphasise adverbs
when modifying comparatives. Ask each group to
2 Before lling the gaps, ask students to quickly read report back the strangest dream to the rest of the
through the paragraph to get a general understanding class.
and to answer the questions: Did he have a nice
dream? Why/why not? (No. It was creepy and scary.) Optional extension
Students work individually to complete the text. Give students three minutes to make a note of five key words
Let them compare answers with a partner before in their dream. Student A shows student B the five words
for him/her to guess what happens in the dream. Student A
checking answers in open class.
then recounts the original dream. You could also make the
exercise competitive by giving students one point each time
Answers
they use an adverb to modify a comparative.
1 nearly 2 considerably 3 way 4 like 5 notably
6 significantly 7 far 8 nowhere
Workbook page 19 and page 122

Fast finishers
Ask students to write five sentences comparing themselves to VOCABULARY
a member of their family using modifying adverbs.
Idioms with sleep and dream
1 Books closed. As a lead-in brainstorm vocabulary
Optional extension related to sleep and write any correct answers on the
Write the following on the board. Ask students to work board. Ask students if they know any idioms which
together to complete the sentences and fill the gaps. include any of the words.
… is far more exciting than … Books open. Give students time to read the sentences.
… is considerably more interesting than … Ask them to work with a partner to complete
… are not nearly as expensive as … sentences 1–8. Encourage them to guess answers
… is more likely to be successful than … if they are not sure. Check answers in open class.
Listen to some of their answers in open class. For further Say the idioms for students to repeat and check
practice, ask students to work in pairs to write sentences of pronunciation.
their own using comparatives, then read them out to another
pair without saying the adjectives for their partners to guess. Answers
For example:
1 sleep 2 sleep 3 dreams 4 dream 5 dream
A English is nowhere near as … as Physics. 6 dream 7 sleep 8 dreams
B English is nowhere near as difficult as Physics.
A Correct!

35
2 Students work with a partner to complete the Answers
exercise. Check answers in open class, giving further 1 the widespread availability of artificial light
explanations of the idioms if necessary. 2 7.5 hours a night

Answers 2 1.13 Give students a minute or two to read

1 beyond my wildest dreams 2 in your dreams through the sentences and circle the key information
3 a dream come true 4 let me sleep on it 5 get your that they need to look out for. Students read the
beauty sleep 6 lose sleep over 7 I’d never dream of text again to complete the exercise. Tell them to
doing 8 dream job
underline information in the text that helped them
answer each question. Students check answers
Fast finishers with a partner before whole-class feedback. During
Ask students to close their books and write down the feedback, ask students to justify their answers by
eight idioms. If time allows, ask them to use the idioms in quoting the text they have underlined.
sentences.
Answers
3 SPEAKING Give students time to read the questions. 1 We sleep at least an hour less each night than a century
Clarify any di culties. Divide the class into pairs or ago, and several hours less than before industrialisation
small groups for students to discuss the questions. and electricity.
Ask each group to appoint a secretary to make notes 2 Monophasic sleep is sleep in one concentrated period,
whereas polyphasic sleep is sleep broken up into several
on their answers. When students have completed the chunks.
exercise, you may like to regroup students and ask 3 Japan
them to repeat the exercise with new partners. As 4 Mediterranean countries, Africa and China
well as maximising speaking practice, this is often 5 because life is more busy
motivating for students as they are able to express 6 to increase productivity
themselves more fully at the second attempt. Ask 7 It degraded the quality of night-time sleep.
individuals to report back some of their ideas in open
class as feedback. 3 SPEAKING In pairs or small groups, students discuss
the questions. Monitor and encourage students to
Mixed-ability answer in full sentences. Make a note of any nice
Give weaker students time to work together and make notes expressions in English that students use during the
on their answers before regrouping students for discussion. activity. At the end write them on the board for the
Stronger students can discuss the questions without any whole class to copy, and praise the student who used
preparation time. them. As feedback, ask for volunteers to report back
to the class on their discussion.
Optional extension 4 VOCABULARY Ask students to cover the de nitions.
Give them two minutes to nd the highlighted words
Divide the class into small groups to discuss the following
questions. in the article and discuss their meanings with a
partner. Students uncover the de nitions to check
1 When did you last decide to sleep on it before making a
decision? their ideas and complete the exercise. Check answers
in open class, giving further explanations to clarify
2 Give an example of something worth losing sleep over.
meaning if necessary.
3 In what situation might you say ’In your dreams’ to
someone? Answers
1 commonplace 2 undervalued 3 burst
Workbook page 20 4 fragmented 5 insomnia 6 have a bearing on
7 commitment 8 ubiquitous
Student’s Book pages 26–27

CULTURE WRITING
1 If there is an interactive whiteboard (IWB) available A proposal
in the classroom, this activity would best be done as 1 Books closed. As a lead-in, ask: What is a proposal?
a heads-up activity with the whole class. Zoom in (A written plan or suggestion based on evidence)
on the picture and nominate individuals to say why Who might write a proposal? (They are often written in
they think the man might be asleep on the bench. business and in academia) Ask students to discuss the
Alternatively, students can look at the photo in their questions with a partner. Listen to some of their ideas
books and answer the question. in open class.
Ask students to read the article quickly to answer Books open. Students read the proposal quickly to get
the two questions. Tell students not to worry if they an overall understanding of the proposal. You might
don’t understand every word and that they should like to set a two-minute time limit to encourage them
just focus on answering the questions. Ask students to to read quickly. Allow students to check answers with
check their answers with a partner before feedback in a partner before feedback in open class.
open class.

36
 2 SLEEP O N IT
Answers TEST YOURSELF UNITS 1 & 2
1 lack of sleep and its effect on behaviour and performance
2 introducing a quiet room where employees can catch up VOCABULARY
on sleep
1
2 Students read the proposal again to answer the Answers
questions, then discuss answers with a partner before
whole-class discussion. 1 unconventional 2 dream 3 lie in 4 sleep
5 insecure 6 rebellious 7 nod off 8 nerves
3 Give students time to read through the key things to 9 oversleep 10 miserable
mention and check understanding. Students complete
the exercise in pairs. Check answers in open class.

Answers
GRAMMAR
2
a specific problem – A
a summary of the problem and the proposed solution Answers
to it – D
an idea for a solution – B 1 got rid of 2 to have 3 Regrettably 4 nowhere near
justification of why it’s a good solution – C 5 Understandably 6 considerably

4 Read through the instructions in open class. Working 3

individually, students make notes in preparation
for writing a proposal. Monitor to help with any Answers
questions. Encourage them to use some of the sleep- 1 Manchester United are nowhere nearly near as good as
related vocabulary from the unit. Barcelona.
2 My younger brother always is is always taking my things
Students write the proposal. This can be done
without asking.
individually in class or for homework, or as a 3 I’d prefer it if we leave left half an hour earlier.
collaborative writing activity in class with pairs of 4 Sadly, not many of the birds sadly were able to survive.
students working together to complete the exercise. 5 I wish I didn’t eat hadn’t eaten so much at the party last
On completion, you could ask students to exchange night.
their proposals with another pair. Ask them to 6 Being the oldest in the family, my brother will tends to be
read and evaluate on the basis of content (how the most traditional.
interesting were the ideas?); organisation (did each
paragraph include a clear and distinct idea like the
model answer?); communicative purpose (were you FUNCTIONAL LANGUAGE
convinced by it?); and language. 4
If you mark the writing yourself, focus on how well
students have communicated, how clear and easy Answers
their writing is to follow and whether they wrote 1 A find; B Tell
about relevant details. Avoid focusing too much on 2 A to worry; B what
accuracy, as a heavily marked piece of writing is 3 A consider; B do
more likely to de-motivate learners than to make 4 A putting; B understand
them try harder next time.

Student’s Book pages 28–29

READING AND USE OF ENGLISH

1

Answers
1 C 2 A 3 C 4 D 5 D 6 B 7 C 8 A

Workbook page 25

37
3 BREAKS
Objectives
LUCKY

nd the answers. Students compare answers in

pairs before a whole-class check. During feedback
FUNCTIONS giving encouragement to somone who’s feeling ask students to refer to the parts of the article they
nervous underlined to justify their answers.
GRAMMAR mixed conditionals (review); alternatives to if
VOCABULARY phrasal verbs; expressions with luck Answers
1 T 2 T 3 F 4 DS 5 DS 6 F 7 DS 8 F
Student’s Book pages 30–31
4 SPEAKING In pairs, students discuss the questions.
READING Monitor and help with any di culties, but as this is
a uency activity, do not interrupt to correct errors
1 SPEAKING As a lead-in, ask students: Are you a lucky
unless they impede communication. To ensure more
person? Do you know anybody who is lucky? What is the
discussion on question 1, divide the class into groups
luckiest thing that has ever happened to you? Students
of three and ask each student to argue that a di erent
discuss the questions in small groups and decide who
person was the luckiest. Listen to some of their ideas
is the luckiest person in their group. Listen to some of
in open class as feedback, encouraging students to
their answers in open class as feedback.
react to and debate with each other.
If there is an interactive whiteboard (IWB) available
in the classroom, this activity would best be done as Optional extension
a heads-up activity with the whole class. Nominate Write the following sentences on the board:
individuals to describe what they can see in the ‘Every day I wake up and feel lucky to have what I have.’
pictures. In pairs, students discuss the questions. For
‘You are lucky to have what you have.’
further speaking practice, regroup students to discuss
their answers with a di erent partner. ‘I don’t believe in luck anymore.’
‘I was born lucky.’
2 Tell students they are going to read a magazine
Ask students to work in pairs and imagine who might say
article. Students read quickly to complete the
these things and when they might say them. Regroup
exercise. Tell them not to worry about unknown students to compare their ideas and to decide on the best
words, but to focus on getting an overall answer for each sentence.
understanding of the article and on completing the
exercise. Check answers in open class. Encourage
students to refer to the article when answering
question 2.
Behaviour based on myths rather than facts
Answers
1 To interest students in the topic, tell them about a
1 B 2 A 3 C ‘myth’ that you believed in when you were younger.
2 Writer 1 thinks she was lucky because she got a lead Read through the introduction and the dictionary
part in the play after the actor who’d originally been
de nition in open class. Ask students to work with
given the role broke her leg; writer 2 thinks he was lucky
that his father got caught in a traffic jam and missed a a partner to answer the questions. Ask: Who do you
plane which later crashed; writer 3 thinks she was lucky think is better at driving: women or men? Listen to some
because she wouldn’t have met her husband if her car of their answers in open class.
hadn’t broken down.
Answers
3 1.14 Students read through questions 1 to 8. 1 It doesn’t say; it just says that women are not worse
Ask them to underline any di cult words or phrases drivers than men.
and clarify these in open class before students
read the article and answer the questions. Check/ 2 Give students time to read through sentences 1–6 and
clarify: run-of-the-mill; frantically; hurtling; reckless; deal with any queries. In pairs, students complete
soothing; swerve. You could also point out the play of the exercise. If students have access to the Internet,
words on jammy (meaning both lucky and relating ask them to search for the origin of the widely held
to tra c jams) in jammy escape. Tell them not to beliefs and make notes on their ndings. Nominate
use dictionaries, but to try to understand di cult individuals to report back to the rest of the class.
vocabulary from its context. Encourage them to
underline the parts of the article that helped them

38
 3 LUCK Y B R E A K S
Answers 3 If you’re short on time, set this exercise for
1 personal 2 widely held 3 widely held 4 widely held homework.
5 personal 6 personal Read through the instructions and example in open
class. Ask students to work individually to write
3 SPEAKING In pairs or small groups, students discuss sentences to explain situations 1–5. Monitor and help
the questions. Monitor and encourage students to students with di culties. Allow students to compare
answer in full sentences. Make a note of any nice answers with a partner before feedback in open class.
expressions in English that students use during the
activity. At the end write them on the board for the Fast finishers
whole class to copy, and praise the student who used Ask students to write alternative would clauses for
them. As feedback, ask for volunteers to report back sentences 1–5.
to the class on their discussion.

Optional extension Answers

Write the following vocabulary on the board: 1 I wouldn’t know how to play the game if my friend hadn’t
black car three-legged dog last piece of chocolate explained it to me yesterday.
money on the floor blind man on Sunday red rose 2 If I had some money, I would have bought a present for
ten pigeons my mum.
3 If my sister hadn’t had an accident, she wouldn’t be in
Ask students to work individually to invent three myths using hospital.
the vocabulary. For example, if you see a three-legged dog, 4 If he wasn’t a very talented tennis player, he wouldn’t
say woof three times and you will be rich. have won four tournaments last year.
When students have completed their myths, divide the class 5 If I hadn’t missed the train, I’d (already) be in Manchester
into small groups for students to share their myths and now.
decide which two sound the most believable.
4 WRITING Give an example of your own to get
students started. Students work individually to
Student’s Book pages 32–33 complete the sentences, then compare with a partner
before feedback in open class.
GRAMMAR Workbook page 28 and page 123
Mixed conditionals (review)
1 Students should have seen most of the conditional Be aware of common errors related to using
forms in these exercises, but it is still an area in conditionals. Go to Get it right! on Student’s Book
which students make a lot of errors and have page 123.
di culty producing spontaneously, so certainly
worth reviewing.
Ask students to try to match the beginnings and
endings of the sentences before looking back at
PRONUNCIATION
the article to check their answers. This encourages For practice of unstressed words in connected
students to notice language themselves and helps speech, go to Student’s Book page 120.
activate a curiosity around the target language.
Check answers in open class.
VOCABULARY
Answers Phrasal verbs
1 c 2 a 3 b 1 Books closed. If you are using an IWB, create two
text boxes and copy and paste them seven times to
Ask students to work with a partner to complete the
make sixteen boxes. Break up the phrasal verbs into
rule. Check answers. Use the sentences in Exercise 1
two words and write one word in each of the boxes.
and further examples of your own to clarify the rule.
Mix the boxes up on the board and ask students to
Rule work in pairs to match the boxes and create the eight
phrases as quickly as possible. Ask the rst pairs to
1 present 2 past nish to come to the board and drag and drop the
boxes to make the correct phrases.
2 Students work with a partner and complete the
Books open. Go through the rst item as an example
exercise. Refer them to the rule to help them decide
in open class. Ask students to work with a partner to
on the answers. Check answers in open class.
complete the exercise. During whole-class feedback,
Answers say the phrasal verbs for students to repeat and check
pronunciation.
1 hadn’t lived; wouldn’t speak
2 wouldn’t be; hadn’t learned Answers
3 hadn’t eaten; I’d be
4 wasn’t always; wouldn’t have got 1 stood out 2 taken on 3 turned up / pulled up
5 would still be; hadn’t said 4 turned out 5 broken down 6 pulled up
6 was; would have been chosen 7 took (him) up (on) 8 step in

39
 Fast finishers their ideas on the board. Do not give answers at this
Ask students to close their books and write as many of the stage.
phrasal verbs as they can remember. 2 1.16 Tell students they are going to listen to a
conversation about luck. Play the recording while
students check their answers from Exercise 1. Tell
Optional extension them not to worry if they don’t understand every
In AB pairs student take turns to close their books while their word, but to focus on answering the question. During
partner reads a phrasal verb without the preposition. They
feedback, refer back to students’ ideas on the board.
must then say a sentence including the full phrasal verb. For
example: Did anyone guess correctly?
A: To turn beep Answers
B: Turn up. He turned up at 10 o’clock. I’d been waiting for
two hours! Chris Martin always brushes his teeth before he goes on
stage; Serena Williams always ties her shoelaces in a certain
way before a match.
Optional extension
This activity could be done as a game of pelmanism, which
Audio Script Track 1.16
gives extra focus on the meanings of the verbs. Write each
of the phrasal verbs and definitions on separate cards. Give Clare Mark, have you got a pen you can lend me?
one set of cards to each group of three or four students. Ask Mark Yeah, sure – just a moment. I’ve got a pen in here
students to put all the cards face down on the table and take somewhere, I think. OK, here you … Oh, no, not that
turns to turn over two cards until they find a matching pair one. Let me find another one.
(phrasal verb/definition). The winner is the player with most
Clare Why not that one?
matching pairs at the end of the game.
Mark Well, it’s my lucky pen. I never lend it to anyone.
2 SPEAKING Look at questions 1–4 with students and Clare Your lucky pen? Please tell me you’re not being
serious.
check understanding. Students discuss the questions
in pairs or small groups. Monitor to encourage Mark Sure I am. Why not? It’s the pen I use when I’m doing
exams and stuff. It brings me luck. It’s like my lucky
students to use the phrasal verbs in their answers and
socks. I always wear them when we travel anywhere.
to check they are being used correctly. Make a note They bring me luck too.
of any good usage and nominate these individuals to
Clare You’ve got lucky socks, too?
repeat their answers during whole-class feedback.
Mark OK, OK, you can laugh. But it’s harmless and loads of
3 WRITING Working in pairs, students write two people do it. Loads of people have things or do things
questions containing phrasal verbs. If you want to that they think bring them luck.
stretch students, ask them to use the verbs they are Clare But they don’t bring them luck, do they? I mean,
least comfortable with, or tell them which verbs you it doesn’t make any sense. Do you think the plane
would like them to write questions with. you’re on will or won’t crash depending on what socks
you’re wearing?
Mixed-ability Mark Well, no, of course not. It just makes me feel better.
Stronger students can work individually to write their Clare And what do you mean by ‘loads of people’? I think
questions. They could also be asked to write more than two you’re exaggerating. Not everyone believes in this luck
sentences. thing.
Mark Well, I remember my granddad telling me once that
4 SPEAKING Re-pair students and ask them to ask when he was in the Navy, every time he and his
each other their questions. Listen to some of their friends went on board the ship, they had to put their
answers in open class. To maximise interaction, you left foot on the ship first. Or was it their right foot?
Yeah, their right foot. They thought it brought them
could set this up as a mingle with students asking luck – or actually, bad luck if they didn’t do it.
their question to a number of di erent students. After
Clare But this is the twenty-first century, Mark. People don’t
ve minutes of mingling, divide the class into pairs believe in that kind of stuff anymore.
for students to share their ndings.
Mark You’re so wrong, Clare, you really are. People have
Workbook page 30 lucky numbers, lucky clothes, mascots – all sorts of
people, even famous people.
Clare Like who?
LISTENING Mark Well, I read somewhere that Chris Martin from
Coldplay never goes on stage without brushing his
1 Books closed. As a lead-in, elicit good luck ritual and
teeth first. And no – it isn’t because he has dinner first.
lucky mascot and write on the board. Ask students to It’s just a thing he does.
work in pairs and write a list of good luck rituals and
Clare Well, you know that reminds me. I’m a big fan of
lucky mascots. Serena Williams …
Books open. If there is an interactive whiteboard Mark The tennis player?
(IWB) available in the classroom, this activity would Clare Yes. She’s got some little things that she does like that.
best be done as a heads-up activity with the whole Erm, yes, I remember – she always ties her shoelaces
class. Display the pictures on the IWB. Nominate in a certain way just before a match. And she always
individuals to name the two people. (The singer is bounces the ball five times before she serves.
Chris Martin of Coldplay, the tennis player is Serena
Williams.) Elicit answers to the question and write

40
 3 LUCK Y B R E A K S
Mark See? That’s exactly what I mean. Optional extension
Clare But, actually, that’s just a routine. I’m not sure she In AB pairs, students take turns to start a dialogue. Their
necessarily thinks that it’s good or bad luck. partner has to respond with an expression with luck.
Mark Well, anyway, do you want a pen or not? A: I really want to go to the concert on Friday, but it’s sold out.
Clare Sorry? Oh yes, right. That’s what started all this, B: You’re in luck! My brother can’t go, so you can have his
wasn’t it? Yes, I still need a pen. Lend me your lucky ticket.
one – go on. I’ve got to write a shopping list for the
party on Saturday and if I use your pen, maybe I
should add a lottery ticket to the list as well. Never Workbook page 30
know, eh? Do you want to come shopping with me?
You could carry the bags!
Mark Don’t push your luck, Clare. All right. Take the pen. SPEAKING
Clare Thanks, Mark. Oh no! It’s leaked – I’ve got ink all over In pairs or small groups, students discuss the questions
my hands now! Just my luck! and make notes on their answers. Monitor and answer
Mark He, he, he. any questions about vocabulary, but as this is a uency
practice activity, do not interrupt the conversations
3 1.16 Give students time to read through unless inaccuracy hinders comprehension. Listen to
sentences 1–3. Ask students to underline the key some of their ideas in open class for feedback.
information they will need to listen for. Students may
like to work in pairs and try to answer the questions Student’s Book pages 34–35
from memory before listening to the audio again to
complete the exercise. Play the audio while students READING
answer the questions. Let students compare answers
with a partner before a whole-class check. 1 Books closed. As a lead-in, write the following words
on the board: gobbledygook; berserk; abbergasted. Ask
Answers students: What do you think the words mean? What
part of speech are they? Divide the class into pairs for
1 Mark does; Clare doesn’t
2 Clare students to discuss these questions. Listen to some of
3 She gets ink on her hands. their answers in open class. Give true de nitions and
ask students to match to the words. (gobbledygook
4 1.16 This exercise is closely modelled on – language with no meaning, perhaps because it is
Listening part 2 of the Cambridge English: Advanced too technical – He was talking gobbledygook; berserk –
exam. out of control with anger or excitement – My brother
went berserk when I told him I’d broken his guitar;
Ask students to work individually to try to complete
abbergasted – very surprised – I was abbergasted
the sentences from memory, then compare answers
when he told me I had failed the exam). Do students
with a partner. If necessary, repeat the audio while
know any other strange words?
students complete the exercise. Check answers in
open class. Books open. Write the word serendipity on the board
and ask students to work with a partner to guess the
Answers meaning. Write up some of their answers on the IWB,
1 lucky socks 2 crash 3 right foot 4 clothes; mascots but do not comment at this stage.
5 five/5 times 6 party 2 Students read the article quickly to check their
predictions and get an overall understanding of
the article. Set a two-minute time limit for this to
VOCABULARY encourage students to read quickly and to focus
on gist rather than speci c information. Listen to
Expressions with luck some of their answers in open class as feedback and
1 SPEAKING As a lead-in write the word luck on the compare with their predictions on the board.
board. Ask students to work in pairs to make a list 3 Students work individually to complete the exercise.
of phrases containing the word. Write some of their Check/clarify: fortuitous; eradicate. Ask them to
answers on the board as feedback. underline key text that supports their answers. Allow
Books open. Ask students to read through the them to check answers with a partner before whole-
sentences and discuss the meanings with a partner. class feedback.
Encourage students to guess meaning from context if
they are not sure. If they are still unclear, allow them Answers
to use a dictionary for clari cation. During whole- 1 He was hoping to take a photograph of a heron.
class feedback, nominate individuals to de ne an 2 It also had a rare woodpecker in it.
expression. 3 They feel that it is very difficult to define and translate.
4 The blog mentions the discovery that laughing gas could
be used as an anaesthetic.
Fast finishers
5 The blog cites the example of Columbus finding America
Ask students to think of a situation when they could use each when he was looking for an alternative route to India.
of the expressions. 6 The writer gives the example of her friend’s discovery of a
story that she could write an article about when visiting
a café.

41
4 Give students a couple of minutes to read the 3 Ask students to work individually to choose the
questions and make notes to refer to in the correct option in each sentence. Let them compare
discussion. In pairs or small groups, students ask and answers with a partner before a whole-class check.
answer the questions. Encourage them to develop During feedback, check understanding by asking
their answers as much as possible and monitor to students to rephrase the sentences using if.
praise students who are making attempts to speak
at length. Listen to some of their ideas in open class Answers
as feedback. 1 as long as
2 Imagine
Answers 3 unless
1 ✗ because the ring wasn’t found by chance; the person 4 otherwise
and his/her family were looking for it 5 Suppose
2 ✓ because the failure to score a goal accidentally leads to 6 Provided that
a goal being scored anyway
3 ✓ because the person wasn’t attempting to find the lost
DVD
Fast finishers
Ask students to re-write sentences 1–6 using different
alternatives to if.
5 SPEAKING Give students time to re ect and make
notes on their answers. Divide the class into pairs or
small groups for students to discuss their answers. 4 If you’re short on time, set this exercise for
Monitor and help as necessary, encouraging students homework.
to express themselves in English. Ask pairs or groups Read through the instructions and example in open
to feed back to the class and discuss any interesting class. Ask students to work individually to rewrite
points further. sentences 1–4. Monitor and help students with
di culties. Check answers.

GRAMMAR Answers
Alternatives to if 1 I always enjoy eating out in restaurants as long as the
food’s good.
1 Ask students to complete the sentences. Let them 2 I never work at the weekend unless I have to.
compare answers with a partner before looking back 3 Everyone deserves some good luck. Otherwise, it’s not
at the blog to check answers. fair.
4 I don’t mind working hard provided that I get good exam
Answers results.
1 otherwise
2 provided 5 SPEAKING In pairs or small groups, students discuss
3 Unless the questions. Make a note of any nice expressions
in English that students use during the activity. At
2 Give students time to read through the instructions the end, write them on the board for the whole class
and the rule. Students work in pairs to answer the to copy, and praise the student who used them. Also
questions and complete the rule. Check answers. Give make a note of any important errors in form and
further examples for clari cation if necessary. Point elicit corrections in open class. As feedback, ask
out that imagine and suppose are used to introduce for volunteers to report back to the class on their
questions. discussion.
Workbook page 29
Answers
1 as long as
2 Suppose
3 Imagine
How do we feel about luck?
Rule
1 Give students time to read through sentences 1–3 and
1 as long as
2 otherwise
check understanding. Students make notes on how
3 unless they would feel in each situation. Encourage them to
4 suppose use a variety of adjectives.
2 SPEAKING Divide the class into pairs or small
groups for students to compare their choices. Monitor
LANGUAGE NOTE and help with vocabulary as necessary. Encourage
Point out to students that we use provided and as long as when students to give reasons for their choices and to use
the result of the sentence is positive. conditional sentences in their discussions if possible.
Provided/As long as it is sunny, we will go to the beach. Praise correct/appropriate use of conditionals and
Provided/As long as you study hard, you will pass the exam. note down any repeated errors to refer to during
We cannot follow provided/as long as with a negative outcome. feedback. Listen to some of their opinions in
open class.
Provided/As long as it rains, we won’t go to the beach.

42
 3 LUCK Y B R E A K S
Optional extension Answers
Ask students to work in pairs and think of a famous person 1 They are in the garden. Jack is looking worried or nervous.
who deserves to have some good luck in their life. He’s clearly feeling apprehensive about something.
Ask: 2 Jack’s mum is giving him a stone. It’s a talisman or charm.
Why does this person deserve to have some good luck?
She thinks it will bring him good luck in his driving test.
What good luck would you like this person to have?
2 1.17 Play the audio for students to listen and
If this person had some good luck, how would their life change? check their answers from Exercise 1. During whole-
When students have completed the exercise, regroup the class feedback, refer to students’ ideas on the board.
class into small groups for students to explain their choices Who guessed correctly?
and debate which of the people deserves to have good luck
the most. 3 Ask students what they think happens next. Ask them
to brainstorm possible endings for the story. Students
work in groups, with one student in each group
acting as secretary and taking notes. During whole-
WRITING class feedback, write students’ ideas on the board
A story to refer back to once they have watched the video.
Don’t give away answers at this stage.
The planning for this exercise can be done in class and
the writing can be set as homework. 4 EP1 Play the video for students to watch and
check their answers. During whole-class feedback,
Tell students they are going to write a story which
refer to students’ ideas on the board. Who guessed
begins or ends with the words It was the luckiest day of
correctly?
my life. You could tell them a story of your own as an
example. 5 Give students time to read through the questions. In
Give students a short while to work individually to pairs, students discuss the questions. Check answers
think about their answers to the questions and to make in open class.
notes on their answers. Divide the class into pairs for
Answers
students to tell their story to a partner, expanding on
the notes they have made in order to make the story as 1 She says he’s lucky to have it and that he’s sure to pass
interesting as possible. When students have told their now.
2 three times
stories, ask them to feed back on what they have heard.
3 The examiner, Mr Schultz, makes him so nervous that he
They should say how it could be made more interesting ends up making mistakes.
and point out any important elements that should 4 Mr Schultz has to take a phone call.
be included. Give students time to adapt their notes. 5 He passes the test.
Monitor and help with vocabulary as required. 6 He believes that the talisman took care of him and helped
him pass his test.
Ask students to write the story. If time allows, suggest
they write a rst draft, then exchange stories with a
partner. Students can read each other’s stories and make
corrections or suggestions. Tell them not to correct PHRASES FOR FLUENCY
every error, but to look for the following: 1 Ask students to locate expressions 1 to 6 in the story
Find the three elements in the instructions. on page 36 and underline them. To encourage speed-
What further information would you like? reading, you could do this as a race and ask students
to nd the expressions as quickly as possible. Ask
In what ways could vocabulary be improved?
students to compare their answers with a partner and
What punctuation and spelling mistakes are there? before whole-class feedback.
Finally, ask students to write a second draft
incorporating the suggestions and corrections. Ask Answers
students to work in small groups and read each other’s 1 Jack 2 Jack 3 Mum 4 Mum 5 Jack 6 Mum
stories, then decide on the best one in their group. If
time allows, listen to some of the best stories in open 2 Read through 1–5 with students. Ask them to work
class. in pairs and complete the dialogues with expressions
from Exercise 1. During feedback, point out the
Student’s Book pages 36–37 use of question marks and exclamation marks and
say the expressions for students to repeat. Check
pronunciation and intonation and ask individuals to
PHOTOSTORY: EPISODE 1 repeat them again if necessary.
The talisman
Answers
1 Tell students they are going to read and listen to
a story about a group of students. If you are using 1 now and again
2 What have you got to lose; assuming
an IWB, project the images onto the board and ask
3 after all
students to close their books. Ask students to look at 4 we’ll sort something out
the photos and read the questions. Ask them to guess 5 that is
answers to the questions, if possible. Write their ideas
on the board.

43
WordWise
Expressions with over
1 Books closed. As a lead-in, write over on the board
and ask students to give di erent examples of its
use in open class. Write any correct examples on the
board.
Books open. Ask students to work with a partner and
complete the exercise.
During whole-class feedback, elicit or explain the
meaning of the six phrases and give further examples
as necessary to clarify meaning.

Answers
1 fell over 2 Just over 3 all over 4 overall
5 going over 6 all over again

2 Students work individually to choose the correct

options. Encourage them to refer to the sentences in
Exercise 1 to help them choose the correct phrase.
Students compare answers with a partner before
whole-class feedback. During whole-class feedback,
work on pronunciation and intonation of the
sentences. Finally, ask students to work in pairs and
practise the dialogues.

Answers
1 overall 2 all over again 3 fell over 4 gone over
5 all over 6 just over

Workbook page 31

FUNCTIONS
Giving encouragement to someone who’s feeling
nervous
1 Books open. Read through the questions and answers.
Ask students to work with a partner and complete the
exercise. Check answers in open class.

Answer
you’ll be fine

2 Students work with a partner to complete the

exercise. During whole-class feedback, drill the
phrases, not being afraid to exaggerate slightly, and
encourage students to use wide-ranging intonation.

Answers
You’ve got this!; Take a deep breath.; I’ve got my fingers
crossed for you.

3 ROLE PLAY Divide the class into AB pairs to create

short dialogues containing the expressions. Give
examples of your own to get them started. Monitor
to make sure students are sounding sympathetic and
encourage them to develop the conversations where
possible. If space allows, this activity can work well
as a mingle with students swapping partners after
each exchange. Listen to some examples in open class
as feedback.

44
4 MEDICINE
4 L AUG HTER IISS TH E B EST M EDICI N E

L AUGHTER IS THE BEST

Objectives Answers
1 C 2 A 3 A 4 D 5 E 6 B 7 B 8 A
FUNCTIONS: responding to jokes
GRAMMAR: emphatic structures; boosting
VOCABULARY: laughter; idioms with laugh and joke
5 SPEAKING Divide the class into pairs or small
groups roughly according to ability to discuss the
questions. Monitor but do not interrupt unless errors
Student’s Book pages 38–39 hinder comprehension. Make sure all students are
speaking and encourage quieter students to give their
READING opinion. Nominate some individuals to report back
on their discussions in open class as feedback.
1 SPEAKING Books closed. As a lead-in, ask students:
How often do you think the average adult laughs? Optional extension
(answer is in the text). What has made you laugh in Have a reading race. Divide the class into pairs and tell
the last three days? students to find as many ‘to’ infinitives in the text as possible
Students discuss the questions in pairs. Listen to some in three minutes. When time is up, students count up how
of their answers in open class and write any suitable many verbs they have found. Ask the pair with most verbs to
answers on the board. read them out and make a list on the board. Ask other pairs
to add to the list if possible.
Books open. Give students a minute to read through There are fourteen ‘to’ infinitives:
the situations. Ask students to work individually
to release; to find; to get; to take; to find; to laugh; to feel; to
to rank the items 1–6, then compare their ideas laugh; to feel; to be set up; to ease; to offer; to laugh; to face
with a partner. Encourage them to give reasons for
You could go on to ask students to underline the structure
their choices and to attempt to agree on the best which includes the ‘to’ infinitive: … has been found to … etc.
ranking. Listen to some of their ideas in open class
as feedback.
2 If there is an interactive whiteboard (IWB) available
in the classroom, this activity would best be done
as a heads-up activity. Focus on the photos. Ask Divergent thinking
students to work with a partner and complete the 1 Books closed. As an introduction to this activity, take
exercise, making a note of their answers. Regroup a piece of realia (a sieve or a pair of scissors are good
students into small groups to compare ideas and examples) into the classroom and show it to students
expand on their notes. Monitor and help with without saying anything. In open class, brainstorm
vocabulary as necessary. possible uses for the object, encouraging students to
3 1.18 Tell students they are going to read and be as creative as possible by praising those who come
listen to an article about laughter. Play the audio up with the most imaginative ideas.
while students read the article to answer the Books open. Read through the introduction and
questions. Tell them not to worry about unknown statements. Ask students to discuss the questions with
vocabulary. Allow students to compare answers with a partner. Listen to some of their ideas in open class.
a partner before feedback in open class.
2 SPEAKING Before students discuss their answers,
Answers elicit one or two examples in open class to get them
started. Divide the class into small groups. Students
C, B, A, D discuss their answers and make notes. Monitor to
help with vocabulary and to ensure quieter students
4 Check/clarify: conditioned, signalling, unconsciously, have an opportunity to speak. Avoid error correction
contagious, attributed, incongruity. unless it really hinders comprehension. The focus of
Ask students to read points 1–8 and check this task is on uency, not on practice of structures
understanding before attempting the exercise. or lexis. Ask each group to nominate a secretary to
Students re-read the article and match the points to make notes of their answers (this could be one of the
the paragraphs. Ask them to underline the parts of quieter students, to encourage participation). When
the text that support their answer. Students compare students have some ideas, regroup students into new
answers with a partner before whole-class feedback. groups and encourage them to share information.
Listen to some of the best comments in open class
as feedback.

45
 Optional extension Optional extension
Write the following questions on the board: Ask students to work in pairs to rewrite the following
1 In which jobs do you have to be creative? Would you like to sentences uisng emphatic structures:
do one of those jobs? Why/Why not? I don’t like it when my brother laughs at me.
2 Do teachers need to be imaginative? My sister only eats vegetables.
3 How do you feel when you are asked to be imaginative and They stole my skateboard, not my bicycle.
come up with new ideas? You only need to call me and I will come straight round.
4 What helps you think in a divergent way? They should realise that many people don’t like listening to
Ask students to discuss the questions in pairs or small groups. music in shops.
Listen to some of their ideas in open class as feedback.
Workbook page 36 and page 123

Student’s Book pages 40–41

Be aware of common errors related to using
GRAMMAR emphatic structures. Go to Get it right! on Student’s
Book page 123.
Emphatic structures
1 Ask students to try to complete sentences 1–3 before
looking back at the article to check their answers.
Check answers in open class. Ask students to work VOCABULARY
with a partner to complete the rule. Check answers. Laughter
Use the sentences in Exercise 1 and further examples
of your own to clarify the rule. 1 Books closed. Ask students to nd the words in italics
in the article on page 39 and work with a partner to
Mixed-ability try to guess their meaning from context.
Stronger students can complete the exercise before looking Books open. Students compare their ideas with the
back at the article to check their answers. Allow weaker de nitions and go on to complete the exercise. Check
students to look directly at the article. answers in open class.

Answers
Answers
a 8 b 6 c 7 d 4 e 9 f 5 g 2 h 3 i 1
1 What; is
2 It; that 2 Ask students to read through the paragraph to get
3 All; is
an overall understanding and answer the question:
Rule Who’s better at telling jokes, Mum or Dad? (Mum)
1 what Students work with a partner to ll the spaces with
2 it the words from Exercise 1. Check answers.
3 all
Answers
2 Students work individually to complete sentences 1 pranks 2 gets 3 punchline 4 hilarious 5 giggles
1–6. Allow students to compare answers with a 6 found 7 at 8 light
partner before feedback in open class.

Answers Fast finishers

1 What adults forget is how it feels to be a child. Write on the board: Who is the funniest person in your family
2 It’s the way (that) he always interrupts me when I’m and why? Ask students to write an answer to the question
telling a joke that I don’t like. using some of the expressions from the exercise.
3 All I watch on TV is comedy shows.
4 What you have to remember is that many people don’t 3 Working individually, students make notes on their
find those kinds of joke very funny. answers to the questions. Monitor to encourage
5 It’s you that he’s laughing at, Dad, not your joke. students to note down reasons for their answers and
6 All you need to do is say sorry and she’ll forgive you. / All to help with vocabulary as necessary.
you need to say is sorry and she’ll forgive you.
4 SPEAKING Students work in small groups to
compare their answers. This activity will also work
Fast finishers well as a mingle with students standing up and
Students can write sentences including different emphatic comparing answers with other students. When
structures from the rule. Listen to some of their examples in students have compared with several others, divide
open class after feedback. the class into pairs for students to report back on
their ndings.
3 If you’re short on time, set this exercise for
homework. Read through the instructions and the
example. Students work individually to complete
sentences 1–4. Allow students to compare answers
with a partner before feedback in open class.

46
 4 L AUG HTER IS TH E B EST M EDICI N E
Optional extension Audio Script Track 1.19
Divide the class into AB pairs. Ask As to close their books and One
Bs to say one of the definitions for A to say the vocabulary
item. After two minutes, students swap roles and repeat. An 80-year-old husband and wife were having problems
remembering things, so they decided to go and see their doctor
for a check-up to make sure they were all right.
Workbook page 38
They arrived at the doctor’s and described their symptoms. He
ran a few tests but couldn’t find anything wrong with them. He
explained that having a bad memory was quite common among
older people and that they really had nothing to worry about.
However, he did suggest that they might want to start writing
Laughter things down and make notes to help them remember things.
1 Give students time to make notes. Tell them to The couple thanked the doctor and left.
think about exactly why the things were funny and Later that night, while watching TV, the old man got up from his
which words they might use to describe the things chair and his wife asked him, ‘Where are you going?’
to a partner. Monitor and help with vocabulary as ‘To the kitchen,’ he replied.
required. So she asked, ‘Will you get me a bowl of ice cream, please?’
2 SPEAKING Check/clarify: anecdote. In pairs or small To which he replied, ‘Sure.’
groups, students use their notes from Exercise 1 to She then said, ‘Remember what the doctor said. Don’t you
think you should write it down so you don’t forget?’
share anecdotes. Ask them to discuss which was the
But he assured her that he wouldn’t forget.
funniest anecdote in each category and listen to some
Then she said, ‘Well, I’d also like some strawberries on top.
of the best ones in open class as feedback. You’d better write that down because I know you’ll forget.’
He said, ‘I can remember that. You want a bowl of ice cream
Optional extension with strawberries. No problem. No problem at all.’
Give students further practice in relating anecdotes. Ask She replied, ‘Well, I’d also like some cream on top. I know you’ll
them to choose one of the things they found funny from forget that, so you’d better write it down.’
Exercise 1 and to prepare the anecdote in more detail. They He was starting to get a bit annoyed. ‘I don’t need to write that
should: down. I can remember.’
• use a variety of ‘interesting’ vocabulary to make the story And he stormed off into the kitchen.
more colourful. Exaggeration is useful (massive instead of After about 20 minutes, he returned from the kitchen and
big, tiny instead of small, etc.) handed her a plate of scrambled eggs.
• alter their voice for different characters She stared at the plate for a moment and said, ‘I knew it. You
• use gesture forgot my toast.’
• make eye contact Two
• decide exactly which words they are going to use to end the A man was staying in a posh hotel. One morning, he went
anecdote downstairs for his breakfast. He sat down and called over the
Give students time to prepare their anecdote, then divide head waiter.
students into new groups to tell their anecdotes with feeling. ‘Yes, sir. How can I help you?’ the waiter asked.
When all students have told their stories, ask groups to agree ‘I’d like to order my breakfast,’ the man replied.
on which was the best story. ‘Certainly, sir,’ the waiter replied and took out his pen and
notebook.
So the man looked at the menu and said, ‘I’d like one egg
LISTENING undercooked so that it’s runny, and one egg overcooked so that
it’s tough and hard to eat. I’d also like a sausage which is a bit on
1 1.19 Books closed. As a lead-in, ask students: the cold side, burnt toast, butter straight from the freezer that’s
What type of things do people tell jokes about? Give impossible to spread, and a pot of very weak, lukewarm coffee.’
them some examples to get them started: animals in ‘That’s a very complicated order, sir,’ said the waiter, who was
strange situations, funny things small children say. more than a bit confused. ‘The chef might find it quite diff icult
to prepare.’
Give students three minutes to work with a partner to
‘No, he won’t,’ the man assured him. ‘It’s exactly what you
make a list of typical topics. Brainstorm ideas in open
served me yesterday.’
class and write some of their ideas on the board.
Three
Books open. If there is an interactive whiteboard
Three comedians are telling jokes after a late show. They’ve
(IWB) available in the classroom, this activity would
heard each other’s jokes so many times that they’ve reached
best be done as a heads-up activity with the whole the point where they don’t need to actually tell the jokes any
class. Display the pictures on the IWB and nominate more to make each other laugh – they just need to refer to each
individuals to describe one of the pictures. Play the joke by a number.
audio for students to match the jokes to the pictures. ‘Number 37!’ shouts out the first comedian, and the others
Allow students to compare with a partner before a nearly fall off their chairs laughing.
whole-class check. ‘Number 53!’ says the second one, and again they burst out
laughing.
Answers Finally, it’s the third comedian’s turn. ‘Forty-four!’ he says. He
gets nothing, nothing but silence, as the other two look at him
1 A 2 D 3 C
in disappointment.
‘What?’ he asks. ‘Isn’t 44 funny?’
‘Sure. It’s usually hilarious,’ they answer. ‘But you told it so
badly.’

47
2 1.19 Give students some time to discuss what Answers
they remember from the rst listening. Play the audio 1 2 3 4
again while students listen and make notes. Students
compare answers with a partner.
Audio Script Track 1.20
Answers
Joke 1
Joke 1 Girl Why is 6 afraid of 7?
1 an elderly husband and wife
Boy I don’t know. Why is 6 afraid of 7?
2 They go to the doctor because they are having trouble
remembering things. The doctor tells them to write things Girl Because 7 8 9.
down to help them remember. In the evening the wife Boy That’s a good one!
asks the husband to get her some ice cream from the
kitchen and then asks for various other things to go with Joke 2
it, telling him at the same time that he should write it Boy What do you call a fish with no eye?
down so he won’t forget. When he comes back he brings Girl I Give up. What do you call a fish with no eye?
her something completely different – some scrambled Boy Fsh.
eggs – but instead of remembering what she originally
Girl Ha ha. Very funny.
asked for she tells him that he forgot the toast.
3 ‘I knew it. You forgot my toast.’ Joke 3
4 because she is certain that he will forget what she wants. Girl I phoned the local hospital. I said: ‘Is that the local
He does, but by then she has forgotten what she asked for. hospital?’ The woman said: ‘Well, it depends where
Joke 2 you’re phoning from.’
1 a man and a waiter Boy I must remember that one.
2 The man asks the waiter for a very difficult order for
breakfast, all of which is badly cooked. When the waiter Joke 4
Boy Knock knock.
replies that this will be difficult for the chef to produce,
the man says that it’s what he was served the day before. Girl Who’s there?
3 ‘No, he won’t,’ the man assured him. ‘It’s exactly what you Boy Broken pencil.
served me yesterday.’ Girl Broken pencil who?
4 because no one would actually request the food cooked
like the man asks for and in the end he’s making a Boy Never mind. It’s pointless.
criticism about the food. Girl I don’t get it.
Joke 3 Boy Pointless. Broken pencil – no point. I give up!
1 3 comedians
2 They are telling jokes to each other but they’ve heard
2 1.20 Students work with a partner to complete
them so often they just say the number of the joke
without actually telling the joke. the phrases. Play the audio for students to check
3 ‘Sure. It’s usually hilarious,’ they answer. ‘But you told it answers. Pause after each phrase and ask students
so badly.’ to repeat the phrase using suitable intonation.
4 because it’s impossible to say a number in a funny or Encourage students to sound enthusiastic in the
unfunny way. positive responses! Repeat the phrases several times
chorally and individually.
3 1.19 If necessary, play the audio again. Ask
students to work individually to rate each joke from Answers
5 to 0. Divide the class into small groups to compare 1 good one
their ratings and discuss reasons for their choices. 2 Very funny
Hold a quick class vote to decide which was the 3 must remember
funniest joke. 4 don’t get
4 SPEAKING Students work in small groups and take
turns to tell one of the jokes. 3 SPEAKING Divide the class into pairs or small
groups for students to discuss the questions. To
Mixed-ability extend discussion, regroup students to compare their
Allow weaker students to use their notes as a guide. Stronger
ideas. Listen to some example answers in open class.
students can tell the jokes without referring to notes. 4 SPEAKING You may like to tell students a joke of
your own to get them started. Students work with a
partner to decide on a joke to tell other students. Tell
FUNCTIONS them to practise telling it to each other several times.
5 SPEAKING Students tell their jokes to others in the
Responding to jokes group. Their partners react appropriately. Listen to
1 1.20 Books closed. Elicit/explain that there are some of the jokes in open class and discuss which is
di erent ways to respond to jokes. Ask students the funniest.
how they might have responded to the jokes in the
listening. Write any correct answers on the board.
PRONUNCIATION
Books open. Play the audio for students to listen and
read and choose an emoticon for each reaction. For practice of pacing and punchlines go to
Student’s Book page 120.

48
 4 L AUG HTER IS TH E B EST M EDICI N E
Student’s Book pages 42–43 Answers
1 Shappi Khorsandi is unquestionably a breath of fresh air.
READING 2 This would certainly serve her well in her future career.
1 SPEAKING Books closed. As a lead-in, ask: Would 3 She has undoubtedly become one of the most successful
you like to be a professional comedian? Why/why not? female comedians in the UK.
4 But, with age, she has definitely found more confidence.
What do you think a professional comedian’s life is like?
Give students three minutes to discuss the questions Students work with a partner to complete the rule.
in small groups. Check answers in open class. Give further examples
Books open. Ask students to work in pairs and discuss for clari cation if necessary.
the questions. Regroup students and ask them to
compare their answers. Rule
2 Give students a three-minute time limit (or longer 1 after
with weaker classes) to read the text and check 2 before
their predictions. Tell them not to worry about 3 between
understanding every word and to focus only on
nding answers to the questions. Allow students to 2 If you’re short on time, set this exercise for
compare answers with a partner before whole-class homework. Students work individually to complete
feedback. sentences 1–8. Allow students to compare answers
with a partner before feedback in open class.
Answers
Answers
1 Her profession has always been a male-dominated one;
her early life was also unconventional as she was living in 1 He is undeniably one of the funniest actors in the world.
the UK as the daughter of a political refugee from Iran. 2 The Interview is undoubtedly his best film.
2 She has appeared on political discussion programmes 3 It is literally the funniest film I’ve ever seen.
and on a dance show; and she’s written a book. 4 He clearly loves playing losers.
5 His performance in Steve Jobs was utterly convincing.
3 Divide the class into pairs or small groups for 6 He will definitely win an Oscar one day.
students to discuss the questions. Encourage them
to underline the parts of the text that support their Fast finishers
answers. Listen to some of their ideas in open class as Ask students to write sentences about their friends using
feedback. some of the boosting adverbs.

Answers
3 WRITING Read through the information about Seth
1 because female comedians have always been in the Rogen as an example. Ask students to write similar
minority information about an actor of their choice using
2 because her father had criticised the government and so
at least four boosting adverbs. Monitor and help
the family were no longer safe in Iran
3 It was difficult adapting to a new culture, and living with students with ideas and vocabulary as necessary.
the threat to their safety from Iran. When students have completed the exercise, ask them
4 She and her dad told jokes about their situation to help to work in small groups and read out their sentences
make light of things. for their partners to guess who they have written
5 because she would go on to tell jokes for a living
about.
6 She says she was very nervous.
7 She feels she doesn’t have to choose one identity; she
values both. Optional extension
While all of these adverbs are used to emphasise adjectives,
certain adverbs are only used to emphasise extreme
adjectives. For example, you can say He is utterly brilliant, but
SPEAKING not He is utterly good.
1 Give students two minutes to work in small groups Ask students to decide which of the adverbs can be used
to make a list of well-known comedians. Brainstorm with all types of adjective and which can only be used with
examples in open class and write them on the board. extreme adjectives.
Make sure all students know all of the comedians. All adjectives: unquestionably, definitely, undoubtedly,
certainly, undeniably, clearly, essentially, literally
2 Divide the class into small groups for students to
Extreme adjectives: absolutely, utterly, entirely, totally
rank the comedians from very funny to not funny.
Encourage them to explain the reasons for their Ask students to work in pairs to write five sentences including
adverbs they would not normally use.
choices. As feedback, hold a class vote to nd out
which is the funniest comedian and why.
Workbook page 37 and page 123

GRAMMAR
Boosting
1 Look at the words in brackets with students and elicit
that they are all adverbs. Students work in pairs to
complete the sentences. Check answers in open class.

49
VOCABULARY best be done as a heads-up activity with the whole
class. Ask students to look at the picture and read
Idioms with laugh and joke the introduction. Ask students to quickly discuss the
1 Working in pairs, students match the sentence halves questions with a partner. Listen to some of their ideas
before referring back to the text to check their in open class and write them on the board to refer to
answers. During whole-class feedback, elicit the during feedback on Exercise 2.
idioms with laugh and joke in the sentences and ask
2 1.22 Play the audio for students to listen and
students to underline them.
read to check their answers to Exercise 1 and to list
Answers the items in the Irish stew. Tell them to concentrate
on answering the question and not to worry about
1 g 2 h 3 d 4 a 5 f 6 b 7 c 8 e understanding every word. Allow students to check
their answer with a partner before feedback in open
2 Give students time to read through the sentences. In class. Nominate individuals to give reasons for their
pairs, students choose an idiom from Exercise 1 to answer.
complete the sentences. Check answers in open class.
Answers
Answers
cold beef, potatoes, cabbage, a few peas, half a tin of
1 head off salmon, two eggs
2 joke
3 have; last laugh 3 Ask students to underline the key information they
4 laughing stock
5 joking aside
will need to read for. You could encourage students
6 other side; face to try to answer the questions before reading again.
7 laughing matter Students read the text again to check their answers.
8 burst out Let students compare answers with a partner before
feedback in open class. During feedback, ask students
to refer to the parts of the text that support their
Fast finishers answers.
Ask students to try to rank the expressions from 1 to 8 (used
in very funny situations to not funny at all, where laugh your Answers
head off is very funny and no laughing matter is not funny
at all). 1 because they had lots of time
2 there was very little actual potato left
3 the process was very messy
3 Working individually, students write a response to 4 there was lots of room left in the pot
each of the sentences. Divide the class in pairs for 5 it allowed you to use up lots of different left-over food
students to create short dialogues. 6 a rat; they’d never heard of rats in Irish stew and thought
it would be safer not to include it
Mixed-ability
Stronger students may like to expand the dialogues further 4 VOCABULARY Students work individually to
and include more than one expression in each. complete the exercise, then check their answers with
a partner before feedback in open class.

Optional extension Mixed-ability

Divide the class into AB pairs. Ask students to take it in turns Stronger students can attempt to complete the exercise from
to say one word from an expression. Their partner has to memory before checking in the extract.
respond with the full expression in a sentence. For example
Weaker students can find the answers in the extract. If
A: last students need clarification of the meaning of the words, give
B: I’ll have the last laugh when I pass my exam and he further examples of your own to explain.
doesn’t.

Answers
Workbook page 38
1 to spare
2 scrape
Student’s Book pages 44–45 3 in the way of cooking
4 be on the safe side
5 half smothered
LITERATURE 6 odds and ends
7 every little helped
Three Men in a Boat by Jerome K. Jerome 8 fished out
1 Books closed. As a lead-in, brainstorm a list of lms
and books involving water and write titles on the
board. Divide the class into pairs for students to take Fast finishers
turns describing a lm or book for their partners to Ask students to work with a partner and write questions
guess the title. Listen to some examples in open class using as many of the words in the exercise as possible. Divide
the class into new pairs for students to ask each other their
and write any repeated themes on the board. questions.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity would

50
 4 L AUG HTER IS TH E B EST M EDICI N E
5 SPEAKING In pairs or small groups, students discuss Answers
the questions. Monitor and encourage students to [B] a description of what the writer likes / doesn’t like –
answer in full sentences. Make a note of any nice advice 3
expressions or lexical errors to refer to during [A] a brief synopsis of the story – advice 1
feedback. At the end write them on the board to [C] a recommendation – advice 2
discuss the problems with the lexical errors and to
praise students who used language well. As feedback, 5 This exercise can be set as homework or done as a
ask for volunteers to report back to the class on their collaborative writing activity in class with pairs of
discussion. students writing together.
Refer to the example review and point out the style
of language used. Encourage students to underline
WRITING collocations and expressions that they could use in
A review their review. Remind them that they should also use
1 Books closed. As a lead-in, ask students: Do you ever cleft sentences and boosting adverbs. Ask students to
read reviews of books or lms? Which reviews do you write their review. When students have completed
trust most? Why? Students discuss the questions in the exercise, ask them to exchange reviews with
pairs. Listen to some of their ideas in open class as another pair. Tell them not to worry about minor
feedback. grammatical errors, but to make comments on the
functions of each paragraph and whether the point
Books open. Students quickly read the review and of view of the reviewer is clearly explained. Students
complete the exercise. Ask students to compare their can then return reviews and incorporate comments
answers with a partner and refer to the parts of the to create a nal draft. Listen to some of the best
review that support their answers. examples in open class.
Answers
Student’s Book pages 46–47
entertaining ✓
exciting ✓
hilarious ✓

2 If students are still unsure about cleft sentences and LISTENING

boosting adverbs, refer them to examples earlier
in the unit. Students work with a partner to nd 1 1.23
examples in the text. This could be done as a reading
Answers
race, with students competing to nd examples as
quickly as possible. Check answers. 1 C 2 B 3 C 4 B 5 A 6 C

Answers
Cleft sentences:
Audio Script Track 1.23
What I like most about it is the perfect mixture of travel You will hear a conversation on the radio about a book called
guide … and comedy … Luck: what it means and why it matters by Ed Smith. For
But it’s exactly this lazy boat ride of a journey that makes it questions 1–6, choose the answer (A, B or C) which fits best
so good. according to what you hear.
Boosting adverbs: Presenter So now for the next part of our show, which, as you
utterly, clearly, exactly, undeniably know, is called ‘A book I enjoyed’, and this week the
actor Daniela Merchant is going to talk about a book
called …? Daniela?
3 Give students time to read through the sentences.
Daniela Well, I’ve chosen a book called Luck: what it means
You may like to do the rst one as an example.
and why it matters. It’s by a former professional
Students work individually to complete the exercise, sportsperson, now a writer and journalist, called Ed
then compare answers with a partner before a whole- Smith. He was an extremely good cricketer, he played
class check. for England on several occasions, and by his own
admission, he never thought that luck was an issue in
Answers his life. That is, until, aged 31, he was running after a
ball one day – perfectly normal, nothing unusual – and
1 What the three of them decide is that they are over-
he slipped, broke his ankle and that was the end of his
worked and in need of a holiday.
career as a player. So that was bad luck, of course, but
2 It’s when you suddenly burst out laughing that you get
luck can be good too. As Ed Smith mentions, one day
the strangest looks.
he missed a train, got the next one and found himself
3 What some of my friends said was that it was too old-
sitting opposite a woman who ended up becoming
fashioned and that the plot moved far too slowly.
his wife, so luck works both ways. What he says in his
book is that in any human life, a huge amount of the
4 In pairs, students match the paragraphs to the forces that make it successful or not, professionally or
functions and advice. During feedback, ask students personally, are actually a matter of chance, good or
to refer to the text to explain their choices. bad. It’s as simple as that.
Presenter But that’s not a very acceptable view these days, is it?
I mean, these days we all tend to think that it’s talent
and hard work that bring success and that if you fail, it’s
because you’re weak or because you make mistakes.

51
 Daniela Well, that’s right. But Smith debunks that view. Earlier TEST YOURSELF UNITS 3 & 4
in his life, he believed totally in hard work, lots of
practice, thinking that that’s what determines whether
you’ll be successful or not. Then things happened that VOCABULARY
made him rethink his position. Now he’s able to see 1
how luck influences just about everything, even things
that we think of as not at all related to chance. Answers
Presenter Such as?
1 in
Daniela Well, for example, he points to how we don’t choose 2 off
our parents and we don’t choose our genes, our 3 stock
genetic make-up – but those things have a profound 4 out
influence on the course of our lives. And not just 5 beginner’s
that. The country that we’re born in, whether we’re 6 up
born male or female, what’s going on in the world at 7 down
the time we’re born – all these things can be terribly 8 punchline
important. And, of course, we have no control over 9 matter
such things. Very often, we like to think that we 10 giggles
control our lives, that it’s our decisions that make the
difference – and, of course, there’s an element of truth
there, that’s part of the story, but Ed Smith shows us
that it’s far from being the whole story. GRAMMAR
Presenter Do you think, then, that Smith is right – that luck 2
matters?
Daniela Yes, I do. I mean, when I think about my own life … Answers
well, I can’t help but think that at least some things
depended on my abilities – my talent, if you like – but 1 speak
that there was also an element of simply being in the 2 It
right place at the right time. I mean, the acting school 3 didn’t speak
I went to – a month before I went there, the principal 4 What
teacher got sick and they brought in a stand-in, a 5 could speak
woman called Sue Martin, and she was just superb. 6 hadn’t spoken
She taught me so much. Some time later, I met the
original teacher, and I just knew that I wouldn’t have 3
done so well under him. I’m reminded of something
Richard Burton, the great actor, tremendously Answers
successful man, something he said all those years
1 I’ll do certainly certainly do all I can to help you.
ago – that he would go now and again to watch young
2 Unless we don’t leave now, we’ll miss the train.
actors at work, or he’d go and watch a play in a small
3 If I hadn’t eaten so much, I wouldn’t have felt feel so ill
theatre somewhere, and he’d say that almost every
now.
day he’d see people who were at least as talented
4 It was the journey what that was most fun.
as him as actors, if not more so. And so he had to
5 He’s made clearly clearly made a lot of enemies.
conclude that he’d got lucky – it was his looks, or
6 Provided that Imagine you could go anywhere in the
something about his voice, whatever … something
world, where would you go?
had led to his great success. It was a degree of talent,
but talent alone couldn’t explain it.
Presenter OK, but back to the book. What’s your overall rating?
Daniela Well, I think that Smith is best when he’s talking FUNCTIONAL LANGUAGE
about sport. Some of the things he says about the 4
role of luck in politics and economics, for example,
don’t seem to me to hold up quite as strongly as the Answers
arguments he makes about chance in other areas.
And, you know, overall, I can’t help thinking that his 1 remember
argument is a bit overstated. I mean, let’s go back to 2 good
the chance meeting with his future wife. All it means 3 get
is that they got married to each other rather than to 4 funny
someone else, right? Though I have to admit that their 5 Never
children, if they have any, will no doubt be grateful 6 bad
that they did meet. And I think they’ll be grateful 7 beginner’s
that they’ve got a father who’s as smart, witty and 8 Just
empathetic as Ed Smith seems to be as the author of
this book.
Presenter Well, thanks, Daniela. I think I might just have a look
at the book. It sounds like it’s worth …

Workbook page 43

52
5 SEEKERS
TH RILL

the text that helped them nd their answers. Students

Objectives check their answers with a partner before whole-class
FUNCTIONS: giving and reacting to an opinion feedback.
GRAMMAR: participle clauses; verbs of perception with
infinitive or gerund Answers
VOCABULARY: thrill seeking; idioms related to noise
1 Her son had taken it up and she didn’t want him to be
able to do something she couldn’t.
Student’s Book pages 48–49 2 She celebrated her 90th birthday by going on all of the
adult roller coasters at Disneyland.
3 She reminded herself that many other people had been
READING paragliding with no problems.
1 Books closed. If you have access to the Internet in 4 She wants the elderly to keep doing things as long as they
the classroom, choose some videos of people doing are physically able.
5 He has become the first man to jump from an aircraft at
extreme sports and show them to students. As a lead- 2,400 feet and land safely without using a parachute.
in, ask: Do you like roller coasters? What is the most 6 He wore a wing suit and arranged a landing site with
dangerous thing you have ever done? Students discuss 18,600 cardboard boxes to break his fall.
the questions in pairs and make a list of the di erent 7 He’s a stuntman.
types of extreme sport or dangerous activity. Elicit 8 It says that he was a bit scared.
answers for feedback and make a list on the board.
Books open. Display the pictures on the IWB. Ask 6 SPEAKING Divide the class into pairs or small
individuals to describe the activities. Ask: What groups to discuss the questions. Monitor to encourage
might have happened before the photo? What might debate between students and to ask them to come
happen next? Say the adjectives for students to repeat to agreement on the best ranking in question 3.
and check pronunciation. Ask students to work Listen to some of their answers during whole-class
individually to match the adjectives to the photos. feedback. Have a quick show of hands to nd out
which activities are the most dangerous, challenging,
2 Ask students to work with a partner to complete the etc. and nominate individuals to give reasons for
exercise. Monitor to help with ideas and vocabulary their answers.
and to encourage students to make notes on their
choices.
3 SPEAKING Divide the class into new pairs or small PRONUNCIATION
groups for students to compare their answers to For practice of elision go to Student’s Book
Exercise 2. Ask each group to compile a longer list page 120.
of reasons and think of as many di erent reasons
as possible for wanting or not wanting to do the
activities. Listen to some of their answers in open
class for feedback. Red herrings
4 Give students a three-minute time limit to encourage 1 Read the introduction with students. Elicit that red
them to read the articles quickly to get a general herrings are often used in crime stories where a clue
understanding and answer the question. Tell them is used to distract readers from the true story.
to focus on the task and not to worry if they do not Ask students to read the text, answer the question
understand every word. Allow them to compare and then compare their answer with a partner.
answers with a partner before a whole-class check.
Answer
Answer
B
Mary Ellen Hardison
2 WRITING Students work in pairs to write a
5 1.24 Give students time to read the sentences. multiple-choice question about text B. Prompt them
Check/clarify reassure; precaution. Encourage to use the question in Exercise 1 as an example.
students to underline the key information in the Monitor and help with vocabulary as required.
sentences that they are looking for in the articles.
Students read the articles in more detail to complete
the exercise. Suggest that they underline the parts of

53
3 SPEAKING Students show their questions to they need to use for each sentence. Students check
di erent partners and take it in turns to answer. answers with a partner before whole-class feedback.
Listen to some examples in open class as feedback.
Answers
Optional extension 1 Done regularly, these exercises will help you to become
Ask students to work in pairs and discuss the following extremely fit.
questions. 2 Having watched the stunt, most people were speechless.
1 Have you ever tried an extreme sport? What was it like? 3 (While) watching the people in their canoes, we decided
How did you feel? Would you do it again? to try it too.
4 Having always been aware of the risks, she’s never had
2 Which extreme sport, if any, would you most like to try? any serious accidents.
Why? 5 Having learned how to climb from his father, he became
3 Are you able to identify with the thrill-seekers described in passionate about it. / Having learned from his father, he
the reading? If so, in what ways? became passionate about climbing.

Workbook page 46 and page 124

Student’s Book pages 50–51

GRAMMAR Be aware of common errors related to using

participle clauses. Go to Get it right! on Student’s
Participle clauses Book page 123.
1 As a quick lead-in to this topic, write the following
sentences on the board.
A man saw a gorilla running through the jungle. VOCABULARY
Running through the jungle, a man saw a gorilla.
Thrill seeking
Ask: Do these sentences have the same meaning? (No)
What is the problem with the second sentence? (It means 1 Match the rst beginning and ending in open class, as
the man was running – participle clauses must have an example. Ask students to work with a partner and
the same subject as the second clause of the sentence) complete the exercise. Check answers in open class.
During feedback, say the words for students to repeat
Ask students to look at the sentences from the and check pronunciation. Pay particular attention to
article with a partner, answer the question and then the linking of sounds between words such as risk-
complete the rule. Check answers in open class, using taker (the k is almost silent), kick out of and death-
the example sentences for clari cation and o ering defying. Also that assess is stressed on the second
further examples if necessary. syllable.
Answers Answers
b, d, a, c
1 g 2 a 3 e 4 f 5 h 6 c 7 d 8 b
Rule
1 time 2 reasons 3 conditions 4 results Fast finishers
5 the same 6 present 7 past
Ask students to write one sentence containing as many of
the words as possible. For example My uncle is a daredevil
2 Give students time to read through the information who gets a kick out of doing audacious, death-defying stunts
and the example. Ask students to work individually without assessing the risks first. Listen to some of the longest
to transform the sentences. Point out that they can sentences in in open class after feedback.
look at the rule to check their answers if necessary.
Allow students to compare answers with a partner 2 Working individually, students choose the correct
before feedback in open class. option for each sentence. Students compare answers
with a partner before feedback in open class.
Answers
1 After climbing/they climb into a glass cage, the thrilled Answers
and terrified tourists are lowered into the water with the 1 daredevil 2 risk-taker 3 (real) kick out of
crocodiles. 4 minimises the risk 5 audacious 6 stunts
2 If it is carried out correctly, the dive is completely safe. 7 assess the risk 8 death-defying
3 After you’ve returned to the safety of the beach, you can
look at the amazing pictures taken by our professional
photographer. Workbook page 48
4 If you share these photos with your friends, you will be
the talk of the town.
SPEAKING
3 If you’re short on time, look at the example with ROLE PLAY Divide the class into two groups, A and
students and then set the rest of the exercise for
B. Give students time to read their role card and check
homework.
understanding. Before acting out the role play, ask
Students work individually to rewrite the sentences. students to work with others from the same group to
Remind them to check which type of participle check understanding of their roles and to brainstorm

54
 5 TH R I LL SEEK ER S
things they could say. Assigning roles and giving Radio host And then, of course, there are others who
preparation time in this way often leads quieter couldn’t care less about getting an adrenalin
students to interact more and voice their opinions. rush … who really wouldn’t dream of risking their
lives by going diving or climbing, or even going
Students act out the role play. Tell students that it is
on a roller coaster ride. What makes daredevils
important to stay in character to make the activity different from them?
interesting and fun. Monitor to help with vocabulary
Psychologist Well, it seems that there are certain personality
and to encourage quieter students to give their point types, often referred to as thrill seekers, that
of view. As feedback, ask a member of each group thrive on this kind of risk-taking. What we know
to report back on what they decided to do. Regroup about them is that they love adventure, and they
students and ask them to discuss their real opinions. need the kick they get out of facing dangerous
situations again and again. If you’re not this kind
of person, then all these audacious activities may
LISTENING just seem ridiculous to you.
1 SPEAKING Books closed. As a lead-in, elicit theme Radio host I see. And do we know what causes a person
park and write it on the board. Ask students to to have the type of personality you’ve just
mentioned?
work with a partner and make a list of words they
associate with theme parks. Write some of their Psychologist That’s a good question. One theory holds that in
order to really feel excited, thrill seekers usually
answers on the board. Ask: Have you ever been to a
need more stimulus than the average person.
theme park? What is the most exciting ride you have
We’re talking biochemical processes in the
been on? Students discuss the questions in pairs.
brain here. When those people are involved in
Books open. Ask students to work in pairs and discuss dangerous activities, certain chemicals, such as
the questions about the photo. Elicit some answers adrenalin, start flowing in their brains, and only
and create a list on the board to refer to after the then do they get a feeling of being truly alive.
listening, but do not comment at this stage. Radio host That’s fascinating.
2 1.26 Play the audio for students to compare their Psychologist Yes, isn’t it? And there’s another theory along
answers in Exercise 1. Refer to their answers on the similar lines that basically says that thrill seekers
like what they do mostly because it enables them
board. Did anyone guess correctly? to forget about everything else – all the problems
they might have in their daily lives, their everyday
worries and so on. As long as they’re involved in
Audio Script Track 1.26 an activity that requires their full concentration
Radio host Today we’re joined by psychologist Dr Ron Dilts, – because of the need to survive a danger, for
who’s going to talk to us about thrill-seeking. example – other things fade into the background.
Welcome to the programme, Dr Dilts. I was talking to an extreme climber once and
Psychologist Thanks for having me. when I asked him what he enjoyed most about
his sport, he answered that as soon as he starts
Radio host It’s a pleasure. And let’s get straight to the point. climbing, all the problems ‘down there’ as he
Why do people get a thrill out of bungee jumping, described them – you know, the problems in his
roller coaster rides and the like? normal life, so to speak – become really small.
Psychologist That’s an interesting question, and the answer Radio host Why is it then that …
is surprisingly complex. Some people enjoy the
thrills they get from activities that stimulate their
brain in such a way that they perceive themselves 3 1.26 This exercise is closely modelled on
to be in physical danger. We know that there’s Listening part 2 of the Cambridge English: Advanced
a certain type of person who actually seeks exam.
physical danger by doing dangerous activities
Ask students to work with a partner to try to answer
like skiing down extreme slopes, or parachuting.
When you ask one of these risk-takers if they’re
the questions from memory. Play the audio again.
scared while doing their sport, their answer is Students complete the sentences and then compare
usually that that’s exactly why they do it in the answers with a partner before feedback in open class.
first place. In other words, they kind of need the During feedback, ask students to explain the reasons
adrenalin rush that they experience when doing for their answers. Check answers in open class.
extreme sports.
Radio host I see, but there’s a difference, isn’t there, between Answers
doing a dangerous and extreme activity – such as
1 extreme sports 2 simulates 3 risking
jumping out of a helicopter without a parachute
4 thrill seekers 5 brains 6 (daily) problems / worries
– and going on a roller coaster, which isn’t really
that dangerous at all?
Psychologist Absolutely, and that’s exactly the point. The
roller coaster doesn’t, in all likelihood, offer
the same level of risk, but it simulates true
danger. In other words, it creates the illusion of Feeling alive
having faced a great danger, and that’s a deeply 1 Working individually, students rank the six items.
satisfying feeling. The danger isn’t real, as such,
Remind them to think about what is risky for people
but we behave as if it is – as if we have achieved
something great and overcome our fear. Research in general, not just for themselves. Encourage them
has shown that after a bungee jump, or after to think of reasons for their choices. Monitor to help
having just been on a roller coaster ride, people with any queries.
feel great – almost as great as if they’d survived
something far more dangerous.

55
2 Check understanding of feel alive with an example. the article to check their predictions and answer the
Students work individually to rank the items from 1 questions. Check answers in open class.
to 6. Ask them to think of reasons for their choices.
Answers
3 SPEAKING Ask students to compare their answers in
pairs or small groups. Listen to some of their ideas in 1 He wanted to find peace and quiet.
open class as feedback and work as a group to decide 2 the sound of his scalp moving over his skull
3 because his 45-minute session was over
on the best order to rank the six items.
4 He felt rested and calm afterwards.
Optional extension
5 SPEAKING Divide the class into pairs or small
Write the following questions on the board: groups to discuss the questions. Monitor but do not
1 Do people take risks in order to feel alive? interrupt unless errors hinder comprehension. Make
2 How often do you feel the need to take a risk? sure all students are speaking and encourage quieter
3 What type of risks do you take? students to give their opinions too. Encourage them
4 What would you recommend as the best way to feel alive? to use words from the article and give them time
Ask students to discuss the questions in pairs or small to make detailed notes on their answers. Regroup
groups. Listen to some of their ideas in open class. students and ask them to share their ideas with their
new partners. Nominate some individuals to report
back on their discussions in open class as feedback.
Student’s Book pages 52–53
GRAMMAR
READING
Verbs of perception with infinitive or gerund
1 Books closed. As a lead-in, ask: Who is the noisiest
person you know? When do they make the most noise? 1 Look at the two sentences in open class. Ask students
Ask students to discuss the questions with a partner. to work in pairs to answer the question. Check
Listen to some of their answers in open class as the answer. Ask students to read through the rule
feedback. with a partner and ll the gaps. During whole-class
feedback, refer to the two example sentences and
Books open. Ask students to work with a partner
further examples of your own to clarify the answers.
and discuss the questions. Monitor and help with
vocabulary as necessary. If students have di erent Answer
answers for a to d in question 2, encourage them to
persuade their partner to agree with them. The sound is heard from start to end in sentence 2.

2 To encourage students to read the article quickly, Rule

set a two-minute time limit to answer the question 1 part of an action
and get a general understanding of the article. Allow 2 an entire action
students to compare answers with a partner before a
whole-class check. 2 Ask students to work individually to complete the
exercise. Monitor and help with any questions. Allow
Answers students to compare answers with a partner before
It’s a room designed to be absolutely silent. It’s famous for whole-class feedback.
being the quietest place on Earth and holds the Guinness
World Record. Answers
1 scream 2 banging; blowing 3 standing
3 Before re-reading the article, ask students to read the 4 run 5 crawling 6 dripping
questions and underline the key information they
should look for in the text. Check/clarify: deemed;
founder. Students complete the exercise. Ask them Fast finishers
to underline the part of the text which helped them Ask students to write two example sentences describing
decide on their answers and to compare with a entire actions that they have heard or seen today and two
sentences describing parts of actions that they have heard
partner before checking in open class.
or seen. Listen to some of their examples in open class after
feedback.
Answers
1 You may start to hallucinate.
Workbook page 47 and page 124
2 45 minutes
3 The ears adapt and you can hear more things, such as
your heart beating or your lungs or stomach.
4 It’s used for product testing and determining sound VOCABULARY
quality.
Idioms related to noise
4 Give students time to read the questions. Divide 1 Books closed. As a lead-in, write loud, noise, quiet on
the class into pairs for students to predict possible the board and ask students if they know any idioms
answers to the question before reading. Check/ which include any of the words.
clarify: skull; frowned; scalp. Ask students to read Books open. Give students time to read the sentences
and complete the gaps. Encourage them to guess

56
 5 TH R I LL SEEK ER S
answers if they are not sure. Ask them to work with a
Audio Script Track 1.27
partner to discuss the meaning of each idiom. Check
answers in open class. Say the idioms for students to Dialogue 1
repeat and check pronunciation. Man Have you heard this? An 85-year-old has climbed
Mount Everest. To my mind, that’s ridiculous. This
Answers person was probably risking not only their own life
but that of other people too.
1 noise 2 loud 3 loud 4 quiet 5 quiet 6 loud
Woman Yes, I suppose you’re right. It could have been
dangerous … but I don’t accept that only young
people should be allowed to do daring things. The
Fast finishers
way I see it is that if a young person does this kind of
Ask students to write sentences of their own containing the thing, it could be dangerous too.
idioms. Listen to some examples in open class.
Man Hmm. I hadn’t thought of that.

2 If you’re short on time, set this exercise for Dialogue 2

homework. Woman It must be thrilling to drive one of those extremely
Students work in pairs to complete the dialogues. fast cars.
Check answers in open class. Give students time to Man That’s not how I see things. I think fast cars are
practise saying the dialogues and challenge them to dangerous, pollute the environment, and are a waste
of money.
remember a whole dialogue without looking in their
books. Woman True. I’d go along with that. But do you never do
something just because you get a kick out of it?
Answers Man OK. Point taken. There are things I’d do just for fun.
But riding in a fast car? No way.
1 for crying out loud; loud mouth; keep quiet
2 making a lot of noise; loud and clear
3 peace and quiet 2 1.27 Give students time to read through the
phrases. If necessary, match the rst phrase to its
function to act as an example. Play the audio again
Optional extension
for students to complete the exercise. Allow them to
Write the following questions on the board for students to compare answers with a partner before a whole-class
discuss in pairs. Make sure they use the expressions when
check. During feedback, say the phrases for students
giving their answers.
to repeat and check pronunciation. Point out the
When did you last make a lot of noise about something?
strong stress on my in To my mind; I in the way I see
What do you do if you want to make your point loud and clear? it and I in That’s not how I see things to emphasise the
What sort of things do you keep quiet about? speaker’s opinion.
Where do you go if you want some peace and quiet?
Do you know any loudmouths? Answers
To my mind, that’s … – 1
Workbook page 48 Yes, I suppose you’re right. – 2
I don’t accept that … – 3
The way I see it is … – 1
I hadn’t thought of that. – 4
FUNCTIONS That’s not how I see things. – 3
True. – 2
Giving and reacting to an opinion I’d go along with that. – 2
1 1.27 Books closed. As a lead-in, state an opinion OK. Point taken. – 4
(For example, Schools should open seven days a week.
Or Students should have longer holidays) and ask 3 ROLE PLAY Divide the class into AB pairs. Give
students to work in pairs to make a list of di erent students time to read their role card and check
ways to agree or disagree. Brainstorm ideas in open understanding. Before acting out the role play, you
class and write any correct answers on the board. may like to ask students to work with others from the
Books open. Play the audio once for students to listen same group to check understanding of their roles and
and answer the questions. Allow students to compare to brainstorm things they could say. Students act out
their answers before a whole-class check. the role play. Tell students that it is important to stay
in character to make the activity interesting and fun.
Answers Monitor to help with vocabulary and to encourage
quieter students to give their point of view. As
1 A thinks the person was too old to climb; B thinks it’s
feedback, ask a member of each group to report back
dangerous for young as well as old people.
2 A thinks driving fast cars is exciting; B thinks it’s OK to be on their discussion.
a thrill seeker, but that fast cars are dangerous, polluting,
a waste of money and not something he would do for
excitement.

57
Student’s Book pages 54–55 English and to use any vocabulary they have learned
from the text. Ask pairs or groups to feed back to the
CULTURE class and discuss any interesting points further.
1 Books closed. As a lead-in, ask students: Do you know
of any places near your school where people do extreme WRITING
sports? Are they expensive to do? Ask students to work
with a partner and answer the questions. If they A newspaper article
have access to the Internet, allow them to search 1 Ask students to read the article quickly to get an
for information. Listen to some of their answers in overall understanding and to answer the question.
Tell them not to worry about unknown vocabulary,
Books open. If there is an interactive whiteboard but to focus on the task. Allow them to compare
(IWB) available in the classroom, this activity answers with a partner before a whole-class check.
would best be done as a heads-up activity with
the whole class. Zoom in on the pictures and Answers
nominate individuals to describe what they can see. The key part of the bungee jump – according to the writer’s
Alternatively, students can look at the pictures in editor – is the free-fall and precisely the part that the writer
their books and answer the questions. Ask students fails to remember. It lasted eight and a half seconds.
to read the articles very quickly to answer the
questions. 2 Give students time to read through the information
and check understanding. Students work in pairs and
Answers put the information in the order it was mentioned.
1 Zambezi River, Zambia; Sydney, Australia; La Quebrada, Ask them to underline the parts of the passage that
Acapulco. support their answers. During feedback, ask students
2 Possible answers: They are all extreme. Bungee-jumping to refer to the text.
has a safety element that cliff diving does not. The
general public are not allowed to do cliff diving. Skydiving Answers
involves a plane.
how high the jump was – 1
where the bungee jump was – 3
2 1.28 Give students a minute or two to read how long the jump lasted – 7
through the sentences and circle the key information what the writer thought about the jump – 8
that they need to look out for. Play the audio while when the writer did the jump – 2
students read and listen to the article. Remind the journey to do the jump – 6
students not to worry if they don’t understand every where the writer stayed – 4
when the writer realised how scary the jump might be – 5
word and that they should just focus on answering
the question. Tell them to underline information
3
in the text that helped them answer each question.
clause in the article. This could be done as a quick
Students check answers with a partner before whole-
class feedback. During feedback, ask students to
justify their answers by quoting the text they have Answers
underlined.
36 hours later, having checked into my simple but charming
Answers hotel in the heart of the city, I spent the evening talking with
locals about my imminent jump.
1 Zambezi River 2 Sydney 3 La Quebrada
4 Zambezi River 5 Sydney 6 La Quebrada
4 Students can do the preparation in class, and
7 La Quebrada 8 Zambezi River
complete the writing at home.
3 VOCABULARY Clarify that students should include some participle
clauses. You could even set a number and tell
in the article and discuss their meanings with a

their ideas and complete the exercise. Check answers into small groups. Ask students to read each other’s
in open class, giving further explanations to clarify articles to count the number of participle clauses and
meaning if necessary. to check that all bullet points have been included.

Answers
1 cord 2 consensus 3 plunged 4 window
5 faint-hearted 6 thrill 7 impact 8 idiocy

4 SPEAKING Divide the class into pairs or small

groups to discuss the questions. Ask one student in

one point each time somebody speaks in L1. The

winner is the student with the fewest points at the
end of the exercise. Monitor and help as necessary,
encouraging students to express themselves in

58
6 FOLLOWERS
Objectives Answers
CWS (Celebrity Worship Syndrome) is a condition of the
FUNCTIONS: complaining celebrity-obsessed. In its most extreme cases, it can lead to
GRAMMAR: modals 1: may, might, can, could, will, won’t stalking and violence.
modals 2: should, shouldn’t, must, mustn’t, can’t
VOCABULARY: admiration; fame
5 1.29 This exercise is closely modelled on Reading
and Use of English part 8 of the Cambridge English:
Student’s Book pages 56–57 Advanced exam.
Read through the sentences with students and
READING check/clarify inherent; take over; attain. Encourage
1 SPEAKING Books closed. As a lead-in, describe a students to underline the key information in the
well-known celebrity without naming him/her and sentences that will help them place the sentences in
elicit guesses in open class. Divide the class into pairs the article. Elicit/clarify: instinct; hierarchies; albeit;
and ask students to take turns to describe a celebrity coined. Students listen again and read the article in
for their partner to guess. Listen to some examples in more detail to complete the exercise. Suggest that
open class as feedback. they underline the parts of the text that helped them
nd their answers. Students check their answers
Books open. Divide the class into pairs or small
with a partner before whole-class feedback. During
groups for students to discuss the questions. Ask
feedback, ask individuals to refer to the parts of the
students to try to decide which celebrities have
text that support their answers.
been in the news the most. As feedback, nd out
which celebrities are currently most talked about by Answers
eliciting the name of a celebrity and having a quick
hands up to see how many groups mentioned him/ 1, 3, 4, 2, 3, 1, 2, 2
her in their discussions.
6 SPEAKING Give students time to read the questions
2 If there is an interactive whiteboard (IWB) available and think about their answers. Divide the class into
in the classroom, this activity would best be done as pairs or small groups for students to discuss the
a heads-up activity with the whole class. Display the questions. Monitor and help with any questions
photos on the IWB. Say I can’t believe I’m this close to about vocabulary but, as this is a uency activity,
him, and nominate a student to point to the photo on do not interrupt conversations unless errors impede
the board. The rest of the class agree or disagree with communication. To extend discussion on question
answers. Alternatively, students do the matching 4, ask students to make a list of the advantages and
activity in pairs before checking answers with the disadvantages of being famous. Listen to some of
whole class. Say each of the phrases for students to their ideas in open class as feedback and encourage
repeat and check pronunciation. further discussion.
Answers Mixed-ability
1 B, C 2 B, C 3 A 4 E 5 D Divide the class into pairs roughly according to level. Allow
weaker students some time to think about their answers
3 SPEAKING Divide the class into pairs or small before discussing them. Monitor, helping with vocabulary
groups for students to compare their answers and as required and encouraging students to use English in their
imagine other thoughts the people might be having. answers. Listen to some of their answers with the whole
class.
Listen to some of their ideas in open class as feedback
and praise the most inventive or creative ideas.
4 Tell students they are going to read an article about
celebrities. Students read the text to nd the answer
to the question. Tell them it is not important to Making logical conclusions (syllogisms)
understand every word. Students compare their
1 Read through the introduction with students in
answer with a partner.
open class. Divide the class into pairs for students
to nd the aws in the logic of the two conclusions.
Encourage students to give reasons for their answers.

59
 Answers Answers
1 The first proposition doesn’t claim that all famous people 1 a is hypothesising or talking about possibility while b is
love attention or that those who do, like the attention of using may for concession.
the paparazzi. 2 a is an example of might to make a prediction about the
2 The first proposition doesn’t claim that people with CWS future while might in b is used to speculate about the
obsess over all celebrities. present.
3 a uses can for theoretical possibility while can in b
2 WRITING In pairs, students write conclusions for describes ability.
the syllogism. Listen to some examples in open class 4 could in a describes possibility while could in b describes
past ability.
as feedback.
5 will in a is used to talk about a future possibility (relating
to the if-clause) while will in b describes habitual
Optional extension behaviour.
Ask students to work individually or in pairs to write 6 won’t in a functions as a refusal and won’t in b functions
syllogisms of their own with two propositions and a as a prediction about a future event.
conclusion. They can decide to include a valid or invalid
conclusion. Monitor to help with vocabulary and ideas. When
students have completed at least one syllogism, regroup
into small groups. Students take it in turns to read their
Optional extension
syllogisms. Their partners have to decide if the conclusion is Write the following on the board. Ask students to work in
valid or invalid. pairs to think of suitable ways to complete the sentences.
• I may … this weekend, it depends on …
• London may be … , but …
Student’s Book pages 58–59 • He might be … . He said …
• … can be fun.
GRAMMAR • Dogs will often …
• You won’t win if …
Modals 1: may, might, can, could, will, won’t
1 As a lead-in, ask students to scan the article on page Workbook page 54 and page 124
57 and underline all the modal verbs. Who can nd
the most?
Books open. Ask students to work in pairs to read PRONUNCIATION
sentences 1 to 8 and try to complete them with the For practice of modal stress and meaning go to
words in the list before looking back at the article to Student’s Book page 120.
check. Check answers in open class.
Students work together to complete the rule. Read Be aware of common errors related to using modals.
through the rule in open class and elicit answers. Go to Get it right! on Student’s Book page 124.
Refer back to sentences 1 to 8 for clari cation and
give further examples if necessary.

Answers
VOCABULARY
1 might 2 can 3 can 4 could 5 ’ll (will) 6 will Admiration
7 won’t 8 might 1 Before looking at the de nitions, ask students to look
Rule back at the words in italics and try to guess their
meaning in context. Divide the class into pairs for
a 4 b 3 c 6 d 7 e 1 and 8 f 5 g 2
students to match the words with the de nitions.
Say the words for students to repeat and check
Fast finishers pronunciation. Pay attention to the unstressed
Ask students to write further example sentences with each of /uv/ sound for of in centre of attention and object
the modal verbs. of a ection. Also draw attention to the or sound in
stalker.
2 SPEAKING Ask students to work with a partner
and discuss the di erent meanings of the modal Answers
verbs in each pair of sentences. Monitor to help with 1 centre of attention
any di culties and to make a note of any repeated 2 addictions
problems to refer to during feedback. Check answers 3 fixation on
in open class, referring to the rule and further 4 object of their affection
5 idol
examples to clarify meaning if necessary.
6 stalking
7 fascination with
8 to worship

Fast finishers
Ask students to write sentences about their family and
friends using some of the vocabulary. Listen to some
examples after feedback on Exercise 2.

60
 6 FO LLOWER S
2 Before lling the gaps, ask students to quickly But what does it mean to be a Man United fan
read through the dialogue to get a general thousands of miles away from Old Trafford
understanding and to answer the question: What types and with little hope of ever seeing them play
live? We decided to find out.
of entertainment are mentioned? (TV programmes;
smartphones). Students work individually to ll Yoonsu Sung Kim is a 35-year-old accountant
from Seoul. He’s been a United fan for more
the gaps. Let them compare answers with a partner than 15 years. He’s one of 15 million Man
before checking answers in open class. United fans in South Korea.
Yoonsu Sung Kim I became a fan of Manchester United when
Answers
they signed a local Korean player, Park Ji-
1 centre of attention sung, from the Dutch club PSV Eindhoven.
2 fixated He is a real hero in my home country and
3 idols captained the national team many times. We
4 worshipped were already very proud of him at PSV, but
5 addicted when he signed for United it was amazing.
6 stalker He was the first South Korean to play for
7 fascination the greatest team in the world. We could
8 object of affection watch his games live on TV every week and it
brought a lot of happiness to many Koreans
watching him play in one of the world’s
Optional extension biggest stadiums. He made us very proud
Ask students to work in pairs and take turns to read out a to be Korean. He left United in 2012 after
definition. Their partner has to name the word and use it in seven years, but that didn’t stop me from
a sentence. supporting them. I still feel a special bond
with the club and I watch all of their games.
I hope one day they will give another Korean
Workbook page 56 player a chance. It inspires young Koreans
and is good for the Korean game.
Presenter Carla Garcia is one of 25 million Mexicans
LISTENING who are thought to support Manchester
United.
1 Books closed. As a lead-in, tell students about a team
that you or somebody you know supports. How do Carla Garcia I love football. I love football here in Mexico
and my local team, Pumas, is the team
you/they show your/their support? Ask students:
closest to my heart. No other team comes
What are the most popular sports in your country? close, but Manchester United is definitely
Which team is most popular in each of the sports? my European team and I will always
Students work in pairs to answer the questions. support them over other European teams.
Books open. Ask students to work with a partner I remember seeing them on TV when Wayne
and make a list. Regroup students into small groups Rooney was playing. I thought they played
beautiful football. They won a really exciting
to compare their ideas. Monitor and help with Champions’ League final and that was it.
vocabulary as necessary. Listen to some of their They became my second love. A few years
answers in open class and note them on the board to ago, I saw them play a friendly game in the
refer to during feedback on Exercise 2. U.S. It was amazing. I felt really emotional
finally getting to see them play live. How can
2 1.31 Tell students they are going to listen to
I feel this for a team from a country I have
interviews with three football fans. Ask them to listen never visited? It’s difficult to explain. Who
for which of the ideas on the board are mentioned in would I support if they ever played Pumas?
the audio. Play the audio while students complete the Actually, Pumas will always be my first team.
exercise. Tell them they do not need to understand Sorry, United.
every word and that they should focus mainly on Presenter And finally Sammy Keshi, a 40-year-old
listening for which of the reasons on the board are banker and one of 33 million Nigerian Man
mentioned. United fans.
Allow them to compare answers with a partner Sammy Keshi I’m not sure why I support Manchester
United. I suppose everyone likes to follow a
before whole-class feedback.
winner and that’s what United were when I
first got into football. In Nigeria, the media
Audio Script Track 1.31 led us to believe that African football was
Presenter Are Manchester United really the world’s no good, that we had to choose a team from
most popular football team? They would Europe. These days I’m not so easily fooled.
certainly say they are, and claim to have I’ve seen my national team at the World Cup
659 million fans. That’s one in ten of the and I know we have players who compete
world’s population! Furthermore, they insist with the best from Europe. You only have to
this figure is backed up by extensive market see how many Africans play for the big teams.
research carried out on behalf of the club. Of course, it’s all about selling television
Of course, there are other clubs who might rights around the world and making money
dispute this claim: Barcelona, Real Madrid, from T-shirt sales. I still support United but
Liverpool and Bayern Munich to name but I’m a lot more cynical now.
a few. But regardless of which team we’re
talking about, one thing is for sure: these 3 1.31 Students may like to work in pairs and
teams do enjoy massive fan bases all over try to answer the questions from memory before
the world. listening to the audio again to complete the exercise.

61
 Ask students to note down which words are most of detail you expect from their discussions. Divide
likely to be paraphrased. Repeat the audio while the class into pairs or small groups for students
students complete the exercise. Allow them to to complete the exercise. Monitor to help with
compare answers with a partner before checking in vocabulary and to encourage students to go into
open class. If necessary, play the audio again, pausing detail in their answers. Make sure all students are
to clarify answers. During feedback, ask students to giving their opinions.
say how the ideas were expressed in the audio.
Optional extension
Answers Divide the class into groups. Ask students to discuss why
1 Sammy their group would make a good team, using the qualities
2 Carla from Exercise 1 in their descriptions. To encourage creativity,
3 – allow them to add two famous people to their team and
4 Sammy decide why they would improve teamwork. Monitor and help
5 Yoonsu with vocabulary and ideas as necessary. When students have
6 – discussed at length, regroup students into new groups of four
7 Yoonsu for students to describe why they would make a good team
8 Sammy and debate which of the teams would be best. Nominate
9 Carla individuals to report back on their discussions in open class
10 Carla as feedback.
11 –
12 Sammy
Student’s Book pages 60–61

SPEAKING READING
Before starting the discussion, give students some time 1 SPEAKING A recording of this text is available with
to work individually and think about their answers to your digital resources.
the questions. Students work with a partner and discuss Books closed. As a lead-in, show some pictures of
the questions. You may like to organise the group so current celebrities and write their names on the
that followers of the same sports teams work together, board. Ask students: How often do you see photos of
so they can share experiences. To encourage further these celebrities? What are the celebrities doing in the
discussion, ask students to work in small groups and photos? If they are paparazzi photos ask: Do you think
decide who is the most fanatical supporter. Monitor and the celebrities want to be photographed? Divide the
help with vocabulary as necessary. Encourage students class into pairs or small groups for students to discuss
to go into detail and to give reasons for their answers the questions. Listen to some of their ideas in open
but use English to do so. Avoid error correction unless it class as feedback.
really hinders comprehension. The focus of this task is
on uency, not on practice of structures or lexis. Listen Books open. Ask students to work with a partner to
to some of their ideas in open class for feedback. discuss the question. Monitor and encourage students
to speculate and expand on their ideas. Listen to some
of their ideas in open class as feedback and write
answers on the board to refer to after the reading.

Teamwork 2 Students read the article quickly to check their

predictions and get an overall understanding of
1 Ask students to work individually to decide which of the article. Set a two-minute time limit for this to
the ve features are most important in a team player encourage students to read quickly and to focus
and rank the features from 1 to 5. on gist rather than speci c information. Listen to
2 Students note down other important qualities and some of their answers in open class as feedback and
decide on their nal top ve. compare with their predictions on the board.

Mixed-ability Answers
Allow weaker students to work in pairs to think of other The purpose of the article is to advise celebrities on how to
important qualities. avoid publicity while warning them that avoiding publicity
could cost them their celebrity status. It’s a light-hearted
3 SPEAKING Divide the class into pairs or small ‘tongue-in-cheek’ article and is intended to entertain rather
groups for students to compare their choices and than to inform.
agree on the best top ve. Monitor and help with
vocabulary as necessary. Encourage students to 3 Before re-reading the article, ask students to read
give reasons for their choices and to debate with the questions and underline the key information
their colleagues. Praise correct/appropriate use of they should look for in the text. Check/clarify: keep
language and note down any repeated errors to refer a low pro le. Students complete the exercise. Ask
to during feedback. Listen to some of their opinions them to underline the part of the text which helped
in open class. them decide on their answers and to compare with a
partner before checking in open class.
4 SPEAKING Give students time to read the questions
and think about their answers. Look at the rst
question as a class to give an example of the amount

62
 6 FO LLOWER S
Answers dialogue without consulting their notes. Regroup
students into groups of four and ask students to act
1 They’re only famous for being famous and they love being
in the public eye. out their dialogue for their new partners.
2 They’re both publicity-shy.
3 because there’s always someone looking for a story to sell Optional extension
4 in order to avoid giving the media something to write about Divide the class into groups of three. Give each student
5 because there will be attention on anyone famous, whether one of three situations (going camping; going to the beach;
they win or not climbing a mountain) and tell them not to show it to their
6 You might be forgotten entirely. partners. Give students time to write sentences about their
situation using should, shouldn’t, must, mustn’t or can’t,
4 SPEAKING Ask students to work individually to without directly naming the situation. Students then take
grade the advice in the article. Divide the class into turns to read their sentences for their partners to guess the
pairs or small groups for students to compare their situation. The winner is the student who reads the most
sentences before their partner guesses the situation. If
scores. Monitor, but avoid error correction unless
students enjoy the activity, ask them to repeat the activity
errors really hinder comprehension. The focus of this with situations of their own choice.
task is on uency and on reacting to the text, not
on practice of speci c structures or lexis. If students
disagree, encourage them to try to persuade their Workbook page 55 and page 124
partners to change their scores. Make a note of any
nice expressions in English that students use during VOCABULARY
the activity and write them on the board at the end
of the exercise for the whole class to copy. Fame
1 Give students time to read through the sentences and
focus on the words in italics. Students work together
GRAMMAR to match the sentence halves. Encourage them to
Modals 2: should, shouldn’t, must, mustn’t, can’t guess when they are unsure. Check answers in open
class. Say the expressions for students to repeat and
1 Students complete the sentences individually and
check pronunciation.
then look back at the article on page 60 to check.
Allow students to compare answers in pairs before Mixed-ability
checking as a class. Ask students to work together
Allow weaker students to refer to an English–English
and match each modal with its function in the rule. dictionary to find definitions for unknown expressions.
Answers
Answers
1 shouldn’t
2 must 1 h 2 a 3 e 4 g 5 f 6 d 7 c 8 b
3 should
4 mustn’t
Fast finishers
Rule Ask students to work in pairs to place the expressions on a
a 1 b 2 c 4 d 3 timeline from up-and-coming to has-been. Ask: Can you think
of any celebrities whose careers have followed the same path?
2 Students work individually to read carefully through Listen to some of their ideas in open class after feedback.
the sentences and complete the exercise. Point out
that they should look at the rule to check their 2 SPEAKING Students work in pairs to ll the gaps
answers. in the sentences. Check answers. Divide the class
into pairs or small groups to discuss the questions.
Fast finishers Monitor and help as necessary, encouraging students
Ask students to write further example sentences with the to develop their answers and to use the expressions
uses of the modal verbs that they are least familiar with. and any vocabulary they have learned from the
article. Make a note of any students with particularly
3 SPEAKING Ask students to work in pairs to discuss interesting answers and call on them to share them
the di erences between each pair of sentences. with the rest of the class during feedback.
Encourage them to pay attention to the time
Answers
reference and use language from the rule to explain
their answers. During feedback in open class, give 1 a low profile 2 list 3 limelight
further examples for clari cation if necessary. 4 disappeared without; trace 5 follow
4 WRITING Ask for two volunteers to read through
the example dialogue in open class. Divide the
class into pairs for students to create a dialogue. To
ensure variety, assign di erent sentences to di erent
groups. Monitor to help with vocabulary and ideas if
required. When students have written their dialogue,
give them time to practise their dialogue several
times and challenge them to remember the whole

63
 Optional extension persistent errors that occur in the class, then go over
Set up a role play in which a celebrity (you could either ask these points (and bring in extra practice for them) in
all students to be the same celebrity or allow them to choose a subsequent lesson.
different celebrities) is interviewed about his career. Divide
students into two groups, A: journalists and B: celebrities. Student’s Book pages 62–63
A students should write questions to ask the celebrity using
expressions from Exercise 1. B students should think about
their life as a celebrity and decide how they will expalin their PHOTOSTORY: EPISODE 2
successes/failures. Give students time to prepare with a
member of their own group before pairing off ABAB for the A new interest
interview. Monitor and help with vocabulary. Listen to some 1 Tell students they are going to read and listen to a
of their questions and answers during whole-class feedback
story about Jack. If you are using an IWB, project
and encourage further group discussion.
the images onto the board and ask students to close
their books. Ask students to look at the photos and
Workbook page 56 read the questions. Ask them to guess answers to the
questions, if possible. Write their ideas on the board.

WRITING Answers
An essay 1 Jack is going to a football match.
2 His mum is trying to persuade him to find other interests
1 As a lead-in to this activity, ask students: When did so that he has something else in his life apart from
you last write an essay? What was the topic? Can you football.
remember the topic of any other essays you have written?
Listen to some of their answers in open class. Ask: 2 1.32 Play the audio for students to listen and
What do you need to do to write a very good essay? and check their answers from Exercise 1. During whole-
brainstorm ideas. You can then use students’ answers class feedback, refer to students’ ideas on the board.
to inform a test-teach-test approach i.e. nd out their Who guessed correctly?
existing knowledge of essay writing and adapt your 3 Ask students what they think happens next. Ask them
input accordingly. Students read the essay and order to brainstorm possible endings for the story. Students
the paragraphs. Let them compare their answers with work in groups, with one student in each group
a partner before checking in open class. Ask students acting as secretary and taking notes. During whole-
to work with a partner to complete the exercise. class feedback, write students’ ideas on the board
Point out that in a well-structured piece of writing, to refer back to once they have watched the video.
each paragraph should have its own purpose, which Don’t give away answers at this stage.
is exactly why it is written as a separate paragraph.
4 EP2 Play the video for students to watch and
2 In pairs, students discuss the best way to organise the check their answers. During whole-class feedback,
notes into an essay structure. Listen to some of their refer to students’ ideas on the board. Who guessed
ideas in open class and elicit examples of further correctly?
information that could be added to the essay.
5 Give students time to read through the questions and
3 If you’re short on time, students can do the check understanding. In pairs, students discuss the
preparation in class and complete the writing at questions. Check answers in open class.
home. This can be done as a collaborative writing
activity in class with pairs of students of a similar Answers
level working together to complete the exercise.
1 They feel really upset that their team played so badly
Ask students to make a note of any vocabulary they and lost.
could use in their essays and to include linkers of 2 He doesn’t pay too much attention to them; he
contrast. Remind them that they should leave their ignores her.
own opinion until the conclusion. 3 They talk about him finding a new interest and doing his
homework. She wants Jack to take more of an interest in
Students expand their notes into an essay. things other than football.
On completion, you could ask students to swap their 4 his team’s football kit
essays with another pair for them to read and give 5 They support the same team.
each other feedback on task completion (have they 6 He says he’s going to meet a new (female) friend.
7 She thinks he shouldn’t wear a football shirt to meet a
included the paragraph functions in exercise 2?),
girl. She had assumed he wouldn’t be going to a football
language (is it interesting and engaging to read?) match.
and coherence (are linkers used? are they used
accurately?). Alternatively, you may prefer to collect
their writing for marking. When you mark their
articles, check for the above points. The main focus PHRASES FOR FLUENCY
should be on how successful you feel each piece is 1 Ask students to locate expressions 1 to 6 in the story
as an informative essay to read – not on particular on page 62 and underline them. To encourage speed-
grammar or lexical errors. Write short feedback reading, you could do this as a race and ask students
for each student, saying rst what you liked about to nd the expressions as quickly as possible. Ask
each essay, and two or three things they may like students to compare their answers with a partner and
to improve on in the future. Make a note of any before whole-class feedback.

64
 6 FO LLOWER S
Answers 2 ROLE PLAY Divide the class into two groups, A
1 Mum 2 Mum 3 Jack 4 Mum 5 Mum 6 Mum and B. Give students time to read their role card
and check understanding. Before acting out the role
2 Read through 1 to 6 with students. Ask them to work play, ask students to work with others from the same
in pairs and complete the dialogues. During feedback, group to check understanding of their roles and to
say the expressions for students to repeat. Check brainstorm things they could say. Students act out
pronunciation and intonation and ask individuals to the role play. Tell students that it is important to
repeat them again if necessary. stay in character to make the activity interesting and
fun. Monitor to help with vocabulary as necessary,
Answers but do not interrupt to correct errors as this will
1 Come on 2 for a change 3 Fat chance
4 Just out of curiosity 5 You might have told me each group to report back on the outcome of their
6 by any chance conversation.

Student’s Book pages 64–65

WordWise
Expressions with take
1 Books closed. As a lead-in, write take on the board
READING AND USE OF ENGLISH
use in open class. Write any correct examples on the Answers
board.
1 C 2 F 3 E 4 G 5 A 6 D
Books open. Ask students to work with a partner and
complete the exercise.
Workbook page 61
During whole-class feedback, elicit or explain the
meaning of the six phrases and give further examples
as necessary to clarify meaning. TEST YOURSELF UNITS 5 & 6
Answers VOCABULARY
1 take his mind off 2 take it 3 take it personally 1
4 take over their lives 5 take my word for it
6 taken an interest in Answers
2 Students work individually to choose the correct 1 on 2 kick 3 crying 4 daredevil 5 in
options. Encourage them to refer to the sentences in 6 worshipped 7 with 8 loud 9 risk 10 has-been
Exercise 1 to help them choose the correct phrase.
Students compare answers with a partner before
whole-class feedback. During whole-class feedback, GRAMMAR
work on pronunciation and intonation of the 2
sentences.
Answers
Answers
1 take 2 should 3 might 4 Inspired 5 can’t 6 Having
1 personally 2 an interest 3 my mind
3 my word for it 5 take it 3

Answers
FUNCTIONS 1 Walking Having walked all morning, we were extremely
hungry when we arrived home.
Complaining 2 I heard the telephone ringing ring three times before it
1 Books open. Give students time to read through the stopped.
phrases. Ask students to work with a partner and 3 She’s just had a baby. She can must be very tired.
4 They must can’t be very famous – I’ve never heard of them.
complete the exercise. Check answers in open class. 5 Leaving my office, the telephone rang I heard the
Say the phrases for students to repeat and check telephone ring. / When I was leaving my office, the
pronunciation. telephone rang.
6 I looked up and saw the bus crashing crash into the car.
Answers

Making a complaint Responding to a complaint

FUNCTIONAL LANGUAGE
It’s always (football) Give me a break …
4
Haven’t you got anything I really haven’t got time for
else to do with your time? this now. Answers
But seriously … It’s all you I really don’t need this now.
1 see; Point 2 mind; suppose 3 always; break
ever talk about.
4 accept; see

65
7
BEAUTY IS I N
TH E E Y E O F TH E
BEHOLDER
Objectives the question based on their rst reading. Play the
recording while students read the article more
FUNCTIONS: language of persuasion carefully to answer the questions. Ask them to
GRAMMAR: substitution (the ones / so / that / do); ellipsis underline the parts of the text which helped them
VOCABULARY: fads; emotional responses
decide and to compare their answers with a partner.
Ask students to come to agreement on their answers
Student’s Book pages 66–67 before checking in open class.

Answers
READING
1 They had to run to survive.
1 Books closed. As a lead-in, ask students: What do 2 because they had no choice but to exercise as part of their
you do to keep t? What about other members of your day-to-day survival
family and friends? Who is the ttest person you know? 3 the cost of keeping fit
Divide the class into pairs for students to discuss the 4 Similarities: Ancient Greeks believed that developing
questions. Listen to some of their ideas in open class the body was as important as developing the mind, and
as feedback. athletics was a key part of education – the principles were
the same. Efforts were made to balance physical exercise
Books open. If there is an interactive whiteboard with one’s diet. Ancient Greeks exercised to music.
(IWB) available in the classroom, this activity would Differences: the main aim was not to be healthy and look
best be done as a heads-up activity. Focus on the good – men needed to be fit and ready to join the army at
pictures. Nominate individuals to describe a photo. all times. Military training was part of their education and
Ask students to work with a partner and complete exercise was a form of military training. Today we have to
pay to exercise and we focus more on what is fastest and
the exercise, making a note of their answers. Have a easiest, using technology to help us.
competition to nd out which pair can think of the 5 Exergames are better than not doing any exercise but
most di erent reasons. Regroup students into small they aren’t as effective as doing real sports. They can
groups to compare ideas and expand on their notes. also be quite versatile; you can access them on portable
Monitor and help with vocabulary as necessary. devices and use them outdoors.
6 People look for the fastest and easiest way to get fit.
2 Working individually, students nd the numbers in
the article and decide what they refer to. This could
4 SPEAKING Students discuss the questions in pairs
be done as a reading race with students competing
or small groups. Encourage them to go into detail
to be rst to nd the numbers. Students compare
in their answers and refer to the article when they
answers with a partner before a whole-class check.
are explaining their answers. Monitor to help with
Ask students to refer to the text when giving their
vocabulary, but do not interrupt to correct errors
answers. Ask: Which gure surprises you most?
unless they impede communication. The aim here
Answers is to give students the opportunity to build their
uency. For question 3, encourage students to give
a The length of time since the Ancient Greeks created the reasons for their choices and to come to agreement
ideal of the Olympic athlete. The first Olympics were held
on the best ranking.
3,000 years ago.
b One example of an exergame is a treasure hunt which
involves a two-hour-long walk.
c The number of days for which you need to do the Insanity
workout programme in order to get a complete body Understanding irony
makeover.
d The cost of the Insanity workout programme (in £).
1 Ask students to read the introduction and to consider
e The number of people who had bought WiiSports by whether they do this. Ask: Do you ever use irony to
March 2015. avoid saying what you really think? Can you give any
examples? Students discuss with a partner. Listen to
3 2.02 Give students time to read through some answers in open class.
the questions. Check/clarify: albeit, core, regime, Give students time to read through the statements
unattainable. Before they read the article, ask and match them to the ironic remarks. Do the rst
students to underline key words in the statements one in open class as an example if necessary. Ask
that they should look for in the text. You should students to work in pairs to complete the exercise.
also encourage them to try to guess answers to Ask them to think about how the people might feel

66
 7 B E AUT Y IS I N TH E E Y E O F TH E B EH O LD ER
and react when they hear the ironic statements. Answers
Check answers in open class and give examples of
1 Today’s fitness equipment is a lot more advanced than
how sentences a to c might be said for students to that of a few years ago.
repeat and get an understanding of ironic intonation. 2 A ‘Are you going to the gym tonight?’
Tell students that we should be careful when using B No, I don’t think so.
irony as it could be seen as quite rude in certain 3 I don’t think the sports facilities in this city are as good as
circumstances. those / the ones in my previous town.
4 A I really hope we win the match.
Answers B I hope so, too.
5 My brother doesn’t like sports, and neither do I / I don’t
1 c 2 a 3 b either.
6 I’m keen on doing exercise every morning, and so is my
2 In pairs, students complete the exercise. Encourage sister.
them to practise responding so that the irony does
not sound rude. Listen to some of their responses in
Fast finishers
open class as feedback and ask the rest of the class to
decide if the answers sound authentic. Ask students to look back at previous texts in the book and
find examples of substitution.
3 Working in pairs, students think of two situations and
ironic remarks. Monitor and help with vocabulary as 3 If you’re short on time, you can set this exercise
required. for homework, but perhaps do the rst example of
substitution in open class.
Mixed-ability
Students work individually to complete the exercise,
Give weaker students some situations and ask them to think
of ironic remarks. Stronger students may be able to think of then check their answers with a partner before
several ironic remarks for a situation and create a dialogue. whole-class feedback. During feedback refer to the
rule for clari cation. Ask students to practise the
dialogue with and without substitution. This will help
Optional extension them understand the importance of using substitution
Write the following ironic remarks on the board. Ask students to make speech sound more natural.
to work in pairs to think of a situation when people might
say the sentences, then create short dialogues around two Answers
of them.
A Have you heard of Tough Mudder?
I can’t think of anything I’d rather be doing than writing a 1000- B Yes, I have. It sounds too tough for me though. I wouldn’t
word essay. want to run a mile waist-deep in mud.
Of course, do you want me to wash up when I’ve finished? A And neither would I.
No problem, I didn’t want it anyway. B The good thing is there aren’t any winners or losers. You
have to work as a team and help each other. I think that’s
I love housework. I spend most of my spare time cleaning. a great idea.
Monitor to help with any questions and to check intonation. A I think so too. And the company sounds really cool. I’ve
Listen to some of the best examples in open class as heard their employees can take as much holiday as they
feedback. like.
B That’s good from a company perspective, too. Apparently,
studies have found that high performing employees take
Student’s Book pages 68–69 more holiday than those who aren’t performing so well.

GRAMMAR Optional extension

If students find substitution difficult, you may like to give
Substitution them some further examples. Write the following sentences
1 Working in pairs, students complete the sentences on the board. Ask students to decide on the correct answer.
before referring back to the text to check their Students compare answers with a partner before feedback
answers. During whole-class feedback, ask students in open class. During feedback, pay close attention to
structures and deal with any questions.
to say what that, ones, so and do refer to in the
sentences. Students complete the rule. During 1 The mountains in France are not as high as that / those in
Tibet. (those)
whole-class feedback, refer to Exercise 1 and further
examples of your own to clarify the answers. 2 Will it take a long time to read? Well, it might do / do so.
(do)
Answers 3 He doesn’t like football and neither do I / don’t I. (do I)
4 Is Peter coming on Wednesday? I hope not / I don’t hope
1 ones 2 do 3 so 4 that
so. (I hope not.)
Rule 5 I didn’t want to go to Scotland and so / neither did my
1 formal 2 informal 3 phrase 4 auxiliary brother. (neither)
6 I really like dogs. I especially like the one / the ones with
2 Students work individually to complete the exercise big brown eyes. (the ones)
before checking with a partner. Refer them to the
rule to help them decide on the answers. Check Workbook page 64 and page 125
answers in open class.

67
 Be aware of common errors related to substitution. Audio Script Track 2.03
Go to Get it right! on Student’s Book page 124. Host And with us in the studio we’ve got Janet Drews.
Janet, who is a student at the Faculty of History at
Wessex University, has just written her thesis on
Beauty Across the Centuries. Thanks for joining us,
VOCABULARY Janet.
Fads Janet Thanks for having me.
Host Janet, would you agree that we’re ever so slightly
1 Books closed. As a quick lead-in, elicit/clarify the
obsessed with celebrities and their beauty regimes
meaning of fads (short-lived fashions or crazes). Ask nowadays?
students to work in pairs and think of some recent
Janet Yes, take a glance through any popular lifestyle
fads in fashion, music, etc. Listen to some of their magazine and you’ll inevitably be confronted by
ideas in open class. beauty tips from celebrities. And there are all kinds
Books open. Students work in pairs to match the of claims being made. For example, I read the other
sentence halves. When they have completed the day that one famous British female celeb’s beauty is
apparently all thanks to some kind of bee venom …
exercise, encourage them to guess the meanings
of the words in italics from the contexts. During Host Not heard that one before.
feedback, say the words for students to repeat and Janet Yes, I’ve done a lot of reading on this and she’s by no
check pronunciation. means the only one to follow a bizarre beauty ritual.
A well-known American actress, according to my
Answers research, uses leeches to suck and cleanse her blood.
And the latest thing I’ve read is that another American
1 g 2 f 3 a 4 c 5 b 6 e 7 d actress looks after her skin by letting snails crawl
over her face, which apparently are fed only organic
vegetables.
Fast finishers Host Janet, fancy trying any of these yourself?
Ask students to close their books and write down as much
Janet No, thanks. But what is interesting is that we seem to
of the vocabulary as they can remember. When they have
believe all these ridiculous claims, despite the lack of
completed their lists, students can open their books to
proof that they work. There’s no scientific evidence
check.
that these things do what they promise, but there are
always some people, it seems, who are prepared to
2 Students work individually to complete the exercise. shell out ridiculous sums of money in the hope that
Allow them to compare answers with a partner they will.
before feedback in open class. Host But how come? People tend to be rather critical in
many other areas of life. Why not when it comes to
Answers beauty?
1 really in 2 must-have 3 the next best thing Janet Well, I don’t think that most people would go for the
4 bang on trend 5 a thing 6 go out of fashion more extreme things anyway, probably because they
wouldn’t be able to afford them. But these stories
always create the illusion that if you’re rich, you can
Optional extension buy yourself beauty. And we know there are limits to
that. Generally, though, people tend to believe these
Ask students to work in pairs to write five questions using
things because they want to believe them. Buying
some of the expressions.
this expensive cream that helps Actress X to be so
Monitor to help with vocabulary. When students are ready, stunningly beautiful gives us the feeling, at least for a
divide the class into small groups for students to discuss while, that we can be equally beautiful. And you know
their questions. what’s really interesting? Our cultural history is full of
such examples, too.
Workbook page 66 Host Interesting. Right, that brings us on to your research.
Janet Well, there have always been claims that certain
animal products work miracles on the skin. Perhaps
LISTENING the most bizarre example we can find is that of the
Ancient Greeks and Romans. They used a very special
1 2.03 As a lead-in, ask students: Can you think ingredient in their mud baths that was believed to
of ve things people do to improve their appearance? tone the body: crocodile excrement.
Students work with a partner to make a list. As Host No! Really?
feedback, write some of their answers on the board Janet It’s true. They used a mixture of earth and freshly
to refer to before Exercise 3. Ask students to look collected crocodile dung as an anti-aging face-mask.
at the pictures. Nominate individuals to describe Of course, this was only for those that could afford it,
what they can see. In pairs, students discuss how the as crocodile dung wasn’t easy to get your hands on!
things relate to beauty. Play the audio for students Host It’s pretty incredible that people used to believe that
to check their answers. Tell students not to worry would make them more beautiful.
about di cult words, but to concentrate on the task. Janet I know. Want to hear another example?
Let students compare answers with a partner before Advertisements and TV commercials are full of people
whole-class feedback. Did they guess correctly? with perfect white teeth, aren’t they, and we all want
to have them too, don’t we?
Host Right …

68
 7 B E AUT Y IS I N TH E E Y E O F TH E B EH O LD ER
Janet Well, whiter teeth may be what everybody wants He went to the shop and (he) bought some eggs.
these days, but in the Meiji era in late 19th-century
Japan, married women wanted black teeth.
I have been to New York and (I have) seen the Statue of
Liberty.
Host Why black teeth?
Janet Well, the answer is … fashion, and remember that
Elicit what the sentences have in common (they
the idea of beauty can be very different between all have words left out). Explain that this is called
cultures! So what did they do? First of all, they’d take ellipsis and that it is mostly used in informal
the rind of pomegranates, and rub it against their conversations. Underline the fact that it is very
teeth. Then they’d get some dye made from the nuts common indeed, especially when speakers know each
of a particular tree, the sumac tree, and apply it to other very well.
their teeth. The dye was rather foul-smelling … not
very nice. And what’s worse is that they had to repeat Ask students to match sentences 1 to 6 with the
the procedure every three days or so to make sure it missing words, then complete the rule. Check
worked. answers in open class and give further examples for
Host Unbelievable. Just one question. What about single clari cation if necessary.
women – did they dye their teeth too? Green maybe?
Or pink? Answers
Janet No, they didn’t. They had white teeth. It was only the 1 e 2 f 3 c 4 a 5 b 6 d
married women who had black teeth. Some people
have hypothesised that black teeth worked as a sort Rule
of signal – to indicate marital status. 1 informal 2 subject 3 verbs
Host You know what? Better to stay single then …
Janet Yeah, maybe!
Fast finishers
2 2.03 Give students time to read the statements Ask students to think of other examples of ellipsis that follow
similar patterns to sentences 1 to 6. For example, Not …
and underline the key information that they will be
before; Want to …?; Fancy …?; Why …?; Better to …
listening for. Check/clarify: confront, illusion, regime,
ritual, suck. Play the audio again while students listen
to decide if the statements are true or false. During 2 2.04 Ask students to work in pairs and underline
feedback, ask students to say why answers are false. words that can be omitted from the dialogues. Play
the audio for them to check their answers. Ask pairs
Answers to practise the dialogues in open class as feedback
and focus on intonation.
1 F – She uses leeches to cleanse her blood. 2 T 3 T
4 T 5 T 6 F – Married women wanted black teeth. Answers
3 Refer back to the list of answers from the lead-in. Peter Do you fancy another game, Matt?
How many of the things in the list are mentioned in Matt I would love one.
Peter What about you, Jamie?
the book? Give students time to read through the list. Jamie Sorry, there is not enough time. I have got to be
Elicit/clarify the meaning of: tummy tuck; face lift; home by five.
teeth-whitening; steroids. Students work in pairs to add Peter See you at the same time tomorrow, then?
more ideas to the list. Listen to some of their ideas in Jamie That would be great.
open class. 2
Helen Have you got a minute? I need to talk to you.
4 SPEAKING Say the phrases in open class for students Mike No, I’m sorry, I’m busy now. Maybe we can talk
to repeat and check pronunciation. Students work later.
in pairs or small groups to discuss their opinions. Helen That is no problem.
Monitor to check students are using the phrases 3
correctly and that everyone is getting the opportunity Emma Do you want a coffee?
to give their opinion. You could make this activity Jake I’d love one.
competitive by giving students a point each time they
use one of the expressions.
Audio Script Track 2.04
Optional extension 1
Working individually, students rank the items in the list in Peter Fancy another game, Matt?
Exercise 3 from 1 to 8 according to how much they improve Matt Love one.
your appearance. Divide the class into small groups for
Peter Jamie?
students to compare their lists and come to an agreement on
the best ranking. Jamie Sorry, not enough time. Got to be home by five.
Peter Same time tomorrow, then?
Jamie Great.
GRAMMAR 2
Helen Got a minute? I need to talk to you.
Ellipsis Mike Sorry, busy now. Maybe later.
1 As a quick lead-in write the following sentences on Helen No problem.
the board without the words in brackets. 3
Yes, I will (go to the beach with you). Jake Want a coffee?
Emma Love one.

69
 Optional extension PRONUNCIATION
Write the following dialogue on the board: For practice of assimilation go to Student’s Book
Did you have fun yesterday? page 121.
No, I didn’t have a good time really. Did you have a good time?
Yes, I had a good time. I went to the cinema. SPEAKING
Did you go to the Odeon? Ask students to work in pairs and complete the
No, I went to the Arts. I saw a film about football. exercise. For question 3, students work individually
Was it good? to underline words and expressions, then compare
It was brilliant. answers with a partner. For question 4, ask students to
Ask students to work in pairs and rewrite the dialogue with
work individually to grade the de nitions in the article.
ellipsis. Divide the class into pairs or small groups for students
Answers
to compare their scores. Monitor, but avoid error
correction unless errors really hinder comprehension.
Have fun yesterday?
The focus of this task is on uency and on reacting to
Not really. You? the text, not on practice of speci c structures or lexis.
Yeah. Went to the cinema. If students disagree, encourage them to try to persuade
The Odeon? their partners to change their scores.
No, the Arts. Film about football.
Good?
VOCABULARY
Brilliant.
Ask students to create a dialogue of their own and then Emotional responses
act it out for another pair, who listen and then repeat the 1 Read through the instructions with students and
dialogue using sentences with ellipses. Circulate and help do the rst one in open class as an example. Elicit/
as necessary. Listen to a few examples in open class as clarify the meaning of: pulls away; shivers; tear;
feedback.
goosebumps. Students complete the exercise before
looking back at the text to check their answers. Say
Workbook page 65 each of the phrases aloud for students to repeat and
check pronunciation.
Student’s Book pages 70–71 Answers
1 Ferrari; heart
READING 2 guitar solo; spine
1 As a lead-in, tell students about something you think 3 listening to the guitar solo / music; eye
is beautiful. Tell them there is an old song with 4 hearing his wife’s voice; face
the lyrics Everything is beautiful in its own way. Ask 5 the sea; heart
6 the joy of new life; arm
students: Do you think it is true that everything can be
beautiful? Students discuss the question in pairs and
2 SPEAKING Divide the class into pairs for students
then compare their ideas with another pair.
to describe their feelings and make a list. Monitor
Working individually, students make a list of ve to encourage them to use the expressions in their
beautiful things. If they are short of ideas, point out discussions. Listen out for repeated errors and refer
that they might choose a smell, music, a place, a to these in open class during feedback. Regroup
person, an animal, etc. When students have a list, students into groups of four to share their ideas.
divide the class into small groups to share their ideas
and decide which of the things is most beautiful. Fast finishers
2 SPEAKING If there is an interactive whiteboard Ask students to make a list of any idioms with parts of
(IWB) available in the classroom, this activity would the body. Can they think of any that describe emotional
best be done as a heads-up activity. Focus on the responses?
pictures and nominate individuals to describe them.
Ask students to work with a partner and discuss 3 WRITING If you’re short on time, you can set this
the question. Monitor and help with vocabulary as exercise for homework. Alternatively it could be done
necessary. During whole-class feedback, write some as a collaborative writing activity in class with pairs
of their answers on the board to refer to when they of students writing together.
have read the article. Refer to the de nitions in the blog and elicit some
3 To encourage students to read the blog quickly, set of the positive words and expressions students
a four-minute time limit to check their answers to underlined in question 3 of the speaking activity.
Exercise 1 and get a general understanding. Allow Ask students to write their post. When students have
students to compare answers with a partner before completed the exercise, ask them to exchange posts
a whole-class check. Refer back to the ideas on the with another pair. Tell them not to worry about
board to check if anyone guessed correctly. minor grammatical errors, but to make comments
on the content of the post. Students can then
Answers return posts and incorporate comments to create a
1 F 2 D 3 C 4 G 5 A 6 B
nal draft. Listen to some of the best examples in
open class.

70
 7 B E AUT Y IS I N TH E E Y E O F TH E B EH O LD ER
Optional extension FUNCTIONS
The phrases in this exercise can easily be made into a Language of persuasion
matching activity. Before the lesson, write each phrase and
each definition on a different piece of paper. Create enough 1 Divide the class into pairs for students to match
sets of cards to allow for one set per four students. Mix the sentence halves. Do the rst sentence in open
them up and distribute one set to each group of students. class as an example if necessary. During whole-class
Either ask students to match the phrases and definitions feedback, say the sentences for students to repeat and
or ask them to turn all the pieces of paper face down and check pronunciation.
play a game of pelmanism, taking it in turns to try to find a
matching pair. Answers
1 d 2 f 3 h 4 a 5 g 6 b 7 c 8 e
Workbook page 66
2 Students discuss the question in pairs. Monitor to
deal with any questions and to help with ideas. Listen
to some of their answers in open class.
Valuing the beauty around us
Answer
1 SPEAKING In pairs, students look at the photos
to persuade people to buy or to consider something
and answer the questions. When students are ready,
you could have further speaking practice by putting
3 2.06 Before lling the gaps, ask students to
students into new pairs to report back on their rst
quickly read through the dialogue to get a general
conversation.
understanding and to answer the question: What
2 In small groups, students list ways of tackling one product is being sold? (a teeth-straightening device)
of the environmental problems. Monitor to help Students work individually to ll the gaps. Let them
with vocabulary and answers as necessary. Regroup compare answers with a partner before checking
students to compare their lists and decide on the best answers in open class.
things to do for each of the problems. Listen to some
of their ideas in open class as feedback. Answers
3 Copy the table onto the board and do an example 1 Have you always dreamed of
in open class, eliciting ideas from students. In pairs, 2 This revolutionary new
students complete the exercise, then share their ideas 3 I strongly recommend
with another pair. 4 Imagine
5 We understand that
4 Read through the instructions with students. In pairs, 6 this offer is limited
students discuss the pros and cons of the di erent
media before making a plan for their campaign. Ask 4 WRITING Students work in pairs to complete
students to think about the following questions: the exercise. Tell them they should use the advert
Who do you want to aim your campaign at? in Exercise 3 as an example and spend some
Where and when will you campaign? time planning their advert before beginning to
write. Monitor to help with vocabulary and ideas.
Will you need to campaign more than once? Encourage students to be creative! When students
What outcome do you want? have completed their adverts, divide the class into
As students make their plan, monitor to help with small groups for students to give their presentations.
vocabulary and if required, o er ideas for students Ask each group to decide which of the gadgets they
to reach the right people with their campaign. When would most like to own and listen to some of the best
the plans are completed, students can describe their examples in open class.
campaigns to another pair and give each other
feedback on their campaigns. Student’s Book pages 72–73
Optional extension
Write the following questions on the board:
LITERATURE
What are the biggest environmental issues in the world at the Romeo and Juliet, ‘When you are old’, Sonnet 18
moment? 1 2.07 Books closed. As a lead-in, show students
What is the best way to deal with these issues? a picture of William Shakespeare and ask: Can you
Is it better to campaign for governments to change laws or to list ve things you know about Shakespeare? Who can
campaign against companies? name the most Shakespeare plays? Students discuss the
If you could solve one environmental problem, which would questions in pairs. Listen to some of their answers in
you choose? open class.
Ask students to discuss the questions in small groups, with a Books open. Tell students they are going to read
weaker student acting as secretary and taking notes on their
conversation. As feedback, ask the secretaries to report back
three extracts from plays and poems about beauty.
on the conversations in open class. Point out that they were written quite a long time
ago, so the language may seem quite strange at rst.
Students read and listen to the extracts and answer
the questions. Tell them not to worry about unknown
vocabulary, but to focus on the task.

71
 Answers Answers
1 3 2 2 3 1 1 especially
2 thoroughly
2 This exercise asks students to paraphrase language 3 remotely
in the extract with more modern language. Look at 4 arguably
5 equally
the example with students in open class and elicit
di erences between the two sentences. In pairs,
3 Give students time to read through the sentence
students complete the exercise. During whole-class
beginnings. Elicit/clarify the meaning of the adverbs.
feedback, ask students to refer to the extract and
Students work individually to complete the sentences,
describe how the language has been changed.
then compare answers in small groups.
Answers 4 Students match the paragraphs with their functions.
5, 9, 6, 10, 7 Ask them to underline the parts of the letter that
support their answers and refer to these during
3 VOCABULARY Students can cover the de nitions whole-class feedback.
and look at the highlighted words in the second
Answers
extract. Students work in pairs and try to guess the
meaning of the words in context. Ask students to 2, 1, 4, 3
match the de nitions with the highlighted words.
Check answers in open class, giving examples for 5 To interest students in the topic, show students some
clari cation if necessary. images of Photoshopped models on the Internet or
in magazines. Read through the instructions in open
Answers class. Ask students to work in pairs to decide what
1 paced 2 sorrows 3 glowing they will write about and how they will organise the
4 nodding 5 pilgrim 6 murmur letter.
6 If you’re short on time, you can set this exercise for
4 Give students time to read the third extract carefully. homework.
Working in pairs, students match the phrases to Ask students to write their letter. This can be done as
lines in the extract. During a whole-class check, ask a collaborative writing activity in class with pairs of
students to explain the reason for their choices. students working together to complete the exercise.
Encourage them to expand their notes and organise
Answers
their writing in a similar style to the example. On
13, 7, 14, 9, 10 completion, you could ask students to exchange
their letters with another pair for them to read and
5 SPEAKING In pairs or small groups, students discuss comment on the functions of each paragraph (did
the questions. Monitor and encourage students to they follow the structure of the example?) and the
answer in full sentences. Make a note of any nice overall content of the letter.
expressions in English that students use during the
activity. At the end write them on the board for the
whole class to copy, and praise the student who used
them. As feedback, ask for volunteers to report back
to the class on their discussion and encourage others
in the class to react.

WRITING
A formal letter
1 Ask students to work individually to read the letter
and answer the questions. Tell them not to worry
about unknown vocabulary, or to choose between
adverbs at this stage. Students compare ideas with
a partner.

Answers
She is upset that the models were not racially or culturally
diverse and that they all represented one particular body
shape. She hopes the newspaper will take note of her
comments and include more diverse models in another
fashion edition in the next few weeks.

2 Students work in pairs to complete the exercise.

Check answers in open class.

72
8 TO ME!
Objectives
IT’S ALL GREEK

Answers
1 It’s a spoken language; it has no written alphabet, and it’s
FUNCTIONS: saying that you don’t understand or didn’t fully famous for being difficult to learn because of its complex
hear grammar and difficult tones.
GRAMMAR: relative clauses with determiners and 2 because the Japanese had broken all of their other codes
prepositions; however, wherever, whatever, etc. 3 The language didn’t have words for some modern military
VOCABULARY: language and communication; personality (2) terminology and the fear was that the English terms
– easily understood by the Japanese – would be used
Student’s Book pages 74–75 instead.
4 They used existing words to represent modern
terminology.
READING 5 It was the only unbroken code used during the Second
World War.
1 SPEAKING Books closed. As a lead-in to the topic, 6 because errors could mean a loss of lives
write the following on the board: 7 They were not allowed to talk about their work until 1968
J mjlf cbobobt cvu J epo’u mjlf bqqmft. and they weren’t recognised for their contribution until
2001, when those still alive were awarded medals.
Ask students to work in pairs to guess what the
8 It was criticised for the fact that the Navajos were not the
sentence means. If they have di culties, change central focus.
the rst letter to I, then the second letter to l until
students understand that you have used a code 4 SPEAKING Students discuss the questions in pairs
(replacing each letter with the letter following it in or small groups. Encourage them to go into detail
the alphabet). Students race to be the rst pair to in their answers and refer to the article when they
decipher the sentence (I like bananas but I don’t like are explaining their answers. Monitor to help with
apples.). vocabulary, but do not interrupt to correct errors
Ask students: Who uses codes? When are codes used? unless they impede communication. For further
Students discuss the questions in pairs. Listen to speaking practice, regroup students to compare their
some of their answers in open class and write any answers.
interesting vocabulary on the board.
Books open. Look at the pictures and nominate PRONUNCIATION
di erent students to describe one. If there is an
interactive whiteboard (IWB) available in the For practice of stress in multi-syllable words go
classroom, the picture description would best be done to Student’s Book page 121.
as a heads-up activity with the whole class. Read the
instructions and ask students to discuss the questions
with a partner. Monitor and help with vocabulary
as required. Listen to some answers in open class Making connections
as feedback. 1 Read through the introduction in open class. In pairs,
2 Students answer the question, then read the article to students discuss the di erences and similarities
check their answers. Set a three-minute time limit to between the objects. Regroup students to compare
encourage students to skim the text quickly and not their ideas and nominate individuals to report back
to focus on every word. Allow students to compare the best connections in open class.
answers with a partner before a whole-class check. 2 In pairs or small groups, students complete the
3 2.08 Give students time to read the questions. exercise, using the example as a guide. Monitor to
Check/clarify: engaged in, in essence, recognition. make sure all students are involved and to help with
Before reading, ask students to decide which key vocabulary as necessary.
information they should look for in the text. Students
complete the exercise. Ask them to underline the part Mixed-ability
of the text which helped them decide and to compare Regroup students according to level. Weaker groups can
their answers with a partner before checking in focus on two of the objects, while stronger groups describe
all of them.
open class.

73
 Optional extension Optional extension
Ask students to work in small groups. Write the word bicycle Do a teacher–student role play. Ask students to write
on the board and tell students to take it in turns to say a word sentences containing mistakes with relative clauses and
connected to bicycle. For example, bicycle – wheel – car – determiners or prepositions. Students pass their sentences to
passenger – aeroplane – wing – bird – sky – cloud, etc. As they a partner. The partner has to act as the teacher, explain the
say words ask them to write them down. After a few minutes, problems with the sentences and elicit the correct answer
ask students to take some of the connections and write a from the student.
story substituting words with the words which followed them
in their chain. For example,
Workbook page 72 and page 125
I went out on my wheel (bicycle) yesterday and saw a wing
(aeroplane) in the cloud (sky).
In new groups, students take turns to tell their stories for Be aware of common errors related to relative
their partners to decipher. pronouns with determiners. Go to Get it right! on
Student’s Book page 124.

Student’s Book pages 76–77

GRAMMAR VOCABULARY
Relative clauses with determiners and prepositions Language and communication
1 Books closed. Divide the class into two teams and 1 Ask students to read through the paragraphs and
have a game of ‘vocabulary tennis’. Teams take it decide which one is not about spoken language.
in turns to say a determiner. Elicit one or two in Check answers.
whole class to check students are clear on what a
Answer
determiner is. If a team makes a mistake or takes
more than ve seconds to think of a determiner, the C
other team scores a point. To avoid stronger students
dominating the game, you could nominate a di erent 2 SPEAKING Working in pairs or small groups,
individual for each answer. As well as acting as an students discuss the meaning of the phrases.
introduction to this language point, this game will Encourage them to guess the meanings from context
give you an idea of the extent of students’ knowledge before allowing them to use dictionaries to check
of determiners. their ideas. During whole-class feedback, nominate
individuals to de ne a word or phrase. Give further
Ask students to work in pairs to read the six
examples for clari cation if necessary. Say the
sentences and try to complete them before looking
words and phrases for students to repeat and check
back at the article to check.
pronunciation. Pay close attention to the stress of
Students work together to complete the rule. Read multi-syllable words.
through the rule in open class and elicit answers.
Elicit/give further examples for clari cation if Fast finishers
necessary. Ask students to write sentences describing their own language
ability and communication skills using some of the phrases.
Answers
1 all of which 2 compared to which 3 one of whom 3 Before lling the gaps, ask students to quickly read
4 most of whom 5 in which case 6 some of whom through the paragraph to get a general understanding
Rule and to answer the question: What is the problem? (The
1 end 2 beginning 3 whom 4 begins writer had trouble understanding people in the north-
east of England). Students work individually to ll
2 Read through the instructions and example in open the gaps. Let them compare answers with a partner
class. Ask students to work individually to complete before checking answers in open class.
the exercise. Allow students to compare answers
Answers
with a partner before feedback in open class. During
feedback, refer to the rule for clari cation. 1 strong accent
2 dialect
Answers 3 follow
4 misunderstood
1 Grammar is something about which I know nothing. 5 communication breakdown
2 She is a woman to whom I have never spoken. 6 first language
3 Language is something to which we all give great
importance.
4 Translation is the profession to which he has dedicated Optional extension
his life.
Divide the class into AB pairs. Ask As to close their books and
5 He’s a friend from whom I almost never hear.
Bs to say a sentence without the vocabulary of language
and communication. As complete the sentences. After two
minutes, students swap roles and repeat.
Fast finishers
Ask students to write true sentences of their own using some
of the six options from Exercise 1. Workbook page 74

74
 8 IT’S A LL GR EEK TO M E!
SPEAKING 2 2.10 Tell students they are going to listen to a
Read the instructions and give some examples of your radio programme. Play the recording while students
own or elicit some in open class to get students started. listen and answer the question. Remind students not
Divide the class into pairs for students to complete the to worry about di cult words, but to concentrate
exercise. Encourage them to go into detail when giving on the task. Let students compare answers with a
their answers and to try to use some of the words and partner before whole-class feedback.
phrases in Vocabulary, Exercise 1. When students have
completed their discussion, extend speaking practice Answers
by regrouping students and repeating the exercise. For Liverpool, Scotland, south of England, Birmingham
feedback, listen to some example answers in open class.

Mixed-ability Audio Script Track 2.10

Give weaker students some time to make notes on their Presenter Now, there’s a new report that’s just come out
answers before beginning their discussions. about different regional accents here in Britain,
and it claims that a person’s accent still matters.
As you can probably hear in my voice, and if you
don’t already know, I’m from Liverpool and so I’m
FUNCTIONS not at all surprised by what the report says – which
is, basically, that people often make judgments
Saying that you don’t understand or didn’t fully hear about other people, not based on what they say
1 Books closed. As a lead-in, mumble some but on how they say it – in other words, their
incomprehensible sentences and elicit reactions accent. Wherever I go, people know immediately
that I’m from Liverpool, the moment I open my
from students. Ask: What do you say if you can’t hear
mouth. Which is fine by me. I’m proud of where I’m
somebody clearly? from and I’m OK with the way I speak, I’ve got no
Books open. Students work with a partner to match intention of changing it for anyone or anything. But
the beginnings and endings. During whole-class I’m wondering if any of you listeners out there have
feedback, say the sentences for students to repeat and views on the question of accents, or any particular
experiences related to accents. Yes, here’s a caller.
check pronunciation.
Hello?
Answers Alex Hello, my name’s Alex and you can tell where I’m
from, right?
1 c 2 a 3 f 4 e 5 d 6 b
Presenter Well, Scotland, I guess?
Alex Right. Though now I live down in England, not far
2 In pairs or small groups, ask students to decide how
from London. And my experience is that accent is
to say the expressions in their own language. Point something people in the south seem to worry about,
out that they should think about the meaning of the but not anyone else. People in the south of England,
expression rather than directly translating word for they seem to think you should talk like them,
word. Ask: Do you have any other ways of saying when wherever you’re from. And that’s crazy in my view.
you don’t understand? Presenter Hard to disagree with that. Caller 2?
3 Students work in pairs to complete the exercise. Caller 2 Hello. I just want to say how much I disagree with
Monitor and help with vocabulary as necessary. your last caller. I mean, of course he has his own
Regroup into groups of four for students to compare experience, but as someone who is from the south of
England, I just don’t think a person’s accent matters
answers.
like it used to. I mean, look at television now – not
so long ago you wouldn’t hear much of a variety of
Optional extension accents but these days, whenever you switch the
Divide the class into AB pairs to create dialogues. Give some TV on you’re going to hear people from all over the
examples of your own to get them started. For example: A: place.
I went to gfhtrye (incomprehensible) at the weekend and saw Presenter Well that’s true, of course, but I’m not sure that that
foirojk (incomprehensible). B: Sorry. I didn’t catch what you reflects what goes on every day in people’s lives.
said. Or A: I mix A and B, add C then finish with some P and Q. Next caller?
B: Sorry. You’ve lost me. Monitor to make sure students are
responding correctly and encourage them to continue the Caller 3 Yes, I saw that report you mentioned and it says
conversation where possible. If space allows, this activity that people from Birmingham – like me, right? – that
also works well as a mingle with students swapping partners they’re seen as the least intelligent people in the
after each exchange. Listen to some examples in open class country just based on their accent! How awful is
as feedback. that? What it means is, whatever I say, people won’t
think I’m clever. It means my accent is the thing
people pay attention to, more than any of my ideas.
Presenter So however intelligent you are, you’ll come across to
LISTENING other people as not very intelligent at all?
Caller 3 That’s right. That’s the attitude some people have
Accents got. And I mean, how do you go about changing
1 SPEAKING Give students time to read through an attitude like that? I think we need some top
the questions and discuss them in pairs or small politicians with regional accents, even the prime
groups. Listen to some of their ideas in open class as minister. That’d change things perhaps.
feedback. Presenter Good point. I can’t remember the last time we had
a prime minister with an accent – I mean, an accent
that isn’t from the south.

75
3 2.10 Students may like to work in pairs and Fast finishers
try to answer the questions from memory before Ask students to look back at pictures in previous units and
listening to the audio again to complete the exercise. make up sentences with -ever for the people in the pictures.
Play the audio again while students take notes. Give For example picture 4 on page 70 Whenever I travel, I listen to
students time to work individually to review and music.
expand their notes after the audio has nished and
before comparing with a partner. Check answers in 3 SPEAKING If you’re short on time, you can set this
open class. exercise for homework.
Ask students to work individually to complete the
Answers sentences, then read their sentences to a partner. You
1 It claims that we make judgments about people based on could ask students to write three sentences that are
their accent. true for them and one that is false. Their partner has
2 because people often make jokes about her Liverpool to guess which sentence is false. During feedback,
accent
listen to some examples in open class.
3 She’s proud of it.
4 He thinks they’re more worried about accents than other
people and that they think that everyone should talk like Optional extension
them. Divide the class into AB pairs. Ask As to start a sentence with
5 She says you can hear a variety of accents on TV. an -ever word and Bs to complete the sentence in a suitable
6 It says that people from Birmingham are perceived as manner. After two minutes, students swap roles and repeat.
being the least intelligent in the country.
7 He thinks we need top politicians with regional accents.
Workbook page 73 and page 125

GRAMMAR Student’s Book pages 78–79

however / wherever / whatever, etc.

READING
1 Working in pairs, students match the beginnings
and endings of the sentences. During whole-class Multilingual people
feedback, ask students to underline words ending 1 SPEAKING Books closed. As a lead-in, ask: What
in -ever. Point out that however is followed by an percentage of the world’s population are:
adjective. a) monolingual (know only one language) – 40%
Students complete the rule. During whole-class b) bilingual (can use two languages) – 43%
feedback, refer to the example sentences and give
further examples of your own to clarify the answers. c) trilingual (three languages) – 13%
d) multilingual (four or more) – 3%
Answers Students work in pairs to guess answers to the
1 c 2 a 3 b questions. Check answers in open class and give a
Rule point to the pair who get closest to each answer.
Books open. Ask students to work in pairs or small
1 some 2 important
groups and discuss the question. During feedback,
nd out who knows the person who can speak the
LANGUAGE NOTE most languages.
Point out the following variations in form: 2 Tell students they are going to read an article. In
however + adjective + subject + verb (only however can be pairs, students look at the title and discuss what
followed by an adjective) the article might say about multilingual people.
whoever + verb (whoever can be the subject of a sentence – Students read the website to check their answers. To
Whoever told you that is wrong) encourage them to read quickly, set a three-minute
whatever is often used to show disinterest – A: You need to study time limit for the exercise. Students check answers
more. B: Whatever. with a partner before whole-class feedback.
3 This exercise is closely modelled on Reading and Use
2 Do the example with students in open class. Students of English Part 7 of the Cambridge English: Advanced
work in pairs to complete the exercise. Monitor to exam.
check students are forming sentences correctly and to
Read through the sentences with students and check/
help weaker students. Check answers in open class.
clarify personas; hypothesis; verbal; inherent; narrative
Answers and traits. Encourage students to underline the key
information in the sentences that will help them
1 Whatever you say, he won’t like it.
place the sentences in the text (e.g. their in sentence
2 Whenever we leave, the roads will be full of traffic. /
Whenever we leave, the roads are always full of traffic. 1; another in sentence 2). Students read the text in
3 Whichever way you say it, it means the same thing. more detail to complete the exercise. Suggest that
4 However strong your accent is, everyone will they underline the parts of the text that helped them
understand you. nd their answers. Students check their answers
with a partner before whole-class feedback. During
feedback, ask individuals to refer to the parts of the
text that support their answers.

76
 8 IT’S A LL GR EEK TO M E!
Answers Optional extension
A 3 B 6 C 4 D 2 E 1 5 not used As a further check of understanding, ask students to work
in pairs to decide if the adjectives are positive or negative.
4 SPEAKING Give students time to read through the Check answers.
questions. Clarify any di culties. Divide the class Positive: expressive, modest, self-assured, patient, well-
into pairs or small groups for students to discuss mannered
the questions. When students have completed the Negative : self-conscious, conceited
exercise, you may like to regroup students and ask Neutral: assertive, forceful, impulsive
them to repeat the exercise with new partners. As
well as maximising speaking practice, this is often
motivating for students as they are able to express Fast finishers
themselves more fully at the second attempt. Ask Ask students to write a list of things that someone who is
individuals to report back some of their ideas in open each adjective does not like doing For example, a modest
person does not like boasting, etc.
class as feedback.

Mixed-ability 4 Working individually, students re-read the statements

Give weaker students time to work together and make notes
in Exercise 2 and decide which they can relate to. As
on their answers before regrouping students for discussion. they make notes of their answers, encourage them to
Stronger students can discuss the questions without any think of speci c situations and anecdotes. Monitor to
preparation time. help with vocabulary as necessary. Divide the class
into pairs or small groups for students to share their
answers.
Optional extension
5 SPEAKING Divide the class into pairs or small
To give students practice in scanning texts, write the
groups for students to discuss the questions. Monitor
following words on the board in random order:
and help with vocabulary as necessary. Try the ‘silent
qualitative close inherent topical important hip
tick’ – writing a tick on a student’s notebook if they
Divide the class into pairs and have a race to see who can speak well. Students can be quite motivated by this!
be the first pair to find the six adjectives. When the first pair
Ask some of the students to share their opinions with
finishes, check answers. As a follow-up, ask students to
discuss what the adjectives refer to in the text. the whole class and encourage open class discussion.

Optional extension
Higher level students may like to work with a partner to rank
VOCABULARY the adjectives from positive to negative. This can lead to
some interesting discussions – Is it better to be self-conscious
Personality (2) or conceited? Self-assured or well-mannered?
1 As a lead-in, divide the class into two teams and elicit
the personality adjectives covered in Unit 1, giving a
point to the rst team to give a correct answer.
Divide the class into pairs and ask students to nd
two words to describe personality in the article on Learning another language
page 78. Who can nd them the fastest? 1 Ask students to tick the sentences they agree with
(they can choose more than one).
Answers
2 SPEAKING Divide the class into groups for students
patient, well-mannered to compare their choices. Monitor and help with
vocabulary as necessary. Encourage students to give
2 SPEAKING Ask students to read through the reasons for their choices. Listen to some of their
extracts and decide which situations they refer to. opinions in open class.
Tell students not to worry if they do not understand
some of the phrases in bold, but to try to work them
3 Look at the bar chart in open class and nominate
individuals to describe what they can see. Working
out from their context. Allow students to compare
in pairs or in the same small groups as in Exercise 2,
answers with a partner before whole-class feedback.
students make their own graph or chart to show how
During whole-class feedback, say the words for
their group feels. Ask all students to draw the chart.
students to repeat. When checking pronunciation,
When they have completed the exercise, regroup
you may like to write the words on the board and
students to compare their charts.
elicit and mark the stress for clari cation.
3 Students work individually to complete the sentences. Optional extension
Allow them to check answers with a partner before a Ask students to work in pairs and do a role play where
whole-class check. student A is a keen language learner who agrees with all of
the statements in Exercise 1. Student B doesn’t agree with
Answers any of the statements and thinks there is no point in learning
1 conceited 2 impulsive 3 self-conscious a second language.
4 assertive / forceful 5 modest 6 expressive

77
Student’s Book pages 80–81 Answers
Lack of time – 24%
CULTURE Inability to maintain motivation – 16%
1 Ask students to work in pairs to answer the question Budgetary constraints – 11%
and make notes on their answers. Can they think of No or limited access to good learning materials – 5%
Various other difficulties – 18%
ve di erent reasons?
2 2.11 Play the audio while students read and 2 Students match the paragraphs with their functions.
listen to the article to check their ideas. Tell students Ask them to underline the parts of the report that
not to worry if they don’t understand every word support their answers and refer to these during
and that they should just focus on answering the whole-class feedback.
question. Ask students to compare answers with a
partner and nd out how many of their ideas from Answers
Exercise 1 were mentioned in the text. a 2 b 1 c 4 d 3
3 Give students a minute or two to read through the
sentences and circle the key information that they 3 Students re-read the text and complete the exercise.
need to look out for. Clarify that there are three Tell students they are looking for ve more verbs and
answers for statements 1 to 3. Students read the ask them to underline them in the report.
text again to complete the exercise. Tell them to
underline information in the text that helped them Answers
answer each question. Students check answers cited, reported, stated, put forward, mentioned
with a partner before whole-class feedback. During
feedback, ask students to justify their answers by 4 Read through the instructions in open class. Working
quoting the text they have underlined. individually, students make notes in preparation
for writing their report. Monitor to help with any
Answers questions. Encourage them to use some of the
1 a, b, d 2 a, c, d 3 b, c, d 4 c 5 a 6 a vocabulary from the report, but not to copy large
chunks of it.
4 VOCABULARY Ask students to cover the de nitions. 5 If you’re short on time, you can set this exercise for
Give them two minutes to nd the highlighted words homework.
in the article and discuss their meanings with a
Students write the report. This can be done
partner. Students uncover the de nitions to check
individually or as a collaborative writing activity
their ideas and complete the exercise. Check answers
in class with pairs of students working together to
in open class, giving further explanations to clarify
complete the exercise. On completion, you could ask
meaning if necessary.
students to exchange their reports with another pair.
Answers Ask them to read and evaluate on the basis of content
(how interesting is the information?); organisation
1 lingua franca 2 creole 3 urban dwellers (did each paragraph include a clear and distinct idea
4 unavoidable 5 trait 6 working knowledge
7 whopping 8 derived from
like the model answer?); communicative purpose
(how clearly is the data described?) and language.
5 SPEAKING Give students time to read through the If you mark the writing yourself, focus on how well
questions and think about their answers. Divide students have communicated, how clear and easy
the class into pairs or small groups to discuss their writing is to follow and whether they wrote
the questions. Monitor and help as necessary, about relevant details. Avoid focusing too much on
encouraging students to express themselves in accuracy, as a heavily marked piece of writing is
English and to use any vocabulary they have learned more likely to de-motivate learners than to make
from the text. Ask pairs or groups to feed back to the them try harder next time.
class and discuss any interesting points further.
Students Book pages 82–83
WRITING
A report from a graph
1 Ask students to look at the diagram. Ask: What are the
main di culties in learning another language? In pairs,
READING AND USE OF ENGLISH
students try to guess which ve di culties could ll 1
the gaps in the diagram.
Answers
Students read the report and complete the empty
spaces. Did they guess correctly? 1 C 2 A 3 D 4 D

Workbook page 79

78
 8 IT’S A LL GR EEK TO M E!
TEST YOURSELF UNITS 7 & 8
VOCABULARY
1

Answers
1 forceful
2 in
3 spine
4 communication
5 impulsive
6 arms
7 broken
8 must-have
9 conceited
10 short

GRAMMAR
2

Answers
1 However
2 most of whom
3 think so
4 Wherever
5 hope so
6 all of which

Answers
1 Some people say it’s a dangerous sport, but I don’t hope
think so.
2 I have three brothers, one of who whom lives in
Argentina.
3 Whatever do you you do, don’t say anything.
4 She has three phones, both all / two of which are broken.
5 I’ll follow you whatever wherever you go.
6 I’m not sure we’ll win, but I hope so.

FUNCTIONAL LANGUAGE
4

Answers
1 dreamed
2 follow
3 brand
4 lost
5 limited
6 familiar
7 strongly
8 see

79
9 FAIR?
IS IT

4 Carter’s story was made into a film and he died at the age
Objectives of 76.
TEXT 3:
FUNCTIONS: talking imprecisely about numbers
1 murder
GRAMMAR: negative inversion; spoken discourse markers
2 They confessed under police interrogation.
VOCABULARY: court cases; fairness and honesty
3 They retracted their confessions, evidence was found to
have been withheld, and the IRA stated that none of them
had been involved. They were released after 15 years in
Student’s Book page 84–85
prison.
4 One of the four became a campaigner against
READING miscarriages of justice, and a film was made about him.
1 SPEAKING As a lead-in, write ‘That’s not fair.’ on
the board. Describe a situation when you might have Mixed-ability
said the sentence, for example. People with blue eyes With weaker classes, divide students into three groups and
are allowed to nish work at 3 pm, people with brown ask each group to read one of the texts and make notes on
eyes have to work until 5 pm. Ask students to work their answers. Allow students to check answers within their
in pairs and think of at least two real or imaginary groups, then regroup ABC for students to do Exercise 4.
situations when they might use the sentence. Listen
to some examples in open class. 4 SPEAKING 2.12 Students describe their answers
Books open. Students discuss the questions in pairs. from Exercise 3. To encourage ‘long-turn’ speaking,
ask students to take turns to answer all of the
2 If there is an interactive whiteboard (IWB) available questions for their text, rather than taking turns to
in the classroom, this activity would best be done
answer each question individually.
as a heads-up activity with the whole class. Display
the pictures on the IWB and nominate individuals 5 SPEAKING Divide the class into pairs or small
to describe them, using adjectives to describe the groups for students to discuss the questions.
people. Students read the headline and introduction Encourage students to give reasons for their
to check their answers to Exercise 1. answers, to develop answers with examples where
possible and to try to use a range of vocabulary to
3 Read through the instructions in open class. The add interest. Monitor and help with vocabulary as
texts include quite a large number of di cult words:
necessary. Avoid error correction unless errors really
imprisonment, innocence, intervened, ordeal, prosecution,
hinder comprehension. The focus of this task is on
prosecutors, verdict, convicted, alibi, incarceration.
uency, not on practice of structures or lexis. Make a
These could be elicited/clari ed through inclusion
note of any nice expressions in English that students
in a description of a court case. Divide the class
use during the activity, at the end write them on the
into groups of three and ask them to complete the
board for the whole class to copy, and praise the
exercise. Tell them that they should try to guess any
student who used them.
unknown vocabulary from context, but that they can
use dictionaries if absolutely necessary.
PRONUNCIATION
Answers
For practice of unstressed syllables and words:
TEXT 1: the / / phoneme go to Student’s Book page 121.
1 murder
2 statistics about natural deaths in families
3 on appeal when new evidence emerged and old evidence
was found to be invalid – this was after Sally Clark had
been in prison for three years The ad hominem fallacy
4 She died young, having never fully recovered from her 1 Read through the introduction in open class. Students
ordeal.
work with a partner to complete the exercise. Ask: Do
TEXT 2: you think there is any truth in any of the statements?
1 murder
2 witnesses who said they’d seen the suspects leaving the
Answers
crime scene
3 The case was thrown out of court after 18 years during 1 The Guildford Four 2 Rubin ‘Hurricane’ Carter
which time several people had campaigned for their 3 Sally Clark
release.

80
 9 IS IT FA I R?
2 In pairs, students think of further examples. You may di culties. Allow students to compare answers with
like to brainstorm a list of di erent social groups on a partner before feedback in open class.
the board to get students started. Listen to some of
their ideas in open class as feedback. Answers
1 Never have I
Optional extension 2 Not only were they
Ask students to work in pairs and think of three different 3 had the case finished
ways in which teenagers are victims of the ad hominem 4 could they
fallacy. For example, teenagers say they have too much
homework. However, as teenagers are lazy, they must be
saying that to avoid work. Regroup students into small Fast finishers
groups to share their ideas. Ask: Do you think there might Ask students to write three true sentences about their friends
be some truth in some of the accusations? For example, are and family using negative inversion.
teenagers sometimes lazy?
4 Read through the example in open class. Students
complete the sentences using the negative adverbial
Student’s Book pages 86–87 in brackets and compare their answers with a partner
before whole-class feedback. Use the answers to
GRAMMAR clarify the changes in word order if necessary.

Negative inversion Answers

1 In pairs, students try to complete the sentences from 1 On no account should we discuss this in front of other
memory before looking back at the text to check their people.
answers. Ask students to complete the rule. Check 2 Never have I read such an appalling story.
answers and use the sample sentences as examples to 3 Not only was he innocent but so were the others.
4 Rarely are innocent people released from prison following
show the inversion of subject and auxiliary. Ensure
a miscarriage of justice.
students are clear on the meaning of each adverbial
phrase, giving example sentences as required.
Optional extension
Answers For further practice of negative inversions, write the following
1 rarely sentence beginnings on the board and ask students to
2 Not only complete them in their own words.
3 No sooner Under no circumstances would I …
Never have I seen …
2 Students work in pairs or small groups to discuss the
Not only can I … but I can also …
di erences between the sentences. Check answers in
Rarely do I …
open class and point out changes in word order and
emphasis. Ask students to complete the rule. Ensure Divide the class into small groups and ask students to
compare their sentences. Listen to some of the best
students are clear on the meaning of each adverbial
examples in open class.
phrase, giving example sentences as required.

Rule Workbook page 82 and page 125

1 negative
2 beginning
3 more Be aware of common errors related to negative
4 question inversion. Go to Get it right! on Student’s Book
5 written page 125.

LANGUAGE NOTE
Common mistakes when using negative adverbials are to use a VOCABULARY
double negative e.g.
Court cases
*On no account must you not say a word to anyone. *Never haven’t
I seen such a boring film. 1 Ask students to cover 1–10 and read through the
Point out to students that as the adverb is negative, the use of
de nitions. Students work with a partner to try to
not creates a double negative and it is therefore not used. guess the words for each de nition. Students can
Pay special attention to the use of than with no sooner, as
then uncover the de nitions to check their ideas and
students will often make the mistake of using when instead, e.g. complete the exercise. A nal stage could be done as
a class competition. Students race to be the rst group
No sooner had I sat down when the phone rang. This is
grammatically incorrect, but is actually a common mistake to nd all eight phrases in the texts on page 85.
made by native speakers.
Mixed-ability
3 If you’re short on time, set this exercise for Ask weaker students to cover the definitions and try to
homework. guess the definitions of the words, before uncovering the
definitions to check.
Ask students to work individually to choose the
correct options. Monitor and help students with

81
 Answers Answers
1 d 2 h 3 g 4 a 5 i 6 j 7 c 8 f 9 b 10 e 1 2010 2 15 million 3 250 4 wall 5 ten metres
6 (flat-screen) television 7 rock-climbing 8 twice
2 Before lling the gaps, ask students to quickly read 9 family (members) 10 sense of family 11 93,000
through the paragraph to get a general understanding 12 20%
and to answer the questions: Did the woman go to
prison? Did she complete her sentence? (Yes. No.)
Audio Script Track 2.14
Students work individually to ll the gaps and
complete the text. Let them compare answers with Part 1
a partner before checking answers in open class. We’re here tonight to talk about prisons, and we’re taking as our
starting point for discussion Halden Prison in Norway. This is a
Answers relatively new prison – it opened in 2010 – and it cost around
fifteen million pounds to build. It’s a high-security prison that
1 a confession at any given time holds around two hundred and fifty of the
2 retracted country’s most dangerous prisoners, including murderers. As
3 gave you’d expect from a prison, there’s a wall around it, and it’s
4 the prosecution around six metres high, though it’s mostly hidden from sight
5 the defence by plants and trees. But while the wall is typical of a prison, the
6 found guilty cells aren’t – each one measures ten metres by ten metres and
7 sentenced boasts creature comforts such as a flat-screen television, a toilet,
8 appealed a shower, a mini-fridge, and windows with no bars on them.
9 evidence Prisoners have access to a library of books and DVDs, and there’s
10 found innocent even a rock-climbing wall for exercise. Prisoners are allowed
visitors twice a week for two hours at a time, and some are
allowed to have family members to stay for twenty-four hours.
Fast finishers The prisoners and prison staff are on friendly terms with each
Ask students to put the words on a timeline. From to make a other. The prison staff are unarmed and they’re encouraged to
confession to life imprisonment, for example. Elicit answers to interact with prisoners in order to bring ‘a sense of family’ to
the board after feedback on Exercise 2. the place.
While it costs about ninety-three thousand dollars a year to keep
a prisoner here – far more than is spent in most countries – it
Optional extension could be considered money well spent. Why? Well, because in
Divide the class into AB pairs. Ask As to close their books and Norway, only about 20% of prisoners commit a crime again after
Bs to say a definition without using the target language for As leaving prison as compared to many other countries, like the UK
to say the words. After two minutes, students swap roles and and USA, where the rate of reoffending is often as high as 60%.
repeat.
3 2.15 Give students time to read the sentences.
Workbook page 84 Ask students to underline the key information they
will need to listen for. Play the audio while students
answer the questions. Let students compare answers
LISTENING with a partner before feedback in open class. During
feedback, ask students to explain the reasons for their
1 SPEAKING Books closed. As a lead-in, ask students:
answers.
What do you think life is like in prison? What do
prisoners do all day? Give students two minutes to Answers
discuss their answers in pairs. Listen to some of their
answers in open class and write any suitable answers 1 the rate of reoffending – because it suggests that the
comfortable conditions in the prison help reduce crime
on the board.
2 the freedom to come and go
Books open. If there is an interactive whiteboard 3 She says that if they’re treated with respect, they’ve got a
(IWB) available in the classroom, this activity better chance of becoming law-abiding citizens again.
would best be done as a heads-up activity with 4 a hotel
the whole class. Display the pictures on the IWB. 5 the squalid prisons of the 19th century
6 He thinks there are better ways to spend that amount of
Nominate individuals to describe what they can see.
money.
Students work in pairs to discuss the similarities and
di erences between the pictures and how prisoners
might feel living in each type of prison. Listen to Audio Script Track 2.15
some of their ideas in open class.
Part 2
2 2.14 Give students time to read through the
Presenter So, that’s the prison. Our question tonight is: is it fair
information about Halden Prison. In pairs students for criminals, prisoners, to have such comforts? Or
predict what type of information is needed to ll should a prison be much tougher? Anne Davis, what
each gap, for example a date in the rst gap. Play do you think?
the recording while students listen and complete Woman Well, what interests me most is that last number
the exercise. Allow them to compare with a partner you gave – only about twenty percent of prisoners
before a whole-class check. reoffend. And that, for me, is evidence that prisons
work best if offenders are allowed to enjoy a
reasonable degree of comfort. A decent and fair
society treats everyone well. And let’s not forget that

82
 9 IS IT FA I R?
Halden is still a prison – many inmates, for many WRITING
years, do not have the freedom to come and go that
you and I have, and that’s right, that’s fair, because An essay
they’ve committed crimes. But if they’re treated with 1 As a lead-in to this activity, ask students: When
respect, they’ve got a better chance of becoming
did you last write an essay? What was the topic? Can
law-abiding citizens again.
you remember the topic of any other essays you have
Presenter Mark Lincoln? Your view?
written? Listen to some of their answers in open
Man Well, I couldn’t disagree more. How can we justify class. Ask: What do you need to do to write a good
putting criminals in places that are like hotels? It’s
discursive or ‘for and against’ essay? and brainstorm
clear that here, the prisoners live more comfortably
than some ordinary people in Norway and probably ideas. Elicit that such essays should look at both sides
more comfortably than elderly people in care of the argument, including two or three arguments
homes, for example. I mean, of course we don’t for and against, and nish with a conclusion giving
want squalid prisons like they had in the nineteenth the writer’s opinion. Read the instructions and
century, but they still need to be places that ask students to work individually to complete the
prisoners can’t wait to leave. If you break the law, exercise. Monitor to help with vocabulary and ideas
it’s only fair that you’re punished – and this isn’t
as necessary.
punishment. Ninety-three thousand dollars a year?
I can think of a hundred better ways to spend that 2 Divide the class into pairs for students to compare
kind of money! ideas and decide which are the best arguments to
include in their essays.
4 Students work individually to complete the exercise,
3 Ask students to write their essay. If you’re short on
then check their answers with a partner.
time, students can do the preparation in class and
complete the writing at home. This can be done as
Optional extension
a collaborative writing activity in class with pairs
Divide the class into two groups. Ask one group to imagine
of students of a similar level working together to
they are Anne and the other Mark. Students work in pairs
to think of more things that Anne or Mark would say about complete the exercise.
prisons. Monitor to help with vocabulary and ideas. Put the On completion, you could ask students to swap
students into Anne/Mark pairs. Write the statement Prisons their essays with another pair for them to read and
are for punishment, not for holidays. on the board and ask give each other feedback on task completion (have
students to have a role play in which Anne and Mark discuss
they included three arguments for and against?),
the statement.
language (is it interesting and engaging to read?)
and coherence (are linkers used? are they used
accurately?). Alternatively, you may prefer to collect
their writing for marking. When you mark their
articles, check for the above points. The main focus
Does the punishment fit the crime?
should be on how successful you feel each piece is
1 Books closed. As an introduction, ask students to as an informative essay to read – not on particular
work in pairs and make a list of ten rules in their grammar or lexical errors. Write short feedback
school. Listen to some examples in open class as for each student, saying rst what you liked about
feedback. each essay, and two or three things they may like
Books open. Students read through the list of to improve on in the future. Make a note of any
‘crimes’. Working individually, students choose a persistent errors that occur in the class, then go over
punishment for each crime. You could do the rst these points (and bring in extra practice for them) in
one as an example to get started. a subsequent lesson.
2 SPEAKING Divide the class into pairs for students to
answer the questions. When students are ranking the Student’s Book pages 88–89
crimes, encourage them to debate each decision and
give reasons for their choices. Ask: What are the real READING
punishments for each of the crimes? Do you think the
1 Books closed. As a lead-in, ask: What do you spend
real punishments are harsh enough? As feedback, have
money on? If you were a billionaire, what would you
a quick hands-up in class to decide which ‘crime’
spend money on? Would there be anything that you
students think deserves the harshest punishment.
couldn’t buy? Ask students to work with a partner and
discuss the questions. During feedback, make a note
Optional extension
of any interesting answers on the board.
Write the following crimes on the board:
Books open. Students work individually to decide
stealing a chicken from a supermarket
which of the statements they agree with, then
driving and texting at the same time
compare answers with a partner. Tell them to give
spraying the word ‘hate’ on a 300-year-old building reasons for their answers. Regroup students and ask
leaving an old sofa in the street them to repeat the exercise with a di erent partner.
letting your 10-year-old child stay off school for three weeks 2 Tell students they are going to read a book review.
sending aggressive texts Working individually, students read the text and
Ask students to work in AB pairs and decide on a suitable answer the question. Set a two-minute time limit to
punishment for each crime. Ask A to be lenient and B to be encourage them to read quickly. Tell them not to
harsh. Students discuss suitable punishments. Finally, ask
students to give their real opinions in pairs.

83
 worry if they do not understand every word, but to 2 SPEAKING Ask students to work in small groups to
focus on answering the question. Check answers with complete the exercise. Monitor to help with ideas
the whole class. and vocabulary as necessary. Regroup students to
compare their ideas with di erent students.
Answer
1 Optional extension
To extend speaking practice, elicit five different answers to
3 Give students time to read through the questions. each question in open class and write them on the board.
Check/clarify: kidney, confront, transplant. Students Ask students to work in pairs to rank each item from most
to least.
read the article again to answer the questions.
Ask students to underline the parts of the text that
helped them nd the answer. Students can compare 3 Students work with a partner to complete the nouns
answers in pairs before whole-class feedback. During related to the adjectives. This could be done as a
feedback, ask students to explain which parts of the competition with pairs racing to be rst to complete
text helped them decide on their answers. the exercise correctly. During feedback, say the nouns
for students to repeat and check pronunciation.
Answers
Mixed-ability
1 sport, art, education
2 paying children to read books or rewarding them for To make the exercise more difficult for stronger students, ask
doing well in exams; rich people paying for a kidney them to cover Exercise 1.
transplant; paying in order not to stand in a queue;
buying citizenship
3 Justice Answers
4 He asks questions about the nature of our society, the 1 corruption
role of markets, and how we can defend ourselves against 2 acceptance (‘acceptability’ is another possible noun but it
the influence of ideas that are driven solely by money. doesn’t fit the space here.)
3 justification / justice
4 Working individually, students read the comments 4 ethics
and complete the exercise. Check/clarify: unethical. 5 bias
Allow them to compare answers with a partner 6 reason
before feedback in open class.
Fast finishers
Answer
Ask students to add verbs to the word family of each of the
David O’Connor adjectives, where possible. If time allows, ask them to write
sentences including some of the verbs.

SPEAKING 4 This exercise is closely modelled on Reading and Use

of English Part 4 of the Cambridge English: Advanced
Give students time to re ect and make notes on their
exam.
answers. Divide the class into pairs or small groups for
students to discuss their answers. Monitor and help as If you’re short on time, set this exercise for
necessary, encouraging students to express themselves homework.
in English. Ask pairs or groups to feed back to the class Students work with a partner to choose the correct
and discuss any interesting points further. form of the word to complete each sentence. Check
answers. For further practice, and to personalise the
Mixed-ability language, you could ask students to write questions
Divide the class into mixed-level groups and ask students using the words to ask their partner. Divide students
to come to an agreement on their answers together. One into small groups to check each other’s sentences and
student should act as secretary, noting down the group’s ask you if they have any di culties. Students work in
answers. This adds an extra layer of thinking, gives students
pairs to ask and answer the questions.
practice in negotiating skills and increases cognitive depth.
There is also an element of peer-teaching as stronger
Answers
students explain the answers to weaker students.
1 corruption 2 justification 3 biased
4 acceptance 5 reasonable 6 unethical

VOCABULARY
Optional extension
Fairness and honesty Books closed. Ask students to work individually and write
1 SPEAKING Go through the rst item as an example down as many of the items as they can remember, then open
in open class. In pairs, students complete the their books to check. Alternatively, ask students to work in
exercise. Ask students to discuss the meaning of the pairs and take it in turns to say the first letter of one of the
words for their partner to complete the word without looking
words and phrases in bold and try to deduce their
in their book.
meanings from context. During whole-class feedback,
give/clarify the meaning of the words and phrases
with further examples if necessary. Say the phrases Workbook page 84
for students to repeat and check pronunciation.

84
 9 IS IT FA I R?
GRAMMAR Optional extension
Spoken discourse markers This exercise can be made into a matching activity. Before
the lesson, write each expression on cards. Create enough
1 Students work in pairs to complete the sentences sets of cards to allow for one set per four students. Mix up
before looking back at the text on page 88 to check all the expressions and distribute one set to each group of
their answers. Ask students to work with a partner students. Either ask students to match the expressions to
to complete the rule. Check answers. Use the the columns or ask them to turn all the pieces of paper face
sentences in Exercise 1 and further examples of your down and play a game in which they have to pick up a card,
make a sentence with it and place it in the correct column to
own to clarify the rule. Look at the column heads
gain a point.
and examples and point out that we use discourse
markers for a variety of di erent reasons when
3 If you’re short on time, set this exercise for
speaking.
homework.
Answers Go through the example with students in open class.
1 By the way Students complete the exercise, working individually.
2 consequently Remind them to refer to the rule and table for help if
3 that said necessary. Allow students to compare answers with a
4 to be honest partner before whole-class feedback.
Rule
Answers
a 2 b 4 c 1 d 3
1 They all knew it was unethical. Nevertheless, / However,
they went ahead and did it.
2 Look at the column heads and examples and point 2 I left in the middle of the film. I mean / Let’s face it, / To
out that we use discourse markers for a variety of tell you the truth, it was awful.
di erent reasons when speaking. Ask students to 3 My brother thinks it’s good. Mind you, / However, / That
read through the discourse markers and work with a said, he always thinks these things are good.
partner to add them to the table. 4 The company director resigned because of / as a result of
accusations of corruption.
Check answers in open class. It may be helpful to 5 I’ll listen to your thoughts. But at the end of the day it’s
copy the table onto the board and to ask students to my decision.
come out and complete it with their answers. During 6 He doesn’t usually have good arguments. Nevertheless, /
feedback, elicit/give examples of the usage of each However, / Mind you, / That said, he occasionally has an
discourse marker. Point out that, while all of the excellent suggestion.
discourse markers can be used to start a sentence, 7 It wasn’t at all good. To be honest, / Let’s face it, / To tell
you the truth, / If you ask me, it was the worst idea ever.
because of/as a result of are more commonly used
between two clauses in a sentence.
Workbook page 83 and page 126
Answers
Student’s Book pages 90–91
Cause Contrast Opinion Topic Concession
and change
result PHOTOSTORY: EPISODE 3
because nevertheless personally anyway while Saving Ms Hampton
of
1 Tell students they are going to read and listen to
as a actually actually by the that said another story about a group of students. If you are
result of way
using an IWB, project the images onto the board and
mind you to be on the other ask students to close their books. Ask students to
honest hand look at the photos and read the question. Ask them to
however I mean guess answers to the question, if possible. Write their
that said for a start ideas on the board.
on the other let’s face it 2 2.16 Play the audio for students to listen and
hand check their ideas from Exercise 1. During whole-class
feedback, refer to students’ ideas on the board. Who
while the thing is
guessed correctly?
at the end
of the day 3 Ask students what they think happens next. Ask
them to brainstorm possible endings for the story.
to tell you
Students work in groups, with one student in each
the truth
group acting as secretary and taking notes. During
if you ask whole-class feedback, write students’ ideas on the
me
board to refer back to once they have watched the
video. Don’t give away answers at this stage. Play the
video for students to watch and check their answers.
Fast finishers
During whole-class feedback, refer to students’ ideas
Ask students to decide which of the discourse markers they on the board. Who guessed correctly?
woud not normally use and to write sentences containing
them.

85
4 EP3 Play the video for students to watch and Answers
check their answers. During whole-class feedback, 1 on trial
refer to students’ ideas on the board. Who guessed 2 on the way
correctly? 3 on friendly terms
5 Give students time to read through the questions. In 4 on his behalf
5 on the basis
pairs, students discuss the questions. Check answers
in open class.
2 Students work individually to choose the correct
Answers options. Encourage them to refer to the sentences in
Exercise 1 to help them choose the correct phrase.
1 more than 60 Students compare answers with a partner before
2 They think that it might be a good idea, but they want to
see how the petition goes first.
whole-class feedback. During whole-class feedback,
3 She’s not happy about it. work on pronunciation and intonation of the
4 Yes, she’s happy because she wants to leave the college sentences.
anyway.
5 She’s excited about the protest which is going to take Answers
place that afternoon. The boys are desperately trying to
1 on trial
stop her and are obviously worried.
2 on the way
3 terms
4 behalf
PHRASES FOR FLUENCY 5 the basis

1 Ask students to locate expressions 1 to 6 in the story

Workbook page 85
on page 90 and underline them. To encourage speed-
reading, you could do this as a race and ask students
to nd the expressions as quickly as possible. Ask
students to compare their answers with a partner and
FUNCTIONS
before whole-class feedback. Talking imprecisely about numbers
Answers 1 Books open. Read through the questions. Ask students
to work with a partner and complete the exercise.
1 Matt 2 Jack 3 Matt 4 Matt 5 Jack 6 Jack Check answers in open class.
2 Read through 1 to 6 with students. Ask them to Answers
work in pairs and use the expressions to complete
1 Roughly
the dialogues. During feedback, say the expressions
2 ish
for students to repeat. Check pronunciation and 3 around
intonation and ask individuals to repeat them again if
necessary. 2 Working in pairs, students underline the imprecise
expressions and notice their position in the sentence.
Answers
During whole-class feedback, say the phrases for
1 I’d have thought students to repeat and practise intonation. To check
2 Apparently understanding, ask students to work in pairs and
3 if I’m not mistaken think of further sentences including each of the
4 more to the point
5 It’s news to me
expressions. Listen to some examples in open class.
6 when you put it like that
Answers
1 around; after
2 something like; after
WordWise 3 give or take; before
4 mid; after
Expressions with on
5 in the region of; after
1 Books closed. As a lead-in, write on on the board and
ask students to give di erent examples of its use in 3 In pairs, students complete the exercise. Regroup
open class. Write any correct examples on the board. students and ask them to compare their ideas with
Books open. Ask students to work with a partner and a new partner. As feedback, ask the questions in
complete the exercise. open class to nd out who was closest to the correct
During whole-class feedback, elicit or explain answer in questions 1 and 2, and who lives furthest/
the meaning of the ve phrases and give further takes longest in questions 4 and 5.
examples as necessary to clarify meaning.
Optional extension
In pairs, students write five questions which require
imprecise answers. For example, How old is (famous actress)?
I think she’s in her early 30s.; How much does a smartphone
cost? They cost around 800€. Regroup students to ask each
other their questions.

86
10 LEARN
Objectives
YOU LIV E A N D

4 2.17 Tell students they are going to read a blog.

Check/clarify: prompt; fundamental. Ask students to
FUNCTIONS: reacting to news read the blog and answer the questions. Set a three-
GRAMMAR: reported verb patterns (review); passive report minute time limit to encourage students to skim the
structures text quickly and not to focus on every word. Allow
VOCABULARY: higher education; life after school students to compare answers with partner before a
whole-class check.
Student’s Book pages 92–93
Answers
READING The issue was the cutting of free music lessons in schools.
The question being answered in the comments was which
1 SPEAKING Books closed. As a lead-in to the topic, subject each panel member thought should never be cut
ask students: What are the good and bad things about from the curriculum.
the education system? What can you do if you do not
like something at your school? Students discuss the 5 Tell students that they should read the article
questions in pairs. Listen to some of their answers in carefully and check that the text matches the
open class and write any interesting vocabulary on information in a sentence exactly before deciding
the board. if an answer is true. Before reading, ask students
Look at the pictures and nominate individual to underline key words in the statements that they
students to describe one. If there is an interactive should look for in the text. Students complete the
whiteboard (IWB) available in the classroom, the exercise. Ask them to underline the part of the text
picture description would best be done as a heads-up which helped them decide and to compare their
activity with the whole class. Ask students to discuss answers with a partner. Ask students to come to
the questions with a partner. Encourage students to agreement on their answers before checking in
be as creative and open-minded as possible and to open class.
accept all ideas and interpretations equally. Monitor
and help with vocabulary as required. Listen to some Answers
answers in open class as feedback. Have a quick show 1 AnnieMac 2 Ballboy12 3 Jojo71 4 Ajay22
of hands to nd out who felt the pictures were mostly 5 Ballboy12 6 Ollie55 7 AnnieMac 8 Ajay22
positive or negative, and invite comments.
2 Read through the instructions in open class. Give 6 SPEAKING Divide the class into pairs or small
students two minutes to work individually and make groups to discuss the questions. Ask one student
notes on a memorable teacher from their primary in each group to act as an ‘English talent spotter’,
school. Divide the class into pairs for students to making a note of any impressive vocabulary used in
describe their teachers. To give students practice the discussion and giving a point for each word at the
in ‘long-turn’ speaking, ask each student to speak end of the exercise. Monitor and help as necessary,
without interruption, then invite questions at the encouraging students to express themselves in
end. Ask students to decide which of the teachers was English and to use any vocabulary they have learned
better. from the text. Ask pairs or groups to feed back to the
class and discuss any interesting points further.
Mixed-ability Students discuss the questions in pairs or small
Stronger students can talk about more than one teacher and groups. Encourage them to go into detail in their
compare them. answers and refer to the blog when they are
explaining their answers. Monitor to help with
3 Working individually, students read the extract and vocabulary, but do not interrupt to correct errors
answer the questions. Divide the class into pairs for unless they impede communication. The aim here
students to compare answers. During feedback, elicit is to give students the opportunity to build their
topics which might be discussed and make a list on uency.
the board for later use.

Answer
1 a political debate programme

87
 Optional extension Books open. With a partner, students answer the
Look at the list of topics from question 3 in Exercise 3. Have questions.
a quick vote in open class to decide which topics to discuss. At this level, students should have quite a good
Divide the class into groups of four and ask them to discuss awareness of reporting verbs, so you could ask
the topics. In order to maximise discussion, tell them one them to cover the rule box and divide the class into
student should be against each topic, one in favour and one
small groups for students to make a list of reporting
undecided. The fourth student should chair the discussion
and make notes on the discussion. When students have verbs. Elicit some of their ideas in open class, but
discussed the topics ask the chair of each group to report do not comment at this stage. Ask students to read
back in open class. through the rule box and complete it. Did they
manage to come up with all of the examples in the
rule? Check answers in open class, referring to the
example sentences and giving further examples for
clari cation if necessary.
Doing something for the ‘right’ reasons
1 Books closed. To introduce the topic, tell students Answers
you are thinking of buying a new car and cannot 1 were doing 2 of trying 3 to do
decide between two choices. You like one because it Rule
is a nice colour and another one because it is stylish
1 accuse 2 promise 3 insist (on)
and economical. Ask students: Which car should I buy?
Nominate individuals to give answers in open class
and elicit/teach valid reason.
2 If you’re short on time, set this exercise for
homework. Do the rst one in open class as an
Books open. Give students time to read through the example if necessary. Students work individually to
information and instructions. Check/clarify: awed. complete sentences 1 to 4. Allow students to compare
In pairs, students complete the exercise. Regroup answers with a partner before feedback in open class.
students to compare their ideas with new partners Where more than one answer is possible, ask students
before listening to some of their ideas in open class. to explain the di erence in meaning.
2 Students work with a partner to think of two valid
and two invalid reasons. Monitor to help with Answers
vocabulary and ideas as necessary. Divide the class 1 The men confessed to breaking into the office and
into small groups for students to compare their stealing the computer.
answers and come to agreement on which are the 2 The education minister denied knowing anything about
most and least valid reasons. the prime minister’s plans to reduce the number of
English lessons. / The education minister denied knowing
Optional extension that the prime minister was/had been planning to reduce
the number of English lessons.
Write the following situations on the board. Ask students to 3 The headmaster congratulated Andy on doing/having
work individually to think of a valid or invalid reason for each done a fantastic job.
sentence. Ask students to work with a partner and take turns 4 The project leader suggested that we think carefully
to read their sentences. If student A gives a valid reason, before taking any action.
student B has to respond with an invalid reason. If students
enjoy the activity, ask them to repeat the activity with further
situations of their own. Fast finishers
I want to become a vegetarian because … Ask students to write sentences of their own using some of
I am going to leave home when I am 18 because … the reporting verbs. Listen to some examples after feedback.
I want to sell my bicycle because …
I am not going to go out this weekend because … 3 ROLE PLAY Divide the class into ABCD groups.
Students discuss the topic. Monitor to make sure
all students have equal time to speak and give the
Student’s Book pages 94–95 opinion as instructed. After ve minutes, students
work in AB and CD pairs to write summaries using
reporting verbs. Challenge them to use at least ve
GRAMMAR di erent reporting verbs. When the majority of
Reported verb patterns (review) students have completed their summaries, regroup
AC and BD for students to compare their summaries.
1 Books closed. As a lead-in, read out the following
sentences and elicit the reason for each statement: Workbook page 90 and page 126
You should buy a new computer. (to recommend)
My neighbours make a lot of noise. (to complain) Be aware of common errors related to reporting verbs.
Go to Get it right! on Student’s Book page 125.
The concert will begin in ve minutes. (to announce)
Hello, I’m Brian. (to introduce)
I told him your secret. (to confess)
What time is it? (to enquire)
Write any correct answers on the board.

88
 10 YO U LI V E A N D LE A R N
VOCABULARY give students some time to think of arguments in
favour of or against the statements.
Higher education
In pairs, students discuss the statements. Monitor
1 SPEAKING Divide the class into pairs and ask and help with vocabulary as necessary. Encourage
students to match the sentence halves. Allow them to students to go into detail and to give reasons for
use English–English dictionaries if necessary. Check their answers. Avoid error correction unless it really
answers, giving further examples to clarify meaning hinders comprehension. The focus of this task is on
if required. Say the words for students to repeat and uency, not on practice of structures or lexis. Listen
check pronunciation. to some of their ideas in open class for feedback.
Answers 2 SPEAKING Students discuss their real opinions
in pairs. Regroup students into larger groups for
1 d 2 f 3 a 4 c 5 b 6 e
students to compare their opinions.
2 If you’re short on time, you can set this exercise for
Optional extension
homework.
Exercise 2 is a repetition of Exercise 1. It can be very useful
Give students time to read quickly through sentences for students to do exercises more than once as it gives them
1 to 8 and ask about any di cult vocabulary. Check/ the opportunity to develop ideas and improve on their
clarify: a rst; BA, MA. Students work individually to performance in the first exercise, speaking more fluently
complete the gaps and check with a partner before and correcting their own errors. You could also take the
whole-class feedback. opportunity to remind students of different ways of giving
opinions to enhance their language in Exercise 2.
Answers
1 fully qualified
2 sailed through his exams LISTENING AND VOCABULARY
3 wrote her dissertation
4 took a gap year Life after school
5 started her bachelor’s degree 1 SPEAKING Books closed. As a lead-in, ask students:
6 got a scholarship
What are you planning to do when you nish school?
7 full-time
8 do her master’s degree Elicit some answers in open class and write them on
the board.
Books open. In pairs, students discuss which of the
Mixed-ability things are typical choices for school-leavers. For
Stronger students can cover the words in Exercise 1 and further speaking practice, ask: What do each of the
complete the sentences before looking back to check their things involve? Students discuss in pairs. Listen to
answers.
some of their ideas in open class as feedback.
2 2.18 Play the audio while students complete the
Fast finishers table. Tell them not to worry if they don’t understand
Students can think of more words relating to higher every word, but to focus on answering the question.
education. Allow them to use a dictionary. Listen to some of Let students compare answers with a partner before
their examples in open class after feedback. feedback in open class. During feedback, ask students
to explain the reasons for their answers.
Workbook page 92
Answers

Karima Jessica Colin

SPEAKING
1 Did they Yes, she No No
1 Give an example of your own to get them started –
take a gap travelled the
students are likely to be interested to hear about your year? If yes, world.
experiences at university, so encourage them to ask how did they
questions using vocabulary from Exercise 1. spend it?
Students work individually to write four sentences 2 How did She – –
about themselves using words from the exercise. they finance borrowed
Make sure they all include one false sentence. it? money from
her dad.
2 Divide the class into pairs or small groups. Students
take turns to read out their sentences, while their 3 How do She enjoyed She’s glad He thinks he
partners guess which sentence is not true. Monitor to they feel now it, learned that she is might have
about the about in a better enjoyed a
check vocabulary items are being used correctly. decision they herself, financial gap year, but
made? matured position now will never
and gained as a result. know.
confidence
to participate
The relative importance of higher education
in lectures.
1 SPEAKING In preparation for the discussion, you
may like to divide the class into AA/BB pairs and

89
Audio Script Track 2.18 Answers
Karima Well, I’d always planned to go straight from school 1 what kind of person the student is and how they want to
to study law at university … err … but then my best spend the gap year
friend persuaded me to take a year out and travel the 2 She wouldn’t think it was the best way to spend the year.
world with him. I mean … I wasn’t sure at first, but 3 Probably.
he promised me that I wouldn’t regret it. It turns out 4 Fewer people are taking gap years at present.
he was right. Err … We spent time in eight different
countries and saw, like, so many amazing things. Of
course, it was expensive and err … I had to like beg Audio Script Track 2.19
my dad to lend me the money. I promised him I’d A lot of parents ask me if it’s a good idea for their children to
pay back every penny. I had a wonderful time. Err … have a gap year and although I don’t claim to have the answer,
I learned so much about myself and I felt a lot more I do have some thoughts on the subject. I think it depends on
mature when I went to university a year later, you two things: what kind of person they are and how they plan to
know? It also gave me the confidence to participate spend it. I get some students who are clearly bored with being
more in my lectures. I accept that, I mean, not all in the classroom and sitting exams. For this kind of student I
school leavers can afford a gap year. But if you can, I recommend having a gap year. Some of them realise that they
really, yeah, I really recommend doing it. much prefer being out in the big wide world, others realise that
Jessica Hmm. I never even considered going to university. they’re better off back in education. A year out gives them time
I mean, I was always going to go straight out into to decide. If a student does have a gap year then they really
the world and earn some money. My dad, um … should think about using it wisely. Travelling around the world
disapproved of my plans. My brothers had both gone might be fun but it’s not really preparing you for real life. If you
to uni and graduated, and I guess it was expected that want to see a bit of the world, then getting a job abroad is an
I’d do the same. To be honest, I was, like, a bit tired of excellent way of doing it. One thing I have noticed, though, is
learning. I just wanted to get away from all the rules that fewer and fewer students are having a gap year. Going to
and regulations and err … see what I could do on university has become a lot more expensive than it used to be
my own. And well … I must confess I wanted to have and students are having to think seriously about how much debt
things like a house and a car. My friends, like, accused they want to leave university with.
me of being materialistic. I suppose they were sort of,
right, but I don’t feel guilty about it. I mean, they’ve
all left university now with massive loans to pay off 5 SPEAKING In pairs or small groups, students discuss
and uh … I’ve got a good job and a fair amount of the questions and make notes on their answers.
disposable income. So …, no, I don’t regret not going Monitor and answer any questions about vocabulary,
to university one bit. but as this is a uency practice activity, do not
Colin Gap years used to be a really big thing, like, but there interrupt the conversations unless inaccuracy hinders
was never really any question of me taking one. comprehension. For further practice of extended
Um, err my parents insisted on me going straight to speaking, regroup students and ask each student
university and since they were paying, there was no to take turns to answer all four questions without
room for argument. They assured me that it would be,
interruption. Listen to some of their ideas in open
well, the best thing for me. I, kind of, sailed through
university and, um … in fact, most of the friends I class for feedback.
made there had come straight from school like me. 6 Students work in pairs to complete the exercise.
These days gap years aren’t like so popular, anyway. During feedback, say each of the phrases for student
University fees are, you know, really high and err … to repeat and check pronunciation. Point out the
I think a lot of students are … mm … put off by the
prospect of getting into too much debt. And even
weak forms of a and the linking of the verb with a,
though my parents helped me with the tuition fees, for example took a; have a, etc.
um … I still had to get a part-time job too. I mean, I
suspect that I might have enjoyed having a gap year, Answers
but, well … I guess I’ll never know. 1 took 2 have 3 got; do 4 going to; take
5 doing 6 have 7 got 8 have
3 2.18 Play the audio again. Students make further
notes on each of the three people and then compare 7 If you are using an IWB, create two text boxes and
answers with a partner. Stronger students may copy and paste them six times to make fourteen
already be able to give some of the answers before boxes. Break up the verb phrases into smaller chunks
listening a second time, but do not comment on them and write one chunk in each of the boxes. Mix the
at this stage. Check answers in open class. boxes up on the board and ask students to work in
4 2.19 Read through the sentences with students to pairs to match the boxes and create the seven phrases
check understanding. Ask students to underline the as quickly as possible. Ask the rst pairs to nish to
key information they will need to listen for and to come to the board and drag and drop the boxes to
make predictions of possible answers to the questions make the correct phrases. Alternatively, ask students
before listening. Play the audio while students to work in pairs and complete the exercises in their
answer the questions. Let students compare answers books. Check answers in open class.
with a partner before feedback in open class.
Answers
1 earn money 2 get into debt 3 afford a gap year
4 go straight to university 5 sit an exam 6 pay off a loan
7 pay tuition fees

90
 10 YO U LI V E A N D LE A R N
Optional extension FUNCTIONS
Divide the class into pairs for students to test each other on Reacting to news
the collocations. For example:
A: an exam
1 2.21 Books closed. As a lead-in, tell students
about some ‘shocking’ news. For example: Starting
B: sit an exam
next year, there will be no more teachers. Lessons will be
taught by video and computers. Elicit responses from
students and write any suitable responses on the
PRONUNCIATION board.
For practice of lexical and non-lexical llers go to Books open. Give students time to read the headlines
Student’s Book page 121. and work with a partner to predict what they will
hear on the recording. Play the audio while students
Student’s Book pages 96–97 number the headlines. Ask students to work with a
partner and discuss the four pieces of news. Check
answers in open class. Repeat the recording if
READING necessary to clarify answers.
1 SPEAKING A recording of this text is available with
your digital resources. Answers
Books closed. As a lead-in, play a piece of music Cuts to education budget – 1
by Mozart. Ask students to close their eyes and Tests for the very young – 4
concentrate on the music. After a couple of minutes, Pupils get greener learning – 2
Government announces job losses in education – 3
ask: How did the music make you feel? What did you
think about while you were listening to the music?
Students discuss the questions in pairs. Listen to some
Audio Script Track 2.21
of their answers in open class as feedback.
Dialogue 1
Books open. Look at the title and pictures with
Woman I heard on the news that teachers are going on strike
students and nominate individuals to guess what the
over government spending cuts on education. Finally,
text is about. Divide the class into As and Bs, and someone’s taking things seriously.
ask students to read their text. Encourage them to
Man I’m glad to hear it.
underline important parts of the text or make notes
Woman The government aren’t happy. They’re calling the
in preparation for their summary.
teachers irresponsible.
Divide the class into AB pairs for students to Man Well, they would, wouldn’t they?
summarise their text and answer the question.
Dialogue 2
Answers Man Finally – some good news.
Student A: the idea that listening to classical music as a Woman What is it?
young child can make you more intelligent Man They’re going to knock down the old school and build
Student B: a cow’s milk yield was found to rise by 0.73 litres a new one.
per day when played slow music
Woman It’s about time they did something about it. It’s falling
down. It’s a disgrace.
Mixed-ability Man Apparently, it’s going to be the greenest school in the
Allow weaker students to summarise the key points of country. State-of-the-art technology. They’re going to
their text with a partner who has read the same text before spend £20 million on it.
completing the exercise. Woman That’s fantastic! That’s the best news I’ve heard in ages.
Man I’ll believe it when I see it.
2 Clarify/elicit: cognitive, subject (verb), yield, alleviate,
Dialogue 3
auditory. Give students time to read the whole article
and answer the questions. Students compare answers Woman The government are planning to close about 20 state
schools, which will mean making more teachers
with a partner. During whole-class feedback, ask
redundant.
them to refer to the parts of the text that support
Man What?!
their answers.
Woman I read it in the paper. More than a thousand teachers
Answers are going to lose their jobs over the next three years.
Man That’s outrageous!
1 because it was claimed that their babies could become
more intelligent by listening to classical music Woman They say they can’t afford to keep them on. So I guess
2 No; because they are quick to believe in anything that that just means more students in every class.
might help their children Man They can’t do that. It’s just not right. Where’s that
3 Slow music resulted in an increase in milk yields, whereas newspaper? I’m going to write an email about this.
fast music did not.
4 The result might be due to the relaxing effect of the Dialogue 4
music. Man There’s an interesting article in the paper. Apparently,
the government thinks that children should have
exams at the end of their first year in primary school.
Woman They’ve got to be joking.

91
 Man They’re not. The education minister claims that it will uncertainty. During feedback ask students to say the
help teachers to identify students with problems from sentences without the hedging expressions.
the very beginning and start thinking of ways to help
them. Read through the rule with the class and check that
students understand the meaning of the verbs. Give
Woman Five-year-olds doing exams? That’s ridiculous! What
will they think of next? examples for clari cation where necessary. If they
need further practice, ask them to make sentences
using some of the hedging structures.
2 2.21 Read through the instructions and ask
students to read through the expressions. Play the Answers
recording while students complete the exercise.
Allow students to compare answers before a whole- 1 is believed to have
2 It seems that slow music had
class check. During feedback, write the expressions
3 could be
on the board to clarify which syllables are stressed. 4 probably don’t know
Say the expressions for students to repeat and check
pronunciation and intonation. Play the recording Rule
again, pausing after each expression for students 1 doesn’t want
to repeat.
2 Students rewrite the sentences and compare answers
Answers with a partner before feedback. Check the answers.
That’s outrageous! – 5 ✗ For further practice, ask students to rewrite the
I’m glad to hear it. – 2 ✓ sentences using other hedging devices.
Finally, someone’s taking things seriously. – 1 ✓
They’ve got to be joking. – 7 ✗ Answers
They can’t do that. – 6 ✗
1 Playing music in hospital waiting rooms seems to improve
What will they think of next? – 8 ✗
patients’ moods.
That’s the best news I’ve heard in ages. – 4 ✓
2 My uncle is said to have been the best pianist in the
It’s about time they did something about it. – 3 ✓
country.
3 Early claims about music boosting the brain in babies are
3 ROLE PLAY Divide the class into AB pairs. Students thought to have been exaggerated.
take turns to read the headlines for their partners to 4 Music could help people become better human beings
respond. Listen to some examples in open class as and overcome emotional difficulties.
feedback.
Fast finishers
GRAMMAR Ask students to think of some myths and theories with
no certain answer, then write sentences using hedging
Passive report structures expressions. e.g. There is thought to be life on other planets.
1 Students read the sentences from the article and work Listen to some of their examples in open class after feedback.
with a partner to complete the rule. As feedback,
go through the rule in open class and elicit/give
Optional extension
example sentences for clari cation.
Students may have difficulty with the word order of
Rule sentences using hedging. Write the following jumbled
sentences on the board and ask students to put the words
1 formal 2 not important 3 subject in the correct order. If you have a competitive class, you may
4 past participle 5 have like to do this exercise as a race. Tell students that there may
be more than one correct answer to number 5!
2 Go through the example in open class. Students work 1 for to cancer discovered seem a cure have they
individually to complete the exercise, then compare 2 to there believed are undiscovered of millions be planets
answers with a partner before a whole-class check. 3 need probably more will to if exam pass he he the wants to
Clarify that the agent (scientists, experts, etc.) is not study
usually needed if it is clear from the context. 4 tigers are thought be 4,000 than India left in to there fewer
Answers 5 said boys more are than to girls intelligent be

1 Music is believed to have beneficial effects on a number Answers

of illnesses.
1 They seem to have discovered a cure for cancer.
2 Some animals have been found to react strongly to
2 There are believed to be millions of undiscovered planets.
certain types of music.
3 He will probably need to study more if he wants to pass
3 Lots of experiments are said to have been done.
the exam.
4 The experiments are thought to have been an important
4 There are thought to be fewer than 4,000 tigers left in
breakthrough.
India.
5 Boys are said to be more intelligent than girls.
Hedging
1 Tell students that we often use passive reporting Workbook page 91
structures to show that we are uncertain. This
is known as hedging. Ask students to look at the
sentences and decide which options express

92
 10 YO U LI V E A N D LE A R N
Student’s Book pages 98–99 Answers
1 scrap 2 staring at 3 stuck 4 dull 5 noughts
LITERATURE 6 propped [something] on [something] 7 wander off
8 sighed
The Daydreamer
1 Books closed. As a lead-in, ask students to work in pairs 5 SPEAKING In pairs or small groups, students discuss
and make a list of books or lms about the adventures the questions. Monitor and encourage students to
of a young boy or girl. Elicit some examples in open answer in full sentences. Make a note of any nice
class and write them on the board. Ask students to expressions or lexical errors to refer to during
work in pairs and look for similarities and common feedback. At the end write them on the board to
themes in the lms. Monitor to help with vocabulary discuss the problems with the lexical errors and to
as necessary and to make a note of any interesting praise students who used language well. As feedback,
answers to listen to during whole-class feedback. ask for volunteers to report back to the class on their
Books open. Look at the title and photo and elicit discussion.
a de nition of daydreamer. Students work with a
partner to answer the questions. Regroup students to
compare their answers with another pair.
WRITING
2 2.22 Play the audio for students to listen An essay
and read and answer the question. Tell them to 1 As a lead-in, tell students they are going to read an
concentrate on answering the question and not essay about further education. Write the title on the
to worry about understanding every word. Allow board and ask students: What do you think you will
students to check their answer with a partner before read in the essay? Students discuss the questions in
feedback in open class. Ask individuals to refer to pairs.
parts of the text that support their answer. Ask students to read the essay quickly to get a
general overview and check their answers from
Answer
the lead-in. In pairs, students decide on the correct
numbers option.

3 Ask students to underline the key information they will Answer

need to read for. You could encourage students to try The writer strongly agrees with the assertion. ✓
to answer the questions before reading again. Students
read the text again to check their answers. Let students 2 Give students time to read through phrases 1 to 6
compare answers with a partner before feedback in before re-reading the essay to nd expressions with
open class. During feedback, ask students to refer to the same meanings. Allow students to compare their
the parts of the text that support their answers. answers with a partner before a whole-class check.
Give further examples of sentences containing the
Answers
expressions for clari cation where necessary.
1 He had read about the googol and was impressed and
fascinated by it. Answers
2 He demonstrates an understanding of large numbers and
can apply them to things in the universe. Also, when put 1 none more persuasive than 2 Namely
with the group who struggle with numbers, he became 3 While education may be expensive
bored. 4 As for the idea 5 To my mind 6 Aside
3 It says that his parents and sister know he isn’t stupid,
lazy or bored. 3 Students read the essay again, then work with a
4 He can recall what his dad told him about what partner to summarise what the writer does in each
astronomers knew about the number of stars in the paragraph. Clarify that students should focus on the
universe. purpose of each paragraph rather than the speci c
5 He was put in a low Maths group because the teacher
content in this essay.
underestimated his mathematical capabilities.
6 As he grew older, he learned that he needed to
communicate with people so that they were able to know
Suggested answers
what he was thinking. A introduction
B arguments agreeing with the assertion
4 VOCABULARY Students work individually to C arguments disagreeing with the assertion
complete the exercise and then check their answers D conclusion and personal opinion
with a partner before feedback in open class.
Say the words for students to repeat and check 4 This could be done as a collaborative writing activity
pronunciation. in class or planning for this exercise can be done in
class and the writing can be set as homework.
Mixed-ability On completion, ask students to swap their essays with
Stronger students can attempt to complete the exercise from another pair for them to read and give each other
memory before checking in the extract. feedback. Remind them to focus on task completion
Weaker students can find the answers in the extract. If (have they included the paragraph functions in
students need clarification of the meaning of the words, give exercise 3?), language (is it interesting and engaging
further examples of your own to explain. to read?) and coherence (are linkers used? are they
used accurately?).
93
 Optional extension Speaker 4
When students have read each other’s essays, ask them to Well, I did a German course. I’d learned some German when
discuss similarities and differences between their arguments I was at school, but I was always hopeless at it – well, I was
and opinions, and come to agreement on which would be fairly hopeless at everything if I’m honest. So I couldn’t say I’ve
best to include in a second draft of the essay. always had a love of languages, but not long ago, I started to
get interested in opera and I went to see a couple of things by
Mozart, sung in German, and I just thought how great it would
be if I could understand what they were singing without needing
Student’s Book pages 100–101 the translation. So I signed up. Never again. It was a complete
waste of time, frankly. All I found out was that I’m still hopeless
at German. The teacher did her best but … well, what can I tell
you?
Speaker 5
LISTENING There was a course advertised in Ikebana – the Japanese art of
1 2.23 flower arrangement. Quite a long time ago, I lived in Japan for
a couple of years, and I’d always wanted to learn how to do it,
Answers but somehow I never found the time, although I did learn some
Japanese and that helped because the Ikebana teacher was
Task One Japanese and her English wasn’t so good! Sometimes it was
1 F 2 C 3 A 4 H 5 E really hard to follow what she was trying to say and that could
Task Two be a bit frustrating, but on the other hand, she was delightful –
6 B 7 H 8 E 9 G 10 D all smiles – and when she just showed us how to do things rather
than explaining them, we could follow quite easily. So I enjoyed
the classes enormously because finally I got to learn something
Audio Script Track 2.23 that I’d always been interested in.

You will hear five short extracts in which people are talking
about an evening class that they attended. Look at Task 1. Workbook page 97
For questions 1–5, choose from the list (A–H) each speaker’s
main reason for choosing the class. Now look at Task 2. For
questions 6–10, choose from the list (A–H) what each speaker
TEST YOURSELF UNITS 9 & 10
disliked about the class they chose. While you listen you must
complete both tasks. VOCABULARY
Speaker 1 1
I did a carpentry class. I’ve always been interested in carpentry.
I think working with wood is a wonderful thing to do, and if I’m Answers
honest – and at the risk of sounding immodest – I think I’m quite
1 bachelor’s 2 fees 3 judge 4 jury 5 unbiased
good at it. But I wanted to try to tackle bigger projects than in
6 wrote 7 gap 8 justifiable 9 evidence 10 sailed
the past so I thought I’d better get some proper instruction to
help me be able to do things beyond just the basics. And the
course was nice. The teacher was good, but there were more
than fifteen of us in the class so the teacher couldn’t really give
a lot of individual attention to each student. Because of that, I
GRAMMAR
think that perhaps I didn’t really learn as much as I’d wanted, as 2
much as I’d hoped. But it definitely wasn’t the teacher’s fault.
Speaker 2
Answers
I decided to do Spanish. I love travelling and I really want to 1 have left 2 Never have 3 on passing 4 meeting
visit Central and South America in the near future, and so some 5 have never 6 Rarely does
Spanish could be really useful, even though it might not help
much in Brazil! But, in fact, my main motivation was simply 3
that I adore anything to do with learning languages. I already
speak fairly good French and German, and my Italian isn’t bad, Answers
so it seemed like the perfect thing to do. I really enjoyed it and
I learned a lot, I think. There were a couple of students who 1 Consequently Although I really like football, my brother
really had no language aptitude at all and that often slowed prefers rugby.
things down – they took forever to understand anything. But the 2 The thieves are thought to steal have stolen more than
teacher was great – very patient and very clear – and I plan to do $2 million.
the second level of the course next year. 3 No sooner had I got home than the phone rang.
4 He’s considered to being be the finest guitarist ever.
Speaker 3 5 He insisted about on paying for dinner.
Last year, my husband gave me a really smart camera for my 6 Because of it was raining / Because of the rain, we stayed
birthday. We like travelling and wherever we go, I like to take in all day.
photos, so I signed up for a photography course. It was nice
because I love having the chance to meet new people and learn
something new, but mainly I wanted to find out how to capture
really good shots. I’ve never had much ability – I just point and FUNCTIONAL LANGUAGE
shoot, you know! But I feel like I’ve learned so much, even though 4
we had a teacher who just loved the sound of his own voice and
spent far too much time droning on about when he worked as a Answers
photojournalist! I have to say that some of the other students and
I did make life a bit difficult for him. We used to try to think of the 1 something; around 2 take; around 3 taking; news
hardest questions possible to ask him! Still, overall, it was great! 4 next; joking

94
11 LIVING
21ST CENTURY

Objectives 4 2.24 This exercise is closely modelled on Reading

and Use of English Part 4 of the Cambridge English:
FUNCTIONS: telling someone to keep calm Advanced exam. Clarify/elicit: hassle, lethal, virtuous.
GRAMMAR: more on the passive; causative have (review); Ask students to work individually to read through
modal passives (review) the statements and attempt to complete the activity,
VOCABULARY: (not) getting angry; verbs with prefixes up before listening to the audio and re-reading the
and down
texts to check. Tell them to underline the parts of
the text that helped them nd the answers. Students
Student’s Book pages 102–103 can compare answers in pairs before whole-class
feedback. During feedback, ask students to explain
READING which parts of the text helped them decide on their
answers.
1 Books closed. As a lead-in, ask: On average, how much
time a day do you spend doing the following: walking; Answers
travelling by car; travelling by bus or train; using other
forms of transport? Ask students to draw a pie chart 1 B 2 C 3 A 4 B 5 A 6 C
showing how their travel time is divided. Draw an
example of your own and explain it to students (e.g. Mixed-ability
I spend 40% of my travel time walking, 40% driving Divide the class into mixed-level groups and ask students
and 20% on my bicycle). When students have drawn to agree on their answers together. One student should act
their charts, divide the class into pairs for students as secretary, noting down the group’s answers. This adds
to compare answers and nd out who spends the an extra layer of thinking about the texts and gives students
practice in negotiating skills and increases cognitive depth.
longest time on each type of transport. Encourage
There is also an element of peer-teaching as stronger
students to describe how they feel when they’re in students explain the answers to weaker students.
the di erent vehicles. Listen to some examples in
open class.
5 SPEAKING Clarify/elicit: compelling. Give students
Books open. If there is an interactive whiteboard time to re ect and make notes on their answers.
(IWB) available in the classroom, this activity would Divide the class into pairs or small groups for
best be done as a heads-up activity with the whole students to discuss their answers. Monitor and
class. Display the picture on the IWB and nominate help as necessary, encouraging students to express
individuals to describe what they can see. Divide themselves in English. Ask pairs or groups to feed
the class into pairs. Give students one minute to nd back to the class and discuss any interesting points
each of the items. Check answers. further.
2 SPEAKING In pairs or small groups, students discuss
the questions. Listen to some of their ideas in open Optional extension
class and note some on the board. Set up a role play where half the class are cyclists and the
3 Elicit/clarify: road rage. Tell students they are going other half car drivers. Write on the board:
to read an article about road rage. Tell students to Cars should be banned from city centres.
focus on completing the exercise and not to worry if Ask cyclists to work together in pairs and make a list of
they don’t understand every word. Students compare reasons why cities should ban cars and have special paths
answers with a partner before whole-class feedback. for cyclists and other routes for public transport. Motorists
should work in pairs and list reasons why cars should be
Refer back to the answers on the board. Did anyone
allowed everywhere.
guess correctly?
Regroup the class into groups of four with two cyclists and
Answers two car drivers for students to debate the issue. Remind
students that they should stay in character when stating
motorist – Sami Patel opinions. As feedback, listen to some of the students’ real
cyclist – Marina Tomlinson opinions in open class.
pedestrian – Stefan Markowski

95
 Answers
Do as I say, not as I do 1 While she was crossing the road, she got hit by a car.
2 The man got taken to hospital by ambulance.
1 SPEAKING Books closed. As a lead-in, give students 3 My bike got damaged when I got hit by a car.
three pieces of advice. For example, You should 4 I got shouted at for cycling on the pavement.
always wash up immediately after eating; You should 5 My jeans got ruined when I fell off my bike.
read at least twenty pages of a novel before going to bed; 6 We didn’t get hurt in the accident.
You should never put your bag on the desk (when your
bag is on the desk). Ask: What is the di erence between
Fast finishers
the three pieces of advice? (You don’t follow the last
one yourself.) Ask students to rewrite sentences 1 to 6 using to be instead
of to get. They can then write three further examples of their
Books open. Read through the introduction in open own using get + past participle. Listen to some examples in
class. Ask students to work in pairs to discuss the two open class after feedback.
pieces of advice. Regroup students into di erent pairs
to compare their thoughts.
Optional extension
2 SPEAKING Give students time to think of two
Ask students to complete the following sentences using the
pieces of advice. In pairs, students discuss the advice
passive form of one of the verbs in italics.
and decide which was most valid. Listen to some
steal scratch fine tell off pay
examples in open class as feedback.
1 My uncle … for speeding.
Optional extension 2 When I came in late, I … by my mother.
Ask students to work in pairs and make a list of people who 3 My bicycle … when I left it unlocked.
give them advice. 4 My phone … when I dropped it on the floor.
Ask: 5 The workers didn’t … last week.
Who gives you advice most often?
Whose advice do you follow most?
Answers
Does anyone say you should not do things that they did when
they were younger? 1 got fined 2 got told off 3 got stolen
What is the best/worst piece of advice you have been given?
4 got scratched 5 get paid
Do you ever give people advice?
Do you tell people to do things that you do not do yourself? Workbook page 100 and page 127
Students discuss the questions in small groups and try to
find as many things they have in common as possible.
Be aware of common errors related to the passive
with get. Go to Get it right! on Student’s Book
page 126.
Student’s Book pages 104–105

GRAMMAR
VOCABULARY
More on the passive
1 Ask students to work in pairs to read the three (not) getting angry
sentences and try to complete them before looking 1 Books closed. As a lead-in ask: When and why did you
back at the article to check. During feedback, elicit last get angry? Students discuss the question in pairs.
that we can form the passive with the verb to get Listen to some of their answers in open class.
instead of the verb to be. Books open. Ask students to work with a partner
Divide the class into pairs. Students work together to complete the exercise. If they are unsure of one
to complete the rule. Read through the rule in open of the expressions, encourage them to guess from
class and elicit answers. Elicit/give further examples the context. Check answers in open class. Say
to clarify the rule if necessary. the expressions for students to repeat and check
pronunciation. Give further example sentences
Answers for clari cation if necessary. Point out that all the
1 gets 2 get 3 got expressions are informal. Ask students to translate
some idioms that are used to describe getting angry
Rule in their rst language.
1 informal 2 dynamic 3 an action
Answers
2 Read through the instructions and example in open Getting angry: had a go at; shouted at; loses her temper;
class. Ask students to work individually to complete gets worked up; letting off steam; bit my head off; bit my
tongue (feeling angry but not expressing it)
the exercise. Allow students to compare answers
with a partner before feedback in open class. During not getting angry: keep her cool; stays calm; keep the peace;
bit my tongue (feeling angry but not expressing it)
feedback, refer to the rule to clarify the answers.
saying something: had a go at; shouted at; bit my head off

96
 11 21st CENTU RY LI V I N G
2 Give students time to read through the sentences Audio Script Track 2.25
and check understanding. Ask students to work
1
individually to complete the sentences, then compare
answers with a partner before feedback in open class. Boy Oh, it makes me so angry when the bus doesn’t come.
Girl Chill out, Andy. There’ll be one soon, I’m sure.
Mixed-ability Boy This bus company’s just useless!!
Stronger students can cover the words in Exercise 1 and Girl Yes, you’re right, but don’t let it get to you, OK?
attempt to complete the sentences from memory. 2
Girl I hate it when he talks to me like that.
Answers Boy Me too, but don’t let him get under your skin. He just
likes making people angry, that’s all.
1 kept; cool 2 loses; temper 3 keeping the
4 get worked 5 tongue 6 let off Girl I’m going to tell him what I think!
Boy No, don’t do that. Just take it easy. He’s not worth
getting worked up about.
Fast finishers
Ask students to close their books and write down as many of 2 2.25 Play the recording again for students to
the expressions as they can remember. They can then open match the two halves of the expressions.
their books to check.
As their aim is to tell someone to keep calm, it is
important that students pronounce these expressions
3 SPEAKING Give students time to read through the
with the correct intonation. Write answers on the
questions and give some answers of your own in open
board and clarify the pronunciation and intonation of
class to get students started. Divide the class into
the expressions to the students. Say each expression
pairs for students to discuss the questions. Encourage
for students to repeat and check pronunciation (make
them to go into detail in their answers and to use as
sure you cover the expressions to discourage them
many of the expressions in Exercise 1 as possible.
from reading and to ensure they repeat with feeling!).
When students have completed their discussions, put
students into new pairs to repeat the exercise. Answers
Optional extension 1 c 2 e 3 a 4 f 5 b 6 d
In AB pairs student take turns to close their books while their
partner reads part of a phrase for them to finish. For example 3 ROLE PLAY Divide the class into AB pairs and assign
a letter to each member. Give students time to read
A: had a go beep
their role card and check understanding. Tell students
B: at
that it is important to stay in character to make the
activity interesting and fun. Students act out the
Workbook page 102 role play. Monitor to help with vocabulary and to
encourage quieter students to express themselves. As
feedback, listen to some examples in open class and
FUNCTIONS have a vote to decide who sounded angriest and who
was the best at calming their partner down.
Telling someone to keep calm
1 2.25 As a lead-in, ask for volunteers to act out
the last time they got angry and shouted at someone. LISTENING
Encourage the other students to calm them down.
Stresses and strains of modern life
Write any interesting vocabulary on the board
and try to elicit some of the expressions from the 1 SPEAKING If there is an interactive whiteboard
recording. (IWB) available in the classroom, this activity would
best be done as a heads-up activity. Focus on the
Play the audio for students to listen and complete
pictures and nominate individuals to describe them.
the exercise. Allow them to compare answers with
Ask students to work with a partner and discuss the
a partner before feedback.
other questions. Monitor and help with vocabulary as
Answers necessary. During whole-class feedback, write some
of their answers on the board to refer to when they
1 because the bus is late have listened to the recording.
2 because someone has spoken to her in a way she
doesn’t like 2 2.26 Tell students they are going to hear part of
a radio phone-in. Play the recording while students
listen and number the pictures. Tell students not
to worry about di cult words, but to concentrate
on the task. Let students compare answers with a
partner before whole-class feedback.

Answers
3, 4, 1, 2

97
Audio Script Track 2.26 Answers
Presenter Hello, and on today’s phone-in we’re talking about 1 T 2 F 3 T 4 F 5 T 6 T
the stresses and strains of everyday life in the
twenty-first century – first-world problems perhaps,
but no less stressful for that. What things annoy you
in your daily life? Call, email, text or tweet in now
SPEAKING
and let us know. Here’s my example to get us going. 1 Working individually, students make a list of 21st
About two weeks ago, I went to get some cash out century problems. Give some examples of your own
and the machine swallowed my card. I had to phone to get them started. For example: poor Internet
my bank and … it was a nightmare! A thing that’s connection; advertisements on websites. Students
supposed to make life easier ended up making life
work individually to write a list of at least ve 21st
more difficult. Here’s Julian on the line now from
Birmingham. century problems. Monitor to help with vocabulary
and ideas.
Julian Yeah, hi. The other day I had this big argument with
a guy in the street. He’d been walking along, not 2 Divide the class into pairs or small groups for
looking where he was going – you know, texting and students to compare their lists and come to
stuff – and I bumped into him. agreement on which is the best way to rank the
Presenter You bumped into him? items. Ask a member of each group to report back
Julian Yeah, on my bike. And I got knocked off. I banged my their ideas in whole-class feedback.
elbow. I had to have my bike repaired, too.
Presenter So you were cycling on the pavement?
Julian No, no – I was on the road. He just walked right out
PRONUNCIATION
in front of me. And it was just a bump – he hardly got For practice of intonation: mean what you say,
hurt at all. He still bit my head off, though, and I’d go to Student’s Book page 121.
done nothing wrong.
Presenter Well, that’s outrageous. Maybe he was having a
really bad day, but that’s no excuse, right? Well, GRAMMAR
thanks, Julian. Here’s Alice from Leeds.
Causative have (review)
Alice Hello. I go to school on the bus every morning, and
for me, the worst thing is people making phone 1 Ask students to work with a partner to read the
calls. I’ve had my journey ruined so many times by sentences and answer the questions. Check answers.
people talking on their phone. I always want to read, Divide the class into pairs and ask students to
but sometimes it’s impossible. complete the rule. Check answers in open class. Use
Presenter Why not use headphones? the examples in Exercise 1 to clarify the rules.
Alice Yeah I’ve thought about that, but that always seems To check understanding at this point, elicit a few
kind of antisocial to me – even a bit dangerous. You
more examples from the class of things they might
know, it kind of cuts you off from what’s going on
around you. And anyway, why can’t people just not have done for them by somebody else.
talk so loudly?
Answer
Presenter Fair enough, I suppose. Inconsiderate phone users
in public spaces, they really can be annoying, Sentences 1 and 3
can’t they? Thanks, Alice. Now, Debbie, hi. What
happened to you? Rule
Debbie Hi, Brian. Well, our party got ruined by gatecrashers. 1 have 2 past participle
I’d put something on social media to announce
the party and half the town turned up. What was 2 Students work individually to complete the exercise.
supposed to be a nice party for my older sister’s Let them compare answers with a partner before
birthday turned into a total nightmare. One of the
checking answers in open class. During feedback,
windows got broken, so we had to have it fixed. My
parents were furious and they had a right go at me. I refer to the rule for clari cation if necessary and
got grounded for a week. insist on students qualifying their answers.
Presenter You have to be really careful about what you put into
the public domain, don’t you?
Answers
Debbie I suppose. And, you know, I’ve mentioned this to 1 having my hair cut
some people and they just say, ‘Well, why did you 2 had it repainted
announce your party to the whole world?’ 3 ’m having my motorbike fixed
4 Have; had something valuable stolen
Presenter Well, in a sense, I agree. If you’d simply not put
5 to have my blood pressure checked
anything on social media about your party …

3 2.26 Ask students to read the sentences and Fast finishers

underline the key information they will need to listen Ask students to write the active form of each of the
for. Students may like to work in pairs and try to sentences. For example: Somebody stole my phone on the bus
answer the questions from memory before listening last week. This will emphasise the fact that the person doing
to the audio again to complete the exercise. Play the the action is unknown.
audio while students answer the questions. Check
answers with the whole class. Ask students to correct
any false statements.

98
 11 21st CENTU RY LI V I N G
Optional extension Answers
Divide the class into pairs. Ask students to imagine that they 1 T
were each given a large amount of money a month ago and 2 T
that they haven’t seen their partner since then. They have 3 F (It is a way of life for people in developing countries.)
now met and are having a discussion about the things they 4 T
have had done in the last month. Ask students to compete 5 T
to use the causative have as much as possible in their 6 F (She also works with bicycle tyres.)
conversation. They score a point for each correct usage, but
lose a point for each incorrect usage … 4 SPEAKING Give students three minutes to read the
question and make notes to refer to in the discussion.
3 Students work in pairs to decide which of sentences In pairs or small groups, students compare their
0 to 5 describe unwanted events. Check answers. ideas. Encourage them to develop their answers as
much as possible and monitor to praise students who
Answer are making attempts to speak at length and to make
Sentences 0 and 4 note of the most interesting ideas. Listen to some of
the best ideas in open class as feedback.
4 Read through the instructions. Students work
individually to write the two lists. Clarify that one
list should contain things they have paid for and the GRAMMAR
other list things they have not wanted to happen. Modal passives (review)
Monitor to help with vocabulary and ideas, and to
check students are using the causative have correctly. 1 Ask students to work individually to complete the
sentences with the words in the list before looking
5 SPEAKING In pairs or small groups, students back at the text on page 106 to check their answers.
compare lists. Encourage them to ask each other Ask students to underline the modal verb in each
follow-up questions and to give detailed descriptions sentence.
of the events. When students have compared lists,
regroup students and ask them to report back their Answers
ndings to their new partners.
1 remade
Workbook page 100 and page 127 2 thrown
3 tried
4 rescued; turned
Student’s Book pages 106–107
2 Students work in pairs to answer questions 1 to 3 and
READING then complete the rule. Check answers in open class,
using sentences 1 to 4 to clarify the rule and giving
1 Books closed. As a lead-in, ask students: Can you
further examples as required.
think of ten di erent materials? For example, wood,
cotton, etc. Ask students to work in pairs and compete Answers
to be the rst pair to think of ten materials. Write
the winning pair’s list on the board and elicit further 1 sentence 3
2 sentences 1, 2 and 4
examples in open class. Ask students: Which of these 3 We don’t know exactly but we can make the following
materials can be recycled? assumptions. Sentence 1: the recycling facility; sentence
Books open. If there is an interactive whiteboard 2: the owner of the items thrown away; sentence 3:
(IWB) available in the classroom, this activity would people in the past; sentence 4: people who upcycle
best be done as a heads-up activity with the whole Rule
class. Display the picture on the IWB. Ask students to
work with a partner and answer the questions. Write 1 be 2 have been
up some of their answers on the IWB.
3 If you’re short on time, set this exercise for
2 A recording of this text is available with your digital homework.
resources.
Read the example in open class and clarify that
Students read the blog quickly to check their the agent is not included in the passive sentence.
predictions and get an overall understanding. Set a Ask students to work individually to complete the
two-minute time limit for this to encourage students exercise. Allow them to compare answers with a
to read quickly and to focus on gist rather than partner before a whole-class check.
speci c information. Listen to some of their answers
in open class as feedback and compare with their Answers
predictions on the board.
1 More information can be found on our website.
3 Check/clarify: repurposed, discard, heap, scrap, brew. 2 New ideas might be thought up.
Students work individually to complete the exercise. 3 These things should be re-used.
Ask them to underline key text that supports their 4 You could have been hurt.
answers and to correct the false statements. Allow 5 Your bike must have been stolen.
6 It may have been put here on purpose.
them to check answers with a partner before whole-
class feedback. Ask students to refer to the blog when
giving answers.

99
 Fast finishers activity, do not interrupt the conversations unless
Ask students to look at Grammar Exercise 2 on page 104 and, inaccuracy hinders comprehension. Listen to some
where possible, rewrite sentences 0 to 6 using a suitable of their ideas in open class for feedback.
modal passive form.
Workbook page 102

Optional extension
Write the following questions (or similar) on the board. Ask
students to work in pairs to think of a suitable response using Modern life
a modal passive.
Who do you think broke your phone? 1 Working individually, students answer the questions.
Allow them to add a third option if they disagree
Who put this rubbish in your garden?
with both of the options.
What do you think they should have done with the criminal?
Who painted this picture?
2 SPEAKING In pairs, students compare their answers
to Exercise 1. Encourage them to give reasons for
Who wrote this graffiti?
their answers and ask each other questions to
Who wrote this note? develop conversation.
3 SPEAKING Students answer the questions in pairs or
Workbook page 101 and page 127 small groups. Monitor to help with vocabulary and
to encourage quieter students to give their opinions.
Listen to some of their answers in open class as
VOCABULARY feedback.
Verbs with prefixes up and down
Optional extension
1 SPEAKING Books closed. As a lead-in, write up and
In pairs students write five more multiple choice questions to
down on the board. Give students three minutes to ask their grandparents. Regroup students into new pairs to
work in pairs to make a list of any words or phrases ask each other the questions, with the student answering the
containing the words. After three minutes regroup questions taking the role of a grandparent. When they have
students into groups of four and have a game of completed the questions, ask them to discuss whether they
‘vocabulary tennis’. Pairs take it in turns to say a would answer the questions differently themselves.
word or phrase with up or down. If a team makes a
mistake or takes more than ve seconds to think of
a word, the other team scores a point. As feedback, Student’s Book pages 108–109
elicit any examples of verbs with up and down as
pre xes and write them on the board. CULTURE
Books open. In pairs, students read through sentences 1 If there is an interactive whiteboard (IWB) available
1 to 8 and answer the questions. Check answers in the classroom, this activity would best be done as
in open class, eliciting/giving further examples to a heads-up activity with the whole class. Zoom in
clarify meaning where necessary. Say the words for on the pictures and nominate individuals to describe
students to repeat and check pronunciation. Point out what they can see. Alternatively, students can look
that they are all stressed on the second syllable apart at pictures in their books. Ask students to work with
from upcycle and downsize which are stressed on the a partner to make a list of reasons why people might
rst syllable. want to contact tribes. Listen to some of their ideas in
2 Give students time to read through the sentences. open class as feedback and write them on the board.
Working individually, students choose the correct If you have access to the Internet, search for some
option for each sentence. Students compare answers images or video clips of isolated tribes and show
with a partner before feedback in open class. them in open class.
2 In pairs, students discuss the question. Listen to some
Answers of their ideas in open class and write some on the
1 upgraded 2 download 3 update 4 upcycled board to refer to after Exercise 3.
5 downsized 6 upload 7 downplay 8 downgraded
3 2.28 Play the audio while students read and
listen to the article. Tell students not to worry if they
Fast finishers don’t understand every word and that they should
Ask students to choose three or more of the verbs and write just focus on answering the question. Ask students to
true sentences about themselves. check their answer with a partner before feedback in
open class. During feedback, refer to the ideas on the
3 SPEAKING Read through the questions with board to check which were mentioned in the text.
students. You might like to give an example answer 4 Give students a minute or two to read through the
of your own to get them started. As these questions sentences and circle the key information that they
are di cult to answer spontaneously, give students need to look out for. Students read the text again
some thinking time to make notes on their answers to to complete the exercise. Tell them to underline
the questions. Students discuss the questions in pairs information in the text that helped them answer each
or small groups. Monitor and answer any questions question. Students check answers with a partner
about vocabulary, but as this is a uency practice before whole-class feedback. During feedback, ask

100
 11 21st CENTU RY LI V I N G
students to justify their answers by quoting the text 4 Ask students to read the article without the adverbs
they have underlined. to get a feel for the di erence they make. In pairs,
students discuss the question. Check answer in open
Answers class.
1 They don’t wish to make contact with the outside world. 5 Students work individually or with a partner to
2 Outsiders may want to take their land for resources, and make notes on their blog post. You might like to give
may bring diseases that they have no immunity to.
students an example on the IWB, using bullet points
3 The tribespeople had painted themselves red – perhaps
because they felt threatened or wanted to display and note forms. When students have completed their
aggression. plans, regroup for students to compare the type of
4 They might think it is a spirit or a large bird. things they have decided to include.
5 The tribes’ territory should be protected in accordance 6 If you’re short on time, set this exercise for
with international law.
homework.
5 VOCABULARY Ask students to cover the de nitions. Ask students to write their blog post. This can be
Give them two minutes to nd the highlighted words done individually or as a collaborative activity.
in the article and discuss their meanings with a Encourage them to organise their writing in a similar
partner. Students uncover the de nitions to check style to the example on page 109 and to use a variety
their ideas and complete the exercise. Check answers of adverbs to make it interesting and involving. In a
in open class, giving further explanations to clarify subsequent lesson, pin students’ work on the walls
meaning if necessary. so that they can circulate and read each other’s
descriptions and decide which is the most interesting.
Answer
1 stance 2 extinction 3 scattered 4 loggers
5 indigenous 6 defiant 7 aimed squarely
8 wiped out

6 SPEAKING In pairs or small groups, students discuss

the questions. Make a note of any nice expressions
in English that students use during the activity. At
the end write them on the board for the whole class
to copy, and praise the student who used them. Also
make a note of any important errors in form and
elicit corrections in open class. As feedback, ask
for volunteers to report back to the class on their
discussion.

WRITING
A blog post
1 Read through the instructions with students. Working
individually, students read the blog and complete the
exercise. Check answers in open class.

Answer
A✓

2 Ask: Can you think of ve more ways that life in 1966

was di erent to life now? Divide the class into pairs for
students to discuss the questions. Regroup students to
compare their ideas with a di erent partner.
3 Elicit/clarify: willingly. Draw students’ attention to
the underlined adverbs. Working in pairs, students
match the adverbs to the de nitions. Check answers
in open class.

Answers
1 fixedly 2 laboriously 3 reluctantly 4 shrilly
5 readily 6 desperately

Mixed-ability
Ask stronger students to cover the definitions and try to
guess the meaning of the adverbs before looking at the
definitions to check.

101
12 HEROES
5.1

Objectives
UNSUNG
Your space

complete the exercise. Ask them to underline the part

of the text which helped them decide and to compare
FUNCTIONS: expressing anticipation their answers with a partner. Ask students to come to
GRAMMAR: future perfect; future continuous (review); future agreement on their answers before checking in open
in the past class.
VOCABULARY: awards; success and failure
Answers
Student’s Book pages 110–111 1 opposition journalists in Iraq
2 young Iraqis who participated in the initiative
READING 3
4
the favelas or shanty towns
children from the favelas
1 Books closed. As a lead-in, ask: Can you name 10 5 the Orang Rimba (Forest People)
superheroes? Why are they called superheroes? Students
discuss the questions in pairs. Listen to some of 7 SPEAKING Students discuss the questions in pairs
their answers in open class and write any interesting or small groups. Encourage them to go into detail
vocabulary on the board. in their answers and refer to the blog when they
Look at the pictures and nominate di erent are explaining their answers. Monitor to help with
students to describe one. If there is an interactive vocabulary, but do not interrupt to correct errors
whiteboard (IWB) available in the classroom, the unless they impede communication. The aim here
picture description would best be done as a heads- is to give students the opportunity to build their
up activity with the whole class. Ask students to uency.
discuss the questions with a partner. Monitor and
help with vocabulary as required. Listen to some
answers in open class as feedback. Have a quick show
of hands to nd out which of the pictures shows the Appropriate sampling
biggest hero. 1 Books closed. To introduce this activity, ask: Do you
2 Students work in pairs or small groups and make a believe all the information you hear on the news or read
list. Give some examples of your own to get them in newspapers? What about statistics in news articles,
started. Monitor to help with ideas if necessary. for example, if you read that 80% of students love doing
homework, would you believe the information? Why/
3 Read through the instructions and elicit individuals
why not? Ask students to discuss the question in pairs
for each of the categories. Students work in pairs to
and listen to some of their ideas in open class.
complete the exercise. Clarify that they can choose
di erent categories if they wish. As feedback, write Books open. Read through the introduction in open
examples from each category on the board. class. Students work in pairs to discuss whether the
people would agree or disagree with the statement.
4 2.29 Tell students they are going to read and
Check answers.
listen to some online posts. Play the recording while
students read the posts and answer the questions. 2 WRITING Give students time to read the
Allow students to compare answers with a partner instructions. Clarify that if they want their survey
before a whole-class check. to be representative of the whole population, they
should ask questions to a variety of di erent people.
5 Ask students to re-read the posts and match them to Students work in pairs to think of ve di erent types
the titles. During feedback, ask students to refer to
of person (for example, a fty-year-old policeman)
the parts of the posts that support their answers.
and make a list of questions to ask them (for
Possible answers example, What does your hero do?). Monitor to help
with ideas and vocabulary. When students have some
A Kicking off for a better future ideas, regroup them with di erent partners to share
B Street hopes
their ideas and decide on the best questions to ask.
C Learning for change
3 SPEAKING Working in pairs, students imagine the
6 Elicit/clarify: plight, exile, tolerance, trauma, shanty di erent answers of the people in their lists.
town, vibrant, province, tribal, illiteracy. Before reading,
ask students to underline key words in the statements
that they should look for in the text. Students

102
 12 U N SU N G H ERO ES
Optional extension Answers
Write the following people on the board: 1 ’ll have gained
A 50 year-old policeman 2 will have had; ’ll have made
A university student
3 ’ll have done; ’ll be waiting
4 ’ll have bought; ’ll … be driving
A mother of three
A successful businessman
An unemployed 30-year-old Fast finishers
Divide the class into five groups. Ask students to discuss Ask students to choose one of the heroes in the pictures on
how their character would respond to some of the questions page 110 and write sentences using the future continuous
they prepared in Exercise 2. Regroup students into ABCDE and future perfect. For example: At 3 pm I will be doing an
groups for students to discuss some of their questions. experiment.
Encourage students to remain in role and to go into detail in
their arguments, trying to convince their partners that their
opinion is the right one. Optional extension
Divide the class into pairs. Students take it in turns to say
a time on a particular day. Their partner has to guess what
their partner will be doing at that time and what they will
PRONUNCIATION have done previously. For example:
For practice of shifting word stress go to A: 4 o’clock on Tuesday afternoon.
Student’s Book page 121. B: I think you will be walking home. You will have
finished school.
Student’s Book pages 112–113 A: Correct!

GRAMMAR Workbook page 108 and page 127

Future perfect; future continuous (review)

1 Ask students to look at sentences 1 to 3 and cover the VOCABULARY
rule. In pairs, students decide which are examples of
Awards
future perfect and which future continuous. Before
students uncover the rule, ask them to work together 1 Books closed. Write Awards on the IWB and elicit a
to describe when we use the two tenses. Divide the de nition. Ask students: Have you ever won an award?
class into pairs and ask students to complete the If you have access to the Internet, show students
rule. During whole-class feedback, use the example a clip of an awards ceremony. Ask: What was the
sentences to clarify the rules. Draw a timeline to process before the person was given the award? Who
show the di erence between the future perfect and decided this person would be given an award? How did
future continuous. they decide? Listen to some of their answers in open
class and write any interesting words on the board.
To check understanding at this point, elicit a few
more examples of sentences with the future perfect Books open. Check/clarify: honour; consideration.
and future continuous. Write some sentence stems Ask students to work in pairs to complete the
on the board to get students started. For example: exercise. Check answers in open class. Elicit or give
By this next time next year …, At 3 o’clock tomorrow students example sentences to clarify meaning where
afternoon … etc. necessary. Say the phrases for students to repeat and
check pronunciation.
Answers
Answers
1 future perfect
2 future perfect 1 officially suggest
3 future continuous 2 suggest
3 choice
Rule 4 choose
5 convince
1 present participle
6 have a chance of winning
2 past participle
7 reduced
2 If you’re short on time, set this exercise for
2 Working individually, students choose the correct
homework.
option for each sentence. Students compare answers
Go through number 1 as a class, if necessary. with a partner before feedback in open class.
Students complete the exercise individually and
check their answers with a partner before whole- Mixed-ability
class feedback. Stronger students can cover Exercise 1 and complete the
sentences before looking back to check their answers.

103
 Answers In 2010, when Stephen had just turned 16, he had the first
symptoms of the illness. His father, who had defeated bowel
1 put herself forward 2 is in the running cancer twice himself, was worried his son might have inherited
3 campaigning 4 nominated 5 shortlisted the cancer gene from him. He pleaded with doctors to have
6 voting for 7 elected Stephen scanned for cancer, but the doctors thought it was
extremely unlikely that someone of Stephen’s age would have
bowel cancer. Finally, at the age of 17, Stephen and his parents
Fast finishers were told that he had terminal cancer and that he didn’t have
Ask students to work in pairs to place the expressions on a long to live.
timeline from put someone forward to elect. Listen to some of Stephen was devastated, but he refused to feel sorry for himself.
their ideas in open class after feedback. He was determined not to lose any time, and started drawing up
a ‘bucket list’ of 46 things he wanted to do before he died. The
first item on the list was to raise £10,000 for the Teenage Cancer
Optional extension Trust. The list also included things such as writing a book, doing
Ask students to take turns to read out one of the definitions. some public speaking in front of a huge crowd of people and
Their partner has to say the word. getting his name in the Guinness Book of World Records, as well
A: to officially suggest someone as slightly less ambitious things such as watching a football
match at Wembley Stadium.
B: to nominate someone
Stephen was an inspiration for other people while suffering
terribly from his illness. He didn’t want to give in to the pain,
Workbook page 110 and tried to enjoy the time he had left as much as possible. He
never complained about his situation, bravely managing to
stay positive.
SPEAKING Stephen created his own website and blog, ‘Stephen’s story’,
and it became his passion to help other people by raising
1 Read through the instructions and example awards in money for the Teenage Cancer Trust. He inspired thousands
open class. Give students time to work individually to of people to donate money to the charity, and a number of
think of more examples of awards that could be given celebrities supported his cause, among them famous actors,
to some of the teachers. sports professionals and politicians. In order to raise money
2 In pairs or small groups, students compare their ideas Stephen jumped out of aeroplanes and organised all kinds of
other fundraising events. He always uploaded the photos of his
and agree on one award category. activities to his website, with the thumbs-up gesture that would
3 Students share their ideas for awards with the rest of become his trademark.
the class. Write these on the board and ask students Stephen died on 14 May 2014, but his legacy to help young
to work in pairs or small groups to decide which people with cancer has lived on. As of 16 September 2014, he’d
teacher should win each award. Hold a class vote for raised over £5 million from over 340,000 donors. A quote from
each award and nominate individuals to give reasons his website, which is now maintained by his mother, says that
Stephen’s story ‘has inspired hundreds of thousands of people
for their choices.
across the world with his passion for life and will continue
to make a genuine difference for as long as Stephen’s legacy
LISTENING continues’. The Neon Brotherhood, a band from Stephen’s
hometown, even released a single inspired by his heroic life,
1 2.31 Books open. Ask students to work with Hope Ain’t a Bad Thing, which went to number two in the British
a partner to discuss the question. Monitor and top ten.
encourage students to speculate and expand on their OK, that’s my talk. I hope that you have found this story as
ideas. Listen to some of their ideas in open class as inspiring as I have and I would now …
feedback and write answers on the board to refer to
after the audio. 2 2.31 This exercise is closely modelled on
Play the audio for students to listen to and answer Listening Part 2 of the Cambridge English:
the question. Ask students to check answers with a Advanced exam.
partner before whole-class feedback. Ask students to read the questions and attempt to
answer them based on their rst listening. Play the
Audio Script Track 2.31 audio for students to listen and check their answers.
OK, so here’s my presentation about a real-life hero. He’s from Ask students to compare answers with a partner
England, or rather was. It’s the inspiring story of a young man before whole-class feedback.
who achieved remarkable things in spite of the fact that he led
a very difficult life that was also far too short. When he died, at Answers
the age of only 19, he’d managed to raise £5 million for cancer 1 Medicine
research. Here’s the story. 2 cancer gene
Stephen Sutton was born in 1994 in Burntwood, a town in 3 feel sorry
central England. He was a very active young person with a love 4 (bucket) list
of sport, in particular football and long-distance running. He 5 public speaking
achieved very good grades at school, and it was his dream to 6 politicians
become a doctor. He’d already had interviews with Cambridge 7 website
University, where he hoped to be able to study Medicine, but 8 heroic
unfortunately he had to withdraw his application because of his
own medical condition.

104
 12 U N SU N G H ERO ES
VOCABULARY Student’s Book pages 114–115
Success and failure
READING
1 Working in pairs, students match the sentence halves
1 A recording of this text is available with your digital
before referring back to the text to check their
resources.
answers. Allow them to use dictionaries to con rm
answers if necessary. Check answers in open class, Books closed. As a lead-in, ask: Can you think of ve
but do not discuss meaning of the expressions. Ask reasons why people would write a letter? Students work
students to complete the table with the expressions. with a partner to make a list. Listen to some of their
Re-create the table on the board for completion ideas in open class. Ask: Why might somebody write
during whole-class feedback. Say the expressions a letter to a magazine? Nominate individuals to give
for students to repeat and check pronunciation. answers.
Books open. Tell students they are going to read
Answers a magazine column that prints letters that thank
1 a 2 h 3 f 4 d 5 g 6 c 7 b 8 e people. Remind them it is not important to
understand every word, but to focus on answering
Succeed Fail Neither the question. Set a two-minute time limit to
fulfil an ambition (one’s plans) fall be recognised as encourage them to read the article quickly. Students
through compare their answer with a partner before checking
overcome adversity fail spectacularly pursue one’s in open class.
dreams
Answers
pull off a victory give up on one’s
dreams the young mother who wrote the second text; she wanted to
thank the nurse for saving her son’s life.

Fast finishers 2 Give students time to read the questions. Check/

Ask students to close their books and write as many of the clarify: choke; spat out. Encourage students to
collocations from Exercise 1 as they can remember before underline the key information in the questions that
opening their books to check. they will be looking for in the text. Students read the
text in more detail to answer the questions. Suggest
2 SPEAKING Students discuss the questions in pairs that they underline the parts of the text that helped
or small groups. Monitor and answer any questions them nd their answers. Students check their answers
about vocabulary, but as this is a uency practice with a partner before whole-class feedback. During
activity, do not interrupt the conversations unless feedback, ask individuals to refer to the parts of the
inaccuracy hinders comprehension. If you want to text that support their answers.
give students extended speaking practice, ask them to
repeat the exercise with a di erent partner. They will
Answers
then have an opportunity to improve their answers 1 because he thought he had failed his GCSE exams
from the rst attempt and should be motivated by 2 He decided to go back to school and work harder.
clearer, more uent answers. Listen to some of their 3 She had a cold.
4 a sweet
ideas in open class for feedback.
5 She thought she would be made fun of for not having a
3 WRITING Read through the instructions in open bus ticket.
class. Give an example answer of your own to get 6 One of the boys who she thought was laughing at her paid
them started. Working individually, students write a her fare.
diary entry including at least three of the expressions
from Exercise 1. Monitor to help with any di culties 3 ROLE PLAY Divide the class into pairs for students
and to ensure students are using expressions to complete the exercise. Monitor to encourage
correctly. When students have completed their diary students to remain in character and add detail to
entries, divide the class into small groups for students their discussions. In order to make conversations
to read each other’s diary entries. sound more authentic, ask students to repeat their
conversations with either the same partner or a
Optional extension new partner.
In pairs, students take turns to make a statement. Their
partner has to use one of the expressions in response. For
example,
GRAMMAR
A: I’ve just had a story published. I’ve been writing all my life Future in the past
and I’ve always wanted to have a story published.
1 In pairs, students read the sentences from the article
B: So you’ve fulfilled your ambition.
and complete the rule. During whole-class feedback,
A: That’s right! refer to Exercise 1 and further examples of your own
to clarify the answers.
Workbook page 110 To check understanding of these uses of comparatives,
say some sentences, some of which are grammatically
incorrect, and ask students to decide if they are
correct or incorrect. For example, I was sure that they

105
 would win the game. (correct), I thought he would going
to pass the exam (incorrect). Be aware of common errors related to the future
in the past. Go to Get it right! on Student’s Book
Rule page 126.
1 going to 2 would 3 was 4 wasn’t 5 would

2 If necessary, do the rst one as a group to clarify

the task. Students work individually to complete the
SPEAKING
exercise before checking with a partner. Refer them Give students time to read through the instructions and
to the rule to help them decide on the answers. Check example dialogue. Nominate two individuals to read
answers in open class. through the dialogue in open class. In pairs, students
complete the exercise. Monitor to make sure students
Answers are using was going to and would correctly and to make
a note of any interesting dialogues to refer to during
1 would; be
2 was going to be feedback.
3 wouldn’t be able/wasn’t going to be able As whole-class feedback, listen to some of the dialogues
4 were going to meet in open class.
5 would/was going to
6 was going to be/would be

Fast finishers Helping others

Ask students to change the ‘was going to’ forms in the 1 As an introduction, say to students: I helped a man.
sentences from affirmative to negative (or negative to
affirmative) and make any other necessary changes to the
Elicit questions from students: e.g. Who; Where,
sentences so that they make sense. etc. until students have heard the whole story.
Ask students to read through sentences 1 to 4 and
3 If you’re short on time, set this exercise for homework. make notes of their answers. Monitor to help with
vocabulary and ideas as necessary.
Go through the example in open class. Students
complete the exercise individually and check their 2 SPEAKING Divide the class into small groups for
answers with a partner before whole-class feedback. students to compare their answers. Monitor, but
During feedback, ask check questions to clarify avoid error correction unless errors really hinder
understanding. For example: Did Martin get home comprehension. The focus of this task is on uency,
early? Why not? not on practice of structures or lexis. Make a note
of any nice expressions in English that students use
Answers during the activity and write them on the board at
the end of the exercise for the whole class to copy.
1 She wasn’t going to leave the country, but then it became
too dangerous to stay.
Praise the students who used the expressions, as
2 He thought he would teach the children to read and write giving positive feedback will encourage students to
but he hadn’t really thought it through. / He was going to be more adventurous in similar communication tasks.
teach the children to read and write but he hadn’t really
thought it through. Optional extension
3 They were going to use football to give the boys more Write the following on the board:
confidence, but then they decided to set up basketball
teams instead. Choose a member of the class who needed help. What was the
4 She was going to set up a charity to promote the values problem?
of tolerance and unity, but so far she hasn’t been able to Choose another member of the class who helped. What did he/
do so. she do?
5 They said they would offer free healthcare to children, How did they feel afterwards?
but then it became clear that the government had
In pairs, students make notes on the questions. Encourage
other priorities. / They said they were going to offer free
them to go into detail and to make their stories as
healthcare to children, but then it became clear that the
interesting/exciting as possible. Monitor to help with
government had other priorities.
vocabulary if necessary.
Regroup into groups of four. Students take turns to tell their
Optional extension stories, then vote on which is the best story.
Do a teacher–student role play. Ask students to write As feedback, listen to the best stories in open class and have
sentences containing mistakes with future in the past forms. a class vote to decide who was the most heroic.
Students pass their sentences to a partner. The partner has to
act as the teacher, explain the problems with the sentences
and elicit the correct answer from the student.

Workbook page 109 and page 127

106
 12 U N SU N G H ERO ES
Student’s Book pages 116–117 for students to repeat. Check pronunciation and
intonation and ask individuals to repeat them again
PHOTOSTORY: EPISODE 4 if necessary.

Lost and found Answers

1 Tell students they are going to read and listen to 1 for ages
another story about a group of students. If you are 2 do you fancy
using an IWB, project the images onto the board and 3 What’s not to like
ask students to close their books. Ask students to 4 How … is that
5 the question is
look at the photos and read the questions. Ask them
6 How should I know
to guess answers to the questions, if possible. Write
their ideas on the board.

Answers FUNCTIONS
1 on a bus in the city centre Expressing anticipation
2 an envelope
3 money 1 Books open. Read through the questions and answers.
Ask students to work with a partner to look back
2 2.32 Play the audio for students to listen and at the photostory and complete the exercise. Check
check their answers from Exercise 1. During whole- answers in open class.
class feedback, refer to students’ ideas on the board.
Who guessed correctly? Answers
3 Ask students what they think happens next. Ask 1 c 2 b 3 c 4 a 5 a 6 c
them to brainstorm possible endings for the story.
Students work in groups, with one student in each 2 In pairs, students complete the exercise. Regroup
group acting as secretary and taking notes. During students and ask them to compare their ideas with a
whole-class feedback, write students’ ideas on the new partner. To extend the discussion, tell students
board to refer back to once they have watched the they get a point each time they use one of the phrases
video. Don’t give away answers at this stage. Play the in their discussion.
video for students to watch and check their answers.
During whole-class feedback, refer to students’ ideas WordWise
on the board. Who guessed correctly?
4 EP4 Play the video for students to watch and Expressions with in
check their answers. During whole-class feedback, 1 Books closed. As a lead-in, write in on the board and
refer to students’ ideas on the board. Who guessed ask students to give di erent examples of its use in
correctly? open class. Write any correct examples on the board.
5 Give students time to read through the questions. In Books open. Ask students to work with a partner and
pairs, students discuss the questions. Check answers complete the exercise.
in open class. During whole-class feedback, elicit or explain the
meaning of the six phrases and give further examples
Answers as necessary to clarify meaning.
1 to the police station
2 They are told to take it to the bus station. Answers
3 They have to wait half an hour to speak to someone.
1 in the public eye
4 They decide to get a taxi to the show.
2 in particular
5 He discovers that he’s left his wallet on the bus.
3 in mind
4 in spite of
5 in the circumstances
PHRASES FOR FLUENCY 6 in no time

1 Ask students to locate expressions 1 to 6 in the story 2 Students work individually to choose the correct
on page 116 and underline them. To encourage options. Encourage them to refer to the sentences in
speed-reading, you could do this as a race and Exercise 1 to help them choose the correct phrase.
ask students to nd the expressions as quickly as Students compare answers with a partner before
possible. Ask students to compare their answers with whole-class feedback. During whole-class feedback,
a partner and before whole-class feedback. work on pronunciation and intonation of the
Answers sentences.

1 Jack 2 Isabelle 3 Isabelle 4 Jack Answers

5 Isabelle 6 Jack
1 the circumstances 2 the public eye 3 spite of
4 mind 5 particular 6 no time
2 Read through 1 to 6 with students. Ask them to work
in pairs and change the underlined expressions.
During feedback, point out the use of question marks Workbook page 111
and exclamation marks and say the expressions

107
WRITING FUNCTIONAL LANGUAGE
Read through the instructions with students. Students 4
choose a topic and make notes in preparation for
writing their entry for the column. This can be done Answers
as a collaborative writing task with students working 1 time; can’t
together to complete the exercise. Monitor and help 2 easy; calm
with any di culties. 3 dying; forward
4 skin; get
If you are short on time, students can do the
preparation in class, and complete the writing at home.
They should organise their work to follow a similar
format to the examples on page 114. When they have
nished, divide the class into small groups and ask
students to read each other’s entries.

Student’s Book pages 118–119

READING AND USE OF ENGLISH

1

Answers
1 D 2 B 3 A 4 E 5 D 6 C 7 A 8 C
9 B 10 A

Workbook page 115

TEST YOURSELF UNITS 11 & 12

VOCABULARY
1

Answers
1 steam
2 nominate
3 update
4 tongue
5 failed
6 temper
7 upgraded
8 put
9 vote
10 through

GRAMMAR
2

Answers
1 had 2 has 3 can 4 must 5 will 6 would

Answers
1 My dad dyes has his hair dyed at the barber’s.
2 Police say the fire may have been caused deliberately.
3 The song got was written by all of the members of the
band.
4 They will be have been together for 20 years in August.
5 They’ve just won the cup. Fans would will be singing and
dancing in the streets all night.
6 For a few scary moments, I thought I am was going to die.

108
 PRONUNCIATION

PRONUNCIATION
UNIT 1 Answers
Intonation: showing emotions 1 Girls / / are especially / / in danger /d / of not getting
/ / the necessary /s/ hours of sleep. 2 Experts agree / /
Aim: Students recognise and practise conveying that sleep and exercise /s/ are beneficial / / for your health.
meaning by matching the words they say with the 3 The causes /k/ of their anti-social / / sleeping habits are
intonation to express their feelings. biological /d /, /k/.
1 1.07 Ask students to listen to the sentences and
say which speaker sounds angry (A), cheerful (C), 2 1.10 Students listen to the recording and repeat.
disappointed (D), enthusiastic (E), puzzled (P) or Then they practise with a partner.
sympathetic (S).
EXTRA INFORMATION
Answers This pronunciation focus has two purposes: a) to help students
1 A 2 S 3 P 4 E 5 D recognise and practise the different pronunciations produced by
these consonants and b) to expose students to the international
phonetic alphabet (IPA) in a non-threatening way by presenting
2 1.07 Students listen again and repeat. They take
just five options to choose from. Also, three of the five symbols
turns saying the sentences with a partner. are the same as letters of the alphabet: /k/, /s/ and / /.
The rule is that the letter i, e or y after c gives the letter a soft
EXTRA INFORMATION sound. To keep the hard /k/ we substitute c with the letter k e.g.
kite, use qu e.g. antique or add a u after the c e.g. biscuit. This is
Explain to your students that our feelings are conveyed not
the same for the letter g, e.g. general, giraffe, gym and guitar,
just by the words we choose but by the intonation we use.
although there are exceptions e.g. get.
Students need to be aware that sounding bored, for example,
will send the message that you don’t really want to continue the
conversation. This can be a problem for speakers of languages
where the intonation range is not as wide as in English and may UNIT 3
mean that a problem won’t be solved.
You may wish to explain that even native speakers will
Unstressed words in connected speech
sometimes use the wrong intonation, or ‘tone of voice’, and Aim: Students practise saying conditional phrases,
alienate their audience in doing so. It is good to practise identifying the weak forms of the unstressed words.
expressing our emotions in an honest way while respecting the
other person’s feelings.
1 1.15 Students listen to the dialogue. Ask students
to say what they notice about the highlighted words.
(They’re all unstressed.)
2 Ask students what types of word are unstressed.
UNIT 2 Answer: auxiliaries, pronouns, prepositions and articles.
Different ways of pronouncing c and g Note: Most of the unstressed words contain the schwa
Aim: To help students learn some of the phonemic / /, but sometimes unstressed words and syllables are
symbols and to increase their awareness of the di erent pronounced with the / / phoneme. Examples here are
possible pronunciations of the letters c (/k/, /s/ or / /) be (in the phrases I don’t think we’d be friends now and
and g (/ /, /d / or / /). we wouldn’t be married now) and the (‘the (y) accident’),
we, she, it and if.
2 Write the words cat, city, arti cial, go and age
on the board, underlining the letters as shown. 3 1.15 Students listen to the recording and repeat.
Elicit the pronunciation of these words. Write the Then they practise the dialogue with a partner.
phonemic script next to each word: /k/ cat; /s/ city;
/ / arti cial; / / go; /d / age. Students read the
sentences, paying attention to the pronunciation of
the letters c and g, and write the correct phoneme
after each word.

109
 EXTRA INFORMATION This is because we are already starting to pronounce
To provide extra speaking practice, isolate some of the phrases the word that comes after it.
with weak forms and ask students to say them while they clap 2 Students say the linked words, paying attention to
on the stressed words in the phrase. the way the last sound is lost in anticipation of the
More work on unstressed words and syllables pronounced with rst sound in the word that follows.
the / / phoneme is covered in the pronunciation focus for Unit 9
of this course.
You may want to ask students to identify the two mixed
EXTRA INFORMATION
conditional sentences in the dialogue. They are: If someone had Elision is a common phonological process which occurs when
crashed into my car, I don’t think we’d be friends now and If it the mouth and vocal cords start to form the beginning sounds
hadn’t been for that accident, we wouldn’t be married now! of the next word before the last sound has been completed. An
example from the text is first man; the /t/ is dropped as the lips
prepare for the /m/ sound in man.
Students may tend to pronounce entire words as if they were
UNIT 4 in isolation, which will make them sound stilted. However, the
main purpose of this activity is to help with comprehension of
Telling jokes: pacing, pausing and punchlines spoken English. Knowing about elision helps language learners
Aim: Students practise telling part of a joke, recognising to understand connected speech better by anticipating dropped
that they need to set the pace and pause in the right phonemes between words.
places – including just before the punchline (i.e. the
point of the joke).
1 1.21 Explain that when telling jokes it’s UNIT 6
important to say them in a way that holds the Modal stress and meaning
listener’s attention. Ask students to listen to and read
the extract, paying attention to the pace (speed). Aim: Students identify and practise how stressing or not
stressing modal verbs changes the speaker’s intention
and meaning.
Answer
1 1.30 Students read and listen to the sentences.
P indicates where pauses take place.
They write S for stressed and U for unstressed in the
boxes.
2 1.21 Students take turns saying the extract with
a partner. Ask if anyone would like to tell a joke in
English to the class. Answers
1 a) S b) U 2 a) U b) S 3 a) S b) U
EXTRA INFORMATION
2 Ask: How does stressing or not stressing the modal
Telling jokes is an art form some of your students may have
mastered. Ask if any students would like to tell a joke in English, verbs a ect the meaning of each sentence?
or get students in pairs to write a joke (they could retell a joke
they know or make one up using the three jokes in the SB as a Answer
model). Those who wish to, can tell their jokes to the class. You
might like to suggest they practise their pacing and pausing We stress the modal verb (rather than the main verb) when
before their performance. we want to emphasise uncertainty.
The same rules apply to storytelling, so you could ask students
to write a short, true story about themselves, putting in markers 3 1.30 Students listen to the recording and repeat.
(S and P) to show where they would change the pace and where Then they practise with a partner.
they would pause. Students may like to tell their stories to the
class or you could record them.
EXTRA INFORMATION
Ask students why pacing is important (to keep the audience
Stressing the modal very often means we’re unsure or doubtful,
listening) and why we pause just before the punchline (to create
whereas if we think the fact is true, we stress the verb that
tension and to prepare our audience so they’re listening a little
follows it.
bit harder).
Ask students to write their own modal sentences and try
Ask students to recite the jokes without the correct pace or
stressing them in different ways. This is a fun way to make the
pausing. They could then discuss how this changes the effect of
importance of stressed and unstressed modals meaningful and
the joke (i.e. it’s not as funny or impactful).
personal.

UNIT 5 UNIT 7
Connected speech feature: elision
Connected speech feature: assimilation
Aim: Students identify examples of elision. In normal
Aim: Students recognise and practise assimilation: the
speech, the consonant sound at the end of one word
consonant phonemes at the ends and beginnings of
may disappear, e.g. cardboard boxes (the /d/ sound
linked words merge to create a new sound.
is lost).
1 2.05 Explain that our mouths are already making
1 1.25 Students listen to the recording, paying
the shape of the next word before we nish saying
attention to the highlighted words. Point out that the
the rst word. This is especially noticeable when two
nal sound in the rst word is ‘lost’ or ‘swallowed’.
consonants join two words. Students read and listen
to the sentences.

110
 PRONUNCIATION
Answers EXTRA INFORMATION
Sometimes a new sound is pronounced when making the Sometimes it can be difficult to hear the stressed syllable in long
transition. In ‘London Bridge’ and ‘woman band’, the /m/ words. Ask your students to stress each syllable in turn as they
replaces the /n/; in ‘meditation class’ and ‘green car’ the say the word, listening to their pronunciation until they say it in
/n/ sound is replaced by the / / phoneme. This is because a way that ‘feels right’. They will be surprised at how often they
the / / sound is made in the same place in the throat as the can recognise the main stress.
following sound /k/ in the word ‘class’. Multi-syllable words also have secondary stress. This will never
fall on suffixes or prefixes and once the main stress has been
2 Students say the linked words, paying attention to established, the secondary stress will often come naturally.
the shapes of their mouths and tongue placement If your students have trouble finding the main and secondary
(manner of articulation) when saying them. stress, give them practice looking it up in the dictionary. The
main stress is indicated with a stroke above the word and
the secondary stress is marked with a stroke below it (e.g.
EXTRA INFORMATION com muni cation).
Assimilation is a common phonological process which occurs Instead of asking students to listen and repeat, use the shadow
when the mouth and vocal cords start to form the beginning reading technique. Students speak at the same time as they
sounds of the next word before the last sound has been listen, trying to say the sentences in time with the recording.
completed. Some students find it difficult to hear the sound This is a great way to practise features of connected speech and
changes but it can be fun to practise them. Write the linked is also lots of fun.
words on the board: London buildings, green book, brown bird
(intrusive /m/); green car, brown car, common cold, Persian cat
(intrusive / /).
There are other linked words which merge to produce a new UNIT 9
phoneme. Other examples of assimilation include meet you /t /
Unstressed syllables and words: the / / phoneme
and did you /d /, which have been covered in a previous level.
Students are likely to find this activity difficult. Assure them Aim: Students identify and practise saying words
that, although they will practise saying the phrases, this is and syllables where the short / / phoneme is used in
an awareness-building exercise which aims to help them unstressed syllables in words instead of the schwa / /.
understand native speakers better. 1 2.13 Students read and listen. Ask them if
they can hear the short / / vowel phoneme in the
unstressed syllables of the highlighted words. Explain
UNIT 8 that sometimes, instead of the schwa / /, we use the
/ / phoneme in unstressed words and syllables.
Stress in multi-syllable words
2 2.13 Students listen to the recording and repeat.
Aim: Students nd the main stress in multi-syllable
Then they practise with a partner.
words and practise saying them.
1 2.09 Students listen to and read the sentences,
underlining all the words with four or more syllables. EXTRA INFORMATION
They then say the words and draw a box over the In some cases, it’s obvious when the short / / phoneme is
stressed syllable in the words they have underlined. used in unstressed syllables and words: e.g. It’s in the kitchen.
But the word kitchen also contains two short / / phonemes:
/ k t n/. The / / phoneme in unstressed syllables is often (but
Answers not always) written with the letter e. The phoneme is found in all
There are 9 words. regular past tense words and plurals where an extra syllable is
4 syllables: fundamental, exclusively, accuracy, added, e.g. planted / pl nt d/, buses / b s z/.
enormously, contribution, recognition; When the syllable is unstressed, words ending in -ice or -ine
5 syllables: anticipated, communications; are pronounced / s/ e.g. justice / po lice or / n/ e.g. i magine /
6 syllables: incomprehensible. maga zine.
The short / / phoneme is also found in unstressed syllables
2 2.09 Students listen to the recording and he, she, me and we. Before some long vowel sounds, the is
repeat (or use the shadow reading technique – see pronounced /ð / e.g. She’s got a job at the architects in town.
paragraph four, below). Then they practise with a / z t d b tð k tekts n t n/.
partner.

111
UNIT 10 EXTRA INFORMATION
Lexical and non-lexical fillers It’s important for students to be aware that our meaning is
conveyed not just by the words we use but also through our
Aim: Students recognise lexical and non-lexical llers intonation. Students need to be aware that using the wrong tone
and practise using them to make their speaking sound of voice could have the opposite effect, making someone angrier
more natural and to give themselves time to organise (or more upset) when the intention was to give support and calm
their thoughts while they’re talking. them down.
1 2.20 Students listen to the extract from the For further practice, you could ask students to write dialogues
in pairs, where one student has a problem and the other is
listening on page 95, paying attention to the words
giving advice and trying to calm them down. Students practise
in blue on page 121. their role plays and then present them to the class without
2 Ask students to tell you what llers are, why we use their notes. Remind them that their tone of voice will be just as
them and which llers are actual words and which important as what they say!
are ‘utterances’ (i.e. not words).

Answer
Fillers are usually used to give us time to think. The words
UNIT 12
and utterances are specific to each language and should be Shifting word stress
learned and used. Words: like, I mean, kind of; utterances: er,
mm, hmm, um. Aim: Students recognise and practise saying words
where the di erence between the verb and noun is
2 2.20 Students listen to the recording and repeat. a matter of which syllable is stressed, e.g. refund (n)
Then they practise with a partner. and refund (v).
1 2.30 Ask students to listen to the recording,
EXTRA INFORMATION paying attention to the stress in the words that are
the same. They will note that sometimes the stress
Fillers in conversation can also be used to invite the other person
to speak, for example, I can’t decide between the red or green bag falls on the rst syllable and sometimes on the
… ummmm … The pause caused by the filler allows the other second.
person to give an opinion. Some filler phrases, such as you know 2 Elicit that nouns are stressed on the rst syllable and
what I mean? invite a response (even if it’s non-verbal, such as verbs on the second.
nodding) from the listener and aim to keep the other person
involved in the conversation. 3 2.30 Students listen to the recording and repeat.
Some non-lexical fillers contain quite a bit of meaning: oooh (to Then they practise with a partner.
show interest or surprise), uh-huh (yes) and uh-uh (no). We use
hmmm … to show we’re thinking or deciding what our answer EXTRA INFORMATION
will be, whereas um and er are simply used to buy time while
we think about what we are going to say next. Some people use Note that this pronunciation point comes directly from the
fillers more often than others – too many non-lexical fillers make first line of Train to Think: Appropriate sampling in this unit of
a person sound indecisive or withdrawn. the Student’s Book: In order to reach a relevant and informed
conclusion about something, it’s important to conduct research.
In the WB students will be asked to identify the nouns and verbs
from context and then decide which syllable is stressed.
UNIT 11
Intonation: mean what you say
Aim: Students identify and practise using a positive
tone of voice to convey meaning and to participate in
constructive dialogue.
1 2.27 Students listen and tick the sentences where
the intonation is appropriate and cross those where
the speaker’s tone of voice is not likely to have the
intended e ect.

Answers
1a) ✗ angry b) ✓; 2a) ✗ bored/apathetic b) ✓;
3a) ✓ b) ✗ too cheerfully

2 2.27 Students listen to the recording of the

sentences where the tone of voice is appropriate and
repeat. Then they practise with a partner.

112
GE T IT RIGHT!
UNIT 1 1 Would you rather have a siesta now or go to bed early
tonight?
Habits in the present 2 Teenagers need more sleep than adults.
3 I’d rather I wasn’t such a light sleeper. I tend to wake up
Focus: Students at this level often use use(d) to when talking several times during the night.
about present habits. 4 Tom’s girlfriend has been complaining that Tom’s tiredness
has made him grumpy and forgetful. Tom would rather not
Books closed. Write these two sentences on the board: annoy his girlfriend so he’s decided to get more sleep.
5 Some dreams have more meaning than others.
1 The teacher gives us homework on Monday, Tuesday, 6 Kate would rather take a nap now than later.
Wednesday, Thursday and Friday.
2 The teacher is always giving us homework.
Elicit/explain that there are various ways that we can
UNIT 3
talk about present habits. Possible answers: The teacher Conditionals
tends to give us homework every day. The teacher will
give us homework every day. The teacher usually gives us Focus: Students at this level often make mistakes with the
homework every day. position of would in conditional sentences.
Now write: The teacher uses to give us homework every Books closed. Write these two sentences on the board:
day. and elicit why this is incorrect. Answer: Because
1 If I would have the money, I’d buy a new phone.
we only use used to to talk about past habits not
present ones. Books open. Do the example together in 2 If I had the money, I’d buy a new phone.
open class and ask students to complete the rest of the Elicit which sentence is correct (the second one). Elicit/
exercise in pairs. clarify that in conditional sentences would is never used
1 People tend to/will often form close relationships with in the if part of the sentence.
friends they have most in common with. Books open. Focus students on the example sentences
2 My older brother is always teasing me. It’s so annoying! on page 123, here showing examples of the third
3 My sister often gets on my nerves as she will borrow/tends conditional. Again elicit why the second sentence
to borrow/is always borrowing my clothes without asking.
4 Jenny says that her biology teacher is always picking on
is incorrect. Ask students to complete the exercise
her. It makes her quite upset. individually and then compare answers in pairs before
5 Annoyingly, my best friend tends to act rather self- you check as a class.
centredly so we sometimes fall out. 1 ✓
6 Elderly people will often have/tend to have traditional 2 The car wouldn’t have broken down if you had had it
values. serviced.
3 We would be rich now if we had won the lottery.
4 ✓
UNIT 2 5 John would really have been pushing his luck if he’d
asked Sam to help him.
would rather 6 If the photographer hadn’t photographed the heron, he
would have missed the woodpecker flying past.
Focus: Students at this level often make mistakes with
would rather.

Books open. Focus students on the example sentences

UNIT 4
on page 122 and elicit why the second sentence for Cleft sentences
each example is incorrect. Remind students that to talk
about preference, rather is always used with would and Focus: Students at this level often avoid using or make mistakes
that we use either would prefer or would rather but never with cleft sentences.
prefer and rather together. Do the example together in
Books closed. Write these prompts on the board and ask
open class and ask students to complete the rest of the
students to work in pairs and complete them any way
exercise in pairs.
they can:
1 What … is …
2 It’s … that;
3 All …

113
 1 If Jenny wears that outfit tonight, she will be the centre of
Books open. Explain that sentences 1–6 on page 123 are
attention!
all correct but that they can be made more emphatic 2 Although I am interested in reading about celebrities, I
by using one of the structures on the board. Do the would not describe myself as obsessed.
example together in open class and ask students to 3 When people suffer from Celebrity Worship Syndrome,
complete the rest of the exercise in pairs. they can’t function properly in their normal lives.
4 You won’t find much difference between those two
1 What often makes us laugh is the misfortune of others.
celebrities. They’re both famous for doing very little!
2 It’s the actions of just two members of the team that have
5 I asked if she could help me stay out of the limelight at
made us all a laughing stock.
the party.
3 What made Ollie laugh his head off was his teacher
6 You may/might be an up-and-coming child actor but you
playing air guitar to a rock song.
still have to do your homework!
4 What they don’t understand is that we will have the last
laugh.
5 All Simon said was that the show was hilarious.
6 It’s no secret that many people enjoy watching funny
videos on YouTube. / It’s not a secret that many people
UNIT 7
enjoy watching funny videos on YouTube. Substitution

Focus: Students at this level often avoid using substitution with

words such as so, neither, either, that, those, ones.
UNIT 5
Books closed. Write on the board: I didn’t like the new
Gerunds and participles
lm and John didn’t like the new lm. Ask students if the
Focus: Students at this level sometimes make mistakes when sentence is grammatically correct (yes) and then elicit/
using gerunds or participles. clarify that although it is correct, it is very repetitive.
Elicit how it can be made less repetitive (by using
Books closed. Write the following sentences on the either) and then write the new sentence on the board.
board. I didn’t like the new lm and John didn’t either.
1 Singing quietly, she walked down the street. Books open. Remind students of the other words which
2 Having nished her work, he put on his coat and left. can be used for substitution and look at the examples.
Do the example on page 124 together in open class
3 Left alone, Jack decided to read.
and ask students to complete the rest of the exercise in
Then elicit/clarify the di erence between sentences pairs. Check answers in open class.
1 & 2 and 3. (1 and 2 contain present participles –
1 Some people find these kinds of activities fun but I’m not
singing and having nished, while sentence 3 contains
one of those people.
a past participle – left.) Explain that we use present 2 The survey revealed that none of the students exercised
participles when they are the subject of the clause and more than twice a week and neither did the teachers.
past participles in passive clauses. 3 It brings a smile to my face when I see the delight on a
Books open. Ask students to complete the exercise baby’s face or that of a child when they eat chocolate for
the first time.
individually and then compare answers in pairs before
4 I get shivers down my spine when I watch a horror film
you check as a class. and so does Becca.
1 Jumping out of her chair, she said, ‘Let’s go!’ 5 Tom doesn’t agree with people having plastic surgery for
2 Discovered in time, a lot of serious illnesses can be cured. cosmetic reasons and Sally doesn’t either.
3 Caught outside in the thunderstorm, we ran for shelter 6 A Do you think I’ll lose weight if I take up running?
under some trees. B Yes, I think so.
4 Seen from far away, the mountain path didn’t look that
long.
5 All this noise is making me confused.
6 The new stuntman is a real daredevil compared with the UNIT 8
last one.
Relative pronouns with determiners

Focus: Students at this level sometimes make mistakes with

UNIT 6 relative pronouns and determiners.

Modals Books closed. Write on the board: About 100 students

took the exam. Most of the students passed it. Ask students
Focus: Students at this level often confuse modals, especially to join the sentences using a relative clause and elicit
will and would. the answer: About 100 students took the exam, most of
whom passed it. Ask students why who is not possible
Books open. Focus students on the example sentences
here (with determiners, i.e. in this case most of, we must
on page 124 and elicit why the second sentence in
use whom when talking about people).
each example is incorrect (hope + will because this has
a future meaning; won’t believe because this is a rst Books open. Focus students on the example sentences
conditional). Do the example together in open class on page 124 and elicit why the second sentence is
and ask students to complete the rest of the exercise incorrect. (We use whom with determiners or when it is
in pairs. the object of the relative clause, and neither of these is
the case in this example.) Ask students to complete the
exercise individually and then compare answers in pairs
before you check as a class.

114
 GET IT RIGHT!
1 He spoke in broken English, most of which I was unable to
open class and ask students to complete the rest of the
understand.
2 As well as speech, people communicate with gestures exercise in pairs.
and facial expressions, both of which can greatly aid 1 The politician denied having promised a reduction in
understanding. student fees.
3 My grandad spoke a northern dialect compared to which 2 In the end the government agreed on a change/to make a
English seemed like a different language! change in the school curriculum.
4 I met several people at the party, one of whom was the 3 Chloe invited Georgina to the wedding.
most conceited person I’ve ever met! 4 The researcher confessed to altering/ to having altered
5 Mandy might have brought her hairdryer with her, in the test results in order to show a better outcome.
which case I’ll borrow it from her. 5 Helen suggested to me that we go ice skating. / Helen
6 Oliver has had many jobs but interpreting for the United suggested that we go ice-skating.
Nations was the job to which he dedicated himself most. 6 My dad insisted on picking me up after the party.

UNIT 9 UNIT 11
Negative inversion Passive with get
Focus: Students at this level often make mistakes using negative Focus: Students at this level often make mistakes when using
inversion. get in passive sentences.

Books closed. Write on the board: Never …, Little …, Books open. Focus students on the example sentences
Not only …, Under no circumstances …, Rarely … and and elicit why the second sentence is incorrect. (We
ask students what these are exampes of (negative and can only use get in passive sentences with active verbs.
limiting adverbials). Books open. Focus students on the We can’t use it with state verbs or adjectives.) Do the
example sentences and ask what happens to word order example together in open class and ask students to
when using negative adverbials (the word order follows complete the rest of the exercise in pairs.
the pattern of a question).
1 ✓
Books open. Do the example together in open class 2 ✓
and ask students to complete the rest of the exercise in 3 Which road user is more liked – the cyclist or the
pairs. Check answers in open class. motorist?
4 After a week at the sports camp I’m sure we’ll be
1 Little did the defence lawyer realise that her client would exhausted by all this exercise.
be found guilty. 5 Mrs Summers was disappointed with her son. He had
2 Not only did the witness give false evidence but he also promised to give her a lift to the station but he didn’t turn
committed the crime himself! up.
3 Rarely do people think it’s fair to be able to pay to jump a 6 The film was enjoyed by all who watched it.
queue.
4 Under no circumstances are the children allowed to go in
there – it’s where I’m keeping all their Christmas presents.
5 No sooner had the thief made a full confession than he/ UNIT 12
she immediately retracted it.
6 On no account did the witnesses withhold evidence. Future in the past

Focus: Students at this level often make mistakes when using

future in the past.
UNIT 10
Books open. Focus students on the example sentences
Reporting verbs
and elicit why the second sentence in each example is
Focus: Students at this level often make mistakes when using incorrect. (These are sentences about past events and
reporting verbs. therefore need a past form of the verb.) Do the rst
sentence together in open class and ask students to
Books closed. Write the following reporting verbs on complete the rest of the exercise in pairs.
the board and ask students to decide which preposition 1 Jack and Chloe were going to eat at the Italian restaurant
follows them. but they changed their minds and went to the Chinese
agree instead.
invite someone 2 ✓
3 ✓
suggest
4 Sally and Jim were going to go on a round-the-world trip
insist but their plans fell through when Sally’s father fell ill.
congratulate someone 5 If I’d known I was going to fail so spectacularly, I wouldn’t
confess have bothered trying!
agree (with/to/on); invite someone (to); suggest (to); 6 Did Mike really think that I would invite him to my party?
insist (on); congratulate someone (on);
confess (to)
Books open. Focus students on the example sentences
on page 125 and elicit why the second sentence in
each example is incorrect. Do the example together in

115
WO R K BOO K A NSWER K E Y
WELCOME UNIT Our greatest challenge
A LESSONS IN LIFE Exercise 1
1 worried 2 unsure 3 apprehensive 4 positive
Exercise 1
5 feeling 6 believe
1 c 2 a 3 d 4 b
Phrases for talking about the future
Exercise 2
Exercise 1
1 Unless you promise not to tell anyone, I won’t tell you my
secret. 1 off to 2 about to 3 on the point of 4 likely to
2 You can borrow my phone provided you don’t phone Dave. 5 certain
3 You can go to the party as long as you promise to be back
before midnight. SUMMING UP
4 Turn the noise down. Otherwise I’m going to call the police. Exercise 1
get used to 1 challenge 2 apprehensive 3 feeling 4 bet
5 right 6 about 7 doing 8 off
Exercise 1
1 I’ll never get used to texting on this phone. C EMPATHISING
2 It took me a few months to get used to my new school.
3 It might take you a while to get used to the new system. Cheering someone up and sympathising about past
4 I’ve finally got used to getting up early on Saturdays. situations
Exercise 1
Exercise 2
1 it get you down 2 shame 3 you 4 up 5 terrible
A I’ll never get used to wearing this thing.
6 in there 7 dear 8 the bright side
B I’m still not really used to heights.
C I got used to eating with them when I lived in China.
Life’s ups and downs
D You get used to the noise after a while.
Exercise 1
Love and relationships 1 didn’t live up to my expectations 2 tried my hardest
Exercise 1 3 blame 4 let her down 5 my way 6 getting in the way of
4, 7, 1, 6, 5, 2, 3
Exercise 2
Exercise 2 1–5 2–3 3–1 4–4 5–6 6–2
1 got engaged 2 going out 3 started a family
Adjectives to describe uncomfortable feelings
4 on their first date 5 wasn’t really over 6 fallen in love
Exercise 1
SUMMING UP 1 stuck 2 guilty 3 ashamed 4 awkward
Exercise 1 5 puzzled 6 desperate
5, 3, 9, 1, 7, 2, 10, 4, 6, 8
Exercise 2
B CHALLENGES 1 ashamed 2 puzzled 3 guilty 4 stuck
5 desperate 6 awkward
Verbs with -ing or infinitive
Talking about past ability
Exercise 1
1 a to meet b meeting Exercise 1
2 a to call b calling 1 d 2 f 3 a 4 b 5 c 6 e
3 a saying b to say
4 a to take b taking SUMMING UP
5 a chatting b to chat
Exercise 1
Issuing and accepting a challenge 1 managed 2 dear 3 succeeded 4 let 5 you
6 ashamed 7 blame 8 bright
Exercise 1
1 bet – e 2 challenge – b 3 reckon – d 4 bet – a

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 WORKBOOK ANSWER KEY
D BUT IS IT NEWS? Exercise 8
1 Hopefully I’ll get chosen for the school play.
Introducing news 2 Obviously he wasn’t happy about what you said.
Exercise 1 3 Honestly, I don’t really care what you do.
4 Regrettably, they sold all their best players.
1 c 2 e 3 a 4 d 5 b
5 Admittedly, I didn’t really try very hard.
6 Understandably, they were quite upset about their test
Ways of speaking results.
Exercise 1 7 Surely it won’t rain again today.
1 recommending 2 confessing 3 complaining
4 introducing 5 announcing GET IT RIGHT!
1 Hopefully, my brother and I might start to get on better now.
Verb + noun collocations with make, take, play, 2 Regrettably, my new job just made things worse.
do, give 3 Honestly, if Karen doesn’t start being more respectful to her
teachers she’ll get in trouble.
Exercise 1 4 Admittedly, we don’t agree on everything, but we are still
make – a deal, a decision, money, progress, a speech good friends.
take – advantage, advice, a decision, revenge 5 Understandably, you’re very upset about his inconsiderate
play – a part behaviour.
do – a deal, research 6 Obviously, the lazy students were not used to having such a
give – advice, money, a speech demanding teacher.

Exercise 2 VOCABULARY
1 make a decision 2 played; part 3 Take; advice Exercise 1
4 doing research 5 give/make a speech 6 make; money
1 unconventional 2 rebellious 3 traditional
Cause and effect linkers 4 respectful 5 insecure 6 self-centred

Exercise 1 Exercise 2
1 result 2 Consequently 3 because 4 due 1 h 2 f 3 d 4 b 5 g 6 a 7 e 8 c

Sharing news Exercise 4

Exercise 1 1 life 2 nerves 3 me 4 word 5 something
6 things 7 tables 8 eye
1 let 2 keep 3 get 4 break 5 pass
Exercise 5
SUMMING UP
1 making (my) life miserable 2 have a word with
Exercise 1 3 make things worse 4 get on (my) nerves
7, 10, 3, 1, 5, 8, 2, 6, 9, 4 5 keep (my) eye on 6 say(ing) something (I) might regret
7 let (me) be 8 turn the tables on
UNIT 1 BROTHERS AND SISTERS
READING
GRAMMAR Exercise 1
Exercise 1 1 youngest 2 second 3 eldest 4 second 5 middle
1 ✓ 3 ✓ 4 ✓ 5 ✓ 7 ✓ 8 ✓ 6 eldest/only 7 only 8 youngest

Exercise 2 Exercise 2
1 past 2 future 3 present 4 past 5 present They are (identical) twin sisters.
6 future 7 past 8 present
Exercise 3
Exercise 3 3, 4, 7, 5, 2, 6, 1, 8
1 used to 2 would 3 would never 4 used to keep
5 tends to be 6 are always trying 7 always make
8 will always
DEVELOPING WRITING
Exercise 4 Exercise 1
1 always taking my things 2 tends to get our names 1 She’s entered a national essay writing competition.
3 will often live with 4 didn’t use to get on 2 Lola’s older sister.
5 would sometimes have 3 Because she copes so well with her autism and tries to help
others with the same condition.
Exercise 6
Exercise 2
1 Annoyingly 2 Honestly 3 Surely 4 hopefully
5 Admittedly refers to her friend’s suggestion ✓
gives reasons for the delay in her reply ✓
Exercise 7 enquires how her friend is ✓
1 Surely 2 Hopefully 3 Admittedly 4 Regrettably
5 Honestly 6 Understandably 7 Annoyingly 8 Obviously

117
Exercise 3 Lucy Well, all my friends wear make-up.
Family hero: Jennie, (my older sister) Connie All your friends, Lucy. You’re telling me that all your
Jennie’s challenge: living with autism friends wear make-up?
What Jennie wants: to help others understand the condition Lucy OK, not all of them but quite a lot of them do.
Examples of how she does this: spoke for 20 minutes in school Connie And I bet you’re prettier than all of them without a bit
assembly, works with a charity supporting children who have of make-up on you.
autistic siblings Lucy That’s not what Daisy says. She says I need make-up
to cover my freckles.
LISTENING Connie Then Daisy White is not a good friend because she
doesn’t know that your freckles are what make you
04 Exercise 1 so pretty. Come on, Lucy. You need to start believing
a bit more in yourself. And maybe you should think
1 self-centred 2 rebellious 3 insecure
about finding a new best friend.
04 Exercise 2
1 F 2 DS 3 F 4 T 5 DS 6 T Exercise 3
1 question tag
2 rhetorical question
Audio Script Track 04 3 emphatic use of the auxiliary verb
Conversation 1 4 phrases such as tell me
Connie I can’t believe it, Jasmine. 5 emphatic use of the auxiliary verb / question tag
Jasmine What? What have I done now? 6 phrases such as you must be joking
Connie You’ve drunk my coke, haven’t you? 7 repetition of a word or phrase
Jasmine What – the can that was in the fridge?
Connie Yes, the can that was in the fridge. My can. DIALOGUE
Jasmine Sorry but I didn’t see your name on it.
Connie Ha ha. Very funny. Did you ever stop to think it might Exercise 1
belong to someone? 11, 3, 9, 5, 7, 1, 8, 2, 6, 10, 4, 12
Jasmine No. I thought Mum had bought it for me.
Connie Since when has Mum ever bought us coke? You knew
that was mine. CAMBRIDGE ENGLISH: ADVANCED
Jasmine Whatever. It’s only a can of coke.
Connie Yes, my coke. That’s the point. It belonged to me, Exercise 1
but then I guess that wouldn’t really bother you. You
don’t really care about how others might be feeling, 1 used 2 own 3 For 4 new 5 least 6 of
do you? 7 will 8 how
Jasmine Wow, someone had a bad day at school. Or did you
fight with your boyfriend again? Exercise 2
Connie You know what, Jasmine? You do get on my nerves 1 been 2 much 3 at 4 one 5 would 6 from
sometimes. 7 being 8 In
Conversation 2
Frank Hi, Connie. So what do you think? UNIT 2 SLEEP ON IT
Connie What do you mean?
Frank What do you think of this?! GRAMMAR
Connie Whoa, Frank. What have you done?
Frank Um, it’s obvious, isn’t it? I’ve had my tongue pierced. Exercise 1
Connie I can see that but what I mean is … why? Why would 1 stopped 2 didn’t 3 to text 4 was 5 said
you ever want to do something like that? 6 to turn 7 knew, did 8 had
Frank I don’t know really. I thought it might be fun.
Connie Fun. Fun. Tell me, have you gone completely mad? Exercise 2
Frank No, I’ve just had my tongue pierced. It’s not exactly
the end of the world.
1 went 2 wasn’t/weren’t 3 had 4 stopped
Connie Mum and Dad are going to go crazy. You do know
5 didn’t play 6 could 7 bought 8 didn’t keep
what they think about piercings, don’t you? I mean, I
didn’t even get my ears pierced until I was 14 because Exercise 3
I wasn’t allowed before then. 1 I wish I lived in the countryside.
Frank Well, they don’t have to know, do they? 2 I’d prefer we left half an hour earlier.
Connie What! You’re going to spend the next two years with 3 It’s time I had lunch. That’s why I’m so hungry!
your mouth closed, are you? Come to think of it … 4 If only it would stop raining.
that’s not such a bad idea. 5 I’d prefer to take a taxi.
Conversation 3
Connie What’s the matter, Lucy? Are you crying? Exercise 5
Lucy It’s alright. It’s nothing. 1 far more 2 a lot 3 more complex 4 far bigger
Connie It’s not nothing. You’re upset. Come on. You can tell 5 considerably quicker
me. That’s what big sisters are for, after all.
Lucy It’s Daisy, Daisy White.
Connie Your best friend?
Lucy She’s not anymore. I don’t even like her.
Connie So what’s she done, Lucy?
Lucy She was laughing at me because I didn’t wear any
make-up to Charlotte’s party.
Connie What! You must be joking. Make-up! But you’re not
even 12 yet.

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 WORKBOOK ANSWER KEY
Exercise 6 READING
1 He is nowhere near as talented as his younger brother.
2 The Eiffel Tower is far taller than I thought it would be.
Exercise 1
3 It is way cheaper to take the bus than the train. 1 50% of teenagers are getting on average 2 hours less sleep
4 That rollercoaster is nothing like as scary as it looks. than the recommended amount.
5 This exam is significantly more difficult than the one you did 2 Nodding off in class and poor performance in exams.
last week. 3 It can cause a weakening of the immune system, meaning
6 This situation is drastically more serious than we first you’re more likely to catch a cold or the flu; it can cause
thought. mental health issues such as depression and memory loss.
4 They have the biological excuse that their melatonin levels
GET IT RIGHT! rise later than adults’, meaning they naturally go to bed and
wake up later.
1 My dream was nothing like as strange as yours. / My dream 5 To start the school day 2 hours later.
was not nearly as strange as yours. / My dream was nowhere 6 They should take more responsibility for their own sleeping
near as strange as yours. habits.
2 Some countries don’t value the importance of sleep nearly
as much as other nations. / Some countries value the Exercise 2
importance of sleep nowhere near as much as other nations.
/ Some countries value the importance of sleep nothing like B
as much as other nations.
3 Working in this office is nowhere near as interesting as Exercise 3
my dream job. / Working in this office is nothing like as 1 Gates 2 Sandberg 3 King 4 Franklin 5 Obama
interesting as my dream job. / Working in this office is not 6 Carey
nearly as interesting as my dream job.
4 Nowhere near as many Japanese people take naps as the
Brazilians. / Not nearly as many Japanese people take naps DEVELOPING WRITING
as the Brazilians. / Nothing like as many Japanese people
take naps as the Brazilians. Exercise 1
5 Dream incorporation is not nearly as mysterious as it seems.
a Duvet days can be for any reason, unlike sick days.
/ Dream incorporation is nowhere near as mysterious as it
b They don’t need to be booked in advance, like holidays.
seems. / Dream incorporation is nothing like as mysterious
as it seems.
Exercise 2
VOCABULARY 1
2
The principal aim …
According to a recent report …
Exercise 1 3 We firmly believe …
1 g 2 a 3 b 4 h 5 c 6 e 7 d 8 f 4 We strongly recommend …

Exercise 2 LISTENING
1 fall asleep 2 take a nap 3 nod off 4 lie in 06 Exercise 1
5 under the covers 6 snores; loudly 7 light sleeper
1 Jackie 2 – 3 Olivia 4 Bobby
8 fast asleep
06 Exercise 2
Exercise 3
1 T 2 F 3 T 4 T 5 F 6 T
1 oversleep 2 enough 3 skip 4 lack 5 get
06 Exercise 3
Exercise 5
1 moving. 2 calling a bird charity 3 get too angry with him.
1 It’s beyond my wildest dreams. 2 I’d never dream of doing
4 listening to music through headphones
something like that. 3 It’s a dream come true. 4 I need to
get my beauty sleep. 5 Don’t lose sleep over it. 6 In your
dreams. 7 Let me sleep on it. 8 It’s my dream job. Audio Script Track 06
Conversation 1
Exercise 6 Emma What’s up, Bobby? Another bad night’s sleep?
1 It’s beyond my wildest dreams. / It’s a dream come true. / Bobby Yes. Terrible. I don’t think I got to sleep much before
It’s my dream job. 3 am.
2 I’d never dream of doing something like that. Emma But this is getting ridiculous. It’s every weekend.
3 don’t lose sleep over it Bobby I know but I’m really not sure there’s much I can do
4 I need to get my beauty sleep. about it.
5 Let me sleep on it. Emma You’ve spoken to the police I assume.
6 In your dreams. Bobby Yes, they actually sent someone round but he decided
7 It’s beyond my wildest dreams / It’s a dream come true / it wasn’t too loud.
It’s my dream job. Emma What?
8 It’s beyond my wildest dreams / It’s a dream come true. Bobby He said there was nothing he could do and that there
is no law against people watching TV all night if they
want.
Emma But when you can hear the TV next door, then surely
something’s wrong.
Bobby Yeah but he couldn’t hear anything. I guess I’ve just got
sensitive hearing.
Emma And those things you put in your ears at night don’t
work? Those earplugs?
Bobby No, I don’t like the feel of them in my ears.

119
 Emma Well, you might want to consider moving. It’s not doing
you any good.
Audio Script Track 08
Bobby You might be right, unfortunately. What else can I do Lydia I’m tired of being the eldest child.
with such unreasonable neighbours? Paul Why’s that, Lydia?
Conversation 2 Lydia Loads of reasons really. I mean first of all there’s the
Jackie I had such a bad night’s sleep last night. pressure that Mum and Dad put on me. It’s like they
Paul Oh dear. Something on your mind, Jackie? expect me to do really well at school. My last report, for
Jackie No, no. Nothing like that. example, I had all As expect for a C in PE, just because
Paul The neighbour’s dogs again? I hate it and they were all ‘Oh what’s this C?’ and ‘Why
Jackie No, they seem to have quietened down. don’t you try harder in PE?’ No ‘Wow look at all those
Paul So what was it? As. You’re doing really well.’ And to make things worse,
Jackie It was the strangest noise I’ve ever heard. It started my little sister comes home with two Cs and two Bs and
about 10 o’clock and then it repeated about every they’re all like, ‘Oh well done, Lauren.’ I mean excuse me.
5 minutes or so for the next four hours. It was a sort of Have you read her report?
low, almost haunting sound. Like a ghost. Paul They’ve just got higher expectations for you.
Paul Very spooky. It was probably an owl. Have you got an Lydia That’s exactly my point. I feel like they want me to
attic? achieve all the things they didn’t when they were
Jackie Yes, why? growing up.
Paul Well, owls often make homes in the attics of old Paul Well, I’m sure they’re really proud of you.
houses. Lydia Well it would be nice if they told me that occasionally.
Jackie Now you say that, the sound did seem to be coming And then there’s the fact that they still treat me like a
from inside the house. kid. I’m 17 next month and I still have to be home before
Paul I recommend calling a bird charity to come and have a ten.
look. If it is an owl, they might be able to re-house it for Paul Yeah, that’s pretty early.
you. Lydia And Lauren is allowed out until nine. Nine! When I was
Jackie No way. If there’s an owl in my roof I’m keeping it there. 14 I used to have to be back by eight. It’s like I have to do
How cool is that? all the fighting and then when it comes to Lauren, they
decide to relax all the rules. Lauren just does what she
Conversation 3 wants.
Olivia My brother is driving me totally mad! Paul Well you’re the first child. It’s normal. Parents are always
Megan What’s the problem, Olivia? more relaxed with younger siblings. It’s the same in my
Olivia He’s started snoring at night. family. My older brother Joe’s always fighting Mum and
Megan But I thought you slept in separate rooms. Dad because he thinks they’re so strict so when it comes
Olivia We do. But I can still hear him through the wall. to me and … Well it’s like they’ve run out of energy and I
Megan Well, try not to get too angry with him. He’s not doing it get away with everything.
on purpose. Lydia Well it’s nice that you see it that way. Lauren doesn’t
Olivia I know, but what about me? I mean I’m going crazy not sympathise with me at all. In fact she just makes things
getting any sleep. worse by crying to Mum and Dad when I’m mean to her.
Megan Have you tried earplugs? Of course, they always take her side and never want to
Olivia They’re no good. I can still hear him snoring. listen to anything I say. It’s because I’m the oldest I have
Megan I find that listening to music through headphones is a to be the most responsible and walk away from any
good way of falling asleep. problems with Lauren.
Olivia That’s actually not a bad idea. I might try it. Paul That’s just like me and Joe. My mum and dad are really
unfair to him. He gets into so much trouble when he
DIALOGUE fights with me, even if it’s completely my fault, which it
usually is.
Exercise 1 Lydia See, Paul. You’ve got a really good perspective on things.
You sound like a really good younger brother. So do
4, 6, 3, 2, 1, 5
you defend Joe sometimes and tell your mum and dad
they’ve got it wrong?
CAMBRIDGE ENGLISH: ADVANCED Paul What! Are you crazy, Lydia? I might see things as they
really are but I wouldn’t be mad enough to point that
out to Mum and Dad.
Exercise 1
1 C 2 A 3 C 4 C 5 D 6 B 7 C 8 D
Exercise 3
CONSOLIDATION UNITS 1 & 2 1 I honestly don’t know why I said that. / Honestly, I don’t
know why I said that.
08 Exercise 1 2 If only we didn’t have to go to school today.
She can never do well enough at school for her parents. ✓ 3 Surely that was/That was surely the worst game of football
Her parents give her younger sister more freedom. ✓ ever played.
Her parents expect her to act more maturely. ✓ 4 It’s far quicker to walk there than to take the car.
Her parents think she treats her younger sister badly. ✓ 5 My brother is always trying to get me in trouble.
6 I’d prefer to take a break and finish this tomorrow.
08 Exercise 2 7 The test was nowhere near as difficult as I thought it
would be.
1 F 2 DS 3 T 4 T 5 DS 6 F 7 DS 8 F 8 We used to be friends until he started going out with my
sister.

Exercise 4
1 g 2 d 3 a 4 h 5 b 6 f 7 c 8 e

120
 WORKBOOK ANSWER KEY
Exercise 5 VOCABULARY
1 outgoing 2 rebellious 3 insecure 4 self-centred
5 traditional 6 demanding
Exercise 1

Exercise 6
1
S 2
T E P 3
P E D
1 Tell me 2 did you 3 light 4 always taking
4
T O U
5 consider getting 6 self-centred
U O L
Exercise 7 5
B R O K E L
1 Because we spend around a third of our lives in them.
2 PlayStation, BOSE sound system, Blu-ray player, plasma TV N E
screen. 6
S 7
T O O D
3 Around £560,000 more expensive.
4 It uses a very strong magnetic field. U
5 A solid oak, four poster bed with elegant carvings.
6 Some builders found it when renovating a hotel in Chester R
and left it in the yard, where a man from a local auction N
house later collected it. The bed was bought at auction by
Ian Coulson, who later found out, after DNA testing, that the 8
T A K E N
bed had belonged to King Henry VII.
D
UNIT 3 LUCKY BREAKS Exercise 2
GRAMMAR 1 breaks down 2 turned out 3 take on 4 stepped in
5 pull up 6 stands out 7 took up 8 turned up
Exercise 1
1 f 2 c 3 h 4 a 5 b 6 d 7 e 8 g Exercise 3
1 bad 2 pushing 3 just 4 in 5 bring 6 beginner’s
Exercise 2 7 have 8 Better
1 wouldn’t, hadn’t 2 had, would, wouldn’t
3 had, wouldn’t 4 was/were, would 5 wouldn’t, hadn’t Exercise 4
6 weren’t, wouldn’t 7 would, were 8 wouldn’t, had 1 –6 2 –4 3 –3 4 –7 5 –2 6 –5 7 –8

Exercise 3 Exercise 5
1 hadn’t spent, would be 2 wouldn’t be, had woken 1 just over 2 go over 3 all over again 4 overall
3 was/were, would’ve gone 4 wouldn’t have, hadn’t fallen 5 all over 6 fall over
5 had accepted, would be 6 wouldn’t need, had studied
7 would feel, had forgotten 8 hadn’t missed, would be
READING
Exercise 5 Exercise 1
1 unless / if / otherwise 2 Suppose / Imagine / As long as 1 Amanda got her break into acting when another actress
3 suppose / unless / otherwise 4 Unless / If / Otherwise broke her leg.
5 as long as / unless / provided that 6 Imagine / 2 Amanda had learned all the lines during the rehearsals.
Provided that / Suppose 3 Jason’s dad took a taxi but he arrived late because it got
stuck in a traffic jam.
Exercise 6 4 Jason’s dad was happy that he missed the plane because it
crashed.
1 unless 2 as long as 3 Suppose 4 Imagine
5 Janine had to swerve off the road because another motorist
5 otherwise 6 if 7 provided that
was driving recklessly.
6 A man in another car stopped to make sure that Janine was
Exercise 7
all right.
1 You can come in after 11 pm as long as you tell the porter
when you leave. Exercise 2
2 You mustn’t leave your bicycle on the lawn unless you are
All of the wheel nuts had come off except for one.
going out immediately.
3 You can have a wakeup call in the morning if you tell the
night porter. Exercise 3
4 You can use the kitchen provided that you leave it clean and 1 No, he was working as a teacher.
tidy. 2 No, he was happy to go.
5 Keep your key safe. Otherwise you might get locked out. 3 No, the car belonged to Dudi’s friend.
6 Please don’t use the college phone unless it is an emergency. 4 No, he didn’t pay much attention to the noises.
5 No, they stopped because the truck was hurtling down the
GET IT RIGHT! hill towards them.
6 No, five wheel nuts had come off one wheel.
1 Unless you play the lottery, you don’t have a chance of
winning it! 2 ✓ 3 Jack’s going to miss the beginning of the
film unless he turns up in the next 2 minutes. 4 ✓
5 Sarah never travels on a Friday unless she absolutely has to.

121
 DEVELOPING WRITING Paul Well the first thing was when I was on my way to school,
I tripped and fell over. I dropped my bag and all my
Exercise 1 books and papers fell out and went all over the place.
Nicky Oh, Paul, bad luck! But you managed to get everything?
A 2 B 4 C 3 D 1 Paul Yeah, I did. But it had been raining, the ground was
really wet and some of my stuff got wet and muddy –
Exercise 2 including that book I’d borrowed from Alexandra, The
1 She had saved up for them for a long time and thinks she Kingdom Games. She’ll be furious when she sees the
looks really cool in them. state it’s in.
2 She felt miserable. Nicky Why don’t you buy another copy of the book for her and
3 She realised when she recognised the bus driver. replace it?
4 She was surprised and happy. Paul I would but it’s dead expensive, it’s just over twenty
pounds, I haven’t got that kind of money.
Exercise 3 Nicky Well, you’re in luck, Paul. I saw that book in a charity
shop yesterday, and it’s only four pounds fifty!
1 to get to the point; to cut a long story short Paul Seriously? Wow, that’s the best news I’ve had for a
2 My heart sank!; I don’t think I’ve ever felt so miserable in my long time.
life.; I was speechless, and over the moon.

LISTENING DIALOGUE
10 Exercise 1 Exercise 1
1 –3 2 –1 3 –2 5, 3, 1, 7, 4, 2, 8, 6

10 Exercise 2 PHRASES FOR FLUENCY

1 are only available 2 a bit tight 3 luck and knowledge Exercise 1
4 choose their own 5 wet and muddy 6 just over twenty
1 assuming 2 that is 3 after all 4 now and again
5 What have you got to lose? 6 We’ll sort something out.
Audio Script Track 10
Conversation 1 Exercise 2
Julie Well, that really is just my luck. 1 What have you got to lose? 2 assuming 3 that is
Mark What’s the matter, Julie? Something wrong with your 4 now and again 5 We’ll sort something out. 6 after all
tablet?
Julie No, I’m trying to buy a train ticket online. I’m going to
London for the day on Friday. I need to get to London CAMBRIDGE ENGLISH: ADVANCED
around ten, so leaving here no later than nine. And the
cheap tickets … 11 Exercise 1
Mark … are only available after nine o’clock.
Julie Got it in one, Mark. 1 B 2 C 3 A 4 B 5 B 6 A
Mark Are you sure you can’t get there a little later? Let me
have a look. Hey, look, here, this train leaves at ten Audio Script Track 11
past nine and gets to London at nine fifty-five. And it’s a
cheaper ticket. There you go – problem solved! You will hear three different extracts. For questions 1 to 6,
Julie Not really, Mark. It’s a bit tight. I mean, 9.55? Knowing choose the answer (A, B or C) which fits best according to what
my luck it’ll get in late and I’ll miss my interview. you hear. There are two questions for each extract.
Mark Oh – an interview? Really? Tell me more! Extract 1. You hear two friends discussing how they did in a
Geography examination.
Conversation 2
Jamie Ha, ha, ha! That is so wrong! This guy doesn’t know any Daniel Hi, Maggie. Wow, that was a tough exam.
of the answers, he’s absolutely hopeless. Maggie You’re not wrong about that, Daniel. I was really
Sally I don’t know why you watch this, Jamie, it’s awful. hoping that there’d be one question at least about the
The presenter’s horrible and the whole programme is Andes Mountains, but no such luck – all we got was
just, well, it’s really stupid. Spinning that wheel and the Alps. Mr Arkwright told us to expect the Alps – I
everything. guess I should’ve listened to him. As it was, I had to
Jamie No, Sally, I like it. They spin the wheel to get a topic, answer the question about the Great Lakes in Canada,
then they answer the question. Nice mixture of luck and and I’m not sure how well I did on that one.
knowledge. I mean, quizzes always have luck involved in Daniel Well, you know, you’re right, our teacher was pretty
them, don’t they? smart with that tip! I revised the Alps because of what
Sally Well, I suppose so. But I prefer Mastermind, you know, he said, but even so, it was a hard question, wasn’t it?
the one where the contestants get to choose their own Maggie I don’t know, I didn’t even attempt to answer it! But
subject, at least for the first set of questions. you know, even though it was a tough exam with
Jamie Yeah, that’s right, but it’s too serious. And the winner some really tricky questions, you’d have to say it was
only gets a glass trophy – here they can win some pretty fair overall.
money. Daniel Really? There was absolutely nothing about China and
Sally Well maybe you should go on it, Jamie. Answer some the rivers, and that was part of the syllabus, we spent
questions and win some money. What have you got to about a month studying all that stuff!
lose? Maggie Yeah but you can’t really complain, Daniel. I mean, the
idea is to find out how well we have studied the whole
Conversation 3 syllabus, not just some bits of it.
Paul I’ve had a really bad day today, Nicky. Seems like Daniel I suppose so. But it’s just my luck that the things I’m
everything’s gone wrong. really good at didn’t come up.
Nicky What happened? Maggie Well I’m sure you didn’t mess it up entirely, you’re
good at this stuff and you write well so I’m sure the

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 WORKBOOK ANSWER KEY
examiners are going to give you a good mark, no this is a butterfly that I saw, I had to sit and wait for
matter how badly you think you’ve done. about twenty minutes before it landed on this flower
Daniel You know, Maggie, you’re always the best when it and I could get the shot.
comes to keeping my spirits up. I’m so lucky to have Gillie Jake, this is amazing … !
you as a friend!
Extract 2. You hear two people talking about a car accident
involving the man’s sister. UNIT 4 LAUGHTER IS THE BEST
Mel Hi, John. What’s up? You don’t look so well. MEDICINE
John I’ve just got back from the hospital. My sister was in a
pretty serious car accident this afternoon. GRAMMAR
Mel Oh no! I’m so sorry to hear that! Is she OK?
Exercise 1
John Well, yes, it didn’t look too good at the beginning, I
mean when they first got her to the hospital, but the 1 All 2 all 3 It’s 4 it’s 5 What 6 All 7 all
staff were brilliant and now she seems to be stable. 8 what 9 It’s
They’re keeping her under observation and it looks
like she’ll be there for at least a week, but fingers Exercise 2
crossed, she’ll be all right. 1 What I like is a joke with a good punchline.
Mel Yes, fingers crossed. But what happened? 2 It’s Brian who’s good at telling jokes, not his brother.
John Well I’m not a hundred per cent sure, I mean, I wasn’t 3 It’s you who wastes your time playing on your computer.
there at the time, but from what I understand, she 4 All she was saying was that you should take a break.
was driving along just outside town when there was 5 All Dave wants for lunch is a sandwich.
a motorbike that suddenly pulled out in front of her
from a side street. She had to swerve to avoid him, Exercise 3
and there was a car coming the other way, so they
crashed. And it doesn’t look like she was speeding or 1 a What you need to say is ‘sorry’.
anything, nor the other car. b It’s you who needs to say ‘sorry’.
Mel That’s horrendous. She could have been killed, by the 2 a It was my dad who forgot the punchline.
sound of it. b What my dad forgot was the punchline.
John Well, that’s right, but fortunately it didn’t turn out 3 a What I don’t understand is why she said ‘no’.
like that. As luck would have it, there was another b It’s why she said ‘no’ that I don’t understand.
car driving along the same road that witnessed the 4 a It’s cold showers that I hate more than anything.
accident, and the driver immediately phoned for b What I hate more than anything is cold showers.
help and so an ambulance got there very quickly,
otherwise … well, I don’t like to think. They found her Exercise 4
unconscious. A – 3, 7 B – 6, 8 C – 1, 5 D – 2, 4
Mel And the driver of the other car?
John He was in luck. Well, not in one sense, of course, but Exercise 5
apparently he walked away completely unharmed.
Mel Well, I hope everything goes well for your sister. 1 This is undeniably the best day of my life.
Please let me know how she’s getting on. 2 I have certainly made the best decision of my life.
John I will – thank you. 3 I am undoubtedly the happiest man on the planet.
4 It’s essentially what I’ve always wanted to do.
Extract 3. You hear two people talking about photographs of wild
5 I definitely can’t wait to get started.
animals and birds.
6 It is literally the job of my dreams.
Gillie Jake! How was your holiday? 7 A chocolate taster! I mean it’s utterly amazing.
Jake Hi, Gillie. It was brilliant. You know I’m a photography 8 And this company absolutely makes the best chocolates
freak, right? I got some great shots of animals and there are.
birds. Botswana’s such a fantastic place for wildlife
photography. Would you like to see some of them?
Gillie Absolutely! Are those your pictures on your tablet?
GET IT RIGHT!
Jake Yep. Just a moment … right, here we go. First one. 1 It’s the release of endorphins that makes us feel good when
Oh right. This is of an eagle that I saw sitting on a we laugh.
branch at the top of a tree near our lodge. It’s called 2 It’s his sense of humour that I don’t get.
an African Fish Eagle, it’s quite rare to see it so close 3 It’s us who will have the last laugh when we win the
up, so, you know, I got a bit lucky, but the best bit was tournament.
actually getting the shot. I clicked and seconds later 4 It’s him that is undoubtedly the best comedian in the country
the bird upped and flew away!! at the moment.
Gillie It’s so beautiful. And the photo’s fantastic – how do 5 It’s them who will be laughing on the other side of their faces
you do that? when their teacher finds out.
Jake Well it’s a matter of having the right equipment, I
mean, when I was there, I walked around all the time VOCABULARY
with a big 400 millimetre lens on my camera, you
know, just in case I got lucky and spotted something. Exercise 1
Gillie But I’m sure it’s more than that, isn’t it? I mean, you 1 h 2 e 3 g 4 f 5 a 6 d 7 b 8 c 9 i
have to know how to take photographs, right? Angles
and stuff. And you have to know about … what is it, Exercise 2
apertures and exposures?
Jake Yes, that kind of thing. But you know, after a while, How good is your sense of humour?
you get to know how to do it, it’s a matter of 1 get 2 prank; at 3 punchline 4 giggles; find
equipment together with a lot of practice, and well,
sometimes it’s luck too. I mean, lots of times I see Exercise 3
something and I don’t have a lot of time to think, I just 1 laughing 2 laughing 3 laughed 4 laughing
click and hope! But other photos … like this one here, 5 Joking 6 joke 7 laughing 8 laugh

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READING 12 Exercise 2

Exercise 1 1 Because Carl had to explain it to her.

2 That they don’t have the same sense of humour.
1 F 2 F 3 T 4 T 5 F 6 T 3 Hearing old jokes that they’d forgotten about.
4 He gets them online.
Exercise 2 5 Her homework.
Stress reduction, muscle exercise, releasing endorphins and 6 Because the joke is good and her mum’s jokes usually aren’t.
reducing cortisol, increase of cells that attack viruses and 7 He has a reputation for telling terrible jokes.
tumours. 8 He’s okay now. He woke up.

Exercise 3 Audio Script Track 12

A 2 B 1 C 5 D 6 E 4 Conversation 1
Carl What gets wetter the more it dries?
DEVELOPING WRITING Lidia I’m sorry?
Carl I said, what gets wetter the more it dries? It’s a joke.
Lidia Oh, you could have told me. Um, I don’t know. What
Exercise 1 gets wetter the more it dries? You tell me.
the actors ✓ the soundtrack ✓ Carl A towel.
Lidia What?
Exercise 2 Carl A towel.
Lidia Yes, I heard what you said. I just don’t get it.
Suggested answers: Carl You use a towel to dry yourself and as you use it, the
no one would be entirely / totally surprised if it went on for a towel gets wetter.
few more; Lidia Oh. I see.
This cosy, nerdy male world is turned absolutely / entirely / Carl And that’s it. It’s not funny?
totally upside down when the beautiful Penny moves in across Lidia Not really, no. I mean it might have been funny but
the hall from Leonard and Sheldon; when you explained it to me it just lost its funniness,
I suppose.
Neither is the ‘opposites attract’ idea absolutely / utterly /
Carl You know what? Let’s just forget it. You obviously don’t
entirely / totally / unquestionably original;
have the same sense of humour as me.
But then the show isn’t really trying to utterly / entirely /
essentially / literally / totally redefine the genre; Conversation 2
Dad 1 The great thing about having young children is that you
What The Big Bang Theory undeniably / clearly / unquestionably
get to hear all those jokes again that you’d completely
/ definitely delivers so well are clever storylines;
forgotten about.
One character in particular has undeniably / clearly / Dad 2 I know exactly what you mean. Nat spends all day
undoubtedly / unquestionably / definitely / certainly helped reading terrible jokes online and then telling me them
transform the show into such a global hit; over the dinner table.
Sheldon has clearly / undoubtedly / unquestionably / definitely Dad 1 What was that one Liam told me the other day? Oh yes,
/ certainly become a firm favourite with fans; ‘What animal can jump higher than the Eiffel Tower?’
I absolutely / definitely / certainly must admit that it took me a Dad 2 I’ve not come across that one yet. I’ve no idea. Tell me.
while to get into The Big Bang Theory; Dad 1 All animals.
Dad 2 All animals, why?
But I’m entirely / definitely / certainly happy I stuck with it Dad 1 Because the Eiffel Tower can’t jump.
Dad 2 Ha ha, very funny. I’ll have to tell that one to Nat. He’ll
Exercise 3 love it.
1 How many series the show has run for, and comparisons with Conversation 3
other shows. Susie Mum, can you help me with my homework?
2 To accommodate readers who may not have seen the show. Mum What is it?
3 To provide background information about the show. Susie Chemistry.
4 The show’s basic ‘boy meets girl’ premise and the ‘opposites Mum I’ll try, but only if I can tell you a joke first.
attract’ idea. Susie Really, Mum?
5 The storylines, the script and the characters. Mum It’s very quick.
6 The characters face the same challenges we face in our own Susie Go on then.
lives. Mum OK, so the teacher asks little Kevin, ‘What’s the
chemical formula for water?’ ‘Easy,’ little Kevin says, ‘It’s
LISTENING HIJKLMNO.’ ‘What on Earth are you talking about?’ asks
his teacher. ‘But that’s what you told me yesterday. You
12 Exercise 1
said it’s H to O.’
1 A towel. Susie That’s a good one. I’m going to tell that to Mr Owens
2 All animals. tomorrow.
3 HIJKLMNO; That’s what you told me yesterday. You said it’s Mum See, sometimes mums do know a few funny jokes.
H to O. Susie Okay, okay, Mum. Don’t get carried away.
4 Ouch.
Conversation 4
Pam Hey there, Jim. Got any jokes for me today?
Jim I’m sorry, Pam, but I don’t think I have.
Pam What! How am I supposed to start my day without one
of your terrible jokes?

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 WORKBOOK ANSWER KEY
Jim OK, let me think. What about ‘Have you heard about the great and gave me tips on how to change my
kidnapping at school?’ delivery and deal with audiences. He really filled
Pam ‘He’s okay now. He woke up.’ You told me that one me with confidence.
yesterday. Presenter Dave, can I bring you in here? How were your early
Jim Did I? My memory’s terrible. OK, how about, ‘What did experiences of comedy?
the man say when he walked into a bar?’ Dave Well, like Paula it wasn’t really something I’d
Pam That one I don’t know. What did he say? ever really thought about doing. But I had always
Jim Ouch. enjoyed acting and while I was at university I got
Pam Ouch. Of course. I like that. I must remember that one. involved in a drama group and did a few plays. One
time we did a comedy and I realised that I loved
Exercise 3 making the audience laugh so I started to wonder if
I could make them laugh, just me and some jokes.
1 don’t get it 2 very funny 3 a good one I have to be honest here and say I’ve always been
4 must remember very confident so I wasn’t particularly nervous
about giving it a go, plus all the experience of acting
DIALOGUE meant I was no stranger to being on stage. So I put
myself forward to do a show at the student union
Exercise 1 club, thinking it would be easy. I couldn’t have been
5, 3, 1, 9, 7, 4, 8, 10, 6, 2 further from the truth. It was a complete disaster.
But thankfully I have a terrible memory because
two weeks later there I was again. And this time it
CAMBRIDGE ENGLISH: ADVANCED was a bit better.
Presenter So what does it take to be a comedian? I mean
14 Exercise 1 more than just being funny?
Paula You need to be extraordinarily thick skinned. You
1 C 2 A 3 C 4 C 5 C 6 C
need the skin of an elephant because people are
going to say bad things about you, they are going to
Audio Script Track 14 shout out when you’re on stage but if you can learn
to deal with that, you should be OK. It also helps to
You will hear an interview in which two comedians called
have a good friend you can try your jokes out on,
Paula Owens and Dave Sharp are talking about their work. For
someone who’s not scared to tell you when you’re
questions 1 to 6, choose the answer (A, B, C or D) which fits best
not funny. And finally you need incredible amounts
according to what you hear.
of energy. It’s exhausting doing a live show.
Presenter Paula. I’d like to start with you. How does someone Dave I’m not sure I’d entirely agree with that. Yes, it is
suddenly decide that they want to make a career exhausting but I tend to find that the reaction I get
out of making others laugh? from the audience boosts my energy and after a
Paula By accident in my case I think. I mean I never set show I’m ready to go out partying. However, you
out thinking I wanted to be a comedian. It just kind are right about not being too sensitive. Some of the
of happened. My family had always said I made things I’ve had shouted at me have been terrible,
them laugh and I was a bit of a clown at school, but I just ignore it.
which probably explains why I left with hardly any Presenter And finally, what are you both looking forward to in
qualifications. Anyway one day a friend of mine the future?
persuaded me to enter into a local talent show. Paula I’d love it if I could really make a career out of this
She already had some material but was too shy to and still be making people laugh when I’m 70.
get on stage so I agreed to do it. She was someone Hopefully my fans will age with me and still find me
who’d always made me laugh so the idea of being funny.
able to work with her was really attractive. So we Dave I’d really like to get back into the acting side of
sat down together and worked on the material things. If I can do both and become a comedy actor
and I added some jokes of my own. The next thing then I’ll be really happy. I’d still like to do stand-up
I knew, I was standing in front of 50 people staring too though. So, yes, a long and successful career
at me with blank faces. It was terrifying. But it was please. That will do fine.
either sink or swim so I started flapping my arms Presenter Well I wish you both the very best and thank you
about frantically to see which it would be. once again for being here with us today.
Presenter So which was it? Did you sink or swim?
Paula Um, difficult to say. It’s tough when you’re new on
the scene because people have no idea who you are CONSOLIDATION UNITS 3 & 4
and audiences can be quite mean and shout things
out to make your life more difficult. You’d like to 15 Exercise 1
think that they’re there wanting to be on your side Order of mention:
and laugh but unfortunately it doesn’t seem to be 1 Rosie’s school bus breaks down.
that way. But if you can survive, eventually they 2 Rosie revises for her test.
seem to start liking you. It becomes a lot easier 3 Rosie finds out that the headmaster is teaching her class.
when they know what to expect. 4 Rosie forgets her packed lunch.
Presenter And how did you feel after that first show? 5 Rosie gets injured.
Paula I felt a mixture of emotions. I felt awful because it 6 Rosie misses the school bus.
hadn’t been a great success but at the same time 7 Rosie is locked out of the house.
those few laughs I did get made me feel great. I 8 Rosie’s phone runs out of battery.
must admit that when I left the stage I thought it 9 Rosie tries to have a hot bath.
would be my one and only performance. But to
my great surprise, the theatre manager came up
to me and told me I had real potential and asked
me to come back and perform at one of his regular
comedy evenings. I genuinely think that if it hadn’t
been for him I would have left it at that. He was

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 15 Exercise 2 Exercise 4
Chronological order: 1 luck 2 laugh 3 joke 4 luck 5 joke
1 Rosie revises for her test. 6 luck 7 luck 8 joke
2 Rosie forgets her packed lunch.
3 Rosie’s school bus breaks down. Exercise 5
4 Rosie finds out that the headmaster is teaching her class. 1 e 2 b 3 g 4 h 5 f 6 a 7 d 8 c
5 Rosie’s phone runs out of battery.
6 Rosie gets injured. Exercise 6
7 Rosie misses the school bus.
8 Rosie is locked out of the house. 13, 3, 9, 5, 1, 11, 7, 12, 4, 10, 6, 2, 8
9 Rosie tries to have a hot bath.
Exercise 7
Audio Script Track 15 1 To attempt to find out what makes us laugh and why.
2 They were asked to submit their favourite joke, answer a
Rosie Well, thank goodness today’s nearly over. questionnaire and rate jokes sent in by others.
Dad Been one of those days, has it? 3 Many Europeans preferred surreal jokes, but English-
Rosie It’s probably been the unluckiest day of my life. speaking countries preferred word-play.
Dad That bad, eh? So what’s gone wrong? 4 The time of day and day of the month during which a joke
Rosie Do you really want to know? was found funniest, the perfect length for a joke and the
Dad Sure. funniest animal in jokes.
Rosie OK, so it all started when the school bus broke down
and I had to walk the last two miles to school, which
of course, meant I was late and as we had a test first
UNIT 5 THRILL SEEKERS
lesson, it meant I’d have had less time to do it. So I
was getting in a real panic. But when I got to school
GRAMMAR
and walked into the classroom it turned out that our Exercise 1
teacher was ill and the test had been postponed until
4, 5, 8, 9, 12
next week.
Dad Well that’s not bad luck, is it?
Rosie No, it’s terrible luck because I’d spent all last night
Exercise 2
revising and I was completely ready for it. Now I’ve got 1 Motivated 2 Paragliding 3 Going 4 Inspired
to do it all again. 5 Trained 6 Watching 7 Climbing 8 Surrounded
Dad Oh dear.
Rosie And to make things worse, Mr Newsome, the Exercise 3
headmaster, was standing in for our teacher so we had 1 climbing 2 Falling 3 breaking 4 Watched
the most boring lesson I’ve ever had to sit through. 5 taken 6 Phoning 7 interviewed 8 Having
Dad So how was the rest of school?
Rosie Well, it just got worse. At lunchtime I realised I’d left my
Exercise 4
packed lunch at home.
Dad Yes, I saw that on the counter in the kitchen. 1 Having watched the video lots of times, he knows what
Rosie And I didn’t have any money to buy any food so I happens.
basically starved the whole day. And of course, after 2 Having been scuba diving, she’d now like to try deep sea
lunch it was PE so I had to run about on a tennis court diving.
for an hour absolutely starving. Then I got whacked in 3 Having enjoyed caving in Wales, he wants to do it again.
the eye by a tennis ball. Look. 4 Having worked as a stuntman in films, he’s used to
Dad Yes, it does look a bit red. performing dangerous stunts.
Rosie Well it really hurt. It really did. Not that any of my 5 Having never been keen on heights, she doesn’t think she
friends gave me any sympathy. They just thought it was can do a bungee jump.
really funny. Anyway after school I missed the bus so I
had to walk home and because I was so late back Mum Exercise 5
had gone out to collect Liam from football so no one 1 Having trained for six months, I was ready to run the
was in and I had to wait outside for 20 minutes. marathon.
Dad Why didn’t you phone your mum? I’m sure she’d have 2 Watching the video reminded me of the parachute jump.
come and collected you from school. 3 Having climbed Mount Kilimanjaro, he was ready to climb
Rosie Oh, did I forget to say? My phone ran out of battery at Mount Everest.
lunchtime. 4 Being afraid of heights, she couldn’t look down.
Dad Well, at least you’re home now. Why don’t you have a 5 Having been trained by an Olympic athlete, he was strong
nice hot bath and relax a bit before bed. and fit enough to trek across the desert.
Rosie I would. But there’s no hot water so I’ve got to wait half 6 Having done a bungee jump before, she wasn’t worried.
an hour for it to warm up.
Exercise 6
Exercise 3 1 After practising on an indoor climbing wall, I was ready to
1 If John hadn’t bought a new tablet, he’d have some money. climb outdoors. / Since practising on an indoor climbing wall,
2 Unless we leave now, we’ll miss the train. I’ve been ready to climb outdoors.
3 All I liked about the party was the food. 2 After signing up for a parachute jump, he wasn’t able to
4 If I liked seafood, I would have eaten something at the sleep. / Since signing up for a parachute jump, he hasn’t been
restaurant. able to sleep.
5 If you don’t invite Sara to your party, she’ll be really upset. 3 After learning her daughter had won the marathon, she was
6 What I find most annoying about travelling is waiting for very proud.
hours in airports. 4 After breaking his leg he didn’t do any more climbing. / Since
7 It’s Henry you need to talk to about the mess. breaking his leg he hasn’t done any more climbing.
8 Provided you promise not to tell anyone, I’ll tell you my secret.

126
 WORKBOOK ANSWER KEY
5 After doing her first parachute jump, she did three more
jumps for charity. / Since doing her first parachute jump, she
DEVELOPING WRITING
has done three more jumps for charity.
6 While watching a film set in the Alps, she decided to join Exercise 1
a climbing club. / After watching a film set in the Alps, she 1 Motivated 2 arriving 3 having been given 4 fitting
decided to join a climbing club. / Since watching a film set 5 Knowing 6 Feeling 7 Having relaxed 8 landing
in the Alps, she has decided to join a climbing club. / On 9 watching 10 Having experienced
watching a film set in the Alps, she decided to join a climbing
club. Exercise 2
7 After seeing his friend was afraid, he climbed back up to help
him. / On seeing his friend was afraid, he climbed back up to A 2 B 3 C 1
help him.
Exercise 3
Exercise 7 1 To raise money for the new school science lab.
1 blow 2 laughing 3 shining 4 beating 5 falling 2 In June.
6 grip 3 A jumpsuit and the tandem parachute harness.
4 Knowing that she was securely attached to an experienced
GET IT RIGHT! instructor.
5 As she waited for her turn to jump out of the plane.
1 Having minimised the risks, the film director decided to go 6 Her friends.
ahead with the stunt. 7 It was one of the greatest experiences of her life.
2 Making his point loud and clear, the teacher told them that
they wouldn’t pass the exam unless they revised.
3 Having painted Megan’s bedroom, they then bought new
LISTENING
furniture for it. 17 Exercise 1
4 Having agreed with us initially, she then told us that she a The age of the woman who first attempted to go over the
wouldn’t do it. waterfall in a barrel.
5 Hearing Dan sing made his mother very proud. / Hearing Dan b The height of the frozen waterfall.
sing, his mother felt very proud. c The speed of the water flowing over the waterfall.
6 Having done one bungee jump Sam now can’t wait to do
another! 17 Exercise 2

VOCABULARY 1
2
They climbed up Niagara Falls when it was frozen.
They have gone over the falls in a barrel.
Exercise 1 3 She thinks they are very brave.
4 He thinks they are crazy.
1 e 2 c 3 a 4 b 5 d
5 It took Will about an hour and Sarah a lot longer.
6 He thinks the best thing is seeing the photographs of the ice
Exercise 2 falls.
1 stunt 2 risk-taker 3 death-defying 4 gets a kick out of
5 minimises the risk 6 audacious 7 assessed the risk 17 Exercise 3
8 daredevil
1 I’d go along with that; The way I see it
2 OK, point taken; True; That’s not how I see it
Exercise 3 3 I hadn’t thought of that; Well, to my mind; Yes, I suppose
1 get a kick out of 2 stunt 3 death-defying you’re right
4 daredevil 5 audacious 6 assess the risk

Exercise 5 Audio Script Track 17

1 making a lot of noise 2 peace and quiet 3 keep quiet Tony You’re very quiet, Jane. What are you reading? Anything
4 a loudmouth 5 loud and clear 6 For crying out loud interesting?
Jane Yeah. It’s an article about Will Gadd and Sarah Hueniken
who climbed up Niagara Falls in January 2015.
READING Tony What? How do you climb up a waterfall?
Exercise 1 Jane It was frozen. There are some amazing pictures on the
website. Here, look.
1 paraglide Tony Wow. They’re cool.
2 She went on all the adult rollercoasters at Disneyland. Jane Apparently 15 people have gone down the Falls in a
3 To sign up for their own paragliding adventures. barrel but Will and Sarah are the first to climb up it.
4 Jump from an aircraft at 2,400 metres. Tony Did they survive?
5 Tower Bridge, the London Eye, Nelson’s Column and the Jane Who? Will and Sarah?
Eiffel Tower. Tony No, the people who went down the waterfall in a barrel.
6 The Queen. Jane Not all, five of them died. The first attempt was in 1901.
She was a 63-year-old school teacher called Annie
Exercise 2 Taylor. She survived but she did say that no one should
B do that ever again.
Tony I’d go along with that. You’d be mad to throw yourself
Exercise 3 over a waterfall in a barrel.
Jane The way I see it, you’ve got to live a bit dangerously.
1 kayaked over 2 the deadliest hike 3 1,524 metres You’ve got to try things.
4 a harness 5 ride a lift / ride the lift / take the lift Tony You’re not thinking of doing something crazy are you?
6 going on rollercoasters Jane No, of course not. But I think Will and Sarah have done
something amazing. They’ve climbed a 45 metre-high
frozen waterfall.

127
 Tony OK, point taken. That’s a pretty cool achievement. GET IT RIGHT!
Jane To come up with an idea like that. Then to plan it and 1 Do you think you could do that for me? I’d be very grateful.
organise it. Then to actually do it. That’s awesome. 2 That actress won’t be invited on the chat show, surely? She’s
Tony True. However, I still think you have to be a little crazy to a has-been!
do something like that. 3 He would definitely try and keep a low profile if it meant he
Jane That’s not how I see it. I think they’re incredibly brave. could keep the paparazzi away.
They’re very experienced ice climbers. They knew what 4 I can’t imagine that any celebrity would ever wish to
they were doing. disappear without a trace.
Tony I don’t accept that. I mean, listen to this. It says here that 5 Perhaps Julie should see a doctor about her total fixation on
the ice was very unstable and that there was 150,000 the royal family. It’s not healthy.
tons of water flowing over the top every minute at 6 If Simon wants to keep his friends he shouldn’t / mustn’t
speeds of nearly 100 kph. It made the ice wall shake and keep boring them with details of his celebrity obsession.
it was very hard to hold on. That doesn’t sound good.
Anyway, how long did it take them to do the climb?
Jane It took Will about an hour but it took Sarah a lot longer. VOCABULARY
I’m surprised they got permission from the authorities in Exercise 1
the first place.
Tony I hadn’t thought of that. How long did it take to get 1 stalking 2 object of affection 3 addicted
permission? 4 fascination with 5 fixated on 6 idol
Jane It took them a year. 7 centre of attention 8 worshipped
Tony Well, to my mind, the best thing about it is getting to see
these beautiful photographs of the ice falls. Exercise 2
Jane Yes, I suppose you’re right. It’s great that we get to share disappear without a trace A-list keep a low profile
the view with Will and Sarah. follow on Twitter has-been one to watch out for
be in the limelight up-and-coming
DIALOGUE Exercise 3
Exercise 1 1 up-and-coming 2 one to watch out for 3 in the limelight
1 I can’t wait to hear all about it.; How come? You’re a brilliant 4 A-list 5 follow; on Twitter 6 disappeared without a
actress. trace 7 has-been 8 keeps a low profile
2 Oh no, here we go.; You’re turning into a couch potato.
3 I did go to sleep really late last night.; You know what I mean. Exercise 5
1 f 2 a 3 d 4 b 5 c 6 e
CAMBRIDGE ENGLISH: ADVANCED
READING
Exercise 1 Exercise 1
1 C 2 A 3 B 4 D 5 B 6 A 1 Due to the high media coverage of celebrities a visitor to
Earth might assume that these people are the leaders.
UNIT 6 FOLLOWERS 2 The white wedding dress.
3 The rise of the media and therefore easier access to them.
GRAMMAR 4 Because of the decline in large families and close-knit
communities.
Exercise 1 5 They are extroverts who enjoy socialising in large groups.
1 GT 2 GT 3 F 4 F 5 GT 6 P 7 GT 8 GT 6 An obsession which can include illegal practices such as
9 GT 10 P stalking.

Exercise 2 Exercise 2
1 will 2 can 3 might 4 won’t 5 could A selfie.
6 might not 7 can 8 mightn’t
Exercise 3
Exercise 3 1 F 2 DS 3 T 4 T 5 DS 6 DS 7 F 8 T
1 won’t 2 can 3 could 4 will 5 might
DEVELOPING WRITING
Exercise 5
Exercise 1
1 f 2 h 3 j 4 a 5 i 6 b 7 c 8 d 9 e 10 g
Suggested answer:
Exercise 6 The writer would like to be famous as long as his private life
would remain his own.
1 S 2 E 3 R 4 A 5 E 6 S 7 A 8 A 9 R

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 WORKBOOK ANSWER KEY
Exercise 2 Conversation 3
Suggested answers: Gill Are you still working, Anna?
1 more and more people becoming famous and for how long Anna Yes, I need to get this history project finished.
2 wealth Gill But I thought that wasn’t until next week. You’ve got
booking a table at the fanciest restaurants or getting tickets the whole weekend to work on it if you want.
to the top sporting occasions Anna I know, but I want to get a really good mark for it.
having the knowledge that you have achieved remarkable Gill But you said we could go and play tennis this
things and earned the respect of the public and your peers afternoon.
3 always being in the public eye Anna I know. I won’t be more than an hour.
this gets tiring Gill Another hour!
4 talk about what I would like to be famous for and how Anna You’re not complaining are you? It’s not all little
famous I would like to be sisters who’d agree to hang out with their big sisters
on a Saturday.
Exercise 3 Gill School work. It’s always school work. It’s not normal
at your age, you know.
1 others – people who are famous for longer
Anna Come on, Gill. Give me a break.
2 it – being famous
Gill But I hate to think how much time you spend doing
3 these – the luxuries that fame can offer
homework each week. There are other things girls
4 these – cases of people becoming famous without really
your age can do. When I was 13 I was …
doing anything
Anna I know, I know. You’ve told me a thousand times. But
5 those – people who are famous for longer
I’m not you. And I like school work.
6 this – always being in the public eye
Gill Sometimes I wonder if we really are related. I really do.
7 This – being recognised by others working in your field but
not known to the majority of other people
DIALOGUE
LISTENING
Exercise 1
19 Exercise 1
1 Haven’t you got anything else to do with your time?
1 Stan 2 – 3 Anna 4 Shelley 2 It’s all you ever seem to do.
3 I haven’t got time for this now.
19 Exercise 2 4 I really don’t need this now.
1 B 2 A 3 B 4 C 5 C 6 B 5 If you’re not playing games on it, you’re watching videos.
6 It’s always school work.
7 Come on, Gill. Give me a break.
Audio Script Track 19 8 I hate to think how much time you spend doing homework
Conversation 1 each week.
Stan So, I’d better get going.
Lana Where to, Stan? PHRASES FOR FLUENCY
Stan Band practice, of course.
Lana But didn’t you have band practice last night? Exercise 1
Stan Yeah. And we’ve got it tomorrow too. But I’m free the 3, 11, 9, 1, 7, 5, 6, 2, 12, 10, 4, 8
night after that.
Lana But it’s always band practice. Haven’t you got anything
else to do with your time? CAMBRIDGE ENGLISH: ADVANCED
Stan We’ve got a gig on Friday, Lana. We need to practise.
Lana But every night? Is that really necessary? Exercise 1
Stan Yes, it is. It’s actually quite a big deal. I thought you
1 E 2 D 3 A 4 F 5 B
supported me on this.
Lana I do. I know how important it is, but you spend all your
time playing your guitar. It’s all you ever seem to do. CONSOLIDATION UNITS 5 & 6
Stan Lana, I haven’t got time for this now. I’ve got to be at 20 Exercise 1
school in ten minutes.
Lana OK, but can you promise me that when it’s over I can 1 93 2 Wing walking 3 Scotland 4 Northern Ireland
have you all to myself for the weekend? 5 1 hour 27 minutes 6 First person to wing walk over the
Stan Of course you can. We’ll do whatever you want. Just channel twice. 7 Oldest man to loop-the-loop while wing
give me a few days to concentrate on the band. walking.
Lana OK, it’s a deal.
20 Exercise 2
Conversation 2
Dad Come on, Shelley. It’s dinner time. 1 1942 2 13 years 3 80 4 £1.25 million 5 2011
Shelley I’ll be there in a couple of minutes. I’ve just got to finish 6 4 times 7 85
this game.
Dad You’ve always just got to finish a game. Your dinner’s Audio Script Track 20
ready now. You can finish it later.
Shelley Dad, I just need two minutes. Tom Lackey has just set a new world record as a wing walker.
Dad And I want you here now. You’ve been playing it for the Now in case there is anyone unfamiliar with what that is exactly,
past half an hour! Turn it off and come and eat. let me explain. A wing walker is one of those daredevils who
Shelley Dad, I really don’t need this now. I’m just about to win. stands on top of old aeroplanes as they fly. I’m sure you’ve
Dad, what are you doing? seen pictures. Anyway, last Saturday Mr Lackey spent one hour
Dad What does it look like I’m doing? I’m throwing your and 27 minutes in the air on the top of a vintage 1942 Boeing
tablet in the bin. Stearman biplane as it flew from Castle Kennedy in Scotland
Shelley But … but … you can’t do that. over the Irish Sea to City of Derry Airport in Northern Ireland.
Dad I can. I’m fed up with your tablet. If you’re not playing Amazingly, the record he set was not for the amount of time
games on it, you’re watching videos. There’s only one he spent on the plane or even the distance he travelled.
place for it.

129
 The record set by Mr Lackey was for his age because he’s Exercise 6
accomplished this incredible feat at the age of 93. That’s right – 1 Love your new haircut. 2 Like an ice cream?
93, making him the world’s oldest wing walker. 3 Got any chocolate? 4 Seen Sam today? 5 No problem.
Mr Lackey, who was formerly a builder, took up the sport 13
years ago at the age of 80 to help him recover from the death
Exercise 7
of his wife Isabel, who had served in the Royal Air Force. Since 1 I don’t know. 2 I’m not sure. 3 That’s nice.
then he has raised over £1.25 million for charity. In 2011 he was 4 I’m not bad. 5 Yes, please. I would like an apple.
presented with the prestigious ‘Pride of Britain’ award, which is 6 No, I think we had better go home now.
given to remarkable people in recognition of the work they do to
help others. Exercise 8
And this is not the first time that Mr Lackey has found himself in 1 A couple. 2 Great. 3 Interesting. 4 Once.
the Guinness Book of Records. Earlier this year he became the 5 Love some. 6 Love to.
first person to wing walk over the Channel twice, meaning that
he’d made the journey from Dover in the UK to Calais in France GET IT RIGHT!
four times in succession. And in 2005 he also made an entry in
the book as the oldest man to loop-the-loop while wing walking 1 Rebecca thinks Kathryn needs to run greater distances in
– at the age of 85! training if she’s going to complete the marathon and she
thinks so too.
2 Monica hasn’t been to a fitness class in ages and Jo hasn’t
Exercise 3 either.
3 My mum thinks that ripped jeans will soon go out of fashion
1 Inspired 2 must 3 singing 4 can 5 Cooking
and my dad certainly hopes so too!
6 won’t 7 fall 8 Feeling
4 Mark doesn’t like the retro look and neither does Finn/Finn
doesn’t either.
Exercise 4 5 Smartphones have become a must-have and so have tablets.
1 on 2 without 3 out 4 over 5 out 6 for 6 John is going to cut down on his sugar intake and so is
7 out 8 off George.

Exercise 5 VOCABULARY
1 stunts 2 a loudmouth 3 has-been 4 centre of
attention 5 idol 6 daredevil 7 peace and quiet
Exercise 1
8 stalker 1 d 2 g 3 e 4 a 5 b 6 c 7 f

Exercise 2
Exercise 6 1 bang on trend 2 really in 3 must-have 4 short-lived
1 talk 2 Come 3 do 4 accept 5 point 6 see 5 the next best thing 6 a thing 7 had gone out of fashion

Exercise 7 Exercise 3
1 When he was 21 he was featured in his local newspaper as he 1 shivers 2 racing 3 fills 4 tear 5 smile
camped outside the cinema for days in order to be the first to 6 goosebumps
buy a ticket for Episode III: Revenge of the Sith. The mystery word is: happiness
2 Because in July he had been told by his doctors that he only
had two months to live. READING
3 His family and friends launched it. Its aim was to get Daniel
to a private viewing before he passed away. Exercise 1
4 Mark Hamill, who plays Luke Skywalker, and John Boyega, 1 T 2 T 3 T 4 F 5 F 6 F
who plays Finn.
5 They were also granted their dying wishes by film makers. Exercise 2
UNIT 7 BEAUTY IS IN THE EYE OF THE lead – make-up
arsenic – pills and soaps
BEHOLDER deadly nightshade – eye-drops
DNP – diet pills
GRAMMAR
Exercise 3
Exercise 1
1 Who started the fashion for pale skin?
1 so 2 those 3 do 4 Neither 5 so 6 that 2 What are the symptoms of lead poisoning?
3 Why did arsenic pills make the skin pale?
Exercise 2 4 What is deadly nightshade?
1 Nor 2 the one 3 those 4 so 5 do 5 How did Eloise Aimee Parry get to hospital?
6 Why are people buying unregulated and dangerous health
Exercise 5 and beauty products over the Internet?
1 I’d love one. – e
2 Do you fancy playing a game of tennis? – g DEVELOPING WRITING
3 Have you got time for a cup of tea? – f
4 I’m sorry but I can’t stay. – b Exercise 1
5 Don’t worry about it. – d
6 Do you want to listen to another track? – h That’s rubbish!
7 I haven’t seen you here before. – a This is the worst shampoo I’ve ever tried.
How can you lie to people like that?

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 WORKBOOK ANSWER KEY
Exercise 2 Assist 2 Yes, well … maybe I should have said shinier and
1 The advert claims to be a revolutionary new product that will healthier. Imagine having shinier, healthier hair. So
give you fuller, thicker hair. would you say you have dry hair, or normal?
After 3 months, Sally hasn’t noticed any difference in the Nicole I’d say my hair is generally quite dry.
thickness of her hair. Alice Me too. What’s special about your range?
2 The advert promises to give you your dream hair. Assist 2 We use a revolutionary new system of plant extracts
The shampoo makes Sally’s hair dull and lifeless. and oils. For example, our shampoo for dry hair
3 The advert says that there are only natural oils in the contains almond oil and orange oil and a secret new
product. plant ingredient and it smells amazing.
The shampoo contains several chemicals in it. Alice Mmm, that does smell good.
Nicole Mmm, yes. Does it contain any chemicals?
LISTENING Assist 2 No, it doesn’t. And if you have any allergies to soap
products, this is the perfect shampoo for you.
23 Exercise 1 Alice I’d certainly like to try the shampoo. I think it smells
wonderful and it looks great.
organic – T
Nicole I think so too.
almond oil – S
Assist 2 Fantastic. We strongly recommend you buy the
protects and cleans – T
conditioner with the shampoo. We have a great offer
green tea – T
on the shampoo and conditioner set. If you buy the
smells amazing – S
shampoo you get the conditioner half price.
nice packaging – S
Nicole How much is it then?
Assist 2 It’s £9.99. This offer is limited. It’s just for this Fair.
23 Exercise 2
1 brand new
2 strongly recommend DIALOGUE
3 We understand that having
4 Three million people worldwide say Exercise 1
5 Have you always dreamed of 1 Have you always dreamed of 2 We understand that
6 Imagine having 3 strongly recommend 4 one million people worldwide
7 a revolutionary new system 5 This offer is limited 6 revolutionary new
8 This offer is limited 7 This brand new 8 Imagine

Audio Script Track 23 CAMBRIDGE ENGLISH: ADVANCED

Assist 1 Would you like to try one of our brand new
toothpastes? Exercise 1
Alice Maybe. 1 of being/getting fat, he followed 2 ate nothing except
Assist 1 I strongly recommend this organic green tea 3 was due to starving 4 were caused by not
toothpaste. It doesn’t contain any artificial colours 5 lost a lot of 6 set a bad example for
or harsh preservatives, and it protects, cleans and
whitens your teeth.
Nicole Don’t all toothpastes do that? UNIT 8 IT’S ALL GREEK TO ME!
Assist 1 Well, yes, but this toothpaste also repairs and restores
your gums, and it has a unique fruity mint taste.
GRAMMAR
Alice That sounds weird. Exercise 1
Assist 1 I know, but it is actually a very refreshing taste and
not at all like the ordinary mint ones. You really have 1 B – compared to whom 2 D – all of whom
to try it. 3 A – some of whom 4 F – compared to which
Nicole The big question for me is does it really whiten your 5 E – one of which 6 C – one of whom
teeth?
Assist 1 We understand that having white teeth is important Exercise 2
to you and so our organic toothpastes do all contain a 1 both of which 2 one of which
tooth whitening ingredient. However, we do have an 3 none of whom 4 compared to which
even more effective and established tooth whitening 5 in which case 6 most of which
product which has had excellent results. Three million
people worldwide say it’s whitened their teeth. It’s Exercise 3
£99 for the first treatment.
1 none of which won the prize.
Nicole That’s a bit expensive for me at the moment.
2 most of whom said they could come.
Alice And me, but I think I will try the green tea toothpaste.
3 one of whom plays basketball professionally.
Assist 1 You won’t regret it.
4 none of whom ever got married.
Nicole Can we go and look at the hair products now?
5 most of which she bought on the Internet.
Alice Of course.
6 many of whom agreed with the proposal, but others didn’t.
Nicole Let’s go to that stand over there. The packaging on
7 some of which are free, but you have to pay for most.
their products looks lovely. I really like the purple
and gold.
Assist 2 Hello, girls. Can I interest you in any of our products Exercise 4
today? 1 Wherever 2 However 3 whenever 4 whatever
Nicole Well, we do like the look of your products. 5 Whatever 6 whoever 7 whenever 8 However
Assist 2 I’m sure you’ll like what’s in the bottles too. Have you
always dreamt of having really shiny, healthy hair? Exercise 5
Alice Don’t I already?
1 when 2 where 3 Wherever 4 who 5 whatever
6 what 7 whenever 8 Whoever

131
Exercise 6 24 Exercise 2
1 Whatever 2 Wherever 3 whoever 4 whenever 1 No, the man tells a story about something that happened a
5 whatever 6 However 7 Wherever few years ago.
2 No, he was going to visit a friend in Toulouse.
GET IT RIGHT! 3 No, the old woman was sitting in a chair and cutting
vegetables.
1 It’s important to whoever’s receiving it. 4 No, the man’s French was a bit broken.
2 I didn’t quite get what he said but whatever he did say I’m 5 No, he gestured to show the woman that he didn’t know
not interested. where the street was.
3 ✓ 6 No, he showed her the name ‘Rue du Bac’ on a piece of
4 ✓ paper.
5 I’m going to try to learn either Japanese or Chinese – I’ll 7 No, the woman didn’t know where Rue du Bac was.
choose whichever course is cheaper. 8 No, Rue du Bac was round the corner.
6 However fluent you may be there will always be someone
who doesn’t follow you.
Audio Script Track 24
VOCABULARY One story I remember, something that happened quite a few
years ago – erm, I was in France, I was basically backpacking
Exercise 1
my way around the country, and I had a friend in a city called
1 facial 2 native 3 gesture 4 dialect Toulouse, in an area called … well actually, I don’t remember
5 incomprehensible 6 pronounce 7 breakdown the name of the area! But he’d invited me to go and stay with
8 accent 9 first 10 language him in his flat, which was in a street called Rue du Bac. I didn’t
know where that was, of course, but anyway I got a bus that had
Exercise 2 the name of the area on it. When the bus stopped, the last two
1 incomprehensible 2 first language 3 misunderstood or three passengers got off, the driver too, so I got off as well. I
4 strong accent 5 gesture 6 make myself looked around, and on the other side of the square I saw an old
7 native speaker 8 follow 9 communication breakdown woman sitting outside the door of her house on a chair. She had
10 body language a bowl on her lap and she was cutting vegetables or something
like that, and so I figured I’d ask her where the street was. Now,
Exercise 3 my French was a bit broken and my accent clearly foreign, but
you have to try, right? So I walked over to where she was and I
1 a 2 c 3 d 4 f 5 b 6 e 7 g 8 h said: ‘Excusez-moi, madame.’ She looked up at me. ‘Rue du Bac,
s’il vous plait,’ I said – you know, Rue du Bac, please and she just
Exercise 4 looked at me and said ‘Comment?’ which is what? She obviously
1 modest 2 impulsive 3 assertive 4 self-assured didn’t understand, so I repeated it, I said, ‘Rue du Bac?’ with a
5 expressive 6 forceful 7 conceited hand gesture to indicate that I didn’t know where it was and
wasn’t familiar with the area, and I also kind of looked around in
a ‘lost’ way. ‘Comment?’ she said again. Well I was a bit surprised,
READING but I thought perhaps she was a little deaf so I said it again, only
Exercise 1 louder. The woman just put her hands over her ears and made a
face, so I was wrong about her being deaf! So what did I do? I got
1 T 2 F 3 DS 4 F 5 T 6 F 7 DS 8 DS a pen out and searched in my backpack until I found a piece of
paper. I wrote it down – Rue du Bac – on the paper and showed
Exercise 2 it to her. She took her glasses off and looked at it really closely.
1 Brussels; the EU Commission. Then suddenly she said: ‘Ah!! Rue du Bac!!’ Well, all I could think
2 Out of curiosity. was: ‘OK, maybe I didn’t pronounce it exactly like she did, but
3 Lithuanian, Gaelic and Maltese. surely well enough for her to get what I meant!’ Anyway, I said:
‘Yes, yes, oui, oui, Rue du Bac.’ And she looked at me – you won’t
Exercise 3 believe this – and said: ‘Je ne sais pas.’ I don’t know. So after all
that, I still didn’t know where the street was. So I just said, ‘Merci
1 not used 2 F 3 C 4 D 5 A 6 G 7 B 8 E madame, au revoir’ and walked away. I walked around the corner
from the old woman’s house, and guess where I was? You got it –
DEVELOPING WRITING the next street was … Rue du Bac!

Exercise 1
DIALOGUE
1 3, 1, 2, 5, 4, 6
2 cost of travel and subsistence; lack of private Exercise 1
accommodation; personal problems; better alternatives in 1 didn’t catch 2 familiar with 3 lost me 4 don’t follow
own country; other 5 don’t see 6 didn’t get

Exercise 2
CAMBRIDGE ENGLISH: ADVANCED
1 down to 2 account for 3 infer 4 in particular
5 worth noting 6 most significant factor 7 thus
8 coupled with Exercise 1
1 C 2 D 3 A 4 B
LISTENING
24 Exercise 1
CONSOLIDATION UNITS 7 & 8
26 Exercise 1
1 B 2 A 3 C
A T-shirt.

132
 WORKBOOK ANSWER KEY
26 Exercise 2 Exercise 5
1 Baseball boots. 1 short-lived 2 tear; eye 3 self-conscious
2 Because they don’t go well with a black suit and no one’s 4 body language 5 strong; accent 6 shivers; spine
worn them for at least three years. 7 must-have 8 self-assured
3 Smart black shoes.
4 Because she has deleted most of them. Exercise 6
5 She used to make bracelets and cover her arms with them. 1 modest 2 barrier 3 out of 4 goose 5 broken
6 Band T-shirts. 6 impulsive 7 heart 8 in
7 To never wear band T-shirts.
Exercise 7
Audio Script Track 26 7, 5, 9, 11, 1, 3, 8, 10, 4, 6, 2
Gina Steve, are you really going to wear those boots tonight?
Steve Yes, I am. Why? Is there something wrong with them? Exercise 8
Gina Where do I start? You don’t wear baseball boots to the 1 unprosperousness 2 feedback 3 purple 4 bookkeeper
end-of-term party. They just don’t go well with the 5 uncopyrightable 6 rhythm 7 euouae 8 ough
black suit. And then there’s the fact that no one’s worn 9 pangram
boots like those for at least three years. And has no one Final fact: angry / hungry
ever told you that black and blue should never be worn
together? Do I need to go on?
Steve No you don’t. That’s quite enough. So what should I
UNIT 9 IS IT FAIR?
wear, Miss fashion expert?
Gina Just a pair of smart black shoes. Can’t go wrong. You’ll
GRAMMAR
thank me. I promise. Exercise 1
Steve So you never make fashion mistakes?
1 Never 2 Rarely 3 Not only 4 No sooner 5 Never
Gina Not anymore. I mean, I have made some in the past.
6 Not only 7 Rarely 8 Under no circumstances
I believe there are still some photos of me in some
9 On no account 10 Little
horrendous outfits from a few years ago, although I
have managed to delete most of them, so you’ll need to
look hard if you want to find one.
Exercise 2
Steve So what’s the most embarrassing thing you’ve ever 1 had; seen 2 will; climb 3 had; struck
worn then? 4 have; had/do; have 5 was 6 will; freeze
Gina Well, when loom bands were a thing, a few years ago … 7 will; return 8 has; visited/does; visit
Steve Loom bands?
Gina Yeah, those little elastic bands that you could join Exercise 3
together and make stuff from. 1 Never before have I been so shocked by a programme shown
Steve Loom bands! I’d completely forgotten about them. on TV.
Gina Well, they were quite short-lived but when they were in, 2 Not only was it untrue, but wildly exaggerated too.
they were really in. I used to think I looked so cool with 3 Rarely do I complain about TV programmes.
my arms covered in loom band bracelets that I’d made. 4 No sooner had the programme finished than I rang the TV
I had them all the way from my wrists to way above my company.
elbow. Multi-coloured. My arms looked like rainbows. 5 Not only was the person I spoke to rude, but he seemed to
Steve Yeah, but you were young. Doesn’t really count. think my complaint was funny.
Gina I was old enough to know better. I also used to wear 6 Little did I know the programme was meant to be a comedy.
some really dodgy band T-shirts: One Direction, The
Wanted, McBusted. It sends shivers of horror down my
Exercise 4
spine just thinking about it. What was wrong with me?
Steve So what band T-shirts do you wear now? Not only did he work on the cars but he was also allowed to
Gina I don’t. In fact, if I can pass on one piece of fashion drive them on the test track.
advice to you, Steve, then it’s this. Never, ever wear The track was designed to test racing cars but the boss told Jeb
band T-shirts. I mean you might think they’re bang on that under no circumstances could he go faster than 100 kph.
trend now, but just wait a few years. And then you’ll just Never had he never enjoyed a job so much.
have to go and delete all your photos. Steve, where are No sooner had he turned the last bend than the car slid off
you going? the track.
Steve Um, I’m just going to change my T-shirt. ‘Rarely have I seen such bad driving from my staff!’
Gina What! You’re wearing a T-shirt with a suit. What are you Little did he know that there was oil on the track.
thinking? Here, let me have a look.
Steve No, really. It’s alright, Gina. Exercise 5
Gina One Direction! What’s going on? 1 To be honest 2 If you ask me 3 On the other hand
Steve It’s retro. I mean I just thought … 4 Mind you 5 However 6 Let’s face it 7 The thing is
Gina I don’t want to know, Steve. Please just take it off. 8 That said

Exercise 3 Exercise 6
3 Nevertheless For example
1 e 2 a 3 g 4 c 5 h 6 d 7 f 8 b
5 On the other hand If you ask me / Let’s face it
6 As a result Mind you. However / On the other hand
Exercise 4 8 While Anyway / Personally
1 Whoever 2 none of which 3 However 4 whenever 11 For a start By the way / Anyway
5 both of whom 6 Neither of them

133
GET IT RIGHT! DEVELOPING WRITING
1 ✓
2 I do believe Kate was treated unfairly. That said, she should Exercise 1
have studied harder. 1 C 2 B
3 There seems to be a lot in the news about corrupt politicians
at the moment. Mind you, there are lots of other corrupt Exercise 2
people too!
4 ✓ 1 However 2 Imagine 3 Now 4 In fact 5 Arguably
5 At the end of the day it isn’t really justifiable to spend so 6 Consequently
much money on prisons when there are so many other
important things. OR: It isn’t really justifiable to spend so Exercise 3
much money on prisons when, at the end of the day, there 1 offence 2 first-time offender 3 convicted
are so many other important things. 4 community service 5 severe 6 to take into account
7 use their discretion 8 lenient
VOCABULARY
Exercise 1 LISTENING
28 Exercise 1
1
E V I D E N 2
C E c
3
W O
28 Exercise 2
4
G U I L T Y N
1 doctor 2 one-armed 3 to death 4 it hits
T F 5 track down/find 6 jumping off/off
7 doesn’t care 8 doesn’t/won’t say
H 5
W 6
I T N E S S
H A N S Audio Script Track 28
7

O P N S 8
R Tommy Good weekend?
Josh Yeah, not bad thanks. There was a pretty good old film
L P O 9
L I F E on TV that I watched – I enjoyed it.
Tommy What was it?
10
D E F E N C E O T Josh Erm, The Fugitive – yeah, that’s right. From around the
A E N R mid-1990s.
Tommy I can’t stand those old films.
L N A Josh No, this one was good, honestly. It’s about a doctor in
Chicago who’s really successful and happily married
T C but one day he comes home and finds that his wife’s
T been murdered.
Tommy Oh!
Exercise 2 Josh And the killer’s still in the house! They fight and the
doctor realises that the other man has only got one
1 innocent 2 evidence 3 witness 4 defence
arm. And the one-armed guy gets away. Now, the
5 confession 6 retract 7 withheld 8 found
police are absolutely sure the doctor did it, especially
9 imprisonment
because he’ll get all the insurance money, so they
arrest him and he’s tried, found guilty and he gets sent
Exercise 3 to prison for, oh I don’t know, thirty years, give or take
1 acceptable 2 corruption 3 reasonable 4 prejudice a year or so. Oh no, hang on, he’s sentenced to death!
5 unbiased 6 unethical 7 justifiable Tommy And that’s it? That’s the story?
Josh No, of course not. What happens is, when they move
Exercise 4 the doctor – oh what’s his name? Kimble, that’s it,
Kimble – when they move Kimble from one prison
1 a – trial 2 d – way 3 e – basis 4 c – behalf
to another, the train he’s on hits a bus and in all the
5 b – terms
confusion, Kimble manages to get away. He leaves
Chicago and he becomes a fugitive – the police are
READING after him, trying to catch him.
Tommy Hang on – that sounds like an old TV series my dad
Exercise 1
told me about.
a 2 b 1 c 3 d 1 e 3 f 2 g 2 h 3 Josh Yeah, that’s right, the film’s more or less based on
the same story. Anyway, so a detective is sent to try
Exercise 2 and catch him. And at the same time as he’s trying
A to escape from the police, Kimble’s trying to find the
one-armed man. He has to go back to Chicago to track
Exercise 3 him down, which means of course he’s closer to the
people who are trying to get him.
1 Personal needs and the needs of other people. Tommy Wow, it sounds really cool actually.
2 Admit that they are not a fair person. Josh It is – and there are some great scenes, for example,
3 The writer tried to find out how fair people really are. the detective very nearly catches him but in order
4 Situation 2 to escape, Kimble jumps down this really enormous
5 Situation 3 waterfall and survives.
6 The real purpose was to show that there are different sides to Tommy Uh huh …
arguments about what is fair. Josh And just before he jumps – my mum says this is a
famous film moment – Kimble shouts to the detective:

134
 WORKBOOK ANSWER KEY
‘I didn’t kill my wife!’ And the detective just looks at That said, the thing that really remains in my memory of that
him and says: ‘I don’t care.’ How cool is that! month is the store manager – I won’t say his name since I might
Tommy Wow. And so what happens in the end? get into trouble, but he was a terrible person who treated all the
Josh Well of course in the end, Kimble manages to prove staff under him, me included, as if they were … well, rubbish
that he’s innocent. really. He hardly did any work, he left it all to the assistant
Tommy And who’s the killer – the one-armed man? managers, and if anything went wrong – and it frequently did,
Josh I’m not going to tell you that – you’ll have to watch the I have to say – then he would simply pin the blame on the first
film yourself! person he saw, whether they had anything to do with it or not,
Tommy You haven’t told me what it’s called. and start shouting at them at the top of his voice. Everyone
Josh I told you earlier! The Fugitive. Look out for it. disliked him and showed him no respect, just as he did to them.
I’d really like to get into management in the future and if I do,
I’ll remember that man as the perfect example of how not to
DIALOGUE interact with your staff!! Anyway, since I was only there for a
month …
Exercise 1
Dialogue 1
5, 1, 7, 9, 3, 4, 2, 8, 6 UNIT 10 YOU LIVE AND LEARN
Dialogue 2
5, 9, 1, 3, 7, 8, 2, 6, 4
GRAMMAR
Exercise 1
PHRASES FOR FLUENCY 1 for 2 to 3 for 4 to 5 on 6 to
Exercise 1
Exercise 2
1 have 2 to the 3 news to 4 I’m; mistaken
5 when; put; like 1 studying 2 taking 3 not going 4 to apply
5 not passing 6 to speak
Exercise 2
Exercise 3
1 if I’m not mistaken 2 it’s news to me 3 Apparently
4 I’d have thought 5 if you put it like that 1 Ms Gibbs warned me to work harder.
6 more to the point 2 My parents insisted on me going straight to university.
3 Jasper admitted making a mistake.
4 My head teacher suggested applying for a job instead of
CAMBRIDGE ENGLISH: ADVANCED applying for university.

29 Exercise 1 Exercise 4
1 following 2 a real eye-opener 3 was wrong 1 to change 2 for not featuring 3 to ask 4 including
4 delivery lorries 5 grossly unfair 6 made up 5 to review 6 for not including 7 to review 8 not making
7 rubbish 8 no respect
Exercise 5
1 My friends recommended telling the police. 2 The police
Audio Script Track 29
warned me not to contact the thief. 3 The police accused the
You will hear a woman called Monica talking about a month of man of stealing my bike. 4 He confessed to stealing it.
work experience she did at a supermarket. For questions 1 to 8, 5 He apologised for taking it. 6 And he promised never to
complete the sentences with a word or short phrase. steal anything again.
Hi, everyone, my name’s Monica Greaves and I’m going to tell
you a little bit about a work experience programme that I’ve Exercise 6
just been on. What it was, I spent a month working in the office 1 are said to 2 is known to 3 are believed to
of a supermarket in a town close to where I live. I was kind of 4 is thought that 5 is considered (to be)
following the manager and his assistant managers as they went
about their daily business of making sure that the supermarket Exercise 7
ran smoothly and what-have-you.
1 It has been found that 59% of UK graduates would choose a
I have to say the whole thing was a real eye-opener for me about positive workplace over a good salary.
how these places work. Of course like everyone else I go to 2 It has been reported that in the UK in 2015, 60% of 2013/2014
supermarkets and do my shopping, pay and leave, so I figured I graduates were working in a job that didn’t require a degree.
sort of knew how things would be. I could not have been more 3 It has been established that in 2015, only 55% of 2013/2014
wrong. This particular supermarket opens every day at seven in graduates were working in their chosen field.
the morning – it’s not a big branch, it’s near a town centre, and 4 Companies have been warned by a recruitment agency that
lots of people pop in to get breakfast stuff and so on. So a seven if they failed to create career development programmes, they
o’clock opening time means basically that three or four people would miss the opportunity of attracting top talent.
have to be at the store at five in the morning. That’s when the 5 It has been confirmed that by 2015, only 58% of 2013/2014
delivery lorries start to arrive, and someone has to be there to graduates had found secure full-time work.
open up for them and to unload the goods and get them onto
the shelves. It’s perishable things of course, milk, bread, fruit and Exercise 8
stuff, that have to come in fresh every day. So I was required to
1 It is thought that eating pomegranates can strengthen your
do the five am shift four times a week, which frankly I thought
bones.
was grossly unfair since I felt I was just being used to give others
2 You probably won’t catch a cold if you eat garlic.
a lie-in in the morning, and it also meant I had to leave home at
3 Adding blueberries to your diet is said to improve your
four-thirty, which as you can imagine is not something you’d want
memory.
to be doing on a regular basis. On the plus side though, on those
4 Drinking green tea seems to help you lose weight.
days they let me go home at two in the afternoon, which kind of
5 It is believed that eating oily fish two or three times a week
made up for having to crawl out of bed at four in the morning!
will protect your eyesight in old age.

135
GET IT RIGHT! Audio Script Track 31
1 The government is reported to have plans to make cuts to
Tessa Have you heard this, Max, Emma? The school is thinking
the education budget.
of banning mobile phones.
2 The world was thought to be flat at one time.
Emma Good. I’m glad to hear it.
3 Having a gap year is known to be beneficial to character
Max No way. I can’t believe you just said that, Emma.
development.
They’ve got to be joking. I need my phone to contact
4 The dissertation was found to have been plagiarised.
my parents if there is an emergency. My mum’s happy
5 The family next door is said to have won the lottery last year.
knowing I’ve got my phone with me at all times.
6 The US president is reported to be going to visit the UK.
Tessa Well it says here in the leaflet that you can go to the
school office and use the phone there if you need to
VOCABULARY contact your parents about something during school
Exercise 1 time. And if they need to contact you, they can leave a
message with the school administrator.
1 dissertation 2 sailed 3 bachelor’s 4 Master’s Max What will they think of next? I don’t want to go to the
5 scholarship 6 fully qualified 7 full-time 8 gap year school office. What if it’s something personal I want to
discuss with my parents?
Exercise 2 Emma Well I think it’s about time they did something about
a 4 b 2 c 1 d 7 e 6 f 3 g 8 h 5 mobile phone use. They’re a huge distraction in class.
What else does it say in the leaflet? Let me see. Oh,
Exercise 3 look, it says you can’t use your phone on the school
grounds either. Personally, I’m glad to hear it. There’s a
1 do 2 took 3 go to 4 get 5 do 6 done lot of cyber-bullying going on in school at the moment
and a lot of that takes place on school grounds. Finally
Exercise 4 someone’s taking things seriously.
1 went 2 didn’t take 3 did 4 did 5 to get Tessa Have you read this last paragraph? ‘Lastly, we are very
6 didn’t go 7 did concerned by statistics from the Greenwich police
regarding the number of pupils who are attacked in
READING Greenwich on the way to or from school for their mobile
phone. This is apparently less of a problem among
Exercise 1 pupils at schools where it is known that phones are
banned. Statistics show that as a youngster, you are
1 If/Whether the government was right to abolish free music
far more likely to get mugged if you have a phone than
lessons in schools.
if you don’t. As many as 10,000 mobile phones are
2 Maths and English.
stolen every month, and two-thirds of the victims are
3 Teaching literature.
aged between 13 and 16.’ Scary stuff. I know a couple of
4 Because money plays such a big part in our lives.
people who’ve had their phones stolen while they were
5 An understanding of different people and cultures.
walking home from school. They got new ones but it has
6 Obesity
put them off bringing them to school.
Emma Apparently, one in five children aged 8 to 16 has had
Exercise 2 their mobile phone stolen, often by another child or
To investigate whether there are any benefits in starting school group of children. That’s outrageous.
later for 14–16-year-olds. Tessa Oh and here are some more statistics: ‘6% of children
aged 10 to 15 reported unwanted and nasty emails or
Exercise 3 texts, or abusive posts on a website.’ That’s awful. I’m
beginning to agree with you, Emma.
1 F 2 T 3 T 4 T 5 F 6 F
Emma It talks about road traffic accidents too. It says pupils
aren’t concentrating on the traffic because they’re using
DEVELOPING WRITING their phone to text and play games as they walk to
school. They’re in danger of being knocked down by a
car.
Exercise 1
Max Well I still think it’s a bad idea. I really don’t think they
2, 3, 4, 1 should ban mobile phones in school.
Tessa I’m sorry, Max, but it looks like they’re going to, starting
LISTENING Monday.
Max They can’t do that.
31 Exercise 1 Emma It seems they can and they are. Well, that’s the best
1 They’re a huge distraction in class. news I’ve heard in ages.
2 Cyber-bullying taking place on school grounds.
3 Pupils being attacked and having their phones stolen on the
way to and from school. DIALOGUE
4 Road traffic accidents caused by pupils being distracted by
their phones.
Exercise 1
1 What will they think of next
31 Exercise 2 2 I’m glad to hear it
3 I think it’s about time
1 T 2 T 3 DS 4 T 5 F 6 T 7 DS 8 F
4 That’s the best news I’ve heard in ages
5 They’ve got to be joking
6 That’s outrageous

136
 WORKBOOK ANSWER KEY
CAMBRIDGE ENGLISH: ADVANCED 5
Companies have repeatedly complained that too many young
32 Exercise 1 people enter the workplace lacking basic literacy skills, i.e. they
have poor spelling, punctuation and grammar. Even though
Task one we now have help from spell checking software, spelling errors
1 Speaker 1 – G are still occurring. You may think it is less important to spell
2 Speaker 2 – F and punctuate correctly these days, but in fact, it is even more
3 Speaker 3 – A important now we rely so heavily on communication by email.
4 Speaker 4 – B A badly written email gives a bad impression of a company and
5 Speaker 5 – C an even worse impression of the sender. In my opinion, spelling,
Task two punctuation and grammar should be at the top of the ‘necessary
6 Speaker 1 – E life skills’ agenda.
7 Speaker 2 – D
8 Speaker 3 – B
9 Speaker 4 – C CONSOLIDATION UNITS 9 & 10
10 Speaker 5 – H
33 Exercise 1
People being allowed to pay to avoid queuing.
Audio Script Track 32
You will hear five short extracts in which people are talking 33 Exercise 2
about different aspects of education. Look at Task 1. For
questions 1 to 5, choose from the list (A to H) each speaker’s 1 Because the rides were so popular and it was the school
opinion. Now look at task 2. For questions 6 to 10, choose from holidays.
the list (A to H) what advice each speaker gives. While you listen, 2 A family walked to the front of the queue and straight onto
you must complete both tasks. the rollercoaster.
3 It allows you to book a ride electronically and turn up at the
1 appointed time.
I think it’s important to teach practical skills. GCSE and A-Level 4 Because everyone else has to wait.
Business Studies courses just cover the theory of business 5 A quick route through security that can be paid for.
in a classroom environment. I think students are capable of 6 It shouldn’t be able to buy you anything.
much more and should be exposed to real-life situations in real
businesses. I think they should be encouraged to set up and
run their own small businesses and see their ideas turn into Audio Script Track 33
success stories. I also believe it’s important to develop their self- I was at a theme park last year and because it was the school
confidence and encourage them to think they can be successful. holidays it was packed, of course, and the queues for the most
We need to start developing their business skills and talents at popular rides were really long, and when I say long, I mean really
an early age. They have plenty of ideas. Let’s show them how long. They’ve got those signs which tell you how long the wait
they can use them. is and in some cases it was well beyond the hour mark. It was
2 madness. Anyway, I was waiting with my kids in one of these
Apparently creative thinking has been decreasing in children queues when we saw this family walk right to the front and get
of all levels over the past thirty years. My theory is that too straight onto the rollercoaster. Well, I mean they showed the
much importance has been placed on testing and not enough man in charge something first and he opened a special gate for
importance on play. Play is important for young children. They them and they got straight on. I thought it was bit odd so when
learn far more life skills from play than they do from filling in we finally got to the head of the queue I asked the man about
worksheets. They learn about fairness and morality. They learn what I’d seen. And he told me that for an extra £200 a day, you
how to communicate and make themselves understood. They could buy a special pass called the ‘queue jumper’ and it allows
learn how to get along with people, come to decisions together you to avoid any queuing at all. You book electronically and
and cooperate with each other. They learn that sometimes you just turn up at the appointed time. Well, I was furious. I’d paid
need to follow rules. In my opinion, our children don’t need something like £300 for my family for weekend passes and now
more testing, they need more play. for another £400 I could buy my way out of queuing. Apart from
3 being absurdly expensive, it just doesn’t seem right. It doesn’t
Young people need to think whether university is right for seem fair that just because you’ve got the money, you don’t have
them. The school curriculum is so geared to steering students to suffer all the inconveniences of life that the rest of us have to
towards university that it neglects to inspire students to think put up with. When it comes to waiting, we’re all the same, aren’t
of other options. Society needs a mixture of skills and talents; we? It’s a bit like some airports now are offering a quick route
we need nurses and plumbers, carpenters and electricians just through security if you pay. Instead of waiting with the masses,
as much as we need doctors, engineers and architects. Maybe you can just bypass it all. Just take your bags and go straight
huge tuition fees are a good thing. It’s made students question to the front of the queue. I mean, it’s not right, is it? I suppose
whether they really need or want to go to university. It has made I’ve always taken a bit of comfort in knowing that although they
them look at other options and maybe that is not such a bad might spend the flight in luxury, at least first class passengers
thing. have to suffer in those huge security queues like the rest of us
until they board the plane. But, no, apparently not anymore. It
4
seems that money can buy you anything. I don’t know. It just
I decided to leave school at sixteen and do an apprenticeship.
seems that everything’s for sale these days but there must be
Do I have to pay for my apprenticeship? No. In fact I get paid
some things that money shouldn’t be able to buy, surely? I can’t
£5 an hour. I work on an arable farm. I love being outdoors all
be the only one who feels this way, can I?
day and I hated being inside a classroom – I used to feel very
restless sitting down for most of the day. Now I’m learning how
to prepare and cultivate a site for planting crops and how to
harvest and store crops. I feel for me these are useful skills, far
more useful than anything I would learn at university – maybe
I’m wrong, but I’m very happy with my choice.

137
Exercise 3 Exercise 4
1 Mum insisted on me doing the washing up. 1 The car needs a paint job. I will have it repainted.
2 At the end of the day it’s only a silly game. 2 The carpet was very dirty. We had it cleaned.
3 Dad blamed me for breaking the TV. 3 Their garden wall was damaged in the accident. They had it
4 Under no circumstances will I apologise to Maria. rebuilt.
5 He is believed to have been involved in the robbery. 4 The old garage was falling down so we had to have it
6 It’s thought that the mystery might never be solved. demolished.
7 No sooner had I got in the shower than the phone rang. 5 She hated the tattoo, so she had it removed by laser.

Exercise 4 Exercise 5
1 d 2 h 3 a 4 f 5 b 6 g 7 e 8 c 1 to have; put in 2 have; changed 3 had; repaired
4 had; replaced 5 Did; have; painted 6 have; had; installed
Exercise 5
1 corrupt 2 trial 3 reasonable 4 terms 5 verdict Exercise 6
6 unethical 7 innocent 8 witness 1 will never be 2 must be 3 might have been
4 may be 5 can be 6 shouldn’t have been; might have
Exercise 6 been 7 must be 8 will have been
1 or less 2 outrageous 3 something 4 do that
5 action 6 region Exercise 7
1 it could have been written by a child
Exercise 7 3 should not be given to children
3 her hair must have been dyed
rule reason 4 The red button should have been pressed first
food Triangular flapjack A student was hit in 5 It can only be used in places with wifi
cannot be served. the face by a piece that 6 Your question might be answered on the website
It must be served in was thrown. 7 they should have been kept in the fridge
rectangles or squares. 8 my pocket money would have been stopped for a month

language Slang has been to make students Exercise 8

banned. more employable
1 mustn’t be thrown
recreation Activities involving to avoid physical or 2 can be made
running around the emotional damage 3 might have been worn
playground have been 4 could have been painted
banned. 5 will be seen
clothing Ugg-type boots have They can be used 6 should be stored/should have been stored
been banned. to smuggle mobile 7 may have been left
phones into school. 8 must have been loved

UNIT 11 21ST CENTURY LIVING GET IT RIGHT!

1 Joe had his bike fixed at the bike shop last week.
GRAMMAR 2 My mum has her hair dyed once a month.
3 George has had his phone stolen at school. He’s furious!
Exercise 1 4 Peter is going to have his eyes checked tomorrow at the
1 were / got 2 was 3 got 4 was / got 5 was hospital.
6 was /got 5 Ben wants to take his computer in to the shop to have it
upgraded.
Exercise 2 6 We should have had the tree cut down before it blew over in
the wind.
2 Gina got stopped for speeding by a police patrol.
3 You might get mugged if you wear a gold watch on that
beach. VOCABULARY
5 After his interview on TV, Steve got phoned by a lot of people Exercise 1
he didn’t know.
6 When my mother tidied my bedroom some of my favourite 1 A 2 A 3 A 4 NA 5 A 6 A 7 NA 8 NA
things were thrown away. 9 NA 10 A

Exercise 3 Exercise 2
1 My suitcase got stolen while I was asleep. 1 shout 2 temper 3 up 4 cool 5 steam 6 go
2 Helen got told off by her mother for being late home. 7 tongue 8 peace 9 head 10 Stay
3 The man got seen leaving the bank with a bag.
4 My cat got hurt by some kids throwing stones.
5 The new baby was loved by my grandmother.
6 Film stars get talked about a lot by people.

138
 WORKBOOK ANSWER KEY
Exercise 4 Exercise 3
G E L C Y C P U D U 3 ‘and stuff ’ 4 ‘… don’t we?’ 5 ‘Hmm’

E O P L A W T D P P LISTENING
D O W N G R A D E D 36 Exercise 1
A O C Y C L A O Y A D, C, A, E, B
R W W I U T Z W A O 36 Exercise 2
G R A N E Z C N L L 1 Because they have to learn how programs and apps work.
2 It has decreased by 50%.
P L O P S L E P P N 3 It’s faster.
U P G L A I D E N W 4 Because environmental awareness has increased in general.
5 Delivering meals to elderly people, clearing litter from public
U P L O A D Z R W O places.
6 They get on better with them.
D R O W L O P E O D
U P D O N P L E D A Audio Script Track 36
Exercise 5 Jon Now, for the next section of today’s show we’re talking
about modern teenagers. Now I remember when I
1 update 2 download 3 upcycled 4 uploaded
was a teenager, many, many years ago, all the adults
5 downplay 6 upgrade 7 downgraded 8 downsize
thought we were awful – in fact it seems that for every
generation of teenagers, the parents and adults think
READING they’re awful! But is it actually true? Mary Philips thinks
not. Good morning, Mary.
Exercise 1
Mary Good morning.
1 People suddenly stopping in front of you; people looking at Jon So tell us why you think modern teenagers aren’t as bad
their phones instead of where they’re going; groups walking as some people think.
side by side and blocking the pavement. Mary Well there’s a lot of research evidence out there
2 Not looking where they’re going and running out in the street that suggests that teenagers today are actually an
in front of cars. improvement on their parents and grandparents.
3 They beep their horn if you’re going slowly; they get too Jon For example?
close to bikes when they overtake; they don’t indicate; they Mary Well, one example is intelligence, and the ability to
overtake and then almost immediately turn. analyse things. There’s a lot of evidence that they’re
4 Possible answers: aggressive, arrogant, impatient, selfish, both increasing, and especially amongst teenagers,
dangerous. partly because of the increase of technology in their
5 They don’t stop at red lights, they cycle the wrong way up a lives and thus the need to examine programs and
one-way road, they cycle on pavements. apps and figure out how they work. And talking
6 Possible answers: self-righteous, aggressive, dangerous. of technology, a lot of people think that, because
teenagers enjoy computer games, including ones that
Exercise 2 have a lot of violence in them, teenagers are becoming
1 Hosted a TV show; written several other books. more violent these days. But in fact, at least here in the
2 Offers some great laughs, especially to people of his US, the rate of violent crime committed by teenagers
generation. has gone down by 50% over the last decade or so. It’s a
3 It was humourous but fell short of his expectations. much faster rate of decrease than in older age groups.
Jon That’s really surprising, to me at least and I’m sure to
Exercise 3 many of our listeners. What else can you tell us about
teenagers that might surprise us?
1 F He’d written several other books before. Mary Well, they’re more environmentally aware than earlier
2 F He thinks some information is valuable. generations. That’s to be expected, I guess, since
3 T thinking about the environment and caring for it
4 F He thinks they were sometimes better and sometimes wasn’t such a big deal fifty years or so ago, but today’s
worse. teenagers, in general, do pay a lot more attention
5 T to things like using less energy and reducing waste.
6 F He attacks lots of other aspects of modern life. And kind of related to that, I think, is that nowadays
teenagers are more community conscious too, they
DEVELOPING WRITING do a lot more than previous generations to help other
people. Um, they volunteer for things that they think
will improve not only their own lives, but those of other
Exercise 1 people too – things like delivering meals to elderly
1 People don’t have to work so hard physically; people spend people, or cleaning litter from parks and other public
less time commuting because they can work from home; places. They’re more tolerant of other groups of people
there is more equality. as well.
2 Reliance on technology and related security risks. Jon Well, that’s good news, I think. OK, we’re running out of
3 Trying to live without technology. time, but can you give us one more example?
Mary Absolutely, and this is the one I like best. An
Exercise 2 organisation in the US produced a report indicating that
these days teenagers get along better with their parents
1 for a start 2 then; not only that; plus 3 that said than ever before. Now that doesn’t mean that they
agree about everything …

139
 Jon That would be too much to ask! Exercise 7
Mary Well, yes! But it does seem that parents and teenagers 1 Martin was going to call you this afternoon but then he
don’t argue as much about their differences or disagree forgot.
as much as they used to. That’s the main thing. 2 Helena was going to go on a climbing holiday next week but
Jon My parents and I always argued about music. now she can’t because she’s broken her leg.
Mary And people still do – but incredibly, even musical taste 3 Dad thought you would probably be late home but not this
is more similar than ever before, so there’s less to argue late.
about! 4 We were going to visit some friends in Spain this summer but
Jon How times have changed! Mary Philips, thank you very then they came to visit us instead.
much. Now, let’s move on … 5 I didn’t think I would pass the physics exam, so I was
surprised when I did.
6 They weren’t going to volunteer at the school but now they
DIALOGUE are glad they did.
7 I didn’t think my little cousin would learn to read so quickly.
Exercise 1
Dialogue 1
5, 3, 1, 6, 2, 4
GET IT RIGHT!
Dialogue 2 1 I won’t be at the lecture tomorrow. Perhaps the day after
6, 4, 2, 3, 1, 5 tomorrow I can borrow your notes on what you will have
done tomorrow.
Dialogue 3 2 All of next week we will be campaigning for the fight against
5, 3, 1, 6, 2, 4 child poverty.
3 By next Saturday the final candidates will have been
1 get 2 out 3 up 4 down 5 easy 6 skin shortlisted.
4 The moment Eve appears on stage tomorrow her lifelong
CAMBRIDGE ENGLISH: ADVANCED ambition will have been fulfilled.
5 Next Tuesday the whole country will be voting in the general
1 technological 2 unimaginable 3 astonishingly
election.
4 innovations 5 improvement 6 enthusiasm
6 I will be lying on the beach and relaxing this time next month.
7 unjustified 8 pursuit

UNIT 12 UNSUNG HEROES VOCABULARY

Exercise 1
GRAMMAR 1 put; forward for 2 campaigned for 3 vote for; wasn’t
Exercise 1 elected 4 is in the running for; was shortlisted 5 nominate
1 My brother will still be travelling around Mexico.
2 I will still be studying History at university. Exercise 2
3 My sister, Helen will have finished her degree. 1 pull off 2 fulfilled my ambition of 3 failed spectacularly
4 Helen will still be looking for a job. 4 his plans fell through 5 hasn’t given up on her dream
5 My family will have moved house. 6 is recognised as
6 We will be living in our new house.
Exercise 4
Exercise 2 1 particular 2 circumstances 3 eye 4 mind
1 you will have hiked up two volcanoes. 5 spite 6 time
2 you will have travelled up the Amazon to remote villages by
canoe.
3 you will have been whale-watching.
READING
4 you will have seen the glacier that covers the peak of Exercise 1
Cotopaxi. 1 He wanted to give young people the confidence and skills to
5 you will have explored the famous indigenous market of become leaders of the future.
Otavalo. 2 Unity and tolerance.
6 you will have experienced standing with your feet in two 3 Rescuing and changing the lives of children in shanty towns
hemispheres on the equator line at Mitad Del Mundo. in several countries.
7 you will have had the holiday of a lifetime. 4 Food, medical care and help to overcome trauma.
5 To bring education to the Orang Rimba.
Exercise 4 6 They can now communicate with their government.
1 will be queuing 2 will have made 3 will be thinking
4 will have completed 5 will have started Exercise 2
1 Alice earned her BSc in bacteriology.
Exercise 6 2 Alice showed how drinking raw milk could cause brucellosis.
1 was going to play 2 were going to have 3 Alice contracted brucellosis.
3 was going to do 4 would; come 4 Alice became the first female president of the Society of
5 would have 6 was going to see American Bacteriologists.
7 was going to go 8 wasn’t going to see 5 Alice was added to the National Women’s Hall of Fame.
9 wouldn’t want 10 would go and get

140
 WORKBOOK ANSWER KEY
Exercise 3 Joe On the first day, we’re going to San Cristobal Island.
1 American We’ve got three days there. We’re going to walk to the
2 Teacher 5-mile-wide crater of the Sierra Negra volcano. I’ve never
3 Scientist been up an active volcano before so I’m really looking
4 Bachelor of Science and Master of Science in bacteriology. forward to it. It last erupted in 2005 so I hope it’s not
5 That drinking raw unpasteurised milk could cause going to erupt while we’re there!
brucellosis. Sam Stop worrying. Of course it won’t erupt. So what else are
6 Contributions to work in the field of infections, including you going to do on the island?
meningitis and throat infections. Joe We’re also going to visit the Giant Galapagos Tortoise
breeding centre. I’m so excited about seeing the giant
tortoises. You know you can’t see them anywhere else in
DEVELOPING WRITING the world? I think that’s going to be the highlight of the
trip.
Exercise 1 Sam You’re really lucky. I’d love to see them.
Joe I’m hoping we’ll be seeing lots of other wildlife too. We’re
1 The mobile phone. 2 Cheaper
going snorkelling with sea lions. Oh and we’re going to a
place called Dragon Hill. Apparently it’s a nesting site for
Exercise 2
iguanas. It’s going to be amazing.
1 would be carrying mobile phones around with them every Sam It does sound amazing, and I know how much you’re
day into wildlife so you’re going to love seeing all these
2 was going to change unique animals. Looks like your mum’s picked the perfect
3 would become so successful/would become so cheap/would holiday for you.
be used by so many people. Joe You’re going to have a great time too.
4 would last for days Sam Yeah, I know. I’ve been fascinated by the Mayans for a
while now, so I’m looking forward to actually walking
Exercise 3 around one of their cities. I’m sure we’re both going to
Paragraph 1 tells us what the invention is. have an amazing adventure and we’ll have lots to talk
Paragraph 2 gives us biographical information about the about when we get back.
inventor.
Paragraphs 3 & 4 explain things the inventor didn’t know
would happen. DIALOGUE
Paragraph 5 predicts how the invention will change in Exercise 1
the future.
1 He’s dying to 2 I’m really looking forward to
3 This time tomorrow, I’ll be 4 I’m so excited about
LISTENING 5 It’s going to be amazing 6 It can’t happen soon enough
39 Exercise 1
1 Wildlife 2 The Mayans 3 A Sam; B Joe PHRASES FOR FLUENCY
Exercise 1
39 Exercise 2
1 like 2 fancy 3 ages 4 weird 5 know 6 question
1 T 2 DS 3 DS 4 F 5 T 6 DS 7 F 8 T
Exercise 2
Audio Script Track 39 3, 1, 7, 5, 6, 4, 2, 8
Sam Hi, Joe.
Joe Hi, Sam. I just rang to say have a good trip. CAMBRIDGE ENGLISH: ADVANCED
Sam Thanks, Joe. This time tomorrow I’ll be on the flight to
Cancun. We’re spending the first night there and then 1 E 2 E 3 A 4 B 5 D 6 A 7 C 8 C 9 D 10 C
we’re driving to Merida.
Joe And when are you going to Chichén Itzá?
Sam On Thursday. I can’t wait to see the pyramid. CONSOLIDATION UNITS 11 & 12
Joe You mean the Temple of Kukulkan – or El Castillo as some 40 Exercise 1
people call it?
Sam Yes, that’s the one. Did you know the temple has 365 He’s unfriended Tina.
steps to the top? That’s one for every day of the year.
The Mayans developed the 365-day calendar and they 40 Exercise 2
were really good astronomers. They could predict solar 1 C 2 C 3 A 4 A
eclipses. I think that’s impressive. I’ve been reading all
about them and I’ve seen loads of pictures of the stepped
pyramid at Chichén Itzá. I’m dying to go and see it.
Joe Don’t forget to take lots of pictures.
Sam I’ll post a picture of me at the top of the pyramid as
soon as I can … So when are you going to the Galapagos
Islands?
Joe In two weeks’ time. It can’t happen soon enough. My
mum booked the trip a year ago now, and we’d been
planning it for ages before that. I can’t believe we’re
actually going to go.
Sam No, neither can I. So where are you going first?

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 Exercise 7
Audio Script Track 40
1 Because he is blind.
Owen There was a really interesting article in the weekend 2 When his father taught him to play bird songs on the piano
magazine. It was recommending that the best way to and took him to the natural history museum.
keep your special friends special is to unfriend them all 3 His guide dog Ronja, to allow him to navigate through the
on Facebook. jungle.
Tina What! That sounds a bit over-the-top. What’s the 4 To introduce people to the sounds of a day in the life of the
reasoning behind that then? Brazilian jungle.
Owen Well, according to the article it says that couples 5 He thought the birds with the most beautiful songs would
who are also friends on social media often don’t have the brightest colours, but it was the plainest birds that
communicate very well in real life. had the most beautiful songs.
Tina So what? They just get all their news from each other 6 Because sighted people are distracted by sight and do not
from their Facebook pages? tap into their natural ability to truly appreciate sound.
Owen Exactly. Instead of talking to each other they just post
things online and expect their partner to get their
information that way.
Tina Yes, I’ve seen my parents do that. It usually leads to an
argument.
Owen Talking of arguments, the article also points out
that many couples fall out because one of them will
constantly be posting things related to them online
while the other one prefers to keep things more
private. So for example, after a family holiday maybe
the dad wants to upload photos of the kids on the
beach but the mum doesn’t want them out there in the
public eye and nor do the kids half the time either.
Tina Yes, I’ve seen that too. Only it was my mum who
wanted to post our school photo online. I mean she
didn’t even ask me. It’s quite embarrassing really.
Owen And there’s also such a thing as having too much
information and that maybe we don’t really want to
know everything that our partners are getting up to.
Maybe some things are better left secret.
Tina The question is, what sort of things?
Owen Well the example in the article was about a man who
got tired of reading that his wife was enjoying her third
cup of coffee at work so he unfriended her.
Tina And how did she take that?
Owen No idea! I just read about them in the article. They’re
not my personal friends.
Tina Well I think I’d be a bit annoyed if you unfriended me
on Facebook.
Owen Really? Oh … um …
Tina Don’t tell me you’ve actually …
Owen Sorry, I’ve got to go check my Facebook quickly. I’ll be
right back!

Exercise 3
1 car got broken into
2 having a new kitchen installed
3 accidents must be reported
4 afternoon I will have finished my exams
5 ’ll be watching
6 was going to phone you

Exercise 4
1 lose; bit 2 nominate; myself 3 for; for 4 let; go
5 off; failed 6 running; shortlist 7 calm; up 8 up; fulfilled

Exercise 5
1 downsize 2 bite 3 upgrade 4 overcome
5 uploading 6 fallen 7 downgraded 8 keep

Exercise 6
1, 11, 7, 3, 9, 5, 8, 10, 2, 6, 12, 4

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WO R K BOO K
PRO N U N CI ATIO N K E Y
UNIT 1 UNIT 5
Intonation: showing emotions Connected speech feature: elision
Exercise 2 Exercise 1
1 enthusiastic 2 disappointed 3 puzzled The last consonant of the first word is lost when saying the
4 sympathetic 5 cheerful underlined linking words quickly:
1 Millie and Frida came to the house for cake and tea.
UNIT 2 2 Julie ran her fastest marathon last year.
3 I lost my ticket and missed the train.
Different ways of pronouncing c and g 4 She jumped from the building onto the cardboard boxes.
5 He travelled from France to England by boat.
Exercise 1
/k/ biscuit, occasionally, topic; Exercise 2
/s/ accident, cyberspace, decision; The consonants t and d.
/ / artificial, beneficial, sufficient;
/ / guilty, disagree, regular; UNIT 6
/d / dangerous, generally, urgently.
Modal stress and meaning
UNIT 3 Exercise 1
Unstressed words in connected speech 1 Jack might like your help – even though he’s very
independent.
Exercise 1 2 Are you going to Paris too? We could go together.
1 If I had money, I would’ve gone out for dinner. 3 I could tell you the answer, although it wouldn’t be fair on
2 If she hadn’t invited him, they wouldn’t have met. the other students.
3 If he hadn’t missed the train, we’d be having coffee now. 4 Julie’s lost her job; they may have to sell their house.
4 A kinder person would’ve apologised for making us wait 5 Tom may look young, but he’s actually about to retire.
so long. 6 It can take two hours to get to that village by train.
5 We’d still be friends if she hadn’t said those things.
Exercise 2
UNIT 4 1a, 2b, 3b, 4a, 5a, 6b
Telling jokes: pacing, pausing and punchlines
UNIT 7
Exercise 1
Connected speech feature: assimilation
The second version of the joke has been told well. In the first
version, the actor has used pacing and pausing more suitable Exercise 1
for reading a newspaper article.
/n/ changes to /m/: brown bird, green pencil, London Bridge,
Exercise 2 thin person;
/n/ changes to / /: common cold, foreign guest, green grass,
A man went to see the doctor (P) and sat down to explain his London cab.
problem.
‘Doctor, (P) doctor! I’ve got this problem,’ he said. (P) ‘I keep
thinking that I’m a dog. It’s crazy. I don’t know what to do!’ (P) UNIT 8
‘Interesting,’ said the doctor soothingly. ‘Relax, come here and Stress in multi-syllable words
lie down on the sofa.’ (S, underlined)
‘Oh no, Doctor,’ the man said nervously, (P) ‘I’m not allowed on Exercises 1 & 2
the furniture.’ Stressed syllables in bold.
Three syllables: comfortable, extremely, recognised;
Four syllables: contribution, fundamental, undefeated;
Five syllables: anticipated, communicative, congratulated;
Six syllables: incomprehensible, materialistic, unrecognisable.

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UNIT 9
Unstressed syllables and words: the / / phoneme
Exercise 1
1 decided 2 justice 3 arrested 4 been 5 pocket
6 bullets 7 subsequent 8 prejudice 9 convicted

UNIT 10
Lexical and non-lexical fillers
Exercises 1 & 2
1 I mean 2 um 3 like 4 er 5 well 6 like 7 sort
of 8 I mean 9 uh

Exercise 3
Lexical fillers: I mean, like, well, sort of
Non-lexical fillers: um, er, uh

UNIT 11
Intonation: mean what you say
Exercise 1
The sentences said in an appropriate way are: 1a, 2a, 3b, 4b

UNIT 12
Shifting word stress
Exercise 1
1 conflict 2 contract 3 present 4 protest 5 record
6 suspect

Exercise 2
1 conduct (V) 2 suspect (V) 3 record (N) 4 conflict (N)
5 contract (N) 6 protest (V)

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