Our strange world
3 Practicing for CAE
Topic vocabulary Word building Writing
• Phrasal verbs • Collocations • Situational
• Mysteries • Affixation writing
• Collocations • Word families • Reviews
• Word families
• Information sheets
Listening: Part 1 − Multiple choice SB p. 56
Warmer
• Ask: How would you define the word “strange”?
What things do you consider strange? Elicit
some answers, then ask: What would you say is
the strangest thing you have ever seen?
Topic vocabulary: Strange discoveries
1 Students work in pairs to describe the images.
They brainstorm ways in which the images
might seem strange.
2 U3 Track 1 Students mention briefly if they
have heard about discoveries which were made
in a strange way. Then they listen to the audio
and describe each discovery and which they
consider to have been the most interesting
one. Answers may vary.
U3 Track 1 ▶ Transcript ▶ p. 56
And today in Our Strange World, your favorite
program: Weird Discoveries, Weirder Ways… The
construction industry has grown in leaps and bounds
over the past centuries. It’s gone through economic
booms and downturns, and is now rising to the
“green” challenge. If everyone helps, we can really
save our planet. However, although the methods
change, the basics remain the same—you either build
from scratch on a new piece of property or you break
down whatever is on an existing one and start over.
Sometimes delays happen and deadlines come too fast,
and occasionally, unexpected things can put a halt to
a building project. If there is something that stops it,
you will never finish on time. This list names 5 weird
and wonderful things that have delayed or shut down
construction projects around the world.
Session 1
Language Exam preparation
structures & • Listening: multiple choice /
functions sentence completion
• Conditionals • Speaking: long turn / collaborative
• Phrasal verbs task
• Collocations • Reading and Use of English: multiple
• Prepositions matching /multiple choice cloze /
gapped text / multiple choice /open
cloze / word formation
The number 5 in this list took place on a highway
construction site where they found a rare endangered
spider which made them stop a 15 million dollar-project.
Number 4 in our list is the discovery of the foundation
of a medieval mansion which apparently never
existed in Somerset, Wales during the digging in a
construction site.
While getting ready to build a swimming park, workers
discovered an ancient Mayan ball game court. This
made the construction become an archaeological site.
Our number 3 of today.
Discovery number 2 was while building a Marriot Hotel,
they discovered ancient ruins of Inca walls, so the hotel
had to be built elsewhere.
And number 1 of today’s program is the discovery of a
stash of diamonds!! Yes!! Diamonds were found while
having some renovations done in a property in
Fresno, California.
So, stay with us and enjoy all the information we have
for you!
3 Students listen to the U3 Track 1 again and
answer individually. Then they compare
their answers with a partner.
Answer key
(Answers may vary)
a. global warming / pollution.
b. we can save our planet.
c. it won’t be finished on time.
d. archaeological sites / diamonds.
4 Students discuss what they think the workers
who made the discoveries might have been
telling by completing the sentences with their
opinions. Then they compare their answers
with a partner. Answers will vary.
5 After reading the explanation, students will
check the answers in Activity 4 and correct
if necessary.

6 Students brainstorm possible answers. Then
they give their own possibilities and share
with a partner. Answers may vary.
Answers structure
1. Simple future
2. Simple present
3. Simple future
4. If + simple present
5. If + simple present
7 Students tell what the structure of the
conditional tenses is. Then they fill in the
activity individually.
Answer key
1. will be
2. want
3. will consider
4. won’t happen / drive
5. deliver / will not upload
8 Students work in groups to tell about
something they know was discovered in
a weird way. They must use sentences in
zero and first conditional. Their partners co
evaluate their speaking process.
Exam practice
• Go to http://bit.ly/1lNcQ3j, read the
information in the Preparation section
Reading and Use of English Part 1 to broaden
students’ knowledge of what is expected
from them in this part of the exam.
Read the Exam Tip with the class, making
sure they understand the importance of
reading the full text before answering.
9 U3 Track 2 Students tell a partner what
their reaction would be if they were working
in a construction site and suddenly they
made a very weird discovery. Then they
listen to the conversations twice and answer
the questions individually. Finally they share
to co evaluate.
Session 1
U3 Track 2 ▶ p. 57
CONVERSATION 1
Man 1: We had to stop work recently on a $15 million
highway construction project in Texas!
Man 2: Why was that? I mean, it’s a great deal
of money!
Man 1: Well, we were digging to begin the
construction when a rare spider was discovered on
the site.
Man 2: A spider? What kind of a spider? Had you
seen it before?
Man 1: It was huge and extremely rare! It turned out
to be an endangered species! It was only the second
time a sighting of this species has taken place in
over 30 years! It is a Braken Bat Cave mesh weaver.
It is also not a very pretty sight, as it has no eyes!
Man 2: And what did you do?
Man 1: Well, we called our boss and he called the
police who called a group of scientists! They took
the spider and asked us to stop. Afterwards, he told
us the now-famous spider was spotted only once
before in 1980, not far from the construction site,
and had a cave named after it. Federal officials now
have the difficult task of trying to move the project
forward without causing any disruptions to the area
the spider had claimed as its home, since several
holes have been discovered that are similar to the
one the spider was living in. Scientists are confident
that more mesh weavers might be found in the same
area, which is good because the one we did find had
to be dissected for verification and study purposes.
Man 2: How did the community react?
Man 1: Residents near the site are overjoyed at
the find because it will likely delay the highway’s
construction for a long time, maybe even put a stop
to it altogether.
CONVERSATION 2
Guide: It is no real surprise that Inca walls were
found during the construction of your hotel in Peru,
but it was still an exciting find. The city of Cuzco
was preparing to welcome a new Grand Hotel when
construction was halted by the discovery of the
ancient ruins.
Tourist: Really? Wow! So they destroyed them to
build it?
Guide: No!!!! The construction was stopped until
they decided what to do. Chronicles from the
Spanish conquest indicate that the site where the
hotel would be standing was a farming area, but it
has become clear by the discovery of the walls that
the map of the city will have to be altered. This is
 Session 1

because the walls that were found are consistent with

those used by Inca civilizations in their urban areas.
Other than the walls, they also discovered ceramics,
flooring, bones, and coal on the site. It is widely
expected that more historic discoveries will be made
as construction continues. The main architect of the
Grand Hotel has confirmed that the Inca walls will be
strengthened and somehow incorporated into the
new building.
Tourist: I can’t wait to see the final construction!!!
CONVERSATION 3
Reporter 1: This is Lindsay Black and Paul Ramsey
reporting from Fresno. If there’s anything that could
make a day better, it would be finding a massive
pile of diamonds on your property. This is more or
less what happened to a property owner in Fresno,
California. Tim Jones bought an old jewelry store and
hired a construction company to do some renovations
for him. During this time, a construction worker came
across a stash of diamonds hidden away behind
some shelving.
Reporter 2: The previous owner of the property,
Casey Stephenson, passed away six years before
the discovery of the diamonds, and the family let the
business go. Stephenson’s daughter has since heard
of the discovery and is trying to claim the diamonds
for herself. A lawyer who specializes in these types of
claims has said that deciding who gets the diamonds
will depend on the property contract and what it
states regarding property that stays behind after a
building is sold.
Reporter 1: And if they have any problem deciding on
what to do with them we will be happy to help! Isn’t
that right Paul?
Reporter 2: Sure Lindsay! We’re such good persons!
Hahahaha!

Answer key
1. B 2. C 3. B
4. C 5. A 6. C
 Session 2

Speaking: Part 2 − Long turn SB p. 58 4 Students check the meanings of the phrasal
verbs in Activity 3. Then they answer the
Warmer activity with a partner. Afterwards they
compare their answers with the rest of
• Students define weird phenomena written the students.
on the board. They tell what they consider a
weird phenomenon is and where you could
find one. Answer key
1. When tornadoes go up into the air they look
1 • Students label the images without asking very scary.
what the meanings are. Then they share
2. Sometimes when cold currents of air collide
their answers with their partners.
with hot ones, a rare atmospheric event
can occur.
Answer key
3. Wind speeds up marine currents inland.
1. bioluminescence
4. Rare phenomena take place all over the world
2. supercell
and make it a very interesting site to live in.
3. rainbow
5. Rare fire balls coming down mountains are
4. clouds
brought on as a result of atmospheric changes.
5. waterspout
6. Sometimes rare phenomena photos turn out
to be fake.

2 Students work in small groups to talk about

what they know about the images on this
5 Students review the meaning of the phrasal
page, what similar characteristics they
verbs in Activity 4 in order to use them
think the phenomena have and where they
afterwards. Then they write sentences about
happen. If they have little or no information,
weird natural phenomena using them on
they tell what they imagine the images show.
separate pieces of paper. They share their
The focus must be on fluent communication.
sentences with other teams who evaluate
their usage.
3 Students read the extracts individually. Then
6 Students describe what they see in the
they deduce the meanings using the context.
pictures and where they think these
They compare their answers with their
phenomena might take place. Then they
partners to improve the results.
choose a partner to work with and answer
the questions in the activity.
Answer key
1. gone over – talked or thought about something 1. Students read the options to label the
in order to explain it. different pictures and then they try to
2. made to – created connect them by using the words they
3. gone on – happened already know.
4. brought on – appeared
5. speed up – accelerated 1. Finnish Lapland
6. collide with – crash 2. Frost flowers
7. takes place – happen 3. Ball lightning
8. goes up – elevate 4. Volcanic lightning
9. come from – direct here from 5. Aurora
10. turn out – result
2. Students tell the class what they consider
a weird natural phenomena is and their
reasons for saying so. Then they work with
 Session 2

a partner to decide which of the pictures on the

page show weird natural phenomena and why. They
mingle afterwards to share their answers.

3-5. Students write their opinions on how often they

think the phenomena on the pictures take place and
what kind of persons witness them. They also write
about how they think they were discovered and
how they think the discoverers felt when they did.
Then they talk about their written opinions in small
groups and get to a group conclusion, which they
share with the whole class using visual aids they
make on the board or on exposition paper.

7 Students discuss the sentences in the activity telling

if they agree or not, giving reasons for their answer.
The students’ opinion of the sentences is the means
by which they develop fluency and use the structure
and topic of the lesson.

Exam practice
• Go to http://bit.ly/1lNcQ3j, read the information in
the Preparation section Speaking Part 2 to broaden
students’ knowledge of what is expected from them
in this part of the exam.

8 Read the Exam Tip with the class, making sure

they understand the importance of preparing
what they are asked to share in oral participation.

Students get organized in small groups and then

they prepare the task. They should first write
down the main ideas and develop the report they
are going to deliver orally. They rehearse what
they are going to say and they perform the task
for the rest of the class sharing the time between
both participants. They must be aware both of
them need to speak more or less the same time
and foster the other’s participation.
 Session 3

Reading and Use of English: Part 7 −

Multiple matching SB p. 60 Answer Key
1. were
2. had invented
Warmer 3. could visit
• Students mime a funny situation or image 4. could not have reported
they saw on a social network which might be
known for the others. The rest of the class
guesses what they are trying to say. As a Exam practice
conclusion have the group decide the reason
• Go to http://bit.ly/1lNcQ3j, read the
why those situations are popular. information in the Preparation section,
Reading and Use of English Part 7 to
1 Students talk about the information they broaden students’ knowledge of what is
can find in newspapers telling if they think expected from them in this part of the exam.
everything they find in them is real and why
they think so. They work in pairs to decide 6 Students read the text and answer the
if the headlines they are reading are true or questions. They first read for general
fake giving reasons for their opinion. comprehension. Then they read for
specific comprehension.
2 Students begin imagining what they would
do in unreal situations. They read the
situations given. Then they choose one Answer key
possible reaction they would have from the 1 B 2 A 3 C 4 A 5 D
ones given. Then they tell other possible 6 B 7 D 8 A 9 C 10 B
reactions they would have, different from
the suggested ones. They take notes of their
answers. Answers will vary.

3 Students work in pairs to share their

answers of Activity 2. Then they share them
with the rest of the class.

4 Students go through the explanation of

conditional tenses. Then they read the
sentences they built on Activity 2 and
classify them according to the studied rules.
Then they check if the sentences are correct
according to the rules.

5 Students explain each other how to form the

second and third conditionals and give some
examples. They select the best option for the
given sentences and give reasons for their
elections. They share their answers and co
evaluate. They decide on what rule is being
followed in each one.
 Session 4

Use of English: Part 1 − Multiple choice Answer key

cloze SB p. 60 a. Answers will vary
b. Speaker 2
Warmer Speaker 1
Speaker 3
• Students describe the weirdest place they have c. Answers will vary
seen or read about that they would like to visit.
d. Answers will vary
They tell a partner about it and they make a
drawing of the description they listened to. They
compare their drawings with the memory one has. 3 Students define the underlined words paying
attention to the context.
1 Students look at the photos in the page and
Answer key
discuss in small groups the answers to the given
questions. They are aware of the need they have • full responsibility – having all on oneself
to be able to establish a conversation telling • happy about – glad to
their point of view and letting the others do too. • barely sees – hardly thinks is possible
Answers will vary. • agree with – think in the same way as

2 U3 Track 3 Students listen to some persons 4 Students work in small teams to match the
talking about visiting the places in the pictures. words as they consider. Then they check with
The first time they listen, they tell their others and co evaluate.
opinions. The second time, they answer the
given questions. Answer key
a. throw a party
U3 Track 3 ▶ p. 62
b. square meal
Speaker 1: I reckon visiting Meteora would be the best c. window frame
experience in my life ever. I’m a big fan of open places
d. guilty of
mainly if they represent a challenge for me. Something
e. totally agree
I always enjoy is visiting uncommon places. It gives me
f. completely useless
the sensation to be a different and interesting person
myself. When I saw the advertising of the place I became g. strongly suggest
crazy to be there. I can’t think of a more appealing place! h. take vigorous exercise
The only disadvantage I can see is that it is a bit far from
home! I think flying to Greece won’t be as cheap, mainly
5 Students work in pairs to analyse the
parting from Puerto Rico, where I live!
information about collocations. Then they
Speaker 2: Visiting a desert is something that scares
me so much! I’ve seen these films where they’re classify the phrases in Activity 4 into their
travelling in the middle of a desert and suddenly their different categories.
car breaks down many kilometers away from anywhere!
It would definitely be one of my worst nightmares! Verb + noun Throw a party
Anyway I need to confess I feel attracted by scary
Adjective + noun Square meal
events, so even though it scares me so, I might go there
one day… This Uyuni Salad Desert in Bolivia is what I Verb + adjective + Take vigorous
would say is a horrible appealing scene! noun exercise
Speaker 3: Dracula!!! Mmmm I don’t really believe in the Totally agree
supernatural and visiting Romania… mmmm not sure… Adverb + verb
Strongly suggest
they say it’s sooo cold and lonely… Anyway the castle
looks great and people get very excited about being in Adverb + adjective Completely useless
the actual Bran Castle… I’m not sure, probably I would Adjective +
go elsewhere if I had the money… Guilty of
preposition
Noun + noun Window frame
 Session 4

6 Students work in pairs. Then they write more

Answer key
examples and use them in descriptions about
1. A - up to
weird places to visit. Answers will vary.
2. C - attractions
3. A - make
Other collocations 4. C - people
Take a risk 5. D - at
Verb + noun Give an advice 6. A - of
7. D - masks
Have a holiday
8. C - amazed
Annual turnover
Adjective + noun Time waste
Next few days
Verb + adjective + Have a good time
noun Spend some time
Rarely feel
Adverb + verb
Always insist
Very interesting
Very much
Adverb + adjective
Extremely
dangerous
Adjective +
Right on time
preposition
Elementary
Noun + noun school
School bus

Exam practice
• Go to http://bit.ly/1lNcQ3j, read the
information in the Preparation section
Reading and Use of English Part 1 to broaden
students’ knowledge of what is expected from
them in this part of the exam.

7 Students choose the best option to fill in the

blanks in the activity individually. Then
they share their answers with a partner to
co evaluate.

Writing: Part 2 − Situational writing SB p. 64
Warmer
• Students work in pairs to write notes on
experiences they have had or have heard
about extraterrestrial life. They make
drawings of how aliens might be if they exist.
Then they share with the rest of the class.
1 Students get in pairs and discuss the answers
to the given questions according to their
opinions. Answers will vary and contribute to
provide ideas for further use.
2 Students tell how they think the ancient
pyramids around the world were built and
if they think they could have been built by
human beings or not and why. They read the
text on the right side and mention what they
think the main idea is. Then they answer the
questions individually and share with the rest
of the class. Final answers should be written
and will be used in the next activity. Answers
will vary.
Answers key
1. one might think they could have had help from
a different-from-human civilization.
2. they might have had strange experiences about
alien visitors.
3. we could witness aliens presence as a fact.
4. you would have to collect and analyse evidence.
3 Students analyse the structure of the mixed
conditionals individually. Then they explain
others what they understood. Afterwards in
pairs they check the answers they gave in the
last activity and analyse if they are correct or
need improvement.
4 Students look at the images and discuss
whether they like reading or not and what
kind of books they prefer. Then they tell
what, in their opinion, are the three main
characteristics in a book that would make it
attractive for a teenager.
Session 5
They fill in the table individually with
information about two science fiction books
they have read. They share their information
in order to complete what they might have
forgotten. They complement the information
with an online search.
5 Students choose one of the two books they
remembered in Activity 4, in order to write
about it. Then they build a sequence map
in their notebooks with the most important
facts of the book they chose. The sequence
map must include at least the following
information:
• the main theme or themes of the story
• the most / least interesting characters
• the most interesting relationship in the
story and how it develops
• the key moment in the story
• how satisfying the ending is
• the significance of the place, time and title
of the story
When they have already built the map they
tell about it to a partner. They share the most
attractive information in their opinions.
Exam practice
• Go to http://bit.ly/1lNcQ3j, read the
information in the Preparation section
Writing Part 2 to broaden students’
knowledge of what is expected from them in
this part of the exam.
6 Students review what the main characteristics
in a review are. Then they go through the
different writing steps in order to write the
review they have been asked to do:
• First they plan what they are going to
write, taking Activity 5 as a basis.
• Then they proceed into writing a first
draft in 220 – 260 words in an appropriate
style. They understand the importance of
keeping their ideas within a certain number
of words.
• They share with a partner.
• They improve it taking into consideration
the opinions they got.

Listening: Part 2 − Sentence completion
SB p. 66
Warmer
• The group divides into two different
subgroups. Each new group chooses what
nationality they would like to represent. Then
they introduce themselves and a secretary
registers the differences. They analyse why
different nationalities have things in common
and others that separate them.
1 Students look at the images and tell each
other what they think they express.
They read the information given in two
different texts, and afterwards discuss what
they think the influence of social networking
in the knowledge of different cultures is.
2 In this activity the students practice intensive
reading looking for the prepositions in the
texts of Activity 1. They explain what they
think their usage is. In the explanations
answers will vary, all of them referring to
the relation between words given by this
part of speech.
Answer key
TEXT 1
Cultural differences influence communication,
behavior, and values. There are differences in
the way that people who identify with different
cultures, based on both national identity and
gender, manage their communicative behaviors
within SNSs (social network sites). These
3 Students analyse the sentences and the
differences can be understood through five
dimensions and the Diffusion of Innovation
Theory. The mentioned cultural dimensions
are: power distance, individualism/collectivism,
masculinity/femininity, uncertainty avoidance,
and long-term/short-term orientation. Power
distance is the extent to which the less powerful
members of organizations and institutions accept
and expect that power is distributed unequally.
Individualism and collectivism refer to the
degree to which individuals are integrated into
Session 6
groups. Masculinity and femininity describe the
distribution of roles between the genders; for
example, assertive and competitive vs caring and
nurturing. Uncertainty avoidance deals with a
society’s tolerance for uncertainty and ambiguity,
and long-term and short-term orientation
illustrate the focus and values of a culture.
TEXT 2
Social Networking and Smart Phones
Over the course of the past two years, “Fourth
screen” technology — smartphones, tablets, etc.—
has changed social networking and the way we
communicate with one another entirely. What
used to sit on our desks now conveniently fits in
the palm of our hands, allowing us to effortlessly
utilize functionality once reserved for multiple
devices wherever we go.
Given the abrupt rise in mobile computing, it’s
not surprising the most popular social media
platforms of the past several years hinge on
the capabilities of smartphones. Photo and
video-sharing applications such as Snapchat and
Instagram, the latter of which has now garnered a
staggering 20 billion images since the app’s initial
inception in October 2010, exist almost entirely
on mobile. The same goes with platforms such
as Foursquare, an application in which users use
their smartphones to check in to various locations
around the globe, and various matchmaking
services. Tinder, for instance, currently boasts
more than 10 million daily users, based on their
relation to their smartphone.
prepositions individually. They proceed to
answer. They compare their answers with a
partner to co evaluate.
Answer key
1. in
2. on – in – at
3. in – for – on
4. about
5. of – in – in

4 Students read and analyse the given
information about prepositions. Then they
write sentences about cultural differences
using prepositions in an accurate way. Then
they explain their usage to the class.
5 Students tell a partner what a tradition is and
which they know and like in their country. Then
they look at the images and tell the class what
tradition they think they represent and if they
know something about them.
6 Students try to match the words with their
definitions.
Answer key
cockfighting a. It is a blood sport between two
roosters (cocks), or more accurately gamecocks,
held in a ring called a cockpit.
puppetry b. It is an ancient form of theatre or
performance that involves the manipulation of
special dolls.
sausages c. It is food usually made from ground
meat with a skin around it.
auspicious d. It is showing or suggesting that future
success is likely.
7 Students get in small teams and they try to
answer the questions to get prepared for
the listening activity. Answers may vary. After
listening and answering Activity 8, they check
their answers and correct if necessary.
Exam practice
• Go to http://bit.ly/1lNcQ3j, read the information
in the Preparation section Listening Part 2
to broaden students’ knowledge of what is
expected from them in this part of the exam.
8 U3 Track 4 Students listen to the lecture and
then fill in the gaps.
U3 Track 4 ▶ p. 67
Every religion and culture has what outsiders consider
odd traditions, but which seem perfectly acceptable
to true believers. Every religion has ceremonies and
practices that mark life’s milestones: birth, marriage,
Session 6
the transition to adulthood, and death, many of which
may sound unusual to non-practitioners. Sometime
people practice some rituals which are adopted as
a part of religion, sometime they practice cultural
traditions which seems bizarre to others. There are
a lot of traditions that seems really bizarre to the
world where it is not followed, but let’s focus on
some of them.
Oktoberfest is the world’s largest funfair held annually
in Munich, Bavaria, Germany, unmistakably a German
tradition. This 16-day festival, running from late
September to the first weekend in October, attracts
over six million visitors per year who consume about
1,320,860 gallons of beer, 400,000 pork sausages and
480,000 roasted chickens. It started October 12, 1810,
at the wedding of Bavaria’s Crown Prince Ludwig to
Princess Therese of Saxony-Hildburghausen. Against
tradition, the couple invited Munich’s locals. The events
were held over five days on the fields that today are
named Theresienwiese after the bride.
Far from Germany, Beijing Opera is a uniquely Chinese
form of theatre that relates stories of romance, legend
and battles. There used to be troupes that travelled
China to put on the shows, but today, the best place
to enjoy it is in Beijing. Chinese Shadow Puppetry is an
ancient form of storytelling which was popular during
the Song Dynasty during the holiday season. The
stories of the shadow puppets told of events that had
happened elsewhere in the country and stories with a
Buddhist background.
Shadow play or also known as shadow puppetry is an
ancient form of storytelling and entertainment which
uses flat articulated figures (shadow puppets) to create
cut-out figures which are held between a source of light
and a translucent screen. The cut-out shapes of the
puppets sometimes include translucent color or other
types of detailing. Various effects can be achieved
by moving both the puppets and the light source. A
talented puppeteer can make the figures appear to
walk, dance, fight, nod and laugh.
Shadow play is popular in various cultures; currently
there are more than 20 countries known to have
shadow show troupes. Shadow play is an old tradition
and it has a long history in Southeast Asia; especially in
Indonesia, Malaysia, Thailand and Cambodia. It is also
considered as an ancient art in other parts of Asia such
as in China, India and Nepal. It is also known in the West
from Turkey, Greece to France. It is a popular form of
entertainment for both children and adults in many
countries around the world.
Another very interesting country is India. The standard
viewpoint is that most of the Indian beliefs and values
have sprung with an objective to protect themselves
from evil spirits, but some were based on scientific
reasoning. With the passing of time, the reasoning
 Session 6

part behind the origin of these cultural beliefs and

superstitions got eroded. That is exactly why most Answer key
of these beliefs appear unsubstantiated and false.
1. sausages and roasted chicken
However, in reality, there are many such beliefs in the
2. puppetry / shadow puppetry
Indians culture which are absolutely absurd and have
3. romance, legends and battles
no logic behind them.
4. 20
Leaving one’s home after wedding or for some other
5. superstition (evil spirits protection) and science
important task is a significant occasion. Thus, Indians
(scientific reasoning)
often consult astrological charts to fix an auspicious
6. India
time for this. Again, it is considered lucky to see
7. European
cereals, paddy, cotton or hay before embarking on a
journey. In India, you may also come across or hear
about people who help in interpreting other’s dreams.
Even the daily life of Indians is governed by beliefs
and superstitions. For example, Monday is not an
auspicious day for shaving and Thursday is a bad day
for washing one’s hair.
A full of culture country is Mexico. Mexican culture
encompasses a broad range of fascinating customs
and traditions. Varying cultural influences throughout
history have extended the diverse nature of Mexican
customs, of which origins lie in Aztec rituals, the
Mayan civilization and European conquests.
The Roman Catholic Church is a fundamental part of
many Mexican people’s life, as the family unit is too.
Many religious festivals, parades and celebrations
that are centred on religion are also often
celebrated with family. The celebration known as ‘La
Quinceañera’ is widely practiced in Mexican culture.
Traditionally it involves a thanksgiving mass and a big
party to celebrate the transition from childhood to
womanhood.
A light-hearted, entertaining and emblematic Mexican
custom is the piñata. These papier-mâché containers
filled with fruit and candies are most popular during
‘Las Posadas’ and for children’s birthdays.
Bullfighting is also extremely popular in Mexico, and
considered to be a well-established part of Mexican
culture just as cockfighting, which is staged in
‘Palenques’ all over the country.
The traditions and customs of Mexico are varied and
diverse. Each region has its own distinct celebrations
and cultural practices, and every community has its
idiosyncrasies. Mexican culture has evolved over time
and possesses a unique flavour.
 Session 7

Reading and Use of English: Part 7 − 5 Students read the text as a whole. Then they
Gapped text SB p. 68 read the paragraphs that have been extracted.
They analyse the related words and phrases
Warmer between the given text and the paragraphs
• Students tell a partner a famous tale imagining paying attention to clue words, sequence
it had a different beginning. Then they explain words and phrases, prepositions, among
what circumstances made the story change others. Then they choose the best order to
so much. complete the task. They read the full text again
to check if it has sense or should be changed.
1 Finally they share their answers to self-correct
Students discuss in small groups about their
and co evaluate.
opinion on the give questions which guide
the student into deducing what would have
happened if events had been different in the Answer key
past. Then they tell the class. 1. C 2. B 3. D
4. F 5. A 6. E
2 Taking the questions in Activity 1 as a model,
students discuss other “What if …?” questions
about things that could have happened
in a different way. They choose the most
interesting answers in their groups and share it
with the rest of the class.

3 Students read the information about how to

express hypotheses individually. Then they
tell a partner what they understood about it.
They answer the questions in activities 1 and 2,
paying attention to the structure. They share
their answers with the rest of the class to
practice how to do it correctly.

4 Students compare their answers with their

partners’ in order to improve theirs and give
opinions to the others about how to improve.

Exam practice
• Go to http://bit.ly/1lNcQ3j, read the information
in the Preparation section Reading and Use of
English Part 7 to broaden students’ knowledge
of what is expected from them in this part of
the exam.
 Session 8

Review SB p. 70 5 Students read the text about things some

students have said they would like teachers
Warmer knew. Then they fill in the gaps of the activity
• Students make a collage with images to show a individually. They proofread the sentences
weird place or event. Then they tell the rest of with the answer they selected. They share
the class what they would do if they witnessed it. their answers with a partner and decide if they
answered accurately or improvements must
be done.
1 Students plan the answers they must give paying
attention to structure and content. They plan and
tell three different ideas. Answer key
1. A 2. C 3. C 4. D
2 Students tell a partner about weird situations 5. C 6. C 7. B 8. A
they have lived or others have told them and
how they felt about it. Afterwards they read all
the situations and label them as it corresponds.

Answer key
1. B 2. E 3. A 4. C 5. D

3 Students keep talking with a partner about

situations in which they felt strange. They then
read the most popular answers in a survey about
situations students in other countries have
thought important for their teachers to know
make them feel strange. After reading each one
they give their opinion if they agree with them or
not and why. Then they share their opinions with
the rest of the class.

4 Students take into consideration the opinions

given in Activity 3 in order to plan a text in
which they express their ideas about situations
they feel are weird or they regret having lived
following several steps:

a. They decide which situation they want to talk

about according to which seemed to be the
most interesting one.
b. Then they write a first draft in 100 – 120 words
in an appropriate style.
c. They exchange their drafts with a partner and
take turns to comment each other’s work.
d. Finally they improve their texts with their
partner’s comments.
 Session 9

Use of English: Part 5 − Multiple Choice Definitions

SB p. 72 1. investigate
2. inherit a characteristic from a parent or
grandparent
Warmer
3. be raised
• Students mimic a mystery movie name in order 4. think about the past
for the others to guess. They then give an 5. mean, be an abbreviation of
opinion about the movie if they have seen it. 6. stopped working because of a mechanical problem
7. become friends again after a quarrel
1 Students get together in small teams and discuss 8. recover from
the given points according to their experiences. 9. invent
Then they tell each other whatever they know 10. postponed
about an unsolved mystery. It may be their
experience or something they heard about.
4 Students use the clues to write sentences about
2 Students share the definitions they already unsolved mysteries in order to practice the
know. They infer the meanings of the words and vocabulary given. Answers will vary.
phrases by reading them into context.
Exam practice
Answer key • Go to http://bit.ly/1lNcQ3j, read the information
1. decipher — k. convert a code into normal language in the Preparation section Reading and Use of
2. hoax — a. a humorous or malicious trick English Part 5 to broaden students’ knowledge
3. deceased — j. dead of what is expected from them in this part of
4. linen — i. cloth made from flax the exam.
5. replicate — f. make an exact copy of; reproduce
6. recount — h. tell 5 Students read the text thoroughly to understand
7. abduction — l. the action of forcibly taking the general idea. Then they look for the specific
someone away against his or her will information asked in the questions individually.
8. humiliating — e. shameful; embarrassing Finally they share their answers with a partner
9. spark sth — c. provide the stimulus for an event or in order to correct possible mistakes.
process
10. dwell — b. live in or at a specific place Answer key
11. all in all — d. considering everything; on the whole 1. C 2. B 3. C
12. pinpoint sth — g. find or locate exactly 4. C 5. B 6. C

3 Students read the sentences. They identify the

phrasal verbs in them. They give a definition
for each one. The definitions might be given in
different words for the same idea.

Answer key
1. looked into
2. take after
3. brought up
4. looked back
5. stand for
6. broke down
7. make … up
8. get over
9. made … up
10. put off

Use of English: Part 2 − Open cloze SB pp. 74
Warmer
• Working in teams, students prepare a small
presentation about food they like and dislike.
They may use real food or drawings. The
rest of the class expresses their opinions
about their partners’ presentations.
1 Students discuss about the given issues
taking into consideration the photographs
on the page. They share their answers
with the class and express agreement or
disagreement.
2 Students read the beginning of a
conversation. They conclude who they think
the speakers are and how the conversation
will continue considering what they say.
They get in pairs and take turns reading it.
3 Students analyse the relation between the
speakers in the conversation they read in
Activity 2. Then they work in pairs to rewrite
it as if they were participating in it with
a friend. Afterwards they share the new
conversation with different partners
and decide how it is different from the
original one.
4 Students read the information about polite
requests and then identify similar structured
sentences in the conversation in Activity 2.
They share their answers with the class.
Answer key
A: Good afternoon, it’s a pleasure to have such
an important person today.
B: I’m absolutely delighted.
A: If you could choose a place to live because of
its gastronomy, what would it be?
B: Should I have to choose, I think I’d definitely
stay in an eastern country.
A: Oh! What an interesting reply, Mr. Jenkins, and
why is that?
B: If I had to say what my cuisine passion is,
I reckon I’d say it’s the exotic one and the
eastern countries have many examples of it.
Session 10
A: If you will be able to tell us some of the dishes
you find the most appealing, we’ll be very
pleased.
B: My pleasure. There are plenty, like the fried
spider from Cambodia, Balut from Philippines,
and Sannakji from South Korea.
A: Oh, it surely seems interesting, we’ll definitely
have you over again soon!!
5 Students rewrite the given requests in a
more formal way and write examples of their
own using the information read in Activity 4.
Answers may vary.
Answer key
1. Should you try Mexican food, you will love it.
2. If you will taste escamoles, you will tell
everyone to do it as well.
3. If a western country inhabitant would go to an
eastern one, he / she would definitely have to
eat at least one exotic dish.
4. Should one doesn’t like sea food, he / she
should avoid eating many eastern cuisine
dishes.
5. If our eating habits will influence the way
we think, we should try a wide variety of
international food.
6 Students analyse the incomplete sentences
by deciding which part of speech they should
be using to fill in the blanks. After they
decide which word, which is classified within
the part of speech they decided, is logic to
complete the sentences. They share the
answers with a partner to improve them.
Answer key
1. prep – in
2. pron – herself
3. adj – every
4. v – be
5. pron – which
6. if
7. adj – its
8. prep – off
9. v – will
 Session 10

Exam practice
• Go to http://bit.ly/1lNcQ3j, read the information in
the Preparation section Reading and Use of English
Part 2 to broaden students’ knowledge of what is
expected from them in this part of the exam.

7 Students analyse the incomplete sentences by

deciding which part of speech they should be using
to fill in the blanks. After they decide which word,
which is classified within the part of speech they
decided, is logic to complete the sentences.

Answer key
1. to
2. either
3. before
4. translated
5. one
6. airlines
7. most
8. being
9. all
10. inside

Listening: Part 3 − Multiple choice SB p. 76
Warmer
• Students write on the board different
situations they remember their parents did to
make them feel better when they were small.
Then they decide in teams which of those was
more important in their lives and why.
1 Students look at the photos and discuss what
each one shows and if they know anything
about them.
2 Students listen to four speakers
U3 Track 5
talking about remedies. Then they match the
speakers to the intention in their message.
U3 Track 5 ▶ p. 76
Reporter: What can we do when we get a cold? Let’s
listen to some persons opinions.
Speaker 1: Until you’re feeling better, it may help
to drink plenty of fluids to replace those lost from
sweating and having a runny nose, get plenty of
rest, eat healthily — a low-fat, high-fibre diet is
recommended, including plenty of fresh fruit and
vegetables… mmm… You may lose your appetite
when you have a cold. This is perfectly normal and
should only last a few days. Don’t force yourself to
eat if you’re not feeling hungry.
Speaker 2: You can calculate how far away to stand
from someone who’s sick. When a sick person coughs,
sneezes or talks, they expel virus-containing droplets
into the air. These respiratory droplets can travel up
to six feet to another person. A recent study found
that the largest visible distance over which a sneeze
travels is 0.6 meters, which is almost two feet. It
did so at 4.5 meters per second, about 15 feet per
second. A breath travels the same distance but much
slower, at 1.4 meters—4.5 feet—per second. Moral of
the story: remain six feet from infected people, and
move quickly when they gear up to sneeze.
Speaker 3: For the last week I have had a cold. I
usually get one each winter. I have two kids in school
and they bring home a lot of viruses. I also work in a
hospital, which tends (for some reason) to have lots
of sick people. Although this year I think I caught my
cold while traveling. I’m almost over it now, but it’s
certainly a miserable interlude to my normal routine.
One thing we can say for certain about the
common cold — it’s common. It is therefore no
surprise that there are lots of cold remedies, folk
remedies, pharmaceuticals, and “alternative”
treatments. Finding a “cure for the common cold”
has also become a journalistic cliché — despite the
Session 11
commonality of the cold, the overall success of
modern medicine, and the many attempts to treat
or prevent the cold — there are very few treatments
that are actually of any benefit. The only certain
treatment is tincture of time.
Speaker 4: Follow a chart for information about how
to treat the symptoms of a cold or the flu and how to
know when to see a doctor. Other illnesses may also
cause flu- or cold-like symptoms. Self-care is often
all that is needed to treat common viral illnesses. Ask
yourself:
Do you have a sore throat and a fever? You may have
an infection. Go to the doctor.
Did your symptoms start suddenly, and do you have
a combination of symptoms including muscle aches,
chills, a sore throat, runny nose or cough? You may
have the flu. Get plenty of rest, and drink lots of
fluids. Over-the-counter medicines may relieve some
of your symptoms.
Answer key
Speaker 1 a. an advice
Speaker 2 d. a scientific fact
Speaker 3 c. an anecdote
Speaker 4 b. a decision
3 Students take into consideration the texts
they just listened in order to give a definition
to each item.
Answer key
• An advice: an opinion or recommendation
offered as a guide to action, conduct, etc.
• A decision: the thought process of selecting a
logical choice from the available options.
• An anecdote: a short and amusing but serious
account, which may depict a real / fake incident
or character.
• A scientific fact: any observation that has been
repeatedly confirmed and accepted as true.
4 Students order the sentences, underline
the prepositions and explain their use.
Explanations about use will vary.
Answer key
1. I tried to drink hot coffee with lemon, but I got
a stomachache.
2. My mum thinks you shouldn’t go out when you
are sick.
3. Drinking hot tea with some alcohol in it is said
to be healthy.

4. Our grandma says we ought not to eat fresh fruit
while being sick.
5. It is good to exercise for your respiratory system
health.
5 Students read the information about
prepositions and check their answers to
Activity 4.
6 Students write a text about weird remedies. They
may get the information from their experience or
the school staff.
Exam practice
• Go to http://bit.ly/1lNcQ3j, read the information
in the Preparation section Listening Part 3 to
broaden students’ knowledge of what is expected
from them in this part of the exam.
7 U3 Track 6Students listen to the text and look
for specific information. They must read the
questions before listening in order to know what
to look for.
U3 Track 6 ▶ p. 77
Ruby Langdon: So, to begin talking about very unusual
remedies for a cold… Let’s see, what do you think,
Tommy… can playing jazz boost immunity? Can cold, wet
socks relieve congestion? Some swear it can, by using
some of these methods. Next time you feel a cold coming
on, ditch the over-the-counter meds and try these
unusual remedies.
Research has shown that listening to jazz for 30 minutes
boosts our levels of Immunoglobulin A (IgA), an immune
protein that plays a critical role in defending against
infection. “IgA resides in the mucosa — the lining of
the nose, mouth, throat and other areas of the body.
It acts as an antibody and prevents virus, bacteria and
other microorganism infection,” explains Jean-Jacques
Dugoua, a naturopathic doctor (ND) and director of
clinical pharmacology and naturopathic medicine for
Newtopia.com.
Furthermore, adds Dr. Dugoua, the effect of jazz on IgA
levels continues for an additional half hour after music
stops playing. Bluegrass, choral music and soft rock have
also been shown to induce a similar response, meaning
that this kind of music fans are lucky too.
Tommy Sharp: That sounds amazing, Ruby! The next
remedy may sound counterproductive, but according
to Leslie Solomonian, assistant professor at the College
of Naturopathic Medicine in Toronto, wearing cold
wet socks to bed when coming down with a cold can
mimic the effects of immune-enhancing hydrotherapy
treatments.
Session 11
Her recommendation: “Soak a pair of socks in cold
water, put them on your feet and cover them with a
pair of wool or thermal socks. Go to bed and keep your
feet in a warm blanket.” According to Dr. Solomonian,
cold socks stimulate the body to increase circulation to
the feet, relieving congestion from the head, regulating
immune response and aiding in the elimination of waste.
By morning, socks are usually bone dry and feet wake up
toasty and warm.
Ruby Langdon: Mmm... not sure about that Tommy!
But what about this one: Many persons recommend
drinking chocolate to recover from a bad cold. As
wonderful as this remedy sounds, there’s a catch:
sugar-sweetened and milk chocolate don’t apply. “Try
hot, dark chocolate and sweeten it lightly with honey,”
recommends Dr. Dugoua.
“Chocolate contains theobromine, a component that
suppresses the nerve activity responsible for coughing
and has been found to be three times more effective in
stopping persistent coughs than codeine.” Sugar, on the
other hand, can weaken immunity, so it’s best to avoid it
all together when you have a cold.
Tommy Sharp: This is a good one: eat onions and
oysters! Onions can help you fight a cold for two reasons.
Firstly, they are naturally antimicrobial, especially when
they haven’t been cooked. “They also contain a lot of
sulfur, which is helpful for both immune responsiveness
and detoxification,” explains Dr. Solomonian. Try using
raw onions in a homemade cough syrup, or swap some
of its antimicrobial benefits for taste by cooking it in a
chicken or vegetable broth — another tried and tested
home remedy. Oysters can do more than just taste good.
Their high zinc content also makes them beneficial when
you’re out with a cold. “Zinc is responsible for white
blood cell function, which is associated with fighting
viruses and bacteria,” says Dr. Dugoua. “Oysters are the
best source of zinc, followed by beef shank and crab.”
Zinc is also important for the health of mucus
membranes, our barrier between our internal and
external environment, continues Dr. Solomonian. For
vegetarians, she suggests eating whole grains, snacking
on nuts like pumpkin seeds or taking a supplement.
Sucking on a zinc lozenge can help too.
Ruby Langdon: Ok Tommy! And if none of these
work, have a glass of coconut water. “Hydrating
is important when you have a cold and are losing
fluids, especially when you have a fever,” explains Dr.
Dugoua. But to achieve proper hydration the human
body requires electrolytes, which balance out our
blood chemistry. “Coconut water is a good source of
electrolytes,” says Dr. Dugoua, who notes that salt,
bananas and electrolyte replacement drinks used in
sports also replenish our electrolyte reserves.
Tommy Sharp: So interesting, Ruby! I think I’ll try them!!
Aaachoooo!!!
Answer key
1. B 2. D 3. C 4. C 5. B
 Session 12

Use of English: Part 4 − Key word 5 Students go through the definition of the
transformation SB p. 78 given words. They describe the law they think
is being illustrated in each image using them.
Warmer Answers will vary.

• Students go through the school rules with Exam practice

a partner and tell whether they agree
with them or not and why. Then they share • Go to http://bit.ly/1lNcQ3j, read the
information in the Preparation section
their conclusions with the rest of the class.
Reading and Use of English Part 4 to broaden
students’ knowledge of what is expected from
1 Students use the knowledge they have them in this part of the exam.
about the world in order to discuss the given
questions about laws in groups. They share
6 Students use the words in parentheses to
their opinions with the class.
write sentences which mean the same as
the first ones. They need to be careful not to
2 Students go through the text in order to give change the sense of the sentence and to use
each different idea a subject. They share their the given word which they may not change.
answers with a partner. Some answers may
vary if given proper arguments.
Answer key
1. it is not permitted
Answer key 2. when requiring to get
1. technical skills 3. you may be punished for
2. mood 4. it is illegal that anyone over
3. national identity 5. you must remember
4. safety 6. it is compulsory for dog owners
5. national identity
6. health
7. pollution
8. safety
9. safety
10. family

3 Students write one sentence as a maximum

for each weird law. Then they may illustrate
them.

4 Students go through the given information

about obligation. They complete the
sentences using the words given.

Answer key
1. you should
2. may
3. citizens to smile
4. not allowed
5. must measure under
 Session 13

Reading and Use of English: Part 6 − Exam practice

Cross text multiple matching SB p. 80 • Go to http://bit.ly/1lNcQ3j, read the information
in the Preparation section Reading and Use of
English Part 6 to broaden students’ knowledge
Warmer of what it is expected from them in this part of
• Students describe a special talent they have. the exam.
Random students show their talent to the
others. They decide who has the most unique 4 Students read four extracts and answer the
talent in the class. questions. First they read to get the general
idea. They select the extract to answer
1 Students look at the photos and discuss about each question.
talents with a partner. They decide whether
the talents are inherited or developed. Answer key
1. A, B, C, D
2. B
2 Students match the words to have a logical
3. D
meaning. They share their answers with a
4. A
partner and improve them if necessary.

Answer key
a. better known
b. gone wrong
c. turn out
d. head off
e. believe their eyes
f. hook up
g. record breaker
h. show off
i. make it through
j. speed things along

3 Students work in teams to match the words in

Activity 2 with their definitions. They can get
guidance in the text on the next page.

Answer key
1. Trust one’s sight – BELIEVE THEIR EYES
2. To depart or set out – HEAD OFF
3. To end up; result – TURN OUT
4. That did not work in conformity with fact or truth;
opposite of what it should have been - GONE
WRONG
5. More familiar or renowned than – BETTER KNOWN
6. To connect or attach something to something else
– HOOK UP
7. To display or behave in an ostentatious or
conspicuous way – SHOW OFF
8. To perform – MAKE IT THROUGH
9. Someone in the top of the list in a category –
RECORD BREAKER
10. Accelerate a process – SPEED THINGS ALONG

Use of English: Part 4 − Key word
transformation SB p. 82
Warmer
• Students plan a speech about the ideal job
for the future. They present it in small groups
comparing their ideas with the ones they
used to have when they were children.
1 Students discuss the given questions about
ordinary and uncommon jobs.
2 U3 Track 7 Students listen to a text about
the most unusual jobs and give their opinions
about each one.
U3 Track 7 ▶ p. 82
Think your job is boring? Well, it probably is
compared to some of these odd professions.
We’ve rounded up some of the weirdest jobs out
there. Some are awesome, some are dangerous and
some are just disgusting.
1. Pet Food Tester
Yes, it’s a thing, and yes, it’s totally gross. But as the
owner of pet food company Huds and Toke, Mark
Gooley, says, “If you wouldn’t put it in your mouth,
don’t you dare expect your dog to eat it.” Mr. Gooley
eats dog food for a living. He eats everything from
doggie treats and chewy bones to liver mixture. “I’m
looking for palatability. I want it to be soft in the
mouth and I want it to be an enjoyable experience for
the dog,” he told PerthNow.
“The dog might not be able to tell me ‘that tastes
terrible’, so I have to taste it,” he said. And if it
doesn’t pass the taste test, it’s back to the drawing
board. “I don’t know how to explain it. It’s like being
a mad scientist. People look at me blankly and say,
‘I just don’t get it’. But I wouldn’t do anything else.”
Someone’s got to do it, I guess.
2. Face Feeler
Ever wondered how shaving brands and beauty
companies can claim their products give you the
smoothest skin?
Well, one lucky person has verified it for them. A face
feeler tests how soft and smooth a person’s skin is
after using a product, to prove how well it works. So
all day, they just sidle up to beautiful test models and
feel their faces. Nice.
3. Gumologist
A lot of hard work goes into creating the perfect
piece of chewy. Just ask Jesse Kiefer, who works as a
Gumologist for Cadbury Schweppes. “A piece of gum
Session 14
weighs just one to seven grams, but it’s packed with
a lot of different technology,” he told Fortune. “It has
to deliver a burst of flavour, a lot of sweetness, and
a lot of tartness if it’s a fruit gum.” Our team figures
out how to combine all those. “Some days, I don’t
blow any bubbles. Other days I have to blow a lot. It
depends on what stage we are in the project.” Kiefer
has to get the flavour just right, which isn’t easy with
some combos like strawberry and lime - which he
says don’t complement each other that well. Kiefer
started out as a chemical engineer and was working
mainly with detergent and soaps. “But with gum
there are just so many flavours! I find the job
very stimulating. I’ve had only one cavity since
I started here.”
4. Fountain Pen Doctor
Don’t you just hate it when your fountain pen
breaks? It’s the worst. Luckily there’s a man whose
sole job it is to fix fountain pens. Richard Binder,
59, of Richard Binder Fountain Pens in Nashua,
New Hampshire, has been “pen doctoring full-time”
since leaving his software engineer job in 2002. He
receives broken pens from everywhere — Argentina,
Japan, South Africa. He often has 600 pens waiting
to be fixed at any one time. “More than half of my
work, really, is nib work,” Binder told Fortune. “The
heart of a fountain pen is the nib, the point through
which the ink flows. If the nib is no good, it doesn’t
matter how fancy the rest of it is, it’s not a good pen.
Nibs can be scratchy if they’re worn or misaligned.
People often want them adjusted for more or less ink
flow, or customised for calligraphy. “My gross income
is less than when I was a software engineer, but I’m
happier. I just got a handwritten thank you from
a gentleman in the Philippines. Basically I get my
pleasure from making people happy with their pens.”
What a nice guy.
5. Chicken Sexer
Don’t worry. It sounds way worse than it actually
is. When chicks are born they all cuddle together in
masses trying to stay warm. But these cute young
things need to be separated according to their sex.
It’s a sad end for male chicks - most are sent off for
culling because they’re irrelevant for egg production.
But the female chicks are primed for their future
careers as egg-layers. Brutal, but true.
6. Waterslide Tester
This is my personal favourite. Monday morning
definitely seems a lot more enticing if you get to
spend your working week slipping down water
slides. Especially come summer. And water slides
are usually placed in massive theme parks. Imagine
getting to spend your lunch break on a rollercoaster,
and eating a hot dog for lunch. Working holiday, am
I right?
 Session 14

7. Teddy Bear Repair Technician

Kids get really emotional about their toys. Remember Answer key
when your favourite toy lost an arm, or suffered a 1. To test pet food quality.
similar life-threatening injury? It was devastating. But 2. Smooth skin.
now there’s a special technician who can come to the 3. How sweet the product is.
rescue. The Build-A-Bear Workshops have a Teddy Bear 4. It will be able to lay eggs.
Repair Technician who is hired to repair those much- 5. If they are worn or not aligned.
loved teddy bears and get them back to their cuddly,
6. On a rollercoaster.
intact, lovable selves.
7. Teddy bear technician.
8. IMAX Screen Cleaner
8. He developed a new cleaning technique.
Those giant cinema screens are total germ-bait.
9. Babysitting cups.
It’s a business model just waiting to happen. And
Michael Quaranto, of Houston’s 1570 Cinema Services, 10. Snake poison.
capitalised on it big time. The airline pilot got together
with his best mate, Andrew Brown, and on their 14 days 4 Students build mind maps with word families
off a month, they travel around the country and clean
parting form the given words on Activity 3.
IMAX screens. “Theatres that carry concessions often
Answers will vary.
have Gummi bears or soda thrown at the screen. We
also find spit wads,” Quaranto told Fortune. “The biggest
problem is that they get dusty. The most dust we’ve 5 Students read the information about affixation
ever seen was a quarter-inch thick. “We usually have to and decide whether the words they included in
empty the vacuum cleaner at least two or three times
the mind maps were transformed by suffix or
during the process. We’re covered in dust by the end of
prefix addition.
the night”. So next time you go to the movies, make sure
you take a good look at that super-clean screen.
9. Cup Keeper 6 Students use the information they learned
This job takes babysitting to a whole new level. The about affixes to underline the ones that
Stanley Cup is awarded to the championship team in transform the given words and explain their
the US / Canada’s National Hockey League competition. usage. In the usage explanations answers
But there’s only one cup, and each year’s winning teams will vary.
are engraved on it. Due to the trophy’s huge price tag, it
must be chaperoned at all times while it’s away from its
permanent home at the Hockey Hall of Fame. A “Keeper Answer key
of the Cup” is paid to accompany the trophy during its 1. dependence
travels and make sure it doesn’t go astray. 2. dependent
10. Snake Milker 3. independent
Snake venom is powerful stuff. It can be turned into 4. dependant
drugs to treat all kinds of conditions, including a 5. independently
poisonous snake bite. 6. dependability
But some brave soul needs to collect that venom by 7. dependable
hand. They gently expose the snake’s fang and squeeze 8. interdependent
out the deadly juices. “The only difference between 9. dependence
me and any other company in the world that produces 10. independence
something is that the means of production here can kill
you... and wants to,” Alabama snake milker Ken Darnell
told NPR. 7 In pairs, students form word families with the
given ones. They share their answers and
3 Students listen again to the U3 Track 7 and complement them.
answer the questions with a word from the box.
Answers will vary.
8 Students read the text and decide which part of
speech should be used in each one.
 Session 14

Answer key
1. verb 2. adjective 3. noun 4. verb
5. noun 6. adjective 7. verb 8. Noun

9 Students fill in the gaps in the text in Activity 8.

Answers may vary.

Answer key
1. had 2. special 3. group 4. made
5. election 6. fellow 7. solved 8. workers

Exam practice
• Go to http://bit.ly/1lNcQ3j, read the information in
the Preparation section Reading and Use of English
Part 4 to broaden students’ knowledge of what is
expected from them in this part of the exam.

10 Students fill in the blanks with a form of the

given word.

Answer key
1. SKILLFUL
2. RECOGNITION
3. UNFAMILIAR
4. INJURY
5. LODGED
6. SAFETY
7. DISCHARGED
8. CONVULSIONS
9. PSYCHOLOGIST
10. LIMITS
 Session 15

Speaking: Part 3 − Collaborative task SB p. 84 5 Students look at the photos. They discuss
who they are, what they know about them
Warmer and why they are special.
• Students make a drawing about what they would
like an adventure to be like. They tell a partner
6 Students work in small groups to talk about a
about it. They discuss on why it is different for
topic they feel strongly about. It may be one of
each one.
the proposed ones or any other they choose.
Then they share their main ideas with the class.
1 Students discuss about what they think an
extraordinary person is and why.
Exam practice
2 Students read quotes from people considered • Go to http://bit.ly/1lNcQ3j, read the information
extraordinary by many others. They discuss in the Preparation section Speaking Part 3
their meanings and tell if they agree or not to broaden students’ knowledge of what is
with them. They will also tell if they know a expected from them in this part of the exam.
person they consider as extraordinary as the
mentioned people and why. 7 Students discuss the answers for the given
questions in two minutes. They produce fast and
3 Students choose the best option that completes logical sentences. Answers will vary.
the given sentences about extraordinary people.
Then they share their answers with a partner
8 Students prepare a one minute speech on what
for correction.
an extraordinary person is. They include the
main ideas and some details that support
Answer key their ideas.
1. treat people with
2. taught me how to
3. made sushi out of
4. answers to
5. learn
6. build it up
7. set off / keep on
8. lift up

4 Students read the given information in pairs.

They build verbs with the correct preposition.

Answer key
1. Talk – about / back / for
2. Turn – against / around / at / back / down / in /
into
3. Bring – about / back / down / in
4. Look – around / at / back / down / for / into / out /
over
5. Do – back / for / in

Consolidation ▶ SB ▶ p. 86
Warmer
• Students tell each other what they learned in
the last sessions, what was more difficult and
what they think is more interesting.
1 Students read the given text to understand
the main ideas. They select the words they
think they could gap making sure to choose
different parts of speech. They share their
gapped texts with other students and fill
them in.
2 Students complete the sentences with the
correct form of the given word. They use
the knowledge they acquired about word
families.
Answer key
1. led
2. shattered
3. popularity
4. boyhood
5. done
6. claiming
7. unpolite
3 U3 Track 8 Students talk about interesting
people and their characteristics. They listen
to different speakers. They match them with
the headings for their speech.
U3 Track 8 ▶ p. 86
Speaker 1: Well this was one of the funniest
anecdotes ever. It was also one of the most
embarrassing ones I have lived. Once I had to travel
between two cities and I was going by bus. This travel
would take forever, because the cities were really
far away. So, after some hours, the bus stopped and
everyone hurried down to the convenience store.
Since we parked, I could see there was this funny
lady entering the convenience store and she had
quite a look that made her look weirder. Well, I got
off the bus and went directly to the store and forgot
about the lady. I went to the restroom and one of the
doors was slightly open. So I opened the door to get
in and to my surprise there was the woman!!! I was
petrified when she shouted! Anyway it was all just a
local joke. The lady was not really a lady, but a stunt,
and everything was a show for the store’s publicity!!
Session 16
Speaker 2: One of my most special vacations ever
was probably one when I had to visit a very small
village that had no more than 500 inhabitants. We
were stuck in the middle of an expedition and the
guide told us there was no other solution but to
stay there overnight. None of us wanted to do so,
because, of course, there were no hotels, not even
a hostel, nonetheless we accepted. When we got to
the village we were overwhelmed because of the
way they treated us! They had never received
tourists over, so we became their special guests!
It was such a good experience, that we stayed for
a whole week! I absolutely adored it!
Speaker 3: We went to this incredible place, a place
which has one of the largest mosques in the whole
North Africa. We went in and then some boys came
and, er, they wanted to show us around. Well, we
weren’t so sure, but they did anyway. After that, they
asked us to come to a carpet museum and they said,
really, you have to see – it’s wonderful, there are old
Tunisian carpets. So we decided to go with them.
And guess what! The museum turned out to be a
carpet shop, owned by the father of one of the boys.
And of course, he wanted to sell us a carpet. We
actually didn’t want to buy one, because we didn’t
have enough space in our backpacks, but finally he
managed to persuade us to buy one. So my friend,
yeah, she bought one. To thank us for that, the boy
guided us around the town and we ended up going
down these really narrow alleyways and we had no
idea where we were because this whole city was like
a maze. Then we came to a house and we realized
it was the house of one of the boys and we were
invited in by his family, we had tea, food and lots of
fun. It was a great experience!
Speaker 4: Well I guess one of my worst
experiences was when I had to sleep almost hugging
other 10 strangers. Yes! It was in a hiking trip in the
mountains. All the members of the expedition were
amateurs, including me, but the brochure, and the
guide, said there was no risk at all. We began hiking
and for some hours everything went fine. But after
some difficult climbing, there was this horrible cliff
and after some tripping, all our supplies, blankets
and clothes fell off!!! Yes!!! We were there in the
middle of nowhere, at dusk, extremely cold and with
nothing!!! So the guide called for help, which by the
way took hours to get to where we were. So, cold,
tired and not knowing each other, we had to go to
sleep holding each other in order not to freeze!!
Speaker 5: They have always said that dolphins are
some of the most intelligent creatures ever. There
is this place in the coast of the Caribbean where
you can swim among them but having the funniest
feeling. I know there are many places where you can
have this experience, but in this place, you can really
 Session 16

feel they are laughing and having lots of fun. Even when you
enter the water and you see in their eyes, you can sense
they are laughing at you!

Answer key
Speaker 1 - C No way to get to know a lady
Speaker 2 - F Strangers are not so strange
Speaker 3 - B Exchanging cultures
Speaker 4 - D Sharing experiences strengthens
friendships
Speaker 5 - G Sharing the delights of the environment

4 Students look at the posters and decide who they

were made for and what is the main message in
them. They share their ideas with the class.

5 Students talk about posters they have seen or built

and what their characteristics must be. They decide
on which of the given characteristics are not likely
to appear in one.

Answer key
rhetorical questions
long sentences
headings and subheadings

6 Students design an information sheet to invite

people for an event. They present it to the class
explaining its content.