Teacher's Book

CODE CODE
CODE BLUE B1
Rosemary Aravanis
BLUE BLUE
Teacher’s Book
A fun, motivating B1 course with full digital support that engages teenagers and
keeps them interested.
Code Blue provides comprehensive and systematic language learning with a strong
emphasis on grammar and vocabulary, as well as thorough skills development.
Code BLUE features

• Twelve topic-based units with revision sections after every two units
Rosemary Aravanis
• Lexical and grammatical syllabus based on the Threshold level of the Common
European Framework of Reference
• Integrated development of reading, listening, speaking and writing skills
• Emphasis on topic-based lexis, word formation and phrasal verbs
• Practice in PET and FCE type exam tasks
• Useful language for speaking or writing, provided in the Language chunks feature
in every unit
• Songs and fun quizzes
• Words to know, Writing database, Speaking database, and Grammar database,
for students’ reference
• Reading and listening practice in the Workbook, and six extra CLIL based lessons
• Code Practice Online available with Workbook Plus, offers students extra practice of
the language and vocabulary syllabus followed in Code. Each level contains over a hundred
interactive resources designed to practise grammar, vocabulary, pronunciation and listening
comprehension, plus sample essays and web projects.
www.macmillanpracticeonline.com/code
Components
Student’s Book
Includes
Workbook Plus with Code Practice Online & Audio CD
est CD
Workbook & Audio CD Editable T
Teacher’s Book with Resource Pages & Editable Test CD
Class Audio CDs
IWB material
Companion (available in Greece and Cyprus only)
Council of
Europe
B1
B1
www.macmillanenglish.com Teacher’s Book
CODE BLUE TB COVER.indd 1 12/18/09 3:15:12 AM

001- 013 Code BLUE TB PRELIMS.indd 1 2/1/10 6:22:31 AM
Macmillan Education
4 Crinan Street
London N1 9XW
ISBN Teacher’s Book: 978-960-447-336-6

ISBN Editable Tests CD: 978-960-447-290-1
ISBN Teacher’s Book and Editable Tests CD Pack: 978-960-447-287-1
Text © Macmillan Publishers 2014

Design and illustration © Macmillan Publishers 2014
First published 2010
All rights reserved; no part of this publication may be reproduced, stored in

a retrieval system, transmitted in any form, or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publishers.
Note to Teachers
Photocopies may be made, for classroom use, of pages 128-183 without the
prior written permission of Macmillan Hellas SA. However, please note that
the copyright law, which does not normally permit multiple copying of published
material, applies to the rest of this book.
Editable Tests written by Iraklis Lianos
Designed by Nick Panagiotopoulos

Cover design by Nick Panagiotopoulos
Cover photos by Bettmann / Corbis / Apeiron Photos
Illustrated by Ilias Arahovitis
Author acknowledgements:
Many thanks to the Macmillan editorial team, and in particular to Angela Bandis
for all her hard work, support and patience. Special thanks also to Monica Berlis
and Giorgo Aravanis.
The publishers would like to thank:

In Athens: Angeliki Vlassopoulou, Koukaki; Skouras, Neos Kosmos; Polyglosso,
Neos Kosmos; Kontopoulos, Ayia Varvara; Vicky Micheloudaki, Neos Kosmos
In Thessaloniki: Maria Votsi, Kordeliou; Mrs Katsioula, Evesmos;
Mrs Kallinikidou, Stavroupoli; Jane Mela, Botsari-Egnatia (Lexicon);
Roula Kyriakidou, Ano Toumba; Sophia Zervou, Kalamaria;
Alexandras Mountzas, Pylaia
Although we have tried to trace and contact copyright holders before publication,
in some cases this has not been possible. If contacted, we will be pleased to rectify
any errors or omissions at the earliest opportunity.
Printed and bound in Greece

2018 2017 2016 2015 2014
14 13 12 11 10 9 8 7

Contents
Student’s Book Contents 4
Introduction 8
Unit 1 14
Unit 2 23
1-2 Review 32
Unit 3 33
Unit 4 42
3-4 Review 51
Unit 5 52
Unit 6 61
5-6 Review 70
Unit 7 71
Unit 8 79
7-8 Review 88
Unit 9 89
Unit 10 98
9-10 Review 107
Unit 11 108
Unit 12 117
11-12 Review 126
Resource pages 127
Unit quizzes 128
Communication activities 140
Vocabulary activities 172
Self-evaluation sheets 178
Resource pages key 184
Workbook key 190

4

5

6

7

Welcome to Code Blue
Who is the book intended for? The Student’s Book
Code Blue is a motivating intermediate course written The Student’s Book consists of:
specifically with young teenagers in mind and linked to the • 12 theme-based units, which are divided into:
Council of Europe’s Threshold level (or Common European • four skills sections: reading, listening, speaking
Framework/ALTE B1 Level). and writing
• a vocabulary section
What are the principles behind the book? • two grammar sections
• a pronunciation focus
The language in the book gives students a strong grounding • 6 unit reviews, each revising unit vocabulary
in the CEFR Threshold level. Its primary aim is to increase and grammar
the students’ level of English so that by the end of the • unit vocabulary lists (Words to know)
course they can cope with any language considered to be • a writing database containing plans for each writing
Threshold level. text-type, tips and advice and useful phrases
• a speaking database containing lists of all the phrases
Code Blue also offers extensive practice of the types of introduced in the speaking sections
exercises in the Cambridge PET exams. It contains activities • an irregular verbs list
in each unit that develop the skills and techniques required
for success in this and other B1 level exams. Teaching the Student’s Book
Because it is a commonly accepted belief that effective Unit lead-in

learning happens when learners are motivated and Each unit begins with a fun lead-in activity, usually a quiz
involved, the content of the course book and the activities or a song, relating to the theme of the unit. The purpose of
that accompany it have been specifically chosen to appeal to the lead-in is to serve as a motivating way to introduce the
young teenagers, making their learning experience as lively students to the topic of the unit.
and enjoyable as possible.
Reading
Course components The reading section is designed to provide reading skills
development and also serves as a context for some of the
Code Blue has the following components: grammar and vocabulary of the unit.
• Student’s Book
• Class audio CD Every reading section begins with a warm-up activity
• Workbook Plus MPO and Audio CD (Dive in!), which introduces the topic of the reading text to
• Workbook and Audio CD the students before they read the text.
• Teacher’s Book with Resource Pages and
Editable Test CD The main reading section contains at least two skills
• IWB material development tasks, which aim to develop key reading skills.
• Companion (Greece and Cyprus) To ensure better understanding of the text, the first reading
activity will always require the student to read for gist and
as such will help students achieve a global understanding of
the text before they go on to read the text in more detail.
The Words in the text section aims to develop students’

strategies for dealing with unknown text vocabulary, ie
guessing the meaning of words from the context. The words
focused on are usually related to the topic of the unit and,
thus, also serve to develop topic vocabulary.
Finally, the Quick chat box offers the students an opportunity

to consolidate the content of the reading text by way of a
short speaking activity.

Vocabulary Speaking
The vocabulary section presents vocabulary in a meaningful Each speaking section contains a model speaking text on
and involving way. The new vocabulary is always CD. The students are required to listen first for meaning
contextualized and practised in activities that require and then to notice how the various speaking functions
students to use the new items in meaningful ways. are achieved. The speaking functions focused on in the
unit appear in the Language chunks boxes, and are practised
New vocabulary is also presented and practised in the in short controlled speaking activities before the main
listening section of the unit, in the Words you heard activities. collaborative speaking task(s) of the unit. This ensures that
The words focused on will have been meaningfully students are well prepared for the main speaking activities,
contextualized in the listening text. which they do in pairs or in groups.
In order to develop vocabulary at the B1 level, the following Practise your English
areas are focused on: The aim of this section is to practise the new language of
• topic-related vocabulary the unit in an integrated way. There is always a motivating
• word formation reading text as well as discrete item practice, similar to
• easily confused words those in common English language exams. To maximize
• collocations the interest factor of the reading texts, short comprehension
• phrasal verbs and speaking activities accompany each text.
Writing
Grammar The writing section aims to provide writing skills
In every unit, there are two grammar sections, which development by focusing on a specific writing text type
offer the opportunity to focus on at least two important (eg letter, report, essay, review, etc).
areas of English grammar. All the structures presented
are contextualized either in the preceding reading text, In each section, a model text is analyzed for ideas,
preceding listening text or in sentences provided in the organization, language and task achievement. Subsequently,
grammar presentation boxes. This ensures that the meaning some controlled practice of relevant language is offered.
and function of the new structures are clear. Further Students are then required to analyze a task and to plan
explanations and examples are included in the Grammar their own piece of writing. Finally, they are required to
database at the back of the book. After each presentation, produce their own piece of writing.
the new structure is practised in meaningful grammar
practice activities. As in the speaking sections, useful language chunks to be
used in each text type appear in the Language chunks boxes.
Listening
Listening skills are treated in a similar way to reading skills. Reviews
At the beginning of the listening section, a warm-up task After every two units there is a two-page review, which aims
introduces the topic. The main listening section provides to revise and consolidate the grammar and vocabulary
skills development tasks, which aim to develop key from the previous two units. The reviews are also a good
listening skills. indication to you of how the students are going and if more
work needs to be done on any of the main language areas
The Words you heard section offers the opportunity to focus of the unit.
on important new vocabulary heard in the listening text.
Extra material
The Quick chat box offers the students an opportunity to At the back of the book, you will find:
consolidate the content of the listening text by way of a • Pronunciation file: Say it right!
short speaking activity. • Unit quiz results
• Words to know: a list of unit vocabulary, organized into
Say it right! meaningful groups. They are the words the students need
These are the pronunciation focuses that appear at the to learn at this level.
back of the book. There is a reference to them either in the • Writing database: containing a plan and useful phrases
listening section or in the speaking section of the unit. and language chunks for all the writing genres dealt with
in the book.
Each pronunciation section contains a recognition task • Speaking database: containing the useful phrases,
for the different sounds and features of pronunciation functions and language chunks introduced in all the
that commonly cause problems for students, and practice speaking sections.
activities to help students produce these features • Irregular verbs list: infinitive, past simple and past
for themselves. participle forms of the irregular verbs used in the book.
• Grammar database: containing comprehensive
information about each grammar point as well as
further examples.

Teacher’s book with Resource Pages and Workbook and Audio CD
Editable Test CD
The Workbook contains 12 six-page units with a variety of
The Teacher’s Book contains step-by-step guidance on how activities designed to provide practice of the language and
to teach the material in the Student’s Book. skills from every unit of the Student’s Book.
The Teacher’s Book features: The Workbook features:

• unit aims sections that make clear the overall aims • a reading task and a vocabulary deduction activity.
of the unit. • two pages of grammar exercises.
• section aims that make it clear what the purpose of each • one page of vocabulary exercises.
section and exercise is. • a short listening task (half a page).
• answers to all Student’s Book exercises. • a short writing task (half a page).
• tapescripts of the Class audio CD with the answers • six two-page reviews, to be completed after every
underlined to help save time when you are preparing for two units.
your lesson. • three progress tests to be completed after every four units
• suggestions for extra activities. or at the end of term.
• reference to the relevant Workbook pages for students to • six CLIL lessons (Content and Language Integrated
consolidate the learning in the classroom. Learning) with extra reading texts, each dealing with a
• a key for Workbook exercises. different curricular subject.
• Resource Pages with photocopiable activities to be used at • functional speaking roleplay cards.
your discretion. • a crossword based on vocabulary throughout the course.
• an Editable Test CD. • tapescripts.
The Resource Pages feature:

The Teacher’s Book comes together with resource pages Macmillan Practice Online
to be used at the teacher’s discretion. The resource pages
contain the following photocopiable resources: The Code Macmillan Practice Online (MPO) provides
• a vocabulary and grammar quiz for each unit. carefully designed resources to supplement the Student’s
• a communicative grammar practice activity for each unit. Book. The resources can be used in class or set as
• a vocabulary recycling activity for each unit. homework, and include listening and vocabulary activities,
• a communicative speaking and/or writing activity for language and pronunciation exercises, sample essays, web
each unit. projects and games. MPOs are especially useful for mixed
• extra practice activities for: ability classes: learners have an easy way to gain more
• dependent prepositions practice in areas they find difficult and can access extra
• word building and derivatives activities to consolidate their learning. Students can monitor
• phrasal verbs their progress in the interactive markbook.
Students access the MPO by using their unique ID. There is

The Editable Test CD no need for specialist equipment. Your students simply need
The Editable Test CD contains a test for each unit to be able to access the internet. Students can practise with
of the Student’s Book as well as a mid-term and final MPO anytime and anywhere they can access the internet.
exam. Students are tested on reading, grammar, vocabulary
and writing. The tests come in word format and are editable For Students
in that they may be used as a template allowing teachers All MPO resources are suitable for homework or extra
to edit the tests as they see fit by either adding or removing practice which means you can spend more time on
exercises, or modifying existing ones. productive skills in the classroom while students practise
online for homework.
There are many different resource types, providing:

• ready to use, automatically marked, online practice.
• reinforcement of the language or grammar learnt in
the lesson.
• revision of topics already covered in the course.
The Macmillan English Dictionary Online

The Macmillan English Dictionary Online is available to all
students following MPO courses. It’s a fantastic tool to help
learners expand their vocabulary, improve pronunciation
and study independently.
10

Grammar Reference Units *Companion
The Code MPO gives students access to a comprehensive
database of over 450 grammar reference units, each The Companion features:
including a detailed explanation, learning tips and an • key vocabulary from each unit with phonemic transcript,
interactive activity for reinforcement. They provide the definitions in English and Greek translations.
perfect way for learners to reinforce the grammar they • contextualized examples.
have learnt in class, which means that you can spend more • derivatives and opposites where appropriate.
lesson time practising the productive skills that rely on • comprehensive practice activities in the
teacher input. Word power sections.
• a mid-year and end-of-year test.
Markbook • an alphabetical wordlist with reference numbers.
All students get instant feedback on their work and their • a one-page glossary with activity based on each CLIL
scores are stored in a personal markbook, providing a lesson from the Code Workbook.
complete record of their work. *The Companion is only available in Greece and Cyprus.
Scores are given as a percentage so the student can easily Teaching English: methodology tips
see their progress.
Teaching reading
Students can also create a downloadable printed report of • Focus on reading in the classroom rather than setting
their marks at the click of a button. it for homework. This will help students to develop the
skills they need in order to do the tasks. It also provides
Record of Achievement an opportunity to assess how well students are dealing
Designed to be compatible with the European Language with the tasks and how much help they actually need
Portfolio, the Code MPO record of achievement consists of in this skill.
two parts. The first part is the PDF markbook. Students • Encourage silent reading. Reading aloud does not allow
completing the MPO can download a PDF of their progress for the development of the different modes of reading
whenever they wish, and email a PDF of their marks to needed for exams – skimming, scanning and reading for
their teacher. detail or specific information – and makes it harder for
students to concentrate on the text. It also takes longer to
This PDF gives details of the course content, the exercises read a text this way.
completed by the student, the number of attempts the • Give students a realistic amount of time to do each
student has made at each exercise and the final mark for activity on their own. Spot checking is a good way
each resource. The second part of MPO assessment is the to check students have understood main ideas, but
record of achievement which provides students with the exam-type tasks require time. Students need to look
opportunity to reflect on their progress. Using the CEFR back at the text and to match the information in the
‘Can Do’ statements alongside their Code MPO marks, text with the information in the questions.
students can complete a self-assessment form reflecting on • Make sure students are able to justify their answers even
their marks and assessing their level of ability in reading, if the answer is right. Encourage them to underline the
listening, spoken interaction, spoken production and part of the text that contains the answer while they are
writing. They create a record of their achievement in doing a task.
each level they complete, and can revise this electronically • When checking answers, encourage a number of students
throughout their studies. The MPO record of achievement to volunteer their answers before accepting or rejecting
fits into the language biography section of their Portfolio. them. Encourage them to support their answers by
finding evidence in the text.
• If students get an answer wrong, help guide students
IWB material to the right answer. Don’t just supply the answer and
move on.
Interactive whiteboard software has been developed for • Only pre-teach key vocabulary, ie vocabulary that may
each level of the Code series. prevent students from being able to do the task they have
to do. The rest of the unknown words should be ignored.
This software is intended for use as a teaching aid for the In fact, students should be encouraged to ignore these
Code course. All the Student’s Book pages are converted words. Focus on text vocabulary after the reading task has
to a digital format for whiteboard use. Unit activities are been completed. The language exams students will be
made active and include a key for teaching convenience. taking test their ability to ignore difficult words or at least
Additional information including answer explanations work out their meaning from the context. Similarly, in
and word definitions are also embedded to further assist real life there will always be many difficult words in a text.
teachers. All audio material is embedded into each unit Students need to be convinced that effective reading does
with pause, fast forward and rewind options. The software not require the knowledge of every lexical item in a text.
also carries its own easy to use teacher tools which can be • It is a simple fact that the more you read, the better
applied to any whiteboard product. you will be at this skill. Encourage students to read for
11

pleasure outside the classroom. Encourage them to read Teaching writing
simplified readers, interesting articles from the internet, • Encourage students to use the Quick check! box as a
magazines and possibly newspapers. Make these resources checklist for evaluating and editing their own work before
available for them to borrow where possible. they hand it in. If students cannot tick all the points listed,
they should rewrite to include all the features listed.
Teaching listening • After completing the writing lesson, refer students to, or
• For a listening task to be successful, students need to be go through the Writing database at the back of the book as
prepared well. Spend some time explaining what students a way to recap the lesson.
have to do exactly. Use the suggestions in the Teacher’s • Give students the chance to produce a number of
Book and do not omit the preparation activities in the drafts of a piece of writing before accepting a final
Student’s Book. draft for correction. The feedback they get from you
• Pre-teach any key vocabulary (see Teaching reading on page after each draft is invaluable in helping them to learn
11 for an explanation of key vocabulary). to produce a good piece of writing. This can be done
• Play an extract at least twice. The more students hear it, in the following way:
the more they’ll understand. • when students hand in the first draft, if appropriate, give
• If students are finding an extract or task particularly them feedback on content and organization first. Use
difficult, make use of the tapescript. Provide copies for the Quick check! box as a checklist.
students and get students to follow along as they first • give students feedback on language once you are satisfied
listen. Then take it away for students to listen again and with the content and organization of the piece. Do
answer the questions in their books. this first by indicating the errors made using correction
• It is important that students ‘hear’ the answers for symbols or by simply underlining them. After the students
themselves. If a few students get a question wrong, don’t have had the opportunity to correct their mistakes, ask
supply the answer yourself. Play the relevant part of the them to write up their work again. This can be done for
CD extract again for students to hear the answer. homework and will only take the students a few minutes
to do. This will be their final draft.
• only assess the final draft students give you.
Teaching speaking • Encourage students to keep a writing portfolio with all the
• Do speaking tasks on the speaking page in the unit as notes and drafts included. They can then evaluate their
student-centred pair or groupwork activities (ie as own progression over time, as can you.
student-student activities). This will increase student
talking time and decrease teacher talking time. Try to
monitor students’ progress and prompt when necessary as Teaching grammar
you move around the class. • Always provide a motivating warm-up so that you can
• Use the model speaking task in the unit (Class audio CD) be sure to have the students’ attention during the
for students to ‘hear’ how a speaking task should be done. presentation stage.
Analyze it for speaking functions. • When presenting the new language, follow the advice in
• Student-student speaking tasks, where the students are the Student’s Book. Make sure you focus on the meaning
required to work in pairs or groups, need the following to of the new structure before you focus on the form. In
be successful: other words, make sure students know what the sentences
• good explanations and instructions. (A demonstration mean before you begin analyzing them for form rules.
between teacher and student would also help students to • Before practising the new language, ask students some
better understand what is required of them.) concept checking questions to be sure they have really
•u nobtrusive monitoring during the speaking tasks and understood. Don’t limit checking of understanding to
listening to students getting on with the task in their Do you understand? This may not always generate truthful
pairs or groups. (You will only need to interfere if responses. Make use of the presentation boxes in the unit.
students are unclear of what they need to do or if they They contain a concept check.
are doing it incorrectly.) • When presenting the new language, use the board as
• feedback at the end. Give students feedback both much as possible. This ensures you have their attention
on how successfully the task was done as well as on and that all students are looking where they are supposed
language that may have been produced incorrectly to be looking.
(delayed correction). Don’t attempt to give them • Explain the practice activities clearly and always do the
feedback on all the incorrect language they produced. first one or two items as a class to demonstrate the activity.
Instead, focus on the functions, grammar and/or • Give students a few minutes to do an activity on their
vocabulary of the unit. own before checking answers. This gives them time to do
• It is important to remember that the ultimate aim of a the activity correctly and ensures students won’t just be
communicative speaking task is for students to get their guessing the answers.
message across in order to complete the task. Meaning • Finish the grammar lesson with a fun practice activity
and fluency is more important in these speaking tasks from the Teacher’s Book Resource Pages. They offer
than accuracy. freer practice of the structures in the unit and, most
importantly, add some fun to the grammar lesson.
12

Teaching vocabulary
• The vocabulary exercises in the Student’s Book should not
be set for homework. The vocabulary may be presented in
a meaningful context in the Student’s Book, but to be sure
students have understood, concept checking questions
can be asked too. Also, by varying presentation methods
(see below), you will be catering for all learning styles and
making the vocabulary more memorable for the students.
• When presenting new vocabulary in class, use different
presentation techniques (or a combination) depending on
the word. For example:
• demonstration/mime
• opposites, synonyms, other lexical groups
• visual aids (pictures, the real object, drawings, etc)
• through a reading text
• translation (use this as little as possible)
• definition
• explanation
• example
• When presenting new words, ensure students know how
to pronounce them. Do a repetition drill, and highlight
features of the word that require particular attention
(eg stress, silent letters, etc).
• Traditional ways of practising new vocabulary (drills,
gap fills, matching words with meanings, etc) may be
useful, but they are not sufficient. Mechanical repetition
or practice is no guarantee that the new words will move
from the short-term memory store into the permanent
memory. New knowledge, ie new words, need to be
integrated into existing knowledge. Do this by getting
students to do something meaningful with new words.
For example, by:
• s orting words into meaningful groups (eg bedroom
furniture, living room furniture, etc).
•p ersonalizing the new words by getting students to use
them to talk about their lives.
•p laying fun games with the new words (see Teacher’s
Book Resource Pages) either in the same lesson or at
some later stage.
• encouraging students to use some new words from the
unit in their writing task at the end of the unit.
• giving students meaningful homework to do with the
new words, not just memorization of long lists of words
with their definitions.
13

1 At leisure
Reading Pages 6 and 7

Themes

Leisure Aims of the lesson:
Sport • to warm students up (Dive in!)
• to predict from pictures (Exercise A)
Language aims • to read for gist (Exercise B)
• to read for specific information (Exercise C)
Grammar • to infer lexical meaning from context
Revision of present simple and present continuous (Exercise D)
Stative verbs • to personalize the content of the text
Adverbs of frequency (Quick chat)
Vocabulary
Hobbies and interests
Sports Dive in!
-ing/-ed adjectives describing feelings
Easily confused words: beat and win • This activity introduces students to the names of strange
hobbies or even common ones that they may not be
Skills aims aware of.
• Ask students to work in pairs or small groups. Give them
Reading a minute to do the task.
Students read a number of short texts for: • Discuss students’ guesses as a class. Give them the
• gist answers to the ones they do not guess.
• specific information • Alternatively, give each pair or group a dictionary to look
the words up. This will take longer, but will also encourage
Listening learner independence.
Students listen to short extracts for:
• specific and key information
Answers
Speaking blogging – keeping an online ‘diary’ which others
S tudents conduct a project to get to know their can read
classmates in order to practise: calligraphy – writing beautifully and artistically
• asking and answering questions gastronomy – cooking and eating good food
• reacting to their partners herpetology – collecting/studying snakes and lizards
• talking about their classmates horticulture – gardening
lepidoptery – collecting/studying butterflies
Writing origami – folding paper into beautiful shapes
Students write a short personal profile in order philately – collecting stamps
to practise:
• paragraphing
• linking
• talking about their likes and dislikes Reading

Exercise A
• Discuss these questions as a class. Encourage students to
make predictions about the teenagers in the pictures. Don’t
give anything away, as this will spoil the first Reading task.
Exercise B
• Give students about a minute to skim the texts quickly
and silently in order to match the texts with the
14 Unit 1
014-126 Code BLUE TB U1-U12.indd 14 2/1/10 6:23:34 AM

photographs. Tell students they do not need to read Vocabulary Page 8
everything to do this task.
• Time the students. This will encourage them to be quick.
• When eliciting answers, ask students to justify them by
referring back to the texts. Aims of the lesson:
• to present and practise vocabulary relating to
- hobbies and interests (Exercise A)
Answers - sports (Exercise B)
1 B 2 D 3 A 4 C - adjectives describing feelings
(Exercises C and D)
• to personalize the new language (Quick chat)
Exercise C
• Explain the task and give students about 5 minutes to
match each teenager with a book. Exercise A
• You might want to do the first one together as a class. • Ask students to tell you if they know what the names of
• Encourage students to underline the parts of the text the sports in the pictures are.
that help them decide. • Give students a few minutes to do the exercise. It is not
• Give students a minute to compare answers in pairs. as easy as it looks!
• Elicit answers. Ensure students justify their choices by • Students compare their answers in pairs.
referring back to the texts. • Elicit answers and ask them to label the sports in the
pictures. The sports are wingsuit diving (A), hang gliding
(B) and sky diving (C).
Answers
1 B 2 D 3 C 4 A
Answers
1 h 2 k 3 b 4 a 5 g 6 c
7 l 8 i 9 e 10 j 11 f 12 d
Words in the text
Exercise D Exercise B
• Explain the task by doing the first one together. Highlight • Give students a couple of minutes to do the quiz
the clues in the text that show that this is the answer. alone first.
• Give students 5 minutes to find the rest of the words on • Ask them to compare their answers in pairs.
their own. If they are finding it difficult to do, tell students • Elicit answers. Take this opportunity to check students
which texts the words are in. Point out that the first know the meaning of the incorrect options.
letter has been given to help them.You may also like to • To determine how well they did in the quiz, ask students
point out that one of the answers is from the book texts, how many they got right.
not the actual reading texts (item 6).
• Give students a minute to compare answers in pairs.
• Elicit answers. Answers
1b 2a 3a 4a 5c 6b 7a 8b

Answers
1 train (text A) Exercise C
2 championship (text A) • Give students a few minutes to complete the table.
3 Professional (text A) • Check answers and spelling of words.
4 chat (text B) • Ask students to work in pairs to come up with more
5 contact (text B) -ed/-ing adjectives. Some possibilities are: terrified/terrifying,
6 medallist (The golden girl) horrified/horrifying, interested/interesting.
Answers
Quick chat 2 thrilled; thrilling
• Ask the students to discuss the questions in pairs 3 amazed; amazing
first. Give them about a minute for this. 4 satisfied; satisfying
• Elicit answers from the students around the class. 5 frightened; frightening
6 amusing
7 bored; boring
For extra practice in this type of reading
task, refer students to pages 4 and 5 in
the Workbook.
Unit 1 15

Exercise D
• Give students a minute to read through the text and Answers
choose the right answers. 1 am reading
• Encourage them to read the text carefully for meaning, as 2 don’t enjoy
this will help them choose the right answers. 3 collect
4 do you go
5 go
Answers 6 is doing
1 boring 7 Are you listening
2 satisfying 8 spend
3 interested
4 exciting
5 frightened Exercise B
6 excited • Give students a minute to put the verbs in the
7 thrilling present simple or present continuous forms before
checking answers.
Quick chat Answers

• Do this exercise as a class. 1 do you go
• Ask for the students’ opinions of the hobbies and 2 is sleeping
interests in Exercise A and the sports in Exercise B. 3 is playing
Encourage them to use -ed and -ing adjectives. 4 doesn’t read; prefers
5 is; collects
6 are staying
Ask students to complete the exercises on
page 6 of the Workbook.
Exercise C
• Ask students to guess what the boy in the picture likes to
Grammar 1 Page 9 do in his free time.
• Give them a minute to quickly read the text to check if
they were right. Tell them to ignore the gaps for now.
Aim of the lesson: • Give students a minute to put the verbs in the present
• to revise forms and main uses of the present simple or present continuous forms.
simple and the present continuous • Encourage them to read the text carefully for meaning, as
this will help them decide on the right tense.
• Check answers.
Present simple and present continuous:
presentation
• Give students a minute to scan the Reading texts on Answers
pages 6 and 7 for these sentences. This will give them an 1 spend
opportunity to see the language in a richer context. 2 come
• Give students a minute to answer the concept questions. 3 do
• Elicit answers. 4 isn’t
• To recap, read through the rules of use in the right-hand 5 play
column.You might also want to read through the relevant 6 haven’t got
section on pages 154 and 155 in the Grammar database. 7 am studying
Answers Exercise D
1b 2a 3c 4d 5e • This exercise offers the students the opportunity to
practise the present simple interrogative form.
• Give students a minute to form the questions based on
Exercise A the prompts.
• This exercise checks students have understood the • Students work in pairs to ask and answer their partner’s
difference between the uses of the present simple and the questions. They should keep notes.
present continuous. • Students write sentences about their partner using
• Give students a minute to do the exercise before their notes.
checking answers.
16 Unit 1

Answers Answers
2 What time do you go to school? The following words/phrases are heard in
3 When do you do your homework? the extracts:
4 What do you do in your free time? days
watch the game
ahead
Ask students to complete the exercises on win
page 7 of the Workbook. lost
the score
beat
Listening Page 10 get tickets
huge (TV) screen
creative event
Aims of the lesson: figure-skaters
• to activate students’ background knowledge the (ice dancing) finals
on the topic (Exercise A)
• to encourage prediction from pictures
(Exercise B) Exercise C Track 2, CD 1
• to pre-teach some key vocabulary • Ask students to read the questions. They might be able
(Exercise B) to remember what they heard, so ask them to tentatively
• to listen for specific information (Exercise B) answer each question.
• to listen for key information (Exercise C) • Play the CD for students to check their answers. Tell
• to notice the difference in use between beat them to listen to the whole extract before they decide
and win (Exercise D) on a definite answer.
• to give students the opportunity to discuss the • Check answers after each extract. Play the extract a third
themes raised in the lesson (Quick chat) time if students are getting an answer wrong.
Exercise A Answers
• Discuss these questions as a class. Encourage students to 1 C 2A 3 B 4A
use vocabulary from page 8 (the vocabulary page) to talk
about these sports.
Words you heard

Answers
• The sports are cricket, baseball and football. Exercise D
•They are called spectator sports because they are • Read through the listening extracts and ensure students
popular sports to watch (a spectator is a person are clear about the difference in use between beat
who watches a game). and win.
• Give students a minute to do the exercise before
checking answers.
Exercise B Track 1, CD 1
• Check students understand the words.
• Students tick the words they think they will hear based Answers
on the pictures in Exercise C. 1 beaten
• Ask them to guess which extract they think the words 2 won
will appear in. There are no right and wrong answers here. 3 beaten
It is a prediction task. 4 won
• Play the CD. Students tick the words they hear and in this 5 beat
way check their predictions.
• Check answers.
• Alternatively, pause the CD between the extracts and
check answers before moving on to the next extract. Quick chat
• Give students a few minutes to talk about a sport
they’ve watched or played. Encourage them to use
words from Exercise B and/or from page 8.
• Ask one or two students to tell the rest of the class
what they told their partner.
Unit 1 17

For extra listening, refer students to page 9 Grammar 2 Page 11
in the Workbook, CD track 1.
Aims of the lesson:

Unit 1, page 10 • to introduce the distinction between stative
and dynamic uses of verbs (Exercises A and B)
Listening • to revise and practise adverbs of frequency
with the present simple (Exercises C and D)
Exercises B and C
1 Stative verbs: presentation

Man: Most team sports take between an hour and a • Read through the explanation of the rules of use of
half to two hours to play. It’s understandable, stative verbs. Remind students that the present simple is
considering most are spectator sports. Who wants to usually used to talk about states.
watch for longer than a couple of hours? That’s why I • You might want to explain that it is only when these
think people are often surprised when I tell them that verbs do not refer to a state that they can be used in the
one game of test cricket takes from between three continuous form.
to five days to complete.Yes, you heard right. Days, • To recap, you might want to read through the relevant
not hours! section on page 155 in the Grammar database. It contains
a longer list of stative verbs students can refer to when
2 doing Exercises A and B.
John: Did you watch the game on TV last night?
Peter: Well, I started to, but I only got to see the first Exercise A
three innings. The Mets were ahead then by two. Did • This exercise checks students have understood the
they win? distinction between stative and dynamic uses of verbs.
John: Actually, no, they lost. • Give students a minute to do the exercise before
Peter: Really? How did that happen? What was the checking answers.
score?
John: 5 to 4.
Peter: So the Dodgers ended up beating them? What Answers
a surprise! 1 ✘ Don’t worry, I believe you.
John: Yeah, but only just. It was a good game. Too bad 2 ✘ That soup smells delicious.
you missed most of it. 3 ✘ I know how to play World of Warcraft!
Peter: Yeah … 4 I like the idea of trying an extreme sport.
5✔
3 6✔
Friend: Hi, Max. How’re things?
Max: Yeah, fine.You?
Friend: Great! Excited about the final? Did you Exercise B
manage to get tickets? • Get students to tell you what’s happening in each picture
Max: No, just missed out. I’ve asked a couple of using the verb smell.
friends round and we’re going to make a night of it. • Ask students to do the first item and then match each
Friend: Oh? You know your local café’ll be showing utterance to the pictures.
it on a huge TV screen, don’t you? • Give students a minute to do the rest of the exercise
Max: Yeah, but it’s cozier at home.You can relax, eat, before checking answers.
and put your feet up.
Friend: Yes, that’s true. Well, may the best team win …
Max: … Chelsea, you mean? Answers
1 are (you) smelling; smell
4 2 think; agree
Woman: I spent all weekend glued to the TV 3 Do you like; seems
watching the World Figure Skating Championships. I 4 want; do (you) mean
saw both the men’s and women’s singles events, but 5 smells; tastes
the most impressive event was the ice dancing finals.
It’s the most creative event because it involves a pair
of figure-skaters dancing in a unique way. The French Adverbs of frequency: presentation
skaters who won the final really were amazing! The • Students put the adverbs of frequency in the right place
way they moved together, at the same time – what a on the diagram.
beautiful sight! • Check answers by drawing the diagram on the board and
eliciting from students where the adverbs should go.
18 Unit 1

• To recap, read through the relevant section on page 156 Exercise C
in the Grammar database. • Students read the text more carefully and choose the
best answer.
Answers
1 hardly ever Answers
2 sometimes 1 thinks
3 often 2 boring
4 usually 3 feel
4 boring
5 look
Exercise C 6 are still growing
• This exercise checks students know the position of 7 always
adverbs of frequency in the sentence. 8 rarely
• Give students a minute to do the exercise before 9 is getting
checking answers. 10 always
Answers Exercise D
1✔ • Explain the activity and do the first item together. Remind
2 ✘ John is always early! students that the meaning of the two sentences should
3✔ be the same.
4 ✘ Is Pam often so late? • Give students a couple of minutes to do the rest on their
5 ✘ I never get up early on Sundays. own before checking answers.
6✔ (My mum occasionally lets me stay out late. is
also correct.)
Answers
1 never
Exercise D 2 (actually) interested
• This exercise offers students some free personalized 3 won
practice of adverbs of frequency. 4 tired
• Explain the exercise by giving an example on the board 5 not watching
about a person/people in your life. Eg My favourite football 6 thinking
team occasionally wins.
• Give students a few minutes to write sentences about the
people and things in their lives.
• Ask students, in pairs, to read out their sentences to Quick chat
each other. • This activity gives students the opportunity to
• Ask students to read out one or two sentences to personalize with the text. Ask them to answer the
the class. questions in pairs first.
• Discuss the questions as a class.
Speaking Page 13
Practise your English Page 12
Aims of the lesson:

Aim of the lesson: • to practise asking questions (Exercises A, C
• to practise the grammar and vocabulary from and D)
the unit in an integrated way • to present and practise ways of expressing
surprise and interest (Exercises A and B)
• to practise using present tenses in an
Exercise A icebreaking, free speaking activity
• Ask the students to predict what they can about Mark (Exercises E and F)
from the picture. Do this as a class.
Exercise B
• Give students a minute to read the text quickly and
silently to check their predictions. Tell them to ignore the
words in bold for now.
Unit 1 19

Questions and reactions • There are two ways of doing this activity. Either the
students must find a different classmate for each activity,
Exercise A Track 3, CD 1 or, if this proves difficult, they ask as many students as
• Tell students they will be listening to the girl in the picture they need to in order to get yes answers.
(Pam) talking to some of her classmates. • Remind them to note down the name of the student and
• Play the CD for students to answer question 1. the information required in the last column.
• Explain question 2 and read through the Language chunks
box together. Explain that these are natural ways to Exercise F
express surprise and/or interest in English. • Students share their results with the class. Use this
• Play the extract again for students to listen and tick the opportunity to get the class to share information
expressions they hear. about themselves.
1 Answer Unit 1, page 13

By asking questions/conducting a questionnaire.
Speaking

Exercises A and C
2 Answers Pam: Hi, Peter.
2 Really? Peter: Hi, Pam.
4 That’s great! Pam: Do you enjoy watching sports?
6 Lucky you! Peter: Of course I do!
7 How strange! Pam: OK. P.e.t.e.r. Which ones?
Peter: Football and basketball.
Pam: F.o.o.t.b.a.l.l … b.a.s.k.e.t.b.a.l.l. Thanks!
Exercise B Peter: Do you enjoy watching sports?
• This exercise offers some controlled practice of the Pam: Only tennis.
expressions in the Language chunks box. Peter: Really?
• Students work in pairs. One student should read out Pam: Yep! Time to move on. Bye!
a statement and their partner should react, using an Peter: Bye.
expression from the Language chunks. They should then Pam: Hi, Connie. Do you do a fun leisure activity?
swap roles. Connie: Yes, I go horseriding every Saturday.
Pam: Lucky you! C.o.n.n.i.e … h.o.r.s.e.r.i.d.i.n.g.
Exercise C Track 4, CD 1 Connie: How about you?
• This exercise offers some controlled practice of the Pam: No. Only if you call reading and watching
intonation of questions. TV fun …
• Play the CD. Students listen and repeat chorally. Connie: No, I don’t think so.
You might want to ask some students to repeat Pam: Hi, John.
questions individually. John: Hi, Pam.
Pam: Do you have an interesting hobby?
Exercise D John: Yes, I collect stamps.
• This exercise offers some practice using correct Pam: That’s great! J.o.h.n … s.t.a.m.p.s.
intonation when asking questions. John: Do you have an interesting hobby?
• Students work in pairs to ask and answer the questions. Pam: Yes, I collect key rings.
John: Key rings? How strange!
Project: How my classmates spend

their leisure time Pronunciation Page 138
Exercise E
• This exercise helps students prepare for the Speaking Say it right!
task before they do it. The Speaking activity serves as
an icebreaker. Exercise A Track 5 CD 1
• When students have finished turning the statements into • Explain to students that the final ‘s’ in the third person
questions, ask them to stand up and mingle. They will need present simple is pronounced in three different ways
to ask their questions to a number of students. depending on the sound preceding it.
• Play the CD and students put each word, as they hear it,
in the corresponding column.
20 Unit 1

Writing Pages 14 and 15
Answers
\s\ \z\ \Iz\ Aims of the lesson:

• to warm students up (Exercise A)
makes plays exercises • t o practise filling in a form with personal
helps goes watches information (Exercise B)
spends • to practise paragraphing and linking ideas in
does a personal profile (Exercises C and D)
has • to practise linking ideas (Exercise E)
• to practise talking about likes and dislikes
(Exercise F)
Exercise B • to practise planning and writing a personal
• Before students practise saying the verbs in pairs, you may profile (Exercise G)
want to model the words for students to repeat.
• Students work in pairs to practise saying the words.
Exercise C Background information

• Students work back through the unit to find two more Social networking sites like Facebook and MySpace are
verbs for each column. websites where people can share information (eg
messages, photos, music and videos) with friends and
family. Musical Teenagers is not a real social networking
Possible answers site. However, the form and text type the students
will analyse is based on one.
\s\ \z\ \Iz\
sleeps enjoys announces Exercise A
reads comes studies • Get students to discuss the question in pairs before
discussing it as a class.
• Tell students these types of websites are called social
networking sites. Ask students if they have ever had
Pronunciation file, page 138, Unit 1 personal experience using such sites and what they think
of them.
Say it right!
Exercise B
Exercise A • This exercise involves analysing a form for the type of
exercises information it requires. This one is filled in incorrectly.
plays • Give students a few minutes to read through it and try to
goes correct it. Tell them that the fields with an asterisk (*) are
spends required. Tell them to ignore the gaps for now.
does • Get students to compare their answers in pairs before
has checking them.
watches
makes
helps Answers
First Name: Peter
Surname: Boddington
Country: UK
Postcode: missing
Email Address: missing
Birthdate: Date 11;Year 1996
He has ticked all the kinds of music, but in his profile
he only mentions rap and hip hop.
He hasn’t ticked the box regarding the Terms of Use
and Privacy Policy.
Unit 1 21

Skills development
Answers
Paragraphing and linking
I like I don’t like
Exercise C
• Give students a minute to match the information with the I’m into ✔
paragraphs in the profile. I can’t say I like ✔
I can’t stand ✔
Answers
1–3 I dislike ✔
2–2 I enjoy ✔
3–1
4–2 I hate ✔
I love ✔
Exercise D
• This activity helps students see how the ideas in the text
are linked. They are either linked by way of linking words
or by way of ideas. Planning and writing
• Give students a minute to do the task before checking
answers. Remind them that there is one extra sentence. Exercise G
• Ask students to justify their choices. • Give students a little time to read the extract and then
discuss it as a class.
• Read through the plan and tips in the Quick check! box.
Answers • Remind students to use expressions from the Language
1d 2a 3b chunks box.
• If time allows, get students to write, or begin to write, the
profile in class.
Exercise E
• Explain the task. Tell students that there are six words/ Ask students to complete the writing task
phrases with three broad meanings. on page 9 of the Workbook.
• Do the first one together. Tell them that so is similar in
meaning with another of the words/phrases in bold. Elicit Teacher’s Resource Pages: Unit 1 quiz (page 128);
that’s why. Communication activity (pages 140-142); Word
• Students match the rest. building exercises (page 172); Unit 1 Self-evaluation
sheet (page 178).
Answers
so = that’s why
also = too
but = though
Vocabulary: likes/dislikes
Exercise F
• Before they tick the correct column, ask students to scan
the profile for as many expressions as they can find from
the Language chunks.
• Explain that these expressions are informal ways of
talking about likes and dislikes, which is why they are
extreme. They are good to use in informal contexts.
22

2 Coming and going

Themes
Travel Aims of the lesson:
Transport • to warm students up (Exercises A and B)
• to activate background knowledge (Dive in!)
Language aims • to predict from the first paragraph
(Exercise C)
Grammar • to read for gist and to check predictions
Revision of past simple and past continuous (Exercise D)
used to and would • to read for specific information (Exercise E)
Time expressions: when, while, during and ago • to infer lexical meaning from context
Possessive determiners and possessive pronouns (Exercise F)
• to personalize the content of the text
Vocabulary (Quick chat)
Travel
Easily confused words: live and stay; travel, trip,
journey, voyage
Phrasal verbs Song
Word formation: negative prefixes un- and dis-
Skills aims Background information

Summer Holiday was made popular by Cliff Richard
Reading and The Shadows in 1963. This is a modern version
Students read a narrative text for: of the song.
• gist
• specific information
Exercise A
Listening • The activity aims to get students to predict the content
Students listen to short extracts for: of the song they are about to listen to and also to whet
• gist their appetite.
• specific information • Discuss students’ guesses as a class.
Speaking Exercise B Track 6 CD 1

Students conduct a pairwork speaking task in order • Play the song for students to listen and read along to
to practise: check their predictions in Exercise A.
• expressing preference • If you have time and if the students want to, play the song
• solving a problem a second time for students to listen to and sing along to.

Writing
Students write a story and practise: Answers
• organization The following two things are mentioned in the song:
• style • having fun
• sequencing ideas • sunshine
Dive in!
• Before discussing the questions as a class, get students to
discuss them in pairs first. Encourage students to guess
where they think the places in the pictures are (China,
France and a Greek island).
Unit 2 23

Reading
Answers
Exercise C 1 unaccompanied
• Read the first paragraph aloud as a class and answer the 2 resort
questions as a class. 3 abroad
• Write the students’ guesses on the board. This is so that 4 exotic
you can refer back to their guesses after they’ve read 5 cabin crew
the text.
Answers Quick chat

Students’ own answers. • Ask the students to discuss the question in pairs
first. Tell them to think about the advantages and
disadvantages of a beach holiday and a holiday in a
Exercise D big city.
• Give students three minutes to skim the text quickly and • Put the following ideas up on the board to
silently to check their predictions from Exercise C. Tell help them.
them to ignore the underlined words for now.
• Elicit answers. Beach resort City break
Where? an island a European
Exercise E capital
• Explain the activity and tell students that they will need to
read the text in more detail to do it. When? summer all times
• Give students about 5 minutes to do the activity. Tell Activities swimming, water museums, walks,
students to underline the relevant part of the text with sports, dancing, sightseeing, …
the answer. meeting people …
• Give students a minute to compare answers in pairs.
• Elicit answers. Ensure students justify them by referring • Give them a few minutes for this.
back to the texts. • Elicit answers from the students around the class.
Answers For extra practice in this type of reading

1 ✔ … I have spent at least one weekend a month task, refer students to pages 10 and 11 in
with my father in London since I was six. the Workbook.
2 ✘ … with my mother or father. He travels with his
mother and he travels with his father, but not
with both together. They are separated. Vocabulary Page 18
3 ✔ unaccompanied children … looked after by …
and cabin crew
4 ✘ … I spend two or three weeks with my father in a Aims of the lesson:
beach resort and another fortnight with my mother … To present and practise
5 ✔ … I spend two or three weeks with my father in a • vocabulary relating to travel (Exercises A
beach resort … and B)
6 ✔ … A week later my dad and I were sailing down • easily confused words: live and stay
the Yangtze River! (Exercise C); travel, trip, journey and voyage
(Exercise D)
• phrasal verbs relating to travel (Exercise E)
Words in the text

Exercise A
Exercise F • Ask students to describe the places in the two pictures
• Explain the task. Tell students to underline the clues in the (a cruise ship in a port and the baggage claim area in
text that help them decide on an answer. an airport).
• Give students 3 minutes to do the activity. • Ask them if they have ever been to places like the ones
• Give students a few seconds to compare answers in pairs. in the pictures or if they have ever travelled by ship or
• Elicit answers. by plane.
• Give students a minute to choose the correct answer for
each item.
• Elicit answers and check they know the meaning of the
wrong options.
24 Unit 2

Answers Answers
1c 2a 3b 4c 5b 6c 1a 2b 3b 4a
Exercise B Ask students to complete the exercises on

• Model the words/phrases for the students to repeat (for page 12 of the Workbook.
pronunciation purposes).
• Give students a couple of minutes to complete the
gaps in the sentences.You might want to give them a Grammar 1 Page 19
dictionary to use to help them with some of the
words/phrases.
• Ask them to compare their answers in pairs. Aims of the lesson:
• Elicit answers. Take this opportunity to check students • to revise forms and main uses of the past
understand the meaning of the words/phrases. simple and the past continuous
• to present and practise used to and would to
talk about past habits and/or states
Answers
1 taxi rank
2 passport Past simple and past continuous: presentation
3 boarding pass • Give students a minute to scan the Reading text on page
4 traveller’s cheques 17 for these sentences. This will give them an opportunity
5 terminal to see the language in a richer context.
6 attractions • Give students a minute to name the tenses and then to
7 guidebook match the sentences with the uses.
• Elicit answers.
• To recap, you might want to read through the relevant
Exercise C section on pages 156 and 157 in the Grammar database.
• This exercise helps students see the difference between
the commonly confused verbs live and stay.
• Give students a minute to read the example sentences Answers
and to choose the correct answers. a 1 (past simple)
b 2 (past simple)
c 4 (past continuous)
Answers d 5 (past continuous)
1 Stay e 3 (past simple)
2 Live
Exercise A
Exercise D • This exercise checks students have understood the
• This exercise helps students see the difference between difference between the uses of the past simple and the
the commonly confused nouns travel, trip, journey past continuous.
and voyage. • Give students a minute to do the exercise before
• Give students a minute to read the example sentences checking answers.
and to complete the gaps in the definitions with the
right word.
Answers
1 went
Answers 2 stayed
1 Voyage 3 were still packing
2 Journey 4 realized
3 Trip 5 were getting off
4 Travel 6 was getting on
Exercise E Exercise B
• Give students a minute to do the activity alone first. Tell • Give students a minute to put the verbs in the past
them that the option they choose should make sense in simple or past continuous forms before checking answers.
the sentence. • Encourage them to read the text carefully for meaning, as
• Check answers. this will help them decide on the right tense.
Unit 2 25

Answers Answers
1 drove 1 meant
2 travelled/was travelling 2 used to spend
3 met 3 would go
4 saw 4 were dancing
5 had 5 didn’t use to go
6 was driving
7 found
8 made Ask students to complete the exercises on
used to and would: presentation

• Explain that we can use used to and would to talk about Listening Page 20
the past.
• Give students a minute to read the examples and
complete the rules. Aims of the lesson:
• Elicit answers. • to activate students’ background knowledge
• To recap, you might want to read through the relevant on the topic (Exercise A)
section on pages 156 and 157 in the Grammar database. • to listen for gist (Exercise B)
• to listen for specific information (Exercise C)
• to notice words that take the negative
Answers prefixes un- and dis- (Exercise D)
1 used to; would • to give students the opportunity to discuss
2 would the themes raised in the lesson (Quick chat)
Exercise C Exercise A
• Explain the task. Remind students that the second • Ask students to discuss the questions in pairs before
sentence should have the same meaning as the first and discussing them as a class.
that they must use the word given in brackets.
• Give students a couple of minutes to complete Exercise B Track 7 CD 1
the sentences. • Explain that students will listen to four short extracts.
• Ask students to compare their answers in pairs. The first time they listen, they need to listen for general
• Elicit answers. information, not for details.
• Highlight the different prepositions used to talk about
ways of moving about.
Answers • Play the CD. Students match the speakers to the means
1 used to spend of transport.
2 would go swimming • Check answers.
3 didn’t use • Alternatively, pause the tape between the extracts and
4 would take me check answers before moving on to the next extract.
Exercise D Answers
• This exercise offers the students the opportunity to 1c 2b 3d 4a
practise all the grammatical items in this lesson.
• Give students a minute to read the text and choose the
correct answers. Exercise C Track 8 CD 1
• Encourage them to read the text carefully for meaning, as • Ask students to read the questions carefully. They might
this will help them decide on the answer. be able to remember what they heard, so ask them to
• Elicit answers. tentatively answer each question.
• Ask what they usually do on their summer holidays. • Play the CD for students to check their answers. Tell
them to listen to the whole extract before they decide
on a definite answer.
• Check answers after each extract. Play the extract a third
time if students are getting an answer wrong.
26 Unit 2

r eally trust public transport either. This was all more
Answers than 30 years ago. In those days, the buses were
1b 2a 3b 4a always late and crowded, completely unreliable
overall. So I used to cycle to school. It took me
about an hour, and it was a way of keeping fit as well!
There didn’t use to be any cycle routes like there are
Words you heard today, so cycling wasn’t as safe as it is now, but then
the traffic wasn’t as heavy as it is these days, so it
Exercise D wasn’t really unsafe. My mum disapproved at first,
• Read through the Listening extracts and ensure students but, since I’d cycle with a group of friends, she soon
understand the rule. stopped worrying.
checking answers. Speaker 3
Woman: My school was only a ten-minute walk
from where I lived, but I never enjoyed walking, and
Answers especially in the morning, I couldn’t be bothered to
1 disagreed walk at all. I was lucky, though, because it was on my
2 Unfortunately mum’s way to work, so she used to drive me to
3 unlucky school every morning. The best thing about it, apart
4 disadvantages from not having to walk early in the morning, was
5 unfamiliar that I could comb my hair during the ride. In the
6 discourage afternoon, I didn’t really mind walking back home so
much – it was in the morning that I found everything
very difficult. I think I just never was a morning
person. At all.
Quick chat
• Give students a minute to answer the questions Speaker 4
in pairs. Man: I didn’t really have to travel to school – you see
• Ask a few students to tell the rest of the class how it was across the street from where I lived. The bus
they prefer to go to school or college. stop was actually further away than the school was.
Some of my mates had to get up an hour or more
earlier than me and then get the bus or the tube, so
For extra listening, refer students to page 15 in a way you could say I was lucky. But I felt that I was
of the Workbook, CD tracks 2 and 3. rather unlucky – I was missing out on so many things,
like morning walks, bus rides with my friends, and
such. And it always seemed that the funniest things
happened to them while they were walking to school,
Unit 2, page 20 so my mornings were never as exciting as theirs.
Listening
Exercises B and C Pronunciation Page 138

Speaker 1
Man: I used to walk to school when I was very young Say it right!
and we lived in the town centre, but then we moved
to the suburbs and it was a bit too far – it would have Exercise A Track 9 CD 1
taken me at least three quarters of an hour. By bus it • Read through the explanation as a class.
was only about ten minutes, unless there was a lot of • Play the CD.
traffic. My school day started at quarter past eight, so
normally I should catch the eight o’clock bus. But the Exercise B Track 10 CD 1
eight o’clock bus usually took more than 20 minutes • Play the CD and students write the words in the right
because there was often heavy traffic at that time. column depending on the sound of the –ed ending.
So, I had to get the seven forty-five. I got to school • Play the CD again for students to listen and repeat.
a bit early, but there was no other choice.
Speaker 2
Woman: My school was about ten kilometres away,
so there was no way I could walk there. And I didn’t
Unit 2 27

Which two expressions are used in phrases referring to
Answers periods of time?
Which expression is used with the past continuous?
/d/ /ıd/ /t/ • Ask students to complete the rules in their books by
1 changed ✔ writing the correct time expression in the spaces.
2 cleaned ✔ section on page 157 in the Grammar database.
3 cycled ✔
4 depended ✔
Answers
5 disapproved ✔ 1 When; while
6 finished ✔ 2 During; ago
7 missed ✔ 3 while
8 spotted ✔
9 travelled ✔ Exercise A
10 used • This exercise checks students have understood the
✔
distinction between the time expressions.
checking answers.
Pronunciation file, page 138, Unit 2

Answers
Say it right! 1 while
2 when
Exercise A 3 during
lived 4 four years ago
ended 5 when
walked 6 While
Exercise B
1 changed Exercise B
2 cleaned • Give students a minute to do the exercise before
3 cycled checking answers.
4 depended
5 disapproved
6 finished Answers
7 missed 1 during
8 spotted 2 ago
9 travelled 3 when; ago
10 used 4 while
5 during
6 when/while
Grammar 2 Page 21
Possessive determiners and possessive pronouns:
presentation
Aims of the lesson: • Write up the two expressions my friend and a friend of
• to present and practise time expressions mine on the board. Ask students if they mean the same
with past tenses (Exercises A and B) thing (they do). Explain that they both mean one of
• to revise and practise possessive determiners my friends.
and possessive pronouns (Exercises C and D) • Books closed, write up the list of possessive determiners
on the board.
• Tell students that mine is the possessive pronoun for my.
Time expressions: presentation • Elicit the rest of the possessive pronouns from the
• Write the extracts from the Listening texts on the board students and write them up on the board.
and underline the time expressions. Ask students the • Books open, give students a minute to read the example
following questions: sentence in the presentation box and then complete
Which two expressions join two parts of a sentence? the rules.
• Check answers.
28 Unit 2

Exercise B
Answers • Give students a few minutes to read the text carefully
1 possessive determiners and choose the best answer.
2 possessive pronouns • After checking answers, ask students if they think the
Eurail pass sounds like a good deal.
Exercise C
• This exercise checks students understand the difference Answers
between possessive pronouns and possessive determiners. 1 a 2 b 3 c 4 c 5 c 6 b 7 d 8 c 9 c 10 b
checking answers.
Exercise C
• Explain the activity and do the first item together. Remind
Answers students that the meaning of the two sentences should
1 A: your B: mine be the same.
2 A: his B: yours • Give students a couple of minutes to do the rest on their
3 A: their B: ours own before checking answers.
Exercise D Answers
• Give students a minute to do the exercise before 1 landed when/while
checking answers. 2 went to/would go to
3 friend of hers
4 would/used to
Answers 5 saw me off
1 my 6 on foot
2 mine
3 ours
4 her
5 their Quick chat
6 yours • This activity gives students the opportunity to
personalize with the text. Ask them to answer the
questions in pairs first.
Ask students to complete the exercises on • Discuss the questions as a class.
Practise your English Page 22 Speaking Page 23
Aim of the lesson: Aims of the lesson:

• to practise the grammar and vocabulary • to warm students up (Exercise A)
from the unit in an integrated way • to express preferences (Exercise B)
• to present and practise ways of talking about
preferences (Exercises C, D and E)
Exercise A • to practise using ways of talking about
• Write Eurail on the board and ask students if they can preferences in a free speaking collaborative
guess what it refers to. Write pass next to it and ask task (Exercise F)
students if they can guess what a Eurail pass is. Don’t
confirm or negate their guesses yet as this will spoil the
reading activity. Exercise A
• Ask students to read the first paragraph to find out what • Give students a minute to brainstorm as many activities
Eurail is. as they can think of that people can do at a summer camp
by the sea.
• Elicit ideas and write them up on the board.
Answer
Eurail is used to refer to the European railroads. Exercise B
• Ask students to look at the picture and to check if the
ideas they came up with in Exercise A are there.
Unit 2 29

• Get students, in pairs, to talk about the activities they * There is a Speaking database with standard functional
would prefer to do and why. Give them a couple of language for all units on page 152.
minutes for this.
Exercise C Track 11 CD 1 Unit 2, page 23

• Explain the activity. Check students know the activities by
showing them in the picture in Exercise B. Tell them that Speaking
they will hear what the speakers decide to do for the
time slots. Exercises C and D
• Play the CD. Students listen and circle the activity the two Girl: I hate jogging, especially in the morning. So we’d
students decide to do in the four time slots. have to go for either aerobics or beach volleyball.
Which do you prefer?
Boy: I don’t know. I like aerobics, but it’s something
Answers you can do anywhere. Beach volleyball, on the other
9.00-10.00 beach volleyball hand, you have to be on the beach to play it. So I’d
10.00-13.00 swimming rather play volleyball in the morning.
14.00-16.00 singing lessons Girl: Me too. It’d be fun, and I prefer ball games to
18.00-20.00 fishing aerobics anyway.
Boy: All right, then. What would you like to do next?
Girl: Well, I think football is definitely out of the
Exercise D Track 12 CD 1 question. I don’t want to play football when I’m
• Play the CD again for students to listen and tick the by the sea …
expressions they hear. Boy: My feelings exactly. But I like both swimming
and sailing. Can’t we do both?
Girl: Actually, I think I’d prefer to go swimming after
Answers the beach volleyball.
Asking about preference Boy: Fine! Let’s do that, then. What about
Which do you prefer, X or Y? the afternoon?
Expressing preference Girl: Something relaxing, please. Definitely not
I’d prefer to … dance lessons.
I prefer X to Y … Boy: OK then, so the choice is between yoga and
I’d rather do X than Y … singing lessons.
I’d rather not do … Girl: I’d rather not do yoga. I’ve heard it’s more
difficult than it looks.
Boy: Singing then …
Exercise E Girl: What about in the evening? Do you feel like
• This exercise offers some controlled practice of the going water-skiing?
expressions in the Language chunks box. Boy: No, I don’t want to get wet again, and I think
• Give students a minute to transform the sentences using bird-watching would be boring, so how about fishing?
the word in brackets. Girl: OK, fishing it is!
Answers
1 would you rather go, the seaside or the mountain Writing Pages 24 and 25
2 travelling by train to flying / to travel by train
3 not go fishing in the evening
4 do you prefer, a hotel or a campsite Aims of the lesson:
• to warm the students up (Exercise A)
• to read two model stories for gist
Exercise F (Exercise B)
• Explain to students that this activity is the same one the • to analyse two model stories for style and
students in the listening extract were doing (Exercise C). organization (Exercises C, D, E and F)
• Read the instructions to the activity as a class and check • to practise planning and writing a story
students understand what they have to do. (Exercises G and H)
• Remind them they can use ways of expressing
preferences from the Language chunks box.
• Give students 5 minutes to do the task in pairs. Exercise A
• Elicit feedback from each pair. Ask them to tell the class • Ask students to discuss the questions in pairs for about a
what they have decided on for each time slot and why. minute first before discussing them as a class.
30 Unit 2

Exercise B
• Tell students they are going to read two stories Answers
about surprises. 1 … my parents didn’t say anything all day. I was very
• Give them 2 minutes to read them quickly and to match disappointed. I thought nobody liked me.
them to the pictures. 2 … I thought everyone was out and I was alone. I
decided to watch TV all evening.
3 And it was also the best birthday party! Nobody
Answers forgot about my birthday after all. And they did
Story 1: the second picture love me!
Story 2: the first picture
Exercise F
• These phrases are discourse markers that indicate the
Skills development sequence of events in a story. Using them makes a story
easier to read and the events easy to follow.
Style and organization • Give students a minute to do the task before checking
answers. Tell them that some can be used in more than
Exercise C one place in a story.
• Give students a minute to look back at Story 1 to answer
the questions.
• Elicit answers. Answers
1 conclusion
2 main paragraph(s)/conclusion
Answers 3 conclusion
Background information: paragraph 1 4 introduction
The main events: paragraphs 2 and 3 5 main paragraphs
Conclusion: the last paragraph 6 introduction/main paragraphs
Exercise D
• Give students a minute to reread Story 2 to answer Planning and writing
the questions.
• Elicit answers. Exercise G
• Write the title of the story the students are going to
write, A surprise holiday, on the board. Tell them that they
Answers are going to write a story with this title.
Background to the story: • Give students a few minutes to make notes for each
It was my birthday, but I thought no one remembered it. bullet point.
None of my friends called to say happy birthday, and • In pairs, students tell each other about their surprise
even my parents didn’t say anything all day. holiday. They should discuss each bullet point.
Result of this:
So I went for a walk on my own in the afternoon and I Exercise H
didn’t make any plans for the evening. • Read through the plan and tips in the Quick check! box.
The rest of the story can be divided into two • Refer students to the Writing database on page 148 for
more paragraphs: a plan with useful expressions students can use in their
1 When I got back home … ‘Happy birthday to you’. story. Remind them to also use expressions from the
2 That’s why no one said anything all day … Language chunks box.
• If time allows, ask students to write, or begin to write,
their story in class.
Exercise E
• Explain to students that these sentences express the Ask students to complete the writing task
writer’s thoughts and feelings. Including them would make on page 15 of the Workbook.
the story more interesting.
• Give students 2 minutes to reread the story in order Teacher’s Resource Pages: Unit 2 quiz (page 129);
to find where the best place to include these sentences Unit 2 Communication activity (pages 143-144);
would be. Word building exercises (page 173); Phrasal verbs
exercise (page 175); Unit 2 Self-evaluation sheet
(page 178).
Unit 2 31

1-2 Review
Pages 26 and 27
Exercise 1 Exercise 6
1 sky diving 1 were you doing
2 bungee jumping 2 used to
3 extreme sports 3 was travelling; saw
4 collecting things 4 played
5 drawing (and) painting 5 ago
6 rock climbing 6 finished; watched
7 goggles 7 would cry
8 kick
9 pitch Exercise 7
10 court (and) net 1 your book
2 used to/would
Exercise 2 3 I was walking
1 trip 4 of my friends
2 guidebook 5 hardly
3 see (me) off 6 used to
4 set off
5 checked in; boarding pass For extra activities, refer students to CLIL 1
6 checked out on pages 94-95 of the Workbook.
7 passport
Exercise 3
1 live
2 stayed
3 voyage
4 journey
Exercise 4
1 excited
2 boring
3 amazing
4 unlucky
5 disagreed
6 disadvantage
Exercise 5
1 I go to school every morning at 8am.
2 At the moment, I’m training for the
tennis championship.
3✔
4✔
5 What are you doing at the moment?
6 Where do you go to school?
7 These biscuits taste fantastic!
8✔
32

3 Just the job for you!

Themes
Work and jobs Aims of the lesson:
Volunteering • to warm students up (Dive in!)
• to motivate students (Exercise A)
Language aims • to read for gist (Exercise B)
• to scan for details (Exercise B)
Grammar • to read for specific information (Exercise C)
Present perfect simple • to infer lexical meaning from context
Present perfect continuous (Exercise D)
Question tags • to personalize the content of the text
Polite questions (Quick chat)
Vocabulary
Work and jobs
Derivatives (verbs and nouns) Dive in!
Easily confused words
Phrasal verbs • The activity aims to get students thinking about different
jobs and what they may involve and how much people
Skills aims doing them might earn. It is meant to be a fun activity
with no right or wrong answers.
Reading • Give students 2 minutes to discuss the questions about
Students read three short biographies for: the pictures in pairs first.
• gist • Discuss students’ guesses as a class.
Listening Answers
Students listen to a radio interview for: The pictures show the following jobs:
• gist snow plough driver
• specific information teacher
mechanic
Speaking vet
S tudents conduct a pairwork speaking task in order doctor
to practise:
• making suggestions
• agreeing and disagreeing
• exchanging opinions Background information
A career test (or career aptitude test) can help you
Writing see what you are good at and what you enjoy doing.
Students write a formal email/letter and practise: The results can be used to suggest different jobs that
• using formal language reflect the taker’s skills, aptitude and interests.
• applying for a job
Reading
Exercise A
• Explain to students that sometimes people do career
tests to find out what they are good at and what they
enjoy doing. This can help them decide what job to do.
• Give students 2 minutes to do the test for themselves.
Explain any unknown words.
Unit 3 33

• When they have finished, tell them to turn to page 142
for an interpretation of the results. Again, ensure students Answers
understand the words describing personality and the jobs 1 suits
in the interpretation. 2 Creative
• Have a class discussion about the results. Do students 3 Industry
agree with them? 4 artistic
5 challenge
Exercise B 6 inventor
• Read the first paragraph of the text aloud as a class and 7 animator
ask students to predict what they think the short texts 8 stunts
about the three people will be about.
• Give students 2 minutes to skim the three texts quickly
and silently to match each person with a picture.
• When they’ve finished, give students another 2 minutes Quick chat
to scan the text to find the qualities each person had • Ask the students to discuss the question in pairs.
according to the career test they did. Check students • Elicit answers from the students around the class.
understand the meaning of the words.

Answers task, refer students to pages 18 and 19 in
Pictures the Workbook.
1B
2A
3C Vocabulary Page 30
Qualities
1 Jim: creative, confident
2 Josh: artistic, clever Aims of the lesson:
3 Madeleine: enjoys a challenge, wants excitement To present and practise
• vocabulary relating to jobs (Exercise A)
• derivatives (verbs and nouns) relating to
Exercise C work (Exercises B and C)
• Tell students to underline key words in the questions that • easily confused words relating to work
will help them know what information to look for in the (Exercise D)
texts. Eg Who was not really helped by the career test? • phrasal verbs relating to work (Exercise E)
• Do the first one together. Tell students to scan each text
to find where the career test is mentioned and underline
this section. Tell them to read that part of each text Exercise A
carefully to find the answer. • The activity is designed to explain what the jobs are
• Give students 5 minutes to do the rest on their own. to students.
• Tell students to compare their answers in pairs before • Model the jobs for the students to repeat (for
you check them. Remember to ask them to justify their pronunciation purposes)
answers by reading the part of the text that contains it. • Give students 2 minutes to match the jobs with
their description.
• Elicit answers.
Answers • Ask students if they know anyone who does these jobs
1 C 2 A 3 A 4 B and C 5 C 6 B 7 C or what they know about these jobs. Get them to tell you
if they would like to do any of these jobs. Which one(s)
and why?
Words in the text

Answers
Exercise D 1 nursery teacher
• Explain the activity and give students 3 minutes to do it. 2 flight attendant (also known as a member of the
• Give students a few seconds to compare answers in pairs. cabin crew)
• Elicit answers. 3 factory worker
4 mechanic
5 civil engineer
6 computer technician
7 civil servant
8 shop assistant
34 Unit 3

Exercise B
• Give students a couple of minutes to complete the Answers
derivatives.You might want to give them a dictionary to 1e 2c 3d 4b 5a
use to help them with some of the words.
• Ask them to compare their answers in pairs.
• Elicit answers. Model the words for the students Ask students to complete the exercises on
to repeat. Take this opportunity to check students page 20 of the Workbook.
understand the meaning of the words.
Grammar 1 Page 31
Answers
1 retire
2 application/applicant Aim of the lesson:
3 interview • to present and practise the forms and main
4 qualification uses of the present perfect simple and the
5 experience present perfect continuous
6 employ
Present perfect simple: presentation

Exercise C • Give students a minute to read the sentences and to
• Ask students what they think Katie Brown’s job involves. match each with a description.
• Tell students to read the text quickly, ignoring the gaps for • Elicit answers.
now, to check their guesses. • Read through the note regarding the time expressions as
• Give students a minute to complete the activity before a class.
checking answers. Tell them to read the text carefully as • To recap, you might want to read through the relevant
this will help them decide which words to use in each gap. section on pages 158 and 159 in the Grammar database.
Answers Answers
1 employs a2 b3 c1
2 employees
3 qualifications
4 experience Exercise A
5 retire • This exercise provides practice for the form of the
present perfect simple.
• Give students a minute to read the text first. Ask them
Exercise D what the person’s job involves.
• This exercise helps students see the difference between • Students complete the activity. Tell them there is a list of
the commonly confused words relating to work. irregular verbs on page 153 for them to refer to if they
• Allow students to read the first sentence and to choose need to.
the correct option. • Check answers.
• Check the answer and check that students know the
meaning of the other option.
• Model the words in item 3 for students to repeat Answers
(colleagues, staff). 1 Have you ever watched
2 ’ve spent
3 ’ve travelled
Answers 4 ’ve just got
1 get 5 ’ve learnt
2 salary 6 haven’t found
3 colleagues
4 earns
5 do Present perfect continuous: presentation
6 makes • Tell students to match the sentences with the meanings of
the present perfect continuous.
• Elicit answers.
Exercise E • Read the reminder regarding stative verbs.
• Give students a minute to do the activity alone first. • To recap, you might want to read through the relevant
• Check answers. section on pages 158 and 159 in the Grammar database.
Unit 3 35

Listening Page 32
Answers
a1 b2
Aims of the lesson:
• to activate students’ background knowledge
Exercise B on the topic (Exercise A)
• This exercise checks students understand the difference • to encourage prediction (Exercise B)
between the present perfect simple and the present • to listen for gist (Exercise C)
perfect continuous. • to listen for specific information (Exercise D)
• Give students a minute to do the activity. • to notice and practise the difference in
• Ask students to compare their answers in pairs. meaning and use of the words job and work
• Elicit answers. (Exercise E)
• to give students the opportunity to discuss
the themes raised in the lesson (Quick chat)
Answers
1 been waiting
2 worked Exercise A
3 been trying • Give students a minute to read the dictionary definitions.
4 been driving • Discuss the question as a class.
5 been washing
6 wanted Exercise B
• The purpose of this task is to encourage students to
predict the content of the Listening extract. It also gives
Exercise C them a good reason to listen to the extract they will hear.
• Explain to students that to do this activity they have to • Give students a minute to read the advertisement for
read the text carefully. Be a volunteer! Don’t explain too much to them yet. The
• Give students 2 minutes to read the text and complete it purpose of this volunteer programme will become clear
with the right form of the verbs in brackets. once they’ve heard the Listening extract.
• Encourage them to read the text carefully for meaning, as • Read through the three options together and ask
this will help them decide on the right answer. students to make an educated guess about what working
• Elicit answers. with Be a volunteer! would involve. Don’t confirm or
• Ask students if they think this person’s job sounds negate their guesses yet.
interesting. Ask them to tell you why they think it does
or doesn’t. Exercise C Track 13 CD 1
• Explain that students will listen to a girl talking about her
sister’s experience as a youth volunteer.
Answers • Play the CD. Students listen and choose the right option.
1 lost • Check the answer.
2 thought • Now clarify any words the students may not be
3 has turned out clear about.
4 have been working
5 have never enjoyed
6 have kept Answer
7 have just prepared 3
8 took
9 thought
10 have found Exercise D Track 14 CD 1
• Ask students to read the sentences carefully. They might
be able to remember what they heard, so ask them to
Ask students to complete the exercises on tentatively choose an answer.
page 21 of the Workbook. • Ask them to underline key information in the sentences –
information that they need to listen out for.
• Play the CD for students to check their answers.
• Play the extract a third time if students are getting an
answer wrong.
36 Unit 3

know. With me today is Betty Brackon, a young high
Background information school student, whose sister, Jan, is spending 12
V
SO stands for Voluntary Service Overseas. It is an whole months as a volunteer in Ghana. (1) Well,
independent, international development charity that hello and welcome, Betty.
works with the aid of volunteers to fight poverty in Betty: Thanks, Mitchell.Yes, I still can’t believe
developing countries. It also has a programme giving my sister’s doing it – she’s having an absolutely
young volunteers an opportunity to work as amazing experience!
volunteers abroad.You can find more information at Mitchell: So, Betty, first of all, tell us what your
http://www.vso.org.uk/volunteering/youth/. sister’s doing in Ghana for 12 whole months.(1)
Betty: Well, this year has been a gap year for her.
She’s taken a year off between finishing high school
and going to university, which she plans to do in
Answers September. (2) She decided she wanted to do
1a 2c 3a 4b 5c 6c something important, something that would make a
difference to people’s lives. So she joined Be a
volunteer! and they sent her to Ghana.
Mitchell: Would you like to tell our listeners what
Words you heard Be a volunteer! is, Betty?
Betty: Well, it’s a youth volunteer service that
Exercise E involves working in a developing country. A
• Read through the Listening extracts and the explanations developing country is a country that’s working to
and ensure students understand the difference between improve its economic and social situation. Jan was
job and work. sent to Ghana.
• Give students a minute to do the exercise before Mitchell: What exactly is she doing there? What
checking answers. skills does she have at 18? I mean, she has worked
before, hasn’t she?
Betty: Yes, she has some work experience as a sales
Answers assistant in a local shop. It was her Saturday morning
1 job job while she was at school. (3) But a volunteer in the
2 works programme doesn’t really need any work experience,
3 work because most of what you need, you learn when
4 job you’re there.You train on the job.
5 jobs Mitchell: Well, what has she been doing in Ghana?
6 work Betty: In the first month she was there, she helped
volunteer teachers in the classroom. Then, two
months later, when she was asked to take on a class
of her own, she was really surprised. (4) She taught
Quick chat them a little English. They read stories, did a little
• Give students a minute to answer the question writing and sang lots of songs. (5) Most of her
in pairs. students were primary school age, and they were
• Ask a few students to tell the rest of the class if absolutely lovely. I think she’s really going to miss
they would like to do any voluntary work. If so, them when she comes home.
what kind and why? Mitchell: I suppose I don’t need to ask you if she’s
enjoying the work. Is she paid a salary?
Betty: Not exactly. As a volunteer, they cover her
For extra listening, refer students to page 23 basic accommodation and food costs, but that’s about
of the Workbook, CD tracks 4 and 5. all. (6) She paid for her ticket over, and for most of
her day-to-day expenses.
Mitchell: Does she recommend the experience?
Betty: Absolutely! From what she tells me, it’s
Unit 3, page 32 extremely rewarding. She did mention, however, that
it isn’t always perfect. But overall, she says it’s worth
Listening it, yes.
Mitchell: Thank you, Betty.
Exercises C and D
Mitchell: Good morning, listeners, and welcome to

Interesting People the programme that invites you,
the listener, to tell us about an interesting person you
Unit 3 37

Grammar 2 Page 33 Polite questions: presentation
• Explain to students that if we do not know the person
we are speaking to or writing to (or don’t know him/
Aims of the lesson: her well), we often use indirect questions to be polite.
• to present and practise question tags Situations which would require us to use polite questions
(Exercises A and B) include formal emails and job interviews.
• to present and practise polite questions • Read the questions in the presentation box as a class.
(Exercises C, D and E)
Exercise C
• This exercise checks students can recognize the
Question tags: presentation difference between direct questions and polite questions.
• Read through the example sentences. Explain that using • Give students a few seconds to do the exercise before
question tags is a common way to keep a conversation checking answers.
going in English. • To recap, read through the relevant section on pages 159
• Read the note regarding the intonation of the tag. Tell and 160 in the Grammar database.
students that this will become clearer when they do
Exercise B.
• To recap, you might want to read through the relevant Answers
section on page 159 in the Grammar database. 1 a polite
b direct
Exercise A 2 a polite
• This exercise checks students have understood how to b direct
form the tag in a question tag.
checking answers. Exercise D
• This exercise checks students can recognize the correct
form of polite questions. Tell them to refer to the
Answers Grammar database on pages 159 and 160 if they need to.
1 are you • Give students a minute to do the exercise before
2 do we checking answers.
3 isn’t it
4 can’t she
5 won’t you Answers
6 didn’t he 1 Could you tell me where I will be working?
2 Can I ask if the job is full-time?
3 I wonder if you could tell me how much I will
Exercise B Track 15 CD 1 be paid.
• Explain that students have to listen to the intonation of 4 Can you tell me why you left your last job?
the tag to determine if the question tag is a real question 5 Could I ask you to fill in this application form?
or not. If it goes up, the speaker is not sure and it is a real 6 Do you think you could come to work on time?
question. Play the example question first.
• Play the rest for students to decide if the woman is sure
or not sure.You might need to play them a second time. Exercise E
• When you’ve checked answers, play the CD again for • Give students a couple of minutes to do the activity
students to listen and repeat. before checking answers.
• Get students to practise asking and answering the
question tags in pairs (by way of making mini dialogues).
• If time allows, get students to read out a question with Answers
a rising or falling intonation. The rest of the class has to 1 what kind of job you would like
guess if the student is sure or not sure. 2 what you are going to do now that you
have resigned
3 if a high salary is important to you
Answers 4 I got the job/you could tell me if I got the job
1 sure 5 know what qualifications I need for this job
2 not sure
3 not sure
4 sure Ask students to complete the exercises on
38 Unit 3

Exercise B
Unit 3, page 33 • Give students a few minutes to read the text more
carefully and complete the gaps with a word from
Grammar 2 the box.
• Check answers.
Exercise B
Example Answers
Woman: You’re Bill, aren’t you? 1 is 7 application
Man: Yes, how did you know? 2 work 8 since
3 paid 9 have
1 4 do 10 hard
Woman: You’ve just started, haven’t you? 5 then 11 jobs
Man: Why, yes, I have. 6 ago

2
Woman: You’re enjoying it, aren’t you? Exercise C
Man: Yes, I am.Very much. • Give students a couple of minutes to do the activity
before checking answers.
3
Woman: You’ve been working with Jill, haven’t you?
Man: Yes, I have. Answers
1 B 2 D 3 A 4 D 5 B 6 C 7 C 8 A 9 D
4
Woman: She’s lovely, isn’t she?
Man: Yes, she is.
Quick chat
• This activity gives students the opportunity to
Practise your English Page 34 question in pairs first.
• Discuss the question as a class.
Aim of the lesson:

• to practise the grammar and vocabulary
from the unit in an integrated way Speaking Page 35
Aims of the lesson:

Background information • to set the context of the Listening and
Engineers Without Borders is an organization that, with Speaking tasks (Exercise A)
the aid of volunteers, helps build engineering projects • to present ways of making suggestions,
in developing nations.You can find out more about agreeing and disagreeing (Exercise B)
them at http://www.ewb-international.org/. • to offer controlled practice of the new
speaking functions (Exercise C)
• to practise the new speaking functions in a
Exercise A free speaking collaborative task (Exercise D)
• Write Engineers Without Borders on the board and ask
students if they have ever heard of this organization (it is
unlikely that they will say yes). Tell students that they are Exercise A Track 16 CD 1
going to read a text about Engineers Without Borders. • Read the instructions and play the CD.
• Get students to read the text quickly to find out who • Check the answer.
Pierre Tomas is. Tell them to ignore the gaps for now.
Answer
Answer T
he students are talking about helping out in their
Pierre Tomas is an engineer who volunteers for EWB. local community (volunteering).
Unit 3 39

Exercise B Track 17 CD 1 Boy: Oh! Yes, you’re right. It would be useful. It must
• Give students a minute to read through the expressions be sad for them to need something done and not be
in the Language chunks box. able to do it themselves.
• Play the CD again for students to listen and tick the Girl: True. We could do their shopping …
expressions they hear. Boy: Yes, and keep them company. I think it would be
very useful.
Girl: I agree. What about this one?
Answers Boy: It’s assisting at the local library. What do
making suggestions you think?
Let’s … Girl: I’m not sure that’s a good idea – for us, I mean.
We could … I’d rather be out doing something.
Yes, and … Boy: Yes, you’re right. How about this?
Wouldn’t it be better if people didn’t … Girl: It looks like people picking up litter from public
How about … places. That would be useful.
This looks like … , doesn’t it? Boy: Absolutely! It would help us keep the streets clean.
agreeing Girl: Yes, but wouldn’t it be better if people didn’t
You’re right. throw their rubbish down in the first place?
True. Boy: You’re right of course, but they do, so someone
Yes, … needs to help keep the streets clean.
I agree … Girl: I don’t agree. Let’s talk about this one …
Absolutely!
disagreeing
Yes, but …
I don’t agree … Pronunciation Page 138
I’m not sure that’s a good idea.
Say it right!
Exercise C Exercise A Track 18 CD 1
• This exercise offers some controlled practice of the • The activity aims to make students aware of word linking.
expressions in the Language chunks box. • Explain that students will need to write the sentences
• Explain the activity and tell students to refer to the jobs they hear and then count the number of words in
on the vocabulary page if they need to. Remind students each sentence.
to use expressions from the Language chunks box.
• Give students 2 minutes to do the activity in pairs. Exercise B Track 19 CD 1
• Play the CD again for students to listen and repeat, paying
Exercise D special attention to the words that are linked.
• Explain to students that this activity is the same one the
students in the Listening extract were doing (Exercise Exercise C Track 20 CD 1
A). The Speaking task has been broken down into three • Play the CD a third time for students to underline the
questions that students need to answer in pairs. This is so words that are linked. Then, in pairs, students practise
that it is guided and more structured. This should make it saying the sentences.
easier for students to do.
• Read the instructions to the activity and give students
a couple of minutes to read through the leaflet. Check Answers
students understand what they have to do. 1 I’ve always been good at art. (7 words)
• Remind them they can use expressions from the Language 2 She’s accepted the job. (5 words)
chunks box. 3 Haven’t I always said it would be good to be an actor?
• Give students 5 minutes to do the task in pairs. (13 words)
• Elicit feedback from the class about the various jobs.
Unit 3, page 35 Pronunciation file, page 138, Unit 3
Speaking Say it right!

Exercises A and B Exercises A, B and C
Girl: This one looks like a useful job, doesn’t it? 1 I’ve always been good at art.
Boy: What is it? 2 She’s accepted the job.
Girl: It’s visiting elderly people who can’t leave their 3 Haven’t I always said it would be good to be
homes and helping them. an actor?
40 Unit 3

Writing Pages 36 and 37 • Elicit the answer by getting students to read out the
relevant part of the email.
Aims of the lesson:

• to introduce students to the topic Answer
(Exercise A) Yes, he does.
• to check understanding of a job
advertisement (Exercise B)
• to analyse a model email of application for Exercise E
content and style (Exercises C and D) • Give students a few minutes to rewrite each sentence.
• to practise formal language (Exercise E) Remind them to look back at the model email.
• to practise planning and writing an email/letter • Elicit more formal sentences from students. Accept any
of application (Exercises F, G and H) sentence that sounds appropriately formal.
Exercise A Possible answers

• Discuss the jobs in the pictures as a class (waitress, 1 I am looking forward to hearing from you.
lifeguard, shop assistant). 2 I am very hard-working.
• Ask students if they’ve ever had a summer job or if they 3 Yours sincerely,
know someone who has. 4 I am writing to apply for the job in your café.
5 Please do not hesitate to contact me if you would
Exercise B like more information.
• Give students a minute to read the job advertisement.
Planning and writing

Answers
1 You have to write a formal letter because you are Exercise F
applying for a job and you do not know the person • Give students a minute to read the job advertisement.
you are writing to. • Work through the bullet points and elicit from students
2 You have to provide the information in the bullet things they could say in an email/letter that would show
points. That is, if you speak English, if you are they had these qualities. For example, they may be reliable
hard-working and if you have any experience of because they are never late.
café work. • Give students a few minutes to write sentences
3 You might ask questions regarding days, hours describing themselves.
and pay. • Monitor and offer any help if needed.
Exercise G
• Elicit questions they may have about the job and put them
Skills development on the board.
• Give students a minute to write two polite questions
Formal and informal register they would like to include in their email/letter.
Exercise C Exercise H
• This activity checks students’ awareness of email format • Read through the plan and tips in the Quick check! box.
and formal register in emails/letters of application. • Refer students to the Writing database on page 148 for
• Give students 2 minutes to read the email and to choose a plan with useful expressions students can use in their
the best answer to complete the gaps. email. Remind them to also use expressions from the
• Elicit answers. Ask students what makes the other option Language chunks box.
in each item inappropriate for a formal email. • If time allows, get students to write, or begin to write,
their email/letter in class.
Answers Ask students to complete the writing task

1a 2b 3a 4a 5a on page 23 of the Workbook.
Teacher’s Resource Pages: Unit 3 quiz (page 130);

Exercise D Unit 3 Communication activity (pages 145-147);
• Give students a minute to reread the email to answer Word building exercises (pages 173-174); Phrasal
this question. verbs exercise (page 175); Unit 3 Self-evaluation
sheet (page 179).
Unit 3 41

4 The wrong side of the law

Themes

Crime and punishment Aims of the lesson:
House and home • to warm students up and encourage
prediction (Exercise A)
Language aims • to encourage prediction and motivate
students (Dive in!)
Grammar • to encourage prediction (Exercise B)
Past perfect simple • to read for gist and to check predictions
Past perfect continuous (Exercise C)
Comparatives and superlatives • to read for details (Exercise D)
• to infer lexical meaning from context
Vocabulary (Exercise E)
Crime and punishment • to personalize the content of the text
Easily confused words (Quick chat)
Phrasal verbs
Skills aims Exercise A

• Explain to students that each text is about an
Reading unsuccessful criminal or crime.
Students read a story for: • Give students 2 minutes to read the texts first.
• gist • Check students have understood what the criminals did
• detail wrong in each story.
• Give students 2 minutes to discuss how they think each
Listening story continues.
Students listen to a conversation for: • Discuss students’ ideas as a class.
• gist
• detail
Possible answer
Speaking In each case the police were probably notified and
S tudents conduct a pairwork speaking task in order the criminals were probably arrested.
to practise:
• talking about pictures
• fillers when hesitating
• correcting themselves Dive in! Track 21 CD 1

Writing • The activity aims to get students thinking about crime and
Students write a story and practise: to arouse their curiosity. Tell them it relates to the story
• paragraphing they are going to read in Exercise C.
• narrative tenses • Explain the activity and then play the CD. Play the extract
a second time if needed.
• Discuss answers as a class. Accept any reasonable guesses
to the second question as there is no right or wrong
answer. Tell students they will find out if they were right
or wrong once they’ve read the story (Exercise C).
Answer
It appears the burglars have not taken anything.
42 Unit 4

Reading
Answers
Exercise B 1 arrested; accused
• Write the title of the story on the board. 2 broken into
• Students work in pairs. Give them 1 minute to 3 stolen
predict what they think happens in the story. Do not 4 owned up to
tell them if they are right or wrong as this will spoil 5 fingerprints
the next exercise. 6 investigate
7 suspicious
Exercise C
• Give students 5 minutes to read the story silently to
check their predictions.
• Alternatively, it might be more fun to read the story aloud. Quick chat
• Ask the students to discuss the question in
Exercise D pairs first.
• Tell students to underline key words in the questions • Discuss students’ ideas as a class.
that will help them know what information to look for in
the texts. Eg Why did the writer find it difficult to believe
there had been a burglary? For extra practice in this type of reading
• Do the first one together. Tell students to scan the story task, refer students to pages 24 and 25 in
to find where the writer talks about the fact that she the Workbook.
finds it difficult to believe there was a burglary (second
paragraph). Tell them to read that part of the text
carefully to find the answer. Unit 4, page 38
• Elicit the answer.
• Give students 5 minutes to do the rest on their own. Tell Dive in!
them to underline where they get their answers from in
the text. Man: The doors and windows were all locked. They
• Tell students to compare their answers in pairs before obviously had a key.
you check them. Remember to ask them to justify their Woman: Yes, I think we can be sure of that.
answers by reading the part of the text that contains it. Man: I wonder, though, why they didn’t take anything
from the living room …
Woman: Everything is in a mess, and yet nothing
Answers is missing here – the TV set, the DVD player, the
1 c (paragraph 2) stereo … they’re all here …
2 b (paragraph 3) Man: And even the silverware, which would have
3 a (paragraph 5) been easy to steal, is untouched.
4 d (paragraph 7) Woman: Well, we haven’t looked at the bedrooms
5 b (paragraph 8) yet. Perhaps they found what they were looking for in
one of the bedrooms.
Man: But the owners said no cash or jewellery has
been taken … And there isn’t anything else that is
Words in the text valuable in the house.
Woman: What about the children’s rooms? Maybe
Exercise E there was something there that the burglar was
• Explain the activity and give students 3 minutes to do interested in.
it. Encourage them to use the context to help them Man: Perhaps. Though I can’t imagine what it might be.
understand what the words mean. Woman: And it doesn’t look like someone
• Give students a few seconds to compare answers in pairs. interrupted them. They must have been here for at
• Elicit answers. least an hour. They had all the time in the world to
take whatever they wanted and run …
Unit 4 43

Vocabulary Page 40
Quick chat
• This activity gives students the chance to talk about
Aims of the lesson: the words in a personal and meaningful way, which
To present and practise will help them remember them.
• vocabulary relating to crime and punishment • Get students to discuss the questions in pairs first.
(Exercises A, B and C) • Elicit opinions.
• to give students the opportunity to discuss the
themes raised in the lesson (Quick chat)
• easily confused words relating to crime Exercise D
(Exercises D and E) • This exercise helps students see the difference between
• phrasal verbs relating to crime and the commonly confused words steal and rob.
punishment (Exercise F) • Give students a minute to read the example sentences
and to choose the correct option.
• Check answers.
Exercise A
• Model the crimes for the students to repeat (for
pronunciation purposes). Answers
• Students will already know some of these crimes, so give 1 steal
them a couple of minutes to do the activity on their own 2 rob
first before checking answers.
• Alternatively, give students a dictionary to help them with
this activity and ask them to work in pairs. Exercise E
• Elicit answers. • Give students a minute to choose the correct word in
each sentence before checking answers.
Answers
1e 2f 3a 4b 5d 6g 7c Answers
1 robbed
2 stealing
Exercise B 3 robbing
• Explain the activity and give students a couple of minutes 4 stolen
to unscramble the anagrams.
• Elicit answers. Model the words for the students to repeat. Exercise F
• Give students a minute to do the activity alone first. Tell
them to use the context of the sentence to help them
Answers understand the meaning of the phrasal verbs.
2 arsonist • Check answers.
3 burglar
4 kidnapper
5 robber Answers
6 shoplifter 1d 2a 3f 4e 5b 6c
7 smuggler

Exercise C page 26 of the Workbook.
• Give students a minute to complete the activity before
checking answers. Tell them to read the sentences
carefully as this will help them decide which words from Grammar 1 Page 41
Exercise B to use in each gap.
Aim of the lesson:

Answers • to present and practise the forms and main
1 kidnapper uses of the past perfect simple and the past
2 arsonist perfect continuous
3 burglary/robbery
4 shoplifter
5 smuggler
44 Unit 4

Past perfect simple and past perfect continuous:
presentation Answers
• Write the following sentence on the board: My younger 1 had been walking
brother came home shortly after the police had left. 2 heard
• Ask: Which action happened first – the police left or my 3 saw
brother came home? (the police left). 4 had stolen
• Read the explanations in the presentation box as a class. 5 had screamed
• Read through the note regarding the time expressions as 6 had not suspected
a class. 7 had been sitting
section on pages 160 and 161 in the Grammar database.
Exercise A page 27 of the Workbook.
• This exercise checks students understand the difference
between the past perfect and the past simple.
• Give students a minute to do the activity before Listening Page 42
checking answers.
Aims of the lesson:

Answers • to encourage prediction (Exercise A)
1 had removed • to listen for gist (Exercise B)
2 had robbed • to listen for detail (Exercise C)
3 had been • to notice and practise the difference in
4 had just got meaning and use of the words bring and take
5 came (Exercise D)
6 arrived • to give students the opportunity to discuss
Exercise B
• Explain the activity and give students a minute to do Exercise A
the activity. • The purpose of this task is to encourage students to
• Ask students to compare their answers in pairs. predict the content of the Listening extract.
• Elicit answers. • Give students a few minutes to read the advertisements
and discuss their opinions. Check students understand
the language used to describe the homes.
Answers • Elicit opinions from the students.
1 had broken
2 had been waiting; arrived Exercise B Track 22 CD 1
3 had broken • Explain that students will listen to a family talking about
4 had not taken; had stolen the advertisements.
5 had been sleeping; had been waiting • Play the CD. Students listen and choose the
advertisement the family does not talk about. Play the
extract again if needed.
Exercise C • Check the answer.
• Ask students to guess what they think might be happening
in the picture and who the people are.
• Give students a minute to quickly read the text to check Answer
their guesses. Tell them to ignore the gaps for now. 2
• Explain to students that to do this activity they have to
read the text carefully.
• Give students 2 minutes to read the text again and Exercise C Track 23 CD 1
complete it with the right form of the verbs in the box. • Ask students to read the sentences carefully. They might
Encourage them to read the text carefully for meaning, as be able to remember what they heard, so ask them to
this will help them decide on the right answer. tentatively choose an answer.
• Elicit answers. • Ask them to underline key information in the sentences –
• Play the extract again if students are getting an
answer wrong.
Unit 4 45

M an: Yes … The only problem is, it doesn’t say
Answers how much it is. (2)
1 incorrect Woman: No, let’s just hope it’s not too expensive.
2 correct I don’t think we can go on living here much longer.
3 correct Man: Absolutely not. We’ve got to move as fast as we
4 correct can. It’s not just the lack of space, it’s the area as well
5 incorrect (3) that’s a problem.
6 correct Woman: I know. Only yesterday there were two
burglaries in the neighbourhood. This must be the
most dangerous area to live in!
Man: Absolutely. It has become the worst area, by
Words you heard far. … Now … how about this one? It’s within our
price range …
Exercise D Woman: Yes, and it looks ideal – living room, three
• Read through the Listening extracts and definitions. Ensure bedrooms, three bathrooms, study, laundry room …
students understand the difference between bring and Oh, but it has an open-plan kitchen.
take. Man: So what? It’s not a problem, is it? I mean, most
• Give students a minute to do the exercise before kitchens these days are open plan. And they’re more
checking answers. comfortable than the tiny kitchen we have now.
Woman: Yes, I know, but I don’t really like them,
open-plan kitchens, I mean.
Answers Man: Come on, everything else looks perfect. I think
1 take we should give it a try.
2 brings Woman: Are you sure? We don’t even know if it
3 brought has a garden, and it doesn’t say anything about
4 taken central heating. Maybe the bedrooms aren’t as big
as the ones we have now.
Man: You’re right. And it doesn’t say where it is,
either. (4) That’s rather suspicious …
Quick chat Woman: Well, it is a bit too good to be true …
• This activity gives students the chance to talk about Boy: Hi, Mum! Hi, Dad! What’s up?
the topic in a personal and meaningful way. Woman: Hello, Tom. How is your cold? Are you
• Give students 2 minutes to discuss the advantages feeling better today?
and disadvantages of moving to a different area Boy: Yeah. Hey, what are you looking at those ads for?
in pairs. Woman: Nothing, dear. We were just looking at
• Elicit ideas and have a class discussion on the topic. houses for sale.
Boy: What for? We’re not buying another
house, are we? (5)
For extra listening, refer students to page 29 Man: As a matter of fact, we are, Tom. We’ve decided
of the Workbook, CD tracks 6 and 7. to move to a quieter area.
Boy: You can’t be serious! I’ve lived here all
my life, all of my friends are here, we can’t move. And
Unit 4, page 42 what about all my stuff? (6)
Man: Come on, Tom, you can take your stuff with you,
Listening it’s not as if you’ll leave your things behind … I don’t
think your stuff is the problem.
Exercises B and C Boy: And what about my friends? And school?
I’ll have to get up earlier every day if we move. And
Woman: Let me bring the paper. I’ve circled the most the gym? And …
interesting ads. Here! What do you think of this one?
Man: Looks good. Three bedrooms, only two
bathrooms, but I think we can manage. The children
could share a bathroom … Grammar 2 Page 43
Woman: Definitely. I don’t think that’s a problem
at all. I mean, we only have one bathroom at the
moment, so, all in all it’s as big as this house. (1) But Aim of the lesson:
it’s definitely much better than where we live. And it • to revise and practise comparatives
has a garden, and it’s in a really quiet residential area. and superlatives
46 Unit 4

Comparatives and superlatives: presentation Exercise C
Exercise 1 • Explain the activity. Remind students that the meaning of
• Give students 2 minutes to read through the extracts the two sentences should be the same.
from the Listening texts and answer the questions. • Give students 2 minutes to do it before checking answers.
• Check answers.
Exercise 2 Answers
• Again, give students a minute to complete the rules about 1 more fashionable than
forming comparatives and superlatives. 2 as beautiful as
• Check answers. 3 the fastest
• Read the note regarding irregular adjectives. 4 are older than
• To recap, you might want to read through the relevant 5 the biggest

Answers page 28 of the Workbook.
Exercise 1
1c Practise your English Page 44
2 a, e, f and g
3 b and d
Exercise 2 Aim of the lesson:
We use as + adjective + as to compare two things • to practise the grammar and vocabulary
that are the same. from the unit in an integrated way
If an adjective has only one syllable, we add -er and
-est to form the comparative and the superlative.
If an adjective has two or more syllables, we usually Exercise A
put the words more and the most before the • Get students to discuss the question in pairs first.
adjective to form the comparative and superlative. • Ask students the question around the class.
• Ask students if they can name the museum and painting
in the pictures (the Louvre in Paris and the Mona Lisa by
Exercise A Leonardo Da Vinci).
• This exercise checks students have understood how to
form comparatives and superlatives. Exercise B
• Give students a minute to do the exercise before • Ask students the question and then give them 2 minutes
checking answers. to read the text quickly to find the answer. Tell them to
ignore the words in bold for now.
Answers
1 cheaper Answer
2 more He stole the Mona Lisa from the Louvre museum
3 than in 1911.
4 cooler
5 later
6 more Exercise C
7 good • Give students a few minutes to read the text more
8 most carefully and to choose the correct answer.
• Check answers.
Exercise B
• Explain the exercise and give students 2 minutes to do it Answers
before checking answers. Check students have spelt the 1 as
adjectives in items 2 and 4 correctly. 2 most
3 had stolen
4 theft
Answers 5 arrest
1 more often 6 had happened
2 bigger 7 had been searching
3 most expensive 8 made off
4 further/farther 9 robbery
5 taller 10 had wanted
Unit 4 47

Background information Answers
V
incenzo Perugia received only a short prison Needs time to think (hesitating)
sentence for the theft. He was released from prison Just a moment …
to serve in World War 1. What’s the word for it, … ?
Correcting yourself
Or rather …
Exercise D I mean …
• Give students a couple of minutes to do the activity
Exercise D
• This exercise offers some controlled practice of the
Answers expressions in the Language chunks box.
1 a 2 b 3 a 4 a 5 c 6 d • Explain the activity and give students a couple of minutes
to rewrite the underlined words/phrases.
• Elicit ideas by getting students to read out the whole
utterance with the new phrase/word. Accept any that
Quick chat make sense and are correct.
question in pairs first. Possible answers
• Discuss the question as a class. 1 I mean/or rather/sorry
2 Let me try again/That’s not what I meant to say/
Or rather/etc
3 just a moment
Speaking Page 45 4 how shall I put it
Aims of the lesson: Exercise E

• to set the context of the Listening and • This activity is a kind of guessing game if done correctly.
Speaking tasks (Exercise A) • Read the instructions and explain to students that they
• to present ways of filling hesitations and should not show their books to each other when they
correcting yourself (Exercises B and C) are describing their picture, nor should they tell them
• to offer controlled practise of the new which picture they are describing.
language (Exercise D) • To make it clear what they should do, you could
• to practise talking about pictures and using demonstrate by describing one of the pictures yourself
fillers when hesitating in a free speaking task and getting the students to guess which picture you
(Exercise E) are describing.
• Tell students to spend at least 30 seconds describing their
picture to their partner.
Exercise A • Remind them they can use expressions from the Language
• Give students a few minutes to describe their homes to chunks box.
each other by answering the questions. • Give students about 5 minutes to do the task in pairs.
• Elicit feedback on how similar the students’ homes are. When they’ve each had a turn, tell them to choose
another picture to describe.
Exercise B Track 24 CD 1
• Read the instructions and play the CD.
• Elicit feedback on how similar or different the home Unit 4, page 45
being described is from the students’ homes.
Speaking
Exercise C Track 25 CD 1
• Give students a minute to read through the expressions Exercises B and C
in the Language chunks box.
• Play the CD again for students to listen and tick the Woman: Tell me something about your home.
expressions they hear. Boy: OK … I live in a house … or rather an apartment
on the fifth floor of a modern block. I mean apartment
block. There are two bedrooms, a living room, a kitchen,
a bathroom and a toilet.
Woman: Can you describe your bedroom for me
please?
48 Unit 4

Boy: Yes. It’s quite a large room, but there is so
much … just a moment … there is so much furniture Answers
in it that it looks small.You see, there are two beds,
because I share the room with my brother, and Oo oO
two desks, two … what’s the word for it … ah, yes,
1 arson ✔
bookcases, and also a TV set and a stereo. And it’s
painted yellow. And it has a brown carpet. 2 bookshop ✔
3 laptop ✔
4 locker ✔
Pronunciation Pages 138 and 139 5 murder ✔
Say it right! 6 sofa ✔
7 tablecloth ✔
Exercise A Track 26 CD 1
• The activity aims to make students aware of word stress. 8 teacher ✔
• Play the CD for students to listen and tick the 9 toilet ✔
right column.
• Play the CD again for students to listen and repeat.
Answers Pronunciation file

Oo oO pages 138 and 139, Unit 4
1 kitchen ✔ Say it right!
2 brother ✔
Exercise A
3 finish ✔
1 kitchen
4 burglar ✔ 2 brother
5 learner 3 finish
✔
4 burglar
6 bedroom ✔ 5 learner
7 bookcase ✔ 6 bedroom
7 bookcase
8 bathroom ✔ 8 bathroom
Exercise C
Exercise B 1 arson
• Students complete the rules. 2 bookshop
3 laptop
4 locker
Answers 5 murder
1 first 6 sofa
2 first 7 tablecloth
8 teacher
9 toilet
• Give students a minute to tick the right column according
to stress before checking.
• Play the CD for students to listen and check.
Unit 4 49

Answers
1 paragraphs A and D (because they describe the
Aims of the lesson: main events that took place)
• to encourage prediction and to motivate the 2 The past simple, past continuous, past perfect
students (Exercise A)
• to read a model story for gist (Exercise B)
• to analyse a model story for organization Exercise E
(Exercise C) • This activity gives students a chance to practise narrative
• to analyse a model story for tenses tenses within the context of a story.
(Exercise D) • Give students a few minutes to put the sentences in the
• to practise narrative tenses (Exercise E) right tense. Remind them to look back at the model story
• to practise planning and writing a story for help.
(Exercises F and G) • Check answers.
Exercise A Possible answers

• Explain the activity and ask students to work in pairs. It was early in the morning. My parents had not got
• Give students 2 minutes to come up with a possible up yet and my sister was still sleeping.
scenario for the story based on the phrases. I had just come home from school. My parents were
• Elicit ideas they have come up with from the students. sitting in the living room watching TV.
Don’t give anything away as this will spoil the next exercise. I was on my way to school. My best friend had
picked me up and we were walking together
Exercise B through the park.
• Give students a minute to read the story in order to
check their predictions from Exercise A. Explain that the
paragraphs in the story are not in the correct order, but
to try to ignore this for now. Planning and writing
• Elicit the answer.
Exercise F
• Give students a minute to read the advertisement. Check
Answer they understand that they must begin their stories with
The ‘criminals’ were his parents. the sentence given.
Exercise G
Skills development • Give students a few minutes to make notes in the table.
• Monitor and offer any help if needed.
Paragraphing • When they’ve finished, tell students to work in pairs and
to share their ideas for their stories.
Exercise C • Read through the plan and tips in the Quick check! box.
• This activity checks students’ awareness of how to • Refer students to the Writing database on page 148 for
organize a story. a plan with useful expressions students can use in their
• Give students 2 minutes to read the story again and to stories. Remind them to also use expressions from the
put the paragraphs in the right order according to Language chunks box.
the plan. • If time allows, get students to write, or begin to write,
• Elicit answers. Ensure students understand the function of their story in class.
each paragraph.
Ask students to complete the writing task

Answers on page 29 of the Workbook.
C, A, D, B
Unit 4 Communication activity (pages 148-150);
Tenses for telling a story Phrasal verbs exercise (page 175);
Unit 4 Self-evaluation sheet (page 179).
Exercise D
• Give students a minute to scan the story to underline all
the past tenses.
50 Unit 4

3-4 Review
Pages 48 and 49
1 qualifications 1 wasn’t it
2 civil engineer 2 did you
3 flight attendant 3 haven’t they
4 retired 4 won’t he
5 interview 5 are they
6 staff
Exercise 7
Exercise 2 1c
1 murder; murderer 2b
2 burglary; burglar 3c
3 shoplifting; shoplifter 4a
4 kidnapping; kidnapper 5a
5 arson; arsonist 6a
6 smuggling; smuggler 7c
7 robbery; robber 8a
9c
Exercise 3 10 a
1 robbed
2 stole Exercise 8
3 work 1 what this job involves
4 brought 2 what you’ll do if you don’t get the job
5 makes 3 if the job pays well
6 earn 4 tell me when the interview will be
5 know if I need to work on Saturdays
Exercise 4
1e Ask students to complete Progress test 1 on
2 a pages 32-33 of the Workbook.
3 c For extra activities, refer students to CLIL 2
4d on pages 96-97 of the Workbook.
5b
Exercise 5
1 tallest
2 higher
3 oldest
4 most impressive
5 more beautiful
6 strangest
51

5 Spending money!

Themes

Shopping Aims of the lesson:
Money • to warm students up and to motivate them
(Exercises A and B)
Language aims • to activate background knowledge about the
topic (Dive in!)
Grammar • to read for gist (Exercise C)
Relative pronouns • to read to understand text cohesion
Relative clauses (Exercise D)
Unreal past (wishes) • to infer lexical meaning from context
(Exercise E)
Vocabulary • to personalize the content of the text
Money and shopping (Quick chat)
Easily confused words: borrow/lend/owe and currency/
coins/notes
Collocations with go, do and make Exercise A
• Get students to discuss the questions in pairs first before
Skills aims you discuss them as a class.
Reading
Students read an article: Quiz
• for gist
• to understand text cohesion Exercise B
• This activity allows students to see how much they know
Listening about money.
Students listen to four short conversations for: • Give students a few minutes to answer the questions
• gist in the quiz. Then, ask them to go to page 142 to check
• specific information their results.

Speaking
Students conduct a pairwork collaborative speaking Answers
task in order to practise: 1c 2b 3c 4a 5b 6b 7a 8c
• suggesting ideas
• rejecting ideas
• solving a problem
Dive in!
Writing
Students write a formal email and practise: • Before discussing the questions as a class, get students to
• complaining discuss them in pairs first. Elicit the words for each place
• using formal language in the pictures: a mall or shopping centre and a bazaar.
• paragraphing
52 Unit 5
014-126 Code BLUE TB U1-U12.indd 52 2/7/10 3:58:15 PM

Reading Words in the text
Exercise C Exercise E
• Tell students to read the text quickly and silently to find • Explain the activity and give students a minute to
out what the places in the two photos have in common. scan the text to find the words in bold.
Tell them to ignore the gaps in the text for now. • Give students a couple of minutes to match the
• Give students about 5 minutes to do this, as they will words with their meanings. Encourage them to use
need to read till the end to answer this question. the context of the text to help them understand what
the words mean.
• Give students a few seconds to compare answers in pairs.
Answer • Elicit answers.
T
he function of shopping centres then and now (ie a
modern shopping centre or mall and a bazaar or
ancient market) seems very much the same. That is, Answers
people go there for shopping and socializing. 1b 2f 3c 4d 5e 6a
Exercise D
• This type of activity is rather challenging for students. It Quick chat
would be better to deal with the first two gaps together • Get the students to discuss the questions in pairs first.
as a class. This way, you will be able to show students what • Discuss students’ ideas as a class.
to look for when replacing the sentences.
• Either give students a minute to read the first paragraph
in detail silently or read it out aloud as a class. For extra practice in this type of reading
• Ask students: How many places to go shopping are task, refer students to pages 34 and 35 in
mentioned in this paragraph? (two). What are they? (a high the Workbook.
street, which is the main street in a town or city, and a
shopping centre).
• Tell students that the sentence that is missing either has Vocabulary Page 52
to link these two places to shop or has to introduce
shopping centres. The sentence after the gap begins with
In fact, which implies that shopping centres have already Aims of the lesson:
been mentioned. To present and practise
• Give them 2 minutes to read through the missing • vocabulary relating to money and shopping
sentences and to decide which sentence would fit best. (Exercise A)
Encourage them to read the sentences in detail and to • easily confused words relating to money
read them as part of the paragraph. (Exercise B)
• Elicit ideas and ask students to justify their choice. Decide • collocations with go, do and make relating to
on the right missing sentence before moving on to the shopping and money (Exercises C and D)
second gap. Highlight to students the ideas and/or words
that link this sentence to the rest of the paragraph.
• Deal with the second gap in the same way. Exercise A
• Give students 5 minutes to complete the last three gaps • Ask students if they consider themselves sensible
with the missing sentences on their own. Remind them shoppers.
there is one extra sentence they will not need to use. • Tell students that the quiz will determine how sensible
• Get students to compare their answers in pairs before they are as shoppers. Ensure they understand the words.
checking them. Encourage students to justify their choices. • Give students 2 minutes to answer the quiz and check
the answers on page 142.
• Discuss the results. Do the students agree with them?
Answers
1 C 2 E 3 B 4 F 5 D Exercise B
the commonly confused words relating to money.
• Read the explanations together as a class. Check students
understand the words.You might want to show them
examples of notes, coins and currencies.
• Give students a minute to do the exercise on their own.
• Check answers.
Unit 5 53

Relative pronouns and relative clauses: presentation
Answers • Read through the explanations in the presentation box as
1 lent a class.
2 currencies • Give students a minute to find the example sentences in
3 coins the Reading text.
4 owes • Ask them to match them to the descriptions.
5 lend • Read through the note regarding the pronoun that.
6 note • To recap, you might want to read through the relevant
Exercise C
• Explain to students that many phrases and expressions in Answers
English contain the verbs go, do or make. Give students 2 1b 2a
minutes to match the words and phrases with the verbs.
They will not know most of them.
• Elicit answers and write them up on the board. Check Exercise A
students understand them. • This exercise checks students understand the meaning
of relative clauses. Tell them the sentences need to
make sense.
Answers • Give students a minute to do the activity before
go – swimming, jogging, shopping checking answers.
do – the shopping, business, the washing-up,
my homework
make – a profit, money, excuses, a decision, a living, Answers
a loss 1d 2a 3f 4e 5c 6b
Exercise D Exercise B
• Give students a minute to read the text and to fill the • Explain the activity and give students a minute to do it.
gaps with the correct form of go, make or do. Tell them it Tell them to correct the incorrect sentences.
will help if they read the text carefully. • Ask students to compare their answers in pairs.
• Check answers. • Elicit answers.
Answers Answers
1 make 1 This is the shop which/that/- I was telling
2 make you about.
3 make 2 I’ve just been to the new mall, which is much
4 made bigger than all the other ones.
5 doing 3✔
6 go 4 The Grand Bazaar of Istanbul, which I visited last
year, is one of the most exciting places I’ve been to.
5 The car park, which is supposed to be free for
Ask students to complete the exercises on customers, charged us €15.
page 36 of the Workbook. 6✔
7 The new shopping centre that is in the town centre
is much more convenient than the other ones./
Grammar 1 Page 53 The new shopping centre, which is in the town
centre, is much more convenient than the
other ones.
Aim of the lesson: 8 I’ve been wearing these shoes, which I bought for
• to present and practise relative pronouns only €20, for three years.
and relative clauses
54 Unit 5

Exercise C
• To do this activity effectively, tell students they need to Answers
first decide which sentence is the main sentence, ie the 1d 2b 3e 4a
main clause, and which the relative clause.
• Do the first one together as a class.
• Give students 5 minutes to do the rest. Exercise C Track 29 CD 1
• Elicit answers and write them up on the board. Accept • Ask students to read the sentences carefully. They might
any reasonable sentence. be able to remember what they heard, so ask them to
tentatively choose an answer.
• Ask them to underline key information in the sentences –
Possible answers information that they need to listen out for.
1 The Fez market in Morocco, which has thousands • Play the CD for students to check their answers.
of different shops, is one of the oldest in the world. • Play an extract again if students are getting an
2 Many shops, which offer special advantages to their answer wrong.
customers, issue loyalty cards.
3 My father, who prefers plastic money to cash, has
seven credit cards. Answers
4 Shopping centres are usually cheaper than 1c 2c 3b 4b
high street shops, which do not always offer
better quality.
5 My aunt, who hates department stores, buys all her
clothes from charity shops. Words you heard
6 Mark, who is a security guard at the mall, helped
me park. Exercise D
checking answers. Model the words for students to
Ask students to complete the exercises on repeat (for pronunciation purposes).
Answers
Listening Page 54 1c 2d 3e 4b 5a
Aims of the lesson:

• to activate students’ background knowledge Quick chat
on the topic and to pre-teach some key • Give students a minute to discuss the questions in
vocabulary (Exercise A) pairs before discussing them as a class.
• to listen for gist (Exercise B)
• to listen for specific information (Exercise C)
• to learn and practise words related to For extra listening, refer students to page 39
shopping (Exercise D) of the Workbook, CD track 8.
• to give students the opportunity to discuss the
themes raised in the lesson (Quick chat)
Unit 5, page 54
Exercise A Listening
• To check students understand the descriptions, give them
a minute to match each with a picture. Exercises B and C
• Check answers.
Conversation 1
Young man: Hi, June. What are you doing there?
Answers Playing online games again?
1b 2e 3d 4c 5a Young woman: No, I’m not. Actually, I’m
shopping online.
Young man: I see. Books or CDs?
Exercise B Track 28 CD 1 Young woman: Neither. I’m shopping for clothes, as
• Explain the activity and play the CD. a matter of fact.
• Check answers. Play the CD again if needed. Young man: I had no idea you can buy clothes on
• Alternatively, check answers after each conversation. the internet.
Unit 5 55

Young woman: Yes, you can. The only problem is Young man: I can’t believe you’ve bought no-name jeans!
you have to know your exact measurements so you Young woman: Why shouldn’t I? Don’t I look good
can order the right size … in them?
Young man: I hope you can also return them if you Young man: I’d never buy no-name clothes!
find out they don’t fit you … Young woman: Yes, I know. But that doesn’t mean
Young woman: You certainly can! As many times as the clothes you buy are necessarily good! Or that
you want. they suit you!
Young man: Yes, but it’s not as much fun if you can’t
go to the shop and try everything on …
Young woman: Well, I don’t really like shopping. I
really wish I didn’t have to do it! Grammar 2 Page 55
Conversation 2
Young woman: Is this the new MailStore catalogue? Aim of the lesson:
Young man: Yes, it’s just arrived in the post. I was • to revise and practise the unreal past
just going to have a look.
Young woman: Have you ever ordered anything
from them? Unreal past (wishes): presentation
Young man: No. Have you? • Write the three sentences from the Listening texts on the
Young woman: I have, as a matter of fact. board. Ask students the questions in the presentation box
Young man: And? What was wrong? You don’t and get them to write answers in their books.
sound very happy with them … • Read the note regarding if only.
Young woman: Well, I got some T-shirts from them, • To recap, you might want to read through the relevant
but the descriptions in the catalogue were nothing section on page 163 in the Grammar database.
like what they actually sent me.
Young man: Descriptions? Don’t they have photos
of the merchandise? Answers
Young woman: No! I wish they would put photos 1
in the catalogue; then you’d know what you were buying. the past simple, the past perfect
Young man: What’s the point of producing a mail 2
order catalogue if you don’t put pictures in? • referring to something in the present: a
wish + past simple
Conversation 3 • referring to something in the past: c
Woman: Good afternoon! Is that Mr Wylde? wish + past perfect
Man: Speaking. How can I help you? • complaining about something in the present: b
Woman: I’m calling from the SuperTeleMarketing wish + would
company. I was wondering if I might interest you in
some of our products …
Man: And may I ask how you got my telephone Exercise A
number? It’s not listed in the book. • This exercise checks students have understood the form
Woman: Well, you are a SuperTeleMarketing and meaning of the unreal past. Explain that students first
customer, sir.You’ve bought things from us in the past. need to work out if the sentence refers to the present or
Man: Oh? the past before deciding on the correct tense.
Woman: Well, you bought an exercise bike from us, • Give students a minute to do the exercise before
Mr Wylde. Last May, actually. checking answers.
Man: That’s right! And it broke down the first time I
tried using it, and you wouldn’t give me a refund! I
wish I’d never bought anything from you! And I’m Answers
certainly not buying anything else. Have a good day! 1 were
2 knew
Conversation 4 3 hadn’t lost
Young man: Are those jeans new? 4 could
Young woman: Yes, do you like them? 5 would
Young man: I’m not sure. What are they? 6 hadn’t ordered
Young woman: What do you mean?
Young man: I mean, what brand are they? Are they
Gucci,Versace, Seven … What? Exercise B
Young woman: Well, they’re just jeans – they are a • Explain the exercise and give students 3 minutes to do it
very good fit, and they suit me. before checking answers.
56 Unit 5

Answers Answers
1 had come 1c 2d 3d 4b 5c 6b
2 would stop
3 had
4 lived
5 hadn’t moved Quick chat
6 could • This activity gives students the opportunity to
7 was personalize with the text.
8 had gone • Ask students what they think the statement means
(it means it’s best not to borrow or lend).
• Discuss the question as a class and encourage a
Exercise C short class discussion on the topic.
• Ask students to work in pairs for this activity.
• Give students a few minutes to come up with a sentence
for each using the tenses given.
• Elicit ideas. Accept any sensible answer. Speaking Page 57
Possible answers Aims of the lesson:

1 I wish it wasn’t raining. • to set the context of the Listening and
2 I wish I hadn’t done that! Speaking tasks (Exercise A)
3 I wish I had been more careful. • to present ways of suggesting and rejecting
4 If only I had some money. ideas (Exercises B and C)
• to offer controlled practice of the new
language (Exercise D)
Ask students to complete the exercises on • to practise using ways of suggesting and
page 38 of the Workbook. rejecting ideas in a free speaking
collaborative task (Exercises E and F)
Practise your English Page 56

Exercise A
• Give students a few minutes to answer the questions
Aim of the lesson: in pairs.
• to practise the grammar and vocabulary • Elicit feedback from the different pairs.
from the unit in an integrated way
• Read the instructions and play the CD.
Exercises A and B • Check the answer.
• Get students to discuss the questions in pairs first.
• Elicit answers around the class.
Answer
Exercise C A T-shirt with a photo of Cristiano Ronaldo, the
• Tell students that they will be reading about a person who football player, which he has personally signed.
has done a lot to help poor people.
• Give students 2 minutes to read the text quickly, ignoring
the gaps for now, to find out the person’s name and how Exercise C Track 31 CD 1
exactly he has helped people. • Give students a minute to read through the expressions
• Give students a few minutes to read the text more in the Language chunks box.
carefully and to choose the correct answer. • Play the CD again for students to listen and tick the
• Check answers. expressions they hear.
• Elicit answers. Explain to students that some of the
expressions are very informal, and therefore appropriate
Answers to use when talking to friends, while others are quite
1b 2d 3a 4c 5b 6b 7d 8d formal, and therefore appropriate to use when talking to
someone you don’t know very well. The girls on the CD
are friends and so use informal expressions.
Exercise D
• Give students a couple of minutes to do the activity
Unit 5 57

irl: Cristiano Ronaldo? He’s her favourite
G
Answers football player.
Suggesting ideas Boy: I know. And I found this T-shirt which he has
What about … personally signed.
Then let’s … Girl: How much is it?
Rejecting ideas Boy: It’s only €22.
You must be joking! Girl: Well, it’s not very cheap …
I don’t think so. Boy: Come on, Shirley, it’s reasonable. And we can’t
But … think of anything else, can we?
Girl: You’re right. Let’s go for it.
Exercise D
• This exercise offers some controlled practice of the
expressions in the Language chunks box. Pronunciation Page 139
• Explain the activity and give students a couple of minutes
to reject the ideas. Remind them to give reasons why Say it right!
they would reject them.
Exercise E • The activity aims to make students aware of
• This exercise helps students prepare for the Speaking task different vowel sounds and diphthongs that are
before they do it. often mispronounced.
• Give them a few minutes to think about the questions • Play the CD for students to hear how the three
and to answer them. Encourage them to jot down notes. different words are produced.
Exercise F Exercise B Track 33 CD 1

• Explain to students that this activity is the same one the • Play the CD for students to listen and tick the
students in the Listening extract were doing (Exercise B). right column.
• Read the instructions to the activity as a class and check • Play the CD again for students to listen and repeat.
students understand what they have to do.
• Remind them they can use ways of suggesting and
rejecting ideas from the Language chunks box. Answers
• Give students 5 minutes to do the task in pairs.
• Elicit feedback from each pair. Ask them to tell the class rot \Å\ row \´U\ raw \O…\
which gift they have decided to buy and why.
1 law ✔
2 low ✔
Unit 5, page 57
3 lot ✔
Speaking 4 cot ✔
5 caught ✔
Exercises B and C
6 coat ✔
G irl: It’s not easy … 7 not ✔
Boy: I know! There aren’t many things that 8 note ✔
she likes …
9 nought ✔
Girl: Exactly! And the things she does like, she
already has! 10 boat ✔
Boy: What about a DVD boxed set of her favourite 11 bought ✔
TV series?
Girl: You must be joking! She’s already got all seasons 12 body ✔
of Friends and Lost. Not to mention how expensive
these DVD boxed sets are!
Boy: A film, then? Exercise C
Girl: But she doesn’t like watching films on DVD. • Students practise saying the words in pairs. Alternatively,
Boy: OK then, let’s buy her a T-shirt! they could play a guessing game. One student says a word
Girl: I don’t think so! Besides, she must have hundreds and the other guesses the word by spelling it.
of T-shirts.
Boy: But does she have a T-shirt with Ronaldo’s photo
and autograph?

58 Unit 5

Skills development
Formal and informal language
Say it right!
Exercise C
Exercise A • This activity gets students to notice the difference
rot between saying something in an informal way and saying it
row in a formal way.
raw • Give students 2 minutes to find and underline the formal
way that the sentences in the exercise are expressed in
Exercise B the email.
1 law • Elicit answers and highlight the language used in the
2 low formal sentences. Tell students that many of these
3 lot sentences contain set phrases that can be used in many
4 cot different types of formal letters/emails of complaint.
5 caught
6 coat
7 not Answers
8 note 1 I am writing to complain about a problem with …
9 nought 2 … I purchased 11 MP3 music files …
10 boat 3 After I had finished giving all my information …
11 bought 4 … I have been unable to download anything …
12 body 5 Could you please arrange for the MP3 files I
purchased to become available to me as soon
as possible …
6 … arrange for me to receive a refund of €11.20,
Writing Pages 58 and 59 which is the amount I paid?
Aims of the lesson: Content and organization

• to introduce students to the topic (Exercise A)
• to read a model email for gist (Exercise B) Exercise D
• to analyse a model email for formal language • Give students a minute to read the email to answer
(Exercise C) the question.
• to practise improving a bad model for • Elicit the answer.
content, organization and register
(Exercises D and E)
• to practise planning and writing a formal Answer
email of complaint (Exercise F) She complains about the books she received. Some
she had ordered and some not. She also didn’t
receive five books she had ordered.
Exercise A
• Give students a minute to answer the questions in pairs.
• Elicit feedback. Exercise E
• This activity gives students a chance to put into practice
Exercise B some of the features of formal emails they have learnt so far.
• Give students a minute to read the email in order to • Give students a few minutes to answer the questions.
answer the questions. Encourage them to refer to the model email on page 58.
• Get answers. • Check answers.
• If time allows, ask students, in pairs, to rewrite Lee’s email.
• Monitor and offer help.
Answers
1 She paid for MP3 music files, but did not receive
them (successfully download them).
2 She asks for the MP3 files to become available for
her to download or her money back.
Unit 5 59

Possible answers on page 39 of the Workbook.
1 Subject line: Problems with books ordered
2 It should be divided into four paragraphs: Teacher’s Resource Pages: Unit 5 quiz (page 132);
• the reason for writing Unit 5 Communication activity (pages 151-153);
• a clear explanation of the problem Unit 5 Self-evaluation sheet (page 180).
• what you would like the store to do
• an appropriate closing expression
3 the language (see email below)
4 the names of the books he was sent and not sent;
his surname; the date he ordered the books
An improved email:
Dear Sir or Madam,

I am writing to complain about a problem with some
books I ordered from your website.
On 15th January I ordered eight books from your

online store. Today, when they arrived, I noticed only
three of the books that I had ordered where in the
box. Five of the books I had ordered were not in the
box. In addition, there were three books in the box
I had not ordered (see below for a list of the
books concerned).
C
ould you please arrange for the five books I have
ordered which did not arrive to be sent to me as
soon as possible, or arrange for me to receive a
refund? Could you also let me know what I should
do with the three books I did not order that were
sent to me?
I look forward to hearing from you very soon.
Your faithfully,
Lee Jones

Exercise F
• Give students a minute to read the reply Anne Lawson
received. Check they understand that they reply to
this email.
• In their reply students will need to refer to this email as
well as to the original email Anne Lawson sent.
• Discuss what students think should be included in the
email they will write.
• Refer students to the Writing database on page 149 for
a plan with useful expressions students can use in their
emails. Remind them to also use expressions from the
Language chunks box.
• If time allows, get students to write, or begin to write,
their email in class.
60 Unit 5

6 What in the world … !

Themes
The environment Aims of the lesson:
Nature • to warm students up and pre-teach key
Weather and climate vocabulary (Exercises A and B)
• to activate student’s background knowledge
Language aims on the topic (Dive in!)
• to read for gist (Exercises C and D)
Grammar • to scan for specific information (Exercise E)
Talking about the future (making predictions) • to infer lexical meaning from context
Time expressions (Exercise F)
• to personalize the content of the text
Vocabulary (Quick chat)
The environment
Nature
Phrasal verbs
Quiz
Skills aims
Exercise A
Reading • This activity allows students to see how much they know
Students read a number of short texts for: (or don’t know!) about environmental issues. It also
• gist provides a rich context for pre-teaching a number of
• specific information environment words.
• Give students a few minutes to answer the questions in
Listening the quiz. Be prepared to explain any unknown words.
Students listen to short extracts for: • Give students a minute to compare their answers in pairs
• specific and key information or small groups.
Speaking Exercise B Track 34 CD 1

S tudents conduct a pairwork collaborative speaking • Play the CD for students to check their answers.
task in order to practise: • As a class, read the information in the It’s a fact! box.
• developing their turns by explaining and giving • Ask students if any of the answers or information
reasons for opinions surprised them. Initiate a class discussion on the topic.
• solving a problem

Writing Answers
Students write an article in order to practise: 1a
• being relevant 2
• finding and supporting ideas plastic bottle – c
aluminium can – a
glass bottle – a
paper bag – b
supermarket plastic bag – a
banana skin – c
3a
4c
5c
Unit 6 61

Dive in! 5 ✘ (It’s much cheaper to get fresh water from rivers
or lakes …)
• Ask students to work in pairs. Give them a minute to 6 ✘ (… we can take shorter showers …)
brainstorm as many geographical features they can think 7 ✔ (… and recreate the exact environment of billions
of (eg mountains, forests, lakes, oceans, deserts, etc). of years ago, a split second after the Big Bang.)
• Elicit ideas and put them up on the board. 8 ✔ (… the CERN experiments will provide answers
• In the same pairs, give students another minute to to these questions.)
brainstorm as many environmental problems connected
with these features as they can think of. Students may not
have the language to express these problems in English,
so accept answers in the students’ mother tongue. Words in the text
Exercise F
Reading • Explain the activity and give students a minute to scan the
texts and to find and underline the words and phrases.
Exercise C • Give students a couple of minutes to match the words/
• Give students a minute to skim the questions and to phrases with their meanings. Encourage them to use the
match them with the pictures. context of the text to help them understand what the
• Ask students if they are aware of these issues. words mean.
• Ask students if they can answer any of the questions. • Give students a few seconds to compare answers in pairs.
• Elicit answers.
Answers
1b 2d 3c 4a Answers
1f 2g 3e 4c 5d 6a 7h 8b
Exercise D
• Give students about a minute to skim the texts quickly
and silently in order to match them to the questions. Quick chat
With two of the texts the answer is in the first line. • Get the students to discuss the question in pairs
• Time the students. This will encourage them to be quick. first. Give them about a minute for this.
• When eliciting answers, ask students to justify them by • Elicit answers from the students around the class.
referring back to the texts.

Answers task, refer students to pages 40 and 41 in
A 2 B 4 C 3 D 1 the Workbook.
Exercise E Unit 6, page 60

read the texts in more detail to do it. Quiz
• Give students about 5 minutes to do the activity. Tell
students to underline the relevant part of the text with Exercise B
the answer.
• Give students a minute to compare answers in pairs. Presenter:
• Elicit answers. Ensure students justify them by referring Thank you to everyone who took part in this week’s
back to the texts. quiz. Here are the answers:
Question 1 – The population of the world now is
around 6.9 billion! A huge increase from 2,500 years
Answers ago, when it was a mere 100,000,000!
1 ✔ (… the ecosystem of the island could not supply Question 2 – How long does it take for the following
enough food and water for the people living on it.) to biodegrade?
2 ✘ (… the forests were destroyed …) A plastic bottle will most probably be around forever.
3 ✔ (… in less than 50 years’ time they [the Maldives] An aluminium can, for about 100 years.
will have disappeared …) A glass bottle, for a whopping 1,000,000 years!
4 ✘ (… penguins in Antarctica and polar bears in the A paper bag, for around five months.
Arctic are already being affected by the melting of A supermarket plastic bag, for at least 20 years. Isn’t
the icebergs.) that unbelievable?

62 Unit 6

Banana skins hang around for about six months. Exercise B
Question 3 – And what can’t we recycle? Well, we • Give students a few minutes to choose the correct word
can’t recycle plastic cups. – I had no idea! and decide if each statement about the natural word is a
Question 4 – What is global warming? Well, it’s the fact or fiction.
increase in the average temperature of the Earth. • Ask them to discuss their answers in pairs.
And, finally, question 5 – both a tsunami and an • Elicit answers. Take this opportunity to check students
earthquake are natural disasters. The one that isn’t is, know the meaning of the incorrect options.
of course, a thunderstorm. • Give them the right answers to the quiz.
How did you do?
If you got 8 to 10 correct answers, Congratulations!
Give yourself a pat on the back.You really know your Answers
stuff when it comes to the environment! 1 volcano
If you got 5 to 7 answers right, Well done! You’re on 2 earthquake
the right road to being a greenie. 3 floods
If you got less than five correct answers, you’ve got a 4 forest fires
lot to learn about the environment. But don’t feel too 5 desert
bad – you can start going green today! 6 rainforest
Thanks for taking part in the quiz. We hope you’ll 7 endangered
try next week’s quiz … 8 species
9 habitat
10 extinct
Vocabulary Page 62
Quiz Answers
Aims of the lesson: 1 False – there are about 50-60 eruptions a year
to present and practise 2 False – the most powerful occurred in 1960,
• vocabulary relating to the environment in Chile
(Exercise A) 3 False – it risked being destroyed by a flood in 1966
• vocabulary relating to nature (Exercise B) 4 True
• phrasal verbs (Exercise C) 5 True
6 True
7 True – it is hunted for its tusks
Exercise A 8 True
• Some of these words have already been presented and 9 False – it is Asia (eg India)
will be familiar to students. Some won’t. 10 True – it was a marsupial like most native
• Give students 2 minutes to do the exercise. mammals in Australia
• Students compare their answers in pairs.
• Elicit answers and model the words for the students to
repeat (for pronunciation purposes). Exercise C
• Write the following words on the board: global warming, • Give students a minute to read through the sentences
climate change, weather and climate. Ask students if they and to match the phrasal verbs with their meanings.
know what they mean and what the differences between • Encourage them to read the sentences carefully for
them are. They are commonly confused. meaning, as this will help them choose the right answers.
• Read the information in the note about these words
as a class.
Answers
1a 2c 3d 4b 5f 6e
Answers
1 pollution
2 exhaust fumes Ask students to complete the exercises on
3 go green page 42 of the Workbook.
4 Wind (and) solar
5 Climate change
6 rubbish/litter/waste (all synonyms here)
Unit 6 63

Grammar 1 Page 63 Exercise D
• This exercise offers the students the opportunity to make
some predictions about their own lives.
Aim of the lesson: • Give students a minute to think about each one and to
• to present and practise ways of making write them down.
future predictions • Students work in pairs to tell each other their
predictions.
Talking about the future (making predictions): Ask students to complete the exercises on
presentation page 43 of the Workbook.
• Give students a minute to scan the Reading texts and the
It’s a fact! box on pages 60 and 61 for these sentences.
• Read through the grammar rules as a class. Listening Page 64
• Read the note about predictions we are not sure about.
Exercise A Aims of the lesson:

• This exercise checks students have understood the • to encourage prediction and to pre-teach key
difference between the different future tenses. vocabulary (Exercise A)
• Give students a minute to do the exercise. • to listen for key information (Exercises B
and C)
• to notice the difference in use between
Answers go and come (Exercise D)
1 will have increased • to give students the opportunity to discuss the
2 will help themes raised in the lesson (Quick chat)
3 is going to be
4 will be
5 will ever solve Exercise A
• Tell students that nine of the words/phrases occur in the
Listening extracts.
Exercise B • Ask students to work in pairs. Give them a few minutes
• These sentences contain form mistakes that many to match them to the pictures. Some can, in fact, be used
students make when using these tenses. to describe more than one picture.
• Give students a minute to correct the mistakes in the • Elicit ideas. Ask students which five words/phrases they
sentences before checking answers. did not use. Check they understand what they mean.
• Elicit answers.
Possible answers
Answers 1 sunny/fine and mild, very windy, cold and wet
1 I think the world will be a better place in 2 sunny/fine and mild, foggy, cool and cloudy
the future. 5 wildlife
2 This time next year I will be working for an 6 forest fire, volcano erupting, hurricane
environmental group.
3 By 2020, I will have finished all my studies.
4 Because we use our cars instead of public Exercise B Track 1 CD 2
transport, global warming is going to get worse. • Explain the task and give students a minute to read
through the questions.
• Play the CD. Tell students to listen to the whole extract
Exercise C before they decide on a definite answer.
• Explain the activity by doing the first one together.
• Give students 2 minutes to do the rest. Exercise C Track 2 CD 2
• Check answers. • Play the CD again for students to check their answers.
• Check answers after each extract. Play the extract a third
time if students are getting an answer wrong.
Answers
1 will increase
2 is going to Answers
3 might be living 1a 2a 3c 4c 5a 6c
4 will have
5 will die out
64 Unit 6

Words you heard 3
Travel agent: So you’d like an exciting holiday
Exercise D in Africa? What about our Kenya Wildlife Park
• Read through the Listening extracts and definitions Hotel Package?
of go and come. Ensure students are clear about the Customer: Oh! Tell me about it.
difference in use between them. These words are Travel agent: Well, Kenya can be a very hot and
commonly confused. dry country.
• Give students a minute to do the exercise before Customer: Oh. Is it always hot?
checking answers. Travel agent: No, but the summer can get very hot.
It rarely falls below 35 degrees during the day. The
best time to visit is in the autumn or the winter. It’s
Answers not as hot then.
1 come
2 going 4
3 go Radio presenter: Living in a big city is often many
4 go people’s dream. After all, they do have a lot to offer.
5 go/come However, cities can also be environmental disasters!
Most people are aware of the air and noise pollution
in cities, which are often caused by car exhaust fumes,
but have you ever thought about light pollution? The
Quick chat huge amount of light produced in big cities badly
• Give students a few minutes to answer the affects ecosystems and obscures the stars and the
questions in pairs first before discussing them sky at night. This is a serious problem for
around the class. astronomers, which is why observatories are usually
located in deserts. In today’s programme, we will be
talking to astronomer Stuart West about this serious
For extra listening, refer students to page 45 problem facing cities today.
of the Workbook, CD track 9.
5
Woman: That Caribbean island cruise was fabulous
Unit 6, Page 64 last year. How about this year? Do you want to go on
an African safari? Imagine all that wildlife.
Listening Man: Yes, but it’ll be too hot. How about a cruise in
the Arctic? We could see polar bears, penguins and
Exercises B and C other wild animals.
Woman: I suppose we could go to the Arctic. But
1 won’t it be freezing?
Woman: Oh, it’s so cold and wet today. It’s been Man: Not if we dress well. I think we’ll be fine.
raining since this morning and doesn’t look like Woman: Will Pete and Kath want to come with us,
letting up. do you think?
Man: Yes, but it’s better than the horrid day we had Man: I don’t know. We’ll have to ask them.
yesterday. It was very windy. Do you know it blew
over a small tree in my front garden? 6
Woman: Really? That’s terrible! It’s supposed to be Man: Most people think of earthquakes or volcanic
nice this weekend, though. I heard it should be sunny eruptions when they think of natural disasters. But I
and mild, so perhaps we could go on that walk we’ve think the worst natural disasters are forest fires.
been talking about. Think of all that forest that’s destroyed … and
Man: Good idea. people’s homes.
Woman: Yes, you’re right. They are frightful. But are
2 they as destructive as a hurricane can be? Remember
Weather Presenter:Looks like we’re in for more Hurricane Katrina? The whole city of New Orleans
of the same tomorrow. A little fog to begin with, and was destroyed then.
some icy conditions on the roads, so those of you Man: Oh yes, you’re right. I’d forgotten about that.
driving to work in the morning, take care. The rest Woman: Imagine that. A whole city!
of the day should be fine and mild. It will be cool Man: Yes …
and cloudy in the morning, but the clouds should
clear up by midday. We should expect a fine, sunny,
mildafternoon with a high temperature of 18
degrees Celsius.
Unit 6 65

Grammar 2 Page 65
Answer
They all refer to the future.
Aims of the lesson:
• to present and practise other ways of talking
about the future (Exercises A and B) Exercise C
• to present and practise time expressions • This exercise checks students understand the form rules
used with future tenses (Exercises C and D) for using time expressions. The mistakes in the sentences
are commonly made by students.
• Give students a minute to do the exercise.
Talking about the future (2): presentation
• Give students a minute to match the meanings of each
tense with the sentences. Answers
• Check answers. 1 I will do it as soon as I get the time.
• To recap, you might want to read through the relevant 2 When you get the time, call me.
section on pages 164 and 165 in the Grammar database. 3 I won’t let you have the money until you show
me you can pay it back.
4 You don’t need to do it now. Do it when you get
Answers the time.
a future simple 5 Mr Smith will phone you as soon as he gets in.
b going to 6 As soon as I see Joe, I’ll tell him to call you.
c present continuous
d present simple
Exercise D
• Give students 2 minutes to read the text and complete it
Exercise A with the right form of the verbs in brackets.
• This exercise checks students have understood the • Encourage them to read the text carefully for meaning, as
difference between the different future tenses. this will help them decide on the right answer.
• Give students a minute to do the exercise before • Elicit answers.
checking answers.
Answers
Answers 1 will email
1 going to study 2 are planning
2 ’m going 3 speak
3 ’ll never use 4 know
4 starts 5 start
5 ’ll start
6 going to have
Exercise B
• Explain the activity and give students 2 minutes to do it
before checking answers. Practise your English Page 66
Answers Aim of the lesson:

1 am leaving • to practise the grammar and vocabulary
2 going to from the unit in an integrated way
3 train leaves
4 are going
5 will help Exercise A
• Ask the students what they think an environmentally-
friendly home might be.
Time expressions: presentation • Give them 2 minutes to read the text quickly, ignoring the
• Give students a minute to read the sentences and to gaps for now, to find out.
decide if they refer to the past, present or future.
• Check the answer.
• To recap, read through the relevant section on page 165
in the Grammar database.
66 Unit 6

• Play the CD for students to listen for the idea the
Answer students are thinking about.
It is a home that uses natural/alternative sources of • Elicit the answer.
energy for electricity, heating, etc.
Answer
Exercise B a school subject on the environment
• Students read the text more carefully and choose the
best answer.
• Give students a minute to read through the expressions
Answers in the Language chunks box.
1 a 2 c 3 c 4 b 5 d 6 c 7 d 8 a 9 a 10 d • Play the CD again for students to listen and tick the
expressions they hear.
Exercise C
• Explain the activity. Remind students that the meaning of Answers
the two sentences should be the same. Explaining
• Give students a couple of minutes to do the rest on their What I mean is …
own before checking answers. I mean …
Giving reasons for opinions
so that …
Answers It sounds …
1 down on
2 set
3 will have Exercise C
4 are you • This exercise offers some practice of the expressions in
5 leaves at the Language chunks box.
6 won’t drop • Students work in pairs. Tell them to take turns continuing
7 as soon each sentence.
Exercise D
• This exercise helps students prepare for the Speaking task
Quick chat before they do it by giving them ideas to use.
• This activity gives students the opportunity to • Tell students that the advantages and disadvantages
personalize with the text. Ask them to answer the correspond to the pictures.
questions in pairs first. • Give them a minute to read and match them to
• Discuss the questions as a class. the pictures.
• Check answers.
• Give students 2 minutes to come up with another
idea that the school could adopt in addition to the six
Speaking Page 67 suggested here.
• Elicit ideas.
Aims of the lesson:

• to listen for gist (Exercise A) Answers
• to present ways of developing turns A 5 B 4 C 6 D 2 E1 F3
(Exercise B)
• to practise ways of giving reasons for and/or
explaining opinions (Exercise C) Exercise E
• to prepare for the free speaking task • Explain to students that this activity is the same one the
(Exercise D) students in the Listening extract were doing (Exercise A).
• to practise the new language in a free • Read the instructions to the activity and check students
speaking collaborative task (Exercise E) understand what they have to do.
• Remind them they can use expressions from the Language
chunks box to help them develop their turns.
Exercise A Track 3 CD 2 • Give students 5 minutes to do the task in pairs.
• Read the announcement and tell students they will • Elicit feedback from the class about their ideas.
hear two students discussing an idea to present on
Environment Awareness Day.
Unit 6 67

Unit 6, page 67 Pronunciation file, page 139, Unit 6
Speaking Say it right!

Exercises A and B Exercise A
Boy: I think we need a subject on the environment. I bad
mean, we study a whole lot of other things at school, cut
but we don’t really learn anything about what we’re
doing to the world, do we? Exercise B
Girl: No, you’re right. What could we call the subject? 1 chat
Boy: How about Environmental Studies? 2 bun
Girl: It sounds a bit boring, I think. What I mean is, 3 march
we need to give it a more interesting name so that 4 much
people don’t think it’ll be another boring subject. 5 sang
Boy: Like what? 6 can’t
Girl: What about The world around us?
Boy: No, I don’t like it. It sounds more like a
television documentary than a subject.
Girl: I suppose. What do you suggest? Writing Pages 68 and 69
Boy: How about we decide on a name later? Let’s
decide first what the subject could be about.
Girl: Well, environmental issues, for a start. Aims of the lesson:
Boy: Yes, and what we can do to respect the • to introduce students to the topic
environment we live in. (Exercise A)
Girl: That’s a good idea. • to analyse the task (Exercise B)
• to decide which ideas are relevant
(Exercise C)
• to analyse a model article for ideas and
Pronunciation Page 139 register (Exercises D and E)
• to analyse a bad model for ideas and
Say it right! organization (Exercise F)
• to practise supporting ideas (Exercise G)
Exercise A Track 4 CD 2 • to practise planning and writing an article
• The activity aims to make students aware of the two (Exercise H)
different vowel sounds, \œ\ and \ø\.
• Play the CD for students to hear how the two different
words are pronounced. Exercise A
• Give students a minute to tick the environmentally
Exercise B Track 5 CD 2 friendly things they do and to add anything else they can
• Play the CD for students to listen and circle the word think of.
they hear. • Elicit feedback and encourage a class discussion on
• Play the CD again for students to listen and repeat. the topic.
Exercise B
Answers • Give students a minute to read the request for an article.
1 chat • Discuss the questions as a class.
2 bun
3 march
4 much Answers
5 sang 1 The article should be about what students plan to
6 can’t do to help the environment.
2 The article will be read by other students their
age. As a result, an informal (but not chatty)
Exercise C register would be appropriate.
• This activity gives students more practice of these sounds.
Read the instructions and tell students to work in pairs.
• When they’ve finished, students compare the words
they’ve written with the words in the book. Ask them
how many they heard correctly.
68 Unit 6

Skills development Supporting your ideas
Finding ideas Exercise G

• This activity helps students see how they can develop
Exercise C their ideas.
• Give students a minute to read the ideas and cross out • Explain the task. Tell them that the linking words (eg
the irrelevant ones. That’s why, After that, As a result, etc) will help them know
• Check answers. the type of support needed to complete the sentences.
• Tell students that they can find ideas for some of the
sentences in the two model articles. Encourage them to
Answers work in pairs so that they can help each other.
1 and 5 are not directly relevant to the task. • Do the first one together.
• Give students a few minutes to do the rest before
checking answers. Accept any answer that is grammatically
Exercise D correct and makes sense.
• Give students 2 minutes to read the article and to
underline the ideas from Exercise C.
• Elicit feedback. Possible answers
1 a bottle bank.
2 will place them outside the school/in
the schoolyard.
Answers 3 a lot of bottles/glass.
Idea 2 – paragraph 1 4 in the schoolyard.
Idea 3 – paragraph 3 5 we can do a lot to help the environment.
Idea 4 – paragraph 2
Exercise E Planning and writing

• Give students a minute to read the article again to decide
if it is formal or informal. Exercise H
• Discuss the question as a class. Ask students to support • Explain that students have to write an article on the
the answer with examples of language from the same topic.
model article. • Read through the plan and tips in the Quick check! box.
Answers article. Remind them to also use expressions from the
The article is informal. Some informal expressions are Language chunks box.
used (eg A lot!) and a lot of shortened forms (eg We’re, • If time allows, get students to write, or begin to write, the
That’s, etc). article in class.

Exercise F on page 45 of the Workbook.
• This activity helps students apply what they’ve learnt to
improve a bad model. Teacher’s Resource Pages: Unit 6 quiz (page 133);
• Give students 2 minutes to read the article and answer Unit 6 Communication activity (pages 154-155);
the questions. Phrasal verbs exercise (page 176); Unit 6 Self-
• Ask the students to discuss the questions in pairs first evaluation sheet (page 180).
before discussing them as a class.
Answers
1 The writer has included 1 and 5 from Exercise C,
which are irrelevant.
2 They need to:
include ideas that are directly relevant to the task.
support their ideas.
divide their article into three paragraphs.
Unit 6 69

5-6 Review
Pages 70 and 71
Across 1 The local mall, which has hundreds of different shops, is
1 species very popular.
4 desert 2 Louise, who has five credit cards, prefers to pay by cash.
7 global warming 3 Shopping centres, which are often cheaper, are becoming
8 extinct very popular.
4 My sister, who hates big department stores, buys her
Down clothes at a local shop.
2 earthquake
3 pollution Exercise 6
4 died 1 had
5 litter 2 could
6 solar 3 hadn’t bought
7 give up 4 would turn off
5 had told
Exercise 2
1 credit card Exercise 7
2 online 1 see
3 market 2 will call
4 bargain 3 am going to do
5 malls 4 I’ll stop
5 leaves
Exercise 3 6 will have doubled
1 come 7 will be taking part
2 does 8 are going to get
3 make 9 might be
4 make 10 are you doing
5 go
6 done For extra activities, refer students to CLIL 3
7 lent on pages 98-99 of the Workbook.
8 borrowed
Exercise 4
1 which
2 who/that
3–
4–
5–
6 who
70

7 Making the grade

Theme

Education Aims of the lesson:
• to warm students up and introduce them to
Language aims the unit topic (Exercise A)
Grammar on the topic (Dive in!)
Modals • to read for gist and to encourage prediction
Indeterminate pronouns (Exercise B)
• to read for specific information (Exercise C)
Vocabulary • to infer lexical meaning from context
Types of school (Exercise D)
Exams • to personalize the content of the texts
Collocations (Quick chat)
Easily confused words: study and read;
subject and lesson
Skills aims Quiz

Reading
Students read a number of short texts for: Background information
• gist Q
uestion 6 in the quiz refers to a mnemonic that helps
• specific information us remember which order to complete mathematical
operations. The order in which a problem is solved is
Listening crucial. Without having a set order, we would arrive at
Students listen to a long extract for: different results. The order is: parentheses, exponents,
• specific and key information multiplication, division, addition, subtraction.

Speaking
S tudents conduct a pairwork speaking task in order Exercise A
to practise: • This activity introduces the students to the topic of
• describe pictures education from a historical perspective.
• comparing pictures • Give students a few minutes to answer the questions in
• expressing preferences the quiz. Be prepared to explain any unknown words.
• Give students a minute to compare their answers in pairs
Writing or small groups.
Students write an essay in order to practise: • Check answers. Give students the answers to questions
• paragraphing and organization they get wrong.
• fully addressing the task • Students read the interpretation of the quiz results on
• connecting and supporting ideas page 142.

Answers
1c 2b 3c 4b 5a 6b
Quick chat
• Ask students to discuss the question in small groups.
• Elicit answers from around the class.
Unit 7 71

Dive in! For extra practice in this type of reading
• The subjects listed here are not often taught today at the Workbook.
school. Check students know what they entail. Calligraphy
and gardening are depicted in the pictures.
• Ask students to discuss the questions in pairs before Vocabulary Page 74
discussing them round the class.
Aims of the lesson:

Reading to present and practise
• vocabulary relating to types of school
Exercise B (Exercise A)
• Explain the situation and give students a few minutes to • vocabulary relating to exams (Exercise B)
skim the texts about the people in the photos and to • collocations with have and take (Exercise C)
come up with a suggestion for each. Ask them to work • easily confused words (Exercise D)
in pairs.
• Elicit ideas and ask students to justify them.
Exercise A
Exercise C • Ask students how old they think the students/pupils in
• Explain the activity and tell students that they will need to the pictures are. Ask them to match them to a school
read the texts in more detail to do it. (university, secondary school and primary school).
• Give students about 5 minutes to do the activity. Tell • Give students 2 minutes to read the descriptions and to
students to underline the relevant parts of the texts that match them with the type of school they describe.
help them decide on a course/school for each person. • Students compare their answers in pairs.
• Give students a minute to compare answers in pairs. • Elicit answers and model the words for the students to
• Elicit answers. Ensure students justify them by referring repeat (for pronunciation purposes).
back to the texts.
Answers
Answers 1a 2b 3c 4f 5g 6e 7d
1 C 2 D 3 E 4 B 5 A 6 F
Exercise B
• Give students a few minutes to read the text carefully
Words in the text and to choose the correct answer.
Exercise D • Elicit answers. Take this opportunity to check students
• Give students a couple of minutes to match the know the meaning of the incorrect options or at least
words with their meanings. Encourage them to use why they are wrong.
the context of the text to help them understand what
the words mean.
• Give students a few seconds to compare answers in pairs. Answers
• Elicit answers. 1 sitting for
2 pass
3 at
Answers 4 pass
1 tutorials 5 take
2 certificate 6 degree
3 degree 7 graduate
4 branches
5 enroll
6 workshops Exercise C
• Read through the sentences from the Reading texts
as a class. Explain that the expressions in bold contain
collocations with take and have. Check students
Quick chat understand them.
• Get the students to discuss the questions in • Give students a minute to complete the gaps with have or
pairs first. take in the correct form.
• Elicit answers from the students around the class. • Check answers.
72 Unit 7

Exercise A
Answers • This exercise checks students have understood the
1 have difference in meaning between the different modal verbs.
2 take • Give students a couple of minutes to do the exercise
3 take before checking answers.
4 took
5 have
6 has Answers
7 take 1 can’t
2 must
3 don’t have to
Exercise D 4 should
• This exercise helps students see the difference between 5 have to
commonly confused words relating to education. 6 could
• Read the example sentences as a class and check students
understand the difference between the two pairs
of words. Exercise B
• Give students a minute to choose the correct word • These sentences contain mistakes that many students
before checking answers. make when using modals.
• Give students a minute to correct the mistakes in the
sentences before checking answers.
Answers • Elicit answers and write the correct sentences on
1 studying the board.
2 reading
3 study
4 subjects Answers
5 lesson 1 This sentence can’t be right. I’m sure there’s
another way of saying it.
2 You mustn’t be late or you’ll miss the first period.
Ask students to complete the exercises on 3 You don’t have to do it now, it can wait until later.
page 50 of the Workbook. 4 I could read when I was five.
5 He must be at home because I saw him go in five
minutes ago.
Grammar 1 Page 75 6 I think you should study harder if you want
to pass.
Aim of the lesson:

• to present and practise modals Exercise C
• Explain the activity by doing the first one together.
• Give students 2 minutes to do the rest.
Modals: presentation • Check answers.
• Explain that the words in bold in the sentences from the
Reading texts are modal verbs.
• Give students 2 minutes to read the sentences and to Answers
complete the grammar box. 1 you should do
• To recap and to learn more about the rules of using 2 must be right
modals, read through the relevant section on pages 165 3 could be
and 166 in the Grammar database. 4 should study
5 don’t have to
6 mustn’t leave
Answers
1c 2f 3a 4b 5e 6d
Unit 7 73

Listening Page 76 Words you heard
Exercise D
Aims of the lesson: • Explain the activity. Tell students these prepositional
• to set the context for the Listening activity phrases occurred in the Listening text.
(Exercise A) • Give students a minute to do the exercise before
• to activate background knowledge on the checking answers.
topic (Exercise B)
• to listen for specific information (Exercises B
and C) Answers
• to notice dependant prepositions 1 on
(Exercise D) 2 for
• to give students the opportunity to discuss the 3 to
themes raised in the lesson (Quick chat) 4 for
5 with
Exercise A
Quick chat
Exercise B Track 6 CD 2 • Discuss this question as a class. Compare the details
• Give students a few minutes to fill in the questionnaire in Exercise C with the educational system in the
about the educational system in their country. students’ country.
• Play the CD. Tell students to complete the questionnaire
with the information they hear.
• Check answers. Take this opportunity to discuss the For extra listening, refer students to page 53
differences between the educational system in the of the Workbook, CD tracks 10 and 11.
students’ country and that of Singapore.
Unit 7, page 76
Answers
1 seven Listening
2 Twice. At the end of primary school and at the end
of secondary school. Exercises B and C
3 Yes, a primary school-leaving exam and a
GCE O-level exam. Woman: In Singapore, most children first go to a
pre-nursery school when they are three or four, and
then they attend kindergarten for two years, starting
Exercise C Track 7 CD 2 at the age of five. (1) It is in the kindergarten that
• Give students a minute to read through the information. children start learning English.
Ask them to predict the kind of information that might Formal education really begins at the age of seven,
be missing. Tell them that the information that is missing with primary school. Primary school is free (2) and it
will require they write one to three words. is also compulsory – by law, everyone must attend
• Play the CD again for students to listen and fill in the primary school. Children stay at primary school for
missing information.You will need to play the CD a six years. Something that can be difficult for many
third time, as students tend to find this type of task children is that all lessons are done in English. (3) In
rather challenging. the last year of primary school, children take a
• Check answers. national primary school-leaving exam. Anyone who
fails must repeat the last year of primary school and
then take the exam again.
Answers Those who pass the exam can go on to secondary
1 five school for four or five years, (4) depending on the
2 Free grade they got on the primary school-leaving exam.
3 English At the end of secondary school, students take a GCE
4 four or five O-level exam, which is national. It usually tests ten of
5 ten the subjects (5) that students have been doing, and is
6 pre-university a demanding exam. For a lot of students, everything
7 practice exercises depends on this exam, so they prepare for it for years.
Depending on their results, they can then go to a
junior college, a polytechnic or a pre-university (6)
centre. The luckiest students are, of course, those
74 Unit 7

who are admitted to a junior college, as they only Exercise B
have to study for another two years before they go • Explain the activity and give students 2 minutes to do it
to university. before checking answers.
The environment in most schools in Singapore is
extremely competitive. A lot of children also go to
special private tuition centres in the evening, where Answers
they get extra tutoring so that they can cope with 1 I can’t go – I don’t know anyone/anybody there!
the schoolwork and do better in the exams. In 2 Don’t worry, I’m sure you’ll meet someone/
addition, most school children also buy and use a somebody you know.
number of ‘assessment books’, as they are called, which 3 I was so tired that I didn’t do anything all day.
contain hundreds of additional practice exercises for 4✔
each subject. (7)These are in addition to the books 5 There isn’t anything you can do about it now.
that they use at school and in the tuition centres. You’ll just have to do your best!
6 Everybody/Everyone in the class can’t remember
how to spell that word! It’s really difficult.
7✔
Grammar 2 Page 77 8 Doesn’t anyone/anybody know the answer?
Aim of the lesson: Exercise C

• t o present and practise indeterminate • Ask the students who they think the man in the photo is.
pronouns • Give them a minute to skim the text to find out. Tell them
to ignore the gaps for now.
• Give students a few minutes to complete the gaps in the
Indeterminate pronouns: presentation text with indeterminate pronouns. Tell the students they
• Give students a minute to read the sentences from the will need to read the text more carefully for this.
Listening text. • Get students to compare their answers in pairs.
• Students match the pronouns in bold to the descriptions. • Check answers.
• Check answers. • Ask students to talk about their favourite/least
• Get students to complete the table with indeterminate favourite teacher.
pronouns.
• Read the note as a class.
section on pages 166 and 167 in the Grammar database. 1 everyone/everybody
2 anything
3 no one/nobody
Answers 4 Everyone/Everybody
1b 2c 3a 5 anything
6 anyone/anybody
specific: something 7 everything
non-specific: anyone/anybody 8 someone/somebody/anyone/anybody
general: everything 9 no one/nobody
negatives: no one/nobody; nothing 10 everyone/everybody
Exercise A Ask students to complete the exercises on

• This exercise checks students have understood the page 52 of the Workbook.
difference between the different indeterminate pronouns.
checking answers. Practise your English Page 78

1 anything • to practise the grammar and vocabulary
2 everyone from the unit in an integrated way
3 everything
4 anyone
5 Someone
6 everyone
7 something
Unit 7 75

Exercises A and B Exercise A
• Ask the students to discuss these questions in pairs. • Divide students into pairs.
• Elicit opinions from students around the class. • Give students a few minutes to discuss the similarities
and differences between the two photos and to express
Exercise C their preferences. Encourage them to make notes.
• Tell students they will read a text about an unusual • Elicit similarities and differences and write them up on
learning situation. the board.
• Give them 2 minutes to skim the text, ignoring the gaps
for now, to find out why the situation it talks about Exercise B Track 8 CD 2
is unusual. • Tell students they will listen to someone doing the
• Tell students to read the text more carefully to choose same task.
the correct answer for each gap. • Play the CD for students to listen and note the
similarities and differences the speaker mentions.
• Elicit answers.
Answers
1b 2a 3b 4b 5b 6c
7 d 8 a 9 c 10 b 11 a 12 c Answers
Similarities
both show children learning
Exercise D Differences
• Explain the activity. Tell students to complete the gaps a lot of children/one child
with one word only. bored/happy
• Give students a couple of minutes to do the activity on traditional classroom scene/computer assisted
their own before checking answers. learning
teacher helping child
Answers
1 chance Exercise C
2 anyone/anybody/she/he • This exercise helps prepare students with language to
3 hands use in the free speaking task in Exercise D.
4 place • Tell students to work in pairs. Give them a few minutes
5 something; anything; everything to complete the table with the ideas.
6 subject • Draw the table on the board. Elicit answers and write
7 for them in the table on the board. Accept any reasonable
8 with ideas. Check students understand what the ideas refer
9 university to by pointing them out in the pictures.
Possible answers
Quick chat
• This activity gives students the opportunity to type of furnishings/
personalize with the text. Ask them to answer the Pic. opinion
room equipment
question in pairs first.
• Discuss the question as a class. traditional blackboard, students
boring can’t interact
A
furniture,
desks in rows
Speaking Page 79 lecture high-tech a bit
hall equipment, impersonal,
B digital nothing to
Aims of the lesson: projector motivate
• to talk about similarities and differences students
(Exercise A) science modern working
• to present ways of talking about similarities lab together on
and differences (Exercise B) C
something
• to prepare students for the free speaking interesting
task (Exercise C)
• to practise the new language in a free
speaking task (Exercise D)
76 Unit 7

modern students sit colourful, Answers
classroom around tables cheerful, 1 I think you should go.
motivating, 2 I don’t think I should.
D working 3 You can easily do this exercise.
together on 4 Yes, I can.
something 5 I must be going.
interesting 6 Yes, you must.
7 I don’t think I could do it.
8 I think you could.
Exercise D
student in the Listening extract was doing (Exercise B). Pronunciation file, page 140, Unit 7
• Read the instructions to the activity and check students
understand what they have to do. Say it right!
• Remind them to use the language from Exercise C and
expressions from the Language chunks box to help them Exercise B
talk about similarities, differences and preferences. 1 I think you should go.
• Give students 5 minutes to do the task in pairs. 2 I don’t think I should.
3 You can easily do this exercise.
4 Yes, I can.
Unit 7, page 79 5 I must be going.
6 Yes, you must.
Speaking 7 I don’t think I could do it.
8 I think you could.
Exercise B
Man: The photos show different ways of learning.
Compare the two photos and say which way of
learning you think is better. Writing Pages 80 and 81
Girl: Both photos show children learning. In the
first photo, there are a lot of children in a traditional
classroom. They look bored. In the second Aims of the lesson:
photograph, though, there is only one child and she is • to introduce students to the topic
sitting in front of the computer with her teacher. She (Exercise A)
seems happier than the children in the first picture. • to analyse a model essay for ideas,
I think the second way of learning is better, because paragraphing and organization (Exercises
it’s like a private lesson. The teacher can see if you B and C)
understand, and she can answer all your questions • to analyse a bad model for ideas,
right away. If there are a lot of children in the class, it paragraphing and linking (Exercises D and E)
is more difficult for the teacher to help everyone. • to practise linking and supporting ideas
(Exercise F)
• to practise planning and writing an essay
(Exercise G)
Pronunciation Page 140
Say it right! Exercise A

• Read the task together.
Exercise A • Divide students into pairs. Give them a few minutes to
• The activity aims to make students aware of the two discuss the questions.
different ways of pronouncing modal verbs. • Elicit feedback and encourage a class discussion on the
• Read through the information about how modals are topic.
pronounced as a class.
Exercise B
Exercise B Track 9 CD 2 • Give students a minute to read the essay to see if any of
• Play the CD. Students listen and decide if the modals are their ideas are mentioned.
pronounced normally or with emphasis.
Unit 7 77

Skills development
Answers
Paragraphing and organization
Reason and Consequently
Exercise C result So that
• Give students a minute to match the ideas to the as
paragraphs in the model essay. This is because
• Check answers. As a result
Contrast However
Despite (this/the fact that)
Answers On the other hand
There are four paragraphs. although
Paragraph 1 – a general statement about
school-leaving exams Addition Moreover
Paragraph 2 – points for the exams Besides
Paragraph 3 – points against the exams In addition
Paragraph 4 – their personal opinion as well
Exercise D
• Discuss the essay topic to make sure students
understand it. Planning and writing
• Give students a few minutes to read the model essay and
to decide what is wrong with it. Exercise G
• Elicit feedback. Don’t give too much away at this stage, as • Discuss the essay topic to make sure students
this will spoil Exercise E. understand it.
• Brainstorm ideas students could use in their essays.
Exercise E • Read through the plan and tips in the Quick check! box.
• Give students a minute to read the essay again to answer • Refer students to the Writing database on page 150 for
the questions. a plan with useful expressions students can use in their
• Elicit feedback. essay. Remind them to also use expressions from the
• If time allows, get students to write, or begin to write, the
Answers essay in class.
1 No, only the writer’s opinion. It is not a
balanced response. Ask students to complete the writing task
2 No. on page 53 of the Workbook.
3 No. It is made up of many short sentences because
the ideas are not linked. Teacher’s Resource Pages: Unit 7 quiz (page 134);
Dependent prepositions exercise (page 172);
Connecting and supporting your ideas Unit 7 Self-evaluation sheet (page 181).
Exercise F
• Give students a few minutes to match the connectors in
bold to their function in the table.
• Elicit feedback and discuss why it is important to connect
ideas – refer them back to the bad model in Exercise D.
78 Unit 7

8 Who I am

Themes
People Aims of the lesson:
Relationships • to warm students up and introduce them to
the unit topic (Exercise A)
Language aims • to activate student’s background knowledge
on the topic (Dive in!)
Grammar • to read for gist (Exercises B and E)
-ing form and infinitive • to read for detail (Exercises C and D)
Past modals • to infer lexical meaning from context
(Exercise F)
Vocabulary • to personalize the content of the texts
Relationships (Quick chat)
Describing people
Personality
Quiz
Skills aims
Exercise A
Reading • The quiz introduces the students to the topic of people
Students read a number of short texts for: and relationships.
• gist • Give students a few minutes to do the quiz for
• detail themselves. Be prepared to explain any unknown words.
Listening or small groups.
Students listen to a long extract for: • Students read the interpretation of the quiz results on
• gist page 142. Be prepared to explain any unknown words.
• specific information • Have a class discussion about the results. Ask students
how accurate they think they are.
Speaking
S tudents conduct a pairwork speaking task in order
to practise: Dive in!
• describing pictures
• comparing pictures • Ask students to work in pairs. Give students a couple of
• expressing opinions and impressions minutes to brainstorm problems teenagers typically face
in these three areas.
Writing • Elicit ideas from around the class.
Students write a letter of advice in order to practise:
• topic sentences
• ways to give advice Reading
• finding ideas
Exercise B
• Tell students that two of the extracts are written by
teenagers (A and B) and two by their parents (C and D).
Give them a few minutes to skim them all to match the
teenagers with their parents.
• Check answers and ask students to justify them.
Unit 8 79

Answers Answers
A–D 1e 2b 3d 4a 5c 6h 7g 8f
B–C
Exercise C Quick chat

• Explain the activity and tell students that they will need to • Answer the questions as a class. Encourage a class
read text A in more detail to do it. discussion about the topic.
• Give students about 3 minutes to answer the questions.
Tell students to underline the relevant parts of the text
that help them decide. For extra practice in this type of reading
• Students compare answers in pairs. task, refer students to pages 54 and 55 in
• Elicit answers. Ensure students justify them by referring the Workbook.
back to the text.
Vocabulary Page 84
Answers
1b 2c
Aims of the lesson:
to present and practise
Exercise D • vocabulary relating to relationships
• Tell students that they will need to read text B in more (Exercise A)
detail to answer these questions. • vocabulary describing people (Exercises B
• Give students about 4 minutes to answer the questions. and C)
Tell students to underline the relevant parts of the text • vocabulary describing personality
that help them decide. (Exercise D)
• Students compare answers in pairs. • easily confused words (Exercise E)
• Elicit answers. Ensure students justify them by referring • to give students the opportunity to discuss the
back to the text. themes raised in the lesson (Quick chat)
Answers Exercise A
1b 2a 3a • Tell students they will be reading a text about a rocky
relationship. Ask them to guess what they think the
term means.
Exercise E • Give students a minute to read the text quickly to find
• This activity checks global understanding of the text. out what the term ‘rocky relationship’ means.
• Give students about a minute to answer the question. • Give students a few minutes to complete the gaps with
• Students compare answers in pairs. the phrases in bold. Encourage them to use the context
• Elicit the answer. Ensure students justify it by referring of the text to help them work out the meaning of
back to the text. the words.
• Check answers.
Answer
c
Answers
1 get married
2 break up
Words in the text 3 get divorced
4 make up
Exercise F 5 going out with
• Give students a couple of minutes to scan the texts for 6 hang out with
the words/phrases.
• Students match them to their meanings. Encourage them
to use the context of the text to help them understand Exercise B
what the words/phrases mean. • Tell students these words are used to describe how
• Give students a few seconds to compare answers in pairs. someone dresses.
• Elicit answers. • Give students a couple of minutes to match the words to
the pictures.
80 Unit 8

• Check answers. Take this opportunity to check students Answers
know the meaning of the incorrect options or at least 1 wearing
why they are wrong. 2 put on
• Model the words for the students to repeat (for 3 trying
pronunciation purposes). 4 take off
5 dressed
6 dress up
Answers
1 trendy/fashionable
2 unfashionable
3 formal Quick chat
4 smart • Tell students they are going to use words from
5 casual/informal Exercises B-E to describe themselves (the way they
dress and their personality). Give them a minute to
jot down notes.
Exercise C • Give students a couple of minutes to describe
• Students complete the gaps with words from Exercise B. themselves in pairs. Tell them to justify their choice
• Check answers. of words by giving examples about themselves.
Answers Ask students to complete the exercises on

1 trendy/fashionable page 56 of the Workbook.
2 smart
3 formal; casual/informal
4 unfashionable Grammar 1 Page 85
Exercise D Aim of the lesson:

• Tell students these adjectives describe personality. Some • to present and practise words followed by the
of them appeared in the quiz results and some in the -ing form and/or infinitive form of verbs
Reading texts on pages 82 and 83.
• Give students a minute to use the appropriate prefix to
make them into negative adjectives. -ing form or infinitive: presentation
• Model the words for the students to repeat (for • Explain that certain verbs are followed by the infinitive
pronunciation purposes). and others by -ing.
• To check students understand the words, describe a • Give students a minute to read the sentences and to
person and ask them to guess which words best describes match them with a verb pattern.
them, eg My Aunt Shirley is sweet and caring with all her • To recap and to see a longer list of verbs followed by
nieces and nephews. She is … (kind). My cousin John always these patterns, read through the relevant section on page
tells lies. He is … (dishonest)., etc. 167 in the Grammar database.
Answers Answers
unkind a2 b1 c3
disrespectful
unreliable
unsociable Exercise A
• Give students a couple of minutes to do the exercise
before checking answers. Refer students to the list of
Exercise E verbs on page 167 to help them.
commonly confused words relating to dress.
• Give students a minute to choose the correct word. Answers
• Check answers and take this opportunity to check 1 working 5 to see
students understand the difference between each pair 2 seeing 6 to get
of words. 3 to meet 7 to help
4 to grab 8 do
Unit 8 81

Verbs with both -ing form and infinitive: presentation Listening Page 86
• Explain that certain verbs are followed by both the
infinitive and by -ing. This can lead to a difference in
meaning or no difference/very little difference depending Aims of the lesson:
on the verb. • to activate background knowledge on the
• Give students an example of each on the board and ask topic (Exercise A)
some concept questions to check students understand • to set the context for the Listening activity
the difference if there is one. For example, (Exercise B)
Difference in meaning: I was hungry so I stopped to buy an • to listen for gist (Exercise C)
ice cream./I stopped buying ice creams because I found out • to listen for specific information (Exercise D)
they contain a lot of calories. • to notice collocations with tell, say and
No/Very little difference in meaning: I love wearing casual give away (Exercises E, F and G)
clothes./I love to wear casual clothes. • to give students the opportunity to discuss the
• To recap and to make this clear, read through the relevant themes raised in the lesson (Quick chat)
Exercise B Exercise A
• Give students a minute to do the exercise before • Ask students to read the statements and decide if they
checking answers. Refer students to the list of verbs on agree or disagree with them. Be prepared to explain any
pages 167 and 168 to help them. unknown vocabulary.
• Give students a few minutes to share their opinions in
pairs before discussing the statements as a class.
Answers
1a 2a 3b 4a 5c 6b Exercise B Track 10 CD 2
• Tell students what they will be listening to and encourage
them to predict the type of programme it is.
Exercise C • Play the CD for students to check their predictions.
• Some of these sentences contain mistakes that students
often make with verb patterns.
• Give students a minute to find and correct the mistakes Answer
in the sentences before checking answers. It is a programme that offers advice to people
• Elicit answers and write the correct sentences on with problems.
the board.
Answers • Read the instructions together. Check students
1 Do you still want to go to the cinema tonight? understand what they have to do.
2✔ • Play the CD for students to listen and match.
3✔ • Check answers. Play the extract again if students get
4 I enjoy spending time with my cousins. answers wrong.
5 Please remember to pick up some coffee on the
way home.
6 Edith’s parents won’t let her go out with Answers
her friends. 1 C 2 A 3 B
7 The doctor told my dad to stop smoking so
many cigarettes.
Exercise D Track 12 CD 2
• Explain that for this activity the students will listen to the
sk students to complete the exercises on
A first problem again as well as Amy’s answer.
page 57 of the Workbook. • Give students a minute to read the statements and
underline any key words that will help them know what
to listen out for.
• Play the CD. If needed, play it a second time.
• Check answers.
Answers
1✘ 2✘ 3✔ 4✘
82 Unit 8

Words you heard
Unit 8, page 86
Exercise E
• Read the sentences as a class. Listening
• Elicit answers.
Exercise C
Presenter: The first problem has been sent to us by
Answers Patricia. She writes:
To tell a secret means to tell someone your secret. Dear Amy,
To give away a secret means to tell someone My sister and I aren’t talking because I did something
someone else’s secret. I shouldn’t have done. I read her diary when she
wasn’t around. I knew it was wrong even before I did
it, but I couldn’t stop myself. She found out because
Exercise F she noticed I had put it back in the wrong place. I
• Give students a minute to make collocations. was honest and admitted it as soon as she asked me
• Elicit answers. about it, but it didn’t help. She was furious, and now
she won’t talk to me. Is there anything I can do to get
her to talk to me again?
Answers
1 tell 5 say The
second problem is from Annabel, who writes:
2 say 6 tell Dear Amy,
3 tell 7 tell I am really upset with my best friend. Until yesterday,
4 tell/give away I was going out with a boy called Joe. Last week I told
my friend, Linda, that I liked Joe’s best friend more,
but that I wasn’t planning to do anything about it.
Exercise G Well, yesterday, Joe broke up with me. When I asked
• Give students a minute to do the activity. him why, he told me it was because he suspected I
liked someone else and that he wasn’t happy about
being second best. I’m now not talking to Linda
Answers because I know it must have been she who told him.
1 told 4 say She denies it, but it can’t have been anyone else
2 say 5 told because she was the only person who knew about it.
3 tell She swears she didn’t tell him, but I don’t believe her.
Do you think I’m right about her?
Finally, Mario writes:

Quick chat Dear Amy,
• Discuss the questions as a class. Encourage What should I do about my five-year-old brother who
students to say why they agree or don’t agree can’t stop lying? He’s a clever boy, and some of the
with the advice given. time his lies are very imaginative. But most of the
time he says he hasn’t done something, when he
really has! And he makes it worse by making it seem
For extra listening, refer students to page 59 that I might have done it! How can I get him to learn
of the Workbook, CD tracks 12 and 13. that lying has consequences, and that he shouldn’t do
something if he won’t admit later he’s done it? Should
I ignore his lies? Should I speak to him about it? What
Unit 8, page 86 can I say to get him to stop lying? I would really like
him to start telling the truth and not blame me for
Listening things he’s done.
Exercise B
P
resenter: Good morning and welcome to Ask the
expert! the show where you, the listeners, can email
your problems and get answers from our resident life
coach, Amy Woodrow. Remember to send your emails
to asktheexpert@ABC.com. Good morning, Amy.
Amy: Good morning, Paul.
Presenter: Well, are you ready for the first problem?
Amy: Yes, of course.
Unit 8 83

Unit 8, page 86 Answers
1 could/might/may
Listening 2 shouldn’t
3 must; can’t
Exercise D 4 should
5 could/might/should
Presenter: The first problem has been sent to us by
Patricia. She writes:
Dear Amy, Exercise B
My sister and I aren’t talking because I did something • Explain the activity and give students a minute to do it
I shouldn’t have done. I read her diary when she before checking answers.
wasn’t around. I knew it was wrong even before I did
it, (1) but I couldn’t stop myself. She found out
because she noticed I had put it back in the wrong Answers
place. I was honest and admitted it as soon as she 1 might have been
asked me about it, (2) but it didn’t help. She was 2 must
furious, and now she won’t talk to me. Is there 3 been
anything I can do to get her to talk to me again? 4 told
Amy: Well, you’re right about one thing, Patricia. 5 couldn’t swim
What you did was wrong.You should have trusted 6 be
your instincts. Reading someone else’s diary is a
betrayal of trust. A diary is private.Your sister is very
upset at the moment, but her anger will wear off with Exercise C
time. (3) I would suggest you let it be for the time • Explain the activity. Remind students that the second
being and in a week or two when she has had time sentence should mean the same as the first.
to cool off, apologize to her. (4) With a bit of luck, she • Give students a few minutes to complete the sentences.
will be over it by then and will accept your apology. • Get students to compare their answers in pairs.
• Check answers.
Grammar 2 Page 87 Answers

1 must have told
2 can’t have been
Aim of the lesson: 3 might have been
• to present and practise past modals 4 must have been
5 shouldn’t have
6 might have
Past modals: presentation
• Give students a minute to read the sentences from the
Listening text and to match them to their meanings. Exercise D
• Check answers. • Give students a couple of minutes to complete the
• To recap, read through the relevant section on page 168 sentences in pairs.
in the Grammar database. • Elicit answers from the different pairs. Accept any that are
grammatically correct and make sense.
Answers Ask students to complete the exercises on

a 4 b 3 c 1 d 5 e 2 page 58 of the Workbook.
Exercise A Practise your English Page 88

• This exercise checks students have understood the
difference in meaning of the various modal verbs.
• Give students a minute to do the exercise before Aim of the lesson:
checking answers. Tell them that in some sentences more • to practise the grammar and vocabulary from
than one option is possible. the unit in an integrated way
84 Unit 8

Exercise A Speaking Page 89
• As a class, ask the students where they would normally
find graffiti.
Aims of the lesson:
Exercise B • to talk about people in pictures (Exercise A)
• Tell students that the boy in the photo is Pete Johnson. Tell • to present ways of talking about people in
them that they are going to read an article written by him. pictures (Exercise B)
• Give students a couple of minutes to skim the text to • to present ways of talking about impressions
find out who he is. and opinions (Exercise C)
• to practise the new language in free speaking
tasks (Exercises D and E)
Answer
Pete Johnson is a successful graffiti artist.
Exercise A
• These questions give students a reason to look at the
Exercise C photos carefully. Discuss the questions quickly as a class.
• Give students a few minutes to read the article more
carefully to choose the best answers. Exercise B Track 13 CD 2
• Tell students they will listen to someone talking about
photo A. Ask them to predict which of the things in a-f
Answers she’ll talk about.
1 to be • Play the CD for students to listen and tick the things she
2 to do talks about.
3 doing • Play the extract again and ask students to listen for the
4 working tense the girl uses when talking about the photo.
5 drawing • Elicit the answer.
6 out
7 to be
8 should Answer
9 to see S he talks about everything. She uses the present
10 being continuous mostly.
Exercise D Exercise C Track 14 CD 2

• Give students a couple of minutes to do the activity on • This exercise gets students to notice the ways the
their own before checking answers. speaker expresses her impressions and opinions
about the photo.
• Play the CD. Students listen and match the
Answers sentence halves.
1a 2a 3b 4b 5b 6c 7d 8a
Answers
1d 2c 3a 4b 5e
Quick chat
personalize with the text. Tell them that Pete says Exercise D
graffiti art is a way to express himself. • Explain to students that this activity is the same one the
• Ask students to talk about how they express girl in the Listening extract was doing (Exercises B-C).
themselves. Ask them to discuss the question in • Read the instructions to the activity and check students
pairs first. understand what they have to do.
• When the students have finished discussing it in • Remind them to use the language from Exercise C and
pairs, encourage a class discussion on the topic. expressions from the Language chunks box to help them
talk about the pictures. Remind them also to complete
the checklist after their partner has spoken.
• Give students 5 minutes to do the task in pairs. Tell
students to give their partner feedback based on the
checklist criteria when they’ve finished talking.
Unit 8 85

Exercise E
• Give students a few minutes to discuss the questions Pronunciation file, page 140, Unit 8
in pairs.
Say it right!
Unit 8, page 89 Exercise A
Speaking sister
deny
Exercises B and C regret
secret
Girl: Well, this picture shows some friends sitting goodbye
and talking. They must be at a café, because the girl is angry
drinking coffee. They’re sitting outside. They might be instincts
talking about something funny because they’re smiling. suggest
They’re casually dressed. The girl is wearing a denim sixty
jacket, and the boy is wearing jeans and a sweater. sixteen
They’re quite young, perhaps 17 or 18, so they’re
probably school friends or university students. It’s a
very nice photo. They look happy. It looks like they’re
enjoying themselves. Writing Pages 90 and 91
Aims of the lesson:

Pronunciation Page 140 • to introduce students to the topic
(Exercise A)
Say it right! • to analyse a model letter of advice for ideas,
topic sentences and ways of giving advice
Exercise A Track 15 CD 2 (Exercises B, C, D and E)
• The activity aims to make students aware of word stress. • to get ideas for the letter the students will
• Play the CD. Students write the word in the appropriate write (Exercise F)
column depending on the syllable that is stressed. • to practise planning and writing a letter of
• Check answers. advice (Exercise G)
Exercise A
Answers • Discuss the question as a class. Make sure students know
what an advice column is.
Oo oO
sister deny Exercise B
secret regret • Give students a minute to read the letter from Connie
angry goodbye and to answer the questions.
instincts suggest • Elicit the answer.
sixty sixteen
Answer
Connie’s parents won’t let her go out in the evenings.
Exercise B
• Students practise saying the words in pairs.
Exercise C
• Give students a minute to read the letter from Kathy to
see if her advice is similar to theirs.
• Elicit answers.
86 Unit 8

Skills development Planning and writing
Topic sentences Exercise G
• Read the writing task as a class.
Exercise D • Tell students to choose some of the advice from
• As a class, read the definition of a topic sentence. Exercise F and/or their own ideas in their letter. Tell
Explain that topic sentences make a piece of writing them to limit the pieces of advice to two and to explain
easier to read. the reasons for them.
• Tell students to look back at paragraphs 2-4 and to • Read through the plan and tips in the Quick check! box.
underline the topic sentences. • Refer students to the Writing database on page 150 for
letter. Remind them to also use expressions from the
Answers Language chunks box.
Paragraph 2 – The reason your parents won’t let you • If time allows, get students to write, or begin to write,
go out at night could be because they worry their letter in class.
about you.
Paragraph 3 – But there are some things you can do Ask students to complete the writing task
to change their minds. on page 59 of the Workbook.
Paragraph 4 – You should also talk to your parents
about the problem. Teacher’s Resource Pages: Unit 8 quiz (page 135);
Word building exercises (page 174); Phrasal verbs
Ways to give advice exercises (page 176); Unit 8 Self-evaluation
sheet (page 181).
Exercise E
• Explain that the expressions in the Language chunks
box are different ways to give advice. Give students a
minute to scan the model letter for expressions from the
• Check answers.
Answers
Why don’t you … ?
You should …
Finding ideas
Exercise F
• Give students a few minutes to read Michelle’s letter and
the advice that follows. Tell them to pick the two ideas
that are not suitable.
• Elicit answers and ask them to explain why the two ideas
they’ve chosen are not suitable.
• In pairs, students come up with two more ideas of
their own.
Answers
Ideas 2 and 5 are not appropriate as they are
too extreme.
Unit 8 87

7-8 Review
Pages 92 and 93
1 secondary 1c
2 public 2a
3 graduate 3c
4 mathematics 4b
5 primary 5b
6 degree
7 passed Exercise 7
8 well 1 shouldn’t
2 can’t
Exercise 2 3 must
1 have 4 might
2 take 5 should
3 take
4 take Exercise 8
5 had 1 to turn
2 to invite
Exercise 3 3 talking
1 out 4 visiting
2 out 5 seeing
3 up 6 to explain
4 up 7 playing
5 getting 8 cheating
9 dancing
Exercise 4 10 to get
1 unfashionable
2 honest Exercise 9
3 disrespectful 1 everything
4 insecure 2 anyone
5 sociable 3 something
4 someone
Exercise 5 5 Everyone
1 lesson 6 anything
2 subject
3 study
4 wear Ask students to complete Progress test 2
5 say on pages 62-63 of the Workbook. For
6 gave away extra activities, refer students to CLIL 4
on pages 100-101 of the Workbook.
88

9 Relax and enjoy!

Themes

Entertainment Aims of the lesson:
The media • to warm students up and introduce them to
Language aims • to read to understand text type (Exercise B)
Grammar on the topic (Dive in!)
The passive • to read for details (Exercise C)
The causative • to infer lexical meaning from context
(Exercises D and E)
Vocabulary • to personalize the content of one of the texts
Cinema, theatre and television (Quick chat)
Places of entertainment
Skills aims Quiz

Reading Exercise A
Students read a number of short texts to: • The quiz introduces the students to the topic
• understand text type of entertainment.
• understand details • Give students a few minutes to do the quiz for
themselves. Be prepared to explain any unknown words.
Listening • Give students a minute to compare their answers in pairs
Students listen to a long extract for: or small groups.
• gist • Check answers.
• specific information • Students read the interpretation of the quiz results on
page 142.
Speaking
to practise: Answers
• compensation strategies 1a 2c 3a 4b 5c 6c
• asking for clarification
• being fluent
Writing Background information

Students write a film review in order to practise: T
he newspaper article in text 4 is a true story. The
• paragraphing picture depicts the artist, Rufino Tamayo, who
• positive and negative vocabulary painted Tres Personajes.
• summarizing a plot
Reading
Exercise B
• Tell students that to do this activity they will need to take
all the features of the text into consideration: headlines,
pictures, text, etc.
• Give students a minute to match the texts with a
description. Time the students so that they know not to
read everything in detail.
• Check answers and ask students to justify them.
Unit 9 89

Vocabulary Page 96
Answers
a 2 b 4 c 1 d 3 e 5 f 6
Aims of the lesson:
• vocabulary relating to cinema, theatre and
Dive in! television (Exercises A and B)
• easily confused words (Exercise C)
• Give students a couple of minutes to discuss the • vocabulary relating to places of
questions in pairs before discussing them as a class. entertainment (Exercises D and E)
Exercise C
• Explain the activity and tell students that they will need to Exercise A
read each text in more detail to do it. • Tell students they will be reading a review about a Spanish
• Do the first one together as a class. thriller called The Orphanage. Ask students if they have
• Give students about 5 minutes to do the rest. Tell seen the film.
students to underline the relevant parts of the texts that • Give students a minute to read the review quickly to
help them decide on their answer. find out if the reviewer liked the film or not. Tell them to
• Students compare answers in pairs. ignore the gaps for now.
• Elicit answers. Ensure students justify them by referring • Tell students to read the review more carefully to
back to the text. complete the gaps with the words from the box. The first
letter of each word has been given to them.
Answers • Check answers and check students understand the words.
1c 2c 3b 4b 5b 6a • Model the words for the students to repeat (for
Words in the text Answers

1 review
Exercises D and E 2 Directed
• Give students a couple of minutes to scan the texts for 3 Starring
the words. 4 set
• Ask students, in pairs, to discuss what they think the 5 audience
words might mean. Encourage them to use the context 6 actors
to help. 7 action
• Elicit feedback. 8 plot
• Give students a minute to complete the definitions. 9 screen
• Elicit answers.
Exercise B
Answers • Give students a couple of minutes to read the sentences
1 passerby and choose the best answer.
2 worth • Ask them to compare their answers in pairs.
3 box office • Check answers. Take this opportunity to check students
4 heap know the meaning of the incorrect options or at least
5 sold out why they are wrong.
6 interview • Model the words for the students to repeat (for
Quick chat Answers

• Ensure students have understood the article in 1 series
text 4. Answer the questions as a class. 2 book
3 effects
4 soundtrack
For extra practice in this type of reading 5 sitcom
the Workbook.
90 Unit 9

Exercise C The passive: presentation
• Students read the sentences and correct the • Read through the rules of use and example sentences
underlined words. from the Reading text as a class.
• Check answers. • Give students a minute to complete the form rule for
the passive.
• Elicit the form rule and write it up on the board.
Answers • Read the note as a class.
1 listen to • To recap, you might want to read through the relevant
2 watching section on pages 168 and 169 in the Grammar database.
3 look at
4 see
5 hear Answer
Subject + the verb be in appropriate tense +
past participle
Exercise D
• Give students a minute to label the pictures with
the words/phrases. Exercise A
• Model the words for the students to repeat (for • Explain to students that each sentence contains a
pronunciation purposes). common form mistake with the passive.
Answers
1 funfair
2 aquarium Answers
3 concert hall 1 Russell Crowe was born in New Zealand.
4 art gallery 2 She hasn’t been seen for a while.
5 circus 3 The wedding dress will be worn by Scarlett
6 zoo Johansson in her next film.
7 museum 4 The part will be played by Drew Barrymore.
5 The difficult stunts will be done by a professional.
6 The play was written by a young writer.
Exercise E
• Give students a minute to complete the gaps with words
from Exercise D. Exercise B
• Check answers. • Tell students to read the headline and to predict what
they think the article is about. The article is based on a
real discovery.
Answers • Give students a couple of minutes to do the exercise
1 Museum before checking answers.
2 Art Gallery
3 aquarium
4 concert hall Answers
5 zoo 1 was reported
6 Circus 2 has discovered
7 funfair 3 measures
4 said
5 was found
Ask students to complete the exercises on 6 said
page 66 of the Workbook. 7 be introduced
Grammar 1 Page 97 Exercise C

• Tell students they are going to read four short news
reports. Ask them to quickly look at them and to find out
Aim of the lesson: what each one is about.
• to present and practise the passive • Elicit answers.
• Give students a couple of minutes to read the news
reports and to put the verbs in the correct form: passive
or active.
• Check answers.
Unit 9 91

Answers • Ask students to read the sentences carefully. They might
1 discover; was discovered be able to remember what they heard, so ask them to
2 was seen; said tentatively choose an answer.
3 were rescued; said • Ask them to underline key information in the stems
4 be married; said/have said of the sentences – information that they need to listen
out for.
Ask students to complete the exercises on • Play the extract a third time if students are getting an
page 67 of the Workbook. answer wrong.
Listening Page 98 Answers

1a 2b 3c 4c 5c 6b
Aims of the lesson:

• to activate background knowledge on the
topic (Exercise A) Words you heard
• to set the context for the Listening activity
and to listen for gist (Exercise B) Exercise D
• to listen for specific information (Exercise C) • Read the instructions as a class.
• t o learn different film genres (Exercises D • Students match the film titles with the type of film
and E) they are.
• to give students the opportunity to discuss the • Elicit answers. Model the words for students to repeat
themes raised in the lesson (Quick chat) (for pronunciation purposes).
Answers
Background information a1
B
ryant Park and Central Park are both found in b 2 and 3
Manhattan, New York City. The Met, which is short for
The Metropolitan Museum of Art, holds one of the
largest collections of art in the world. Exercise E
• People commonly confuse thrillers and horror films. This
activity explains the difference.
Exercise A • Model the words for students to repeat (for
• Discuss this question as a class. Tell students to use the pronunciation purposes).
places of entertainment in the box in Exercise B. • Explain the activity and give students a minute to do it
Answer
The pictures show: a concert, an art exhibition and a Answers
cinema (a summer cinema). 1 comedy
2 thriller
3 drama
Exercise B Track 16 CD 2 4 historical
• Tell students that they will be listening to a man talking 5 horror
about what’s on in New York over a summer weekend.
• Play the CD for students to listen and tick the forms of
entertainment the man mentions.
Quick chat
• Students discuss this question in pairs. Encourage
Answers students to say why they like the types of film
The following are mentioned: they prefer.
a festival
a dance
an art exhibition For extra listening, refer students to page 69
a concert of the Workbook, CD tracks 14 and 15.
the cinema
92 Unit 9

Unit 9, page 98 Answer
1a
Listening
Exercises B and C The causative: presentation
• Read through the rules as a class. It might be helpful to
Presenter: … and finally, feel like getting out and put the form rules up on the board.
about? Well, there’s a lot on in New York City this • To recap, you might want to read through the relevant
weekend. For some outdoor entertainment, you section on page 169 in the Grammar database.
might want to consider the free film festival in
Bryant Park, where you can see some old classics. (1) Exercise B
This Saturday night you can see the 1978 Superman • This exercise serves as a drill to practise the form of the
adventure movie with Christopher Reeve as well as causative. Explain that the sentences all need to be in the
the 1940s classic mystery, Arsenic and Old Lace. It’s present perfect tense, as in the example.
free and it’s outdoors, so pack a picnic (2) and get • Give students a minute to do the exercise before
down there early to find a spot and enjoy the long checking answers.
summer evening.
Can’t resist a dance floor? Get into the Midsummer
Night Swing at Lincoln Center, where you can join Answers
other dancers on the platform built over the Center’s 1 She has had her teeth straightened.
famous fountain. Live bands will be playing salsa, tango 2 She has had her teeth whitened.
and rock’n’roll. There is also a free dance lesson 3 She has had her nose done.
beforehand to make sure everyone can join in. (3) 4 She has had her eyebrows plucked.
And if you get there early, you can also see the 5 She has had her nose pierced.
Picasso exhibition on at the moment at the nearby 6 She has had her ears pierced.
Met. (4) Over 100 works by the artist are on show. 7 She has had her hair coloured.
For music lovers, Central Park’s lovely bandshell, on
the west side, is a gorgeous spot to see musicians
play. For those in the mood for some Spanish guitar Exercise C
music, this Saturday, a collection of flamenco artists • Explain the activity and give students 2 minutes to do it
from around the city will be performing. (5) For before checking answers.
those in the mood for something classical, the • Remind them that the second sentence should have the
Naumburg Chamber Orchestra will be playing same meaning as the first and that the tenses should be
Beethoven and Mozart on Sunday. the same.
There is plenty of indoor entertainment too. This
weekend the new X-Files movie premiers in cinemas
around the city. (6) Scully and Mulder are called back Answers
to duty when a former priest claims to be receiving 1 had his car
psychic visions about a kidnapped FBI agent. If you 2 am having
like mysteries or science fiction, this is a film you 3 I’m having
shouldn’t miss. 4 have had
5 having
Grammar 2 Page 99 Exercise D

• Tell students the text is about the things rich and famous
people have done for them.
Aim of the lesson: • Give students a few minutes to complete the text with
• to present and practise the causative the correct form of the causative.
• Get students to compare their answers in pairs.
• Check answers.
Exercise A • Ask students if they would like to have a life like this and
• This exercise provides a context for students to to say why or why not.
understand the meaning of the causative, so do it before
looking at the presentation box.
• Give students a minute to look at the pictures and read
the text about Nicole Bradford.
• Discuss the question as a class.
Unit 9 93

Answers Answers
1 have your breakfast prepared 1 screen
2 have/get your hair styled 2 tell
3 have it read 3 are
4 have your dogs walked 4 are/were
5 have your car driven 5 had
6 have/get your shopping done 6 see
7 are
8 fact
Exercise E 9 beauties
• This activity gives students the opportunity to personalize 10 by
the new structure.
• Give students a couple of minutes to write sentences
about the various things they do or have done. Exercise C
• Give students a couple of minutes to do the activity on
their own before checking answers.
Possible answers
1 I have/get my pizza delivered.
2 I have/get my letters delivered. Answers
3 I have/get my broken machines repaired. 1 b 2 b 3 d 4 d 5 b 6 c 7 a 8 c 9 b 10 d
4 I wash and iron my own clothes.
Exercise F Quick chat

• Students compare their answers in pairs. • This activity gives students the opportunity to
• Elicit answers from some students. Accept any that are personalize with the text.
grammatically correct and make sense. • Discuss the questions as a class. Encourage students
to say why they are or are not surprised by the
Ask students to complete the exercises on information in the article.
Practise your English Page 100 Speaking Page 101
Aim of the lesson: Aims of the lesson:

• to practise the grammar and vocabulary • to prepare students for the Speaking task
from the unit in an integrated way (Exercises A and B)
• to present ways of using compensation
strategies (Exercises C and D)
Exercise A • to practise the new language in a controlled
• Read the questions as a class. Give students 2 minutes to activity (Exercise E)
read the text quickly, ignoring the gaps for now, to find • to practise the new language in a free
the answers. speaking task (Exercise F)
Answers Exercise A
1 No. • This activity and the next one pre-teach vocabulary
2 They have their teeth fixed and their noses done. students need for the free speaking activity.
• Do the matching task as a class.
• Divide students in pairs. Give them a minute to come up
Exercise B with three more instruments.
• Give students a few minutes to read the article more • Elicit answers and write them up on the board. Examples
carefully to complete the gaps with one word. of instruments that are not in the pictures can be found
• If this is proving too difficult, put the words in random on page 142.
order on the board for students to choose from.
94 Unit 9

• Read the instructions for Taboo and check students
Answers understand what they have to do.
a 6 b 4 c 7 d 5 e 1 f 2 g 8 h 3 • Remind them to use the language from Exercise D
and expressions from the Language chunks box to
help them talk about the musical instruments in
Exercise B Exercise A or page 142.
• Give students a minute to answer the questions in pairs • Give students 10 minutes to play the game in groups. If
before discussing them as a class. your class is small, play the game as a class.
Answers Unit 9, page 101

1 all but the electric guitar
2 electric and acoustic guitar, drums and piano Speaking
3 flute and trumpet
4 acoustic and electric guitar, piano, cello and violin Exercises C and D
5 acoustic and electric guitar, cello and violin
1
Girl: You can play classical music with this instrument.
Exercise C Track 18 CD 2 It’s made of metal and you hold it close to your mouth.
• Explain that the students on the CD are playing a game Boy: Is it a trumpet?
called Taboo. Students may be familiar with the game. Girl: No. It’s silver.
• Play the CD. Students listen and guess the musical
instrument they’re describing. 2
Boy: You can play classical music with this instrument.
It has strings. It’s made of wood. It’s a beautiful
Possible answers instrument and it makes a beautiful sound.
1 a flute Girl: Is it a cello?
2 a violin Boy: No, it’s smaller than a cello.
3 drums
3
Girl: This instrument makes a lot of noise.You find
them in rock bands.
Compensation strategies Boy: An electric guitar?
Girl: No, it doesn’t have strings.
Exercise D Track 19 CD 2
• Explain to students that these phrases are called
compensation strategies because they can help you
get your meaning across if you don’t know the word Pronunciation Page 140
for something.
• Play the CD for students to listen and tick the phrases Say it right!
the speakers hear.
• Elicit answers. Exercise A Track 20 CD 2
• The activity aims to make students aware of the
differences between \s\ and \S\
Answers • Play the CD for students to hear the difference between
You can … with it. the two sounds.
It’s …
It has … Exercise B Track 21 CD 2
It’s made of … • Play the CD and tell students to circle the word
It makes a … sound/noise. they hear.
• Check answers.
Exercise E
• To practise using the language, give students a few minutes
to describe two of the instruments in Exercise A.
Exercise F
• Explain to students that this game is the same one the
students in the Listening extract were playing (Exercises C
and D).
Unit 9 95

Exercise A
Answers • Give students a minute to do the survey.
1 she • Ask them to compare what they do with a partner.
2 sew • Elicit feedback about what students do. Ask them if they
3 ship read reviews to help them decide what to buy and/or see.
4 shape
5 silk
6 short Skills development
Paragraphing
Exercise C
• Students take it in turns to say a word from Exercise B. Exercise B
Their partner has to guess which words they are saying. • Read the request for reviews as a class.
• Tell students that the paragraphs in the review are not
Exercise D in order. Give them a couple of minutes to read it and
• For a bit of fun, in pairs, students practise saying the order the paragraphs.
tongue twisters. • Elicit answers.
• When they have practised them a little, tell them to say • Discuss why the film was given a star rating of four
them as fast as they can. out of five.
Pronunciation file, page 140, Unit 9 Answer

a
Say it right! Paragraph 1: B
Paragraph 2: A
Exercise A Paragraph 3: D
sit Paragraph 4: C
shine
b
Exercise B The film was given a star rating of four out of five
1 she because, although the writer really liked it, he/she
2 sew found the plot a little disappointing.
3 ship
4 shape
5 silk Positive and negative vocabulary
6 short
Exercise C
• Tell students to read each extract and to underline the
positive and negative phrases used to describe the films.
Writing Pages 102 and 103 • Elicit answers.
• Students write the phrases they’ve underlined in the right
column in the Language chunks box.
Aims of the lesson:
• to introduce students to the topic of reviews
(Exercise A) Answers
• to analyse a model review for organization Positive phrases
and content (Exercise B) I loved this film.
• to notice positive and negative vocabulary I couldn’t wait to see …
(Exercise C) … is terrific
• to practise summarizing a film plot … is one of the most exciting films I’ve ever seen.
(Exercise D) Very entertaining …
• to practise planning and writing a film review … well worth seeing
(Exercises E and F) Negative phrases
… was supposed to be a … , but …
I’d say it was disappointing.
… a waste of money
… not as good as the book.
boring
the plot is ridiculous
I don’t recommend it.
96 Unit 9

Summarizing a plot
Exercise D
• This activity aims to show students that a plot summary
should not give too much away.
• Give students a minute to read the plot for The Bourne
Ultimatum and to cross out three sentences that are
not necessary.
• Students compare ideas in pairs.
• Elicit ideas.
Answers
Unnecessary sentences:
• The film talks about his past too.
• He also goes to Spain and meets two people there.
• Jason Bourne is still trying to find out who he
really is.

Exercises E and F
• Read the writing task as a class.
• Give students a few minutes to answer the questions
about a film they’ve seen and to make notes.
• When they’ve finished, tell students to work in pairs and
to tell each other about the film they’ve chosen, using
their notes.
• Refer students to the Writing database on page 151
for a plan with useful expressions students can use in
their review. Remind them to also use expressions from
Exercise C and the Language chunks box.
their review in class.

on page 69 of the Workbook.

Unit 9 97

10 Saying your piece

Themes
Communication Aims of the lesson:
Technology • to warm students up and introduce them to
Language aims • to activate students’ background knowledge
Grammar • to read for specific information (Exercise B)
Zero, first and second conditional • to read to understand text cohesion
Third conditional (Exercise C)
unless, as long as, what if • to infer lexical meaning from context
(Exercise D)
Vocabulary • to translate SMS text message abbreviations
Technology and communication (Exercise E)
Derivatives (verbs to nouns) • to personalize the content of the texts
Phrasal verbs (Quick chat)
Skills aims
Reading Song
Students read an article:
• for specific information
• to understand text cohesion Background information
Hanging on the telephone was a hit for the group
Listening Blondie in 1978. In this unit it is used as a fun
Students listen to a long extract for: introduction to the topic of the unit – communication
• gist and technology.
Speaking Exercise A Track 22 CD 2

S tudents conduct a pairwork speaking task in order • Tell students the song relates to the topic of the unit –
to practise: communication and technology.
• interrupting • Discuss the questions as a class.
• accepting/rejecting interruptions • Play the song for students to find out who the girl is
• solving a problem calling and how she is feeling.
Writing
Students write an article in order to practise: Answers
• paragraphing The girl is calling her boyfriend (or ex-boyfriend –
• content and organization they may have broken up). She’s feeling upset because
she would like to speak to him, but he doesn’t answer.
He leaves her hanging on the telephone.
Dive in!
• Explain to students that notices in hotels in non-English
speaking countries (and menus in restaurants) often
contain mistakes in their English translations. Explain
that this often happens because translation in a very
difficult thing to do well.
98 Unit 10

• Give students a minute to read the notices and answer Words in the text
the questions.
• Discuss the questions as a class. Exercise D
• Give students a couple of minutes to scan the text for
the words.
Answers • Give students a couple of minutes to match them with
1 A non-native speaker of English. the definitions. Encourage them to use the context
2 They contain the kind of mistakes common in word- to help.
for-word translations (mistakes in word choice and • Elicit answers.
grammar and an unintentional humorous meaning!).
Answers
1c 2a 3d 4g 5b 6f 7e
Reading
Exercise B Exercise E
• Give students 2 minutes to read the text to find answers • This activity involves students having to translate common
to the two questions. Explain that they do not need to text message abbreviations into plain English.
read everything to do this. • Give students a couple of minutes to match the
• Elicit answers and ask students to justify them. abbreviations with their meanings.
• Check answers.
• In pairs, students discuss in what situation they might
Answers use each.
1 in 1954 • Elicit ideas. Accept any that make sense.
2 The problems were: It could only translate 250
Russian words and it only knew six grammar rules.
Answers
NP – 9
Exercise C B4 – 2
• Like the one in Unit 5, this type of activity is rather HAND – 6
challenging for students. It would be better to deal with IMO – 4
the first gap together as a class. This way, you will be able BRB – 3
to show students what to look for when replacing K–8
the sentences. PAW – 10
• Give students a minute to read the first paragraph IYKWIM – 5
in detail. LOL – 1
• Ask students: Does the first paragraph deal with the LMK – 7
Georgetown experiment or the benefits to our lives of having a
machine that could translate for us? (the latter).
• Tell students that the sentence that is missing has to link
with this idea. Quick chat
• Give them 2 minutes to read through the missing • Give students a minute to discuss the questions in
sentences and to decide which sentence would fit best. pairs before discussing them as a class.
Encourage them to read the sentences in detail and to
read them as part of the paragraph.
• Elicit ideas and ask students to justify their choice. Decide For extra practice in this type of reading
on the right missing sentence before moving on to the task, refer students to pages 70 and 71 in
second gap. the Workbook.
• Give students about 8 minutes to complete the rest of
the gaps with the missing sentences. Remind them there
is one extra sentence they will not need to use. Vocabulary Page 106
• Get students to compare their answers in pairs
before checking them. Encourage students to justify
their choices. Aims of the lesson:
• vocabulary relating to technology and
Answers communication (Exercises A, B and C)
1 F 2 B 3 C 4 A 5 D • derivatives relating to communication
(Exercise C)
• phrasal verbs (Exercises D and E)
Unit 10 99

Exercise A
• To check students understand the words, ask them to Answers
match them with the pictures. Model the words for 1b 2c 3d 4e 5a
students to repeat (for pronunciation purposes).
• Give students a few minutes to discuss how technology
has made life easier in the different areas. Ask them to Exercise E
make notes. • Give students a minute to complete the gaps before
• Elicit feedback and encourage a class discussion. checking answers.
Answers Answers
A – communication 1 called in
B – medicine 2 get through
C – transport 3 hung up
D – education 4 call up
E – science 5 Hang on
Exercise B Ask students to complete the exercises on

• Give students a couple of minutes to complete the page 72 of the Workbook.
sentences with words from the box.
• Check answers. Check students are clear about the Grammar 1 Page 107
differences between an invention (something new that has
been created or designed) and a discovery (something
new that has been found). Aim of the lesson:
• Model the words for the students to repeat (for • to present and practise the zero, first and
pronunciation purposes). second conditional
Answers Zero, first and second conditional: presentation

1 invention • Give students a minute to read the extracts from the
2 laptop Reading text and to match them with the descriptions
3 gesture of the different conditionals. The form rules should help
4 software them decide.
5 postcard • Elicit answers.
6 network • To recap, you might want to read through the relevant
7 discovery section on pages 169 and 170 in the Grammar database.
Exercise C Answers
• Give students a minute to complete the table. a3 b1 c2
• Check answers.
• Model the words for the students to repeat (for
pronunciation purposes). Exercise A
• This exercise requires that students understand the form
and meaning of each conditional sentence. Tell them to
Answers read the sentences carefully – they must make sense
1 translate when matched up.
2 interpretation • Give students a couple of minutes to do the exercise
3 communication before checking answers.
4 answer
5 interrupt
Answers
1e 2c 3d 4b 5a
Exercise D
• Give students a couple of minutes to read each
sentence carefully and to match the phrasal verbs
with their meanings.
• Check answers.
100 Unit 10

Exercise B Listening Page 108
• This exercise checks students have understood the form
of each conditional.
• Give students a couple of minutes to do the exercise Aims of the lesson:
before checking answers. • to warm students up (Exercise A)
• to activate background knowledge on the
topic and encourage prediction (Exercise B)
Answers • to listen for gist (Exercise C)
1 will • to listen for specific information (Exercise D)
2 asked • to notice words related to communication
3 use technology (Exercise E)
4 ask
5 want
6 would lose Exercise A
• Give students a few minutes in pairs to discuss the ways
of communicating the pictures show. Tell them to discuss
Exercise C the advantages and disadvantages of each and to decide
• Tell students there is a mistake in each sentence. Tell which one they think is best.
them to correct the sentences so that they make the • Elicit ideas.
conditional form shown in brackets. They can refer to the
grammar box for the form rule if they need to.
• Give students a couple of minutes to do the activity Answers
before checking answers. The pictures show the following ways
of communicating:
• sending a card
Answers • sending/receiving a text message
1 I’d buy a new laptop if I were you. • talking on the phone
2 The computer turns off if you press this button. • chatting online or sending/receiving an email
3 You can’t hear the music if you don’t turn up
the volume.
4 I wouldn’t spend all that money on a translation Exercise B
program even if it were perfect. • Discuss this question as a class. Get students to note
5 You can download music for free if you buy down whether they were or were not possible 20
that mobile. years ago.
6 I’ll call you back if I need anything else.
• Explain to students that the speaker is talking about when
Exercise D he was at school, which was about 20 years ago.
• Give students a couple of minutes to do the activity • Play the CD for students to check their answers in
before checking answers. Exercise B.
Answers Answers
1 don’t understand 1 seeing the person you are talking to on the phone
2 checked 2 sending written messages by phone
3 will translate 3 sending messages using your computer
4 would buy
5 says
6 ’ll call Exercise D Track 24 CD 2
• Ask students to read the notes carefully. They might
be able to remember what they heard, so ask them to
Ask students to complete the exercises on tentatively write any answer they can recall.
page 73 of the Workbook. • Ask them to underline key information in the notes –
• Play the CD.
• Play the extract again if students are getting an
answer wrong.
• Ask students if any of the information they heard
surprised them.
Unit 10 101

everywhere. (4) Provided you have a computer and
Answers an internet connection, all you have to do is sign
1 line on and start chatting to your friends by typing your
2 photos messages in a window that opens on your
3 video computer screen.
4 (very) popular And it doesn’t have to cost you anything. Unless you
5 fast want a very sophisticated chat program, you can
6 webcam (= camera) download your instant messaging software for free.
You just download it, install it, choose a screen name
for yourself and you’re ready!
But modern instant messaging platforms aren’t just
Words you heard for writing messages.You can also exchange files, such
as photographs or songs with the people you are
Exercise E chatting with, and you can even try videoconferencing,
• Read the instructions as a class. as long as you have a fast internet connection. (5) Ah,
• Students match the words with the definitions. and of course, a webcam and a microphone. (6)
• Elicit answers. Model the words for students to repeat With videoconferencing, you can see the people
(for pronunciation purposes). you’re chatting with in a window on your screen,
• Ask students if they have done or if they do any of these and you can hear them through your computer
on their computer. speakers. Of course, they can also see and hear you,
so be sure that …
Answers
1b 2c 3a 4d
Grammar 2 Page 109
For extra listening, refer students to page 75

of the Workbook, CD tracks 16 and 17. Aims of the lesson:
• to present and practise the third conditional
• to present and practise the conditional links
unless, as long as, what if
Unit 10, page 108
Listening The third conditional: presentation

• Read the sentence from the Listening text and discuss the
Exercises C and D concept questions as a class.
• Highlight the form of the third conditional.
Rob May: When I was at school, the only way we • To recap, read through the relevant section on pages 169
had of communicating with people abroad in real and 170 in the Grammar database.
time was the telephone. And even that was expensive
and unreliable. All too often, the line went dead in
the middle of a conversation, (1) and you often had Answers
to try again and again to get through. Back then, if 1 past
someone had told me what communication would be 2 No
like today, I would have thought they were crazy. 3 No
And yet, teenagers today can talk to and exchange
SMS messages with one another on their mobile
phones wherever they are, they can send photos Exercise A
and songs (2) to each other within minutes, they can • This exercise provides some form practice of the
make video calls (3) and watch each other’s face as third conditional.
they speak, even if they live in different continents. • Give students a minute to do the activity before
Yes, you might ask, but what if you have no money? checking answers.
Can you still chat to friends in another country in
real time? The answer is, yes, you can, because
modern communication technology gives you the Answers
chance to chat with your friends online in real time 1 had been able to
for free! 2 wouldn’t have got
Chatting online is really very easy and, unsurprisingly, 3 hadn’t called
it is also very popular with young people 4 would have found
5 would have told
102 Unit 10

Exercise B Exercise E
• Give students a couple of minutes to do the activity. • Explain the activity and give students 2 minutes to do it
Explain that all the sentences should be in the third before checking answers.
conditional. • Remind them that the second sentence should have the
• Check answers. same meaning as the first.
Answers Answers
1 had paid 1 unless you ask him to
2 would have added 2 if you don’t have other plans
3 had had 3 as I can do it on my own
4 had known
5 would not have asked
Exercise C
• Explain the activity and give students 2 minutes to make
third conditional sentences. Remind them to use the Practise your English Page 110
photos and the prompts to help them.
• Ask students to compare their sentences in pairs.
• Check answers. Accept any that are grammatically correct Aim of the lesson:
and make sense. • to practise the grammar and vocabulary
from the unit in an integrated way
Suggested answers
1 If I had called to say I’d be late, she would not have Exercise A
missed the film. • Ask students to discuss this question in pairs before
2 If I had bought a more expensive computer, it discussing it as a class.
would not have broken down so many times.
3 If I had accepted my sister’s help, I would have Exercise B
finished the translation. • Again, ask students to discuss this question in pairs first.
• When discussing it as a class, ask students to describe or
explain the secret language they use if they use one.
unless, as long as, what if: presentation
• Read the sentences from the Listening text and discuss Exercise C
the questions as a class. • Tell students they are going to read a text called ‘Pig Latin’.
• Tell students that these sentences are all conditional Ask them if they know what Pig Latin means.
sentences too. • Give students a couple of minutes to read the text
• To recap, read through the relevant section on page 170 quickly to find out what Pig Latin is.
in the Grammar database. • Students read the text again but more carefully this time
to choose the correct answer for each gap.
• Check answers.
Answers
1b 2a 3c
Answers
1b 2b 3a 4c 5d 6b 7b 8b
Exercise D
• Give students a minute to do the activity before
checking answers. Exercise D
their own before checking answers.
Answers • Remind them that the second sentence should have the
1 unless same meaning as the first.
2 What if
3 as long as
4 unless
Unit 10 103

Exercise C
Answers • Tell students that each group of expressions in the
1 I would have been able to finish the translation Language chunks box has a different function.
2 unless it knows all the words • Students match the headings to each group.
3 if you press this button • Elicit answers. Explain that it is all right to interrupt as
4 I had got your message long as it is done in a polite way.
5 if my computer had been faster
Answers
1 Interrupting another speaker
Quick chat 2 Accepting he interruption
• This activity gives students the opportunity to 3 Rejecting the interruption
personalize with the text.
• Discuss the question as a class. Encourage students
to say how they would feel about being around Exercise D
people who were speaking a language the students • Explain to students that this task is similar to what Jan
could not understand. and Mark were doing on the CD.
• Read the instructions and the speech bubbles and check
students understand what they have to do. Explain that
they do not have to agree on a phone – they can choose
Speaking Page 111 one each. Remind them to talk about the advantages and
disadvantages of each before they decide which phone to
choose.
Aims of the lesson: • Remind them to use expressions from the Language
• to listen for gist (Exercise A) chunks box.
• to present ways of interrupting and rejecting/ • Give students 5-10 minutes to do the activity.
accepting an interruption (Exercises B and C) • Elicit feedback by asking students which phone they
• to practise the new language in a free chose and why.
speaking task (Exercise D)
Unit 10, page 111

• Read the instructions and the possible answers together. Speaking
• Play the CD.
• Elicit the answer. Play the extract again if students get the Exercises A and B
answer wrong.
Jan: What I’d really like is a phone that is also an
MP3 player.
Answer Mark: Well, most phones can play back MP3 files. In
a fact, only some very old ones can’t. So it doesn’t
really matter which phone you choose, if all you want
is an MP3 player, then …
Exercise B Track 26 CD 2 Jan: I’m sorry, but I didn’t finish. I was saying that I
• Give students a minute to read through the expressions need a proper music phone, not one that you can just
in the Language chunks box. put a few MP3s in …
• Play the extract again for students to tick the expressions Mark: But …
they hear. Jan: Just a minute. As I was saying, I want a phone
that can hold at least a few hundred of my songs and
play them back.
Answers Mark: May I say something now?
1 I’m sorry but … Jan: Please do.
May I say something? Mark: What you need is a phone that can take a
pretty large memory card. There are music phones
2 Please do. around that can take memory cards of up to
four gigabytes!
3 Just a minute. Jan: And how many songs can go on that kind of card?
Mark: Definitely more than a thousand!
Jan: OK then. That’s the phone I’m getting. Any idea
how much they cost?
104 Unit 10

Pronunciation Page 141 Writing Pages 112 and 113
Say it right! Aims of the lesson:

• to introduce students to the topic
Exercise A Track 27 CD 2 (Exercise A)
• The activity aims to make students aware of the • to analyse a model article for organization
differences between the short and long vowels /i/ and /i:/ . and content (Exercises B, C, D and E)
• Play the CD for students to hear the difference between • to practise planning and writing an article
the two sounds. (Exercises F and G)
• Play the CD and tell students to tick the sound they hear. Exercise A
• Check answers. • Give students a minute to order the ways of learning
• Play the CD again for students to listen and repeat. English from the most useful to the least useful for
them personally.
• Ask them to compare their order with a partner.
Answers • Elicit feedback.
\I\ \i…\ Exercise B

• Read the advertisement together as a class.
1 bit ✔
• Give students a few minutes to read the two articles and
2 cheap ✔ to decide which one they prefer.
3 eat ✔ • Elicit opinions. Ask students to justify their choice.
4 feel ✔
Exercise C
5 list ✔ • Tell students to read each article again and to answer
6 heat ✔ the questions.
• Give students a minute to compare answers with
7 sheep ✔
a partner.
8 slip ✔ • Elicit answers. Tell students that a good article should
9 steal ✔ have all of these things.
Answers
Exercise C 1 article 1; she does this in the second and
• Students take it in turns to say a word from Exercise B. last paragraphs
Their partner has to guess which words they are saying. 2 article 1
3 article 1
4 article 1
Say it right!
Skills development
Exercise A
pick Paragraphing
peak
Exercise D
Exercise B • Give students a minute to answer the questions.
1 bit • Elicit answers.
2 cheap
3 eat
4 feel Answers
5 list 1 Paragraph 1
6 heat 2 Paragraph 3
7 sheep 3 Paragraph 2
8 slip
9 steal
Unit 10 105

Content and organization Teacher’s Resource Pages: Unit 10 quiz (page 137);
Exercise E Word building exercises (page 174-175); Phrasal
• This activity gives students the opportunity to improve verbs exercises (page 177); Unit 10 Self-evaluation
the second article. sheet (page 182).
• Ask the students to work in pairs. Give students 10
minutes to answer the questions and to make notes.
• Elicit feedback.
Answers
Is it on topic?
The first half is on topic, but the second half goes
off on a tangent
Does it repeat ideas?
The parts about playing games and listening to songs
and teaching explaining the difficult grammar rules
are repeated.
Are the ideas supported?
No. One way the writer could have supported her
ideas is to say why she thinks certain ways of learning
a language are useful and certain ways are not. She
could even have given an example.
Is the information in a clear order?
No. It might have been clearer if she had talked
about the different ways of learning and her opinion
of these immediately after.
Are there any paragraphs?
No. The article could be divided into three paragraphs:
1 Introduction
2 Opinion of the best ways of learning
3 Other methods the writer has tried or has
heard about
Planning and Writing

Exercise F
• Give students a minute to read the request for articles.
• Check they understand who they are writing for and
what they are writing about.
• Give students a few minutes to brainstorm ideas for their
articles in pairs.
• Elicit ideas and put them up on the board for students to
choose from.
Exercise G
article. Remind them to also use expressions from the
their article in class.

106 Unit 10

9-10 Review
Pages 114 and 115
1 episode 1 communicate
2 effects 2 translate
3 reviews 3 interruptions
4 audience 4 answer
5 soundtrack
6 circus Exercise 6
7 channels 1 was invented
8 horror 2 was taken
9 concert 3 are used
10 zoo 4 was directed
5 was filmed; will be shown
Exercise 2 6 was recorded
1 Award 7 was written
2 watch 8 is played
3 book 9 is being recorded
4 listen to 10 will be sold/have been sold
5 download
Exercise 7
Exercise 3 1 my nose pierced
1 in 2 have/get my hair
2 through 3 my room painted
3 up 4 you had
4 up 5 my teeth whitened
5 on
Exercise 8
Exercise 4 1 would have
1d 2 won’t tell
2b 3 had read
3f 4 won’t be
4a 5 rains
5e 6 won
6c
For extra activities, refer students to CLIL 5

on pages 102-103 of the Workbook.
107

11 Where in the world … ?

Themes
City Aims of the lesson:
Countryside • to warm students up and introduce them to
Language aims • to activate students’ background knowledge
Grammar • to encourage prediction (Exercise B)
Reporting statements • to scan for specific information (Exercise C)
Reporting questions • to read for detail (Exercises D and E)
Reported commands and requests • to check global understanding of the text
Reporting verbs (Exercise F)
• to infer lexical meaning from context
Vocabulary (Exercise G)
City and countryside • to personalize the content of the text
Collocations: directions (Quick chat)
Easily confused words: like
Skills aims
Quiz
Reading
Students scan/read an article:
• for specific information Background information
• for detail T
he pictures behind the quiz show the Sydney Opera
House, the Statue of Liberty, the Taj Mahal and the
Listening Sphinx of Giza.
Students listen to short extracts for:
• gist Machu Picchu is an abandoned city in the mountains of
• detail Peru. It is 2,430 metres above sea level and it is thought
that the Incas started building it around 1430 AD. It is
Speaking often referred to as ‘The Lost City of the Incas’.
to practise:
• comparing pictures Exercise A
• expressing similarities and differences • The quiz deals with famous landmarks in the world
and is an introduction to the theme of the unit – city
Writing and countryside.
Students write a report in order to practise: • Ask students if they know the names of the places in the
• paragraph headings pictures and where they are.
• characteristics of reports • Give students a few minutes to do the quiz for
• formal register themselves. Get them also to match the names of the
• organizing ideas places from the quiz to the pictures.
or small groups.
• Check answers.
• Students read the interpretation of the quiz results on
page 142.

Answers
1a 2c 3a 4a 5c 6a 7c 8a
108 Unit 11

Dive in!
Answers
• The pictures show Nisyros island in Greece and Perth 1c 2c
in Australia.
• Discuss the question as a class. It doesn’t matter if
students don’t know anything about these places, as they Exercise E
will learn a lot about them in the Reading text. • Tell students that they will need to read the text about
Manos in more detail to answer these questions.
• Give students about 2 minutes to answer the questions.
Reading Tell students to underline the relevant parts of the text
that help them decide.
Exercise B • Students compare answers in pairs.
• Give students a minute to read the first paragraph of • Elicit answers. Ensure students justify them by referring
the text. back to the text.
• Discuss the question as a class. Encourage students to
predict what they think life would be like in these places
for teenagers. Answers
1d 2d
Exercise C
• Give students 6 minutes to scan the text to find the
information in the table. Exercise F
• Tell students that to do this, they do not need to read • This activity checks global understanding of the text.
the whole text in detail. They need to scan to the places • Give students about a minute to answer the question.
in the text where these places are mentioned and read • Students compare answers in pairs.
these parts in detail. • Elicit the answer.
• Time students so that they do it faster.
• Get students to compare their answers in pairs before
checking them. Answer
b
Answers
Perth, Nisyros, Words in the text

Australia Greece
What is the 1.5 million Fewer than 1,000 Exercise G
population? people • Give students a couple of minutes to match the
underlined words/phrases with the meanings. Encourage
What It is 2,724 km It is a them to use the context to help.
makes away from the geographically • Elicit answers.
this place nearest city. isolated island
isolated? not on any major
shipping routes. Answers
It also has no 1 outdoor 5 a great deal
airport. 2 residents 6 stuck
What can Many things Nothing much. 3 envious 7 downside
teenagers (cinema, Play football, go 4 remote 8 No wonder
do in these sports, sailing, swimming.
places? etc)
Quick chat
• Give students a minute to discuss the question in
Exercise D pairs before discussing it as a class.
read the text about Lisa in more detail to do it.
• Give students about 3 minutes to answer the questions. For extra practice in this type of reading
Tell students to underline the relevant parts of the text task, refer students to pages 78 and 79 in
that help them decide. the Workbook.
• Students compare answers in pairs.
• Elicit answers. Ensure students justify them by referring
back to the text.
Unit 11 109

Vocabulary Page 118 Exercise D
• Give students a couple of minutes to read the text and to
complete the directions.
Aims of the lesson: • When students have finished, tell them to follow the
to present and practise directions on the map (starting from the arrow in the
• vocabulary relating to city and countryside top right-hand corner) to find the house the directions
(Exercises A, B and C) lead to.
• collocations (Exercises D and E) • Check answers.
• easily confused words (Exercises F and G)
Answers
Exercise A 1 down
• Tell students they will be reading a text which compares 2 turn
the city to the countryside. Give them a minute, in pairs, 3 straight
to brainstorm things they expect to read about. 4 over
• Elicit feedback. 5 to
• Give students a minute to read the text to see if any of 6 across
the things they thought of are mentioned.
• Students read the text more carefully and choose the
best answer. Exercise E
• Elicit answers. Don’t worry about the words in bold • Give students a few minutes to give their partner
they didn’t choose, as some of these are practised in directions to their house.
Exercise C.
Exercise F
• Explain that the word like can be used to mean
Answers different things.
1 zebra crossings • Give students a minute to read the sentences and to
2 office blocks match the words in bold with their meanings.
3 department stores • Check answers.
4 car parks
5 peaceful
6 noisy Answers
7 polluted 1d
8 forests 2 b; a
3c
Exercise B
• Give students a couple of minutes to make notes about Exercise G
the area they live in, using the words in Exercise A. • Students write a sentence for each use of like.
• Ask them to compare their answers in pairs. • Ask students to compare their sentences in pairs before
• Elicit feedback. checking them.
Exercise C Ask students to complete the exercises on

• Give students a minute to complete the sentences. page 80 of the Workbook.
• Check answers.
• Model the words for the students to repeat (for
pronunciation purposes). Grammar 1 Page 119

1 quiet • to present and practise reporting statements
2 green and questions
3 car park
4 waterfall
5 flats Reporting statements: presentation
6 petrol station • Give students a minute to read the sentences in direct
7 crowded speech and their reported speech equivalents from the
8 valley Reading text on pages 116 and 117.
• Students complete the rules based on the
example sentences.
110 Unit 11

• Elicit answers.
section on pages 171 and 172 in the Grammar database. 1 Frank how often he went out with his friends
2 Magda if she would be moving to a big city in
the future
Answers 3 Tom if he had ever been to Australia
1 is one tense back 4 Rhonda where she had lived as a child.
2 don’t use
3 often begin
Exercise D
• Give students a few minutes to ask their questions and to
Exercise A make notes.
• This exercise gives students practice in tense changes • Elicit answers by getting students to report the answers
required in reported statements. they got (see example). Alternatively, get students to swap
• Give students a couple of minutes to do the exercise partners and to tell their new partners about their first
before checking answers. partner, using reported speech.
• You can ask students to write their answers using
reported speech.
Answers
1 ( that) barbecues had become a traditional way Ask students to complete the exercises on
of life page 81 of the Workbook.
2 (that) there were lots of cinemas and theatres
3 (that) when he had been a child he swam/had
swum all day in the sea Listening Page 120
4 (that) competing with other teams meant he
got to travel a bit
5 (that) his cousins had been jealous of the Aims of the lesson:
freedom they had had • to activate background knowledge on the
topic (Exercise A)
• to listen for gist (Exercise B)
Exercise B • to listen for detail (Exercise C)
• This text reports a conversation between Lisa and Manos. • to notice the easily confused words country
• Give students a couple of minutes to do the exercise and countryside (Exercise D)
before checking answers. • to give students the opportunity to discuss
Answers
1 thought Exercise A
2 was • Give students a few minutes to discuss the statements
3 disagreed and questions in pairs.
4 were • Elicit feedback and encourage a class discussion on
5 could the topic.
6 would
7 was thinking Exercise B Track 29 CD 2
• Read the instructions as a class.
• Play the extract.
Reporting questions: presentation • Check answers.
• Ask the students to read the questions and the reported
questions and to say what they notice about the changes.
• Read the rules together as a class. Answers
• To recap, you might want to read through the relevant 1 She lives in the city.
section on page 172 in the Grammar database. 2 Yes, very much.
Exercise C
• This exercise gives students practice in reported
questions.
Unit 11 111

Exercise C Track 30 CD 2 n oise and all that, but, on the other hand, it’s alive!
• Explain that students will now hear four girls talking And there is so much choice of things to do and
about where they live. The first extract is the same one as places to go to. Not to mention that the schools are
in Exercise B. better, the sports facilities are better, … everything is
• Give students a few minutes to read the statements and better! … If I were to move, I think I’d move nearer
to underline any key words that will help them listen out the city centre, if anything. I could never understand
for the information in the statement. Remind them that why people choose to move to the country.
there is one extra statement.
• Play the CD.You might want to play the CD a Speaker 2
second time. It’s funny that you ask that, because, actually, I was just
• Check answers. Play the CD or an extract again if telling my best friend I can’t wait to finish school and
students are getting any answers wrong. leave this place! I’ve had enough of the countryside
and its narrow-minded people. Everyone here thinks
everything is their own business: what you do, what
Answers you say, what you wear … They just want to be in
1 E 2 A 3 D 4 B control of everyone else’s lives. I think it’s because they
have nothing better to do – talking about other people
and sticking their noses into other people’s business
is their only way of having fun here in the country! As
Words you heard soon as I leave school, I’m going to tell everyone here
to forget about me and move to the city.
Exercise D
• Read the information about country and countryside Speaker 3
together as a class. Well, I didn’t think I was cut out for life in the
• Students read the sentences in the exercise and match countryside. I’ve lived all my life in the city centre, and
the words with the definitions. I always thought that’s where I’d spend the rest
• Elicit answers. of my life. Of course, my mum always insisted that I
didn’t know any better and that I’d change my mind
when I grew up – she used to live in the country, you
Answers see … But then, last summer I spent three weeks
1d 2a 3b 4c with my cousins in the country, and I have to say I did
change my mind! It’s not just that it’s healthier, the
people in the country are different too. They talk to
one another more, they care for one another … I
Quick chat loved it! When I grow up, I’ll definitely move to the
• This activity gives students a chance to personalize countryside. I don’t think there’s anything in the city
with the topic. Give them a minute to discuss the that I would miss.
statements in pairs.
• Get feedback from different students around Speaker 4
the class. I don’t know if I prefer living here rather than in the
city.You see, I’ve lived here all my life – I have no idea
what it would be like if I were to live in the city. But
For extra listening, refer students to page 83 what I do know is that I enjoy the long walks I take
of the Workbook, CD tracks 18 and 19. with my two dogs every morning. And the scenery – I
don’t think you can compare that to the city. Plus the
fact that there is less anxiety here.You can get
Unit 11, page 120 anywhere you want to on foot. And in less than five
minutes, because everything is so close!
Listening
Exercises B and C
Grammar 2 Page 121
Speaker 1
Well, my family almost moved to the countryside last
year.You see, my dad was offered a good job in the Aims of the lesson:
countryside and he suggested we should move there, • to present and practise reporting commands
but we were all against the idea! So in the end we and requests
stayed, and I must say I love living here. I mean, OK, • to present and practise reporting verbs
there’s the heavy traffic and the pollution and the
112 Unit 11

Reporting commands and requests: presentation Exercise C
• Ask students to decide which of the two sentences is a • Explain the activity. Remind students they won’t need to
command and which is a request.You might want to put report everything in the statement as each verb carries
the sentences up on the board. a lot of meaning in itself. Refer them to page 173 for the
• Students choose the best way to report each one. Explain verb patterns following these verbs.
that told is more direct and less polite, which is why it is • Give students 2 minutes to do the activity before
used for commands. checking answers.
Answers
1 to say anything like that again
Answers 2 to their party
The first one is a request and the second a command. 3 me to tell him the truth
1b 4 to do anything about it
2a 5 to book the tickets for me
6 that we should go to the gym together
Exercise A
• Give students a minute to do the activity before checking Exercise D
answers. Tell them that they can use the subject pronouns • Explain the activity – follow the same procedure as for
he or she and the object pronouns me or us. Exercise C.
• Give students 2 minutes to do it before checking answers.
Answers
1 He told me to stop complaining. Answers
2 She asked me to help her pack. 1 She advised me to eat less.
3 She asked me to call her as soon as I got home. 2 She offered to help me.
4 He asked us to be quiet. 3 He suggested that we should go to the Teen Café.
5 He told me never to speak to him again. 4 He promised to (do anything he could to) help us.
6 She asked us not to make so much noise. 5 She ordered me to leave.
Reporting verbs: presentation Ask students to complete the exercises on

• Read the pairs of sentences together and elicit from page 82 of the Workbook.
students the difference the verb in bold makes.
• Read the answer together as a class and then read
the note. Practise your English Page 122
• To recap and for a longer list of reporting verbs, read
through the relevant section on page 173 in the
Grammar database. Aim of the lesson:
• to practise the grammar and vocabulary
Exercise B from the unit in an integrated way
• This activity gets students thinking about the meaning of
each statement and how they may have been said.
• Give them a minute to read the sentences carefully and Exercise A
to match the reporting verbs to each. • Ask students to discuss this question in pairs before
• Check answers. discussing it as a class.
Exercise B
Answers • Give students a minute to read the text quickly and to
1 promise find three differences.
2 invite • Elicit answers.
3 advise
4 refuse
5 offer Answers
6 suggest Some of the differences:
1 accent and vocabulary
2 what people say and the way they say things
3 Americans apologize less
4 Americans are more direct
Unit 11 113

Exercise C Exercise B Track 31 CD 2
• Students read the text again, but more carefully this time • Explain that they will hear someone doing the same task
to choose the best word/phrase. with the same pictures. Give students a minute to read
• Check answers. the questions.
• Play the extract for students to answer the questions.You
may need to play the extract again.
Answers • Elicit answers.
1 told
2 had expected
3 admitted Answers
4 was surprised 1 Yes 2 Yes 3 Yes 4 Yes
5 asked
6 said
7 spoke Exercise C Track 31 CD 2
8 added • Give students a minute to read through the expressions
9 were in the Language chunks box.
• Play the extract again for students to tick the expressions
they hear.
Exercise D
their own before checking answers. Answers
• Remind them to use no more than three words and that Expressing similarity
the second sentence should have the same meaning as Both pictures show …
the first. Expressing difference
In the first picture … , while in the second …
In the first picture, …
Answers In the second picture, …
1 didn’t like however, …
2 had never been on the other hand, …
3 what she liked
4 if he had
5 he loved Exercise D
• This activity provides some controlled practice of the
expressions in Exercise C. Give students a minute to do
the activity before checking it.
Quick chat
personalize with the text. Answers
• Give students a minute to discuss the questions in 1 the two pictures is that they both show a house
pairs before discussing it as a class. 2 they look miserable
3 the woman in the second picture is watching TV
Speaking Page 123 Exercise E

• Ask students to work in pairs. Give them a minute to
make sentences comparing the photos in Exercise A. They
Aims of the lesson: do not need to write them down.
• to warm students up (Exercise A) • Elicit feedback from some of the students.
• to listen for specific information (Exercise B)
• to present ways of talking about similarities Exercise F
and differences in pictures (Exercise C) • This activity prepares students for the Speaking task.
• to practise the new language in a controlled Give students a minute to make notes comparing each
activity (Exercises D and E) set of photos.
• to practise the new language in a free • Monitor and check that they’ve made notes.
speaking task (Exercises F and G)
Exercise G
Exercise A student in the Listening extract was doing (Exercises B-C).
• Give students a couple of minutes to compare the two • Check students understand what they have to do and
photos by answering the questions. they should be working in pairs.
114 Unit 11

• Remind them to use the expressions from the Language Pronunciation Page 141
chunks box to help them talk about the pictures.
• Tell students to talk for at least a minute on each set of Say it right!
photos. Tell students to give their partner feedback when
they’ve finished talking. Students should then swap roles. Exercise A Track 32 CD 2
• The activity aims to make students aware of the
differences between the sounds \tS\ and \dZ\.
Answers • Play the CD for students to hear the difference between
Accept any of the following: the two sounds.
For pictures A and B: Exercise B Track 33 CD 2

Similarities • Play the CD and tell students to circle the word they hear.
Young people/Friends enjoying themselves/smiling/ • Check answers.
having fun • Play the CD again for students to listen and repeat.
Differences
The people in the first picture are indoors, while the
people in the second picture are outdoors. Answers
The people in the first picture are sitting down, 1 ridge 5 joke
however, the people in the second picture are riding 2 batch 6 match
a bike and walking. 3 chain 7 search
4 Gill
For pictures C and D:
Similarities
In both pictures, the people are playing games. Exercise C
They are enjoying themselves in both pictures. • Students take it in turns to say a word from Exercise B.
There are two boys in each picture. Their partner has to guess which words they are saying.
Differences
In the first picture, the boys are outdoors, while in
the second, they are indoors. Pronunciation file, page 141, Unit 11
In the first picture, the boys are playing a physical
game, but in the second picture, they are playing a Say it right!
computer game.
Exercise A Exercise B
rich 1 ridge
ridge 2 batch
Unit 11, page 123 3 chain
4 Gill
Speaking 5 joke
6 match
Exercises B and C 7 search
Man: I’d like you to compare the two pictures and say
how happy you think the two boys are and why.
Girl: Both pictures show young boys. In the first Writing Pages 124 and 125
picture, there’s a boy playing a video game, while in
the second there is a boy in a car. In the first picture,
the boy is indoors and he looks happy, because he’s Aims of the lesson:
smiling. In the other picture, however, the boy doesn’t • to introduce students to the topic
look happy at all. In fact, he looks miserable. (Exercise A)
I think the boy in the first picture has got a new • to read a model report for gist (Exercises
computer, or a new game, that’s why he’s pleased. B and C)
The boy in the second picture, on the other hand, • to analyse a model report for paragraph
might be going on a long journey and seems to be headings, other characteristics and formal
bored or tired … register (Exercises D, E and F)
• to practise planning and writing a report
(Exercises G and H)
Unit 11 115

Exercise A
• Give students a minute to discuss the questions in pairs. Answers
• Elicit feedback. 1✘ 2✔ 3✔ 4✘ 5✔ 6✔
Answer Formal and informal register

T
he picture shows:
guitar lessons, aerobics, chess and basketball. Exercise F
• Tell students that the phrases underlined are too informal
for a report. Tell them to refer back to the model report
Exercise B for ways to make these phrases more formal.
• Tell students to read the first three lines of the report • Elicit feedback.
and to answer the questions.
Suggested answers
Answers Most people said they were not pleased with the
1 Tanya Read sports club. They said that the sports club could offer
2 Collingwood Council more sports. They would like to see a pool and some
3 The Collingwood Youth Club tennis courts added … I would recommend that
some air conditioners be installed.
Exercise C
• Tell students to read the whole report and to answer
the questions. Planning and writing
• Elicit answers.
Exercise G
Answers Organizing ideas

1 No, it isn’t, because the building is in bad condition • Give students a minute to read the writing task and check
and because there are not enough sports and they understand it.
activities offered. • The questions help students prepare for the report they
2 The building needs to be fixed up and more sports are going to write. Give students a few minutes to answer
and activities should be offered. the questions and make notes.
• Monitor to help if necessary.
• Get students to share their ideas in pairs.
• Elicit feedback by asking students to share their ideas.
Skills development
Exercise H
Paragraph headings • Read through the plan and tips in the Quick check! box.
Exercise D a plan with useful expressions students can use in their
• Explain to students that a typical report is separated into report. Remind them to also use expressions from the
separate paragraphs with headings. This makes it easier to Language chunks box.
organize, but it also makes it easier to read. • If time allows, get students to write, or begin to write,
• Give students a minute to match the headings to the their report in class.
paragraphs. Remind them there are two extra ones.
• Elicit answers. sk students to complete the writing task
A
Answers Teacher’s Resource Pages: Unit 11 quiz (page 138);

1d 2c 3b 4a Unit 11 Communication activity (pages 167-168);
Characteristics of reports
Exercise E
• Give students a few minutes to look back at the report
and to tick the features that a report should have.
116 Unit 11

12 An apple a day …

Themes
Food Aims of the lesson:
Health • to warm students up and introduce them to
Language aims • to activate background knowledge on the
topic (Dive in!)
Grammar • to introduce students to the text topic
Countable, uncountable and plural nouns (Exercise B)
much/many/a lot of • to encourage prediction (Exercise C)
Articles • to scan for specific information (Exercise D)
both … and, neither … nor, every, each, all and none • to infer lexical meaning from context
so/such and so many/so much (Exercise E)
too and enough • to personalize the content of the text
(Quick chat)
Vocabulary
Food
Phrasal verbs Exercise A
Easily confused words: fitness and health • The activity introduces ways of keeping fit and healthy.
• Ask students first to read through the ideas and to
Skills aims decide which refer to diet (ie what we eat) and which
to exercise.
Reading • Check answers.
Students read and scan/read an interview: • Give students a minute to decide on the three best.
• for specific information • Give students a couple of minutes to discuss their
choices in pairs or small groups.
Listening • Elicit ideas.
Students listen to a conversation for:
• gist
• detail Answers
Diet
Speaking 1
S tudents conduct a pairwork speaking task in order 4
to practise: 5
• expressing their opinion 6
• agreeing and disagreeing 7
8
Writing Exercise
Students write an essay in order to practise: 2
• paragraphing 3
• supporting ideas 11
Other
9
10
12
Unit 12 117

Dive in!
Answers
• Give students a minute to discuss which comments they 1✔
agree or disagree with in pairs. 2✔
• Elicit opinions. 3✔
4 ✘ Ginseng gives you energy.
5 ✘ Not necessary if we eat a balanced diet that
Reading contains plenty of fresh fruit and vegetables.
6✔
Exercise B
• Give students a minute to read the first paragraph of
the text.
• Discuss the question as a class. Words in the text
Exercise E
Answer • Give students a minute to scan the text for the
A super food is a food that is very nutritious and can words/phrases.
make you feel and look better and even live longer. • Give them a couple of minutes to match the
words/phrases with the meanings. Encourage them to
use the context to help.
Exercise C • Elicit answers.
• Ask students to tell you which foods and drinks in the
box they think are good for you.
• Give students a minute to scan the text to find and Answers
underline the foods. Time them. 1c 2g 3d 4b 5e 6f 7h 8a
• Tell students to read the text around each food and to
decide if they are in fact good for you or not.
• Elicit answers. Ask students if they are surprised with the
information about these foods. Quick chat
• Give students a minute to discuss the questions in
pairs before discussing as a class. Tell them to judge
Answers their diet with what they read in the text.
Good for you
dark chocolate
coffee For extra practice in this type of reading
tea task, refer students to pages 84 and 85 in
olive oil the Workbook.
Bad for you
milk chocolate
burgers Vocabulary Page 128
Exercise D Aims of the lesson:

• Explain the activity and tell students that they will need to to present and practise
read the text in more detail to do it. • vocabulary relating to food (Exercises A
• Give students about 5 minutes to find the answers. Tell and B)
students to underline the relevant parts of the texts that • phrasal verbs (Exercise C)
help them decide. • easily confused words to do with fitness and
• Students compare answers in pairs. health (Exercise D)
• Elicit answers. Ensure students justify them by referring • to give students the opportunity to discuss
back to the text. the themes raised in the lesson (Quick chat)
Exercise A
• Ask students to look at the photos and text and to tell
you what type of text it is.
• Give students a minute to read through the recipe and to
choose the option that they think fits best.
• Give students a minute to compare their answers in pairs.
118 Unit 12

• Play the CD for students to listen and check. Unit 12, page 128
• Check answers. Check students also understand what the
other foods are. Vocabulary
Exercise B
Answers
1 eggs 7 Slice Presenter: Another idea for a healthy dish is a
2 pepper 8 Beat Spanish omelette. It’s very easy to make, and
3 onion 9 Add absolutely delicious.You will need:
4 garlic 10 Pour 4 eggs
5 cheese 11 bake a red pepper
6 sausage 12 Serve 4 mushrooms
a red onion
a clove of garlic
half a cup of cream
Exercise C some salt and pepper
• Give students a minute to complete the sentences with a a little olive oil
phrasal verb from the box. some grated cheese
• Check answers. one sausage (optional)
some parsley for decoration
Now, here’s what you do: Slice the vegetables and
Answers sausage if you are using it. Beat the eggs and cream
1 cut down on together, and then add the vegetables, sausage and
2 given up cheese to the egg mixture. Add some salt and pepper.
3 take off Oil a small oven dish and pour the ingredients into it
4 put on and bake for 30 minutes in a medium oven. Serve this
5 working out omelette with a salad.
6 worked up
7 go off
Grammar 1 Page 129

Exercise D
• Read through the text together as a class. The exercise is
a good way to check that students have understood the Aims of the lesson:
difference in meaning between the words. • to present and practise countable,
• Give students a couple of minutes to read the text and to uncountable and plural nouns
choose the correct answer. • to present and practise much, many, a lot of
• Check answers. • to present and practise articles
Answers Countable, uncountable and plural nouns:

1 pain presentation
2 hurt • Give students a minute to read through the groups of
3 treat nouns and to match them with the descriptions.
4 cure • Elicit answers.
5 recovered • To recap and to see a long list of uncountable and plural
nouns, read through the relevant section on pages 173
and 174 in the Grammar database.
Quick chat
• Give students a few minutes, in pairs, to talk about Answers
an accident or injury they have had. a3 b1 c2
• Elicit feedback from a number of students.

Unit 12 119

Exercise A
• Give students a couple of minutes to do the exercise Answers
before checking answers. Refer them to pages 173 and 1a
174 for a list of uncountable and plural nouns, which they 2 the
will need to do the exercise successfully. 3 the
4–
5 the
Answers 6–
1 furniture 7a
2 accommodation 8 an
3 rubbish
4 is
5 is Ask students to complete the exercises on
6 are page 87 of the Workbook.
much, many, a lot of: presentation Listening Page 130

• Give students a minute to read through the sentences
and to decide which are correct.You might want to tell
them that three are correct. Aims of the lesson:
• Elicit answers. • to give students a reason to listen for gist
• Read through the rules. Point out that even though many (Exercise A)
is usually used in negative statements and questions, in • to listen for gist (Exercise B)
informal speech it is also used in positive statements. • to listen for detail (Exercise C)
• To recap and to see a longer list of determiners, read • to notice collocations related to health
through the relevant section on page 174 in the Grammar (Exercise D)
database. • to give students the opportunity to discuss
Answer
b, c and d are correct Exercise A
• Give students a minute to match the health problems to
the pictures. Don’t expect them to know all of them.
Exercise B • Elicit answers.
before checking answers. Tell students that in one of the
sentences, more than one determiner is possible. Answers
1 a broken bone
2 a wound
Answers 3 a fever
1 much 4 an accident
2 much
3 a lot of/many (the informal use)
4 many Exercise B Track 35 CD 2
5 many • Explain the activity and tell students that they do not
6 a lot of need to listen to all of the extract in detail to do it. They
just need a general understanding of it.
• Play the extract.
Articles: presentation • Check the answer.
• Read through the rules and example sentences together
as a class.
• To recap and for more uses of articles, read through the Answer
relevant section on page 174 in the Grammar database. Lucy mentions an accident, a broken bone and a wound.
Exercise C
• Give students a couple of minutes to do the exercise Exercise C Track 36 CD 2
before checking answers. Refer them to page 174 if they • Give students a minute to read the statements and tell
are not sure whether to use an article or not. them to pay attention to the words in bold – these are
the key words that will help them listen out for the
information they need.
120 Unit 12

• Play the CD.You will probably need to play the CD a Lucy: Well, I was riding my bike along Smith Street,
third time. and I was about to turn into Gertrude Street, and
• Check answers. then I noticed a tram coming, so I swerved to avoid
the tram, and I fell off. (3) Next thing I knew, I was in
the emergency room at the hospital. I assume an
Answers ambulance took me there, but I can’t remember
1✘ a thing. (4)
2✔ Ben: That’s terrible! You’re all right now, though, and
3✘ that’s what counts.
4✘ Lucy: Yes, true, but it’s been awful.
5✘ Ben: Were you seriously injured?
6✔ Lucy: Not seriously, but I did break my arm. I was
7✘ wearing a helmet, so didn’t suffer any head injuries.
Ben: You look like you’re fully recovered.
Lucy: Almost. My legs still hurt a little when it’s cold,
but I do feel much better than I did six weeks ago, let
Words you heard me tell you. (5)
Ben: Is that scar on your arm from the accident?
Exercise D Track 37 CD 2 Lucy: Yes, I had to have ten stitches, but the wound
• Explain that the ticks represent common collocations has fully healed, as you can see. (6)
relating to health. Ben: Well, Lucy, what can I say? It seems you really
• Play the extract again for students to listen and to circle are lucky.
the ones they hear. Lucy: I suppose. Did I miss anything while I was away?
• Elicit answers. Ben: No, not really. Well, Miss Barker has left, and we
now have a new English teacher.
Lucy: Yes, I heard.
Answers Ben: But nothing round here ever really changes.
feel better Lucy: Glad to hear it! I really missed the place. (7)
fully healed, fully recovered Ben: Well, welcome back!
serious injury (Ben actually says ‘seriously injured’.) Lucy: Thanks!
Quick chat Grammar 2 Page 131

• Ask students why Lucy did not suffer any head
injuries. Elicit that it was because she was wearing
a helmet. Aims of the lesson:
• Give them a minute to brainstorm ideas in pairs first. • to present and practise both … and, neither …
• Elicit feedback from different students around nor, every, each, all and none
the class. • to present and practise so/such and so many/
so much
• to present and practise too and enough
For extra listening, refer students to page 89
of the Workbook, CD tracks 20 and 21.
both … and, neither … nor, every, each, all and
none: presentation
Unit 12, page 130 • Ask students to complete the rules.
• Check answers. They will probably not get all of
Listening them right.
Exercises B, C and D section on pages 174 and 175 in the Grammar database.
Lucy: Hi, Ben!

Ben: Hi, Lucy! I haven’t seen you for ages! To be Answers
honest, I thought you weren’t coming back. (1) 1 neither … nor
Lucy: Yes, well … 2 both … and
Ben: You were in hospital, weren’t you? 3 none
Lucy: Yeah. It was pretty serious. I had an accident 4 all
while riding my bike. (2) 5 every (or) each
Ben: I know, I heard. What happened?
Unit 12 121

Exercise A
• This activity checks students have understood the Answers
meaning of each determiner. too + adjective/adverb
• Give them a minute to do the activity before checking not + adjective/adverb + enough
answers. Remind them that in one of the sentences, both enough + noun
options are possible. a

Answers Exercise C
1 Neither • This activity practises all the new language from the page.
2 Both • Give students 2 minutes to do the activity before
3 None checking answers.
4 All
5 Each, Every
Answers
1 There were so many people there, you would
so/such and so many/so much: presentation have loved it.
• Give students a few minutes to read the example 2 That is so much money!
sentences and to complete the rules of form. 3 It’s too much for me. I can’t eat all that food!
• Check answers. 4 You’re too tall.You won’t fit into my car.
• To recap, you might want to read through the relevant 5 You’re so beautiful. I wish I were as beautiful as you.
section on page 175 in the Grammar database. 6 It is such a hot day today that I think I’ll stay in all
day./It is so hot today that I think I’ll stay in all day.
7 This is enough food to last me a week.
Answers 8 I’m going on a diet; I’m not thin enough!
so + adjective
such + noun
so many + countable noun Ask students to complete the exercises on
so much + uncountable noun page 88 of the Workbook.
Exercise B Practise your English Page 132

• Ask students if they have ever been to a gym and what
the experience was like.
• Tell students that they are about to read a text about Aim of the lesson:
someone’s experience at a gym. Give them a minute to • to practise the grammar and vocabulary from
read it to determine if it was a good experience or a the unit in an integrated way
bad one.
• Give students a couple more minutes to read the text
carefully in order to complete the gaps. Exercise A
• Check answers. • Tell students they are going to read an article about three
strange restaurants.
• Give them a few minutes to read the article quickly to
Answers find out what is strange about them.
1 so
2 so much
3 so many Answers
4 so The first one is in the sky, the second is completely
5 such dark inside and the third is underwater.
6 so much
Exercise B
too and enough: presentation • Students read the text again, but more carefully this time
• Give students a few minutes to read the example to complete the gaps with one word. Tell students that all
sentences and to complete the rules of form. the words relate to the grammar of the unit.
• Check answers. • Check answers.
• Read the concept question regarding the meaning of too
and the example sentences as a class.
122 Unit 12

Answers Answers
1a 1 He agrees with the statement.
2 that 2 She disagrees with the statement.
3 The 3 They both disagree with the statement at the end.
4 enough
5 the
6 too Exercise C Track 39 CD 2
7 the • Give students a minute to read through the expressions
8 Each/Every in the Language chunks box.
9 nor • Play the extract again for students to tick the expressions
they hear.
Exercise C
• Give students a couple of minutes to do the activity on Answers
their own before checking answers. Agree
I don’t, either.
I do too.
Answers Disagree
1a 2c 3b 4d 5b 6d 7b 8d 9a Really? I don’t.
Expressing an opinion
I agree that …
I think …
Quick chat
personalize with the text. Exercise D
• Give students a minute to discuss the questions in • This activity checks students understand some of the
pairs before discussing it as a class. expressions in Exercise C. Deal with the questions as
a class.
Speaking Page 133 Answers

1 So do I and I do too.
2 Neither do I and I don’t, either.
Aims of the lesson:
• to prepare students for the free speaking
task (Exercise A) Exercise E
• to listen for specific information (Exercise B) • This activity provides some controlled practice of the
• to present ways of expressing opinions, expressions in Exercise C.
agreeing and disagreeing (Exercises C and D) • Ask students to do the activity in pairs. Tell them they do
• to practise the new language in a controlled not need to discuss each statement in detail, but should
activity (Exercise E) only agree or disagree using the expressions from the
• to practise the new language in a free Language chunks box.
speaking task (Exercise F) • Give students a minute to do the activity before eliciting
students’ answers.
Exercise A Exercise F
• Give students a minute to fill in the table according to • Explain to students that this activity is the same one the
their opinion. students in the Listening extract were doing (Exercises
• Do not elicit feedback at this stage as this will spoil the B-C).
final Speaking task (Exercise F). • Check students understand what they have to do and
that they should be working in pairs or small groups.
Exercise B Track 38 CD 2 • Remind them to use the expressions from the Language
• Explain that they will hear two people talking about the chunks box.
first statement in the table in Exercise A. • Give them at least 5 minutes to talk about their opinions
• Play the extract for students to answer the questions.You to the statements.
may need to play the extract again. • Elicit feedback and encourage a class discussion.
• Elicit answers.
Unit 12 123

Unit 12, page 133 Answer
It is stressed to emphasize the Eiffel Tower. The
Speaking speaker wants his/her interlocutor to clarify if he/she
is talking about the one and only Eiffel Tower in Paris.
Exercises B and C
Adam: I agree that children should never be allowed
to eat fast food.
Joanna: Really? I don’t. Pronunciation file, page 141, Unit 12
Adam: But it’s bad for them.
Joanna: I agree, but I think it’s a little extreme to Say it right!
stop them from eating it. They shouldn’t eat it every
day, but they should be allowed to eat it once a week. Exercise A
Adam: Yes, I suppose you’re right. I don’t eat it 1 I’ll have the apple, please.
regularly because my mum won’t allow it. 2 You need to slice the peppers finely.
Joanna: I don’t either. But a lot of young people do. I 3 The food industry is excited about nano foods.
think it’s a serious issue. 4 Add the eggs last.
Adam: I do too.
Joanna: So, do we agree then? Children should be Exercise C
allowed to eat fast food, but only once a week. You don’t mean the Eiffel Tower, do you?
Adam: Yes, agreed.

Pronunciation Page 141
Say it right! Aims of the lesson:

• to introduce students to the topic and to
Exercise A Track 40 CD 2 activate background knowledge
• The activity aims to make students aware of sentence (Exercises A and B)
stress and the fact that words like articles are not • to read a model essay for gist (Exercise C)
normally stressed in sentences. However, they might be if • to analyse a model essay for paragraphing
we want to emphasize something. (Exercise D)
• Play the CD for students to hear the sentences and to • to analyse a model essay for linking words
underline the words that are stressed. used when supporting ideas (Exercise E)
• Elicit feedback. Explain that it is the content words • to practise supporting ideas (Exercises F
(ie the ones that contain the most meaning) that are and G)
usually stressed. • to practise planning and writing an essay
• Play the CD again for students to listen and repeat. (Exercise H)
Answers Exercise A
1 I’ll have the apple, please. • Give students a minute to discuss the questions in pairs.
2 You need to slice the peppers finely. Check students understand nutritious (= healthy).
3 The food industry is excited about nano foods. • Elicit feedback. Encourage a class discussion on the topic.
4 Add the eggs last.
Exercise B
• Tell students to read the notice.
Exercise B • Elicit feedback on their opinions. Again, encourage a class
• Give students a minute to practise saying the sentences discussion on the topic.
in pairs.
Exercise C
Exercise C Track 41 CD 2 • Tell students to read the essay to determine how the
• Play the CD for students to hear the sentence read out. writer feels about the issue.
Ask them why the is stressed in this sentence and not in • Elicit the answer. Ask students if they agree with
the ones in Exercise A. the writer.
124 Unit 12

Exercise G
Answer • Give students a minute to match one support to each
The writer believes schools should make sure that idea in Exercise F. Tell them that they will need to read
students eat healthily. them carefully to do this.
• Get students to share their ideas in pairs.
• Check answers.
• Give students a few minutes, in pairs, to come up with
Skills development some support for each of the ideas they came up with in
Exercise F.
Paragraphing
Exercise D Answers
• Explain to students that a good essay is separated into 1d 2a 3b 4c
paragraphs, each containing one central topic.
• Give students a minute to answer the questions.
• Elicit answers.
Answers Exercise H
1 D 2 A 3 B 4 C • Read through the plan and tips in the Quick check! box.
Supporting ideas essay. Remind them to also use expressions from the
Exercise E • If time allows, get students to write, or begin to write,
• Give students a few minutes to look back at the essay their essay in class.
and to find words or phrases that match the descriptions.
Deal with the first one together so that students are Ask students to complete the writing task
clear about what they have to do. on page 89 of the Workbook.
Answers Phrasal verbs exercise (page 177);
1 On the one hand, On the other hand Unit 12 Self-evaluation sheet (page 183).
2 which is why, As a result, that is why
3 because
4 for example
5 some people say, They believe, I think
6 To conclude
Exercise F
• Tell students to read the notice and the ideas that follow.
• Give them a minute to sift through them to decide which
agree with the statement and which disagree.
• Give students 2 minutes, in pairs, to come up with two
more ideas – one that agrees with the statement in the
topic and one which disagrees.
Answers
Agrees with the statement: 1, 2
Disagrees with the statement: 3, 4
Unit 12 125

11-12 Review
Pages 136 and 137
1 office 1 was not going anywhere
2 zebra 2 was the most beautiful places he had ever visited
3 valley 3 have always wanted to go
4 park 4 had lived in a small village by the sea when she
5 petrol was a child
6 waterfalls 5 can speak
7 flats
8 store Exercise 6
1 I had lived there
Exercise 2 2 if I had gone to school in London
1 cucumber 3 I had met at the party
2 onion 4 to know if Arthur was feeling sick
3 much
4 cut Exercise 7
5 Add 1 not to tell anyone
6 baked 2 to leave them alone
3 to open the door for her
Exercise 3 4 to give him/her our money
1 given
2 put Exercise 8
3 worked 1 a; the
4 go 2 the
5 work 3 an
6 cut 4 –; the
7 take 5 The; the; the
6a
Exercise 4 7–
1 country 8 a; –; a; –
2 would like
3 pain Exercise 9
4 recovered 1 so
5 countryside 2 so many
3 so
4 so
5 such
Ask students to complete Progress test 3

on pages 92-93 of the Workbook. For extra
activities, refer students to CLIL 6 on
pages 104-105 of the Workbook.
126

Unit 1 Communication activity
Grammar: present simple and question forms
Biography Biography
1 1
Student A Student B
Work in pairs.You and your partner both have some Work in pairs.You and your partner both have some
biographical details about the American pop singer, biographical details about the American pop singer,
Beyonce Knowles, but you are missing different Beyonce Knowles, but you are missing different
pieces of information. Take it in turns to ask and pieces of information. Take it in turns to ask and
answer questions to complete your information. Do answer questions to complete your information. Do
not show each other your information until you have not show each other your information until you have
finished. Use the following question words to form finished. Use the following question words to form
most of your questions: most of your questions:
what, when, where, how and who what, when, where, how and who
Eg Eg
Student A:What is her middle name? Student A:What is her middle name?

Student B: Giselle Student B: Giselle
Biography Biography
Beyonce Giselle Knowles Beyonce Giselle Knowles
Job: singer and  Job: singer and actress
Birthdate: 4th September, 1981  Birthdate:
Birthplace: Birthplace: Houston, Texas, USA
Lives: Houston, Texas Lives:
Hair Colour: Hair Colour: Sometimes brown and
Eye Colour: brown  sometimes blonde!
Height: Eye Colour:
Tattoos: No, none. Height: 1.70 metres
Favourite Actor: Tattoos:
Favourite singer: Stevie Wonder Favourite actor: Tom Hanks
Hobbies: Favourite singer:
Star Sign: Virgo  Hobbies: singing, writing, swimming
Pet: Star Sign:
Pet: Yes, a cat.
2
In pairs, write a short biography of Beyonce 2
Knowles based on the information in the table. In pairs, write a short biography of Beyonce
Begin like this: Knowles based on the information in the table.
Beyonce Knowles is an American singer and … She Begin like this:
lives in … Beyonce Knowles is an American singer and … She
lives in …
Code Blue Teacher’s Book © Macmillan Hellas SA.This page may be photocopied for use in class.
140
140-171 Code BLUE TB Communication.indd 140 2/1/10 6:24:55 AM

Crossword puzzle
The words for this crossword puzzle all come from Unit 1 of your Student’s Book.
1 2
3 4
6 7
8 9 10
11 12
13
14 15
16 17
DOWN ACROSS
1 I spend my holidays board games 3 Many people like things like stamps
like Monopoly. and CDs.
2 Don’t throw the ball, it with your foot. 8 I’m so ! Can we go now?
4 Most sports are dangerous. 10 is another word for funny.
5 Rock is my new hobby. 11 Penny spends hours to her friends online.
6 We the other team by one goal. 13 This is our tennis court and that is our
7 I don’t care that we lost, I’m we football .
played well. 14 To play baseball, you need a and a ball.
9 I think bungee jumping would be a very 16 Which team the final?
activity to try. 17 If you come first, you will get a gold .
12 He’s not a professional footballer, he’s an .
15 Professional athletes for hours every day.
141

SPEAKING
What’s my hobby?
Work in groups (or as a class). Place the activity cards so that you can’t see what is written on them.
Take it in turns to pick up an activity card and talk about the activity, without mentioning what it is
exactly, for about 30 seconds. When you’ve finished, the rest of the group has to guess what the
activity is you were talking about. Then the next student picks up an activity card and does the same
with his or her activity.
You are not allowed to do the following:

1 mention the actual activity on the card
2 show the card
3 draw or write the word
Eg This is an activity that you do at home. I do it every day, most people do. It’s very entertaining.You need to have
an electronic device to do it.You can do it in your living room or lying on your bed.You watch other people on it., etc.
basketball football cricket tennis
extreme sports snowboarding reading rock climbing
drawing or collecting
bungee jumping playing games
painting stamps
surfing the playing

watching TV going out
internet computer games
142

Grammar: past simple and past continuous
Find the differences
Student A Student B
Work in pairs.You and your partner both have an Work in pairs.You and your partner both have an
eyewitness account of a strange event, but your eyewitness account of a strange event, but your
accounts are not the same. There are 6 differences. accounts are not the same. There are 6 differences.
Take it in turns to ask and answer questions to Take it in turns to ask and answer questions to
try to find out what is different. Underline any try to find out what is different. Underline any
differences you find, and write them in the spaces differences you find, and write them in the spaces
provided. But don’t tell your partner what they are. provided. But don’t tell your partner what they are.
Only answer the questions your partner asks. Only answer the questions your partner asks.
Student A:Where was the eyewitness when all Student A:Where was the eyewitness when all
this happened? this happened?
Student B: She was having a coffee.Who was Student B: She was having a coffee.Who was
she with? she with?
Student A: She was with her friends Jan and Peter. Student A: She was with her friends Jan and Peter.
Eyewitness account Eyewitness account

I was having a coffee with my friends Jan and Peter. I was having a coffee with my friend Jan. We noticed
We noticed a tall man running out of the café. A a short man running out of the café. A few seconds
few seconds later, another man came running out later, a woman came running out shouting ‘Stop
shouting ‘Stop that man!’ Suddenly everyone got up that man!’. Nobody moved. Jan called the police and
and rushed out onto the street. I called the police they arrived about 20 minutes later.
and they arrived 10 minutes later.
Write the differences here: Write the differences here:
1 1
2 2
3 3
4 4
5 5
6 6
143

Vocabulary game
Taboo
Instructions
Work in small groups (or pairs). Place the word cards in a pile in front of you so that you can’t see what
is written on them. Take it in turns to pick up a word card and try to convey the meaning of the word or
phrase so that the others can guess it. When one student guesses correctly, the next student picks up a
word card and does the same with his or her word or phrase. The group who manages to guess all the
words or phrases first is the winner.

1 use the word/phrase or any part of it in your description
2 show the word
You can, however, use descriptions, definitions, explanations, examples, opposites, synonyms, mime, etc.
abroad exotic fare ferry
boarding pass guidebook package holiday stay in a hotel
voyage check in check out set off
disadvantage disagree unfortunately unlucky
unreliable border port attractions
journey disapprove unfamiliar passport
SPEAKING AND WRITING

Story
Work in pairs. Look at the pictures opposite. First,
decide on a logical order for the pictures and then
make up a story to explain the events. Remember
to use past tenses to do this. When you finish,
share your ideas for a story with the rest of the
class. Then, write your story.
What a holiday!
144

Grammar: present perfect
Find someone who …
Go round the class. Ask each student three of the questions on your handout. If you get a yes
answer, follow it up by asking for further details (see prompts in brackets).
If someone answers yes to any of the questions, write down their name and answer. Don’t
ask this question again.
You have five minutes to find as many yes answers as possible. The student who finds the most
people who answer yes to a question wins the game.
Find someone who:
Name Details
has been to another European country.

1
(find out which country)
has been learning a second

2 foreign language.
(find out which language)
has had a summer job.

3
(find out what he/she did)
has read a novel.

4
(find out which)
has been learning a musical instrument.

5
(find out which)
has used the internet.

6
(find out what for)
has travelled by plane.

7
(find out where they went)
has never had a pet.

8
(find out why not)
has always wanted to be an actor.

9
(find out why)
has always wanted to be a doctor.

10
(find out why)
145

Vocabulary puzzle
Circle the word
Find and circle as many words as you can from Unit 3 in your Student’s Book (see page 144 for a list).
The words could be horizontal or vertical. There are 20 words altogether. Once you have found them,
place them in the appropriate category below.
A C C O U N T A N T O N V I Q
C I I T I C R E A T I V E E U
T V V C T A K E O N E R O T A
O I I L E T I R E T I R E N L
R L L O M O T L A W Y E R A I
M E S S P C Y S R E R T O T F
P N E E L R I S N I A S S S I
O G R D O T Q I L I P I O I C
T I V O Y A E V S W P L C S A
D N A W E F I L L I N A I S T
A E N N R U L I O U A N A A I
E E T L O G I C A L L R L P O
R R C O N F I D E N T U E O N
C O L L E A G U E E N O O H T
A M B I T I O U S N G J L S A
Adjectives: personal qualities: , , ,

,
Jobs: , , , , ,
,
Phrasal verbs: , ,
Other words: , , , ,
146

SPEAKING
Tell us about …
Work in groups (or as a class). Place the cards in a pile in front of you so that you can’t see what is
written on them. Take it in turns to pick up a card and to read it out aloud.You need to talk about what is
on the card for one minute. Use your imagination! Another student will time you. If you manage to do it,
you get to keep the card. The student(s) with the most cards wins.You should not do the following:
• talk off topic
• talk for less than a minute
• hesitate for longer than ten seconds.
Tell us about … Tell us about …

an interesting dish you have tried. a game you have played.

a sport event you have watched. your favourite team.
Tell us about …
Tell us about …
an interesting job you have
a film you have seen.
heard about.
Tell us about …
Tell us about …
the best thing that has happened
your best friend.
this year.

a night out you have enjoyed. your favourite game.

what you like to do after school. a hobby.

something new you would like to try. a celebrity you like.

a subject you like or don’t like. your favourite music.

something you’ve enjoyed reading. a holiday you enjoyed.
147

Grammar: comparatives and superlatives
1 Work alone. Assess the following crimes and misdemeanors on a scale from 1 to 5,
where 1 is the least serious and 5 is the most serious.
2 Work in pairs. Compare your opinions from 1 in pairs and then rank the crimes and
misdemeanors from the least serious to the most serious (from 1-15).
3 Use comparatives and superlatives to compare the crimes and misdemeanors.
eg Cheating on a maths exam isn’t as bad as getting someone else to write your essay.
What is worse? Me (1-5) With a partner (1-15)
1 cheating on a maths exam
2 stealing some gum from a shop
3 shoplifting in a clothes shop
4 lying to your parents about where you’re going
5 lying to your teacher
6 giving away a friend’s secret
7 lying to your friends
8 robbing a bank
9 burgling a house
10 killing someone
11 smuggling drugs into a country
12 breaking something and lying about it
13 lying to get out of trouble
14 getting someone else to write an essay for you
15 copying your homework from someone else
148

Crossword puzzle
10
11 12
DOWN ACROSS
1 Clues a burglar might leave behind after he/she 5 A killer is also known as this.
touches something. 6 To take something that isn’t yours.
2 Bringing something into a country illegally. 7 Someone who loves lighting fires.
3 Someone who breaks into a house to rob it. 8 Someone who steals from a bank.
4 The police always do this to try to find who 9 The police will do this if they suspect you.
committed a crime. 11 If you are lucky enough not to get caught
10 To take a person and ask for money for for a crime.
their return.
12 To say you think someone is guilty of a crime.
149

WRITING
Story
Instructions
Work in small groups (or pairs).You are going to tell a story using the words and phrases on the cards.
Choose one student in the group to do the writing.
Place the word cards in a pile in front of you so that you can’t see what is written on them. Make sure
they are in order from 1-20. Take it in turns to pick up a word card. Use the word or phrase on the card
in a sentence (you can change the form of the word or phrase). Write the sentence down. The next
student now picks up a card. They must use it in another sentence that should continue the story (ie it
should follow on from the previous student’s sentence). Again, write the sentence down. Continue doing
this until you have used all the words and phrases on the cards.
Read out your story to the rest of the class.
1 2 3 4
a family lived detached house broken window
8
5 6 7
heard a strange
burglar broke into steal
noise
9 10 11 12
upstairs murder bring the police
14
13 15 16
dusted for
investigate suspicious arrested
fingerprints
17
18 19 20
accused a member
smuggler locked up got away with
of the family
150

Grammar: relative clauses
Bingo!
1 This is the café I 1 This is the café I 1 Jane Peters,

was telling you about. was telling you about. sister is in our class, will also
2 I don’t know the reason 2 The shop I be coming on Saturday.
Rosie won’t bought these shoes is 2 The shop I
come. over there. bought these shoes is
3 I’ll be wearing my new top, 3 I’ll be wearing my new top, over there.
you haven’t seen you haven’t seen 3 Do you remember the time
yet, to the party on Sunday. yet, to the party on Sunday. you spent all
4 That’s the shop assistant 4 That’s the shop assistant that money on new CDs?
served me. served me. 4 I don’t know the reason
5 Do you remember the time 5 I don’t know the reason Rosie won’t
you spent all Rosie won’t come.
that money on new CDs? come. 5 Bob, owes me a
lot of money, hasn’t paid me
back yet.
1 Jane Peters, 1 This is the café I 1 Jane Peters,

sister is in our class, will also was telling you about. sister is in our class, will also
be coming on Saturday. 2 I’ll be wearing my new top, be coming on Saturday.
2 Bob, owes me a you haven’t seen 2 Bob, owes me a
lot of money, hasn’t paid me yet, to the party on Sunday. lot of money, hasn’t paid me
back yet. 3 Do you remember the time back yet.
3 That’s the shop assistant you spent all 3 That’s the shop assistant
served me. that money on new CDs? served me.
4 The shop I 4 That’s the shop assistant 4 I’ll be wearing my new top,
bought these shoes is served me. you haven’t seen
over there. 5 The shop I yet, to the party on Sunday.
5 I’ll be wearing my new top, bought these shoes is 5 Do you remember the time
you haven’t seen over there. you spent all
yet, to the party on Sunday. that money on new CDs?
Teacher’s note
Make enough copies of the bingo cards so that each student has one. Explain that you will be calling out
the relative pronouns below one at a time. Allow a minute for students to read their sentences to see if
the relative pronoun can be used in any of them before reading out the next one. The student to complete
all their sentences first must yell out Bingo! to win.
Relative pronouns to read out:

that, whose, why, where, when, who, which
151

Word puzzle
Complete the gaps in the sentences below. Use the words to complete the puzzle and find the key word
in the shaded column. The words are all from Unit 5 in your Student’s Book.
1 The shop assistant served the last at 5 o’clock.

2 Shops have sales when they want to get rid of all their .
3 Mum, can I ten euros from you?
4 €500 for a pair of boots! Now, that’s .
5 This top was such a ! Can you believe it only cost €2?
6 I have to help my parents do the housework. I usually do the after we’ve had dinner.
7 Don’t forget you still me the €10 I lent you last month.
8 I’d like to you my new jeans, but I can’t find them.
9 On my way home I found a 50-cent .
10 What do they have in Russia? It’s the rouble, isn’t it?
10
152

WRITING
Cinderella
Instructions
Work in pairs. Below is the beginning of the story Cinderella. In the spaces provided write relative clauses
beginning with who, which, where or whose. Anything is possible, you can write whatever you like! Whatever
you decide to write, make sure it makes sense in the story. Continue the story in the space provided.
Make sure you include some more relative clauses. When you have finished, read your story to the rest
of the class.
Use these phrases in your story:

A fairy godmother, a pumpkin, turned into a coach, a glass slipper, on the stroke of midnight
Once upon a time, there was a girl, (relative clause). She lived in a house with her
father and her stepmother, (relative clause). One day, an invitation to the prince’s
ball arrived. Cinderella wanted to go, but her stepmother, (relative clause), told
her she couldn’t. She told Cinderella that they could only afford ball gowns for her two sisters and her
stepmother, so Cinderella would have to stay home, (relative clause).
On the day of the ball she was very sad. But then …
153
140-171 Code BLUE TB Communication.indd 153 2/7/10 4:00:13 PM

Grammar: the future
Student A Instructions
Holiday Plans Work in pairs.You and your partner both have a copy of three people’s travel
plans, but some things are different. There are 12 differences.
Take it in turns to ask and answer questions to try to find which things are
different. Circle the differences you find, but don’t tell your partner! When you
have finished, compare your tables.
Where is Tania going How long is she going What will Robert be doing
on holiday? to stay there? on his holiday?
Name Tania Marshal Robert Niles Amanda Palmer

Destination Sicily Amazon rainforest Paris
Travel plans By air and ship By air, coach and boat By train
Departure date 1st August 5th December 10th May
Length of stay 2 weeks 3 weeks 2 weeks
Plans while on holiday Swimming and sunbathing Explore the forest Go sightseeing
Sightseeing Go on a trek Eat well
Eat well Visit some villages Go shopping
Go night clubbing
Student B Instructions
Holiday Plans Work in pairs.You and your partner both have a copy of three people’s travel
plans, but some things are different. There are 12 differences.
Take it in turns to ask and answer questions to try to find which things are
different. Circle the differences you find, but don’t tell your partner! When you
have finished, compare your tables.
Where is Tania going How long is she going What will Robert be doing
on holiday? to stay there? on his holiday?
Name Tania Marshal Robert Niles Amanda Palmer

Destination Sicily India Switzerland
Travel plans By air and ship By air By train
Departure date 21st August 5th December 11th January
Length of stay 2 weeks 6 weeks 2 weeks
Plans while on holiday Swimming and sunbathing Visit the Taj Mahal Go sightseeing
Day trip to Syracuse Go on a trek Go Alpine skiing
Eat well Travel around the Go night clubbing
Relax country by train
154

Vocabulary game
Taboo
Instructions
Work in small groups (or pairs). Place the word cards in a pile in front of you so that you can’t see what
is written on them. Take it in turns to pick up a word card and try to convey the meaning of the word or
phrase so that the others can guess it. When one student guesses correctly, the next student picks up a
word card and does the same with his of her word or phrase. The group who manages to guess all the
words or phrases first is the winner.
1 use the word or any part of it in your description
2 show the word
volcano earthquake desert endangered species
natural habitat extinct died out give off
run out of climate change exhaust fumes rubbish
pollution solar power flood coastal areas
recycle population wildlife freezing
hurricane drought rainforest heatwave
SPEAKING
1 You are on holiday next week. Plan your week by completing the blank diary below with
activities and appointments you have planned. Leave three time slots free. Make sure you
don’t show anyone your diary.
2 You haven’t seen a friend for a very long time. Seeing you are both on holiday next week, you have
decided to meet up a couple of times and go out. She/He rings you to arrange the two times when you
can go out. Try to find two times to meet. If you cannot meet your friend at the time proposed, you must
say why. Remember – don’t show your partner your diary.
A:What are you doing on B.: I’m seeing the dentist. How A: I can’t, I’m playing tennis.
Wednesday morning? about Wednesday afternoon?
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Morning
Afternoon
Evening
155

Grammar: modals
Work in pairs or small groups. Write down six pieces of advice you would give a new teacher and a new
student on entering the language school you are studying at (or any new school) for the first time: the
kinds of things they should or shouldn’t do, or must or mustn’t do, etc.
Use the ideas in the box to help you. Come up with six pieces of advice for each person. When you’ve
finished, share your ideas with the class.
be on time • be late • do homework • set homework • use/turn off/answer/allow mobiles

talk • cheat • raise your voice • be rude • study hard • prepare well
Eg
You must come to work on time.
You shouldn’t answer your mobile in class.
Advice to new teachers

1
2
3
4
5
6
Advice to a new student

1
2
3
4
5
6
156

Crossword puzzle
1 2
5 6
7 8
10
11 12 13 14
15
DOWN ACROSS
1 We were given a at the end of the 3 My sister is studying a degree in maths.
computer course. 4 If you want to become a civil engineer you
2 She has an Arts from the University have to study at .
of Cambridge. 6 If you don’t study, you will .
5 After primary school I went on to study at 9 I’m so happy. I all my exams!
the local school. 10 How many do you have to study
7 Can you believe the first for the at school?
day is chemistry! 11 What do you need to be an
8 This year I a lot of time on my hands. English teacher?
12 You need to responsibility for your 15 Lionel is to become an architect.
own learning.
13 Depending what you want to study,
your course could be three to six years long.
14 I’m for my final exam next week.
157

SPEAKING
Work in pairs. For each situation below, discuss what you think your obligations are or
what possibilities are open to you. Use the modal verbs in the box to help you. Try to
agree on a course of action.
When you’ve finished, share your ideas with the rest of the class.
must • (don’t) have to • should • could • may • might • need to
A:We could say something to her.
B: I don’t agree. I think we should ignore her and never speak to her again.
Dilemmas
1 Your best friend said she/he couldn’t come out with you this evening because of a
test she/he has to study for; but you’ve just seen her/him coming out of the cinema
with someone else.
2 You owe someone quite a bit of money.You have just found a way to earn some
money, but you think it may mean having to do something dishonest.
3 You’re waiting for your teacher in her/his office.You notice something on her/his desk
that looks like the test your class will be sitting next week.
4 You see your best friend’s girlfriend/boyfriend at the mall with someone else.
They are holding hands.
5 You fail an important exam.Your parents are sure to think you will have passed it
and have planned a day out to celebrate.
158

Grammar: -ing form or infinitive
Sentence halves
Instructions
Work in pairs. Match all the sentence halves to make sentences. Some beginnings may go with more than
one ending. The first pair to make 12 correct sentences wins.
We aren’t allowed stay out late on Saturdays.
I remember doing my homework.
My dad helped me to use our mobiles at school.
I must remember going all together.
My parents won’t let me do my assignment.
On the way, we stopped meeting you at Tim’s party.
I can’t go out until I’ve finished to take up Pilates.
I wasn’t enjoying it anymore so I stopped to buy some milk.
I need to get fit so I’ve decided us do some of the housework.
If you want to dance, I suggest to get something to eat.
Our parents make to stay home all weekend.
Wendy was made going to a nightclub.
159

Word puzzle
Complete the gaps in the sentences below. Use the words to complete the puzzle and
find the key word in the shaded column. The words are all from Unit 8 in your Student’s Book.
1 Samantha is so . She makes an effort to keep up with all the latest fashions.
2 Paul is the most person I know. He can’t stop telling lies!
3 Every class has its class – the student who is nasty to everyone else.
4 After school, my friends and I at the mall.
5 I like those trousers. They look really on you.
6 They fell in love and got when they were only 19.
7 Gerry us the funniest story about his next door neighbour.
8 Are Rob and Liz still or have they broken up?
9 I think you need to sorry.
10 I am so about my terrible behaviour.
11 What a gorgeous day. Let’s school and go to the beach.
12 Any person would give up their seat on the bus for an elderly person.
13 What I like about my mum is that she’s really . She loves being with people.
1
2
10
11
12
13
160

How would you explain it?
Work in pairs. Come up with possible logical explanations for the situations in the table. When you have
finished, share your ideas with the rest of the class.
He may have been trying to help his neighbour get into his house.

His neighbour might have locked himself out.

They could have been trying to see how easy it would be to break in.
You saw someone … Possible explanations
climbing through their next

door neighbour’s window.
running down the street dressed

in a wedding dress.
yelling at a stop sign.
chasing a policeman down the street.
trying to eat a banana without peeling it.
walking five dogs.
burying something in his garden at night.
riding on the roof of a bus.
talking to herself in the street.
leaving their house naked.
dressed in a suit, but wearing her slippers.
161

Grammar: the passive and the causative
Sentence halves
Work in pairs. Match the sentence halves so that they make grammatically correct sentences.
Then put the sentences in order so that they tell a story.
He was not trying to steal a car.

The man was a thief after all.
The man trying to steal the car had her car stolen.
The police trying to get into his car.
Someone in our building has recently arrived at about 10.15.
Someone must have was taken to the police station.
The man was asked a lot of questions.
Apparently, the man called the police.
The man was arrested.
Last night I saw a man had lost his keys.
Vocabulary game
Taboo
Instructions
Work in small groups (or pairs). Place the word cards in a pile in front of you so that you
can’t see what is written on them. Take it in turns to pick up a word card and try to convey
the meaning of the word or phrase so that the others can guess it. When one student guesses
correctly, the next student picks up a word card and does the same with his of her word or
phrase. The group who manages to guess all the words or phrases first is the winner.

1 use the word or any part of it in your description
2 show the word
review star performance screen

plot audience director action
actor museum circus zoo
aquarium funfair soundtrack series
sound effects sitcom watch listen to
box office thriller horror film science fiction
adventure historical comedy drama
162

WRITING
This is the news
Instructions
Work in pairs. Look at the pictures and read the first sentences of the news stories below.
Complete the stories. Write about 100 words and use at least two passive or causative constructions
in each story. When you finish, read out your stories in front of the class. How different are they?
A man was robbed while he was waiting in a queue at the bank.
A strange object was seen in the sky by local residents yesterday.
163

Grammar: conditionals
Complete the sentences
Work alone to complete the sentences. When you have finished, compare what you have written with a
partner. Discuss the differences.
1 If I won €1, 000, 000
2 If I could change one thing in my life,
3 If I could learn something new,
4 If we didn’t have to go to school,
5 If my best friend lied to me,
6 If I didn’t have a computer,
7 If I lived in a village/city,
8 If you cheat,
9 If you steal,
10 If I could travel anywhere in the world,
11 If I could be good at anything,
12 If I could have one wish,
13 Unless you study,
14 I would be very excited
15 If you are dishonest,
164

Vocabulary puzzle
Circle the word
Find and circle as many words as you can from Unit 10 in your Student’s Book. The words could be
horizontal or vertical. There are 14 words altogether. Once you have found them, place them in the
appropriate category below.
A J A Z C L C E L L O N V I
C A L L U P T H A N G O N A
I N T E R P R E T E E S O P
K Z K G E S T U R E E O E S
H I P H O A T L N E R F P I
M U S I N S T A L L R T O N
E M A I L A I P T I A W S T
O L A F M T Q T L I P A T E
H A N G U P E O S W P R C R
D R P M S C S P N T E E A R
A I R O N E T W O R K S R U
E C E U I N S T R U L M D P
R S T D O W N L O A D N E T
I S N T R A N S L A T E O I
L W I O D R A W I N G J L S
Technology: , , , ,
Communication: , , , ,
,
Phrasal verbs: , ,
165

SPEAKING
What would you do if …
Work in groups (or as a class). Place the situation cards in a pile in front of you so that you
can’t see what is written on them. Take it in turns to pick up a card and to read out the situation
on it.You should then tell the rest of the group/class what you would do in such a situation. When
you have finished, the rest of the group can say what they would do and a discussion can follow. The
next student now picks up a card and reads it aloud, etc. The activity continues in the same way.
What would you do if What would you do if

you found your sister’s diary? you heard a burglar in your house?

you saw a classmate cheating in an exam? you saw someone shoplifting?
What would you do if What would you do if someone

you had not studied for an important told you they could show you what your life
exam and you knew a way to cheat? would be like in ten years’ time?
What would you do if

What would you do if
you won a free trip to anywhere in
you saw someone trying to steal a car?
the world? Where would you go and why?

you found a wallet with money in it? you saw two people fighting in the street?

your mum asked you if you liked her new the change you were given in a shop
dress, but you thought it looked awful? was more than it should be?

you noticed a classmate had their you noticed your teacher had something
top round the wrong way? stuck in her/his teeth?
166

W
can
op
An
bu
can

car
[th
tha
Grammar: reported speech L
th
Last year
Work in pairs. Take it in turns to ask each other the questions in the table below. Mark in your P
partner’s answers. There are spaces for two more questions you might like to add. k
A
Last year, did you: Yes, always. Yes, sometimes. No, never. sh
ro
enjoy school?
It
do anything exciting over the b
school holidays?
In
spend a lot of time with your friends? o
play a sport regularly?
exercise regularly?
eat at fast food restaurants?
watch a lot of TV?
When you have finished, write a report describing what you found out about your partner.
Eg
John said he always got bored with school, but he did a lot of exciting things over the school holidays., etc …
167

Vocabulary game
Find the word
Work in pairs. Without looking at them, take one card each. Don’t show your list to your partner. Take
turns making up a definition for the things in the list (you can use relative clauses).
A:This is a part of the river

B: Is it a waterfall?
where the water drops.
Don’t say the words you’re describing.Your partner has to try to guess. If he or she can’t guess, try
describing the words in a different way. If your partner still can’t guess, let your partner take his/her turn.
list 1 list 2
a petrol station a car park
a roundabout a crowded city
an office block a zebra crossing
a waterfall a path
list 3 list 4
a block of flats a department store
a valley a green area
a bridge a forest
a noisy city a church
SPEAKING
What’s your opinion?
Work in groups. Place the opinion cards face down in a pile in front of you so that you can’t see what is
written on them. Take it in turns to pick up a card and read out the opinion on it.You have to talk about
the opinion for a whole minute without stopping. Another student in the group should keep time.You can
agree with it or disagree with it, but make sure you say why and just keep talking about the subject until
your time is up.You can keep the card if you manage to talk about it for a minute. The student with the
most cards wins the game.
Life in the city is better than Living in the countryside is Life in a village must
life in the country. better than living in a city. be boring.
Parents should trust their kids. Living in a house is better than Living in a capital city
living in a flat. is exciting.
All members of the family Parents always know what’s All children should help around
should have their own room. good for their children. the home.
It is important for a city to Brothers and sisters should get Everyone should live in a
be green. on well together. foreign country at least once in
their lives.
In a city, people should only Your home town is the most People who live in the
use public transport. important place in the world. countryside are different from
people who live in a city.
168

Grammar: countable and uncountable nouns
Countable and uncountable nouns
Work in small groups (or as a class). Place the word cards in two piles (one pile for shaded and one pile
for unshaded) in front of you so that you can’t see what is written on them. Take it in turns to pick up a
word card from each pile.You have to try to make up a grammatically correct sentence incorporating the
two words. If you manage to, you keep the cards. If you can’t, replace the cards at the bottom of the piles.
The student with the most cards at the end wins the game.
Eg Pile 1: a few, Pile 2: jeans I have a few pairs of jeans in my wardrobe.
Pile 1 Cards Pile 2 Cards
a/an pair of jeans
some jeans
any furniture
a lot of coffee
a few money
few traffic
a little news
many trousers
much clothes
an amount of euro
a number of fruit
plenty of information
three job
lots of work
too homework
enough advice
so opinion
such garlic
169

Vocabulary
Matching sentence halves
Work in pairs. Match the sentence halves so that you get ten correct sentences with phrasal verbs and
collocations from Unit 12.
I’m going to cut up eating meat.
Helen’s been working up an appetite.
I’ve given on about five kilos.
After that ice cream I think I can safely down on the amount of junk
say I’ve gone food I eat.
You look as if you’ve fully off weight.
I find after jogging for half an hour I’ve

off my diet.
really worked
Patricia’s put recovered after your accident.
out, which is why she looks

Exercising more will help you take
so good.
accident – hope you’re feeling

Rachel says she felt
better now.
I heard about your serious ill after eating that pizza.
170

Your thoughts
A You see the following advertisement in a student magazine. Work in pairs.
1 Discuss what you think the saying You are what you eat means.
2 Discuss your opinions on the subject.
3 When you finish, share your ideas with the rest of the class.
You are what you eat.

We would be interested to know your thoughts on this subject.
Please do not write more than 150 words.
B Work in pairs. Plan your essay in the planner below.
Paragraphs Ideas
Introduction
First paragraph
Second paragraph
Conclusion
C Work alone. Write your essay.
171

Vocabulary activities
Dependent prepositions UNIT 7

Combine the first half of a sentence (A) with a preposition (B) and a second half of a sentence
(C) to make a grammatically correct sentence that makes sense.
A B C
your final exams, you will
The course you get into at university will depend for
do well.
If you prepare well on the stress of exams.
how well you do in your
I’m studying to
school-leaving exams.
Most people find it difficult to cope for university when I leave school.
I’m planning to go with a school trip to Paris.
Last year, we went on a degree in medicine.
Word building UNIT 1 -ed/-ing adjectives

A Complete the table.
Verb -ed adjectives (how you feel) -ing adjectives (how you describe sth/sb else)
excite
thrill
amaze
satisfy
frighten
amuse
bore
interest
B Put the verbs in brackets into the correct form.
1 Wingsuit diving is the most (excite) sport I have ever seen.

2 I’m not really (interest) in sport. In fact, I find it rather (bore).
3 George told us a very (amuse) story about the time he and his friends
went bungee jumping.
4 Pam felt the whole experience was (frighten).
5 I’m (bore)! Let’s do something (interest) tonight.
6 I think you’ll find the sports camp a (satisfy) experience.
172
172-177 Code BLUE TB VOCAB ACT.indd 172 2/1/10 6:25:39 AM

Word building UNIT 2 un- and dis-

A Write the opposite of the words in the left-hand column to complete the table.
Opposite
agreed
fortunately
lucky
advantage
familiar
approve
reliable
safe
B Complete the sentences using the correct form of the words in brackets with un- or dis-.
1 On our trip, Jane and I (agree) about everything.

2 Gina is so (reliable).You can never depend on her!
3 On holiday, I had my wallet stolen, which was really (luck).
4 On the way back to the hotel, we took a wrong turn and found ourselves in
a(n) (familiar) area.
5 There are a lot of advantages to having a car, but there are also some
important (advantage).
6 (fortunate), our holiday was cut short when Matilda fell ill.
Word building UNIT 3 Derivatives: verbs to nouns

Verb Noun
retire
application
work hard
interview interview /
qualify
experience
employer/employee/employment
173

B Complete the sentences with words from Exercise A.
1 Success in one’s job requires a lot of .

2 It is not always easy to find in one’s field of study.
3 Please complete this form.
4 At what age do people in your country?
5 You will need the right and plenty of work to get a
job as a manager.
6 They called me up and invited me to attend a(n) next week. I hope I get the job.
Word building UNIT 8 Adjectives describing people: un- , in- and dis-

A Write the opposite of the adjectives in the left-hand column to complete the table.
Opposite
kind
honest
secure
respectful
reliable
sociable
B Complete the sentences using the correct form of the adjectives in brackets.
1 Tracy is very (reliable).You can definitely depend on her.

2 Zoe wears long, baggy tops and her hair over her face because she is very (secure).
3 Frank never talks to anyone. He is so (sociable).
4 That was a rather (kind) thing to say. I think you should apologize.
5 Kate is a(n) (honest) person. She often lies to her friends and to her family.
6 Can you believe the way she speaks to her teachers? She is very (respectful).
Someone needs to teach her some manners.
Word building UNIT 10 Derivatives: verbs to nouns

Verb Noun
translate
interpretation
communicate
answer
interrupt
174

B Complete the sentences with words from Exercise A.
1 This from Spanish to English contains a lot of mistakes.

2 Please do not me when I’m talking.
3 What is the to this question?
4 I was asked to what Natasha was saying so that everyone could understand.
5 Knowing how to speak English means you can with locals when you travel abroad.
Phrasal verbs UNIT 2

Match the sentence halves.
What time do we have to check off tomorrow?
What time will you be setting off at the airport when I flew out.
All my friends and family saw me in at least 90 minutes before an international flight.
It’s a good idea to check out by?

Complete the sentences using the correct form of a phrasal verb from the box.
close down • fill in • set up • take on (x2)
1 When I leave school, I’m going to my own clothing design business.

2 When Amanda left, I her work as well and now I’m overworked!
3 The factory down the road from us after being in operation for
150 years!
4 I think the fast food restaurant on High Street is more staff. Perhaps
you should apply.
5 That sounds good. I’ll go in tomorrow and an application form.

Choose the best answer.
1 Can you believe he got away / got off with murder?

2 Because it was the first time Louise had got into trouble, she was got away / let off with a warning.
3 The bank robbers made off / got off with €1,000,000!
4 The shop assistant ran off / got away with thousands of euros of the shop’s money!
5 The murderer was let off / locked up for 15 years.
6 The shoplifter was lucky. He managed to let off / get off with a fine.
175

Match the sentence halves.
Old cars give up driving in the city and take up riding bikes.
We will soon run down on the amount of plastic bags you use.
We need to give up an environment information booth.
If you take your own shopping bag to the supermarket,

out of fresh water if we do not use it wisely.
you will be cutting
Our school is going to set out because of global warming.
Many animals and plants will die off more fumes than new ones do.

Combine the first half of a sentence (A) with a phrasal verb (B) and a second half of a sentence
(C) to make a grammatically correct sentence that makes sense.
A B C
Do we need to try on clothing before you buy it.
It’s a good idea to hanging out after being together for five years!
Lilly and Joe made up at the mall this Friday night?
I’m so glad Fran and John have dress up with that girl – they’re together all the time.
Will you be going out for this party?
I think Tony is broke up again – they’re so good together.
176

Complete the sentences using the correct form of a phrasal verb from the box.
call in • call up • get through • hang on • hang up
1 Guess who me last night? Georgina!

2 Can you believe she on me? I’ll never speak to her again!
3 Can you a minute? I think there’s someone at the door.
4 I don’t know what time Mr Smith will be in. He hasn’t . Perhaps I’ll call
him and then call you back.
5 Is Angela here? I’ve been trying to call her, but haven’t been able to .

Choose the best answer.
1 That’s it, I’m giving up / cutting down sweets. I’ve taken off / put on six kilos in six weeks!
2 Betty took off / went off her diet after she saw she wasn’t losing any weight.
3 You are looking really good! Have you been working out / working up?
4 I’m not on a diet, but I have given up / taken off sugar.
5 After dancing all night we really worked out / worked up an appetite.
177

Unit 1 Self-evaluation Quite Not very
I feel … Confident confident confident
1 I can read a text quickly and match it to a picture.
I can read short reading texts for specific information

2
(matching a book to a person).
3 I can talk about hobbies, interests and sports.
4 I can describe people’s feelings.
I understand when to use the present continuous and

5
when to use the present simple.
I know the difference between stative verbs and

6
dynamic verbs.
7 I know how to use adverbs of frequency.
I can predict the content of a listening extract

8
from pictures.
I can ask for and give personal information

9
when speaking.

I can scan a text for specific information (to find out if

1
statements are true or false).
2 I can talk about travel.
I understand when to use the past simple and when to

3
use the past continuous.
I understand the difference between possessive

4
pronouns and determiners.
I can listen to short extracts for gist and for specific

5
information (to answer multiple choice questions).
6 I can speak with a partner to solve a problem.
7 I can ask about and express preferences when speaking.
8 I can write a story.
178
178-183 Code BLUE TB SELF EVAL.indd 178 2/1/10 6:26:00 AM

I know how to skim different sections of a reading

1
text to locate specific information.
2 I can talk about work and jobs.
I know when to use the present perfect simple and

3
the present perfect continuous.
4 I know how to use question tags and polite questions.
I can listen to a long extract for specific information

5
(to answer multiple choice questions).
7 I can make suggestions, agree and disagree.
8 I can write a formal email/letter of application.

I know how to predict the content of a reading text

1
from short extracts.
I know how to skim a reading text quickly to check

2
my predictions.
3 I can talk about crime and punishment.
I know when to use the past perfect simple and the

4
past perfect continuous.
5 I know how to make comparisons.
I can listen to a long extract for specific information

6
(to find out if statements are true or false).
7 I can describe and compare pictures.
I can use fillers when hesitating and I know how to

8
correct myself when I’m speaking.
9 I can write a story.
179

1 I can replace missing sentences in a reading text.
2 I can talk about money and shopping.
I know how to use the relative pronouns and

3
relative clauses.
4 I know how to talk about wishes and regrets.
I can listen to short extracts for gist and for specific

5
information (to answer multiple choice questions).
7 I can suggest and reject ideas when speaking.
8 I can write a formal letter/email of complaint.

1 I can skim short reading texts for gist.
I can scan short reading texts for specific information

2
(to find out if statements are true or false).
I can talk about the environment and the

3
natural world.
I know how to use different future forms and to

4
make predictions.
I know how to use different time expressions when

5
talking about the future.
6 I can listen to short extracts for key information.
8 I can explain my opinions and give reasons for them.
9 I can write an article.
180

I can read short reading texts for specific information

1
(matching a course to a person).
2 I can talk about school and exams.
3 I know how to use modal verbs.
4 I know how to use indeterminate pronouns.
I can listen to an extract and complete gaps with

5
words I hear.
6 I can describe and compare photographs.
7 I can write an essay.

1 I can read for gist.
I can read a text for detail (to answer multiple

2
choice questions).
3 I can talk about people and relationships.
I know which words are followed by the infinitive and

4
which by the -ing form.
5 I can use modal verbs in the past.
6 I can listen for gist.
I can listen to an extract for detail (in order to answer

7
multiple choice questions).
9 I can write a letter of advice.
181

1 I can read shorts texts for the main message.
I can talk about cinema, theatre, television and places

2
of entertainment.
3 I know when and how to use the passive.
4 I know when and how to use the causative.
I can listen to a long text for specific information (to

5
answer multiple choice questions).
I can use compensation strategies when I don’t know

6
the word for something (when I’m speaking).
I can ask for clarification and help and offer help when
7
I’m speaking.
8 I can write a film review.

1 I can replace missing sentences in a long reading text.
2 I can talk about technology and communication.
3 I can use zero, first and second conditionals.
4 I can use the third conditional.
5 I can use other conditional links in addition to if.
I can listen to an extract and complete gaps with

6
words I hear.
I can speak with a partner and express my opinion

7
about something.
I can interrupt another speaker and reject and

8
accept an interruption.
9 I can write an article.
182

1 I can scan a text for specific information.
I can read a text for detail (to answer multiple

2
choice questions).
3 I can talk about the city and countryside.
I can report statements, questions, commands

4
and requests.
5 I can use different reporting verbs.
6 I can listen to short extracts for main ideas.
I can express similarity and differences when talking

8
about photographs.
9 I can write a report.

I can read a long text for specific information (to find

1
out if statements are true or false).
2 I can talk about food, fitness and health.
3 I am aware of countable and uncountable nouns.
4 I know when to use a/an, the and the zero article.
I know when to use both … and, neither … nor, each,

5
every, all and none.
6 I can use so/such and so many/so much.
7 I can use too and enough.
I can listen to a long extract for detail (to find out if

8
statements are true or false).
I can discuss my opinions with a partner and express

9
agreement and disagreement.
10 I can write an essay.
183

Resource pages key
Unit 1 quiz C Unit 4 quiz

1 travelled
A 2 was still sleeping A
1 Professional 3 used to live 1 broke in
2 amazed 4 during 2 stolen
3 boring 5 ago 3 got away with it
4 score 6 when 4 burglaries
5 court 7 mine 5 took
6 satisfied 6 brought
7 interesting D 7 fingerprints
1 my mine 8 arrested
B 2 before ago
1 win 3 packing was packing B
2 drawing 4 used be used to be 1 arsonist
3 chatting 5 used use 2 burglar
4 go out 3 shoplifter
5 sky diving 4 murderer
6 contact Unit 3 quiz 5 kidnapper
6 smuggler
C A
1 ’re playing 1A 2A 3A 4C 5B 6B 7B 8C C
2 believe 9A 10C 1 had investigated; arrested
3 Are you listening 2 had been dusting
4 sometimes go B 3 had arrived
5 do you go out 1 job 4 had heard
6 never play 2 work 5 had been looking
3 work
D 4 work D
1 Troy hardly ever comes over. 5 job 1 biggest
2 ✔ 2 quieter
3 I usually check my email before I C 3 taller
go to bed. 1 been waiting 4 short
4 That cake smells delicious. 2 just 5 most boring
5 ✔ 3 been 6 more dangerous
6 I think you’re going to win 4 had
this game. 5 haven’t you
6 since Unit 5 quiz
Unit 2 quiz D A
1 if I 1A 2B 3B 4C 5A 6C 7B 8A
A 2 ever been to 9B 10C
1B 2C 3A 4C 5A 6B 7C 8A 3 been doing
4 haven’t finished my B
B 1 does
1 unlucky 2 done
2 disadvantages 3 making
3 disagreed 4 went
4 unfamiliar 5 make
5 Unfortunately
184
184-189 Code BLUE TB RP KEY.indd 184 2/1/10 6:26:24 AM

C B C
1 ✔ 1 had 1 been arrested
2 whose who’s 2 take 2 think
3 ✔ 3 take 3 was seen
4 that which 4 take 4 was born
5 which where 5 have 5 enjoyed
6 will be
D C 7 was scored
1 grew 1 anyone
2 hadn’t bought 2 anything D
3 would spend 3 anyone 1 get my hair cut
4 were 4 anything 2 have my nails done
5 would 5 can’t 3 have had their car
6 don’t have to 4 was painted by
5 will be shown
Unit 6 quiz D
1 should study
A 2 don’t have to do Unit 10 quiz
1 pollution 3 must be
2 solar 4 might/could fail A
3 exhaust fumes 5 be able to do 1A 2B 3C 4A 5C 6B 7C 8A
4 Global warming 6 can’t go 9B 10C
5 gone green
6 rubbish B
7 resources Unit 8 quiz 1 got through
2 hang on
B A 3 hung up
1 off 1C 2A 3B 4A 5B 6B 7C 8C 4 called (them) up
2 die out 9A 10B
3 cut down on C
4 endangered B 1 am
5 heatwave 1 dishonest 2 met
6 going 2 insecure 3 will open
7 volcano 3 unsociable 4 would buy
4 disrespectful 5 would have called
C 6 had known
1 will you be doing C
2 is going to be 1B 2C 3A 4A 5B 6B D
3 will be driving 1 What if
4 will have become D 2 unless
5 I’m meeting 1 shouldn’t have told 3 as long as
6 leaves 2 might have been 4 unless
7 as soon as 3 can’t have been 5 As long as
4 should have told
D 5 must have had
1 am going to stop Unit 11 quiz
2 are you doing
3 before you Unit 9 quiz A
4 is going to be 1C 2B 3A 4A 5B 6C 7C 8C
A 9C 10B
1A 2A 3C 4C 5A 6A 7C 8B
Unit 7 quiz B
B 1C 2A 3D 4B
A 1 listening to
1A 2C 3B 4A 5A 6C 7A 8C 2 watching
3 Look at
4 hear
5 see
185

C Communication activities
1 as a child he had liked living in
a village Unit 1
2 me if I had ever travelled by train
3 I asked him/her how long the Crossword puzzle Page 141
ferry took to get there DOWN ACROSS
4 me to leave her alone 1 playing 3 collecting
5 me not to say anything to Katie 2 kick 8 bored
6 the area she lived in was 4 extreme 10 Amusing
very green 5 climbing 11 chatting
6 beat 13 pitch
D 7 satisfied 14 bat
1 She advised us to study more. 9 exciting 16 won
2 He refused to do it. 12 amateur 17 medal
3 Frank offered to help me. 15 train
4 Sally suggested that we go to an
island for the summer.
5 Darren promised not to do Unit 2
it again.
Find the differences Page 143
1 Student A – having coffee with friends Jan and Peter
Unit 12 quiz Student B – having coffee with friend Jan
2 Student A – noticed a tall man
A Student B – noticed a short man
1A 2A 3A 4C 5B 6C 7C 8A 3 Student A – noticed another man running out
9C 10B Student B – noticed a woman running out
4 Student A – suddenly everyone got up
B Student B – nobody moved
1 put on 5 Student A – called the police
2 works out Student B – Jan called the police
3 cut down 6 Student A – the police arrived 10 minutes later
4 given up Student B – the police arrived about 20 minutes later
C
1 any Unit 3
2 is
3 is Vocabulary puzzle Page 146
4 so Adjectives: personal qualities: logical, social,
5 Both ambitious, creative, confident
6 too Jobs: actor, shop assistant, civil servant, civil engineer,
accountant, journalist, lawyer
D Phrasal verbs: fill in, take on, close down
1 the Other words: retire, earn, colleague, employer,
2 – qualification
3 an
4 the
5 The Unit 4
Crossword puzzle Page 149

DOWN ACROSS
1 fingerprints 5 murderer
2 smuggling 6 steal
3 burglar 7 arsonist
4 investigate 8 robber
10 kidnap 9 arrest
12 accuse 11 get away with
186

Unit 5 Unit 8
1 that 1 that 1 whose Sentence halves Page 159
2 why 2 where 2 where We aren’t allowed to use our mobiles at school.
3 which 3 which 3 when I remember meeting you at Tim’s party.
4 that, who 4 that, who 4 why My dad helped me do my assignment.
5 when 5 why 5 who
I must remember to buy some milk.
1 whose 1 that 1 whose My parents won’t let me stay out late on Saturdays.
2 who 2 which 2 who On the way, we stopped to get something to eat.
3 that, who 3 when 3 that, who I can’t go out until I’ve finished doing my homework.
4 where 4 who 4 which I wasn’t enjoying it anymore so I stopped going
5 which 5 where 5 when
all together.
I need to get fit so I’ve decided to take up Pilates.
Word puzzle Page 152 If you want to dance, I suggest going to a nightclub.
Our parents make us do some of the housework.
1 C U S T O M E R Wendy was made to stay home all weekend.
2 M E R C H A N D I S E
Word puzzle Page 160
3 B O R R O W
4 E X P E N S I V E 1 T R E N D Y
2 D I S H O N E S T
5 B A R G A I N
3 B U L L Y
6 W A S H I N G - U P
4 H A N G O U T
7 O W E
5 S M A R T
8 L E N D
6 M A R R I E D
9 C O I N 7 T O L D
10 C U R R E N C Y 8 G O I N G O U T
9 S A Y
Unit 6 10 A S H A M E D
11 S K I P
Holiday plans Page 154 12 R E S P E C T F U L
Destination: Robert Niles – (1) Amazon rainforest/
13 S O C I A B L E
India; Amanda Palmer – (2) Paris/Switzerland
Travel plans: Robert Niles – (3) By air, coach and boat/
By air
Departure date: Tania Marshal – (4) 1st August/21st Unit 9
August; Amanda Palmer – (5) 10 th May/11th January
Length of stay: Robert Niles – (6) 3 weeks/6 weeks Sentence halves Page 162
Plans while on holiday: Tania Marshal – (7) Sightseeing/ Last night I saw a man trying to steal a car.
Day trip to Syracuse, (8) Relax; Robert Niles – (9) Someone must have called the police.
Explore the forest/Visit the Taj Mahal, (10) Visit some Someone in our building has recently had her car stolen.
villages/Travel around the country by train; Amanda The police arrived at about 10.15.
Palmer – (11) Eat well/Go Alpine skiing, (12) Go shopping The man trying to steal the car was arrested.
The man was taken to the police station.
The man was asked a lot of questions.
Unit 7 Apparently, the man had lost his keys.
The man was trying to get into his car.
Crossword puzzle Page 157 He was not a thief after all.
DOWN ACROSS
1 certificate 3 for
2 degree 4 university Unit 10
5 secondary 6 fail
7 lesson 9 passed Vocabulary puzzle Page 165
8 have 10 subjects Technology: laptop, network, software, install, download
12 take 11 qualifications Communication: postcard, email, gesture, interpret,
13 on 15 studying translate, interrupt
14 sitting Phrasal verbs: call up, hang on, hang up
187

Unit 11 B
1 exciting
Students’ own answers. 2 interested; boring
3 amusing
Unit 12 4 frightening
5 bored; interesting
Matching sentence halves Page 170 6 satisfying
I’m going to cut down on the amount of junk food I eat. Unit 2
Helen’s been working out, which is why she looks
so good. A
I’ve given up eating meat.
Opposite
After that ice cream I think I can safely say I’ve gone
off my diet. agreed disagreed
You look as if you’ve fully recovered after your accident. fortunately unfortunately
I find after jogging for half an hour I’ve really worked up lucky unlucky
an appetite. advantage disadvantage
Patricia’s put on about five kilos. familiar unfamiliar
Exercising more will help you take off weight.
approve disapprove
Rachel says she felt ill after eating that pizza.
I heard about your serious accident – hope you’re reliable unreliable
feeling better now. safe unsafe
B
Vocabulary activities 1 disagreed
2 unreliable
Dependent prepositions 3 unlucky
4 unfamiliar
Unit 7 5 disadvantages
6 Unfortunately
The course you get into at university will depend on
how well you do in your school-leaving exam.
If you prepare well for your final exams, you will do well. Unit 3
I’m studying for a degree in medicine.
Most people find it difficult to cope with the stress A
of exams.
I’m planning to go to university when I leave school. Verb Noun
Last year, we went on a school trip to Paris. retire retirement
apply application
Word building work hard hard work
interview interview / interviewer
Unit 1
qualify qualification
A experience experience
-ed adjectives -ing adjectives (how you employ employer/employee/employment

Verb
(how you feel) describe sth/sb else)
excite excited exciting B
thrill thrilled thrilling 1 hard work
2 employment
amaze amazed amazing
3 application
satisfy satisfied satisfying 4 retire
frighten frightened frightening 5 qualifications; experience
amuse amused amusing 6 interview
bore bored boring
interest interested interesting
188

Unit 8 Unit 4
A 1 got away
Opposite 2 let off
kind unkind 3 made off
honest dishonest 4 ran off
5 locked up
secure insecure
6 get off
respectful disrespectful
reliable unreliable Unit 6
sociable unsociable
Old cars give off more fumes than new ones do.
B We will soon run out of fresh water if we do not use
1 reliable it wisely.
2 insecure We need to give up driving in the city and take up
3 unsociable riding bikes.
4 unkind If you take your own shopping bag to the supermarket,
5 dishonest you will be cutting down on the amount of plastic bags
6 disrespectful you use.
Our school is going to set up an environment
information booth.
Unit 10 Many animals and plants will die out because of
global warming.
A
Unit 8
Verb Noun
translate translation Do we need to dress up for this party?
It’s a good idea to try on clothing before you buy it.
interpret interpretation Lilly and Joe broke up after being together for five years!
communicate communication I’m so glad Fran and John have made up again – they’re so
answer answer good together.
Will you be hanging out at the mall this Friday night?
interrupt interruption I think Tony is going out with that girl – they’re together
all the time.
B
1 translation Unit 10
2 interrupt
3 answer 1 called (me) up
4 interpret 2 hung up
5 communicate 3 hang on
4 called in
5 get through
Phrasal verbs
Unit 12
Unit 2
1 giving up; put on
What time do we have to check out by? 2 went off
What time will you be setting off tomorrow? 3 working out
All my friends and family saw me off at the airport when 4 given up
I flew out. 5 worked up
It’s a good idea to check in at least 90 minutes before
an international flight.
Unit 3
1 set up
2 took on
3 closed down
4 taking on
5 fill in
189

Workbook key
Unit 1 Exercise 4 Grammar 2

1 train
Reading 2 beat Exercise 1
3 chat
Exercise 1 4 win Hi Anna,
acting - Kim 5 medallist 1 I write to find out how you are?
being a cameraman - Saddiq 6 championship 2 Do you get better? I was ill last week
computer editing - Callum 7 professional and I know how you feel. 3 I’m still
screen writing - Kathy 8 contact having red spots on my face and arms.
I’m taking this awful pink medicine. 4
Exercise 2 Grammar 1 It’s smelling like cabbage and tastes
1 Callum disgusting. 5 I’m not liking it, but at least
2 Saddiq Exercise 1 I’m feeling better now.
3 Kathy a 2/5 Yes, 6 I enjoy your book.
4 Kim b 1/4 7 I’m preferring it to the last book I
c 3/6 read by the same writer. I’m glad you like
Exercise 3 d 7/8 my CDs. 8 Are you wanting to keep it?
1 play That’s okay.
2 gear Exercise 2 If I’m feeling better at the weekend, 9
3 get a kick out of 1 ✗ It’s snowing. Mike and I think of having a party at my
4 leisure time 2 ✓ house. What do you think? 10 Are you
5 geek 3 ✓ wanting to come? Let me know.
6 pastime 4 ✗ writes his diary Write soon!
7 amateur 5 ✓
8 rehearse 6 ✗ They’re playing Viv
9 upload 7 ✓
10 screenplay 8 ✗ walks
1 I am writing
Vocabulary Exercise 3 2 Are you getting
1 doesn’t speak 3 I still have
Exercise 1 2 do you take 4 It smells
1b 2e 3f 4d 5j 3 goes 5 I don’t like
6 c 7 h 8 g 9 a 10 i 4 ’m not enjoying 6 I’m enjoying
5 It never rains 7 I prefer
Exercise 2 6 She plays 8 Do you want
1 score 7 you’re drawing 9 Mike and I are thinking
2 kick 8 we’re listening 10 Do you want
3 court
4 pitch Exercise 4 Exercise 2
5 amateur 1 am writing 1 Jane does like you.
6 extreme 2 am sitting 2 Mina is always leaving the lights on all
7 rink 3 has over the house.
8 bat 4 am listening 3 I do want to come to the party.
5 Do ... have 4 Dad is always whistling.
Exercise 3 6 is staying 5 She does understand what you want.
1 amazed 7 sends 6 I’m always forgetting my homework.
2 frightening 8 Are ... enjoying
3 bored Exercise 3
4 satisfying Words you heard Students’ own answers.
5 amused
6 exciting Exercise 1 Listening
7 thrilled 1 win
8 amazing 2 beat Exercise 1
3 beaten Students’ own answers.
4 win
5 beat Exercise 2
1b 2a 3c 4a
190
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Writing Exercise 4 Grammar 2
1 overseas
Exercise 1 2 trip Exercise 1
1 but 3 traveller’s cheques 1 During
2 why 4 guidebook 2 When
3 too 5 set off 3 While/When
4 so 6 attractions 4 When
5 though 7 fare 5 ago
6 also 8 checked in 6 ago
7 can’t 9 boarding passes
10 terminal Exercise 2
Exercise 2 1b 2c 3a 4c 5c 6a
Students’ own answers. Grammar 1
Listening
Exercise 1
Unit 2 1 went Exercise 1
2 saw 1c 2d 3a 4b
Reading 3 ate
4 called Exercise 2
Exercise 1 5 was getting 1b 2b 3a 4c
a Peru 6 was flying; saw
b Venezuela Writing
c Brazil Exercise 2
1 travelled Exercise 1
Exercise 2 2 was watching; went 1 When
1✗ 2✓ 3✗ 4✓ 5✗ 6✗ 3 didn’t go; went 2 At first
4 stayed; went 3 In the end
Exercise 3 5 were sitting; saw 4 That’s when
1 hang around 6 didn’t order; chose 5 You see
2 turn into
3 flunk Exercise 2
4 locals Exercise 3 Students write their own stories.
5 spectacular 1 didn’t use to
6 landscape 2 used to and would
7 rediscover 3 used to 1-2 Review
8 awesome 4 used to
5 used to Exercise 1
Vocabulary
Exercise 4 1 R A C K E T
Exercise 1 1b 2a 3c 4b 5d 6a 2 P I T CH
1 ferry 3 CO L L E C T I NG
2 passport; border Words you heard 4 B UNG E E J UM P I NG
3 package 5 K I C K
6 E X T R E M E S P OR T
4 terminal Exercise 1
7 AMA T E U R
5 harbour 8 D R AW I NG
6 port Positive Negative
9 GAM E S
7 rank advantage disadvantage
agree disagree Exercise 2
Exercise 2 1 package
courage discourage
1 voyage 2 saw; port; ferry
2 travel familiar unfamiliar 3 attractions
3 Travel fortunately unfortunately 4 passports; border
4 journey lucky unlucky 5 guidebook
5 trip 6 harbour
6 trip Exercise 2 7 taxi rank
7 stay 1 discourage 8 set off; check in; boarding pass
8 live 2 familiar
3 disadvantage Exercise 3
Exercise 3 4 lucky 1 live
1d 2a 3b 4c 5 disagree 2 staying; live
6 Unfortunately 3 trip
4 journey
5 voyage
191
190-208 Code BLUE TB WB KEY.indd 191 2/1/10 6:27:29 AM

Exercise 4 Exercise 3 Exercise 2
1 boring; interesting 1 career 1 You’ve been writing that
2 frightened 2 assignment application for two hours. Haven’t
3 amazing; excited 3 degree you finished yet?
4 disagreed 4 dull 2 I haven’t had any experience of this
5 satisfied 5 risky kind of work.
6 amusing 6 track 3 Yolanda hasn’t passed her French
7 bored; exciting 7 crew exam.
8 thrilling; unfortunately; 8 fascinated 4 Have you ever wanted to change jobs?
disapprove; unsafe 9 teamwork 5 I’ve been waiting for an e-mail from
10 ambition Alice, but she hasn’t sent anything yet.
Exercise 5 6 Dad has been cleaning his car for
1 play; collect Vocabulary two hours and he still hasn’t finished.
2 like; takes 7 Correct
3 doesn’t smell Exercise 1 8 That’s the first time I’ve enjoyed a
4 usually get 1 civil servant Maths lesson.
5 hardly ever see 2 shop assistant
6 ’m learning 3 computer technician Exercise 3
4 civil engineer 1 advertised
Exercise 6 5 mechanic 2 finished
1 I saw Oliver a week ago. 6 factory worker 3 have not received
2 Geoff called me while I was 7 flight attendant 4 have been studying
watching TV. 8 nursery teacher 5 have reached
3 He was walking to school when he saw 6 won
something strange. Exercise 2 7 have not had
4 I used to live in London but I live in 1 application 8 volunteered
Glasgow now. 2 employees 9 helped
5 When Sam was younger, he played with 3 qualifications 10 have been working
the girl next door. 4 experience
6 I didn’t use to like travelling, but I love 5 retirement Words you heard
it now. 6 interviewer
7 What were you doing between eight 7 employer Exercise 1
and ten o’ clock last night? 1 job
8 When Mum was younger, she used to Exercise 3 2 works
be more carefree than she is now. 1 in 3 jobs
2 earn 4 job
Exercise 7 3 get 5 work
1 of mine is 4 take
2 that their 5 colleagues Grammar 2
3 during the 6 on
4 used to like / like 7 do Exercise 1
5 ever goes 8 salary 1j 2b 3h 4d 5i
6 believe 9 set 6 c 7 g 8 f 9 a 10 e
10 down
Exercise 2
Unit 3 Exercise 4 1 wouldn’t it?
1 get 2 haven’t you?
Reading 2 qualifications 3 have they?
3 experience 4 won’t she?
Exercise 1 4 on 5 didn’t he?
1 Val 5 set 6 hasn’t he?
2 Pat 6 made 7 did we?
3 Sam 7 employment 8 couldn’t you?
Exercise 2 Grammar 1 Exercise 3 – possible answers

1 Pat, Sam 1 tell me where I would be working
2 Pat Exercise 1 2 could tell me who I would be
3 Val 1 before working with
4 Pat, Sam 2 ever 3 how much my salary will be
5 Sam 3 already 4 me know how much paid holiday time
6 Pat 4 yet I will get
7 Pat,Val 5 still 5 to know when I could start
8 Pat 6 since
7 so far
8 always
9 just
10 for
192

Listening Unit 4 Grammar 1
Exercise 1 Reading Exercise 1
All the teenagers became millionaires 1 had already left; got
before they left school. Exercise 1 2 had called
Students’ own answers. 3 ran
Exercise 2 4 had been sitting
1b 2c 3b 4b 5c 6b Exercise 2 5 had left
c 6 had been looking
Writing
Exercise 1 1a 2c 3c 4b 5d 1 Jane had been driving for hours before
The underlined sentences should she realized she was lost.
not be included Exercise 4 2 What had you been doing before you
1 loads heard the shot.
Dear Mr Grundy, 2 download 3 ✓
3 keep up 4 Witnesses said that they had seen a
I saw your advertisement for summer 4 revolution strange man before the attack.
camp assistants in the New Musical Express. 5 common 5 ✓
I would like to apply. So, I thought I’d 6 commit
drop you a line. 7 mug Exercise 3
8 can’t afford 1 had been
I am 15 years old and I have been playing 2 had been waiting; decided
the guitar since I was eight and the piano Vocabulary 3 had been; heard
for three years. I have recently passed the 4 had already started; saw
Grade 8 music exams. My mum and dad Exercise 1 5 had not used
say I’m fantastic. 1 arsonist 6 had not spoken
2 robbers
I have a good level of English because I 3 robbery Exercise 4
have been studying it for the last five years. 4 shoplifting 1 got
I also know a little French. I don’t really 5 kidnapper 2 had
like the language, to be honest. 6 smuggler 3 had had
7 shoplifter 4 had been
Last summer I worked as an assistant 8 burglary 5 had been
and helped organize events on a sports 9 murder 6 had been watching
summer camp here in Slovenia. I enjoyed 10 burglar 7 heard
working with young people. Although 8 Had she remembered
some kids are horrible, aren’t they? Exercise 2 9 got up
1 fingerprints 10 saw
You don’t give much information in 2 break in 11 had not done
your advertisement, do you? Could 3 owned up 12 appeared
you send me more details about what the 4 arrested
job involves? 5 accused
6 investigating Words you heard
I look forward to hearing from you soon. 7 suspicious
Exercise 1
Yours sincerely, Exercise 3 1 Take
1 stole 2 bringing
Martin Franc 2 robbed 3 Take
3 stolen 4 take
4 stolen 5 bring
Exercise 2 – possible answers 5 robbed 6 bring
1 Dear Mr...
2 I would like to apply for the job you Exercise 4 Grammar 2
advertised recently in ... 1 The two shoplifters got off with
3 I’d be grateful if you could tell me what a warning Exercise 1
the salary would be. 2 The robbers made off with thousands 1 safer
4 Thank you for taking the time to read of dollars in cash. 2 more
my application. I hope to hear from 3 The two people sitting over there ran 3 better
you soon. off without paying. 4 most
4 She killed all five of her husbands and 5 as
got away with it! 6 further
5 The smuggler was locked up for 7 most
10 years. 8 less
6 The burglars were let off. (The police
let the burglars off.)
193

1 easier 1 robbed 1 ago
2 worse 2 stole 2 used
3 the most comfortable 3 work 3 had
4 better 4 work; job 4 were
5 as beautiful 5 colleagues 5 hers
6 less 6 do 6 been
7 earn 7 it
Exercise 3 8 get; salary 8 just
1 better than 9 had
2 smaller than Exercise 4 10 off
3 as bad as 1 down 11 were
4 the best 2 up 12 the
5 less courage than 3 on
6 the best 4 up Exercise 3
5 off 1 qualifications
Listening 6 off 2 retirement
3 frightening
Exercise 1 Exercise 5 4 expensive
2 1 worse 5 robberies
2 more serious 6 attractions
Exercise 2 3 highest 7 attendant
1✗ 2✗ 3✓ 4✓ 5✗ 6✓ 4 most frightening 8 burglary
5 as easy
Writing 6 less Exercise 4
1 is a boring
Exercise 1 Exercise 6 2 always remembers my
b 1 wasn’t it 3 set off
2 haven’t you 4 I used to go swimming
Exercise 2 3 don’t you 5 while we were having
1 was 4 will he 6 fill in this
2 had taken 5 did they 7 didn’t get away with
3 was 6 can’t you 8 is as tall as
4 had got
5 listened Exercise 7
6 had happened 1 have always wanted Unit 5
7 had been 2 was
8 ran 3 travelled Reading
9 listened 4 took
10 said 5 had never been Exercise 1
6 was Students can discuss their predictions.
Exercise 3 7 stopped
Students write their own stories. 8 had spent Exercise 2
9 did 1 C 2 E 3 B 4 F 5A
10 have been doing
3-4 Review Exercise 3
Exercise 8 1 delivery van
Exercise 1 1 what she does 2 make a purchase
1 civil engineer 2 how I can 3 stocks
2 shoplifter 3 if I can 4 pattern
3 nursery teacher 4 if I will 5 predict
4 smuggling 6 fabrics
5 computer technician Progress test 1 7 a thing of the past
6 arson 8 mugging
7 flight attendant Exercise 1
8 robber 1 B 2 C 3A 4 D 5A 6A Vocabulary
9 mechanic 7 A 8 A 9 A 10 D 11 D 12 D
10 burglar Exercise 1
11 factory worker 1 credit
12 murder 2 cash
3 bargain
Exercise 2 4 brand
1 retirement 5 catalogue
2 application 6 sales
3 interviewer; experience 7 receipt
4 qualifications 8 account
5 employer; employees
194

Exercise 2 5 The internet, which almost Exercise 3
1a 2b 3c 4a 5c 6b everyone uses now, has changed Students’ own answers.
shopping forever.
Exercise 3 6 This is the place where there Listening
1 Before the euro the Greek currency used to be a park, but now it’s
was called the drachma. a shopping centre. Exercise 1
2 Could you lend me two euros? Conversation 1 e
3 Does this machine take fifty Exercise 4 – possible answers Conversation 2 d
cent coins? 1 The CD, which I bought last week, Conversation 3 a
4 I never borrow money from anyone. is damaged. Conversation 4 b
If I can’t afford something, I just don’t 2 This shop, which is closed for
buy it. the summer, is where I usually Writing
5 James borrowed ten euros from buy my clothes.
Helen and he hasn’t paid it back. 3 This street market, which sells better Exercise 1
6 Marcus still owes me some money, but quality food than the supermarket, is 1b 2e 3a 4c 5d
I feel bad about asking him for it. lively and colourful.
7 Sorry. I don’t have any change. I’ve only 4 My wallet, which had all my credit Exercise 2
got a twenty euro note. cards in it, was stolen from our car. The writer is complaining about an
8 The smallest euro coin is worth 5 My family’s shop, which everyone order for two CDs. The order was
one cent. knows, is in the centre of the village. delayed and when it finally arrived,
6 Cash, which has existed for thousands the CDs were damaged.
Exercise 4 of years, is becoming less popular.
1 made Exercise 3
2 do Words you heard
3 do Dear Sir / Madam,
4 go Exercise 1
5 made I am writing to complain about the
6 go 1 Customers service and the products I received from
7 made 2 merchandise you recently.
8 do 3 refunds
4 return Three weeks ago, I placed an order on
Grammar 1 5 no-name your website for two CDs.Your website
says that orders will be delivered up to
Exercise 1 Grammar 2 one week after placing an order. My CDs
1 where took three weeks to arrive.
2 why Exercise 1
3 when 1 there was Furthermore, when I opened the
4 whose 2 had come packaging, I found that the CDs were
5 who 3 had got damaged. Both CD boxes were cracked,
6 that 4 would stop and the CDs had scratches on them.
5 had
Exercise 2 6 hadn’t spent As I am sure you will understand, this
1 A customer is someone who buys 7 could is completely unacceptable. Could
things in a store. 8 would hurry you please send replacements for the
2 A credit card is something that we can damaged CDs? If this is not possible, I
pay for things with. Exercise 2 would like a full refund.
3 A greengrocer’s is a place where you 1
can buy vegetables. a was I look forward to hearing from
4 A shopkeeper is someone who owns b had brought you soon.
a store.
5 Internet crime is the reason why many 2 Yours faithfully,
people don’t shop online. a hadn’t spent
6 January is the month when many shops b had Carrie Oakey
have sales.
7 Profit is the money shops make from 3
selling things. a hadn’t broken Exercise 4
b wasn’t Students write their own emails of
Exercise 3 complaint.
1 Do you like the new phone that 4
you bought? a had known
2 Is this the purse that you thought b had
you’d lost?
3 Isn’t she the girl who works in 5
the supermarket? a hadn’t left
4 My father, who hates shopping, b wasn’t
almost never buys new clothes.
195

Unit 6 Exercise 2 Words you heard
1 climate change
Reading 2 heatwave Exercise 1
3 foggy 1 come
Exercise 1 4 exhaust fumes 2 go
Students’ own answers. 5 fine; mild; showers 3 coming
6 flood 4 going
Exercise 2 7 drought 5 go
8 wind power; solar power
Animal Abilities Grammar 2
Bat They can sense obstacles Exercise 3
with the use of sonar. 1 volcanoes Exercise 1
Shark They have a strong sense 2 river 1 I’m going to
of smell. 3 extinct 2 I’ll do
They can detect electrical 4 habitat 3 won’t
signals. 5 rainforest 4 does the play start
6 endangered 5 are going out
Cat They are good at seeing in
6 I’m going to become
semi-darkness.
Exercise 4
Migratory They can instinctively find 1d 2a 3f 4b 5c 6e Exercise 2
bird their way by using the 1 As soon as I see him, I’ll tell him
Earth’s magnetic field. Exercise 5 about Thursday.
Students’ own answers. 2 I won’t start cooking until you get here.
Exercise 3 3 Will you email me when you
1✓ 2✗ 3✓ 4✗ 5✓ 6✓ 7✗ 8✓ Grammar 1 know something?
4 I’ll buy the tickets before we meet up.
Exercise 4 Exercise 1 5 Please don’t leave your rubbish behind
1 precise 1 will be travelling when you leave.
2 obstacles 2 will have finished 6 When you get the time, please tidy
3 unthinkable 3 will be using your room.
4 detecting 4 it’s going to
5 semi-darkness 5 may be Exercise 3
6 instinctively 6 could 1 am going to
7 acts as 2 is going to
8 structure Exercise 2 3 does the coach
9 bounces off 1 What will you be doing when 4 I’ll come
you’re away? 5 won’t lie
Vocabulary 2 By the time I’m 30, I will have travelled 6 are you doing
around the world. 7 soon as I
Exercise 1 3 In a hundred years’ time, people will 8 before she leaves
be living in more environmentally
Weather friendly homes. Listening
4 If we don’t do something about it now,
climate change
things are going to get worse. Exercise 1
drought
5 Who do you think will win the race? Students’ own answers.
fine and mild
flood
foggy
1 will run out 1c 2c 3c 4b 5a
global warming
2 might be going
heatwave
hurricane
3 will have Writing
4 is going to
icy
5 have returned Exercise 2
showers
1 D 2 B 3A 4 C
Pollution Exercise 4
exhaust fumes 1 be Exercise 3
rubbish/litter/waste 2 have Students write their own plans.
3 doing
Energy 4 going Exercise 4
solar power 5 will Students write their own articles.
wind power 6 be
7 be
8 might
9 done
10 will
196

5-6 Review Exercise 5 – possible answers Exercise 3
1 Many people sit in the village square, 1 take
Exercise 1 which has lots of cafes and restaurants. 2 have
1 credit card; cash 2 Nora, who hates going shopping, asks 3 had
2 bargains; brand her mum to buy her clothes. 4 has
3 addicted; shopaholic 3 This restaurant, where students from 5 take
4 refund; receipt the local high school hang out, has 6 take
5 catalogue great pizzas.
6 sales 4 The white house, whose roof has caved Exercise 4
7 save; account in, is for sale. 1 I can read Chinese, but I can’t speak
it very well.
Exercise 2 Exercise 6 2 I wrote six o’clock, not seven.You
1 borrow 1 was never read my emails carefully, do you?
2 lend 2 wouldn’t shout 3 Liam isn’t very good at maths, is he?
3 owe 3 had kept 4 My mobile phone went off during
4 coins 4 had the Science lesson today. I was
5 colleagues 5 could swim so embarrassed.
6 do 5 Rosie can’t come out tonight. She’s
7 doing; go Exercise 7 studying for her exam.
8 makes 1 will be 6 Sorry, I’ve got to hurry. My next lesson
9 going; come 2 will do is in five minutes.
3 you aren’t going to
Exercise 3 4 will have finished all Grammar 1
5 I’m meeting
The environment 6 does the film Exercise 1
7 will increase 1a 2a 3b 4b 5b 6b
climate change
8 will be helping
desert
Exercise 2
ecological
1 can’t
exhaust fumes
pollution
Unit 7 2 must
3 may
solar/wind power
waste
Reading 4 don’t have to
5 must
Nature and Exercise 1 6 might
natural disasters Students’ own answers.
become extinct Exercise 3
endangered species Exercise 2 1 You ought to get up earlier in
habitat 1 E 2 B 3A 4 F 5 C 6 D the morning.
rainforest 2 I have to / must stay in tonight to
river Exercise 3 do my homework.
volcano 1 mixed ability class 3 We don’t have to go to our Maths
drought 2 creative flair lesson today.
earthquake 3 alongside 4 Mr Davis can explain things very well.
flood 4 undemanding 5 You mustn’t eat during the lesson.
forest fire 5 techniques 6 Do you have to do / Have you got
heatwave 6 strenuous to do any homework tonight?
hurricane 7 mature students
8 new faces Exercise 4
Weather 1 … should go and speak to
clear skies Vocabulary your teacher.
cold and wet 2 … answer can’t be right.
dry Exercise 1 3 … might go to university next year.
foggy 1 university 4 … mustn’t use a calculator in the test.
windy 2 home school 5 … ought to apologise.
3 primary school 6 … my mum could speak Russian.
1 rainforest; ecological 4 boarding school
2 habitat; extinct 5 high school Words you heard
3 clear; wet 6 state school
4 drought 7 nursery school Exercise 1
5 forest 1 for
6 heatwave Exercise 2 2 with
1 sat 3 for
Exercise 4 2 failed 4 on
1 when; ✓ 3 take 5 to
2 why 4 passed
3 whose 5 good
4 who 6 degree
5 where 7 graduated
6 that; ✓
197

Grammar 2 Exercise 3 Exercise 4
1 misconception 1 I suggest telling him the truth. / I
Exercise 1 2 stereotype suggest you tell him the truth.
1 anything 3 gender 2 ✓
2 Nobody 4 significantly 3 I’ve decided to help you if you still
3 someone 5 suit want my help, that is.
4 everything 6 unlike 4 My teacher made me write a 1,000
5 something 7 majority word essay on my behaviour.
8 come about 5 The bully managed to make everyone
Exercise 2 9 prevent (from) in the class afraid of him.
1 anyone 10 value 6 ✓
2 anything
3 everyone Vocabulary Words you heard
4 someone
5 something Exercise 1 Exercise 1
6 everyone 1 hang 1 telling
2 going 2 Say
Exercise 3 3 broke 3 telling
1 everyone 4 made 4 give away
2 everything 5 married 5 say
3 anything 6 told
4 everyone Exercise 2 7 tell
5 anything 1 unfashionable 8 told
6 anyone 2 dishonest
3 sociable Grammar 2
Listening 4 insecure
5 unreliable Exercise 1
Exercise 1 6 unkind 1 can’t
Jewellery Making and Watercolour Painting 7 disrespectful 2 could
8 unsociable 3 shouldn’t
Exercise 2 4 must
1 jewellery Exercise 3 5 might have got
2 beginner 1b 2c 3b 4a 5b 6d 7c 8a 6 must be
3 painting
4 Tuesday Exercise 4 Exercise 2
5 Friday Students write their own descriptions. 1 I couldn’t speak English when I was at
6 Joe school, but now I’m very fluent.
7 Walden Grammar 1 2 It must have been you that Frankie was
8 WF12 6PY talking about.
9 7876654354 Exercise 1 3 He must have done it. There was
10 joeking@connect.com 1d 2h 3j 4a 5e nobody else there.
6 g 7 f 8 b 9 i 10 c 4 It can’t have been Louis who told you.
Writing He didn’t know about it.
Exercise 2 5 You should have told him the whole
Exercise 1 1 to tell; to lie story. He needed to know.
Students can discuss their views. 2 to be
3 to help Exercise 3
Exercise 2 4 to be 1 might not have
Students can compare their ideas with 5 go 2 should/could have told
those expressed in the essay. 6 to come 3 can’t have
7 getting 4 must have been
Exercise 3 8 being 5 could swim
1 D 2 C 3 B 4A 9 taking 6 could have
10 skipping
Exercise 4 Listening
Students write their own essays. Exercise 3
1c 2c 3b 4b 5b 6b Exercise 1
Students can discuss their guesses.
Unit 8
Exercise 2
Reading 1✓ 2✓ 3✗ 4✓ 5✓ 6✗
Women:1, 4 Students listen again and check.
Men: 2, 3
Exercise 2
1a 2c 3a 4d 5b
198

Writing Exercise 5 Unit 9
1 wearing
Exercise 1 2 try on Reading
Students’ own answers. 3 take
4 dressed up Exercise 1
Exercise 2 5 studied a3 b4 c2 d5 e6 f1
Students can discuss the advice given. 6 reads
7 lesson Exercise 2
Exercise 3 8 subject 1b 2a 3b 4c 5b 6b
1 if I were you, I would
2 You could Grammar Exercise 3
3 You should 1 auditorium
4 You really need to Exercise 6 2 box office
1 might 3 claim a full refund
Exercise 4 2 can’t 4 illusionists
Students write their own letters of advice. 3 could 5 much awaited
4 don’t have to 6 cast
5 must not 7 housebound
7-8 Review 6 ought to 8 lyrics
Vocabulary Exercise 7
1 must have done Vocabulary
Exercise 1 2 can’t have been
1 nursery 3 shouldn’t have chosen Exercise 1
2 primary 4 might have told 1 Actor
3 sit 5 should have told 2 performances
4 secondary 3 adventure / action
5 boarding Exercise 8 4 director
6 state 1 going 5 screens
7 passed 2 to fail 6 starring
8 failed 3 to go 7 reviews
9 graduate 4 cheating 8 audiences
10 degree 5 being 9 plot
6 to help 10 set
Exercise 2
1 had Exercise 9 Exercise 2
2 take 1b 2c 3b 4c 5a 6a 1 special
3 has 2 episode
4 take 3 soundtrack
5 take Progress test 2 4 booked
6 taken 5 drama
7 had Exercise 1 6 sound
1 D 2 C 3A 4 B 5A 6A
Exercise 3 7 D 8 A 9 D 10 D 11 A 12 B Exercise 3
1 is going 1f 2d 3b 4c 5a 6e 7g
2 broke Exercise 2
3 hang 1b 2a 3c 4d 5d Exercise 4
4 got 6 a 7 d 8 b 9 a 10 d 11 d 12 c 1 What are you listening to?
5 make 2 Well, I just wasn’t watching
6 are getting Exercise 3 carefully enough.
1 pollution 3 Shall we go and watch the new
Exercise 4 2 endangered Bond film next week?
1 informal 3 unfashionable 4 I’m just going over to look at
2 trendy 4 unreliable that painting over there.
3 insecure 5 sociable 5 Hello, can you hear me?
4 unkind 6 dishonest
5 unfashionable Grammar 1
6 sociable Exercise 4
7 unreliable 1 I went to Exercise 1
8 disrespectful 2 you wouldn’t 1 was made in 1977
3 I were 2 was ruined by her terrible acting
4 going to study 3 the songs been written by you
5 as soon 4 the tickets have been sold
6 should study / ought to study 5 has been read by millions of people
7 can’t 6 will be turned into a cinema
8 know anyone 7 are special effects made
9 to buy
10 can’t have
199

Exercise 2 Writing Exercise 3
1 The role will be played by 1 translations
George Clooney. Exercise 1 2 answer
2 That song wasn’t sung by the A1 B2 C1 3 communication
Kaiser Chiefs. 4 interpretation
3 not possible Exercise 2 5 interruptions
4 The film is being directed by 1b 2c 3e 4d 5a
George Miller. Exercise 4
5 Three million copies of the books Exercise 3 1 Henry tried to call the office, but
were sold. Students write their own album reviews. he didn’t manage to get through
6 not possible to anyone.
2 Jane called up to tell me the news.
Exercise 3 Unit 10 3 Hang on a minute. There’s someone
1 is thrown at the door.
2 is called Reading 4 Pat called in sick today.
3 invented 5 I got upset and hung up before he
4 has been played Exercise 1 could apologize.
5 were delivered Positive:
6 was used You can write as much or little as you like Grammar 1
7 made in your profile.
8 improved You can join a group Exercise 1
9 helped You can keep in touch with friends and 1d 2a 3c 4e 5f 6b
10 sold update your profile all day long.
11 was made Exercise 2
12 will be played Negative: 1 would
You have to manually delete information if 2 knew
Words you heard you don’t want it there. 3 will
4 tell
Exercise 1 Exercise 2 5 want
1 comedy 1 G 2 C 3 F 4 B 5 D 6A 6 send
2 horror
3 historical Exercise 3 Exercise 3
4 action 1 social networking site 1✓
5 drama 2 downside 2 If computers were good at
3 delete translating, we wouldn’t need to
Grammar 2 4 workplace learn any foreign languages.
5 identity 3 ✓
Exercise 1 6 private 4 If you listen to songs in English,
1✓ 2 3✓ 4✓ 5 6✓ 7 update you will learn faster.
8 tie together 5 If I were in your shoes, I would
Exercise 2 9 worldwide spend less.
1 He has had his first book published. 10 notify 6 ✓
2 Did they have the music
written especially? Vocabulary Exercise 4
3 Mandy has had her television repaired. 1 don’t know
4 Has Liam had his mobile stolen? Exercise 1 2 is easier
5 They had their car damaged in 3 want
an accident. medicine communication 4 will underline / underlines
6 Tina gets her hair cut once a month. health email 5 were
hospital GPS tracking device 6 would give
Exercise 3 laboratory mobile phone 7 say
1 She’s having her hair cut. microscope online chat 8 will unlock / unlocks
2 They’ve had their house broken into. research
3 They have had their photo taken. Words you heard
4 She is having a parcel delivered. transport education science
aeroplane learning experiment Exercise 1
Listening map teaching laboratory 1 instant messaging
safety microscope 2 download
Exercise 1 research 4 install
1 Jez 5 exchange … files
2 Viv Exercise 2
1 invention
Exercise 2 2 discovery
1a 2c 3a 4b 5b 6b 3 laptop; desktop
4 postcard
5 software
6 network
7 gestures
200

Grammar 2 Exercise 4 Unit 11
Students write their own articles.
Exercise 1 Reading
1 hadn’t listened
2 would not have got 9-10 Review Exercise 1
3 had listened Wales
4 would not have missed Exercise 1 October 2nd 2003
5 had learnt 1a 2c 3a 4b 5a 6b 7c 8a 57
6 would not have believed August 25th 2008
Exercise 2 62
Exercise 2 1 booked 32,000 kilometres
1 Unless 2 listening 53
2 What if 3 watch 3,000 pounds
3 as long as 4 looking at 6
4 unless 5 sound effects
5 As long as Exercise 2
Exercise 3 1d 2b 3c 4c
Exercise 3 1 discovery
1 long as you are careful 2 invention Exercise 3
2 if the device falls 3 education 1 frostbite
3 unless you want 4 laptop 2 widow
4 hadn’t been raining 5 medicine 3 feat
5 would have learnt 6 communication 4 break out in a sweat
6 had liked the film 7 networks 5 raise awareness
7 would not have been 8 software 6 sponsors
7 a stone’s throw
Listening Exercise 4 8 gruelling
1 up
Exercise 1 2 through Vocabulary
Students’ own answers. 3 on
4 in Exercise 1 – crossword
Exercise 2 5 up
1 access 1
2 customers Exercise 5 B 2
3 computer 1 comes 3 4 B L O C K S 5
4 phone 2 cost D O T Q
5 travelling 3 made E C A U
6 smaller 4 are found P K 6 T I
7 lighter 5 has been performed A W I E
6 will be sold 7 R O U N D A B O U T
Exercise 3 7 was ... invented
T T N
Students listen again and check. 8 runs out
M E
Writing Exercise 6 E 8 Z E B R A
1 She had her wallet stolen. N F
Exercise 1 2 I had my tooth taken out. T 9 V A L L E Y
3 I have had my car repaired. L
Listen to songs in the foreign language. 4 I had my hair cut. 10 P O L L U T E D
5 Their house got damaged in the storm.
Watch films in the language.
Use the language as much as possible. 1c 2d 3a 4b 5c 1 turn
2 down
Read things in the language. Exercise 8 3 across
1 What if you 4 turn
Exercise 2 2 unless you help 5 straight
The writer’s opinion: 3 as you promise to be 6 over
Personally, I think … 4 would be 7 to
I have found … 5 wouldn’t have been
In my opinion … Exercise 3
1 What’s it like
Support: 2 Would you like
so 3 Do you like
For this reason
Exercise 3
Students’ own answers.
201

Grammar 1 Exercise 2 Vocabulary
Speaker 1 e
Exercise 1 Speaker 2 d Exercise 1
1a 2a 3b 4b 5a Speaker 3 b 1 tomatoes
Speaker 4 a 2 pepper
Exercise 2 3 onion
1 had cycled Writing 4 olive oil
2 had to buy 5 salt
3 come Exercise 1 6 cheese
4 would 1c 2b 3d 4a 7 mushrooms
5 the 8 slice
6 that Exercise 2 9 add
1✗ 2✗ 3✓ 4✓ 10 Pour
Exercise 3 11 Bake
1 would Exercise 3 12 Serve
2 had Students write their own reports.
3 could Exercise 2
4 might 1a 2c 3d 4e 5f 6g 7b
5 that Unit 12
1 You should cut down on sugar.
Exercise 4 Reading 2 I’ve given up eating junk food.
1 He asked what she had done in 3 You will take off weight more easily
the evenings. Exercise 1 if you exercise.
2 He asked her when she had set off. asparagus 4 I started a new diet yesterday and
3 He asked her where she had started burger went off it today.
her journey. strawberries 5 Do you work out at a gym?
4 He asked her if she had felt homesick. potato 6 I’ve put on 10 kilos!
celery 7 When I exercise, I work up a sweat.
Words you heard chicken nuggets
Exercise 3
Exercise 1 Exercise 2 1 hurts
1 countryside Fruit and vegetables do not play a role 2 pain
2 country in children’s lives. Chicken nuggets and 3 treated
3 countryside burgers do. 4 recovered
4 country 5 cure
5 country Exercise 3
6 countryside 1 ✓ Grammar 1
2 ✓
Grammar 2 3 ✗; John Smiley is a primary Exercise 1
school teacher. 1 dresses
Exercise 1 4 ✓ 2 these jeans
1 … me to turn my music down. 5 ✗; The sugar levels in fast food affect 3 traffic; was
2 … me to carry some things for her. children’s concentration in class. 4 is
3 … me to put that back. 6 ✗; some schools have switched to 5 garlic
4 … me not to do that ever again. healthy school dinners. 6 is
5 … me to open the window. 7 fruit
Exercise 4 8 shopping
Exercise 3 1 switched
1d 2b 3c 4a 5f 6e 2 authorities Exercise 2
3 school dinners 1 much
Exercise 4 4 concentrate 2 many
1 She advised us to go by plane. 5 the ground 3 a lot of
2 He ordered me to open the 6 processed 4 a lot of
emergency exit. 7 eye-opening 5 a lot of
3 She offered to carry my case for me. 8 point out 6 many
4 She asked me if I wanted one way 9 key
or return. 10 convinced Exercise 3
5 He suggested going to Barcelona the 1 a; -
following weekend. 2 The; the
6 She refused to get on the plane. 3 the
4 a
Listening 5 the
6 -; the
Exercise 1 7 an
Speaker 1 – C 8 A; an; -
Speaker 2 – A
Speaker 3 – C
Speaker 4 – A
202

Many people suffer from the food Students’ own answers. 1 me if I had / us if we had
poisoning at some point in their life. Last 2 not to run
year it happened to me for a the first time. Exercise 3 3 time I had got
I had been out for lunch with the a friend Keeping fit can make you feel better. 4 refused to
and we both had chicken. She had it with Exercising can give you more energy. 5 offered to
the chips and I had it with rice. Well, I got Playing a sport can be fun and enjoyable.
sick and she didn’t. We decided it must Exercise combined with a healthy diet can Exercise 8
have been a the rice because it was a the help you look and feel better. 1 How much money do we have left?
only thing I had eaten that she hadn’t. I 2 I’m afraid I’ve got some bad news.
knew I was unwell because I had a fever Exercise 4 3 The accommodation they gave us
and I couldn’t keep anything down, not 1 believe was terrible.
even the water! I spent the day in hospital 2 also 4 The police are never here when you
but it took me the a week to fully recover. 3 Firstly need them.
4 So 5 There’s a lot of furniture in this room.
Words you heard 5 Secondly 6 Why do people throw their rubbish on
6 as a result the beach?
Exercise 1 7 To conclude
1 feel 8 even Exercise 9
2 serious 1 Neither
3 serious Exercise 5 2 every
4 fully Students write their own essays. 3 Neither
5 feel 4 nor
6 fully 5 Both
11-12 Review 6 each
Grammar 2 7 all
Exercise 1 8 none
Exercise 1 1 forest 9 too
1 Both 2 peaceful 10 enough
2 Neither 3 roundabout
3 Every/Each 4 green
4 none 5 busy Progress test 3
5 All 6 quiet
6 Each/Every 7 noisy Exercise 1
1b 2d 3b 4a 5a 6a
Exercise 2 Exercise 2 7 b 8 d 9 a 10 c 11 a 12 a
1 so 1e 2d 3c 4b 5a 6f
2 such Exercise 2
3 much Exercise 3 1 worn
4 such 1 pain 2 been
5 many 2 cure 3 the
6 much 3 recover 4 were
4 injury 5 was
Exercise 3 5 hurt 6 if
1 too short 7 could
2 warm enough Exercise 4 8 answer
3 too expensive 1A 2 D 3 C 4 D 5A 6 C 7A 8 C 9 As
4 good enough to 10 a
5 too hot for Exercise 5 11 to
6 too much for 1 off 12 the
2 take
Listening 3 work Exercise 3
4 put 1 countryside
Exercise 1 5 down 2 crowded
Students’ own answers. 6 given 3 peaceful
7 work 4 relaxing
Exercise 2 5 communication
1✓ 2✗ 3✓ 4✓ 5✓ 6✗ Exercise 6 6 misbehave
1 … had just come back from Paris.
Exercise 3 2 … had been sleeping on the beach.
Students listen again and check. 3 … would be in Tokyo the
following month.
Writing 4 … mum could fly a plane.
Exercise 1
Students’ own answers.
203

1 will be played by 2 D – f, g, h, i Correct order
2 gets her hair done 3 D – a, b, c, d, e E, D, B, C, A, F
3 I’d tell Jamie
4 had called me Exercise 3 Project
5 unless I tell a sphere
6 she had spoken to b cone Exercise 1
7 if I had ever been c cylinder Students do their own research on the
8 not to touch d cube topic of their choice.
9 we should see e pyramid
10 is too hot f triangle Exercise 2
g square Students write their own reports.
h circle
CLIL 1 i rectangle
CLIL 4
1a 2b 3a corners: none Exercise 1
faces: one 1 Musical Intelligence
Exercise 2 edges: none 2 Bodily-kinaesthetic Intelligence
1 constitution 3 Interpersonal Intelligence
2 seventh century BC Exercise 5 4 Intrapersonal Intelligence
3 Classical period a diameter 5 Visio-spatial Intelligence
4 citizens b radius 6 Linguistic Intelligence
5 slaves 7 Logical-mathematical Intelligence
6 democracy Exercise 6
7 Western civilization a Exercise 2
8 ancient times side a 1a 2a 3b 4a
side b
Exercise 3 side c Exercise 3
1 ✗; It was a city and a state. angle (between sides a and b) Students’ own answers.
2 ✓
3 ✓ b Exercise 4
4 ✓ c = 12.73 cm 1 images
5 ✗; Athens was a very rich state. 2 straightforward
6 ✗; The buildings we see today on the Project 3 memorising
Acropolis date from the Classical Students do their projects on 4 calculations
period, fifth to fourth century BC. geometrical structures. 5 mulling over
7 ✓ 6 flawed
8 ✗; It contained a statue of the 7 co-operate
goddess Athena. CLIL 3 8 compose
9 ✗; It took 15 years to build, from 447
BC to 432 BC. Exercise 1 Project
1 D 2 B 3A 4 C
1 frieze Exercise 2 Students write their own questionnaires
2 metopes 1 False and conduct surveys.
3 statue 2 True
4 columns 3 True Exercise 2
5 temple 4 False Students analyze their results.
5 True
Project 6 False Exercise 3
Students do their projects on a town or Students write their reports.
city of their choice. Exercise 3
1 complex
2 fur CLIL 5
CLIL 2 3 remains
4 common Exercise 1
Exercise 1 5 preserved 1 E 2A 3 D 4 B 5 C
1 Because they need to be able to 6 minerals
measure the length, width, height, depth 7 skeleton Exercise 2
and area of the spaces they design for 8 microbes 1b 2b 3a 4a 5b
and constructions they make.
2 a flight attendant
3 They both contain
geometric structures.
204

Exercise 3 The bumper crossword
1 mad about
2 proved
3 perceive 1
H
4 controversial 2 3
R S A L A R Y
5 thanks to 4 5 6
6 conducted A Q U A R I U M B P
7 8 9
V O L C A N O U N I I I
Project M
10
P D K
11
V T
12
N N T
13 14
C A S U A L U I R E C O V E R A U J C
Exercise 1 15 16
T D I V O R C E D Y T H R O U G H
Students do their own research on the 17 18 19
topic of their choice. G E C N T R E A T S S R
20 21 22 23 24
P O L L U T E D H C G R O B B E R Y B D
25 26
Exercise 2 A I R M A E P I S O D E S F R F A R E
Students write their reports. C D P S
27
C T Y K G
28 29
K I L O C K E D U P P O W E R
30
CLIL 6 A N O H
31
E L A
32 33 34 35
E
G G Y E B U R G L A R Y H R E T I R E
Exercise 1 E
36
C H E C K O U T
37
A O F E E U M E
A3 B2 C4 D3 E1 F2 38 39
I R N L A O A C R P V
40 41
Exercise 2 N S M T R R G W A T E R F A L L I
42 43
1 No, because people ate little or no T S S O E H D M U T I O E
44 45
processed food and they exercised a E Z N H C E R T I F I C A T E A C Y W
lot in their daily life. R E O O I C L N N S L
46
V A L L E Y
2 Because there is more variety of
R B W P A H Y G C O N E
foods available. 47 48
3 The fact that they don’t exercise much U R B L B A E N D A N G E R E D
49
in their daily life. P A O I L N B U I
50 51
4 Probably not. T C A F E D E P A R T M E N T E S T
5 The grain group - foods high in I R R T I R H E
complex carbohydrates, fibre and 52 53
O O D I S M U G G L I N G D I S C O V E R Y
protein – because we need to eat as 54 55
much fibre as possible. U N F A S H I O N A B L E A N M
56
6 As rarely as possible. E S N G I I N V E N T I O N
57
V I G E X T I N C T S N
Exercise 3 58
E N T M A L L
1 b because the fruit is fresh
2 b because they are high in fibre R G L
3 a because it is high in fibre
4 b because it is low in fat
5 a because crisps are high in fat and salt
Exercise 4
1 physical activity
2 plenty of
3 low
4 low
5 enough
Project
Students write their own descriptions.
205

206

207

208

CODE CODE
CODE BLUE B1
Rosemary Aravanis
BLUE BLUE
Teacher’s Book
A fun, motivating B1 course with full digital support that engages teenagers and
keeps them interested.
Code Blue provides comprehensive and systematic language learning with a strong
emphasis on grammar and vocabulary, as well as thorough skills development.
Code BLUE features

• Twelve topic-based units with revision sections after every two units
Rosemary Aravanis
• Lexical and grammatical syllabus based on the Threshold level of the Common
European Framework of Reference
• Integrated development of reading, listening, speaking and writing skills
• Emphasis on topic-based lexis, word formation and phrasal verbs
• Practice in PET and FCE type exam tasks
• Useful language for speaking or writing, provided in the Language chunks feature
in every unit
• Songs and fun quizzes
• Words to know, Writing database, Speaking database, and Grammar database,
for students’ reference
• Reading and listening practice in the Workbook, and six extra CLIL based lessons
• Code Practice Online available with Workbook Plus, offers students extra practice of
the language and vocabulary syllabus followed in Code. Each level contains over a hundred
interactive resources designed to practise grammar, vocabulary, pronunciation and listening
comprehension, plus sample essays and web projects.
www.macmillanpracticeonline.com/code
Components
Student’s Book
Includes
Workbook Plus with Code Practice Online & Audio CD
est CD
Workbook & Audio CD Editable T
Teacher’s Book with Resource Pages & Editable Test CD
Class Audio CDs
IWB material
Companion (available in Greece and Cyprus only)
Council of
Europe
B1
B1
www.macmillanenglish.com Teacher’s Book
CODE BLUE TB COVER.indd 1 12/18/09 3:15:12 AM

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CODE CODE

Code BLUE features

CODE BLUE TB COVER.indd 1 12/18/09 3:15:12 AM

ISBN Teacher’s Book: 978-960-447-336-6

Text © Macmillan Publishers 2014

First published 2010

All rights reserved; no part of this publication may be reproduced, stored in

Editable Tests written by Iraklis Lianos

Designed by Nick Panagiotopoulos

The publishers would like to thank:

Printed and bound in Greece

001- 013 Code BLUE TB PRELIMS.indd 2 2/1/10 6:22:31 AM

Student’s Book Contents 4

9-10 Review 107

11-12 Review 126

Resource pages 127

Unit quizzes 128

Communication activities 140

Vocabulary activities 172

Self-evaluation sheets 178

Resource pages key 184

Workbook key 190

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001- 013 Code BLUE TB PRELIMS.indd 4 2/1/10 6:22:33 AM

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Who is the book intended for? The Student’s Book

Because it is a commonly accepted belief that effective Unit lead-in

The Words in the text section aims to develop students’

Finally, the Quick chat box offers the students an opportunity

001- 013 Code BLUE TB PRELIMS.indd 8 2/1/10 6:22:36 AM

001- 013 Code BLUE TB PRELIMS.indd 9 2/1/10 6:22:36 AM

The Teacher’s Book features: The Workbook features:

The Resource Pages feature:

Students access the MPO by using their unique ID. There is

There are many different resource types, providing:

The Macmillan English Dictionary Online

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001- 013 Code BLUE TB PRELIMS.indd 11 2/1/10 6:22:36 AM

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Reading Pages 6 and 7

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Quick chat Answers

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Words you heard

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Aims of the lesson:

1 Stative verbs: presentation

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Aims of the lesson:

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1 Answer Unit 1, page 13

Project: How my classmates spend

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\s\ \z\ \Iz\ Aims of the lesson:

Exercise C Background information

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Reading Pages 16 and 17

Skills aims Background information

Speaking Exercise B Track 6 CD 1

Teacher's Book

Teacher's Book

Answers For extra practice in this type of reading

Exercise B Ask students to complete the exercises on

For extra practice in this type of reading

Mitchell: Good morning, listeners, and welcome to

Answers Ask students to complete the writing task

Ask students to complete the exercises on

Ask students to complete the exercises on

Ask students to complete the writing task