Longman Total English 5 Upper-Inter - 108p

Connecting across and down
1 Read the clues and fill in the crossword.

1
2
3 4 5
7
8
9 10
Across:
3 someone you know, but not very well
6 a woman that a man is married to
7 a _ _ _ _ sister is a girl/woman whose father/mother has married your
father/mother
9 someone you work with
Down:
1 someone you are very close to because you share the same emotions and
interests
2 if you’re on the same _ _ _ _ _ _ _ _ _ _ as someone, you both see things in a
similar way
4 Do you like to make a good first _ _ _ _ _ _ _ _ _ _ when you first meet people?
5 when you like someone as soon as you meet them, you _ _ _ _ _
8 when we share a similar view, we see _ _ _ to eye
10 to have a _ _ _ in common?
2 Look back at your answers to each of the clues above. Write a sentence
using each answer which relates to a person in your life. Then read your
sentences to your partner. Ask each other follow-up questions.
Connecting across and down
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; family/relationships.

This warmer is designed to be used in conjunction with unit 1.
Time: 40 minutes
Materials: photocopies of the worksheet for each student
1 This quiz is based on the key vocabulary from the Students’ Book
unit 1, page 17. Explain to students that all the words in the
crossword are connected with family/relationships, and vocabulary
that they have recently been introduced to. Students read the
clues. Check to see if there are any questions. Students then work
on each clue filling in the crossword. Monitor to check they are on
the right lines. When students finish, they compare their answers
and spellings with their partner. Elicit answers from students.
Answers: 1 (Down) soulmate 2 (Down) wavelength 3 (Across)

acquaintance 4 (Down) impression 5 (Down) click 6 (Across) wife
7 (Across) step 8 (Down) eye 9 (Across) colleague 10 (Down) lot
2 Students use each of the words/phrases from the crossword to

relate to a relationship in their own life. If they ask about whether
‘wife’ or ‘soul mate’ is relevant to them, ask them to think about
someone they know/in their family who has a wife/has met their
soul mate etc - as long as it relates to their world to personalise
the activity. Monitor as students work, and encourage them to quiz
each other about their sentences. Get feedback from the students
at the end.
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The right question tag
1 Complete the sentences below with the correct question tag.

1 He made a good impression, ____________?
2 She’s his half-sister, ____________?
3 They don’t really see eye to eye, ____________?
4 I’m a responsible person, ____________?
5 Let’s try and get on with him, ____________?
6 Nobody in that group had much in common, ____________?
7 You just can’t get on with your step-brother, ____________?
8 Have a cup of tea, ____________?
2 Write a dialogue using the instructions in the box below.
• Decide on what two people are having a conversation

• Decide on the subject of the dialogue. It has to be about relationships
that people have - at work, home, school, college. Use your
imagination!
• Use six question tags.
• Refer to your Student’s book, page 17 for a quick review of possible
question tags, and also useful vocabulary.
A: ___________________________________________________________
B: ___________________________________________________________
A: ___________________________________________________________
B: ___________________________________________________________
A: ___________________________________________________________
B: ___________________________________________________________
A: ___________________________________________________________
B: ___________________________________________________________
A: ___________________________________________________________
B: ___________________________________________________________

The right question tag
TEACHER’S NOTES:
Aim: to provide further practice of question tags. This worksheet is

designed to be used in conjunction with unit 1.1.
Time: 40 minutes
1 Ask students to read the sentences and then fill in the correct
question tag. Monitor to check they are going in the right direction
and give help if necessary. Give students time to compare their
answers before eliciting answers from the class.
Answers: 1 didn’t he 2 isn’t she 3 do they 4 aren’t I 5 shall we

6 did they 7 can you 8 won’t you
2 Students have a freer activity here where they decide on an idea

for a short dialogue. The theme is that of the unit - connections
between people, so tell students their dialogue is basically about
any relationships that occur between people. For example, it could
be two people sitting on a bus talking about people they know,
friends in a café talking about how everyone got on at a party. The
only criteria is that they use six question tags, and if they want
some vocabulary from the unit.
Monitor whilst they work to check that they are using question tags
correctly.
At the end get students to swap dialogues and read their partner’s
dialogues. Encourage them to make corrections if necessary. Then
ask students to take a role in each one and read them out aloud.
Get feedback from the class at the end.

Does everyone agree?
1 Complete the sentences 1-6 using the words from the box below.
any every everyone any nothing some
1 I think ______ will be pleased to know that he now has responsibility

for the junior team.
2 Do you have ______ skills that would be useful for this job?
3 I think _____ person in the room realised the importance of their visit.
4 ______ seemed to worry her at all about her family situation.
5 Do you have ______thing that would help a bad cold?
6 Would you like ______ more of this delicious chocolate?
2 Complete the box below with as many of the phrases for expressing
agreement and disagreement as you can remember from unit 1.2.
Expressing agreement
Expressing disagreement
3 Read the statements 1-5 to two students and find out whether they
agree/disagree with them.
1 It is much better to live really close to as many members of your family as
possible.
2 It’s a good idea for parents to look after our children if we return to work.
3 Children should leave the family home by the time they are twenty to find their
independence.
4 It is better for children not to tell their parents everything about their life.
5 Our parents’ education can affect the career direction we decide to take.
4 Now think back to how to report agreement/disagreement and note down

as many phrases as possible in pairs. Then write down the opinions the
other two students expressed using these phrases.

Does everyone agree?
TEACHER’S NOTES:
Aim: to provide further practice of any/every/no/some and expressing

agreement/disagreement. This worksheet is designed to be used
in conjunction with unit 1.2.
Time: 40 minutes
1 Tell students they have to construct complete sentences using the

words in the box. If necessary do the first one with them as an
example. Check answers with the class.
Answers: 1 everyone 2 any 3 every 4 nothing 5 any 6 some
2 Ask students to work together to brainstorm as many phrases as

they can from unit 1.2 for expressing agreement and
disagreement. If they are finding this difficult suggest that they
look at the How to box in their Student’s Book, page 11 for a few
seconds then close their books and continue the exercise.
Answers:
That’s absolutely right./I completely agree with that.
Expressing
I couldn’t agree more./That’s probably true.
agreement
I think there’s some truth in that.
I’m not sure if I agree with that./I don’t think that’s
Expressing
completely true./That’s not true at all./I totally
disagreement
disagree.
3 Tell students to discuss the statements with two students. Monitor

to check that students use the agreement/disagreement phrases.
4 Ask students to report back the results of each statement
discussed in groups of two or three. Make sure students use we all
felt pretty much the same about this question/There were a
number of differences of opinion…/X had quite strong views about
this. Get feedback from each group for each statement.

Speculating!
1 Choose one of the words from the box below to fill each gap below.
could might may can must can’t
1 You’ve been playing tennis in this hot sun for almost four hours. You
_______ be thirsty!
2 Does anyone know where Sophie works? I’m not sure, I think it
_______ be West London.
3 It _______ get quite noisy in this classroom when everyone arrives in
the mornings.
4 Surely she _______ know about the secret holiday we’ve planned.
We’ve told nobody!
5 I feel very tired. I think I _______ be getting a cold.
6 Do you think you _______ go to the summer camp if you save up
enough money?
2 Things that go bump in the night!

Read each sentence below and then expand it to explain what you think
the noise is using must, could, might, may, can and can’t.
1 There’s a loud bang on a window downstairs, and it’s very windy outside.
2 There’s a crashing noise in the kitchen.
3 In the hall, there’s a loud thud.
4 A snoring noise is coming from the bedroom.
5 There’s a scream from a TV programme.
6 There’s a creaking noise outside in the garden.

Speculating!
TEACHER’S NOTES:
Aim: to provide further practice of present/future modals of possibility

and making speculations. This worksheet is designed to be used
in conjunction with unit 1.3.
Time: 40 minutes
1 Tell students to complete the sentences using the modals in the box. Give
students time to compare answers, and then check them with the class.
Answers: 1 must 2 could/might/may 3 can 4 can’t

5 could/might/may 6 might/could/may
2 Students revise vocabulary to describe noise through this

speculation exercise. Get students to read each sentence and then
speculate using may/might/can/can’t/could/must to speculate as to
what each noise could be. Monitor whilst they work to check they
are on the right lines. Encourage students to be creative or funny -
the main thing is to get the language flowing. Elicit students’
answers and encourage peer correction.
Possible answers: 1 It might be something from the garden thrown

against the window in the rain. 2 It could be a plate or a cup that has
fallen off the cupboard. 3 That must be the cat jumping into the house
through the window. 4 That can’t be mum. She sleeps so quietly!
5 That might be a scary movie. 6 It may be a tree moving in the wind.

Sorting out phrasal verbs!
1 Reorder sentences 1-10. They all contain phrasal verbs.

1 after she definitely grandmother her takes
2 always I up looked my to brother oldest I when little was
3 up loved he growing the in country
4 always she off was because me annoyed she showing
5 up they were brought with sound very values
6 other with each on we got away right
7 went they out for years five together
8 know I don’t they suddenly why up split
9 hate I out with falling friends my
10 up row quickly other each they made with after their
2 Interview three students using questions 1-5.
Question Answers
Where do you think is an ideal place
to grow up? Why?
Why do you think that some people
show off?
What sort of qualities in a person
make you look up to them?
What is the best way to make it up
with someone after a row?
Do you think there are any common
reasons that couples split up? What
are they?
3 Summarise the answers you received in Ex. 2 and write a short

paragraph for each question.

Sorting out phrasal verbs!
TEACHER’S NOTES:
Aim: to practise and consolidate the key phrasal verbs from the
vocabulary page. This worksheet is designed to be used in
conjunction with unit 1.
Time: 40 minutes
1 Tell students to reorder the sentences making sure they have a

phrasal verb in each sentence. Monitor as they work to guide them
in right direction if necessary. Elicit answers from the class.
Answers: 1 She definitely takes after her grandmother. 2 I always

looked up to my oldest brother when I was little. 3 He loved growing
up in the country. 4 She annoyed me because she was always showing
off. 5 They were brought up with very sound values. 6 We got on with
each other right away. 7 They went out together for five years.
8 I don’t know why they suddenly split up. 9 I hate falling out with my
friends. 10 They made up with each other quickly after their row.
2 Students have some freer practice of the phrasal verbs through

this questionnaire. They ask three students the questions and
record their answers. Monitor to check that everyone is using the
appropriate vocabulary. Encourage students to ask extra questions
if they are confident. Allow students to mpare their answers in
pairs at the end.
3 Either as a class activity or homework activity, tell students to

write up the answers from the students using the target language.
Collect them at the end of class/next lesson for marking.

The working quiz
1 Work with your partner to answer the following questions.

1 What is the name of the person who writes for a newspaper?
2 Does a social worker:
(a) organise people’s social lives
(b) help people with particular social problems or conditions
(c) help people decorate their houses?
3 What is the name of the person who performs operations in an operating
theatre?
4 If a person does a job basically because they love it we call it a _______ of love
(a) effort (b) labour (c) call
5 Do we call the direction we take in our career, a career:
(a) road (b) lane (c) path?
6 What is the term used to describe when a person is totally happy with their job?
7 If you are very good working under pressure, we say you are very good at
meeting tight _________.
8 If someone never loses their temper when under pressure, they are:
(a) quiet under pressure
(b) calm under pressure
(c) relaxed under pressure?
9 What part of the body is used to describe if someone is great at spotting details:
(a) nose (b) ear (c) eye
10 If you’re very good at working on your own, getting inspiration and motivating
yourself, we say you are good at using your own _ _ _ _ _ _ _ _ _ _
11 What is the term used to describe a person who gets on with most people and
is well liked?
12 How do we describe the attitude of someone at work who will try anything and
expect it to work?
2 In pairs write a sentence using each of the answers to the quiz questions
in Ex. 1.

The working quiz
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; work. This warmer is

designed to be used in conjunction with unit 2.
Time: 40 minutes
1 Get students to work in pairs to answer the quiz questions. If necessary, if

students are finding the quiz difficult allow them to briefly scan
through the lead-in page of the Students’ Book, page 19 to look at
the vocabulary. Monitor to check they are going in the right
direction and give help if necessary. Elicit answers from students.
Answers: 1 journalist 2 b 3 surgeon 4 b 5 c 6 job satisfaction

7 deadlines 8 b 9 a 10 initiative 11 a people person
12 a ‘can do’ attitude
2 Students put the vocabulary into their own context by writing a

sentence using each piece of vocabulary. Monitor as they work and
check their sentences are correct. Elicit students’ answers and
encourage peer correction.

Future plans
1 Complete sentences 1-8 using the correct form of the verbs in brackets.
1 I don’t think I __________ (take up) my company’s offer of working
from home three days a week.
2 I __________ (definitely/change) my working hours at some point in
the next few months, but I’m not sure when.
3 I ___________ (meet) Sandy after work to talk about doing voluntary
work at the weekends.
4 I think Anya __________ (enjoy) working flexitime. It __________
(suit) her lifestyle.
5 Bea, slow down, you __________ (get ill) if you carry on working such
long hours without a break.
6 He doesn’t think he __________ (resign) from his job after a lot of
thinking things through.
7 She’s not sure where and when, but she __________ (set up) her own
clothing company.
8 __________ (you/work) from home all this week?
2 In pairs, use the prompts 1-6 and the phrases in the box to discuss your
future plans.
I’m thinking about … I’m probably going to …

I’m not sure yet, but … One idea is to … It depends on …
1 Learning to drive or buying a new car.

2 Investing in a holiday home to escape to whenever you like.
3 Improving your English.
4 Getting better at one of your current hobbies.
5 Planning a break to somewhere you’ve never visited.
6 Decorating or improving where you live at the moment.
3 In groups, take turns to report back your partner’s plans.

Future plans
TEACHER’S NOTES:
Aim: to provide further practice of talking about future plans and

making predictions. This worksheet is designed to be used in
conjunction with unit 2.1.
Time: 40 minutes
1 Tell students they have to use the correct future form of the verb.
If necessary do the first one with them as an example. Go around
the class monitoring the activity and give help if necessary. Elicit
answers from students.
Answers: 1 ’ll take up 2 ’m definitely going to change 3 ’m meeting

4 will enjoy/will suit 5 ’re going to get ill 6 ’ll resign 7 ’s going to set
up 8 Are you working
2 Students consolidate on asking and talking about the future by

discussing these quite specific future plans. Monitor whilst they
work to check that they actually use the phrases in the box.
Encourage them to be as expressive as possible with each other.
3 Place students in groups of four and get each student to describe

their partner’s future plans. Encourage students to give as much
detail as possible. Ask for class feedback at the end of the activity.

‘After work’ activities
1 Complete sentences 1-6 using the prompts in brackets and the Future
Continuous/Future Perfect tense.
1 Will you ____________ (work late) tonight?
2 Could you text me later on please? I ____________ (finish) my
evening class by then.
3 By the end of the summer holidays, we ____________ (decorate)
Eva’s bedroom.
4 I ____________ (spend quality time with) my kids this weekend - I’ve
been working far too much recently.
5 I think we ____________ (learn) some new steps in our salsa class
tonight.
6 If I leave work early I ____________ (not keep up to date with) all
my recent emails.
2 In pairs discuss questions 1-4.

1 How will you be spending your time this evening?
2 How many mobile phone texts or phone calls do you think you’ll have
made by this time tomorrow?
3 Will you be spending much time studying English this weekend?
4 Are there any countries you definitely want to have visited by the time
you’re sixty?
3 Survey time! In pairs write six questions for a survey on the subjects in
the box below.
• sport on TV
• safety of chat rooms
• socialising with friends
• texting and emailing people
• meeting new people at evening classes
Ask your questions to as many other students as you can and make a
note of their answers.
4 Write the results of your survey questions with your partner. Use the
How to … box on page 25 of your Student’s book to help you.

‘After work’ activities
TEACHER’S NOTES:
Aim: to provide further practice of the Future Continuous and Future Perfect
as well as the can do statement; do a survey and report the results.
This worksheet is designed to be used in conjunction with unit 2.2.
Time: 40 minutes
1 Tell students they have to use the correct form of the verb, whether it is
the Future Continuous or the Future Perfect. Go around the class
monitoring the activity and give help if necessary. Give students time to
compare their answers before eliciting them from the class.
Answers: 1 be working late 2 ’ll have finished 3 ’ll have decorated

4 ’ll be spending 5 ’ll be learning 6 won’t have kept up to date with
2 Students ask each other the four questions using the Future Continuous
or the Future Perfect tenses. Monitor to make sure they answer using
these tenses as well. Encourage them to be as expressive as possible.
Get feedback from the various pairs.
3 Students work in pairs to write six survey questions based on the
subjects provided. If students need prompts, use the questions below as
example questions. Monitor as students work to check that their
questions make sense.
Possible questions: 1 Do you think there is too much sport on TV?

Why yes or no? 2 How safe do you think chat rooms are?
3 How regularly should we find time to spend quality time socialising
with friends? 4 Do you think people need to send texts as often as
some people do? 5 How true is it that we might meet people we get
on with at evening classes?
Students then ask their questions to as many students as they can. Go

around the class monitoring to make sure they note down the answers.
4 Before students write down their results, refer them to the Student’s
Book, page 25 to revise phrases to use for reporting results. Ask for class
feedback on survey reports.

Just in case!
1 Imagine you are preparing for a two-centre holiday. The first part of the holiday
is an expedition up a mountain and the second part of the holiday is seven days
on a tropical island. Make a list of four things you will take on each holiday and
write a sentence explaining why using in case or just in case.
Expedition up a mountain: 7 days on a tropical island:

_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
In pairs compare your preparations for the holiday.
2 Construct complete sentences using the prompts 1-8 below. Add extra words
and make verb tense changes where necessary.
1 I/not apply/job/we decide/move/America.
________________________________________________________
2 I/give you lift/tonight/it rain.
________________________________________________________
3 She/take/book/interview/they run late.
________________________________________________________
4 I/go/cinema as well/tonight/Sally’s date not turn up.
________________________________________________________
5 They/go back/they leave/light on.
________________________________________________________
6 Can you/buy milk/there’s none/fridge?
________________________________________________________
7 I pack/sun lotion/I get sunburnt/on holiday.
________________________________________________________
8 Shall we take/lots snacks/we hungry later on?
________________________________________________________

Just in case!
TEACHER’S NOTES:
Aim: to provide further practice of in case. This worksheet is designed

to be used in conjunction with unit 2.3.
Time: 40 minutes
1 Tell students to make a list of things that they’d need for the two
stages of their holiday. They need to write sentences to explain
why these things are needed using in case or just in case. Monitor
to check that they are on the right lines and give help if necessary.
Give students time to compare their preparations with their
partners and encourage them to justify their choices. Get feedback
from the various pairs.
2 Tell students they have to construct complete sentences using in

case or just in case, the cues 1-8 and their own words. If
necessary do the first one with them as an example. Elicit students’
Answers: 1 I didn’t apply for the job in case we decided to move to

America. 2 I’ll give you a lift tonight in case it’s raining. 3 She took
a/her book to the interview in case they were running late. 4 I’m going
to go to the cinema as well tonight in case Sally’s date doesn’t turn up.
5 They went back just in case they’d left the light on. 6 Can you buy
some milk in case there’s none in the fridge? 7 I packed some sun
lotion in case I got sunburnt on holiday. 8 Shall we take lots of snacks
in case we’re hungry later on?

Collocating correctly!
1 Correct the prepositions in the following sentences 1-8.

1 I’ve always been really interested on people who start up their own
businesses.
2 I believe he paid at the holiday as a surprise.
3 Do you know that she resigned to her job?
4 I can’t believe they succeeded on persuading him to do it!
5 They said it’s quite a similar villa from the one they hired last year.
6 It took them ages to prepare of the cup final.
7 Did you apply in that job in the end?
8 Do you believe to that kind of working system?
2 Fill in the missing preposition in each of the questions 1-8 below.

1 Is there any animal or insect that you’re afraid _____?
2 Is there anything that you insist _____ when people come into your
house?
3 What kind of fiction are you interested _____ at the moment?
4 How do you usually prepare _____ an interview or major exam?
5 Do you prefer your holidays to be different _____ each other or
basically the same type of holiday?
6 Which movie stars (if any!) are you keen _____ at the moment?
7 If I asked your parents, what would they tell me you are good _____?
8 Do you ever find that you worry _____ something and then afterwards
it doesn’t seem to have been worth worrying _____? Any examples?
3 In pairs take turns to ask each other the questions from Ex. 2. Ask as
many follow-up questions as you can.

Collocating correctly!
TEACHER’S NOTES:
Aim: to provide further practice of collocations with prepositions. This

worksheet is designed to be used in conjunction with the
vocabulary page, unit 2.
Time: 40 minutes
1 Tell students to imagine they are a teacher who has to correct the
sentences. Give students time to compare their answers and
correct each other’s work if necessary before checking the answers
with the class.
Answers: 1 interested in 2 paid for 3 resigned from 4 succeeded in

5 similar villa to 6 prepare for 7 apply for 8 believe in
2 Students read the sentences and correct the mistake in each

sentence. Elicit students’ answers and encourage peer correction.
Answers: 1 of 2 on 3 in 4 for 5 from 6 on 7 at 8 about
3 Group students into pairs and ask them to take turns to ask each
other the questions from Ex. 2. Monitor to check that they use the
correct prepositions in their questions and answers. Get feedback

Old or new?
1 Complete the crossword using the clues below.

1
2
3 4
7
8
Across:
1 adjective used to describe a very old building
3 adjective used to describe things or clothes that are in keeping with
ideas that have existed for a long time
6 we say that something which has already had one owner is
second-_ _ _ _
7 something that has existed for a long time
8 the opposite of 7 across
9 very up-to-date
Down:
1 old and often very valuable - adjective used to describe things
2 popular, especially for a short period of time
4 not modern and considered not to be 2 down anymore
5 _ _ _ _ _ _ clothes are influenced by the most fashionable styles/ideas
2 Write a sentence for each of the answers in Ex.1 connected with your
own country, family, favourite things or clothes.

Old or new?
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; adjectives to

describe old and new. This warmer is designed to be used in
conjunction with unit 3
Time: 40 minutes
crossword are connected with adjectives to describe age, and
vocabulary that they have recently been introduced to. Students
read the clues. Check to see if there are any questions. Tell
students to work on each clue filling in the crossword. Monitor to
check they are on the right lines. When students finish, they
compare their answers and spellings with their partner. Elicit
answers from students.
Answers: 1 (Across) ancient 1 (Down) antique 2 (Down) fashionable

3 (Across) traditional 4 (Down) old-fashioned 5 (Down) trendy
6 (Across) hand 7 (Across) old 8 (Down) new 9 (Across) modern
2 Ask students to write a sentence for each of the answers in Ex. 1

related to their own experience. Tell them it can be about a place
they like to visit, a style they admire, something they have
heard/read about and are interested in, something on a TV
programme, as long as they put the word in the correct context.
Monitor as they work to check they are working along the right
lines. Get students to exchange their sentences with a partner and
encourage peer correction. Tell students to also ask follow-up
questions. At the end of the activity call out a few of the answers
from Ex. 1 and ask students to read out their sentences to the rest
of the class.

Looking back
1 Complete sentences 1-6 using the verb in brackets in the correct

narrative tense.
1 While they ___________ (sleep), the children crept out of the house.
2 After that, the children ___________ (always/stay) in the house.
3 Before moving to the town, they ___________ (always/leave) the
front door unlocked.
4 It was funny that she mentioned that topic, as we ___________ (talk)
about it for a long time.
5 At that time, he ___________ (not/want) to join in the campaign.
6 For the previous few years, they ____________ (never/believe) they
could have found such a wonderful place to live.
2 In pairs, plan a short story using the instructions below.
Instructions:
• Decide on a story based around a trip to a place in the world where there is a
mixture of old and new things to look at and visit.
• Make brief notes about where the characters went and what they saw and did.
• Then divide the notes into three paragraphs to a) introduce the story, b) narrate
the main events and c) describe the ending.
• Alongside the notes, write down useful vocabulary from page 33 of your
Student’s book.
• Use the four narrative tenses from unit 3.1 along with five time expressions from
the box below.
at that time from that point on since then up until that point
during throughout for the previous few after that while in
3 In pairs use your plan from Ex. 2 to write the story.

Looking back
TEACHER’S NOTES:
Aim: to provide further practice of narrative tenses and writing short

stories. This worksheet is designed to be used in conjunction
with unit 3.1.
Time: 40 minutes
1 Tell students they have to complete the sentences using the

correct form of the verb. If necessary do the first one with them as
an example. Monitor to check they are going in the right direction
and give help if necessary. Elicit students’ answers and encourage
peer correction.
Answers: 1 they were sleeping 2 always stayed 3 had always left

4 had been talking 5 didn’t want 6 had never believed
2 After briefly revising all the narrative tenses from unit 3.1 in Ex. 1,
students now put these into practice by writing a short story. The
required format is similar to what they have already done in the
Student’s Book, so this is further consolidation of detailed planning
and then writing a narrative story. In pairs get students to plan
their stories carefully using the instructions ion the box. Monitor to
make sure that students work through each of the planning points
carefully. Answer any questions they have.
3 Keep the same pairs together and ask students to write their
stories. Give them a time limit so they have a goal to work
towards. Go around the class monitoring carefully to check correct
use of tenses and give help if necessary. When students have
finished encourage them to exchange their story with another pair
and give them time to read each other’s through. Get students to
comment on each other stories and make corrections if necessary.
Get feedback by asking for more confident pairs to read their
stories out to the class.

Articles and things
1 Fill in the missing article/delete an unnecessary one in each sentence.
1 Be careful! Road outside is icy and really slippery.
2 This is itchy jumper! It’s really irritating my skin!
3 The Oxford Street in London is full of very tempting shops.
4 I’ve just read a book by the Amy Tan - it was brilliant book.
5 This is really soft pillow - I’ll sleep well tonight.
6 Surface of that table looks very shiny.
7 I love a jeans which are stretchy because they’re much more

comfortable to wear.
8 We adore living in country… it’s so quiet and tranquil most of the time.
2 Look at the words in the box below. They are all inventions.
Running machine mobile phone vacuum cleaner kettle

portable CD player umbrella central heating alarm clock
In pairs, answer the following questions.

1 Describe each of the inventions in one sentence using some of the
adjectives from page 37 of the Student’s book if they’re relevant.
2 Which two inventions could you not do without? Why?
3 What do you think people did before each of these things were
invented?
3 Compare your answers with the pair next to you.

Articles and things
TEACHER’S NOTES:
Aim: to provide further practice of articles and talking about

materials, possessions and inventions. This worksheet is
Time: 40 minutes
1 Tell students to read the sentences and fill in the correct article or
delete the extra article. Give students time to compare answers
before eliciting them from the class.
Answers: 1 The road outside … 2 This is an itchy jumper! 3 Oxford

Street (delete ‘The’) 4 delete ‘The’ in front of Amy Tan, and add: it
was a brilliant book 5 a really soft pillow 6 The surface of that table …
7 delete ‘a’ before jeans 8 add ‘the’ before country
2 Get students to read the inventions in the box and then answer the
questions below in pairs. Monitor as they work to check that they
are confident describing the inventions and discussing them. There
should be as much discussion as possible. Direct students to their
Student’s book, page 37 and encourage them to use those
adjectives where appropriate.
3 Regroup students to that two pairs are working together. Get the
pairs to take turns to discuss their answers and encourage the
listening pair to ask follow up questions. Get feedback from the
various groups at the end.

Using adjectives and adverbs
1 Each of the following sentences has a word or phrase missing. Choose a

word from the box and rewrite the sentence putting a word from the box
below in the correct place.
rudely stupidly friendly beautiful nearly

tomorrow probably last year quickly hard
1 He went to Australia and had a fabulous time. I think he’ll go again

this year.
2 She fell off her bike, but luckily she got her balance back just in time.
3 They ignored my advice and didn’t take umbrellas, so they got
soaked!
4 I left when I realised it was a private moment for them!
5 They both worked really to pass their law exams.
6 She’s such a girl - always says hello and asks how you are.
7 They live in a really city - it’s so lovely to visit and look at all the
buildings.
8 I’m going to the hairdressers - my hair is in desperate need of a cut!
9 We’ll go I think - it really does depend on whether the car gets fixed
or not.
10 I thought he spoke to her very. There was no need to speak like that.
2 Plan a short presentation about a fabulous holiday destination you know

of/have visited. Make some notes about the topics in the box.
• any historical information • main tourist attractions

• the scenery • type of food and restaurants
• main positive features of available
the place • is it lively or very quiet?
3 In pairs take turns to give your presentations to each other. Listen to

your partner’s presentation carefully and give them advice on the
following points.
1 How clear is the information given?
2 Is the speaking clear and easy to understand without being too fast,
slow, loud or quiet?
3 Is it a persuasive presentation? Would you visit the place? Why/why
not?

Using adjectives and adverbs
TEACHER’S NOTES:
Aim: to provide practice of adjectives and adverbs as well as the can

do statement; giving presentations about a place. This
worksheet is designed to be used in conjunction with unit 3.3.
Time: 40 minutes
1 Get students to rewrite the sentences by filling in the correct

adjective or adverb. Give students time to compare their answers
before eliciting them from the class. Encourage peer correction.
Answers: 1 Last year he went to Australia and had a fabulous time.

I think he’ll go again this year. 2 She nearly fell off her bike, but luckily
she got her balance back just in time. 3 They stupidly ignored my
advice and didn’t take umbrellas, so they got soaked! 4 I quickly left
when I realised it was a private moment for them! 5 They both worked
really hard to pass their law exams. 6 She’s such a friendly girl -
always says hello and asks how you are. 7 They live in a really
beautiful city - it’s so lovely to visit and look at all the buildings.
8 Tomorrow I’m going to the hairdressers - my hair is in desperate
need of a cut! 9 We’ll probably go I think - it really does depend on
whether the car gets fixed or not. 10 I thought he spoke to her very
rudely. There was no need to speak like that.
2 Students extend the can do statement from unit 3.3 by giving a

presentation on a wonderful holiday destination instead of a city
they know. Students can follow more or less the same rules as in
the Student’s Book, pages 40-42. Recap with students and make
sure they plan their presentation carefully in order to make it clear,
interesting and audible. Monitor whilst they plan and give
assistance where necessary.
3 In pairs students take turns to give their presentations to each
other. Get them to offer each other advice according to the
guidelines given. If time at the end, ask students to give their
presentations to the class.

Going back to school…
1 Read the following extract from the writer’s memory of school and
answer the following questions.
I actually really enjoyed my school days. Most of my teachers were brilliant and very
inspiring - if they didn’t seem that enthusiastic towards their subject then that affected me.
I wasn’t that interested. But that didn’t happen very often. My favourite subjects were
English, drama and French. Looking back, I think that my passion for these subjects has
helped me in my life. I continue to enjoy reading and seek out different types of books to
read as well as learning a lot about life from books. It is a form of relaxation and stress
relief for me. Drama was great fun at school, but also in real life situations it has helped to
be able to stand up and speak confidently in my job and with all people in general. It sort of
helps you assume different roles required of you in life! Despite enjoying French, I was
always a bit shy, I guess, and didn’t speak up enough in class, so my spoken French could
be better, but I’ve enjoyed so many holidays to France and been able to carry out whatever
task needed in French, which for me and my family has been a great bonus.
Now I’m older and wiser, I realise that school really may be the only time in your life you
get to study exclusively and improve your knowledge in so many areas. With the busy lives
we lead now, there are times when we want to undertake a new course, but have to consider
time availability - when will we fit in the study? It’s important that new courses don’t
become a stress when they are meant to be a learning opportunity!
I would always advise my children to really make the most of school and the learning
options available. I would like to think that I could trust their instinct also - if they want to
do science to become a doctor - fine, and if they want to study mechanics, art or cookery to
follow a career in that line, then fine too!
1 What does the writer mean when his teacher’s are described as ‘inspiring’?
2 How did the writer react to teachers who seemed disinterested in their subject?
3 Have the writer’s favourite school subjects had a long-term effect?
4 What do you think the writer means when he describes reading as a form of
relaxation?
5 The reader says that drama has ‘helped him assume different roles required in
life’. What does that mean?
6 Why is the writer’s spoken French perhaps not as good as it could be?
7 What does the reader realise about school later in life?
8 What does ‘instinct’ mean in the last paragraph?
2 Discuss in pairs. The writer above names three subjects which have
benefited him throughout his life. Can you name three subjects that you
studied at school which have benefited you? Explain why to your partner.

Going back to school…
TEACHER’S NOTES:
Aim: to provide further practice of the communication page; Lessons

from history. This worksheet is designed to be used in
Time: 40 minutes
1 Get students to read the passage and then answer the questions.
Monitor as they work and answer any questions related to
language in the passage. Give students time to discuss answers
with their partner at the end of the activity, before checking them
with the class.
Answers: 1 Their energy and enthusiasm towards their subject is

transferred to the students. 2 The writer also became disinterested in
the subject. 3 Yes, they have. Each subject has had some influence on
the writer’s post-school days. 4 It is an escape from his own world -
something he can enjoy without thinking about anything else. 5 In life
it is sometimes necessary to act in certain ways in certain situations to
make things work, e.g. an interview, a presentation, meeting new
people, representing someone or something. 6 The writer was rather
shy at school and didn’t speak up a lot in the class, so didn’t get the
practice at speaking. 7 It may be the only time in your life when you
get to study exclusively with no other distractions. 8 natural feelings
towards something without having to think too much about it
2 Get students to compare the writer’s experience with their own.

Are there any school subjects which have influenced them post-
school? Encourage them to explain why to their partners. Get
feedback from various pairs.

Is it a risk?
1 In pairs take turns to ask and answer the following questions. The
activities are considered to some to be ‘risky’ so ask your partner to
explain their answers.
1 Would you like to do skydiving? Why/why not?
2 Do you think investing money in stock markets is a risk?
3 Have you ever balanced across anything like a small bridge or rope?
4 Would you like to go scuba diving to see coral and tropical fish?
5 Have you ever driven/been in a car which is on the ‘red’ (almost out
of petrol)?
6 Would you like to ski down a black run?
7 Do you think it’s a good idea to rent a house/holiday home to
someone you don’t know?
8 Would you give up a job because you hated it without having another
job to go to?
9 Do you think dating someone you met on the Internet is a risk?
10 Is it a good idea to go to a country where you don’t speak any of the
language?
11 Is it a risk to write down your credit card pin number?
12 Do you think that surfing big high waves is risky/exhilarating?
2 Compare your answers with the pair next to you. Which questions do you
all agree on are risky? Are there any you all agree on that are not risky?
Report back to the class.
3 Write four questions related to risk using the words in the box below.
gamble hazard opportunity chance ambition belief
1 ______________________________________________________
2 ______________________________________________________
3 ______________________________________________________
4 ______________________________________________________
4 Interview two other students using the four questions. Report back their
answers to your partner.

Is it a risk?
TEACHER’S NOTES:
Aim: to consolidate the lead-in page through speaking practice;

asking, writing and answering questions on risk. This warmer is
Time: 40 minutes
1 In pairs students discuss further the theme of ‘risk’ by asking each

other the questions which may or may not be viewed as risky.
Monitor to make sure students are answering the questions fully.
2 Students compare their answers with the partners next to them at

the end of the activity and see if there are any they all agree on
are a risk and any they all agree are not a risk. Get feedback from
the various groups.
3 Ask students to write their own questions related to risk and try to
use the words in the box. To get them started write some ideas on
the board that could easily be made into risk questions.
• holidays
• buying a house
• dangerous sports
• jobs
• relationship/friendship issues
• cars
• finance
• taking a break away from everything to do something completely
different
4 Tell students to interview two students in the class and then to

report back to their partner. Get feedback from the various pairs.

Using ‘if’
1 Complete the second half of each of the following sentences using if and
your own ending. Make sure the verb is in the correct tense.
1 If I had the opportunity to sail around the world, …
2 If he gambles all his money on the horses, …
3 If I had had the chance, …
4 If we sort out our finances, …
5 If you find out about that course, …
6 If I had given out more brochures, …
7 If I’d had a substantial amount of money when I graduated …
8 Would you take a three-month trip somewhere if … ?
2 In pairs write a diary entry of 100 words. Imagine that you have just
spent a day trying out a new sport which you considered to be a bit of a
risk. (e.g. parachuting, skydiving, snowboarding, diving, surfing). Make
notes on the points in the box before you begin writing.
• How did you feel before the day started?

• What were your first impressions when you arrived at the place to do
the sport?
• What was your instructor like?
• How successful were you at overcoming your fear?
• What results did you get?
• What was your overall impression at the end of the day? Would you
do this sport again?
Think about your style as you write. Look back to Ellen MacArthur’s diary
in your Student’s book, page 50 for reference.
3 In small groups take turns to read your diary entry out aloud. Ask for
further information/clarification if necessary.

Using ‘if’
TEACHER’S NOTES:
Aim: to provide further practice of if and can do statement; write a

diary entry. This worksheet is designed to be used in conjunction
with unit 4.1.
Time: 40 minutes
1 Students consolidate their work on if clauses by completing the second

half of each of the sentences in their own way. Monitor as they work to
check that they are writing the correct conditionals. Get students to
compare their sentences and to correct each other’s if necessary. Then
get a selection of answers from the whole class.
Possible answers: 1 If I had the opportunity to sail around the world,

I would go in a very big boat with an experienced crew. 2 If he
gambles all his money on the horses, he’ll have severe financial
problems. 3 If I had had the chance, I would have spent a season
skiing in an Alpine resort. 4 If we sort out our finances, we’ll buy a
house in the summer. 5 If you find out about that course, can you
pass the information on to me please? 6 If I had given out more
brochures, I think I’d have had a better response. 7 If I had had a
substantial amount of money when I graduated, I’d have taken a year
out to travel. 8 Would you take a three-month trip somewhere if your
boss said you could take that length of time off work?
2 Students write diary entries imagining they have just completed a day of
training for a sport they would normally not think of doing as it’s too
risky. Monitor to make sure they use the planning prompts to carefully
plan their 100 word diary entry and direct them to the Student’s Book,
page 50 if necessary.
3 Regroup students so that two/three pairs are working together. Get

students to read their diary entries to the group and encourage the
others to ask follow up questions. If there’s time at the end, ask some
students to read their entries out to the class.

Obligations and explanations
1 Correct the mistake in sentences 1-8.

1 In our exercise class at the gym yesterday we all have to do stretches
before we started.
2 You’re suppose to tuck your feet under when you do a forward roll.
3 You should have lean a little more forward to successfully do that
balance.
4 If you would like my advice about this, and this may or may not be
right, you must go and talk to your boss.
5 It really doesn’t matter. She has to come to the theatre if she doesn’t
want to.
6 We must take holidays at Christmas in our office.
7 I have to cut down on drinking coffee - it’s keeping me awake at night.
8 We needn’t not go if you’re too tired.
2 How to do things! Choose two items from the box below and explain
how to do them.
ski make good coffee prepare for a long run dive

plan a good essay manage your finances start a car
good pasta cook a curry revise for exams cook
Write four sentences below explaining how to do each thing.
Item 1: _______________________
a)
b)
c)
d)
Item 2: _______________________
a)
b)
c)
d)
3 In pairs, take turns to read your explanations to each other.

Obligations and explanations
TEACHER’S NOTES:
Aim: to provide further practice of expressing obligations and the can

do statement; explain how to do something. This worksheet is
Time: 40 minutes
with the class.
Answers: 1 In our exercise class at the gym yesterday we all had to

do stretches before we started. 2 You’re supposed to tuck your feet
under when you do a forward roll. 3 You should have leaned a little
more forward to successfully do that balance. 4 If you would like my
advice about this, and this may or may not be right, you should go and
talk to your boss. 5 It really doesn’t matter. She doesn’t have to come
to the theatre if she doesn’t want to. 6 We have to take holidays at
Christmas in our office. 7 I must cut down on drinking coffee - it’s
keeping me awake at night. 8 We needn’t go if you’re too tired.
2 Ask students to choose two things they feel happy explaining how
to do. Tell them that they can choose something else if there is
nothing relevant in the box. Encourage them to make some notes
initially and monitor to check that everyone has the language they
need for their explanations. Refer students back to unit 4.2 in the
Student’s Book to look at the style required (imperatives and short
sentences). Get students to write four instructional sentences for
each item. Go around the class to monitor the activity and give
assistance if necessary.
3 In pairs, students take turns to read out their instructions.
Encourage students to ask for further clarification where
appropriate. Get feedback from the class.

Being emphatic
1 Reorder the following sentences.

1 is he a reasonable such person I’m that sure work he’ll it out .
_______________________________________________________
2 very hardworking person very she a is .
_______________________________________________________
3 really was he possessive I and think was that they why out fell .
_______________________________________________________
4 performance her just was brilliant . Was so I of her proud .
_______________________________________________________
5 the it’s things essential I always that to run seem of out milk like
bread and .
_______________________________________________________
6 wish I do they’d out sort problems their .
_______________________________________________________
7 find out they did yoga classes about .
_______________________________________________________
8 just was it perfect; couldn’t I for wished have better day a .
_______________________________________________________
2 Use the following six topics using as many of the words and phrases to
emphasise as possible from the box below.
repetition (e.g. very, very) so, such, really, just

It is/was … which/that use appropriate form of ‘do’
1 your favourite restaurant

2 the worst film you have ever seen
3 your favourite sport
4 the most beautiful city you have visited
5 your worst job
6 best film you have seen recently

Being emphatic
TEACHER’S NOTES:
Aim: to provide further practice of emphasis. This worksheet is

Time: 40 minutes
1 Ask students to unscramble the words to make complete

sentences. Monitor to check they are going in the right direction
and give help if necessary. Elicit answers from students.
Answers: 1 He is such a reasonable person that I’m sure he’ll work it

out. 2 She is a very, very hardworking person. 3 He was really
possessive and I think that was why they fell out. 4 Her performance
was just brilliant. I was so proud of her. 5 It’s the essential things that
I always seem to run out of like milk and bread. 6 I do wish they’d sort
out their problems. 7 They did find out about yoga classes. 8 It was
just perfect; I couldn’t have wished for a better day!
2 Briefly review words and phrases used for emphasis from the box
so students are clear once again on how to use these. Then ask
students to discuss the six topics using as many of the different
phrases as possible. Monitor carefully to check that they are using
a variety but emphasise that they don’t have to use all the
phrases, if there really is one phrase that they aren’t able to use.
Get some more confident pairs to act out one of their discussions
to the class at the end.

Going the distance!
1 Complete sentences 1-12 using the words in the box below.
deep narrow height lower broad long

lengthen deep short widen shallow low
1 I bought this skirt last week but think it’s too short. Can you
________ it for me please?
2 If the pool is too ________, my daughter will be afraid and won’t go
in.
3 My son is very tall. I’m going to measure him to find out his
________.
4 She was so ________ in thought, she didn’t hear us come into the
room.
5 I find her a really ________-minded boss - she has an open mind on
most subjects.
6 Can you ________ these desk chairs? My legs only just touch the
floor!
7 I wish they’d ________ this country road - it can be very dangerous
if a car passes you going fast.
8 I don’t see why we shouldn’t go ahead with that business plan - it’s
very ________-risk.
9 At the moment I find it difficult to think too far ahead - this is just a
________-term plan.
10 The only reason they like him is because of his powerful position in
the company and the fact that he’s rich - they’re a bit ________,
aren’t they?
11 This taxi is taking ages - do you think he’s going the ________ way
round?
12 Their whole outlook is very ________-minded - they think everything
should be a certain way and other ways are not right.
2 Write six sentences about risk using the verbs in the box below.
to shrink to extend to stretch to spread

to expand to be thrown in at the deep end

Going the distance!
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; distances and

dimensions. This worksheet is designed to be used in conjunction
with the vocabulary page, unit 4.
Time: 40 minutes
1 Tell students to first read the sentence and then choose the correct
word from the box to fill each gap. Monitor to check they are going
in the right direction and give help if necessary. Elicit answers from
students and encourage peer correction..
Answers: 1 lengthen 2 deep 3 height 4 deep 5 broad 6 lower

7 widen 8 low 9 short 10 shallow 11 long 12 narrow
2 Students look at the verbs and write a sentence connected with

risk using each verb. Then group the students into pairs and ask
them to swap with each other to compare sentences. Get feedback
from the class so students hear as many examples as possible of
how the verbs can be used. The answers below are possibilities
that can be used as prompts for students.
Possible answers: 1 If it says don’t put the shirt in the washing

machine, then don’t, as you’re risking it shrinking. 2 If they extend the
runway of the local airport, they run the risk of upsetting the local
community as farming land and fields will be lost. 3 This beautiful
forest stretches for over ten miles. If a new road is built through it,
they risk spoiling a lovely nature spot. 4 If towns keep spreading, then
there will be much less green space for people to enjoy. 5 Expanding a
company can be a risk as it involves more money being invested.
6 Being thrown in at the deep end is OK for very confident people, but
sometimes you run the risk of really upsetting people by doing this.

Looking back
1 Complete sentences 1-6 below using the words in the box below.
forgetful reminisce memory remind

memorable remember nostalgic
1 I love to ____________ about our childhood camping holidays. They

were such fun!
2 Can you ____________ the last time we had a really good night out?
3 I have a very clear ____________ of the time I spent living in Italy.
4 We get very ____________ when the train goes through the town we
used to live in.
5 I seem to be getting more and more ____________. Where did I put
my keys?
6 Can you ____________ me to pay the phone bill please?
2 Interview two students using the questions in the table below. Make a
note of their answers.
Student 1 Student 2
Which part of your childhood do you
most like to reminisce about?
What is the most nostalgic film you

have seen?
Are there any smells or sounds that

always remind you of your childhood?
Which of the following do you

remember most clearly: first day at
work/college/uni/school? Why?

Looking back
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; memory. This

warmer is designed to be used in conjunction with unit 5.
Time: 40 minutes
1 Ask students to complete the sentences in the box. Monitor to

check they are going in the right direction and assist if necessary.
Elicit answers from the class and encourage peer correction.
Answers: 1 reminisce 2 remember 3 memory 4 nostalgic

5 forgetful 6 remind
2 Students continue to focus on the past by doing this mini

questionnaire. Ask them to interview two students using the
information in the table. Each question practices one of the new
items of vocabulary. Monitor to check that students are talking
along the right lines and make note of any errors.
Then group students into pairs and ask them to report the results
of the questionnaire to their partners. Get feedback from the
various pairs and go over any corrections.

Appearances
1 Correct two mistakes in each of the following sentences.

1 I’m so use to the colour of my hair. I don’t really want to die it.
2 Didn’t she used to be a bit overweigt when she worked here?
3 I didn’t used to like clean-shaved men.
4 When we were little we would live in the country and I remember our
lovely next door neighbour who always looked taned.
5 I think he’s getting used the fact that he’s going a bit bold.
6 I’m use to my straigt hair now. I had it straightened at the
hairdressers last week.
2 Describing appearances! Describe the following four people from your

past and present. Include at least one word for each category; hair, face,
build and general to describe each person.
Person Hair Face Build General

your favourite
teacher at school
your best friend
your ideal type of

man or woman
your boss at work
3 In pairs take turns to describe your four people. Ask each other questions
about the descriptions.
4 Guess who! Who is your favourite film star of all time? In pairs take
turns to describe this person using the categories in Ex. 2 without saying
their name. Try to guess who the person is.

Appearances
TEACHER’S NOTES:
Aim: to provide further practice of used to/get used to/would as well

as the can do statement; describe appearances. This worksheet
is designed to be used in conjunction with unit 5.1.
Time: 40 minutes
with the class.
Answers: 1 I’m so used to the colour of my hair. I don’t really want to

dye it. 2 Didn’t she use to be a bit overweight when she worked here?
3 I didn’t use to like clean-shaven men. 4 When we were little we
used to live in the country and I remember our lovely next door
neighbour who always looked tanned. 5 I think he’s getting used to
the fact that he’s going a bit bald. 6 I’m used to my straight hair now.
I had it straightened at the hairdressers last week.
2 Students practise describing the physical appearance of people

from their past and present. Refer them back to the Student’s
Book, page 64 to make sure they maximise use of new vocabulary.
Monitor whilst they work to check that they are using the language
correctly and give assistance if necessary.
3 Group students into pairs and ask them to take turns to read their
descriptions to their partner who then asks any questions they
would like to about each one. Get feedback from the various pairs.
4 Get students to describe their favourite film star to their partner
using categories of hair, face, build and general. Make this into a
class activity. The first student reads out their description and the
rest of the class try to guess who it is, the second students does
the same and so on until everyone has read out their description.

Memories
1 Complete sentences 1-10 using verbs to express ability.

1 I remember clearly that when I was five, I _________ ride my bike quite
fast!
2 She hopes that she _________ dive by the end of the holiday.
3 I _________ around Portugal quite confidently after living there for a year.
4 He was delighted when at last he _________ to pass his driving test.
5 They had been trying to grow organic vegetables for ages, and they were
delighted when they _________ in growing a whole crop of fruit and
vegetables.
6 He _______ how ________ use a computer when he was six.
7 I never was very _________ cookery.
8 She really is quite _________ keeping in touch. She hardly ever writes or
phones.
9 Do you think you _________ visit us later in the year?
10 Did she _________ to arrange the school reunion?
2 Read the following extract about someone’s early memories and answer
questions 1-5.
School was good fun, but I always remember looking forward to the long summer holidays. I
used to spend most of the time outside playing with my friends and going off to places on our
bikes - making camps, eating ice creams and playing in the park. Yes, summer holidays were
the best. Going to college was fantastic, especially as you had to work so hard to pass the
exams to get there. I was studying subjects that I enjoyed and having the opportunity to do
lots of different sports and activities. I get quite nostalgic when I remember those carefree
days - meeting so many new people and having great fun at parties and social events…
1 What did the writer really look forward to every year?

2 How were most of the writer’s summer holidays spent?
3 Why did the writer feel pleased to have got in to a college?
4 Which word is used to describe the ‘chance’ to do lots of different sports?
5 How does the writer describe his days at college? What do you think this
means?

1 Do you remember the long summer holidays from school similarly to the
writer? What did you use to do?
2 What happened after you left school? Did you go to college/university/into
work? What kind of memories do you have of these early post school days?
3 Do you feel similarly to the writer that life before the world of work was
relatively carefree?

Memories
TEACHER’S NOTES:
Aim: to practise and consolidate ways of expressing ability as well as

the can do statement; talk about memories. This worksheet is
Time: 40 minutes
1 Tell students to complete the sentences using words to express

ability. Give students time to compare answers before eliciting
them from the class.
Answers: 1 could 2 ’ll be able to 3 was able to 4 managed to

5 succeeded 6 knew how to 7 good at 8 bad at 9 ’ll be able to
10 manage
2 Get students to read the short extract and then answer the
questions. Elicit answers from the class.
Answers: 1 the long summer holidays 2 outside having fun with his
friends 3 because he had to work so hard to pass the exams to get
there 4 opportunity 5 carefree - good fun without too much
responsibility or worry about anything else
3 Ask students to discuss the questions with each other. Monitor to

check if they need any help. Get feedback from the class.

Talking about books and stuff
1 Complete sentences 1-6.

1 Although the book looked rather long, I …
2 Even though the main character in the book was such an exciting
character, I …
3 The author really needed to take a holiday in the middle of writing the
book, which was not convenient. However, …
4 (A bookshop manager) Personally, I’m not at all keen on the subject of
this book and don’t know how customers will react. Nevertheless, I’ll …
5 That book was a real page turner, but …
6 I don’t really like that author, although I have to admit …
2 In pairs describe the different types of books in the box below.
Harry Potter books Bridget Jones books non-fiction historical

classics biographies/autobiographies chic lit horror crime
3 Choose a book from one of the categories that you have read recently/a
while ago and make some notes about it under the following headings.
Plot:
Things I liked about the book:
Criticisms:
Favourite characters:
4 In pairs take turns to describe your books and ask further questions.

Talking about books and stuff
TEACHER’S NOTES:
Aim: to provide further practice of although/but/however/nevertheless

and the can do statement; talk about books. This worksheet is
Time: 40 minutes
1 Tell students to decide on a logical way to finish each of the sentences.

Monitor as they work to check that they are writing grammatically
accurate sentences. Give students time to compare their sentences
before eliciting them from the class. If needed, some possible answers
are listed below.
Answers: 1 Although the book looked rather long, I decided to take it on

holiday and try to read it. 2 Even though the main character in the book was
such an exciting character, I really didn’t like him! 3 The author really needed
to take a holiday in the middle of writing the book, which was not convenient.
However, her editor knew the author had been working hard, so agreed to the
holiday which would give the author a welcome rest. 4 (A bookshop manager)
Personally, I’m not at all keen on the subject of this book and don’t know how
customers will react. Nevertheless, I’ll buy some stock and put it on the
shelves to give it a chance. 5 That book was a real page turner, but the end
was rather disappointing. 6 I don’t really like that author, although I have to
admit his books are very exciting.
2 Group students into pairs and ask them to describe more fully what type
books each of these categories are. Monitor as they work and give
assistance if necessary. Elicit students’ answers and encourage peer
correction.
3 Get students to decide on a book from one of the categories in Ex. 2 and
make notes about it under the specified headings. Encourage students to
use although/but/however/nevertheless at some point in their notes.
4 Students take turns to describe their book and their partner asks further
questions about it. Monitor to check that the discussion flows and that
language is used correctly. Give feedback to the students at the end.

Themed time capsules
1 In pairs choose three topics from the box below that you are both
interested in. Write them down in the space below the box.
football famous solo singers great films famous pop groups

fashion tennis popular holiday destinations famous authors
education television; what do we like watching? leisure time
1 ________________ 2 ________________ 3 ________________
2 Imagine you are going to put current information on each of your chosen
topics in a time capsule due to be opened in the next century.
In pairs choose six facts about each of the topics to include in your time
capsule.
Then exchange your ideas with the pair next to you so compare what
kind of information you have chosen for your time capsules.
3 Imagine you have found a time capsule one hundred years old in your
own country. It has been left by an adult in their twenties. What six facts
do you think the person will have left in the time capsule? Write your
ideas in the capsule below.
1 ___________________________________
2 ___________________________________
The one
3 ___________________________________ hundred-year-
4 ___________________________________ old time capsule
5 ___________________________________
6 ___________________________________
4 Go around the class comparing the time capsules from Ex. 2 and Ex. 3.

Themed time capsules
TEACHER’S NOTES:
Aim: to provide further practice of the task from the communication

page; making a time capsule. This worksheet is designed to be
used in conjunction with unit 5.
Time: 40 minutes
1 Ask students in pairs to decide upon three topics/themes that they

feel confident talking and writing about.
2 Tell them to choose what information relating to the twenty-first

century they are going to put in their time capsule. Monitor as they
work to check that they are being as expressive as possible. Get
students to compare their ideas with another pair.
3 Tell students to cast their minds back a hundred years from today’s
date and imagine they have found a time capsule in their own
country. What do they think will be in it? Get them started by
asking the following questions.
• What type of food was enjoyed at this time?
• What was the main industry in the country?
• Were there any notable historical events taking place at this time?
• How developed was the country at this point?
• Did people travel much?
• What was the main form of transport?
• What was education like?
Students then imagine what could have been happening and
included in a time capsule at that point and write down six facts.
4 Get students to mingle so that they can compare time capsules.

Get feedback from the class.

Exploration
1 Read the extract below and then answer questions 1-10.
Around five years ago, I had an interesting job in London, but had been doing it for around
ten years and basically had itchy feet. I wanted to do something different. I considered
various options: leaving my job and retraining to do something else, trying to get a
promotion or perhaps going off travelling as an independent traveller. I decided on the latter,
and then enjoyed spending two months on deciding on my itinerary and booking flights. My
direction was going to be east to start with; London to Bangkok in Thailand and then around
three months exploring that part of the world. I was then going on to Australia, and decided
to leave my ticket open for the next nine months so that if I really had been bitten by the travel
bug, I could travel on to where ever I fancied! I must admit, after the routine and security of
my job in London, I initially felt quite apprehensive about venturing forth into uncharted
territory. Would I experience culture shock? How would I feel travelling alone? I needn’t
have worried as the trip turned out to be one of the best things I’ve ever done. At times I had
to pinch myself to check it really was me enjoying wonderful new cultures, friendships, time
to think and just wandering around new places. After Australia, I went on to South America
where I just loved the local cultures and the dramatic Andean scenery. Now I am back in
London retraining to be a physiotherapist - a decision I made during my travels! This means
that I’ll be able to do my new job anywhere in the world - fantastic!
1 Did the writer want to leave her job because it was boring? Explain your answer.
2 What do you think the writer means by ‘retraining’?
3 The writer refers to deciding on the ‘latter’. What does ‘latter’ mean?
4 How did the writer enjoy the two months before her trip?
5 What does the writer mean by leaving her ticket ‘open’ do you think?
6 What were the writer’s feelings at first about venturing into uncharted territory?
7 Why do you think the reader had to ‘pinch herself’ at times during her travels?
8 In what way do you think the sort of travel that the writer enjoyed gives you time
to think?
9 What did the writer like about South America?
10 Why do you think the writer is so pleased that her new job can be practised
anywhere in the world?
2 Imagine that you are in a similar situation to the writer in Ex. 1. In pairs
plan a round the world trip for a year and make notes on the following.
• which countries would you visit and why?

• would you get any work whilst you travel?
• would you travel independently?
3 In small groups compare and discuss your travel plans.

Exploration
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; exploring. This

Time: 40 minutes
1 Students read the extract and then answer the questions. Check
answers with the class.
Answers: 1 No, the job was interesting but the writer had itchy feet.
2 Learning the skills and knowledge necessary to do another job.
3 the last choice listed (in this case - travelling as an independent
traveller) 4 She enjoyed deciding on her itinerary (where she was
going to travel) and booking all her flights. 5 An open ticket is one
where a person can decide on the routes/itinerary at a later date - they
do not need to decide before they start their travel. 6 She felt quite
apprehensive (anxious and worried) after the security of her London
life. 7 To check that it really was her enjoying these wonderful new
travelling experiences and not some figment of her imagination.
8 Possible answers: Perhaps being away from everyday life and
worries, leaves the mind more rested and less busy, and thus able to
think about things. Also the inspiration of new places can give people
energy to think about things connected with home or new ideas.
9 local culture and stunning Andean scenery 10 She has evidently
been bitten by the travel bug! She can go and work in another country
if she wishes when she qualifies as a physiotherapist!
2 Place students into pairs and ask them to create a similar scenario
to the writer in the extract. They are going to take off work and
together they decide on where they will visit and why.
3 Regroup students so two/three pairs are working together. Ask
each pair to describe their travel plans and encourage the listening
pairs to ask extra questions. Get feedback from the groups.

Jungle adventure!
1 Complete sentences 1-8 using the verb in brackets in the correct tense;
the Present Perfect or Present Perfect Continuous.
1 I __________ (camp) in the jungle for 6 weeks now and I still find it
fascinating.
2 I __________ (be) inspired by the incredible scenery and wildlife.
3 I can honestly say that this experience __________ (never/fail) to be
challenging! There is always something to keep your mind active!
4 I __________ (worry) for a while now that our food and water
supplies are running low.
5 My friend and travel companion __________ (just/return) from a short
trek where she saw the most wonderful waterfall.
6 Although this is a wonderful experience, since last week we
__________ (look forward) to returning home.
7 We __________ (have) a fantastic time in the jungle, but are now
feeling a little tired of travelling.
8 My friend confided that she __________ (feel) daunted by the thought
of staying here for very much longer.
2 Choose one of the situations in the box and imagine you are there.
camping in the jungle with a group of fellow travellers

on safari
climbing a 6,000 metre mountain
diving in the Australian Great Barrier Reef
Write an informal email to a friend explaining where you are and why,
what you’ve been doing and how you’ve been feeling.
Use the notes on page 162 of the Student’s Book and also try to
incorporate some of the words in the box below.
fascinated fascinating daunted daunting challenged

challenging petrified petrifying annoyed annoying
disgusted disgusting inspired inspiring worried worrying

Jungle adventure!
TEACHER’S NOTES:
Aim: to provide further practice of the Present Perfect or Present

Perfect Continuous and the can do statement; write an informal
email. This worksheet is designed to be used in conjunction with
unit 6.1.
Time: 40 minutes
1 Tell students they have to complete the sentences using the Present
Perfect or Present Perfect Continuous and the cues 1-8. If necessary do
the first one with them as an example. Check answers with the class.
Answers: 1 ’ve been camping 2 ’ve been 3 has never failed

4 ’ve been worrying 5 has just returned 6 ’ve been looking forward
7 ’ve had 8 ’s been feeling
2 Tell students to choose one of the situations listed and then write
an informal email to a friend explaining where they are and why.
Check that they know they should use the Present Perfect or
Present Perfect Continuous to describe what they've been doing.
Encourage them to use the new vocabulary from unit 6.1 which is
listed on the worksheet. Monitor to point out any opportunities
where students could use vocabulary or the appropriate tense. Give
students time to compare their answers and correct each other’s
work if necessary before getting some more confident student to
read theirs out to the rest of the class.

Question time!
1 Unscramble the following words to make questions.

1 me tell you can the what weather’s like London in today ?
2 like to I’d know I can whether a take direct from flight Bangkok to
Sydney ?
3 said it who going was pour to today rain with ?
4 go you did where in South America exploring ?
5 take to going you are sun any lotion the to beach ?
6 station train the where’s ?
7 anyone me tell if can seen they’ve supermarket here near a ?
8 did why you so annoyed get ?
2 Read the list of unusual places to visit in the box below.
Spotting wildlife in the Galapagos Islands (Ecuador)

Cruise round the Antarctic Trekking in the Grand Canyon
Trip to Ayers Rock Loch Ness in Scotland Great Wall of China
In pairs write a short description of one of the above unusual places to

visit. Describe the weather/wildlife and things to see/type of person this
place would suit.
3 Plan six questions you could ask another pair about their place. Use
direct and indirect questions.
1 ___________________________________________________
2 ___________________________________________________
3 ___________________________________________________
4 ___________________________________________________
5 ___________________________________________________
6 ___________________________________________________
4 In groups take turns to describe your unusual place. Be prepared to

answer questions about your place.

Question time!
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; relationships. This

Time: 40 minutes
1 Explain students need to unscramble the words to form direct and

indirect questions. Monitor to check they are going in the right
direction and give help if necessary. Elicit answers from students.
Answers: 1 Can you tell me what the weather’s like in London today?
2 I’d like to know whether I can take a direct flight from Bangkok to
Sydney? 3 Who said it was going to pour with rain today? 4 Where did
you go exploring in South America? 5 Are you going to take any sun
lotion to the beach? 6 Where’s the nearest train station? 7 Can
anyone tell me if they’ve seen a supermarket near here? 8 Why did
you get so annoyed?
2 Students work together to choose one of the unusual places in the

box. Check that students know all of the places, and if any of them
have visited them. Tell them that they are going to use their
imagination to write a short description of their chosen place using
as much descriptive language from the key vocabulary section in
the Student’s Book, page 87.
3 Get students to plan six questions they could ask another pair
about one of the places. Encourage students to use a mixture of
direct and indirect questions. Monitor as they work to check that all
the questions are grammatically correct.
4 Regroup students so two pairs are working together. Get students

to take turns to describe their places and ask their questions. Get
feedback from the various groups at the end.

Making comparisons
1 Expand the following prompts to make complete sentences.

1 Austria/not big/Australia.
2 Can you/talk/bit/loud/please?
3 People/who emigrate/often/quite/lot/happier.
4 He/most/inspire/speaker/I/ever/listen to.
5 More people/move house/spring/winter.
6 Weather/more/changeable/Britain/than/Canary Islands.
7 I/be/more/worried about/see my daughter off/than/her actual trip.
8 He/enjoy/live abroad/much more/before.
2 Write down as much as you can about a place either in your own
country/the world that you like to visit. Think about the following areas.
• weather
• food
• scenery
• typical forms of transport
• things to do
3 In pairs take turns to read your description to each other. Work together
to write six comparative or superlative sentences comparing the two
places you have described.
1 _______________________________________________________
2 _______________________________________________________
3 _______________________________________________________
4 _______________________________________________________
5 _______________________________________________________
6 _______________________________________________________

Making comparisons
TEACHER’S NOTES:
Aim: to provide further practice of making comparisons and making

comparisons about places and people. This worksheet is
Time: 40 minutes
1 Ask students to expand the sentence prompts to form full

sentences. Elicit students’ answers and encourage peer correction.
Answers: 1 Austria isn’t as big as Australia. 2 Can you talk a bit

louder please? 3 People who emigrate are often quite a lot happier.
4 He’s the most inspiring speaker I’ve ever listened to. 5 More people
move house in the spring than in the winter. 6 The weather is more
changeable in Britain than in the Canary Islands. 7 I was/am more
worried about seeing my daughter off than her actual trip. 8 He enjoys
living abroad much more than before.
2 Students choose a place anywhere in the world or their country

that they like to visit. Tell them to write a short description of this
place using the suggestions as inspirations for content if they need
to. Monitor whilst they work to check that their description is
sufficient in content and vocabulary to make comparisons with
another one.
3 Get students read their descriptions to their partner. Then in pairs

students write six sentences using comparatives or superlatives to
compare the two places. Monitor whilst they work to check that
they are using correct grammar. Ask students to read out their
comparative sentences to the class at the end of the activity.

Travelling and going places
1 Complete sentences 1-8 using expressions with go and your own words.
1 I can’t believe I’ve gone down with …
2 She went to great lengths to make sure …
3 I’m exhausted. I’ve been on the go …
4 Can I have a go at …
5 I really believe she’ll make a go of …
6 I assume it goes without saying that …
7 He went back on …
8 They really went for …
2 a Travelling companions! Read the descriptions of the three types of

exploring holidays below.
A An organised group of travellers all climb a mountain in the Travel companion:

Andes. The trip will take around a week there and back. The
weather conditions will get worse as the group get higher up
the mountain. The group will camp out most nights.
B An organised coach tour exploring the west coast of North Travel companion:
America. There will be stops in Los Angeles, San Francisco and
Las Vegas. There will also be a chance to fly over the Grand
Canyon. Every night will be a different hotel and there will be
some organised social events.
C A cruise around the Antarctic on a fairly basic ship. Cabins are Travel companion:
not big and have wooden bunks. The sea on the way down from
South America will be quite rough, but there will be many
opportunities to see sea wildlife. Diet will be basic and mainly
meat and carbohydrates to ensure everyone can keep warm.
2 b In groups discuss what type of travelling companion you think would

be ideal for each holiday. Make notes in the boxes in Ex. 2a.
3 Expand your notes to write a description of the ideal travelling companion

for each holiday.

Travelling and going places
TEACHER’S NOTES:
Aim: to expand the vocabulary and communication pages. This

worksheet is designed to be used in conjunction with unit 6.
Time: 40 minutes
1 Get students to complete the sentences in their own words making

sure they are grammatically correct. Monitor while they work and
give help if necessary. Give students time to compare their
sentences before eliciting them from the class.
Possible answers: 1 I can’t believe I’ve gone down with a cold and
sore throat again! I only had a cold two weeks ago. 2 She went to
great lengths to make sure that everyone kept secret from Peter the
surprise holiday she’d booked to Brazil. 3 I’m exhausted. I’ve been on
the go since six o’clock this morning without a break. 4 Can I have a
go at snowboarding please? 5 I really believe she’ll make a go of her
new business venture. 6 I assume that it goes without saying that we’ll
go diving on the Great Barrier Reef when we’re travelling in Australia?
7 He went back on his word about the promised trip. We didn’t go in
the end. 8 They really went for it and tried as much as they could on
the adventure holiday.
2 Tell students to read the descriptions of the three different types of

exploring holiday before getting into groups. Ask students to
discuss what qualities the ideal travelling companion would have
for each holiday. Get students to make notes on each companion.
3 Either as a class activity or homework activity, tell students to

summarise the activity by writing up an ideal companion for each
holiday based on what their fellow students have said. Collect them
at the end of class/next lesson for marking.

Excess extras
1 Read the clues and fill in the crossword.
1 2
3
4
5
6
7
Across:
1 if people are given too much they may become this
4 a very big portion or size
7 this is perhaps not necessary but good to have
8 much more than is reasonable or necessary
Down:
2 something which is priced above what it should be
3 spending a lot of money on things that are not necessary
5 a story or idea that is just too ambitious or over the top
6 a spending _ _ _ _ _ is usually fun if you’ve got the money
2 Use the answers in Ex. 1 to fill in the gaps in the sentences below.
1 I think that it's rather _________ to own lots of fashionable cars.
2 It was very _________ of him to buy the children more bikes when they already
had some!
3 It felt like such a _________ to have a hot shower after three days camping and
only washing in cold water.
4 I'm starving. Can I have an _________ portion of fries please?
5 His parents seem to give in to his every wish. He's very _________.
6 These shoes are very expensive for what they are. They're definitely _________.
7 That idea is just too unrealistic and _________!
8 I had some spare cash, so I decided to go on a spending _________.

Excess extras
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; excess. This warmer

is designed to be used in conjunction with unit 7.
Time: 40 minutes
crossword are connected with excess, and vocabulary that they
have recently been introduced to. Students read the clues. Check
to see if there are any questions. Students then work on each clue
filling in the crossword. Monitor to check they are on the right
lines. When students finish, they compare their answers and
spellings with their partner. Elicit answers from students.
Answers: 1 (Across) spoilt 2 (Down) overpriced

3 (Down) extravagant 4 (Across) extra-large 5 (Down) far-fetched
6 (Down) spree 7 (Across) luxury 8 (Across) excessive
2 Ask students to complete the sentences using the answers from Ex.
1. Elicit students’ answers and encourage peer correction.
Answers: 1 excessive 2 extravagant 3 luxury 4 extra-large 5 spoilt

6 overpriced 7 far-fetched 8 spree

Enjoying food!
1 Complete sentences 1-8 using the word/phrases from the box below.
a few much any great deal piece a little many some
1 You’ll need __________ saucepans to make the different sauces.

2 There aren’t too __________ bitter fruits in this fruit salad.
3 Add __________ mixed spice to the final mixture.
4 I’m going to have another __________ of this cake. It’s delicious!
5 There’s not a __________ of meat on the menu so you should be fine.
6 Is there __________ bread left in the basket?
7 Good, there’s not __________ salt in this soup.
8 There are __________ recipes in the book that include fish.
2 Choose the correct alternative in sentences 1-8 below.

1 How many banana/bananas are needed for this cake?
2 I love food/foods which is freshly cooked with locally grown produce.
3 Do you think there will be any accommodation/accommodations free
tomorrow night?
4 I love chocolate/chocolates. The box of chocolate/chocolates that Jo
bought me were delicious!
5 Can you pass me those coffee/coffees please. I don’t usually like
coffee/coffees but this is wonderful!
6 I’d like some advice/advices about cooking pasta please.
7 Is there any informations/information available about organically
grown food?
8 Call me any time/times. The time/times when my mobile phone is
switched off are rare!
3 Talk to your partner! Choose your favourite breakfast dish/in between

meal snack/sweet treat and tell your partner how it’s prepared. Do they
like the sound of it?!

Enjoying food!
TEACHER’S NOTES:
Aim: to provide further practice of countable/uncountable nouns as

well as the can do statement; describe how to prepare and cook
dishes. This worksheet is designed to be used in conjunction with
unit 7.1.
Time: 40 minutes
1 Tell students to complete each sentence with a word from the box.
Elicit answers from the class.
Answers: 1 some 2 many 3 a little 4 piece 5 great deal 6 any

7 much 8 a few
2 Tell students they have to choose the correct option. If necessary

do the first one with them as an example. Elicit students’ answers
and encourage peer correction.
Answers: 1 bananas 2 food 3 accommodation 4 chocolate/

chocolates 5 coffees/coffee 6 advice 7 information 8 time/times
3 Students choose a breakfast dish/snack/sweet treat and tell their

partner how it is prepared. Monitor while they work to check that
they use the correct language of instruction. Ask students to tell
the class about their small dish at the end of the activity.

More buying!
1 Rewrite the following sentences using the passive.

1 Can I get a discount of any of this furniture?
Are ____________________________________________________
2 You mustn’t bid for anything before the auctioneer displays the item.
Nothing ________________________________________________
3 You can collect a refund at the desk on the second floor.
Refunds ________________________________________________
4 They haven’t found any bargains yet.
No bargains _____________________________________________
5 Somebody might have bought the antique clock already.
The antique clock _________________________________________
6 They didn’t end up haggling for anything at all!
Nothing at all ____________________________________________
7 Do you sell clothes in this supermarket?
Are ____________________________________________________
8 They are going to build a huge shopping centre just outside the town
centre.
A ______________________________________________________
2 Read the information below.
You have just bought a new mobile phone and have found that a couple of its
features do not work. When you try to save telephone numbers the phone will
not do this and the camera function does not work properly. The shop assistant
was very friendly and told you how easy to use the phone is, but the instruction
booklet is a hundred pages and aside from the two features that do not work,
it’s taking you a long time to work out how the phone works.
In pairs write a letter of complaint to the phone company who are called
Sokua. Use the notes on page 163 of the Student’s Book and the list
below to check that you structure the letter correctly.
• briefly introduce your complaint
• give details about the complaint and more in a further paragraph if
necessary
• state what you would like the company to do

More buying!
TEACHER’S NOTES:
Aim: to provide further practice of passives as well as the can do

statement; write a formal letter of complaint. This worksheet is
Time: 40 minutes
1 Tell students to rewrite the sentences using passives instead of the

active form. Give students time to compare their answers before
eliciting them from the class.
Answers: 1 Are discounts given on any of this furniture?

2 Nothing must/can be bid for before the auctioneer displays the item.
3 Refunds can be collected from the desk on the second floor.
4 No bargains have been found yet. 5 The antique clock might have
been bought already. 6 Nothing at all was haggled for in the end.
7 Are clothes sold in this supermarket? 8 A huge shopping centre is
going to be built just outside the town centre.
2 Students work in pairs to write a formal letter of complaint about a

faulty mobile phone. Refer students to the Student’s Book, page
163 book so they can recap on a model letter. Monitor whilst they
work to check that they are using suitably formal language and the
structure of their letter is correct. At the end of the activity the
pairs swap with each other to compare their letters.

Getting things done!
1 Unscrambled the words below to form complete sentences.
1 my dog’s checked get teeth a year once I .
________________________________________________________
2 nails find your time manicured where you do to get ?
________________________________________________________
3 milk delivered I have my to door .
________________________________________________________
4 CD player week last had he fixed his .
________________________________________________________
5 did you painted house when get the ?
________________________________________________________
6 loft another get I’d converted to love our to room .
________________________________________________________
7 they having landscaped garden their are ?
________________________________________________________
8 tomorrow having my car I a serviced am .
________________________________________________________
2 Read the short sentence prompts below and then write full sentences to
describe how often you get or have these things done.
1 food shopping delivered to my house
2 my teeth checked
3 every part of my house cleaned
4 my shirts ironed
5 clothes delivered from a catalogue or the internet to my house
6 finances analysed to check I’m doing the right thing with my money
7 my breakfast made for me in the morning
8 a manicure, pedicure or relaxing treatment in a salon
3 Compare your answers to Ex. 2 responses, read them out to your partner
and compare how often you both get or have the above things done. How
different are you?

Getting things done!
TEACHER’S NOTES:
Aim: to provide further practice of have/get something done as well

as the can do statement; talk about services. This worksheet is
designed to be used in conjunction with unit 7.3
Time: 40 minutes
1 Tell students to reorder the sentences to make correct sentences.

Monitor to check they are going in the right direction and give help
if necessary. Elicit answers from students.
Answers: 1 I get my dog’s teeth checked once a year. 2 Where do

you find time to get your nails manicured? 3 I have milk delivered to
my door. 4 He had his CD player fixed last week. 5 When did you get
the house painted? 6 I’d love to get our loft converted to another
room. 7 Are they having their garden landscaped? 8 I’m having my
car serviced tomorrow.
2 Students read the short prompts and then personalise them by

writing full sentences describing when or if they have or get these
things done.
3 Ask students to compare their responses. Get feedback from the

various pairs.

Making the most of prefixes
1 Find and correct the incorrect prefixes in sentences 1-14.

1 I’m feeling extraworked and underpaid at the moment. I really need
a holiday!
2 Can you overheat this meal for me please? It’s a bit cold.
3 That lecturer really did drone on didn’t he? He didn’t really use any
intonation - a real relogue!
4 Are you feeling over-strong? Can you help me move this sofa please?
5 I felt very undercomfortable with that group of people - there was a
bad atmosphere.
6 I need a multilingual dictionary - I only want to look up English words
with definitions in English.
7 That really was overnecessary. You didn’t need to do it at all.
8 I need a monopurpose phone - one that has an inbuilt camera and
computer as well as the phone itself.
9 Could you overwrite this article please - the tone is too critical.
10 I think this meat is recooked - it tastes slightly raw.
11 There’s a monoannual newsletter - it’s published in January and then
another in July.
12 Do you sell any extramedia products like CD-Roms and DVDs?
13 My daughter’s very slim - I’ll need the under-small size please.
14 I bumped into my un-girlfriend the other day. We actually got on
quite well!
2 Choose one of the situations out of the following

• an awkward situation at work or college
• a scene at a restaurant
• a shopping outing
• a sports situation of some sort
and prepare a short story to read out to your partner. Try to use at ten
words with prefixes from Ex. 1 and the box below.
oversleep underestimate ex-employee retrain bilingual multinational

Making the most of prefixes
TEACHER’S NOTES:
Aim: to provide further practice of prefixes from the vocabulary page.

This worksheet is designed to be used in conjunction with unit 7.
Time: 40 minutes
1 Students correct one incorrect prefix in each sentence. Monitor as

they work to check if anyone has any questions. Elicit answers
from the class.
Answers: 1 overworked 2 reheat 3 monologue 4 extra-strong

5 uncomfortable 6 monolingual 7 unnecessary 8 multipurpose
9 rewrite 10 undercooked 11 biannual 12 multimedia 13 extra-small
14 ex-girlfriend
2 Students get a chance to freely use the words with prefixes by

choosing a topic from the list of four to relate either a true or
fictional story to their partner. The only criterion is that they use
ten of the words with prefixes from Ex. 1 and the ones in the box.
Monitor as they work to check that all students are writing stories
which make sense, and also to help them with any language.
Students then read out their story to their partner. If there is time
ask some students to read out their stories to the class.

Talking about success
1 What do you think makes a best-seller book? List three things that you both
think are necessary, and give examples of best-sellers which contain these
things.
2 Do you believe that fax machines, record players and typewriters have had
their day? Why?
3 Why do you think that businesses go under? Decide on three key reasons
that you both agree on.
4 Do you think that people who always have a go at things are more likely to
succeed than those who tend to hold back and analyse whether or not to
have a go? Give three reasons for your answer.
5 At which point do you think it’s worth giving up after repeatedly failing an
exam? Why?
6 Have you ever had to ask someone to do a job again because it wasn’t up to
scratch? What happened?
7 Decide on six successful men/women and write a reason next to each one to
explain why you’ve chosen this person.
2 In small groups compare and discuss your answers to Ex.1. Ask the other
pair/student to justify their answers.

Talking about success
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; success. This

Time: 40 minutes
1 This questionnaire is based on the lead-in page of the Students’

Book, page 103; best-seller, succeed, go under, have had their
day, have a go, give up, up to scratch and helps contextualize the
vocabulary. Go around the class to monitor correct use of the
target language and give help if necessary.
2 Regroup the students so two pairs are working together. Get each
pair to explain their answers and encourage the others to ask
follow up questions if necessary. Get feedback from the class.

People and their personalities
1 Complete sentences 1-6 in your own words. Make sure they are
grammatically correct.
1 She’s been getting up so late recently because she’s become such a
party animal! It’s time …
2 It’s such a beautiful day! I’d rather …
3 The fridge is completely empty. I’d better …
4 I think I’ve been a bit too easy-going. It’s time …
5 They really are rather high maintenance. I’d rather …
6 She always very proactive at the tennis club. I’d better …
2 Personality vocabulary quiz! In pairs guess the adjectives/phrases in

sentences 1-8.
1 This type of person is generally very relaxed and happy to do things
with other people.
2 This person makes people laugh quite regularly and is able to see the
comic side of many situations.
3 It's doubtful you'll see this person up early after all the partying he
does!
4 Unfortunately this person lets others do what they want and doesn't
really get a say.
5 This person can be difficult to completely please whatever the situation
and often needs lots of attention
6 This person cleverly manoeuvres situations to their own advantage!
7 This person has very strong views on most subjects.
8 A person who generally always thinks of themselves first.
3 Use the vocabulary from Ex. 2 plus the new words and phrases from unit
8.1 to describe what you think are typical characteristics of people in the
following professions. Work in pairs and use your monolingual dictionary
if necessary.
1 models 3 footballers 5 nurses
2 politicians 4 actors/actresses 6 artists

People and their personalities
TEACHER’S NOTES:
Aim: to provide further practice of it’s time/I’d rather/I’d better and

the can do statement; describe different types of people. This
Time: 40 minutes
1 Students complete each sentence using the target language in

whatever way they like. Monitor to check that they are using target
language correctly. Elicit a selection of answers from the class.
Possible answers: 1 She’s been getting up so late recently because

she’s become such a party animal! It’s time she went to bed a bit
earlier! 2 It’s such a beautiful day! I’d rather we all went out to the
beach for the day than stay at home. 3 The fridge is completely
empty. I’d better go to the supermarket. 4 I think I’ve been a bit too
easy-going. It’s time I became a bit more single-minded about what I
want to do! 5 They really are rather high maintenance. I’d rather we
put off seeing them at the moment. 6 She always very proactive at the
tennis club. I’d better try and do something to help. I’ve been too busy
with other stuff recently
2 Students work together on the personality quiz. Elicit students’

Answers: 1 easy-going 2 witty 3 party animal 4 a doormat

5 high maintenance 6 manipulative 7 manipulative 8 selfish
3 Students work in pairs using vocabulary from Ex. 2 and new words
from unit 8.1 to describe character traits they think are necessary
for the professions listed. Monitor to check whether they need any
help with language. At the end of the activity ask for class feedback
to compare how students perceive different jobs.

Reporting back!
1 Report statements 1-8 starting with the words given.

1 I really need a break now. I’m absolutely exhausted.
She admitted _____________________________________________
2 Can you help me decorate my hall and lounge please. It’s turning out
to be a huge job!
He asked ________________________________________________
3 I’ll lend you the book as soon as I finish it. I know it’s your favourite
author!
She promised _____________________________________________
4 You mustn’t forget to get your car serviced next week!
He warned _______________________________________________
5 Can you bring the book on marketing into work tomorrow please?
She reminded _____________________________________________
6 I’ve never felt so happy as when I won the ten thousand pounds. I was
completely ecstatic!
He told __________________________________________________
7 It’s going to be difficult for her to take part in this project. She was
devastated about the last one being taken over by someone else.
She explained ____________________________________________
8 It’ll mean such a lot to my family. I’m going to give it a try!
She decided ______________________________________________
2 In groups discuss questions 1-5.

1 If you are watching a game of sport and there is someone winning, do
you ever feel sorry for the losing player/team and want them to win?
2 What do you think makes a tennis player like Roger Federer a winner?
3 Do you think that football teams rely on their manager or their players
to win matches?
4 Is personality important for the leaders of political parties to win
elections?
5 Do you think that sometimes not winning a race or competition
strengthens competitor’s will to definitely win the next one?
3 In a new group report back the answers from Ex. 2. Use say, tell,
explain, decide and admit wherever possible.

Reporting back!
TEACHER’S NOTES:
Aim: to provide further practice of reported speech and the can do

statement; report and describe what people say to you. This
Time: 40 minutes
1 Ask students to rewrite the sentences using reported speech with the
eight prompts. Monitor to check they are going in the right direction and
give help if necessary. Elicit answers from students.
Answers: 1 She admitted that she really needed a break because

she was absolutely exhausted. 2 He asked if I could help him decorate
his hall and lounge because it was turning out to be a huge job.
3 She promised to lend me the book as soon as she had finished it as
she knew it was my favourite author. 4 He warned me not to forget to
get my car serviced next week. 5 She reminded me to bring the book
on marketing into work the next day/tomorrow. 6 He told me that
he’d never felt so happy as when he won the ten thousand pounds.
He was completely ecstatic! 7 She explained that it was going to be
difficult for her to take part in this project as she had been devastated
about the last one being taken over by someone else. 8 She decided
to give it a try as it would mean such a lot to her family.
2 Students get further practice reporting back what their fellow students
have said. Check that all students are clear on what the questions mean,
and then place the students in groups of three/four. Students discuss the
five questions and make notes on the other students’ responses. Monitor
to check that all students have the language to express their replies.
3 Give students time to check their written responses and remind them to
use reported speech and the suggested reporting verbs where they can.
Regroup the students so they are in new groups of three/four and give
them time to report their findings to each other. Monitor again to check
that reported speech is being used correctly. Get feedback from the
various groups at the end.

Hard or hardly?
1 Complete sentences 1-8 with hard/hardly and an extra word if necessary.

1 She must be very fit. She _________ seems to get tired.
2 I tried really _________ to get her to change her mind, but she’s very
headstrong!
3 Are you sure that this is the right place for the aerobics class? There’s
_________ here.
4 Can you work out this logic problem for me? I think it’s quite
_________.
5 There’s _________ near here to go cycling.
6 We can’t cook a meal - there’s _________ in the fridge.
7 I don’t think we’ll be able to plant the seeds today. The ground’s too
_________.
8 Let’s go to the cinema. We _________ go out during the week.
2 Survey time! Find as many students as possible to ask questions 1-5 to.
1 Do you think that where possible students should try and take exams
normally taken at sixteen earlier? Why?
2 What kind of education do you think is advisable for children before
they start school at the age of five or six?
3 How important is learning languages in today’s world? Why?
4 Do you think that student’s performances should be judged only on
exams or course work as well? Why?
5 What do you think is the ideal age for students to leave school?
Tips!
• When you are answer the questions, remember to give your opinion using ‘I
believe/As far as I’m concerned’ and also remember to justify your opinion
• When you are asking the questions remember to make notes of the answers
to each question to use when writing a report of your findings
3 Choose two of the questions to write a report on. Divide your report into
separate paragraphs according to how much information you have for
each question. If necessary look at the writing bank on page 164 of the
Student’s Book before you start to revise how to write a report.

Hard or hardly?
TEACHER’S NOTES:
Aim: to provide further practice of hard/hardly and the can do

statement; write a report of survey findings. This worksheet is
Time: 40 minutes
1 Ask students to complete the eight sentences using hard/hardly

and an extra word if necessary. Monitor whilst they work to check
if there are any questions. Elicit answers from the class.
Answers: 1 hardly ever 2 hard 3 hardly anyone 4 hard 5 hardly

anywhere 6 hardly anything 7 hard 8 hardly ever
2 Get students to read the questions and check whether they need
any clarification. Tell students to find as many students as they can
to interview. Remind them to note down the answers to the
questions as advised in the Student’s Book, page 112. Similarly,
remind them to use the 'how to' box as a reference on how to give
their opinions when answering the questions.
3 Students choose two of the questions to write a report on referring

to the writing bank model in the Student’s Book, page 164 if
necessary. Be flexible on how many question answers are included
in the report. If students are enthusiastic they can report back on
more than two questions. Monitor as they work to check that
student's reports make sense and adhere to the suggested model
or set this exercise for homework. Collect the written work for
marking at the end of the class or at the start of the next one.

Phrasal verb fun!
1 Unscramble the words to form ten complete sentences. There is a phrasal

verb in each one.
1 up catch I don’t we’ll think because with them too ahead far they’re.
2 away get you cheating with the in exams won’t!
3 up with keep I couldn’t was he because too fast running him.
4 new job that in she for put marketing in.
5 up come I need to ideas original some this project for with.
6 knows he he down cut needs fatty on foods to.
7 always up I’ve to grandmother my looked.
8 you the to forward awards looking tomorrow ceremony are?
9 with she’s going his up behaviour put not to class in much for longer.
10 night last make for up to dinner to out you take I’ll.

1 If you need to come up with new ideas for a project at home or work,
where do you find is the best place for inspiration and thinking?
2 What do you think is the best way to make up for forgetting a close
friend or relative’s birthday?
3 If you have to be away from college or work for a period of time, what
do you find is the best way to catch up with all your work?
4 When are you next planning to put yourself in for a promotion or an
exam connected with a leisure activity?
5 What do you think is the best strategy for trying to keep up with a
conversation in English when the speakers are speaking too fast?
3 Make a sentence as quick as you can! In pairs take turns to make a

sentence including one of the following phrasal verbs.
1 get away with 6 make up for

2 cut down on 7 come up with
3 look up to 8 catch up with
4 look forward to 9 keep up with
5 put up with 10 put in for

Phrasal verb fun!
TEACHER’S NOTES:
Aim: to practise further practice of phrasal verbs with three parts from
the vocabulary page. This worksheet is designed to be used in
Time: 40 minutes
1 Ask students to unscramble each of the sentences containing a

phrasal verb. They can work in pairs or alone and you can make it
more competitive by seeing which pair/individual finish(es) first if
you like. Elicit answers from the students.
Answers: 1 I don’t think we’ll catch up with them because they’re too
far ahead. 2 You won’t get away with cheating in the exams! 3 I
couldn’t keep up with him because he was running too fast. 4 She put
in for that new job in marketing. 5 I need to come up with some
original ideas for this project. 6 He knows he needs to cut down on
fatty foods. 7 I’ve always looked up to my grandmother. 8 Are you
looking forward to the awards ceremony tomorrow? 9 She’s not going
to put up with his behaviour in class for much longer. 10 I’ll take you
out to dinner to make up for last night.
2 Students practice speaking using phrasal verbs that were not used
in the discussion in the Student’s Book, page113. Monitor their
discussions to check whether they need extra language or not.
Students then compare their answers with the pair next to them.
Get feedback from the various groups.
3 Students quickly revise their command of the new phrasal verbs by
taking turns in pairs to make up a sentence using each phrasal
verb. Monitor as they work to check for correct usage. Get
feedback from the various pairs.

Crime issues
1 Interview two students using the questions below and make notes of
their answers.
Student 1 Student 2
Who is your favourite crime
writer? Why?
What is your favourite crime

action movie? Why?
Do you believe that house and car

alarms act as a deterrent to
thieves?
What is your view on speed
cameras on the roads?
Do you think that virus protection

on computers can protect us from
computer hackers?
What things do you think that
criminals should do in jail to help
rehabilitate them?
How do you think lawyers manage
to defend people they know are
probably guilty in court?
2 In pairs take turns to report back the answers from Ex. 1. How different
are the responses you both got?

Crime issues
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; crime. This warmer

is designed to be used in conjunction with unit 9.
Time: 40 minutes
1 Students use this discussion activity as a means to discuss

different aspects of crime more freely and as expressively as they
can. Check that all students understand all the questions and then
ask students to go and find two other students to interview. The
questions are loosely connected to some of the headlines in the
lead-in. Monitor the activity at all times to make sure that students
are able to express themselves fully.
2 Group students into pairs and ask them to compare their answers.
Get feed back from the class.

Sequencing events
1 Complete sentences 1-6 using your own words.

1 After witnessing an incident of road rage, she …
2 While carrying out his community service, he …
3 Before meeting her client, the lawyer …
4 On entering the courtroom, they …
5 Having sued the company, they …
6 After looking closely at the fingerprints, she …
2 Funny story time! Read the three titles to funny stories about criminals
and decide which one you'd like to write a story about.
Have you heard the story about the burglar that tried to steal all the modern
gadgets from a house?
Have you heard the story about the burglar who was scared of dogs?
Have you heard the story about the eighty-five-year-old lady that scared off two
young men who wanted to steal her purse?
When you've decided on a story, make sure you include the points below.
• list all the important information to include

• check that you know all the key vocabulary you want to use
• introduce the story
• keep the funny part until the very end
• include the structures; Having + past participle and After + present
participle
Write your story using approximately 150-200 words.
3 In small groups take turns to read your story to each other. Whose was
the funniest?

Sequencing events
TEACHER’S NOTES:
Aim: to provide further practice of sequencing devices and the can do

statement; tell a funny story. This worksheet is designed to be
used in conjunction with unit 9.1.
Time: 60 minutes
1 Get students to read the first half of the sentence which uses as
sequencing device and then complete the second part in their own
way. Monitor while they work to check that they are all writing
grammatically correct sentences. Give students time to compare
their sentences before eliciting some examples from the class.
Possible answers: 1 After witnessing an incident of road rage, she

immediately went to the Police to report it. 2 While carrying out his
community service, he had time to reflect and realise that there were
much better things than a life of crime. 3 Before meeting her client,
the lawyer found out as many facts about the case as possible.
4 On entering the courtroom, they felt a real atmosphere of
anticipation. 5 Having sued the company, they at last felt they could
start to rebuild their lives. 6 After looking closely at the fingerprints,
she knew who the suspect was.
2 Students plan a funny story to write from the title prompts given.
Tell students that the planning stage is important and they must
follow the suggested tips carefully. Monitor them at this stage to
see if anyone needs your help with vocabulary or grammar.
Students then write their story.
3 Place the students in groups of three/four. Tell them to take turns
to read the finished story out aloud to their group. At the end of
the activity ask students to decide one the funniest story in their
group and get that student to read their stories out aloud to the
rest of the class.

Deductions
1 Complete each of the second sentences so they mean the same as the
first using must/might/can’t have done.
1 I don’t think she’s written the whole essay out by hand. It’d be too
time-consuming.
She ______________________________________________ (write)
2 There’s a possibility that this cake is home-made.
This ________________________________________________ (be)
3 I’m sure that they booked their holiday at the last-minute.
They _____________________________________________ (book)
4 It’s not possible that she accepted to work part-time.
She _____________________________________________(accept)
5 There’s a chance she bought second-hand trainers and not brand-new
trainers to save money.
She _______________________________________________ (buy)
6 I have no doubt that he only bought a one-way ticket.
He ________________________________________________ (buy)
2 Read the following three scenarios and write three sentences for each
one speculating on what might, must and can’t have happened.
(a) The car was parked opposite a house with two cars parked in the driveway.
Later in the morning, the owner of the car noticed that someone had reversed into
the side of her car and smashed the window and dented the door very badly.
(b) They left their picnic basket, towels and umbrellas on the beach whilst they
went into the sea and had a great swim. When they came back, the picnic basket
was completely empty but their towels and umbrellas were still there. Their wallets
and handbags were also untouched.
(c) They arrived back at their house to find footprints up to the front door and then
round the back of the house. The doors had not been opened but one window was
open. They went into the house and noticed that the kettle had just boiled and the
biscuit tin was empty. All their valuables were still there.

Deductions
TEACHER’S NOTES:
Aim: to provide further practice of past modals of deduction and the

can do statement; speculate about past events. This worksheet
is designed to be used in conjunction with unit 9.2.
Time: 40 minutes
1 Students rewrite the second sentence to make it mean the same as

the first. Elicit students’ answers and encourage peer correction.
Answers: 1 She can’t have written the whole essay out by hand.
2 This cake might have been home-made. 3 They must have booked
their holiday at the last-minute. 4 She can’t have accepted to work part-
time. 5 She might have bought second-hand trainers and not brand-
new trainers to save money. 6 He must have bought a one-way ticket.
2 Students read each of the scenarios and write at least three

sentences for each scenario using must, might and can’t have.
Monitor whilst they are writing their sentences to check they make
sense and are grammatically correct. Students compare their
answers with each other at the end. Ask for class feedback if
there’s time.
Possible answers: (a) Someone from the house opposite might have
reversed into the owner’s car. The person who reversed into the car
can’t have looked back before reversing. The owner of the car must
have been very upset. (b) The thief must have been hungry. Maybe
someone they knew might have taken some food. If it was a thief,
he/she can’t have been desperate for money. (c) The intruder can’t
have got in through the doors. The intruder might have just wanted a
cup of tea and a biscuit! The intruder must have entered the house
through the window.

Relating to relative clauses
1 Add the missing word and any appropriate punctuation to the following
relative clauses.
1 Did you see the documentary investigated fraud in a large company
last night?
2 Keira was working part-time in the office was a very single-minded
person.
3 That's the road he witnessed the road rage incident.
4 I saw that film I thought was fantastic last week.
5 We met the girl played the central role in the play.
6 I finally finished the task was extremely time-consuming last night.
2 In pairs write a relative clause for the following six people/things/places.
1 A thief 4 A judge
2 Arthur Conan Doyle 5 A court
3 Dr Joseph Bell 6 A dictionary
3 Guess who/what I am! Write about five people/things in the space below.
1 ____________________________________________________
2 ____________________________________________________
3 ____________________________________________________
4 ____________________________________________________
5 ____________________________________________________
Describe each person/thing to your partner without telling them what or

who it is. Use as many relative clauses as you can.

Relating to relative clauses
TEACHER’S NOTES:
Aim: to provide further practice of relative clauses. This worksheet is
Time: 40 minutes
1 Explain to students that there is a word missing as well as possible

punctuation in the six sentences. Students fill in the word and
punctuation if appropriate for each sentence. Elicit answers at the end of
the activity and encourage peer-correction.
Answers: 1 Did you see the documentary that/which investigated fraud in a

large company last night? 2 Keira, who was working part-time in the office,
was a very single-minded person. 3 That's the road where he witnessed the
road rage incident. 4 I saw that film, which/that I thought was fantastic, last
week. 5 We met the girl who played the central role in the play. 6 I finally
finished the task, which was extremely time-consuming, last night.
2 Students work in pairs to write a relative cause for each of the

people/places/things listed. Monitor as they work to check they are
writing accurate sentences. Elicit answers from the class.
Answers: 1 A thief is someone who takes things illegally which do not belong
to them. 2 Arthur Conan Doyle is the man who/that created the crime
detective Sherlock Holmes. 3 Dr Joseph Bell was the doctor who/that inspired
Arthur Conan Doyle to write the Sherlock Holmes stories. 4 A judge is
someone who presides over and manages the proceedings in a court. 5 A
court is somewhere where people are trialled for crimes they are accused of
committing. 6 A dictionary is something that we use to look up new words.
3 Tell students to spend a few minutes writing short descriptions of five

people/things. Then, in pairs, students take turns to describe these
people/things without disclosing what/who are. Students should use as
many relative clauses as they can. Monitor to check they are using
relative clauses, and prompt them to use them when you see they could.

It’s all in the headline
1 Complete the headlines using the words in the box below. Change the
form of the word if necessary.
aid axe back quit clash drama key plea blaze bid
1 _____ required for earthquake hit zone

2 Celebrity TV shows _____ after public viewing figures fall
3 _____ mid field footballer out for the World Cup
4 _____ from Green Party to multinationals to stop deforestation
5 _____ at factory defies fire fighters
6 Rival supporters _____ at cup final match
7 _____ of Government minister’s love life unfolds
8 UK’s leading shoe manufacturer _____ for Japanese footwear
company
9 Top actor _____ role in new sci-fi movie because of bad atmosphere
on set
10 Teachers _____ headmaster over controversial discipline rules
2 In pairs write a headline for each of the topics in the box below using one
of the words from the box in Ex. 1. The headline can be a real/invented.
Be prepared to be able to explain the headlines.
Art Green issues Royalty Film and theatre

Football Celebrity Gossip Politics Finance
1 _________________________________________________
2 _________________________________________________
3 _________________________________________________
4 _________________________________________________
5 _________________________________________________
6 _________________________________________________
7 _________________________________________________
8 _________________________________________________
3 Exchange your headlines with another pair and read each other’s. Try to
predict what each of the headlines is about. Were you correct?

It’s all in the headline
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; newspaper

headlines. This worksheet is designed to be used in conjunction
with the vocabulary page, unit 9.
Time: 40 minutes
1 Get students to read the headlines and fill in the gaps with one of
the new words from the box. Elicit students’ answers and
encourage peer correction.
Answers: 1 aid 2 axed 3 key 4 plea 5 blaze 6 clash 7 drama

8 bids 9 quits 10 back
2 Students work together and read each of the topics listed. They
then create a headline for each of the topics incorporating one of
the words from the box in Ex. 1. Monitor as they work to check
that headlines make sense and encourage students to think about
the stories that could go with the headlines.
3 In small groups students take turns to read out their headlines to

the pair working with them who then work out what the headline
could be about. Get feedback from the class at the end.

Matters of the mind
1 Complete the clues below then fill in the crossword.
2
1
4
5
6
7
8
Across:
1 She has a ________ fear of failure.
3 To give up something you absolutely love demands a lot of ________ even if you know
it’s not good for you, e.g. smoking
6 I woke up with an awful feeling of ________ that something bad was about to happen.
8 Do you ever use your ________ sense to detect something unusual?
9 A lot of people believe it is good to follow your ________.
Down:
2 Unfortunately car accidents often leave people ________.
4 Are you good at using your powers of ________ to get people to do things?
5 When you are nervous about doing something it can be a case of ________ over matter.
7 As soon as the event happened she knew she’d seen it before?

1 How important do you think intuition is when you first meet someone?
2 Make a list of five things which would demand incredible willpower to give up.
3 How do you react to someone who has very good powers of persuasion?
4 ‘I tried to overcome my fear of spiders with a mind over matter approach, but
I still looked at the little black insect in the corner of the room and was
terrified!’ How do you think we can use mind over matter in situations where
we have a phobia about something?

Matters of the mind
TEACHER’S NOTES:
Aim: to practise and consolidate key vocabulary; the power of the

mind. This warmer is designed to be used in conjunction with
unit 10.
Time: 40 minutes
crossword are connected with the power of the mind, and
vocabulary that they have recently been introduced to. Students
read the clues. Check to see if there are any questions. Students
then work on each clue filling in the crossword. When students
finish, get them to compare their answers and spellings in pairs.
Elicit answers from the class.
Answers: 1 (Across) subconscious 2 (Down) unconscious

3 (Across) willpower 4 (Down) persuasion 5 (Down) mind 6 (Across)
premonition 7 (Down) Déjà vu 8 (Across) sixth 9 (Across) intuition
2 Students discuss the questions with each other to get further

practice of using the new vocabulary and phrases from unit 10’s
lead-in. Monitor as they work to check if they need any extra help
with language. Students compare their answers with the pair next
to them at the end of the activity. Get feedback from the class.

The power of persuasion
1 Complete sentences 1-10 using the correct form of the verb in brackets.
1 Can you remember __________ (tell) Mina about the new advertising
campaign please?
2 Do you remember much about __________ (grow up) in the north of
Scotland?
3 I regret __________ (inform) you that your company has not got the
marketing contract.
4 She really regretted __________ (speak) so harshly to her brother.
5 He tried __________ (snowboard) when he was in the Alps.
6 Could you try __________ (find) my file please?
7 We stopped __________ (rent) out our holiday villa a few years ago
because we spend so much time there ourselves.
8 I stopped the car __________ (take) a short break as I was feeling
tired.
9 If you go on __________ (speak) to me like that, you can leave!
10 After university, she went on __________ (become) a successful
marketing manager.
2 Complete sentences 1-10 using gerunds/infinitives and your own words.

1 Nowadays, I really miss ___________________________________
2 At the moment one of the things I enjoy ______________________
3 If at all possible, I always avoid _____________________________
4 I quite often decide _______________________________________
5 I regularly seem _________________________________________
6 I would never promise ____________________________________
7 I persuaded (someone) ____________________________________
8 If a friend is upset I try to advise him/her ______________________
Compare your sentences with a partner. Ask each other questions about
what you have written.

The power of persuasion
TEACHER’S NOTES:
Aim: to provide and consolidate the use of verbs which can take
gerunds and infinitives as well as verbs which take either
gerunds or infinitives. This worksheet is designed to be used in
conjunction with unit 10.2.
Time: 40 minutes
1 Ask students to fill in the correct form of the verb in brackets;

gerunds or infinitives. Tell students this exercise is testing them on
verbs which can take both gerunds and infinitives. Elicit students’
Answers: 1 to tell 2 growing up 3 to inform 4 speaking

5 snowboarding 6 to find 7 renting 8 to take 9 speaking 10 to become
2 This is an opportunity for students to personalise the use of

gerunds and infinitives with certain verbs in a freer way. Students
complete each sentence using a gerund or infinitive and also
expressing their own view/experience. Monitor while they work to
check if there are any questions and that students are writing
accurate sentences. Ask students to swap with each other and ask
each other questions about what they have written. Get feedback

Do they regret it?
1 Complete the second sentence so it means the same as the first.
1 Why don’t you do more exercise and get fit?
If you do more exercise ____________________________________
2 Eva whispered so quietly that nobody could hear her.
If Eva hadn’t whispered so quietly ____________________________
3 If you come with an adult, we can let you in.
As long as you ___________________________________________
4 Cars remain reliable if you service them regularly.
If you __________________________________________________
5 I might get a bonus and then I’ll be able to go to Australia.
If I got a bonus, __________________________________________
6 If our manager doesn’t mind, you can host the meeting here.
You can host the meeting here, ______________________________
7 He spoke his mind so directly that a lot of people were upset.
If he hadn’t spoken his mind so directly _______________________
8 I may have a word with her and try to sort out our problems.
If I had a word with her ____________________________________
2 In pairs write three different ‘if’ clauses which relate to three different
scenarios below.
(a) She set off late for work and got stuck in a traffic jam. She ended up speaking her
mind to another driver and having a bit of an argument. When she got to work she found
out she had missed her tea break and had to have a glass of water at her desk.
(b) He was never very good at keeping secrets so he blurted out the surprise birthday
party they’d arranged for their mother. They were going to a beautiful Greek Island for a
week and staying in a lovely villa. They hadn’t asked their mother what type of
accommodation she liked. Although a villa was fine she preferred the facilities in hotels.
She also didn’t like swimming in the sea which was going to be the main activity.
(c) She just couldn’t decide which university city to choose. She didn’t visit any of the cities but
read about them in books and on the internet. She wanted somewhere with lots of parks as well
as good nightlife and cultural activities. She didn’t want anywhere too cold. A city with a good
variety of restaurants was very important to her. Her final choice was a great university but she
was disappointed that there were hardly any parks and very little cultural activities in the town.

Do they regret it?
TEACHER’S NOTES:
Aim: to practise and consolidate if structures. This worksheet is

Time: 40 minutes
1 Tell students to complete the second sentence to mean the same

as the first. Elicit students’ answers and encourage peer correction.
Answers: 1 If you do more exercise, you’ll get fit. 2 If Eva hadn’t

whispered so quietly people might have been able to hear her.
3 As long as you come with an adult we can let you in. 4 If you service
cars regularly, they remain reliable. 5 If I got a bonus, I’d go to
Australia. 6 You can host the meeting here as long as our manager
doesn’t mind. 7 If he hadn’t spoken his mind so directly a lot of people
wouldn’t have been upset. 8 If I had a word with her, I’d try and sort
out our problems.
2 Students read each of the scenarios and write three if clauses

about them. Tell students that they can be as imaginative as they
want - whatever spring to their mind from the scenario as long as
it is grammatically correct. Monitor as they work in pairs and
correct any mistakes as well as noting down any interesting things
students have written. Try to encourage students to use a mixture
of First, Second, Third and Mixed Conditionals. Get students to
compare their sentences before asking for class feedback. Read out
the interesting sentences you noted down.

Troublesome words!
1 Correct the misspelt word in sentences 1-22 below.
1 Do you think we’ll be able to get any acommodation in Madrid at this time of year?
2 A good idea would be to start at the begining.
3 I can’t beleive that we’re finally here!
4 The weather’s so changable at the moment isn’t it?
5 I’m definately going to the concert.
6 No dout that someone will turn up tonight.
7 Their having a great time in the Bahamas according to their postcard.
8 They’re are a lot of people in the swimming pool.
9 There car broke down yesterday.
10 There was a really wierd atmosphere at the party.
11 I don’t know weather we’ll go or not at the moment.
12 The whether has been so bad recently.
13 If you’re sucessful in your attempt, you’ll be rewarded.
14 We’d like two seperate rooms please.
15 I don’t usualy go to the gym at weekends, so this weekend is an exception.
16 He spoke to the doctor who referred him to a psycologist.
17 There are a lot of foreiners in that particular resort.
18 That was such a grate way to celebrate getting your degree!
19 Could you great me some cheese for the pizza please?
20 The inteligence they received helped lead them to the criminals.
21 She was told it was time that she took responsability for her actions.
22 There are some fantastic restarants in the town centre - they’re all reasonably
priced too.
2 In pairs take turns to test each other on all words which were misspelt in
the quiz.

Troublesome words!
TEACHER’S NOTES:
Aim: to provide further practice of spelling correctly commonly

misspelt words from the vocabulary page. This worksheet is
Time: 40 minutes
1 Students can work in pairs or alone. Tell them to correct the

spelling mistake in each sentence. Elicit answers from the class.
Answers: 1 accommodation 2 beginning 3 believe 4 changeable

5 definitely 6 doubt 7 they’re 8 there 9 their 10 weird 11 whether
12 weather 13 successful 14 separate 15 usually 16 psychologist
17 foreigners 18 great 19 grate 20 intelligence 21 responsibility
22 restaurants
2 Students use the corrected misspelt words to test each other.

Monitor whilst they work and note down any that seem to be often
misspelt still. Call these out at the end of the class for students to
spell out to the class.

DVD Answer Key
Unit 1 – Good relations
1
1 Students’ own answers 2 (1) Uncle Ralph and Nicholas (2) Nicholas, Kate
and their mother (3) Nicholas’s mother (4) Uncle Ralph
2
1 His brother is dead and his widow and her two children are in London. 2
The widow and her children. 3 ‘Bear up against loss’. 4 She hoped that
Ralph/Mr. Nickleby would do something for his brother’s children. 5 Ralph
wants Kate to become an apprentice. 6 Ralph proposes that Nicholas
become a school assistant. 7 Provide for Nicholas’s mother and sister.
3
Students’ own answers

DVD Answer Key
Unit 2 – Dream career
1
2
a The correct order is:
do a degree in fashion 5
set up business on her own 4
carry a notebook around 7
have lots of Saturday jobs 6
show her designs at a trade show 1
have a glamorous lifestyle x
earn less money than her friends 8
deal directly with large department stores 2
make clothes for her Cindy dolls 3
b she doesn’t mention ‘have a glamorous lifestyle’
3

DVD Answer Key
Unit 3 – Film hereos
1
2/3
The Seventh Voyage of Sinbad: 1, 5, 6, 7, 9
Ben-Hur: 2, 3, 4, 8, 10
4

DVD Answer Key
Unit 4 – Ellen MacArthur
1
1D 2A 3C 4B
2
A 1 Ellen MacArthur 2 Sailing single-handedly around the world in record
time. 3 16th October 2005
B 1 Neil Armstrong 2 Being the first man on the moon. 3 1969
C 1 Sir Edmund Hillary 2 first man to climb Mt. Everest 3 1953
D Amelia Earhart / first woman to fly solo across the Atlantic / 1932
3
1 72 days: In 2005 Ellen MacArthur completed solo, her round-the-world
voyage, in seventy-two days, beating the previous record by thirty-three
hours. 2 Kingfisher: the name of her boat 3 the Southern Ocean: where she
had to repair a broken mast and what she thinks is the most beautiful place
in the world 4 6000 calories and twenty vitamin pills: what Ellen has each
day to give her enough energy 5 fifteen minutes: how much she slept on the
first night of her voyage.
4

DVD Answer Key
Unit 5 – Home Road Movie
1
2
1 Dad was an expert on bus timetables. 2 Dad bought a car because the
family was too big to get a ‘Holiday Rover’ ticket. 3 Their holiday
destinations by car were all over Europe. 4 Dad drove the car at thirty mph.
5 When Dad forgot to change gear, the children used to make high-pitched
engine noises. 6 After Dad retired, he would spend a lot of time ‘bringing
the car back to its former glory’. 7 The children left home to travel or go to
college. 8 Dad’s last journey was on a bus.
3
Example answer:
The story of a shy and awkward father who desperately wanted the family
car to make him a better parent.
4

DVD Answer Key
Unit 6 – Bhutan
1
2/3
1A 2B 3A 4A 5B 6B 7B 8A 9B
4

DVD Answer Key
Unit 7 - Vikings
1
2
3
1 All mentioned except ‘it’s a way of making money’ 2 They don’t try to hurt
each other ‘because they want to be able to do it again’. It’s just ‘play-
fighting’ for fun. 3 entertainment and education (for themselves and the
public) 4 A woman who keeps her Viking shoes on all the time 5 They make
their clothes 6 Blacksmiths’ tools now are exactly the same as they were in
the days of the Vikings 7 Accountants, builders and shopkeepers
4

DVD Answer Key
Unit 8 – The secrets of success
1
1 a card maker, a milliner, street performers
2
3
The correct order is:
I did some market research on it 6
I’ve an annual turnover of £70,000 4
Always believe in yourself 7
I’m very passionate about my work 1
Last year I decided to set up my own business 3
We’ve been going for two and a half years now 2
We’ve been very lucky and very successful 5
4
1 passionate 2 help 3 boss 4 idea 5 partner 6 customer 7 give
5

DVD Answer Key
Unit 9 - The Bullion Robbery
1
2
1 F, 212 2 T 3 T 4 F, That he has a flat tyre. 5 F The van driver gets out to
look at his tyres. 6 F, Queen Victoria Street 7 T
3
4

DVD Answer Key
Unit 10 – Yes, Prime Minister
1
2
1 a pair of glasses: on = authoritative and commanding; off = honest and
open
2 a face (like Jim Hacker’s): rather wooden in front of the camera, without
the natural movement of head, facial muscles etc.
3 a suit: dark = traditional values; light = businesslike
4 hair on head (like Jim Hacker’s): his grey hair is fine
5 close-set eyes: they need to look a little less close-set
6 a nose (like Jim Hacker’s): a problem because of the large shadow
3


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Connecting across and down

1 Read the clues and fill in the crossword.

Aim: to practise and consolidate key vocabulary; family/relationships.

Answers: 1 (Down) soulmate 2 (Down) wavelength 3 (Across)

2 Students use each of the words/phrases from the crossword to

Copyright © 2006 Pearson Education.

1 Complete the sentences below with the correct question tag.

2 Write a dialogue using the instructions in the box below.

• Decide on what two people are having a conversation

Copyright © 2006 Pearson Education.

Aim: to provide further practice of question tags. This worksheet is

Answers: 1 didn’t he 2 isn’t she 3 do they 4 aren’t I 5 shall we

2 Students have a freer activity here where they decide on an idea

Copyright © 2006 Pearson Education.

any every everyone any nothing some

1 I think ______ will be pleased to know that he now has responsibility

4 Now think back to how to report agreement/disagreement and note down

Copyright © 2006 Pearson Education.

Aim: to provide further practice of any/every/no/some and expressing

1 Tell students they have to construct complete sentences using the

Answers: 1 everyone 2 any 3 every 4 nothing 5 any 6 some

2 Ask students to work together to brainstorm as many phrases as

3 Tell students to discuss the statements with two students. Monitor

Copyright © 2006 Pearson Education.

could might may can must can’t

2 Things that go bump in the night!

2 There’s a crashing noise in the kitchen.

3 In the hall, there’s a loud thud.

4 A snoring noise is coming from the bedroom.

5 There’s a scream from a TV programme.

6 There’s a creaking noise outside in the garden.

Copyright © 2006 Pearson Education.

Aim: to provide further practice of present/future modals of possibility

Answers: 1 must 2 could/might/may 3 can 4 can’t

2 Students revise vocabulary to describe noise through this

Possible answers: 1 It might be something from the garden thrown

Copyright © 2006 Pearson Education.

1 Reorder sentences 1-10. They all contain phrasal verbs.

2 Interview three students using questions 1-5.

3 Summarise the answers you received in Ex. 2 and write a short

Copyright © 2006 Pearson Education.

1 Tell students to reorder the sentences making sure they have a

Answers: 1 She definitely takes after her grandmother. 2 I always

2 Students have some freer practice of the phrasal verbs through

3 Either as a class activity or homework activity, tell students to

Copyright © 2006 Pearson Education.

1 Work with your partner to answer the following questions.

Copyright © 2006 Pearson Education.

Aim: to practise and consolidate key vocabulary; work. This warmer is

1 Get students to work in pairs to answer the quiz questions. If necessary, if

Answers: 1 journalist 2 b 3 surgeon 4 b 5 c 6 job satisfaction

2 Students put the vocabulary into their own context by writing a

Copyright © 2006 Pearson Education.

I’m thinking about … I’m probably going to …

1 Learning to drive or buying a new car.

3 In groups, take turns to report back your partner’s plans.

Copyright © 2006 Pearson Education.

Aim: to provide further practice of talking about future plans and

Answers: 1 ’ll take up 2 ’m definitely going to change 3 ’m meeting

2 Students consolidate on asking and talking about the future by

3 Place students in groups of four and get each student to describe

Copyright © 2006 Pearson Education.

2 In pairs discuss questions 1-4.

Copyright © 2006 Pearson Education.