3

Joanne Collie
Тања Лазовић

Upper-Intermediate 1
ПРИРУЧНИК ЗА ПРОФЕСОРЕ
за енглески језик у трећем разреду
гимназије и средњих стручних школа

Једанаеста година учења

Joanne Collie

3
Тања Лазовић

Upper-Intermediate 1

ПРИРУЧНИК ЗА ПРОФЕСОРЕ
за енглески језик у трећем разреду
гимназије и средњих стручних школа

Прво издање

Лектура и коректура: Јелена Матић

Прелом српског издања: Срђан Попадић

CIP – Каталогизација у публикацији

Народна библиотека Србије, Београд

811.111 (035)

Издавач: Издавачка кућа „Klett” д.о.о. КОЛИ, Џоан

Way up 3 : upper-intermediate 1 : приручник
Светозара Ћоровића 15/IV, 11000 Београд за професоре : за енглески језик у трећем
Тел.: 011/3348-384, факс: 011/3348-385 разреду гимназије и средњих стручних школа :
office@klett.rs, www.klett.rs једанаеста година учења / Joanne Collie,
Тања Лазовић. – 1. изд. – Београд : Klett, 2013
(Београд : Партнер протим). – 92 стр. ; 30 cm
За издавача: Гордана Кнежевић Орлић
Главни уредник: Александар Рајковић Тираж 500.
Уредник: Милан Пртењак ISBN 978-86-7762-467-5

а) Енглески језик – Настава – Методика –

Way Up Upper-Intermediate was originally published by Rokus Klett © Rokus Klett 2011 Приручници
Way up 3 Upper-Intermediate 1 (Serbian edition) © Klett Publishing House Ltd. 2013 COBISS.SR-ID 200077836

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових
делова у било ком обиму и поступку, укључујући фотокопирање, штампање, чување у електронском облику, односно чињење дела до-
ступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу са места и у време које
он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о
ауторском и сродним правима.
Foreword
Dear teachers
Welcome to Way up Upper-Intermediate. If you’ve been
using Way up Intermediate, you will be familiar with our
general approach and methodology, as well as the way the
course has been structured. We hope you have enjoyed
using Way up and will continue to find in it many hours
of interesting and useful work with your classes.
There are a few changes in the structure of Way up Upper-
Intermediate, which are outlined below. But, whether
you’ve been using Way up Intermediate or are starting the
course with the Upper-Intermediate book, the Teacher’s
Book is designed to help you use the course effectively.
It explains the scope and aims of the exercises, as well as
suggesting a few options which vary or extend what SS
are doing in their Students’ Book and Workbook.
I The structure and different
components of the course
The structure of this book aims to provide a systematic
review and development of some of the main structures
of the English language, helping students extend their
grasp of the way the language functions and providing
support as they extend their ability to understand and
use it in increasingly complex situations. As in Way up
Intermediate, we have tried to offer variety in the activities
students are asked to undertake within each unit, as
well as providing activities that prepare them for their
approaching exams.
At this higher level, it is assumed that students will write,
draw, and make notes in their notebooks. It would have
been a waste of space to include spaces in the SB for
students to pencil in longer notes and ideas. This means,
of course, that SS need to be reminded, probably from
time to time, that it’s important for them to keep writing
down some of the vocabulary and ideas that they are
using in the classroom.
Very little pre-teaching is needed at this level. The units
are structured so that SS are led right into the themes and
the grammar structures that they are going to be working
with.
The answers to the Student’s Book and Workbook
exercises are in this Teacher’s Book, which will also
provide hints about getting SS to compare their answers
and work with them in class (the next English class if SS
are doing the tasks for homework) or about using follow-
up activities in the classroom.
I A The Student’s Book
The units
The book is divided into ten units. All the units have A
and B sections, which focus on and extend the overall
topic as well as the grammatical and functional work
of the unit. At the end of every second unit, there are
sections entitled: ‘Skills enhancement‘, ‘Are you on your
way up?’ and ‘Project’, which provide further practice and
skills training for Reading, Writing, Speaking, Listening
and Use of Language, opportunities for students to assess
their own progress, and to do research on various topics.
Each of the ten units lists its overall grammar and
functional aims in bullet points under the title. The odd-
numbered units are short units, divided into two sections,
A and B, while the even-numbered units are long units
which have six spreads: A, B, C, D, E and F.
The ‘long units’ – section C – comparing cultures
The ‘long units’ have a third spread, C, which is a
‘comparative cultural section’ in which SS extend the topic
of the unit to look at what happens in other countries.
Sometimes the comparison is with other English-
speaking countries, mainly the UK, the USA, Canada and
Australia, sometimes it is with other countries in Europe
or other parts of the world.
The aim in the C units is not primarily to work with the
grammatical focus of the unit, but to extend cultural
knowledge and give SS more fluency practice in English.
The ‘long units’ – section D, ‘Skills enhancement’
This spread aims to raise the awareness of SS about the
way they approach their language learning tasks, think
about strategies to improve their language skills in a
systematic way, get them to reflect on their own strengths
and weaknesses, and take responsibility for their own
progress in becoming more effective communicators
in English. Each section D focuses on two of the five
skills areas (Reading, Writing, Listening, Speaking and
Use of Language). In the Upper-Intermediate book, the
focus is on how SS can work independently to improve
their general language proficiency and their reading,
writing, listening and speaking skills, all of which will
undoubtedly help them to achieve better results in their
exams.
The ‘long units’ – section E, ‘Are you on your way up?’
This section contains a progress test. The test helps SS
assess their own progress in areas such as grammar and
vocabulary. The answers to the tests are given in the
Student’s book (pages 127 and 128).
The ‘long units’ – section F, ‘Project’
The projects are designed to explore further some of
the topics of the unit and provide ideas and tasks for
students to encourage them to collaborate with each
other both in the classroom and outside. They usually
include some research to be done, either by interviewing
people (and if necessary translating the results) or by
working in the library or online to find information. The
outcome of the project is some kind of presentation to the
class, or if circumstances allow, to the school or even the
community.
Because the projects let SS develop their creative side
in a freer, more independent mode, they are often very
popular with SS, who can sometimes put a lot more
3
thought, energy, and time into them than they normally
would in their class work. It is important for you to be
supportive of their efforts and try to help them find the
information or the materials that they need. It is probably
not necessary to correct minor language errors too
strictly, but rather make sure SS enjoy the experience so
that they are eager to share with their classmates.
The ‘Work with it!’ sections
Each unit includes in one of its sections a Work with it!
panel, colour-coded light blue. In these, which develop
the ‘Get the Hang of it!’ sections of Way Up Intermediate,
SS are asked to practise functional skills that might be
needed to speak or write in English.
The focus moves from the everyday tasks that were
featured in Way up Intermediate to more advanced
issues to do with expressing different, occasionally more
emotional, shades of meaning, being aware of register in
various situations, and writing essays in English.
The grammar box
There is a box at the end of each section, colour-coded
yellow, which lists the grammar points covered in that
section and offers the SS a few sample sentences to
illustrate each of them. In the box, there is a blue link
( G ) to the Grammar Booklet, so that you can easily
point SS to a summary of the rules for the grammar
points they have learnt in that particular section. For
example, in Unit 1A, the link indicates: G 1, 2, 3, 4, 5,
and 6 directing you and the SS to the Grammar Booklet
sections 1–6. The box also points SS to the relevant pages
in the Workbook, where they will find additional practice
with the grammar and functional areas of each unit, as
well as new reading, listening or watching texts to extend
their knowledge of and control over the thematic areas
they have been encountering in the Student’s Book.
The grammar activation boxes
The units also include some ‘grammar activation’ boxes,
where SS are invited to study example sentences in order
to work out the rules of use for the particular grammar
item highlighted in the unit. Inductive grammar work
is a key feature of the course, and these boxes are also
outlined with a light golden frame.
I B The Workbook
The Workbook is structured so that it can be used
as homework for self-study, or in class. The Way Up
Student’s Book features a very prominent emphasis on
guiding students towards taking greater responsibility for
their own learning, and this continues in the Workbook.
Students are invited to do further basic exercises with the
grammar and vocabulary they are learning, but they are
also given extra reading or listening texts to extend their
knowledge and develop their language skills.
The answers to the Workbook exercises are in the
Teacher’s Book, which will also provide hints about
4
getting SS to compare their answers and work with them
in class (the next English lesson if SS are doing the tasks
for homework) or about using follow-up activities in the
classroom.
I C Audio and Video, Interactive whiteboard
materials
The audio recordings for the Student’s Book are on the
course CD set, while the videos can be accessed via
www.wayup.rs.
Scripts for both are given in this Teacher’s Book.
The Workbook also contains audio and video materials,
which are available for SS online and can be accessed via
www.wayup.rs.
An interactive whiteboard version for the course is in
preparation.
II The course approach
The methodological principles on which this course
is based are eclectic and varied, but the emphasis
throughout the book is as follows:
personalising the work that SS are asked to do, getting
them to express their views, giving them frequent
options, guiding them to greater learner independence
and self-awareness of their individual learning styles;
focusing on pair and team co-operation in
communicative, task-based activities or games,
puzzles and other creative classroom exercises, as well
as highlighting peer support in writing, editing or
research tasks;
using an inductive approach to grammar, thus letting
SS work out, internalise and practise the rules that will
give them greater control of their own communication;
selecting unusual angles to familiar topics, which will,
we hope, be up-to-date and motivating for SS, and
which will provide a wide spectrum of interesting
situations for them to talk or write about. The topics in
Way up Upper-Intermediate are more challenging and
give greater scope for serious discussion of themes that
are of relevance both for SS approaching the world of
university and work, and of more general importance
for them as maturing citizens of the world;
a project suggestion after each two units, which can
provide additional, motivating work in or out of the
classroom;
a taste of the great variety and fascination of the literary
works available in English today, written by authors
from different countries and backgrounds, as well
as from different historical eras, but all expressing
something interesting, intriguing, or thought-
provoking about our common human condition;
last but not least, increasing awareness of and respect
for the diversity and richness of cultural patterns,
especially as they apply to the lives of young people in
different countries around the globe.
III Strong points

Any course book writer has to create a balance between

a great many positive or negative factors when making
a final selection of what to include on the actual pages.
We hope that the book gives you an appropriate amount
of material for you to work with, while at the same time
providing enough options so that you can choose what
best suits your own agenda and your students’ tastes and
needs.

It is our hope, as well, that you will appreciate the positive

aspects which we feel this course provides:
very systematic, sustained work, especially in
language skills training, where the SS are asked to take
responsibility for their work;
attention to language registers, including some focus on
slang expressions and current idioms;
interesting and authentic work with videos;
general writing and editing training in the Workbook;
a project suggestion for each unit, which can provide
additional, motivating work in or out of the classroom;
online support, including, of course, this Teacher’s
Book.

Don’t forget that we welcome your feedback. It’s

extremely valuable to us, and we would be happy to hear
about your experience of using the class book and the
workbook.

All the best of luck and good success as you work with
Way up Upper-Intermediate!

With best wishes,

Joanne

5
1 Create your own space
The grammar in this first unit is mainly revision of
verb forms that SS should really know fairly well at this
level. However, the theme throws up a lot of very useful
vocabulary, as well as inviting SS to think creatively about
the space in which they work and learn − including,
of course, the cyberspace in which so much learning,
thinking, and communicating occurs these days.
1A Remodel your learning space
(pages 4–5)
1 A Discussion to elicit opinions and set the scene
for the theme. In many schools, SS move from
classroom to classroom for different subjects. The
lesson therefore asks them to think both about the
classroom that they are actually in at the moment,
and the design of classrooms in general. The first
activity is a small-group discussion. Give SS a set time
to look quickly through the various questions, discuss
them, and write short notes about their group’s
opinions. Then ask each S to find a partner from
another group and compare their ideas. Encourage
them to provide information to their new partner in
a conversational way, rather than simply reading from
their notes. Again, it may be useful to set a time limit
for this second round of discussion.
Have a general rapid feedback, asking the class to
put forward any interesting or original ideas about
the classroom that they heard in their first or second
discussions. Was there general agreement on desirable
elements for an ‘ideal’ classroom?
B Listening comprehension, note-taking. In the first
listening, SS listen for information about the three
items, and take notes.
AUDIOscript
B = Ben, G = Gran
B: Well, Gran, before we go to see our new classroom, I’d
like to record an interview with you.
G: An interview? That sounds pretty formal. You can just
talk to me, you know.
B: Of course, I know. But I’m writing an article for the
school magazine on ‘Classrooms Now and Then’ and I’d
like you to tell me what your classroom was like. This
little recorder is just to help me remember what you say.
G: Goodness. It doesn’t look like it’s got a lot of space ... I
guess I’d better be brief!
B: No, you can talk non-stop for thirty minutes, if you like.
G: Oh! I’m sure you don’t want me to do that! What would
you like to know?
B: Well, let’s start with what your classroom looked like.
I imagine that you had students’ desks in rows, and a
teacher’s desk at the front ... and there was probably a
blackboard at the front too?
6
G: Well, of course. That’s what all classrooms are like,
aren’t they?
B: That’s certainly the layout that’s come down to us from
the past ... but things have changed, you’ll see. Was it a
big classroom?
G: Yes, it seemed very big to me, and a bit ... hmm ...
forbidding, you know? Kind of a grey colour as I
remember it. The floor was concrete ... cold in winter.
B: Were there lots of windows? Lots of light?
G: Mmm ... No, there were three windows, but they were
high up and they were never opened. We couldn’t see
out of them, the teacher said that was the point, you
know, they didn’t want us to be distracted from our
work.
B: So did you sit at the desks the whole time?
G: Oh yes, students were expected to sit still for hours.
We listened to the teacher, we read our books ... we
wrote in our notebooks ...The only time we got up was
when we went to the teacher’s desk and handed in the
homework we’d done the night before. Then she would
check it and hand it back to us ... if we’d got too many
things wrong, we had to go and stand in the corner ...
B: I bet you never had to stand in the corner, Gran.
G: Oh yes, I did, but not because I hadn’t done my
homework. My mum used to stand over me and make
sure I did every last bit of that, every night ... No, but
you know what a chatterbox I am, always have been,
and I was always getting into trouble for yakking.
Talking was strictly forbidden.
B: So you didn’t have any pair work or group discussions,
then!
G: Good heavens, no! Silence was the rule! We weren’t
supposed to talk at all. And we weren’t supposed to
think, either ... Learning was about memorising things,
certainly not discussing them or, perish the thought! ...
actually challenging what we were told!
B: If you came to one of our classes, I think you’d get a
shock!
G: Not a shock, maybe, but I’m sure I would be pleasantly
surprised!
Answers:
1 big, ‘forbidding’, teacher’s desk at front,
students’ desks in rows, blackboard at front,
concrete floor cold in winter, windows high,
closed, not allowing SS to look out
2 SS listened, read books or wrote in their
notebooks, handed in their homework and had
it corrected
3 SS expected to sit still, be silent, memorise, not
discuss things or challenge what they were told.
C This exercise involves listening to pick out the
specific grammatical structures that are the focus
of the unit. Because students have to write down a
whole sentence, they work in pairs so that each one
has to write only one sentence with each verb forms.
They can then compare notes to check each other’s
answers.

Answers:
1 e.g. this is our school
2 I’m writing an article ...
3 e.g. things have changed ...
4 e.g. the homework we’d done the night before ...
5 e.g. you had students’ desks in rows ...
6 I was always getting into trouble ...
7 e.g. she would check it ... or my mum used to
stand over me ...
8 e.g. students were expected to sit still for hours ...
2 A fairly simple verb transformation exercise, which
allows SS to produce the various verb forms in the
context of a longer article. However, the reading text
is quite challenging and comprehension is important
for the following exercises.
Before SS start reading, go over the headline with
them. Make sure that ‘budding’ and ‘scoop’, which
belong to the language of newspaper headlines, are
understood. Elicit the metaphor in the adjective
‘budding’ (a flower bud will later open up and
become beautiful, the young designers will later go on
to become more effective in their careers). Get SS to
say what they think the article will be about.
Additional activity
One of the teacher consultants for this book
suggested the following approach, which seems an
excellent way of raising awareness of the factors that
influence the choice of tenses:
Ask students to underline:
a) with one colour – time expressions and other
words which help them indicate the possible tense
b) with another colour – verbs in the same sentence,
as well as in the previous and following sentences
The task can be done in pairs, so that SS get the
opportunity to discuss the reasons for each choice.
Feedback: when going over the answers, ask SS to
explain why they chose a particular verb forms, and
also how they figured it out from the context. Some
of the choices may present problems for SS, or could
possibly have more than one answer. For example:
2 – involved/has involved – make sure SS understand
that the context of the passage, plus the preceding
sentence, are the key to the answer here. The present
verb forms is not an option. The passage discusses an
event (carrying off the top prize) which is now in the
recent past. The most obvious verb form is the past,
although the Present Perfect is also possible.
3 – have worked (‘have been working’ could also be
possible, though they have done their work, have now
finished and are no longer working, since they’ve won
the prize, so ‘have worked’ is the more usual choice)
7 – had aimed/were aiming – ‘had aimed’ is possible,
but ‘were aiming’ is the more obvious choice because
of the words ‘soon on their way’, and therefore were
still aiming.
8 – were still lacking. Here something was happening
(Past Progressive) when something else happened
(Past Simple) so the Past Progressive is indicated.
9 – has repeatedly expressed/had expressed/has
expressed – because of the adverb ‘repeatedly’,
‘has expressed’ is the most obvious choice (he has
repeatedly expressed his wish, and is still holding by
that wish – this brings the action into the present.
14 – are looking/look – both possible, though ‘are
looking’ is the more obvious choice because of the
word ‘now’.
18 – have applied/am applying – both possible.
19 – are wondering rather than ‘wonder’ because
this addresses the reader who is wondering as s/he
reads, rather than the zero conditional ‘if you wonder’
which would express a much more generalised,
timeless speculation.
At this more advanced level, it is important for SS
to realise that the choice of verb forms, once you
get past the elementary stages of language learning,
depends very much on situation, context, and
sometimes even personal choice. If they visit an
English-speaking country, they may well hear a great
variety of verb form choices!
Answers:
1 have just carried off
2 involved
3 have worked (‘have been working’ also
possible)
4 had already started
5 gave
6 plunged
7 were aiming
8 were still lacking
10 filled
11 enabled
12 had prepared
13 had
14 look
15 managed
16 adds
17 were awarded
18 am applying (’m applying)
19 are wondering
20 is hosting
3 A A discussion exercise. No set answers. After the
grammatical focus of the previous exercise, this
focuses on the content of the article SS have just
read, and elicits their response to it. You can set it
up as a whole class exercise, if your SS enjoy this
kind of open discussion. Alternatively, if whole class
discussion habitually leaves out the shyer SS, get SS
to talk about the questions in small groups, and then
report to the class.
7
 Additional activity
In classes which enjoy visualising texts, ask one
or two groups to draw a plan of the redesigned
classroom on the class board, and explain what they
like or might not like about it.
After SS have given their response, focus the
attention of SS on the last paragraph, because this
sets up the scenario for the next exercise. The school
is hosting an open day on a Saturday, so that
everybody in the area can see the award-winning
design. This will give the winning team an
opportunity to show their family and friends around
their work, and explain the concepts behind the
redesigned classroom.
B The last part of the previous exercise has set the
scene for this listening task, but you can check by
asking the SS to tell you what the situation is. It’s now
Saturday, the school is having an open day so that
parents can see for themselves the innovative work
done by their children. As the team leader, Ben is
taking his grandmother for a tour just before all the
other parents arrive.
Comprehension should have been facilitated, because
the answers have been prepared by reading the text
and the discussion in 3A. SS jot down notes and then
compare with each other.
AUDIOscript
B = Ben, G = Gran
B: So grandma, this is our classroom. Watch out, there’s a
little step here, right on the threshold ... Can you wait a
minute? I’ve just got to get my stuff from the drawer.
G: My goodness, Ben, this is so different from classrooms
4 A memory game! Aim: vocabulary expansion/
in my day! Where are the desks? Where do you sit?
B: Well, this is my workstation, I’ve got a drawer here for
my pens and books and stuff, here’s my computer, look,
I press this button and it comes up ... but if I don’t need
it I’ve got a nice flat space to write on.
G: Yes, but you’ve got your back to the class!
B: Well, I’m in touch with the class on the computer,
aren’t I! And look, if I want to work on the computer
with a partner, we just roll our chairs up to each other’s
workstations and work together ... And when we have
group discussions or class discussions, we wheel round
and get together in the space in the middle.
G: So you just have chairs. Nothing to write on?
B: Aha! Look at this, Gran! See, the chair has a pull-out
section ... like, you know, those seats at the front of an
airplane, where you haven’t got a table, so you pull up
your foldaway table, like this ... and TARA! ... you can
take notes ... What do you think: neat, isn’t it!
G: Yes, but actually, now I come to look around this room,
where’s the teacher? Or have you done away with
teachers as well?
B: No, worse luck! No, no, I don’t really mean that, of
course I don’t. But we have done away with the teacher’s
desk at the front. Mr Pritchard was a bit ... mmm ... I
was going to say miffed but I guess he was just ... erm,
let’s say ... bemused about it all at first. He didn’t
8
know where to put himself. But now he’s got used to
it and he really likes it. He goes round and watches or
helps or just chats ...
G: So he doesn’t actually ... teach any more?
B: Oh yes, he does, don’t you worry about that! Look,
here at the back, he’s got his own workstation too, and
there’s an interactive whiteboard ... see the projector
there? And along the rest of this wall, and right round,
there’s this reading and display area.
G: Yes, I see, isn’t that a nice corner! Nice armchairs ...
love that deep plum colour, you know it’s my favourite.
I think I’ll just sit down for a minute ...
B: We decided we didn’t want displays all over the place,
so we designed this area for displays and quiet reading.
And my friend Jamila designed the other two walls and
the team chose the paint ... do you like that nice quiet
sea green colour?
G: Mmm ... it’s not like those grey walls in my childhood,
that’s for sure!
Answers:
layout: workstations around the room, teacher’s
workstation at the back, a corner for reading and
display, a space in the centre for group work
workstations: computers can be lowered to leave a
flat work surface
chairs: have a foldaway table in the arm, can be
rolled easily
facilities: armchairs in reading area, display
facilities, a whiteboard
teacher’s role: walks around, chats, teaches using
whiteboard
the colour scheme: quiet sea green walls, plum-
coloured armchairs in reading area
consolidation. You can make it easier or harder for
SS by staging it. First, in pairs if you wish, ask them
to try to find as many of the words as they can. Then
let them listen to the recording once more to see
whether they can improve their score.
FOLLOW-UP activity
After the SS have done the exercise, if there’s time,
you can continue to consolidate their vocabulary
learning by this follow-up game. Give each pair of
SS a number from 1 to 10. Give them one minute
exactly to think of a sentence that incorporates the
word corresponding to their number. They then fire
off their sentences. Other pairs can raise objections if
the sentence they hear uses the word inappropriately
or incorrectly.
Answers:
1 forbidding
2 distracted
3 yakking (to yak)
 4 challenge
5 miffed
6 bemused
7 biennial
8 incentive
9 plunge into
10 host
5 A personalisation/discussion exercise. In pairs or
small groups, SS decide on their three items and write
them on the board. Set a short time limit for this, to
get SS thinking about it in a focused way. Get SS to
read all the ideas on the board and in their group, to
decide which two of all the choices they would see as
priorities. They then compare notes and give reasons
for their choices.
6 This is in the nature of a follow-up project, and you
can decide how simple or how elaborate you wish to
make it.
The first step involves asking older people about
their experiences. Encourage SS to take notes and
then translate the notes into short, simple English
sentences. This part of the exercise, which provides
material for the article, could be discussed with a
partner before the SS produce their essay.
FOLLOW-UP activity
SS will be given many other tips for writing later
on. If you prefer not to ask them to write an article
at this point of the course, you could consider this
alternative feedback, which many classes enjoy.
Ask SS in groups to present their findings on a
poster instead of writing an article. Provide the SS
with large pieces of cardboard, and ask them to
let their creativity guide them! They could paste
sentences or paragraphs under the headings of ‘Now’
and ‘Then’, along with photos or drawings of the
kinds of classrooms the older people described, as
well as photos of their present classroom. Comments
about the advantages and disadvantages of the older
or new classrooms can also be written or typed in
different colours and placed strategically on the
poster.
Get SS to organise a poster exhibition. Each group
can present their poster to the class, thus providing
oral practice as well as written.
1B Connect through cyberspace
(pages 6–7)
This section moves from ‘real’ to ‘virtual’ classrooms.
1 A The first exercise aims to continue the training SS
had at the earlier level in reading quickly, without
worrying too much if there are words they don’t
understand, simply to get the general gist of a text.
This is obviously a most useful skill for them to
develop, not only for the exams, but for the time
when they are at work later on and as is so often the
case, may be required to read quickly for gist, either
in their own language or in English.
SS can do this by themselves, but many SS may find it
more fun to read through the short texts and discuss
them briefly with a partner. Set a fairly short time
limit which you think is appropriate for your class, so
that SS are forced to read quickly to try to complete
the eight questions.
Answers:
1 a, b, d, f
2 c
3 e, g
4 a, e
5 f, g
6 c, d, possibly f
7 b, possibly c
8 b, f, g
B The aim here is to get SS to re-read the comments
and show their comprehension in completing
questions, and then writing answers, both of
which require them to produce the verb forms and
structures that are the focus of this part of the unit.
language note
The use of the definite article with flu: both flu and
the flu are acceptable in modern English.
Answers:
2 Q: How has Pete P kept up with his school
work? / How has Pete P been keeping up with
his schoolwork? A: Via the website.
3 Q: What have ‘Sonjaboo’s’ classmates been
doing to try to fund a visit to their Australian
email partners? A: Organising sponsored
events.
4 Q: What has caused the teacher to change
her mind about websites? A: Her students’
enthusiasm about writing for the website.
5 Q: How has ‘Beanieboy’ benefitted from the
classroom website? A: He has been motivated
to learn more about computer graphics and
now does illustrations for the website.
9
 6 Q: What problem has been solved for ‘BrenW’
by the classroom website? A: She can now
find out about school events from the website
and doesn’t have to depend on her daughter
bringing information home.
7 Q: What is/has been the main advantage of the
classroom website for ‘lightninrod’? A: Being
able to work outside class with his best friend.
8 Q: Why are ‘Dinomum’s’ two children so
tired on Monday morning? A: They’ve been
spending the whole weekend on the computer.
C Grammar activation.
language note
2 – ‘an unfinished action, still continuing now’ could
apply to either the Present Perfect, or the Present
Perfect Progressive. This is one of the reasons for
asking SS to work with a partner, so that they can
discuss the choices and realise that sometimes
the two verbs forms can be used interchangeably.
However, the Present Perfect focuses more sharply
on the idea that the action is ‘still continuing now’,
whereas the Present Perfect Progressive is closer to 3,
where the focus is on how long the action has been
occurring, even though it’s still continuing now.
Answers here should be considered fairly flexible,
because as mentioned earlier, the choice of verbs
forms is sometimes a matter of shades of meaning
rather than a black-or-white decision. The important
thing is for SS to be able to justify their choices.
Answers:
1 e.g. I was very dubious at first; I bought a book,
etc.
2 e.g. My teacher has posted assignments to me ...
they’ve even received replies...
3 e.g. We’ve been trying to raise funds; My son
& daughter have been spending the whole
weekend
4 e.g. We’d done that before ... Of course she’d
forgotten her mobile
2 A This is an exercise which requires some
discrimination to make sure the sentences make
sense, while at the same time checking and extending
comprehension of the topic SS have been working
with. It also prepares the video/listening exercise
which follows.
Feedback: because SS will be asked to compare the
ideas of the video with the answers to this exercise,
it would be useful to get SS to write the completed
sentences on the board or overhead projector.
10
Answers:
1k 2j 3h 4I 5d 6l 7f 8a
9 e 10 g 11 b 12 c
B A listening/watching exercise, which extends the
topic of websites for schools. The subject has been
prepared by the previous exercise, and so you can
simply let SS watch without setting the scene or pre-
teaching vocabulary.
videoscript
KB = Kyle Brumbaugh, CD = Cheryl Davis,
JL = Jason Levy, CH = Chris Heumann,
S1 = Sudent 1, S2 = Student 2, DW = Deena Walk,
JS = Jim Sill, SE = Susan Ettenheim,
JSP = Jesse Spevack, DA = Donna Axelson,
SB = Steve Burrell, DP = David Prinstein
Teachers and principals told us why they use Google Docs …
KB: The biggest thing with Docs is that it’s accessible 24/7-
365.
CD: All My Docs are right there, no matter what machine
or what station I’m on.
JL: We’re able to incorporate and integrate the Google
apps and the Google Docs into pretty much
everything we do in the school.
CH: GoogleDocs has really given my students control over
their education to a higher degree than they’ve ever
had before.
Access from any computer 24/7
S1: With Google Docs, I can write it on the Google
Document at home, open it up on my email here, then
finish it up.
S2: Instead of like bothering about emailing documents
back and forth, I’m just like ‘Okay, I can just save it
and I’m good to go from Hong Kong, from India,
wherever I am’.
Work together on an online document. No emailing files back
and forth.
CD: One student isn’t just sitting in front of the computer
and the rest are looking over their shoulder. Now,
finally, all the students are able to participate in one
particular assignment.
DW: Walk: One student began a poem and then there were
two other students that actually ended up finishing
the poem. It was beautiful.
JS: I looked at my Google Docs and I saw that one of the
poems was being written by two kids at the very same
time, at 11 o’clock at night. To me, that means that
learning is happening at all times of the day.
SE: Recently, we had students in Virginia and Alaska
talking about hunting together. The Alaska students
looked at some New York City stories and they didn’t
quite get it, because they had no idea what a subway
was.
S1: I thought it was really easy how you could talk
between people, because I know if we have an essay
it would be kind of fun to get another opinion on it
before you turn it in.
S2: It would be pretty similar to just sitting next to
someone and working on it together, but you can be
in your own houses.
S1: Exactly.
Automatically saves your changes. Enables online peer review.
JSP: We’ll work on a major writing piece in class, and
we’ll go through the writing process: brainstorm,
draft, revise, edit, publish. And all that is done on one
Google document.
DA: As a teacher, that gives me the opportunity to see
which students are doing the lion’s share of the work.
KB: You want to be able to see the growth in the student
writing, and do they really take the comments that
are on the page from the teacher and then apply those
back into the work.
JS: I always tell my students that my idea is perfect, until
somebody else reads it. And when I interact with
somebody else with my idea, the idea becomes better.
And I think Google Docs helps us do that.
Students can publish their work online from Docs.
CD: The benefit of using Google Docs, Google
Presentation spreadsheet is it allows students really
to publish and to become publishers on a worldwide
level.
SB: It’s no longer ‘I’m doing this to get the points needed
for the grade and the teacher’s the only one that’s
going to see it - I’m now publishing for my peers, I’m
publishing for parents.’
DA: It raises the level of their work, because they begin to
understand how many people are reading what they’ve
done, and they want it to be the best they can do.
Saves time and reduces paperwork.
SE: We were gathering together some college
recommendations. How long is it going to take to pass
the piece of paper around the room? And one of the
teachers sitting at the table said: “This is an obvious
Google Docs. We can’t do this any other way.”
JL: We had a technology open house last week. Let’s say
there’s ten people who are helping to plan different
phases of that open house. We’ll open up a Google
document, and we will enter in what we’ve done and
what steps we’ve taken; questions we have for each
other. And it doesn’t require endless amounts of
meetings. In fact, it requires zero meetings.
JSP: Kids who were totally divested from learning … not
really interested in my class at all – come in everyday
and they’re really excited to get on the laptops. It’s just
like ... it makes the lesson a lot more interactive and
it’s definitely improved learning.
CH: If you learn to use Google Docs, they’ll make your
classroom more efficient. You save time, and you can
do the art of teaching better than the fussing factors of
teaching.
DP: I can’t even fathom what we were doing at this time
last year without the communication, without the
collaboration, and without the ease of saving that
Google Docs have offered us, so far. So far, I say,
because I have no idea what’s coming next.
Answers: The two claims not made in the
programme are 1 and 12.
C A vocabulary exercise, asking SS to pull out and
work with the words they’ve just heard. Let SS
have a first go at finding the words from what they
remember of the video, and comparing notes with
others. Then they can listen again to complete the
task.
Answers:
1 fathom
2 zero meetings
3 lion’s share
4 incorporate
5 good to go
6 subway
7 brainstorm
additional activity
It’s always useful to get SS to produce the words they
are learning in sentences that they write themselves.
Here, you can divide the class into seven groups. Ask
each group to write a new sentence incorporating
one of the seven words. They then read their
sentence to the class, WITHOUT mentioning the
word. Instead, they just insert the word BLANK into
their sentences. The class has ten seconds to guess
the correct word.
Work with it!
Intensifying or softening meaning
At the previous level, Way Up Intermediate, the ‘Get
the Hang of it!’ sections asked SS to produce functional
language in the kind of ‘real life situations’ that they
might encounter while living in or visiting an English-
speaking country.
In Way Up Upper-Intermediate, the functions SS deal
with are more or less concrete functions of discourse,
relating more to an ability to discriminate between
different registers, as well as shades or nuances of
meaning, including ways of adding emphasis or
emotional colour to utterances.
3 A The focus here is the great variety of qualifying
phrases which can make a meaning that is being
expressed softer, more gentle, kinder, or alternatively
stronger, more intense. SS are exposed to these all
the time when they are reading authentic materials,
but this exercise aims to pull them out of context and
raise awareness of how they function. SS can thus
more easily understand subtler implied meanings and
also produce these shadings more effectively when
they speak or write.
Feedback: when going over the sentences, point out
to SS that very often the function of the qualifying
phrases is echoed in stress and intonation patterns.
When they say the sentences, their voices should
indicate the softening or weakening effect of the
11
 phrases. The intensifying phrases are obviously
spoken more loudly and firmly, while the phrases
that indicate a much less certain emphasis, e.g.
pretty much, quite (in the sense demonstrated in
sentence 3), kind of , have to be pronounced so that
uncertainty is made clearer.
Answers:
1S 2I 3S 4I 5S 6I 7I 8I
B Here, SS are asked to produce the expressions in
sentences where they are giving their own opinions.
This is the time for those SS who enjoy drama to
‘ham it up’ a little bit to show the emphasis and
emotional colouring of their answers.
Workbook
3 A This gets SS to discriminate between the verb
The Workbook is designed to provide more practice with
the grammar learnt in the corresponding SB unit, while
at the same time extending vocabulary and consolidating
the ability of SS to talk and write about the topic.
You can set the workbook exercises as homework or SS
can work through them in class, especially the reading
exercises, which can give rise to interactive discussion,
role-play or other oral activities.
1 A standard form of transformation exercise, giving
SS more practice with choosing the appropriate verb,
while also recycling some of the unit vocabulary so
that SS become more familiar with it.
Answers:
1 has just moved, have decided
2 are studying, are starting
3 is, used, decided
4 went
5 experiences, is doing/does
6 want, have been having/have had
7 wanted, found, isn’t (wasn’t is also possible)
8 have been puzzling, has now solved
2 A More practice with the two past verbs forms. If
necessary, remind SS of the importance of markers,
for example ‘last year’ which signals a completed
past action (Past Simple) or ‘while’ which signals an
action that lasted over a certain period of time (Past
Progressive).
Answers:
1 remodelled
2 students were learning to use the whiteboard
12
3 didn’t provide
4 didn’t have
B A puzzle that focuses attention on the word order
of past verb form questions, and also highlights the
contrast between the various verb forms. In their
own answers, with the aim of promoting personalised
writing, SS are led to produce the verbs forms that
they’ve worked with in the questions.
Answers:
1 What books have you read this month?
2 What subjects have you been studying this
year?
3 Have you gone online to do research today?
4 Have you ever designed a website?
5 Where have you been doing your homework?
forms, and also extends the vocabulary of the unit. It
also prepares for the next listening exercise.
Answers:
1 started, wasn’t
2 went
3 said, had been
4 had been designed
5 confirmed, moved
6 redesigned, was
7 are, includes
8 intended, didn’t have
B To start with, SS simply listen for the gist and to
confirm their answers to 3A.
audioscript
P = Presenter, Dr I = Dr Cameron Ikmal
P: Good morning and welcome to Schools Talk. This
week, we’re talking to Dr Cameron Ikmal, who
is the educational psychologist for the county of
Devon, about how classroom layouts influence the
behaviour of students in them. Dr. Ikmal, what led
you to be interested in this subject?
Dr I: When I first started, I wasn’t all that interested. Then
a colleague from New Zealand came along with me
to visit some of our secondary school classrooms
in this county. Some of them are still in grim
old 19th century buildings with pretty traditional
learning environments. Afterwards she confessed
she had been shocked to find that no one seemed to
recognize how strongly those environments impact
on staff and students.
P: And what particularly did she comment on?
Dr I: Well, in New Zealand she was working in schools
that had been designed especially to provide
sensitive lighting, good ventilation, a student-
friendly layout of chairs, tables, and workstations,
 and lots of personal storage space for the students’
things.
P: I remember that in secondary school we moved
from classroom to classroom to do different
subjects. Is that still the case these days?
Dr I: Yes, it is, mostly. But we’ve now redesigned one of
our sixth form colleges, which used to be dark and
cramped. The subject classrooms are much lighter
now, and there’s an area at the back for displays
and mini-exhibitions. The school also includes a
common room for the students, where they can
chill out in their free periods. There’s a coffee and
tea machine available there, comfortable chairs with
seating arrangements that allow students to sit and
chat, or listen to music ... and we’re re-arranging the
locker room, which used to be in a dark part of the
basement. It’s now on the first floor, it’s light and
roomy, and the lockers give every student ample
space for their books, papers, their gym kit, and so
on.
P: I also remember that we would do our homework
in one big room, like a gym ... or sometimes in the
library.
Dr I: We’re designing a special quiet room with work
stations all around it and computers for students to
work at.
P: It sounds as if things have changed a lot since my
day.
Dr I: Yes, we’re finally beginning to understand how
the physical conditions of the room you work in
influence student performance.
P: Thank you Dr Ikmal. And remember, keep your
emails coming, and check the website for future
programmes.
C This exercise is in two stages. First, SS are asked
to write short answers from memory. They should
be able to remember a substantial part of what they
heard, but they may miss (for example) some of the
features they are asked to list in number 4. Writing
the answers requires them to produce the appropriate
verb forms, and additionally gives them some practice
in writing short answers, which are usually part of the
exams. You can remind them that in short answers
they don’t need to write complete sentences, and they
should definitely keep their answers short. They then
listen again to confirm and complete their answers.
Answers:
1 How classroom layouts influence the behaviour
of students.
2 They are still in grim 19th century buildings
with traditional learning environments.
3 That no one recognised the impact of
classroom environments on staff and students.
4 Sensitive lighting, good ventilation, a
student-friendly layout of chairs, tables, and
workstations, and lots of personal storage space
for the students’ things.
5 To do their subjects.
6 Because it was dark and cramped.
7 It has a coffee and tea machine and
comfortable chairs with friendly seating
arrangements that allow students to sit and
chat, or listen to music.
8 It is now on the first floor, light and roomy,
and with lockers that give every student lots of
space.
9 It has work stations all around it and computers
for students to work at.
4 A A vocabulary building exercise on adjectives and
their opposites.
Answers:
1c 2e 3g 4i 5h 6a 7f 8b 9d
B Here SS work with finding adjectives derived
from verbs. This is an important part of building
vocabulary, showing SS how adjectives can be formed
using both the past and the present participle of
verbs. The exercise is extended and made more
memorable by asking SS to combine the adjectives
with an appropriate word from the list. There is more
than one answer possible, and SS are invited to supply
their own words if they wish. The aim is to get them
to continue working with the adjectives, show some
frequent types of collocation, and let them associate
the adjectives with appropriate nouns.
Answers:
Various possibilities:
1 distracted + person: parent, student, teacher,
teenager
2 bemused + person: parent, student, teacher,
teenager; bemusing difficulties, behaviour,
example, problem, trend
3 learning difficulties, problem, trend
4 astonished parent, student, teacher, teenager;
astonishing difficulties, behaviour, example,
classroom, problem, pathway
5 organised walk, pathway, but could be any
person: parent, student, teacher, teenager;
organising committee
6 motivated parent, student, teacher, teenager;
motivating + person/thing: parent, behaviour,
student, example, classroom, teacher, trend,
teenager
7 remodelled classroom, pathway
8 forbidden access, pathway; forbidding
difficulties, example, classroom, problem,
pathway
9 no past participle adjective; existing difficulties,
behaviour, example, classroom, problem, trend
10 no past participle adjective; recurring
difficulties, behaviour, example(s), trend(s),
problem(s)
13
5 Recycling the topic vocabulary from the SB unit, in a
puzzle format.
Answers:
1 whiteboard; rubbers; board markers; computers
(also paper, pens, pencils, etc.)
2 lighting; ventilation; seating arrangements (also
storage space, water fountain, etc.)
3 assignments; short stories; computer graphics
(also poems, comments, homework, essays, etc.)
7 A Continuing the work on adjectives in this unit.
Here SS work with adjectives in a more contextualised
format, by finding them in the text.
Answers:
1 consumer choices, rainfall patterns, school
partnerships, history students, etc.
2 nation/(inter)national, topic/topical,
person/personal
3 developing (countries), lasting (friendships)

6 A A comprehension/vocabulary reading exercise. B The focus on adjectives continues, here with nouns
Choosing the right word raises awareness of how the used as adjectives.
context surrounding any individual sentence can help
the reader to understand its meaning. For this reason,
Answers:
before SS start on this kind of exercise, remind them
The following are sample answers as the exercise
of this fact, and emphasise once again that it’s useful
requires personal answers.
to read through the whole text before attempting
2 We went on a family holiday last year, and had
to fill any individual gap. If there is an answer that
a lot of fun.
students can’t decide upon, they should leave it, read
3 Our school prize-giving ceremony was held on
the following section, and then come back to it later,
July 12th this year.
when they’ve worked through the whole of the article.
4 The website information I found was
Since this is a Workbook exercise, they could even
unfortunately incorrect.
come back to a difficult question after doing exercise
5 We need to develop a world view of the
B, which should also deepen their understanding of
environment.
the text.

Answers: C Finally SS are asked to do the derivation of the

1c 2a 3c 4b 5b 6a 7c 8b adjectives themselves. If they are in doubt, they can
9 a 10 c consult their dictionary.

Answers:
B A standard comprehension exercise.
2 fictional (story, etc.)
3 shocking (deceit, etc.)
Answers: 4 educational (programme, etc.)
1 We can also be in touch with other parts of the 5 frightening (accident, etc.)
world through diverse ethnic communities and 6 winning (post, etc.)
international trade in food and clothes. 7 logical (plan, etc.)
2 Our dress styles are also influenced by 8 planning (permission, etc.)
international trends. 9 driving (force, etc.)
3 Our use of energy can influence people in 10 financial (institution, etc.)
far-away places by influencing rainfall patterns.
4 T
5 Developed and developing countries have to
understand each other to be able to build trust
and equal relationships.
6 Links between schools in developed and
developing countries already exist.
7 The school is sharing history and biology/
science lessons.
8 T
9 Blind pupils can become pen pals using Braille,
a shared form of writing for the blind.
10 T

14
2 Inventio ns and hoaxes Ask another student.
Use a dictionary.
After the first unit which featured revision of the Ask the teacher.
present and past verb forms, the language focus moves
to conditional structures, first revising the ones SS have Feedback: when checking the answers, encourage SS
already learnt, and then moving on to more advanced to talk about the inventors, giving as many details as
forms. The theme of this unit gets SS to think about they can about the people pictured on the page.
three of the various ways in which human creativity
and ingenuity manifest themselves: in useful inventions
which make life easier for all of us, alternatively in Answers:
frauds, which often require almost as high a degree of 1 d Levi Strauss
cleverness but are ultimately not really useful, or, finally, 2 g John Logie Baird
in hoaxes which can be ingenious and also provide us 3 e Nikola Tesla
with amusement or entertainment. 4 b Leonardo da Vinci
5 a Johannes Gutenberg
6 c Thomas Edison
2A Q
 ualities that make a good 7 f Josephine Cochrane
inventor
(pages 8–9)
B A discussion exercise which prepares the subject of
the text SS are going to read. Give SS a time limit to
SS revise the four main types of conditional clauses, then
focus their minds.
move on to mixed conditional structures, which are a
Feedback: there are obviously no right/wrong
bit more complex, in the sense that it is the intended
answers here. Get SS to write their three qualities on
meaning which governs the choice of verb form in
the board to see which qualities have been named
the conditional clause, rather than more mechanical
most often in the class. If you prefer, get SS to read
transformation ‘rules’. This section of the unit presents
out their three qualities and follow this with a class
SS with inspiring examples of inventors who have
discussion. Encourage SS to talk about themselves
transformed our world, with the focus on trying to
and their own qualities. Who amongst them do they
pinpoint the qualities that make people successful
think would be most likely to become an inventor?
inventors.
2 A two-part exercise, which can be done individually
1 A Setting the thematic scene for this first section of
or in pairs. Before SS start reading the text, get them
the unit. The rubric suggests that the exercise be done
to look at the four headings they are given. They
in pairs, but if your class enjoys a competition, set
should then try to read the text quickly, without
them in small groups and give them two minutes to
hesitating over parts they find difficult. Encourage
come up with as many answers as they can.
them to focus on the task in this first reading. Give SS
a fairly tight time deadline to push them a bit. Being
vocabulary note able to read quickly for the gist is a tremendously
useful skill for SS to acquire and one they’ll use a lot
The vocabulary in the seven clues could present
if they go out into business after their school years.
problems. Encourage SS to try to understand the
As soon as they think they’ve identified one of the
gist through the context. For example, if they didn’t
headings, they could write it in – or write it on the
know ‘garment’, they can guess that it is a form of
board.
clothing because it is followed by ‘worn’. Sometimes
Feedback: get SS to tell you what clues in the text led
a general meaning can be gleaned from the rest of
them to the right answer. Ask them to write the two
the sentence, even if the actual words don’t become
missing headings they’ve supplied on the board, so
clear. For example, in number 6, understanding the
that they can be compared.
meaning of a ‘carbon filament’ is less important than
understanding that the invention concerns a light
bulb with a special part inside the bulb. alternative activity
If SS are finding the vocabulary difficult, use the
Divide the class into six groups. Get each group to
opportunity to get them working independently
work with one of the six paragraphs of the text.
in this way, which will act as a training to read
Feedback: each group tells the class about their
extensively in a more fluent way. Remind them of
paragraph. Another member of the group gives
the steps to follow when they encounter a word they
the heading they’ve chosen or supplied for their
don’t understand:
paragraph.
Try to understand its general meaning by looking
at the words around it.

15
 Answers:
1 e.g. Curiosity
2 d
3 b
4 e.g. Motivation
5 a
6 c
additional activities
This is a text that has quite a varied and rich range
of vocabulary and sentence structure. If you have
time, you might like SS to do some additional work
either with the ideas in the text, or with the style and
vocabulary.
Working with the ideas:
Ask SS in pairs to decide which quality, of all the
ones they’ve encountered in 1B and in the text,
is the most important for people who are NOT
inventors. Get SS to write and then read out to the
class one sentence giving a reason for their choice.
Ask the class to say how they think that the
qualities needed for inventors could be encouraged
in school. SS sometimes enjoy a brainstorming
session: SS just say whatever idea they have about
a way of fostering creativity, and one or two
‘recorders’ in the class record the ideas, for later
discussion.
Ask the SS to focus on what was the way the
inventors became motivated, e.g. curiosity fostered
by an adult; making models; trying to make the
world a better place; finding adaptations from one
area of life that could be useful in another ...
Working with the language structures:
Divide the class into two groups.
Group A: read the text and underline difficult words.
Write the words in the context that are a clue to
understanding the difficult words.
Group B: Comb through the text and extract five
interesting adjectives. Make new sentences using the
adjectives. Read the sentences to the class, replacing
the adjective with ‘BLANK’. The rest of the class
guess the adjective.
3 A A grammar activation exercise that reminds SS of
the four basic forms of conditional sentences.
Answers:
1c 2a 3d 4b
B This is an opportunity for SS to re-read the text
with a purpose in mind. If SS have read the text in
groups, set each group a different paragraph for them
to focus on this time.
16
Answers:
1 However, if you look more closely, certain
common threads emerge. I can do anything if I
want it enough.
2 If you read the source materials on Australian
inventors, you’ll find the most common
satisfaction they express is ...;
3 Most Australian inventors today would be
bemused if they came across ...; If inventors
needed something nowadays, they would
simply roll up their sleeves and do whatever
was necessary.
4 Three from: If they hadn’t made models, they
wouldn’t have come up with ...; If they had
been happy to accept an ‘off the shelf ’ solution
to a domestic, business, political or social
problem, the inventors would never have tried
to understand how it worked ...; ... if ‘the team’
had had its way, a great invention would never
have been produced. Had David Warren, an
aeronautical engineer, not been interested
in recording jazz performances, he probably
would not have noticed ...
C This continues the grammatical focus on the
conditional structures, reminding SS that modals are
often used in conditional sentences.
Answers:
Personal answers. The following are simply
examples.
Zero conditional: If water in a glass gets to below
freezing temperature, the glass can shatter.
First conditional: If I have enough money, I may
buy a CD for my friend.
Second conditional: If I had more money, I still
might not buy that CD for you, my friend!
Third conditional: If I had worked harder at
school, I could have become a brilliant scientist.
4 A Grammar activation work. After the revision of
the first three exercises, here the new grammatical
pattern of mixed conditional sentences is the focus.
The sentences illustrate different patterns from the
four standard ones, and SS have to decide which type
they illustrate.
Answers:
1B type 2 2A type 2 2B type 3
B Continuing work on the mixed conditional
sentences. The exercise could be done as a whole class
exercise, with students giving their reasons for the
choice that they are making.

Answers:
2 Mixed: If Zac weren’t always so disorganised,
(type 2 present ‘timeless’ fact) he could/would
have won the competition last year (type 3).
3 Mixed: If Edison hadn’t been so clever in
the past (type 3), homes would still be lit by
candles (type 2, present result).
4 Mixed: If schools had been more creative in
the past (type 3), there would be more young
inventors in the country (type 2).
5 Usual type 3: If JC had not overcome many
difficulties (type 3), she would/could not have
produced a working washing machine (type 3).
6 Mixed: If governments were not always so
greedy (Type 2 present/timeless fact), many
problems would have been solved long ago
(Type 3 past consequence).
7 Usual type 2: If only my brother were more
motivated (Type 2), he would achieve better
results at school (type 2).
5 A writing exercise to round off the first part of the
unit. If your SS find writing difficult, prepare the
email by discussing the questions with them in class.
Get them to write some of their ideas on the board –
this overcomes the problem of the lack of vocabulary
which is sometimes the main block for SS when they
come to write.
FOLLOW-UP activity
If SS have become interested in the inventors
they encountered in the first part of this unit, get
them working in groups to research the life and
achievements of some other Serbian inventors.
They can use the library or the internet for their
research, and present it either in the form of an oral
presentation to the class, or a poster.
2B Wishes and frauds
(pages 10–11)
Here the thematic focus shifts to wishes and frauds,
appropriate for the grammatical focus of wishes for
the present, future and past, and the use of ‘would’ for
hypothetical situations.
1 A & B Personalisation, writing and oral practice. SS
have a partner, but they start off by writing sentences
on their own, about their personal wishes, regrets,
and thoughts about themselves. In activity B, they
then do the same thing about their partner, without
consulting her/him.
Circulate amongst the SS to help with vocabulary.
Remind the SS about the appropriate verb forms.
After this, they show each other the sentences they’ve
written.
Feedback: the feedback is in pairs first, discussion
about the different versions provoking speech
practice. Then the SS tell the class about any
surprising discrepancies they found when comparing
their sentences. You can encourage further discussion
by feeding in some observations from your
circulation time among the SS. For example, you
could say: I was surprised to see that you wish you
were on your holidays, Tina. Didn’t you tell me once
that you always get bored on your holidays?
Answers:
Personal answers, but along these patterns:
1 I wish + I had/were/could, might, etc.
2 If only I had(n’t)/were(n’t), etc.
3 I think I’d be a good + noun (engineer, team
leader, acrobat, etc.)
2 Grammar activation. This raises awareness of
the possible structures for wishes, regrets and
hypothetical situations by getting SS to identify them.
Answers:
1b 2a 3c 4b 5c 6a
3 Reading comprehension and work with the focus
structures. There is a game-like matching format
here, but at the same time the exercise gets SS to
re-read the grammar structures in activity 2 with a
specific purpose, so that they are using the structures
and internalising them.
additional activity
Pre-reading: explore the visuals with SS. Get them
to tell you what they can deduce from the four
pictures. The first picture on p. 10 brings up the
word ‘yacht’ if that was unfamiliar. Ask them what
they know about round-the-world sailing, and what
the dangers of that could be. The lower picture
on p. 10 shows a painter in his studio. Elicit other
vocabulary associated with painting: paint pots,
paintings in frames, the painter’s wearing a paint-
spattered smock ...
On p. 11, get SS to guess what is happening in the
man’s brain. Supply the expression ‘brain electrodes’
and elicit the kind of uses these could be put to. For
the final picture on this page, ask them what they
know about penguins, and whether penguins can
fly (their wings have become flippers for swimming
rather than flying).
Answers:
1, 2, 3 = b 4, 5, 6 = d
17
4 A An information gap reading exercise. In some
classes, it’s possible to sit the SS back to back, so that
they can’t see their partner’s page. In others, partners
can be separated for the first reading, then told to get
together again with their books shut. It’s often best to
put a time limit on the reading part of this exercise.
Encourage SS to read for gist and not worry too much
about words they don’t know. Circulate and help with
any reading problems.
In the second part of the exercise, SS try to answer
6 A A listening exercise which follows on from the work
the questions together. This gets them to compare
notes on their reading texts and, at the same time,
practice using the target structures.
Answers:
1 He wouldn’t have needed to find money to
support his family and wouldn’t have been
tempted to turn to faking pictures.
2 He might have continued to paint ‘genuine
fakes’, i.e. copies acknowledged as copies.
3 John was a fine painter with a talent for
mimicry (imitating paintings) and possibly
persuasive stories about the authenticity of the
paintings from Drewe.
4 He co-operated with the police in their
enquiries, and was a model prisoner.
5 He was persuaded to start painting again by the
officer who had arrested him, he has become
famous for his paintings, which are now sold
for high prices, he has remarried and is a good
Christian who plays the organ in his church.
Feedback: the questions lead SS to use the target
structures, but feedback should confirm this as well as
B This is a discussion exercise which promotes
the content of the answers.
fluency. It is important for SS to give reasons for the
choices they have made.
Feedback: there are no right or wrong choices.
The feedback can be done in groups first, than in a
general class discussion.
Alternative feedback: you could vary the usual oral
feedback by pinning up signs in different parts of
your classroom: 1 John, 2 John’s first wife, 3 Drewe,
4 The experts, 5 the public.
When SS have written down their choices, get them
to stand under the right sign for the person most
responsible. If there is a division of opinion, SS under
one sign try to persuade others to join them. If there
is a great unanimity of opinion, ask SS to stand under
the signs again, for the person who is second most
responsible, and so on.
5 A standard type of vocabulary exercise, which gets SS
to scan the texts once again, but together this time, in
order to find the information.
Answers:
1 on the right side of the law
2 the long arm of the law (set expression)
18
3 talent for mimicry
4 generate an income
5 blew the whistle (set expression, fixed
metaphor)
6 the veneer of a business friendship
7 commissioned a family portrait
8 a sell-out
SS have been doing in activities 2, 3, 4 and 5. It has
thus been well prepared and SS can simply listen and
take notes.
additional activities
If you feel they need it, remind SS before they start
about ways of taking notes while listening. They
should establish a set of abbreviations or signs that
they can use for other listening/video tasks in future.
This is sometimes more fun when they do it with a
partner.
They can then help each other to use the
abbreviations or signs when they are listening.
SS often enjoy creating their own symbols, or
experimenting with standard or new ones, e.g.:
ß (before), à (after), ü (yes/ approve/agree/decide
for), X (no, disapprove/disagree/decide against),
æ (going down, decreasing, getting smaller),
ä (going up, increasing, getting larger) etc.
audioscript
R = Reporter, Dr M = Dr Mason
R: Dr Mason, thank you for agreeing to meet me today
to give me some ideas about our history project on
Inventions and Hoaxes. Let’s start with hoaxes.
Dr M: Mmm ... Hoaxes can be pretty funny ... but I’m
thinking of one that didn’t have a happy ending ...
would that be OK for your project?
R: Oh, yes, no problem.
Dr M: Well, this is really quite a tragic story, about a sailor
called Donald Crowhurst, who was a competitor
in the first round-the-world solo race, in 1968. You
know these days, competitors have multimillion-
dollar boats fitted with monitoring devices that
capture location, weather and ocean condition
information around the clock. That data, delivered
in real time, is scrutinized by race organisers and
can be seen by everyone on the race website. That
wasn’t at all possible during the first nonstop
around-the-world race. If it had been, the greatest
fraud in maritime history wouldn’t have happened.
R: What happened?
Dr M: In October 1968, Donald Crowhurst set out from
England to compete in the race. He carried aboard
assorted parts that he planned to use to build a
 computer that would control his boat. If only he’d
managed to have the computer built before setting
sail, as he had intended! But he ran out of time.
Eight months later, Crowhurst’s boat was found in
mid-Atlantic with no one on board. His logs tell us
he’d never managed to put together his computer.
And at some point, he must have got frustrated
and started to hide in out-of-the-way areas of the
Atlantic. But he was sending back radio messages
that appeared to come from where he should have
been if he had been sailing around the world. We
think Crowhurst planned to do a U-turn and head
back to England at the appropriate time.
R: So why didn’t he do that?
Dr M: Some people think he just went mad by himself ...
Or maybe he knew he would be found out, and he
just couldn’t face that. He appeared to be leading
the race when he disappeared, just days before his
radio messages indicated he’d be home.
R: That is sad! What do you think, Dr Mason? Should
he have come home and faced the music?
Dr M: Mmmm ... yes, I think he should have. When
you’ve made a mistake, or failed in some way, it’s
always better to own up, isn’t it?
B A follow-up video exercise that lets SS see the
scenes they have been visualising in their minds as
they worked through the previous exercise. Here the
task is simply to give their opinions. Encourage them
to give reasons for their views.
video script
IFC Films
From the producers of “Touching the Void”
We are all human beings, and we have dreams.
In the summer of 1968
This was something that a human hadn’t yet attempted to
do.
9 men set out on the first solo race
around the world
First of all we didn’t know if a boat would take it. Secondly,
there was considerable doubt if a human could take it.
They were promising, experienced sailors. Then, there was
the mystery man. Don Crowhurst.
This was a classic tale of English derring-do, a home-grown
British hero.
Crowhurst: There’s nothing essential that’s missing.
The boat isn’t ready. If he dropped out early on in the race,
my father would be bankrupt. He’d staked everything on
being successful in the race.
We initially thought this was a man who had made
transatlantic voyages but he was almost a weekend sailor.
The thing about single handing is it puts a great deal of
pressure on a man.
This was not just an adventure, but a very dangerous
undertaking.
An unlikely hero.
He was playing the character of the long-distance sailor.
An unthinkable journey
If Don went forward, he was committing suicide. If he came
back, he was ruined.
An incredible deception
He’s not where he’s supposed to be. He’s not in the southern
Ocean. He’s just off the coast of Brazil.
At that point, he could slip in beside them to re-join the
race.
Psychiatrists said that a human man would go mad if they
tried to do it.
There were many telegrams from him. We couldn’t figure
out what he was talking about.
Wife: I didn’t stop him from going, and I didn’t help him.
Don Crowhurst sailed over the horizon and into ...
oblivion.
Deep water
7 A final discussion exercise to elicit the views of SS not
only to the particular stories they’ve been working
with, but also to the wider issues that are raised by
the stories. There are obviously no right or wrong
answers here.
FOLLOW-UP activity
The discussions in this exercise could be structured
as, or followed by, a mini-type of ‘balloon debate’.
SS are divided into 3 groups. Groups A and B are
each given one fraud to work on: they have to find
as many reasons as possible for thinking ‘their’
fraud was more interesting/congenial/inventive than
the other one. Group C have to think of reasons
for supporting both frauds. In turn, each student
in Group A and B stand up and say one sentence
in support of their candidate, or to refute what SS
have said in the opposing group. At the end, SS in
group C choose which of the two groups was most
convincing. They also give any reasons they listed,
which had been missed by the first two groups.
Work with it!
Polite offers and requests
8 A Before SS listen to the three short dialogues,
ask them to copy the three dialogues into their
notebooks, leaving plenty of space for the blanks. Get
them in pairs to try to guess the politeness formulas
which are missing. Let them listen and complete
the blanks. Let them listen again to confirm their
answers. Before the second listening, remind them
that politeness or rudeness can depend not only on
the expressions a speaker uses, but also on the way
the expressions are spoken. Discuss the situations
which might have given rise to the three dialogues.
(In the first dialogue two friends are speaking, in the
second it’s a father speaking to his teenage son, in the
third it’s a girl asking her mum’s advice.) How would
they describe the emotions conveyed by each of the
speakers?
19

FOLLOW-UP activity
SS will be writing their own sentences in activity C,
but if you’ve got time, it’s often useful to prepare this
by asking SS to practise the dialogues they’ve heard,
paying attention to intonation patterns. The class
can be divided quickly into three groups, each group
practising one of the conversations they’ve heard.
tapescript
Dialogue 1
M = Male speaker, F = Female speaker
M: Would you like me to send you details of my
exhibition?
F: Yes, I would love to see your paintings. But I don’t
know that gallery. Would you be able to give me an
address? Or ... would you go with me?
Dialogue 2
F = Father, S = Son
F: Would you mind turning the volume down just a bit?
F: Would you turn the volume down please, Jed?
F: Would you PLEASE turn that racket DOWN!
S: Would I be wrong in assuming you’d like some peace
and quiet?
Dialogue 3
M = Mother, D = Daughter
D: Would you look at this email I’m writing, please Mum?
I’m not sure what to say, exactly.
M: OK, Let’s see ... Dear ... de dum de dum ... yes, that’s all
OK. Now at the end you’ve put: ‘Would you be so kind
as to send me your complete catalogue ...’ Well, that’s
nice and polite, but actually it might be just a little bit
too formal for an email. And you’re only asking for a
catalogue after all ...
D: Yeah, I don’t want to be too formal ... What could I say,
then?
M: Well, I’d say: ‘I’d be grateful if you could send me your
complete catalogue.’ That’s still polite, but not quite
as formal. Or in an email it would be OK just to say:
’Please send me your complete catalogue.’
D: Thanks!
Answers:
Dialogue 1
2 I’d love to see ...
3 Would you be able to give me ... ?
4 Would you go with me?
Dialogue 2
5 Would you mind turning the volume down,
please?
6 Would you turn the volume down, please?
7 Would you please turn that racket down!
8 Would I be wrong in assuming you would
like ... ?
Dialogue 3
9 Would you look at this email ... ?
10 Would you be so kind as to send me ... ?
11 I’d (I would) be grateful if you could send me ...
20
B At this Upper-Intermediate level, SS begin to deal
with more advanced functions of spoken or written
communication, for example shades of anger, which
are shown by the father in Dialogue 2, irony, which
the teenage son uses in his response, or degrees
of written politeness, discussed by the mother in
Dialogue 3. SS can answer the questions individually
or in pairs.
Feedback: get SS to say the reasons which made them
choose the formulations.
Answers:
1 No. 8
2 No. 10
3 No. 1
4 No. 6
5 No. 11
6 No. 2
C Here SS use the expressions they’ve heard to write
sentences with the appropriate level of politeness for
the situation.
Answers:
There are no right and wrong answers here, but
the register used must be appropriate for each
situation: a written, formal register in 1, a friendly
spoken register in 2, 3 and 5, a slightly angrier
register in 4. Sample answers:
1 Would you be so kind as to send me the
necessary application forms for ... ?/I’d be
grateful if you would send me ...
2 Would you shut the window, please?/Could you
shut the window, please?
3 Would you like one of these CDs?
4 Would you PLEASE stop using my computer!
5 Would you like some tea/another cup of tea?/
Would you care for ... ?
additional activity
This can be done either after the SS have written
their sentences, or instead of asking them to write
the sentences.
Divide the class into five groups. Ask each group
to write a short dialogue incorporating a situation
where the request or offer would be appropriate. If
necessary, help them to find possible situations, e.g.:
1 Two friends, or a parent and child, or a teacher
and student discussing the letter of application.
2 This situation is illustrated in the drawing.
Encourage SS to create a little story around the
‘bare bones’ of the situation shown.
3 Again, encourage SS to imagine a situation where
there might be emotional issues involved in
passing on the CD to a friend.
 also be useful in a third way. Today, many SS will
4 Here the situation can usually be imagined
read texts online, and these are often followed by a
easily by SS. Encourage them to use the tones of
whole series of reader responses. It is useful for SS
anger or irony which they heard in the listening
to practise looking at these responses critically, and
dialogues.
it is therefore important to consider this as not just
5 Ask SS to imagine why the older guest might be
a right/wrong type of exercise, but an opportunity to
persuaded gently to have some more tea.
discuss the various responses and the attitudes that
are revealed through them. Do people who object
to hoaxes have a point, or are they just missing the
point in a humourless way? The last comment gives
an example of a critical response to a text (number
4) which detects that the text might have, imbedded
2C H
 armless fun? within it, an implicit rather than explicit criticism
(pages 12–13) of the Chinese one-child policies. In an increasingly
globalised world, SS have to be able to read the
1 This discussion personalises the topic and sets the underlying messages of texts and recognise that ‘our’
scene for the hoaxes or practical jokes SS are going values are not always shared by people in other parts
to read about. The questions are aimed to elicit the of the world.
idea that practical jokes may turn out to be funnier
for the people creating or witnessing them than
for people who are taken in by them. Have a few Answers:
examples of your own to feed into the discussion a3 b5 c4 d1 e 1, 2, 3, 5
and encourage SS to think of positive or negative f 1, 2, 3, 4, 5 g 4
consequences before looking at the final question.
Point out that some cultures engage or delight in
practical jokes more than others. Do they think that
4 A closer look at the vocabulary of the five texts, in
it’s a good thing to be playful? Perhaps a trait which
three parts. SS first comb the text to find double-word
we have as children and which not all of us outgrow?
adjectival expressions. They then find the meaning,
Some researchers have found that even chimpanzees
from the context or a dictionary, or by asking others
sometimes like to play tricks on their keepers: is it
in the class. Finally they have to find an appropriate
part of our nature to do that?
collocation for each adjectival expression.

Answers:
Answers:
Only the final question can have specific answers,
1 well-travelled = that has come a long way, e.g. a
but these could include: people who have practical
well-written novel, a well-rehearsed play
jokes played on them could be hurt, or offended,
2 silver-suited = dressed in a silver costume, e.g.
or humiliated; they could learn to distrust people
a silver-haired grandmother, a silver-plated jug
generally (is that a good or a bad thing?) etc.
3 hot-air = filled with heated air, e.g. a hot-water
The practical jokes could go wrong, injuring the
bottle, a hot-headed person (metaphorical for
perpetrators or others.
an impetuous, angry person)
4 state-imposed = required by the country’s laws,
e.g. a state-wide ruling, a state-run lottery
2 A reading exercise promoting gist comprehension. In 5 one-child (limit) = a maximum of a single
the first instance, divide the class into five groups and child, e.g. one-horse town, one-hand clapping
get each group to concentrate on one text. Set a short 6 another possible example could be follow-
time limit so that they don’t dwell on difficulties – the up = made after something else, to explain
main point is to get the gist of the prank and write or continue it; other hyphenated adjectival
a title for the account. There will be work on the compounds with ‘follow’ are more unusual, e.g.
vocabulary from the texts later on. a follow-on success; a follow-through project, or
Feedback: get each group to tell the others about compounds could be devised with ‘up’, e.g. a
their text and their title for it. Ask a member of stand-up comedian, a wake-up call ...
another group to write the title on the board. Then
give SS time to read all the texts, in pairs if they like,
and suggest other possible titles.
5 Writing on the theme of the section. SS who enjoy
3 This has a dual purpose: it gets SS to skim the texts
creative writing can choose the option of writing a
again to look for answers, and secondly it shows short piece of fiction, while others who prefer more
examples of different responses to the hoaxes, to straight-forward writing can choose the letter.
help SS formulate their own reactions and thus
prepare for the next activity. The exercise might

21
2D Skills enhancement
(pages 14–15)
As in Way Up Intermediate, two language skills
are practised more intensely in each of the Skills
Enhancement sections of the course. SS experiment with
different ways of improving their skills and are also given
the opportunity to reflect on their own strengths and
weaknesses.
Part II Use of Language
Part I Reading
4 A Once again, as training for doing this kind of test,
1 A pre-reading awareness-raising exercise. In the
present book, SS are often encouraged to practise
reading as quickly as they can. Reading is an excellent
way of building vocabulary and language structures,
and it’s important for language students to realise that
they don’t need to understand every word in order to
get a general meaning from a passage. This exercise
helps them to see that they can pick up important
clues from the context around any word in a text. SS
can do it by themselves or in pairs.
Feedback: Ask SS to give reasons for their choices.
Answers:
1A b 1B c 1C c
2A c 2B a 2C b
3A c 3B b 3C c
4A a 4B b 4C b 4D c 4E a
2 A comprehension exercise. The ability to read a text
quickly and extract meaning in very brief note form
is a skill that is often top of the list when employers
are asked what language skills they are looking for
in their staff. This type of exercise therefore serves a
dual purpose of preparing SS for the exams, but also
of practising a skill which will stand them in good
stead in their later lives.
Remind SS that they shouldn’t try to write complete
sentences but answer in five words or fewer.
Feedback: go on to activity 3, in which SS compare
their answers with a partner or group, before having
a general class feedback. By reading and commenting
on each other’s answers, SS can often get a better
sense of ways of writing short answers.
Answers:
1 a meteorite from the moon/a lunar meteorite
2 Antarctica (or the sub-Antarctic islands)
3 at the Open University
4 great surprise
5 the Nuffield (Foundation)
6 techniques and equipment
7 his desire to study chemistry/his love of
chemistry
8 more/greater/improved opportunities
22
3 Aims: reflecting on SS’s own performance, raising
their awareness of their own abilities. Some teachers
prefer to do this as a whole class exercise, but often SS
are able to say things in groups which they wouldn’t
volunteer to the entire class. It is however usually best
to keep the first group discussion short and get SS to
feed back to the class afterwards.
SS work with the passage before actually filling in
the gaps. In this test, the objective is to transform
the verbs given into the correct verb form. SS again
have to find the clues in the context that allow them
to decide which verb form is the appropriate one.
Discussing context and clues lets SS become aware of
the way in which verb forms ‘respond’ to the overall
meaning of a whole sentence, and thus prepares them
to write more easily and more accurately themselves.
Sometimes more than one verb form could be
appropriate, as shown in the answers.
B The actual filling-in stage of the exercise.
Answers:
2 have believed
3 will still continue to (because of still and no
matter how many times it is pointed out ... the
future is indicated here, although in informal
speech the Present Simple could be used)
4 has decided/decides
5 becomes
6 died out
7 have had
8 dominated
9 would expect (expect is acceptable, but are
expected to not appropriate)
10 shows/has shown
11 surpasses (the more usual choice because of the
Present Simple in the rest of the sentence but
has surpassed is also possible)
12 listened
13 will listen
14 has ever said
C Follow-up discussion. Get SS to tell the class about
any strategies suggested in their groups. Ask them to
jot down in their notebooks the most interesting or
useful bit of advice that they got from the group or
class discussions, to try in their next Use of Language
exercise.
 FOLLOW-UP vocabulary activities
Both texts on these pages have quite challenging
vocabulary, and you might like to get SS to do extra
work on it.
A Ask SS to underline any words they didn’t know
previously, or found difficult. They ask the class
to provide paraphrases or explanations. The
words could then be written on the board (or in
the SS’ notebooks).
B SS in pairs or groups comb through the texts and
find one or two (if there is more time) words or
expressions they find difficult. Working with a
dictionary, and with your help if necessary, they
write a definition for the word(s), which they
then read to the class. The class has to guess
the word(s). Alternatively, SS are set the task
as homework. They write – or print out – the
definition on a piece of paper. Next class, the
pieces of paper are all put into a box and shaken
up. The definitions are read out, SS write down
their guesses (this way, each S will get at least one
right answer!)
C The same as activity B, except that SS have to
write a sentence incorporating the word. They
read the sentences to the class, inserting BLANK
instead of the word. The class guesses.
2E Are you on your way up?
(page 16)
Further practice with grammar and vocabulary covered
in the previous two units. SS check the answers on
page 127. Alternatively, ask SS to swap books with their
partner and assess each other's work.
2F Project
(page 17)
A guided step-by-step activity.
SS get to plan and organise the visit to the Science
Festival.
Next English class, SS bring posters with brochures
they collected, and photos from the Science Museum
(preferably while participating in performing
experiments). Encourage SS to make posters or Power
Point presentations in groups or pairs.
Useful web sites could be: http://www.festivalnauke.org/,
http://www.festivalnauke.uns.ac.rs/.
Workbook
1 A standard gap-filling exercise, which builds up
a story about three teenagers, to be used in the
following activities.
Answers:
1 want
2 roll up, get on with
3 find; (will find also possible)
4 would be, found (will be, find also possible)
5 will complete
6 will get, applies; (would get, applied also
possible)
7 is, would come up with, were
8 wouldn’t be, tried
9 had worked, would have achieved, took
10 wouldn’t have got, had been
2 Here SS have to read the sentences carefully to choose
the right modal verb in a positive or negative form.
Answers:
1 can’t
2 can
3 couldn’t
4 could
5 may not
6 might
7 might not
8 may
3 A Practice with mixed conditional sentences. The
visuals give help with the answers, but if you are
doing this in class, explore them with the SS, getting
them to describe each picture and give the mood
evoked. For example, does the picture of people doing
their homework by candlelight suggest a romantic
mood or make them feel lucky to have electric light?
Sample answers:
1 be buttoning up our jackets/be using buttons to
do up our clothes
2 would still be doing our homework by
candlelight
3 would still be doing the dishes by hand
4 would still be wearing long skirts instead of
jeans
5 would still be communicating by pigeon post
B The matching exercise practises recognising mixed
conditional sentences, where the cause of an event is
still continuing. The on-going condition can be in the
first part of the sentence or the second.
23
 6 A crossword puzzle that focuses on multi-word
Answers: expressions. SS can work with the clues or if they
1d 2f 3a 4e 5b 6c have problems, go back and comb the SB unit for
answers.

additional activity Answers:

A game of ‘verbal tennis’ can be organised to give SS ACROSS
more practice with this type of mixed conditional 1 saucers 7 paid 9 wonderful 11 cream
structure. The class is divided into two teams. Each 12 ear 13 acquisition 15 gadgets
team prepares four half-sentences, which contain DOWN
one half of a mixed conditional structure: either (i) 2 clip 3 recorder 4 minimum 5 materials
the present on-going conditions, or (ii) the resulting 6 management 8 dwellers 10 fraud
past events. An example of (i) is half-sentence 2 in 14 threads 16 arm
the previous exercise, while an example of (ii) is half-
sentence 1. In turn, they ‘serve’ one half-sentence
at a time to the opposing team, who have to find
as many completions as possible within a set time 7 A It is often the ‘small’ words that are so difficult to
limit, e.g. 30 seconds. For example, completions remember, and can make communications go wrong!
for sentence 1 could include: if I weren’t always so Practice with prepositions to help SS internalise them
lazy; if I understood maths better; if I could read in contextual situations.
more quickly (all of them on-going conditions) but
not: if I had listened more carefully in class (not Answers:
an on-going condition, and showing a ‘traditional’ 1b 2d 3f 4h 5k 6c 7l 8i
form of third conditional sentence). If your class 9 g, j 10 a 11 e
likes competitions, award one point for each correct
completion, and deduct a point for each incorrect
one.
B A matching exercise that continues the theme of
activity 7A, recycling and extending the contextual
4 A personalising writing exercise. situations and giving more practice with prepositions.

Answers: Answers:
Personal sentences, but verb forms should be: 1f 2c 3a 4d 5b 6d
1 I will
2 I would
3 I would have 8 A ‘Use of Language’ type of exercise, which practises
4 I would or I would have (yesterday, last week, one of the standard kinds of transformations SS are
etc.) asked to produce on exams, and which also extends
5 I wouldn’t have (e.g. failed) or I would be their ability to manipulate language when they write
(more fluent today, etc.) themselves. Get the SS to read the text as quickly as
they can to get the gist, even though comprehension
is not the primary focus here.
5 More practice with conditional structures. This calls
on SS to notice the verb forms used in both parts of
the sentence and discriminate between correct and Answers:
incorrect uses. 1 disappearance
2 details
3 assurance
Answers: 4 response
1 I would have liked 5 query
2 I wish I had studied 6 broadcast
3 had listened 7 television
4 which would have been 8 concept
5 Correct 9 invitation
6 would have worked 10 assistant
7 Correct 11 assignment
8 would have found 12 compensation
9 Correct 13 entertainment
10 I wish I knew 14 remark

24
 B Reading comprehension. Here the SS are asked to It started before I was born. My biological mother was a
re-read the text and demonstrate their understanding young, unwed college graduate student, and she decided
to put me up for adoption. She felt very strongly that I
of its meaning.
should be adopted by college graduates, so everything was
Feedback: if you are going over the answers in all set for me to be adopted at birth by a lawyer and his
class, encourage SS to discuss what they think of wife. Except that when I popped out they decided at the
this famous hoax. Why in their opinion was it so last minute that they really wanted a girl. So my parents,
successful? What do they think about De Jaeger’s who were on a waiting list, got a call in the middle of the
night asking: "We have an unexpected baby boy; do you
other practical jokes?
want him?" They said: "Of course." My biological mother
later found out that my mother had never graduated from
college and that my father had never graduated from high
Answers: school. She refused to sign the final adoption papers.
1a 2c 3b 4c 5b 6c 7a 8b She only relented a few months later when my parents
promised that I would someday go to college. This was the
start in my life.
C More vocabulary extension work, this time with And 17 years later I did go to college. But I naively chose a
adjectives and adverbs. college that was almost as expensive as Stanford, and all of
my working-class parents' savings were being spent on my
college tuition. After six months, I couldn't see the value in
Answers: it. I had no idea what I wanted to do with my life and no
1 unusually idea how college was going to help me figure it out. And
here I was spending all of the money my parents had saved
2 virtually
their entire life. So I decided to drop out and trust that it
3 diplomatically would all work out OK. It was pretty scary at the time, but
4 popularly looking back it was one of the best decisions I ever made.
5 visually The minute I dropped out I could stop taking the required
6 teasingly classes that didn't interest me, and begin dropping in on
the ones that looked far interesting.
7 willingly
8 enormously It wasn't all romantic. I didn't have a dorm room, so I slept
on the floor in friends' rooms, I returned coke bottles for
the 5¢ deposits to buy food with, and I would walk the 7
miles across town every Sunday night to get one good meal
a week at the Hare Krishna temple. I loved it. And much
9 A Pre-watching activity. This exercise prepares SS for of what I stumbled into by following my curiosity and
the following watching exercise. intuition turned out to be priceless later on. Let me give
you one example:
Reed College at that time offered perhaps the best
Answers: calligraphy instruction in the country. Throughout the
1 e campus every poster, every label on every drawer, was
2 d beautifully hand calligraphed. Because I had dropped out
3 a and didn't have to take the normal classes, I decided to take
a calligraphy class to learn how to do this. I learned about
4 b serif and san serif typefaces, about varying the amount of
5 c space between different letter combinations, about what
makes great typography great. It was beautiful, historical,
artistically subtle in a way that science can't capture, and I
found it fascinating.
B Watching activity. The aim here is to listen for
None of this had even a hope of any practical application
specific information. SS watch the video and answer in my life. But ten years later, when we were designing
the questions. the first Macintosh computer, it all came back to me. And
After watching the video, encourage SS to express we designed it all into the Mac. It was the first computer
their opinion on the speech. with beautiful typography. If I had never dropped in on
that single course in college, the Mac would have never
had multiple typefaces or proportionally spaced fonts.
And since Windows just copied the Mac, it's likely that
no personal computer would have them. If I had never
VIDEO script dropped out, I would have never dropped in on this
calligraphy class, and personal computers might not have
I am honored to be with you today at your commencement
the wonderful typography that they do. Of course it was
from one of the finest universities in the world. Truth be
impossible to connect the dots looking forward when I was
told I never graduated from college, and this is the closest
in college. But it was very, very clear looking backwards ten
I've ever gotten to a college graduation. Today I want to tell
years later.
you three stories from my life. That's it. No big deal. Just
three stories. Again, you can't connect the dots looking forward; you can
only connect them looking backwards. So you have to trust
The first story is about connecting the dots. that the dots will somehow connect in your future. You
have to trust in something — your gut, destiny, life, karma,
I dropped out of Reed College after the first 6 months, but whatever. Because, believing that the dots will connect
then stayed around as a drop-in for another 18 months or down the road will give you the confidence to follow your
so before I really quit. So why did I drop out? heart even when it leads you off the well-worn path and
that will make all the difference.

25
 My second story is about love and loss.
I was lucky — I found what I loved to do early in life. Woz
and I started Apple in my parents garage when I was 20.
We worked hard, and in 10 years Apple had grown from
just the two of us in a garage into a $2 billion company
with over 4,000 employees. We had just released our finest
creation — the Macintosh — a year earlier, and I had just
turned 30. And then I got fired. How can you get fired
from a company you started? Well, as Apple grew we
hired someone who I thought was very talented to run the
company with me, and for the first year or so things went
well. But then our visions of the future began to diverge
and eventually we had a falling out. When we did, our
Board of Directors sided with him. So at 30 I was out. And
very publicly out. What had been the focus of my entire
adult life was gone, and it was devastating.
I really didn't know what to do for a few months. I felt that
I had let the previous generation of entrepreneurs down
– that I had dropped the baton as it was being passed to
me. I met with David Packard and Bob Noyce and tried
to apologize for screwing up so badly. I was a very public
failure, and I even thought about running away from the
valley. But something slowly began to dawn on me — I
still loved what I did. The turn of events at Apple had not
changed that one bit. I had been rejected, but I was still in
love. And so I decided to start over.
I didn't see it then, but it turned out that getting fired from
Apple was the best thing that could have ever happened
to me. The heaviness of being successful was replaced by
the lightness of being a beginner again, less sure about
everything. It freed me to enter one of the most creative
periods of my life.
During the next five years, I started a company named
NeXT, another company named Pixar, and fell in love with
an amazing woman who would become my wife. Pixar
went on to create the worlds first computer animated
feature film, Toy Story, and is now the most successful
animation studio in the world. In a remarkable turn of
events, Apple bought NeXT, I returned to Apple, and the
technology we developed at NeXT is at the heart of Apple's
current renaissance. And Laurene and I have a wonderful
family together.
I'm pretty sure none of this would have happened if
I hadn't been fired from Apple. It was awful tasting
medicine, but I guess the patient needed it. Sometimes
life hits you in the head with a brick. Don't lose faith. I'm
convinced that the only thing that kept me going was that I
loved what I did. You've got to find what you love. And that
is as true for your work as it is for your lovers. Your work is
going to fill a large part of your life, and the only way to be
truly satisfied is to do what you believe is great work. And
the only way to do great work is to love what you do. If you
haven't found it yet, keep looking. Don't settle. As with all
matters of the heart, you'll know when you find it. And,
like any great relationship, it just gets better and better as
the years roll on. So keep looking.. Don't settle.
My third story is about death.
When I was 17, I read a quote that went something like:
"If you live each day as if it was your last, someday you'll
most certainly be right." It made an impression on me,
and since then, for the past 33 years, I have looked in the
mirror every morning and asked myself: "If today were the
last day of my life, would I want to do what I am about to
do today?" And whenever the answer has been "No" for too
many days in a row, I know I need to change something.
Remembering that I'll be dead soon is the most important
tool I've ever encountered to help me make the big
choices in life. Because almost everything — all external
expectations, all pride, all fear of embarrassment or failure
– these things just fall away in the face of death, leaving
only what is truly important.
26
Remembering that you are going to die is the best way I
know to avoid the trap of thinking you have something
to lose. You are already naked. There is no reason not to
follow your heart.
About a year ago I was diagnosed with cancer. I had a scan
at 7:30 in the morning, and it clearly showed a tumor on
my pancreas. I didn't even know what a pancreas was. The
doctors told me this was almost certainly a type of cancer
that is incurable, and that I should expect to live no longer
than three to six months. My doctor advised me to go
home and get my affairs in order, which is doctor's code for
prepare to die. It means to try to tell your kids everything
you thought you'd have the next 10 years to tell them in
just a few months. It means to make sure everything is
buttoned up so that it will be as easy as possible for your
family. It means to say your goodbyes.
I lived with that diagnosis all day. Later that evening I had
a biopsy, where they stuck an endoscope down my throat,
through my stomach and into my intestines, put a needle
into my pancreas and got a few cells from the tumor. I was
sedated, but my wife, who was there, told me that when
they viewed the cells under a microscope the doctors
started crying because it turned out to be a very rare form
of pancreatic cancer that is curable with surgery. I had the
surgery and thankfully I'm fine now.
This was the closest I've been to facing death, and I
hope it's the closest I get for a few more decades. Having
lived through it, I can now say this to you with a bit
more certainty than when death was a useful but purely
intellectual concept:
No one wants to die. Even people who want to go to
heaven don't want to die to get there. And yet death is
the destination we all share. No one has ever escaped it.
And that is as it should be, because Death is very likely
the single best invention of Life. It is Life's change agent. It
clears out the old to make way for the new. Right now the
new is you, but someday not too long from now, you will
gradually become the old and be cleared away. Sorry to be
so dramatic, but it is quite true.
Your time is limited, so don't waste it living someone else's
life. Don't be trapped by dogma – which is living with
the results of other people's thinking. Don't let the noise
of others' opinions drown out your own inner voice. And
most important, have the courage to follow your heart and
intuition. They somehow already know what you truly
want to become. Everything else is secondary.
When I was young, there was an amazing publication
called The Whole Earth Catalog, which was one of the
bibles of my generation. It was created by a fellow named
Stewart Brand not far from here in Menlo Park, and he
brought it to life with his poetic touch. This was in the late
1960's, before personal computers and desktop publishing,
so it was all made with typewriters, scissors, and polaroid
cameras. It was sort of like Google in paperback form,
35 years before Google came along: it was idealistic, and
overflowing with neat tools and great notions.
Stewart and his team put out several issues of The Whole
Earth Catalog, and then when it had run its course, they
put out a final issue. It was the mid-1970s, and I was your
age. On the back cover of their final issue was a photograph
of an early morning country road, the kind you might
find yourself hitchhiking on if you were so adventurous.
Beneath it were the words: "Stay Hungry. Stay Foolish." It
was their farewell message as they signed off. Stay Hungry.
Stay Foolish. And I have always wished that for myself.
And now, as you graduate to begin anew, I wish that for
you.
Stay Hungry. Stay Foolish.
Thank you all very much.

Answers:
1 Because his biological mother was a young,
unwed college graduate student, and she felt
very strongly that he should be adopted by
college graduates.
2 He couldn't see the value in spending all his
working-class parents' savings on his college
tuition. He had no idea what he wanted to do
with his life and no idea how college was going
to help him figure it out.
3 He slept on the floor in friends' rooms, he
returned coke bottles for the 5¢ deposits to
buy food with, and he would walk the 7 miles
across town every Sunday night to get one
good meal a week at the Hare Krishna temple.
4 Wozniak Steve (Woz) and Steve started Apple
in Steve’s parents garage when he was 20.
5 As Apple grew Jobs hired someone who he
thought was very talented to run the company
with him. But then their visions of the future
began to diverge and they had a falling out.
The Board of Directors sided with him and
Steve was out. Steve was devastated
6 His love for Apple. He realised that he loved
what he did.
7 Steve started a company named NeXT and
some time later Apple bought NeXT, and he
returned to Apple.
8 His third story is about death ( and his battle
with cancer)
9 Because they somehow already know what you
truly want to become.
10 SS own answers.
C This is a follow-up watching activity. Grammar
practice on conditional sentences recycling the
vocabulary of the video SS have watched.
Answers:
1955 – J obs was born on February 24,1955 in San
Francisco, California
1972 – J obs enrolled at Reed College in Portland,
Oregon
1976 – J obs and Wozniak started Apple Computer
on April 1, 1976
1977 – J obs convinced former Intel executive
turned business angel Mike Markkula to
invest $250,000 in Apple and the Apple II
was introduced on April 16, 1977
1984 – o n January 24, 1984, Jobs introduced
the Macintosh 
1986 – J obs bought The Graphics Group (later
renamed Pixar)
1995 – T he film Toy Story (1995), with Jobs
credited as executive producer, brought
fame and critical acclaim to the studio
(Pixar) when it was released
1998 – iMac was introduced
2000 – iBook was introduced
2001 – Apple releases iPod
2010 – iPad was announced at Apple press
conference
2011 – o n October 5, 2011 Apple Inc. announced
that Steve Jobs had died
27
3 Foods that charm, foods
that harm
This is a unit full of questions, in which we take a look
first of all at the various aspects of the food trade, then at
avoiding harmful foods.
3A G
 ood cuisine is an art, isn’t it?
(pages 18–19)
The language focus of this section features a revision
and extension of subject and object questions, as well as
a closer examination of the register issues that are raised
by the use of indirect, polite questions rather than direct
and blunter questions. More practice is provided in the
WB. The thematic focus is on the way young people train
to become part of the food industry.
1 A personalising quiz to set the unit topic. ‘Foodie’ is
a slang word for someone who takes a keen interest
and delight in all aspects of food purchasing and
preparation; they pride themselves on knowing all
about the ingredients of any dish, and they really
enjoy and admire food that is well prepared, with
quality ingredients. The older, more formal words
‘gourmet’, ‘gastronome’ or ‘epicure’ have a similar
meaning.
People who don’t think these things are important
sometimes have a negative attitude to the word and to
foodies themselves, whom they regard as food snobs.
The activity is in two parts, SS filling in the
questionnaire for themselves before discussing it
with a partner. The two then try to fill in the profile.
The purpose of this is to get them to re-read the
quiz, which provides exposure to some of the unit
vocabulary, and ‘read between the lines’ to see the
implications of each item, that is, to realise that odd
numbers indicate a love of food, while even numbers
indicate a person who doesn’t particularly care about
food or isn’t fussy about it.
Feedback: SS can give their answers in a general class
feedback discussion, or join another pair to compare
notes first. If your class likes milling exercises, get
them to circulate around the class to see as many
profiles as they can in a limited time. They then tell
the class which they preferred or thought most clever,
funny, etc.
You can also ask them to write the sentence endings
for profiles on the board so that the class can
compare and discuss.
Allow SS to have a general discussion about the
importance for themselves personally, of food,
its preparation, and so on. Do they ever cook
themselves? What is their initial reaction to working
in the food or catering industries?
28
Answers:
SS give personal answers, but they could be
something along the lines:
You’re a foodie and you think food is very
important for health and happiness ... and you
think it’s worthwhile spending time and effort
making attractive meals etc.
You don’t consider food important in your life.
Of course people have to eat to survive and to be
healthy, but beyond that it shouldn’t occupy a lot
of time in people’s lives etc.
2 A This activity emphasises the usual word order
in questions by getting SS, first of all, to sort out
the misplaced word in each sentence. This part is
quite a simple exercise, but then SS have to go on to
identify subject and object questions, an altogether
trickier problem. If SS have worked through Way Up
Intermediate, this will be revision for them. If they
find this grammar point difficult, however, go over it
with them to remind them of the difference between
the two kinds of questions.
Subject questions: we want to find out about the
subject and they start with Who, What or Which.
The question word is the subject. There is no other
subject.
Subject (Auxiliary) Main verb Object/
(Q word) adverbial
phrase
Who supervises the
members of
the kitchen
staff?
Object questions: we want to find out about the
object. The question word is the object, not the
subject. There is another subject in the sentence.
Object Auxiliary Subject Main verb
(Q word)
What skills does a chef need?
Answers:
1 Do the words chef and cook mean the same thing?
2 What distinguishes a chef from a cook? (Subject
question)
3 Is a chef ’s job all about food?
4 What skills does a chef need? (Object question)
5 Who supervises the members of the kitchen
staff? (Subject question)
6 How can chefs advance in their careers?
7 Why are chefs multitaskers?
8 How long do chefs have to be on their feet?
9 Why is handling food safely important?
10 How many chefs get their own cooking show?
B Grammar activation, a revision of the rules
governing subject and object questions.
Answers:
1 subject
2 object, object
c This is a first listening, in which the audio has
been extracted from a video recording to allow SS to
concentrate on the sentences they hear, describing the
chef ’s job. Remind SS that short answers are short:
they needn’t write a whole sentence!
alternative activity
SS are in pairs. A is given the even numbered
questions to do, B the odd numbered questions.
They listen once only, and help each other write
short answers. If there are answers missing, they can
ask other pairs.
AUDIO/VIDEOscript
Though some people think the words ‘chef ’ and ‘cook’
mean the same thing, in the restaurant world, there’s a
big difference. Chefs are more highly skilled and better
trained than most cooks and have more responsibility for
designing the meals that make a restaurant’s reputation.
But it’s not all about the food. This job requires good
organizational and management skills. Sometimes called
a head cook, the chef supervises the entire kitchen staff
and keeps track of supplies and schedules. Chefs should
have a highly refined and inventive sense of taste. He or
she creates the menu items and often prices them, too.
Advancing in this field may depend as much on limiting
food costs and supervising less-skilled workers as it does
on creating a memorable menu. To keep things running
smoothly in a hot, noisy kitchen, chefs need to be expert
multitaskers. The work is fast-paced and a missed detail
can result in time lost and food wasted, not to mention
an unhappy customer. Chefs are on their feet for hours at
a time, often working evenings, weekends and holidays.
While many cooks can learn skills on the job, chefs and
head cooks usually hold degrees in the culinary arts from a
recognized cooking school. Many employers look for safe
food handling certificates as well. Chefs advance by moving
to new jobs and learning new skills, sometimes opening
their own restaurants. And while only a few ever get their
own cooking show, they’re always delighted to accept your
compliments.
‘Well, thank you, I hope you enjoy your meal today.’
Feedback: check answers before SS go on to view the
video.
Answers:
1 No.
2 They’re more highly skilled, better trained, and
have more responsibility.
3 No, it also requires a lot of other skills.
4 Organizational and management skills.
5 The chef or head cook.
6 There are many jobs to be done quickly in a
hot noisy kitchen.
7 Keeping food costs down, supervising less
skilled cooks, creating memorable menus.
8 Many hours, including weekends and holidays.
9 To avoid food poisoning.
10 Very few.
d This is a follow-up watching activity, which also
prepares SS for the next activity. SS watch the video
and check their answers.
3 In this activity, which personalises the topic for SS,
they start practising indirect or polite questions. SS
can use the questions they’ve worked with in 2A, but
encourage them to think of at least one new question
of their own.
4 A In this video, SS listen simply for gist, to see
whether their questions are answered, and to decide
whether they’d like the kind of life they see portrayed.
The video has a lot of background noise, which is
authentic, but does present a problem to learners,
both in class and when they listen to English in
real situations. Here, it is not necessary for them
to understand every single thing at first or even
second listening. The questions are to do with gist
comprehension and an individual response.
VIDEOscript
MF = Mark Flanagan, IP = Ian Pugh, RG = Rory Graham
Bunting
MF: Today was really about an opportunity for them to
come up and have a look at a different size kitchen
and see what we do here at Buckingham Palace. ...
erm ... I think they were all fairly surprised at the
difference in the size of our kitchen facilities here,
and a little bit surprised at how many meals we cater
for here ... we cater ... we generally will prepare about
four hundred staff meals a day … there’s then any
royal events we have in the household dining room
and any lunch events that might be held for the Duke
of York, the Princess Royal, the Earl and Countess of
Wessex ... so there’s all of those, and then perhaps we
might have receptions, canapé receptions which
would be up to about six hundred ... it in itself isn’t
the most pressurised job but erm ... the thought of
two hundred people sat there at the state banquet
and it not arriving on time then it does become quite
pressurised. But to be honest, as chefs we tend to put
that pressure on ourselves more than anything else.
The young chefs: Thanks ... thank you very much ...
29
 MF: We have twenty-one chefs and nine general assistants
in the kitchens. Overall in the whole of the catering
department overall we have a team of fifty. It’s not
a lot of personnel for a kitchen of this size. But the
kitchen has to be able to function all the time so if
we’ve got a function for fifteen hundred we use this
space and more.
IP: It’s a good experience. I wasn’t expecting what is was
... what it would be like, it’s just a lot bigger than I
thought it was going to be. And just seeing all the
kitchens and that, it’s quite exciting, yeah.
RG: It’s probably important for me in my career to try
all the different aspects of the catering industry so I
would definitely, in the future, look for maybe a job
doing this, or a similar sort of catering, maybe even
here, if it was possible.
B Grammar practice, recycling the vocabulary of the
video SS have watched.
Answers:
These are possible questions:
1 What surprises the young chefs? / What are the
young chefs surprised by (or at)?
2 How many people attend one of your canapé
receptions? / What functions would you have
for about six hundred people?
3 Who puts pressure on chefs?
4 What is the size of your kitchen staff? / How
many people work/have you got working in the
kitchens?
5 What is the size of your overall staff? / How
many people are there overall in your staff?
additional activity
4B can be extended to provide useful pronunciation
and intonation practice. Ask SS in pairs to role play
the questions they’ve written, and the video’s
answers. If they wish, they can watch the video again
before they do this, to give them a model of the
intonation patterns they are practising.
Get SS to practise once or twice with their books and
notebooks. Then ask them to shut these and try to
remember as many of the questions/answers as they
can.
Work with it!
Asking for clarification
5 A A first matching exercise to provide exposure to
some of the situations and vocabulary that SS will
need for the following tasks.
Answers:
1c 2a 3d 4f 5e 6b
30
B SS work in pairs to extend one of the dialogues in
5A or write a new dialogue of their own.
In weaker classes, you could help SS by showing some
picture prompts of situations where someone needs
clarification – tourists at an information bureau,
for example, or tourists, map in hand, stopping a
passerby to ask questions. Create a whole dialogue
with the class to give them a model of what they are
required to do.
Circulate while SS are writing their dialogues and
supply helpful vocabulary, or ideas if necessary.
6 This can be simply a writing task, or become
something more elaborate in the nature of a mini-
project. The research and writing can be done as
homework, and will usually be more enjoyable when
the students do it in pairs or groups. The book gives
the two projects as options: the outcome for option
A is a formal business letter, while that for option B
involves a more informal type of friendly letter or
email. As the outcomes are different, you might wish
to ask SS to do one or the other depending on the
level of the class. They can also, of course, be done
one after the other.
With either project, the first step is usually research
via the internet. Ask SS to peer edit their letters in
pairs.
It’s always motivating to organise an exhibition of
letters. If SS have worked in pairs or groups, ask them
to prepare and present a poster exhibition, showing
the letters they’ve written, plus the material, including
illustrations, they’ve gathered on British chef courses
or on the national cuisine of another country.
3B Seafood can’t be harmful, can it?
(pages 20–21)
In this section of the unit, short answers and tag
questions are revised and extended. The topic is still
food, but foods that can be harmful or even deadly.
1 A The section starts with a vocabulary matching
exercise, to familiarise SS with some of the medical
terminology they will be encountering.
Answers:
1 e 2 c 3 b 4 f 5 to be supplied, e.g.
feeling dizzy and about to vomit 6 g 7 a 8d
additional activity
Some of the words and the concepts represented
might possibly not be familiar to SS. Ask them
to provide translations of the words – and their
definitions – into Serbian. Personalise the activity
by eliciting from the class (in English now!) their
experiences with any of these medical conditions.
For example, does anyone in the class have a story
about being taken ill after eating food? Did they
experience nausea, diarrhoea, or cramps? Has
anyone in the class or someone they know ever had
an infectious disease or been in a coma? What do
they know about the difference between viruses and
bacteria? (Viruses are many-structured cells that can
only reproduce within a living cell, while bacteria
are one-celled and are not necessarily harmful. Some
of them contribute to the breakdown and recycling
of organic material. However, some can also cause
infections in humans).
B A semantic or comprehension cloze in which
words are deleted and have to be supplied by SS
understanding the meaning of the whole sentence. It
is also an exercise in text recognition by SS, because
the text is a list of definitions of poisons which
includes repetitions of key words, e.g. contaminated,
transmitted, onset, symptoms, that should help
SS supply the right word. Other gaps are filled by
SS using their knowledge and common sense, e.g.
categories, death, legs, terrorists. This exercise also
provides the benefit of SS comparing their answers
and discussing them, which gives a reason for oral
communication in class.
Feedback: when checking answers, get SS to give
their reasons, and encourage them also to give their
response to the text – has anyone had any of these
illnesses? Which of them seems the most frequent,
the most dangerous?
Answers:
1 categories
2 toxic
3 contaminated
4 transmitted
5 death
6 onset
7 worst
8 legs
9 terrorists
10 symptoms
11 eating
2 A After the first activities which set the thematic
topic, SS move on to the grammatical items of this
section. This first exercise focuses on short answers.
This is probably revision for the SS, but if necessary,
remind them that short answers use the same verb as
shown in the question.
Answers:
1 Yes, they have.
2 Yes, they can.
3 No, they won’t. / No, most of them won’t.
4 Yes, it is.
5 Yes, it does.
6 Yes, there is.
B The focus shifts to tag questions. The purpose
of getting SS to give both positive and negative tag
questions for all the sentences is to help them to
internalise the positive main part/negative tag or
negative main part/positive tag structure so that it
becomes as close to automatic for them as possible.
Answers:
1 Scientists have identified bacteria that could
kill whole populations, haven’t they? / Scientists
haven’t identified bacteria that could kill whole
populations, have they?
2 Bacteria can affect a person’s nervous system,
can’t they? / Bacteria can’t affect a person’s
nervous system, can they?
3 Schoolchildren will die if they catch a
norovirus, won’t they? / Schoolchildren won’t
die if they catch a norovirus, will they?
4 It’s just a silly precaution to wash fruit before
eating, isn’t it? / It isn’t just a silly precaution to
wash fruit before eating, is it?
5 Scombroid makes it difficult for you to breathe,
doesn’t it? / Scombroid doesn’t make it difficult
for you to breathe, does it?
6 There’s some danger in eating lightly cooked
hamburgers, isn’t there? / There isn’t any danger
in eating lightly cooked hamburgers, is there?
31

ALTERNATIVE activity
To some extent, this can undercut the tedious
nature of doing all the questions in both positive
and negative forms. This is a game to be played as
quickly as possible.
Divide the class into two groups. Get them to close
their books. Fire the first question at the two groups.
One student in Group A has to come up with a
positive tag, one in Group B with a negative tag,
in swift succession. Then fire the second question.
This time, another student in Group B has to give a
positive tag, one in Group A a negative tag. And so
on for the six questions. The purpose of alternating
the positive/negative tags is to keep SS on their toes.
When played at speed, it can also cause confusion
and hilarity. Make sure that a different student
answers from each group. If your class is a large one,
add questions so that everyone has a turn.
If your class likes competitions, award points: 2 for
a fast correct answer, 1 for a slightly slower correct
answer (you are the judge, or you can appoint a
referee) and -1 for an incorrect answer.
3 A Grammar activation, based on previous work.
Answers:
1 same verb as the question, negative
2 subject; (positive) verb + subject
B Grammar activation.
Answers:
1 (positive) verb + (pronoun) subject?
2 (positive) verb + (pronoun) subject?
3 (positive) verb + (pronoun) subject?
4 The activity in is two parts. Let the SS read number 1,
so that they know what to listen for. After the first
listening activity, SS write the short negative answer.
Check, then let them listen again, this time for
specific grammar items. There are four tag questions
in the recording, so if SS don’t come up with all
four at first, get them to compare with others and
complete their list. They can then listen again to
confirm.
AUDIOscript
CF = Chris Fogarty, GM = Dr Gunilla Murray, R = Ruby,
K = Kian, J = Jack, P = Poppy
CF: Welcome to this week’s Sixth Form quiz. I’m
Chris Fogarty, and with me today are four
students from Hurtfield Sixth Form College,
Ruby and Kian, the yellow team, and Jack and
Poppy, the green team.
Students: Hi ... Hello ... Hi there ...
32
CF: And, asking the questions, Dr Gunilla Murray,
a toxicologist at the University of Dundee. Dr
Murray, welcome. Can I start by asking you
to say a few words about what you do? I have
a feeling our listeners might not know exactly
what toxicology is.
GM: Thanks Chris, and hello everybody. Well,
toxicology, broadly speaking, is the science
that investigates the harmful effects of toxic
substances, in other words poisons, drugs
or radiation, on humans, animals and the
environment.
CF: Thanks, Dr Murray. So today we’re concentrating
on various kinds of food poisoning, and ... you’re
going to outline a few cases and ask the teams to
find out what caused the symptoms, aren’t you?
GM: That’s right, Chris. These are all cases my
department has investigated over the past year.
Teams, I’m going to give you three clues, and
I want you to buzz as soon as you think you
know the answer to what caused the symptoms
described.
Ready? Here we go, case number 1. A child was
admitted with nausea and quite severe vomiting.
J: A norovirus.
GM: Sorry, Jack, that’s not the right answer.
CF: Green team, you lose five points.
J: Minus five! Great beginning. Sorry, Poppy. Did
you think it was a norovirus?
P: Yeah, I did. But I guess it could be a number of
things, couldn’t it!
GM: Right, let me give you clue number 2. The child
was complaining of dizziness and abdominal
pain, cramps ...
CF: Nobody’s got the answer? Yellow team?
R: No, we haven’t. Well I haven’t at least ... and I
don’t think Kian has either. We’re not completely
sure, are we?
GM: I’ll continue. The child came in at 6pm after
she’d spent all afternoon at a party on the beach,
where she’d had potato salad with eggs ...
R: It was staphylo ... whatever ... how do you
pronounce that?
CF: Well done, Ruby, staphylococcus aureus. Now let’s
ask our audience. Did you get that answer? Put
your hands up, those of you who did.
Students: Yes, we did. So did we. No, I didn’t ...
GM: Here’s case number 2, first clue. A couple were
rushed to hospital with severe vomiting and
diarrhoea.
CF: Any answers? No?
Students: No, not yet ... No, we’re not sure ...
GM: Clue number 2. The young man was sweating
and shaking, while his partner was in a coma.
P: Oh, I think I know ... maybe ... shall I buzz, Jack?
J: Yeah, go for it!
CF: Right audience ... put your hands up if you think
you know, like Poppy ... Oh, quite a few, but not
everybody, by any means.
P: It wasn’t ... mushroom poisoning, was it?
GM: Yes, it was, Poppy. The third clue would have
been that they were out picking mushrooms in
the fields. This was a very serious case and we
only just managed to save the two.
CF: Well done, green team. That brings you back to
... zero!
 GM: Third case, first clue. Two children from a local
6 The final activity is a matching one, with a puzzle
school were brought in by their parents because
they had headache, diarrhoea, and stomach
element. The aim is to get SS to read carefully, and to
cramps ... provide more practice with short answers.
Students: ... not sure ... could be ... well, what about ...
GM: Second clue. Both the kids had blurred vision.
Answers:
K: Botulism! That gives you blurred vision ...
CF: Ah, sorry, Kian, that’s the wrong answer! That’s 1b 2d 3g 4f 5a 6c 7h 8e
five points off, I’m afraid! Never mind, you
might get it with the next clue ...
GM: The children also had increased saliva in their
mouths and were shaking all over, especially Workbook
their arms and legs.
J: It’s got to be pesticides ... hasn’t it?
1 A A personalising exercise, practising short answers
CF: Correct! Well done, Jack. And what about our
audience ... mm, yes most of you got the answer and creating question models for the next activity.
this time.
GM: Fourth case, first clue. A college team went B & C More practice with subject and object
climbing in the Alps and two of them came back questions.
with quite severe headaches and fuzzy eyesight.
Students: Could be ... fuzzy, like blurred, right?
GM: Clue number 2. They felt quite sick, nauseous, Answers 1B:
and dizzy. Objects questions: sentences 2, 3, 4
J & P: Sounds like ... shall we go for it ... we’re not sure, Object (Auxiliary) Subject Main verb
though ... (Q word) (+/or
GM: Final clue. They had an itchy rash on their body
(+ noun) adverbial
and their tongue and mouth were swollen, but
the symptoms ...
phrase)
K: We think it was scombroid. 1 Who do you cook for?
CF: You look uncertain, Ruby. Do you agree with 2 What do you like pre-
Kian? kind of paring?
R: Yes, I do ... at least I think I do. food
CF: That’s the right answer! Well, at the end of this
first part of our quiz, our teams are on level 3 What would you cook for
pegging, but in the second part they’ll face special your birth-
questions on ... food day party?

Answers 1C:
Answers: Subject questions: sentences 1, 5, 6
1 No, we haven’t. Well I haven’t at least ... and I Subject (Auxiliary) Main verb Object/
don’t think Kian has either. (Q word) adverbial
2 You’re going to outline a few cases ... aren’t (+ noun) phrase
you? 1 Who cooks the food in your
I guess it could be a number of things, family?
couldn’t it? 2 Who would be your
It wasn’t mushroom poisoning, was it? guests?
It’s got to be pesticides, hasn’t it?
3 What would be played at
music the party?
5 More grammar practice with tag questions.

2 A A listening exercise that practises the grammar

Answers: points of the unit in a functional setting. The first
1 have they? task is simply to fill in the gaps. It usually helps
2 couldn’t there? listening if you get SS to try to guess the right answers
3 do they? before they listen. They then listen to check and
4 is it? complete their answers.
5 didn’t she? Feedback: if you are checking answers in class, get
6 haven’t they? SS to role-play the conversation in groups of three.
7 would I? First, they role play it as it is in their books, then they
8 didn’t we? vary the choices the customers make. Alternatively,
9 was it? they could role play it first as it is in the book, then
secondly with the more polite forms of questions they
are asked to supply in activity 2B.

33
 audioscript
W = Waiter, J = Justin, S = Sophie
W: Hello there. Are you ready to order now?
J: What’s today’s special?
W: It’s lasagne ... the chef ’s own recipe.
J: I don’t want pasta. Sophie, you go first.
S: Mmm, I might like pasta. Haven’t you got any salads?
W: Yes, of course. There’s a green side salad – comes with
the lasagne.
S: What kind of salad? What’s it got in it?
W: It’s a lettuce salad with tomatoes, cucumber, red
onions, and peppers.
S: Aren’t there any main course salads?
W: Certainly, madam. If you turn to page two on your
menu ... there’s chicken salad, Caesar salad, and ...
S: No vegetarian options?
W: Yes, of course ... in the next section, you’ll see there’s a
goat’s cheese salad with walnuts and cherry tomatoes
... there’s a wild rice salad with artichokes and a
coriander dressing, a mushroom salad with peppers
and onions ...
S: Mmm ... mushrooms. Those can be dangerous, can’t
they? Where do they come from?
W: Madam, all our food is locally sourced. The
mushrooms are grown in an organic farm just a few
miles away and they are perfectly safe.
S: Still ... I’ll have the goat’s cheese salad, please.
W: One goat’s cheese salad. And for you, Sir?
J: I don’t see any sandwiches on this menu. Can’t I just
3 More practice with tag questions, and short answers.
have a sandwich?
W: Yes, you can. There’s a sandwich section right there, at
the bottom of page two ... You can have chicken, beef,
ham ... or prawns, on either our own home-baked
bread or a baguette, with a side order of chips and
salad.
J: Mmm .... no cheese?
W: You could have a plain cheese sandwich, or cheese
and pickles ... or ... there’s a ploughman’s lunch, that’s
chunky bread with two types of cheese, some pickles
and an apple ...
J: I’ll have the ploughman’s ... but no pickle.
W: Would you like a refill for your drinks?
S: No, I’m OK, thanks. Will you bring me a glass of
water?
W: Yes, I’ll bring you a jug. And for you, Sir?
J: Nothing more for me. Oh, I’ll have a coffee with
desert.
Answers:
1 recipe
2 side
3 cucumbers, peppers
4 Chicken, salad
5 cheese, tomatoes, dressing, onions
6 locally, organic, safe
7 beef, prawns, home-baked, baguette, chips
8 plain, cheese, bread, two types, apple
9 jug
B Here SS transform the questions into indirect
questions. This could give an opportunity for
discussion of register with indirect questions. They
34
are undoubtedly more polite, but get the SS to think
of situations where the direct questions might be
more appropriate – for example, if the clients are in
a real hurry, or perhaps if the waiter and the clients
know each other very well.
Answers:
1 Can you tell me what today’s special is, please?
2 May I ask whether you’ve got (whether there
are) any salads?
3 Could you tell me what kind of salad (it is)?
I’d like to know what it’s got in it.
4 Excuse me, but aren’t there any main course
salads?
5 Would you have any vegetarian options?
6 I’m sorry, but those can be dangerous, can’t
they? Would you mind telling me where they’re
from/they come from?
7 Would it be possible for me to have a
sandwich?
8 Would you have any cheese sandwiches? /
Could I have a cheese sandwich?
9 I wonder whether you’d bring me/I could have
a glass of water?
Answers:
2 They haven’t got any salads, have they? / They
have got salads, haven’t they?; Yes, they have. /
No, they haven’t.
3 They’d offer a vegetarian lasagne, wouldn’t
they? / They wouldn’t offer a vegetarian
lasagne, would they?; Yes, they would. / No,
they wouldn’t.
4 You must always choose vegetarian options,
mustn’t you?; Yes, I must. / No, I don’t have to.
5 The menu included Caesar salad, didn’t it?; Yes,
it did. / No, it didn’t.
6 You won’t even try this dish, will you!; Yes, I
will. / No, I won’t.
7 Mushrooms can be dangerous, can’t they? /
Mushrooms can’t be dangerous, can they?; Yes
they can. / No, they can’t.
8 Your mushrooms come from the local farm,
don’t they?; Yes, they do. / No, they don’t.
9 Seafood is the most likely cause of food
poisoning, isn’t it? / Seafood isn’t the most
likely cause of food poisoning, is it?; Yes, it is. /
No, it isn’t.
10 You wouldn’t have eaten any undercooked
poultry, would you (spoken English)/would
you have (formal, written English)?; Yes,
I would have. / Yes, I might have. / No, I
wouldn’t have.; Would your sister have eaten
any?; Yes, she might have. / No, she wouldn’t
have. / Neither would she.
 6 A Reading for gist. A matching exercise in which SS
11 Your picnic food was properly chilled, wasn’t it? /
have to identify the foods described in the text, and
Your picnic food wasn’t properly chilled, was
supply their names. They should all be fairly familiar
it?; Yes, it was. / No, it wasn’t.
foods.
12 You had cramps later on, didn’t you? And your
brother too, didn’t he?; Yes, we did. / No, we
didn’t. / Neither of us did. / I did, and so did Answers:
he. / I didn’t, and neither did he. 1 almonds, f
2 potatoes, d
3 rhubarb, c
4 tomatoes, b
4 A vocabulary puzzle that recycles the food vocabulary 5 cherries, a
from Unit 3B. 6 elderberry, e
7 apples, g
Answers:
1 headache B Re-reading and skimming to find information
2 respiratory distress in the short texts. The text has quite challenging
3 abdominal pain vocabulary, some of which is pulled out and worked
4 vomiting with in the following two activities.
5 jaundice
6 cramps
7 blurred vision Answers:
8 dizziness 1 almonds, cherries, apples − the deadly poison
9 kidney failure is cyanide
10 itchy skin 2 almonds
11 fever 3 potatoes, tomatoes
12 diarrhoea 4 potatoes, rhubarb, tomatoes
Overall word: contaminated 5 almonds, cherries, apples
6 potatoes
7 rhubarb
5 A vocabulary-building activity. The purpose of asking 8 potatoes
SS to add a noun to the adjectives is to get them to 9 tomatoes
work on collocations, but also to make the adjectives 10 rhubarb
more memorable. 11 tomatoes
Feedback/additional activity: if you are checking 12 almonds
answers in class, you can ask SS in pairs or small
groups to write a sentence using the noun and
adjective in each case. They then read out their 7 A The first of two activities to get SS to re-read the
sentence to the class, saying the word BLANK instead texts quickly, skimming to find the appropriate
of the noun. The class guesses the noun they added to nouns. The aim is more practice with reading as
the adjective. well as vocabulary-building. These two exercises are
obviously also designed to provide help with SS when
they come to the Use of Language tests that often get
Answers: SS to transform parts of speech.
2 bacterial infection/cause etc.
3 parasitical problem/infection etc.
4 biological weapon/cure etc. Answers:
5 abdominal cramps/pain etc. 1 suitability
6 accidental poisoning/fall etc. 2 scent
7 medicinal pills/syrup etc. 3 weakness
8 nauseous condition/feeling etc. 4 confusion
9 infectious disease/illness etc. 5 acid
10 nervous condition/person etc. 6 trivia
11 disastrous picnic/event etc. 7 nervousness
12 anxious parent/student etc. 8 flavour
13 nutritious food/meal 9 taste
10 salt

35
 B More practice with words from the text, this time 8 A final writing activity to round off the unit. SS are
working on transforming nouns into adjectives. given a choice of topics from the unit. Follow peer
review and editing procedures if doing it in class, or
Answers: get SS to write their first draft as homework, then
1 unique peer edit in pairs in the next lesson.
2 popular
3 central
4 rare
5 easy
6 corrosive
7 attractive
8 delicate
9 severe

FOLLOW-UP/additional activitIES
If you think your class might have problems with
the texts, the reading exercises can be done in
class instead of as homework. If you set reading
as homework, you can do further work with the
vocabulary when checking in class next lesson.
• Ask SS to underline the words they didn’t
previously know and work with them in groups.
They find the meaning of words and use them in a
sentence of their own.
• Comb through the texts and extract the words
you think your SS might find difficult. Create
a guessing game by writing each one within a
sentence of your own, which you read to the class,
getting them to guess the word. You can also create
a puzzle like the one in activity 4.

36
4 All about art
The title says it all. The topic of this unit looks at all
forms of art, from the great masters of the past to
contemporary work, video art, and graphic novels. The
hope is that there will be something in it to catch the
interest of most SS! The grammar point covers an equally
wide territory: revision and extension of the many ways
English provides of talking about the future.
The Future Perfect and the Future Perfect Progressive
are not included here because they are presented later in
the book. Both verb forms are quite formal and although
useful are not actually used a great deal in conversation.
Here we focus first on getting SS to become familiar with
and internalise the more frequently used verb forms. The
different ways of talking about the future are complex in
English, and there are different usages in American and
UK English which SS may come across, so that a lot of
revision seems necessary at this level.
Although the formulas going to go or going to come can
be confusing for students, they are currently widely used
in speech and are included in the unit for that purpose,
to give greater exposure and practice.
4A New directions in art
(pages 22–23)
The first section sets the scene by looking at art in
general, especially contemporary art exhibitions, and
explores functional ways of expressing arranged plans
or schedules, intentions, spontaneous decisions, and
predictions.
1 A & B A personalising activity to draw out SS’
opinions and provide them with some basic
vocabulary for the theme of the unit. When SS are
asked about their preferences in a direct question,
they are sometimes at a loss to answer, especially
in a public situation. Giving a number for their
preferences lets them draw out their opinions by
themselves. In the next step, SS compare their choices
in groups and start to discuss questions related to
the topic. In 1B, there are no right/wrong answers,
but this could lead to differences of opinion and
discussion in class.
Feedback: get a spokesperson to summarise the
discussions SS had in each group. Allow some time
for different groups to compare and discuss their own
reactions.
ADDITIONAL ACTIVITY (either before activity 1, or
afterwards)
Elicit reactions of the class to the four visuals on the
page. Using the different types of art listed in 1A, ask
them to say which categories each artwork belongs
to. The sculpture of the winged animal could be
ambiguous: encourage discussion of the various
categories it could fit into. If it’s being exhibited in an
art gallery, it could be a piece of modern sculpture; if
it stands in a meeting room of some kind, however,
it could be a piece of public art. Ask SS what they
think of the photo on page 23: what is happening?
Why could the light display be considered an
art work? What do they think of installations of
this kind, and, more generally, of contemporary
‘conceptual’ art? Some might find it unintelligible,
or boring, or not worth thinking about ... Encourage
them to try to give reasons for their opinions,
helping with vocabulary and structures if need be.
2 A & B Grammar activation. The theme of art and
exhibitions continues, but here the focus shifts to
ways of talking about the future.
Answers 2A:
1c 2c 3a 4a 5e 6f 7a 8d 9b
Answers 2B:
a Present Simple
b will-future
c Present Progressive
d will-future
e going to-future
f Future Progressive
FOLLOW-UP ACTIVITY
Often a message in English is partly conveyed
through intonation patterns. In Activity 2, there
is no recorded model for SS. A way of showing
the importance of intonation pattern is to get SS
to experiment with different patterns of showing
emotions. Give SS in pairs the task of reading the
phone conversation in ways that show the following
two situations:
1 Rick and Tessa are great friends and Rick is keen
to go to the exhibition.
2 Tessa is eager to meet Rick at the exhibition, but
Rick is rather reluctant to go.
3 Grammar practice. SS have to distinguish between
the functions that are conveyed in the sentences and
choose the right way of expressing that future. This
also prepares the listening activity that comes next.
Don’t check the answers in class yet, because SS are
asked to do that in the following activity.
Answers:
1 I’m going
2 will be
3 will let us see
37

4 will be
5 may eventually replace
6 will see
7 will experience
4 A A first listening for gist, and for SS to check the
answers they chose in the previous exercise.
AUDIOscript
P = Pia, D = Derek
P: Hi, Derek. I’m sorry you couldn’t make it to the
exhibition tonight. Maybe you can catch it next week,
it’s really worth it.
D: Yeah, I would have liked to be there with you. Did you
go to the talk as well?
P: Oh yes, that was just marvellous. I’m going to write a
report on it for the school newspaper, so I took lots
of notes. The speaker said: ‘Several things will be
important for the future of art.’ Let me check my notes
... ‘amongst them electronic arts and interactive arts.’
D: Electronic arts ... is that, like, art made using
computers?
P: Yes, computer art, certainly, but also things like TV and
video.
D: Well, I guess they’re new, so they’re bound to influence
art. But what did he say about them?
P: Mmm ... let’s see ... ‘TV, computers and videos help us
to experience more than one thing at a time. Writing
and radio can offer one thing at a time to our senses –
the exact idea or sound being conveyed as we read each
word or hear each sound. TV, computers, and videos,
however, will let us see a number of different things all
at once.’
D: Well, I don’t think that’s quite right about writing.
Words don’t convey just one idea, do they?
P: No, but it’s true that if you describe a landscape, for
example, you need a lot of words – on TV, you just see
everything instantly.
D: Yeah, and I suppose that can combine both sight and
sound ...
P: And ... another point he made is this one, let’s see if I
can get it right from my notes ... ‘what the electronic
arts can do now is sculpture light’ ... mmm, that’s what
I’ve got here ... ‘sculpture itself through TV, computer,
and video monitors, and show colour and line moving
through time. Artists will be able to show abstract
representations of light, colour, line, and sound in
interaction with each other.’
D: He used the word ‘sculpture’ but TV and video are still
two-dimensional.
P: Aha, but three-dimensional electronic transmissions,
you know, ‘holographs’, also now exist, they’re from
laser and other technological inventions and erm ...
holographs may eventually replace two-dimensional TV,
computer, and video presentations on monitors.
D: Wow! It’s all beginning to sound exciting.
P: Yep, and that’s just the start. Another version of three-
dimensional electronic transmissions is ‘virtual reality’
or ‘artificial reality’. That’s like a kind of computerized
reality ... erm ... how did he put it ... ‘using 3-D helmet-
glove sets. The helmet shows computerized visual
38
images three-dimensionally, and the computerized
glove allows hand control of the three-dimensional
image.’
D: But I’m not sure that’s art, exactly? Isn’t that just
technology?
P: Wait, that’s not all. He talked a lot about interactive art,
and that was even closer to your question.
D: Well, what did he mean by interactive art? Isn’t all art
interactive? When I look at a painting, you know it’s
not art until my eyes see it, and my mind perceives
it as art ... like that old saying, beauty is in the eye of
the beholder ... And when I see a sculpture, I can walk
around it, touch it, that’s interacting, isn’t it?
P: Yes, but mmm ... let me see what he said about that
... Oh yes, here it is. ‘When you look at a painting or
touch a sculpture, yes you, the spectator, are interacting
with it, but it, the work of art, is not interacting with
you.’
D: Hey, hang on there. How could it interact?
P: Well, in newer forms of art ... I’m still reading from
my notes ... ‘we’ll see video programmes that can
develop in different ways ... or ... light display units
or flexible sculptural units that react to the touch,
warmth, or shape of people’s hands ...’ He goes on:
‘We’ll have paintings or drawing sets or story-making
books that let the audience create an infinite number of
possible developments. Someday, if three-dimensional
transmissions – holographs – become more common
for TV, computers, and videos than two-dimensional
video-screen monitors, we will experience TV,
computer, and video pictures that we can actually walk
into and interact with.’
D: Well, now he’s lost me. To my mind that’s not art ... it’s
definitely skill, technology ... for a true work of art you
need an artist with his ... or her, sorry Pia! ... unique
vision and message ...
P: Don’t be such a stick in the mud. Our definitions of
art are certainly going to be changed by all these new
developments ... I’ve got lots more notes about that.
D: Look, it’s getting late ... why don’t we meet at the café
after class tomorrow and you can fill me in, and I’ll be
the dinosaur who stands up for the old ideas ...
B First, SS in pairs discuss their answers to the
questions, helping each other to remember details.
Remind them that short answers need not be
complete sentences.
Answers:
1 Write a report on the talk for her school
newspaper.
2 Several things, including electronic arts and
interactive arts.
3 TV, computer and video arts.
4 Sight and hearing.
5 Abstract representations of light, colour, line,
and sound.
6 See images in 3D and manipulate them.
7 By touching with their hands.
8 3-dimensional transmissions will have to
become more common for TV, computers and
videos than two-dimensional screen monitors.

9 A ‘stick in the mud’ (an inflexible person,
unable to change their old-fashioned views).
10 Meet him at the café after school and discuss
the issues they’ve been talking about.
Work with it!
The language of caution
5 A The first part of these exercises gets SS to imagine
the situation and produce formulas of warning on
their own. For the first one, SS are helped by the
illustration.
Feedback: try to elicit as many different formulations
as possible from the SS. Encourage discussion of
the situations in each case, and talk about what the
reactions of the others involved might be. In number
1, for example, what would the boy watching say?
Answers:
1 e.g. knock it over, leave fingerprints, etc.
2 alarm
3 fall, trip, etc.
4 e.g. walk right into it, step in it, crush it, etc.
5 e.g. will stop you, will get cross, will throw you
out, etc.
B Here again, SS are asked to imagine the situations
and write appropriate words of warning. Circulate
and help while SS are working, feeding in vocabulary
if needed, and helping them to imagine the fourth
situation. There are no set answers here.
Feedback: do the first three situations to start with.
Ask SS to read their warnings with appropriate
intonations and emotional colouring – fear, or
anxiety, or irritation, or anger as the case may be. For
the fourth situation, each pair gives their warning to
the class, who must guess the situation that gave rise
to the warning.
4B Art with a mission
(pages 24–25)
This section looks at contemporary art that has a social
message to convey. It features the work of two artists who
are completely different in what they do, but united in
the fact that they care about the world they live in and
wish to use their art to improve it.
In part B, the grammar focus moves on to fixed future
arrangements and present verb forms after time
conjunctions or verbs like hope/feel.
1 A reading exercise, to encourage SS to read quickly
in order to recognise overall meanings in a text. The
answers are not really to be found in a specific set
of words but in an understanding of what each one
of the emails is about. Depending on the level of the
students, you might like to practise quick reading by
setting a time limit for them to complete the exercise.
Feedback: before checking, ask SS to compare their
own answers and if they have come to different
conclusions, they should try to justify their choices.
When going over the answers in class, encourage SS
to give their reasons, and also their own reactions
to the emails. From these emails, which work of art
seems to them more exciting? Can they say why?
Answers:
1a 2b 3a 4a 5b 6b 7a&b
8a&b
2 Grammar awareness activity.
Answers:
1 b; other examples: once you get over your jet
lag; by the time we’re driving; unless something
unexpected happens; as soon as I get back
2 a, b, or c; other examples: I’m hoping it’s
still on; (I) hope we won’t be too exhausted;
I hope you’re not really thinking of taking
your clothes off; I hope you’ve considered the
consequences; I bet you catch your death of
cold
3 c; examples: the show’s to be extended; the
participants are to be in place by 9 am
3 A The first activity simply checks comprehension of
the overall meaning of the video they’ve watched.
You can check the answer immediately, and also
elicit reaction to Treyfid’s art project. Do they find it
interesting? Try to get them to give reasons for their
views.
VIDEOscript
The exotic animals of the world will not make it into
the future. They will die off due to loss of habitat from
pollution, global warming, and human population growth.
The animals of the future are the species that will survive
the fundamental change to the earth’s environment that
global warming will produce. These are the simple animals
that are able to live near humans in an urban or semi-urban
environment, using our garbage as a supplemental food
source.
The pieces in this show highlight and tribute these
overlooked, noble survivors that live, sometimes literally,
in our own back yards. The pieces are sculptural in nature
and are made out of mostly recycled elements such as
cardboard, glass, wood, plastic bags, flexiglass and particle
board, but also include exotic materials such as resin and
holographic foil. Some pieces incorporate built-in lighting.
They were assembled at my downtown Los Angeles studio
in early 2008.
Answer: A
39
 B A general comprehension check. It may be more
enjoyable for SS to produce the missing endings if
they work in pairs or in small groups. They could
then watch the video a second time to complete any
missing answers or to confirm.
Feedback: once again, use the feedback session to
encourage SS to voice their opinions of the artworks
they’ve been seeing.
Answers:
1 c
2 f
3 h
4 (to be written) deer, squirrels, seagulls, pigeons,
raccoons, roaches (cockroaches), opossum,
coyote, skunks, rats
5 e
6 a
7 g
8 d
9 (to be written) built-in lighting
10 b
C Vocabulary work, extending SS’ repertoire of adjec-
tives. The words here are fairly difficult but it’s hoped
that the puzzle format may encourage SS to put in
a greater effort to finding the answers. SS may not
know the meanings of ‘resin’ or ‘holographic foil’,
though many will know the word ‘holograph’. Get
them in the first instance to consult each other, but
if you see that they are really struggling, give them
another letter, e.g. the first letter of each word. If they
enjoyed the video, they can then listen again to con-
firm.
Answers:
a sculptural
b global
c fundamental
d supplemental
e overlooked
f recycled
g exotic
h plastic
4 A discussion/fluency exercise which draws out views
about the central theme of 'art with a mission'. SS
go to www.photophilantropy.org, and go through
gallery. SS discuss the photos which made the
strongest impression on them. The discussion can be
carried out in groups or as a class.
Circulate and help SS with vocabulary.
Since fluency is one of the main aims, it is best not to
correct SS while they are talking.
5 A A fluency exercise with a dual aim: to get the SS
to give their views about the topic, and to give them
some ideas and vocabulary which will feed into the
40
mini-debate exercise later on as well as the writing
task.
Procedure: first ask SS to read the two sentences and
decide for themselves which view they feel closest to.
Nominate one corner of the room as A, the corner
diagonally opposite as B. Ask SS to stand up from
their desks and move to the corner nominated for the
view they support. When the groups have formed, ask
SS to discuss reasons for their views, think of possible
opposing views, and make notes.
NOTE
Some teachers fear chaos when carrying out this
kind of exercise, which teacher trainers sometimes
call BOF (‘Bums off seats’). It can produce a bit of
noise, but the advantages are a change of position for
the SS, some movement to improve circulation and
clarity of thought, and finally an easy way to put SS
into groups with similar attitudes.
If your class is very large, or if one of the groups is
very large, the groups can be subdivided.
Q: What if all or most of the students choose one
opinion?
A: Subdivide the larger group and get them started
on their discussion. Remind them that they have to
find not only reasons that justify their positions, but
possible opposing reasons. When this first phase is
over, ask for volunteers to be ‘devil’s advocates’ – that
is, they must join the opposing group and try to
argue persuasively against their own views. If no one
volunteers, choose an opposing group by drawing
lots.
It may seem perverse to ask SS to support views
which they don’t hold, but actually, it is often quite
salutary. SS can find that opposing reasons have
some unexpected validity, or at other times, they are
strengthened in their original views by considering
reasons against.
B & C The mini-debate can take place immediately
after the discussion, or in a later class period. There
are several ways of structuring it. The simplest, if
your classroom layout allows it, is to line up the SS in
two rows facing each other. Each side takes turns to
‘fire’ one argument at their opposite numbers, who
can then rebut the arguments or add fresh ones.
ALTERNATIVE activitIES
1 Let the SS work in groups of three or four. Each S
has one chance to stand up and give an argument
in favour of the opinion they support. The next
S to stand up can choose to offer a contrary
argument, or a supporting one. Remind SS of
the many linking words that can be used for
re-enforcing a previous statement, or opposing it.
 2 If time is short, plan a mini-mini-debate by
getting each side of the argument to nominate
two speakers, one to support their views, and the
other to counter opposing arguments put forward
by the opponents. The rest of the class listen. Each
of them then votes for their favourite speaker. If
you think it appropriate, ask them to write their
votes on slips of paper, including a reason for
their choice. The votes and the reasons can be
read anonymously afterwards.
6 Witing an essay. The activity can be staged in two
parts. First, SS make plans. Then, they display them
in the classroom so that SS can circulate and view.
This may help SS who find it hard to generate enough
ideas in their own work. Although seeing the way
others structure theirs essay can be helpful, SS must
of course be discouraged from simply copying ideas.
They can look at the plans and talk about them with
the writers, but not take notes.
4C W
 ords and pictures across the
world
(pages 26–27)
1 A pre-reading discussion activity that sets the scene
and, it is hoped, pulls out some of the vocabulary
SS are going to encounter in the four texts. SS can
discuss the three questions in small groups before
reporting to the class.
Get SS to write names of the graphic novels they
read as a child on the board, and to say what kind of
novels they were. Help them to find the right words
to describe the novels, thus feeding in some of the
vocabulary they will need for activity 2, e.g. Japanese
manga, vampire or mystery stories, travelogues, etc.
No right and wrong answers – accept all views and
encourage SS to explore the reasons for thinking
graphic novels are or are not art forms.
2 Reading for gist. The task here is a simple one, to
balance the more difficult challenge of reading three
long, fairly complex pieces of written text. Reading
the texts out loud in class is not a desirable option,
not only because of the time taken, but because it
inevitably leads to boredom. If your SS are fairly slow
readers, consider setting them the reading task as
homework.
Alternatively, you could put the students into groups
of three, in which each one reads a single text and
tells the others about it afterwards. This can also
be quite time-consuming, but at least provides oral
exercise in the retelling task, entailing more recycling
of the vocabulary and concepts.
The reading task is followed by a discussion of
preferences. Again, this can be structured as a
preliminary discussion in groups followed by class
feedback.
Answers:
A vampire and mystery stories
B travelogues
C Japanese manga
3 Vocabulary and comprehension work. SS can write
in the SB, or, if you wish, you can ask the SS to
draw the diagrams onto the board. SS discuss the
categorisation of the expressions in groups, then write
them on the board.
Answers:
A: saga
B: scroll paintings, word/dialogue balloons, sound
effects, every panel of every page, the animation
field, beautifully painted images, pencil sketches
and watercolours, landscapes and cityscapes
A & B: satirised life, vision of the characters, the
action and the pictures, travelogues – usually A,
but recently B as well, chronicles – usually A, but
recently B as well, captures the people and the
daily details, sequential storytelling
4 More comprehension work, allowing SS to re-read
the texts, gain more exposure to the language, and
deepen their understanding of it.
Answers:
1 F: They are based on the work of well-known/
popular/successful writers.
2 F: The writers work closely with the artists
who produce the pictures.
3 T
4 F: The two writers worked independently and
produced very different graphic travelogues.
5 T
6 F: They are not all colourful: some are pencil
sketches, and there are also landscapes as well
as cityscapes.
7 T (according to this review)
8 T
9 F: It develops from right to left, as opposed to
the Western direction.
10 T
5 Having written a formal essay in unit 4B, SS here are
given two options for more creative tasks. This can be
done in a simple or elaborate way, the latter turning
the activity into something closer to a more extended
project. The artistic side of these tasks may appeal to
some SS more than to others, and setting them to do
the work in pairs or, better still, in small groups may
be more enjoyable for many. The collaborative task
of producing an artistic piece that combines visuals
41
 and words can be shared quite effectively, some SS
searching for illustrative material from magazines,
photos, etc., while others plan layout, plot, and so on.
It is important to be able to display the resulting
comic strips or travelogues. This can be organised,
again collaboratively, by the SS themselves.
ADDITIONAL activity
Many exhibitions nowadays in museums and
galleries are accompanied by explanatory panels
describing the work that was carried out in order
to mount the exhibition, as well as outlining the
challenges encountered and the solutions found.
Each group can nominate one or two of its members
to be responsible for creating such a panel (or
panels) for the group’s exhibition. This means
that SS who may not be particularly interested in
contributing to the actual comic strip or travelogue
could be usefully employed in recording the various
stages of its production. Many SS now have smart
phones with which they can photograph their
classmates at work. Often these panels can create as
much interest as the products themselves.
4D Skills enhancement
(pages 28–29)
In this section, SS are given practice with listening or
writing, using the formats that they will often encounter
in their exams.
3 A 3A gives the rationale for the activity which follows.
The aim of 3A is to train SS to read the statements in
True/False activities carefully before they listen. The
more they can process the material they are going to
hear beforehand, the better prepared they are for the
task.
B Having done the previous task on their own, SS
compare notes. This is an important part of the pre-
listening activities, because it continues to make
them work with the concepts and the vocabulary of
the listening text. By pooling their knowledge of the
artist so far, they prepare themselves to be able to
discriminate true statements and false.
Answers:
What we know tentatively: She’s an artist whose
work could come from her ideas, who could have
had another career, whose works could have
subjects different from traditional art, whose
videos could look like paintings, who probably
makes videos of decomposing food or photos of
herself suspended from the ceiling, who could
work quickly, or possibly show vampires in her
photos ... it may be important to interpret her
work in the right way.
Negatives: ... the work doesn’t spring from an idea;
she could never have had ...; her subjects are the
same as those of traditional art; her videos don’t
look like paintings; she doesn’t make videos of ...;
she doesn’t have a series of photos with herself
suspended ...; she doesn’t work quickly; her photos
don’t show Dracula; it’s not important to ... (or her
work can be interpreted in different ways)

Part I Listening
4 The actual listening task. If you are preparing SS for
1 The first activity asks SS to reflect on their own exams, set a time limit and play the recording twice,
individual experience with listening tasks. Circulate, as in exam conditions.
but since the aim is to promote awareness of their
own learning styles, it is best for the teacher not to
contribute too much to what the SS are saying. If
necessary, move the discussion along by asking for
more details or suggesting other avenues they might
explore. Providing missing vocabulary is always
helpful, but correcting language mistakes is definitely
not something to do at this stage. Any strategies that
SS have found useful in the past can be written up on
the board to help others.

2 A second awareness-raising activity, this time focused

on what happens when we are listening. Thinking
about how we actually decode the meaning of what
we hear can help SS to understand the challenges
that listening represents. If SS are in groups for the
discussion, have a general class feedback afterwards
to draw out all the ideas that have emerged.

42

AUDIO/VIDEO script
P = Presenter, ST = Sam Taylor-Wood, MC = Margo
Crutchfield
P: In 1997 a group of Young British Artists dubbed the
YBAs solidified their careers in an exhibit which
created a ‘Sensation’ in the world of art. Now one of
the talented artists who exhibited in that landmark
show was photographer and filmmaker Sam Taylor-
Wood, and the first major museum exhibit of her
works in the U.S. has just arrived at its first stop:
MOCA Cleveland.
ST: I felt like I avoided or tried to avoid being an artist
for as long as possible, but I kept finding that’s what I
was doing, and I had ideas and they wouldn’t go away.
And I have constant ideas that I feel I have to make
and yeah, I feel very passionate about what I do. And I
also feel that if I didn’t do what I did then I’d probably
slightly lose my mind because it’s sort of brimming
constantly with these ideas.
Well I studied sculpture and I just felt that wasn’t
my voice. And really I found my voice the minute
I started to think in terms of film and in terms of
photography and images and people and you know,
most of my work is pretty much about people,
emotions, and different states of being, things that
have really preoccupied artists for the last however
long ... centuries.
MC: She works for both film and photography, which is
a wonderful juxtaposition because some of the work
is moving, some is more quiet and the video pieces
are framed, like paintings, I mean they really do ...
You walk into the gallery and they ... from a distance
they look like they could be, you know, an old Master
painting. But then when you encounter them more
closely, you’ll be surprised because you’ll see they’re
actually not still works, they’re moving ... some of
them very, very slowly but they’re actually, you know,
moving images.
You’ll see this gorgeous bowl of fruit disintegrating
over time, and yet this takes place in a matter of a
couple of minutes, right before your eyes. So there’s
a sense of wonderment, there’s a sense of beauty, but
there’s a sense of horror at the same time, but what’s so
significant is ... what’s so, so ... what takes you, is that
... you’re confronted with this in the moment ... you
know we all live every day, we all know that time goes
on and at some point we’re going to die, but you don’t
face it. In this work, you face it.
ST: When I have ideas, they’re very photographic, they’re
very strong and there’s no other way for me to work
with those ideas. I have it pretty much as a sort of
powerful idea that I can’t shake the image from and
I know that if that idea is still there ... erm you know
a few months later then I’ll start focusing on it more
and more and ... sometimes the gestation of a work of
art could be, you know, a couple of years or it could
be a few weeks or ... the other day I had an idea and
sort of made it about three days later, so you know,
the immediacy of photography is fantastic but actually
most of my photographs take a lot of organisation,
there’s some staging involved and some of them,
not always, but you know there’s sometimes big
productions, sometimes, you know, a much smaller
production.
A series of photographs that are in the exhibition at
MOCA are called ‘Self-portraits suspended’. They’re
images of me, and they’re me sort of bound and
hung from the ceiling of my studio. And so that’s
quite an elaborate set-up. There was a lot of pain and
constriction, you know, with the ropes and you know
it was a very uncomfortable experience. Yet when you
see them you don’t have any sense of that ... it’s almost
the opposite, you sense more sort of freedom rather
than the ... constriction. They have a much more sort
of spiritual sense of a moment frozen in time. You’re
not here, nor there, nor up nor down, you’re just
frozen in this space. In Bram Stoker’s Chair, I feel like
there’s an element, a much darker element to it, and
Bram Stoker’s Chair is named as such because in Bram
Stoker’s Dracula, Dracula has no shadow. And so I
took away the shadow of the chair, so that the chair
is this very erm ... tentative support in a way, it’s sort
of very precarious and the balance of it looks like it
could shift at any moment and the chair’s not there,
the shadow’s not there so it feels ... it feels darker. And
I feel with that series, it’s more like I’m sort of falling
into a possible abyss, where the other ones are much
more about erm ... they’re different, they’re lighter
than that. I think I was a little darker then.
MC: I really see them as dealing with an essential duality
between heaven and earth, the earth and the sky,
between the body and the spirit. They’re very spiritual
works when I look at them because she’s dealing
with life. She’s dealing with the fullness of life, she’s
dealing with the vulnerability of life, she’s dealing
with the joy and she’s dealing with the pain of life,
all different aspects of it in works that are strong,
that are appealing, they’re ... you can take them on
many different levels. You can take them on a very
superficial level, and not see beyond that, or you can
take them much deeper. It’s rich work.
Answers:
1T 2F 3F 4T 5T 6F 7T
8F 9F
5 SS compare answers and are asked to reflect on their
experience.
6 Finally, SS watch the video, and reflect on the
different experiences they’ve had of listening and
watching.
Part II Writing
7 Two options are given here. Depending on the level
of your students and the exams that you are preparing
them for, choose a formal letter or an essay. If there is
time you might wish to set both sequentially.
8 The final phase, as always in these training pages:
reflecting on the experience and pooling ideas about
how to improve one’s own performance.
43
4E Are you on your way up?
(page 30)
Further practice with grammar and vocabulary covered
in the previous two units. SS check the answers on
page 127. Alternatively, ask SS to swap books with their
partner and assess each other's work.
4F Project
(page 31)
A guided step-by-step activity. While making the project
SS will use their imagination and creativity. In groups SS
organize a fun club. It is important that each member of
a group participates. First, SS do a thorough research
on the backround of an artist or group, and make decide
on their fan club activities. SS have to think of a way
to attract as many new members as they can (they can
create leaflets, video presentations, Facebook page ...).
Once they have done all this and organised 'open-
house' meeting of the fan club and an evening of music
and dance, they write a short report on their fan club
activities. In the end, SS can vote on the fan club they
found the most interesting.
AUDIO script
R = Receptionist, C = Caller
R: Good morning, Lakeside Gallery. How can I help?
C: Good morning. Could you tell me what’s on this
weekend at the Gallery?
R: This weekend, it’s the Lakeside exhibition and art
festival.
C: And is that Friday or Saturday?
R: The gala opening is on Friday evening.
C: Is there anything on Saturday morning?
R: On Saturday morning, we’re holding a workshop for
young artists.
C: Is there a talk at all?
R: Yes indeed, our guest artist is giving a talk at 2 pm on
Saturday. It’s called ‘Is art becoming more interactive?’
C: Oh, that topic sounds a bit difficult. Is that going to be
popular?
R: Yes, we think many young people will find it very
interesting.
C: I don’t suppose there’s a place to have lunch ... or a cup
of coffee?
R: There will be lunch in the Lakeside Café and then we’ll
be serving coffee from 4 till 6.
C: When could I view the exhibition?
R: The exhibition will be open from 6 o’clock on Friday
right through until the awards ceremony.
C: And when are the prizes going to be awarded?
R: The awards ceremony is at 6:30 pm. Don’t miss it!

Workbook Answers:
1 it’s
1 Grammar practice, reviewing the various forms of 2 is on Friday evening
3 are holding
referring to the future.
4 is giving
5 will find
Answers:
6 will be; ‘ll be serving coffee
1b 2a 3a 4b 5c 6a 7c 8a
7 will be open from 6 o’clock
9 b 10 b
8 is at 6:30 pm

2 A & B Listening for specific items. First, SS should

read the Group Exhibition Programme on the left- 3 Grammar practice in a contextualised text relating to
hand side of the page. They should then read the the situation in the previous exercise.
answers in their books. They are then ready to listen
to the whole conversation. Answers:
If you are doing the exercise in class, let them work 1 is definitely exhibiting
together in pairs, one jotting down the answers to 2 will be spending
the odd numbers, the other to the even. This lessens 3 meets
the problems of writing down while the recording 4 am going to go
continues. It they are doing it at home, of course, they 5 opens
are free to listen any number of times while writing, 6 is (‘s)
before listening a final time to check. If SS find it 7 is scheduled
difficult to write everything down, suggest that they 8 arrive
write down the answers to odd numbers first, then 9 will (‘ll) be waiting (will wait is also possible)
even numbers in a second listening, then simply 10 will be (is going to be also possible)
listen a third time to hear the whole conversation and 11 is to move/is moving
check their answers. 12 wins

44
4 A Vocabulary work. This recycles nouns from the SB
5 moved
unit, in a puzzle format.
6 inspiring
7 enthralling
Answers:
8 spellbound
1 exhibition
9 uplifted
2 tradition
10 stirring
3 collaboration
4 adaptation
5 action 6 A crossword puzzle for more vocabulary practice.
6 animation
7 meditation
Answers:
ACROSS: 2 interactive 6 comic 7 electronic
b A further puzzle, based on the same vocabulary. 8 public 9 popular
If they find it difficult, they can always resort to DOWN: 1 video 3 travel 4 commercial
dictionary work to solve it. 5 exotic 8 pop

Answer: Exhibition (to exhibit), collaboration (to

collaborate), adaptation (to adapt), action (act), 7 A multiple-choice cloze-type reading task that
Animation (to animate), meditation (to meditate) combines vocabulary and comprehension practice.
Tradition – X The text goes over some of the concepts and words
that SS have encountered in this unit. Although it
C Vocabulary building work. SS now insert the verbs is quite advanced in terms of words and structures,
derived from the nouns in 4A into sentences, thus the previous work done in the unit should help SS to
providing context for each one and making them achieve the task.
more memorable.
Answers:
Answers: 1b 2c 3a 4b 5c 6c 7a 8b
1 animated
2 will exhibit
3 have collaborated 8 Here SS have to find which six sentences contain an
4 meditates error about the content of the text they have read.
5 will (‘ll) adapt The exercise also provides practice with writing
6 acts sentences.

Answers:
5 A & B Vocabulary building with adjectives. First SS
a She uses fabric, thread and other materials.
complete the table, then they have to work with the
b Correct
meanings of the adjectives to complete the sentences.
c Her father is a visual artist but her mother is
This provides practice with the distinction between
an expert in dance.
-ing adjectives and -ed adjectives, something that
d She went to the US to study textile design.
many SS find quite tricky.
e At first her designs were unsuccessful but she
persevered.
Answers 5A: f Correct
1 fascinated g She turned to art.
2 exciting, excited h Correct
3 exhilarating, exhilarated i She also produces conceptual photographs
4 inspired and woodcuts.
5 compelled j Correct
6 enthralling, enthralled
7 spellbinding, spellbound
9 A Gist reading with True/False questions. For this
Answers 5B: comprehension task, SS have to read quickly to be
1 thrilled able to understand the statements, some of which
2 stimulating refer to all five of the texts, while others refer more
3 moving specifically to one or other of the texts. If you
4 affected are doing the exercise in class, set a time limit to
5 moved encourage SS to read quickly, simply to find the
answers to the questions. Then when checking

45
 answers, get them to read again for more details. Ask 10 Writing a short email to a friend. The hint encourages
SS to say if they found some words that they found SS to produce in their own writing the adjectives that
difficult or that hampered their understanding of the they have been working with in more impersonal
overall meaning. sentences. The exercise can be set for homework
and then used for peer editing in the next class.
Answers: With classes that enjoy competitions, you can set a
1 F: Two of the exhibitions, B & E show works small challenge by asking SS to compare how many
from the past. adjectives they managed to incorporate into their
2 T text.
3 F: Painting is not the most frequently
shown genre – all kinds are featured, from
photographs to everyday works of art.
4 F: The exhibition in the Menil collection (E)
also shows works from prehistory.
5 F: At least two, B & E, are from historical
periods before photography.
6 T
7 F: It focuses on the way everyday life has
had an influence on the work of present-day
artists.
8 F: A & B have items made of gold.

B A vocabulary and reading task that requires SS to

re-read the texts in order to find meanings from the
contexts.

Answers:
1c 2b 3b 4a 5c 6b 7c 8a 9b

46
5 Song and dance
Many young people enjoy diverse musical styles from
pop and rock to the wide range of different styles easily
available today in world music. This unit looks at folk
music in different countries before focusing particularly
on one regional group in Serbia. The language focus
introduces the Past Perfect Progressive while also looking
in greater depth at link words of addition and contrast,
which are always so useful both in debates and in essays.
5A Looking back, looking forward
(pages 32–33)
1 A pre-reading exercise which pulls out terms that
might prove difficult for SS and asks them to guess
at their meanings. Give SS a time limit to get them to
do the exercises quickly, then they can compare their
guesses with a partner or small group. As SS are going
to be asked in 2A to try to confirm their guesses by
using the contexts in the four websites, don’t check
answers before going on to the next activity.
Answers:
1b 2h 3f 4d 5g 6e
7a 8c
3 A & B Grammar activation.
2 A SS read through the four websites and see whether
they can complete and correct their guesses by using
the context. You can add an element of competition
by getting them to say, after they’ve done 2A, how
many definitions they knew or guessed correctly at
first.
B The aim here is to get SS to re-read the four
websites for greater comprehension and to pinpoint
information that is wrongly given in the sentences.
Answers:
EFDSS = English Folk Dance and Song Society
1 Since the 19th century ...
2 ... so there is a group for children.
3 The tradition was not of groups but of solo
players.
4 ... and to support campaigns for civil rights.
c This is a first eliciting of responses to folk music.
Unit 5B will continue the theme, focusing on the
Serbian group, so here the focus is on comparing
other traditions. The SS might know some American
spirituals or protest songs (‘We shall overcome ...’,
etc.) or some songs from Irish or Scottish folk bands.
Encourage them to provide other examples.
Feedback: if SS have a first discussion in groups, ask
them to give a short report of their discussion to the
class. This often spurs further talk about the views
expressed.
LANGUAGE NOTE
Ceilidh is a Gaelic word, pronounced kay-lee,
with the accent on the first syllable. Ceilidhs are
extremely lively events, popular across Scotland and
the north of England, and the number of ceilidh
bands is on the increase.
OPTIONAL FOLLOW-UP ACTIVITY
If SS have found the texts interesting, they could
work in groups to do further research on folk
music – either looking in more detail at the English,
Scottish or American forms they have encountered
here (the Serbian group is going to be examined in
greater detail in 5B) or other forms, African music
for example. They can report back to the class orally,
or by means of a poster. Alternatively, if there is
time, set aside a period when the class can listen to
and discuss CDs with different kinds of music.
Answers 3A:
1 a, b, f, g 2 c 3e 4 d, h
Answers 3B:
1 Present Perfect Progressive and Past Perfect
Progressive
2 Past Perfect and Past Perfect Progressive
3 Past Perfect Progressive
c Grammar practice. The different possibilities
give SS a greater awareness of the fact that verb
form choices in English are sometimes governed
not just by rules but by context, register and even
personal choice. The Past Perfect and the Past
Perfect Progressive in particular are very often a
matter of personal choice. The language is probably
evolving towards greater simplicity, and though
these tenses are often required in written or formal
communications, they are not always used in more
informal speech. You could also mention the fact that
the Past Perfect verb forms are used much less by
the Americans than by the British and that younger
British speakers are increasingly influenced by
American usage. There is more practice in the WB.
47
 Answers:
1 Has been supporting – first choice because of
over the whole, emphasising the period, but
has supported also possible; the Present Perfect
verb forms are preferable to the Simple Past
because the action is brought up to the present.
2 became – an event at a specific point in the
past, had become is also possible, much more
formal and marked.
3 had been going – first choice because of every
summer, emphasising the period, but had gone
also possible.
4 Had been trying – first choice because of for
quite a while, which emphasises the period,
but had tried is also possible, and in informal
speech many people would simply use tried.
5 hadn’t found – implied: until I noticed, could
not find is also possible.
6 noticed
7 solved – both actions(6 & 7) happening at a
specific time in the past
8 decided – an event at a specific point in the
past
9 had done – action completed before the next
verb.
10 contacted – an event at a specific point in the
past
11 were
12 have collected – by now brings the action right
up to the present.
4 A A game-like exercise using the Past Perfect
Progressive to indicate an action which was
continuing until interrupted by another action in the
past.
5B Appreciating the past
(pages 34–35)
1 An oral exercise that sets the scene, uses the visuals,
and elicits vocabulary related to movement, positions,
and costumes.
ALTERNATIVE activity
Some SS find describing visuals easier than others.
If you think your class will have difficulties in
producing enough vocabulary, write some categories
on the board, e.g. 1 Movement/position, 2 Men’s
costumes, 3 Women’s costumes.
Get SS to write single words that could be used for
each category, and if necessary add some yourself,
for example:
48
1. men grabbing each other by the shoulders,
jumping in the air, other men sitting on the floor;
whirling, women standing behind men; women
standing and holding bands
2. embroidered velvet vests; long white dresses with
aprons tied around the waist; white chemises
(with a band collar and no cuffs, the sleeves are
gathered just above the elbow), woven skirts,
hand-knitted stockings, opanci
3. embroidered velvet vests, loose shirts, and black
trousers that balloon around the thighs but
tighten at the knees, red loosely tied belts, opanci
2 A Listening and ordering items they hear. The
listening task is prepared by reading the questions
first.
AUDIOscript
I = Interviewer, K = Katarina
I: What can you tell me about your beginnings with the
folk dance group?
K: Well, I joined the group because of my friends. I always
dreamt I would be a folk dancer. So, a few friends of
mine who were already members invited me to join the
group. So I went and was chosen. I was thrilled. I was 17
years old at that time and it was excellent. That was 15
years ago.
I: What do you like best about being a member?
K: Friends, being a part of a group, travelling, detaching
from everyday life. I fulfil myself with dancing, I recharge
my batteries. Perhaps it has to do with the fact that I
don’t live in the town where the folk dance group is, I live
a hundred kilometres away. So coming back to my home
town is like going back to my teenage years. I remember
all the things that were going on then. It’s something that
makes me young. I have got two little children and when
I come from a rehearsal I feel ten years younger.
I: So, if you don’t live in the town where the group is
situated, how do you manage your personal life and the
obligations that being a member of a group brings with
it?
K: Well, sometimes it’s quite difficult. But I try and organise
my time so I go to rehearsals. We have rehearsals once
a week and I try to be there if at all possible. I can leave
my children with my mum or my mother-in-law so I can
freely go to rehearsals. Sometimes I can’t go and then I
feel really sorry. But I can’t help it.
I: How often do you have performances?
K: Statistics show it’s once a month, but they are
concentrated between May and September, maybe
October, and sometimes we have shows twice or three
times a month. I don’t go to all the shows, but if I can go,
then I do.
I: And how do you prepare for a performance?
K: It takes a lot of time to get the costume ready as it
needs to be ironed a few hours before a performance.
The ironing itself can take an hour or more. The
girls do make-up and hair ourselves. There’s always
some improvisation on stage. I have years of practice
so sometimes I can just improvise. But the dances
themselves are structured so that you don’t need to go to
 all the rehearsals. Sometimes I would get a song via email
from the group leader and I just read the lyrics to refresh
my memory. Then I sing in front of a mirror for practise
and that’s it. Then we go on stage.
I: And how do you feel before a performance?
K: There was a time when I was very nervous, but not any
more. Maybe my job helps me cope with that kind of
situation, but I don’t feel nervous, no. I feel very happy.
Sometimes I can’t wait for a performance to start, so
I can show myself, what I can do. Although I have a
stressful life and a family, I’m relaxed before a show. This
is a sort of therapy for me.
I: So, would you say that the attitude towards folk dancing
in Serbia is different from other countries you’ve visited?
K: The further south you go, the more basic the attitude
is. We’ve been to Macedonia and Bosnia, for example,
and they live with it. Even young people. It’s part of their
lifestyle, while in Western countries, this connection with
folk dancing and folk music is not so strong.
I: So, what kind of people come to your shows?
K: First and foremost it’s our parents, husbands, wives,
friends, children, and also members of other groups.
There are also older people who enjoy our shows, or
maybe they see themselves in us, they see themselves
when they were young and they were doing the same
thing that we’re doing now. But mostly we’re performing
in small towns and usually all generations come.
I: What role would you say folk dancing has in Serbia?
K: There’s a strong connection between something we are
living and something we know through our parents and
grandparents. I think that we are all missing something
… this is back to nature. We are bombarded with all
kinds of information during the day, we live a stressful
life and we must do a lot of things at work and this is
something that calms us, that tells us ‘Hey, you don’t have
to do everything today, tomorrow is another day.’
In our group we talk a lot with each other. I enjoy it
when a rehearsal is over and we go to a bar and we sit
and talk for hours and we laugh and we’re really relaxed.
Friendship is one of the most important things that
connects us. We have all sorts of profiles, from people
with PhDs to ordinary workers. But when we are
together, there are no differences. We are all equal, we
are all friends. Whenever you need help with something,
there is always someone who’s willing to lend a hand.
This community spirit is always present. I must say I
appreciate our past and admire our ancestors. I think
Serbs should respect their tradition and heritage more.
I: Have you got any future performances scheduled?
K: In the near future, we’re performing at a wedding of
one of our members; we’re shooting for the national
television in July; in August we’re taking part in
the national folk dance competition in Negotin; in
September we are planning quite a big performance in
Leskovac where their folk dance group is celebrating
their 40th anniversary; and in December we’re preparing
our gala end-of-year concert.
I: What advice would you give to young people?
K: If somebody asked me which things he or she should do
in life, I would say join a folk dance group, because this
lifestyle can really enrich you. We travel, we have a great
time, we’re friends, we have parties and picnics …
In my opinion, society is becoming too individualistic
and too isolated. We’re becoming emotionally detached
and lonely. I work at school and I notice more and more
young people who are lonely, isolated, unfit, overweight
… I think joining a folk dance group can provide an
excellent answer to these problems, as it provides a
combination of good company, fun, laughter, true
friendship and a healthy way of life. Last but not least, it’s
also educational.
Answers:
1f 2c 3a 4g 5b 6i 7e 8d
9 j 10 h
b The aim here is to go over the main points of the
listening SS have heard, and to encourage them to
recapitulate as much as they can. There are a lot
of sentences, and therefore it might be a good idea
to stage the activity: first, each member of the pair
works on either odd or even questions, then they
compare notes and work together to complete the
eleven parts. They then listen a second time to
confirm.
The rubric tells SS that they don’t have to remember
the exact words. In checking the answer, accept all
versions that are generally accurate.
Answers:
In some gaps, there are several possible answers:
1 detached/separated, recharges
2 rehearsal, sorry/sad, etc.
3 12, September or October
4 getting, reading/rehearsing/memorising, mirror
5 nervous, relaxed/happy/excited, stressful
6 southern, western/westernised; connection/
link/bond/affinity
7 relatives/relations/family members/family, past/
memories/youth etc., generations/ages
8 connects/links etc., calm/relax, friendship/
happiness, etc.
9 weddings, celebrations, gala
10 unfit/overweight/isolated/emotionally detached
etc., fun/enjoyment/pleasure etc., educational
3 Here the grammar focus shifts to linking words or
expressions. Categorising the words as addition or
contrast also makes SS re-read the sentences with
greater attention to the meaning.
Answers:
1 also, as well as, in addition, apart from,
moreover
2 whereas, however, although, unlike, while
49

4 As a pre-listening task, SS first read the half sentences
and attempt to match them. This prepares SS by
introducing some of the ideas and vocabulary. It then
provides a motive for them to listen and check.
AUDIOscript
I = Interviewer, M = Marko
I: What can you tell me about your beginnings with the
folk dance group?
M: My beginnings are … quite interesting, I can say. I met
a girl who was playing the tamburica in the group at the
time. After a few years of friendship with her I joined the
group. Even after we split up I stayed with the group and
I’ve been dancing there since July 1997.
I: So, what do you like about being a member of a folk
dance group?
M: In the first place, it’s the presentation of the national and
ethnographical heritage and keeping alive the part of the
national treasure which is related to my origin. Secondly,
of course, it’s the friendships that we have forged in all
these years.
What is interesting is that, in the past, the couples that
had been dancing with the group and got married and
had children, they stopped dancing, and never came back
to the group. Of course, they stayed somehow related but
never danced again. But now it’s completely different.
When couples get married or have a child, after one or
two years, they come back so they are still dancing and
keeping an active role within the group.
I: So, can you tell me something about your performances?
How many do you have and what kind?
M: We have from 15 to 20 performances a year, including
two to three performances abroad, usually one in the
countries of the former Yugoslavia – Bosnia, Croatia or
Slovenia – and one performance in other countries of the
EU.
I: How often do you rehearse before a performance and
how often do you rehearse in general?
M: In general we have rehearsals every Friday or Saturday,
so every end of the week. We have winter holidays, of
course, and also during the summer the rehearsals are
less frequent. But before an important performance the
rehearsals are very intensive. For instance, last year we
were on a four-day visit to Toulouse, France, where we
had several performances. On the last day, we had a
solo performance of one hour and a half and we were
forced to show everything we know, from singing,
dancing, playing … everything. One hour and a half of
performance with only one break of 15 minutes is really
challenging and you have to be well-prepared, well-
trained, otherwise you cannot make a good impression.
I: And how do you feel before a performance like that?
M: Of course, you are a little bit nervous before every
performance, but usually this nervousness simply
vanishes when the performance starts. So, you just go
with the flow and it’s really good.
I: And what can you tell me about the other members of
the group? What ages are they?
M: Well, we actually have three groups – a children’s group,
a junior group and a senior members group. Recently,
a few members of the junior group moved to the senior
group, so we now have members from 17 to 55 years of
age in the senior members group. All together there are
roughly 100 active members, if we count all three age
groups.
50
I: So, how do you choose who gets to perform in different
performances?
M: When the group leaders learn about a performance,
they send a text message to all members. Usually not
all members have the time. Sometimes it’s easy to get
enough couples for a performance, sometimes it’s not. A
minimum number of couples for a performance is six.
Of course, it has happened that we only had four couples
performing, but those were very few occasions, because
such a performance is quite poor.
I: And would you say that folk music is popular with young
people in Serbia?
M: It depends, but I’d say yes, particularly among young
people who are somehow related or are conscious of their
origin, the songs and national heritage. Of course, a part
of national music is also related to turbo folk, but this has
got nothing to do with proper folk music.
I: And what are your audiences like? Who comes to see
your shows?
M: In Serbia, it’s all kinds of people, from young to old. All
our concerts, especially our end-of-the-year concert in
December, are usually very well visited. In some other
regions of Serbia this is not the case and the folk groups
that come to visit us, especially for this end-of-the-year
concert, are surprised because the hall is full and there
are no empty seats. And this is really something.
Abroad, for example in parts of the former Yugoslavia,
all such concerts are very well visited. In EU countries,
it’s the same. My feeling is that abroad these things are
more important than in some parts of Serbia.
I: What would you say is the advantage of being part of a
folk dance group?
M: The big advantage is active contact with the national
heritage and also getting in touch with other folk dance
groups in Serbia and abroad. This way you can get an
insight into the national heritage and the energy and
effort that the groups are putting into their performances
… and, of course, getting to know other cultures and
their traditions.
I: Is there anything that’s frustrating about being a
member?
M: Not really, no, because we have really become friends
through all these years.
We are really great friends within the group and friendship
is something that is keeping this folk dance group active.
Sometimes it’s difficult to combine personal life and
obligations with the group’s, but we manage somehow.
Answers:
1c 2f 3a 4h 5b 6e 7g 8d
5 Here SS work with the material of the interviews,
while practising linking words (there will be more
practice in the WB). The task is fairly complex as SS
have to complete the second sentence from memory,
and then think of the relationship between the two
sentences so that they can use an appropriate linking
word. Encourage SS to compare and discuss their
attempts before the second listening. Then let them
listen to the interview again, to help them pick up
details which they might not have remembered.

Answers:
Example sentences:
1 Katarina values friendship as the first benefit of
the group while Marko considers preserving the
national heritage a priority.
2 Katarina finds it difficult to attend all rehearsals
and Marko also adds they can be intensive.
3 Katarina feels folk music provides a calming
influence as well as overcoming isolation,
whereas Marko feels the main advantage is the
preservation of the national heritage.
4 Katarina says audiences are often mostly
older people; however, Marko says that their
performances attract full audiences, of all ages.
/ Unlike Katarina, who says audiences are often
mostly older people, Marko claims that their
audience is of all ages.
Work with it!
Prioritising, highlighting
This aims to help SS with the language functions of
prioritising and drawing out the relative importance
of views expressed. In both their written and their oral
work SS often have to express opinions, make sure they
are clear, and justify them. The activities also serve to
prepare the writing tasks that follow in 6A and 7.
6 A SS here work with the language they heard in
listening tasks. The first activity simply reminds them
of the speakers in the two interviews. If SS would like,
they can listen again. The importance of this exercise
is simply to set the expressions into a context rather
than simply having them as ‘disembodied’ phrases.
Answers: K: b, e, f M: a, c, d
b This provides a bank of expressions, which SS then
have to place into one of the three categories.
Answers:
1 Most important: a, d, e, g, i, k, m
2 Not so important: c, f, h
3 Not very important at all: b, j, l
c SS are asked to think of two reasons for supporting
one of the two contradictory positions, and then write
two sentences, using the prioritising expressions they
worked with.
7 Paragraph writing, using linking expressions and
expressing personal views. The paragraph could be
set as homework, with peer or group comparison
in the next English class. Before asking SS to do the
task, explore the title with them. Ensure that they
understand that here, unlike the exercise they did in
6C, they are not asked to give a judgment on how
valuable it is to maintain musical traditions, but
rather how hard it is to do that.
OPTIONAL activity
For a few minutes, have a ‘brainstorm’, getting SS to
simply say out loud, in no particular order and with
no particular logic, what could possibly make it hard
to maintain traditions, and how these difficulties
could be overcome. This kind of brainstorm is a way
of stimulating ideas, and it is therefore essential that
all ideas should be accepted. This releases SS from
having to monitor their ideas or not express them
for fear of criticism. The process always seems to
elicit thoughts that SS didn’t know they had! It is
important for SS to participate and so they shouldn’t
really be taking notes at the same time. It is to be
hoped that some of the ideas will ‘stick’ and be useful
when they are writing their paragraph.
Workbook
1 A standard grammar practice exercise in which SS
decide on the right verb form from a choice of two.
Answers:
1 had increased
2 had been selling
3 had appeared
4 had sold out
5 had never known
6 decided
7 had been rehearsing
8 had loved
9 had been getting
10 had set in, told
2 Grammar practice continues, but increasing in
complexity from activity 1. Here SS have to decide on
the right verb form as well as produce it. As context
can so strongly influence the choice of verb form, the
eight sentences here develop a story line, so that the
verb choices are contextualised.
Answers:
1 had been thinking, hadn’t remembered
2 had to, put, stuck
3 had been intending (had intended is also
possible), rang, answered, forgot
4 had been practising, opened, found, had/‘d
forgotten (forgot also possible), said
5 had been gathering, had decided
6 had been standing, were able
7 were, was sitting, had
8 had been waiting, was
51
3 Here the practice focus shifts to using link words
appropriately. An inducement to use a greater range
of linking words is introduced by the stipulation that
each linking word must only be used once, something
which also gives the exercise something of a puzzle
format.
Answers:
1 A link word of addition needed instead of but:
and, and also, as well as, apart from are all
possible without changing the punctuation.
2 Contrast needed instead of and: but, whereas
are possible without changing the punctuation.
3 Contrast needed instead of Besides: Although,
Whereas or While can start the sentence
without changing the punctuation.
4 Addition is needed instead of however: after the
semi colon, besides, in addition, and moreover
are possible.
5 Addition needed instead of Whereas: Moreover
or In addition can start the sentence without
changing the punctuation.
6 Contrast needed instead of moreover: however
is possible after the semi-colon.
7 Contrast needed instead of like: unlike is the
most appropriate.
4 Vocabulary work on collocations. If necessary,
explain that ‘collocation’ is the word linguists use for
words that naturally go together. In this exercise, SS
have already met all the set phrases in the unit, and
shouldn’t therefore need to use dictionaries.
Answers:
1d 2f 3g 4e 5b 6c 7h 8a
5 A Vocabulary building, working with the very
frequently used prefix multi-. The first part focuses
on getting SS to recognise the common thread in the
many compound nouns using this prefix.
Answers: 1 a 2b
B Practise with other compound nouns using the
prefix multi-.
Answers:
1c 2f 3e 4b 5a 6d
c More practice, personalised this time, with nouns
that have the same prefix. SS use the words to write
sentences about themselves.
52
Answers:
1 multicultural
2 multilingual
3 multimillionaire
4 multitasking
5 multiplex
6 multinational
6 A pre-reading vocabulary exercise, building up
knowledge of musical instruments to prepare SS for
reading the text about jazz performances in Niš.
Answers:
Instruments from left to right: the bass, the trumpet,
the singer, the guitar, the drums, the saxophone
7 A Quick reading for overall gist comprehension.
Although this may be done as homework, SS should
be encouraged to set themselves a time limit so that
they practice quick reading. In this first activity, the
only question simply concerns the overall meaning of
the text.
Answer: the jazz festival in Niš
b Here SS go over the text in greater detail, to extract
answers to specific questions. Remind SS that in this
kind of exercise, which is similar to the ones they will
encounter in their exams, they do not need to write
complete sentences. Refer them to the work they had
done in Unit 2D, where they were asked to discuss
and reflect on how to read efficiently as well as write
short answers.
Answers:
1 a) The high-profile jazz performances
b) The new concert venue
2 Niš fortress.
3 No, it has many kinds.
4 No, it offers many kinds – from swing and blues
to modern jazz and ethno sound.
5 The visitors are completely hypnotised.
6 His mastery of piano and his unique two-handed
tap guitar technique.
7 Playing on both hands on the neck of the guitar.
8 They were so delighted that they forgot about
the festival 'rules' and gave thunderous standing
ovations.
8 Vocabulary words, getting SS to go back to the text
and re-read it, using the context to identify specific
words.
Answers:
1 mind-boggling, amazing, stunning
2 standstill
3 eclectic
4 virtuoso
5 ovation
6 mesmerising
9 More vocabulary work with the text, this time with
adjectives.
Answers:
A fluid, snappy, renowned, eclectic, bold
medieval, polyphonic, mind-boggling, stunning,
mesmerising, astounding
B snappy, renowned, eclectic, bold, unique,
stunning, astounding, impressionist
C fluid, challenging, renowned, bold, medieval,
sophisticating, unique, thunderous, mind-
boggling, stunning, mesmerising, astounding
10 Writing a short friendly letter.
Additional activity
The text could serve as a model for structuring an
article, as it is built on a series of short paragraphs
linked together in a tight, coherent way. If you feel
that this would be beneficial to your SS when they
come to write their own essays, take some class time
to go over the structure of the piece with them. One
way of getting SS to appreciate the overall movement
of ideas throughout the article is to ask them to jot
down in note form the main ideas of each paragraph
(perhaps working with a partner). Give them an
example by talking about the introduction, then ask
them to continue. The following is only one example
of the way the text could be analysed.
Paragraph 1: Introduction. Main ideas: new concert
venue, high standards of excellence.
Paragraph 2: Hall influenced by previous traditions.
Paragraph 3: More similarities based on traditions:
great variety of different styles of
music
Paragraph 4: The body of the article (paragraphs
4−7). This moves from the general
to the particular, from comments
about the venue to a critique of
one particular performance – band
leader’s versatility (uniting jazz with
commercial music).
Paragraph 5: Critique of the band leader’s
performance: great entertainer.
Paragraph 6: Continuing the critique of his
performance: one weakness, but
overall excellence in tune with modern
taste.
Paragraph 7: Description of the music as a whole.
Paragraph 8: Conclusion: return to the idea of
excellence as a European venue, and
conclude.
53
6 The Final Frontier
Unit 6 looks at the long history of human beings trying
to imitate birds and take to the air, before moving to
more recent forms of air travel into space. The grammar
focuses on noun or participial phrases with before, after,
and verb tenses in clauses with until.
6A Before mankind took that giant
leap ...
(pages 36–37)
Before you begin, you could examine the visuals with
SS, asking them to describe what is happening in each
one, and drawing out some of the vocabulary that SS will
encounter in the unit, e.g. hot-air balloon (featured in
bottom right illustration, p. 36), a heavier-than-air flying
machine (illustration on p. 37). The drawing (upper
right, p. 36) is taken from Leonardo da Vinci’s designs
for a helicopter-type flying machine. At this point simply
look at the illustrations. The historical aspect is to be
explored next, in the first activity.
1 A To set the topic, a first sequencing activity that
reviews the history of flight, pulling out SS’ previous
knowledge. It also functions as a pre-listening
exercise. SS can work in pairs and also consult others:
encourage them to discuss their guesses.
Answers:
1 II, 18th century
2 IV, 20th century
3 I, 15th century
4 VI, 20th century
5 V, 20th century
6 III, 18th century
B Listening to confirm guesses, and for precise
information. SS can work in pairs, each one
responsible for alternate numbers – to lessen the
difficulty of listening while also jotting down precise
dates.
AUDIOscript
PH = Phoebe Hilder, AS = Dr Andrew Salkov
PH: Hello, and welcome to Science History. I’m Phoebe
Hilder, and our guest today is Dr Andrew Salkov,
from Imperial College London, who is a specialist in
the history of aeronautics.
AS: Hello, everybody.
PH: Dr Salkov, several listeners have emailed to ask about
the first attempts at getting machines to fly, I mean
before the Wright brothers finally made it off the
ground. Were there a lot of false starts?
AS: Absolutely. As far back as the 15th century, Leonardo
da Vinci was experimenting with all kinds of ideas.
Before trying to design a helicopter, he drew machines
with wings like a bat’s. He thought that men could
imitate birds, flap their wings and fly. The story goes
that after he’d built one of these contraptions one of
his students jumped off a hill and broke his leg ...
54
we don’t know if that really happened. But none of his
ideas would have worked in any case, according to our
modern understanding of flight.
PH: And I believe there were lots of failures with the early
balloon flights too?
AS: True! It wasn’t until the eighteenth century that people
started to experiment with balloons. But before the
Montgolfier brothers managed to get theirs travelling
for the very first time over Paris, on the 4th of June
1783, they had tried many different ways of getting
balloons to rise. They thought – mistakenly – that
it was the smoke from the material they burnt that
provided the lift. They didn’t realise that it was the hot
air itself. After their first success, though, there were
more disasters. Just two months later, an inventor
called Charles launched an unmanned hydrogen
balloon, because he knew that hydrogen is lighter than
air. But unfortunately the balloon crashed into a field
near Paris and was attacked and destroyed by local
villagers. They must have thought a terrible monster
had landed in their field!
PH: So this all happened before there were balloons that
could carry people ...
AS: Yes, but the Montgolfier brothers were hard at work
on that, and it was one of their balloons that took two
men sailing over Paris for the first time on November
17th of that year, 1783.
PH: That was quite a glorious year in the history of flight.
AS: It certainly was. But balloons were hard to control,
and some balloonists were killed. By the end of the
next century, people were starting to make other kinds
of flying machines.
PH: The Wright brothers were the first to get one to fly,
weren’t they?
AS: Yes, but only after having experienced two
disappointing failures. On the second flight, the glider
nose-dived into the ground and Wilbur Wright, who
was piloting it, was very nearly killed. After working
out why the previous gliders had always crashed just
like this one, they changed their design. At last, on
their third attempt on December 17th, 1903, Orville
Wright piloted their new glider about 200 feet in 15
seconds.
PH: Human beings had finally achieved the centuries-old
dream of flying!
AS: Only a very short distance! But it wasn’t long before
the race was on to get planes to travel further and
further.
PH: I seem to remember that there was a prize offered for
the first non-stop flight across the Atlantic?
AS: Yes, and after a few unsuccessful attempts, two men,
Alcock and Brown finally cracked it. They took off
from Canada on June 14, 1919, and flew through
heavy storms all night. Brown had to climb on to the
wings to clear ice away from the engines ... so it was
quite a dramatic flight, and having almost run out of
fuel, their plane kind of crashed upon landing in a
boggy field in Ireland.
PH: Would the next milestone be Neil Armstrong on the
moon, taking a big leap for mankind? Was that in the
sixties?
AS: Yes, July 21st 1969, but of course that was after the
Russians had launched the very first unmanned space
ship, Sputnik 1, on October 4th, 1957 ...
PH: And the rest, as they say, is history ...
 Answers:
1 4th June 1783
2 December 17th 1903
3 15th century
4 October 4th 1957
5 14th June 1919
6 17th November 1783
C Second listening for further information as well as
particular details.
Answers:
Sample answers (variations in formulation
possible):
1 tried to make flying machines with wings like a
bat’s.
2 a student jumped off the hill and broke his leg.
3 they had tried many different ways of getting
balloons to rise.
4 there were more disasters.
5 finally succeeded in getting a plane to fly.
6 they changed their design.
7 were the first to fly non-stop across the
Atlantic.
8 crashed into a boggy Irish field.
2 Grammar activation, introducing examples of
structures that follow before and after.
LANGUAGE NOTE
The exercise depends on SS understanding the
grammatical terms used, e.g. ‘clause’ and ‘participial
phrase’. If necessary, remind them of, or ask them to
look up, their meanings: clause – a group of words
that contains a subject and a verb and is part of a
complex sentence; ‘participial phrase’ – a participle
(past participle ending in -ed or present participle
ending in -ing) and accompanying word or words,
which modify (add information to) a noun or
pronoun.
Answers:
1 4, 7
2 2, 3
3 1, 5, 6
4 8
3 Grammar practice, working with the statements
completed in exercise 2, writing sentences.
LANGUAGE NOTE
There are often variations possible in the answers,
both in sentence order and verb form choices. Point
out to SS that these variations can sometimes add
emphasis. They are also useful in giving a writer
options when writing whole paragraphs, allowing
a variety of different sentence structures and
preventing repetition of structures which can make
long passages boring.
Answers:
1 a Before Leonardo’s attempt to design a flying
machine, he studied birds’ wings. / Before his
attempt to design a flying machine, Leonardo
studied birds’ wings.
b Before attempting to design a flying machine,
Leonardo studied birds’ wings.
2 a After the Montgolfier balloon’s flight over
Paris, the brothers got one to fly carrying
animals.
b After getting their balloon to fly over
Paris, the Montgolfier brothers got one to fly
carrying animals. / (After) Having succeeded
in getting their balloon to fly over Paris, the
Montgolfier brothers got one to fly carrying
animals.
3 a Before the Wright brothers’ success in getting
a plane to fly, they had two failures.
b Before succeeding in getting a plane to fly,
the Wright brothers had two failures.
4 a After Alcock and Brown’s difficult journey,
they arrived in Ireland. / After their difficult
journey, Alcock and Brown arrived in Ireland.
b Having completed their difficult journey,
Alcock and Brown arrived in Ireland. / After
completing their difficult journey, Alcock and
Brown arrived in Ireland.
Work with it!
Writing essays 1: organising material
The work on developing writing skills for essays
continues. Here the focus shifts to organising material
and thus ensuring a coherent development of thought
throughout the whole essay. This is a feature that makes
a longer piece of writing both more comprehensible and
more approachable for readers, and it is of course also
one of the aspects that examiners look for in tests.
4 A Four different ways of structuring the essay are
suggested, and SS are asked to build up a repertoire of
linking phrases that can help them to structure essays
successfully.
Answers:
1 Chronological sequence: e.g. In (date) ... Later
on, ... The third (reason) ... Another (factor) ...
Finally...
2 Cause and effect: e.g. The cause ... But the
consequences ... Because of ... Due to ... The
reason being ...
55
 3 Problem and solution: e.g. A further problem
(complication) ... When the ... was understood/
solved ... That was not the only challenge ...
There was one final obstacle to be overcome ...
4 Compare and contrast: e.g. while, furthermore,
yet, as opposed to, on the contrary etc.
B Here SS have to find a logical order for the key
sentences.
This is a fairly challenging task, and it is useful for
SS to do it in pairs or small groups so that they can
discuss the reasons for their choices. The organising
principle is to compare and contrast, and because of
the linking words provided, different orders could
well be possible.
Answers:
1A 2D 3H 4C 5G 6E 7B 8F
C This asks SS to replicate the exercise they’ve just
been working with. It could be set as homework, with
the group work next English lesson.
6B Wait until space travel is
cheaper?
(pages 38–39)
From the past, we move to space travel in the present and
the future.
1 A discussion to personalise the topic, eliciting
attitudes as well as some vocabulary.
2 Reading comprehension, drawing out key ideas
from the six paragraphs giving the opinions of
people interviewed. Extracting key ideas is a way of
processing the text and thus contributes to improving
reading skills. Encourage SS to summarise the
reasons, not just use the words of the text.
LANGUAGE NOTE
The accepted rule about capitalising the word earth
is that a capital is used when we mean the planet,
and not when we mean soil. However, as is so often
the case, it is a rule that is not always observed in
informal writing, and here the article, quoting what
people have said, adopts an informal style and does
not capitalise earth. An additional reason may be
that the context makes it perfectly clear that the
word here refers to the planet, and so capitalisation
is not thought by the author to be necessary.
56
LANGUAGE NOTE
As mentioned in note 1, the text is a fairly informal
one. There are informal or slang expressions which
you might be interested to pick up with SS. For
example:
• No way! = Absolutely not! This has been around
for a while but still seems to be in quite frequent
use.
• make a bundle = make a lot of money
• a con = a fraudulent trick
Answers:
For: exciting for young people, a view of the earth
from space, the coming thing (the next trend), a
sure investment.
Against: the excessive cost, safety, a waste of
money, silly and just a game
3 A&B Grammar activation, working with the verb
forms that can follow until.
Answers A:
1 until he’s earning his own money;
2 until the economy gets stronger;
3 until it’s, like $50,000;
4 Until they’ve made shuttles that don’t explode
Answers B:
1 Present Simple, Present Progressive, Present
Perfect
4 A A reading and summarising exercise, which also
introduces vocabulary to prepare watching a video.
Because SS read the two summaries before watching,
their attention is focused not just on content, but
more particularly on other qualities of a good
summary, for example:
• clarity
• coherence
• organisation and sequencing of material (which
they’ve just been working with in BA)
• essential information given, separated from
examples and less important details
Note: put up the above checklist of qualities to look
for on the board.
Feedback: when asking SS to give the reasons for
their choices, ensure that they cover the main points
of the checklist.

VIDEOscript
P = Presenter, EP = Egor Piskunov, SS = Stanislav
Smirnov, AB = Aleksandr Bruk, YK = Yury Karash
P: Vital supplies are heading to the International Space
Station in a Russian progress cargo module. The
freighter was launched from Baikonur cosmodrome
in Kazakhstan, earlier on Wednesday. The spacecraft
is carrying two and a half tonnes of supplies including
water, oxygen, fuel and food. Medical equipment is
also on board, and a few luxuries for the crew, such
as chocolate and DVDs of recent Russian TV comedy
shows. The module will also deliver a mini-greenhouse
with artificial soil for experiments on growing food in
space. It’s scheduled to dock with the ISS on Friday.
The Station is currently manned by an international
team of two Russian cosmonauts, and three astronauts
from the US and Japan.
Now budget air travel has become the norm in
Europe and the US but could cut-price space tourism
ever become a reality? It’s only for billionaires at the
moment, but Russian scientists are working on new
plans for a space shuttle which could hitch a ride on
a high-altitude aircraft before orbit, meaning more
down-to-earth prices. RT’s Egor Piskunov reports.
EP: It was designed to be the highest flying plane in the
world and for ten years served as a station studying the
upper levels of the atmosphere. Russia’s Geophysica
has reached an altitude of more than twenty-one
kilometres, or thirteen miles. Now, its developers have
a whole new mission in store.
SS: Our goal is to send large groups of people to run one
hundred kilometres above ground, where they’ll be
able to see our planet and the cosmos with their own
eyes.
EP: In order to achieve this goal, the developers want to
use Geophysica’s ability to carry cargo attached to its
body. The plane will take off carrying a small space
shuttle which will be released at a certain altitude.
Geophysica will then head back for landing while the
shuttle will transport tourists to orbit and back.
AB: After detaching from the plane, a rocket engine pushes
the shuttle into close orbit. After spending several
minutes at its highest altitude, it descends and lands at
an airport.
EP: The developers say they need around two hundred
million US dollars to put the shuttle into production.
And the ticket price for passengers will be around two
hundred thousand dollars, compared with the thirty-
five million recent space tourist Guy Laliberté forked
out. Already the list is growing of people wanting to
make the trip. A bigger fourteen-seater version of
the shuttle is also being designed. It can be carried
by another plane, Atlant, which transported the only
Soviet space shuttle in history, Buran.
It’s planned that the three-seater spacecraft’s crew
will consist of a pilot, who’ll sit in front, and two
passengers, who will sit in the back. They won’t need to
go through any intense physical training, with the only
major test being a health check. The whole flight will
take around an hour. But for five whole minutes the
crew will be able to see what the Earth looks like from
space, in zero gravity.
Egor Piskunov, RT, Moscow region.
P: Now in December last year, British entrepreneur
Richard Branson’s Virgin Galactic unveiled the world’s
first ever commercial passenger spaceship. It’s now
under testing but Branson hopes to launch space
tourism into zero gravity within just two or three
years. The Spaceship Two is designed to carry eight
passengers and two pilots and will be sent into orbit
by a booster rocket, separating from it around sixteen
kilometres above the Earth. It’ll be something of a
quick thrill, though, as those on board will experience
zero gravity for only around six minutes. Space analyst
Yury Karash said there’s much in common between
Branson’s project and the Russian one.
YK: The world of aerodynamics and the world of physics
are pretty much the same and they shape the
configuration of the spacecraft. The Spaceship Two
will be carried under the belly of the platform which is
White Knight Two and Cosmopolis Twenty-One will
be carried on the back of Geophysica M-55. So this is
probably the major difference between the two. And
all the other features are pretty much similarities. If
we talk about touristic space race, Russia has already
won it as you know because of the launch of seven
space tourists in outer space, all of them flew to
the International Space Station. Whereas about the
suborbital space race, well I don’t think it is significant
enough to talk about it in terms of ‘race’.
P: Space analyst Yury Karash there on the prospects of
commercial passenger space flights.
Answers:
Possible discussion points: A is more wordy,
repetitive, disorganised; the sequencing of
sentences is faulty; although it does give most
of the main points of the video, it has too much
unnecessary detail; B makes points in a more
focused, organised way; it extracts most of the
main points, though different people might choose
slightly different angles; it is well sequenced etc.
B Puzzle activity for vocabulary enhancement. SS can
have a first go, then if there are still gaps, watch the
video again to see if they can complete the puzzle.
Answers:
ACROSS:
1 belly 3 vital 8 configuration 10 docks
11 earth 16 cosmos 17 cargo 18 orbit
DOWN:
2 entrepreneur 4 cut-price 5 zero gravity
6 suborbital 7 booster 9 goal 12 hitch
13 mission 14 launch 15 fork out
5 Making a plan for an essay. Ask SS to go over the
Work with it! advice on organising material that
they’ve worked with in unit 6A. The rubric includes
detailed guidelines for thinking about and beginning
to work on an essay. SS work in pairs to research the
57
 topic, discuss their views of the topic and prepare
reasons both for and against, organise their material
and make a plan. If it’s appropriate, they can then
write a full essay on the topic, and use the process
writing steps for peer advice and editing.
6C A taste of space for Europeans
(pages 40–41)
1 Continuing the theme of space travel, this section
looks at training programmes for astronauts.
This first activity functions as a pre-reading task,
pulling out some of the difficult ‘technical’ terms
SS will encounter in the text. The sentences provide
paraphrases, once again facilitating what could be a
fairly difficult text at this level, especially for ‘non-
techies’.
SS can consult dictionaries and discuss their solutions
with others.
Note: the text and its accompanying exercises can
be considered as integrating content and language
learning, since they introduce and reinforce notions
from maths (parabolas) and science (gravity, Newton’s
laws about inertia, action/reaction).
Answers:
1d 2g 3a 4e 5i 6h 7b 8f 9c
2 Working with linking expressions of addition/
contrast etc., this provides practice with using the
context and the structure of the sentences to find
the right place for the linking expressions. Some of
the difficult terms should now be familiar from the
previous exercise, and SS should be able to read the
text without too many problems. Getting them to
work in pairs or small groups could also help them to
manage this fairly long text.
Answers:
1e 2d 3g 4c 5b 6h 7f 8a
3 The summary sentences provide another example of
summarising main points, as well as more work on
sequencing, encouraging SS to go over the text once
and re-read for a purpose.
Answers:
1C 2F 3B 4E 5A 6D
4 A A fluency exercise following more detailed work on
the text, this personalises the topic, gets SS to produce
relevant vocabulary, and serves as preparation for
watching the video. If you set SS in groups for a
preliminary discussion, ask them to report their ideas
58
back to the class and share any funny or interesting
thoughts they heard in the group.
B After imagining their reaction to being in space, SS
listen to an astronaut talking about his experiences.
Completing the sentences provides reading
comprehension work, but also some grammar
production in managing sentence structures, e.g. the
need for an -ing form after ‘by’ in 7.
VIDEOscript
Frank De Winne: Hello, José María Ortega Hernández
from Spain. You wanted to know what I feel when I
look at the Earth. Well of course first of all, our Earth is
magnificent. And when you look at it, it’s really wonderful
and you really have a wonderful feeling that we’re so lucky
that we live on this beautiful planet. Come and have a look
with me at the same time while I’m talking here. As you
can see, we have a really great planet with the blue seas.
We don’t see a lot of the atmosphere and that gives us the
impression that our Earth is really vulnerable. And that is
really what all the astronauts think. And we really want to
make people conscious on Earth that we have a very very
vulnerable planet. We’re very small in this very big universe,
and we are so lucky to live on it. Of course, we don’t have
time to look at the Earth all the time.
We have to work a lot as well. But we are fortunate to have
windows like this, a little bit all over the space station.
And this is actually a new window, which just arrived
here in this new module that has docked just a couple of
days ago, and we’re enjoying the view very much because
we see parts of the Space Station that we have never seen
before. So overall, we really enjoy looking at the Earth,
we don’t have a lot of time, but when we do, we really feel
that we are extremely lucky to live on this beautiful planet.
Thanks a lot for watching the ESA YouTube Channel. Keep
watching and thanks for posting your questions. Bye ...
Answers:
These are sample answers as different formulations
are possible:
1 so beautiful
2 lucky to live on such a beautiful planet
3 the vulnerability of the earth/how vulnerable
the earth is
4 to be conscious of how vulnerable earth is
5 much time to look at the earth because they
have a lot of work to do
6 arrived at the module which just docked at the
ISS, and/or lets astronauts see new parts of the
space station
7 thanking the viewers for watching and
reminding them to keep watching and send in
their questions
5 A round-up discussion about the topic, moving on
from the topic, extending vocabulary and concepts,
thus preparing SS both for the writing task which
follows, and for the speaking task in 6D.
6 A short informal writing task, drawing out the ideas
and vocabulary of this section as well as response to
the video. There are two options proposed, the first
a more general one, the second about a particular
astronaut that Serbian students might be interested in.
Alternative procedure: you could ask SS to choose
one of the two options, or alternatively do the first in
class, as a timed exercise, and then set the second as
homework, the research to be done in pairs. Pin up
the emails in class the next day.
Information on Natasha Pavlovich can be found on:
http://www.airportjournals.com/Display.
cfm?varID=0905010
6D Skills enhancement
(pages 42–43)
Part I Reading
1 A comprehension exercise, in which SS have to match
gaps in a text with one of the given expressions. This
tests both overall comprehension, and understanding
of the structure of sentences. Remind SS that it is
often a good strategy to use the context to help them
find the right answer.
Answers:
2 H, 3 C, 4 J, 5 L, 6 K, 7 B, 8 D, 9 G,
10 A, 11 I, E not needed
Part II Writing
2 Here the task is to write a formal letter of application.
SS are given several prompts and in checking the
letters, one of the criteria will be how well they have
managed to give information about each one of these
points. F setting the letter for homework, SS could
write a first draft, then join a partner in the next class
to peer edit and revise their work.
Part III Speaking
The task in Part I is Speaking based on a written
stimulus.
3 In preparation for the speaking exercise, SS read
the text and work with a partner to make notes.
‘Held in conjunction with’ might present language
difficulties. If this is the case, get SS to make guesses
by reading the context. Ask them to try substituting
other phrases instead of ‘in conjunction with’ – e.g.
held with the help of, held in association with, held
in partnership with etc. These give SS the general
idea of what the phrase means. SS are encouraged
to focus on the two key qualities that are mentioned
in the advertisement as being desirable. Get them to
imagine the situation as vividly as they can, and begin
to compile vocabulary that they might need for the
interview.
4 The preparation continues, this time focusing on
which questions an interviewer might wish to ask a
prospective candidate, as well as possible answers.
Get SS to discuss the written stimulus, add to the
list of questions, and jot down notes on the possible
answers.
5 Two options are provided, so that you can choose the
most appropriate one for your class. Option A is an
easier version, an interview between a panel member
and a candidate for the vacant post. Option B is a
more complex version, where the candidate speaks in
front of a panel.
Alternative procedure: if time and SS’ enthusiasm
allow, A could be done first as preparatory work, and
then the more extended interview with the panel
could follow, with SS working in groups and then
presenting their performance to the class.
6E A
 re you on your way up?
(page 44)
Further practice with grammar and vocabulary covered
in the previous two units. SS check the answers on
page 127. Alternatively, ask SS to swap books with their
partner and assess each other's work.
6F Project
(page 45)
A guided step-by-step activity. While making the project
SS will revise the new vocabulary and at the same time
use their imagination and creativity. First, get SS to do
some research on a local dance group. During the next
English class, SS discuss the information they found.
Then, SS prepare an interview with a manager of the
local dance group, record the interview, and in the end
create a video programme which they will present to the
class.
59
Workbook Answers:
2 Having floated free in the cabin for a while,
1 Here SS have to produce grammatical sentences
they ...
with before or after, using given words. Note that in
3 Having moved heavy containers, they ...
many cases, the before or after clauses can be at the
4 Having put on special boots, they could
beginning of the sentence or at the end. However,
perform ...
when the main clause is long, it is usually clearer to
5 Having pulled on spacesuit gloves, they were
put the before or after clause at the beginning. The
able to move ...
Present Perfect is considered optional in this kind of
6 Having understood the importance of research,
sentences. Its use is more formal, but the Past Simple
they participated ... / Understanding the
is often preferred by speakers and writers.
importance of research, they ...
7 Having lain down during microgravity, they
Answers: felt ...
1 Before human beings attempted to fly,
Leonardo (had) tried to invent flying machines
4 Vocabulary work in a game format. If checking
(or a helicopter). / Leonardo tried to invent
answers in class, ask SS to give the reasons for their
flying machines before human beings had
choices.
attempted to fly.
2 Before aircraft became/had become a reality,
people were able to rise above cities in hot-air Answers:
balloons. / People were able to rise above cities 1 spaceship (all the others are aircraft that stay
in hot air balloons before aircraft became/had within the earth’s atmosphere)
become a reality. 2 roller coaster
3 After balloons (had) proved dangerous, people 3 celebrated
tried gliders, heavier-than air but unpowered 4 therefore
aircraft. Because the main clause is quite 5 however
long here, the after clause works best at the 6 challenges
beginning. 7 the reason being
4 After many attempts (had) failed, the Wright 8 library
brothers succeeded in flying/building/ 9 passenger
constructing etc. a plane with an engine.
5 Before jet planes were invented, propeller
planes had started carrying passengers.
5 Work with verb forms within a contextualised piece
Propeller planes started carrying passengers
of writing. The vocabulary has been prepared by
before jet planes were invented.
work in the unit.
6 After air travel became/had become
widespread, human beings turned to the
conquest of space. Human beings turned to the Answers:
conquest of space after air travel had become 1 arrives
widespread. 2 has docked
3 is delivered
4 are growing
2 A similar exercise, but transforming sentences this 5 are
time. 6 has been reached
7 has been perfected
Answers:
1 Before designing ...
2 Before constructing ... 6 This gets SS to spot the mistakes (in verb forms) in
3 ... before succeeding/before their success the sentences, while at the same time recycling some
4 After flying ... of the concepts and vocabulary of the text SS have
5 After completing ... just read.
6 ... after retiring/after his retirement from flying.
Answers:
1 ... until space travel is safe.
3 Using a participial phrase to link two sentences into
one: practise with both participial phrases and verb
forms.

60
 VIDEOscript
2 Until it becomes more popular/until it has
become ... Hi, my name is Sunita Williams. I’m a NASA astronaut.
3 ... new plants have grown successfully and
(have) produced … What did you enjoy about your space flight?
4 ... as soon as they have shown/as soon as they It was an amazing experience for me. It was a long time
show ... ... I joined after my corps in 1998 so it was about eight
years before I had the opportunity to go into space. But
5 ... until they see it/until they’ve seen it from
as soon as I got ... as soon as we all got there on STS116
space.
and were able to just look out the window, see the space
6 As soon as a lot of people are going as … station for the first time, those gold solar panels as we were
7 … until they put on/until they’ve put on … approaching it, I was beside myself with how wonderful just
8 … until they know … the view was. Not to mention I had the opportunity to do a
couple of space walks while I was up there and just having
that visor between you and the, you know the outside of
7 A Vocabulary-building work with prefixes. In this first space was just incredible and to look and see Northern
part, SS have to find the two words in the text and lights as well as our beautiful planet out into space was just
amazing, just incredible.
write what they mean in that context.
What was life like aboard the International Space Station?
Answers: So, you can fly from one end of the lab right through the
1 very low force pulling people to earth (very node and into the Russian segment through the PMA
(Pressurized Mating Adapter) and that’s just a lot of fun.
small)
There’s always a constant humming of the pumps in the
2 very high (large) gravity background and the fans and the ventilation system so
you’re always hearing a little buzz. But if you want some
quiet you can go into the quiet of the Kyutas. I think the
B Extending vocabulary-building to other words with best memory that I have from living on the ISS is the
similar prefixes. camaraderie of the crewmates up there. Every evening we
would get together and have dinner around the table in the
service module and just share stories with each other about
Answers: the day. Sometimes we were discussing language and the
1 microscope idiosyncrasies of the different languages. And it was just
2 hyperactive always fun just to reflect and realise where we were.
3 hypercritical
4 microbe Tell us about your dog Gorby and his sudden fame!
5 microchip Gorby is my Jack Russell terrier and I got him in 2001.
6 hypersensitive Gorby’s my little buddy. Gorby ... I spent a lot of time in
7 microwave Russia training for this mission for the International Space
Station and so of course I got to know a lot about Russia
8 hyperventilate
and of course one of the distinguished people of the Russian
9 hypermarket
history is Mikhail Gorbachev. I heard about Gorby’s
10 microsurgery sightings ... Heidi Piper was down on NEEMO underwater
and they had a big Gorby magnet there and then one of the
gentlemen from the press had written me an email and said
8 Exercises 8 and 9 use the example of the astronaut, hey, we have flat Gorby sightings all over the world. He was
Sunita Williams. This first activity is a pre-watching in Japan, he was in Russia, so he was all over the place so it
exercise to facilitate understanding. The concepts and was really nice. It was uplifting and it made me laugh every
some of the vocabulary of the video are drawn out for time I got an email from them.
SS to work with before they encounter the video.
How did you adjust to weightlessness?
I would say the transition to microgravity was a little bit
Answers: easier, it took me just about 24 hours and then I felt like
1f 2c 3b 4g 5e 6a 7d I was used to it and I loved it ... a little clumsy but I got
used to being able to fly around pretty quickly thereafter.
Coming back to earth it probably took a couple of days
9 A First, SS watch the video simply to check their just for the neurovestibular effects to start to wear off. It
sort of went off like a light switch with me but it’s a little
answers to 8.
bit different for everybody. But I can still feel I’m a little bit
slower in running than I was before I left. But I heard it’s
usually a day for a day so it’ll probably take me about six
months to get back to where I was before I left.

Do you see life on Earth differently now?

I definitely see things on Earth a lot different than before I

61
 went. When we were up there we had the distinct pleasure
of being able to look out the window and see our beautiful 6 switch
planet and see continents and no borders for countries 7 impression
and I think that was a huge impression. You look down at 8 dangers
the planet Earth and it’s hard to even imagine two people 9 can-do, well-to-do
arguing never mind fighting down there because it all 10 vehicle
looks like one that we live on these wonderful continents
together. And the second impression I got was looking
out the side window at how thin our little atmosphere is
that protects us from all the dangers of living in space, the B Vocabulary-building. Transforming adjectives into
vacuum and the heat and cold...and you can’t take any of nouns and verbs, or nouns into adjectives and verbs.
that for granted.
Answers:
Who inspired you?
I think my parents were a huge inspiration to me. Both 1 amazement, amaze
of them had ... you know ... came from not so well-to-do 2 wonder, wonder
families and made it on their own and both of them have 3 no noun or verb
a huge can-do spirit and influenced me to take chances 4 uplift, uplift
and do as well as I can. John Young was a huge inspiration 5 no noun, distinguish
for me to even apply to the Astronaut Corps when my 6 impressive, impress
test pilots school class met him when we came to visit the 7 inspiring/inspirational, inspire
Johnson Space Centre. 8 commanding, command
With space flight behind you, what would you like to do
next?
11 Both reading skills and use of language are practised
I’d love to go back to space, I’d love to go to the Space
Station again as a commander of the Space Station, I’d love
in this cloze-type exercise where parts have to be
to be part of the crew exploration vehicle and, you know, repositioned into the right place in the text.
do whatever we need to do for the testing of that as we get If doing this in class, discuss with SS the clues that
ready to go back to the moon and on to Mars. they might pick up from the exercise and the text in
order to facilitate their choices. For example, only
one of the parts starts with a capitalised letter. It
B SS watch again and write short answers. Remind must thus be at the beginning of a sentence. SS could
SS that for short answers, it is not necessary to write work in pairs to go over the possible choices for each
complete sentences. Brevity is the name of the game number.
here.

Answers:
Answers: 1e 2b 3i 4j 5d 6f 7c 8g
1 The Northern lights and the Earth. 9 a 10 h
2 Dinner in the evenings with other astronauts.
3 No, a famous Russian.
4 Yes, she runs more slowly than she did before. 12 Multiple-choice questions extend comprehension of
5 We are all living together on the planet (no the text, encouraging reflection on its type as well as
borders between countries). re-reading.
6 How thin the Earth’s protective atmosphere is.
7 No, her parents were not from wealthy families.
8 Commander of the Space Station. Answers:
1c 2a 3b 4c 5a 6b&c 7b 8a
9 b 10 a 11 c 12 b & c
10 A SS try to remember the words of the video, the
aim being to recycle useful words in contextualised
sentences, thus, it is hoped, making them more 13 A Vocabulary work, getting SS to comb the text for
memorable. They are given the first letter to help specific phrases.
their guesses. If doing the exercise in class, get SS to
work in pairs.
Answers:
1 of a lifetime
Answers: 2 like no other
1 opportunity 3 cocooned
2 humming 4 the curvature of the earth
3 languages 5 reckless
4 distinguished 6 cutting edge
5 clumsy 7 pulse quickens

62
 B Vocabulary work in a game-like format. 15 Two options are proposed: a formal letter to a named
person, expressing admiration and asking questions,
Answers: or a formal letter to an organisation, requesting
1h 2k 3f 4e 5d 6a 7i 8b information.
9 j 10 g 11 c If SS are doing the writing task as homework, plan
some time at the beginning of the next class for peer
review and editing of the drafts.
14 A More vocabulary work on adjectives, this time with
suffixes. SS can use their dictionaries if they need to.

Answers:
1 harmful
2 powerful
3 thoughtful
4 careful
5 painful
6 useful
7 hopeful

B Personalised writing with the adjectives. SS can

choose the original adjectives ending in -less, or the
seven opposites ending in -ful.
If you are doing this in class, you can introduce
a game element by asking SS to write their three
sentences on a slip of paper, and write only about
themselves. The sentences are read out and SS guess
who wrote them – or jot down their guesses.

63
7 The internet and the
media
The topic in this unit is one of which most young people
will know a great deal about and have pronounced views
about. The grammar focuses on various forms of the
passive voice.
7A Is society being improved by
technology?
(pages 46–47)
1 A Setting the scene for the topic and pulling out SS’
views by getting SS to decide where they personally
stand on the line between two opposing views. Some
SS may put their mark closer to one end of the line
than the other, while others might feel that a lot
could be said for either view, and they must therefore
be encouraged to go for the middle of the line. The
opinions will be further explored and justifications
found for both sides of the argument in 1B.
B In small groups, SS compare their views. They
then try to think of as many reasons as they can to
justify their own views but at the same time consider
opposing positions. Ask SS to list their reasons on the
board and keep notes.
2 A Quick gist reading for overall comprehension and
to show understanding of the paragraphs by matching
each one with the appropriate heading. The text
consists of four sets of paragraphs that give opposing
views on the topic.
Answers:
1b 2d 3a 4c
4 A & b The unit then goes on to work with the
B Further comprehension work with the text. This
gets SS to go back and identify the writers with the
views expressed.
Answers:
1C 2F 3A 4H 5B 6E 7H
8 D, F 9 B 10 G
3 Vocabulary extension, working with past participles
used as adjectives or in crystallised expressions.
Number 2 gives both parts of the crystallised
adjectival expression, fully fledged.
Answers:
1 personalised
2 fully fledged
3 congested
64
4 concealed
5 increased
6 transported
ALTERNATIVE ACTIVITY
Before going on to the grammar focus of the unit,
hold an informal, personalised mini-debate on the
subject that SS have been working on. One way of
doing this is as follows. Get all the SS to stand up.
Begin by giving one sentence of support for the view
that society is being improved by new developments
in technology (e.g. I used to write to my friend in
Australia once a month. Now I can email him very
easily, and I communicate with him several times a
week.) SS then volunteer an opposite view (e.g. Yes,
email has made communication easier, but then
people spend all their time on their computers.) A
third S speaks up against the view that has just been
expressed (e.g. Well, it’s true that some people are
on the computer a lot, but on the other hand email
is quicker than writing a letter and going out to post
it.) As soon as SS have made their statement, they
can sit down. This has a game element because as
the debate goes on it may become harder to think of
new reasons for or against. The reasons given may
become more outrageous or unbelievable!
FOLLOW-UP ACTIVITY
Get SS in groups to do a communal ‘log’ charting the
progress of the debate from memory. Group 1 tries
to remember the first argument and says it (or puts
it on the board, but this is more time-consuming).
Group 2 then gives the second argument. Listeners
try to catch out the speakers who are forgetting items
or misremembering them.
grammar focus, the passive, comparing it to active
statements. These two exercises revise passive
structures with different verb forms, by getting SS to
transform first passives, then actives.
Answers 4A:
Various active sentences are possible, these are
examples:
1 The agent must be added: I store all the
research for my essays safely on my flash drive.
Or, possible, personalising the flash drive: My
flash drive safely stores all my research.
2 Before these web developments, individuals
had booked tickets (or had done the booking
for tickets).
3 Machines are soon going to search for
entertainment and book tickets.

4 Computers are subtly altering our personalities.
5 Can you say technology has made your life
safer?
Answers 4B:
1 Communicating with family has been made
easier by technology.
2 Pesticides were considered by food companies
as the answer to their problems.
3 Our unique qualities as individuals are being
destroyed by mass production.
4 The disadvantages of technology are
outweighed by its benefits.
5 The whole of the web will be brought down by
spam emails.
5 Grammar activation. SS read through the text once
again and complete the rules on passive structures
based on the underlined sentences.
Answers:
1 + passive infinitive (be + past participle)
2 + perfect passive infinitive (have been + past
participle)
7B Can the media be trusted?
(pages 48–49)
optional activity (before starting the section)
The topic in this section of the unit is the
trustworthiness or otherwise of different forms of
media reporting. The aim of the following optional
activity is spoken fluency, oral practice, and building
up vocabulary.
Before you begin, you might like to explore the
visuals with the SS, eliciting their reactions to and
personal opinions about the whole business of
reporting news.
1 First, ask SS to describe the three pictures. Ask
them the questions and let them have one minute
or so comparing notes with a partner before
eliciting class feedback.
• Where is the picture set? E.g. photo 1 (top left)
shows a reporter in a TV studio, photo 2 (below
left) a reporter on a river or canal (barges or canal
boats, sometimes called ‘narrow boats’ moored
behind), photo 3 (top right) has a reporter filming
a street scene – police investigating an incident.
• What is happening in each one? Get SS to guess
or make conjectures in each case, and ask them
to describe what the people in each photo are
wearing, and what the general atmosphere is.
Photo 1 doesn’t give much indication of what
is being reported. SS could try to imagine the
subject of her report. Photo 2 is perhaps about
flooding, probably caused by snow melting in the
spring (there is still some snow along the banks),
or there could have been a drowning incident
(there is a lifebuoy on the ground and two people
sitting, perhaps other witnesses waiting to be
interviewed). In photo 3 there is a yellow taxi
with its boot open (which cities have yellow taxis?
New York perhaps?) with police milling around
it. Perhaps there has been a crash, or a criminal
incident, e.g. robbery, an attack on someone, etc.
2 Secondly, ask SS to say how they feel about
reporting on the spot – are the media intrusive in
cases where people might be shocked, grieving,
etc? Is it good for the public and often children to
see images of disaster and violence etc. What could
be possible benefits and disadvantages?
3 Finally, ask SS to think about other forms of
‘reporting’ or ‘media’ that we are becoming used
to these days – e.g. blogs, or photos taken on
smart phones and posted on Facebook or other
networking sites.
1 A This opening activity combines multiple aims:
introducing the topic, getting SS to read sentences
that present the new grammar – past modal passives
and getting them to write sentences that express their
opinion. It uses a slightly different way of eliciting
opinions, first in a written form, then in 1B, in an
oral form. The interactive element in it often works to
stimulate discussion. The activity involves a ‘for’ and
‘against’ format in three steps, repeated.
1 The first S writes against one of the sentences.
Note: make sure that SS identify the sentence
they are disagreeing with, e.g. sentence 1 – I don’t
agree with sentence 1 because surely we don’t
need more regulation, we need more freedom of
speech!
2 The S passes the paper to the person on his/her
right. If possible, get SS sitting in a circle. If this
is not possible, e.g. in classes where SS are sitting
in rows, the S at the right end of their row gets up
and moves quickly round to pass the paper to the
S sitting at the beginning of the row behind.
3 SS now read the sentence on their piece of paper.
They can choose whether to respond to that
particular sentence by disagreeing with it (e.g.
by agreeing with the original sentence 1) or they
can write another sentence agreeing with one of
the other four sentences given in the book. The
reason for this choice is to allow SS to express
their own opinions, not just write ‘for’ or ‘against’
sentences as grammatical exercises.
If time is short, don’t repeat the three steps. When
SS have finished writing, get them in groups for 1B.
B This is the discussion part of the exercise. There are
obviously no right or wrong answers. SS read all the
65
 sentences on the papers they’ve got before them, then
voice their own opinions. Ask them to report both
funny and interesting sentences to the class.
2 Grammar practice: transformation of sentences from
present to past.
Answers:
1 The news shouldn’t have been trusted in the
past.
2 The news ought not to have been biased.
3 The information may have been altered by
large news companies.
4 The internet might have been just as
trustworthy.
5 The media could have been reliable for sports
information.
3 Moving on from the discussions in 1B, this activity
draws out all the various sources of information
available to people nowadays and gets SS to categorise
their views in numerical order. Having a grid written
down allows differences in opinion, as shown by
these numerical scores, to be compared more easily
and discussed by SS.
Feedback: SS might like to get overall ratings for the
class. Get two SS to organise it: one asks the questions
– e.g. How many of you wrote 1 for How often? How
many wrote 2, etc ... while the other tabulates the
results on the board.
4 A This activity has two stages. The first involves pre-
watching: reading sentences in order to facilitate
listening by giving some ideas/vocabulary concerning
what SS are going to hear. It also presents examples
of passives structures with Past Perfect verb forms.
The second stage, after watching, aims to check gist
understanding and get SS to work once again with the
example sentences presenting passive structures.
VIDEOscript
Interview 1
Interviewer: Do you guys use Wikipedia at all?
Man, woman: Mhm.
Interviewer: Do you trust the information on Wikipedia?
Man: As much as you can trust information on the internet,
I guess.
Interview 2
Man: From my knowledge of what Wikipedia is, everyone
can sort of add to it if they want to, so what makes that
actually the right information in there?
Interview 3
Woman 1: You can change things on it, though?
Woman 2: I’ve never seen that.
Woman 1: You can change things. I heard someone went
and changed something and then they went back later and
it was re-changed back to what it said before. So that’s it ...
66
Interview 4
Woman: Yeah, I use it. I’m an engineer and I look up sites
... Wikipedia and Google’s the first thing that come up so I
tend to go right there ...
Interview 5
Woman: Yeah, I’m a student so I definitely wouldn’t use it
for anything that I’m doing for school but if I’m looking up
like music or you know quick references for some of the
news, yeah ...
Interview 6
Woman: Stuff that I don’t really need to know exact
information for, like if I want to know when a TV series
started or when a movie was made, something like that.
Interview 7
Man: I found some inaccurate stuff, like formulas, when
you search for formulas in engineering, it’s not ... it’s very
descriptive, almost to the point of where it’s like almost
useless.
Interview 8
Woman 1: I’m a history major, so they always tell us not to
use it as a credible source.
Woman 2: Yes, they tell us. I don’t know whether it’s
credible or not, but I’m assuming it is.
Interview 9
Man 1: There was actually a study done, comparing the
information on Wikipedia with the information in the
Encyclopaedia Britannica. They found out that the error
rate for specific data points was about equal. Which is
interesting because Wikipedia is totally a self-edited effort
...
Man 2: Right.
Interview 10
Woman 1: Does it get reviewed, to find out if it’s ...
Woman 2: No.
Interviewer: No.
Woman 2: Oh I see, OK.
Interviewer: Does that change your opinion?
Woman 2: It’s still really convenient!
Answers:
1 F – Several people do not trust Wikipedia
because it’s self-edited.
2 T
3 F – The formulas had been given inaccurately.
4 F – A survey had been done to compare
Wikipedia with the Encyclopaedia Britannica.
5 F – She was surprised to find that information
was not reviewed, but still found it convenient.
B Grammar activation. Getting SS to identify
structures and reflect upon them. There is also a
final activity which asks SS to produce a sentence
themselves, using the structure could have.
 Answers:
2 Past Simple, Past Perfect passive
3 Past Simple, Past Perfect passive
4 Past Perfect passive
5 Past Simple passive, Past Perfect passive, Past
Simple
2 had been changed 3 had been given
5 had not been reviewed
C This is both a grammar activation exercise and
exercise on raising
awareness of the fact that the language as it is spoken
is often quite different from the examples given in
textbooks!! The first question asks SS to transform
the sentence, and the second invites them to reflect
on what the exercise shows them about the two
verb forms.
Answers:
1 I heard that someone had gone and changed
something and then they had gone back later
and it had been re-changed back into what it
had said before.
2 The conclusion that could be reached is that
the Past Perfect and the Past Perfect passive
are used in formal writing, but not much in
informal speech.
Work with it!
Writing essays 2: introducing the topic
5 A The first section gives SS examples of different
opening sentences for an essay on a topic linked
to the work they’ve been doing in the unit. The
important thing here is to stimulate discussion: as
indicated in the answer key, there are no absolute
right or wrong answers, though some choices are
quite clearly preferable to others.
Feedback: you have two options.
1 When getting SS to report their conclusions to the
class, one of the pair can tell the class their results
and their reasons, while the other writes the
numbers on the board, so that at the end the class
will have a record of all their choices.
2 Have a general feedback session, in which you go
over the opening sentences, asking SS to give their
numbers for each. The important thing here is to
draw out the reasons for their choices. Write up in
note form the main reasons given – e.g. not clear,
nor relevant, etc.
Answers:
This is to some extent a matter of individual
preferences, so there are no absolutely right or
wrong answers. However:
A Not very forceful as well as a bit disorganised,
pedestrian, rather boring; it uses short forms,
to be discouraged in essays.
B Too familiar for a formal essay; again, short
forms should be discouraged.
C Can be considered a good beginning for a
formal essay, using the classic technique of
opening a topic by posing questions about it.
D Uses the equally classic technique of starting
with a striking anecdote or example, so it too
could be considered a good beginning, though
it hasn’t yet come to the point of the topic,
which is whether media can be trusted.
E A series of disconnected statements, some
of which seem irrelevant, and as a whole
they don’t really introduce the controversy
at the heart of the topic. The sentences
are conclusions about the topic, not an
introduction to it.
B This is meant to be a fun way of thinking about
opening sentences, so encourage imaginative ways of
approaching the DOs and DON’Ts! Divide the board
into two sections and get SS to write up their ideas in
the appropriate column. The answer key gives some
possibilities.
Answers:
Possible DOs, based on the examples: ask the
questions that you are going to answer in the essay;
say briefly why the topic is important/interesting;
say briefly why the topic is controversial; stick to
the topic; write in a logical, coherent way etc.
Possible DON’Ts: use familiar or slang language;
write a series of short sentences that don’t relate to
each other; go off track and write about things that
have nothing to do with the topic etc.
C SS are invited to practise their hand at opening
sentences. Each pair joins another as soon as they’ve
finished writing their sentences, to compare their
efforts. This is in the nature of a peer editing session,
so you can ask for comments about the opening
sentences. Did SS feel that they were helped by the
two preceding exercises? Were their productions
clear, interesting, showing the right formal register?
If you wish, you could ask SS to write the whole essay
after this preliminary work.
67
 FOLLOW-UP ACTIVITY 4 A Vocabulary building with verbs, nouns and
adjectives.
A survey of attitudes. SS work in pairs or small
groups. They are sent out into the local community, Answers:
e.g. to a market, a shopping centre, etc. They must 1 object
ask at least four people the topic question: Can 2 pervasive
the media be trusted? They record the answers or 3 evade, evasive
take notes, and, as homework, produce English 4 addict
equivalents. These are read out and compared next 5 competition
English class. Alternatively, SS could write up their 6 attract, attractive
results and present them in posters, perhaps with 7 progress, progress
photos of the people they interviewed. 8 effect, effective
9 no verb, fictional (relating to a story) fictive or
fictitious (relating to an untruth or fantasy)
10 prevent, prevention
Workbook 11 protect, protective
1 Grammar practice with past and future verbs forms
in passive structures. B The focus here moves to adjectives, and their
meaning. SS have to find the right adjective from the
grid in 4A for each sentence.
Answers:
1 were endangered; will be endangered
2 were depleted; will be depleted Answers:
3 were not; will not be 1 pervasive
4 When I went on holiday (last year), my family 2 competitive
was kept in touch; When I go on holiday (next 3 objective, subjective
year), my family will be kept in touch. 4 evasive, preventative/preventive
5 were being subtly changed; are going to be/will 5 addictive
be subtly changed 6 attractive (effective also possible), protective
6 were beginning to be managed; will begin to be
managed
7 (In the past), tickets were not booked … ; (In 5 Reading for comprehension of particular items,
the future) tickets won’t be … and practice with different verb forms in passive
structures. There are six of the eight underlined
verb forms that have mistakes in them, so SS have to
2 Grammar practice. Transforming active to passive read carefully to spot not only those six, but the two
sentences. correct verb forms.

Answers: Answers:
1 We were persuaded (by the salesperson) to buy 1 should have been checked
the latest computer. 2 might have been given
2 Newspapers are being urged to be more honest 3 correct
by the government. 4 might have been written/might be written
3 People across the world can continue to be 5 will therefore have been structured/will
connected by social networks. therefore be structured
4 Younger students must be helped to use the 6 correct
computer responsibly. 7 should be presented
5 We weren’t asked to pay for extra IT lessons (by 8 can be rectified
the school).
6 We were encouraged (by the teacher) to have
finished the essay before the deadline. 6 Grammar practice. SS here have to produce the right
verb forms to fit each sentence. The six sentences
build up a narrative, thus helping create a context for
3 Revision of the way modal verbs are used. SS have the sentences.
to read the sentences carefully and decide whether
the modal verbs in them indicate something that is Answers:
uncertain but possible, or certain. 1 had been checked
2 had not been caught
Answers: 3 (should) not have been introduced, took/would
1 C 2 UP 3C 4 UP 5 UP 6 UP take

68

4 had not been met; would not happen
5 was dismayed; had been pioneered
6 had been made, would continue
7 A Watching/listening exercise. The video gives
reasons for uncertainty about the media, and
compares the media to the internet on the score of
reliability. The video conveys a personal and rather
unstructured message. SS may have to listen to it
more than once to get the gist. The first two questions
here are overall questions.
VIDEOscript
DP = Duke Powell
Lately, I found myself in, you know, disbelief or find myself
finding it difficult to believe a lot of things I hear in the
media. I’m not sure if we can trust news any more. I used to
be able to just, you know, take what the news gives us and,
you know, work with it but nowadays I find myself sceptical
of pretty much everything I hear from the news. Part of the
reason is I don’t know if they’re biased, sometimes they’re
biased, sometimes they’re impartial, but all the time they
say that they’re impartial. Then I find, you know, I find that
disturbing. As time goes on, I find myself concerned about
whether or not I’m getting the best information. Or I’m just
getting something that will be profit for someone else or
someone in a corporation. And that is disturbing to me. I
feel more secure taking my information from Facebook and
Twitter and stuff like that, which is pathetic. We shouldn’t
be able to ... well, I don’t know whether it’s pathetic, but
I don’t find myself relying solely on, you know, television
broadcast and the media networks. And I’m not going to
use any names ... but having it filtered through some large
corporation that has an agenda. And that’s what I feel that’s
been going on. And I’m not going to be naming names
but … like I said, there’s this saying: never pick fights
with people that buy ink by the gallon. So I’m not trying
to pick fights with, you know, large corporations. I’m just
telling you guys out there & seeing if you guys feel the
same way. As time goes on, the role that news broadcasts
used to play, whether it’s radio, television, whatever, it
seems like it’s getting diluted. And I don’t value it. It doesn’t
have the same merit as it used to have before. And it’s a
shame because, you know, you become used to relying on
something like news and thinking it’s, you know, it’s in the
best interests to inform the public but now I feel like it’s
another show. I feel like, you know, it’s reliable if I want to
get my information on sports, it’s reliable if I want to find
out entertainment, you know, what Britney Spears is doing,
or anything like that. But I don’t feel like it’s as reliable
when it comes to news and politics, anything like that,
anything that’s substantially important or is critical to the
minds of the general public. So I’ll talk to you guys later ...
Answers:
1 information on the web
2 open to interpretation, but most likely puzzled,
uncertain
B Closer comprehension and vocabulary work.
Encourage SS to complete all the answers in a first
draft, then listen again to check.
Answers:
1c 2e 3g 4d 5f 6a 7 b, h
8 Reading for gist and comprehension of particular
items. SS should be able to read quickly as the topic of
the article has been prepared by a lot of work in both
the SB and the WB.
Answers:
1 F: it’s independent and non-partisan
2 F: has fallen dramatically
3 T
4 F: there are too many online publications
5 F: blogs destroy communication and
understanding between people
6 F: The article writers are unhappy that ...
7 F: should not be controlled
8 T
9 F: would keep it but prioritise fact-based
reports
9 More vocabulary work with adjectives, this time with
two-part hyphenated ones. The exercise also gets SS
to re-read the text more closely.
Answers:
1 fact-based
2 state-controlled
3 all-time
4 non-partisan
5 state-run
10 Writing an informal email. As this is a short writing
task, well prepared for both topic and vocabulary by
the work of the unit, you might like to give SS a time
deadline in class to jot down a quick plan and write
a first draft. This can be considered exam practice,
when SS are writing against the clock to produce
their plan, first draft and revised piece of writing
within the deadline. If SS are doing the exercise as
homework, you can still encourage them to time
themselves, to gain valuable practice with writing to
a time deadline. Next class, let them show their first
draft to a partner for peer editing.
69
8 Learning outside the
classroom
This unit goes outside the classroom to find out about
various schemes that aim to help SS expand both their
knowledge and their experience of life, work, and
other people. The language is revision and extension of
adjectives and infinitive structures, adverbs, as well as
ways of indicating countability.
8A Really hands-on work
(pages 50–51)
1 A A pre-listening/watching exercise that draws out
the themes of the video and some of the vocabulary
which might be new to SS, e.g. crew, interns, biodiesel
fuel, native species, geothermal features.
Answers:
Some variation is possible, but:
1 b
2 c, j
3 a (also in 4) d, e, g, h, i, k
4 a (also in 3), f
B SS have been prepared for the topic by their work in
1A. It’s useful to do the exercise in stages:
1 Play the video through once. SS watch without
taking notes.
2 Discuss with SS their reactions to the video. What
did they like best about it and the kind of work
portrayed? What did SS in the video gain from
their experience? Was their work useful for other
people?
3 Ask the SS to re-read the four headings in 1A
once more, and write them in their notebook,
adding any notes that they can remember from
the video.
4 Play the video again. This time SS take more notes
under the headings they’ve prepared.
SS then use their notes for a short writing exercise,
practising summarising skills previously studied
and expressing views about the topic and the
video. If time is short, the writing task can be set as
homework, and class can continue with the grammar
exercise in 2. Next English class, have SS show each
other their description for peer editing.
VIDEOscript
Melissa: Hi my name’s Melissa and I’m from Annapolis,
Maryland.
Wilmer: I’m Wilmer Keis and I’m here from Oakland,
California.
Joe: I’m Joe, I’m from Kodak, Tennessee.
Jerome: Jerome, 17 years old, I’m from Boston, Mass.
Zac: I’m Zac, I’m from Minneapolis, Minnesota.
70
Steve Sarles: I’m Steve Sarles, I work in the Yellowstone
National Park as a ranger. Thirty years ago, I started my
career through the Student Conservation Association. The
SCA students come with a great deal of passion and energy
and enthusiasm. Through the experiences they gain with
the SCA programme, they become the conservationists of
the future.
Joana Chan: I’m from Dixie, and so I feel really
passionately about environmental justice issues and
environmental issues in general, but I’ve never really been
able to, like actually do anything, like really hands-on work
like in the environment.
Tony Richardson: I went to Howard University in DC,
and I was going to major in engineering and I didn’t really
like it so this kind of gave me time to take a step back from
college and decide what I really wanted to do and I decided
that I wanted to study forest ecology.
SCA member directing the public: Whoops! If you could
all back up please! All the way down, keep going ... walk,
please, the bear’s moving this way.
SCA member working with young people: If you’re
looking and walking around in the woods, you might see
this in the dirt. And then you know it’s a raccoon.
SCA member: The waterfall is about 308 feet.
SCA member: ... here you get a cluster of very small seed ...
Molly Payne, SCA Intern: We’re basically working towards
the restoration of the native cutthroat trout, a food source
for many of the Park’s animals like the otters and the grizzly
bears and they’re also native so we want to keep them
around.
SCA member: The age of 7.67 ...
Phillip Van Kessel: We go into the back country of
Yellowstone Park and collect data and map the geothermal
features.
Danny Cleves: We’re working on a study on brook trout
restoration. Brook trout are the only native species to the
park. We’re trying to regain that and give them a solid
foothold back here in the park.
My most incredible experience is just getting to be here all
summer long and get to live in the park and work in this
park and when I get off, I’m in the park!
Justin Goodlow: It’s pretty interesting knowing that your
work will be like there for a really long time, even like more
than fifty years.
Emily McGinty: I’m a senior in high school and my
connection with SCA has lasted since my freshman year of
high school. I was lucky enough to join a national crew in
Georgia, then I went to Alaska and I’ve been working with
the local Pittsburgh crews ever since. The biggest thing that
I’ve gained is just the value of service.
Maria Mendoza: Since I went to Alaska, it was like oh
wow! I helped build a trail there but then coming home and
actually working in my area, it’s like oh, I’m making this
beautiful for me and for my siblings and for other people to
enjoy.
Dannel Malloy: I’m Dan Malloy, I’m the mayor of the
city of Stamford. I came out to the arboretum to work
with the Student Conservation Association on some
great conservation projects that have added an absolutely
gorgeous spot in Stamford.
Andrew Butcher: We work a lot with the kids from SCA,
they make a lot of our projects happen. They come from
the communities that we work in, they’re an ideal partner.
SCA crew member: The seeds are all white ... you don’t
want to harvest that.
Students: OK.
 LaShawna Richards: Today we’re cutting down sunflowers,
to take out the seeds, to show the community how we
make biodiesel to put in cars. I learned that if everybody
actually got up and did this, we would have a better world.
It wouldn’t be so polluted and damaged like it is now.
Mary A. Bomar: SCA is not just about bringing kids in to
work. It’s a real movement in America today.
2 Grammar activation, working with adjectives and
adverbs, identifying the nature of adverbs, what they
can modify, and where they are placed in sentences.
Feedback: ask SS to write the six sentences on
the board, so that they can show their answers by
circling, underlining etc. This also makes it easier to
discuss the sentence order and the different kinds of
adverbs, whether adverbs of manner, frequency or
degree.
LANGUAGE NOTE
The title of unit 8A brings up an example of a two-
part or compound adjective hands-on and an adverb
used to modify an adjective really. The title comes
from the video and is also an example of informal
speech.
Answers:
Adverbs and adverbial phrases:
passionately, with respect, always, very,
energetically, with enthusiasm, never,
absolutely, basically, really, pretty
1 before
2 verb; object
3 main* (or if there are auxiliaries, after the first
auxiliary – example E)
3 A Grammar activation and practice. Here SS have to
spot errors and produce the rules themselves, using
the information they deduced from their work in 2,
in order to give reasons for their corrections.
LANGUAGE NOTE
Make sure that SS understand the function of
adverbs, and the distinctions between them, which
influence where they go in the sentence.
• Adverbs of manner answer the question: how?
• Adverbs of frequency answer the question: how
often?
• Adverbs of degree answer the question: how
much? or To what extent?
The order of adverbs is an especially tricky point
to learn at this advanced stage, so ensure that the
exercise raises the SS’ awareness of it. It is useful if SS
know metalanguage like object and auxiliaries, so if
they are unsure about them, use the sentences on the
board to demonstrate.
Answers:
1 Students were working hard ... (adverb of
manner, comes after the verb)
2 They greatly admire ... (adverb of degree,
comes before main verb)
3 The students often spend ... (adverb of
frequency, comes before the verb)
4 The students love the environment passionately.
(adverb of manner, comes after the object)
5 The summer was an absolutely happy ...
(absolutely is an adverb modifying happy, not
an adjective)
6 The students had almost finished their project.
(adverb of degree, comes after the first auxiliary
and before the main verb)
7 I had never been ... (adverb of frequency, comes
after the first auxiliary)
B Grammar practice, this time with an adjective
+ infinitive structure, and producing personal
sentences.
Answers:
Personal answers: students use the prompts to
express their own opinions and feelings. They
need to use an infinitive verb after the adjectival
expression in the prompt, for example It would
be interesting to be outdoors, to work on a farm, to
work with animals etc.
Work with it!
Writing essays 3: register
In today’s world, young people are constantly exposed to
familiar registers, even in writing, for example in emails,
websites or blogs. It is important for them to become
aware that essays are formal pieces of writing and that
informal/slangy language is not acceptable, no matter
how current it is or how often SS find examples of it even
in written texts.
4 A This exercise gets SS to compare the formal register
appropriate for essays, and the more informal pieces
of text they often see online.
Answers:
1 I
2 F
3 I
4 I
5 F
71
 B A light-hearted way of getting SS to produce
more formal sentences. They read the very informal
comments left online, and ‘translate’ them into
comments that could be used in an essay. Because SS
can read informal comments on videos so frequently
online, there may seem to be an element of rather
amusing artificiality or over-formality about the
sentences produced. However, the exercise does
show SS very clearly how they must write in essays
and other kinds of formal reports, and this can help
them not only for exams but in any job later on that
requires them to write in English.
Answers:
Sample answers:
1 This programme does indeed seem to be very
enjoyable. I would very much like to go on it,
and shall therefore ask my mother’s permission.
I hope she will agree to my going.
2 I would like to join the programme, though it
may be very competitive. How can I apply?
3 As the SCA came to my school, I can tell
you how to apply. First, you go to a wooded
area, where you will encounter some SCA
members in blue shirts. Then, if you ask, you
will probably be allowed to apply. You have to
be able to present your work and you have to
know a lot about the environment.
4 It is excellent that videos are being made about
the SCA. The ones that have been featured
showed work being done in impressive
locations. It is to be hoped that people will
watch them and be inspired to join.
5 I am in agreement with the views expressed.
I too am delighted that the work will last for
many years.
8B Hands-on field work
(pages 52–54)
1 A A vocabulary activity opens the section, offering a
first glimpse into the topic, and getting SS to do some
preliminary work. The vocabulary here relates to the
sciences, and introduces the term ‘natural history’,
which may be less familiar than ‘biology’. ‘Naturalist’
is a title used more in the USA these days than in
the UK, where people tend to identify with the more
specialised, more experimental sciences like biology.
Use the exercises to explore with SS the difference
between observation and experiment in science. In
the text which follows, the author argues that ‘hands-
on’ observation is important for SS, as well as the
outdoor skills that are needed for field trips.
72
Answers:
a natural history
b biology
c chemistry
d physics
e geography
1 natural historian (or naturalist)
2 biologist
3 chemist
4 physicist
5 geologist
B A discussion activity which aims to personalise the
topic of studying sciences, and draw out some of the
vocabulary SS will be using in reading the following
text. If SS are working in groups, ask them to share
with the class some of the interesting or amusing
insights of their preliminary discussion.
2 SS now read the text for which they’ve been prepared
by the previous exercises. This practises rapid reading
for overall gist comprehension, as well as sentence
writing to produce correct syntactical sentences
and to show SS’ understanding of the text. Ask SS
to compare their answers and help each other to
produce correct and comprehensive versions – but
using as few words as possible. A later activity asks SS
to give their reaction to the text, so it is not necessary
to do that at this point.
Answers:
1 field work to teach natural history
2 developing knowledge and useful outdoor
skills, enjoyment, support for other subjects,
learning to respect nature
3 not to disturb them
4 do outdoor work because they lack the required
knowledge and skills
5 courses on outdoor skills
6 have greater outdoor skills and are prepared to
handle animals, even dead ones
3 Grammar activation. While the rest of the section
concentrates on the text and vocabulary, there will be
more grammar practice in the WB.
LANGUAGE NOTE
It is worth mentioning to SS that these rules are
not always observed by native speakers (to say the
least!), especially those concerning the use of few or
fewer. SS may often hear native speakers neglecting
to make the distinction between countable and
uncountable nouns.
 Answers A:
a many skills, many students
b few students
c (not having had) much breakfast
d (very) little research;
e more courses, more students, more experience
f less disturbance
g fewer observers
Answers B:
Many/Few Much/Little
More
Fewer Less
4 A & B This elicits SS’ responses to the text, getting
them to discuss it, while at the same time presenting
examples of the next grammar point, working with
countability modifiers. A third aim is preparing
concepts and vocabulary for essay writing in 6.
There are no right or wrong answers. SS then join
others to discuss their reactions and their reasons
for the numbers they gave each of the six statements
about the text. During the group discussion, divide
the board into two sections, the first labelled
REASONS FOR and the second DIFFICULTIES. As
SS agree on one reason or difficulty, a member of the
group can write it under the appropriate heading in
note form.
Feedback: discuss the grid with the whole class. Ask
for any difficulties they have encountered with the
text and compare their reactions to it.
5 A Puzzle-type work with vocabulary, getting SS to
revisit the text and find the expressions within it.
Answers:
1 wintering waterfowl
2 proper planning
3 completely confident
4 rounded range
5 subsequently studies
B Another word-finding puzzle, in two stages.
First, SS fill in the blanks and then unscramble the
letters in the coloured squares. If your class enjoys
competitions, get SS to work in pairs or small groups,
and set a time limit to see which group can solve the
puzzle first.
Answers:
1 MARSH
2 TELESCOPE
3 INDEPENDENT
4 FERRY
5 BINOCULARS
6 URBANISED
7 BOAT HANDLING
8 SANITISE
The science is METEOROLOGY.
6 This writing activity builds on the opinions SS have
expressed and discussed in 4A and B, while also
putting into practice the advice given in the Work
with it! sections. Before they start, it may be useful
to remind them that as this is an essay of argument,
they will need to use appropriate linking expressions
of similarity or contrast. This is a topic which should
also give them the opportunity of practising the
grammar items of the unit: adjectives, adverbs, and
expressions of countability.
If they write a first draft of the essay as homework,
they could work with a partner to peer edit in the
next English class. Ask them to look through the
essays to see whether the adjectives and adverbs
have been used effectively, or whether more could
be added to give more impact to the arguments
deployed.
8C Where learning is fun
(pages 54–55)
This section moves from learning outdoors to learning
experiences within museums in different countries.
1 A Introducing the topic, reading quickly and scanning
for information. Get SS in pairs to scan the texts
as quickly as they can, just to find the specific
information required by the ten questions.
Feedback: when confirming answers, ask SS to give
the references in the text (specific words or phrases)
which gave them the information needed.
ALTERNATIVE ACTIVITY
The texts are fairly long and complex, and reading
them, even rapidly, could take up quite a bit of class
time. You can reduce that time by putting two pairs
together. One pair scans texts A and B looking for
the required information, the other, texts C and D.
They then combine their answers. As in the above,
make sure SS give their references in the feedback
session. This will send all SS back to the texts, even
the ones they didn’t read in the first round. The next
activity will also get SS to re-read the texts.
73
 8D Skills enhancement
Answers:
(pages 56–57)
The answers might be open to discussion/
interpretation:
Part I Use of language
1 All of them
2 A, C (it is architecturally exciting, it houses the
national conservatory for music and dance) 1 The skill being practised here is grammatical, but
3 A (the museum hosts interactive exhibitions it also offers practice in reading quickly for gist
both indoors and outdoors) B, and C (the comprehension. It’s good to set a time limit for this
museum is in a beautiful canal-side park) first task (depending on the proficiency of your SS)
4 B so that SS are really forced to read quickly and think
5 A (Heureka has planetarium shows) and C (the about the gist rather than about details. The task is
Geode and the Omnimax) a simple one, to choose between various summary
6 D sentences, and SS can discuss this with their partners.
7 B
8 D LANGUAGE NOTE
9 A, B, D
10 A The text is in American English, so here as elsewhere
in American texts, the ‘z’ form of words has been
retained, e.g. organizing rather than organising.

B Here SS re-read for meaning and to find what the

texts connote as well as denote. Answer: B

Answers:
2 A second, slower and more thorough reading, with
1 B: the Sound Mirrors transmit your whisper at
SS discussing their choices and finding the clues that
distance of 20 meters without any cables
could help them. Discussing the various possibilities
2 B: the Stone music – you can play music on
raises awareness of how the surrounding context can
stone boards with a rubber hammer
help SS make their choices.
C: the national conservatory of music and
dance
3 A: mentions planetarium shows; Answers:
B: you can go to the Blue Planet if you want to 2 to
see what the Earth looks like from the space 3 be
C: has one of the world’s largest geodesic domes 4 with
and a planetarium 5 because/since/as
4 B: mentions optical illusions- the Impossible 6 to
Triangle 7 as
5 C: has an attack submarine open to visitors 8 it (accept this)
6 B: visitors test and investigate the laws of 9 have
science; interactive exhibits represent examples 10 would (the sentence is set in the past and for
of scientific phenomena in physics, biology, symmetry another use of ‘would’ is indicated)
chemistry ... 11 than
12 as
13 more
14 to
FOLLOW-UP ACTIVITY
15 the
SS have done quite a lot of work with the four texts, 16 is
but have not been asked for their reactions to them. 17 with
Do this simply by getting them to vote for the
museum that they would most like to visit. Get them
to give reasons for their choices. 3 As the aim in these pages is to train SS rather
than test them, further discussion is valuable,
2 This final activity recycles the ideas and vocabulary of since it draws out problems and gets SS to work
the section. This is a standard writing task: a friendly collaboratively to find ways of improving their
email. SS can choose whether to describe a real performance.
visit or an imagined one, based on the informative
material they have read about or found online. This 4 More discussion, this time on particular difficulties
can be done as homework, with peer editing during which SS encountered while doing the task.
the next English class.

74
Part II Listening
5 Preparation for listening. One of the main problems
with listening tasks is always that SS often find it
hard to manage their time so that they answer all the
questions as fully and efficiently as possible. Working
with the set questions beforehand can certainly
sharpen their focus as they listen and make answering
a more efficient process. Asking SS to underline key
words sets the scene for listening, enabling them to
pick out important ideas when they hear them.
6 Comparing ideas means that SS keep working with
the topic and the vocabulary before listening. It also
helps them to predict the recording, thus providing
another way of facilitating comprehension.
7 The students hear the recording, audio only. Give
them time to answer the questions after the first
listening. They then listen again and complete/
confirm their answers.
AUDIO/VIDEOscript
Andrew Rixon: Well it all started in senior year and we’d
been working with Doc Hoyer a lot with the Ariel Home
Foundation and he presented to us the idea of building this
outdoor classroom and getting out there and everything.
And so we started, me and my friend Andy Burrows ...
we started to design on paper and it led to us using as our
senior English project and we were designing on paper and
everything and we started to talk to kids to see, like, if they
would use it, if they would want to use it and there was just
like a huge positive attitude towards it.
Dr Jeff Hoyer: The rest of my AP environmental class
raised money for it and got donations and then we spent
the summer, pretty much the whole summer building it and
it was built, hopefully, to last several decades and without a
lot of maintenance.
Andrew Rixon: When you come outside in this outdoor
classroom you’re in the outdoors and the students are in the
outdoors and it’s just that, that initial breaking, that initial
point to get them out there and to get them to see what’s in
the outdoors. I think that’s the huge part.
Judy Luepke: I think it’s really exciting for the student
body and the staff to all be a part of something that’s so
visual. When you look outdoors you can see classes having
their instruction outside, you can see classes observing the
different plants that are out there. So it’s something that we
can all celebrate and be a part of.
Andrew Rixon: We’re also planning to plant this whole
entire courtyard so kids can be working and see all the
natural plants of Illinois and see what it used to be like
instead of what it is now, which is just straight cornfields,
grasslands and big towers of buildings and such. So
bringing in the environmental friendliness and bringing
students aware of what is in the environment and seeing
like how it is like, I think that’s huge and it’s going to affect
a lot of people in the future.
Alex Smiley: I think this outdoor classroom is great
because it promotes awareness of our environmental issues
like here in Dearfield and just all around because we’re
always in a classroom, we’re always tearing down forests
and stuff to build rooms and schools and buildings for
us to further our learning but we never take advantage of
what’s already there for us. And so even though this is in our
school, it’s just ... it’s something different, it allows us to really
understand how much we’ve changed the earth around us
and what can be done to really save what we have left.
Treenen Sturman: This serves as a beautiful example for
the programme we run every summer, and where we train
teachers from throughout the Chicago land area. And we
encourage them to come here to see the garden, to see that
it’s feasible, that it’s doable, that it’s not a pipe dream to be
able to create a place like this at your school, that you can
do it in a courtyard like this and we also encourage them to
bring their classes here.
I think it would be great and they know that Dr Hoyer
has talked about inviting schools here to have a schools
conference, eventually, on native gardening and native
landscapes.
Lindsay Polite: I’m a special education teacher and a sign
language club sponsor so I’ve already been able to use this
setting for both those instructional times. For me, it’s been
really beneficial because I was able to bring my students
outside. A lot of them, you know, play video games after
school, they aren’t involved in sports or things that might
get them in the outdoors, so this is a great opportunity to
do that.
Dr Jeff Hoyer: We’ve got a lot of different things here. We’re
sitting right now in a kind of a large group lecture area if
you will. The chalkboard opens up and there’s lots of space
up there to write stuff on and take notes on. When you get
tired of just sitting in a big group, you can break up to the
individual tables that are out here. There’s eight different
tables with four seats each so you can do some small group
activities, come back, share what you found, write it up
on the board, go back and forth. As you can see, we’ve got
some vines planted, and they’re pretty fast-growing vines,
so I’m hoping by next year the whole top of this trellis is
covered with vines so it’s more shaded here.
Dr Stephanie Casey: I just think that it’s really been a
highlight of this year for me and my students to be able to
have a chance to go to have class outside. And it isn’t like
we’re just going outside to goof off. Like we’re actually able
to carry on a maths class out there that is, you know, great,
you know, in terms of getting the students to move, they’re
learning math, they’re working with their peers and it’s
allowing us to do things that we can’t do in the confines of
our four-walled classroom.
Treenen Sturman: Projects like this get started very easily,
but they fail very quickly because they didn’t involve the
whole school community in creating them. So Dr Hoyer
has been great at reaching out to the students, to the faculty
and to the community to make this a place that people want
to be in, they care about, and it’s only when you care about
something that you’re going to take care of it and have that
investment for it to be sustainable. So I think you’ve done
all the right things here at Dearfield to make that work, to
make this project sustainable.
Dr Jeff Hoyer: A normal senior class in one year’s time
created this, you know, what are you going to do. So,
by doing that and by getting the kids to feel like, yeah,
plants are endangered, yeah we’re in a mass extinction
but you know what, it doesn’t have to be that way, we can
do something about it. And here in a very positive way
we’re saving these plants from extinction. We’re making a
difference in our community. And my graduates now feel
empowered that, you know what, we can do this, we can
make a difference.
75
 Answers:
Workbook
1 By asking other students.
1 Contextualised practice with the various forms of
2 All summer.
3 Different plants.
4 Cornfields, grasslands, big tower buildings.
5 Create their own outdoor classroom, bring
their classes there.
6 Play video games, but no sports.
7 Listen to lectures, write on the board, do small
group activities, report back.
8 No, they learn, work with peers.
9 E.g. they can make a difference (they can help
save plant life/save the environment)
8 Post-listening discussion, personalising the
experience and encouraging SS to draw lessons from
it.
9 Having listened to the audio recording, here SS
simply watch the video for confirmation and
for pleasure. It is an opportunity for a round-up
discussion of many of the concepts encountered in
this unit, and for an airing of personal views.
2 Vocabulary practice with a dual aim: transforming
Part III Writing
10 A standard writing task. Two choices here give a
chance of imaginative, personalised writing.
8E Are you on your way up?
(page 58)
Further practice with the grammar and vocabulary
covered in the previous two units. SS check the answers
on pages 127 and 128. Alternatively, ask SS to swap books
with their partner and assess each other's work.
8F Project
(page 59)
A guided step-by-step activity. It recycles the ideas and
vocabulary of the section. Creating an advertisement
is a more extended and creative task. SS should choose
a way of structuring their advertisement – as a poster,
a flip-chart ad, or a web page advertisement. Creating
something like this can be quite motivating for SS.
Remind them that advertisements must necessarily
be brief, interesting, and persuasive. Organise an
exhibition for the advertisements that are produced
and set time aside for discussion when SS have seen the
advertisements. In discussing the work of their peers,
remind SS that they must always START with a positive
comment: what did they like best about Advertisement
X? They can then offer suggestions for improvements,
but the overall tone of comments should always be
positive.
76
the infinitive, the passive infinitive or the perfect
infinitive. This also practises reading for gist and
detail (in order to match the appropriate verb with
the right sentence), as well as recycling/extending the
unit vocabulary and theme.
Answers:
1 e: to join
2 a: to support or b: to sustain
3 j: to grow
4 i: to restore
5 a: to support or b: to sustain
6 g: to be involved
7 d: to want
8 h: to regenerate
9 c: to see
10 f: to have been
adjectives to adverbs of manner or degree, and then
locating the right spot for each one in the sentences.
LANGUAGE NOTE
There are general rules for the order of adverbs of
manner or degree, but very often there are different
possibilities. Some of the sentences given could
have more than one solution. Depending on the
attitude of your students, you might wish to present
these just as options, or go into the reasons more
thoroughly, sentence by sentence, as in the analysis
below.
Analysis
• Sentence 1 has a direct object, and the adverb of
manner can come either before it or after it, at
the end of the sentence. It is often natural to end
the sentence with the adverb, as is the case in
sentences 5 and 6.
• Sentences 2 and 3 have adverbs of manner before
indirect objects or adverbial phrases and in this
case the adverb comes immediately after the verb,
before the rest of the sentence.
• Sentence 4 has an adverb modifying an adjective,
so it comes before the adjective.
• In sentences 5 and 6 there is a direct object, and
here the adverb comes naturally after the object, at
the end of the sentence.
• In sentence 7, as in 4, the adverb modifies an
adjective and comes before it.
• Sentence 8 has an adverb of degree, which comes
before the verb.
 • Sentences 9 and 10 are quite tricky, because here
Answers:
the adverbs could be adverbs of degree or manner,
2 C 7 such 12 so much 17 C
so there is a choice of positions. In 9, ‘completely’
3 so 8 C 13 more 18 C
can answer the question how? in which case it
4 C 9 many 14 C 19 less
comes after the direct object. It could alternatively
5 such 10 C 15 less 20 so
answer the question to what degree? in which case
6 C 11 C 16 many 21 few
it comes before the verb. Sentence 10 is the same:
as an adverb of manner, it can come after the
direct object them; as an adverb of degree, it comes
before the verb. 5 Vocabulary work, focusing on two-word set phrases
and encouraging re-reading of the unit.

Answers: Answers:
1 worked enthusiastically/worked on the project 1 biodiesel
enthusiastically 2 native
2 threw themselves passionately into 3 geodesic
3 were working hard to 4 field
4 are absolutely necessary 5 urban/urbanised
5 collected data very carefully 6 core
6 their finds precisely 7 educational
7 in a totally professional way 8 trade
8 they nearly managed to map
9 they completely finished/finished the job
completely 6 A The first of three exercises with composite
10 supervisor strongly praised them/praised them adjectives. In this first one, the adjectives are
strongly hyphenated, but practice at the moment is rather
uncertain and evolving, perhaps under the pressure of
online or American English, towards the increasing
3 Personalised grammar practice with adverbs of omission of hyphens.
frequency, practising the positioning of the adverbs
with the Present Perfect and with the Present Simple.
Feedback: give SS a time deadline to write their Answers:
sentences. As soon as they finish, they join others to 1 lighting, handling
compare them in groups. You could ask groups to 2 side
write up funny or interesting sentences on the board. 3 determined, reliant
4 oriented
Answers: 5 to be supplied: chart
1 Personal sentences, e.g. I’ve always/often/
sometimes/never/once/twice etc. ... + past
participle B Here the focus shifts to a very frequent kind of
2 Students often/always/never etc. + verb: throw/ composite adjectives, ending with present or past
forget etc. participles.

Answers:
1 record-breaking
4 A Practice with adverbs of degree, not with sentence 2 labour-saving
order this time but with countability distinctions. 3 cold-blooded
4 brightly lit
Answers: 5 densely populated
1 much 2 few 3 more 4 many 5 fewer 6 mouth-watering
6 less

C A slightly more challenging puzzle-type activity,

B More contextualised practice, working with a text. where SS have first to find the right verb, and then
SS have to look at each example within the sentence use it in the right form.
and spot errors.

77

Answers:
1 good-looking
2 breath-taking
3 narrow-minded
4 long-lasting
5 never-ending
6 sun-dried
7 well-behaved
8 square-shaped
D This follow-up activity asks for personalised
sentence production. In the example given, the
second part of the sentence omits a subject pronoun
(it is understood, and could be either he or she.) If
SS are writing the sentences in class, or next class if
they are doing it as homework, get them to compare
with a partner or a small group and write interesting
or amusing sentences on the board. Answers are
personal.
7 A table that gets SS to work with deriving adjectives
and adverbs from nouns. Here the part of speech
given varies, providing a bit more of a puzzle, and
SS also have to figure out which slots will remain
empty and which adverbs are often used in adverbial
phrases.
Answers:
1 passion, passionate
2 environment, environmentally
3 nature, naturally
4 respectful/respectable, respectfully/
respectably/with respect
5 energy, energetic, energetically/with energy
6 enthusiastic, enthusiastically/with enthusiasm
7 absolute, absolute
8 base/basis, basic
9 reality, real
10 interest, interestingly/with interest
8 A Vocabulary work. The vocabulary of the sentences
contains many words and expressions that may be
new. However, SS should only use a dictionary as a
last resort.
78
B
VIDEOscript
MS = Michaela Strachan, PG = Penny Garner
MS: I’ve come to Harrogate to open the Outdoor learning
Centre at the Harrogate College and I must say I’ve
got here and I’m so impressed with it. It’s not a large
area but they’ve done so much with it. And it’s so
inspirational. And I think hopefully it’ll be the first
of many, many more of these areas in colleges and
schools across the country.
I feel very passionate about children learning outdoors
and getting outdoors more. In this country, people
are very scared off by the weather. You know, we
don’t have great weather. I mean look at it today. It’s
a spring day, and it’s grey and it’s cold, and it’s not,
you know, very nice. But they say that there’s no such
thing as bad weather when you’re outdoors, it’s bad
clothing. You know, get dressed up properly, get your
kids dressed up properly and they love it: putting hats
on, gloves and scarves, and wellies. And get them
out there. I just think it’s so important to get children
outdoors.
I think a lot of the students here have become very
inspired by this area. Some of them were asked what
are their early memories of being outdoors. Some
didn’t have any memories, and so you know it’s very
difficult for those students to then be able to pass on
to early learners a love for the outdoors if they didn’t
have that as a child themselves. So they do need help,
they do need inspiration and one of the early learners
that I was talking to was saying that you know she’s
come up with so many ideas just by looking around
and by having a few tips, and I think that’s what you
need, you need to inspire the students, so they can
then inspire and pass it on to the youngsters.
PG: This is an outdoor learning environment that we’ve
been developing at Harrogate College. It started with
us having some resources through being a Centre for
educational excellence for early years and we decided
to use the money that we had available to develop an
outdoor, like an outdoor classroom. It was originally
designed for our early year students so that they could
develop their knowledge and understanding about
working outside with young children and in fact it’s
really taken off and we have lots of students from
across college using it for various different projects
that they’re doing, and it’s now become a learning
environment for students at the college. We had
students and employers working with us right from
the very start. We had two days when we came into
an empty space and the students had an input into
the sorts of things that they wanted to see in the area
as well. And basically the ideas have just grown from
students, employers and the members of staff here in
terms of what’s actually in the area today.
We’ve had some feedback from employers and we’re
starting to get ... working together with Humber
Borough Council North Yorkshire and they’re really
interested in getting some of their employers in here,
 to do some training. Feedback from the students at
college is fantastic. Our students love coming out
2 What do you think about the way the centre is
here. It gives them a different aspect of their learning used to train teachers?
which is what we’ve wanted from developing this 1 Very good idea
project so ... it’s good feedback. What we’re wanting 2 Good idea but not an educational priority
to do is to encourage our early year students about 3 Not important
the importance of being outside with young children, 3 Is it a good idea to involve local employers in this
that they need to have those opportunities. This kind of educational venture?
isn’t just about racing around on a bike outside for 1 Very good idea
fifteen minutes and then going back inside again. 2 Good idea but not a priority
So what we’re doing with our early year students is 3 Not important
incorporating the outdoor learning environment
into all their curriculum. So that they have an
understanding when they go out into practice and
when they become early year practitioners about the 10 A jigsaw reading puzzle. SS have to read the text fairly
importance of being outside with young children carefully to find the clues which give them the right
and how much young children can learn from being order of the paragraphs.
outside. If you are setting the exercise as homework, you
might like to go over the opening paragraph with SS
before they proceed on their own. Ask them to say
Answers: what the main idea of the text is, simply from this
1 centre first paragraph.
2 weather Feedback: when checking answers, ask SS to give the
3 outdoors clues that led them to make their choices. Possible
4 classroom clues include:
5 college 1 C many people live an urban life, allows
6 space participants to develop values and opinion, first-
7 curriculum hand experience
8 practice 2 E powerful repeated here, and power
3 B people who normally struggle, ‘poorly
performing’ students
9 The ten sentences have errors in adverbial expressions 4 F even people who are excellent learners, very
for countability. This is a grammatical exercise, but it different learning experiences (= more versatile)
also recycles material from the video. 5 G personal breakthroughs
6 A team building programmes, work well together,
team spirit
Answers: 7 D engaging, effective, and enjoyable etc.
1 I’m so impressed
2 so much with it
3 great LANGUAGE NOTE
4 properly
5 so important The first sentence of the text contains a pun on the
6 having a few tips two meanings of the phrase ‘concrete experience’:
7 available 1 a real-life experience that really happened, not a
8 basically fantasy or an abstract idea
9 really 2 an experience that many children have of
10 fantastic growing up surrounded by concrete buildings
and an environment where concrete is the main
material.

FOLLOW-UP ACTIVITY
Answers:
Before moving on, you might like to elicit reactions 1C 2E 3B 4F 5G 6A 7D
to the video from your SS. If you are checking
answers in class, ask them to voice their opinions
about these points by attributing a score.
1 How important is it to provide outdoor centres 11 Comprehension questions that get SS to re-read the
like the one shown? text, extract the relevant information, and summarise
1 Extremely important their answers into five words or fewer. It’s very useful
2 Important but not an educational priority to practise brevity of this kind, so necessary both in
3 Not important exams and in later life!

79
 Answers:
1 At least once.
2 The natural environment.
3 Communities, organisations, teams.
4 Awakens their potential.
5 More skilled, versatile, rounded.
6 Personal breakthroughs.
7 Team spirit.
8 Individuals, organisations, cultures.

12 To round off the unit, a light-hearted writing exercise

which offers more practice with the registers of
formal communications, which SS examined in the
SB unit.

Answers:
Sample email:

Dear Sir or Madam

Re: Your advertisement for Outdoor Learning

Tours

I’ve read the advertisement on your website. The

tours you advertise seem wonderful. I’d very much
appreciate it if you could send me some further
information about them.
I’d particularly like to know what is available
for Serbian students. Are the tours restricted to
younger children, or can students aged 16 or 17
also join? Is it possible for one student to join a
group or are the tours restricted to whole groups
or classes? Do you accept applications from
students as well as teachers?
I’m afraid my teachers seem unaware of the
benefits of outdoor learning and are extremely
concerned about the safety of their students. Quite
understandably, they don’t wish to take any risks
of accidents. I would therefore be most grateful if
you could send a brochure to our school, detailing
all the safety measures you have in place for your
tours.
Thanking you in advance for your rapid response
to my enquiry,
Yours faithfully,
Stefan Jovanović

80
9 Addictions
The topic is different kinds of addictions amongst
teenagers, and the language focuses on ways of
expressing hypotheses or speculating.
9A It’s not just drugs or alcohol
(pages 60–61)
Drugs or alcohol are the two addictions that probably
come to mind most readily when we think about
addictions, but there are others which may be more or
less serious for teenagers as well.
LANGUAGE NOTE
Hypothetical or speculative statements in English
are often quite tricky because they can represent
so many different kinds of meanings. The unit
separates some of these meanings to let SS practise
the tenses that go with each one. In 9A, we examine
probable hypotheses calling for present verb forms,
and uncertain hypotheses calling for past verb forms
or modal verbs. Using a modal verb always makes a
hypothesis less certain.
1 A The activity practises reading skills, setting the
scene for the topic of unusual addictions, their causes,
and possible ways of dealing with them or resolving
them. SS are first asked to identify the relationship
of the writers and recipients of the three emails. To
do this, they have to read for gist and infer. They
then have to speculate on causes of each situation,
and on possible ways of improving them. This is also
a first presentation of the grammar point: making
hypotheses, using expressions like what if/suppose/in
case + present, past verb form, or modal verb forms.
Answers:
1 A: a boy, probably at secondary school, writing
to his sister at university about his girlfriend
B: a parent writing to her friend (or sister etc.)
C: a teacher writing to a parent
2 Different speculations possible:
A: a shopping obsession/addiction, perhaps
caused by some emotional disturbance or
depression, since there has been a change of
behaviour
B: a music obsession/addiction, but no causes
specified yet
C: the cause of Lucinda’s tiredness and poor
performance at school is not clear, it could be
drugs or some other explanation
3 Discussion point, eliciting ideas recycled later
2 Grammar activation. Using sentences from the text,
the exercise gets SS to deduce the rules for the verb
forms that follow phrases expressing hypotheses.
There is more practice with this point in the WB.
Answers:
1 present; example F
2 past, example D
3 could, should C, E
FOLLOW-UP ACTIVITY
Before moving on to the other case studies presented
in the next activity, explore the three emails further
with SS. Firstly, look more closely at the content:
elicit their views on the severity of each of the
addictions outlined. Ask SS to tell the class of any
experience they might have had with friends or
acquaintances suffering these or other addictions.
Secondly, look more closely at the language and
register of each email. Is there any difference in
register between A, B and C? (A is from a brother
to a sister and is very informal, full of slang
expressions, and has a gently ironic tone; B is a much
more formal communication from a teacher to a
parent; C is from one parent to another, asking for
advice).
3 A An information-gap activity, featuring interactive
reading and reporting, reading for gist, re-telling and
finally discussion. Set the SS into groups of three, or
four if necessary, allowing two SS to work together on
one text.
SS each read their text by themselves to start with.
Set a time limit for this to encourage them to practise
reading quickly, for overall gist. They then tell their
two partners about their text. The questions are
there to help them cover the main points in their
re-telling. Circulate and help where needed. If SS find
any difficulties in understanding some part of their
text, help them to try to work out meanings from the
context before supplying answers.
Answers:
Mental or behavioural problems:
restlessness, phobias, obsession, compulsive
action/disorder, emotional problems, shopaholism
B This asks SS to work collaboratively with the
vocabulary in each S’s text. It’s important to repeat
that SS shouldn’t show their texts, but they are
allowed to share their answers to build up complete
answers to the questions. In classes that enjoy
competing, a time limit could be set to see who can
find most answers.
Feedback: when checking, ask SS to identify the texts
where they found the answers.
81

FOLLOW-UP ACTIVITY
Once again, you might like to plan some time to
let SS read the two texts they haven’t yet seen and
discuss the content of all three. Which addiction
did they find the most unusual? Have they heard of
similar cases themselves or experienced them with
friends or acquaintances?
Answers:
1 antidepressants (text C)
2 scrambled signals (text B)
3 uncontrollable urge (text C)
4 disrupt (text B)
5 integrate alternative behaviours (text A)
6 motion sickness (text B)
7 background wallpaper (text A)
8 grief (text C)
Work with it!
Writing essays 4: making points, illustrating
This is an extension of the work on sequencing done in
previous units. Here, we move on to the paragraphs in
the body of the essay, and the focus is on distinguishing
between statements which make a point, and sentences
which support that point by providing more concrete or
anecdotal examples or illustrations. The aim in training
SS to write essays of argument is to lead them to realise
two things: (1) that the examples by themselves do not
make the point, but also (2) that a point just stated baldly
is not going to be very interesting.
4 A A first exercise to get SS to distinguish between
sentences that make points and sentences that simply
add examples or illustrations of a point.
Answers:
aE bP cE dP eP fE gE hP
B SS are told to make a ‘possible choice’ because the
order is to some extent a matter of preference. They
make a choice and justify it.
Answers:
Possible order: 1 d, c 2 h, a 3 e, g 4 b, f
C This could be set as homework, with the sentences
given to a partner or a group during the next English
lesson.
9B Are video gamers addicts?
(pages 62–63)
We look at video gaming on computers, television and
increasingly on smart phones. The language point is
speculating, broken down into three possible kinds:
82
firstly, speculating about the present or future (events
that may be happening now or in the future), secondly
speculating about events that could have happened
but didn’t happen in the past, and finally speculating
about the possible reasons or causes for things that have
happened.
1 This presents examples of the grammar point but also
sets the topic for the section, eliciting SS’ opinions
about it. SS could be put to work in pairs, and discuss
the content of each statement.
Feedback: check the answers, but also have a general
class feedback to draw out views, as they feed into
later work.
Answers:
1 c, g, h, k 2 a, d, i, l 3 b, e, f, j
2 A Grammar activation. SS re-read the sentences
in exercise 1, working this time with the first two
grammar items: first, speculations about uncertain
results/events in present or future (using modal
verbs); and secondly, speculations made in the
present about past events which were possible, but
didn’t happen (using modal verbs + have).
Answers:
1 infinitive, sentences a, b, d, e, f, i, j, l
2 past participle, sentences c, g, h, k
B Grammar activation. Here a sentence is given, and
SS are invited to deduce the difference between a
statement that speculates about the future, and one
that speculates about the past. The example sentence
shows the different verb forms that are appropriate
for each case.
Answers: the future; the past
C Grammar practice. SS produce sentences
illustrating the distinctions they have been
identifying in 2A and 2B. Most of the rest of this unit
concentrates on the topic and fluency work, but there
will be more grammar practice in the WB.
Answers:
Possible answers:
2 A: Different tranquillisers could/might work.
B: They might have been the wrong
tranquillisers. / He might have forgotten to take
them.
3 A: She might/could fail.
B: She could have become interested in other
things. / She could have spent too much time
watching television.

4 A: She could do better in the new subject.
B: She could have been unable to do the first
subject. / She might have found the first subject
boring.
3 A A first watching/listening for gist comprehension.
There is a simple overall question which also gives SS
examples of different ways of producing summaries.
VIDEOscript
S = Sandy
S: How many of you play video games? Do you know that
if you play too many video games, it may be classified as
a mental illness? I read an article the other day where the
American Medical Association is advising the American
Psychiatric Association to classify playing too many
video games as a mental illness.
Hi, my name is Sandy, and I’m a video game addict.
It’s been three days since the last time I played World
of Warcraft and I’ve given myself up to a higher power.
Let me just read what the report says. ‘A leading counsel
of the nation’s largest doctors’ group wants to have this
behaviour officially classified as a psychiatric disorder,
to raise awareness, and enable sufferers to get insurance
coverage for treatment.’ Now I know a lot of people
play a lot of video games out there. My boyfriend, for
example. He plays first-person shooter all the time. A
friend of mine seems like he’s on WOW whenever I go
over. But insurance money? For playing too many video
games? What is it for? To pay for your Paxil, Zoloft,
Risperdal? Health insurance costs are already crazy. Can
you imagine having video game addiction? It’s going to
make it even higher. Now, if you are addicted to video
games, I don’t want to make fun of you and I’m sure you
want it handled. But the American Medical Association
classifying it as a mental illness? Now they tell you right
here why they want to classify it as a mental illness.
For insurance money? Fifty percent of the software
market is for video gamers and the average age of a
video gamer is 39 years old. Can you imagine how much
money you can rake in for prescribing medications
for too many video games? Somehow, I kind of doubt
psychiatric drugs are going to cure a video addiction.
Now the thing I worry about is if they classify this as a
psychiatric disorder, that implies that playing too many
video games means you have a biological disorder ...
that maybe you have a genetic defect. I mean, what are
they going to do? Find a video game addict gene? And
you know that’s what they’re going to do, because that’s
what they do do. They try to create a disorder and to
4 Moving from the video back to the general topic,
justify giving medication for this disorder. They’re going
to do scientific experiments to try to find a biological
basis for your video game addiction. And I can just see
it now: you’re going to have video gamers line up for
brain scans, and genetic testing, and you’re going to see
newspaper articles that say: ‘The biological basis for the
video game addiction has been found’ and then right
next to it you’re going to find the Paxil sales skyrocket.
And I don’t know, maybe I have it completely wrong,
but it seems like a lot of people could be making a lot
of money off of this. So I don’t know, YouTubers, what
do you think? Should this be classified as a medical
psychiatric disorder, or are they trying to make money?
Please, leave a comment, post a blog, let me know what
you think.
Answer: question 3
B More work with the video. The aims are discussion
and eliciting opinions about the speaker they’ve just
been seeing. There is a subsidiary aim in the fact that
in order to discuss the statements, SS have to become
aware of the tone of the speaker and the possibility of
irony in what is said.
The statements are not straightforward True or False
ones: some of them are ambiguous and open to
personal interpretation of the video. Get SS to discuss
each in their pairs and think of examples to support
their views. Then if there is time and they would like
to see the video again, play it a second time.
Feedback: emphasise once again that there are no
right or wrong answers. The important thing is to be
able to support your views by referring to the video
itself.
Answers:
A difference of opinion is possible here, and these
statements are meant to provoke discussion rather
than lead to right/wrong answers.
1 Her attitude is ambiguous: on the one hand
she says she’s an addict, on the other hand
she hasn’t played for three days and has ‘given
herself up to a higher power’.
2 She doesn’t really seem to be very concerned
about this at all and is ironic about it.
3 She seems to be more outraged about the cost
of the decision than about its possible ability to
help addicts.
4 She says she doesn’t want to make fun of them
but her ironic tone about medication and
scientific research don’t show much sympathy
for them.
5 Probably false: she pours ridicule on attempts
to find genetic causes for addiction.
6 She says she doubts this but her tone is one of
stronger disbelief.
SS are asked to think of specific reasons for concern
about video gaming, and cures for it, thus providing
more discussion of the issues surrounding addictions
like gaming. If possible, leave the reasons and cures
on the board as they will be helpful for the video
creation activity which follows in 6.
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5 Here SS are asked to use their imaginations to
create other endings to the sentence beginnings.
This also provides practice in writing short answer
completions.
Alternative procedure: instead of comparing with
others, SS write their five endings on slips of paper,
but in a different order from the one given in the
book. The slips are then read out to the class, who
have to guess the original sentence that each ending
completes.
6 A In the three Work with it! sections they’ve
encountered in units 6 and 7, SS have worked with
the principles that can help them to write coherently,
make the opening interesting, and organise and
structure their material. The aims here are to get
SS to apply those same principles to a video or
an oral presentation. The outcome could be the
making of a short video, captured on camera or on
a mobile phone, if you have the facilities and the
time to work towards that production. However, the
exercise is staged towards an alternative outcome, the
presentation of a short talk to a group or the class.
A note on timing: 6A can be started in class, then
6B done as homework, and 6C presented in a later
English class.
The rubric asks SS to work with a partner, but if your
SS work well in groups, you may wish them to do this
in small groups.
B The rubric emphasises the choosing of main points
and examples as well as the need to make the material
interesting.
C Presenting the talks. It’s useful for SS to give their
talk ‘live’ to another pair or group as a rehearsal
before actually presenting it to the class or recording
it and uploading it on the VoiceThread. If SS
have worked in pairs, they can join another pair.
S presents, the other pair comment, and suggest
improvements before giving their own version.
After that, SS revise before presenting to the class or
recording it and uploading it on the VoiceThread.
Workbook
1 The first activity offers SS two linked dialogues so
that they can practise the verb forms used in making
conjectures within a context.
Feedback: if correcting in class, encourage SS
to comment on the dialogues. Do they think
the reactions of the brother and the teacher are
appropriate, or excessive? Do they think the teacher’s
suggestion about seeing a school psychologist is the
right solution?
84
Answers:
1 look
2 is developing/develops
3 gets/should get, try
4 guesses
5 doesn’t mention
6 failed
7 had
8 said
9 were
10 made
2 The story framework remains the same in this
exercise and the next. SS are given sentences that
contain conjectures, and are asked to make them
more uncertain by using modal verbs.
Answers:
1 Do you suppose she could be/might be taking
drugs?
2 We’re afraid to ask in case she should refuse to
answer.
3 Supposing we should say something and make
her angry.
4 We imagine her grades could be/might be
dropping.
5 Do you think she could/might fail?
6 Suppose the doctor should prescribe
medication?
3 A Writing/sentence production using the target
grammatical structure of modal verb + have. SS write
their own speculations about possible reasons in the
past, using the hints given, and one of their own.
Answers:
1 She could/might have started using drugs.
2 She could/might have lost interest in school
work.
3 She could/might have been spending too much
time online.
4 She could/might have been getting to bed late.
5 She could/might have been having personal
problems.
6 Possible other reasons: She could/might have
got too involved with a boyfriend/have decided
not to take her exams/have been spending too
much time on social networking/have had
psychological problems/have been spending
too much time on other projects/have got
obsessed with video gaming etc.
 B More writing/sentence production, this time about
possible results in the future, using modal verbs. 3 systematic
4 ecstatic
Answers: 5 thematic
She may/might/could 6 relative
1 fail her exams. 7 massive
2 have to repeat her year. 8 emphatic
3 be dropped from school teams. 9 compulsive
4 be sent to see the school counsellor. 10 exclusive
5 miss out on her chosen career.

B Vocabulary building. More work with adjectives

C Final writing/sentence production exercise, to ending in -ive or -tic, and the nouns from which they
practise the modal verb + have structure used for are derived.
talking about things that could have happened but
didn’t.
Answers:
1 expensive, expense
Answers: 2 impressive, impression
She might have/could have 3 idiosyncratic, idiosyncrasy
1 failed her exams. 4 problematic, problem
2 had to repeat her year. 5 aromatic, aroma
3 been dropped from school teams. 6 selective, selection
4 been sent to see the school counsellor. 7 diplomatic, diplomat
5 missed out on her chosen career. 8 decisive, decision
9 dramatic, drama
10 aquatic, aqua (water)
4 This activity sends SS back to the unit in their SB, to
comb the texts and rubrics for specific set phrases.
7 Reading for gist and to match paragraphs with their
Answers: appropriate headings. SS should be able to read the
1 life and soul of the party text quite quickly, as vocabulary and concepts have
2 buying spree both been prepared by work in the unit.
3 not my thing
4 taken a nose dive Answers:
5 drives us around the bend 1d 2c 3e 4a 5b
6 teenage sulks
7 electronic hermits
8 Re-reading to deepen understanding of a fairly
long article. SS re-read the article to find answers
5 Crossword puzzle, getting SS to work with more to specific questions, according to what has been
words to do with the unit topic. given as information in the text. In order to link
the answers to the text more closely, SS are asked to
match the questions with the clues taken from the
Answers: text. In two cases, there are no clues given, so SS have
ACROSS: to comb the article again to extract the clues which
1 snappy 6 gloomy 8 droopy 10 exhausted could give them the appropriate answer.
11 obsessed 12 restless
DOWN:
1 sulky 2 moody 3 edgy 4 troubled Answers:
5 hooked on 7 frustrated 9 nauseous 1 Yes, d
2 No, clue missing: chat rooms, interactive
features, a virtual community
6 A Vocabulary building, deriving adjectives from 3 No, g
nouns. 4 Yes, a
5 Yes, e
6 Yes, h
Answers: 7 No, b
1 addictive 8 Yes: admitting your addiction to friends, f
2 symptomatic

85
 9 No, clue missing: powerless to change their
behaviour
10 No, c

9 Writing an informal letter of advice. If preparing this

writing in class, ask SS to think about the relationship
between two friends. What tone should the writer
adopt? Should a friend make judgments about
behaviour, or should they simply point out possible
dangers in a friendly way? If you set the task as
homework, ask SS to first write a plan and then a first
draft, which they can show to a partner in the next
class, for peer editing.

86
10 Bionics
SS encounter a fairly new area of modern medical
science here, specialising in the replacement and repair
of defective or missing body parts as well as looking into
the possibilities of making mechanical creatures that can
become more and more like living human beings. The
language first revises relative clauses, going once more
over differences between defining and non-defining
clauses, before moving on to adverbial clauses and a
revision and extension of linking words.
10A Replacing and repairing
(pages 64–65)
Before doing the first activity, get SS to explore the
visuals on this spread, and think about the given
definition of bionics. Ask SS to tell the class about any
personal experience that they’ve had with artificial limbs,
or stories that they’ve heard, read or seen about that.
Have they ever watched the Paralympics, for example?
What reaction does watching people race or compete
in other sports with artificial limbs evoke in them ...
admiration ... or fear/dread?
1 A Vocabulary work.
Answers:
1b 2c 3a 4f 5e 6d
B This is a fairly easy exercise, a simple labelling
of sentences, but the vocabulary of the sentences,
containing many words and expressions that may be
new, prepares for listening, allowing SS to work with
the concepts and the vocabulary beforehand; it also
provides material for the grammar point of this unit,
relative clauses and adverbial clauses.
Answers:
H: 1, 2, 4, 7, 9 and possibly 12
E: 3, 5, 6, 8, 10, 11 and possibly 12 (which suits
both stories)
2 Listening for overall comprehension, and for specific
details. SS have already worked with some of the
3 Listening again, this time to a text about a bionic eye.
phrases and sentences they are going to hear.
AUDIOscript
RP = Rhonda Playwell, SG = Steven Granby,
GP = Gilda Palmer
RP: Opening a bag of crisps is a simple task that most of
us take for granted. But for someone who has had to
undergo an amputation, it is really a challenge. With
me is Steven Granby, who was a fire fighter in London
until he lost his hand in an accident. Steven, you first
had an ordinary prosthetic hand, didn’t you?
SG: Yes, but this new bionic hand is so much better. I hope
it will let me get back to work.
RP: What is the difference?
SG: At the moment I can’t really grip the hose well enough
– you know it weighs 25 kilos. This bionic hand lets
me grip it, and then tighten the grip some more just by
thinking about it.
RP: Just by thinking about it? That’s fantastic.
SG: Yes, I hope the bionic hand will give me an adequate
grip so I can lift the hose and run with it.
RP: I asked Professor Gilda Palmer about these new bionic
prostheses. Professor Palmer, how do these work,
exactly?
GP: The hand responds to tiny electrical signals sent
from the brain to the muscles. The software we’re
developing also allows the patient to change their grip
patterns by using any digits – the thumbs plus the
fingers.
RP: So the applications will be useful for all kinds of
amputees, not just fire fighters.
GP: These new bionic prostheses give amputees the ability
to carry out the kind of everyday tasks that might
pose a real problem. Think about doing up shoe laces,
for example, or buttoning up your jacket, or working
in the kitchen: it’s quite important to be able to grip
something strongly enough, and move the fingers
independently.
RP: So you can even imagine playing the piano with a
bionic hand?
GP: Well, playing the piano may still be some way off, but
we’re working towards it. Let’s face it: there’s a long
way to go.
RP: Are there any possible drawbacks to the new
technology?
GP: The cost for the patient, including fitting the
prosthesis and physiotherapy afterwards to train the
patient to use the hand, is still quite high. And the
technology itself is still being developed. Science
fiction is becoming science fact, but it’s a long way off
for the average amputee.
Answers:
1 tighten the grip by thinking and move the
fingers independently
2 doing up shoe laces; working in the kitchen;
buttoning up a jacket; eventually, perhaps,
playing the piano
3 its high cost
SS listen for gist, answering an overall question to
show their comprehension.
AUDIOscript
Surgeons are fitting ‘bionic eyes’ to people in their 50s to
partially restore their eyesight. These are people who have
an inherited disease which progressively destroys the eye’s
light-sensitive cells, and which affects around 25,000 people
in Britain. They become completely blind, but will
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 now be able to walk around unaided and identify simple
objects. Answers:
The operation implants a tiny metal plate studded with 1 who were blind, people, defining relative
electrodes into the retina at the back of the eye.
2 which responds to tiny signals, prosthesis, non-
A little video camera mounted on a pair of glasses beams
images to the electrodes, which connect via the optic
defining relative
nerve to the brain. Patients wear a small unit at their waist
to power the camera and process the images. While not
reproducing natural vision, the system enables the viewing B Grammar revision and practice, getting SS to
of basic images on a 10 x 6 grid. discriminate between defining and non-defining
‘These people are truly blind and are dependent on a stick, relative clauses.
a dog or another person to find their way around. We want
to see if we can give them some level of rudimentary vision
which they find useful, predominantly to navigate, so they Answers:
get some independence,’ says Lyndon da Cruz, a consultant 1 A former fire-fighter has a bionic hand which/
surgeon. The device is designed by a US company, Second that helps him to open bags. D
Sight, and is an upgrade of a prototype first implanted 2 He hopes that the new hand, which is better
with 16 electrodes, enabling patients to walk about than his first prosthesis, will let him grip a hose.
independently and distinguish basic objects such as a cup ND
or a plate on a table. Scientists are continuing to improve 3 With only one hand, it is difficult to achieve the
the bionic eye, so that more electrodes, up to ten thousand, tasks which/that people often take for granted. D
can be packed in, giving better images.
4 The cost, which includes fitting and
Greg Cosendai, Second Sight’s director for Europe, said:
‘They should receive enough information to be able to
physiotherapy, is still high. ND
read. That doesn’t mean it will definitely work for them, 5 The company that/which produces the bionic
but it’s certainly a milestone, along with recognising faces.’ hand hopes to achieve success on the market. D
Linda Morfoot, 64, living in Long Beach, California, was
diagnosed with an eye disease at the age of 21 and was
almost completely blind by the time she was 50, with only a 5 A A first step into adverbial clauses. This requires
small amount of light reception in her left eye. SS to identify them, distinguishing main clauses
‘When they gave me the glasses it was just amazing,’ she from subordinate clauses. The sentences recycle
said. She found she could shoot baskets with her grandson,
the vocabulary that SS have been introduced to
stay in the middle of the sidewalk, find the door to get out
of a room, and see her granddaughter dancing across the
previously.
stage. When she went to New York, she could see the Statue
of Liberty. In Paris she went to the top of the Eiffel Tower
Answers:
at night, and could see all the city lights. She says she now
1 A fire-fighter needs a bionic prosthesis, because
feels more connected to what’s around her.
he wants to get back to work.
2 The bionic hand allows patients to grip more
tightly than they could with other prostheses.
Answers:
3 A camera beams images to the electrodes,
E.g. walk around unaided and identify simple
where the images are picked up.
objects, find their way around by themselves,
4 As this is such new technology, there is still a
read, recognise faces, shoot baskets, see someone
long way to go.
dancing, stay in the middle of the pavement (US
5 Patients wear a small unit at their waist so that
sidewalk), find the door to get out of a room, see
power is provided to process the images.
large objects like the Statue of Liberty, see the city
6 While it doesn’t reproduce natural vision, the
lights from a high position (like the Eiffel Tower),
system enables the viewing of basic images.
feel more connected to what’s around them.

B Grammar activation, focusing on adverbial clauses

FOLLOW-UP ACTIVITY and revisiting the sentences in 5A.
The next part of this section presents work on the
grammar points of the unit. Before moving on to Answers:
that, elicit reactions to what they’ve heard. Get SS 1 as in sentence 5 and example sentence
to revisit the discussion they had before starting 2 as in sentences 1 and 4
the first activity. Now that they’ve been given more 3 as in sentence 2
information about bionic limbs and eyes, has their 4 as in sentence 3
attitude to and interest in them changed at all? 5 as in sentence 6

4 A Grammar activation, reminding SS about work on

relative clauses done at Intermediate level. 6 The aim here is grammatical, but it also provides
practice with more complex sentences.

88
 Answers:
Sample sentences as many variations are possible:
1 There is now a bionic prosthesis for people who
have had an amputation above the knee.
2 Because the bionic knee allows a person to
bend and straighten the knee (if they need to),
it offers new levels of performance.
3 The bionic knee uses tiny artificial sensors,
which analyse the knee a thousand times
per second, so that the patient can adjust the
movement of the prosthetic limb.
4 When the knee learns how to move, the
movements of both legs can be synchronised,
so that the style of walking becomes smoother.
5 Although scientists are still working on the
design, many amputees have already been
helped to a more active life by current models.
10B W
 hat does it mean to be human?
(pages 66–67)
1 This pair, group or class discussion sets the scene for
the topic, drawing out the SS’ own ideas and getting
them to reassess their values. Some qualities, e.g.
our ability to stand upright or make tools, evoke the
question of differences between humans and other
animals, while emotions/feelings are sometimes said
to distinguish humans and robots, at least in reality
for the near future.
2 Gist reading, plus combing a text for particular
information or views. SS continue working with the
theme of this section and working with a partner
allows them to discuss it. Circulate and help with
concepts and vocabulary as needed. Elicit their own
views from SS so that they can add them to the lists.
ALTERNATIVE ACTIVITY
The texts are fairly complex, so once again working
in groups of four may make them more accessible
and speed the activity in class. Partners 1 and 2 read
text A and make their lists. Partners 3 and 4 read
text B. They then come together to compare and
3 A Grammar activation – combing through the texts to
discuss their results before a general feedback from
all the groups. The groups could write their lists on
the board as they make them.
Answers:
Positive sides: gives humans greater strength &
abilities; helps people with mobility problems, the
elderly, those in heavy industry; greater movement,
ability to lift objects ten times heavier; bionic suits
don’t harm users; we are fascinated with robots and
other new developments; it’s amazing to see
robots interacting with the environment and
displaying body language; immense improvement
in their lives; driving us to a new level of humanity
(could be positive or negative); it’s human to want
to go further than our present limitations; the
future is wonderful; we wonder what it means to
be human (could be positive or negative).
Negative sides: low market demand, cost, technical
problems; seeing robots is frightening (hair-
raising, sends shivers down our spine, we have a
gut-level reaction); we’re afraid of manipulating
the boundaries between what can move, including
humans, and what is without movement, like
inanimate matter; the future could be terrible;
driving us to a new level of humanity (could be
positive or negative) we wonder what it means to
be human (could be positive or negative).
FOLLOW-UP ACTIVITIES
There is no intensive vocabulary work in this
section, so you might like to try one of these.
1 Ask SS (in pairs or groups) to revisit the two
texts and underline words or phrases they didn’t
previously know. Get them to write the two
most difficult ones on the board. They then shut
their books. SS read the words on the board and
choose two that they think they know. They write
a sentence of their own to illustrate the meaning
of the words, and read them out to the class.
2 You pick out a number of words that you think
will prove difficult for SS. Find definitions for
each one. Divide the class into two. One group
gets the words, the other gets the definitions.
Then either:
• In turn, a member of group A reads out one word
at a time, and group B together find the right
definition.
• Give each pair in group A one word on a piece
of paper, and each pair in group B one definition
on a piece of paper. The pairs then mingle and
without showing each other their paper, they try
to match the words and the definitions.
identify different kinds of linking words.
Answers:
a (1) while; (2) neither/nor; (3) not only (but
understood) (this is one of the eight because
the second but is not stated); (4) of course/but;
(5) on the one hand/on the other; (6) at the
same time, however; (7) whereas; (8) although
b furthermore, in fact
c in short
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 B Producing sentences that show useful ways of B Reading comprehension exercise. Sequencing
linking ideas. the events pulls them out of the text and helps SS
to understand the plot, while also preparing the
Work with it! dramatisation of the scene, which is the next activity.
Writing essays 5: concluding
4 A The final part of the ‘Writing essays’ series. Building Answers:
up tips on how to conclude effectively. 1f 2b 3i4d 5l 6a 7h 8k 9c
10 j 11 e 12 g
Answers:
1 f, b 2 d 3 c, g 4a 5e 2 A This is a discussion/dramatising exercise, providing
vocabulary appropriate for talking or writing about
literature. Dramatising a scene is a powerful way to
B This exercise gives some useful linking expressions elicit response to a written scene, to get the words
for the last part of an essay. ‘off the page’ and into the classroom. Often SS read a
page and have little or no response to it. When they
Answers: are asked to dramatise it they see all kinds of aspects
Summarise: f, i, j in the situation that they had not noticed before,
Conclude: a, b, c, d, e, g, h and they extrapolate feelings that they might have
missed. Note: this first part just asks SS to dramatise
the action in a very brief way, as part of a preview (or
5 Guided writing activity.
trailer) for a longer film/video to be made. SS should
1 Ask SS simply to imagine that they are indeed try to keep their scene to less than two minutes. The
making a video of this first part. next activity will ask them to write the words for their
preview.
10C T he Player of Games Remember that SS do not know yet that this is an
‘unreal’ situation, not a real battle but the equivalent
(pages 68–69)
of a video game. They should treat the scene as a real
war situation, perhaps set in the future. Alternative
1 A Pre-reading for overall gist and particular
procedure: do up to the end of step 2 as a rehearsal,
information. The aim of getting SS to work with a
then go on to 8B. SS can then add the voice-over and
partner is to promote discussion about the text.
do the whole thing as a presentation or filming.
Alternative procedure
Divide the board into four sections or put up a grid
Alternative activity
like this one:
Some teachers feel that drama activities at this level
Setting Characters Clothes, Action, waste too much time, are messy, or are not enjoyed
things Plot by either themselves or the SS. This section presents
carried a step-by-step guide to structuring the dramatisation,
thus encouraging teachers to try it as an experiment,
no matter how uncertain they are about the outcome.
Ask SS to jot down in note form the details they come Teachers are often quite surprised at how much SS get
up with. involved in the activity, enjoy it, and say afterwards
that they understood much more about the text
LANGUAGE NOTE than they had when they started. Having finished
the exercises in this section, some students have
Gurgeh is pronounced Gur-gay, as will be heard later said that they wanted to read the book (it’s quite
in the recording. long! but gripping for readers who enjoy science
fiction). However, if you really don’t wish to do the
Answers: dramatisation of the plot, turn this section into a
1 In a desert, near the ocean coast (they can hear discussion activity. 1 Ask SS simply to imagine that
the surf), there are tall dunes (sand hills) in they are indeed making a video of this first part.
front of them. Which SS in the class would be best to play the roles
2 A group of people, two named: Gurgeh, Yay. of Gurgeh and Yay? How should they play their
3 They are wearing suits with helmets and visors, parts? How would they describe the climax of the
which protect them from the heat and sun and scene? 2 Elicit their response: do they find the main
are carrying guns. protagonists engaging? Are they curious about what
4 Struggling across the desert to get to the coast; happens? Do they find this first part of the novel
they are being attacked by flights of missiles gripping? 3 Go on to 2B. Get them to imagine a
that seem to track them; they fire back; Gurgeh preview of the scene and write adjectives. This allows
has been hit, but Yay manages to strike one of SS to build up a list of adjectives which can be useful
the missiles. when they are asked to appraise a text critically.

90
 B Writing a short text of a persuasive nature. As with
‘voice-overs’ in previews, some of the text may come
before the actual dramatisation, some afterwards.
As suggested above, if you are planning to video the
action, it is a good idea to treat steps 1 and 2 in 2A as
a rehearsal, and then add the words before presenting
and filming.
3 A Ask SS to read the gapped text first. SS then listen
to the beginning of the novel, which introduces the
‘battle scene’ they have just been working with. They
are now told that the battle was not a battle ... what
was it?
AUDIOscript
The Player of Games by Iain M. Banks
This is the story of a man who went far away for a long
time, just to play a game. The man is a game-player called
Gurgeh. The story starts with a battle that is not a battle,
and ends with a game that is not a game.
Me? I’ll tell you about me later.
This is how the story begins.
Answers:
play a game; not a battle; not a game
B Pre-listening: get SS to read the rubric before
listening, and discuss their answers before they
hear the extract. This can be done as a whole-class
discussion. Encourage conjectures. SS then listen to
the whole of the part that follows the introductory
section that they have just heard, including the final
sentence, which adds an unexpected twist and reveals
the true nature of the ‘battle’. How can someone say to
a warrior: ‘you’re dead’? What is happening here? The
battle is revealed to be, as foretold in the introductory
part they have already heard, ‘not a battle’ but a kind
of game or simulation. This can spur their curiosity
about what happens next. Even if they do not read
the whole novel, they might like to check out the plot
summary available online, e.g. on Wikipedia.
VIDEOscript
Dust drifted with each footstep. He limped across the
desert, following the suited figure in front. The gun was
quiet in his hands. They must be nearly there; the noise of
distant surf boomed through the helmet soundfield. They
were approaching a tall dune from which they ought to be
able to see the coast. Somehow he had survived; he had not
expected to.
It was bright and hot and dry outside, but inside the suit
he was shielded from the sun and the baking air: cosseted
and cool. One edge of the helmet visor was dark, where it
had taken a hit, and the right leg flexed awkwardly, also
damaged, making him limp, but otherwise he’d been lucky.
The last time they’d been attacked had been a kilometre
back, and now they were nearly out of range.
The flight of missiles cleared the nearest ridge in a glittering
arc. He saw them late because of the damaged visor. He
thought the missiles had already started firing, but it was
only the sunlight reflecting on their sleek bodies. The flight
dipped and swung together, like a flock of birds.
When they did start firing it was signalled by strobing red
pulses of light. He raised his gun to fire back; the other
suited figures in the group had already started firing. Some
dived to the dusty desert floor, others dropped to one knee.
He was the only one standing.
The missiles swerved again, turning all at once and then
splitting up to take different directions. Dust puffed
around his feet as shots fell close. He tried to aim at one
of the small machines, but they moved startlingly quickly,
and the gun felt large and awkward in his hands. His suit
chimed over the distant noise of firing and the shouts of
the other people; lights winked inside his helmet, detailing
the damage. The suit shook and his right leg went suddenly
numb.
‘Wake up, Gurgeh,’ Yay laughed, alongside him. She
swivelled on one knee as two of the small missiles swung
suddenly at their section of the group, sensing that was
where it was weakest. Gurgeh saw the machines coming,
but the gun sang wildly in his hands, and seemed always
to be aiming at where the missiles had just been. The two
machines darted for the space between him and Yay. One
of the missiles flashed once and disintegrated; Yay shouted,
exulting. The other missile swung between them; she
lashed out with her foot, trying to kick it. Gurgeh turned
awkwardly to fire at it, accidentally scattering fire over Yay’s
suit as he did so. He heard her cry out and then curse. She
staggered, but brought the gun round; fountains of dust
burst around the second missile as it turned to face them
again, its red pulses lighting up his suit and filling his visor
with darkness. He felt numb from the neck down and
crumpled to the ground. It went black and very quiet. ‘You
are dead,’ a crisp little voice told him.
Answers:
It is not a ‘real battle’ but a virtual battle, in a
wargame type of simulation; the clues that can be
picked up by the SS as they listen are the red lights
that light up inside the suit and the visor when
a hit is registered, perhaps also the ability of the
missiles to track their targets. The major clue is:
Gurgeh hears the message telling him he is dead, as
happens to video or virtual gamers when they are
defeated.
4 The writing options are both creative tasks that
require some imaginative response to the text. The
aim is to get SS to ‘put themselves’ into the text,
respond personally to it, and produce and internalise
vocabulary that will be useful for them if they are
asked to talk or write about literature. If needed,
remind SS of the writing/peer editing tips in their
WB.
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10D Skills enhancement 10F Project
(pages 70−71) (page 73)

Part I Use of Language A guided step-by-step activity. It recycles the ideas and
1 This exam-type exercise practises the transformation vocabulary of the section. Creating the poster is a more
of infinitive verbs into the right tense for the extended and creative task.
context. Feedback: as with Skills enhancement work
throughout the SB, get SS to articulate their reaction
to the test, what they found difficult or easy, what Workbook
they feel they need to work on, and what strategies
they could use to improve their performance. 1 More practice with defining and non-defining relative
clauses, raising awareness of their form and function.
Answers:
2 have done Answers:
3 have continued 1 D: My uncle is the farmer who was in the news.
4 will ask 2 D: He lost his hand in an accident which/that
5 did happened ...
6 making use of 3 ND: He was fitted with a bionic hand, which
7 has brought up was lucky because ...
8 could have 4 ND: The surgeon, who had been trained in
9 using London, was a friend ...
10 are talking 5 ND: The hand uses new technology, which lets
11 taking my ...
12 need 6 D: The bionic hand responds to the tiny signals
13 have certainly improved which/that are sent from the muscles ...
14 had 7 ND: The bionic hand, which gives amputees
15 spoke more control over their prostheses, represents a
16 cannot function great advance ...
17 cannot feel/do not feel 8 ND: My uncle will now be able to grip farm
18 represents tools, which is essential ...
19 will surely help 9 ND: You can hardly tell he’s wearing a
20 reaches prosthesis, which must be ...
21 would/could venture 10 D: Bionics is the science whose purpose is/the
purpose of which is...
Part II Reading
2 This type of activity requires SS to comb through
2 Reading and grammar. SS read for overall meaning
seven short texts and extract the information needed
so that they can spot the incorrect linking words and
for the ten questions. Remind SS that they should
substitute more appropriate ones.
read the ten questions very carefully first, and
underline key words, to help them extraxt the right
Answers:
information effectively.
1 Although scientists ...
Feedback: when checking answers, get SS to talk
2 Because a bionic ...
about their experience of doing the activity, and also
3 When/while my cousin ...
about the reviews themselves. Which did they find
4 ... hospital, where
most useful? ... most interesting? Would the reviews
5 ... physiotherapy before/so that ...
make them want to read the book?
6 ... elegantly as he did ...
7 fund raiser so that other children can have even
Answers: better medical care than he had.
2 A, B, F 3 C, D, F, G 4 C 5 E 6 D, E, F 8 Because/since/as she was so ...
7 D 8 A, F, G 9 A, E 10 C, F, G 9 ... science, even though/although/though/even
if she’s never ...
10 ... Hospital, where she’ll ...
10E Are you on your way up?
(page 72) 3 These quotations provide grammar work, reading
Further practice with the grammar and vocabulary comprehension and finally more food for thought
covered in the previous two units. SS check the answers on the unit theme. When checking answers in class,
on page 128. Alternatively, ask SS to swap books with elicit the reaction of SS to the various ideas. Which
their partner and assess each other's work. quotation do they find most interesting? ... most apt?

92
 5 Reading for overall gist and showing comprehension
Answers: by completing sentences. The vocabulary has been
1d 2f 3i 4g 5a 6 e or h 7c 8b prepared by a lot of work in the unit.
9 j 10 e or h

Answers:
4 Puzzle-type vocabulary work with the texts. 1 e.g. also to speak (to start to speak)
2 e.g. would have gone blind
Answers: 3 e.g. partial sight
1 egalitarianism 4 e.g. controlled by the brain
2 anonymity 5 e.g. continue to be developed (be perfected)
3 self-balancing, self-adjusting, self-cleansing 6 in the last decade
4 a powerful 7 cannot equal/match our own
b neutral 8 intelligence and kindness
c increasing
d mute
e prohibitive 6 A crossword puzzle, revisiting the vocabulary of the
f amazing texts.
5 a drown in our technology
b the fog of information
c we stamp them out Answers:
ACROSS:
4 degenerative 5 silhouette 10 deem
11 neurons 12 limbs 13 implants
DOWN:
1 deaf 2 developmental 3 unthinkable
6 transmit 7 auditory 8 severed 9 physician

7 Writing activity: a friendly letter, with guidance on

what to include.