Teacher's Book Personal Best B1+ BrE

Personal British
English
Best
Series Editor Jim Scrivener
B1+ Intermediate
Teacher’s Book
Sheila Dignen
Student’s Book
Teacher’s notes
Answer keys
Audio & video scripts
642323_cubierta_0001_0002.indd 1 02/08/2017 16:40

Personal Best
British
English
Do your personal best with English!

Personal Best is a 6-level General English course for today’s busy adults,
developed with Jim Scrivener, internationally renowned teacher trainer and
presenter. Jim’s focus on PRACTICE as the key to improvement is reflected
throughout the contemporary course package. The course features a video
webshow called Learning Curve, the Personal Best Language App, and a wealth
of extra activities and resources on the Richmond Learning Platform.
Practice makes perfect! For students

The interleaved Teacher’s Book provides ◾ Student’s Book + Class Audio + Video
teaching notes and student’s book pages ◾ Richmond Learning Platform access
◾ Personal Best Language App
combined in one easy-to-use resource. It
◾ Workbook + Audio
includes activities, ideas and videos by Series
Editor Jim Scrivener that ensure teachers put
For teachers
practice at the heart of learning.
◾ Teacher’s Book + interleaved Student’s Book
All you need to help your students achieve ◾ Richmond Learning Platform access
their personal best! ◾ Class Audio + Video
◾ Teacher’s Resource Book with photocopiable
◾ Full-sized, colour Student’s Book pages with activities and tests
accompanying lesson notes for ease of reference in ◾ Digital Book for Interactive Whiteboard use
class and when planning your lessons. ◾ Complete assessment package
◾ Comprehensive teaching notes with answer keys and
the complete Class Audio and Video scripts.
◾ Warmers, ideas for extra practice and guidance with
concept questions to extend and support students. ◾ Practise language and skills
◾ A unique ‘3xPractice’ feature throughout the ◾ Assign, test and track progress
Teacher’s Book with extra ideas for the teacher. ◾ Download full range of teaching resources
◾ Access ready-made print and interactive tests
◾ Teacher training videos featuring Jim Scrivener and ◾ Create new tests with Richmond Test Manager
practising teachers from The Bell School, Cambridge.
◾ References for further practice in the Workbook and
Teacher’s Resource Book.
• Access to the Teacher’s area of the Richmond
Learning Platform.
Common European Framework

A1 A2 B1 B2 C1 C2
www.richmondelt.com/personalbest
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British
English
Personal
Best
Teacher’s Book
B1+
Intermediate
Series Editor
Jim Scrivener
Author
Sheila Dignen
642323_P001_019.indd 1 02/08/2017 17:01

THE COMPLETE PACKAGE
What is available for Personal Best
Student’s Book + Personal
Personal Best
British
English
Personal Best
British
Best
English
Do your personal best with English!
online access Personal Best is a 6-level General English course for today’s busy adults, Series Editor Jim Scrivener
B1+
British English
developed with Jim Scrivener, internationally renowned teacher trainer and Intermediate
presenter. Jim’s focus on PRACTICE as the key to improvement is reflected
throughout the contemporary course package. The course features a video Student’s Book
webshow called Learning Curve, the Personal Best Language App, and a wealth Graham Burton
of extra activities and resources on the Richmond Learning Platform.
Teacher’s Book +
Practice makes perfect!
Personal
For students
• 12 units of class
B1+
British Personal Best puts practice at the heart of ◾ Student’s Book + Class Audio + Video
learning and gives you the tools you need ◾ Richmond Learning Platform access
English ◾ Personal Best Language App
to do your personal best.
Best
Intermediate
◾ Workbook + Audio
Build your language For teachers
online access
◾ Teacher’s Book + interleaved Student’s Book
material
The language lessons give equal weight to grammar ◾ Richmond Learning Platform access
and vocabulary learning and are supported by
B1+
◾ Class Audio + Video
comprehensive Grammar Practice, Vocabulary Practice
Series Editor Jim Scrivener and Communication Practice sections.
◾ Teacher’s Resource Book with photocopiable
activities and tests
Intermediate ◾ Digital Book for Interactive Whiteboard use
The FREE Personal Best Language App
Teacher’s Book offers quick, fun practice for the grammar ◾ Complete assessment package
Student’s Book
Sheila Dignen and vocabulary in the Student’s Book. It’s the
perfect way to learn and practise on the go.
◾ Practise language and skills
• Review and
Build your skills ◾ Assign, test and track progress
Digital Book
Download full range of teaching resources
• Teacher’s Book
◾
Student’s Book The skills lessons develop and practise reading, ◾ Access ready-made print and interactive tests
writing, listening and speaking through Text Builder,
◾ Create new tests with Richmond Test Manager
Conversation Builder, Listening Builder and Skills
with
Burton
features. Each unit builds towards a structured speaking
or writing task.
Listening and speaking skills are
Practice sections
Learning developed through fully integrated video
Curve
lessons. The Learning Curve webshow hosts
with interleaved
bring you a selection of documentaries, Language App
interviews and personal video diaries in
every unit.
Teacher’s notes
• Complete digital
Common European Framework
A1 A2 B1 B2 C1 C2
every 2 units
Student’s Book
version of the course
Answer keys
• Guidance notes, • Grammar Practice, Vocabulary

• Answer Keys, Class
Audio & video scripts
Answer Keys, Practice and Communication Practice

sections Audio and Video
Audio and Video scripts
• Access code for Richmond Learning • Use on any interactive
• Access code for Richmond Learning
Platform whiteboard, or with a computer
Platform
and projector.
Teacher’s Workbook +audio

Richmond
Resource Book • Practice of the Testing
• Over 60 language and skills
in the Student’s • Download
supplementary
Book unit,
photocopiable
progress
resources • For homework or
and mid-/
• Grammar, self-study
end-term
vocabulary and skills activities • Review and tests
with Teacher’s notes Practice sections every unit
• Editable versions
• Copy-and-go grammar and • Additional Writing Practice section
• Richmond Test Manager for digital
vocabulary progress tests • Downloadable audio MP3s and customized tests
Class Audio / Personal Language App

Personal Best
Richmond
Personal Best
Best
Video pack
Class Audio & Video pack
All your audio and video resources for Personal Best B1+
Learning
Student’s Book in one pack.
• Fun games and

Class Audio
& Video pack
B1+
Intermediate
• Class Audio CDs 1–4
• Student’s Book activities for extra Platform

B1+ Intermediate
1.1 – 3.13 4.1 – 6.16 7.1 – 9.14 10.1 – 12.14
Audio CDs grammar and

• Class DVDs 1–2 Audio
• Extended
Class Audio
& Video pack
vocabulary practice
Units 1–6 Units 7–12
• Student’s Book Video
practice
Video DVD • Rewards and scores to activities
show progress for

grammar, vocabulary and skills
• Class Audio MP3 and Video MP4
• Assign, track and mark activities
and tests
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CONTENTS
STUDENT'S BOOK CONTENTS p4
INTRODUCTION p6
1 Communication p 20
2 Tell me a story p 36
3 People p 56
4 Places and homes p72
5 Money and shopping p 92
6 Work and education p 108
7 Entertainment p 128
8 Sport and health p 144
9 Food p 164
10 Right and wrong p 180
11 The natural world p 200
12 Getting away p 216

GRAMMAR PRACTICE p 236

VOCABULARY PRACTICE p 284

COMMUNICATION PRACTICE p 328

AUDIO SCRIPTS p 354

WORKBOOK ANSWER KEY p 367
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CONTENTS
LANGUAGE SKILLS
GRAMMAR PRONUNCIATION VOCABULARY
1 Communication ▪▪ present simple ▪▪ sentence stress ▪▪ communication READING Learning

Curve SPEAKING
and continuous; ▪▪ question ▪▪ say, tell, speak ▪▪ a text about surviving ▪▪ making small talk
1A Connected p4 action and state intonation and talk without a smartphone ▪▪ keeping a conversation
verbs
1B Smart living? p6 ▪▪ skimming a text
going
▪▪ question forms
1C Liar, liar p8 ▪▪ actually, in fact
PERSONAL BEST
1D Small talk p10 ▪▪ having an informal

conversation
2 Tell me a story ▪▪ narrative tenses ▪▪ /d/ in the past ▪▪ -ed and -ing Learning
Curve LISTENING WRITING
▪▪ used to and perfect adjectives ▪▪ a video looking at the ▪▪ making a narrative
2A What a coincidence! p12 usually ▪▪ sentence stress ▪▪ phrasal verbs
role of luck in our lives interesting
2B Do we make our own luck? p14 ▪▪ listening for the ▪▪ time linkers
2C Radical changes p16 main idea PERSONAL BEST

▪▪ linking consonants
2D It happened to me p18 ▪▪ a blog post about a
and vowels memorable event
1 and 2 REVIEW and PRACTICE p20
3 People ▪▪ future forms: ▪▪ going to ▪▪ personality READING Learning

Curve SPEAKING
present ▪▪ pausing in adjectives ▪▪ an article about birth ▪▪ giving and responding
3A It’s a plan p22 continuous, relative clauses ▪▪ relationships order and personality to news
be going to
3B Born to rebel p24 ▪▪ reading for specific ▪▪ giving bad news
and will information
3C Good neighbours, ▪▪ defining and
▪▪ linkers of reason PERSONAL BEST
bad neighbours p26 non-defining and result ▪▪ exchanging news with
3D I have some news p28 relative clauses
a friend
4 Places and homes ▪▪ quantifiers ▪▪ sentence stress ▪▪ compound Learning

▪▪ comparatives and ▪▪ /ə/ sound nouns ▪▪ a video looking at how ▪▪ writing an informal
4A What makes your superlatives, ▪▪ common verb
we feel about where email
city great? p30 as … as phrases we live ▪▪ informal discourse
4B City or country? p32 ▪▪ describing ▪▪ understanding key markers
homes points
4C A place to stay in NYC p34 PERSONAL BEST
▪▪ linking similar
4D Hope to hear from ▪▪ an email catching up
consonant sounds with a friend
you soon! p36
5 Money and shopping ▪▪ zero and first ▪▪ intonation ▪▪ money READING Learning
Curve SPEAKING
conditional; ▪▪ word stress ▪▪ shopping ▪▪ an article about the ▪▪ explaining what’s
5A Spend, spend, spend p40 future time Black Friday shopping wrong
clauses phenomenon
5B Black Friday p42 ▪▪ taking something
▪▪ predictions: will, ▪▪ identifying opinions
5C Tomorrow’s world of back to a shop
be going to, ▪▪ even, just
shopping p44 may/might PERSONAL BEST
5D It isn’t working p46 ▪▪ getting a refund

or exchange
6 Work and education ▪▪ present perfect ▪▪ present perfect ▪▪ work and Learning
and past simple, and past simple careers (1) ▪▪ a video looking at how ▪▪ writing a covering letter
6A Career change p48 already, yet, ▪▪ weak form of ▪▪ work and ▪▪ prepositions after
we feel about our jobs
recently been careers (2)
6B Dream job p50 ▪▪ understanding specific verbs, nouns and
▪▪ present perfect ▪▪ education adjectives
6C School days p52 information
continuous and
▪▪ sentence stress
6D I am writing to apply … p54 simple PERSONAL BEST
▪▪ an email to apply
for a job
44 Language App, unit-by-unit grammar and vocabulary games
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CONTENTS
LANGUAGE SKILLS
GRAMMAR PRONUNCIATION VOCABULARY
7 Entertainment ▪▪ the passive ▪▪ past participles ▪▪ films READING Learning

Curve SPEAKING
▪▪ modals of ▪▪ /eɪ/ and /ʊ/ ▪▪ TV and music ▪▪ an article about ▪▪ giving directions
7A Lights, camera, action! p58 ability and sounds Vic Armstrong, ▪▪ asking for information
7B Action man p60 possibility stunt performer
▪▪ guessing the meaning PERSONAL BEST
7C Got talent p62
of words from context ▪▪ asking a stranger
7D Could you tell me where ▪▪ referencing: for directions
it is? p64 this and that
8 Sport and health ▪▪ question tags ▪▪ intonation ▪▪ sports, places Learning

▪▪ modals of ▪▪ sentence stress and equipment ▪▪ a video about what we ▪▪ writing a report
8A On the pitch, in the pool p66 obligation ▪▪ health and
do to get fit ▪▪ adding information
8B So many ways to get fit p68 and advice fitness verb ▪▪ understanding facts
phrases PERSONAL BEST
8C Is there an app for that? p70 and figures
▪▪ a report about sport
▪▪ intonation
8D Sport in my country p72 in your country
9 Food ▪▪ uses of like ▪▪ /dʒ/ sound ▪▪ food and READING Learning

Curve SPEAKING
▪▪ -ing forms and ▪▪ -ing cooking ▪▪ an article about the ▪▪ making and responding
9A Chefs at home p76 infinitives ▪▪ eating out benefits of chocolate to suggestions
9B Chocolate – the world’s ▪▪ reading for detail ▪▪ making a group decision
favourite superfood p78 ▪▪ substitution: one, ones
PERSONAL BEST
9C Eating out p80
▪▪ having a group
9D Why don’t you try the curry? p82 discussion and
making a decision
10 Right and wrong ▪▪ reported ▪▪ sentence stress ▪▪ crime Learning

speech ▪▪ conditionals ▪▪ making nouns ▪▪ a video about our ▪▪ writing a for-and-against
10A Smooth criminals? p84 ▪▪ second from verbs experiences with the essay
10B Emergency! p86 conditional, emergency services ▪▪ useful phrases for topic
would, could ▪▪ listening in detail sentences
10C Do the right thing p88 and might
▪▪ final /t/ and /d/ sounds
10D For and against p90 PERSONAL BEST
▪▪ a for-and-against essay
11 The natural world ▪▪ articles ▪▪ the ▪▪ the natural READING Learning

Curve SPEAKING
▪▪ third ▪▪ weak form of world ▪▪ an article about living ▪▪ making
11A Nature goes viral p94 conditional have ▪▪ extreme near one of the world’s recommendations
11B A disaster waiting to happen p96 adjectives most dangerous ▪▪ checking and clarifying
volcanoes
11C I will survive p98 information
▪▪ understanding the
11D The great outdoors p100 writer’s purpose PERSONAL BEST
▪▪ understanding ▪▪ recommending the best

noun phrases natural places to visit in
your country
12 Getting away ▪▪ So/Neither do I ▪▪ auxiliary verbs ▪▪ phrases with Learning

▪▪ modals of and stress go and get ▪▪ a video looking at how ▪▪ writing an online review
12A Dream destinations p102
deduction ▪▪ sentence stress ▪▪ air travel
we feel about flying ▪▪ adverbs of attitude
12B Fly away p104
▪▪ identifying agreement PERSONAL BEST
12C Around the world p106 between speakers
▪▪ an online review of a hotel,
12D Five-star review p108 ▪▪ linking: /w/ and /j/
restaurant or service
Grammar practice p112 Vocabulary practice p136 Communication practice p156 Irregular verbs p175
Language App, unit-by-unit grammar and vocabulary games 55
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A personal welcome to Personal Best
by Jim Scrivener, Series Editor
Jim is an internationally respected writer, teacher trainer, materials designer, course

leader and educational consultant. His work is mainly focused on practical classroom
methodology and teaching techniques – on what works in the classroom. Over the
years, he has taught and trained in many different teaching and learning environments
around the world. Jim is an established and regular conference presenter. His books
have twice won the Duke of Edinburgh English Speaking Union awards
Hello! And welcome as well as the International House prize and the ARELS Frank Bell Prize.
to Personal Best.
I’d like to show you some of the features I really like about this book and point out some
ways that you can get the most out of it. There are two key ideas that power the concept
of Personal Best:
It’s Personal The course focuses on students as individuals who learn at different speeds and
have different strengths and weaknesses.
It helps learners achieve their Best To help students reach their full potential, we have focused
on the vital role of PRACTICE. The course makes sure that students can actually take away the
language they can use.
How is Personal Best different?

Grammar is taught in stand-alone lessons, separate from skills work. In many coursebooks,
LANGUAGE
students have to understand difficult reading or listening passages before they can extract and
study grammar points. In Personal Best language work is not tangled up within long reading or
listening texts.
The pronunciation syllabus focuses on connected speech to help with recognising and
producing language.
Lexis is prioritized. Personal Best includes two or more vocabulary sets per unit. Vocabulary items
are useful and relevant for students and are used in discussions or tasks or for other work on a topic.
Above all, PRACTICE is given priority in the course.
There is a comprehensive skills syllabus. Students can see what is being focused on in the
SKILLS
Listening Builder, Conversation Builder, Text Builder and Skill boxes.
Reading and listening skills pages are designed not as vehicles for grammar presentations,
but develop learner skills and strategies.
Serious attention is paid to helping students speak and write better. Students are challenged
to make use of selected functional language and to improve specific speaking or writing skills.
There are clear task goals and cumulative aims for speaking and writing activities.
PRACTICE at the heart of learning

So, how do students learn a language? Just by turning the pages of a book and doing the exercises? As
every experienced teacher knows, doing the work, page after page, doesn’t necessarily mean that the
students take away anything useful from a lesson. We need to make sure that there is deeper learning.
The most important way that this can happen is through a quantity of focused, meaningful practice.
642323_P001_019.indd 6 02/08/2017 17:01

INTRODUCTION
We believe that typically students struggle with new language because they simply don’t get
sufficient practice. They need lots of safe opportunities to try out using new language. Personal
Best offers them a wealth of practice in a variety of exercises, tasks and games in the Student’s
Book, Workbook, the Personal Best Language App, the Richmond Learning Platform and the
innovative ‘3xPractice’ feature in the Teacher’s Book.
Moving beyond the ‘correct answer’

Teachers typically ask students to do each coursebook exercise on their own (or possibly
in a pair) and then they check the answers together in the whole class (or students do this
individually using a list of answers). The class then typically moves on to new work.
Just collecting a list of correct answers doesn’t necessarily mean that students have really
understood the language point. Students might get a correct answer by luck, by guessing, by
listening to other students, by copying, by pretending that they agree with what you said, etc.
When students call out their answers, teachers usually hear the students who are stronger, faster
or louder – and say ‘good’ to their answers. But it’s important to remember that these students
are, of course, the ones who have already got the correct answers. It’s the other students we
need to be interested in. And just because some students have a correct answer, it doesn’t mean
that they can actually use the items. A correct answer is the first step towards helping students
to use the items, not the final goal.
It can be quite a big leap from doing an exercise (such as filling in answers on the page) to really
feeling confident with the language items themselves. One simple and enjoyable way you could try
is by revisiting an exercise more than once – to go back to it after the original task and checking it
has been completed and re-explore it, like a gold miner, digging deeper to find more treasure.
By repeatedly reading, remembering, studying, saying and just ‘playing with’ the language, it is
far more likely to lodge deeper in your students’ minds and become part of their usable database
of language.
What is ‘3xPractice’?
How can I help my students to really learn the items they study? How can that learning be
deeper and more long-lasting? The 3xPractice feature encourages students to play around
with new language and experiment with forms and meanings so that they are ‘nudged’ towards
greater internalisation, memorisation and personalisation.
In the Personal Best Teacher’s Book, we will offer you lots of ideas for 3xPractice so that, if you
want to and have time, you could really exploit the exercises and get much more learning value
out of them. You may not want to do this every time you do an exercise – but I encourage you to
try it sometimes, to see how much more an exercise can reveal beyond just the ‘correct answer’.
Enjoy using Personal Best

I really hope you enjoy using this course with your students – and don’t forget to check out all
those extra ideas we’ve put together in the Teacher’s Book. You’ll find warmers, extra activities,
concept questions and plenty more.
Can a course book help students to reach their personal best? Not on its own, certainly – but
perhaps, together with your skill and interest and personal touches, you may find a course here
that not only helps your students to learn more and learn deeper than they thought possible but
also helps you as a teacher to teach to your personal best.
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INTRODUCTION
Approach to Language teaching: A and C Lessons

Lessons A and C always focus on Language. They cover grammar, vocabulary and pronunciation and use accessible,
graded texts or audio to contextualise the language point. There is an emphasis on practice via clearly staged activities
with additional practice in the Grammar Practice, Vocabulary Practice and Communication Practice sections, the
Personal Best Language App, the Workbook and the Richmond Learning Platform.
LANGUAGE Lesson A – Grammar, vocabulary and pronunciation
Clear grammar Grammar practice sections

Each lesson has clear boxes give a provide more explanations,
Each unit is constructed around aims for grammar and summary of the examples and opportunities
a useful and stimulating topic. vocabulary. structures being taught. for practice.
UNIT present simple and continuous; action and state verbs ■ communication LANGUAGE 1A
1 Communication 4 Which piece of information in the text did you find most surprising? Do you agree with Tina and Rob?
5 A Look at the highlighted verbs in Tina’s comment and answer the questions.
1 Which four verbs are in the present simple? Which verb is in the present continuous?
LANGUAGE present simple and continuous; action and state verbs ■ communication 2 Which two verbs describe actions? Which three verbs describe states?
B Choose the correct options to complete the rules.
1A Connected 1 We use the present simple / continuous to talk about things that happen regularly or things that
are always true.
1 How do you keep in touch with people? Order the communication phrases from 1 (I do this less often) to 2 We use the present simple / continuous to talk about actions that are happening now or actions that
6 (I do this most often). Compare your answers in pairs. are temporary.
3 We can’t use the present continuous for action / state verbs.
6 Read the Grammar box. Then look at the sentences in exercise 3A again. Do they contain action or
state verbs? What tense are they?
get a text share a photo give someone a reply to an email check your comment on a Grammar present simple and continuous; action and state verbs
message call phone post
Present simple with action and state verbs:
Go to Vocabulary practice: communication, page 136
I call my brother at least once a week. I’m so thirsty right now. I need some water. NOT I’m needing some water.
2 Think of three people in your life. Tell your partner how you keep in touch with these people. Present continuous with action verbs:
I’m calling you from New York! We’re studying French this year.
3 A Are sentences 1–6 true (T) or false (F)? Discuss your answers in pairs.
1 We speak to each other face to face more nowadays. Go to Grammar practice: present simple and continuous; action and state verbs, page 112
2 Our phone calls are longer today compared to ten years ago.
3 These days, it seems we prefer text messages to phone calls. 7 A 1.3 Pronunciation: sentence stress Listen to the sentences. Do we stress the auxiliary
4 People in the USA send more letters and parcels nowadays. verbs be and do?
5 At the moment, we are sending a million emails per second. 1 Are you trying to access the internet? 3 The internet doesn’t seem slow at the moment.
6 More than half of the internet pages we visit are social media sites. 2 Do you need a new laptop? 4 Why are you using my tablet?
B Read the text and check your answers in 3A. Correct the false sentences. B 1.3 Listen, check and repeat.
We talk to each other less. 8 A Complete the sentences with the correct tense of the verbs in brackets.
Ten years ago, 80% of our communication was face to face. Now, it’s 1 I (not check) my text messages when I’m having a coffee with friends.
only 60%. Even our phone calls are shorter – on average, each call 2 The price of desktop computers (go) down at the moment.
now lasts one minute, compared to three minutes ten years ago. It 3 I (like) looking at the selfie photos that my friends post on social media.
seems that people prefer texting to calling. 4 At the moment I’m studying English online, so I (need) the internet on my phone.
We use traditional postal services less. 5 I (look) for a new phone because my phone is very old.
6 Most people (have) friends on Facebook that they never talk to face to face.
In the USA, over 200 billion letters and parcels were sent in 2008,
compared to 150 billion last year. These days, we usually write to B In pairs, discuss the sentences in 8A. Which sentences do you agree with or are true for you?
people by text, messaging app or email. In fact, at this very moment,
people are sending two million emails per second! Go to Communication practice: Student A page 156, Student B page 166
We love social media. 9 Complete the questionnaire and discuss your answers in pairs.
60% of the pages we view on the internet are social media pages,
and we share nearly two billion photos on them every day. The How do you communicate?
average person has five social media accounts and spends about
two hours a day looking at them. 1 When I want to meet up with friends, I normally … 4 On my best friend’s birthday, I usually send …
message them on Facebook. text them. a message on social media. a text. a card.
THE CHANGING FACE OF
Comments
Tina call them.

5 I usually share important photos …
COMMUNICATION It’s a shame we don’t write letters much, but the postal service
seems so slow nowadays compared to communicating online!
I need the internet to be in immediate contact with people,
2 When I’m feeling happy and I want to share good news
with people that live far away, I …
using a messaging app.
on social media.
by email.
Methods of communication have never changed especially at the moment because I’m organizing my wedding. send a text message. send a letter.
6 When I want to keep in touch with old friends, I usually …
so much in such a short space of time. We Rob arrange to meet up.
contact them on social media. email them.
I agree with Tina, but I still try to send letters and cards on 3 When I’m feeling sad, I prefer to speak to people …
look at the results of recent surveys that tell us important occasions, and postcards when I’m on holiday. I give them a call.
about the changing face of communication. don’t know how people organized things with just snail mail! on the phone. on Skype. face to face.
4 Personal Best Write four sentences with state verbs in the present simple. 5
The language presentation texts Every grammar point is practised on Stronger students, or those who finish quickly,
are short and carefully graded to the Personal Best Language App. can engage with the language further in a
allow students to focus on the Personal Best activity. Alternatives for weaker
teaching point. students are provided in the Teacher’s Book.
642323_P001_019.indd 8 02/08/2017 17:01

INTRODUCTION
LANGUAGE Lesson C – Grammar, vocabulary and pronunciation
A selection of key lexical items Vocabulary practice sections Each language lesson has one Pronunciation focus.
connected to the lesson topic is present and practise additional The Personal Best Language App also contains a
presented. topic vocabulary. variety of pronunciation exercises.
1 LANGUAGE question forms ■ say, tell, speak and talk question forms ■ say, tell, speak and talk LANGUAGE 1C
5 A 1.6 Listen to people telling a lie in three conversations. What is each person lying about?
1C Liar, liar Write the conversation number (1–3).

a receiving text messages b eating chocolate c liking someone’s food
1 In pairs, answer the questions. B 1.6 Listen again and complete the questions.
1 What are the people in the pictures lying about? 1 Who all of my chocolate? 3 Who more banana and potato sandwiches?
2 What other things do people often tell lies about? Make a list. 2 What to you last night?
6 Look at the questions in exercise 5B. Choose the correct options to complete the sentences. Then
read the Grammar box about the different question forms.
1 In these questions, we know / don’t know the subject of the verb.
2 We use the positive / question form of the verb.
Grammar question forms
Object questions: Subject questions:

Where do you work? Who called me? NOT Who did call me?
a b c d What are you doing at the moment? Who wants coffee? NOT Who does want coffee?
Where did you go to university? Who invented the telephone? NOT Who did invent
Go to Vocabulary practice: say, tell, speak and talk, page 136 Have you finished? the telephone?
2 A In pairs, do the quiz ‘The truth about lying’. Questions with prepositions:
Where do they come from?
THETRUTH THE TRUTH

TRUTHABOUT
ABOUT ABOUT LYING
LYING
Who did you play tennis with?
THE LYING Go to Grammar practice: question forms, page 113
1 How often do people tell lies? 4 How can you know when people 7 1.8 Pronunciation: question intonation Listen to four of the questions from this lesson.
a twice a month are lying? Does the intonation go up (⤴) or down (⤵)at the end of the questions?
b twice a week a They don’t look directly at you. 1 Have you finished? 3 What happened to you last night?
c twice a day b They move their hands a lot. 2 How often do people tell lies? 4 Do men lie more often than women?
c They give unnecessary
2 What do people lie about most information. 8 A Complete the questions with an auxiliary verb from the box if necessary. Which question doesn’t
frequently?
need an auxiliary?
a work 5 Is communication technology
b money making us less honest? do (x2) did (x5) have
c unimportant things a yes b no
1 you usually tell little white lies to protect people’s feelings?
3 How do people usually answer
6 Do men lie more often than women?
2 When you last tell a little white lie? What you lie about?
the question, ‘When did you last a yes b no
tell a lie?’ 3 When you were younger, you tell your parents lies? you tell the truth later?
a ‘I never lie.’ 7 Do men and women lie about the 4 Who tells the best jokes in your family?
b ‘I can’t remember.’ same things? 5 you usually say hello to people you don’t know in the street?
c ‘Some time today.’ a yes b no 6 you ever told someone that they can’t cook well? What they say?
B In pairs, decide if the intonation goes up or down at the end of the questions in 8A. Then ask and
answer the questions.
B 1.5 Listen and check your answers. Which answer surprised you most?
Go to Communication practice: Student A page 156, Student B page 166
3 Cover the quiz. Complete the questions from memory. Then check your answers in the quiz.
1 lies?
9 Ask and answer the questions in pairs.
2 most frequently? 1 Who helped you with your homework as a child?

3 last a lie? 2 Who taught you how to ride a bike?
4 when people are lying? 3 What happened on your first day of school?
5 us less honest? 4 Who taught you how to drive?
5 Which author wrote your favourite book?
4 A Look at questions 1–5 in exercise 3. How do we form most questions? Choose the correct 6 What happened on your first day at work?
structure, a or b.
a (question word/s) + auxiliary verb + subject + main verb
b (question word/s) + main verb
B Look at question 2 in exercise 3. Is the preposition before the question word or after the main verb?
8 Personal Best Write four questions to ask your partner about his/her life. 9
Every vocabulary set is practised on Communication practice sections

the Personal Best Language App. provide additional pairwork
activities to practise the language.
642323_P001_019.indd 9 02/08/2017 17:01

INTRODUCTION
Approach to Skills teaching: B Lessons

Each B and D lesson focuses on development of one of the four skills: reading, listening, writing or speaking.
Each B lesson focuses on one of the receptive skills, i.e. listening or reading. The listening lessons feature a video webshow
called Learning Curve. The listening and reading lessons feature Skill, Text builder and Listening builder boxes.
SKILLS Lesson B – Reading
Each lesson has clear aims for Reading Skill boxes focus on and practise a
the Reading Skill and Text builder particular reading skill, such as identifying Each reading lesson is built around
features. opinions, skimming a text and reading for detail, etc. a full-page text.
1 SKILLS READING skimming a text ■ actually, in fact skimming a text ■ actually, in fact READING SKILLS 1B
1B Smart living?
1 What do you use your smartphone for? What do you think of
people who constantly check their phones?
Skill skimming a text
Before you read a text in detail, get a general idea of the topic of the
A WEEK WITHOUT MY
smartphone
text and of each paragraph.
• Read the title of the text and look at any images. Can you predict
what the text is about?
• Quickly read the first paragraph. This will confirm the topic and can
give you an idea of the text content and organization.
• Read the first sentence of each paragraph. This can give you
information about the main idea of each paragraph.
by David Sharpe
2 Read the Skill box. Then look at the title of the text, the picture and the first paragraph on page 7.
Do you think the writer had a positive or negative experience without his smartphone?
1 When I read that we spend three hours every day 4 I was worried that I would be bored without
checking our smartphones, I was surprised. What my phone as entertainment, but actually I
3 Read the first sentences of paragraphs 2–6. What is the main idea of each paragraph? Match the was I missing in the real world when walking down enjoyed it – I’d forgotten how much I love
paragraphs with ideas a–e. the street, lost in a virtual world of social media books and newspapers. I’d also forgotten how
a With no smartphone, he felt less tired. d There were more advantages than disadvantages. updates and videos of dogs on bicycles? I promised much I enjoyed doing Sudoku puzzles. I had
b He worked better. e He found things to do to entertain himself. myself I would use my smartphone less … but it an app for that on my smartphone, but never
c He communicated more face to face. didn’t happen. But then my phone died and I had used it. Doing one every day in the newspaper
to wait a week for a new one. Would I survive? I felt a lot more special and it became part of
4 Read the complete text. Are the sentences true (T) or false (F)? Correct the false sentences.
thought it would be hard, but in fact it was quite my morning routine. My brain felt a lot
1 The writer stopped using his smartphone because of an article he read. easy – and surprising in a good way for a number sharper and much more ready for the day
2 Normally his smartphone distracts him when he’s working. of reasons! ahead as a result.
3 He has become a better listener when he’s with friends.
4 He doesn’t enjoy reading books and newspapers any more. 2 The first consequence was quite amazing – on the 5 One completely unexpected consequence of not
5 The light from smartphone screens helps us to sleep. first day in the office without my phone, I was having a smartphone was that I slept so much
6 The writer now uses his smartphone differently from before. thinking more deeply and concentrating more. I had better and felt more awake in the morning. At
5 Read this sentence from the text. Which word is used to express surprise that something re-discovered my brain! Not having access to my night I relaxed with a book before going to
unexpected happened? favourite apps meant that I wasn’t interrupted every sleep, instead of watching Netflix or reading
‘I actually talked to people more and felt more connected to them, although we weren’t in constant
five minutes by social media alerts, football scores the news on my phone. Apparently, the blue
contact online.’ and WhatsApp group messages. Without these light from smartphone screens makes our brain
distractions I was more productive and felt satisfied think it’s morning, so it’s releasing chemicals
Text builder actually, in fact that I’d done a better job. to wake us up, just when we’re trying to get to
sleep. That’s not very smart!
To say that something is surprising or unexpected, we can use actually or in fact: 3 Another consequence was that I actually talked
I was worried that I would be bored without my phone as entertainment, but actually I enjoyed it. to people more and felt more connected to them, 6 Of course, at times it was extremely
I thought living without a smartphone would be hard, but in fact it was quite easy. although we weren’t in constant contact online. At inconvenient to have no mobile internet
Look! We can use actually at the start of a phrase, before a main verb, or after be. lunch with friends one day, I realized I was being connection, but all in all, there were a lot
We usually use in fact at the start of a phrase. more responsive to their news and sympathetic to of benefits in not being connected 24/7.
their problems because I wasn’t constantly checking Although I was jumping for joy when my new
6 Read the Text builder. Match 1–4 with a–d. my phone. Another day I was in a new city and smartphone arrived, I’m a lot more careful
1 My friends say I’m addicted to my new smartphone. a but it was actually on yesterday, not today.
I asked people for directions instead of using an about how much I use it now. So, if you think
2 My teacher’s surprised because b Actually, I don’t use it as much as my old one. app. Their kindness made me feel welcome, and I you use your smartphone too much, put it
3 Tim thought the film was on at 8.30 this evening, c but in fact I’m staying at home. discovered my brain has a very good GPS! away for a few days and see what happens.
4 I thought I was going away this weekend, d I actually passed the exam! You never know, you may become smarter!
7 Could you live without your smartphone for a week? In pairs, discuss what you think the experience
would be like.
6 Personal Best Have you ever lived without something for a period of time? Write two or three sentences about the experience. 7
Text builder boxes focus on aspects of text cohesion, Stronger students, or those who finish quickly,
sequencing, referencing or language associated with can engage with the language further in a
a particular genre such as narratives or articles. Personal Best activity. Alternatives for weaker
students are provided in the Teacher’s Book.
10
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INTRODUCTION
SKILLS Lesson B – Listening
Each listening lesson is built around the

Each listening lesson features a Learning Learning Curve webshow, which presents
vocabulary set. Key lexical items Curve documentaries and vox pops on the unit topic.
Each lesson has clear aims
for the Listening Skill and are previewed on the page and Students are exposed to a variety of accents and to
Listening builder features. exemplified in the video. features of natural spoken speech.
2 SKILLS LISTENING listening for the main idea ■ linking consonants and vowels ■ phrasal verbs listening for the main idea ■ linking consonants and vowels ■ phrasal verbs LISTENING SKILLS 2B
4 2.9 Watch or listen to the second part of the show. Complete the sentences about the main
2B Do we make our own luck? ideas with Herman, Winnie or Juan.

1 considers himself/herself to be very lucky.
Learning
Curve 2 talks about someone else who believes in bad luck.
1 Do you think these things bring good or bad luck? Can you think of more examples?
3 is having a bit of bad luck but his/her luck changes.
Herman Winnie Juan
a penny the number 13
a broken mirror
a dream catcher a fortune cat a four-leaf clover
2 A Were these people lucky or unlucky? Match the verbs in bold with the meanings. 5 2.9 Watch or listen again. Choose the correct option to answer the questions.
1 What happened to Herman earlier?
I found a lucky penny in the street, but that day, My plane ticket was for seat 13. I 4set off early to get a He slept badly, lost his keys and set off for work late.
my car 1ran out of petrol and my boyfriend to the airport on time, but the traffic was terrible and b His motorcycle broke down, he lost his keys and missed the bus.
2broke up with me – we’d been 3going out for I 5ended up missing my flight. I was really 6looking c He ran out of hot water in the shower and lost his key chain.
ten years. So much for lucky pennies! forward to that holiday! 2 What happened to Winnie?
a She went out with a dentist and ended up marrying him.
a be excited about something in the future d start a journey b She was going out with a mechanic but broke up with him.
b finally be in a situation or place you didn’t originally intend e finish or use all of something c She ended up marrying a man she’d met several times by chance.
c have a romantic relationship f end a relationship 3 Which sentence about Juan is true?
B Answer the questions in pairs. a He’s looking forward to getting married to Winnie.
b He’s in the city doing a favour for a neighbour.
1 Has your phone ever run out of battery just before an important call?
c He has to go back home because he forgot his backpack.
2 What did you plan to do last weekend? Did you end up doing something different?
3 What are you looking forward to at the moment? 6 Think of a time when you were lucky or unlucky. Describe what happened in pairs.
Go to Vocabulary practice: phrasal verbs, page 138
Listening builder linking consonants and vowels
Skill listening for the main idea When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next
It’s important to understand the main idea when someone is speaking. word if it starts with a vowel sound. This can sometimes mean it’s difficult to hear the correct words.
• Think about who is speaking and what the topic is. It all started last night. She’s trying on her wedding dress.
• Remember that speakers often repeat the main idea using different words.
• Listen for key words, which are often stressed.
• Don’t worry if you don’t understand all the words or details. 7 2.10 Read the Listening builder. Look at the sentences from the show and mark where the
consonant-vowel links are. Listen and check. Then practise saying the sentences.
1 Do we make our own luck?
3 A 2.8 Read the Skill box. Watch or listen to the first part of Learning
2 I ran out of energy.
Curve and choose the correct option to answer the questions.
3 I think Ethan is back.
1 What does Penny talk about? 4 I’m picking up a package.
a a scientific experiment about luck 5 I think it’s his backpack.
b a book about luck 6 I’m the luckiest person I know.
c an unlucky day she had
2 What is the main idea? 8 Discuss the questions in pairs.
a Some people are simply unlucky. 1 Who’s the luckiest person you know? And the unluckiest?
b Positive people generally see more opportunities in life. 2 Do you have any lucky charms? What are they? Have they brought you good luck?
c People who believe they are lucky are usually unlucky. 3 Is there anything you avoid doing because it might bring bad luck?
B Do you believe in luck? Do you think people make their own luck?
Discuss in pairs.
14 Personal Best Write a paragraph about things that bring good luck at special occasions, e.g. a wedding, New Year’s Eve. 15
Each listening lesson Each listening lesson The vox pops also act as models for
focuses on and practises focuses on and practises short speaking tasks where students
a particular listening skill, such a particular aspect of talk about their own experiences.
as listening for the main idea or connected speech, such as
understanding key points. intonation, linking, sentence
stress, etc.
11
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INTRODUCTION
Approach to Skills teaching: D Lessons

Each B and D lesson focuses on development of one of the four skills: reading, listening, writing or speaking.
Each D lesson focuses on one of the productive skills, i.e. speaking or writing. The speaking lessons feature a video webshow
called Learning Curve. The writing and speaking lessons feature Skill, Text builder and Conversation builder boxes
The D lessons bring together the language and skills practised in the unit in a supported Personal Best productive task.
SKILLS Lesson D – Speaking
Like the listening skills lessons, each

speaking skills lesson is built around Each speaking lesson focuses on
Learning and practises a particular speaking
Curve the Learning Curve webshow. In
Each lesson has clear aims for speaking lessons, the hosts talk skill, such as keeping a conversation going
the Conversation builder and about their personal lives through video diaries, or asking for information, which is
Speaking Skill features. and we see them in different situations. exemplified in the video.
1 SKILLS
SKILLS SPEAKING making small talk ■ keeping a conversation going making small talk ■ keeping a conversation going SPEAKING SKILLS
SKILLS 1D
5 1.10 Watch or listen to the second part of the show.
1D Small talk Ethan goes to a party and meets Cindy for the first time.
Tick ( ) the topics that Cindy and Ethan talk about.
Learning
Curve 1 A Read the definition of small talk and look
the weather
politics 1 Penny and Taylor’s apartment
at the topics. Which topics do people typically 2 their families
discuss when they make small talk? 3 their jobs
TV, sport and films 4 how they know Penny and Taylor
5 the food at the party
small talk noun polite and informal
6 the weather
conversation about light topics, often between
people who don’t know each other well. relationship problems
work and family 6 1.10 Put the sentences (a–i) in order. Watch or listen again and check.
a Cindy So, what do you do on your webshow?

B In pairs, discuss the questions. b Ethan Oh, you met at work! So, are you having a good time?
the situation (party, journey, etc.)
1 When did you last make small talk? c Cindy Sorry, I don’t know Penny that well. By the way, I’m Cindy. I work with Taylor at the gym.
2 Where were you? d Ethan Well, I’m a presenter, a co-host, like Penny.
3 Who did you talk to? your day e 1 Cindy How do you know Penny and Taylor?
4 What did you talk about? f Ethan Mmm! Well, I love carrot cake.
g Cindy It’s a great party. I got here early so I could bring my famous carrot cake.
2 1.9 Watch or listen to the first part of a webshow called
h 2 Ethan I’m Ethan. I work with Penny on Learning Curve. It’s a webshow. We’re presenters.
Learning Curve. Ethan catches a train and a passenger makes
i Cindy Hmm, a presenter, that’s interesting. And what does that involve?
small talk with him. Who are sentences 1–6 about? Tick ( )
Ethan or passenger.
Ethan passenger Skill keeping a conversation going
1 He starts the conversation.
When we talk to someone we don’t know well, we keep the conversation going so we don’t run out of things to say.
2 He asks where the other person is going. • Give extra information when you answer a question, e.g. ‘Are you from around here?’ ‘No. I moved here from Brazil
3 He’s going to City Island. six months ago.’
4 He asks where the other person is from. • Respond to a statement with a positive comment, e.g. ‘That’s interesting! I love Brazil. I’ve been there twice.’
5 He’s from Pennsylvania. • Ask open questions to find out more information, e.g. ‘Really? What were you doing there?’
6 He asks about the other person’s job.
7 Read the Skill box. Answer the questions about the conversation in exercise 6.
3 1.9 Complete the sentences from the conversation with 1 What extra information does Ethan give when he explains how he knows Penny?
the words in the box. Watch or listen again and check. 2 What positive comments do Ethan and Cindy make?
3 What open questions does Cindy ask?
so nice mind ahead have excuse sounds living
8 In pairs, practise the conversation in exercise 6.
1 me. Does this train go to the baseball stadium? 5 What do you do for a ?
2 Would you if I sat here? 6 Well, that interesting.
3 Uh, no. Go right . 7 Hey, it was talking to you! 9 A PREPARE In pairs, choose one of the situations below and think of how you could start a conversation
4 , where are you going? 8 fun at the game! with someone you don’t know well.
Conversation builder making small talk
Starting the conversation Asking about the person/situation Ending the conversation
Excuse me … Are you having a good time/journey/day? Nice talking to you.
Is anyone sitting here? Are you from around here? Great to meet you.
Would you mind if I sat here? So, what do you do for a living? Have a lovely evening.
Beautiful day, isn’t it? And what does that involve?
I love your phone. Is it new?
4 Read the Conversation builder. Make small talk with your partner. Imagine it’s your first English class B PRACTISE Take turns to start a conversation. Make small talk and keep the conversation going.
and you’ve never met. C PERSONAL BEST Was it easy to start the conversation and keep it going? What could you do
differently next time? Choose another situation and have another conversation.
10 Personal Best You meet someone new at Penny and Taylor’s party. Write the conversation. 11
Each speaking lesson focuses on and Each speaking lesson ends the unit with a
practises a particular function, such as step-by-step personalization activity where
making small talk or giving and responding to students follow three steps to consolidate
news. The Conversation builder highlights the the Conversation builder and Speaking Skill
functional language from the video and gives worked on in the lesson.
students target expressions to take away.
12
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INTRODUCTION
SKILLS Lesson D – Writing
Each lesson has clear aims A range of text types are modelled Each writing lesson focuses on and practises
for the Writing Skill and and exemplified, including blogs, a particular writing skill, such as making a
Text builder features. emails and essays. narrative interesting or writing an informal email.
2 SKILLS WRITING making a narrative interesting ■ time linkers making a narrative interesting ■ time linkers WRITING SKILLS 2D
2 A Read the blog post again. Put the pictures in the correct order from 1–6.
2D It happened to me B Cover the blog. Look at the pictures and retell the story in pairs.
1 Read the blog post quickly. Which word is missing from the title: surprising, frustrating or frightening?
Skill making a narrative interesting
When writing a narrative, make the story more interesting by:

• describing people, places and the events
• describing emotions and feelings
Home About Blog Contact • including one or two comments about the events.
3 Read the Skill box. Match the underlined phrases (1–7) in the blog post with the three features of
a narrative (a–c).
A evening
a descriptions of people, places and events:
Yesterday it was my friend Sarah’s 21st birthday. My friends b descriptions of emotions and feelings:
and I had planned a surprise party for her at The Firehouse, a c comments about the events:
1small and cosy restaurant that she loves. Sarah’s sister was
going to bring her to the restaurant at 9 p.m., so we all needed

a 4 A Choose the correct words to complete the sentences.
to be there to surprise her when she arrived. comfortable surprised nightmare luckily tall disappointed
Just before I left my house, I got a text message, but my
1 I thought Sue was on holiday, so I was to see her at work.
phone ran out of battery before I could read it. I didn’t have
2 , I had another pair of glasses in my bag.
time to charge my phone, so I got in the car and left. 2It was
3 She was , blonde and wearing a beautiful green dress.
a horrible, rainy evening but there wasn’t much traffic, and
4 When they told me I’d failed the exam, I felt really .
everything was going fine until my car stopped suddenly. I’d
5 The hotel room was small, but it was very .
run out of petrol! 3I was so angry with myself – 4why hadn’t I
6 The train had already left and I had lost my ticket. What a !
got some the night before?
B Which of the features a–c in exercise 3 does each sentence in 4A use?
I thought my best option would be to find a taxi. After waiting
for ten minutes, I finally found one. 5I felt so relieved – I could Text builder time linkers
still get to the restaurant in time. However, on the way, I
b
realized that I’d left my wallet in my car and didn’t have any We use time linkers like before, after, until and as soon as to make the order of two past actions clear:
money to pay! I explained this to the driver, 6a rude and Just before I left my house, I got a text message. Everything was going fine until my car stopped suddenly.
impatient man. He stopped the car and told me to get out. After waiting for ten minutes, I finally got a taxi. As soon as I got home, I put my phone on charge.
7What a disaster! It was now almost 9 p.m. so I had to run. Look! After before and after, we can use a verb + -ing or a subject and verb. After until and as soon as, we
When I finally got to the restaurant, I was surprised to see that can only use a subject and verb:
it was completely empty. I waited for an hour, but nobody As soon as I arrived, I went to bed. NOT As soon as arriving, I went to bed.
came. So I walked back to the car, got my wallet and got a
bus home. As soon as I got home, I put my phone on charge
in the kitchen, but before I could call anyone, I got a message.
5 A Read the Text builder. In each of the four example sentences, which action happened first?
Discuss in pairs.
It said, ‘Sarah ill, party cancelled!’ I didn’t know whether to
laugh or cry. B Complete the sentences with the correct time linker.
1 It was raining, so I waited in my car until / as soon as my sister’s train arrived.
c 2 Before / After she got off the train, she checked that she had all of her things.
3 They sent their parents a text until / as soon as their plane landed in Buenos Aires.
4 After / Until he closed the door, he realized that he had left his keys inside the flat.
5 Before / As soon as I got home, I started to cook dinner.
6 As soon as / After driving him home, she went to get some petrol.
6 A PREPARE Think about something amazing, surprising, frustrating or frightening that

happened to you. Make notes about the main events and any descriptions or comments
you want to include to make your story more interesting.
B PRACTISE Write a blog post, using your notes to help you. Include different narrative
tenses and time linkers.
C PERSONAL BEST Swap your blog post with your partner. Read his/her work and correct
f e d any mistakes. How could you improve it? What do you like best about his/her story?
18 Personal Best Read the blog post on page 18 again. Close your book and write a one-paragraph summary of it. 19
Each writing lesson focuses on and Each writing lesson ends the unit with a
practises a particular function such as step-by-step personalization activity where
time linkers or adding information. The Text students follow the three steps to consolidate
builder highlights an aspect of written English the Text builder and Writing Skill worked on in
to help students build their own texts. the lesson.
13
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INTRODUCTION
Welcome to Learning Curve: the webshow for Personal Best

What is Learning Curve?
Learning Curve is an exciting webshow about
interesting things from around the world. Located
Learning and filmed in New York and London, the Learning
Curve
Curve hosts present documentaries, interview
people on the street, and also talk about their personal lives
through video diaries.
Learning Curve exposes students to natural spoken language
and develops a range of speaking and listening skills. There
is a variety of interaction: monologues to camera, narratives
in flashback, two-way dialogues, phone conversations, video
conference calls, and group conversations.
How is the webshow integrated into the course?
Teacher's Book and can also be downloaded from the Richmond
All the video content is integrated seamlessly into the course
Learning Platform.
with one video lesson per unit in the Listening (B) or the Speaking
(D) lesson.
How does Learning Curve help to develop skills?
How and when do I watch Learning Curve?
Too often students are frustrated that while they can understand
There is a clear Learning Curve icon on the Student’s Book page their course book audio, they quickly feel lost when exposed to
where video appears (or the corresponding audio should be language outside the classroom. By using video to develop listening
played). This icon also appears in the Teacher’s Book. Students can and speaking skills, students will build the skills and confidence
watch each show in its entirety (for enjoyment or familiarisation to cope better with real life language environments; for example,
purposes), or it can be broken down into more manageable recognizing that it isn’t always necessary to understand every word
chunks, as recommended in each lesson. Each one is self- when listening for specific information or gist; or that an awareness
contained, so if one is missed for any reason, that won’t affect the of ‘filler expressions’ can help students decode spoken language, as
enjoyment of the next show. well as help them to sound more natural when they produce these
Watching the video itself is our recommended option where themselves.
technology allows, but if you are not able to play video in class, The videos help to bridge the gap between the classroom and the
all of the video is supplied as audio only both as MP3 and on the real world by exposing students to natural spoken English with
Class Audio CDs. The scripts for the video are included in this well-staged and supported exercises.
Meet the hosts! You will also meet …

Ethan Moore Penny Abernathy Jack Goode
Jack has his own restaurant, The Goode
Ethan works in the Penny is British and Food Restaurant, where he is the head chef,
New York City studio works in the New and he’s also a food blogger and restaurant
with Penny. He’s from York City studio with critic. Jack was at university with Simon and
Connecticut. He enjoys Ethan. She has a busy they have been best friends for years.
travelling and is a very social life in New York, but
sociable person. sometimes she misses her family Taylor Weiss
and friends. She shares a flat with her
Kate McRea friend, Taylor. Taylor is from the Midwest in the USA.
She lives in New York City with Penny and
Kate is from Los works as a personal trainer. She loves yoga
Angeles and works in
Simon Collins
and hates being late!
the London studio with Simon, who’s from
Simon. She loves being the south of England, Marc Kim
outdoors and is very sporty. works in the London
studio with Kate. He Marc’s family are from South Korea. He
loves tennis, theatre and lives in New York City, where he works as
music. He isn’t very keen on shopping the IT specialist at Learning Curve. He is
– or trying new things! He and Penny also a part-time student.
were friends at school.
14
642323_P001_019.indd 14 02/08/2017 17:01

INTRODUCTION
Approach to practice: In class

Student’s Book: Practice section
There is an extensive Practice section at the back of the Student’s Book for Grammar, Vocabulary and Communication
Practice. Students are directed here from the relevant stages in the lesson. These sections should be done in class to get
the maximum benefit from the course and can be used for revision later in the course.
The Grammar Practice section provides a The Vocabulary Practice section includes The Communication Practice section
clear overview of the grammar for the lesson. full lexical sets (two or three per unit). provides two or three speaking tasks per unit.
GRAMMAR PRACTICE VOCABULARY PRACTICE COMMUNICATION PRACTICE
2A Narrative tenses 2A -ed and -ing adjectives 9D Student B

takeaway menu
1 Choose the correct options to complete the sentences. 1 2.1 Match the pairs of adjectives with the pictures 1–10. Listen and check. 1 You and Student A are going to order some takeaway food. Look at
2.2
1 While Tina cycled / was cycling to work, she the menu and follow the instructions. Vegetable lasagne £7.50
Last week, we bought a new car. depressed/depressing excited/exciting amazed/amazing amused/amusing disappointed/disappointing
was dropping / dropped her purse. 1 Listen to Student A’s suggestions. Spicy chicken in coconut milk £9
It was snowing and people were hurrying home from work. embarrassed/embarrassing fascinated/fascinating annoyed/annoying terrified/terrifying shocked/shocking
2 When I closed the door, I was realizing / realized that I 2 Respond negatively. Suggest two alternative dishes. Lamb, mushroom and spinach stew £11
I was cooking dinner when someone knocked at the door.
left / had left my keys inside the house. 3 Listen to Student A. Change your mind if you want, or agree to
It had stopped raining before we left the party. Oven-baked courgette, aubergine and potato £8
3 We watched / were watching a film when we were disagree. Choose a third dish if necessary.
I was disappointed because my friends had forgotten my birthday. Spicy beef burger, salad and chips £10
hearing / heard a strange noise outside.
4 When John had got / got home, we told him what Thai green curry with aubergine and mixed peppers £7
A narrative describes past events. We often use the past simple, the past continuous
had happened / was happening earlier that afternoon.
and the past perfect in a narrative.
5 When they were arriving / arrived, the concert
Past simple 6
already began / had already begun.
It was a hot summer’s day. We sat / were sitting in the
10A Student B
We use the past simple to describe the main events in a narrative. These are garden and the sun was shining / shone. 1 Look at the story. Take turns with Student A to report what the people said. Listen to Student A and complete the missing dialogue.
completed actions in the past. 7 When the film was ending / ended, the children went /
Mike opened the door and saw a package on the floor. He picked it up and were going straight to bed. a b c
opened it. He couldn’t believe what he saw!
2 Complete the sentences with the correct past tense of
Remember that many past simple verbs are irregular. For a full list of irregular verbs, the verbs in brackets. 1 2 3 4
see page 175.
Past continuous
We use the past continuous to describe the background events in a narrative.
One autumn afternoon, I was sitting in the kitchen.
Last night, it was raining and we were watching TV on the sofa.
We also use the past continuous to describe an action that was in progress when
a completed action happened.
d e f
She was having breakfast when someone knocked on the door. 1 I (take) my umbrella with me because I
I was having a shower when the phone rang. (see) the weather forecast earlier.
2 She (read) the whole book while she 5 6 7
We often use when and while to connect past events.
(wait) for me.
I was walking along the beach when I found a wallet.
3 While Maria (make) the dinner, David
While they were waiting for the bus, it started to rain.
(take out) the rubbish.
4 I (call) the police straightaway when I
Past perfect (saw) the broken window.
We use the past perfect to describe an action that happened before another action 5 She (start) laughing when she
in the past. (see) his new hat.
I called James at his office, but he had already gone home. 6 I (not want) to see that film because I
They decided to go for a drive in Paul’s new car. He had bought it only two days (see) it twice before. 2 Check your story with Student A. Do you have the same dialogue?
before. 7 Anna (live) in San Francisco when she
(finish) her first novel.
Look! We can use the three narrative tenses with when, with different meanings. 10
10C Student B
3 Complete the text with the correct past tense of the 8 9
When she arrived, we had dinner. = First she arrived, then we had dinner.
verbs in the box. 1 Listen and answer Student A’s questions. Explain your decisions.
When she arrived, we were having dinner. = She arrived during dinner. 2 Complete the sentences 1–10 with adjectives from exercise 1.
When she arrived, we had had dinner. = First we had dinner, then she arrived. arrive ring leave put answer walk drive buy 2 Ask Student A questions 1–4.
1 I’m really scared of spiders. I find them ! 6 I lost my job, then my girlfriend left me and I have no friends. I’m
2 My brother always gets home late for dinner, and we all have to wait. feeling . 1 If you saw a colleague stealing paper at work, would you … 3 If a stranger asked to borrow your mobile phone, would you …
Last Friday, I went to the supermarket to buy a cake for a It makes me really . 7 The people who saw the terrible accident were all . a say nothing? a say, ‘Sorry, I don’t have one’?
friend’s party. It was really busy as people 1 3 Jamie was with his exam result – he was hoping to get 8 I fell off my chair in the job interview. My face went bright red, I was b tell your colleague to put it back? b say, ‘Sorry, I’m in a hurry’?
food for the weekend. While I 2 back to my 80% but he only got 50%. so ! c tell your boss? c lend it to him/her?
car, my phone 3 .I4 the cake on 4 I’m watching a really football match – the score’s 5–5! 9 I was that my boyfriend remembered my mum’s birthday 2 If a friend gave you a horrible jumper for your birthday, would you … 4 If your friend left her Facebook page open on your computer,
the roof of my car and 5 the phone. After the 5 Sue thought the book about Japanese paintings was . because he always forgets important days. a say you already have one just like it, and exchange it for something would you …
call, I 6 to the party, but I didn’t realize that I She’s really into art. 10 Everyone in the cinema was laughing, but I didn’t find the film very else? a close it because it’s private?
7 the cake on my car! Luckily, it was still there . b say thanks, smile, but never wear it? b update her status with something funny?
when I 8 ! c say you don’t like it? c read her private messages?
114 Go back to page 13

▲
Go back to page 12 137 172

▲
Explanations, usage notes Picture-dictionary style One pairwork task for every grammar
and tables vocabulary presentations point (two per unit) and one for every
speaking lesson (every two units)
Additional exercises practise both Additional exercises

form and meaning of new grammar. for extended practice
Review and Practice

There are six Review and Practice sections that revise grammar, vocabulary and functional language across units. They use a
variety of exercises and end with a short, fun Personal Best section that allows for language recall in a more productive way.
Review and Practice sections appear every two units and give
further opportunities to practise grammar and vocabulary.
1 and 2 REVIEW and PRACTICE REVIEW and PRACTICE 1 and 2
Grammar 3 Choose the correct options to complete the text. 2 Match the words in the box with definitions 1–8.
Personal Best
keep in touch with go up amusing try on
1 Choose the correct options to complete the sentences.
1 I usually my emails in the morning. Saved by a kitten bring up go back fascinating run out of on
Less 1A
Les
son 2A
a am checking b check c was checking 1 something that makes you smile or laugh
2 What last weekend? 2 care for a child until he/she is an adult Describe three Name five
things you did -ed adjectives
a did you b do you do c did you do 3 return yesterday using that describe
3 While I for my taxi, my girlfriend phoned. 4 communicate regularly with communication your feelings
a waited b had waited c was waiting 5 have no more of phrases. today.
4 When I lived in London I cycle to work. 6 very interesting
a usually b used to c use to 7 put on clothes before buying them to see on
Less 1A son 2A
Les
Personal Best questions and

5 Sorry, I can’t talk now. We dinner. if they fit
a ‘re having b had c have 8 increase Write a
6 Who that bar of chocolate? Describe three sentence
a did you give b gave you c did give you 3 Choose the correct options to complete the sentences. things that you using the past
A variety of exercises
are/aren’t
prompts give the opportunity to

7 I couldn’t go to the concert because they all 1 I a lot of my photos on social media. simple and past
a give b share c send doing now. continuous.
the tickets. Yuriko Morota is a professional musician from Tokyo in Japan.
a were selling b sold c had sold She 1plays / is playing the piano for a living. Last week Yuriko 2 It was very because I couldn’t remember her
8 Where to go on holiday when you were 2had shared / shared an amazing story about her uncle on name. on
Less 2A
revise the grammar from

on
revise a number of language and

young? her Twitter account. Apparently, her uncle lived in Tokyo and a exciting b disappointing c embarrassing Less 1B
3used to have / usually has a beautiful cat called Nikko.
a did you used b did you use c you used 3 We ended having dinner at home last night.
Yuriko 4doesn’t like / isn’t liking cats, but she loved Nikko Write a
a again b up c back
2 Rewrite the sentences using the tenses or phrases in because he 5was saving / had saved her uncle’s life. One day
Write one sentence using
4 My granddad us a really funny joke last night. sentence with the past simple
the previous two units.

brackets. her uncle 6went / was going to the airport to catch a plane
skills points from the preceding

a told b said c talked actually and one and past
1 Sam plays tennis in the park with his brother. (present when he 7was seeing / saw an abandoned kitten in the street with in fact.
5 I think it’s polite to to emails on the same day. perfect.
continuous) – its owners 8were leaving / had left it outside. Yuriko’s uncle
9was loving / loved cats so he 10took / had taken the kitten a answer b check c reply
Sam tennis in the park with his brother.
home with him. Because of this, he 11missed / was missing 6 My mother was really because the taxi was
Grammar points are

on son 2B
Less 1C Les
two units, allowing for language

2 The ground is very wet because it rained all night. (past twenty minutes late.
his flight. The following morning he 12listened / was listening
simple, past perfect)
to the radio when he 13was hearing / heard that his plane a amazed b amused c annoyed
The ground very wet because it all 14crashed / had crashed into the mountains 100 km from Write two
7 I didn’t know you could Japanese!
night. Name five sentences
Tokyo. He couldn’t believe how lucky he was! a talk b speak c say
tested separately and in

phrases with say about a friend
recall and personalization.

3 What do you do with your friends at the weekend? (past 8 Hurry ! I don’t want to be late for work.
and tell. using phrasal
simple) a off b on c up verbs.
4
What with your friends at the weekend?
Jack wasn’t very fit when he was at school. (used to)
Vocabulary 4 Complete the email with the words in the box.
combination.
on
Less 2C
Jack very fit when he was at 1 Circle the word or phrase that is different. Explain your shocking said face told out talk spoke
Les
son 1C
school. answer. depressed checked got broken call Name
5 He’s using his tablet to check Facebook. (present something you
1 check your emails get a text message used to do and
simple) Write two
speak face to face give someone a call object questions something you
He his tablet to check Facebook. Hi Anna didn’t use to do
2 a story congratulations and two subject
6 At nine o’clock last night I had a bath. (past continuous)
a joke the truth When I 1 my phone this morning I saw that I’d questions. when you were
At nine o’clock last night I a bath. 2 a text message from Chloe. So I decided to give a teenager.
3 go out bring up
7 Who does she live with? (past simple) her a 3 . When I 4 to her she seemed
break up pay back
quite 5 . She 6 me that her boyfriend on
Who with? 4 excited terrified son 1D Less 2D
8 Who takes the children to school every day? (used to)
had 7 up with her and she wanted to 8 Les
depressed embarrassed to someone about it. They’ve been going 9
Who the children to school? Write four
5 a lie slowly together for three years so it was very 10 when he Write three sentences about
a language loudly 11 he’d met someone else. Anyway, we’re going questions you the past using
6 fascinating amazing to meet for a coffee later, as it’s always better to speak to can use to make these time linkers:
annoying exciting someone 12 to face. small talk. before, after,
Hope to see you soon! until and as
Love soon as.
Sophie
20 21
A variety of exercises revise the vocabulary

from the previous two units. Vocabulary from
different units and lessons is reviewed together.
15
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INTRODUCTION
Approach to practice: Self study

Richmond Learning Platform
The Richmond Learning Platform complements the practice offered There is a full range of downloadable editable or print-and-go
in the Workbook and on the Personal Best Language App with extra resources, including the worksheets and progress tests from the
practice activities, a forum, messaging and storage areas, and a Teacher’s Resource Book, audio scripts, wordlists and answer keys.
powerful and ground-breaking test management system. Teachers have their own cloud storage area and can share activities
from there with their students.
Students
Students can practise all the language and skills from the Student’s
Testing
Book on the platform and receive instant feedback. They can try The Richmond Test Bank offers ready-made interactive, editable or
exercises up to three times to learn from their mistakes. PDF tests, and the Test Manager enables teachers to create their own
interactive or print tests from a wide range of activities and tailor
Teachers them to their students’ needs.
Teachers can track students’ progress and level of self-study activity
and assign ready-made activities from the platform or their own
tailored tasks. A set of sophisticated tools enable teachers to see at a
glance how students are progressing and to analyse and compare the
progress made by individual students and groups.
Personal Best Language Practice App

The Personal Best Language App offers free, self-study practice There are three different games for each grammar point and three
of the language content from the Student’s Book. Grammar for each vocabulary set from the Student's Book.
and vocabulary are the main focus, although pronunciation is
also incorporated. The App includes accompanying audio and Making the most of the App
images from the Student’s Book. Each level of the course has a
corresponding App. This provides further optional self-study practice A clear App icon on the Student’s Book and Teacher's
of the grammar and vocabulary of that level. Book page indicates wherever a grammar point or
vocabulary set has practice material available on
the App.
Students access the App on an individual basis and use it in their
own time (e.g. as optional homework or as on-the-go mobile
learning) to internalise what they have learnt in class. The App
provides motivation for short bursts of practice through timed
activities and game-like challenges with instant feedback.
16
642323_P001_019.indd 16 02/08/2017 17:01

INTRODUCTION
Workbook
The Workbook provides a page of practice for each Student’s Book lesson and an additional Review and Practice spread to
revise the content from the whole unit.
The Workbook offers comprehensive self-study practice of the language and skills taught in the Student’s Book. It provides
practice not only of grammar, vocabulary and pronunciation but for all four skills – reading, listening, writing and speaking –
for the corresponding Student’s Book lessons. The audio is available as MP3 download on the Richmond Learning Platform.
UNIT SKILLS 1B
Each grammar point is 1 Communication READING: Understanding the general idea of a text
Each reading or listening
practised using a variety
1A LANGUAGE
Dealing with online trolls
GRAMMAR: Present simple and
continuous; action and state verbs
VOCABULARY: Communication
A It’s always best to avoid trolls – both the ugly creatures in skill is practised using texts
of controlled exercises.
fairy stories and the equally ugly (on the inside at least) kind
3
or audio on a topic related
Match the two parts of the sentences. who spread their nasty comments by using a computer
1 Choose the correct words to complete the 1 It’s very rude to check
keyboard. If you look at the comments section of any online
sentences. Then write A for action verbs newspaper, you will find the second type at work, leaving
2 Luckily, he was able to access
and S for state verbs. shocking and unpleasant messages on all sorts of subjects.
to the Student’s Book

3 Over 100 people commented
1 Look, that’s Hugo! He’s coming / He As a society, we value free speech and of course there’s a
comes over to see us.
4 Michael still keeps B thin line between strong disagreement and messages that
5 The couple shared are completely unacceptable. But basically, if someone’s
2 Shall we open the window? It’s
6 I asked Monika to give
lesson.
feeling / It feels hot in here. main goal is to spread hate and lies, to upset or embarrass
3 I think we should get a bigger TV and 7 A lot of people go someone, or even to scare them, then that person is a troll.
Tom is agreeing / agrees with me. 8 When I get Unfortunately, if you use social media, you are sure to have
personal experience of trolling sooner or later. Trolls need
4 How often are they going / do a on Suki’s latest post. victims, and they will find them in any online space where
they go to the gym?
b in touch with a lot of friends from home. people communicate in public.
5 It’s lovely to see you! Are you
c me a call later.
having / Do you have a good time?
6 Anna needs some help. She isn’t
d a text message, my phone makes a loud noise. C Ifyou(orreact
when) you meet one, remember that the ability to make
is like food to a troll – so don’t feed them! Trolls are
D Always remember that the troll is the one with the problem,
not you. It’s obvious that nobody who hides behind a
Each pronunciation point

understanding / doesn’t e online to get medical advice. not reasonable people. They don’t actually want a sensible keyboard to write things they would never dare say face to
understand what to do. f the internet from his hotel room. discussion so there’s no point at all in trying to have one. It face can be a happy and secure person. In fact, newspaper
7 My brother is working / works in
may be tempting to insult or threaten the troll, but they will reports of people who’ve been taken to court for threatening
g some of their photographs on social media.
America at the moment. like this – it is ‘playing their game’, and they are more likely or racist trolling almost always seem to describe sad and
h your phone during dinner with friends.
has accompanying audio

to continue with it than to stop. They are only trying to upset lonely lives. Trolls make us furious, but sympathy would
8 I’m sure that jacket is belonging /
you, and if you don’t give them a response, they have failed. probably be a more appropriate emotion.
belongs to Marcia. 4 Complete the text with the correct verbs.
2
with a practice exercise.
Complete the sentences with the present You never see Ethan without his smartphone. He
simple or present continuous form of the 1 about 80 text messages a day and he likes to 1 Read the title and look at the pictures. What do you 4 It is possible to use social media sites
verbs in the box. Use two verbs twice. think the article will be about? without seeing messages from trolls.
2r to them immediately. If you try to 3s
a People who post unpleasant messages online. 5 Only very intelligent people become trolls.
This is available as an
have go make think exist hate to him face to face, it can be really annoying because he’s always
b What to do if your computer is broken. 6 Trolls don’t like it if you post angry replies.
checking his 4 ! He uses Facebook to keep in
1 Hannah believes that ghosts really c Workers who spend most of their time at a computer. 7 Trolls always make a great effort to keep
5 with his friends and he 6c it regularly.
. their names secret.
MP3 download on the 2

2 I didn’t have time to cook, so we He 7s lots of photos on it and often 8c Read the first sentence of each paragraph. Which of 8 Trolls are often unhappy people.
a takeaway pizza. on his friends’ posts. Ethan’s parents live in a village where it’s A–D do you think will make these points?
3 We to the supermarket once difficult to 9 the internet so they don’t see his 1 It’s usually best not to reply to trolls.
4 Complete the sentences with your own ideas.
a week.
Richmond Learning Facebook posts. However, he does 10 them a call 2 We should probably feel pity for trolls. 1 I thought Maria was a vegetarian, but actually
4 You look happy! What you .
about? twice a week. 3 You should try not to have contact with trolls.
2 Philippe told everyone he was a pilot, when he was
5 Marco cooking for other 4 It can sometimes be difficult to decide if
actually
Platform.
people. someone is actually a troll.
.
6 My sister that I should call PRONUNCIATION: Sentence stress
our parents more often.
3 Read the sentences. Write T for true sentences, F for 3 Sara’s house doesn’t have four bedrooms. In fact,
.
7 you a large
5 1.1 Read the sentences. Underline the auxiliary verbs that false sentences, and D when the article doesn’t give
4 I thought polar bears lived in the Antarctic, but in fact
should be stressed. Listen, check and repeat. you enough information to be sure.
apartment? they
1 Flora and James are 5 Fatima is studying Physics 1 The word ‘troll’ has more than one meaning. .
8 The children a lot of noise
because they are very excited. having a party. at university. 2 Most comments on online newspapers are 5 I didn’t expect Raj to have many Twitter followers, but
2 Does Karl play the piano? 6 Brett and Owen aren’t written by trolls. in fact
3 Maria isn’t feeling very staying in the same hotel. 3 People can sometimes seem rude when .
well today. 7 Ben doesn’t have a ticket they express strong opinions. 6 The doctors thought she had flu, but actually
4 Sasha and Lucia don’t for the show. .
want to play tennis. 8 Gavin’s parents are in Italy.
2 3
1C LANGUAGE SKILLS 1D
GRAMMAR: Question forms VOCABULARY: say, tell, speak and talk SPEAKING: Making small talk
1 Complete the questions with the words in the box. 3 Complete the phrases with say, tell, speak or talk. 3 1.3 Rudy, Bella and Carina often give extra
1 German information when they answer questions. For each
Is Did Does What Have Were
question, identify the main answer and the extra
Who How long Do Why 2 goodbye
Each vocabulary
information from a–j. Listen again if you need to.
3 jokes
1 you have a good time yesterday 1 Have you been dancing? Main Extra
4 more slowly
evening? 2 Are you from around here? Main Extra
5 sorry
2 did the meeting go on for in the end?
set is practised
3 So, what do you do for a living? Main
6 someone a story
Each writing or speaking skill is

3 shall we have for dinner tonight? Extra
7 to someone about a problem
4 the city of Dundee in Scotland or 4 And what does that involve? Main Extra
Ireland? 8 the truth
5 Are you having a good time? Main Extra
using a variety of 5 you spoken to Peter at all today? 9 that you are hungry
practised using texts and exercises on

a Unfortunately though, I have to be at work at six
6 did Liam decide to become a 10 thank you
tomorrow morning so I need to leave in a minute.
vegetarian? 11 someone a secret
b But I moved back to Krakow.
exercises.
7 your brother have a job? 12 nice things to someone
c Well, I work with people to help them get fit.
a topic related to the Student’s Book

8 Alice and Ben pleased when you told
them the news? 4 Complete the sentences with the past simple of say, d Yes, I am.
9 were you talking to when I saw you tell or speak. 1 1.3 Rudy, Bella and Carina meet at a party. Listen e I love this music.
this morning? 1 Barbara us that she wanted to be to their conversation. Tick ( ) the phrases you hear. f I’m a personal trainer.
2
10 you know where the castle is, please?
Complete the questions. Use verbs from the answers

alone.
2 I wonder what Pat
so angry?
to Karl to make him
1 Is anyone sitting here?
2 I don’t think we know each other.
g I have clients of all ages, from eighteen to 80!
h No, I used to live here.
i I’ve been doing it for about three years now.
lesson.
3 The food’s delicious, isn’t it?
in the correct form. 3 Orla hello and sat down. j Yes, for hours!
4 I’m a friend of Cristina’s.
1 A her 4 The man so quietly that nobody could
5 Are you from around here?
motorbike? hear him. 4 Complete these conversations with your own ideas.
6 So, what do you do for a living? Add an extra piece of information to the answer, then
B She keeps her motorbike in the garage. 5 Michel us a lie and now we’re not
friends. 7 And what does that involve? add a positive comment as in the example.
2 A you for your
At the back of the Workbook, there

birthday? 6 Pilar usually English at school and 8 Are you having a good time? 1 A Are you having a good day?
B He gave me a book. Spanish at home. 9 I love your shirt. Is it new? B Yes, thanks. I played tennis this morning, and I
3 A the guitar? 7 I’m sure that Matt the police officer the 10 Great to meet you. won.
truth. A Oh, great! I’d love to have a game with you some
are six additional pages devoted to

B No, Henry can’t play the guitar. 11 Nice talking to you.
8 Louis’ boss to him about his 12 Have a lovely evening. time.
4 A her latest
performance at work. 2 A I like your phone. Is it new?
movie yet?
B Yes, I saw it last week.
9 Who congratulations for passing your 2 Look at the phrases you ticked in exercise 1. Write S B Yes, it is. .
further writing skills practice, such as

exams? if they are used to start a conversation, A if they are A .
5 A the concert?
10 Leon that the concert is on Saturday used for asking about a person or situation and E if 3 A Do you enjoy classical music?
B Yes, I really enjoyed it. night. they are used to end a conversation.
B Not really, to be honest.
6 A this letter from
making notes or writing a narrative.

my bank? It was private. .
PRONUNCIATION: Question intonation A .
B I opened it, sorry, I thought it was for me.
7 A Ursula? 5 1.2 Read the questions. Write (U) if the intonation 4 A Where do you work?
These feature more model texts and

should go up or (D) for down. Listen, check and B I work in the city centre.
B I met her in 2014.
repeat. .
8 A at everyone?
A .
B Paul was shouting because they weren’t listening. 1 Do you like cheese?
exercises to practise the writing skill of

9 A you to write 2 Is Gavin coming to the meeting?
that essay? 3 How many brothers and sisters do you have?
B It took me three days to write it. 4 Why is it so dark in here?
10 A all that noise 5 Is this your jacket?
last night? I couldn’t sleep.
B It was the neighbour’s cats. I think they were
fighting.
6 Where do you come from?
7 Which colour do you prefer?
the unit.
8 Can you ride a horse?
4 5
1 REVIEW
REVIEW and PRACTICE REVIEW
REVIEW and PRACTICE 1
HOME BLOG PODCASTS ABOUT CONTACT HOME BLOG PODCASTS ABOUT CONTACT
The Review and Practice Tom and Sam talk

Guest blogger Penny tells us how to be a good communicator.
LISTEN AND LEARN!

section features podcasts
about writing letters.
If you’re a regular reader of this blog, you’ll be familiar with my 30-day challenges. You’ll also know that, although
I don’t always succeed in these personal challenges, I like to think I learn something along the way. (And you’ll
and blogs from the LISTENING READING

probably also know that I have a very patient housemate here – hi, Taylor!)
So are you a good communicator? I like to think I am. I have a wide vocabulary and I know how to speak to people.
What I’m less confident about is my ability to listen. So last month’s challenge – you guessed it – was to become a
Learning Curve team. 1 1.4 Listen to the podcast and choose the
best words to complete the sentences.
1 Read Penny’s blog on page 7 and choose the best
summary of her personal challenge last month.
better listener. For the last 30 days, when speaking to someone face to face, I’ve followed this four-point plan:
This section revises the

1 Sophie thinks that we should all communicate a to watch what people do when they speak
1 Pay attention. Pretend you’re going to tell someone else
more / write more letters / use social media less. b to improve the way she speaks to people about this conversation in an hour. (This really makes you
2 Sophie believes that writing letters can help c to pay more attention to what people tell her concentrate!)
people to feel less stressed / go online less /
language taught in the

2 Maintain eye contact. (But don’t do this all the time – it makes
keep in touch with their family. 2 Write T for true sentences, F for false sentences,
people anxious.)
and DS when the writer doesn’t say.
2 1.4 Listen again and choose the correct 3 Don’t interrupt. (This is a really tough one!)
options. 1 Penny often blogs about challenges that
unit and provides further

she has given herself for a month. 4 Do not check your phone. (Sounds obvious when you read it,
1 Sam asks Tom when he last wrote a letter. What right?)
2 These challenges often involve the person
does Tom reply?
she shares her apartment with.
a He can’t remember. Oh, and in case anyone is wondering, I didn’t tell my housemate
3 Penny is not satisfied with her ability to
listening and reading

b It was when he was about six. Taylor at the beginning of the month about my plan to become a
c It was about six years ago. communicate with other people.
better listener. However, I did tell her yesterday when I’d finished
2 How does Sam mainly communicate with her 4 Penny’s housemate knew about Penny’s my challenge. So here’s what I learned:
friends? challenge for last month.
practice.
Number 1 really works. Honestly – try it! I could probably still
a with her phone 5 Penny thinks Taylor should try the first
tell you the details of a conversation I had with Taylor at the start
b online point in her plan.
c with her phone and online of the month. (Don’t worry, Taylor – I’m not telling anyone your
6 She made an effort to look at different parts
secrets here!) This, more than anything, improved my listening
3 According to Sophie, how many teenagers write of the speaker’s face.
skills.
letters these days? 7 She says that in our conversations we
a eighteen percent should sometimes consider speaking less. Number 2 is interesting. The idea is to show a polite level of
b ten percent interest by looking at the other person when they are talking, but
8 She found it difficult not to look at her
c fourteen percent not all the time. (That would be like an interrogation!) I tried the
phone during the conversations.
4 Tom is surprised that triangle technique – five seconds looking at each eye, then five
9 Penny and Taylor had problems in their
a so many young people currently write letters. seconds at the mouth. It feels strange to begin with, but it allows
relationship before Penny started this
b no young people currently write letters. you to show interest with your eyes without making the other
challenge.
c so few young people currently write letters. person feel too uncomfortable.
10 Taylor noticed their relationship had
5 Sophie says that when people write to their Number 3 is the hardest. The problem is that we want to share
improved.
friends they tell them similar experiences – it’s natural. When a friend tells us a story
a what has happened in their lives recently.
b what they think about things.
3 Find seven examples of the verb tell in the text. about something that happened to them, we want to tell them
about a similar thing that happened to us. But sometimes it’s
c what has happened in their lives and what they
better if we just listen.
think about things.
Number 4 wasn't so hard. It's just a bad habit really and it's
6 At the end of the interview, Sam says she now
impossible to do two things at once!
wants
a to write a letter. And did Taylor notice anything different about our conversations?
b to receive a letter. Well, no, she didn’t, actually. But, interestingly, she did say that
c someone to write to. she thought we’d got on really well recently.
6 7
17
642323_P001_019.indd 17 02/08/2017 17:01

INTRODUCTION
Teacher’s Components
Teacher's Book
The Teacher’s Book is a comprehensive, full-colour resource that incorporates the complete Student’s Book.
It provides all the necessary procedural guidance to teach the Student’s Book lessons as well as extra ideas to extend
and support students. There is a unique 3xPractice feature throughout the Teacher’s Book to help teachers and
students go deeper into the activities and experiment with forms and meanings.
Each full-sized, colour

Student's Book page is The Overview gives a The aims of each
next to its accompanying short summary of the unit lesson are clearly
teaching notes. content and aims. outlined.
There is an accessible easy-to-use
warmer activity at the start of each
lesson to interest and engage students
in the topic.
UNIT
Communication 1
UNIT
UNIT
1 Communication UNIT 1 OVERVIEW: This unit focuses on the topic of communication. Sts read about the changing nature of
communication in the digital age, and complete a questionnaire about how they communicate. They read
an account by someone who spent a week without their smartphone, and discuss whether they could live
LANGUAGE present simple and continuous; action and state verbs ■ communication without their smartphone for a week. In Learning Curve, Ethan makes small talk on a train and at a party.
1A Connected LANGUAGE SKILLS

Grammar Vocabulary Pronunciation Reading Speaking
1 How do you keep in touch with people? Order the communication phrases from 1 (I do this less often) to Present simple and Communication; say, Sentence stress; Skimming a text; Making small talk,
6 (I do this most often). Compare your answers in pairs. continuous; action and tell, speak and talk question intonation actually, in fact keeping a conversation
state verbs; question forms going
get a text
message
share a photo give someone a
call
reply to an email check your
phone
comment on a
post
LANGUAGE 1A 3xPractice boxes encourage students
1A Connected
2 Think of three people in your life. Tell your partner how you keep in touch with these people. Sts read a text about the changing face of communication in the digital age. They then do a questionnaire to find out how
they communicate with their friends, and discuss the findings.
to engage more deeply with the
1 We speak to each other face to face more nowadays.
Grammar
Present simple
Vocabulary
Communication (access the Internet, check Facebook/your emails,
Pronunciation
Sentence stress
Communication
Talking about your
language in three steps.
and continuous; check your phone, comment on a post, get a text message/an experiences
3 These days, it seems we prefer text messages to phone calls.
action and state email, give someone a call, go online, keep in touch with someone,
4 People in the USA send more letters and parcels nowadays.
verbs reply to a text message/an email, share something on social media,
5 At the moment, we are sending a million emails per second.
6 More than half of the internet pages we visit are social media sites. speak to someone face to face)
B Read the text and check your answers in 3A. Correct the false sentences.
WARMER Go to Vocabulary practice: communication, SB page
We talk to each other less. 136/TB page 285.
Write the word communication on the board. Ask: What Sts will find more language presentation and practice for
Ten years ago, 80% of our communication was face to face. Now, it’s forms of communication can you think of? Elicit a few ideas,
only 60%. Even our phone calls are shorter – on average, each call communication vocabulary here. Do these exercises with
e.g. speaking face to face, writing emails. Put sts into pairs to the class, or set them for homework, before continuing
now lasts one minute, compared to three minutes ten years ago. It
brainstorm ideas. Bring sts’ ideas together on the board and with exercise 2 of lesson 1A.
seems that people prefer texting to calling.
ask: Which of these do you use at work? Which do you use with
We use traditional postal services less. friends? Remind sts to go to the app for further self-study
practice of communication vocabulary.
compared to 150 billion last year. These days, we usually write to 1 Sts look at the pictures and order the communication
people by text, messaging app or email. In fact, at this very moment, phrases from the one they do the least often (1) to the one 2 Read out the task and explain keep in touch if necessary.
people are sending two million emails per second! they do the most (6). Put sts into pairs to compare their Give one or two examples of people you keep in touch
answers. Ask some pairs to tell the class which of their with in different ways, then put sts into pairs to discuss
We love social media. answers were similar, and which were different. their answers. Ask some sts to tell the class something they
60% of the pages we view on the internet are social media pages, learned about their partner.
and we share nearly two billion photos on them every day. The
3 x PRACTICE SB page 4, exercise 1 3 A Check that sts understand parcel. Sts work in pairs to
read the sentences and decide if they are true (T) or false
two hours a day looking at them. 1 Do the exercise as normal. To check answers, call out (F). Elicit one or two examples, encouraging sts to give
each phrase in turn and ask: Who put number 6 for
THE CHANGING FACE OF reasons for their answers.
Comments
Tina this? Ask a student who put that number to tell the
B Sts read the text to check their answers to exercise 3A
COMMUNICATION It’s a shame we don’t write letters much, but the postal service class when they use that form of communication.
seems so slow nowadays compared to communicating online! 2 Ask sts to cover the phrases. In pairs, sts look at the and correct the false sentences. Check answers.
Methods of communication have never changed

especially at the moment because I’m organizing my wedding.
pictures and try to remember the phrases. They can
look at the phrases again to check. Answers
1 F. We speak to each other face to face less nowadays.
Extra Practice activities offer ideas
so much in such a short space of time. We Rob 3 In pairs, ask sts to write questions for their classmates
look at the results of recent surveys that tell us
I agree with Tina, but I still try to send letters and cards on
important occasions, and postcards when I’m on holiday. I
using four of the phrases in exercise 1, e.g. How often
do you get text messages? Do you always check your
2 F. Our phone calls are shorter today compared to ten
3
years ago.
T
for further extending and exploiting
about the changing face of communication. don’t know how people organized things with just snail mail! phone after class? Put pairs together into groups of four
the topic and language or skill of the
4 F. People in the USA send fewer letters and parcels
to ask and answer the questions. Get feedback on their nowadays.
answers. 5 F. At the moment, we are sending two million emails
4
per second.
6 T
lesson.
20 EXTRA PRACTICE: Workbook page 2; photocopiable activity 1A Vocabulary 21
SKILLS 2B
listening for the main idea ■ linking consonants and vowels ■ phrasal verbs LISTENING SKILLS 2B
4 2.9 Sts look at the pictures and read the gapped PERSONAL BEST
4 2.9 Watch or listen to the second part of the show. Complete the sentences about the main sentences. Play video/audio track 2.9. See TB page 355 Sts can practise talking about luck further. They write a
for video/audio script. Sts watch or listen and complete paragraph about things that are traditionally thought to bring
ideas with Herman, Winnie or Juan.
the sentences with the correct name. Check answers. good luck at special occasions such as weddings and New
2 talks about someone else who believes in bad luck.
Year’s Eve. Sts can compare their paragraphs in small groups.
Answers
3 is having a bit of bad luck but his/her luck changes. 1 Winnie 2 Juan 3 Herman Weaker sts can work in small groups. They choose one special
occasion and compare their ideas about what is considered
Herman Winnie Juan lucky at that event. Ask groups in turn to present their ideas
5 2.9 Sts read the questions and the options. Play video/
to the class.
audio track 2.9 again. Sts watch or listen and choose the
correct options. Check answers. Play the track again,
pausing for sts to hear why each answer is correct. EXTRA PRACTICE
Sts work in groups of three. They take turns to use their
Personal Best boxes provide activities Answers

1 a 2 c 3 b
phones to film their classmates asking and answering the
questions in exercise 8. They can swap roles and practise
again. Allow sts time to watch the films of themselves and
for weaker students. They are easy for 6 Sts work in pairs to discuss their own experiences of good
or back luck. Ask some sts to tell the class about their
notice how well they link the consonant sound at the end of a
word with the vowel sound at the beginning of the following
word. Discuss as a class what they noticed about their own
partner’s experiences.
teachers to set up and for individual

5 2.9 Watch or listen again. Choose the correct option to answer the questions. Listening builder
pronunciation, and how they could improve it.
1 What happened to Herman earlier? Read the Listening builder box with sts about linking
students to work through on their own. a He slept badly, lost his keys and set off for work late.
b His motorcycle broke down, he lost his keys and missed the bus.
consonants and vowels. Read out the sentences in the
box to model the pronunciation of the linked sounds.
Explain that when consonants and vowels are linked
c He ran out of hot water in the shower and lost his key chain.
2 What happened to Winnie? in this way it makes it difficult to hear where one word
a She went out with a dentist and ended up marrying him. ends and the next one begins. Ask questions to check
b She was going out with a mechanic but broke up with him. concept.
c She ended up marrying a man she’d met several times by chance. Concept check questions:
3 Which sentence about Juan is true? What does it mean when we link sounds? (We pronounce
a He’s looking forward to getting married to Winnie. them together, without a gap.) What kinds of sounds do
b He’s in the city doing a favour for a neighbour. we link between different words? (We link a consonant
sound at the end of a word with a vowel sound at the
beginning of the following word.) Why is it important
6 Think of a time when you were lucky or unlucky. Describe what happened in pairs. to recognize linking? (in order to understand the
Concept check questions ensure Listening builder linking consonants and vowels
individual words)
7 2.10 Sts read the sentences and mark where they think
students have understood the When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next
word if it starts with a vowel sound. This can sometimes mean it’s difficult to hear the correct words.
the consonant and vowel sounds are linked. Play audio
track 2.10. See the SB page opposite for audio script. Sts
It all started last night. She’s trying on her wedding dress. listen and check their answers. Then allow sts time to
grammar teaching point, or the practise saying the sentences in pairs.
7 2.10 Read the Listening builder. Look at the sentences from the show and mark where the Answers
text builder / listening builder / consonant-vowel links are. Listen and check. Then practise saying the sentences.
1 Do we makeour own luck?
2 I ranoutofenergy.
3 I thinkEthanis back.
conversation builder language 3

4
I think Ethan is back.
I’m picking up a package.
4 I'm pickingupa package.
5 I thinkit’s his backpack.
6 I’m the luckiest personI know.
5 I think it’s his backpack.
presented in the lesson. 8

6 I’m the luckiest person I know.
Discuss the questions in pairs.

8 As a round-up, sts discuss some more general questions
connected with luck. Sts discuss the questions in pairs.
1 Who’s the luckiest person you know? And the unluckiest? Discuss their answers as a class and see who in the class
2 Do you have any lucky charms? What are they? Have they brought you good luck? has a lucky charm, and who avoids doing things because
3 Is there anything you avoid doing because it might bring bad luck? they might bring bad luck.
Personal Best Write a paragraph about things that bring good luck at special occasions, e.g. a wedding, New Year’s Eve. 15
42 EXTRA PRACTICE: Workbook page 9 43
18
642323_P001_019.indd 18 02/08/2017 17:01

INTRODUCTION
Teacher's Resource Book

The Teacher’s Resource Book provides extensive photocopiable materials and unit tests. The photocopiable
activities can be used as a change of focus or used as revision at a later stage. The unit tests help with recall
and provide a sense of progress. There are photocopiable activities for grammar, vocabulary and skills.
Students work in pairs or groups to complete engaging The teacher’s notes provide preparation and
tasks that practise the language or skills from the lesson. procedural notes as well as extra practice ideas.
2A GRAMMAR 2A VOCABULARY 2D
2B SKILLS GRAMMAR 2A
A strange story How did you feel? Travellers’ tales 2A Grammar
STUDENT A Work in pairs. Put the paragraphs in the correct order to make a story.
1 I was d 2 3 4 A strange story
when I got a C in my
1 Choose the correct option to complete the sentences. They are A For the next hour everything was going well until suddenly the train stopped. As soon as I looked Narrative tenses
exam.
part of a story. out of the window to see what was happening, all the lights went out. I sat down again and after
How do you feel We were really
A When they asked / have asked / were asking the new player for his When do people waiting for half an hour, the lights came back on and the train started moving again. The old man Sts complete five sentences, then reorder them in pairs to create a story. The aim is to revise narrative tenses.
when a flight is e when
name, they were amazed to hear that he was also called Falcon. blush? When they looked at me again but still said nothing.
delayed? we thought we had
are e .
B No one could believe it. The new player was better than Falcon, and A . won the lottery.
B The old man slowly opened his box. He looked carefully inside and then, in perfect English spoke PREPARE PERSONAL BEST
two hours later he beat / had beaten / was beating all the other
players to win the tournament. to me for the first time in three hours. ‘Enjoy your meal! Don’t eat the meat!’ That is definitely the Make one copy of the resource sheet for every pair of sts. Cut
best icebreaker I have ever heard! Sts work in pairs. They think of four comprehension
or tear the sheet where indicated.
C They were very angry and the organizers were calling / had called / questions to ask the rest of the class.
called the police. PRACTISE
D Last year, while I travelled / had travelled / was travelling in the USA,
5 6 My mother was 7 8 I was s C A few minutes later I found carriage number 13. I opened the door to my compartment and saw EXTRA PRACTICE
I heard a strange story.
absolutely when I got the bill. an old man sitting there. He had a white beard and very dark eyes. He looked at me and nodded 1 Sts work in A/B pairs. Give each student half of the
t when The meal was so resource sheet. Tell them not to show their sheet to their Fast finishers can practise retelling the story in their own
his head slowly. After putting my suitcase under my seat, I sat down and waited for more people
E The man agreed, was taking / took / has taken the empty chair and started playing. partner. words.
We stayed at an she saw the spider. He is very expensive! to come into the compartment but no one came.
2 Read your sentences to Student B and listen to his/her sentences. Put the sentences in the correct order to a hotel a .
2 Explain that sts are going to use their five sentences to
create a story with their partner.
create the whole story. in Florida with its own He tells really funny D I was happy that we were moving once more. I picked up my book and as soon as I started 3 Tell sts that first they need to choose the correct option to
zoo. stories. reading, the door opened and a tiny, elderly lady came into the compartment with two small boxes. complete each sentence on their resource sheet. Preteach
Personal Best Write four comprehension questions about the story. Then ask your classmates the questions and answer their questions. She gave one to me and one to the old man. They felt warm. any vocabulary that your sts may not know, e.g. to beat,
cheat, tournament.
E It was a freezing cold night in January as I got on the train in St Petersburg in Russia. The train 4 Sts take turns to read their completed sentences to their
partner and listen to and check their partner’s sentences.
was packed and I struggled through people and their luggage to find my seat. I didn’t speak a word
9 10 What do you think 11 12 Monitor while they work.
A strange story when you see your
of Russian so I was a bit nervous about the journey to Moscow. Just before I got on the train, it had
started to snow and I began to imagine the train getting stuck somewhere in the night.
5 Sts work together to put the sentences in the correct
father dance? He’s order.
STUDENT B My neighbours are so e ! The news was 6 Set a time limit for sts to do the activity, then go through
really a .
The match was
s . F The old man and I sat in silence and I felt quite alone, so I decided to text my wife but the answers. After this, sts can practise retelling the story.
1 Choose the correct option to complete the sentences. They are e . It was unfortunately there was no signal at all. I was tired and a little anxious. The man continued to look
They play loud music Lots of people were Answers
part of a story. 3-3 after 90 minutes. at me without saying anything, but as soon as the train started to leave the station, I began to relax
all the time. very badly injured. A asked
F His father had taught him to play chess but he didn’t see / and started reading the book I had bought at the airport in London. B had beaten
C called
hadn’t seen / wasn’t seeing him for over twenty years.
D was travelling
G The other players were surprised but no one wanted to take the prize. E took
So they have asked / asked / were asking another man, who was F hadn’t seen
new in town, to play. 13 14 15 16 My cat is G asked
f by H were waiting
H They were waiting / waited / had waited for the police when they I had won
football on TV. He just J was playing
noticed Falcon had gone, leaving his prize. I told a joke in class. Some people get
Bungee jumping sits and watches it. The correct order is: D, J, I, C, H, G, E, B, A, F
I By six o’clock Falcon win / was winning / had won first prize but The teacher didn’t very d in
is t !
some of the other players thought he was cheating. think it was funny the winter because
I was so scared when
and wasn’t there isn’t enough
J One day in the 1920s, a man called Robert Falcon had played / was playing / played in a chess tournament. I did it.
a . sunlight.
2 Read your sentences to Student A and listen to his/her sentences. Put the sentences in the correct order to
create the whole story.
Personal Best Write four comprehension questions about the story. Then ask your classmates the questions and answer their questions.
Personal Best Look back at the sentences in the game. Use the -ed/-ing adjectives to describe similar situations that you have been in and Personal Best Try to remember the story without looking at the text. Retell the story with your partner.
tell your partner how you felt.
Personal Best B1+ © Richmond 2017 Personal Best B1+ © Richmond 2017 Personal Best B1+ © Richmond 2017
Personal Best B1+ © Richmond 2017
UNIT 2 PROGRESS TEST VERSION A Name: ..........................................................................................
1 Choose the correct answer. Write a, b or c in the box.
1 Aydin in 2010 and he went to primary school in

2015. a was born b grew up c got born
2 I couldn’t watch the TV programme about snakes last night

a interesting b frightening c frightened
because I find them so .
A follow-up Personal Best task at the end of

3 The traffic lights turned red and the cars . a stoped b stopped c stop
4 does she remind you of? a How b Who c Whose
each activity allows a more personal response.

5 My sister’s wedding is 15 August. a at b in c on
6 My mobile phone rang when I was in the theatre. It was so

a embarrassing b exciting c confusing
.
a secondary school b a career
7 Pamela went to and studied to be a dentist. c university
8 Magda her new boyfriend to the party. a taked b taken c took
a did your mum say b said your mum

9 What about the accident? c your mum did say
10 My brother started driving lessons in October. Three months
The Teacher’s Resource Book also provides

a later b late c after
, he got his driving licence.
11 We went to bed at 2 a.m. and got up at 6 a.m., so we’re very
a bored b tired c relaxed
.
photocopiable Unit Language Tests to check 12 Yesterday, Alicia
13
a cake for her son’s birthday.
to the meeting about the company website?

a baked
a Went you
b did bake
b Did go you
c bakes
c Did you go
students' progress quickly in class or as 14 My parents didn’t want me to

wanted to get a job as soon as possible.
15 They
at sixteen, but I
happy with the new website because it was

a get married b leave school c retire
difficult to use. a weren’t b wasn’t c didn’t be
homework. 16 are they so annoyed? a How b What c Why
17 It’s that they can’t come to the wedding. a disappointed b disappointing c annoyed
18 sociable are you? a How b How often c Where
19 They didn’t love each other anymore, so they got . a engaged b divorced c married
a five years ago b past five years

20 I met my husband . c in five years
4 B1 Pre-intermediate Personal Best B1 © Richmond 2018
Audio / Video pack Digital Book

The Audio and Video pack includes the Class This is a complete projectable digital resource
Audio CDs and Class Video DVDs. All audio and for the teacher: it provides the Student’s Book
video is also available to download from the in digital format with embedded audio, video,
Richmond Learning Platform. scripts, notes and answers, for use with a smart
board or projector.
British British
Personal Personal
English
English
Personal Best Personal Best

Personal Best
Personal Best
Class Audio & Video pack

All your audio and video resources for Personal Best B1+
Student’s Book in one pack.
Class Audio
Best Digital Book
Best
& Video pack
B1+ Digital Book
B1+
Intermediate
Intermediate
• Class Audio CDs 1–4
•
B1+ Intermediate
B1+ Intermediate
1.1 – 3.13 4.1 – 6.16 7.1 – 9.14 10.1 – 12.14
• Class DVDs 1–2 Smartboard

Audio
Digital Book
Class Audio
& Video pack
Units 1–6 Units 7–12
Video
19
642323_P001_019.indd 19 02/08/2017 17:01

5 and 6 REVIEW and PRACTICE
Grammar 3 Choose the correct options to complete the text.

1 If the bus soon, we’ll take a taxi.
a won’t arrive b doesn’t arrive c didn’t arrive
2 Look at all this traffic! We be late for our
flight.
a ‘re going to b ‘re going c won’t
3 I in Auckland for five years, from 2008 to
2013.
a ‘ve lived b lived c live
4 I to phone her all day, but there’s no reply.
a ’ve tried b tried c ’ve been trying
5 We’ll go to the park when the rain .
a is going to stop b will stop c stops Companies such as Google and Nissan 1conducted / have
6 Tom go to the party. He doesn’t often go out been conducting tests on driverless cars for the last ten years.
because he works a lot. They 2have been using / have used powerful computers,
a will b ‘s going to c might not which control the speed and direction of the driverless cars
7 I to the supermarket today so you don’t need
automatically. If the tests 3will be / are successful, we
4might / won’t see driverless cars on our roads in the next five
to go shopping.
years. Our technology expert, Dan Jones, gave his opinion of
a ‘ve already been b ‘ve been already
driverless cars: ‘I think there 5won’t / will be far fewer traffic
c already went
accidents in the future. Unlike humans, computers don’t
8 your best friend since you were at school usually make mistakes!’
together?
a Have you been knowing b Have you known Dan thinks that driverless cars 6won’t / will make driving safer
c Did you know and 7can / might help to reduce traffic congestion. However,
if they 8will start / start selling driverless cars in five years’
2 Use the words in brackets to complete the sentences so time, 9do / will drivers want to buy them? Driver Joe Dawson
they mean the same as the first sentence. told us what he thinks: ‘I don’t need a driverless car. I
10have passed / passed my driving test in 1992 so
1 You’ll be late for work if you don’t get up now. 11I’ve been driving / I drive for over 25 years and in all that
You up now. (won’t)
time 12I never had / I’ve never had an accident.’
2 It’s possible that she’ll go to university next year.
She next year. (may)
3 Julia travelled to Mexico ten days ago and she’s still
there. Vocabulary
Julia ten days. (been)
4 James started that game at two o’clock and he’s still
1 Circle the word that is different. Explain your answer.
playing it. 1 manager working conditions

James has two o’clock. (since) employee employer
5 I won’t go to bed until this film finishes. 2 delivery checkout
career basket
I this film finishes. (as soon as)
3 get a good mark look for a job
6 I’m sure that my team won’t lose the match.
do an internship go on a training course
My team the match. (win/
4 graduate headteacher
definitely)
sales assistant lecturer
7 My brother still hasn’t learned to drive.
5 cash product
My brother . (yet)
coin note
8 When did you start having piano lessons?
6 permanent rewarding
having piano lessons? (how long) wealthy part-time
7 CV salary
application form covering letter
8 full-time nursery
term boarding school
56
124
642323_P0124_127_RP5_6.indd 124 02/08/2017 13:32

REVIEW and PRACTICE 5 and1B
6
Grammar 3 x PRACTICE SB page 56, exercise 3
1 Sts read the sentences and choose the correct options to 1 Do the exercise as normal. To check the answers,
complete them. Check answers. put sts into small groups and ask them to compare
their answers and note down any differences within
Answers the group. Ask groups in turn which answers they
1 b disagreed on, and discuss as a class which answers are
2 a correct and why. Then check the rest of the answers.
3 b 2 Books closed. Sts work in pairs and try to remember as
4 c much as they can about driverless cars. You could write
5 c some prompts on the board to help them, e.g. Google,
6 c ten years, computers, successful, five years. They can
7 a check by looking in their books.
8 b 3 In their pairs, sts write four sentences with their own
predictions about driverless cars. Encourage them
2 Sts complete the second sentence in each pair so it means to use the range of tenses that is in the text. Sts can
the same as the first, using the words in brackets. Check compare their predictions in small groups. Have a brief
answers. class discussion on their predictions.
Answers
1 won’t be late for work if you get
2 may go to university Vocabulary
3 has been in Mexico for
4 has been playing that game since 1 Sts circle the word that is different in each set. Check
5 ‘ll go to bed as soon as answers, and ask sts to explain in each case why the word
6 will definitely win is different. As an extension, sts could write two or three
7 hasn’t learned to drive yet sentences using some of the words.
8 How long have you been
Answers
1 working conditions (all the others are people at work)
3 Ask sts to read the text through quickly for general 2 career (all the others are connected with shopping)
meaning. Ask: What’s special about this car? (It doesn't 3 get a good mark (all the others are connected with
need a driver – it’s driven by computer.) Sts read the text work and careers)
again and choose the correct options to complete it. Check 4 sales assistant (all the others are connected with
answers. education)
5 product (all the others are connected with money)
Answers 6 wealthy (all the others describe jobs)
1 have been conducting 7 salary (all the others are connected with applying for a
2 have been using job)
3 are 8 full-time (all the others are connected with education)
4 might
5 will
6 will
7 might
8 start
9 will
10 passed
11 I’ve been driving
12 I’ve never had
125
642323_P0124_127_RP5_6.indd 125 02/08/2017 13:32

REVIEW and PRACTICE 5 and 6
2 Match the words in the box with definitions 1−8.

Personal Best
browse lecturer value for money
on
waste money on something be broke on
Less 5A Less 6A
strict unemployed get fired
Describe five
Describe five
1 something is worth the price things one of
things you have
2 spend money on something unnecessary your relatives has
done with money
done in his/her
3 not have any money this week.
career.
4 university teacher
5 demanding good behaviour on
6 without a job Lesson 5A Less 6A
7 look at things you may decide to buy Write three
Write
8 do something bad and lose your job three sentences: sentences about
one zero conditional, your day using the
one first conditional present perfect
1 My bank gave me a of £6,000 for a new car. and one with a and never, just
a note b loan c borrow future time and yet.
2 When I went to the shop, the jeans I wanted were
clause.
on
so I couldn’t get any. Less 6B
son 5B
a sold out b paid for c ordered Les
3 Gloria her exams because she didn’t study. Think of
a cheated b failed c passed Write one three adjectives
4 When the factory closed, 500 workers . sentence with for a job you
a got jobs b retired c were made redundant even and one would like.
with just.
5 I pay £50 my savings account every month.
a by b into c for
on
6 I have to borrow some money my parents to Less 6C
on
pay for my holiday. Less 5C
a from b for c of
7 If you do well at work, you might get a . Describe
three things that Name five
a qualification b good mark c promotion types of school.
happened the last
8 Sometimes I have to work twelve hours a day, plus time you went
weekends! Now I’m looking for a less job. shopping.
a stressful b rewarding c varied
4 Put the words in the box under the correct headings. on

Less 5C
on
Less 6C
return something do an internship mortgage

timetable employee tax order something online Write three Write three
go on a training course college in stock predictions: one sentences using
special offer do a degree cash machine with will, one with the present perfect
going to and one continuous.
get experience savings account revise for
with might.
money shopping
on
on
Less 5D Less 6D
Name a verb,
Give three a noun and an
work and careers education expressions you adjective that
can use to explain are followed by a
what’s wrong. preposition.
57
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6
2 Sts match the words in the box with the definitions. Check
answers. Personal Best
Answers
At the end of each Review and practice double-page
spread, there is a Personal Best section. The aim here
1 value for money
is to provide a quick challenge to change the pace and
2 waste money on something
allow for language recall and personalization.
3 be broke
4 lecturer These questions and prompts give sts the opportunity
5 strict to revise a number of language and skills points from
6 unemployed the preceding two units in a more productive way. The
7 browse points being revised are referenced according to which
8 get fired lesson they appear in (e.g. Lesson 5A). They cover
grammar, vocabulary and text builder language from
3 Sts read the sentences and choose the correct options to reading and writing lessons, and conversation builder
complete them. Check answers. language from speaking lessons. Sts work individually,
in pairs or in groups, according to the class dynamic
Answers and the time available. Set a time limit if you would
1 b
like to add a competitive element. Encourage sts to
2 a
refer back to the relevant lessons if they are having
3 b
difficulties. The aim is for them to respond to the
4 c
prompts and engage with the target language in a
5 b
personal way. Their answers will vary. Monitor and help
6 a
as necessary and get feedback on sts’ answers.
7 c
8 a
WORKBOOK REVIEW AND PRACTICE
3 x PRACTICE SB page 57, exercise 3
Students will find two pages of Review and Practice at the
1 Do the exercise as normal. When you check the end of each unit of their Workbooks.
answers, read out each sentence in turn, inserting Unit 5, pages 30 and 31
either a correct or an incorrect answer. Ask Is this right Unit 6, pages 36 and 37
or wrong? Why?
2 Books closed. Write the correct answers on the
board, e.g. loan, sold out. Sts work in pairs and try to
remember the sentences. They can look at their books
to check.
3 In their pairs, sts choose four of the incorrect answers
and write four sentences using those words. Ask pairs
in turn to read their sentences to the class, omitting the
target word(s) in each sentence. Other sts listen and try
to guess the missing words.
4 Sts write the words in the table under the correct

headings. Check answers and check that sts understand
all the words. As an extension, sts could work in pairs and
add more words to the table.
Answers
Money: mortgage, tax, cash machine, savings account
Shopping: return something, order something online,
in stock, special offer
Work and careers: do an internship, employee, go on a
training course, get experience
Education: timetable, college, do a degree, revise for
127
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UNIT
1 Communication
LANGUAGE present simple and continuous; action and state verbs ■ communication
1A Connected
1 How do you keep in touch with people? Order the communication phrases from 1 (I do this less often) to
6 (I do this most often). Compare your answers in pairs.
get a text share a photo give someone a reply to an email check your comment on a
message call phone post
2 Think of three people in your life. Tell your partner how you keep in touch with these people.
1 We speak to each other face to face more nowadays.
3 These days, it seems we prefer text messages to phone calls.
4 People in the USA send more letters and parcels nowadays.
5 At the moment, we are sending a million emails per second.
6 More than half of the internet pages we visit are social media sites.
B Read the text and check your answers in 3A. Correct the false sentences.
We talk to each other less.

Ten years ago, 80% of our communication was face to face. Now, it’s
only 60%. Even our phone calls are shorter – on average, each call
now lasts one minute, compared to three minutes ten years ago. It
seems that people prefer texting to calling.
We use traditional postal services less.
compared to 150 billion last year. These days, we usually write to
people by text, messaging app or email. In fact, at this very moment,
people are sending two million emails per second!
We love social media.
60% of the pages we view on the internet are social media pages,
and we share nearly two billion photos on them every day. The
two hours a day looking at them.
THE CHANGING FACE OF

Comments
Tina
COMMUNICATION It’s a shame we don’t write letters much, but the postal service
seems so slow nowadays compared to communicating online!
Methods of communication have never changed especially at the moment because I’m organizing my wedding.
so much in such a short space of time. We Rob
I agree with Tina, but I still try to send letters and cards on
look at the results of recent surveys that tell us important occasions, and postcards when I’m on holiday. I
about the changing face of communication. don’t know how people organized things with just snail mail!
20 EXTRA PRACTICE: Workbook page 2; photocopiable activity 1A Vocabulary
642323_P020_035_U01.indd 20 02/08/2017 13:08

UNIT
Communication 1
UNIT
UNIT 1 OVERVIEW: This unit focuses on the topic of communication. Sts read about the changing nature of
communication in the digital age, and complete a questionnaire about how they communicate. They read
an account by someone who spent a week without their smartphone, and discuss whether they could live
without their smartphone for a week. In Learning Curve, Ethan makes small talk on a train and at a party.
LANGUAGE SKILLS
Present simple and Communication; say, Sentence stress; Skimming a text; Making small talk,
continuous; action and tell, speak and talk question intonation actually, in fact keeping a conversation
state verbs; question forms going
LANGUAGE 1A
1A Connected
Sts read a text about the changing face of communication in the digital age. They then do a questionnaire to find out how
they communicate with their friends, and discuss the findings.
Grammar Vocabulary Pronunciation Communication

Present simple Communication (access the Internet, check Facebook/your emails, Sentence stress Talking about your
and continuous; check your phone, comment on a post, get a text message/an experiences
action and state email, give someone a call, go online, keep in touch with someone,
verbs reply to a text message/an email, share something on social media,
speak to someone face to face)
WARMER Go to Vocabulary practice: communication, SB page

136/TB page 285.
Write the word communication on the board. Ask: What Sts will find more language presentation and practice for
forms of communication can you think of? Elicit a few ideas, communication vocabulary here. Do these exercises with
e.g. speaking face to face, writing emails. Put sts into pairs to the class, or set them for homework, before continuing
brainstorm ideas. Bring sts’ ideas together on the board and with exercise 2 of lesson 1A.
ask: Which of these do you use at work? Which do you use with
friends? Remind sts to go to the app for further self-study
practice of communication vocabulary.
1 Sts look at the pictures and order the communication
phrases from the one they do the least often (1) to the one 2 Read out the task and explain keep in touch if necessary.
they do the most (6). Put sts into pairs to compare their Give one or two examples of people you keep in touch
answers. Ask some pairs to tell the class which of their with in different ways, then put sts into pairs to discuss
answers were similar, and which were different. their answers. Ask some sts to tell the class something they
learned about their partner.
3 x PRACTICE SB page 4, exercise 1 3 A Check that sts understand parcel. Sts work in pairs to
read the sentences and decide if they are true (T) or false
1 Do the exercise as normal. To check answers, call out (F). Elicit one or two examples, encouraging sts to give
each phrase in turn and ask: Who put number 6 for
reasons for their answers.
this? Ask a student who put that number to tell the
class when they use that form of communication. B Sts read the text to check their answers to exercise 3A
2 Ask sts to cover the phrases. In pairs, sts look at the and correct the false sentences. Check answers.
pictures and try to remember the phrases. They can
look at the phrases again to check. Answers
1 F. We speak to each other face to face less nowadays.
3 In pairs, ask sts to write questions for their classmates 2 F. Our phone calls are shorter today compared to ten
using four of the phrases in exercise 1, e.g. How often years ago.
do you get text messages? Do you always check your 3 T
phone after class? Put pairs together into groups of four 4 F. People in the USA send fewer letters and parcels
to ask and answer the questions. Get feedback on their nowadays.
answers. 5 F. At the moment, we are sending two million emails
per second.
6 T
21
642323_P020_035_U01.indd 21 02/08/2017 13:08

present simple and continuous; action and state verbs ■ communication LANGUAGE 1A
4 Which piece of information in the text did you find most surprising? Do you agree with Tina and Rob?
5 A Look at the highlighted verbs in Tina’s comment and answer the questions.
1 Which four verbs are in the present simple? Which verb is in the present continuous?
2 Which two verbs describe actions? Which three verbs describe states?
B Choose the correct options to complete the rules.
1 We use the present simple / continuous to talk about things that happen regularly or things that
are always true.
2 We use the present simple / continuous to talk about actions that are happening now or actions that
are temporary.
3 We can’t use the present continuous for action / state verbs.
6 Read the Grammar box. Then look at the sentences in exercise 3A again. Do they contain action or
state verbs? What tense are they?
Grammar present simple and continuous; action and state verbs
Present simple with action and state verbs:

I call my brother at least once a week. I’m so thirsty right now. I need some water. NOT I’m needing some water.
Present continuous with action verbs:
I’m calling you from New York! We’re studying French this year.
Go to Grammar practice: present simple and continuous; action and state verbs, page 112
7 A 1.3 Pronunciation: sentence stress Listen to the sentences. Do we stress the auxiliary
verbs be and do?
1 Are you trying to access the internet? 3 The internet doesn’t seem slow at the moment.
2 Do you need a new laptop? 4 Why are you using my tablet?
B 1.3 Listen, check and repeat.
8 A Complete the sentences with the correct tense of the verbs in brackets.
1 I (not check) my text messages when I’m having a coffee with friends.
2 The price of desktop computers (go) down at the moment.
3 I (like) looking at the selfie photos that my friends post on social media.
4 At the moment I’m studying English online, so I (need) the internet on my phone.
5 I (look) for a new phone because my phone is very old.
6 Most people (have) friends on Facebook that they never talk to face to face.
B In pairs, discuss the sentences in 8A. Which sentences do you agree with or are true for you?

9 Complete the questionnaire and discuss your answers in pairs.
How do you communicate?

1 When I want to meet up with friends, I normally … 4 On my best friend’s birthday, I usually send …
message them on Facebook. text them. a message on social media. a text. a card.
call them.
5 I usually share important photos …
2 When I’m feeling happy and I want to share good news using a messaging app. by email.
with people that live far away, I … on social media.
send a text message. send a letter.
6 When I want to keep in touch with old friends, I usually …
arrange to meet up.
contact them on social media. email them.
3 When I’m feeling sad, I prefer to speak to people … give them a call.
on the phone. on Skype. face to face.
Personal Best Write four sentences with state verbs in the present simple. 5
22 EXTRA PRACTICE: Workbook page 2;

00;photocopiable
photocopiableactivity
activity1A1AGrammar
Grammar
642323_P020_035_U01.indd 22 02/08/2017 13:08

LANGUAGE 1A
4 Sts discuss the questions in pairs. Get feedback on sts’ Go to Grammar practice: present simple and continuous;
answers. action and state verbs, SB page 112/TB page 237.
Sts will find more language reference, presentation and
5 A Sts look at the highlighted verbs in Tina’s comments. practice for the present simple and continuous with action
Ask the questions and check that sts understand the and state verbs here. Do these exercises with the class, or
difference between actions and states. Explain if necessary set them for homework, before continuing with exercise
that action verbs describe things that people do, e.g. walk, 7A of lesson 1A.
speak, look; state verbs describe things that people feel,
or things that just exist, e.g. be, seem, know. Elicit the Remind sts to go to the app for further self-study
answers. grammar practice of the present simple and
continuous with action and state verbs.
Answers
1 present simple: ’s, don’t write, seems, need 7 A 1.3 Play audio track 1.3. See the SB page opposite
present continuous: ’m organizing for audio script. Sts listen and observe the sentence stress.
2 actions: don’t write, ’m organizing Ask whether we stress the auxiliary verbs be and do. Don't
states: ’s, seems, need confirm the answer yet.
B 1.3 Play audio track 1.3 again. Sts listen and check
B Sts read the rules and choose the correct options to their answer, then listen again and repeat.
complete them. They could work in pairs for this. Check
answers with the class. Answer
We stress only the negative form of auxiliary verbs be and
do.
Answers
1 simple 2 continuous 3 state
8 A Sts read the sentences and complete them with the
correct verb forms. Check answers with the class.
6 Read the Grammar box with the class. Sts look at the
sentences in exercise 3A again and decide if they contain
Answers
action or state verbs and which tense they are. Check
1 don’t check
answers.
2 is going
3 like
Answers
4 need
1 speak: action, present simple
5 ’m looking
2 are: state, present simple
6 have
3 seems: state, present simple; prefer: state, present
simple
4 send: action, present simple B Sts discuss in pairs which sentences in 8A they agree
5 are sending: action, present continuous with, and which are true for them. Get feedback on their
6 visit: action, present simple; are: state, present simple discussions.
Go to Communication practice
Grammar Divide the class into Student A and Student B. All ‘Student
Read the Grammar box with sts about the present A’ sts should go to SB page 156. All ‘Student B’ sts should
simple and continuous with action and state verbs. go to SB page 166. Go to TB page 325 for the teacher
Explain that we use the present simple for regular notes. Do the activity then continue with exercise 9 of
actions and things that are always true, and we use lesson 1A.
the present continuous for actions happening now.
However, some verbs are state verbs, and we DON’T 9 Sts read and complete the questionnaire. Put sts into pairs
use these verbs in the present continuous. We use the to compare their answers. Get feedback on their answers
present simple with these verbs, even if we are talking and discuss as a class who communicates the most online
about something that is happening now: I want to go and who uses other forms of communication more.
home now. NOT I’m wanting to go home now. Examples
of state verbs are like, want, need and have. Ask PERSONAL BEST
questions to check concept. Sts can practise using state verbs further. They write four
Concept check questions: sentences using these verbs in the present simple. Sts can
Which verb form do we use for regular actions in the compare their answers in pairs.
present? (present simple). Which do we use for things
that are always true? (present simple). Which verb form With weaker sts, write four state verbs on the board, e.g. like,
do we use for things that are happening now? (present want, need, have. Sts work in pairs and write a sentence using
continuous). Can we use action verbs in the present each one in the present simple. Ask some sts to read their
simple and present continuous? (yes). Speak and write sentences to the class.
– action verbs or state verbs? (action verbs). Like, want,
need and have – action verbs or state verbs? (state verbs).
Can we use state verbs in the present simple and present
continuous? (no – just the present simple)
23
642323_P020_035_U01.indd 23 02/08/2017 13:08

1 SKILLS READING skimming a text ■ actually, in fact
1B Smart living?
1 What do you use your smartphone for? What do you think of
people who constantly check their phones?
Skill skimming a text
Before you read a text in detail, get a general idea of the topic of the
text and of each paragraph.
• Read the title of the text and look at any images. Can you predict
what the text is about?
• Quickly read the first paragraph. This will confirm the topic and can
give you an idea of the text content and organization.
• Read the first sentence of each paragraph. This can give you
information about the main idea of each paragraph.
2 Read the Skill box. Then look at the title of the text, the picture and the first paragraph on page 7.
Do you think the writer had a positive or negative experience without his smartphone?
3 Read the first sentences of paragraphs 2–6. What is the main idea of each paragraph? Match the
paragraphs with ideas a–e.
a With no smartphone, he felt less tired. d There were more advantages than disadvantages.
b He worked better. e He found things to do to entertain himself.
c He communicated more face to face.
4 Read the complete text. Are the sentences true (T) or false (F)? Correct the false sentences.
1 The writer stopped using his smartphone because of an article he read.
2 Normally his smartphone distracts him when he’s working.
3 He has become a better listener when he’s with friends.
4 He doesn’t enjoy reading books and newspapers any more.
5 The light from smartphone screens helps us to sleep.
6 The writer now uses his smartphone differently from before.
5 Read this sentence from the text. Which word is used to express surprise that something
unexpected happened?
‘I actually talked to people more and felt more connected to them, although we weren’t in constant
contact online.’
Text builder actually, in fact
To say that something is surprising or unexpected, we can use actually or in fact:

I was worried that I would be bored without my phone as entertainment, but actually I enjoyed it.
I thought living without a smartphone would be hard, but in fact it was quite easy.
Look! We can use actually at the start of a phrase, before a main verb, or after be.
We usually use in fact at the start of a phrase.
6 Read the Text builder. Match 1–4 with a–d.

1 My friends say I’m addicted to my new smartphone. a but it was actually on yesterday, not today.
2 My teacher’s surprised because b Actually, I don’t use it as much as my old one.
3 Tim thought the film was on at 8.30 this evening, c but in fact I’m staying at home.
4 I thought I was going away this weekend, d I actually passed the exam!
7 Could you live without your smartphone for a week? In pairs, discuss what you think the experience
would be like.
24 EXTRA PRACTICE: Workbook page 3; photocopiable activity 1B Skills
642323_P020_035_U01.indd 24 02/08/2017 13:08

SKILLS 1B
1B Smart living?
Sts read about someone who spent a week without their smartphone and discuss what it would be like living without
their smartphone for a week.
Reading Skill Text builder

Sts read a text about someone who decided Skimming a text actually, in fact
to live without their smartphone for a week.
WARMER 5 Read out the sentence and elicit which word expresses
Ask: What kind of phone do you have? Do you always have surprise that something unexpected happened.
your phone with you? When are you away from it? Elicit a few
answers, then ask: How would you feel if you lost your phone? Answer
actually
Why? Elicit a range of answers.
1 Read out the title of the lesson Smart living? Elicit or Text builder
explain that smart usually means ‘intelligent’, but when Read the Text builder box with sts about actually and
we use it to describe devices such as mobile phones, it in fact. Explain that we often use these words to say
means ‘able to connect to the internet’. Sts discuss the that something surprising is true. Read out the example
questions in pairs. Get feedback on their discussions. sentences and point out that we often express an idea
Skill or opinion, then use actually or in fact to correct it and
say something surprising. Point out that we can use
Read the Skill box with sts about skimmimg a text. actually or in fact at the start of a phrase, e.g. I wasn’t
Check they understand predict and confirm. Point out looking forward to the party, but actually it was fun. We
that predicting the content of a text before you read can can also use actually before a main verb, e.g. I actually
help you to understand it better. enjoyed the party, or after be: The party was actually fun.
Ask questions to check concept.
2 Sts look at the title of the text and the picture, then read Concept check questions:
the first paragraph. Ask: Do you think the writer had a What can we express using ‘actually’ or ‘in fact’?
positive or negative experience? Why? Elicit a range of (something surprising). Where in the sentence can we
answers. use them both? (at the start of a phrase). Where else can
we use ‘actually’? Before or after a main verb? (before).
3 Ask sts to read through sentences a-e. Read out the first Before or after the verb ‘be’? (after). I use actually my
sentence of paragraph 2 and ask: Which idea, a-e, does it
phone a lot – correct? (no – I actually use my phone.) She
match? (b). Sts read the first sentence of the remaining
actually is quite young – correct? (no – She is actually
paragraphs and match each one with ideas a and c-e.
quite young.)
Check answers with the class. Point out to sts that they
now have a clear idea of what the text is about, even
though they haven’t read the whole text yet. 6 Sts match the sentence beginnings with the endings.
Check answers.
Answers
2 b 3 c 4 e 5 a 6 d Answers
1 b 2 d 3 a 4 c
4 Check that sts understand distract. Sts read the complete
text and decide if the sentences are true (T) or false 7 Read out the question, then put sts into pairs to discuss
(F). Remind them to correct the false sentences. Check what it would be like. Ask them to make notes on the
answers. advantages and disadvantages they think there would
be. Get feedback from sts on their discussions and
Answers build up a list on the board of potential advantages and
1 F. His phone died and he had to wait a week for a new disadvantages of living without your smartphone for a
one. week. Ask: Do you think the experience would be positive or
2 T negative overall? Why? Elicit a range of answers.
3 T
4 F. He says he’d forgotten how much he loves books
and newspapers.
5 F. The opposite is true. The blue light from smartphone
screens wakes us up when we’re trying to get to sleep.
6 T
25
642323_P020_035_U01.indd 25 02/08/2017 13:08

skimming a text ■ actually, in fact READING SKILLS 1B
A WEEK WITHOUT MY
smartphone
by David Sharpe
1 When I read that we spend three hours every day 4 I was worried that I would be bored without
checking our smartphones, I was surprised. What my phone as entertainment, but actually I
was I missing in the real world when walking down enjoyed it – I’d forgotten how much I love
the street, lost in a virtual world of social media books and newspapers. I’d also forgotten how
updates and videos of dogs on bicycles? I promised much I enjoyed doing Sudoku puzzles. I had
myself I would use my smartphone less … but it an app for that on my smartphone, but never
didn’t happen. But then my phone died and I had used it. Doing one every day in the newspaper
to wait a week for a new one. Would I survive? I felt a lot more special and it became part of
thought it would be hard, but in fact it was quite my morning routine. My brain felt a lot
easy – and surprising in a good way for a number sharper and much more ready for the day
of reasons! ahead as a result.
2 The first consequence was quite amazing – on the 5 One completely unexpected consequence of not
first day in the office without my phone, I was having a smartphone was that I slept so much
thinking more deeply and concentrating more. I had better and felt more awake in the morning. At
re-discovered my brain! Not having access to my night I relaxed with a book before going to
favourite apps meant that I wasn’t interrupted every sleep, instead of watching Netflix or reading
five minutes by social media alerts, football scores the news on my phone. Apparently, the blue
and WhatsApp group messages. Without these light from smartphone screens makes our brain
distractions I was more productive and felt satisfied think it’s morning, so it’s releasing chemicals
that I’d done a better job. to wake us up, just when we’re trying to get to
sleep. That’s not very smart!
3 Another consequence was that I actually talked
to people more and felt more connected to them, 6 Of course, at times it was extremely
although we weren’t in constant contact online. At inconvenient to have no mobile internet
lunch with friends one day, I realized I was being connection, but all in all, there were a lot
more responsive to their news and sympathetic to of benefits in not being connected 24/7.
their problems because I wasn’t constantly checking Although I was jumping for joy when my new
my phone. Another day I was in a new city and smartphone arrived, I’m a lot more careful
I asked people for directions instead of using an about how much I use it now. So, if you think
app. Their kindness made me feel welcome, and I you use your smartphone too much, put it
discovered my brain has a very good GPS! away for a few days and see what happens.
You never know, you may become smarter!
Personal Best Have you ever lived without something for a period of time? Write two or three sentences about the experience. 7
26 EXTRA PRACTICE: Workbook page 3
642323_P020_035_U01.indd 26 02/08/2017 13:08

SKILLS 1B
PERSONAL BEST
Sts can practise talking about their own experiences further.
They think about something they have lived without for a
period of time and write two or three sentences about the
experience. If sts are struggling for ideas, elicit a few things
they could write about, e.g. living without their laptop, TV,
hot water, heating in their flat, etc. Sts can compare their
sentences in pairs. Get feedback on their answers. Ask: What
are the worst things to live without? Why?
With weaker sts, brainstorm some ideas about things it would
be difficult to live without, e.g. TV, hot water, heating in your
flat, a credit card, etc. and write them on the board. Sts work
in pairs and discuss which would be the most difficult to live
without and why. Get feedback on their discussions.
EXTRA PRACTICE
With books closed, write the following matching task on the
board:
1 a virtual a puzzle
2 social media b connection
3 a Sudoku c world
4 my morning d screen
5 a smartphone e alerts
6 a mobile internet f routine
Sts work in pairs and match the halves of the phrases. They
can check their answers in the text. Check answers, and check
that sts understand all the phrases.
Answers
1 c 2 e 3 a 4 f 5 d 6 b
EXTRA PRACTICE
Ask sts to imagine some more negative consequences of not
having their smartphone for a week. Brainstorm some ideas
about what could happen, e.g. missing a party because they
didn’t get a message, missing an important appointment,
getting lost because they didn’t have GPS or missing a date
with someone they like. Put sts into pairs and ask them to
write an alternative paragraph for the text, which presents a
more negative view. Encourage sts to use their imagination,
and point out that their paragraph doesn’t have to be
completely serious! Monitor and help while sts are working.
Ask pairs in turn to read their paragraphs to the class.
See whose week without their smartphone was the most
disastrous!
27
642323_P020_035_U01.indd 27 02/08/2017 13:08

1 LANGUAGE question forms ■ say, tell, speak and talk
1C Liar, liar
1 In pairs, answer the questions.
1 What are the people in the pictures lying about?
2 What other things do people often tell lies about? Make a list.
a b c d
Go to Vocabulary practice: say, tell, speak and talk, page 136

2 A In pairs, do the quiz ‘The truth about lying’.
THE TRUTH THE TRUTH

ABOUT ABOUT LYING
LYING
THE TRUTH ABOUT LYING
1 How often do people tell lies? 4 How can you know when people
a twice a month are lying?
b twice a week a They don’t look directly at you.
c twice a day b They move their hands a lot.
c They give unnecessary
2 What do people lie about most information.
frequently?
a work 5 Is communication technology
b money making us less honest?
c unimportant things a yes b no
3 How do people usually answer

6 Do men lie more often than women?
the question, ‘When did you last a yes b no
tell a lie?’
a ‘I never lie.’ 7 Do men and women lie about the
b ‘I can’t remember.’ same things?
c ‘Some time today.’ a yes b no
B 1.5 Listen and check your answers. Which answer surprised you most?
3 Cover the quiz. Complete the questions from memory. Then check your answers in the quiz.
1 lies?
2 most frequently?
3 last a lie?
4 when people are lying?
5 us less honest?
4 A Look at questions 1–5 in exercise 3. How do we form most questions? Choose the correct
structure, a or b.
a (question word/s) + auxiliary verb + subject + main verb
b (question word/s) + main verb
B Look at question 2 in exercise 3. Is the preposition before the question word or after the main verb?
28 EXTRA PRACTICE: Workbook page 4; photocopiable activity 1C Vocabulary
642323_P020_035_U01.indd 28 02/08/2017 13:08

LANGUAGE 1C
1C Liar, liar
Sts learn the difference between say, tell, speak and talk. They do a quiz about when and how often people tell lies and
listen to three short conversations in which people tell white lies. They study question forms, and practise intonation in
questions. Finally, they practise asking and answering questions about themselves.

Question forms say hello/goodbye/sorry/thanks/congratulations, Question intonation Asking and
something (to someone) answering personal
speak a language questions
speak/talk to someone about something, quickly/slowly/loudly
tell someone something/a story/a joke/a lie/the truth/a secret
WARMER Question 3: We lie a lot, but we usually forget our lies because,
Read out the lesson title Liar, liar and elicit or explain the as I mentioned before, we normally lie about small, unimportant
meaning. Explain that there is a children’s rhyme, which things. We don’t remember these little lies. So the correct answer
children say to each other if they think someone is lying: is ‘b’.
Liar, liar, pants on fire! Point to the picture in exercise 2 and Question 4: When they’re telling a lie, liars often add extra,
elicit or explain that there is also a saying that if you tell lies, unnecessary information. But it doesn’t help to look at body
your nose will grow longer. Ask sts if there are any sayings language. So the correct answer is ‘c’.
or rhymes to do with lying in their language. Elicit a range of Question 5: Technology hasn’t really had an effect on our
answers from individual sts. honesty. We’re usually more honest when we write and less honest
when we speak. This is because we know people can check what
1 Sts look at the pictures and discuss the questions in pairs. we have written! So the correct answer is ‘b’.
Take feedback and discuss as a class the most common Question 6: Most studies say men lie more. So the correct
reasons for lying. answer is ‘a’.
Question 7: Men and women usually lie about different things.
Answers Women often tell ‘white lies’ – little lies to protect other people’s
1 a She's lying about liking his shirt. feelings. Men usually lie in order to save money. So the correct
b She's lying about where she is/what she's doing. answer is ‘b’.
c He's lying about being busy.
d She's lying about her dinner being ready.
2 Sts' own answers
Answers
1 c 2 c 3 b 4 c 5 b 6 a 7 b
Go to Vocabulary practice: say, tell, speak and talk, SB
page 136/TB page 285.
Sts will find more language presentation and practice for
3 Sts cover the quiz and complete the questions from
memory. They could work in pairs for this. Discuss as a
say, tell, speak and talk here. Do these exercises with the
class which questions they made mistakes with, and what
class, or set them for homework, before continuing with
kinds of mistakes they made.
exercise 2A of lesson 1C.
Remind sts to go to the app for further self-study Answers
vocabulary practice of say, tell, speak and talk. 1 How often do people tell 2 What do people lie about
3 When did you, tell 4 How can you know
2 A Sts do the quiz in pairs. Encourage them to discuss 5 Is communication technology making
each question in turn and the possible answers before they
choose the one they think is the most likely. Elicit some 4 A Sts look at questions 1–5 in exercise 3 again, then
possible answers, but don’t confirm them. choose the structure that matches the questions. Check
B 1.5 Play audio track 1.5. Sts listen and check their the answer with the class.
answers. Discuss as a class which answer sts found the
most surprising and why. Answer
a
1.5 Audio script

Question 1: Most studies agree that we tell lies at least twice a
B Refer sts back to question 2 in exercise 3 and ask the
question. Point out that many learners of English find it
day. So the correct answer is ‘c’.
difficult to remember that the preposition comes after the
Question 2: The most common lies are little lies about things main verb. Give, then elicit, one or two more examples,
that aren’t that important, like ‘I have to go now – I have some e.g. Who were you talking to? What are you looking at?
work to do’ or ‘Yes, those trousers look great on you’. We say things
like this to others in order to protect other people’s feelings. So the Answer
correct answer is ‘c’. after the main verb
29
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question forms ■ say, tell, speak and talk LANGUAGE 1C
5 A 1.6 Listen to people telling a lie in three conversations. What is each person lying about?
Write the conversation number (1–3).
a receiving text messages b eating chocolate c liking someone’s food
B 1.6 Listen again and complete the questions.
1 Who all of my chocolate? 3 Who more banana and potato sandwiches?
2 What to you last night?
6 Look at the questions in exercise 5B. Choose the correct options to complete the sentences. Then
read the Grammar box about the different question forms.
1 In these questions, we know / don’t know the subject of the verb.
2 We use the positive / question form of the verb.
Grammar question forms
Object questions: Subject questions:

Where do you work? Who called me? NOT Who did call me?
What are you doing at the moment? Who wants coffee? NOT Who does want coffee?
Where did you go to university? Who invented the telephone? NOT Who did invent
Have you finished? the telephone?
Questions with prepositions:
Where do they come from?
Who did you play tennis with?
Go to Grammar practice: question forms, page 113

7 1.8 Pronunciation: question intonation Listen to four of the questions from this lesson.
Does the intonation go up (⤴) or down (⤵)at the end of the questions?
1 Have you finished? 3 What happened to you last night?
2 How often do people tell lies? 4 Do men lie more often than women?
8 A Complete the questions with an auxiliary verb from the box if necessary. Which question doesn’t
need an auxiliary?
do (x2) did (x5) have
1 you usually tell little white lies to protect people’s feelings?

2 When you last tell a little white lie? What you lie about?
3 When you were younger, you tell your parents lies? you tell the truth later?
4 Who tells the best jokes in your family?
5 you usually say hello to people you don’t know in the street?
6 you ever told someone that they can’t cook well? What they say?
B In pairs, decide if the intonation goes up or down at the end of the questions in 8A. Then ask and
1 Who helped you with your homework as a child?
2 Who taught you how to ride a bike?
3 What happened on your first day of school?
4 Who taught you how to drive?
5 Which author wrote your favourite book?
6 What happened on your first day at work?
Personal Best Write four questions to ask your partner about his/her life. 9
30 EXTRA PRACTICE: Workbook page 4; photocopiable activity 1C Grammar
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LANGUAGE 1C
5 A 1.6 Allow sts time to read the three situations in 7 1.8 Allow sts time to read through the questions, then
which people tell lies, then play audio track 1.6. See TB play audio track 1.8. See the SB page opposite for audio
page 354 for audio script. Sts listen and write the correct script. Sts listen and decide if the intonation goes up or
number next to each situation. Check answers. down. Play the audio again for sts to check their answers
and repeat. Elicit that the intonation usually goes up for
Answers yes/no questions, and down for Wh- questions.
a 2 b 1 c 3
Answers
B 1.6 Allow sts time to read the gapped questions, 1 up 2 down 3 down 4 up
then play the audio again. Sts listen and complete the
questions. Check answers. 3 x PRACTICE SB page 9, exercise 7
Answers 1 Do the exercise as normal. To check answers, read out
1 ate 2 happened 3 wants each question with rising and then falling intonation
and ask: Which is correct? Elicit answers, then play
6 Sts look at the questions in exercise 5B again, then read track 1.8 for sts to listen, check and repeat.
the sentences and choose the correct options to complete 2 Hum the intonation of the first question by humming
them. They could work in pairs for this. Check answers. each syllable and focusing on the rising intonation. In
pairs, sts practise doing the same with each question.
Answers Ask some sts to hum one of the questions for the class.
1 don’t know 2 positive The class can listen and guess which question it is.
3 Read out the first question and elicit ways in which it
Grammar could be changed, e.g. Have you had dinner? Has your
class finished? In pairs, sts change the questions so
Read the Grammar box with sts about question forms. that they are different, but keep the same intonation
Explain that when we ask about the object of a verb, pattern. They can practise asking and answering their
we use an auxiliary verb: Who does John know? (He new questions in pairs.
knows Jack). Point out that in present simple and past
simple questions, the main verb is in the infinitive form 8 A Sts complete the questions with the correct word(s) and
(do you know/did you know). When we ask about the decide which question doesn’t need an auxiliary. Check
subject of a verb, we don’t use an auxiliary verb, and answers.
the word order is the same as in statements: Who knows
John? (Jack knows him). Remind sts that prepositions Answers
in questions come after the main verb. Ask questions to 1 Do 2 did, did 3 did, Did 4 – 5 Do 6 Have, did
check concept.
Concept check questions:
Which kinds of questions have auxiliaries? (object B In pairs, sts read the questions again and decide if the
questions). Why are they called object questions? intonation goes up or down. Check answers. Sts then
(because we are asking about the object of the verb). practise asking and answering the questions in pairs. Get
What are we asking about in subject questions? (the feedback on their answers.
subject of the verb). Do we use auxiliary verbs in subject
Answers
questions? (no). What is the word order in subject
questions? (the same as in statements). What do you 1 up 2 down; down 3 up; up 4 down 5 up
want? – subject or object question? (object question). 6 up; down
Who wants a drink? – subject or object question? (subject
question). Where do prepositions come in questions? Go to Communication practice
(after the main verb) Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 156. All ‘Student B’ sts should
Go to Grammar practice: question forms, SB page 113/ go to SB page 166. Go to TB page 325 for the teacher
TB page 239. notes. Do the activity, then continue with exercise 9 of
Sts will find more language reference, presentation and lesson 1C.
practice for question forms here. Do these exercises with
the class, or set them for homework, before continuing
9 Sts ask and answer the questions in pairs. Take feedback.
with exercise 7 of lesson 1C.
PERSONAL BEST
Remind sts to go to the app for further self-study
grammar practice of question forms. Sts can practise asking and answering questions further.
They write four more questions to ask a partner, then ask and
answer the questions in pairs.
With weaker sts, brainstorm three or four more questions
with the class and write them on the board. Sts can then ask
and answer the questions in pairs. Ask some sts to tell the
class something they learned about their partner.
31
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1 SKILLS
SKILLS SPEAKING making small talk ■ keeping a conversation going
1D Small talk
Learning
Curve 1 A Read the definition of small talk and look
the weather
politics
at the topics. Which topics do people typically
discuss when they make small talk?
TV, sport and films
small talk noun polite and informal
conversation about light topics, often between
people who don’t know each other well. relationship problems
work and family
B In pairs, discuss the questions. the situation (party, journey, etc.)

1 When did you last make small talk?
2 Where were you?
3 Who did you talk to? your day
4 What did you talk about?
2 1.9 Watch or listen to the first part of a webshow called

Learning Curve. Ethan catches a train and a passenger makes
small talk with him. Who are sentences 1–6 about? Tick ( )
Ethan or passenger.
Ethan passenger
1 He starts the conversation.
2 He asks where the other person is going.
3 He’s going to City Island.
4 He asks where the other person is from.
5 He’s from Pennsylvania.
6 He asks about the other person’s job.
3 1.9 Complete the sentences from the conversation with

the words in the box. Watch or listen again and check.
so nice mind ahead have excuse sounds living
1 me. Does this train go to the baseball stadium? 5 What do you do for a ?
2 Would you if I sat here? 6 Well, that interesting.
3 Uh, no. Go right . 7 Hey, it was talking to you!
4 , where are you going? 8 fun at the game!
Conversation builder making small talk
Starting the conversation Asking about the person/situation Ending the conversation
Excuse me … Are you having a good time/journey/day? Nice talking to you.
Is anyone sitting here? Are you from around here? Great to meet you.
Would you mind if I sat here? So, what do you do for a living? Have a lovely evening.
Beautiful day, isn’t it? And what does that involve?
I love your phone. Is it new?
4 Read the Conversation builder. Make small talk with your partner. Imagine it’s your first English class
and you’ve never met.
10
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SKILLS 1D
1D Small talk
Learning
Curve Sts hear someone making small talk and then keeping a conversation going. They then practise starting a
conversation and keeping it going.
Speaking Conversation builder Skill

Sts watch a video or listen to a recording of someone making Making small talk, e.g. starting the Keeping a conversation
small talk and keeping a conversation going. They then conversation and asking questions going, e.g. That’s interesting?
practise making small talk and keeping a conversation going. about someone’s situation Really?
WARMER 3 1.9 Sts read the sentences and complete them with
Ask: Do you ever talk to people you don’t know? Where do you the correct words. Play the track again for sts to watch or
do this? Elicit answers from individual sts, and elicit the idea listen, pausing so that they can check their answers and
of starting a conversation on a bus or train, at a bus stop, etc. hear them in context.
Ask: What kinds of things do you talk about in these situations?
Answers
1 A Read out the definition and make sure sts understand 1 Excuse 2 mind 3 ahead 4 So 5 living 6 sounds
it. Discuss as a class which topics people typically discuss 7 nice 8 Have
when they make small talk.
B Sts discuss the questions in pairs. Ask some pairs to 3 x PRACTICE SB page 10, exercise 3
tell the class about their experiences. You could ask some
general questions about small talk, e.g. Who is more likely 1 Do the exercise as normal. Before you play track
to make small talk – young people or older people? Why? 1.9, ask: What do you think is the first missing word?
Are people in some towns or cities more likely to make small Who has a different answer? Elicit the answers, and
talk than in others? Why? encourage sts to give reasons for their answers.
2 Ask sts to cover the sentences in the exercise. In pairs,
Each unit features an episode of Learning sts look at the words in the box and try to remember
Curve, a web show intended for international the sentences. They can look at the sentences again to
Learning students to engage in English language and check.
Curve
culture. It is presented by a range of hosts who 3 In pairs, sts prepare a new short conversation using
present documentaries and vox pops (in B lessons which sentences 1-8 and their own imagination. Allow them
focus on listening skills) and also talk about their personal time to practise their conversations, then nominate
lives through video diaries (in D lessons which focus on pairs to perform their conversations for the class.
speaking skills). You and your students can watch the
videos in class, or download them from the Learning Conversation builder
Platform to watch at home. You can watch the episode in Read the Conversation builder box with sts about
its entirety (for enjoyment or familiarization purposes), or making small talk. Make sure they understand the
you can break it down into more manageable chunks, as different categories of phrases, e.g. Starting the
recommended in each lesson. It is also available as an conversation, Ending the conversation. Point out that
‘audio-only’ option for teaching environments without with phrases such as these, it is important to use a
access to video. Students hear speakers from the UK and range of intonation in order to sound friendly. Ask
the USA (exposing them to both British and American questions to check concept.
English accents) as well as from other countries. The video Concept check questions:
allows students to practise particular speaking skills and I get onto a bus or train. How can I start a conversation
gives them exposure to features of natural spoken speech. with someone? (Excuse me. Is anyone sitting here?) How
See TB page 00 for more information on Learning Curve. can I ask where someone lives? (Are you from around
here?) How can I ask about someone’s job? (What do
you do for a living?) How can I ask about something
2 1.9 All the D lessons in this level which focus on
they own? (I love your ... . Is it new?) How can I end the
speaking skills are accompanied by video. In this lesson, conversation? (Great to meet you.)
Ethan makes small talk on a train and at a party. Allow sts
time to read through the sentences. Model pronunciation
of Pennsylvania. Play video/audio track 1.9 for sts to 4 Model a small-talk conversation with a student. Sts then
watch/listen. See TB page 354 for video/audio script. Sts work in pairs to make small talk with each other. They
watch or listen to identitfy who each sentence is about, could repeat with a different partner for extra practice, or
Ethan or the passenger. Check answers with the class. they could move around the classroom and make small
talk with a range of different sts.
Answers
1 passenger 2 passenger 3 Ethan 4 Ethan
5 passenger 6 passenger
33
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making small talk ■ keeping a conversation going SPEAKING SKILLS
SKILLS 1D
Ethan goes to a party and meets Cindy for the first time.
Tick ( ) the topics that Cindy and Ethan talk about.
1 Penny and Taylor’s apartment
2 their families
3 their jobs
4 how they know Penny and Taylor
5 the food at the party
6 the weather
6 1.10 Put the sentences (a–i) in order. Watch or listen again and check.
a Cindy So, what do you do on your webshow?

b Ethan Oh, you met at work! So, are you having a good time?
c Cindy Sorry, I don’t know Penny that well. By the way, I’m Cindy. I work with Taylor at the gym.
d Ethan Well, I’m a presenter, a co-host, like Penny.
e 1 Cindy How do you know Penny and Taylor?
f Ethan Mmm! Well, I love carrot cake.
g Cindy It’s a great party. I got here early so I could bring my famous carrot cake.
h 2 Ethan I’m Ethan. I work with Penny on Learning Curve. It’s a webshow. We’re presenters.
i Cindy Hmm, a presenter, that’s interesting. And what does that involve?
Skill keeping a conversation going
When we talk to someone we don’t know well, we keep the conversation going so we don’t run out of things to say.
• Give extra information when you answer a question, e.g. ‘Are you from around here?’ ‘No. I moved here from Brazil
six months ago.’
• Respond to a statement with a positive comment, e.g. ‘That’s interesting! I love Brazil. I’ve been there twice.’
• Ask open questions to find out more information, e.g. ‘Really? What were you doing there?’
7 Read the Skill box. Answer the questions about the conversation in exercise 6.
1 What extra information does Ethan give when he explains how he knows Penny?
2 What positive comments do Ethan and Cindy make?
3 What open questions does Cindy ask?
8 In pairs, practise the conversation in exercise 6.

9 A PREPARE In pairs, choose one of the situations below and think of how you could start a conversation
with someone you don’t know well.
B PRACTISE Take turns to start a conversation. Make small talk and keep the conversation going.
C PERSONAL BEST Was it easy to start the conversation and keep it going? What could you do
differently next time? Choose another situation and have another conversation.
Personal Best You meet someone new at Penny and Taylor’s party. Write the conversation. 11
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SKILLS 1D
5 1.10 Ask sts to look at the topics and guess which ones C PERSONAL BEST Discuss with sts how easy or difficult
Cindy and Ethan talk about. Play video/audio track 1.10. they found the task, and what they could improve next
See TB page 354 for video/audio script. Sts watch or listen time. Sts then choose another situation and practise
and tick the topics they mention. Check answers. another conversation. Point out to sts that it might feel
artificial to practise in this way, but the more times they
Answers practise conversations like this, the easier they will find
1, 3, 4, 5 them when they are in a real-life situation.
6 1.10 Sts read the sentences and put them in order.

PERSONAL BEST
Draw their attention to the examples (numbers 1 and 2 in
the boxes). Play the track again for sts to watch/listen and Sts can work in pairs and prepare a new conversation at
check their answers. Ask them to watch/listen also to find Penny and Taylor’s party. They could then practise their
out what Ethan's job involves. Elicit that he does research, conversation in their pairs. Ask some sts to perform their
presents documentaries and interviews people. conversations for the class.
Weaker sts can practise their conversation from exercise 9C
Answers
with a new partner.
1 e 2 h 3 c 4 b 5 g 6 f 7 a 8 d 9 i
Skill
EXTRA PRACTICE
Put sts into groups of three. Two sts repeat the conversation
Read the Skill box with sts about keeping a
from exercise 9B, in which they make small talk and keep
conversation going. Explain that good speakers can
the conversation going. The third student uses their phone
use phrases and questions to encourage someone else
to film the other two. Sts can swap roles and practise again.
to keep talking, so that a conversation does not end.
Watching themselves on film will help sts to evaluate how
Remind sts that in this kind of situation it is important
well they can make small talk and keep a conversation going.
to use a range of intonation to sound friendly and
interested.
7 Sts look at the conversation in exercise 6 and answer

the questions. They could discuss their answers in pairs.
Check answers with the class.
Answers
1 He gives his name and says what his job is.
2 Mmm! Well, I love carrot cake. It’s a great party. Hmm, a
presenter, that's interesting.
3 So, what do you do on your webshow? How do you
know Penny and Taylor? And what does that involve?
8 Sts practise the conversation in exercise 6 in pairs. Remind

them to use intonation to sound friendly and interested.
Divide the class into Student A and Student B. All ‘Student
go to SB page 166. Go to TB page 325 for the teacher
notes. Do the activity then continue with exercise 9 of
lesson 1D.
9 Sts follow the steps to practise starting a conversation with
someone they don’t know and keeping the conversation
going.
A PREPARE Sts look at the pictures, choose one and
think of an idea for their conversation. Encourage them
to think of some suitable open questions to ask, and some
possible answers to questions about themselves.
B PRACTISE Sts work in pairs to start their conversation
and keep it going. Encourage them to use intonation to
seem friendly and interested, and to ask open questions to
keep the conversation going.
35
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UNIT
2 Tell me a story
LANGUAGE narrative tenses ■ -ed and -ing adjectives
2A What a coincidence!
1 A Choose the correct options to complete the questions. Explain why they are correct.
1 In your opinion, what kind of social media posts are bored / boring?
2 What kind of social media posts are you interested / interesting in?
B In pairs, answer the questions in 1A.
Go to Vocabulary practice: -ed and -ing adjectives, page 137

2 Tell your partner about the last time you felt shocked or terrified, and about something you find
fascinating or amusing.
3 A Read the text quickly. What do you think the title Twinsters means?
B Read the text again. Order the events from 1–6.

a The twins made a film about finding each other.
b Anaïs saw a woman online who looked identical to her.
c Anaïs found a way of contacting Samantha.
d Anaïs discovered that they had the same date of birth.
e They got to know each other online, then they met in person.
f A scientific test proved they were twins.
TWINSTERS
I
n February 2013, 25-year-old Anaïs Bordier, a fashion
design student from Paris, was checking Facebook when
she saw a video of a young American actress that a
friend had posted. Anaïs couldn’t believe it – the actress
looked exactly like her! Unfortunately, there was no name
on the video but she was extremely curious and told all her
friends about it.
A few months later, while Anaïs was travelling by bus to
college, she got a message from the same friend. He had
seen the actress in another video, and this time there was
a name – Samantha Futerman. When Anaïs googled her,
she found out that they had been born on the same day
and that, like Anaïs, Samantha had been adopted when she
was a baby. Anaïs was so shocked that she got off the bus. that they were not only very similar in appearance, but also
Could Samantha be her twin? She decided to contact her to had the same mannerisms, found the same things amusing,
find out. and both loved cheese!
When Samantha received a friend request from Anaïs on Anaïs and Samantha were excited to meet for the first time
Facebook, she was amazed to see that the face in the several months later in London, where Anaïs was studying.
profile picture was identical to her own. Anaïs messaged While Samantha was visiting Anaïs, they received the results
Samantha to explain how she had found her, and to ask her of a DNA test which confirmed what they already knew –
where she had been born. Samantha replied and confirmed that they really were identical twins. The sisters then wrote a
that she had also been born in Busan, South Korea. The book and filmed an award-winning documentary, Twinsters,
girls spoke regularly on Skype after that, and discovered about their amazing story.
12
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UNIT
Tell me a story 2
UNIT
UNIT 2 OVERVIEW: This unit focuses on the topic of stories. Sts read stories about twin sisters who were
separated at birth, and two friends who chose to visit each other in different towns on the same day. In
Learning Curve, Penny and Ethan interview people about their attitude to luck. Sts then read the story of a
man who changed his life to give up unhealthy habits and become a successful athlete. Finally, they write a
story about something interesting that happened to them.
LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Listening Writing
Narrative tenses; -ed and -ing adjectives; /d/ in the past perfect Listening for the main Making a narrative
used to and usually phrasal verbs idea; linking consonants interesting; time linkers
and vowels
LANGUAGE 2A
2A What a coincidence!
Sts read a text about twin sisters who were adopted and brought up in different countries, then found each other online.
They also read about two friends who chose to visit each other in different towns on the same day, then practise telling a
story by talking about a time when they met someone important in their life.

Narrative tenses -ed and -ing adjectives (amazed/ing, amused/ing, annoyed/ing, /d/ in the past Telling a story
depressed/ing, disappointed/ing, embarrassed/ing, excited/ing, perfect
fascinated/ing, shocked/ing, terrified/ying)
WARMER Go to Vocabulary practice: -ed and -ing adjectives, SB

Read out the title of the unit Tell me a story. Explain that this Sts will find more language presentation and practice for
unit is all about stories of strange, interesting or funny things -ed and -ing adjectives here. Do these exercises with the
that have happened to people. Ask: Has anything interesting class, or set them for homework, before continuing with
or funny happened to you recently? What was it? Elicit answers exercise 3A of lesson 2A.
from individual sts. Encourage them to tell their stories in
detail, and encourage other sts to ask questions to find out Remind sts to go to the app for further self-study
more. Ask: When something funny or interesting happens to vocabulary practice of -ed and -ing adjectives.
you, do you post it online? Where?
3 A Check that sts understand twin. They read the text
1 A Sts read the questions and choose the correct words to quickly and answer the question. Check answers.
complete them. They then discuss in pairs why they chose
each word. Check answers with the class. Answer
It is the title of the documentary they made, and a
Answers combination of twin and sister.
1 boring 2 interested
Adjectives that end in -ed describe feelings and adjectives B Sts read the text again and order the events. Check
that end in -ing describe things that give you these answers.
feelings.
Answers
B In pairs, sts discuss the questions in exercise 1A. Take 1 b 2 d 3 c 4 e 5 f 6 a
feedback.
2 Read out the task and check that sts understand all the
adjectives. Sts talk about their experiences in pairs. Take
feedback.
37
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narrative tenses ■ -ed and -ing adjectives LANGUAGE 2A
4 What did you think of Anaïs and Samantha’s story?
I thought it was an amazing coincidence.
5 A Which forms are the verbs in bold? Choose from the past simple, past perfect and past continuous.
1 He had seen the actress in another video.
2 While Anaïs was travelling by bus to college, she got a message.
3 The sisters wrote a book about their amazing story.
B Match the forms with their uses. Then read the Grammar box.
a an action that happened before another action in the past
b a completed action in the past
c an action in progress at a specific moment in the past
Grammar narrative tenses
Past simple (for main events): Past perfect (for actions that Past continuous (for longer actions/
happened before other actions): background):
I visited my friend Ana last year. When we arrived at the cinema, At 9 p.m. last night I was having dinner.
the film had started.
Look! We usually use when with the past simple and while with the past continuous:
I was walking in the park when I met Jo. While I was walking in the park, I met Jo.
Go to Grammar practice: narrative tenses, page 114

6 A 2.3 Pronunciation: /d/ in the past perfect Listen to the sentence. Notice the pronunciation
of /d/ in the past perfect form. Listen again and repeat.
He’d seen the woman before.
B 2.4 Listen to the sentences and choose the verb forms you hear.
1 I bought / I’d bought 3 She got married / She’d got married 5 You watched / You’d watched
2 He asked / He’d asked 4 We realized / We’d realized 6 They lost / They’d lost
7 A 2.5 Complete the text with the correct form of the verbs in brackets. Listen and check.
‘
8
B Have there been any coincidences in your life or in your friends’ lives? Talk about them in pairs.
In pairs, talk about a time when you met someone important in your life. Use the questions to help you.
’
• Where were you? • What did you both say?
• What had happened before you met? • How did your life change after
• What were you both doing when you met? you met him/her?
• What happened when you met?
Personal Best Read the story about Anaïs and Samantha again. Close your books and retell the story in pairs. 13

00;photocopiable
activity2A
1AGrammar
Grammar
642323_P036_051_U02.indd 38 02/08/2017 13:10

LANGUAGE 2A
4 Sts discuss the question in pairs. Get feedback on their Answers
answers. 1 I bought a new car.
5 A Sts look at the bold verbs and decide which forms they 2 He’d asked me that before.
are. They could work in pairs for this. Check answers. 3 She’d got married when she was young.
4 We realized that there was a problem.
Answers 5 You watched the wrong video.
1 past perfect 2 past continuous 3 past simple 6 They’d lost my coat.
B Sts look at the bold verbs in exercise 5A again and Go to Communication practice
match them with their uses. Check answers. Divide the class into Student A and Student B. All ‘Student
Answers go to SB page 167. Go to TB page 327 for the teacher
a past perfect b past simple c past continuous notes. Do the activity, then continue with exercise 7A of
lesson 2A.
Grammar 7 A 2.5 Sts read the text and complete it with the
correct forms of the verbs in brackets. Play audio track
Read the Grammar box with sts about narrative tenses. 2.5. See the SB page opposite for audio script. Sts listen
Explain/elicit that we use the past simple for the main and check their answers.
events in a story. We use the past perfect for actions
that happened before other actions, and we use the Answers
past continuous for longer, background actions that 1 was staying 2 went 3 ‘d called 4 rang 5 came
were in progress at a particular time in the past. Point 6 decided 7 got 8 ‘d gone 9 was knocking
out that we use when with the past simple and while
with the past continuous: We were having dinner when
he arrived. NOT We were having dinner while he arrived. 3 x PRACTICE SB page 13, exercise 7A
Concept check questions: 1 Do the exercise as normal. To check answers, read out
Which tense do we use for the main events in a story? each gapped sentence in turn and ask: past simple, past
(past simple). Does the past simple describe a completed continuous or past perfect? Elicit possible answers, and
action or an unfinished one? (completed). Which tense ask a student who gave the correct answer to explain
do we use for actions that happened earlier? (past why it is correct.
perfect). I went out when I had eaten – which action did 2 Sts work in pairs. One student closes their book. The
I do first? (I ate.) Which tense do we use for actions in other student reads out the story, omitting the gapped
progress in the past? (past continuous). Which tense do verbs. They could cough to indicate a gap. Their
we usually use with ‘when’? (past simple.) Which tense partner tries to remember the verbs. They can swap
do we use with ‘while’? (past continuous) roles and practise again.
3 Write the correct verb forms on the board, e.g. was
Go to Grammar practice: narrative tenses, SB page 114/ staying, went, etc. With books closed, sts work in pairs
TB page 241. and try to recreate the story from the verbs. Elicit the
Sts will find more language reference, presentation and story from the class and see if, as a class, sts can retell
practice for narrative tenses here. Do these exercises with the whole story.
with exercise 6A of lesson 2A. B Sts discuss the question in pairs. Get feedback on their
answers.
grammar practice of narrative tenses. 8 Allow sts time to prepare their answers individually. They
then tell their stories in pairs. Ask some sts to tell their
6 A 2.3 Play audio track 2.3. See the SB page opposite stories to the class.
for audio script. Sts listen and notice the pronunciation of
/d/ in the past perfect. Play the audio again for sts to listen
and repeat.
PERSONAL BEST
Sts can practise using narrative tenses further. They read the
B 2.4 Allow sts time to read through the verb forms.
story about Anaïs and Samantha again, then practise telling it
Play audio track 2.4. See Answers for audio script. Sts
in pairs.
listen and choose the verb forms they hear, noticing the
difference in pronunciation between the two tenses. They Weaker sts could work in groups of four. They each read one
will need to listen carefully for the auxiliary /d/ sound, paragraph of the story again, then retell the story in their
which joins onto the next word when that starts with a groups, each telling their own paragraph.
vowel. Play the audio again for sts to listen and check their
answers.
39
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2 SKILLS LISTENING listening for the main idea ■ linking consonants and vowels ■ phrasal verbs
2B Do we make our own luck?

Learning
Curve 1 Do you think these things bring good or bad luck? Can you think of more examples?
a penny the number 13
a broken mirror
a dream catcher a fortune cat a four-leaf clover
2 A Were these people lucky or unlucky? Match the verbs in bold with the meanings.
I found a lucky penny in the street, but that day, My plane ticket was for seat 13. I 4set off early to get
my car 1ran out of petrol and my boyfriend to the airport on time, but the traffic was terrible and
2broke up with me – we’d been 3going out for I 5ended up missing my flight. I was really 6looking
ten years. So much for lucky pennies! forward to that holiday!
a be excited about something in the future d start a journey

b finally be in a situation or place you didn’t originally intend e finish or use all of something
c have a romantic relationship f end a relationship
B Answer the questions in pairs.
1 Has your phone ever run out of battery just before an important call?
2 What did you plan to do last weekend? Did you end up doing something different?
3 What are you looking forward to at the moment?
Go to Vocabulary practice: phrasal verbs, page 138
Skill listening for the main idea
It’s important to understand the main idea when someone is speaking.

• Think about who is speaking and what the topic is.
• Remember that speakers often repeat the main idea using different words.
• Listen for key words, which are often stressed.
• Don’t worry if you don’t understand all the words or details.
3 A 2.8 Read the Skill box. Watch or listen to the first part of Learning
Curve and choose the correct option to answer the questions.
1 What does Penny talk about?
a a scientific experiment about luck
b a book about luck
c an unlucky day she had
2 What is the main idea?
a Some people are simply unlucky.
b Positive people generally see more opportunities in life.
c People who believe they are lucky are usually unlucky.
B Do you believe in luck? Do you think people make their own luck?
Discuss in pairs.
14
40 EXTRA PRACTICE: Workbook page 9; photocopiable activity 2B Vocabulary
642323_P036_051_U02.indd 40 02/08/2017 13:10

SKILLS 2B
2B Do we make our own luck?
Learning
Curve Sts hear about different kinds of good and bad luck, then discuss their own experiences of and attitudes to
good and bad luck.
Listening Skill Listening builder Vocabulary

Sts watch a video or listen to Listening for the main Linking consonants Phrasal verbs: (break up, bring up (children),
a recording about good and idea and vowels catch up (with friends), end up, fall over,
bad luck. go back, go out (dating), go up (increase),
hurry up, look forward, pay back, run out,
set off, sign up, try on)
WARMER Each unit features an episode of Learning

Write on the board: Good ___ with your exams! Elicit the Curve, a web show intended for international
missing word luck and elicit or explain the meaning of the Learning students to engage in English language and
Curve
word (something good or bad that happens by chance). Ask: culture. It is presented by a range of hosts who
In what other situations might you say ‘Good luck’ to someone? present documentaries and vox pops (in B lessons which
When do you think you need good luck? Why? focus on listening skills) and also talk about their personal
lives through video diaries (in D lessons which focus on
1 Sts work in pairs to look at the things and discuss whether speaking skills). You and your students can watch the
they think that they bring good or bad luck. Discuss the videos in class, or download them from the Learning
answers with the class. Ask: What things in your culture Platform to watch at home. You can watch the episode in
are thought to bring good or bad luck?
its entirety (for enjoyment or familiarization purposes), or
you can break it down into more manageable chunks, as
Answers
Answers may vary depending on culture. From a UK recommended in each lesson. It is also available as an
viewpoint: ‘audio-only’ option for teaching environments without
good luck: a dream catcher, a fortune cat, a lucky penny, access to video. Students hear speakers from the UK and
a four-leaf clover the USA (exposing them to both British and American
bad luck: a broken mirror, the number 13 English accents) as well as from other countries. The video
allows students to practise particular listening skills and
2 A Ask sts to read the two experiences quickly. Elicit gives them exposure to features of natural spoken speech.
whether the people were lucky or unlucky (unlucky). See TB page 00 for more information on Learning Curve.
Sts then match the bold verbs with their meanings (a-f).
Check answers. Skill
Answers Read the Skill box with sts about listening for the main
1 e 2 f 3 c 4 d 5 b 6 a idea. Point out that when you listen for the main idea,
you do not need to understand every single word, so
you shouldn’t worry if there are some parts you don’t
B Sts discuss the questions in pairs. Ask some sts to tell understand.
the class about their partner’s answers.
Go to Vocabulary practice: phrasal verbs, SB page 138/ 3 A 2.8 All the B lessons in this level which focus on
TB page 289. listening skills are accompanied by video. In this lesson,
Sts will find more language presentation and practice for Penny and Ethan interview people about their attitude
phrasal verbs here. Do these exercises with the class, or set to luck. Allow sts time to read the questions and options.
them for homework, before continuing with exercise 3A of Play video/audio track 2.8. See TB page 354 for video/
lesson 2B. audio script. Sts watch or listen and choose the correct
Remind sts to go to the app for further self-study options. Check answers.
vocabulary practice of phrasal verbs.
Answers
1 a 2 b
B Sts discuss the questions in pairs. Discuss their answers

as a class.
41
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listening for the main idea ■ linking consonants and vowels ■ phrasal verbs LISTENING SKILLS 2B
4 2.9 Watch or listen to the second part of the show. Complete the sentences about the main
ideas with Herman, Winnie or Juan.
2 talks about someone else who believes in bad luck.
3 is having a bit of bad luck but his/her luck changes.
Herman Winnie Juan
5 2.9 Watch or listen again. Choose the correct option to answer the questions.
1 What happened to Herman earlier?
a He slept badly, lost his keys and set off for work late.
b His motorcycle broke down, he lost his keys and missed the bus.
c He ran out of hot water in the shower and lost his key chain.
2 What happened to Winnie?
a She went out with a dentist and ended up marrying him.
b She was going out with a mechanic but broke up with him.
c She ended up marrying a man she’d met several times by chance.
3 Which sentence about Juan is true?
a He’s looking forward to getting married to Winnie.
b He’s in the city doing a favour for a neighbour.
6 Think of a time when you were lucky or unlucky. Describe what happened in pairs.
Listening builder linking consonants and vowels
When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next
word if it starts with a vowel sound. This can sometimes mean it’s difficult to hear the correct words.
It all started last night. She’s trying on her wedding dress.
7 2.10 Read the Listening builder. Look at the sentences from the show and mark where the
consonant-vowel links are. Listen and check. Then practise saying the sentences.
3 I think Ethan is back.
4 I’m picking up a package.
5 I think it’s his backpack.
6 I’m the luckiest person I know.
8 Discuss the questions in pairs.

1 Who’s the luckiest person you know? And the unluckiest?
2 Do you have any lucky charms? What are they? Have they brought you good luck?
3 Is there anything you avoid doing because it might bring bad luck?
Personal Best Write a paragraph about things that bring good luck at special occasions, e.g. a wedding, New Year’s Eve. 15
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SKILLS 2B
4 2.9 Sts look at the pictures and read the gapped PERSONAL BEST
sentences. Play video/audio track 2.9. See TB page 355 Sts can practise talking about luck further. They write a
for video/audio script. Sts watch or listen and complete paragraph about things that are traditionally thought to bring
the sentences with the correct name. Check answers. good luck at special occasions such as weddings and New
Year’s Eve. Sts can compare their paragraphs in small groups.
Answers
1 Winnie 2 Juan 3 Herman Weaker sts can work in small groups. They choose one special
occasion and compare their ideas about what is considered
lucky at that event. Ask groups in turn to present their ideas
5 2.9 Sts read the questions and the options. Play video/
to the class.
audio track 2.9 again. Sts watch or listen and choose the
correct options. Check answers. Play the track again,
pausing for sts to hear why each answer is correct. EXTRA PRACTICE
Answers phones to film their classmates asking and answering the
1 a 2 c 3 b questions in exercise 8. They can swap roles and practise
again. Allow sts time to watch the films of themselves and
6 Sts work in pairs to discuss their own experiences of good notice how well they link the consonant sound at the end of a
or back luck. Ask some sts to tell the class about their word with the vowel sound at the beginning of the following
partner’s experiences. word. Discuss as a class what they noticed about their own
pronunciation, and how they could improve it.
Listening builder
Read the Listening builder box with sts about linking
consonants and vowels. Read out the sentences in the
box to model the pronunciation of the linked sounds.
Explain that when consonants and vowels are linked
in this way it makes it difficult to hear where one word
ends and the next one begins. Ask questions to check
concept.
What does it mean when we link sounds? (We pronounce
them together, without a gap.) What kinds of sounds do
we link between different words? (We link a consonant
sound at the end of a word with a vowel sound at the
beginning of the following word.) Why is it important
to recognize linking? (in order to understand the
individual words)
7 2.10 Sts read the sentences and mark where they think
the consonant and vowel sounds are linked. Play audio
track 2.10. See the SB page opposite for audio script. Sts
listen and check their answers. Then allow sts time to
practise saying the sentences in pairs.
Answers
1 Do we makeour own luck?
2 I ranoutofenergy.
3 I thinkEthanis back.
4 I'm pickingupa package.
5 I thinkit’s his backpack.
6 I’m the luckiest personI know.
8 As a round-up, sts discuss some more general questions

connected with luck. Sts discuss the questions in pairs.
Discuss their answers as a class and see who in the class
has a lucky charm, and who avoids doing things because
they might bring bad luck.
43
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2 LANGUAGE used to and usually
2C Radical changes
1 A In pairs, look at the pictures and describe what you see. What are the similarities and differences?
B Read the text and choose the best caption for the pictures.
1 Steve Way and his trainer 2 Steve Way: before and after 3 Like father, like son
Sports interview:
Marathon
Man
Steve Way, a long-distance runner, has two
memorable career highlights: running a marathon
in Glasgow in just 2 hours 15 minutes and finishing
the British Ultramarathon (100 km) in 6 hours 19
minutes. Both were personal best times for him,
and broke records. He is a top athlete, but behind
the success there is an extraordinary story.
Steve usually runs about 120 km a week, weighs 67 kg, to give up smoking and start training for the London
and like all top athletes, is usually very careful about Marathon, which he completed in just over three hours
what he eats. But he hasn’t always been so fit and despite training for only three weeks!
healthy. When Steve was in his thirties, he used to It soon became clear that Steve was a very talented
be dangerously overweight because of his addiction athlete. Nowadays, he is so enthusiastic about running
to chocolate and junk food. He didn’t use to do any that he travels to competitions all over the world. So
exercise, smoked a packet of cigarettes a day and had how does an ultra-healthy person celebrate another
a stressful job with long hours. successful marathon? Steve admits that for 48 hours
He felt awful. ‘I could hardly sleep at night. I was after a marathon he usually lets the old Steve out of
coughing and waking up because of the smoking,’ he the box and enjoys fast food, steak and chips. ‘I still
remembers. ‘I realized I had to do something radically struggle to see myself as a proper athlete,’ he says.
different to break the cycle.’ The radical change was ‘I am just a man who got obsessed with his hobby.’
Adapted from theguardian.com

2 Read the text again. What do the numbers refer to?
100 km 6 hours 19 minutes thirties three weeks 48 hours
3 In pairs, complete the notes about Steve in the table with the words in the box.
overweight healthy food 67 kg runs a lot junk food do any exercise
now before
amount of exercise 1 He usually . 2 He didn’t use to .
weight 3 He weighs . 4 He used to be .
diet 5 He usually eats . 6 He used to eat .
4 Have you made any changes in your life? What changes would you like to make?
16
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LANGUAGE 2A
2C
2C Radical changes
Sts read about someone who changed their lifestyle to become fitter and healthier. They study ways of talking about past
and present habits, and practise talking about their own habits and way of life in the past and present.
Grammar Pronunciation Communication

used to and usually Sentence stress Talking about present and past habits
WARMER
Ask: Have you ever run a marathon or other big race? Would
you like to? If sts answer yes, ask more questions to encourage
them to talk about their experiences or plans. If they answer
no, ask: Why do you think some people decide to run a
marathon? What difference can it make to their lives? Elicit a
range of answers.
1 A Sts look at the pictures and describe in pairs what they

can see. Get feedback on their answers.
B Explain the meaning of caption if necessary. Sts read
the text quickly and choose the best caption for the
pictures. Check the answer with the class.
Answer
2 Steve Way: before and after
2 Sts read the text again and note down what the numbers
refer to. To help with this task, you could remind sts of
the technique of scanning a text for specific information.
Answers
100 km – the distance of the British Ultramarathon
6 hours 19 minutes – the amount of time Steve took to
finish the Ultramarathon
thirties – Steve was dangerously overweight at this age,
and addicted to chocolate and junk food
three weeks – the amount of time Steve spent training for
the London Marathon
48 hours – the amount of time after running a marathon
when Steve allows himself to enjoy fast food
3 Read through the table with the class and make sure sts
understand weight, weighs and diet. Sts complete the notes
in the table with the correct words. Check answers with
the class.
Answers
1 runs a lot
2 do any exercise
3 67 kg
4 overweight
5 healthy food
6 junk food
4 Sts discuss the questions in pairs. Get feedback on their

answers.
45
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used to and usually LANGUAGE 2C
5 Answer the questions and then read the Grammar box. Which sentences in the table in
exercise 3 describe:
1 present habits and states?
2 past habits and states?
Grammar used to and usually
Past habits and states: Present habits:

I used to be fit. I usually walk to work.
I didn’t use to work. I don’t usually watch much TV.
He never used to phone me. Do you usually start work so early?
Did you use to do your homework?
Look! We use the past simple for things that happened only once, or to say how many times something happened.
I broke my leg three times when I was a child. NOT I used to break my leg three times.
Go to Grammar practice: used to and usually, page 115
6 2.12 Pronunciation: sentence stress Read sentences 1–3. Which syllables are stressed?
Listen, check and repeat.
1 Did they use to do sport? 2 I used to go to the gym. 3 He didn’t use to run.
7 A Rewrite the sentences with usually or a form of used to.

1 These days, I have cereal for breakfast. 5 I ate healthier food as a teenager.
2 I didn’t play volleyball when I was younger. 6 I didn’t like fruit when I was young.
3 I enjoyed Maths when I was at school. 7 I don’t eat much fast food.
4 I go swimming on Saturdays. 8 I didn’t work hard at school.
B Which of the sentences in 7A are true for you? Change the other sentences so they are true for you.
Discuss your answers in pairs.

8 A Use the prompts to make questions with the correct form of used to.
1 which TV programmes / watch / when you were eight?
2 which sweets and snacks / like / when you were young?
3 which toys / play with / when you were a child?
4 which sports / do / at school?
5 where / go on holiday / when you were a child?
6 have / pet / when you were young?
7 which pop group / like / when you were twelve?
8 what / do / after school when you were young?
B In pairs, ask and answer the questions in exercise 8A.

Say what you do now that is different.
A Which TV programmes did you use to watch when you were eight?
B We never used to watch TV during the week but we watched all the cartoons on Saturday morning.
A Do you still watch TV on Saturday morning?
B No, I usually meet friends. I watch TV in the evening after work.
Personal Best Write about differences between your life now and your parents’ lives when they were your age with usually and used to. 17
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LANGUAGE 2C
5 Sts look at the sentences in the table in exercise 3 again 3 x PRACTICE SB page 17, exercise 7A
and answer the questions. Check answers.
1 Do the exercise as normal. To check answers, read out
Answers each sentence and ask: present or past habit? Elicit the
1 sentences 1, 3, 5 2 sentences 2, 4, 6 answer, then elicit the correct new sentence.
2 Write on the board the headings: Now and Before. Elicit
Grammar ideas for each column based on the sentences, e.g.
Now: cereal/breakfast, swimming/Saturdays. Ask sts
Read the Grammar box with sts about used to and to close their books, then work in pairs and rewrite the
usually. Explain that we use usually for present habits: I sentences using the notes on the board and used to or
usually get up early. Point out the negative form: I don’t usually. They can check their answers in their books.
usually get up early. NOT I usually don’t get up early.
Explain that we use used to for past habits and states: 3 Refer sts back to the sentence stress patterns they
I used to get up early. (= I did in the past, but I don’t practised in exercise 6. In pairs, sts look at their
now). Point out that in negatives and questions, the answers for exercise 7A. They each choose two or
form is use to: I didn’t use to get up early. NOT I didn’t three and practise saying them using the correct
used to get up early. Draw sts' attention to the Look! sentence stress.
note. Ask questions to check concept.
B Sts decide which of the sentences in 7A are true for
Concept check questions: them, and change the others to make them true. They
What do we use to talk about present habits – usually discuss their answers in pairs. Ask some sts to tell the class
or used to? (usually). I run usually every day – correct? something they learned about their partner.
(no – I usually run every day). Can you make the sentence
negative? (I don’t usually run every day.) I used to run Go to Communication practice
every day – do I run every day now? (No, that’s in the Divide the class into Student A and Student B. All ‘Student
past.) Can you make the sentence negative? (I didn’t use A’ sts should go to SB page 157. All ‘Student B’ sts should
to run every day.) How has the form changed? (use to, not go to SB page 167. Go to TB page 327 for the teacher
used to). Used you to run every day? – correct? (no – Did notes. Do the activity, then continue with exercise 8A of
you use to run every day?) I used to go to the USA four lesson 2C.
times as a teenager – correct? (no – I went to the USA) 8 A Sts use the prompts to write questions using the correct
form of used to. Check answers.
Go to Grammar practice: used to and usually, SB page
115/TB page 243. Answers
Sts will find more language reference, presentation and 1 Which TV programmes did you use to watch when you
practice for used to and usually here. Do these exercises were eight?
with the class, or set them for homework, before 2 Which sweets and snacks did you use to like when you
continuing with exercise 6 of lesson 2C. were young?
Remind sts to go to the app for further self-study 3 Which toys did you use to play with when you were a
child?
grammar practice of used to and usually.
4 Which sports did you use to do at school?
5 Where did you use to go on holiday when you were a
6 2.12 Sts work in pairs to read the sentences and decide
child?
which syllables are stressed. Play audio track 2.12. See
6 Did you use to have a pet when you were young?
the SB page opposite for audio script. Sts listen and check
7 Which pop group did you use to like when you were
their answers, then listen again and repeat. Elicit that used twelve?
and didn't use are always stressed, but the to is unstressed. 8 What did you use to do after school when you were
young?
Answers
1 use, sport 2 used, gym 3 didn’t, use, run
B Read out the example dialogue with a student. Sts
then ask and answer the questions in exercise 8A in pairs,
7 A Read out the first sentence and ask: present or past saying what they do now that is different. Take feedback.
habit? (present). Elicit how the sentence can be rewritten
using usually. Sts rewrite the remaining sentences. Check
answers. PERSONAL BEST
Sts can practise talking about present and past habits further.
Answers
They write sentences about their lives now and their parents’
1 These days, I usually have cereal for breakfast.
lives when they were young, e.g. My dad didn’t use to see his
2 I didn’t use to play volleyball when I was younger.
friends very often. I usually see my friends every weekend. Sts
3 I used to enjoy Maths when I was at school.
can compare their ideas in pairs. Get feedback.
4 I usually go swimming on Saturdays.
5 I used to eat healthier food as a teenager. With weaker sts, write some sentence beginnings on the
6 I didn’t use to like fruit when I was young. board, e.g. My dad used to ..., He didn’t use to ..., My mum used
7 I don’t usually eat much fast food. to ..., She didn’t use to ... . Ask sts to complete the sentences
8 I didn’t use to work hard at school. with their own ideas, then think about their life now, and
write sentences with usually. Ask some sts to read their
sentences to the class.
47
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2 SKILLS WRITING making a narrative interesting ■ time linkers
2D It happened to me
1 Read the blog post quickly. Which word is missing from the title: surprising, frustrating or frightening?
Home About Blog Contact
A evening
Yesterday it was my friend Sarah’s 21st birthday. My friends
and I had planned a surprise party for her at The Firehouse, a
1small and cosy restaurant that she loves. Sarah’s sister was
a
going to bring her to the restaurant at 9 p.m., so we all needed
to be there to surprise her when she arrived.
Just before I left my house, I got a text message, but my
phone ran out of battery before I could read it. I didn’t have
time to charge my phone, so I got in the car and left. 2It was
a horrible, rainy evening but there wasn’t much traffic, and
everything was going fine until my car stopped suddenly. I’d
run out of petrol! 3I was so angry with myself – 4why hadn’t I
got some the night before?
I thought my best option would be to find a taxi. After waiting
for ten minutes, I finally found one. 5I felt so relieved – I could
still get to the restaurant in time. However, on the way, I
b
realized that I’d left my wallet in my car and didn’t have any
money to pay! I explained this to the driver, 6a rude and
impatient man. He stopped the car and told me to get out.
7What a disaster! It was now almost 9 p.m. so I had to run.
When I finally got to the restaurant, I was surprised to see that
it was completely empty. I waited for an hour, but nobody
came. So I walked back to the car, got my wallet and got a
bus home. As soon as I got home, I put my phone on charge
in the kitchen, but before I could call anyone, I got a message.
It said, ‘Sarah ill, party cancelled!’ I didn’t know whether to
laugh or cry.
f e d
18
48 EXTRA PRACTICE: Workbook pages 11 and 74
642323_P036_051_U02.indd 48 02/08/2017 13:10

SKILLS 2D
2D It happened to me
Sts read a narrative about something surprising that happened to someone. They then write their own narrative about
something surprising or interesting that happened to them.
Writing Skill Text builder

A narrative Making a narrative interesting Time linkers
WARMER
Focus on the pictures on page 18. Ask: What do you think this
story is about? What do you think happened to the person?
Why? Elicit a range of answers, but don’t confirm sts’ ideas.
Then ask: Has anything similar happened to you? What was it?
Elicit a range of answers. If sts have similar stories, encourage
them to tell the class, and encourage other sts to ask questions
to learn more.
1 Read through the adjectives and check that sts understand

them all. Sts read the blog post quickly and decide which
word is missing from the title. Check the answer, asking
sts to give reasons to support their answer.
Answer
frustrating
49
642323_P036_051_U02.indd 49 02/08/2017 13:10

making a narrative interesting ■ time linkers WRITING SKILLS 2D
2 A Read the blog post again. Put the pictures in the correct order from 1–6.
B Cover the blog. Look at the pictures and retell the story in pairs.
Skill making a narrative interesting
When writing a narrative, make the story more interesting by:

• describing people, places and the events
• describing emotions and feelings
• including one or two comments about the events.
3 Read the Skill box. Match the underlined phrases (1–7) in the blog post with the three features of
a narrative (a–c).
a descriptions of people, places and events:
b descriptions of emotions and feelings:
c comments about the events:
4 A Choose the correct words to complete the sentences.
comfortable surprised nightmare luckily tall disappointed
1 I thought Sue was on holiday, so I was to see her at work.

2 , I had another pair of glasses in my bag.
3 She was , blonde and wearing a beautiful green dress.
4 When they told me I’d failed the exam, I felt really .
5 The hotel room was small, but it was very .
6 The train had already left and I had lost my ticket. What a !
B Which of the features a–c in exercise 3 does each sentence in 4A use?
Text builder time linkers
We use time linkers like before, after, until and as soon as to make the order of two past actions clear:
Just before I left my house, I got a text message. Everything was going fine until my car stopped suddenly.
After waiting for ten minutes, I finally got a taxi. As soon as I got home, I put my phone on charge.
Look! After before and after, we can use a verb + -ing or a subject and verb. After until and as soon as, we
can only use a subject and verb:
As soon as I arrived, I went to bed. NOT As soon as arriving, I went to bed.
5 A Read the Text builder. In each of the four example sentences, which action happened first?
Discuss in pairs.
B Complete the sentences with the correct time linker.

1 It was raining, so I waited in my car until / as soon as my sister’s train arrived.
2 Before / After she got off the train, she checked that she had all of her things.
3 They sent their parents a text until / as soon as their plane landed in Buenos Aires.
4 After / Until he closed the door, he realized that he had left his keys inside the flat.
5 Before / As soon as I got home, I started to cook dinner.
6 As soon as / After driving him home, she went to get some petrol.
6 A PREPARE Think about something amazing, surprising, frustrating or frightening that

happened to you. Make notes about the main events and any descriptions or comments
you want to include to make your story more interesting.
B PRACTISE Write a blog post, using your notes to help you. Include different narrative
tenses and time linkers.
C PERSONAL BEST Swap your blog post with your partner. Read his/her work and correct
any mistakes. How could you improve it? What do you like best about his/her story?
Personal Best Read the blog post on page 18 again. Close your book and write a one-paragraph summary of it. 19
50 EXTRA PRACTICE: Workbook page 11; photocopiable activity 2D Skills
642323_P036_051_U02.indd 50 02/08/2017 13:11

SKILLS 2D
2 A Sts read the narrative again and put the pictures in the 5 A Sts read the example sentences and discuss which
correct order. Check answers. action happened first in each one. Check answers.
Answers Answers
1 b 2 d 3 f 4 a 5 c 6 e I got a text message
Waiting for ten minutes
Everything was going fine
B Sts work in pairs to retell the story, using just the I got home
pictures. Get feedback on how easy or difficult they found
the task.
B Sts read the sentences and choose the correct time
Skill linkers to complete them. Check answers.
Read the Skill box with sts about making a narrative Answers
interesting. To demonstrate the point, you could retell
1 until 2 Before 3 as soon as 4 After 5 As soon as
the story in the blog briefly, with no descriptions or
6 After
comments, and elicit that it is much less interesting.
3 Sts match the underlined phrases in the blog with the 3 x PRACTICE SB page 19, exercise 5B
features of a narrative. Check answers.
each sentence twice, once with each linker. Ask: Which
Answers
one is correct? Why? Elicit the answers.
a 1, 2, 6 b 3, 5 c 4, 7
2 Books closed. Write prompts for the sentences on the
board, e.g. it/raining/waited/car/sister’s train/arrived.
4 A Sts read the sentences and choose the correct words to In pairs, sts try to rewrite the sentences from memory.
complete them. Check answers. They can look at the exercise again to check.
Answers 3 Read out the first sentence and elicit ways in which the
1 surprised 2 Luckily 3 tall 4 disappointed
first half of the sentence could be changed, e.g. I stayed
5 comfortable 6 nightmare
at home until my sister’s train arrived. Do the same with
the second half, e.g. I waited in my car until it stopped
raining. In pairs, sts rewrite the sentences, changing
B Sts read the sentences in exercise 4A again and decide either the first half or the second half. Ask some sts to
which feature from exercise 3 each one uses. Check read their revised sentences to the class.
answers.
6 Sts follow the steps to write their own narrative.
Answers
1 b 2 c 3 a 4 b 5 a 6 c
A PREPARE Sts prepare their ideas and make notes
about the events, including descriptions and comments
they can use to make their story interesting.
Text builder
B PRACTISE Sts use the blog post in exercise 1 as a
Read the Text builder box with sts about time linkers. model and write their own blog post. Refer them back to
Explain that we use time linkers to make the order the Skill box for tips on making their narrative interesting,
of past events clear. Explain that we use until when and refer them to the Text builder box to remind them
something continues for some time, and then stops about how to use time linkers.
when another action happens, e.g. I was feeling happy
until I saw all the mess. (= I stopped feeling happy when C PERSONAL BEST Sts work in pairs. They swap their blog
I saw it). Explain that we use as soon as when one posts with a partner and give feedback on mistakes, things
action follows immediately after another, e.g. I called that could be improved, and things they liked about the
him as soon as I got home. (= I got home and then called story. Remind them that they should always be positive
him immediately). Point out that with before and after, and encouraging when they give feedback to a partner.
we can use a subject and verb, or an -ing form: We had
lunch before we left/before leaving. Until and as soon as PERSONAL BEST
must be followed by a subject and verb: I fell asleep as
soon as I got home. NOT I fell asleep as soon as getting Sts can practise writing a narrative further. They read the
home. Ask questions to check concept. blog post on page 18 again, then close their books and write a
Concept check questions: short summary of it.
Why do we use time linkers in narratives? (to make the Weaker sts could look back at the story in exercise 7A on
order of events clear). I stayed in the restaurant until it page 13. They could read the story again then write a brief
closed – when did I leave? (when the restaurant closed). summary. Ask some sts to read their summary to the class.
I had dinner as soon as I got home – which did I do
first? (got home). I picked up my passport before I left
– correct? (yes). I kept running until feeling exhausted –
correct? (no – until I felt exhausted)
51
642323_P036_051_U02.indd 51 02/08/2017 13:11


1 I usually my emails in the morning. Saved by a kitten
a am checking b check c was checking
2 What last weekend?
a did you b do you do c did you do
3 While I for my taxi, my girlfriend phoned.
a waited b had waited c was waiting
4 When I lived in London I cycle to work.
a usually b used to c use to
5 Sorry, I can’t talk now. We dinner.
a ‘re having b had c have
6 Who that bar of chocolate?
a did you give b gave you c did give you
7 I couldn’t go to the concert because they all
the tickets. Yuriko Morota is a professional musician from Tokyo in Japan.
a were selling b sold c had sold She 1plays / is playing the piano for a living. Last week Yuriko
8 Where to go on holiday when you were 2had shared / shared an amazing story about her uncle on
young? her Twitter account. Apparently, her uncle lived in Tokyo and
3used to have / usually has a beautiful cat called Nikko.
a did you used b did you use c you used
Yuriko 4doesn’t like / isn’t liking cats, but she loved Nikko
2 Rewrite the sentences using the tenses or phrases in because he 5was saving / had saved her uncle’s life. One day
brackets. her uncle 6went / was going to the airport to catch a plane
1 Sam plays tennis in the park with his brother. (present when he 7was seeing / saw an abandoned kitten in the street
continuous) – its owners 8were leaving / had left it outside. Yuriko’s uncle
9was loving / loved cats so he 10took / had taken the kitten
Sam tennis in the park with his brother.
home with him. Because of this, he 11missed / was missing
2 The ground is very wet because it rained all night. (past
his flight. The following morning he 12listened / was listening
simple, past perfect)
to the radio when he 13was hearing / heard that his plane
The ground very wet because it all 14crashed / had crashed into the mountains 100 km from
night. Tokyo. He couldn’t believe how lucky he was!
3 What do you do with your friends at the weekend? (past
simple)
4
What with your friends at the weekend?
Jack wasn’t very fit when he was at school. (used to)
Vocabulary
Jack very fit when he was at 1 Circle the word or phrase that is different. Explain your
school. answer.
5 He’s using his tablet to check Facebook. (present
1 check your emails get a text message
simple)
speak face to face give someone a call
He his tablet to check Facebook.
2 a story congratulations
6 At nine o’clock last night I had a bath. (past continuous)
a joke the truth
At nine o’clock last night I a bath.
3 go out bring up
7 Who does she live with? (past simple) break up pay back
Who with? 4 excited terrified
8 Who takes the children to school every day? (used to) depressed embarrassed
Who the children to school? 5 a lie slowly
a language loudly
6 fascinating amazing
annoying exciting
20
52
642323_P052_055_RP1_2.indd 52 02/08/2017 13:20

2
1 Sts read the sentences and choose the correct options to 1 Do the exercise as normal. When you check the
complete them. Check answers. answers, read the text aloud, with some correct
answers and some incorrect answers. Ask sts to call
Answers out when you read out an incorrect answer. Discuss as
1 b a class why it is incorrect, and why the other option is
2 c correct.
3 c 2 Books closed. Sts work in pairs and try to remember
4 b as much as they can about Yuriko and her uncle. You
5 a could write some prompts on the board to help them,
6 b e.g. from? job? cat’s name? how/found cat? Sts can
7 c check by looking in their books.
8 b 3 In their pairs, sts prepare an interview with Yuriko’s
uncle. As a class, brainstorm some questions they could
2 Sts complete the sentences using the verb forms in ask, e.g. Where are you from? What was your cat called?
brackets. Check answers. When did you find him? What did you do next? Sts can
then role play the interview with Yuriko’s uncle, using
Answers information from the text to answer the questions.
1 is playing They can swap roles and practise again. Encourage
2 was, had rained them to try to speak as naturally as possible, to make
3 did you do the interview sound real.
4 didn’t use to be
5 uses
6 was having Vocabulary
7 did she live
8 used to take 1 Sts circle the word that is different in each set. Check
answers, and ask sts to explain in each case why the word
3 Ask sts to read the text through quickly for general is different. As an extension, sts could write two or three
meaning, ignoring the gaps. Ask: How did the kitten save sentences using some of the words.
her uncle’s life? (It stopped him from getting on a plane
that later crashed.) Sts read the text again and choose the Answers
correct options to complete it. Check answers. 1 speak face to face (the others all require technology)
2 congratulations (the others are all phrases with tell)
Answers 3 pay back (the others are all connected with people/
1 plays relationships)
2 shared 4 excited (the other adjectives describe negative feelings)
3 used to have 5 a lie (the others are all phrases with speak)
4 doesn’t like 6 annoying (the other adjectives describe positive things)
5 had saved
6 was going
7 saw
8 had left
9 loved
10 took
11 missed
12 was listening
13 heard
14 had crashed
53
642323_P052_055_RP1_2.indd 53 02/08/2017 13:20

2 Match the words in the box with definitions 1–8.

Personal Best
keep in touch with go up amusing try on
on
Less 1A
bring up go back fascinating run out of
son 2A
Les
1 something that makes you smile or laugh
2 care for a child until he/she is an adult Describe three Name five
things you did -ed adjectives
3 return yesterday using that describe
4 communicate regularly with communication your feelings
5 have no more of phrases. today.
6 very interesting
7 put on clothes before buying them to see on
Less 1A son 2A
if they fit Les
8 increase Write a
Describe three sentence
3 Choose the correct options to complete the sentences. things that you using the past
1 I a lot of my photos on social media. are/aren’t simple and past
a give b share c send doing now. continuous.
2 It was very because I couldn’t remember her
name. on
on Less 2A
a exciting b disappointing c embarrassing Less 1B
3 We ended having dinner at home last night.
Write a
a again b up c back Write one sentence using
4 My granddad us a really funny joke last night. sentence with the past simple
a told b said c talked actually and one and past
with in fact. perfect.
5 I think it’s polite to to emails on the same day.
a answer b check c reply
6 My mother was really because the taxi was
on son 2B
twenty minutes late. Less 1C Les
a amazed b amused c annoyed
Write two
7 I didn’t know you could Japanese!
Name five sentences
a talk b speak c say about a friend
8 Hurry ! I don’t want to be late for work.
phrases with say
and tell. using phrasal
a off b on c up verbs.
4 Complete the email with the words in the box.
on
shocking said face told out talk spoke Less 2C
son 1C
depressed checked got broken call Les Name
something you
Write two used to do and
object questions something you
Hi Anna and two subject didn’t use to do
When I 1 my phone this morning I saw that I’d questions. when you were
2 a text message from Chloe. So I decided to give a teenager.
her a 3 . When I 4 to her she seemed
quite 5 . She 6 me that her boyfriend on
son 1D Less 2D
had 7 up with her and she wanted to 8 Les
to someone about it. They’ve been going 9 Write four
together for three years so it was very 10 when he Write three sentences about
11 he’d met someone else. Anyway, we’re going questions you the past using
to meet for a coffee later, as it’s always better to speak to can use to make these time linkers:
someone 12 to face. small talk. before, after,
Hope to see you soon! until and as
Love soon as.
Sophie
21
54
642323_P052_055_RP1_2.indd 54 02/08/2017 13:20

2
Answers
1 amusing
2 bring up
3 go back
4 keep in touch with These questions and prompts give sts the opportunity
5 run out of to revise a number of language and skills points from
6 fascinating the preceding two units in a more productive way. The
7 try on points being revised are referenced according to which
8 go up lesson they appear in (e.g. Lesson 2A). They cover
reading and writing lessons, and conversation builder
3 x PRACTICE SB page 21, exercise 2 language from speaking lessons. Sts work individually,
1 Do the exercise as normal. When you check the in pairs or in groups, according to the class dynamic
answers, read out each definition in turn and ask sts to and the time available. Set a time limit if you would
put up one hand if they think they know the answer, like to add a competitive element. Encourage sts to
and two hands if they feel certain they know it. Ask refer back to the relevant lessons if they are having
those who put up one hand why they are not sure. The difficulties. The aim is for them to respond to the
sts who are certain can explain their answer. prompts and engage with the target language in a
2 Ask sts to cover the sentences, but not the box. They as necessary and get feedback on sts’ answers.
work in pairs and try to remember the correct sentence
for each word/phrase in the box. They can look at their
books to check.
3 In their pairs, sts write a short conversation using as WORKBOOK REVIEW AND PRACTICE
many of the words in the box as they can. Encourage
them to be creative and use their imaginations! Ask Students will find two pages of Review and Practice at the
pairs in turn to perform their conversations for the end of each unit of their Workbooks.
class. See which pair managed to include the most Unit 1, pages 6 and 7
words correctly. Unit 2, pages 12 and 13
3 Sts read the sentences and choose the correct options to

complete them. Check answers.
Answers
1 b
2 c
3 b
4 a
5 c
6 c
7 b
8 c
4 Sts read the email and complete it with the correct words
from the box. Check answers.
Answers
1 checked
2 got
3 call
4 spoke
5 depressed
6 told
7 broken
8 talk
9 out
10 shocking
11 said
12 face
55
642323_P052_055_RP1_2.indd 55 02/08/2017 13:20

UNIT
3 People
LANGUAGE future forms ■ personality adjectives
3A It’s a plan
1 Look at the words in the box. Which adjectives describe your personality?
kind sociable patient generous hard-working organized responsible
Go to Vocabulary practice: personality adjectives, page 139

2 In pairs, think of three adjectives to describe:
a a good boss b a good teacher c a good friend
3 A Read the text. Underline the personality adjectives.
Planning
personalities
You can tell a lot about people by the way
they organize their social life. Here are four
types of planner we probably all know.
The last-minute The disorganized

planner is very easy- planner never uses a
going, calls you calendar, and often
ten minutes before plans to do two things
an event and is at the same time,
surprised when you sometimes forgetting
can’t come! both!
The plan-ahead The unreliable

planner is extremely planner makes
organized and likes plans but cancels
to make detailed just before you’re
plans a long time going to meet, and
before the event, doesn’t think this is
expecting everyone a problem.
else to do the same.
B Read the text again. Ask and answer the questions in pairs.
1 Do you have any friends who make plans like this? 2 What kind of planner are you?
4 A 3.3 Listen to four voicemail messages. Which type of planner is each person?
Ben Zoe Eva Jack
B 3.3 Who said the sentences: Ben (B), Zoe (Z), Eva (E) or Jack (J)? Listen again and check.
1 I’m going to cook Japanese food for you.
2 I’m going to stay at home and watch TV.
3 How about coffee at 4 p.m. instead? I won’t forget, I promise.
4 I have my sister’s car – I’ll come and get you if you like.
5 My friend’s band is playing at 9.30.
6 I’m having lunch with my brother tomorrow.
22
642323_P056_071_U03.indd 56 02/08/2017 13:25

UNIT
People 3
UNIT
UNIT 3 OVERVIEW: This unit focuses on the topic of people. Sts read about how different personality types
cope with planning their lives, then talk about their own plans. They read about the importance of birth
order in shaping personality and discuss the influence of their own family and friends on their personality.
Sts read about good and bad neighbours, then talk about people, places and objects that are important to
them. In Learning Curve, Penny gives Simon some bad news.
LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Reading Writing
Future forms: present continuous, Personality going to; Reading for specific Giving and responding
be going to and will; defining and adjectives; relative clauses information to news; giving bad
non-defining relative clauses relationships news
LANGUAGE 3A
3A It’s a plan
Sts read a text about how different personality types plan and organize their social lives. They then study future forms,
and practise talking about their own plans for the future.

Future forms: Personality adjectives (anxious, confident, dishonest, going to Talking about your
present continuous, (dis)organized, easy-going, impatient, impolite, (in)sensitive, future plans
be going to and will sensible, (un)friendly, (un)helpful, unkind, (un)reliable, unsociable)
WARMER 3 A Read out the title of the text Planning personalities.

With books closed, ask: How would you describe yourself? Check that sts understand planning. Sts read the text and
Elicit a few answers, encouraging sts to describe their physical underline the personality adjectives. Check answers.
appearance and their personality. Ask sts individually to write
three or four sentences describing themselves on a piece of Answers
easy-going, organized, disorganized, unreliable
paper. Collect in all the descriptions and mix them up, then
put sts into small groups and hand out the descriptions to the
groups. Sts work in their groups to read the descriptions and B Sts read the text again, then ask and answer the
guess who wrote each one. Groups can take turns to read out questions in pairs. Get feedback on their answers. See how
the descriptions and say who they guessed, then find out if many of each type of planner there are in the class!
they were correct.
4 A 3.3 Explain to sts that they are going to hear four
voicemail messages from friends, and they must use
1 Read through the words in the box and pre-teach as the information in the messages to decide what kind of
necessary. Sts decide which adjectives describe their
planner each person is. Play audio track 3.3. See TB page
personality, and discuss their answers in pairs. Get
355 for audio script. Check answers, encouraging sts to
feedback on their answers.
give reasons for their answers.
Go to Vocabulary practice: personality adjectives, SB
page 139/TB page 291. Answers
Sts will find more language presentation and practice for Ben – disorganized
personality adjectives here. Do these exercises with the Zoe – unreliable
class, or set them for homework, before continuing with Eva – plan-ahead
exercise 2 of lesson 3A. Jack – last-minute

vocabulary practice of personality adjectives.
B 3.3 Sts read the sentences and guess who said each
one. Allow them time to compare their answers in pairs.
Play audio track 3.3 again for sts to listen and check their
2 Sts work in pairs to think of three adjectives to describe answers. Check answers with the class.
each person. Ask pairs in turn to tell the class which
adjectives they chose and why.
Answers
1 E 2 Z 3 B 4 J 5 J 6 B
57
642323_P056_071_U03.indd 57 02/08/2017 13:25

future forms ■ personality adjectives LANGUAGE 3A
5 A Match the forms with the sentences in exercise 4B.
present continuous future with be going to future with will
B Match the sentences in 4B with the correct functions (a–d). Then read the Grammar box.
a an arrangement c an offer
b a plan or intention d a promise
Grammar future forms: present continuous, be going to and will
Future arrangements: Future plans and intentions:

We’re meeting at the restaurant at half past eight. He’s going to learn another language.
Promises, offers and instant decisions:
I’ll help you with your homework tomorrow. I’ll carry your bags for you. I’ll text her.
Go to Grammar practice: future forms: present continuous, be going to and will, page 116
6 A 3.5 Pronunciation: going to Listen to the conversation. When is going to pronounced ‘gonna’?
A Are you going to the beach this weekend?
B No, I think I’m going to visit my parents. And you?
A I’m going to get the bus to the beach on Friday night. I can’t wait.
B Lucky you. I’m going to the beach the weekend after.
B In pairs, practise the conversation. Use the two different pronunciations of going to.
7 A Match text messages 1–5 with responses a–e.
1 a
I’ (go) away I’ (come)
this weekend, but I can’t take round straight away.
my dog with me.
b
2 Thanks! The wedding
Help! My tablet has a virus! (be) in the
spring, but we don’t have a date yet.
3
You ate all my chocolate! c
Sorry! I
(not do) it again …
4
I can’t believe how awful the
band was last night. d
I’ (look) after him!
5
I hear you’ e
(get) married next year. I know. I’m never
Congratulations! (go) and see them again!
B Complete the text messages with the future forms of the verbs in brackets.
Go to Communication practice: Students A and B page 158

8 In pairs, ask and answer the questions. Use future forms. Give as much information as possible and
ask follow-up questions.
What are your New Year resolutions for next year?

New Year
What are you doing this weekend?
resolutions:
-go to the gym What are you going to do this summer?
-work harder What decisions have you made about your future studies or career?
-eat less chocolate Which future plans are you most excited about?
Which future plans are you not excited about?
Personal Best Imagine you are helping to plan a party. Think of six offers you could make to help. 23

00; photocopiable
photocopiable activity
activity 3A
00 Grammar
642323_P056_071_U03.indd 58 02/08/2017 13:25

LANGUAGE 3A
5 A Read through the tenses and elicit or explain that these B Sts practise the conversation in pairs, paying attention
are all ways of referring to the future. Sts match the forms to the two different ways of pronouncing going to.
with the sentences in exercise 4B. Check answers.
7 A Sts read the text messages and match them with the
responses. Check answers.
Answers
present continuous – 5, 6
future with going to – 1, 2 Answers
future with will – 3, 4 1 d 2 a 3 c 4 e 5 b
B Sts read the functions, then look at the sentences B Sts read the messages again and complete them with
in exercise 4B again and match them with the correct the correct future forms. Check answers.
functions. They could work in pairs for this. Check
answers. Then read the Grammar box with the class. Answers
1 ‘m going d ‘ll look
Answers 2a ’ll come
a 5, 6 b 1, 2 c 4 d 3 3c won’t do
4e going to go
5 ’re getting b is going to be
Grammar
Read the Grammar box with sts about future forms.
Explain that we use the present continuous for future 3 x PRACTICE SB page 23, exercise 7B
arrangements that are already made, and we use be 1 Do the exercise as normal. To check answers, read out
going to for future plans and intentions. Explain that we each message or response in turn with the verb in one
use will for promises and offers, and also for decisions of the future forms, some correct and some incorrect.
we make as we are speaking, e.g. ‘Where’s Jan?’ ‘I Ask: Correct or incorrect? Elicit the answers.
don’t know. I’ll call her.’ (= I decide to do this as I am
speaking). Ask questions to check concept. 2 Ask sts to cover the responses a-e. In pairs, they read
messages 1–5 again and try to remember the responses.
They can look at the responses again to check.
I’m going to the cinema this evening – a plan or an
arrangement? (an arrangement). Which verb form do we 3 In pairs, ask sts to write an alternative response for
use for arrangements? (present continuous). I’m going each message (1–5), using a future form. Put pairs
to work hard next term – a plan or an arrangement? together into groups of four to read their responses to
(a plan). Which verb form do we use for plans? (be each other in a random order. The other pair listens
going to). I’ll help with the cooking – what am I doing? and tries to match each response with the correct
(offering to help). Don’t worry, I’ll be there on time – an message (1–5).
offer or a promise? (a promise). Are you going shopping?
I’ll come too – did I decide before or am I deciding now?
Divide the class into Student A and Student B. All sts
(deciding now). Which verb form do we use for offers,
should go to SB page 158. Go to TB page 329 for the
promises and instant decisions? (will)
teacher notes. Do the activity, then continue with exercise
8 of lesson 3A.
Go to Grammar practice: future forms, SB page 116/TB
page 245. 8 Check that sts understand New Year resolutions. Allow sts
Sts will find more language reference, presentation and time to prepare their answers individually. They then ask
practice for future forms here. Do these exercises with the and answer the questions in pairs. Ask some sts to tell the
class, or set them for homework, before continuing with class about their partner’s plans or resolutions.
exercise 6A of lesson 3A.
Remind sts to go to the app for further self-study PERSONAL BEST
grammar practice of future forms.
Sts can practise using future forms further. They imagine they
6 A 3.5 Allow sts time to read through the conversation. are helping to plan a party, and think of six offers of help that
Play audio track 3.5. See the SB page opposite for audio they could make. Elicit some possible offers from the class.
script. Sts listen and note when going to is pronounced With weaker sts, write some prompts on the board for offers
‘gonna’. Check the answer, then play the audio track again, of help, e.g. My bag’s heavy. I don’t have any money. This room
pausing after each line for sts to repeat. is so untidy! Sts work in pairs and think of an offer of help
for each one. They can then use the prompts to practise mini
Answer dialogues.
Going to can be pronounced ‘gonna’ when it’s followed
by the infinitive, i.e. in be going to + infinitive, but not in
the present continuous form of go.
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31 SKILLS READING reading for specific information ■ linkers of reason and result
3B Born to rebel
1 Read the title, introduction and headings of the text on page 25. In pairs, answer
the questions.
1 What are the four different birth orders? Which are you?
2 According to the introduction, which child is typically a rebel? Do you agree?
2 Read the text quickly. Which people agree that their personality is typical of
their birth order? Discuss your answers in pairs.
Skill reading for specific information
When we want to find specific information in a text, we need to know where to look.
• Read the question carefully and underline key words.
• Scan the text, looking out for any synonyms or paraphrases of the underlined key words.
• Read that part in detail.
3 Read the Skill box. Scan the text and find the information you need to match sentences 1–8 with
the people.
Which person …
1 thinks the experience with her brothers helps with her job now?
2 works hard and doesn’t like making mistakes?
3 is certain of his ability to do well and is good at making decisions?
4 used to take care of younger family members, but worried about this?
5 is good at making people agree with her, but can think of herself too much?
6 didn’t like people making decisions for her and became a rebel?
7 thinks his parents’ behaviour made him calm but bad at planning?
8 is happy that her brothers and sisters received more attention than her?
4 A Look at the two sentences. Underline the part of each sentence that gives a reason for something.
Circle the part that gives a result of something.
1 Psychologists say that middle children become independent as they get less parental attention.
2 Psychologists say that middle children get less parental attention, so they become independent.
B Which two words in the sentences above express reason and result?
Text builder linkers of reason and result
Reasons (as and since):

I’m tired as I slept badly. I got a taxi since it was late.
Results (That’s why and so):
I slept badly. That’s why I’m tired. It was late, so I got a taxi.
5 Read the Text builder. Rewrite the sentences from the text with the words in brackets.
1 I wanted to be my own person, so when I was a child I was quite rebellious. (as)
2 Parents usually give more attention to their first child. That’s why oldest children like me are
normally confident. (since)
3 Oldest children are often more responsible and reliable as they look after their younger siblings.
(That’s why)
4 We tend to be hard-working and mature since we have our parents’ full attention and support. (so)
6 Is your personality typical of your birth order, according to the text? How about your family and
friends? Discuss in pairs.
24
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SKILLS 3B
3B Born to rebel
Sts read a text about the effect that birth order has on someone’s personality. They then discuss their own personality in
relation to their birth order, and discuss other influences on their personality from family and friends.

Sts read a text about the effect of birth Reading for specific information Linkers of reason and result
order on personality.
WARMER Answers
Ask: Do you come from a big family or a small family? How 1 result: middle children become independent
many brothers and sisters do you have? Elicit a few answers, reason: they get less parental attention
then ask: How has your family affected your personality? Has 2 reason: middle children get less parental attention
it made you more sociable, responsible, organized, generous? result: they become independent
Why? Elicit a range of answers.
B Sts answer the question in pairs. Check answers with
1 Read out the title of the lesson Born to rebel. Explain the the class.
meaning of rebel if necessary. Read out the title of the text
The birth order effect. Explain birth order if necessary Answer
(= your position in the family, e.g. first child, second child, reason = as result = so
etc.). Sts read the introduction and headings of the text,
then answer the questions in pairs. Discuss the answers
with the class. Text builder
Read the Text builder box with sts about linkers of
Answers reason and result. Elicit that we can use because to
1 oldest, youngest, middle, and only children; give reasons, and explain that we can also use as and
sts’ own answers since. Elicit or explain that we can use That’s why or
2 youngest; sts’ own answers so to express the result of an action. Point out the
relationship between reason and result in pairs of
2 Sts read the text quickly and answer the question. They similar sentences, e.g. I made myself a sandwich as I was
discuss their answer in pairs. Check the answer with the hungry/I was hungry, so I made myself a sandwich. Point
class. out that as, since and so go between clauses, but That’s
why goes at the beginning of a sentence. Ask questions
Answer to check concept.
Jack, Mick, Sara, Tom, Tina, Adam, Anita Concept check questions:
I didn’t go to the cinema as I had no money – why didn’t
Skill I go to the cinema? (I had no money.) Was this the
reason I didn’t go? (yes). What other word can you use
Read the Skill box with sts about reading for specific instead of ‘as’? (since). I had no money, so I didn’t go
information. Check they understand skim (= read to the cinema – what was the result of my not having
the whole text quickly, without worrying about any money? (I didn’t go to the cinema.) What other
understanding all the details) and scan (= search for expression can we use to express a result? (That’s why).
specific words, phrases or numbers). Does ‘that’s why’ come at the beginning of a sentence or in
the middle? (at the beginning)
3 Ask sts to read the first question and underline the key
words (experience, brothers, job). Ask sts to scan the text 5 Sts rewrite the sentences using the words in brackets.
to find out which people mention brothers. Ask them to Allow sts time to compare their answers in pairs, then
read these parts of the text carefully to find out which check answers.
one gives the answer to the first question. Sts follow the
same procedure to answer the remaining questions. They Answers
discuss their answer in pairs. Check answers. 1 When I was a child I was quite rebellious as I wanted to
be my own person.
Answers 2 Oldest children like me are normally confident since
1 Alice 2 Adam 3 Jack 4 Mick 5 Anita 6 Tina parents usually give more attention to their first child.
7 Tom 8 Sara 3 Oldest children look after their younger siblings. That’s
why they are often more responsible and reliable.
4 We have our parents’ full attention and support, so we
4 A Ask sts to read the two sentences and underline the part tend to be hard-working and mature.
that is a reason and circle the part that is a result. Allow
sts time to compare their answers in pairs, then check
answers with the class. 6 Sts discuss the questions in pairs. Get feedback on their
discussions, and see who in the class feels their personality
is typical of their birth order, and who doesn’t.
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reading for specific information ■ linkers of reason and result READING SKILLS 3B
The birth order effect

Many psychologists agree that your birth order
influences your personality more than other
factors such as your gender or culture. One belief
is that oldest children identify with parents and
authority, whereas youngest children often rebel
against them. There are many other personality
types thought to be typical of youngest, middle,
oldest and only children. But are they true? We
interviewed eight people to find out.
Oldest children Youngest children

Apparently, parents usually give more attention According to research, parents have a relaxed
to their first child. That’s why oldest children attitude when bringing up their last-born child,
like me are normally confident and decisive. and that’s why we’re easy-going and free-
I suppose that was true of my parents, and spirited. That describes me perfectly. I don’t like
it made me quite a confident person. I’m discipline, and I’m very relaxed and creative.
definitely not indecisive. Am I a rebel? No, not Being the youngest, I had a lot of help and
at all, I work in the police force! Jack support, but maybe that stopped me being
independent and made me more disorganized.
I had to help my mother with my two Tom
younger sisters. Psychologists believe that
oldest children are often more responsible I grew up with older brothers and sisters who
and reliable as they look after their younger were bigger and smarter than me. They were
siblings, but this can also make us quite extremely bossy – always telling me what to do,
anxious. I’d say that’s true for me, and because which I hated. I wanted to be my own person, so
I’ve always respected my parents’ authority, I when I was a child I was quite rebellious, which
accepted the responsibility and the anxiety. psychologists think is normal for youngest
Mick children. Tina
Middle children Only children

My older sister was serious and used to I don’t have any brothers or sisters. According
prefer spending time with our parents, and to experts, there are clear advantages and
my younger brother always used to get their disadvantages to this. On the one hand, we tend
love and attention. Because of this, I used to be hard-working and mature since we have
to spend most of my time alone or with our parents’ full attention and support, but we
friends. Psychologists say that middle children also have their expectations on our shoulders,
become independent as they get less parental which can be difficult. For this reason, I think
attention. That’s definitely true in my case, and I’m a bit of a perfectionist and sensitive to
in my opinion it was good for me. Sara criticism. Adam
Research has suggested that middle children As we usually got what we wanted when we
are often very competitive, but I’m the were growing up, apparently it’s difficult for only
opposite – I was always trying to keep the children to compromise. That’s why we can be a
peace between my older and younger bit selfish and impatient. I think that’s also why
brothers! I definitely think that’s why I have I’m good at persuading people. I remember
good communication skills now, which helps trying to persuade my parents to give me a
with my career in Human Resources. Alice sister for my birthday! It didn’t work. Anita
Personal Best Underline all the personality adjectives in the text. Do you know what they mean? 25
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SKILLS 3B
PERSONAL BEST
Sts can practise personality adjectives further. They underline
all the personality adjectives in the text and check their
meanings. Encourage sts to try to guess the meanings from
the context before they look in a dictionary. Discuss the
meanings with the class.
Weaker sts can work in pairs. They choose one person from
the text and read about them again. They then write a short
summary of their personality, using adjectives from pages 22
and 139. Ask some pairs to read their summaries to the class.
EXTRA PRACTICE
With books closed, write the following gapped sentences on
the board:
1 Parents usually give more attention their first child.
2 I was always trying to keep the peace my older and
younger brothers!
3 It helps my career.
4 I’m sensitive criticism.
5 I’m good persuading people.
Explain that the missing words are all prepositions. Sts
work in pairs and complete the sentences with the correct
prepositions. They can check their answers in the text. Check
answers, and check that sts understand all the sentences.
Remind sts that when they learn new words or phrases, they
should try to learn them in context, so they know which
prepositions to use with them.
Answers
1 to 2 between 3 with 4 to 5 at
EXTRA PRACTICE
In pairs, sts choose one of the people in the text and prepare
an interview with them. As a class, brainstorm some questions
for the interview, e.g. How many brothers and sisters do
you have? Where are you in the family birth order? What
effect has this had on your personality? Tell sts they can use
the information in the text for the answers, and also their
imagination. Sts work in pairs to prepare and practise their
interviews. Ask some sts to perform their interviews for the
class. Other sts can listen and try to guess which person is
being interviewed.
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31 LANGUAGE defining and non-defining relative clauses ■ relationships
3C Good neighbours, bad neighbours

1 Work in pairs. Explain the difference between:
1 a close friend and a best friend. 4 a couple and a partner.
2 a neighbour and a next-door neighbour. 5 a parent and a relative.
3 a colleague and a classmate.
Go to Vocabulary practice: relationships, page 139

2 Think of a friend, colleague or neighbour you know well. Ask and answer the questions in pairs.
1 How do you know this person? 4 When did you last get together?
2 How long did it take you to get to know each other? 5 What do you have in common?
3 Have you ever argued or fallen out? Why?
3 Read the notice. Do you think events like this are a good idea? Why/Why not?
WORLD
Neighbours’ Day NEIGHBOURS’ Get involved!
DAY
encourages people Your neighbourhood
to get together, get to is having the following
know each other and Neighbours’ Day celebration:
develop a real sense of
community. What:
Over 30 million Street party with
people celebrated barbecue lunch
Neighbours’ Day last Where:
year, helping to create Victoria Road
better neighbourhoods When:
all over the world. Saturday, 13 June,
2 p.m. – 7 p.m.
4 A 3.8 Listen to three people answer the question ‘What makes a good neighbour?’ Match the
opinions with the speakers: John (J), Mary (M) or Lisa (L).
1 Good neighbours help each other.
2 They aren’t noisy.
3 They’re kind and try not to annoy other neighbours.
B 3.8 Listen again and complete the sentences with the words you hear.
John I had a bad experience in the block 1where I used to live. The biggest problem was the
2
people that lived on the first floor. They played heavy metal music all the time, and
their was always loud, too.
Mary My neighbour Tony, 3who works as a travel agent, is away at the moment. I’m after
his apartment. Once, though, another did something 4that made me furious. I’d given
her my keys while I was away, but she with her partner and when I came home he was
asleep on my sofa!
Lisa Most people here are very and considerate. And we have some rules, 5which
6
most people follow. I get annoyed with some neighbours, though, like the family whose
children leave bicycles in front of my door and throw rubbish on my .
5 Do you agree with the speakers? What do you think makes a good or bad neighbour?
6 Look at clauses 1–6 in bold in exercise 4B. Which relative pronouns do we use to talk about:
1 things? or 3 places?
2 people? or 4 possessions?
26
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LANGUAGE 3C
3C Good neighbours, bad neighbours
Sts read about World Neighbours’ Day, and listen to three people talking about their experiences with neighbours. They
study relative clauses, and talk about places, objects and people that are important to them.

Defining and Relationships (argue, best/close friend, classmate, colleague, Relative clauses Talking about
non-defining couple, fall out, get on well with, get together with friends, get to people, places and
relative clauses know, have a lot in common, introduce someone to, make up (after objects that are
an argument), next-door neighbour, parents, partner, relative) important to you
WARMER Go to Vocabulary practice: relationships, SB page 139/

TB page 291.
Ask: Who are the important people in your life? Elicit a few Sts will find more language presentation and practice for
ideas, then ask sts to write the names of ten important people relationships vocabulary here. Do these exercises with the
in their lives. Put sts into pairs to compare their lists and class, or set them for homework, before continuing with
explain who the people are. Get feedback on their answers, exercise 2 of lesson 3C.
and elicit whether most of the important people are family
members, friends, partners, etc. Remind sts to go to the app for further self-study
practice of relationships vocabulary.
1 Sts work in pairs and explain the difference in meaning
between the words. They can use their dictionaries to help 2 Allow sts time to think of someone to talk about, then
if necessary. Discuss the answers with the class, and make put them into pairs to ask and answer the questions. Get
sure sts understand all the words. feedback on their discussions.
3 Ask sts to read the notice, then discuss the questions
Answers with the class. Encourage sts to talk about their own
1 A close friend is a very good friend; a best friend is your experiences.
closest friend.
2 A neighbour is someone you live near; a next-door 4 A 3.8 Allow sts time to read the opinions, then
neighbour lives in the house or apartment next to play audio track 3.8. See TB page 355 for audio script.
yours. Sts listen and write the correct name for each opinion.
3 A colleague is someone you work with; a classmate is Check answers, asking sts to give reasons to support their
in the same class as you. answers.
4 A couple is two people in a romantic relationship;
a partner is one person in a couple. Answers
5 A parent is your mother or father; a relative is a member 1 M 2 J 3 L
of your family.
B 3.8 Allow sts time to read the gapped sentences,

3 x PRACTICE SB page 26, exercise 1 and elicit some possible words for each gap. Play the
audio track again. Sts listen and complete the sentences
1 Do the exercise as normal. To check answers, read with the correct words. Check answers.
out each pair of words and ask: Who is confident they
understand the difference in meaning? Ask a confident Answers
student to explain the difference to the class. Help out John: apartment, loud, TV
if necessary. Mary: looking, neighbour, argued
2 Books closed. Write the first letter of each bold word on Lisa: kind, community, balcony
the board, e.g. C F, B F, N, N D N. Sts work in pairs and
try to write all the words from memory. They can check 5 Sts discuss the questions in pairs. Get feedback on their
in their books any they can’t remember. answers and discuss as a class what makes a good or bad
3 Say: I talk to this person a lot, and we do a lot of neighbour. Ask: Have you ever had an experience of a very
things together. We like the same things. I tell them my good or very bad neighbour? What happened?
problems, and they give me advice. I don’t live with them,
but I see them every day. We were at school together. Sts
6 Sts look at the clauses in bold in exercise 4B. Elicit that
the clauses are all relative clauses, and elicit the relative
guess the person (best friend). In pairs, sts write three
pronouns which, who, where, that, whose. Sts write the
more clues for words from exercise 1. Encourage them
correct relative pronouns. They could work in pairs for
not to make their clues too easy. Put pairs together into
this. Check answers.
groups of four to read their clues to each other and
guess the words. With stronger classes, sts could do this
Answers
with books closed, to make it more challenging. Ask
1 that, which 2 that, who 3 where 4 whose
which words were the most difficult to write clues for.
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defining and non-defining relative clauses ■ relationships LANGUAGE 3C
7 A Look at the two sentences from exercise 4B and answer the questions.
a The biggest problem was the people that lived on the first floor.
b My neighbour Tony, who works as a travel agent, is away at the moment.
1 Which relative clause is essential and identifies who or what we are talking about?
2 Which relative clause gives extra information, although without it, the sentence still makes sense?
B Look at clauses 1–6 in exercise 4B again. Which clauses are essential? Which give extra information?
Then read the Grammar box.
Grammar defining and non-defining relative clauses
Defining relative clauses (identifying who or what we Non-defining relative clauses

are talking about): (giving extra information):
The woman who lives above me is a doctor. I saw the film, which was great.
That’s the village where I grew up. That town, where my mother grew up, is beautiful.
Do you know the lady whose car was stolen? My uncle, whose house is over there, works as a fireman.
Look! When a relative clause gives extra information, we put it between commas (or a comma and a full stop).
Go to Grammar practice: defining and non-defining relative clauses, page 117

8 A 3.10 Pronunciation: pausing in relative clauses We usually pause before a clause that gives
extra information. Listen to the sentences. Add commas where the pauses are.
1 The family who live on my floor are really friendly.
2 My grandmother lives in Quito which is in the north of Ecuador.
3 My brother who is a chef works at the hospital.
4 I get on well with the couple who live in the flat next to mine.
5 I don’t see my cousins who live in Argentina.
6 It’s easy to park in the street where I live.
B In pairs, change the sentences in 8A so they are true for you. Add extra details if necessary.
The couple who live on my floor are really noisy.
9 A Choose two places, two objects and two people that are very important to you.
Places Objects People

1 1 1
2 2 2
B In pairs, talk about your choices. Ask your partner why each of his/her choices is important,
and ask for more information. Use relative clauses in your answers.
A Tell me about one of your places.
B It’s Montevideo.
A Why is it so important to you?
B Because it’s the place where I met my boyfriend.
A How did you meet him?
B We were both at university there.
Personal Best Write five sentences about your relatives and close friends with non-defining relative clauses. 27
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LANGUAGE 3C
7 A Sts look at the two sentences, then read the questions 8 A 3.10 Read out the information on pronunciation in
and answer them. They could work in pairs for this. Check relative clauses. Play audio track 3.10. See Answers for
answers with the class. audio script. Sts listen and add a comma where they hear
a pause. Check answers with the class, playing the audio
Answers again for sts to hear the pauses again.
1 a 2 b
Answers
B Sts look at the clauses in exercise 4B again and decide 1 The family who live on my floor are really friendly.
which are essential and which give extra information. 2 My grandmother lives in Quito, which is in the north of
Check answers, then read the Grammar box. Ecuador.
3 My brother, who is a chef, works at the hospital.
Answers 4 I get on well with the couple who live in the flat next to
essential – 1, 2, 4, 6 mine.
extra information – 3, 5 5 I don’t see my cousins, who live in Argentina.
6 It’s easy to park in the street where I live.
Grammar
B Sts work in pairs to change the sentences so they are
Read the Grammar box with sts about defining and true for them. Tell them that if they can’t make a sentence
non-defining relative clauses. Remind sts that defining that is true for both of them, they can make a sentence
relative clauses give essential information and tell us that is true for one of them. Ask some sts to read some
which person, thing or place we are talking about. of their sentences to the class. Encourage them to pause
Non-defining relative clauses give extra information, before (and after) the non-defining relative clauses.
so a sentence would still make sense without its non-
defining relative clause. Explain that we use commas Go to Communication practice
around non-defining relative clauses, but not around Divide the class into Student A and Student B. All ‘Student
defining relative clauses. Point out that we can use that A’ sts should go to SB page 158. All ‘Student B’ sts should
instead of which or who in defining relative clauses, but go to SB page 168. Go to TB page 329 for the teacher
NOT in non-defining ones: The people who/that I work notes. Do the activity, then continue with exercise 9A of
with are really nice. Maria, who I work with, is really lesson 3C.
nice. NOT Maria, that I work with, is really nice. Ask
questions to check concept. 9 A Sts make notes on places, objects and people that are
Concept check questions: very important to them.
What information do defining relative clauses give? B Choose two sts to model the example dialogue. Sts
(essential information – they identify a person, place or then talk about their choices in pairs and answer their
thing). What information do non-defining relative clauses partner’s questions. Encourage them to use both defining
give? (extra). That’s the flat where I live – defining or and non-defining relative clauses in their answers, and
non-defining relative clause? (defining). London, where encourage them to ask questions to find out more about
I live, is very busy – defining or non-defining relative their partner’s choices. Get feedback on their discussions.
clause? (non-defining). Which type of clause uses
commas? (non-defining). What’s the difference between
‘who’ and ‘which’? (we use who for people and which PERSONAL BEST
for things). Which relative pronoun do we use for places? Sts can practise using relative clauses further. They write five
(where). Which do we use for possession? (whose). When sentences about their friends and relatives using non-defining
can we use the relative pronoun ‘that’? (for people or relative clauses. They can compare their sentences in pairs.
things, in defining relative clauses) Ask some sts to read their sentences to the class.
Go to Grammar practice: defining and non-defining Weaker sts can write three sentences about the people, places
relative clauses, SB page 117/TB page 247. and things they chose in exercise 9, using non-defining
Sts will find more language reference, presentation and relative clauses. Ask some sts to read their sentences to the
practice for defining and non-defining relative clauses class.
here. Do these exercises with the class, or set them for
homework, before continuing with exercise 8A of lesson
3C.
grammar practice of defining and non-defining
relative clauses.
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31 SKILLS
SKILLS SPEAKING giving and responding to news ■ giving bad news
3D I have some news

Learning
Curve 1 A Look at the sentences. Which are good news? Which are bad news?
Which news do you think the man in the photo has?
1 I’m afraid you didn’t get the job.
2 We won the game! We’re in the final!
3 I’ve fallen out with my next-door neighbour.
4 Your rent’s going up by 20%.
5 She said ‘Yes’!
6 I got a promotion.
B In pairs, discuss the questions.
1 What good news can you remember receiving in your life? What did you say?
2 Have you ever had to give someone bad news? How did you feel?
2 3.11 Watch or listen to the first part of Learning Curve. Answer the questions.
Penny Simon
1 What news does Penny give Simon?

2 How do they both feel about the news?
3 3.12 How did Penny give Simon the news? How did Simon respond? Listen and complete the sentences.
1 I’m I have some bad news.

2 ? What ?
3 You aren’t going to this,

our boss is asking me to
fire our student workers. 4 ! That’s !
Conversation builder giving and responding to news
Giving news Responding to news

I’m afraid I have some bad news. That’s a relief.
I’m really sorry to say this, but … Oh no, that’s terrible!
You aren’t going to believe this, but … What a shame! That’s such a pity!
Great news! I’m … I’m so happy for you! That’s fantastic news!
Guess what? I’m … I’m absolutely thrilled for you! Congratulations!
4 Read the Conversation builder. Put the phrases in the correct column in the table.
giving good news giving bad news responding to good news responding to bad news
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SKILLS 3D
3D I have some news
Learning
Curve Sts watch or listen to a conversation in which two people give and respond to personal news. They then
practise giving and responding to news.
Reading Skill Conversation builder

Sts watch a video or listen to a conversation in which Giving bad news Giving and responding to news
people give and respond to personal news.
WARMER Conversation builder

Read out the title of the lesson and ask: Does it refer to world Read the Conversation builder box with sts about giving
news or personal news? (personal news) Ask: What good or and responding to news. Point out that we say What a
bad things have happened to you recently? Who would be the shame (NOT What shame) and That’s such a pity (NOT
first people you would tell if you had some good news? That’s such pity). Remind sts that it is important to use
intonation and tone of voice to convey enthusiasm or
1 A Sts read the sentences and decide which contain good sympathy. Ask questions to check concept.
news and which contain bad news. They could work in Concept check questions:
pairs for this. Check answers, then ask: Which news do Which phrases can we use to give bad news? (I’m afraid I
you think the man in the photo has? Why? Elicit a range of have some bad news./I’m really sorry to say this, but ...)
answers. Which phrases express great surprise? (You aren’t going
to believe this, but .../Guess what?) Which phrase can
Answers we use for giving good news? (Great news!) Which two
1 bad news 2 good news 3 bad news 4 bad news phrases can we use for responding to bad news? (Oh no,
5 good news 6 good news that’s terrible!/What a shame! That’s such a pity!)
The man in the photo obviously has good news, probably
She said ‘Yes’! because he’s with his girlfriend, but it could
also be We won the game! We’re in the final! or I got a 4 Sts put the phrases from the Conversation builder in the
promotion. correct columns in the table. Check answers. Point out to
sts that You aren’t going to believe this, but ... can be used
for either good news or bad news. Guess what? can also
B Sts discuss the questions in pairs. Ask some sts to tell be used for giving bad news. What changes with these
the class about their experiences.
phrases in the intonation
2 3.11 All the D lessons in this level which focus on
speaking skills are accompanied by video (i.e. an episode Answers
of Learning Curve). In this lesson, Penny gives Simon some Giving good news: Great news! I’m ..., Guess what? I’m ...,
bad news. Allow sts time to read through the questions. You aren’t going to believe this, but ...
Play video/audio track 3.11. See TB page 356 for video/ Giving bad news: I’m afraid I have some bad news.
audio script. Sts watch or listen and answer the questions. I’m really sorry to say this, but ...
You aren’t going to believe this, but ...
Check answers.
Responding to good news: I’m so happy for you! That’s
fantastic news!
Answers I’m absolutely thrilled for you! Congratulations!
1 Bad news. Their boss has decided that they can’t keep That’s a relief.
on their student workers. Responding to bad news: Oh no, that’s terrible!
2 They both feel very upset. What a shame! That’s such a pity!
3 3.12 Allow sts time to read through the gapped

sentences. Elicit some possible words to complete them.
Play audio track 3.12. See the SB page opposite for audio
script. Sts listen and complete the sentences. Check
answers, and check that sts understand all the sentences.
Answers
1 afraid 2 Really, happened 3 believe, but
4 Oh no, terrible
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giving and responding to news ■ giving bad news SPEAKING SKILLS
SKILLS 3D
5 A In pairs, complete the conversation with the words in the box.
awful thrilled afraid shame that’s wonderful congratulations

A Great news! I’ve been offered a job writing for a new magazine!
B Wow! 1 fantastic news! I’m absolutely 2 for you! When do you start?
A Next month. I can’t wait. It’s a really exciting place to work.
B That’s 3 !4 !
A How are things with you?
B Well, I’m 5 I have some bad news. I’ve broken my leg.
A Oh no, that’s 6 ! What a 7 ! I’m so sorry.
Sherry
B In pairs, practise the conversation. You can change the details.

Answer the questions.
1 What news does Sherry give Penny?
2 How does Penny feel about it?
3 How does Simon feel about it?
7 3.13 How did Sherry give Penny her news? Order phrases a–h. Watch or listen again and check.
a It’s in my neighbourhood, much closer to my apartment.
b but it’s sort of bad news for you.
c It’s a great opportunity to work with customers.
d Well, you know that I study fashion at college, right?
e So, I’m really sorry to say this, but I’m resigning.
f Well, it’s good news for me,
g 1 I have some news.
h Well, I got a great job offer to work at a department store that I just love.
Skill giving bad news
When we give someone bad news, we often try to do it in a sensitive way.

• Prepare the person first - tell him/her you have some bad news.
• Briefly explain the situation behind the bad news.
• Say exactly what the bad news is.
• Be sympathetic – say that you’re really sorry.
8 Read the Skill box. What did Sherry do to give Penny the news in a sensitive way?

9 A PREPARE In pairs, look at the situations below. Think about what you will say.
situation 1 situation 2
Student A You’ve been offered an amazing job in another city, but You’re Student B’s flatmate and close friend. Listen and
you’re worried your parents will be upset that you’re respond to the news. Ask questions and continue the
leaving. Tell your mother/father the news. conversation.
Student B You’re Student A’s mother/father. Listen and respond to Your cousin has just moved into a fantastic flat and
the news. Ask questions and continue the conversation. wants you to rent the spare room. You’re worried your
current flatmate will be upset that you’re leaving. Tell
him/her the news.
B PRACTISE In pairs, take turns to give your news and respond to it.
C PERSONAL BEST How could you improve the way you gave the news and responded to your partner’s
news? Find another partner and give your news again.
Personal Best Imagine what Ethan’s news is. Write his conversation with Penny. 29
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SKILLS 3D
5 A Sts work in pairs and complete the conversation with 8 Refer sts back to Sherry’s phrases in exercise 7 and elicit
the correct words. Check answers, and check that sts which prepare Penny, explain the situation, say what the
correct everything in the conversation. bad news is and show sympathy.
Answers Answers
1 That’s 2 thrilled 3 wonderful 4 Congratulations Sherry prepared Penny by saying she had some news.
5 afraid 6 awful 7 shame She explained the situation, that she was studying
fashion at college and had received a job offer in her
neighbourhood. She said sorry and said exactly what the
B Model the conversation with a confident student. bad news was (she was resigning).
Encourage them to use intonation to express enthusiasm
and sympathy. Sts then practise the conversation in pairs.
They can then swap partners and practise the conversation
further, this time changing some of the details.
6 3.13 Allow sts time to read the questions. Pre-teach to go to SB page 168. Go to TB page 329 for the teacher
quit (a job). Play video/audio track 3.13 for sts to watch notes. Do the activity, then continue with exercise 9 of
or listen and answer the questions. See TB page 356 for lesson 3D.
video/audio script. Check answers.
9 Sts follow the steps to practise giving bad news.
Answers A PREPARE Read through the situations with the class
1 She is going to resign as she has been offered a new and make sure sts understand everything. Sts could work
job. in AA and BB pairs to choose one of the situations and
2 Penny is very happy about Sherry's news. think about what they will say. You could brainstorm some
3 Simon is relieved. ideas as a class.
B PRACTISE Sts work in AB pairs and take turns to
7 3.13 Sts read the phrases and order them from 1-8. give their news. Their partner responds. Remind sts to
They could work in pairs for this. Draw sts’ attention to the use phrases from the Conversation builder box to give
example number 1 in the box. Play the video/audio track their news and respond to it, and remind them to follow
again for sts to watch or listen and check. Check answers. the guidelines in the Skill box. Encourage them to use
intonation and tone of voice to sound sympathetic or
Answers enthusiastic.
1 g 2 f 3 b 4 d 5 h 6 a 7 c 8 e
C PERSONAL BEST Sts discuss in pairs how they could
improve. They then work with a different partner and
3 x PRACTICE SB page 29, exercise 7 practise giving their news again.
1 Do the exercise as normal. To check answers, go round PERSONAL BEST

the class and give sts a number each from 1 to 8. Call
out: one. The number 1 sts say Sherry’s first phrase. Sts can practise giving news further. They work in pairs and
Continue with the remaining numbers in turn. Discuss prepare a conversation between Ethan and Penny, in which
any differences in sts’ answers. Then play video/audio Ethan shares the news that he mentions at the end of video/
track 3.13 for sts to check their answers. audio track 3.13. Monitor and help while they are working,
then allow them time to practise their conversations in pairs.
2 Books closed. Write one key word for each of phrases
a-h in the correct order on the board, e.g. news, good, Weaker sts can prepare and then practise Ethan and Penny’s
bad, fashion, etc. In pairs, sts try to remember each conversation in pairs. Before they do this, brainstorm and
phrase that Sherry used. They can look at their books write on the board ideas about what Ethan’s news is.
again to check.
3 Play video/audio track 3.13 again, pausing after EXTRA PRACTICE
each of the phrases in exercise 7 for sts to repeat. Put sts into groups of three. Two sts practise one of their
Point out Penny’s response: Oh? Really? after phrase conversations from exercise 9, or a new conversation using
number 3. Encourage sts to copy Sherry’s and Penny’s their own bad news ideas. The third student uses their phone
pronunciation and intonation from the recording. Sts to film the other two. Sts can swap roles and practise again.
can then practise giving Sherry’s news and responding Watching themselves on film will help sts to evaluate how
in pairs. well they can give and respond to bad news.
Skill
Read the Skill box with sts about giving bad news.
Check they understand everything. Elicit that tone of
voice and intonation are very important if the speaker
is to sound genuinely sympathetic.
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UNIT
4 Places and homes

LANGUAGE quantifiers ■ compound nouns
4A What makes your city great?

1 What three things make your town or city great? Discuss your answers in pairs.
2 Look at the text about four cities below. According to each writer, what makes his/her city great?
I MY CITY
With Melbourne topping the list of the best cities
in the world to live, we celebrate cities everywhere,
and invite you to share what you love about your city.
#whatmakesyourcitygreat
David Kiyomi
What I love most about this city are The nightlife here is amazing. There
the parks and green spaces. When are plenty of places to go and things
you have a little free time, there’s to do in the evening, with thousands
always an open space, urban park of cafés, restaurants and nightclubs.
or secret garden nearby where But what I like best about Tokyo are
you can go to relax. One really the unusual places to eat out. Last
interesting project, the High Line, week, I had dinner at the seafood
is a 2.3 km long park built on an restaurant Zauo, where the tables
elevated section of a disused railway are on a boat and you catch your
line. It’s a wonderful pedestrian own fish from the aquarium, which
area and has splendid views of the the chefs then cook for you. It was
Hudson River, Manhattan and the lots of fun!
New York City skyline.
Klaus Lola
In most big cities there aren’t enough New Orleans sure has rhythm! You
roads that are safe for cycling. But hear live music in almost every
here in Copenhagen, there are over street: there’s always a jazz band
400 km of cycle paths, so you can playing, or a few musicians jamming
cycle everywhere with no danger, together in a café or on a street
avoiding traffic jams and keeping fit corner. My favourite time of year is
at the same time. There aren’t many Mardi Gras – the famous carnival
people who regularly use a car here celebration with music and colourful
– in fact, most people go to work or parades. Some people complain
school by bike or on foot. Some use that there are too many tourists
the Cycle Snake, an elevated cycle here at Mardi Gras, but I think
path over the harbour. It was built everyone should be able to see the
especially for cyclists, and the views greatest free show on Earth!
from it are spectacular!
3 Match the words in each box to make compound nouns. Check your answers in the text.
cycle traffic pedestrian night area life jam path
Go to Vocabulary practice: compound nouns, page 140

4 Read the text again. Are the sentences true (T) or false (F)? Correct the false sentences.
1 There aren’t many green spaces in New York. 5 In Tokyo the restaurants are all quite similar.
2 There are trains on the High Line. 6 At Zauo customers catch the fish and cook it.
3 It isn’t dangerous to cycle in Copenhagen. 7 There’s live music everywhere in New Orleans.
4 Cars aren’t allowed on the Cycle Snake. 8 A lot of tourists visit New Orleans for Mardi Gras.
5 Which city sounds the best to live in? Why? Discuss your answers in pairs.
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UNIT
Places and homes 4
UNIT
UNIT 4 OVERVIEW: The theme for this unit is the homes and cities where people live. Sts read accounts
by four people of why they love their city, and they read a description of Melbourne in Australia, voted the
number one place to live in the world. In Learning Curve, Kate and Simon interview people about the place
where they live. Sts then read about some unusual places to stay in New York, and end by writing an informal
email to a friend.
LANGUAGE SKILLS
Quantifiers; Compound nouns; Sentence stress; /ə/ Understanding key Writing an informal email;
comparatives and describing homes points; linking similar informal discourse
superlatives, as ... as consonant sounds markers
LANGUAGE 4A
4A What makes your city great?
Sts read four short texts about what people love about their city. They also read a description of Melbourne in Australia,
which has been voted one of the best places in the world to live. They then talk about the city where they live.

Quantifiers Compound nouns (art gallery, car park, city centre, cycle Sentence stress Talking about a city
path, department store, nightclub, nightlife, pedestrian area,
public transport, shopping mall, sports centre, traffic jam)
WARMER Answers
Ask: Which cities have you visited? Elicit answers from cycle path traffic jam pedestrian area nightlife
individual sts, and ask more questions to encourage them to
say more, e.g. What was it like? Did you enjoy your visit? Do Go to Vocabulary practice: compound nouns, SB page
you think it would be a nice place to live? Why?/Why not? If sts 140/TB page 293.
have visited the same cities, encourage them to compare their Sts will find more language presentation and practice for
experiences. compound nouns here. Do these exercises with the class,
or set them for homework, before continuing with exercise
1 Read out the question, then put sts into pairs to discuss 4 of lesson 4A.
what makes their home town or city great. Get feedback
on their answers. Remind sts to go to the app for further self-study
vocabulary practice of compound nouns.
2 Ask sts to look at the pictures and guess the cities. They
then read the text, check their guesses and answer the 4 Sts read the text again and decide if the sentences are
question. Allow them time to compare answers in pairs true (T) or false (F). Remind them to correct the false
before taking feedback. sentences. Check answers.
Answers Answers
David: the parks and green spaces 1 F. There are a lot of/plenty of green spaces in New York.
Klaus: the cycle paths 2 F. There used to be trains on the High Line.
Kiyomi: the nightlife
3 T
Lola: the live music
4 T
5 F. In Tokyo, the restaurants are very varied and unusual.
3 Explain that in English we often put nouns together to 6 F. The chefs, not the customers, cook the fish.
make compound nouns. Give or elicit a few examples, 7 T
e.g. pencil case, door handle. Sts work in pairs to match 8 T
the words to make compound nouns. They then read the
text again to check their answers. Check answers with the
class, and check that sts understand all the compound
5 Sts discuss the questions in pairs. Get feedback on sts’
answers, and discuss as a class what makes a city a great
nouns. Point out that some compound nouns are written
place to live.
as just one word, e.g. nightlife, but others are written as
two words, e.g. cycle path.
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quantifiers ■ compound nouns LANGUAGE 4A
6 Look at the highlighted words in the text. Put them in the correct category. Then read the
Grammar box.
1 small quantities: not much, , ,
2 large quantities: a lot of, ,
3 zero quantity: not any,
4 more or less than necessary: too much, ,
Grammar quantifiers
Small quantities: Large quantities:

There isn’t much time, hurry up! We have a lot of/lots of work today.
There aren’t many people on this beach. There are plenty of bananas if you’re hungry.
Can I have a little cake and a few biscuits, please?
Zero quantity: More or less than necessary:
There isn’t any bread. There is no bread. There’s too much traffic. There are too many cars.
There isn’t enough ice cream for everyone.
Go to Grammar practice: quantifiers, page 118

7 A 4.3 Pronunciation: sentence stress Listen to the sentences. Which syllables are stressed?
1 I’ve been to a lot of museums. 5 My friends don’t have enough free time.
2 I don’t go to many concerts. 6 There’s no live music in my town.
3 I know a few nice restaurants. 7 It’s too noisy where I live.
4 There are plenty of shops in my area. 8 There’s too much stress in my life.
B 4.3 Listen again and repeat the sentences.
8 Change the sentences in exercise 7A so they are true for you. Compare your sentences in pairs.
9 4.4 Choose the correct quantifiers to complete the text. Listen and check.
not enough a few a little plenty of too too many
Melbourne number 1, again!

Melbourne has come first again in the list of the best places to live.
Only 1 cities like Zurich and Vancouver have come first
more than once, but Melbourne has won it for the fifth consecutive
year! It’s such an interesting and vibrant city, with 2 things
to do. The climate is great – it’s never 3 hot or cold, which
makes it perfect for strolling around the harbour or the pedestrian
areas in the city centre, and admiring the colourful street art. If you
like 4 culture, spend a day exploring the city’s museums,
art galleries and the Arts Centre, which looks like the Eiffel Tower!
Getting around is easy, too, but with more than a million people
driving into the city every day, there are 5 traffic jams and
6 parking spaces. Catching the tram is easy and
convenient, though.

10 Discuss what you think of the following things in your city in pairs.
city centre pedestrian areas art galleries
public transport nightlife car parks
cycle paths shopping malls traffic jams
department stores nightclubs sports centres
A In my opinion, there aren’t enough pedestrian areas here.

B You’re right, there’s too much traffic, so we need more pedestrian areas.
Personal Best Write five sentences about what an ideal city would be like. Use a quantifier in each sentence. 31

00; photocopiable activity 4A
00 Grammar
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LANGUAGE 4A
6 Sts look at the highlighted words in the text and put them 8 Read out the first sentence from 7A and elicit ways in
in the correct category. Check answers. which it could be changed, e.g. I haven’t been to many
museums. I’ve been to too many museums! Sts change the
Answers sentences to make them true for them, then compare their
1 not many, a little, a few sentences in pairs. Ask some sts to read some of their
2 plenty of, lots of sentences to the class.
3 no
4 too many, not enough
9 4.4 Focus on the pictures and the title and elicit or
explain that Melbourne is a city in Australia. Sts read the
text and choose the correct quantifiers to complete it. Play
Grammar audio track 4.4. See the SB page opposite for audio script.
Read the Grammar box with sts about quantifiers. Sts listen and check their answers.
Explain that a little and not much are only used with
uncountable nouns: not much time, a little money, NOT Answers
not much people. Not many and a few are only used 1 a few 2 plenty of 3 too 4 a little 5 too many
with plural countable nouns: not many restaurants, a 6 not enough
few cafés, NOT not many bread. Explain that a lot of/
lots of, plenty of, not any and no can be used with both 3 x PRACTICE SB page 31, exercise 9
uncountable and countable nouns, e.g. a lot of money,
a lot of people. Explain that not enough means ‘not as 1 Do the exercise as normal. To check answers, play track
much as you need’, e.g. There isn’t enough time (= we 4.4 and pause before each gap. Elicit some possible
need more time). Too much and too many mean ‘more words to complete the gap, encouraging sts to give
than you need’, e.g. They brought too much food (= we reasons for their answers. Then continue with the
didn’t need it all). Ask questions to check concept. audio for sts to check.
Concept check questions: 2 Sts cover the text and look at the quantifiers again.
Not much and not many – large quantity or small They try to remember what the text said using each
quantity? (small quantity). He doesn’t have much friends quantifier.
– correct? (no – he doesn’t have many friends). A few
3 Sts work in pairs and think of ways of expressing the
and a little – large or small quantity? (small). What’s the
ideas in the text using different quantifiers, e.g. Not
difference between them? (We use a few with countable
many cities have come first more than once. There are
nouns and a little with uncountable nouns.) He earns
lots of things to do. Ask pairs in turn to read some of
a lot money – correct? (no – a lot of). Large quantity or
their sentences to the class. Discuss as a class whether
small quantity? (large). What other expressions are there
the meaning is the same as in the original text.
for a large quantity? (lots of, plenty of)
Go to Grammar practice: quantifiers, SB page 118/TB Divide the class into Student A and Student B. All ‘Student
page 249. A’ sts should go to SB page 159. All ‘Student B’ sts should
Sts will find more language reference, presentation and go to SB page 168. Go to TB page 331 for the teacher
practice for quantifiers here. Do these exercises with the notes. Do the activity, then continue with exercise 10 of
class, or set them for homework, before continuing with lesson 4A.
Remind sts to go to the app for further self-study 10
Allow sts time to prepare their ideas individually. They
grammar practice of quantifiers. then discuss their own city in pairs. If they are all from the
same city, ask some pairs to tell the class what they agreed
7 A 4.3 Allow sts time to read through the sentences, and disagreed about. If they are from different cities, ask
then play audio track 4.3. See the SB page opposite some sts to tell the class something they learned about
for audio script. Sts listen and note which syllables are their partner’s city.
stressed. Check answers and point out that quantifiers are
usually stressed. PERSONAL BEST
Answers Sts can practise talking about cities and using quantifiers
1 been, lot, museums further. They write five sentences about an ideal city, using
2 don’t, go, many, concerts different quantifiers. They can compare their sentences in
3 know, few, nice, restaurants pairs.
4 plenty, shops, area
Weaker sts could work in pairs. They choose one of the cities
5 friends, don’t, have, enough, free, time
in the text on page 30 and write three sentences about it
6 no, live, music, town
using different quantifiers. Tell them they mustn’t use the
7 too, noisy, live
same quantifiers as are in the texts! Ask some sts to read their
8 too, much, stress, life
B 4.3 Play audio track 4.3 again for sts to listen and
repeat.
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4 SKILLS LISTENING understanding key points ■ linking consonant sounds ■ common verb phrases understan
4B City or country?
Learning
Curve 1 In pairs, make a list of advantages and disadvantages of living in the city and living in the country.
2 Complete the sentences with the verbs in the box. Which sentences are about living in the city? Which
sentences are about living in the country?
have (x2) catch meet (x2) miss (x2) take
1 It’s easy to a friend and a coffee or snack.

2 It’s difficult to new people.
3 I the peace and quiet and being surrounded by nature.
4 Public transport isn’t great. If you a bus, you have to wait ages to the next one, or ask
someone to you in their car.
5 The nightlife’s great. It’s easy to go out and a good time.
3 Which sentences in exercise 2 are true for where you live?
Go to Vocabulary practice: common verb phrases, page 141
Skill understanding key points
When people speak, listen for the key points of the ideas they talk about.
• People often emphasize the key points and can use expressions such as most importantly, the main thing is.
• They often repeat the key points using different words.
• They often give examples, reasons and more information to support the key points.
4 A 4.6 Read the Skill box. Watch or listen to the first Kate
part of Learning Curve. Kate talks about studies into city
and country life. Tick ( ) the three key points.
1 People who live in the country live longer.
2 People who live in the city are more stressed.
3 Country life is better when you work in the city.
4 Young adults prefer to live in the city.
5 Retired people prefer to live in the country.
B 4.6 Compare your answers in pairs. Watch or
listen again and check.
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SKILLS 4B
4B City or country
Learning
Curve Sts learn some common verb phrases and listen to people talking about where they live. They discuss the
advantages and disadvantages of living in the city and the country.

Sts watch a video Understanding key Linking similar Common verb phrases
or listen to a points consonant sounds (catch a ball, a bus, a cold, a train
recording in which have a coffee, a good time, a rest, a snack
people talk about keep doing something (continue), fit, in contact, your promise
the place where know a fact, someone for a long time
they live. lose a match, weight, your keys, contact
meet someone for the first time, a friend for coffee, someone
by chance
miss a bus, a train, a class, a call, someone
take a photo, an exam, someone somewhere, your coat off)
WARMER Skill
Ask: Where do you live? Do you like living there? Why?/Why Read the Skill box with sts about understanding key
not? What advantages are there? What disadvantages? Elicit points. Elicit the language of giving examples (like, such
a range of answers. Use the discussion to elicit/teach the as, for example), giving reasons (because) and giving
meaning of commute to work and commuter. more information (too, also, as well).
1 Sts work in pairs and list the advantages and 4 A 4.6 All the B lessons in this level which focus on
disadvantages of living in the city and the country. listening skills are accompanied by video (i.e an episode of
Bring sts’ ideas together on the board and ask: Which Learning Curve). In this lesson, Kate and Simon interview
do you think are the most important advantages and people about the place where they live. Allow sts time to
disadvantages? Why? Elicit a range of answers. read through the list of points. Check they understand
2 Sts read the sentences and complete them with the correct retired. Play video/audio track 4.6. See TB page 356 for
verbs. Check answers, and check that sts understand all video/audio script. Sts watch or listen and tick the three
the verb phrases. Point out that the verbs used in these key points.
common phrases are not always predictable, so sts need to B 4.6 Sts compare their answers in pairs. Elicit some
learn them. possible answers, but don’t confirm them at this stage.
Play the video/audio track again for sts to watch or listen
Answers and check their answers. Check answers with the class. If
1 meet, have 2 meet 3 miss 4 miss, catch, take necessary, play the video/audio track again, pausing for
5 have sts to hear the answers.
3 Sts discuss in pairs which sentences are true for them. Ask Answers
some pairs to tell the class which sentences are true for 1, 3, 4
both of them.
Go to Vocabulary practice: common verb phrases, SB
common verb phrases here. Do these exercises with the
exercise 4A of lesson 4B.
vocabulary practice of common verb phrases.
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hrases understanding key points ■ linking consonant sounds ■ common verb phrases LISTENING SKILLS 4B
5 4.7 Watch or listen to the second part of the show. Where do Tracy, Carlos and Sing live
and work? Tick ( ) the correct options in the table.
Tracy Carlos Sing
lives in the ... works in the ...

city country city country
Tracy
Carlos
Sing
6 A 4.7 Watch or listen again. Are the sentences true or false? Correct the incorrect sentences.
1 Tracy loves where she lives because it’s quiet.
2 She likes knowing all her neighbours.
3 She doesn’t like commuting to work.
4 Carlos thinks city life is very convenient.
5 He misses the country.
6 He enjoys having a lot of options for going out.
7 Sing’s a chef.
8 He grows vegetables on the roof of a large building.
B Who do you think has the best quality of life, Tracy, Carlos or Sing?
Listening builder linking similar consonant sounds
When a word ends in a consonant sound and the next word starts with the same consonant sound,
we only pronounce the sound once, not twice. The linked sounds are not always the same letter.
It’s similar. Ethan knows. We go to a sports centre.
7 4.8 Read the Listening builder. Look at the sentences and mark where the consonant links are.
Listen and check. Then practise saying the sentences.
1 It’s an old house so it took three years to modernize it.
2 It’s easy to keep in contact with them.
3 We get together every weekend.
4 I just took a photo of it.
5 See you next time.
8 A Discuss these questions with a partner.

1 Would you prefer to live and work in the city or the country? Why?
2 How far would you be happy to travel for work or study every day? Why?
3 Where would you prefer to spend a weekend away, in a city or in the country? Why?
B Change partners. Discuss the key points of your conversation in 8A with your new partner.
Personal Best Imagine you’ve moved to the country. Write a paragraph about what you like about country life and what you miss about the city. 33
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SKILLS 4B
5 4.7 Read out the question and allow sts time to look at 8 A As a round-up, sts discuss where they would prefer
the table. Play video/audio track 4.7. See TB page 356 for to live and work. They read the questions and prepare
video/audio script. Sts watch or listen and put a tick in the their answers, then discuss the questions in pairs. Point
correct cells of the table. Check answers. out sts need to listen carefully to their partner’s answers
as they are going to tell another classmate about their
Answers conversation.
Tracy: lives in the country, works in the city
Carlos: lives and works in the city
B Sts work in new pairs and tell their new partner about
Sing: lives and works in the city
their conversation in 8A. Discuss the questions briefly with
the class and find out the most common views.
6 A 4.7 Sts read the sentences. Play video/audio track

4.7 again. Sts watch or listen and decide if the sentences PERSONAL BEST
are true (T) or false (F). Remind them to correct the false Sts can practise writing about the city and the country.
sentences. Check answers. Play the track again, pausing They imagine they have moved to the country and write a
for sts to hear why each answer is correct. paragraph about what they like about life there and what they
miss about the city. They can compare their paragraphs in
Answers small groups.
1 T
2 T Weaker sts can work in pairs. They write three sentences
3 F. She doesn’t mind commuting. She can have a rest on about the advantages of city life and three about the
the train. advantages of country life. They can compare their sentences
4 T in small groups. Ask some sts to read their sentences to the
5 F. He thinks life in the country is boring. class.
6 T
7 F. He’s a farmer. EXTRA PRACTICE
8 T Sts work in groups of three. They take turns to use their
phones to film their classmates asking and answering the
6 B Sts discuss the question in pairs. Ask some pairs to tell questions in exercise 8A. Allow sts time to watch the films
the class who they think has the best quality of life and of themselves. Watching themselves on film will help sts to
why. evaluate how naturally and fluently they can speak.
Listening builder
similar consonant sounds. Remind sts that in English
the same letter may be pronounced in different ways, so
spelling does not always indicate when two consonants
have the same sound. Model pronunciation of the
example sentences, pronouncing the linked sounds only
once, so, for example, it’s similar should sound like it
similar. Ask questions to check concept.
What do we do when one word ends with a consonant
sound and the next word begins with the same consonant
sound? (We only pronounce the sound once, not twice.)
Do we only link sounds in this way if they are written
with the same letter? (No, we link them if the sounds
are the same, even if they are written with different
letters.)
7 4.8 Sts read the sentences and mark where similar

consonant sounds are linked. They could work in pairs
for this. Play audio track 4.8. See the SB page opposite
for audio script. Sts listen and check their answers. Check
answers with the class. Allow sts time to practise saying
the sentences in pairs.
Answers
1 It’s an old houseso ittook three years to modernize it.
2 It’s easy to keep in contact withthem.
3 We gettogether every weekend.
4 I justtook a photo of it.
5 See you nexttime.
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4 LANGUAGE comparatives and superlatives, as … as ■ describing homes
4C A place to stay in NYC

1 A What kind of accommodation is the website advertising? What are the advantages and
disadvantages of using a website like this?
B Look at three places to stay in New York. Which one do you prefer? Why?
directbook.com – find your perfect holiday accommodation

Book directly with homeowners and hosts around the world. Stay in someone’s home and really experience local life.
Studio apartment near Central Park Houseboat for rent Artist’s house in Harlem
Modern, stylish studio apartment, 30 m2, Cosy houseboat with sofa bed. Kitchen with Two comfortable, bright and spacious double
with double bed, bathroom and kitchen. fridge and microwave. Shower room. rooms in our beautiful Victorian house.
TV, Wi-Fi and air conditioning. Amazing views of the Empire State Building Full breakfast provided. Eat with other
Good location: a short distance from the and Manhattan skyscrapers. guests and your friendly hosts.
Museum of Modern Art and Times Square. Location: New Jersey; short walk to Fashionable neighbourhood. Close to
$150 per night Manhattan ferry. subway station.
$95 per night $140 per night
2 Match the definitions with the highlighted words in the text.

1 very light 3 not old 5 big
2 fashionable 4 warm and comfortable
Go to Vocabulary practice: describing homes, page 142

3 How would you describe your home on directbook.com? Tell your partner what kind of
home it is, where it is and what it’s like.
4 A 4.12 Listen to Jon and Louise deciding where to stay in New York. Choose the correct advantage
and disadvantage they mention for each place.
accommodation advantages disadvantages

studio apartment 1modern / convenient 2too expensive / too small
houseboat 3cheap / cosy 4uncomfortable bed / basic
artist’s house 5fashionable area / convenient 6expensive / shared bathroom
B Which place do they choose?
5 A 4.13 In pairs, complete the sentences from the conversation with the adjectives in the box.
Listen and check.
expensive big fashionable convenient comfortable cheaper
1 It’s by far the most . 4 A sofa bed isn’t as as a normal bed, is it?
2 Well, it’s as as our old flat. 5 It’s slightly less than the studio apartment.
3 It’s far than the other two places. 6 Harlem’s one of the most areas in New York.
B Look at the sentences in 5A and answer the questions. Then read the Grammar box.
1 Which sentences are comparatives? Which are superlatives?
2 Which comparative form means that two things are the same?
3 Which word and phrase in italics mean ‘a lot’? Which word means ‘a little’?
34
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LANGUAGE 4C
4C A place to stay in NYC
Sts read descriptions of unusual accommodation. They then practise describing their own home. They study comparatives
and superlatives and practise comparing things they have seen, done or experienced.

Comparatives Describing homes (balcony, basement, basic, block of flats, bright, /ə/ Comparing things
and superlatives, comfortable, convenient, cosy, countryside, dark, first floor, ground
as ... as floor, huge, modern, old-fashioned, roof terrace, second floor,
spacious, stylish, suburbs, tiny, top floor, town, village)
WARMER 3 Sts describe their own home to each other in pairs. Ask
Ask: Where do you usually stay when you visit a different city? some sts to tell the class something they learned about
Do you stay in hotels or have you ever tried staying in a room in their partner’s home.
someone’s home? Elicit a few answers. If sts have experience of 4 A 4.12 Explain to sts that they will hear two people
booking through websites such as Airbnb, encourage them to discussing the three places to stay in exercise 1. Allow
talk about their experiences. If sts don’t have any experience, them time to read through the table, then play audio track
ask: Would you like to try it? Why?/Why not? 4.12. See TB page 357 for audio script. Sts listen and
choose the correct words in the table. Check answers.
1 A Sts look at the website and discuss the questions in
pairs. Get feedback on their answers. Answers
1 convenient
Answer 2 too small
Other people’s homes 3 cheap
4 uncomfortable bed
B Sts read the three descriptions and decide which one 5 fashionable area
they prefer and why. They can compare their answers in 6 shared bathroom
pairs. Get feedback on their discussions.
2 Sts read the descriptions again and match the definitions B Sts answer the question. If they are not sure, play audio
with the highlighted words. Check answers. track 4.12 again for them to listen and check.
Answers Answer
1 bright 2 stylish 3 modern 4 cosy 5 spacious The studio apartment
5 A 4.13 Sts work in pairs and complete the sentences

3 x PRACTICE SB page 34, exercise 2 from the conversation with the correct words. Play audio
1 Do the exercise as normal. To check answers, read track 4.13. See the SB page opposite for audio script. Sts
out each highlighted word in turn and model listen and check their answers.
pronunciation. Ask: Which definition? Elicit the answer.
Answers
2 Ask sts to cover exercise 2 and the texts and just look 1 convenient 2 big 3 cheaper 4 comfortable
at the pictures. In pairs, they try to remember which 5 expensive 6 fashionable
words described each place to stay. They can check
their answers in their books.
3 Do the exercises in the Vocabulary practice section with B Sts look at the sentences in exercise 5A again, then
answer the questions. Check answers.
the class. In pairs, sts then choose one of the places to
stay in exercise 1 and write their own description of it,
Answers
using words from this page and page 142. Ask pairs in
1 comparatives: 2, 3, 4, 5
turn to read their descriptions to the class. Other sts
superlatives: 1, 6
can listen and guess which place is being described.
2 as ... as
Go to Vocabulary practice: describing homes, SB page 3 a lot: by far, far
142/TB page 297. a little: slightly
Sts will find more language presentation and practice
for vocabulary for describing homes here. Do these
exercises with the class, or set them for homework, before
continuing with exercise 3 of lesson 4C.
practice of vocabulary for describing homes.
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comparatives and superlatives, as … as ■ describing homes LANGUAGE 4C
Grammar comparatives and superlatives, as … as
Comparatives (two things): Superlatives (three or more things):

That flat is slightly bigger than ours. This is the nicest present I’ve ever received.
Our new sofa is far more comfortable. It’s one of the most expensive cities in the world.
Jack’s flat is less spacious than our house. This is by far the least fashionable part of town.
Your kitchen is as big as Robert’s.
Look! We can use slightly for a small difference Look! We can use by far to emphasize a
and far for a big difference. superlative.
Go to Grammar practice: comparatives and superlatives, as … as, page 119

6 A 4.15 Pronunciation: /ə/ sound Listen to the sentences. Notice the /ə/ sound in the
underlined parts of the words.
1 It’s cheaper than my old house. 3 It’s the biggest flat I’ve ever seen!
2 Flats aren’t as expensive as houses. 4 Is there a nicer hotel than this one?
7 Complete the sentences with the correct form of the adjectives in brackets, and any other
words needed.
1 Sit on the sofa! It’s much the floor. (comfortable)
2 The team that wins the World Cup is team the world. (good)
3 I’m going to be late! This is by far bus I’ve caught! (slow)
4 It’s 75 m2 – It’s slightly my flat, which is 70 m2. (spacious)
5 Villages aren’t towns. (big)
6 The song ‘Happy’ is one of Pharrell Williams’ songs. (famous)
8 Complete the sentences with comparatives. Use the adjectives in the box or your own ideas.
Compare your sentences in pairs.
enjoyable exciting boring cheap expensive

relaxing stressful difficult easy comfortable
convenient tasty spicy
Italian food isn’t as tasty as Mexican food.

1 Italian food Mexican food.
2 English Chinese.
3 Football tennis.
4 Being a teacher being a student.
5 Being married being single.
6 Living in a village living in a town.
9 In pairs, ask and answer questions with the words in the table.
meal in the world?

by far the best
city been on?
the most beautiful
film met?
the funniest
shoes visited?
Who the most exciting
is/are person eaten?
What by far the tastiest
was/were country you’ve ever had?
Which the most stressful
holiday read?
the most expensive
day bought?
the scariest
book seen?
the most interesting
team known?
Personal Best Choose two famous people and write four sentences to compare them. 35
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LANGUAGE 4C
Grammar
Read the Grammar box with sts about comparatives
and superlatives and as ... as. Elicit that we use 1 Do the exercise as normal. To check answers, ask sts to
comparatives to compare two things, and we use look at their own answers and write down the numbers
superlatives for comparing three or more things. Point of three they are very confident about. Read out each
out that less means the opposite of more: My home is number in turn and ask: Who is confident about this
less spacious than yours = Your home is more spacious answer? Invite a confident student to give their answer
than mine. Point out that we use as ... as to say that two and explain it. Confirm the answer.
things are the same: This is as big as my home (= the 2 Books closed. Write prompts for the sentences on the
same size). Point out that not as ... as means the same board, e.g. sofa/floor, team/world, late/bus. Sts work
as less ... than: This apartment isn’t as expensive as the in pairs and use the prompts to try and remember the
others = This apartment is less expensive than the others. sentences. They can check their answers in their books.
Point out the difference between far + comparative 3 In pairs, ask sts to read the sentences again and rewrite
(e.g. far bigger) and by far + superlative (e.g. by far the them in a different way, keeping the meaning similar,
biggest). Ask questions to check concept. e.g. Sit on the sofa! It’s by far the most comfortable place
Concept check questions: to sit. Pairs can work together in groups of four to read
When do we use comparatives? (to compare two things). their sentences to each other and discuss whether the
When do we use superlatives? (to compare more than meanings are similar or different.
two things). Which phrase do we use to say that two
things are the same in some way? (as ... as). Which 8 Read out the example sentence and elicit one or two more
two phrases mean the opposite of ‘more modern’? (less possible answers, e.g. Italian food is less spicy than Mexican
modern, not as modern as). It’s by far more comfortable food. Sts complete the sentences with their own ideas,
here – correct? (no – far more comfortable or by far the using the adjectives in the box as required, then compare
most comfortable). The most expensive car in world – their sentences in pairs. Ask some pairs which of their
correct? (no – in the world) sentences were the most similar.
Go to Grammar practice: comparatives and superlatives, Divide the class into Student A and Student B. All ‘Student
as ... as, SB page 119/TB page 251. A’ sts should go to SB page 159. All ‘Student B’ sts should
Sts will find more language reference, presentation and go to SB page 169. Go to TB page 331 for the teacher
practice for comparatives and superlatives and as ... as notes. Do the activity, then continue with exercise 9 of
here. Do these exercises with the class, or set them for lesson 4C.
homework, before continuing with exercise 6A of lesson
4C. 9 Give an example of a question from the table, e.g. What
Remind sts to go to the app for further self-study is the most beautiful city in the word? Elicit one or two
grammar practice of comparatives and superlatives more questions. Sts them work in pairs to ask and answer
and as ... as. questions. Get feedback on which answers they agreed on.
6 A 4.15 Model pronunciation of the /ə/ sound in PERSONAL BEST

isolation. Allow sts time to read the sentences, then play Sts can practise comparing things further. They choose two
audio track 4.15. See the SB page opposite for audio famous people and write four sentences to compare them.
script. Sts listen and notice the /ə/ sound underlined in Sts can compare their ideas in pairs. Get feedback on their
the words. Explain that the /ə/ sound is used in some answers.
unstressed syllables, e.g. nicer in sentence 4. It is also
used in some unstressed words, which don't carry much With weaker sts, brainstorm some famous people that sts
meaning, e.g. than in sentence 4 could compare, e.g. Rihanna and Adele, Lionel Messi and
Neymar. Write the names on the board. In pairs, sts choose
B 4.15 Play audio track 4.15 again. Sts listen and
one of the pairs and write three sentences comparing them.
repeat the sentences, paying attention to the /ə/ sound. Ask some pairs to read their sentences to the class.
7 Read out the first sentence and elicit the missing words
(more comfortable than). Sts read the remaining sentences
and complete them with the correct words. Check
answers.
Answers
1 more comfortable than
2 the best, in
3 the slowest, ever
4 more spacious than
5 as big as
6 most famous
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2
4 SKILLS WRITING writing an informal email ■ informal discourse markers
4D Hope to hear from you soon!

1 Look at the picture. What is happening? Read the email and check.
Subject: News
Hey Pete
1 Great to hear from you! Sorry for not writing sooner, but I’ve been really busy.
2 That’s brilliant news about your Masters. Lucky you! Durham is such a beautiful city and the uni’s great.
I’m sure you’ll do really well – you’ve always been hard-working. Don’t forget to have some fun though!
So, when do you start uni? Have you found a place to live yet?
3 Anyway, I have some fab news, too. Did I tell you I applied for a job in Edinburgh a few months ago?
Well, I got the job! I’m an assistant website designer. It’s much more interesting than my old marketing
job and Edinburgh’s an amazing place. I only got here last week, but I’ve already found a really cool flat
to rent (see photo). It isn’t as big as my old place, but it’s very bright and modern. I can get to the city
centre, where I work, in under ten minutes. Convenient!
4 Why don’t you come to Edinburgh one day? I’d love to get together, and we could explore the city and
enjoy the nightlife!
5 By the way, do you remember Ruth Taylor from school? Well, she works here, too! I couldn’t believe it
when I saw her on my first day in the office. She’s just as funny as she was when we were at school. It’s
so nice to have someone at work I already know.
6 Talking of work, I’d better get on with it because I have a report to finish for tomorrow. It’s only my first
week and I’m already quite busy here.
Hope to hear from you soon!
Lots of love
Yasmin
2 Read the email again and answer the questions.

1 What is Pete going to do in Durham? 2 Why has Yasmin moved to Edinburgh?
3 Match paragraphs 1–6 with the email functions a–f.

a inviting c a reason to end the email e responding to news
b giving news d opening comments f giving more news
Skill writing an informal email
We write informal emails to people we know well, such as friends, family members and colleagues.
• Use contractions like it’s and can’t.
• Use incomplete sentences like Great to hear from you, Sorry for not writing sooner, Can’t wait to see you!
• Use informal greetings and endings like Hey/Hi, How are things? Lots of love, See you soon, All the best
and Take care.
• Start a new paragraph for each new topic to make your email easy to read.
4 Read the Skill box. Find the informal sentences in the email that have the same meaning as
the more formal sentences 1–8.
1 Thank you very much for your email. 5 I also have some very good news.
2 I apologize for not replying immediately. 6 I was offered the position.
3 I was very pleased to hear about your course. 7 I have already found a very nice flat.
4 When does your university course begin? 8 I should continue working.
36
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SKILLS 4D
4D Hope to hear from you soon!
Sts read an informal email with personal news. They then write their own informal email with their own personal news.

An informal email Writing an informal email Informal discourse markers
WARMER 3 x PRACTICE SB page 36, exercise 4

Ask: How often do you write emails? Who do you write to?
What do you write about? Elicit a range of answers. If sts 1 Do the exercise as normal. To check answers, read out
talk about work emails, ask: How often do you write personal each formal sentence and ask: How can you say this in
emails? Who do you write to? Who else might you write to? an informal way? Elicit the answers.
Elicit a range of answers and introduce the idea of writing to 2 Ask sts to cover the email in exercise 1. In pairs, they
a friend who lives in a different city. look at the formal sentences and try to remember the
informal sentences. They can look at the email again to
1 Focus on the picture and ask sts what they think is check.
happening. Elicit a few answers, but don’t confirm them at 3 Read out the first informal phrase in the email: Great
this stage. Sts read the email quickly to check the answer. to hear from you! Elicit ideas for what else could follow
Check the answer with the class. Elicit or explain that it, e.g. I’m glad you’re OK. In pairs, sts look at the
Durham is a city in the north of England, and Edinburgh is remaining informal sentences and think of their own
the capital of Scotland. Elicit or explain that a Masters is a ideas for what could follow each one. Take feedback.
degree course, and uni is short for university.
Answer
She is moving into a new flat.
2 Sts read the email again and answer the questions. Check
answers.
Answers
1 He’s going to study for a Masters.
2 She has a new job.
3 Sts read the email again and match the paragraphs with
the functions. Check answers.
Answers
a 4 b 3 c 6 d 1 e 2 f 5
Skill
Read the Skill box with sts about writing an informal
email. You could ask sts to find more examples
of contractions in the email, e.g. I’ve, That’s, I’m.
Elicit which words are missing from the incomplete
sentences.
4 Allow sts time to read through sentences 1–8. Explain that

position in sentence 6 is a formal word for job. Sts read
the email again and find the informal sentences which
have the same meaning as the more formal ones. Check
answers.
Answers
1 Great to hear from you!
2 Sorry for not writing sooner …
3 That’s brilliant news about your Masters.
4 So, when do you start uni?
5 I have some fab news, too.
6 I got the job!
7 I’ve already found a really cool flat.
8 I’d better get on with it …
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writing an informal email ■ informal discourse markers WRITING SKILLS 4D
5 Read Pete’s reply to Yasmin’s email. Order the sentences a–g.
Subject: News
Hi Yas
a Anyway, I must go, I have a meeting with my tutor in 20 minutes.
Speak soon! Don't forget to let me know about next Saturday.
b Anyway, I have some great news. Do you remember my American
cousin, Kyle?
c 1 Lovely to hear from you! Really happy you’re enjoying your new job in Edinburgh.
d So, have you made any new friends there yet?
e Talking of invitations, I’d love to visit you in Edinburgh soon. How about next Saturday? Can’t wait to
see you!
f By the way, why don’t we meet Ruth Taylor for a coffee when I come? I haven’t seen her for ages.
g Well, he’s getting married in Miami in March and he’s invited me to the wedding. I’m really looking
forward to it. I already have a new suit (see photo). What do you think?
Take care
Pete
6 Pete wrote his email in four paragraphs. Which lines of the email (a–g) do you think he included
in each paragraph?
Paragraph 1 Paragraph 3
Paragraph 2 Paragraph 4
7 Look at the words in bold in exercise 5. Which two have a similar meaning?
Text builder informal discourse markers
We use informal discourse markers to link ideas and help the reader understand the organization of
our ideas. We can also use these in informal spoken English.
To change the subject:
Anyway, I have some fab news, too. So, when do you start uni?
To introduce a less important subject:
By the way, do you remember Ruth Taylor from school?
To return to a subject:
It’s so nice to have someone at work I already know. Talking of work, I’d better get on with it …
8 Read the Text builder. Complete the sentences with discourse markers. Compare your answers
in pairs.
1 There’s a new department store near my flat. shopping, have you heard about that
new online store?
2 Important news! Jamie’s just moved to Manchester because he has a new job with the BBC!
, he’s started playing football.
3 I’m not really enjoying my job at the moment … , how did your exam go?
4 I’m hoping to get a job soon, so I can share a flat with some friends. accommodation,
have you moved house yet?
9 A PREPARE Think of a friend or family member who recently gave you some news. Plan how to
respond to the news, decide what news you’d like to give, and invite him/her to do something.
B PRACTISE Write your email. Use the ideas in the Skill box and the Text builder to help you.
C PERSONAL BEST Swap your email with a partner. Read his/her email. Do the paragraphs and discourse
markers help you understand the organization of ideas?
Personal Best Write a reply to your partner’s email. Respond to his/her news and give more news of your own. 37
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SKILLS 4D
5 Sts read Pete’s reply to Yasmin’s email and number the 9 Sts follow the steps to write their own informal email.
sentences in the correct order. Draw their attention to the
example number 1 in the box. Check answers.
A PREPARE Sts prepare their ideas and plan their email.
B PRACTISE Sts use the email in exercise 1 as a model
Answers and write their own informal email. Refer them back to
1 c 2 d 3 b 4 g 5 e 6 f 7 a the Skill box for tips on how to write an informal email,
and refer them to the Text builder box to remind them
6 Sts look at Pete’s reply again and decide which lines of about how to use informal discourse markers.
the email (a–g) go in each paragraph. They could work in C PERSONAL BEST Sts work in pairs. They swap their
pairs for this. Check answers. emails with a partner and look at the paragraphs and
discourse markers, to see if they help them understand the
Answers email. They then give feedback to their partner. Remind
Paragraph 1 c, d Paragraph 2 b, g Paragraph 3 e, f them that they should always be positive and encouraging
Paragraph 4 a when they give feedback to a partner.
7 Ask sts to read the words in bold in Pete’s reply. Elicit PERSONAL BEST
which two have a similar meaning, and elicit what
meaning they have (to change the subject). Sts can practise writing informal emails further. They read
their partner’s email and write a reply, responding to their
Answer partner’s news and giving more news of their own. Encourage
Anyway, So them to plan their email before they write, and remind them
to look at the Skill box and the Text builder box to help them.
Sts can swap emails again and repeat the feedback process.
Text builder
Read the Text builder box with sts about informal Weaker sts could work in pairs and look at Pete’s reply again
discourse markers. Explain that discourse markers to find examples of contractions, incomplete sentences and
are phrases that we use to help organize a text, by informal words and phrases. Check answers with the class,
indicating things such as when we want to change the and elicit which words are missing from the incomplete
subject, return to a subject, introduce a less important sentences. Explain the meaning of any informal words and
subject or comment, etc. Explain that the discourse phrases sts don’t understand, e.g. let me know, ages.
markers here can be used in spoken English and also in
informal written English such as informal emails. Point EXTRA PRACTICE
out that all the phrases are used at the beginning of a Write the following sentences on the board:
sentence, and they are all followed by a comma (after
the accompanying noun in the case of Talking of). Ask 1 I must go now.
questions to check concept. 2 I have some good news.
Concept check questions: 3 It was an amazing experience!
Why do we use discourse makers? (to help organize a 4 I’m sorry that I forgot your birthday.
text). Where can we use informal discourse makers?
5 I’m glad you’re OK.
(in spoken English or informal written English). What
words can we use to change the subject? (Anyway, So) 6 That isn’t possible, I’m afraid.
Which phrase can we use to introduce a comment or less Ask sts to rewrite the sentences as incomplete sentences,
important subject? (By the way). Which phrase can we suitable for an informal email. Allow sts time to compare
use to return to a subject? (Talking of ...) their answers in pairs, then check answers with the class.
8 Sts read the sentences and complete them with the Answers
correct discourse markers. Allow sts time to compare their 1 Must go now.
answers in pairs, then check answers with the class. 2 Some good news!
3 An amazing experience!
Answers 4 Sorry I forgot your birthday.
1 Talking of 5 Glad you’re OK.
2 By the way 6 Not possible, I’m afraid.
3 Anyway/So
4 Talking of
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1 Cross (X) the sentence which is NOT correct.

1 a I’m taking my driving test at 3.30 this afternoon.
b I’m going to take my driving test next year.
c I’ll take my driving test at 3.30 this afternoon.
2 a He’s the man whose brother is a pop singer.
b He’s the man which went out with Jenny.
c He’s the man Jenny used to go out with.
3 a There aren’t no tickets left for the concert.
b There aren’t any tickets left for the concert.
c There are some tickets left for the concert.
4 a I think it’s the funniest film I’ve ever seen.
b I think it’s the most funny film I’ve ever seen.
c I think it’s funnier than the last film we saw.
The place 1that / where Maria Simonetti lives is very unusual.
5 a It’s after midnight. Shall I call you a taxi? It is a little village in the south of Italy 2which / who has over
b It’s after midnight. Do I call you a taxi? 300 centenarians – people 3which / who are 100 years old
c It’s after midnight. I’ll call you a taxi. or more. So although Maria 4is celebrating / shall celebrate
6 a Uncle Jack, who works as an accountant, lives her 100th birthday next month, she isn’t 5by far / one of the
in Sydney. oldest people in her village, as over 50 of the inhabitants of
b Jack is my uncle who works as an accountant the village are over 110. Maria’s seven grandchildren,
6who / that are all in their sixties, are organizing a
in Sydney.
c Uncle Jack, that works as an accountant, lives big party to celebrate and 7they’re going to / they will
in Sydney. invite her relatives and friends from all over Italy. Her
8most young / youngest grandson, Filippo, is a chef and
7 a His new flat isn’t big enough for four people. 9he’ll / he’s going to bake her a special cake with ten candles
b His new flat isn’t enough big for four people.
on it, one for each decade of her life. So, what’s her secret?
c His new flat is too small for four people.
Well, everyone says Maria’s a very sociable and positive
8 a It’s one of the expensivest restaurants in my city. person. She still has a 10few / little friends and relatives in
b It’s one of the most expensive restaurants in my the village and someone visits her every day. Also, Maria has
city. a very healthy diet. She eats 11much / lots of fish, vegetables
c It’s much more expensive than the other and fruit and she doesn’t eat 12much / many sugar or salt.
restaurants in my city.
2 Use the words in brackets to complete the sentences so

they mean the same as the first sentence.
Vocabulary
1 I plan to spend three weeks in Mexico next year.
I three weeks in Mexico next year. (going to) 1 Circle the word that is different. Explain your answer.
2 She’s the woman. She lives on the second floor. 1 modern tiny
She’s the woman on the second floor. (who) comfortable impatient
3 There were only a few people at the party. 2 friendly next-door neighbour
There at the party. (many) close friend classmate
4 Sam is more helpful than Tom. 3 cycle path art gallery
Tom Sam. (as … as) shopping mall sports centre
5 Would you like a cup of coffee? 4 easy-going polite
make you a cup of coffee? (I) unreliable helpful
6 That’s my sister’s new car. She bought it from my cousin. 5 confident huge
That’s my sister’s new car, from my cousin. sensible kind
(which) 6 town countryside
7 Nicholas is too young to drive a car. balcony suburbs
Nicholas to drive a car. (old) 7 keep fit keep in contact
fall out make up
8 My brother is more generous than my sister.
8 roof terrace pedestrian area
My sister is my brother. (less)
basement first floor
38
88
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4
1 Sts read the sentences and decide which one in each group 1 Do the exercise as normal. To check answers, read out
is not correct. Check answers and discuss as a class why the text, pausing before each answer, and ask students
the sentences are incorrect. all together to call out the answer which they think
is correct. Ask a student who called out the correct
Answers answer to explain their answer.
1 c 2 Write the correct answers on the board in order, e.g.
2 b where, which, who, is celebrating. In pairs, sts cover the
3 a text and try to remember how the words on the board
4 b are used. They can look at the text again to check.
5 b 3 In their pairs, sts write four questions about the details
6 c in the text, e.g. Which birthday is Maria celebrating next
7 b month? What is the name of her youngest grandson? Put
8 a pairs together in groups of four. With books closed,
pairs take turns to ask their questions. Their classmates
2 Sts complete the second sentence in each pair so it means try to answer from memory. Ask who answered all the
the same as the first, using the words in brackets. Check questions correctly.
answers.
Answers
1 ‘m going to spend Vocabulary
2 who lives
3 weren’t many people 1 Sts circle the word that is different in each set. Check
4 isn’t as helpful as answers, and ask sts to explain in each case why the word
5 Shall I is different. As an extension, sts could write two or three
6 which she bought sentences using some of the words.
7 isn’t old enough
8 less generous than Answers
1 impatient (the others all describe homes)
2 friendly (the others are all people)
3 Ask sts to read the text through quickly for general 3 cycle path (the others are all buildings)
meaning. Ask: What is special about Maria’s village? (A 4 unreliable (the others are all positive adjectives)
lot of people there live to be very old.) Sts read the text 5 huge (the others all describe personality)
again and choose the correct options to complete it. Check 6 balcony (the others all describe places where people
answers. live)
7 keep fit (the others are all connected with relationships)
Answers 8 pedestrian area (the others are all parts of buildings)
1 where
2 which
3 who
4 is celebrating
5 one of
6 who
7 they’re going to
8 youngest
9 he’s going to
10 few
11 lots of
12 much
89
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Personal Best
unsociable traffic jam get on well with anxious
on
department store basement cosy parents Less 3A son 4A
Les
1 a part of a building that is below the ground Name five Name five
2 comfortable and warm personality things in your
3 a large shop with different sections adjectives that town using
describe your compound
4 does not enjoy being with other people
relatives. nouns.
5 a person’s mother and father
6 worried and afraid
7 have a friendly relationship with Lesson 3A on
Less 4A
8 a line of cars that is not moving
Write one Write four
3 Choose the correct options to complete the sentences. sentence for a sentences
future arrangement, about your
1 Can you me to your cousin, Sarah?
one for a future classroom using
a meet b get to know c introduce quantifiers.
plan and one for
2 I my girlfriend at a party. a promise.
a knew b met c kept
on
3 I enjoy working here as my are friendly. Less 4B
son 3B
a colleagues b classmates c couples Les
4 My team played very badly and the match 4–0. Name four
a won b lost c missed Write four verb phrases
sentences using using have, take,
5 I’ve invited all my to my wedding.
these linkers: as, catch and
a parents b partners c relatives since, that’s keep.
6 I usually my friends at the weekend. why and so.
a get together with b get to know c get on well with
on
7 He was late for work as he his train. Less 4C
son 3C
a caught b lost c missed Les
8 My apartment is on the top .
Describe
a flat or house
a flat b floor c terrace Name five you’ve visited using
4 Complete the email with the words in the box. relationships
verbs.
five adjectives for
describing
basement helpful ground floor car park spacious homes.
convenient next-door neighbour block of flats
Lesson 3C on
Less 4C
Write four Write five
Hi Adam sentences about sentences to
someone you know describe your town
I have the keys to my new place! It’s on the 1 of using relative using comparative
a large 2 . It has two bedrooms so it’s quite clauses: two and superlative
3 defining and two adjectives.
. There’s a 4 in the 5 of the
non-defining.
building where I can leave my car. It’s really 6 . My
7 seems nice and really 8 – he’s offered
on
to carry my heavy boxes on moving day! Can you help too? on
Less 3D Less 4D
Love Give two Write four

Mel expressions sentences to
you can use to a friend using
give news and anyway, so,
two to respond by the way and
to news. talking of.
39
90
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4
Answers
1 basement
2 cosy
3 department store
4 unsociable These questions and prompts give sts the opportunity
5 parents to revise a number of language and skills points from
6 anxious the preceding two units in a more productive way. The
7 get on well with points being revised are referenced according to which
8 traffic jam lesson they appear in (e.g. Lesson 4A). They cover
reading and writing lessons, and conversation builder
3 x PRACTICE SB page 39, exercise 2 language from speaking lessons. Sts work individually,
1 Do the exercise as normal. To check answers, ask sts to in pairs or in groups, according to the class dynamic
tick the three answers they are most sure of. For each and the time available. Set a time limit if you would
sentence, ask a student who ticked that sentence to like to add a competitive element. Encourage sts to
give their answer. refer back to the relevant lessons if they are having
2 Books closed. Read out the definitions in a random prompts and engage with the target language in a
order. Sts try to remember the matching word or personal way. Their answers will vary. Monitor and help
phrase. You could do this as a game, awarding a point as necessary and get feedback on sts’ answers.
to the first student who gives the correct answer.
3 In pairs, sts write an email to a friend using as many of
the words and phrases from the box as they can. Set a
time limit for this, to make it competitive. Ask pairs in WORKBOOK REVIEW AND PRACTICE
turn to read their emails to the class. See which pair
managed to use the most words and phrases correctly Students will find two pages of Review and Practice at the
and creatively. end of each unit of their Workbooks.
Unit 3, pages 18 and 19
Answers
1 c
2 b
3 a
4 b
5 c
6 a
7 c
8 b
from the box. Check answers.
Answers
1 ground floor
2 block of flats
3 spacious
4 car park
5 basement
6 convenient
7 next-door neighbour
8 helpful
91
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UNIT
5 Money and shopping

LANGUAGE zero and first conditional; future time clauses ■ money
5A Spend, spend, spend

1 In pairs, do the quiz. Is your partner a spender or a saver?
1 If I see something I really 3 If I see something in the

like in the sales, shops this weekend that
a I usually buy it (whether I really want but can’t
I need it or not). afford,
b I ask for it for my a I’ll buy it with my
birthday. credit card.
c I don’t buy it. My b I‘ll borrow money from
savings are for
important things!
ARE YOU c
a friend or relative.
I’ll save up until I can
A SPENDER OR A SAVER? afford it.
2 If I feel a bit down, 4 When my phone stops

a I go shopping – it’s working,
called ‘retail therapy’! a I’ll replace it with the
b I go for an ice cream. latest model, probably
the most expensive!
c I check my savings
account – the numbers b I’ll replace it with a new
there always make me model, but nothing too
feel happy. expensive.
c I’ll get a free one with
the cheapest contract.
Go to Vocabulary practice: money, page 143

2 Work in pairs. Answer the questions.
1 Have you ever wasted money on something you’ve never used?
2 Would you prefer to be broke and happy, or wealthy and unhappy?
3 When you lend someone money, how long do you give them to pay you back?
4 If you need to borrow money from someone, who do you ask? Why?
5 When do you take money out and pay with cash? When do you prefer to pay by card?
6 What would you like to spend your savings on?
3 5.3 Listen to two friends, James and Sarah, doing the first two questions of the quiz.
Are they spenders or savers?
4 A 5.4 Complete the sentences from the conversation. Listen and check.
1 If I see something I like in , I usually get it.
2 If you spend all your money, you won’t be able to for a motorbike.
3 As soon as I , I’ll call you.
B Look at the sentences in 4A. Underline the present tenses. Circle the future forms.
5 A Match the sentences in exercise 4A with structures a–c and functions d–f. When do we use a
present tense to talk about the future?
a if + present simple, future with will d a situation or routine that is generally true
b if + present simple, present simple e two connected future events
c future time word + present simple, future with will f a possible future event and its result
40
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UNIT
Money and shopping 5
UNIT
UNIT 5 OVERVIEW: This unit focuses on the topic of money and shopping. Sts do a quiz to find out if they
are spenders or savers, and read tips on simple ways to save money. They study conditional sentences, and
exchange personal information. Sts read about Black Friday and discuss their opinions of shopping events
like this. They then read about the future of shopping and make predictions about the future. In Learning
Curve, a customer takes something back to the shop.
LANGUAGE SKILLS
Zero and first conditional; future Money; shopping Intonation; word Identifying opinions; Explaining what’s wrong;
time clauses; predictions: will, stress even, just taking something back
be going to, may/might to a shop
LANGUAGE 5A
5A Spend, spend, spend
Sts do a quiz on money to find out if they are spenders or savers and read tips on simple ways to save money. They learn
vocabulary to do with money, and study conditional forms. They also discuss their own attitudes to money.

Zero and first Money (borrow from, broke, cash, cash machine, coin, credit card, Intonation Talking about
conditional lend to, loan, mortgage, note, pay back/by/for/into, save up, attitudes to money
savings account, spend on, take out (money), tax, waste on, wealthy)
WARMER 4 A 5.4 Sts read the sentences and complete them

With books closed, tell sts you are going to say a word to with the correct words. Allow sts time to compare their
them, and they must write down the first word or idea that answers in pairs, then play audio track 5.4. See the SB
comes into their head. Tell them not to think about it, but just page opposite for audio script. Sts listen and check their
to write down what comes into their head naturally. Say the answers.
word money. Give sts a short time to write their word or idea,
then elicit answers and write them on the board. Discuss as a Answers
class what the words show about people’s attitude to money. 1 the sales 2 save up 3 get back
1 Check that sts understand spend and save. Sts do the quiz B Sts underline the present tenses and circle the future
in pairs. Discuss who is a spender and who is a saver. forms in the sentences in exercise 4A. Check answers.
Go to Vocabulary practice: money, SB page 143/TB page
299. Answers
Sts will find more language presentation and practice for present tenses – see, like, get, spend, get back
future forms – won’t be able, ’ll call
money vocabulary here. Do these exercises with the class,
2 of lesson 5A. 5 A Sts match the sentences with the structures and
functions. Do this as a class or pairwork activity if
necessary. Check answers, then ask when we use a
practice of money vocabulary.
present tense to talk about the future.
2 Allow sts time to read the questions and think about their Answers
answers. They then ask and answer the questions in pairs.
1 b, d 2 a, f 3 c, e
Ask some sts to tell the class something they learned about We use a present tense to talk about the future after if and
their partner. future time words, e.g. when, unless, as soon as, until.
3 5.3 Read out the question, then play audio track 5.3.
See TB page 357 for audio script. Sts listen and decide
whether James and Sarah are spenders or savers. Discuss
the answer with the class.
Answer
James is a spender, but Sarah is a saver.
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zero and first conditional; future time clauses ■ money LANGUAGE 5A
B Look at the quiz questions again. Which of the structures and functions in 5A are they?
Grammar zero and first conditional; future time clauses
Zero conditional (routines or situations that are First conditional (possible future events and
generally true): their results):
If it rains, I take an umbrella. If it doesn’t rain, I’ll go to the beach tomorrow.
Look! In conditional sentences, we can use unless (if … not):
Unless it rains, I'll go to the beach.
Future time clauses (two connected future events):
As soon as I get paid, I’ll pay you back. We won’t eat until you get home tonight.
Look! In a future time clause, we use the present simple, not will:
I'll do my homework when the film ends. NOT when the film will end.
Go to Grammar practice: zero and first conditional; future time clauses, page 120
6 A 5.6 Pronunciation: intonation Listen to the conditional sentences. Notice the falling intonation.
1 Plants die if they don’t get enough water.
2 If my husband has a cold, I usually catch it.
3 Unless Jo lends me £10, I won’t be able to go.
4 I won’t go shopping if the meeting finishes late.
B 5.6 Listen again and repeat the sentences with the same intonation.
7 A Choose the correct options to complete the text.
Save money without even trying

As soon as you 1start / will start following these weekly tips from our money expert,
Marta Benz, you’ll save money without even trying!
Make your own coffee Pay with cash

2If / Unless I get up early, I never have time I always 5pay / will pay by card when I 6go / ’ll go
to make coffee before leaving for work, so it’s shopping. It’s much easier than finding a cash machine.
tempting to buy one on the way to the office. However, I 7’ll / won’t take my card with me when I next
Buying a coffee every day might save time, but 8go / will go shopping. Why? Because research shows
it doesn’t save money. If you 3make / ’ll make that if people 9pay / will pay by card, they 10don’t / won’t
coffee at home next week, you 4save / ’ll save at realize how much they’re spending. Paying with hard-
least £20. That’s an annual saving of £1,000! earned cash is more ‘painful’, so we spend less.
B In pairs, discuss which tip is the most helpful. Can you think of any other money-saving tips?

8 Complete the sentences so they are true for you. Then compare your sentences in pairs.
1 If the weather’s nice tomorrow, I .
2 I’ll probably next week unless .
3 I next summer if I can afford it.
4 I if I go shopping this weekend.
5 If I save enough money in the next six months, I .
6 I usually if I feel stressed.
7 I’ll carry on studying English until .
8 I as soon as I get home tonight.
A What will you do if the weather’s nice tomorrow?
B If the weather’s nice tomorrow, I’ll probably go jogging. And you?
Personal Best Write six sentences with future time clauses, using words from the Vocabulary practice. 41

00 Grammar
642323_P092_107_U05.indd 94 02/08/2017 13:30

LANGUAGE 5A
B Sts look at the quiz questions again and match them 3 x PRACTICE SB page 41, exercise 7A
with the structures and functions in exercise 5A. They
could work in pairs for this. Check answers. Then read the 1 Do the exercise as normal. To check answers, read out
Grammar box with the class. both options for each sentence in turn and ask: Which
is correct? Why? Elicit the answers.
Answers 2 Ask sts to cover the text. Write a prompt for each
1 b, d 2 b, d 3 a, f 4 c, e conditional sentence from the text on the board, e.g.
start following tips/save money. In pairs, sts look at
Grammar the prompts and try to remember the conditional
sentences. They can look at the text again to check
Read the Grammar box with sts about the zero and first their answers.
conditional and future time clauses. Explain that we
use the zero conditional for things that are always or 3 In pairs, ask sts to write an alternative ending for each
generally true, and we use the present simple in both of the conditional sentences in the text. Give or elicit
clauses: If you boil water, it gives off steam. Explain that an example for the first sentence, e.g. As soon as you
we use the first conditional to talk about possible future start following these weekly tips, you’ll spend less money.
events and their results: If Jack invites me, I’ll come to Ask some pairs to read their sentences to the class.
the party. Point out that we use the present simple in Encourage sts to use falling intonation when they say
the if clause, and will in the result clause. Point out the sentences.
that we use the present simple, NOT will, in future time
clauses: We’ll go out as soon as it stops raining. NOT
B Sts work in pairs to discuss which tip is the most helpful
and think of more money-saving tips. Get feedback on
We’ll go out as soon as it will stop raining. Ask questions
their answers and write their ideas on the board. As a
to check concept.
class, discuss which of the tips on the board are the most
Concept check questions: helpful and why.
If it’s cold, we turn the heating on – zero conditional or
first conditional? (zero conditional). When do we use the Go to Communication practice
zero conditional? (for things that are generally or always Divide the class into Student A and Student B. All ‘Student
true). What tense do we use in both clauses? (present A’ sts should go to SB page 159. All ‘Student B’ sts should
simple). When do we use the first conditional? (to talk go to SB page 169. Go to TB page 331 for the teacher
about possible future events and results). If it snows, notes. Do the activity, then continue with exercise 8 of
we’ll go skiing – what’s the possible future event? (it might lesson 5A.
snow). What’s the result? (we’ll go skiing). What tense
do we use after ‘if’? (present simple). What verb form do 8 Sts read the sentences and complete them with their own
we use for the result? (will). I’ll call you when I’ll get home ideas. Model the example mini dialogue with a student.
– correct? (no – I’ll call you when I get home.) What tense Then put sts into pairs to compare their ideas in the same
do we use in future time clauses? (present simple) way. Ask some sts to tell the class which of their sentences
were similar and which were different. Ask some sts to
Go to Grammar practice: zero and first conditional; read their completed sentences to the class.
future time clauses, SB page 120/TB page 253.
Sts will find more language reference, presentation and PERSONAL BEST
practice for the zero and first conditional and future time Sts can practise using zero and first conditionals and future
clauses here. Do these exercises with the class, or set them time clauses further. They write six sentences using these
for homework, before continuing with exercise 6A of structures and words from the Vocabulary practice section.
lesson 5A. Elicit or give a few examples first, e.g. If I borrow money from
Remind sts to go to the app for further self-study a friend, I always pay it back. Sts can compare their sentences
grammar practice of the zero and first conditional in pairs. Ask some sts to read some of their sentences to the
and future time clauses. class.
With weaker sts, write some sentence beginnings on the
6 A 5.6 Allow sts time to read through the sentences.
board:
script. Sts listen and notice the falling intonation at each 1 You’ll become wealthy if ...
full stop and each comma. 2 If you open a savings account, ...
B Play audio track 5.6 again, pausing after each sentence 3 If you lend money to friends, ...
for sts to repeat, paying attention to the falling intonation. 4 When you’re broke, ...
7 A Read out the title of the text Save money without even Ask sts to complete the sentences with their own ideas. They
trying. Elicit that it is about ways to save money. Remind can compare their sentences in pairs. Then ask some sts to
sts that unless means the same as if not. Sts read the text read their sentences to the class.
and choose the correct options to complete it. Check
answers with the class.
Answers
1 start 2 Unless 3 make 4 ‘ll save 5 pay 6 go
7 won‘t 8 go 9 pay 10 don’t
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51 SKILLS READING identifying opinions ■ even, just
5B Black Friday
1 Look at the title of the text and the pictures on page 43. Discuss the questions in pairs.
1 Describe the pictures. What do you think is happening?
2 Have you bought any bargains recently? What were they? Where did you buy them?
2 What do you know about ‘Black Friday’? Choose the sentence that you think is correct, then
read the first paragraph and check.
1 Black Friday takes place just after Christmas.
2 On Black Friday, stores offer a lot of bargains.
3 It’s called ‘Black Friday’ because stores lose a lot of money on that day.
Skill identifying opinions
When you read a text that contains opinions, look for:

• phrases which introduce opinions: it seems to me that, as far as I’m concerned, if you ask me.
• adjectives that express opinions: amazing, disappointing, successful, disgusting, awful
• opinions expressed indirectly and comparisons with like: People aren’t that polite = People are impolite.
It’s like watching paint dry = It’s boring.
3 A Read the Skill box and skim the text. Who has a negative opinion about Black Friday?
Who enjoys it? Who dislikes it but always goes?
B Read the second paragraph again and find:

1 three phrases which introduce opinions. 3 an opinion expressed as a comparison with like.
2 three adjectives which express opinions.
4 Read the text again. Are the sentences true (T) or false (F)? Correct the false sentences.
1 For Andy, the most important thing about Black Friday is the low prices.
2 Andy thinks it’s normal for shoppers to behave badly on Black Friday.
3 Jen thinks that some people lose control on Black Friday.
4 Jen doesn’t mind if shoppers are aggressive on Black Friday.
5 Chris thinks people save money to buy things they need on Black Friday.
6 Chris believes that stores offer fantastic special offers on Black Friday.
5 Complete the sentences with even or just. Scan the text and check.
1 Shops offer huge discounts and special offers for one day.
2 This year was more successful than last year.
3 I got what I wanted.
4 People shout at each other and there are fights!
5 It seems to me they go crazy when they see a bargain.
6 I’m not sure if the bargains are actually real.
Text builder even, just
We use even to emphasize surprising information, We use just to mean only, exactly or simply.
comparison and negatives. only: There’s just one shop in my village.
surprise: I speak French, English and even Chinese. exactly: This shirt is just my size.
comparison: His new car is even faster than his old one. simply: I just called to say I love you.
negatives: He’s never even heard of my favourite singer!
6 Read the Text builder. What do even and just mean in the sentences in exercise 5?
7 Do you think big shopping events like Black Friday are a good idea? Why/Why not?
42
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SKILLS 5B
5B Black Friday
Sts read a text about the tradition of Black Friday. They practise identifying opinions in the text and study the use of even
and just. They then discuss their own opinions of big shopping events like Black Friday.

Sts read a text about Black Friday. Identifying opinions even, just
WARMER Answers
Ask: Who loves shopping? Who hates it? Get a show of hands 1 F. It’s the experience.
to find out who loves and hates shopping. Ask sts to write a 2 T
sentence summing up why they love or hate shopping. Put sts 3 T
into groups to compare their sentences and try to persuade sts 4 F. She thinks it’s quite disgusting.
with different opinions to change their mind. Ask sts if anyone 5 F. They pay by credit card and get into debt.
has changed their mind following their discussions. 6 F. He doesn’t think the bargains are real.
1 Read out the title of the text on page 43 Going crazy for a 5 Sts complete the sentences with the correct words, then
bargain. Explain the meaning of bargain if necessary. Sts check their answers in the text. They could work in pairs
read the questions and discuss them in pairs. Get feedback for this. Check answers with the class, and check that sts
on their discussions. understand all the sentences.
2 Sts read the sentences and choose the one they think is
correct. They then read the first paragraph of the text to Answers
check their answers. Check the answer with the class. 1 just 2 even 3 just 4 even 5 just 6 even
Answer Text builder

2
Read the Text builder box with sts about even and just.
Explain that we use even when we are emphasizing a
Skill fact that is surprising in some way: She works all the
Read the Skill box with sts about identifying opinions. time, even at the weekend. Explain that just has three
Ask sts to look back at the sentences they wrote in the different meanings, as shown in the examples in the
warmer, expressing their love or hatred of shopping. box. Point out that both even and just come directly
Nominate several sts to read out their sentences. before the noun, verb or adjective that they modify:
Demonstrate how to use the phrases that introduce Even Sam came to the party. She even invited Sam. It’s
opinions in those sentences. just perfect. I have just one more question. Ask questions
to check concept.
3 A Read out the three questions, then ask sts to skim the Concept check questions:
text to find the answers. Remind them if necessary that He has a dog, a cat and even a pet snake – why do we use
skimming means reading quickly for general meaning, ‘even’? (to emphasize that it is surprising that he has
without worrying about understanding every detail. a snake). Their new house is bigger even than their old
Check answers. one – correct? (no – even bigger). The temperature was
just right – why do we use ‘just’? (to mean ‘exactly’). We
Answers had to wait five minutes just – correct? (no – just five
negative opinion: Chris minutes, meaning ‘only’)
enjoys it: Andy
dislikes it but always goes: Jen 6 Sts look at the sentences in exercise 5 again and decide
what even and just mean by matching them with the
B Sts read the second paragraph again and find the meanings in the Text builder box. Sts could work in pairs
opinions. Allow them time to compare their answers in for this. Check answers.
pairs, then check answers with the class.
Answers
Answers 1 only 2 comparison 3 exactly 4 surprise
1 if you ask me; Personally, I think; as far as I’m 5 simply 6 negative
concerned
2 amazing, exciting, successful 7 Sts discuss the questions in pairs. Get feedback on their
3 It’s like Christmas! discussions, and see who in the class thinks that these
events are a good idea, and who disagrees. You could join
4 Sts read the text again and decide if the sentences are in the discussions and talk about your opinions, too.
true (T) or false (F). Remind them to correct the false
sentences. Check answers.
97
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identifying opinions ■ even, just READING SKILLS 5B
[please style as website article, and

include the three photos]
Going for a bargain

B
lack Friday takes place on the last Friday in wanted,’ he said, trying to fit two TVs, five different games
November, when shops offer huge discounts and consoles and a vacuum cleaner into his car. I asked Andy
special offers for just one day. It marks the start of about his views on Black Friday’s bad reputation. ‘It doesn’t
the Christmas shopping season and takes its name from worry me too much. People shout at each other and there
the fact that this is the first day of the year that stores are even fights! But as far as I’m concerned, it’s part of the
traditionally start making a profit, going from ‘in the red’ event. If you don’t like it, don’t come.’
to ‘in the black’. However, the event is more famous for the
aggressive behaviour of people hunting for low-priced TVs, Inside the store, Jen, a nurse, was waiting to pay at the
tablets and designer clothes. I went to a department store checkout. ‘Every year, I say I’m not going to come, but
to talk to shoppers about their views on all aspects of the here I am again,’ she said with a tired smile. What doesn’t
Black Friday phenomenon. she like about it? ‘People aren’t that polite on Black Friday.
It seems to me they just go crazy when they see a bargain.
Outside I met Andy, a retired salesman, who had queued And what do we buy? More coffee-makers, tablets, stuff we
up all night outside the store to get in first. ‘Obviously, already have, so why are we buying more? I couldn’t resist
you can find some amazing discounts,’ he said, ‘but if this hairdryer and smartphone today though, so I suppose
you ask me, the best thing is the experience itself. It’s like I’m part of the problem.’ She is not a fan of the behaviour
Christmas! It’s so exciting – camping outside the night of some shoppers, however. ‘It can be chaos, with people
before, getting your hands on the latest widescreen TV, kicking and pushing each other out of the way. Sometimes
reduced from £450 to £199. Personally, I think this year you even see people fighting in front of their kids, and I saw
was even more successful than last year – I got just what I one woman break her wrist as she fell trying to defend her
new microwave. To be honest, I find it quite disgusting.’
Finally, I spoke to Chris, a student who had only come into

the store to buy a charger for his phone. ‘I’d forgotten
it was Black Friday. I can’t believe how many people are
here.’ But aside from that, how does he feel about the day?
‘From my point of view, it’s an awful idea as it encourages
people to be materialistic and spend money on items they
can’t afford. They pay by credit card and get into debt …
it’s sad, and unnecessary.’ Chris went on to make the most
interesting point I’d heard all day. ‘I’m not even sure if the
bargains are actually real. Stores increase prices before
Black Friday and then lower them so people think there are
massive discounts!’ And yet, all over the world, people go
crazy for those Black Friday bargains, year after year.
Personal Best Imagine you were at this department store on Black Friday. Write a short paragraph describing your opinion of it. 43
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SKILLS 5B
PERSONAL BEST
Sts can practise expressing opinions and talking about
shopping further. They imagine they were at the store in the
text and write a short paragraph describing their opinion of
the experience. Sts can swap their paragraphs in pairs and
find the adjectives and phrases their partner uses to express
their opinions directly or indirectly.
Weaker sts can work in pairs. They imagine they were at
the store and write three sentences expressing their opinion
about the store in three different ways, using even and just
and referring back to the information in the Skill box to help
them. Ask some sts to read their sentences to the class.
EXTRA PRACTICE
Divide the class into four groups and allocate a paragraph
in the text to each group. Ask sts in each group to read
their paragraph carefully and note down all the words and
collocations connected with money and shopping.
Bring the words together on the board, and check that
sts understand them all. Ask sts to write three or four
personalized sentences, using some of the words. Ask some
sts to read their sentences to the class.
Answers
paragraph 1: shops, offer huge discounts, special offers,
shopping season, making a profit, in the red, in the black,
low-priced, department store, shoppers
paragraph 2: queue up, store, amazing discounts, get your
hands on something (= buy it), reduced
paragraph 3: pay at the checkout, bargain, couldn’t resist
paragraph 4: materialistic, spend money, can’t afford,
pay by credit card, get into debt, increase prices, massive
discounts
EXTRA PRACTICE
Ask sts to imagine they are TV reporters and are in the store
to report what is happening. In pairs, sts prepare a script
describing what they can see and hear around them. Explain
that they can use the information in the text and also their
imaginations. Tell them they could also include an interview
with a shopper, either someone mentioned in the text or a
different person.
Allow sts time to practise their scripts. Encourage them to use
intonation to make the atmosphere sound busy and exciting.
Ask pairs in turn to give their report to the class. Other sts can
listen and note down the opinions that they hear.
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51 LANGUAGE predictions: will, be going to, may/might ■ shopping
5C Tomorrow’s world of shopping

1 A Read two people’s comments about shopping. Complete the comments with words from the box.
order in-store products delivery item sales assistant
I prefer 1 shopping. It’s important to It’s so quick to 4 things online, and home
see an 2 before buying it, and to be 5 is really convenient. In the future, I think
able to ask a 3 for help or advice. most companies will only sell their 6 online.
B Discuss the questions 1–4 below in pairs.

1 Do you prefer online or in-store shopping? Why? 3 What have you bought online recently?
2 What have you bought in-store recently? 4 How do you think we will shop in the future?
Go to Vocabulary practice: shopping, page 143

2 Read the title of the text. In pairs, discuss what you think is happening in the pictures.
We look at some of the exciting changes that

The FUTURE of shopping we might see in the not-so-distant future,
both in-store and online but also beyond!
In-store technology Try before you buy – virtually!

Like in the film Minority Report, face-recognition systems will greet Many clothes shops already have interactive mirrors in-store,
customers by name when they arrive, record what they which let you try on different clothes virtually at the swipe of
buy and which parts of the shop they spend most time in, and a hand. The mirrors use augmented reality to show how the
collect information about clothes will fit. Similar ‘magic
product preferences by mirror’ app technology is
measuring facial expressions. being developed to browse
They’ll then use all this online stores and virtually
information to send try on clothes at home too.
personalized recommendations We predict that this might
and special offers to shoppers’ be the most popular new
phones while they shop. technology!
The changing face of shops Neither in-store nor online

Judging by their popularity at present, there are probably going As our lives get busier, companies will definitely install more
to be more ‘pop-up’ shops – small, temporary shops in places large touch-screens in public spaces, where people can
like train stations, parks, or anywhere where there are a lot of browse and order what they want without going to a shop.
people. Meanwhile, many shops may simply stop selling things Virtual supermarkets are
and become showrooms for already available in the
companies to display their underground system
products. In this way, people in Seoul, South Korea.
will browse in-store and will Passengers order groceries
be able to see and touch the while waiting for their train,
different products, but they and they are delivered to
will have to order them online. their home the same day.
3 A Read the text. Match 1–5 with a–e to make predictions.

1 In-store technology, such as facial recognition, willa collect information about our shopping habits
2 Pop-up shops are probably going to and preferences.
3 People will browse in-store but buy online and b be the most successful new technology.
many shops will c see more touch-screens in public places.
4 The writers predict that interactive mirror d appear in more places because they are very
apps might popular at the moment.
5 As our lives get busier, we will definitely e stop selling things and become showrooms.
44
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LANGUAGE 5C
5C Tomorrow’s world of shopping
Sts read about the future use of technology in shopping. They then read some general predictions about the future, and
make their own predictions about what life will be like in the future.

Predictions: will, Shopping (basket, browse, checkout, delivery, in stock, in-store, Word stress Making
be going to, item, order online, product, return (something), sales assistant, predictions
may/might sold out, special offer, value for money)
WARMER Go to Vocabulary practice: shopping, SB page 143/TB

page 299.
Ask: What was shopping like 50 years ago? Were there big Sts will find more language presentation and practice for
supermarkets and shopping centres? Could people buy things shopping vocabulary here. Do these exercises with the
online? What kinds of shops were there? How did people pay class, or set them for homework, before continuing with
for things? Were there more sales assistants or fewer? Elicit exercise 2 of lesson 5C.
answers from individual sts, and get sts to think about how
the experience of shopping has changed over time. Ask: What Remind sts to go to the app for further self-study
do you think shopping will be like in the future? Elicit a few practice of shopping vocabulary.
answers from individual sts.
2 Read out the title of the text The future of shopping. Sts
1 A Read through the words in the box and pre-teach as discuss in pairs what they think is happening in each
necessary. Sts read the comments and complete them with picture. Get feedback on their discussions, but don’t
the correct words. Check answers. confirm answers at this stage. Ask sts to read the text
quickly to check their ideas. Discuss the answers as a class.
Answers 3 A Ask sts to read the text again and match the sentence
1 in-store 2 item 3 sales assistant 4 order halves to make predictions. Check answers, and check that
5 delivery 6 products sts understand all the predictions.
Answers
3 x PRACTICE SB page 44, exercise 1A 1 a 2 d 3 e 4 b 5 c
1 Do the exercise as normal. To check answers, read
out each speech bubble in turn, with two correct
answers and one incorrect one. Ask: Which answer was
incorrect? What’s the correct answer?
2 Ask sts to cover the speech bubbles and look at the
words in the box. In pairs, they try to rewrite the
comments, using the words in the box. They can look at
the comments again to check.
3 Say: These are the things that a shop sells. Sts guess the
word (products). In pairs, sts write three more clues for
words in the box. Encourage them not to make their
clues too easy. Put pairs together into groups of four to
read their clues to each other and guess the other pair’s
words. With stronger classes, sts could do this with
books closed, to make it more challenging.
B Sts read and discuss the questions in pairs. Take

feedback on sts' discussions.
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predictions: will, be going to, may/might ■ shopping LANGUAGE 5C
B Which of the shopping predictions do you think are a good idea? Why?
4 Look at the predictions in exercise 3A again. Choose the correct options to complete the rules. Then read
the Grammar box.
1 We use going to for predictions based on someone’s opinion / present evidence.
2 We use will for predictions based on someone’s opinion / present evidence.
3 We use might and may for predictions we are sure / not sure about.
4 We use will definitely to say that the prediction is more certain / uncertain.
Grammar predictions: will, be going to, may/might
General predictions: Predictions based on present evidence:

I don’t think Robert will arrive on time. She looks like she’s going to have her baby very soon!
Robots probably won’t replace humans. Look at those clouds! It’s definitely going to rain.
Less certain predictions with modal verbs:
It may be cold later. The weather forecast said it’s possible.
Jill might come to dinner. She hasn’t confirmed.
Look! With will and going to, we can use probably to make a prediction less certain and definitely to make it
more certain.
Go to Grammar practice: predictions: will, be going to, may/might, page 121

5 A 5.10 Pronunciation: word stress Listen to the sentences and look at the words in bold.
How many syllables do they have in fast speech? Which syllable is stressed?
1 He’ll probably be late. 4 It’s definitely not going to snow.
2 I probably won’t stay awake. 5 She's probably going to leave.
3 It’s definitely going to be sunny. 6 I'll definitely call you.
B 5.10 Listen again and repeat.

6 Choose the correct options to complete the text.
Experts predict the future – what will the world be like in 2050?
‘I think we’ll ‘Robots 4probably ‘In 2050, all
1definitely be / won’t / won’t kitchens 7might not /
be definitely able probably only might have 3D
to buy emotions help us with the printers that will
online, upload housework, they’ll be able to make
them to our brains also take care dinner. 3D printed
and we 2may be / maybe able to of children, and – this is crazy but pizza, anyone? NASA is already
share them online on social media. If possible – they 5might / will even experimenting with 3D printed food
a friend posts a photo of her wedding become our closest friends. In the for trips to Mars and beyond. If it's
day, we 3will probable / will probably future, this technology 6is going to / successful, technology like this
8may / might definitely help to solve
be able to experience exactly what won’t be much more advanced, and
she was feeling.’ robots and gadgets will sense how we the problem of world hunger.’
feel and adapt to our emotions.’
7 In pairs, make predictions about the future. Use some of the ideas below or your own ideas.
work pollution robots wearable technology my life accommodation

space travel computers social networks transport food
I don't think we'll work in offices in the future. We won't need to talk face to face with our colleagues as
we'll be able to communicate online. What do you think?
Personal Best Complete the following sentences with a prediction: Next week …, Next year …, In five years’ time … . 45
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LANGUAGE 5C
B Sts discuss in pairs which of the predictions in exercise B 5.10 Play audio track 5.10 again, pausing after
3A they think are a good idea and why. Get feedback from each sentence for sts to repeat. Encourage them to pay
sts on their discussions, encouraging sts to give reasons for attention to the pronunciation of probably and definitely.
their opinions.
4 Sts look at the predictions in exercise 3A again, then read Divide the class into Student A and Student B. All sts
the rules and choose the correct words to complete them. should go to SB page 160. Go to TB page 333 for the
They could work in pairs for this. Check answers. teacher notes. Do the activity, then continue with
exercise 6 of lesson 5C.
Answers
1 present evidence 6 Read out the title of the text Experts predict the future
2 someone’s opinion – what will the world be like in 2050? Ask: What sort of
3 not sure things do you think the text will mention? Elicit a few ideas.
4 certain Sts then read the text and choose the correct options to
complete it. Check answers.
Grammar
Answers
Read the Grammar box with sts about predictions with 1 definitely be
will, be going to and may/might. Explain that we use 2 may be
will and won’t for general predictions and be going to 3 will probably
for predictions based on evidence we have now: Cars 4 probably won’t
will go faster in the future. Slow down – you’re going to 5 might
crash! Point out that we can use definitely and probably 6 is going to
to modify will, and point out their position after will 7 might
but before won’t: It will probably rain. It probably won’t 8 may
rain. Point out that we use may and might to make a
prediction less certain: It might rain, but I’m not sure.
Ask questions to check concept. 7 Read through the ideas with the class and make sure they
Concept check questions: understand everything. Read out the example answer,
We will shop online more in the future – a general then allow sts time to prepare their ideas individually.
prediction? (yes). How can we modify ‘will’ to make it Encourage them to use their own ideas, as well as the
more certain? (add definitely). How can we modify ‘will’ ones in exercise 6. Sts then discuss their ideas in pairs.
to make it less certain? (add probably). Can you make Get feedback on their discussions.
the sentence with ‘will probably’ negative? (We probably
won’t shop online more in the future.) When do we use
‘be going to’ for predictions? (when we have evidence
PERSONAL BEST
in the present). What other modal verbs can we use in Sts can practise making predictions further by completing
predictions? (may and might). Are they more certain or the sentences with their own ideas. Sts can compare their
less certain than ‘will’? (less certain) sentences in pairs. Ask some sts to read their sentences to the
class.
Go to Grammar practice: predictions: will, be going to,
Weaker sts can work in pairs and use some of their ideas from
may/might, SB page 121/TB page 255.
exercise 7 to complete the sentences. Ask some sts to read
their sentences to the class.
practice for predictions using will, be going to and may/
might here. Do these exercises with the class, or set them
for homework, before continuing with exercise 5A of
lesson 5C.
grammar practice of predictions with will, be going to
and may/might.
5 A 5.10 Read out the questions, then allow sts time to

read through the sentences. Play audio track 5.10. See the
SB page opposite for audio script. Sts listen and note down
the number of syllables the bold words have, and which
syllable is stressed. Check answers with the class, playing
the audio again for sts to hear the words again. Elicit
that in fast speech, probably and definitely each have one
syllable fewer than they have in normal speech.
Answers
1 two 2 two 3 three 4 three 5 two 6 three
In probably, ‘pro’ is stressed. In definitely, ‘def’ is stressed.
103
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51 SKILLS
SKILLS SPEAKING explaining what’s wrong ■ taking something back to a shop
5D It isn’t working
Learning
Curve 1 In pairs, ask and answer the questions.
1 Have you bought anything that you’ve had to take or send back to the shop?
2 What was the problem?
3 Was there a solution? What happened?
2 Look at the picture. What do you think the object

in the picture is? What might be the problem with it?
3 5.11 Watch or listen to the first part of

Learning Curve. What is the customer’s problem?
Choose the correct option.
a He bought the item by mistake.
b The 3D visor he bought isn’t working.
c There’s something wrong with the video game he bought.
Conversation builder explaining what’s wrong
Problems with electrical items Problems with clothes and other items
I can’t get it to work/turn on. It’s too big/small/tight/baggy.
It isn't working. / It doesn't work. / It won’t work. It doesn’t fit.
It keeps crashing. It’s broken/scratched/torn.
There’s something missing. It’s the wrong size/model/colour.
There’s something wrong with the … I’ve changed my mind. I don’t want it any more.
4 5.12 Read the Conversation builder. Complete the customer’s description of the problem with
the visor. Listen and check.
Customer I bought this visor at a reduced price to use with my video games and I can’t get it to
1 . I’d like to return it.
Marc So what seems to be the problem with it?
Customer It won’t, you know, work with the video game. I put it on and it keeps 2 . You know,
it just stops 3 right away. I think there might be something 4 in the
program or it's just 5 .
5 In pairs, practise explaining what is wrong with something. Talk about three things each.
46
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SKILLS 5D
5D It isn’t working
Learning
Curve Sts watch or listen to someone taking a faulty item back to a shop. They then practise taking something back to
a shop.
Speaking Skill Conversation builder

Sts watch a video or listen to someone Taking something back to a shop Explaining what’s wrong
taking a faulty item back to a shop.
WARMER 4 5.12 Sts complete the description with the correct

Ask: Where do you usually buy things – in shops or online? words. Play audio track 5.12. See the SB page opposite
Why? Elicit a few answers, then ask: What do you do if there for audio script. Sts listen and check their answers.
is a problem with something you’ve bought? Elicit the idea of Check answers with the class. Sts could then practise the
sending it back or taking it back to a shop. Ask: What do you conversation in pairs.
expect the shop to offer you?
Answer
1 Sts work in pairs and discuss the questions. Ask some sts 1 work 2 crashing 3 working 4 missing 5 broken
to talk about good or bad experiences they have had of
taking things back to a shop. 5 Focus on the pictures in turn and elicit what each thing is.
2 Read out the questions and elicit some possible answers. You may need to teach headphones and printer. Allow sts
Don’t confirm the answers at this stage. time to choose three things and decide what the problem
is with each one. You could brainstorm some possible
3 5.11 All the D lessons in this level which focus on problems for each item with the class first. Model an
speaking skills are accompanied by video (i.e. an episode example conversation with a confident student first, then
of Learning Curve). In this lesson, a customer takes put sts into pairs to practise their conversations. Ask some
something back to a shop. Allow sts time to read through pairs to perform their conversations for the class.
the options. Check they understand 3D visor and check
they understand exchange, refund and receipt. Play video/
audio track 5.11. See TB page 357 for video/audio script.
Sts watch or listen and choose the correct option. Check
the answer.
Answer
b
Conversation builder
Read the Conversation builder box with sts about
explaining what’s wrong. Make sure they understand
crashing (= stop working suddenly). Point out the
phrase I can’t get it to (work), which has the same
meaning as It isn't (working)./It doesn’t/won't (work).
Remind sts that a lot of clothes are plural nouns, e.g.
shoes, trousers, shorts, so they would use plural forms
in the phrases, e.g. They’re too big/small. They don’t fit.
It doesn’t work – I can’t get it to work: same meaning
or different? (same). It keeps crashing – does this mean
it won’t turn on? (No, it means it starts working and
then stops suddenly.) I’m a size medium, but I buy a size
small T-shirt – what can I say when I take it back? (It’s
too small./It’s the wrong size./It doesn’t fit.) I buy some
shoes, then I realize I don’t like them – what can I say?
(I’ve changed my mind. I don’t want them any more.)
105
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explaining what’s wrong ■ taking something back to a shop SPEAKING SKILLS
SKILLS 5D
6 5.13 Watch or listen to the second part of the show. Choose the correct option to
1 At first, what does the customer want Marc to do?
a exchange the item for the same model
b exchange the item for a different model
c give him a refund
2 What happens in the end?
a Marc fixes the item and the customer is satisfied.
b Marc agrees to give the customer a refund but he
can’t find his receipt.
c The customer exchanges the item for a new model.
Skill taking something back to a shop
When you take something back to a shop, explain clearly but politely what you want.
• Use I’d like and Could I to sound polite, e.g. I’d like to exchange it. Could I return it, please?
• Add phrases like I think, just and if that’s possible to make your request sound less direct. I’d just like one in a
smaller size. I think I’d like a refund, if that’s possible.
• If you aren’t happy with the proposed solution, explain what you want frankly and firmly using phrases like
to be honest and actually. To be honest, I’d just like a refund. Actually, I think I’d prefer a refund.
7 Read the Skill box. Did the customer explain what he wanted clearly and politely?
8 Order the words to make sentences from the conversation. Who said each sentence,
Marc (M) or the customer (C)?
1 to / be / seems / the / what / problem / it / with ?
2 return / I’d / to / it / like
3 look / take / could / a / I / it / at ?
4 honest / I’d / to / be / think / I / like / it / exchange / to
5 refund / get / a / please / could / I ?
6 I’d / think / I / refund / like / a
7 absolutely / need / just / I / see / receipt / to / your
8 speak / can / to / manager / your / I / please ?
9 Order sentences a–g to make another conversation in a shop.

a Assistant: Of course. Can I have a look at it?
b Customer: Actually, I’d prefer a refund.
c 1 Assistant: Good morning. Can I help you?
d Customer: Yes, sure. Here you are.
e Assistant: You’re right. There’s something wrong with the switch. Would you like to exchange it?
f Assistant: No problem. Could I have your receipt and credit card?
g Customer: Hi. I bought this hairdryer yesterday but it isn’t working. Could I return it, please?
10 A PREPARE In pairs, prepare a conversation in a shop. Decide on:
• the item • what the customer wants
• the problem • what solutions are possible
B PRACTISE In pairs, practise the conversation. Take turns to be the customer.
C PERSONAL BEST Listen to another pair’s conversation. Does the customer explain clearly what’s wrong?
Are both people polite? Can you use something from this conversation in your own? Practise your
conversation again.
Personal Best Think of five new products and make a list of possible problems with them. 47
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SKILLS 5D
6 5.13 Allow sts time to read through the questions and 9 Sts read the sentences and number them in the correct
options. Play video/audio track 5.13. See TB page 358 order to make a conversation in a shop. Draw their
for video/audio script. Sts watch or listen and choose the attention to the example number 1 in the box. Check
correct options. Check answers. answers.
Answers Answers
1 a 2 b 1 c 2 g 3 a 4 d 5 e 6 b 7 f
Skill 10
Sts follow the steps to have a conversation in which a
customer takes something back to a shop.
Read the Skill box with sts about taking something back
to a shop. Check they understand everything. Point out A PREPARE Put sts in pairs. Allow them time to read
that intonation and tone of voice can also help you to through the bullet points and think of ideas. You could
sound polite and less direct. brainstorm a few ideas with the class first. They then make
notes in preparation for their conversation.
7 Read out the question and discuss the answer with the B PRACTISE In their pairs, sts take turns to be
class. the customer and shop assistant and role play their
conversation. Remind sts to use phrases from the
Answer Conversation builder box to explain what’s wrong, and
Yes, the customer explains what he wants (to exchange encourage them to use phrases from the Skill box to sound
the item or get a refund). polite and less direct.
He uses this phrase to be clear: To be honest….
He uses these phrases to be polite: I’d like…, Could I C PERSONAL BEST Put sts into groups of four. They listen
please..? to each other’s conversations and give feedback based
on the questions. Remind sts that they should always be
8 Sts order the words to make sentences from the polite and positive when they give feedback, and make
conversation and decide who said each one. They could practical suggestions about how their classmates could
work in pairs for this. Check answers. improve their work. Sts then practise their conversations
again. Get feedback from sts on whether their speaking
Answers was better the second time. Remind them that being good
1 What seems to be the problem with it? M
at speaking is all about practice, and it is often worth
2 I’d like to return it. C
practising the same conversation two or three times until
3 Could I take a look at it? M
it starts to feel completely natural.
4 To be honest, I think I’d like to exchange it. C
5 Could I please get a refund? C PERSONAL BEST
6 I think I’d like a refund. C Sts can practise explaining what’s wrong further. They work
7 Absolutely. I just need to see your receipt. M in pairs and think of five new products and possible problems
8 Can I please speak to your manager? C with them. They can then choose two or three of the products
and use them to prepare and practise new conversations. Ask
some pairs to perform their conversations for the class. Ask
3 x PRACTICE SB page 47, exercise 8 other sts to give feedback on how polite the customer and
1 Do the exercise as normal. To check answers, read out shop assistant were.
each answer in turn, omitting one word, e.g. What Refer weaker sts back to the conversations they had
seems be the problem with it? Sts listen and correct your in exercise 5. They could repeat one or two of their
answers. conversations, using ideas from the Skill box to sound polite
2 Books closed. Write two or three prompt words for and less direct.
each sentence on the board, e.g. seems/problem/it? In
pairs, sts look at the prompts and try to remember the EXTRA PRACTICE
full sentences. They can look at their books again to
Put sts into groups of three. Two of the sts practise their
check.
conversation from exercise 10 or one of their conversations
3 Sts work in pairs and practise saying the sentences. from Personal Best, above. They could stand up and act out
Encourage them to say each sentence two or three the scene as they speak. The third student uses their phone
times, getting faster each time, until they can say them to film the other two. Sts can swap roles and practise again.
at a natural speed. Watching themselves on film will help sts to evaluate how
well they can deal with taking something back to a shop.
Divide the class into Student A and Student B. All sts
should go to SB page160. Go to TB page 333 for the
teacher notes. Do the activity, then continue with exercise
9 of lesson 5D.
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UNIT
6 Work and education

LANGUAGE present perfect and past simple, already, yet, recently ■ work and careers (1)
6A Career change
1 In pairs, put phrases a–f in order from 1–6.
a get a job c apply for a job e attend an interview
b get a promotion d retire f get a qualification
Go to Vocabulary practice: work and careers (1), page 144

2 In pairs, discuss your career so far or your hopes for your future career.
3 Read the text quickly. Which two careers has Fabrice Muamba had?
RISING STAR’S CAREER CHANGE

Fabrice Muamba has had an extraordinary match, Muamba’s heart stopped and he
life so far. He has lived in two continents collapsed. It was over an hour before his
and has had two successful careers. He heart started again and he was in hospital for
also nearly died on the football pitch in front a month. Surprisingly, he made an excellent
of a live TV audience of millions. We take a recovery, but he had to change career for
look at his life and his new career. medical reasons. ‘I’ve had to go back to the
Fabrice lived in the Democratic Republic of start again with my career and learn completely
Congo when he was a child, but he has lived new skills,’ he says, but his new career as
in the UK since he was eleven. His career as a journalist is going well. He has recently
a footballer began with a training programme completed a degree in sports journalism with
at Arsenal Football Club when he was a work placement at the BBC, and has already
fourteen. Three years later, he left school with written articles for a national newspaper.
good qualifications and became a full-time Fabrice has learned a lot from changing
professional footballer. ‘It was hard and I had to careers, and he has become an ambassador
train every day, but that’s how my career really for a programme called Life Skills, which helps
started,’ he says. young people prepare for the world of work. So,
As a professional footballer, Fabrice was a what advice does he give young people? ‘I'm
rising star who scored many goals, signed really grateful for having so many opportunities
multi-million pound contracts and was and that I've been able to try different things.
frequently named Player of the Season. So that's my main advice: you have to be open
However, during an important quarter-final to trying lots of new things in order to succeed.’
Adapted from theguardian.com
4 A Read the text again. Are the sentences true (T) or false (F)? Correct the false sentences.
1 He has had a normal life.
2 Fabrice lived in the UK when he was a child.
3 He has lived in the USA since he was eleven.
4 He became a professional footballer after he left school.
5 He had to change careers because of a health problem.
6 He has recently completed a degree in sports journalism.
7 He has already written articles for the BBC.
8 In his life he has had a lot of opportunities.
B Which verbs in bold in 4A are present perfect? Which are past simple?
48
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UNIT
Work and education 6
UNIT
UNIT 6 OVERVIEW: This unit explores the theme of work and education. Sts read about a football player
who had to change career and listen to a conversation about someone’s job. In Learning Curve, Penny and
Simon discuss work and jobs and interview people about their jobs. Sts then listen to a radio show about an
experiment to teach British school children using Chinese teaching techniques. Finally, sts read a covering
letter for a job application and write their own covering letter.
LANGUAGE SKILLS
Present perfect and past simple, Work and careers (1); Present perfect and Understanding Writing a covering letter;
already, yet, recently; present work and careers (2); past simple; weak detail; sentence prepositions after verbs,
perfect continuous and simple education form of been stress nouns and adjectives
LANGUAGE 6A
6A Career change
Sts read a text about a professional footballer who made a successful career change after a serious illness. They also read
and listen to a conversation about someone’s job, then ask and answer personal questions using the present perfect and
past simple.

Present perfect and Work and careers (1) (do an internship, do a work placement, Present perfect Talking about
past simple, already, get experience, get fired, get a job, get a promotion, and past simple your job and other
yet, recently get a qualification, go on a training course, learn new skills, aspects of your
look for a job, be made redundant, resign, retire) life
WARMER 3 Read out the question and ask: Have you heard of Fabrice
Read out the lesson title Career change and elicit or teach the Muamba? Sts read the text quickly to answer the questions.
meaning of career (= a job that you train for and do for a long Take feedback.
time). Ask: What careers and jobs can you name in English?
Elicit a few ideas, then put sts into pairs and give them two Answer
He has been a professional footballer and a journalist.
minutes to write as many words for careers and jobs as they
can. Bring sts’ ideas together on the board and check that sts
understand all the words. 4 A Sts read the text again and decide if the sentences are
true (T) or false (F). Remind them to correct the false
1 Read through the phrases and pre-teach as necessary. sentences. Check answers.
Sts work in pairs to put the phrases in the usual order in
which they happen. Check answers. Answers
1 F. He has had an extraordinary life.
Answers 2 F. He lived in the Democratic Republic of Congo when
1 f 2 c 3 e 4 a 5 b 6 d he was a child.
3 F. He has lived in the UK since he was eleven.
4 T
Go to Vocabulary practice: work and careers (1),
5 T
SB page 144/TB page 301.
6 T
7 F. He has written articles for a national newspaper.
work and careers vocabulary here. Do these exercises with
8 T
with exercise 2 of lesson 6A.
B Sts look at the verbs in 4A again and decide which are
present perfect and which are past simple. They could
practice of work and careers vocabulary. work in pairs for this. Check answers.
2 Sts discuss their own careers in pairs. Take feedback. Answers
1 present perfect 2 past simple 3 present perfect
4 past simple 5 past simple 6 present perfect
7 present perfect 8 present perfect
109
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present perfect and past simple, already, yet, recently ■ work and careers (1) LANGUAGE 6A
5 Match the verbs in bold in exercise 4A with functions a–e. Then read the Grammar box.
a finished past actions d life experiences
b recently finished past actions e unfinished past actions
c past actions with already that continue in the present
Grammar present perfect and past simple, already, yet, recently
Present perfect for past experiences in your life: Present perfect for recent past actions:
I’ve visited over 20 countries. I’ve just come back from holiday.
He’s never been to the USA. We haven’t seen Harry recently.
Present perfect with already and yet: Actions that start in the past and continue in the present:
She’s already bought her ticket. I’ve studied English since I was eight years old.
Have you read my email yet? I’ve known him for years.
Past simple for finished actions in the past: Look! We use since with a point in time and for with
I got my first job in 2015. She lived here for 10 years. a period of time.
Go to Grammar practice: present perfect and past simple, already, yet, recently, page 122
6 A 6.3 Pronunciation: present perfect and past simple Listen to the sentences.
Notice the difference between the present perfect and past simple.
1 a I’ve lived here for five years. b I lived here for five years.
2 a He’s met her before. b He met her before.
B 6.4 Listen and complete the sentences. Which are present perfect? Which are past simple?
1 I him a few times. 4 They to do the course.
2 We our holiday. 5 She the company.
3 He a good job.
7 A 6.5 Choose the correct options to complete the conversation. Listen and check.
A How long 1has Karen been / was Karen in her current job?
B She 2’s been / was there for a month. She’s a project manager in a construction
company.
A Was she looking for a job for a long time or 3has she got / did she get a job quickly?
B A long time. She 4’s been / was unemployed for two years.
A 5Has she done / Did she do an internship with that company before she got the job?
B No, she didn’t. When she 6’s applied / applied for the job, she didn’t know the
company.
A 7Has she ever got / Did she ever get a promotion?
B She got a promotion in her last job, but she 8hasn’t got / didn’t get one in this
job yet.
A 9Has she done / Did she do any training courses recently?
B She 10’s done / did a project management course when she was unemployed.
B Work in pairs. Ask your partner about a friend or relative who has a job. Use the questions in
7A and your own ideas.
8 In pairs, use the prompts to ask and answer the first questions in the present perfect. Then ask for
more details in the past simple.
1 how long / live in your house or flat? why / move there? where / live before?
2 see / any good films recently? which film / see? you / enjoy it?
3 go / on holiday this year? where / go? have / a good time?
4 how long / know your newest friend? how / meet? where / meet?
Personal Best Write four sentences about your life. Use the present perfect and the past simple. 49

00 Grammar
642323_P108_123_U06.indd 110 02/08/2017 13:31

LANGUAGE 6A
5 Sts look at the verbs in bold in exercise 4A again and Answers
match them with functions a-e. Check answers. 1 has Karen been 6 applied
2 ‘s been 7 Has she ever got
Answers 3 did she get 8 hasn’t got
a 2, 4, 5 b 6 c 7 d 1, 8 e 3 4 was 9 Has she done
5 Did she do 10 did
Grammar
Read the Grammar box with sts about the present 3 x PRACTICE SB page 49, exercise 7A
perfect and past simple. Elicit that we use the past
simple for finished past actions, often with a time 1 Do the exercise as normal. To check answers, play track
expression to say when the action happened: I worked 6.5 and pause before each answer. Elicit the correct
in a restaurant last summer. We use the present perfect answer and ask a student to explain why it is correct.
for actions that happened at some time in the past: 2 Books closed. Write prompts for the questions and
I’ve worked in a few restaurants. We use the present answers in the conversation on the board, e.g. How
perfect, NOT the past simple with already and yet: Have long/current job? a month. In pairs, sts try to remember
you finished yet? NOT Did you finish yet? We also use the questions and answers. They can look at the
the present perfect with just for things that happened conversation again to check.
recently: I’ve just finished, and with for and since for 3 Sts work in pairs. They decide who will be A and B
actions that are still continuing: I’ve worked here for two in the conversation and make notes to help them
years. (= I still work here now.) Draw sts’ attention to remember their part. Sts then close their books and
the Look! note and explain the difference between since practise the conversation, using their notes as prompts.
+ a point in time (since 2012) and for + a period of time Encourage them to pay attention to the pronunciation
(for five years). Ask questions to check concept. of the present perfect and past simple verbs.
Which tense do we use for finished past actions? (past B Sts think of a friend or relative their partner could ask
simple). I already booked my holiday – correct? (no – I’ve about. They then work in pairs to ask and answer the
already booked my holiday.) I’ve known him for three questions in 7A. Ask some sts to tell the class something
years or since three years? (for) they learned about their partner’s friend or relative.
Go to Grammar practice: present perfect and past
simple, already, yet, recently, SB page 122/TB page 257.
A’ sts should go to SB page 160. All ‘Student B’ sts should go
to SB page 169. Go to TB page 333 for the teacher notes. Do
practice for the present perfect and past simple here. Do
the activity, then continue with exercise 8 of lesson 6A.
these exercises with the class, or set them for homework,
before continuing with exercise 6A of lesson 6A.
8 Read out the first set of prompts and elicit the correct
present perfect question forms. Elicit one ot two examples
of the past simple questions, which ask for more details. Sts
grammar practice of the present perfect and past
then ask and answer the questions in pairs. Ask some sts to
simple.
tell the class something they learned about their partner.
6 A 6.3 Play audio track 6.3. See the SB page opposite
Answers
for audio script. Sts listen and notice the difference in
1 How long have you lived in your house or flat?
pronunciation between the two tenses. They will need to
(Why did you move there? Where did you live before?)
listen carefully for the auxiliary /v/ and /z/ sounds.
2 Have you seen any good films recently?
B 6.4 Play audio track 6.4. See the SB page opposite (Which film did you see? Did you enjoy it?)
for audio script. Sts listen and write the verb forms that 3 Have you been on holiday this year?
they hear and decide which tense they are. Check answers. (Where did you go? Did you have a good time?)
4 How long have you known your newest friend?
Answers (How did you meet? Where did you meet?)
1 ‘ve met – present perfect
2 enjoyed – past simple
3 ‘s found – present perfect PERSONAL BEST
4 ‘ve decided – present perfect
5 called – past simple Sts can practise talking about their own life and experiences
further. They write four sentences about their life, using the
present perfect and past simple. They can compare their
7 A 6.5 Sts read the conversation and choose the
sentences in pairs.
correct options to complete it. Allow sts time to compare
their answers in pairs, then play audio track 6.5 for sts to For weaker sts, write the following sentence beginnings on
listen and check their answers. See the SB page opposite the board:
for audio script. I’ve never ..., I’ve recently ..., Last year I ..., Last weekend I ...
Sts complete the sentences with their own ideas. Ask some sts
to read their sentences to the class.
111
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6 SKILLS LISTENING understanding specific information ■ sentence stress ■ work and careers (2)
6B Dream job
Learning
Curve 1 Answer the questions in pairs.
1 Do you know anyone who is doing their dream job?
2 What kind of work do they do? What does it involve?
3 Why do they enjoy it?
4 What would your dream job be?
2 What’s the difference between the pairs of words? Discuss in pairs.

1 job / career 3 part-time / full-time
2 employer / employee 4 CV / application form
Go to Vocabulary practice: work and careers (2), page 144

3 In pairs, make a list of the five most important things you need
for job satisfaction.
Skill understanding specific information
It’s often important to understand specific information and specific words.

• Read the questions carefully and identify what kind of information you need.
• Think about the possible words you may hear.
• Important words are usually stressed in a sentence. My friend, who’s a chef, was made redundant so
she started her own business making wedding cakes.
• Try not to confuse similar-sounding words. He’s employed. He’s unemployed. She’s fourteen.
She’s forty.
4 6.7 Read the Skill box. Watch or listen to the first part of Learning Curve. Make a note of
some stressed words you hear for topics 1–4.
1 Penny’s current job
2 Penny’s previous job
3 the study about job

satisfaction
4 temporary job agencies
5 6.7 Watch or listen again. Write one word in each gap to complete the sentences.
1 Penny finds her current job .
2 She used to be a assistant.
3 She found her previous job .
4 The working conditions in her previous job were .
5 One study shows that only % of people like their jobs.
6 Even if their jobs are well-paid, other people feel at work.
7 Working conditions have changed and some people don’t want a job.
8 The largest employer in the US is a temp agency.

1 What are the advantages of having a permanent job? And a temporary job?
2 Which would you like at this stage in your life? And in the future?
50
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SKILLS 6B
6B Dream job
Learning
Curve Sts learn some vocabulary for jobs and careers and listen to people talking about their jobs. They discuss their
dream job.

Sts watch a video or Understanding Sentence stress Work and careers (2) (application form, career, covering
listen to a recording specific information letter, CV, employee, employer, full-time, manager,
about jobs. part-time, permanent, responsible for, rewarding, salary,
stressful, temporary, unemployed, varied, well-paid,
working conditions)
WARMER Skill
Ask: What jobs have you done in your life? Elicit a few answers Read the Skill box with sts about understanding
from individual sts, then put sts into pairs and give them two specific information. Elicit some examples of specific
minutes to write down as many jobs as they can. Bring their information they may have to listen for, e.g. names,
ideas together on the board and make sure they understand dates, addresses, the names of companies, etc. Point out
all the jobs. Ask: Which jobs would you definitely NOT want to that important words are often stressed, which means
do? Why? they may be pronounced with more emphasis (slightly
louder and more clearly) than the words around them.
1 Sts discuss the questions in pairs. Ask pairs in turn to tell
the class about some of the things they discussed. 4 6.7 All the B lessons in this level which focus on
2 Sts discuss the difference in meaning between the pairs of listening skills are accompanied by video (i.e. an episode
words. They can use their dictionaries to help. Discuss the of Learning Curve). In this lesson, Penny and Simon
answers as a class. discuss work and jobs and interview people about their
jobs.
Answers Allow sts time to read through the table. Explain that
1 A job is the regular work you do for money; a career the study refers to a study that was carried out into work
is a series of jobs that you do throughout your life.
and jobs. Play video/audio track 6.7. See TB page 358
Responsibilities and salary usually increase during
someone's career. for video/audio script. Sts watch or listen and note down
2 An employer is someone who employs other people; some of the stressed words they hear. Allow sts time to
an employee is someone who works for someone else. compare their answers in pairs, then play the track again
3 A part-time job is one for only part of each week; for them to check and complete their answers. Discuss the
a full-time job is for the full working week, usually answers as a class.
40 hours.
4 A CV is a document that lists your education, Suggested answers
qualifications and experience; an application form 1 I love my work … I get so excited about what I do!
contains specific questions the employer wants the … being a presenter for Learning Curve is quite
applicant to answer when applying for a job. rewarding.
2 I’ve had jobs that weren’t rewarding at all.
Go to Vocabulary practice: work and careers (2), SB And you used to be a sales assistant, didn’t you?
page 144/TB page 301. Yes, but that job was so stressful … The working
conditions were just awful.
3 One study found that only 30% of people who were
work and careers vocabulary here. Do these exercises with
born between the 1950s and the 1980s are happy in
the class, or set them for homework, before continuing their work. Even if they are well-paid, they still feel
with exercise 3 of lesson 6B. unhappy.
Remind sts to go to the app for further self-study 4 In the US, the third largest job creator is a temporary
vocabulary practice of vocabulary for work and agency. A temp agency is a company that hires people
for short periods of time to fill in at other companies!
careers.
3 Elicit a few ideas from the class first, e.g. good pay, 5 6.7 Allow sts time to read through the sentences.
flexible working hours. Sts then work in pairs to list the Play video/audio track 6.7 again. Sts watch or listen and
five most important things for job satisfaction. Bring sts’ complete each sentence with one word. Check answers.
ideas together into a class discussion.
Answers
1 rewarding 2 sales 3 stressful 4 awful 5 30
6 unhappy 7 permanent 8 third
6 Sts discuss the questions in pairs. Discuss their answers

briefly as a class.
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ers (2) understanding specific information ■ sentence stress ■ work and careers (2) LISTENING SKILLS 6B
7 6.8 Watch or listen to the second part of the show Ira
and answer the questions.
1 What’s Ira’s job?
2 Does he enjoy it?
3 Which job has Kelly applied for?
4 Does she have any experience in that profession?
5 What’s Janet’s job?
6 Is she working full-time?
8 6.8 Watch or listen again. Complete the notes about

Ira, Kelly and Janet with a word or phrase that you hear.
Kelly
Ira’s responsible for making the store 1 . When

he started working there, it was a 2 job. He
took over as the manager when his uncle 3 .
Kelly has sent her 4 ,a5 and a

salary request to the TV company. She’s also sent
them an 6 , and has called them 7 Janet
times. Simon recommends asking if she can do an
8 at the company instead.
Janet used to work with monkeys but she got a

9 and now she works with gorillas. She’s
always wanted to be a 10 .
Listening builder sentence stress
English speakers stress the most important words in a sentence. These are usually words that carry meaning: nouns,
adjectives and verbs. ‘Grammar’ words, such as auxiliaries, prepositions and pronouns, are often unstressed.
There can be one or more unstressed words between the stressed words. The more unstressed words there are
between two stressed words, the more quickly they are pronounced.
I’d like to ask you about work. Do you have a job?
9 A Read the Listening builder. Look at the stressed words in sentences 1–5. How many
unstressed words do you think there are in each gap?
1 hard find dream job.
2 Working conditions nowadays different were past.
3 always known kind job wanted do adult.
4 times call company job interview?
5 more important have well-paid job rewarding job?
B 6.9 Listen and write the unstressed words in the gaps. Then practise saying the sentences.
10 In pairs, talk about three of the work-related topics below.
stressful jobs writing your CV job interviews salaries

working conditions rewarding jobs employers
Personal Best What advice would you give to someone younger than you who doesn’t know what job or career they want to do? 51
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SKILLS 6B
7 6.8 Allow sts time to read the questions. Pre-teach 10
As a round-up, sts discuss their opinions of jobs and
covering letter and internship. Play video/audio track 6.8. work. In pairs, they choose three of the topics, prepare
See TB page 358 for video/audio script. Sts watch or listen their ideas individually, then discuss them in pairs. Get
and answer the questions. Check answers. feedback on their discussions.
Answers
1 He’s a store manager. PERSONAL BEST
2 Yes, he does. Sts can practise describing jobs further. They write some
3 a television news reporter advice for a young person who doesn’t know what job or
4 No, she doesn’t. career they want to do. They can compare their advice in
5 She’s a zookeeper. pairs.
6 No, she’s working part-time.
Weaker sts can work in pairs. They write three pieces of
advice to give to a young person about jobs and careers. Ask
8 6.8 Sts read the gapped notes about the three people.
pairs in turn to read their advice to the class and discuss as a
Play video/audio track 6.8 again. Sts watch or listen and class which advice is the most useful.
complete each gap with a word or noun phrase. Check
answers. Play the track again, pausing for sts to hear the
answers. EXTRA PRACTICE
Answers phones to film their classmates discussing the statements and
1 successful 2 temporary 3 retired 4 CV questions in exercise 9A. Allow sts time to watch the films
5 covering letter 6 application form 7 seven of themselves. Watching themselves on film will help sts to
8 internship 9 promotion 10 vet evaluate how naturally and fluently they can speak.
Listening builder
Read the Listening builder box with sts about sentence
stress. Point out that unstressed words are often
pronounced more quickly and with less emphasis
(slightly more quietly) than stressed words. Point out
that it is also important to listen for unstressed words,
as they often carry information about things such as
tense. Ask questions to check concept.
What kinds of words are stressed in a sentence?
(important words such as nouns, adjectives and verbs).
How are they pronounced differently from unstressed
words? (They are slightly louder and slower.) What
happens if there is more than one unstressed word
together? (They may be pronounced even more
quickly.) Can you ignore unstressed words? (No, because
they still carry meaning about things such as tense.)
9 A In pairs, sts look at the gapped sentences and discuss

how many unstressed words there might be in each gap.
Discuss sts’ ideas, but don’t confirm them yet.
B 6.9 Play audio track 6.9. See the SB page opposite
for audio script. Sts listen and complete the sentences with
the missing unstressed words. Check answers with the
class. Then sts practise saying the sentences in pairs.
Answers
1 It’s, to, your
2 are, than they, in the
3 I’ve, what, of, I, to, as an
4 How many, should I, a, about a
5 Is it, for you to, a, or a
115
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6 LANGUAGE present perfect continuous and simple ■ education
6C School days
1 In pairs, decide if the words and phrases in the box are positive or negative.
get into trouble pass a test cheat behave well fail an exam get good marks
Go to Vocabulary practice: education, page 145

1 Which schools and/or university have you been to? 3 Did you get into trouble at school? What for?
2 Who was your favourite teacher/lecturer? Why? 4 What are your best and worst school memories?
3 Look at the title of the TV programme in the preview. In pairs, discuss what you think the programme is
about. Read the preview and check your ideas.
Are our kids tough enough?

Chinese School
According to the latest research, Chinese children are better than UK children
at subjects like Maths and Science. Is this because of the way Chinese
students learn? In a fascinating experiment, five teachers come from China
to teach a group of teenagers in a UK school for four weeks, using traditional
Chinese teaching techniques. At the end of the month, students take exams
and compare their results with the rest of their school year. Which teaching
system will get the best results? Last episode of this three-part series tonight.
4 A 6.13 Listen to an extract from a radio show about the TV programme, Chinese School.
Complete the notes in the table.
UK school system Chinese school system

class size 1 students 2 students
timetable from 3 a.m. to 4 p.m. from 5 a.m. to 6 p.m.
method Students usually ask 7 , discuss their Students listen to the 10 and take
8 and do a lot of 9 tasks. 11 .
Very 12 teachers.
B Which school system is more similar to your country? Which do you think will get the best exam
results at the end of the programme?
5 A 6.14 Complete the sentences from the radio show with the words in the box. Then listen and check.
using teaching been watching starting liked
1 Have you been the programme over the past few weeks?
2 For the past month, teachers from China have been in a UK school.
3 They’ve been Chinese teaching techniques.
4 They’ve been school at 7 a.m.
5 The students haven’t this different style of teaching much.
6 The teachers have very strict.
B Look at the sentences in 5A and answer the questions.
1 Are they finished or unfinished states and actions? (Has the TV programme finished?)
2 Which sentences contain action verbs? Which sentences contain state verbs?
3 Look at the action verb sentences. Are they single actions or longer, repeated actions?
4 Do we use have + been + -ing with action verbs or state verbs?
52
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LANGUAGE 6C
6C School days
Sts read about an experiment to use Chinese teaching techniques to teach Maths and Science to British sts, then listen to
part of a radio show about the experiment. They study the present perfect simple and continuous, then use these tenses to
ask and answer questions about their own lives.

Present perfect Education (behave well, boarding school, cheat, college, do a degree, Weak form of Talking about
continuous and fail/pass an exam, get exam results, get a good mark, get into been when things
simple trouble, a graduate, hand in, headteacher, lecturer, nursery school, happened in your
primary school, private school, revise for, secondary school, state life
school, strict, take notes, term, timetable)
WARMER 3 Read out the title of the TV programme Are our kids
Ask: What teaching methods do schools in your country use? tough enough? and the subtitle. Explain the meaning of
Do sts listen to the teacher and take notes or do they discuss tough if necessary. Sts discuss in pairs what they think the
and question things? Elicit a few answers, then ask: What’s the programme is about. Elicit a few ideas, but don’t confirm
best way to learn subjects like Maths and Science? Is it better to the answer yet. Sts read the preview and check their ideas.
do lots of practice in books or is it better to ask questions and Check the answer with the class.
discover answers yourself? Why? Elicit a range of answers.
Answer
1 Read through the words and phrases and pre-teach if The programme is about an experiment to use Chinese
teaching methods in a British school.
necessary. Sts work in pairs and decide if the words and
phrases are positive or negative. Check answers.
4 A 6.13 Explain to sts that they will hear part of a radio
Answers show about the TV programme. Play audio track 6.13. See
Positive: pass a test, behave well, get good marks TB page 359 for audio script. Sts listen and complete the
Negative: get into trouble, cheat, fail an exam notes in the table. Allow sts time to compare their answers
in pairs, then play the audio again if necessary. Check
answers.
1 Do the exercise as normal. To check answers, read out Answers
each word or phrase in turn. Ask sts to put up their left 1 30 2 50 3 9 4 3.30 5 7 6 7 7 questions
hand if they think it is positive, and their right hand 8 ideas 9 group 10 teacher 11 notes 12 strict
if they think it is negative. Ask a student who chose
correctly to explain why. B Discuss the questions as a class, or put sts into pairs to
2 Books closed. Write a word from each of the phrases discuss the questions, then get feedback on their answers.
on the board, e.g. trouble, test. In pairs, sts try to Encourage sts to give reasons for their answers. Explain to
remember the full phrases. Before they check in their sts that the experiment in the TV programme showed that
books, elicit some possible answers. Sts then check the sts exposed to Chinese teaching techniques got better
their answers in their books. exam results in Science and Maths than the rest of their
year group.
3 In pairs, sts write a short conversation using as many
of the words and phrases as possible. Allow sts time to 5 A 6.14 Sts read the sentences and complete them
prepare and practise their conversations, then ask some with the correct words. Play audio track 6.14. See the SB
pairs to perform their conversation for the class. page opposite for audio script. Sts listen and check their
answers.
Go to Vocabulary practice: education, SB page 145/TB
page 303. Answers
Sts will find more language presentation and practice for 1 watching 2 teaching 3 using 4 starting
education vocabulary here. Do these exercises with the 5 liked 6 been
exercise 2 of lesson 6C.
B Read through the questions with the class and make
Remind sts to go to the app for further self-study sure sts understand the terms state verbs and action verbs.
practice of education vocabulary. Sts look at the sentences in exercise 5A again, then answer
the questions. Check answers.
discussions. Answers
1 unfinished
2 action = 1, 2, 3, 4; state = 5, 6
3 longer, repeated actions
4 action verbs
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present perfect continuous and simple ■ education LANGUAGE 6C
6 Read the Grammar box. Which sentences in exercise 5A are in the present perfect continuous and
which are in the present perfect simple?
Grammar present perfect continuous and simple
Present perfect continuous:

To emphasize a longer or repeated action over a period of time.
I’ve been waiting for you since 3 o’clock! He’s been coming to this English class for three years.
To talk about a recent past action that has a result in the present.
I’m tired because I've been studying all day.
Present perfect simple:
We don’t use the continuous form with state verbs – we use the simple form.
I’ve known Laura since we were at primary school. NOT I’ve been knowing
Look! We often use the present perfect continuous to ask and answer questions using how long, for and since.
How long have you been studying English? I've been studying English for ten years/since I was twelve.
Go to Grammar practice: present perfect continuous and simple, page 123

7 Match sentences 1–5 with replies a–e. Then complete the replies with the present perfect
continuous or simple form of the verbs in the box.
learn wait play not be not study
1 Did you know there are no buses today? a No, it isn’t. I it for very long.
2 Have you passed your driving test yet? b Because he basketball all day.
3 Why is Jon so tired? c No, I didn’t. I here at the bus stop for ages!
4 Your French isn’t very good, is it? d No, I haven’t. I to drive for three years now.
5 What’s wrong with Rob? e I‘m not sure, but he happy since he failed that exam.
8 A 6.16 Pronunciation: weak form of been Listen to replies a–e from exercise 7. Is the
word been stressed? Does it have a long or short vowel sound?
B 6.16 Listen, check and repeat. Then practise questions 1–5 and answers a–e in pairs.

9 A When did these things happen in your life? Write something for each category.
started my
moved to my
current job/course
current home
met someone
important in
my life
got an
important
started an possession
activity/a hobby
I still do
B Work in pairs. Look at your partner’s notes in exercise 9A and ask questions about each event.
Include a ‘How long’ question for each event.
Personal Best Write five sentences with the present perfect simple or continuous about your day today. 53
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LANGUAGE 6C
Grammar 7 Sts match the questions with the replies. Check these
answers, then ask sts to complete the replies with the
Read the Grammar box with sts about the present
correct verb forms. Check answers, referring back to the
perfect continuous and simple. Elicit that we use both
Grammar box to explain the answers if necessary.
tenses to talk about actions that started in the past and
continue in the present: I’ve lived here/been living here
Answers
for three years. Explain that we use the present perfect
1 c a haven’t been studying
continuous when we want to emphasize how long
2 d b ‘s been playing
something has continued: I’ve been waiting for three
3 b c ‘ve been waiting
hours! We also use the continuous form for a repeated
4 a d ‘ve been learning
action that is still continuing: He’s been applying for jobs
5 e e hasn’t been
for over a year; and for a recent past action that has a
result in the present: She’s very tired because she's been
working all night. Elicit or explain that state verbs are 8 A 6.16 Read out the task and the questions, and model
verbs such as like, love, know, understand and own, and pronunciation of a long and short vowel sound, e.g. been,
we don’t use these verbs in continuous forms. Point bin. Play audio track 6.16. See the SB page opposite for
out that the rule about continuous forms also applies audio script. Sts listen and decide if been is stressed, and if
to the present perfect continuous, so with these verbs it is pronounced with a long or short vowel sound. Don’t
we use the present perfect simple: I’ve always loved confirm answers yet.
drama. NOT I’ve always been loving drama. Draw sts’ B 6.16 Play audio track 6.16 again. Sts listen and
attention to the Look! note and elicit that we use since check their answers, then repeat the sentences, paying
with a point in time and for with a period of time. Ask attention to the pronunciation of been. Sts then work
questions to check concept. in pairs to practise saying the questions and answers in
Concept check questions: exercise 7, paying attention to the pronunciation of been.
Which two tenses can we use for actions that started in
the past and continue in the present? (present perfect Answers
simple and continuous). When do we use the present No, been isn’t stressed, so the weak form is used, which
perfect continuous? (to emphasize how long something has the short vowel sound, as in /bɪn/.
has continued, for repeated actions or for a recent past
action that has a result in the present). I’ve been eating
at this restaurant for three years – is this a continuous
action or a repeated action? (repeated). What do you
know about state verbs such as ‘like’ and ‘love’? (They
can’t be used in continuous tenses.) I’ve always been
notes. Do the activity, then continue with exercise 9A of
liking his music – correct? (no – I’ve always liked his
lesson 6C.
music.) I’m learning to drive for six months – correct?
(no – I've been learning to drive for six months.) 9 A Focus on the diagram and explain that sts should
complete each circle with notes about their own life. You
6 Sts look at the sentences in exercise 5A again and decide could give some examples from your life to demonstrate.
which are in the present perfect simple and which are in B Ask a confident student to show you their diagram.
the present perfect continuous. They could work in pairs Demonstrate this part of the activity by asking a question
for this. Check answers. about one of the events, using How long ...? with the
present perfect continuous. Then ask follow-up questions
Answers
using the past simple to get more information. Sts then
1 present perfect continuous look at their partner’s notes in exercise 9A and ask and
2 present perfect continuous answer questions in the same way. Get feedback on their
3 present perfect continuous conversations. Monitor while they are working, and
4 present perfect continuous correct any errors with tense use in a feedback session at
5 present perfect simple the end.
6 present perfect simple
Go to Grammar practice: present perfect continuous and PERSONAL BEST

simple, SB page 123/TB page 259. Sts can practise using the present perfect continuous and
Sts will find more language reference, presentation and simple further. They write five sentences about their day
practice for the present perfect continuous and simple today using both tenses. Sts can compare their sentences in
here. Do these exercises with the class, or set them for pairs.
homework, before continuing with exercise 7 of lesson 6C.
With weaker sts, write the following prompts on the board:
have/a Maths lesson, sit/in this classroom, understand/
grammar practice of the present perfect continuous
everything, work/hard. In pairs, sts use the prompts to write
and simple.
sentences about their day, using the present perfect simple
and continuous. Ask some pairs to read their sentences to the
class.
119
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2
6 SKILLS WRITING writing a covering letter ■ prepositions after verbs, nouns and adjectives
6D I am writing to apply …
1 Look at the job advert. Would you like to do a job like this? Why/Why not? What skills,
qualifications and experience is the employer looking for?
Candidates should:
• have some experience of digital journalism
Internship at •
•
have excellent writing skills
be highly organized
The LA Media Factory •

•
have good attention to detail
work well in a team
We are looking for an intern to work in our international • speak English and Spanish fluently.
media centre in Los Angeles. The job involves writing articles To apply, please send your CV to Linda Sayer,
about the entertainment industry for media organizations explaining why you are interested in the position,
around the world. We are particularly interested in recent and providing details of your qualifications, skills
graduates with some experience of writing. and any relevant experience.
2 Read the covering letter. Does Pablo respond to all the information in the job advert? Is he a
good candidate for the job? Why/Why not?
Subject: Job application – internship position
Attachment: CV Pablo Alonso.pdf
Dear Ms Sayer
1 I am writing to apply for the internship position at The LA Media Factory, as advertised on
internships.com. Please find attached my CV.
2 As you can see from my CV, I have recently completed a degree in Journalism and Media Studies at the
University of San Antonio. I believe the skills, experience and qualities I have developed make me an
ideal candidate for the internship position.
3 I am extremely interested in the position because I am passionate about writing and digital media, and
I would like to have a career in digital journalism. During my degree, I studied modules such as TV and
Film Studies, and Digital Journalism. As part of my course, I completed a six-week work placement,
writing short articles for a local newspaper.
4 In addition to this, I am currently working as a writer. I am responsible for producing social media posts
for a local film society. This involves writing short film reviews and guides to increase the film society’s
social media presence. It requires skills such as good organization, time management and attention to
detail.
5 I am a responsible, hard-working person who works well alone and as part of a team. I have a B2
certificate in English and I am a native Spanish speaker. I would welcome the opportunity to work for
The LA Media Factory and I am confident I would be a valuable addition to the team.
6 Thank you for considering my application. I look forward to hearing from you.
Yours sincerely
Pablo Alonso
3 Read the covering letter again. Match sections 1–6 with the information they contain (a–f).
a relevant experience and skills (with specific examples)
b relevant academic or professional qualifications
c saying which job you’re applying for
d saying thanks and asking for a response
e personal qualities and any additional relevant skills
f more relevant experience and skills
54
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SKILLS 6D
6D I am writing to apply ...
Sts read a covering letter for a job application. They then write their own covering letter for a job application.

A covering letter Writing a covering letter Prepositions after verbs, nouns and
adjectives
WARMER
Ask: Where do you look to find a new job? Elicit ideas, e.g.
online, on company websites. Ask: What do you do when
you find a job you would like to do? Elicit that you write a
letter to apply for the job and send a CV. Teach the word CV
if necessary. Explain that the letter you send with your CV
is called a covering letter. Ask: What information might you
include in a covering letter? Elicit a range of ideas, but don’t
confirm them at this stage. Tell sts they are going to study a
covering letter and then write their own.
1 Sts read the job advert and answer the questions. Allow sts
time to discuss their answers in pairs, then check answers
with the class.
Answers
Sts’ own answers
Recent graduates (for ‘qualifications’), experience of
writing, experience of digital journalism, excellent writing
skills, highly organized, good attention to detail, work well
in a team, speak English and Spanish fluently
2 Sts read Pablo’s covering letter and answer the questions.

Allow sts time to compare their answers in pairs, then
check answers with the class, encouraging sts to give
reasons for their answers.
Answer
Yes, he responds to everything in the job advert. He
appears to fulfil every requirement of the position.
3 Read through a-f with the class and make sure sts
understand everything. Sts read the covering letter again
and match the sections with the information they contain.
Check answers.
Answers
1 c 2 b 3 a 4 f 5 e 6 d
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writing a covering letter ■ prepositions after verbs, nouns and adjectives WRITING SKILLS 6D
Skill writing a covering letter
We write covering letters to introduce ourselves when we apply for a job. We usually send one with our CV.
• Respond to the information in the job advert. What skills, experience and qualifications are they looking for?
• Organize your letter so it is brief, easy to read, and makes the employer want to find out more about you.
• Use formal language (I have been NOT I’ve been, I would like NOT I want; a great deal of NOT lots of).
• Use a formal greeting and ending (Dear Sir/Madam … Yours faithfully or Dear Mr Smith … Yours sincerely).
4 Read the Skill box. Read sentences 1–8 and underline their formal equivalents in the covering letter.
1 I’m writing because I want the intern job. 5 In this job I have to write short film reviews.
2 I think I’m perfect for the job. 6 I need skills like good organization for this job.
3 I really like the job because I like writing. 7 I really want to work for you. I’d be brilliant!
4 At the moment I work as a writer, too. 8 Thanks for your time. Speak soon!
5 Complete the sentences with a preposition. Then check your answers in the covering letter.
1 I am writing to apply the internship position.
2 I have recently completed a degree Journalism.
3 I am extremely interested the position.
4 I am responsible producing social media posts.
5 Thank you considering my application.
Text builder prepositions after verbs, nouns and adjectives
Some verbs, nouns and adjectives are followed by a preposition.

Verbs: Nouns: Adjectives:
apply for, work as, look forward to, a career in, a degree in, ideal for, interested in,
thank (you) for a certificate in, a qualification in passionate about, responsible for
Look! A noun or a verb + -ing usually follow these prepositions:
Thank you for your email. I am looking forward to hearing from you. I’m interested in doing a course.
6 A Read the Text builder. Complete the sentences with a

preposition and information that is true for you.
1 I would like to apply .
2 Eventually, I would like to work .
3 I would like a career .
4 I am passionate .
B Compare your answers in pairs.
7 A PREPARE Choose one of the job adverts below. Make notes about the skills, qualifications and
relevant experience to include in your covering letter. Plan how to organize the information.
UNIVERSITY WELCOME STAFF FASHION BLOGGER

We are looking for welcome staff to receive and Do you have a passion for fashion? Are you good at
support our summer school students (aged 14 – 18) photography? City-based blogger wanted to write
and do administration tasks in our summer school ten blog posts a week for an international lifestyle
office. You should have excellent communication website. No professional qualifications required but
skills, work well in a team and be able to use Word, we are looking for someone with good organization
Excel and Powerpoint. Experience of working with and time-management skills who has experience of
teenagers a plus. writing a blog.
B PRACTISE Write your covering letter. Use formal language and phrases with prepositions.
C PERSONAL BEST Swap letters with a partner. Which job did he/she apply for? Does he/she respond
to everything in the job advert? What do you like best about his/her letter?
Personal Best Imagine you are ten years older. Write two paragraphs about your qualifications, skills and experience. 55
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SKILLS 6D
Skill Text builder
Read the Skill box with sts about writing a covering Read the Text builder box with sts about prepositions
letter. You could ask sts to find more examples of full after verbs, nouns and adjectives. Point out that it is not
forms that are used in the covering letter, e.g. I am usually possible to predict which preposition will come
writing, I have recently completed. Elicit the formal after a particular verb, noun or adjective, so sts need
greeting and ending that Pablo uses (Dear Ms Sayer, to learn the correct preposition when they learn a new
Yours sincerely). Explain that we use Yours faithfully verb, noun or adjective. Point out, however, that nouns
when we use Dear Sir/Madam, and we use Yours with a similar meaning are often followed by the same
sincerely when we start with someone’s name. preposition, e.g. a degree/qualification in, a film/book
about, etc. Read the Look! note with the class and point
4 Sts read the covering letter again and find the formal out that prepositions can be followed by a noun or the
sentences which have the same meaning as the more -ing form of a verb, NOT an infinitive: I look forward
informal ones (1–8). Check answers. to meeting you. NOT I look forward to meet you. Ask
questions to check concept.
Answers Concept check questions:
1 I am writing to apply for the internship position. What kinds of words are often followed by a preposition?
2 I believe the skills, experience and qualities I have (nouns, verbs and adjectives). Is it usually possible to
developed make me an ideal candidate for the guess which preposition to use? (No, but words with
internship position. similar meanings often use the same preposition.) What
3 I am extremely interested in the position because I am can come after a preposition? (a noun or the -ing form of
passionate about writing. a verb). I’m interested in study Biology – correct? (no –
4 In addition to this, I am currently working as a writer. I’m interested in studying Biology.)
5 This involves writing short film reviews.
6 It (the job) requires skills such as good organization.
7 I would welcome the opportunity to work for The LA
6 A Sts read the sentences and complete them with the
correct preposition and their own ideas.
Media Factory and I am confident I would be a valuable
addition to the team.
Answers
8 Thank you for considering my application. I look
forward to hearing from you. 1 for 2 as 3 in 4 about

B Allow sts time to compare their answers in pairs, then
ask some sts to read their sentences to the class.
1 Do the exercise as normal. To check answers, read out 7 Sts follow the steps to write their own covering letter.
each informal sentence and ask: How can you say this in
a formal way? Elicit the answers. A PREPARE Sts look at the job adverts, then choose one
and prepare their ideas and plan their covering letter.
2 Ask sts to cover the covering letter in exercise 2. In
pairs, they look at the informal sentences and try to B PRACTISE Sts use the covering letter in exercise 2 as
remember the formal sentences. They can look at the a model and write their own letter. Refer them back to
covering letter again to check. the Skill box for tips on how to write a covering letter, and
3 Read out the beginning of the first formal sentence and refer them to the Text builder box to remind them about
elicit other ways in which it could end, e.g. I am writing using the correct prepositions.
to apply for a job as a salesperson. In pairs, sts look at C PERSONAL BEST Sts work in pairs. They swap their
the remaining formal sentences and think of their own covering letters with a partner, then read their partner’s
ideas for how they could change the ending of each letter and answer the questions. They can then give
one. Discuss their answers with the class. feedback to their partner. Remind them that they should
always be positive and encouraging when they give
5 Sts read the sentences and complete them with the correct feedback.
preposition. They then check their answers in the covering
letter. Check answers.
PERSONAL BEST
Answers Sts can practise writing about their qualifications, skills and
1 for 2 in 3 in 4 for 5 for experience further. They imagine they are ten years older and
write two paragraphs about their qualifications, skills and
experience. Encourage them to use their imagination and
think about all the things they have done over the last ten
years! Sts can swap paragraphs and give feedback on what
kinds of jobs their partner could apply for now.
Weaker sts could work in pairs and think about a famous
person they know. They write a paragraph about this
person’s qualifications, skills and experience. Pairs can swap
paragraphs and try to guess the famous person.
123
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UNIT
7 Entertainment
LANGUAGE the passive ■ films
b
7A Lights, camera, action!

1 A Match the types of film in the box with
a d
pictures a–d.
animation action film

horror film romantic comedy
c
B Have you seen any of these types of film
recently? Which films did you see?
Go to Vocabulary practice: films, page 146

2 Look at the picture in the text. What type of
film is The Martian? Would you like to see it?
Plot
THE MARTIAN
The year is 2035. A team of astronauts is sent on a mission to Mars, but a
storm forces them to abandon their mission and fly back to Earth. As they are
preparing to leave, astronaut Mark Watney, played by Matt Damon, disappears.
The team think he has been killed, so they leave without him. When NASA
realizes he survived, they organize a dangerous mission to save him before his
supply of food, water and oxygen runs out. Will he be rescued before it’s too late?
NASA’s involvement
Scientists at NASA worked closely with the director of The Martian, giving advice
about the science behind space travel and the technology needed to survive on
Mars. Jessica Chastain, who plays the commander of the Mars mission in the
film, spent time with astronaut Tracy Caldwell Dyson to learn more about life
in space. Real missions to Mars are being planned for the 2040s, so NASA’s
advice was based on the latest research.
Interesting facts
• The Martian was directed by Ridley Scott, who has made other science fiction
films, including Alien and Blade Runner.
• It was shot in Jordan because the desert is similar to the colour of Mars.
• A few days before the film was released, scientists discovered water on Mars.
3 Read the text. Are the sentences true (T) or false (F)?
1 In the film, Watney survives the storm and NASA tries to rescue him.
2 Jessica Chastain plays the astronaut Tracy Caldwell Dyson.
3 NASA is planning to send astronauts to Mars in our lifetime.
4 The director of The Martian was Matt Damon.
5 In the film, the astronauts find water on Mars.
4 A What tenses and forms are the bold verbs in column A?

Column A Column B
NASA sends a team of astronauts to Mars. → A team of astronauts 1 to Mars.
NASA is planning real missions to Mars. → Real missions to Mars 2 .
The team think the storm has killed Watney. → The team think Watney 3 .
Ridley Scott directed The Martian. → The Martian 4 by Ridley Scott.
Will NASA rescue Watney before it’s too late? → 5 Watney before it’s too late?
58
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UNIT
Entertainment 7
UNIT
UNIT 7 OVERVIEW: The theme for this unit is entertainment. Sts read texts about the science fiction film The
Martian and talk about their favourite films. They then read about the life of a successful stunt performer
and discuss special effects and stunts. Sts read about talented young performers, before talking about their
own talents. In Learning Curve, Taylor and Penny ask for directions in New York.
LANGUAGE SKILLS
The passive; modals of Films; TV and music Past participles; /eɪ/ Guessing the meaning Giving directions; asking
ability and possibility and /ʊ/ of words from context for information
LANGUAGE 7A
7A Lights, camera, action!
Sts read about the science fiction film The Martian and read some interesting and surprising facts from the world of film.
They learn vocabulary connected with films, study the passive and then discuss their favourite film.

The passive Films (action film, animation, based on, cast, directed by, director, Past participles Talking about
documentary, dubbed, horror film, main character, musical, played by, films
plot, released, romantic comedy, scene, science fiction film, script,
sequel, set in, shot, soundtrack, special effects, subtitles, thriller)
WARMER 3 Sts read the text and decide if the sentences are true (T)
Read out the title of the unit Entertainment. Ask: What or false (F). Check answers.
different kinds of entertainment are there? Elicit ideas, e.g.
Answers
films, theatre, concerts, dance, art, TV, the internet. Ask:
What forms of entertainment have you enjoyed in the last week 1 T 2 F 3 T 4 F 5 F
or the last month?
1 A Read out the title of the lesson Lights, camera, action!
Elicit or explain that it is something a director says to 1 Do the exercise as normal. To check answers, read out
show filming will begin on a film set. Sts match the types each sentence in turn and ask: What does the text say
of film with the pictures. Check answers, and check that about this? Is it true or false?
sts understand the types of film. 2 Sts cover the text. In pairs, they try to remember as much
as they can about the film, using the sentences in exercise
Answers 3 to help them. They look at the text again to check.
a action film b romantic comedy c animation
d horror film
3 In groups of three, sts each choose one part of the text,
read it again and make notes on it. Explain that they
are going to present their information to their group,
B Sts discuss the questions in pairs. Take feedback. but they should include one false piece of information.
Go to Vocabulary practice: films, SB page 146/TB page Point out that they should try to sound confident when
305. they speak. With books closed, sts take turns to present
Sts will find more language presentation and practice within their groups. Their classmates listen and guess
for vocabulary for films here. Do these exercises with the the false information. Get feedback on who managed to
class, or set them for homework, before continuing with fool their classmates.
exercise 2 of lesson 7A.
4 A Sts read the sentences and identify the tenses and
Remind sts to go to the app for further self-study forms. Check answers with the class.
practice of vocabulary for films.
Answers
2 Focus on the picture and ask the class the questions. sends – present simple is planning – present continuous
has killed – present perfect directed – past simple
Answers Will, rescue – future with will
science fiction, sts’ own answers
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the passive ■ films LANGUAGE 7A
B Complete the sentences in column B so they have the same meaning as the sentences in column A.
Check your answers in the text.
5 A Look at the pairs of sentences in exercise 4A. Answer the questions.

1 Which sentences use the active form of the verbs? Which use the passive?
2 In column A, do we know who/what did the action of the verbs in bold? And in column B?
B Complete the rules and answer the questions about the passive. Then read the Grammar box.
1 We make the passive with the verb and the form of the main verb.
2 We change the tense of the passive by changing the tense of .
3 What is more important: the action, or the person who did the action?
4 If we want to say who/what did the action, which word do we use?
Grammar the passive
Present simple: Past simple: Present continuous:

English is spoken here. The bridge was built in 2010. That new film is being shown.
Present perfect: Future with will:
My bag has been stolen! My laptop will be fixed next week.
Go to Grammar practice: the passive, page 124

6 7.5 Pronunciation: past participles Look at the past participles. Say how the vowel sounds
are pronounced: /əʊ/, /ɒ/ or /ʌ/. Listen, check and repeat.
shown chosen lost spoken known dubbed watched done won
7 A Complete the text with verbs in the passive using the past participles in exercise 6.
Did you know …?

• When a film 1 , voice actors usually provide the dialogue in different
languages, but sometimes the dubbing 2 by the original actors, for example
Jodie Foster (French) and Viggo Mortensen (Spanish).
• The Martian 3 on a screen in space shortly after it was released. Astronauts
watched it on the International Space Station. Maybe one day it 4 on Mars!
• The name ‘Oscars’ 5 by accident – an executive director of the Film Academy
said the statues looked like her Uncle Oscar and the name stuck! Since the awards began,
about 3,000 Oscar awards 6 .
• It’s surprising how many statues 7 ! Angelina Jolie hid hers and doesn’t know
where it is, and Matt Damon can’t find his. Marlon Brando, who 8 best for
his role in The Godfather, lost both of his statues.
• Na’vi, the language created for the 2009 film Avatar, 9 still today!
Fans learn new words and talk to other Na’vi speakers on learnnavi.org.
B 7.6 Listen and check. Practise saying the passive sentences with the correct pronunciation
of the past participles.

8 In pairs, talk about your favourite film. Use the questions to help you.
• What type of film is it? • Where and when is it set?
• Who was it directed by? • Is it based on a true story or a novel?
• Who stars in the film? • Does it have good special effects and a good soundtrack?
• What is the plot of the film? • Was the film shown with subtitles or was it dubbed?
Personal Best Write five sentences with the passive about your favourite film star. 59

00 Grammar
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LANGUAGE 7A
B Read out the first gapped sentence from 4A column B 6 7.5 Model the three vowel sounds in isolation and
and elicit the correct passive verb form to complete it. Sts elicit some common words which use the sounds, e.g. no,
work in pairs to complete the remaining sentences, then hot, fun. Allow sts time to read the past participles and
check their answers in the text. Check answers with the decide in pairs how to pronounce them. Play audio track
class. 7.5. See the SB page opposite for audio script. Sts listen
and check their answers. Play the audio again, pausing for
Answers sts to repeat the past participles.
1 is sent
2 are being planned Answers
3 has been killed /əʊ/ shown, chosen, spoken, known
4 was directed /ɒ/ lost, watched
5 Will, be rescued /ʌ/ won, done, dubbed
5 A Sts look at the sentences in 4A again and answer 7 A Focus on the picture and elicit that it shows an Oscar.
the questions. They could work in pairs for this. Check Sts read the text and complete it with the correct passive
answers with the class. verbs, using the past participles in exercise 6.
Answers B 7.6 Play audio track 7.6. See the SB page opposite
1 active verbs: column A; the passive: column B for audio script. Sts listen and check their answers. Check
2 column A yes, we do; column B no, we don't, except answers with the class, and make sure that sts understand
for in sentence 4 all the passive sentences. Sts then work in pairs to practise
saying the passive sentences, paying attention to the
pronunciation of the past participles.
B Sts read the rules about the passive and complete them,
then answer the questions. They could work in pairs for Answers
this. Check answers with the class. 1 is dubbed
2 is done
Answers
3 was shown
1 be, past participle 4 will be watched
2 be 5 was chosen
3 the action 6 have been won
4 by 7 have been lost
8 is, known
Grammar 9 is, being spoken
Read the Grammar box with sts about the passive.
Explain that we use the passive when we don’t know Go to Communication practice
who did the action of a verb, or it isn’t important. Divide the class into Student A and Student B. All ‘Student
Point out that there is an equivalent passive tense for A’ sts should go to SB page 161. All ‘Student B’ sts should
every active tense, and we form the different tenses by go to SB page 170. Go to TB page 335 for the teacher
changing the form of the verb be. The past participle notes. Do the activity, then continue with exercise 8 of
stays the same for all passive tenses: It is cleaned, it lesson 7A.
was cleaned, it will be cleaned. Remind sts that a lot of
verbs have irregular past participles, which they need 8 Allow sts time to read through the questions. Check they
to learn. Elicit that we can say who did the action in understand everything. Sts then discuss the questions in
a passive sentence using by. Ask questions to check pairs. Encourage them to ask more questions using their
concept. own ideas to find out more about their partner’s favourite
Concept check questions: film. Get feedback on sts’ discussions and discuss which
When do we use the passive? (when the action is more films are the most popular with the class and why.
important than the person who does it). How do we
form different tenses in the passive? (We change the PERSONAL BEST
tense of the verb be.) Does the past participle change in
different tenses? (no). How do we mention the person Sts can practise using the passive further. They write five
who does the action in a passive sentence? (with by) sentences about their favourite film star using the passive.
Tell sts not to mention the star’s name. Sts can read their
Go to Grammar practice: the passive, SB page 124/TB sentences to each other and guess their partner’s favourite
page 261. star.
Sts will find more language reference, presentation and Weaker sts could write some sentences about another film,
practice for the passive here. Do these exercises with the answering the questions in exercise 8. Tell them not to
class, or set them for homework, before continuing with include the name of the film in any of their answers. In pairs,
exercise 6 of lesson 7A. sts can read their sentences to each other and guess their
Remind sts to go to the app for further self-study partner’s film.
grammar practice of the passive.
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71 SKILLS READING guessing the meaning of words from context ■ referencing: this and that
7B Action man
1 A Who’s your favourite actor or action hero? Why?
B Look at the picture in the text on page 61. What job does the man on the left do? Read the
text quickly and check. What’s his name?
Skill guessing the meaning of words from context
You can sometimes guess what a word means by looking for clues in the word and in the sentence.
• Look at the sentence and identify what type of word it is (verb, noun, adjective, etc.).
• Identify any parts of the word that you already understand.
• Look at the immediate context of the word in the clause and sentence, and look at the wider context of
the word in the surrounding sentences.
• After guessing the meaning, read the sentences again to see if your guess makes sense in context.
2 A Read the Skill box. Look at the bold words 1–6 in the text. What types of word are they?
B Choose the correct definition for the bold words. Underline the parts of the text that
helped you guess the meaning from context.
1 a a dangerous car b a film director c a dangerous action
2 a a camera b where a film is shot c a screen
3 a body parts b damage to your body c responsibilities
4 a boring b crazy c fascinating
5 a amazing b climbing c jumping
6 a exciting b falling c dangerous
3 Read the text again and answer the questions.

1 Did the stunt in the first paragraph go well? Why was Vic worried?
2 Has Vic had a successful career? How do you know?
3 Who wrote a book about Vic?
4 How often does Vic get hurt in his job?
5 What do Vic’s wife and children do?
6 When they were young, what kind of games did Vic play with his children?
7 Which films does Vic have great memories of? Why?
8 What comparison is made between special effects and stunts?
4 Underline four other words in the text that you don’t know. Can you guess their meaning from
the surrounding context?
Text builder referencing: this and that
We can use this and that to refer back to ideas that have already appeared in the text. The ideas can be
nouns or whole phrases:
Vic has broken his legs, an arm, his ribs, and his nose. This is only the start of a long list of injuries.
Vic jumped from a running horse onto a moving tank. That even amazed director Steven Spielberg.
5 Read the Text builder. Look at the fourth paragraph of the text. Find one example of this and one
of that. Do they refer back to nouns or phrases?

1 Which films have amazing special effects or stunts? Why are they amazing?
2 Would you like to be a stunt performer? Why/Why not?
3 What other jobs are there in the film industry? Would you like to do any of them?
60
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SKILLS 7B
7B Action man
Sts read a text about a stunt performer. They practise guessing the meaning of words from context and study how ideas
are referenced in a text. They then discuss special effects and stunts in films, and other jobs in the film industry.

A text about a stunt performer Guessing the meaning of words from context Referencing: this and that
WARMER Answers
Ask: What makes a good action film? Elicit a few answers, 1 Yes. He was worried because the driver was his son.
and elicit or introduce the idea of special effects, exciting car 2 Yes. He’s the best in the world and has been the stunt
chases, etc. Ask: How do special effects like this improve a film? double for nearly every big Hollywood star.
How are these special effects and exciting scenes created? Elicit a 3 He did/Vic Armstrong.
range of answers. 4 He gets hurt every day.
5 They are all stunt performers in the family business
1 A Sts discuss the questions in pairs. Get feedback and Armstrong Action.
discuss why sts chose those particular actors or characters. 6 They played very adventurous games, for example
jumping out of an upstairs window onto a special
B Sts discuss the questions in pairs, then read the text airbag.
quickly to check their ideas. Check answers. 7 The Indiana Jones films. Because he was a stunt double
for Harrison Ford and leaped from a running horse onto
Answers a moving tank in one of the films.
He’s a stunt performer. His name is Vic Armstrong. 8 Special effects can't match the excitement of watching
a stunt.
Skill
4 Sts find four more words in the text that they don’t
Read the Skill box with sts about guessing the meaning understand and try to guess the meaning. They could
of words from context. Elicit that if sts can avoid work in pairs for this. Ask some sts to tell the class which
looking up every unknown word in their dictionary, words they chose and what they think the meaning is and
reading a text will become much quicker – and more why. Confirm the meanings for them.
enjoyable!
Text builder
2 A Focus on the first bold word (stunt) and elicit that it is Read the Text builder box with sts about referencing:
a noun. Sts look at the remaining words and decide what this and that. Explain that we can use this and that to
type of word they are. Check answers. refer back to individual objects: There was a key on the
table. This was what he was looking for. We can also
Answers use this and that to refer back to a whole idea: She had
1 noun 2 noun 3 noun 4 adjective 5 verb lost her job. That was why she was upset. Explain that
6 adjective there is very little difference in meaning between this
and that, but this emphasizes that something is closer
B Focus on the first bold word again. Ask sts to read the in time or place, whereas that is a bit further away, or
text around the word carefully (the sentence before, the further in the past. Ask questions to check concept.
sentence with the word in and the following sentence). Concept check questions:
Then read out the three possible definitions. Elicit the What can we refer back to, using ‘this’ and ‘that’? (an
correct definition and the part of the text that explains the object or an idea). Which word suggests that something
meaning. Sts look at the remaining bold words, choose is further away or longer ago? (that)
the correct definitions and underline the parts of the text
that helped them guess. Allow sts time to compare their 5 Sts look at paragraph 4 again to find the examples and
answers in pairs, then check answers with the class. decide what they refer back to. Check answers.
Answers Answers
1 c (the vehicle, up a ramp, into the sky, crashed) This was for a game which involved jumping out of the
2 b (director on) upstairs window; refers back to a noun (special airbag).
3 b (bumps, bruises) That’s hardly surprising; refers back to a phrase (the
4 a (never, excitement) previous sentence).
5 c (out of a moving helicopter)
6 a (jump off a building, set themselves on fire, exciting,
realistic)
discussions and, as a class, brainstorm other jobs in the
film industry, e.g. costume designer, make-up artist,
3 Sts read the text again and answer the questions. editor, prompter, extra. Discuss which jobs sts would like
Encourage sts to answer in their own words where to do and why.
possible. Check answers.
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guessing the meaning of words from context ■ referencing: this and that READING SKILLS 7B
World’s
greatest
stunt performer
The car raced forward. It was already on fire, but
the driver never stopped. The vehicle went up
a ramp, into the sky, and then crashed into a bus. Finally,
Fortunately, Vic doesn’t work alone. His company, Armstrong
Action, is a family affair. Vic met his wife, Wendy, when they
were both stunt performers on Superman 2. At the time, she
the driver got out and walked away, happy with the 1stunt. was substituting the superhero’s girlfriend, Lois Lane. Vic, of
Although it had gone smoothly, it had been hard to watch course, was Superman. His son Scott and their other three
for Vic Armstrong, the stunt director on the 2film set. The children eventually went into the business, too. That’s hardly
driver was his son, Scott, who was following in his father’s surprising because they were encouraged to face danger from
footsteps in the most dangerous way possible. an early age. When Vic’s kids were just five years old, he put a
special airbag in their garden for the children. This was for a
Even though the general public have probably not heard game which involved jumping out of the upstairs window!
of Vic Armstrong, they have certainly seen him in action
as Vic is the world’s greatest stunt performer. In his Their childhood wasn’t all play, however. Vic’s daughter
career, he has been the stunt double for almost every Georgina first appeared on screen at the age of four, and
major Hollywood star, including Tom Cruise and Arnold was working with Steven Spielberg on the Indiana Jones
Schwarzenegger, and he can play almost anyone as long films before her seventh birthday. The Indiana Jones films
as there’s danger involved. remain a career highlight for Vic, too, and not just because
he was the stunt double for mega-star Harrison Ford
It’s a life that has taken him all around the world. (pictured above with Vic). In one stunt, which is probably
Armstrong has now written about his life in his one of his most famous ones, Vic jumped from a running
autobiography, The True Adventures of the World's Greatest horse onto a moving tank. That even amazed director
Stuntman, and it’s a bone-crunching tale. In his career, Vic Steven Spielberg.
has broken his legs, an arm, his ribs, and his nose. This
is only the start of a long list of 3injuries – bumps and No special effects or computer-generated images can truly
bruises are an everyday occurrence in his working day. recreate how 6thrilling it is to see a stunt performer jump off
There’s never a 4dull moment in his life of excitement, a building or set themselves on fire. Indeed, it is the work of
even if he himself admits that some of his stunts are a little people like Vic, Wendy and their children that helps to make
risky, such as 5leaping out of a moving helicopter onto the these films so exciting and realistic. Without people like the
side of a mountain. Armstrongs, there would be lights, camera … but no action!
Personal Best Write a paragraph about what being a stunt performer involves. 61
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SKILLS 7B
PERSONAL BEST
Sts can do further work on this topic. They write a paragraph
about what being a stunt performer involves. Encourage them
to use the ideas in the text and also their imagination. Sts can
swap their paragraphs in pairs and discuss who makes the job
sound more exciting or more dangerous.
Weaker sts can work in pairs. They can write two sentences
about the advantages of being a stunt performer and two
sentences about the disadvantages. Ask some sts to read their
EXTRA PRACTICE
Write the following gapped sentences on the board:
1 The driver was happy the stunt.
2 They have certainly seen Vic action.
3 He was the stunt double Tom Cruise.
4 They were both stunt performers Superman 2.
5 Their other children went the business, too.
6 Georgina first appeared screen at the age of four.
In pairs, sts guess the missing prepositions, then check their
answers in the text. Check answers, and remind sts that
prepositions are important words, and when they learn a
new item of vocabulary they should make a note of which
preposition is used with it.
Answers
1 with 2 in 3 for 4 on 5 into 6 on
EXTRA PRACTICE
Put sts into small groups. Ask them to imagine they are on the
film set of an action film and are helping to plan a new stunt.
They should discuss what the stunt involves, how the stunt
performer will do it, and how to make it as safe as possible.
Tell them they should also consider how the stunt should be
filmed, e.g. from a helicopter or on the ground, how to make
it look as exciting as possible and whether any special effects
can be added after the stunt. Tell sts they might like to draw a
picture to help them visualize the stunt. Monitor while sts are
working and help out with ideas and vocabulary as necessary.
Ask groups in turn to present their stunt to the class. The class
could then discuss which stunts will look the most exciting
and why, and which would be the most dangerous for the
stunt performer.
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71 LANGUAGE modals of ability and possibility ■ TV and music
7C Got talent
1 Complete the TV guide below with the types of programme in the box.
talent show the news quiz show documentary
Tuesday What’s on …
18.30 Make a Fortune! The 1 where contestants win £1,000 for each correct answer.
19.00 Natural Focus This week’s nature 2 looks at the marine life in Antarctica.
20.00 3 at 8 The latest stories from our reporters around the world.
21.00 Sing! Sang! Sung! It’s the final of the popular 4 . Who will win the top prize?
Go to Vocabulary practice: TV and music, page 147

2 Answer the questions in pairs.
1 What types of programme do you like? What’s your favourite TV series?
2 Who is your favourite singer or band? Have you ever seen them live?
3 A Look at the title of the text and the pictures. What type of programme is it?
B Read the text. What talent do these two people have? What’s unusual about their stories?
Got Talent has been shown in over 60 countries and is now the
most popular talent show in the world.
Here are two unusual stories from two different countries.
Shaheen Jafargholi Jennifer Grout

Shaheen was 12 years old when The audience laughed when
he sang Who’s Lovin’ You by 23-year-old Jennifer Grout
Michael Jackson on Britain’s couldn’t understand the
Got Talent and amazed the question, ‘What’s your name?’
judges. He later received an the first time she appeared
invitation from the singer to on Arabs Got Talent. Jennifer
perform during his ‘This Is It’ couldn’t speak Arabic, but
tour. Tragically, Jackson died she was able to sing a perfect
soon after, so Shaheen wasn’t version of Baeed Annak by the
able to sing with his hero, but Egyptian singer, Umm Kulthum.
his family asked Shaheen to sing One judge commented, ‘You
at Jackson’s memorial concert can’t speak a word of Arabic,
in front of a TV audience of a but you can sing better than
billion people! He can act, too, some Arab singers!’ Jennifer
having appeared in the soap was one of the three finalists
opera EastEnders, and he’d like and she hopes that in the future
to be able to continue with his she’ll be able to make an album
acting career in the future. of traditional Moroccan music.
4 A Match the halves to make complete sentences. Check your answers in the text.
1 Jackson died before the tour, so Shaheen wasn’t able to a continue with his acting career.
2 Shaheen can b act, too.
3 He’d like to be able to c sing with his hero.
4 The audience laughed when Jennifer couldn’t d sing a perfect version of Baeed Annak.
5 Jennifer couldn’t speak Arabic, but she was able to e understand the question, ‘What’s your name?’
6 She hopes that in the future she’ll be able to f make an album of traditional Moroccan music.
62
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LANGUAGE 7C
7C Got talent
Sts read about two talented young performers who took part in a TV talent show. They then read about a talented young
artist, and discuss their own abilities and talents.

Modals of TV and music (adverts, album, audience, band, cartoon, channel, /eɪ/ and /ʊ/ Talking about
ability and drama, episode, hits, live, on tour, playlist, presenter, quiz show, abilities and
possibility reality show, season, series, sitcom, soap opera, talent show, talents
talk show, the news, tracks)
WARMER 3 x PRACTICE SB page 62, exercise 3B

Ask: What do you do in the evening to relax? Elicit answers
from individual sts and elicit the idea of watching TV or 1 Do the exercise as normal. To check answers, elicit that
watching films. Ask: Where do you watch? Do you watch on the two people are both singers, then ask a student
a TV or on your tablet/computer? Do you watch live TV or do to say one sentence about Shaheen to explain what is
you watch on the internet? Do you watch with your family or in unusual about him. Ask other sts in turn to each add
your bedroom? Elicit a range of answers from individual sts. another detail. Do the same with Jennifer.
2 Sts cover the text. In pairs, they try to remember as
1 Read through the words in the box and pre-teach as much about the two people as they can. They can look
necessary. Sts read the TV guide and complete it with the at the text again to check how much they remembered.
correct words. Check answers. 3 In pairs, sts each choose one of the people and prepare
a short talk about them. They can read the text again
Answers and make a few notes to help them. Encourage them
1 quiz show to note down just single words, not whole sentences.
2 documentary Sts then cover the text and take turns to give their
3 The news presentation. Set a time limit for their presentations
4 talent show (60-90 seconds). Their partner can time them. Sts can
practise two or three times to see if they can speed up
Go to Vocabulary practice: TV and music, SB page 147/ and become more fluent.
TB page 307.
Sts will find more language presentation and practice for 4 A Sts match the halves to make sentences, then check
TV and music vocabulary here. Do these exercises with the their answers in the text. Check answers with the class.
exercise 2 of lesson 7C. Answers
1 c 2 b 3 a 4 e 5 d 6 f
practice of TV and music vocabulary.
discussions.
3 A Sts look at the title of the text and the pictures and
decide what type of TV programme it is. Check the answer
with the class and ask: Is this show on TV in your country?
Answer
a talent show
B Sts read the text and answer the questions. Discuss the
answers as a class, encouraging sts to mention details from
the text to show how the two people’s stories are unusual.
Answers
They are both singers. Shaheen’s story is unusual because
he was only 12 years old and he received an invitation
from Michael Jackson to perform in his tour. Although this
didn’t happen because of Jackson’s tragic death, Shaheen
performed at his memorial concert.
Jennifer’s story is unusual because she couldn’t speak
Arabic when she first appeared on Arabs Got Talent but
could sing a perfect version of the Egyptian song Baeed
Annak.
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modals of ability and possibility ■ TV and music LANGUAGE 7C
B Look at the sentences in 4A again and answer the questions. Then read the Grammar box.
1 Which tense or form are the words in bold? Match them with the forms below.
present simple past simple , ,
future with will infinitive form
2 Complete the rules with can, could, be able to or was able to.
We use for present ability and possibility.
We use or for past ability and possibility.
For other tenses and forms, we use .
Grammar modals of ability and possibility
Ability: Possibility:
She can play the piano really well. He can’t come tonight as he’s ill.
I couldn’t swim when I was young. I couldn’t wait as I was in a hurry.
I’ll be able to speak French one day. I’ll be able to go skiing in the USA.
Sam would like to be able to sing. I haven’t been able to visit him yet.
Look! We usually use can for the present simple and could for the past simple and conditional forms.
We use be able to for other tenses and forms when it isn’t possible to use a form of can:
After my exams, I’ll be able to relax. NOT I will can relax.
Go to Grammar practice: modals of ability and possibility, page 125

5 A 7.11 Pronunciation: /eɪ/ and /ʊ/ sounds Listen to the six sentences. Pay attention
to the pronunciation of able and could.
1 I haven’t been able to exercise today.
2 I’ve been able to drive since I was 17.
3 I won’t be able to go out tonight.
4 I couldn’t sleep late last weekend.
5 When I was young, I could play an instrument.
6 I couldn’t understand the teacher earlier.
B 7.11 Listen again and repeat. Are the sentences true for you?
6 7.12 Complete the text with the verbs in the box and the correct form of can/could where possible,
or be able to. Then listen and check.
play not believe live paint (x2) travel walk
Aelita Andre was once described as the Aelita’s paintings have sold for thousands
youngest professional artist in the world. of dollars, and she 5 to
She 1 since she was nine see them in prestigious art galleries all over
months old. In fact, she 2 the world.
before she 3 or talk. When
she was two, an art gallery director saw She usually leads quite a normal life. She
6 the violin, is learning the
her paintings and decided to exhibit them.
When he found out how old she was, he drums, and would like to 7
4 it. forever!

7 A Complete each sentence with two pieces of information about you.
1 I’ve never been able to . 3 I’d love to be able to in the future.
2 I hope I’ll be able to in ten years’ time. 4 I was able to when I was younger.
B In pairs, ask and answer questions about the sentences in 7A. Give more information.
A What have you never been able to do?
B Well, I’ve never been able to sing very well. I love singing, but I sound awful!
Personal Best Make excuses for missing a class yesterday, a party today and a doctor’s appointment tomorrow. 63
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LANGUAGE 7C
B Sts look at the sentences in 4A again and answer 6 7.12 Ask sts to read the text for general meaning first.
the questions. They could work in pairs for this. Check Ask: What is unusual about Aelita? (She is a professional
answers, then read the Grammar box with the class. artist.) Sts then read the text again and complete it with
the correct verb forms. Allow sts time to compare their
Answers answers in pairs, then play audio track 7.12. See the SB
1 present simple = can page opposite for audio script. Sts listen and check their
past simple = wasn’t able to, couldn’t, was able to answers. Check answers with the class, referring back to
future = ’ll be able to the Grammar box if necessary to explain the answers.
infinitive form = to be able to
2 can Answers
could, was able to
be able to 1 has been able to paint
2 could paint
3 could walk
Grammar 4 couldn’t believe
Read the Grammar box with sts about modals of ability 5 has been able to travel
and possibility. Explain that can, could and be able to 6 can play
have two meanings – one showing ability (I can cook) 7 be able to live
and the other showing that something is possible (I
can’t cook a meal tonight because I’m busy). Explain Go to Communication practice
that we use can/can’t in the present and could/couldn’t Divide the class into Student A and Student B. All ‘Student
for the past (I can sing now/I couldn’t sing when I was A’ sts should go to SB page 161. All ‘Student B’ sts should
younger). Point out that we also use could/couldn’t for go to SB page 170. Go to TB page 335 for the teacher
conditional forms (Maybe Sam could help). Explain that notes. Do the activity, then continue with exercise 7A of
we use be able to for other tenses. We form the different lesson 7C.
tenses by changing the form of be, but able to doesn’t
change. (I will be able to do my essay this evening. I 7 A Read out the first gapped sentence and elicit some
haven’t been able to finish my essay. You must be able to possible ways to complete it. Sts then complete the
sing!) Ask questions to check concept. sentences with information about themselves.
Concept check questions: B Read out the example question and answer. Elicit the
How do we talk about ability and possibility in the other questions that sts will need to ask. Sts then ask and
present? (with can/can’t). How do we talk about them in answer the questions in pairs. Encourage them to give
the past? (with could/couldn’t). How do we talk about extra details. Ask some sts to tell the class something they
them in other tenses? (with be able to). We’re going to the learned about their partner.
cinema. You could come with us – is this talking about the
past? (No, it’s a conditional form, it’s talking about the
future.) You will able to meet him next week – correct?
PERSONAL BEST
(No, you will be able to). We might can help – correct? Sts can practise modals of possibility further. They write
(no – We might be able to help.) excuses for missing the events mentioned. Sts can compare
their excuses in pairs and decide whose are the best or most
Go to Grammar practice: modals of ability and believable.
possibility, SB page 125/TB page 263. Weaker sts write sentences about friends or family members.
Sts will find more language reference, presentation and They write about things they can/can’t do now, things they
practice for modals of ability and possibility here. Do these could/couldn’t do in the past and things they would like to be
exercises with the class, or set them for homework, before able to do in the future. Ask some sts to read their sentences
continuing with exercise 5A of lesson 7C. to the class.
grammar practice of modals of ability and possibility.
5 A 7.11 Model pronunciation of the two sounds in

isolation and elicit some simple words which use these
vowels, e.g. say, good. Allow sts time to read through the
sentences. Play audio track 7.11. See the SB page opposite
for audio script. Sts listen and notice the pronunciation of
able and could.
B 7.11 Play audio track 7.11 again, pausing after each
sentence for sts to repeat. Encourage sts to pay attention
to the pronunciation of able and could. Sts then discuss in
pairs which sentences are true for them. Get feedback on
their discussions.
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71 SKILLS
SKILLS SPEAKING giving directions ■ asking for information
7D Could you tell me where it is?

Learning
Curve 1 What do you prefer to do when you need directions to get somewhere? Why?
• use a folded map or street guide
• use a GPS or online map
• ask someone for directions
2 7.13 Watch or listen to the first part of

Learning Curve and answer the questions.
1 Where is Taylor going?
2 What is she going to do there?
3 How does she try to get directions there?
3 7.13 Watch or listen again. Are the sentences true (T) or false (F)? Correct the false sentences.
1 Taylor is near a park.
2 She’s on 23rd Street.
3 Ethan tells her to take 23rd Avenue and keep going straight past the park.
4 Penny tells her the cinema is near the department store.
Conversation builder giving directions
Describing the location Saying how to get there

The … is on the other side of the … Take/Go up 23rd Street. / Follow this road.
It’s on the left/right. Go straight on. / Keep going straight (until you get to/come to …)
It’s opposite/next to/near a … Take a right / Turn right (at the roundabout).
It’s on Queen’s Street. Take the first right (after the traffic lights).
It’s ten minutes away on foot. Go down/up/along/around/through/past the …
4 Look at the map. Which icons represent the

following places?
car park restaurant tourist information

mobile phone shop your house
hospital petrol station
5 Give your partner directions to one of the

places on the map. Don’t say which place it is. You are here
Your partner will follow your directions and
tell you which place the directions were for.
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SKILLS 7D
7D Could you tell me where it is?
Learning
Curve Sts watch or listen to a conversation in which people ask for information and give directions. They then
practise asking for information and giving directions.

Sts watch a video or listen to a conversation in which Asking for information Giving directions
people ask for information and give directions.
WARMER Conversation builder

Ask about a place that is quite close to the school: Is there Read the Conversation builder box with sts about
(a supermarket) near this school? Where is it? How can I get giving directions. Point out the use of on in the phrases
there? Elicit a few ideas, and try to elicit directions from sts. on the left/right, on the other side of the road/street and
You can use this to assess how well they can give directions. on Queen’s Street. Point out the different expressions
Explain that they are going to practise giving directions in this we can use for telling someone how to turn left or
lesson. right (Take a right./Turn right./Take the first right.) Ask
1 Check that sts understand GPS. Sts discuss the questions Concept check questions:
in pairs or small groups. Get feedback on their answers. If something isn’t on this side of the road, where is it? (on
Point to the map and point out the abbreviations St the other side of the road). If there is a cinema on one
(street), Av (Avenue) and BLVD (Boulevard). Point out side of the road and a school on the other side, how can
that roads in cities can be called any of these. Use the map we describe the location of the school? (It’s opposite the
to teach the word borough (= a part of a city). Explain cinema.) The supermarket is in Creek Road – correct?
that in some areas of New York, there can be confusion (no – on Creek Road). How can I tell someone to go down
between street names because they are numbered, e.g. a road on the left? (Turn left./Take a left./Take the first
22nd Street and 22nd Avenue. left.) How can I tell someone not to turn? (Go straight
2 7.13 All the D lessons in this level which focus on on./Follow this road.) How can I tell someone to go on
speaking skills are accompanied by video (i.e. an episode King Street? (Take King Street./Go up King Street.)
of Learning Curve). In this lesson, Taylor is driving in
New York and needs directions. She and Penny then ask 4 Sts look at the map in pairs and discuss what each icon
for directions in the street. Allow sts time to read the represents. Check answers. Elicit that the red icon with the
questions and explain that in American English, a cinema white dot represents where you are now.
is called a movie theater. Play video/audio track 7.13. See
TB page 359 for video/audio script. Sts watch or listen Answers
and answer the questions. Warn sts that they will hear P = car park
American English but should answer the questions in knife and fork = restaurant
British English. Check answers. i = tourist information
phone symbol = mobile phone shop
house symbol = your house
Answers
+ = hospital
1 She’s going to a cinema (movie theatre) in Queens, petrol symbol = petrol station
New York.
2 She’s going to see a documentary about a musician.
3 She tries to use her phone. She asks for directions in a 5 Read out the task and explain that sts should start at the
shop. She asks the shop owner if he has a map. ‘You are here’ icon for their directions. Sts work in pairs to
give directions and guess the place. They then swap roles.
Get feedback on how easy or difficult sts found it to give
3 7.13 Allow sts time to read the sentences, then play
directions. If they found it hard, elicit a few key phrases
video/audio track 7.13 again for sts to watch or listen and
decide if the sentences are true (T) or false (F). Remind from the class, then put sts into new pairs to practise
again.
sts to correct the false sentences. Check answers with the
class.
Answers
1 T
2 F. She’s on 23rd Avenue.
3 T
4 F. She tells her it’s near a shopping centre.
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giving directions ■ asking for information SPEAKING SKILLS
SKILLS 7D
6 7.14 Watch or listen to the second part of
the show. Answer the questions.
1 How many cinemas are there in
the neighbourhood?
2 What are they called?
3 Which cinema does Taylor want?
4 Which road is it on?
7 7.14 How did Taylor ask the couple for directions?

Complete the sentence. Watch or listen again and
check.
Excuse me. to bother you, but do you

know the movie theatre ?
Skill asking for information
When we ask for information, we try to sound polite. We can also politely ask for clarification or confirmation
of the information.
• Begin with a polite phrase. Excuse me. / Sorry to bother you, but …
• Use indirect questions, which sound more polite than direct ones.
Do you know where the theatre is? NOT Do you know where is the theatre?
Could you tell me where the cinema is? NOT Could you tell me where is the cinema?
• Use intonation to sound polite.
• Ask the person to clarify or confirm the information. Sorry, did you say take a right? So, it’s straight on and first
on the left?
8 7.15 Read the Skill box. Listen to five people asking for information. Tick ( ) the things that each
speaker does and complete the table.
speaker begins with a polite phrase uses an indirect question uses polite intonation
1
2
3
4
5
9 A 7.16 Make indirect questions. Listen, check and repeat.

1 Where’s the park? 4 What’s the name of this area?
Could you tell me where ? Could you tell me what ?
2 Does this bus stop near the cinema? 5 Are there any vegetarian restaurants in this town?
Do you know if ? Do you know if ?
3 Is the cinema in the city centre?
Do you know if ?
B In pairs, ask and answer the indirect questions. Add a polite phrase to begin.

10 A PREPARE In pairs, choose a place in your town or city. Imagine you are there. Choose two other places
and think about the routes there from your starting point.
B PRACTISE Take turns to ask for and give directions to the places. Be polite when you ask for the
information, and ask for clarification or confirmation if necessary.
C PERSONAL BEST When you asked for information, did you sound polite? When you gave directions, were
you clear? Can you make any improvements? Find another partner and ask and answer again.
Personal Best Write directions from your local bus or train station to your place of work or study. 65
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SKILLS 7D
6 7.14 Sts read through the questions. Play video/ 3 x PRACTICE SB page 65, exercise 9A
audio track 7.14 for sts to watch or listen and answer the
questions. See TB page 359 for video/audio script. Check 1 Do the exercise as normal. To check the answers, read
answers. out each indirect question beginning and ask: Next
word? Elicit the answer word by word, discussing any
Answers differences that sts have in their answers.
1 two 2 Park Cinema and Sunshine Theater 2 Books closed. Read out each direct question in turn and
3 Sunshine Theater 4 23rd Street elicit the indirect form. You can accept more than one
possible answer, e.g. Could you tell me/Do you know
7 7.14 Sts read the gapped sentence and complete it with where the park is?
the correct words. Play video/audio track 7.14 again for 3 In pairs, sts look at the direct questions again and
sts to check their answers. Check answers with the class. change some of the words, e.g. Where’s the hospital?
In groups of four, they take turns to read their new
Answers direct questions to each other and transform them into
Sorry, where, is indirect questions.
Skill B Elicit an example question and answer from the class,

e.g. Excuse me, could you tell me where the park is? Of
Read through the Skill box with the class about asking course. It’s on South Street, opposite the supermarket. Sts
for information. Point out that direct questions and work in pairs to ask and answer the indirect questions.
requests with ‘flat’ intonation can sound unfriendly or
impolite. Go to Communication practice
8 7.15 Read through the table with the class, then play
audio track 7.15. Sts listen and complete the table. Check
notes. Do the activity, then continue with exercise 10 of
answers, playing the audio again if necessary for sts to
lesson 7D.
hear the answers.
10
Sts follow the steps to practise asking for information and
giving directions.
7.15 Audio script
1 Where’s the tourist information office? A PREPARE Sts work in pairs to agree on the places they
2 Do you know if this is the right way to the city centre? will use for their practice.
3 Excuse me. What’s the name of this street? B PRACTISE Sts work in pairs and take turns to ask
4 Excuse me, could you tell me when the film finishes? for and give directions. Remind them to use the phrases
5 Sorry to bother you, but do you know where the train station from the Conversation builder box, and encourage them
is? to use the strategies from the skill box to sound polite.
Remind them also to ask for clarification or confirmation
Answers if necessary.
speaker begins with a uses an indirect uses polite C PERSONAL BEST Sts discuss with their partner how well
polite phrase question intonation they did, and how they could improve. They then practise
1 asking for and giving directions in new pairs. Get feedback
2 ✓ ✓ on how well they think they did this time.
3 ✓ ✓
4 ✓ ✓ ✓
5 ✓ ✓ ✓
PERSONAL BEST
Sts can practise giving directions further. They work
individually and write directions from the local bus or train
9 A 7.16 Read out the first direct question and elicit the
station to their place of work or study. They can practise
indirect question. Sts complete the remaining indirect giving their directions in pairs or small groups.
questions. Play audio track 7.16. See the SB page opposite
for audio script. Sts listen and check their answers. Check With weaker sts, identify three places close to the sts’ school.
answers with the class and, if necessary, review the rules Sts work in pairs and write directions to the three places
for forming indirect questions. Play the audio track again from their school. Ask pairs in turn to read out some of their
for sts to listen and repeat. directions. Discuss any differences that other sts have.
Answers EXTRA PRACTICE

1 the park is
Put sts into groups of three. Two sts can practise one of their
2 this bus stops near the cinema
conversations from exercise 10. They could stand up and
3 the cinema is in the city centre
act out the scene as they speak. The third student uses their
4 the name of this area is
phone to film the other two. Sts can swap roles and practise
5 there are any vegetarian restaurants in this town
again. Watching themselves on film will help sts to evaluate
how well they can ask for information and give directions.
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UNIT
8 Sport and health

LANGUAGE question tags ■ sports, places and equipment
8A On the pitch, in the pool

1 8.1 Listen to six sports a b c
commentators. Match the six
sports places they mention with
pictures a–f.
1 pool
2 circuit
3 court
4 pitch
5 track d e f
6 rink
Go to Vocabulary practice:
sports, places and equipment,
page 148
2 A 8.5 Listen to a radio programme about the unusual sports in the pictures. Complete the notes
in the table below.
three-sided football underwater hockey bossaball
sport three-sided football underwater hockey bossaball

On a hexagonal 1 In a swimming pool, using a On a 5 filled with
Where is it played? 3
with three goals and a ball. to push a ‘puck’. air, with trampolines each
What equipment is used?
side of a 6 .
By letting in fewer goals than The team with the most You 7 points by
How do you win? the other 2 . 4 wins. hitting or kicking the ball over
the net.
B Which of these sports would you like to try? Why?
3 8.6 Complete the presenter’s questions with the question tags in the box. Listen and check.
isn’t it have you can you aren’t you didn’t you don’t you
1 You’re going to tell us about some unusual sports, ?

2 It’s quite like normal football, ?
3 You actually played in a match this weekend, ?
4 You can’t swim very well, ?
5 You have one last sport to talk about, ?
6 You haven’t played bossaball yet, ?
66
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UNIT
Sport and health 8
UNIT
UNIT 8 OVERVIEW: The topic for this unit is sport and health. Sts listen to a radio programme about unusual
sports and discuss their own experiences of and attitudes to sport. In Learning Curve, Penny talks to the
others about the kinds of exercise they do and why. Sts then ask and answer questions about obligations in
their own life. Finally, sts write a report about popular sports in their country.
LANGUAGE SKILLS
Question tags; Sports, places and Intonation; sentence Understanding facts and Writing a report; adding
modals of obligation equipment; health and stress figures; intonation information
and advice fitness verb phrases
LANGUAGE 8A
8A On the pitch, in the pool
Sts listen to some sporting commentaries, then listen to a radio programme about three unusual sports and study their
rules. They then study question tags and discuss their own experiences of and attitudes to sport, both as participants and
fans.

Question tags Sports, places and equipment (athletics, ball, basketball, bat, circuit, Intonation Talking about
court, diving, football, goal, goggles, helmet, hockey, ice hockey, sport
ice skating, motor racing, net, pitch, pool, racket, rink, rugby, skates,
stick, swimming, tennis, track, volleyball)
WARMER Go to Vocabulary practice: sports, places and equipment,

SB page 148/TB page 309.
Read out the title of the unit Sport and health. Ask: Do you Sts will find more language presentation and practice for
like sport? What sports do you do? Elicit a few answers, then sports, places and equipment vocabulary here. Do these
put sts into pairs and give them two minutes to write as many exercises with the class, or set them for homework, before
different sports as they can. Bring sts’ ideas together on the continuing with exercise 2A of lesson 8A.
board and check that sts understand all the sports.
1 8.1 Read through the words and pre-teach as practice of sports, places and equipment vocabulary.
necessary. Explain to sts that they are going to listen to six
sports commentators describing different sports. Play audio 2 A 8.5 Focus on the pictures and ask sts if they know
track 8.1. See TB page 360 for audio script. Sts listen and anything about these sports. Allow sts time to read
match the sports places with the pictures. Check answers. through the notes, then play audio track 8.5. See TB page
360 for audio script. Sts listen and complete the notes.
Answers Check answers.
1 c 2 f 3 d 4 a 5 e 6 b
Answers
1 pitch 2 teams 3 stick 4 goals 5 court 6 net
3 x PRACTICE SB page 66, exercise 1 7 score

each word in turn and ask: Which picture? Play the B Sts discuss the questions in pairs. Get feedback on their
relevant commentary from track 8.1 for sts to listen discussions.
and check. 3 8.6 Sts read the questions and complete them with the
2 Ask sts to cover the words in exercise 1. In pairs, sts look correct question tags in the box. Do the first one with the
at the pictures again and try to remember the word for class as an example. Play audio track 8.6 for sts to check
each one. They can look at the words again to check. their answers. See the SB page opposite for audio script.
3 In pairs, sts choose a picture and prepare their own Check answers with the class.
commentary about a sport which takes place there,
using one of the words from exercise 1. Encourage them Answers
to make their commentary exciting. Ask pairs in turn to 1 aren’t you 2 isn’t it 3 didn’t you 4 can you
perform their commentary for the class. Other sts can 5 don’t you 6 have you
listen and identify the sport, the picture and the word.
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question tags ■ sports, places and equipment LANGUAGE 8A
4 A Look at the sentences in exercise 3 again. When do we use question tags? Choose a or b.
a when we don’t know the answer to the question
b when we already know the answer, but we’re just checking
B Choose the best option to complete the rules. Then read the Grammar box.
1 When the statement is positive, the question tag is positive / negative.
2 When the statement is negative, the question tag is positive / negative.
3 We form question tags with an auxiliary + pronoun / a pronoun + auxiliary.
Grammar question tags
Checking information: Starting a conversation:

She plays volleyball, doesn’t she? The bus is quite late, isn’t it?
We saw that film last year, didn’t we? You worked in the bank, didn’t you?
Tom doesn’t eat meat, does he? The weather isn’t very nice today, is it?
Go to Grammar practice: question tags, page 126

5 A 8.8 Pronunciation: intonation Listen to the sentences. Does the intonation in the
question tag go up (⤴) or down (⤵)?
1 We’ve been to this restaurant before, haven’t we? 4 Your sister doesn’t have a car, does she?
2 You can’t come to the party tonight, can you? 5 You went to the gym this morning, didn’t you?
3 Her surname’s Henderson, isn’t it? 6 They won’t stay at her house all week, will they?
6 A Complete the sentences with a question tag.

1 It’s about half past eight now, ? 4 You aren’t American, ?
2 The weather was awful yesterday, ? 5 It’ll be a nice day tomorrow, ?
3 You didn’t come to class last week, ? 6 You’ve done your homework, ?
B In pairs, ask and answer the questions in 6A. If necessary, change the information in the sentences
so you’re checking information you already know.
A It’s about 7.15 now, isn’t it? B Yes, it is.
7 A Ask and answer the questions in pairs. Try to remember your partner’s answers, but don’t
write anything.
Who’s your favourite sportsperson?

What sport does he/she do? Why do you like him/her?
What sports do you do?
When was the last time you did this sport/these sports?
What sports could you do well when you were a child?
Have you ever won a competition or race?
What sports event would you like to watch live in a stadium?
B Look at the questions again. In pairs, check the answers using question tags.
A Your favourite sportsperson is Usain Bolt, isn’t it?
B Yes, it is. You’re right. / No, it isn’t. It’s Cristiano Ronaldo.
Personal Best Write six statements with question tags to start a conversation with someone. 67

00 Grammar
642323_P144_159_U08.indd 146 02/08/2017 13:38

LANGUAGE 8A
4 A Sts look at the sentences in exercise 3 again and answer Answer
the question. They could work in pairs for this. Check the The intonation goes down.
answer.
Answer
B 8.8 Play audio track 8.8 again, pausing for sts to
b repeat. They should pay attention to the intonation in the

question tags.
B Sts read the rules and choose the best options to 6 A Sts read the sentences and complete them with the
complete them. They could work in pairs for this. Check correct question tags. Check answers, referring back to the
answers. information in the Grammar box to explain the answers if
necessary.
Answers
1 negative 2 positive 3 an auxiliary + pronoun Answers
1 isn’t it 2 wasn’t it 3 did you 4 are you
5 won’t it 6 haven’t you
Grammar
Read the Grammar box with sts about question tags. B Read out the example question and answer. Point out
Elicit that a question tag turns a statement into a that because these questions are all checking information
question, and that we use question tags either to check that is already known, the information should be correct.
information or to start a conversation. Elicit that we Sts work in pairs to ask and answer the questions, paying
use a negative question tag with a positive statement, attention to the intonation in the question tags.
and a positive question tag with a negative statement.
Point out that when the statement includes an auxiliary Go to Communication practice
verb such as be, have or do, or a modal verb, this is Divide the class into Student A and Student B. All ‘Student
repeated in the question tag, in the appropriate positive A’ sts should go to SB page 162. All ‘Student B’ sts should
or negative form: He’s French, isn’t he? You haven’t go to SB page 171. Go to TB page 337 for the teacher
finished, have you? You don’t live here, do you? You can notes. Do the activity, then continue with exercise 7A of
play tennis, can’t you? Point out that in present simple lesson 8A.
and past simple statements with no auxiliary verb, 7 A Read out the instructions, then put sts into pairs to ask
the question tag uses do or did: You like football, don’t and answer the questions. Remind them to listen carefully
you? He played tennis, didn’t he? Ask questions to check to their partner’s answers but not write anything down.
concept.
Concept check questions: B Read out the example question and answer. Sts then
How can we check information or start a conversation? use question tags to check the answers their partner gave
(with a question tag). What kind of question tag do we them in exercise 7A. Monitor while they are working, and
use with a positive statement? (negative). What kind note down any errors in the use of question tags to correct
of question tag do we use with a negative statement? in a feedback session at the end.
(positive). What happens in the question tag if there is
an auxiliary verb in the main statement? (It is repeated PERSONAL BEST
in the question tag, in the appropriate positive or Sts can practise using question tags further. They write six
negative form.) Which auxiliary do we use for question statements with question tags to start a conversation with
tags for present simple statements? (do/don’t, does/ someone. You could elicit a few examples first, e.g. You’re a
doesn’t). Which auxiliary do we use for question tags for student here, aren’t you?
past simple statements? (did/didn’t)
With weaker sts, write the following gapped sentences on the
Go to Grammar practice: question tags, SB page 126/TB board:
page 265. You ..., don’t you?
Sts will find more language reference, presentation and You’ve been ..., haven’t you?
practice for question tags here. Do these exercises with the
You didn’t ..., did you?
exercise 5A of lesson 8A. You can ..., can’t you?
Remind sts to go to the app for further self-study Sts complete the sentences with their own ideas. Ask some sts
grammar practice of question tags. to read their sentences to the class.
5 A 8.8 Read out the task then read out the first
question tag with the intonation going up and then going
down, to demonstrate the two possible answers. Allow
sts time to read through the sentences. Play audio track
8.8. See the SB page opposite for audio script. Sts listen
and decide if the intonation goes up or down. Elicit the
answer. Explain that the intonation goes down when
we are not asking for information, but are just checking
something that we already know.
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8 SKILLS LISTENING understanding facts and figures ■ intonation ■ health and fitness
8B So many ways to get fit

Learning
Curve 1 A Are the health and fitness facts and figures below true or false? Discuss your answers in pairs.
Health and fitness

facts and figures
1 In a lot of countries, people spend millions
on healthy lifestyle choices (gyms, fitness
clubs, healthy food). They spend more
than double the amount on fast food.
2 37% of people who pay for gym
memberships to get fit never use them.
3 About two thirds of adults are overweight
or need to lose weight.
4 For a healthy, balanced diet, men need
2,000 calories a day and women need
2,500.
B What do the words in bold mean? Compare your ideas in pairs.
Go to Vocabulary practice: health and fitness verb phrases, page 149

2 Answer the questions in pairs.
1 Do any of the facts in exercise 1A surprise you?
2 Do you have a healthy lifestyle?
3 What do you think the objects in the picture to the right are?
4 How do you think they help people get fit?
3 8.10 Watch or listen to the first part of Learning Curve. Tick ( ) the facts which are mentioned.
a Ethan’s app counts how many steps he takes every day.
b The word pedometer means “foot measurer”.
c Pedometers were invented in Greece.
d One in three people don’t do any exercise at all.
e People who work out with a partner are more motivated to do exercise.
f The average cost of a gym is $700 a year.
Skill understanding facts and figures
When listening for detailed information, we often need to understand facts and figures accurately.
• Before you listen, find out what type of information you need to listen for. For example, is it a number, a person,
a time, a place, etc?
• Use the general context to predict when you'll hear numbers, e.g. when talking about times, dates, distances,
prices and percentages.
• Recognize words which often follow numbers: currencies (£, $, €), percent, decimal points, and ways of
describing statistics: one in four people, one fifth of the population, the average, three times as many.
4 8.10 Read the Skill box. Watch or listen again and answer the questions.
1 How many extra steps do pedometer users take every day?
2 What percentage of people in the US do enough physical activity?
3 How many miles do people walk if they take 10,000 steps a day?
4 What percentage of couples who exercise separately quit?
5 What percentage of couples who exercise together quit?
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SKILLS 8B
8B So many ways to get fit
Learning
Curve Sts learn health and fitness verb phrases, then listen to people talking about different forms of exercise and
practise understanding facts and figures. They end by comparing the health of people now to that of people in
the past.

Sts watch a video or Understanding facts Intonation Health and fitness verb phrases (be/get fit, be/get
listen to a recording and figures stressed, be on a diet, be overweight, be underweight,
about health and fitness. do exercise, get a good night’s sleep, have a balanced
diet, have a(n) (un)healthy lifestyle, have bad habits)
WARMER 3 8.10 All the B lessons in this level which focus on

Ask: How fit and healthy do you think you are? Ask sts to give listening skills are accompanied by video (i.e an episode
themselves a score from 1-10 (with 1 being a couch potato of Learning Curve). In this lesson, Penny talks to the others
and 10 being super-fit). Sts can compare their scores in small about the kinds of exercise they do and why.
groups. Discuss as a class who is super-fit and why. Sts read through the sentences. Play video/audio track
8.10. See TB page 360 for video/audio script. Sts watch
1 A Sts read the facts and figures and discuss in pairs which or listen and tick the facts that are mentioned. Check
they think are true and which false. Tell them to try to answers
correct the false information. Check answers with the
class. Answers
a, b, e
Answers
1 True
Skill
2 False. The figure is 67%.
3 False. The figure is one third. Read the Skill box with sts about understanding
4 False. Men need 2,500 calories, women need 2,000 facts and figures. Check they understand how to say
calories. fractions in English, e.g. one fifth, two thirds, etc. With
weaker classes, you could revise bigger numbers to help
B Sts discuss in pairs what the bold words mean. Discuss with percentages, e.g. seventy-five percent.
the meanings with the class.
4 8.10 Allow sts time to read through the questions.
Suggested answers Play video/audio track 8.10 again. Sts watch or listen and
healthy lifestyle – a way of life (exercise, food) that makes answer the questions. Check answers.
someone fit and healthy
get fit – become strong and healthy Answers
overweight – weighing more than is healthy 1 2,000 2 45% 3 almost five miles 4 43% 5 7%
balanced diet – a diet that includes all the different foods
your body needs to stay healthy
Go to Vocabulary practice: health and fitness verb

phrases, SB page 149/TB page 311.
for health and fitness verb phrases here. Do these
exercises with the class, or set them for homework, before
continuing with exercise 2 of lesson 8B.
vocabulary practice of health and fitness verb
phrases.
2 Sts discuss the questions in pairs. Discuss the questions

with the class. Ask sts who has a pedometer or other
fitness tracker that they wear.
Answers
1/2 Sts’ own answers.
3 They are pedometers.
4 They can help people to get fit by encouraging them to
walk more.
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understanding facts and figures ■ intonation ■ health and fitness LISTENING SKILLS 8B
5 Discuss the questions in pairs. Give reasons for your answers.
1 Do you enjoy walking as a way to keep active?
2 Have you ever used a pedometer, or would you like to try one?
3 Is doing exercise with a friend or partner a good idea?
Bindi Taylor Joe Louis

Are the sentences true or false? Correct the false sentences.
1 Bindi does weightlifting once a week.
2 Taylor’s client is training for the Ironman triathlon.
3 Ironman athletes swim 2.4 miles, cycle 112 miles
and run 26 miles.
4 Half a marathon is 30 miles.
5 Joe has always been fit and healthy.
6 Joe and his wife took up ballroom dancing.
7 Neither Joe nor Louis go to the gym.
8 Louis doesn’t do a lot of exercise.
7 Would you like to take up triathlon training, weightlifting or

ballroom dancing? Why / Why not? Discuss in pairs.
Listening builder intonation
When listening to fast English, listen for phrases which help you follow units of meaning. In a
phrase, the intonation usually falls towards the end.
There are so many ways to get⤵fit.
Some people play⤵sports, while others eat a balanced diet and stay⤵active.
8 A 8.12 Read the Listening builder. Listen to these sentences. How many phrases does the speaker use?
1 She’s trained with me for three months and works very hard.
2 We take classes twice a week and go out dancing every Saturday night.
3 One study looked at married people who joined a gym together.
4 At the end of the day, people feel good when they meet their goals.
B 8.12 Listen again and pay attention to the intonation. Then practise saying the sentences.
9 In groups, discuss the following statement:
Our generation is a lot healthier than our parents and grandparents were at our age.
You could talk about the following things:
amount of exercise diet amount of stress sleep good or bad habits
Personal Best Describe a healthy day you’ve had recently and an unhealthy one. 69
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SKILLS 8B
5 Sts discuss the questions in pairs. Ask some pairs to tell B 8.12 Play audio track 8.12 again for sts to listen
the class which things they agreed and disagreed on. carefully to the intonation. Sts then work in pairs and
6 8.11 Allow sts time to read through the sentences. practise saying the sentences.
Pre-teach weights, weight-lifting, Iron Man competition, 9 As a round-up, sts discuss whether their generation is
triathlon and removals company if necessary. Play video/ healthier than previous generations. Read through the
audio track 8.11. See TB page 360 for video/audio script. ideas in the box and make sure sts understand them all.
Sts watch or listen and decide if the sentences are true (T) Sts then discuss the statement in groups. Ask groups in
or false (F). Remind them to correct the false answers. turn to summarize their discussions for the class.
Check answers. Play the video/audio track again if
necessary, pausing for sts to hear the answers.
PERSONAL BEST
Answers Sts can practise talking about health and fitness further.
1 F. Bindi does weightlifting every day. They think about a healthy and an unhealthy day they have
2 T had recently. They could write a paragraph describing their
3 T experiences, or they could describe their experiences to each
4 F. It’s thirteen miles. other in pairs.
5 F. He was a bit overweight a few years ago.
Weaker sts can work in pairs. They write the headings healthy
6 T
day and unhealthy day, and brainstorm activities and ideas to
7 T
write under each heading. Bring their ideas together into a
8 F. He does a lot of exercise. He rides a bicycle and
carries packages and large documents all day.
class discussion.
EXTRA PRACTICE
7 Sts discuss the questions in pairs. Get feedback and see
who in the class would like to take up the three activities Sts work in groups of three. They take turns to use their
and why. Ask: What other sports or activities would you like phones to film their classmates discussing the statement in
to take up? Why? exercise 9. They can swap roles and practise again. Allow sts
time to watch the films of themselves. Watching themselves
Listening builder on film will help sts to evaluate how naturally and fluently
Read the Listening builder box with sts about they can speak.
intonation. Point out that verbs often have a different
meaning when they are used on their own, so it is
important to listen to whether a verb is being used as
part of a phrase or not. For example, get on its own
might mean ‘obtain’, but in the phrase get fit it means
‘become’. Point out that listening to the intonation can
help you decide if the verb is part of a phrase or is being
used on its own. Ask questions to check concept.
Why is it important to listen for phrases? (They are units
of meaning, so they can help you follow a conversation
or talk.) What happens to the intonation in phrases? (It
falls towards the end.) Do verbs have the same meaning
in phrases as they do on their own? (no)
8 A 8.12 Allow sts time to read the sentences. You could

ask them to try to identify the phrases in each sentence
before they listen. Elicit a few ideas, but don’t confirm
answers yet. Play audio track 8.12. See the SB page
opposite for audio script. Sts listen and use the intonation
they hear to help them identify the phrases in each
sentence. Check answers.
Answers
1 two: [She’s trained with me for three months] [and
works very hard.]
2 two: [We take classes twice a week] [and go out
dancing every Saturday night.]
3 one: [One study looked at married people who joined a
gym together.]
4 two: [At the end of the day,] [people feel good when
they meet their goals.]
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8 LANGUAGE modals of obligation and advice
8C Is there an app for that?

1 A What apps do you have on your phone? What are they for? How often do you use them?
B Look at the three apps. What do you think each app does? How can they help you improve your health?
a b c
Repeat x10
Breathe in
Today:
Next exercise Deep sleep: 5h 20m
Breathe out
Light sleep: 3h 18m
2 A Read the posts by Sophie, Tom and Kate below. They ask their friend Rob, a fitness expert, for advice.
What problems do they have? Choose the correct options.
1 Sophie can’t sleep at night / isn’t sure how much sleep she needs.
2 Tom feels unfit / wants to lose weight.
3 Kate is looking for a new job / is stressed.
B Which app do you think Rob recommends for each person? Read his replies and check.
Sophie Tom Kate

I have to get up at 5 a.m. every Rob, I didn’t know you were While you’re giving everyone
day as I start work at 7. I don’t such an expert! Got any advice, Rob, can you give me
go to bed till past midnight, suggestions for me? This some? I really need to chill
so I’m only getting 5 hours of morning I had to run for the out. I’m so anxious about my
sleep a night. When I drive to bus and I felt awful. I’m so new job that I can’t relax and
work I’m so sleepy! How do unfit. I really must do more it’s really worrying me. I've
I know if I’m getting enough exercise, but I just don’t heard that meditation can
sleep? @RobDanes, you have have time to go to the gym help. Is there an app for that?
a lot of health apps – can you or to do fitness classes.
recommend one for me? Rob
Rob Hey Kate! You shouldn’t
Rob Hi Tom! You don’t have to worry about it – we all get
Check out Sleep Friend. It tells go to the gym to get fit. stressed. Just learn some
you when you should go to bed Try the Workout for 7 app, meditation techniques which
and get up. It also monitors sleep it’s really worked for me. you can do at home regularly.
cycles, so it knows when you’re You exercise really hard for Get the iRelax app. It shows
in light sleep or deep sleep, and 7 minutes, and it has the you what to do, creates a
its alarm goes off when you’re same effect as going for a meditation schedule and
sleeping lightly. You should get long run or doing a session reminds you when to do
more than 6 hours of sleep a in the gym. The app shows it. Good luck and let’s get
night though, and you mustn’t you exactly what to do. together soon.
drive when you’re very tired!
3 A Are the sentences true (T) or false (F)? Correct the false sentences.
1 Sleep Friend wakes you up when you’re in deep sleep.
2 Workout for 7 isn’t as good as going for a run.
3 iRelax tells you when to meditate.
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LANGUAGE 8C
8C Is there an app for that?
Sts read about some health and fitness apps. They then study modals for obligation and advice, and listen to a radio
programme about rules and laws in different countries. Finally they talk about obligations they have in their own lives.

Modals of obligation and advice Sentence stress Talking about obligation and advice
WARMER
Ask: What do you do to stay healthy? Elicit a few examples,
then put sts into pairs to tell their partner three things they
already do to stay healthy, and three more things they could
do. Get feedback from sts on their discussions.
1 A Sts discuss the questions in pairs. Get feedback on their

discussions.
B Sts look at the three apps in pairs and discuss the
questions. Discuss the answers with the class.
Answers
a a fitness app, to show what exercises you should do
b a meditation app, to help you relax
c a sleep app, to measure how much sleep you get
2 A Focus on the text and explain that in it, three people

write about different health problems and their friend,
Rob, gives them advice. Sts read the texts about Sophie,
Tom and Kate and choose the correct options to complete
each sentence. Check answers.
Answers
1 isn’t sure how much sleep she needs
2 feels unfit
3 is stressed
B Sts discuss in pairs which app Rob might recommend

for each person and why. Elicit a few ideas, but don’t
confirm answers at this stage. Sts read Rob’s replies to
check their ideas. Check answers with the class.
Answers
Sophie = Sleep Friend
Tom = Workout for 7
Kate = iRelax
3 A Sts read Rob’s replies again and decide if the sentences

are true (T) or false (F). Remind sts to correct the false
sentences. Check answers.
Answers
1 F. It wakes you up when you’re sleeping lightly.
2 F. It has the same effect as going for a run.
3 T
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modals of obligation and advice LANGUAGE 8C
B Complete the sentences with the words in the box. Who said each sentence? Check your
answers in the text.
mustn’t have to should don’t have to shouldn’t must
1 I get up at 5 a.m. every day. 4 I really do more exercise.

2 You get more than six hours of sleep. 5 You go to the gym to get fit.
3 You drive when you’re very tired! 6 You worry about it.
4 Match the sentences in exercise 3B with functions a–f. Then read the Grammar box.
a It isn’t necessary to do this. There isn’t any obligation.
b I think it’s a good idea to do this.
c It’s prohibited or against the law to do this.
d I don’t think it’s a good idea to do this.
e It’s necessary to do this. It’s an external obligation.
f It’s necessary to do this. It’s a personal obligation.
Grammar modals of obligation and advice
Obligation: No obligation:
We have to be at the airport at 2 p.m. I don’t have to get up early. It’s Sunday.
I must remember to get Jo a birthday present.
Prohibition: Advice:
You mustn’t take photos in the museum. You should go to bed earlier.
You shouldn’t swim after eating.
Go to Grammar practice: modals of obligation and advice, page 127

5 A 8.14 Pronunciation: sentence stress Listen to the sentences. Underline the stressed
words or syllables.
1 We have to leave now. 4 You mustn’t speak during the test.
2 You don’t have to pay to enter. 5 They should get a taxi.
3 I must remember my keys this time! 6 You shouldn’t eat so much cheese.
6 A 8.15 Listen to a radio programme about rules and laws in different countries. Complete
the sentences with the missing information and the correct form of have to, must or should.
1 In some places in India, people studying to be teachers do classes, and soon
police officers will do the same.
2 In some Indian states, you use your while driving, even if it’s a hands-free device.
3 In the UK, you talk loudly on your mobile phone. It can be considered very .
4 In Canada, you wear a when riding a motorbike and a normal bike.
5 On the internet, it says that in California you ride your bike in a !
6 In France, children go to school on , but they go on Wednesday
afternoons, or wear a uniform.
B Is it the same or different in your country? Discuss in pairs.

7 In pairs, talk about ...
• something you’ve had to get up really early for.
• something important you must remember to do this month.
• something you’ll have to do next year.
• something a relative or teacher often says you should or shouldn’t do.
• something you mustn’t do at school/university/work.
• something you often had to do when you were younger.
Personal Best Write a message asking Rob for advice. Then write Rob’s reply. 71
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LANGUAGE 8C
B Sts complete the sentences with the correct words and B 8.14 Play audio track 8.14 again, pausing for sts to
guess who said each sentence, then check their answers in repeat the sentences.
the text.
6 A 8.15 Play audio track 8.15. See TB page 361 for
Answers audio script. Sts listen and complete the sentences with
1 have to – Sophie 4 must – Tom the missing information and the correct form of have to,
2 should – Rob 5 don’t have to – Rob must or should. Check answers.
3 mustn’t – Rob 6 shouldn’t – Rob
Answers
1 have to, yoga, have to
4 Check that sts understand prohibited (= not allowed). Sts 2 mustn’t, mobile phone
look at the sentences in 3B again and match them with the 3 shouldn’t, rude
functions. Check answers. 4 have to, helmet
5 mustn’t, swimming pool
Answers 6 have to, Saturday mornings, don’t have to
a 5 b 2 c 3 d 6 e 1 f 4
Grammar 3 x PRACTICE SB page 71, exercise 6A

Read the Grammar box with sts about modals of 1 Do the exercise as normal. To check answers, read out
obligation and advice. Elicit that have to and must each gapped sentence in turn and ask: Which verb do
have a similar meaning in positive sentences, but we we need to add? What’s the missing information? Ask
use have to when the obligation comes from someone concept questions to check sts have chosen the correct
else: We have to wear a uniform. We use must when meaning, e.g. Does this mean there’s an obligation for
the obligation comes from ourselves: I must do more them to do yoga classes?
exercise. Point out that in negative sentences, don’t have 2 Books closed. Write prompts for each sentence on the
to and mustn’t have very different meanings. We use board, e.g. India/teachers/police officers. In pairs, sts try
don’t have to for something that isn’t necessary: It’s OK, to remember the full sentences. They can check their
you don’t have to pay and we use mustn’t for things that answers in their books.
are prohibited or not allowed: You mustn’t park here
3 In pairs, sts look at the sentences and think of other
NOT You don’t have to park here. Elicit or explain that
sentences using the verbs in the Grammar box that are
we use should/shouldn’t for advice, when something is
also true, e.g. Police officers don’t have to do yoga classes
a good idea, but you are not obliged to do it: You should
yet. Ask some pairs to read their sentences to the class.
join a gym if you want to get fit. Ask questions to check
concept.
B Sts discuss the question in pairs. Get feedback on their
Concept check questions: discussions.
Which two verbs can we use to express obligation? (must
and have to). Which one do we use for an obligation Go to Communication practice
from someone else? (have to). Which one do we use for Divide the class into Student A and Student B. All ‘Student
an obligation from ourselves? (must). Do ‘mustn’t’ and A’ sts should go to SB page 162. All ‘Student B’ sts should
‘don’t have to’ have a similar meaning? (no). Which one go to SB page 171. Go to TB page 337 for the teacher
do we use when something isn’t necessary? (don’t have notes. Do the activity, then continue with exercise 7 of
to). Which one do we use when something isn’t allowed? lesson 8C.
(mustn’t). Which verbs do we use for advice? (should/ 7 Sts discuss their ideas in pairs. Ask some sts to tell the
shouldn’t) class something they learned about their partner. Correct
any errors with the modals for obligation and advice.
Go to Grammar practice: modals of obligation and
advice, SB page 127/TB page 267.
practice for modals of obligation and advice here. Do these PERSONAL BEST
exercises with the class, or set them for homework, before Sts can practise asking for and giving advice further. They
continuing with exercise 5A of lesson 8C. write a message to Rob asking for advice. They then write
Remind sts to go to the app for further self-study Rob’s reply. Alternatively, they could swap messages with a
grammar practice of modals of obligation and advice. partner and write Rob’s reply to their partner.
Weaker sts could work in pairs and write three pieces of
5 A 8.14 Play audio track 8.14. See the SB page opposite advice for their classmates on how to stay fit and healthy. Ask
for audio script. Sts listen and underline the stressed words. pairs in turn to read their advice to the class.
Play the audio again, pausing to check the answers. Remind
sts that the important words in a sentence are stressed.
Answers
1 have, leave 4 mustn’t, speak, test
2 don’t, have, pay, enter 5 get, taxi
3 must, remember, keys, time 6 shouldn’t, eat, cheese
155
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2
8 SKILLS WRITING writing a report ■ adding information
8D Sport in my country
1 Read the webpage and look at the pictures. Have you tried any of these sports, seen them live
or watched them on TV? Discuss in pairs.
International SPORTS Organization

Jude, hockey American football basketball
Which sports are
USA
popular in your
country? Which POSTED:
sporting activities 12 May
would you recommend SEE MORE ...

for a visitor to your
David, football surfing volleyball
country? Argentina
Write a report for ISO POSTED:
members about sport 18 May
in your country, and SEE MORE ...
we will post it on this Maarit, ice-swimming ice hockey pesäpallo
webpage. Finland
POSTED:
25 May
SEE MORE ...
2 A Read the first paragraph of a report from the website. Who wrote the report: Jude, David or Maarit?
Sport in my country
1 to frozen lakes where they cut holes in the ice and jump in
Sport is a very popular leisure activity in my country, and the water. I would recommend going ice-swimming after
there are fantastic facilities in most towns and cities. a visit to a hot sauna, which is another national tradition.
Finland has a very cold climate though, and in the winter 4
parts of the country are covered by snow for six months. It is easy to do any of the world’s most popular sports
This means that people enjoy doing different sporting here. There are tennis courts and football pitches
activities in different seasons. everywhere, and basketball has recently become very
2 popular. In addition, if you are interested in discovering
Cross-country skiing is an extremely popular sport here. Finnish sports, I suggest trying pesäpallo. This is a fast-
As there are very few mountains in Finland, people ski moving bat-and-ball sport which is similar to baseball and
on flat land through the country’s forests. It is a great is usually played in the warmer summer months.
way to keep fit and to enjoy the country’s natural beauty. 5
Ice skating and ice hockey are popular as well as skiing. Sport is a big part of life in Finland. This is one reason
Moreover, ice hockey, ski jumping and snowboarding are why the country produces many world champions, like
popular spectator sports. Formula One motor racing driver Mika Häkkinen. It is
3 possible to do any major sport here, but while you are
A lot of Finns enjoy swimming in indoor and outdoor visiting us, remember to try out our local sports and
pools, in the sea or in the country’s lakes. As well as this, traditional activities as well.
thousands of people regularly go ice-swimming. They go
B Read the whole report. Do you think it’s interesting and easy to follow? Discuss in pairs.
72
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SKILLS 8D
8D Sport in my country
Sts read a report about sport in Finland. They then write a report about sport in their country.

A report Writing a report Adding information
WARMER
Ask: What sports are popular in your country? Does your
country have a national sport? What is it? Do people do
different sports in summer and in winter? What sports does
your country do well at in competitions? Why? Elicit answers
from individual sts. Explain to sts that they are going to read
a report about sport in a different country, then write a report
about sport in their country.
1 Focus on the webpage. Read out the three names and

countries, and make sure sts know where Finland is. Sts
look at the webpage and discuss the questions in pairs.
Get feedback on their discussions.
2 A Sts read the first paragraph of the report and decide
which person from exercise 1 wrote it – Jude, David or
Maarit. Check the answer.
Answer
Maarit
B Sts read the whole report and discuss the question in

pairs. Take feedback on sts' discussions.
157
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writing a report ■ adding information WRITING SKILLS 8D
Skill writing a report
Make your report interesting and easy for the reader to follow.
• Organize the content of your report into sections with one main topic in each section. A section can contain one
or more paragraphs.
• Use headings for each section of your report.
• Include relevant factual information, and make some suggestions or recommendations for the reader,
e.g. I suggest + -ing, I would recommend + -ing, remember to + infinitive.
• Reports are usually quite formal, so avoid using informal language.
3 A Read the Skill box. Match headings a–e with sections 1–5 in the report.
a Our sporting success d Winter sports
b National and international sports e Water sports
c Sport and climate in my country
B What recommendations does the writer make? Match sentence halves 1−3 with a−c to make
complete sentences. Then check your answers in the text.
1 I would recommend a trying pesäpallo.
2 If you are interested in discovering b to try out our local sports
Finnish sports, I suggest and traditional activities.
3 While you are visiting us, remember c going ice-swimming.
Text builder adding information
We can use these phrases to add information to a sentence or paragraph:

as well There is a national tournament every year and there are several regional competitions as well.
as well as Swimming, cycling and walking are all popular with adults as well as children.
As well as road cycling, track cycling is popular as a spectator sport.
As well as this We have had great international success in football in recent years. As well as this, our national
basketball team has won the World Championship twice.
Look! We can use in addition and moreover instead of as well as this in more formal writing:
Sport keeps you fit. In addition, it is a good way to meet people.
4 Read the Text builder. Look at the report again and answer the questions.
1 Find one example of each as well phrase in Maarit’s report.
2 What does this refer to in the As well as this phrase?
5 Write complete sentences with the prompts and the phrases in bold.
1 many parks / public tennis courts / table tennis tables
as well as
2 Formula One / a popular spectator sport / motorcycle racing / becoming more popular
in addition
3 our beaches / perfect for inexperienced surfers / advanced surfers
as well
4 this traditional game / great fun / it / a great way to keep fit
moreover
5 our football team / won the World Cup / our rugby team / very successful
as well as this
6 A PREPARE Think about which sports are popular in your country, and what recommendations you
would make for a visitor. Plan four or five section headings.
B PRACTISE Use the Skill box to help you write a report on sport in your country. Include relevant
information under each section heading.
C PERSONAL BEST Choose two or three sections from your report. Read them aloud to your partner,
but don’t read the section heading. Can your partner guess the headings for each section?
Personal Best Think of a sports activity in your local area that people can do for free. Add an extra section to your report. 73
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SKILLS 8D
Skill
Read the Skill box with sts about writing a report. Elicit
some examples of informal language that sts should 1 Do the exercise as normal. To check answers, invite a
avoid, e.g. contractions such as you’ll, we’re, etc. and confident student to read out the first sentence. Invite
incomplete sentences such as Great idea! Amazing! other sts to say whether they have the same answer.
Discuss any differences and elicit the correct answer.
Repeat this with the other sentences.
3 A Sts read the report in exercise 2 again and match the 2 In pairs, sts choose three sentences and rewrite them
headings (a–e) with the sections (1–5). Check answers.
using a different phrase from the Text builder box. Ask
Answers pairs in turn to read one of their sentences to the class.
Discuss whether each sentence is correct.
a 5 b 4 c 1 d 2 e 3
3 In pairs, sts choose three sentences and change some of
the details so they are true for their country, e.g. Many
B Sts match the sentence halves to make recommendations. parks have football pitches as well as basketball courts.
They then check their answers in the text.
Ask some pairs to read their sentences to the class.
Point out to sts that they may be able to use some of
Answers
these sentences in their own report.
1 c 2 a 3 b
6 Sts follow the steps to write their own report on sport in
Text builder their country.
Read the Text builder box with sts about adding A PREPARE Sts think about which sports are popular
information. Point out that we use as well on its own in their country and what recommendations they would
at the end of a sentence: I love tennis and I like football make. They then plan their section headings.
as well. Point out that as well as must be followed by a
noun. Explain that it can be used between two ideas, B PRACTISE Sts use the report in exercise 2 as a model
e.g. He does judo as well as karate and before two ideas: and write their own report. Refer them back to the Skill
As well as judo, he does karate. Explain that we use As box for tips on how to write a report, and the Text builder
well as this at the beginning of a sentence, to add a new box for phrases for adding information.
idea: There’s an athletics stadium in our town. As well as C PERSONAL BEST Sts work in pairs. They take turns to
this, there’s a new swimming pool. Draw sts’ attention to read two or three sections of their report to their partner.
the Look! note. Ask questions to check concept. Their partner listens and guesses the heading for each
Concept check questions: section. They can also give general feedback to their
Why do we use ‘as well’, ‘as well as’ and ‘As well as this’? partner on how interesting their reports are.
(to add information). There are small competitions and
big tournaments as well as – correct? (no – as well).
What comes after ‘as well as’? (a noun). I like swimming PERSONAL BEST
as well as diving - correct? (yes). Can you change the
Sts can practise writing about sports further. They think of
sentence so that ‘as well as’ comes first? (yes – As well as
a sport that people can do for free in their area, and add an
swimming, I like diving.) Where in a sentence do we use
extra section to their report. They can compare their sections
‘As well as this’? (at the beginning)
in pairs and give feedback to each other.
4 Sts look at the report again to find the examples and Weaker sts could work in pairs. They look at each of their
answer the questions. Check answers. reports in turn to see which phrases from the Text builder box
they have used, and to see if they could include more phrases
Answers for adding information.
1 … as well as skiing; As well as this, thousands of
people …; try out our local sports and traditional activities EXTRA PRACTICE
as well 2 It refers to the previous sentence ’A lot of Finns Write the following definitions on the board:
enjoy swimming in indoor or outdoor pools, in the sea or
in the country’s lakes.’ 1 places or equipment that are available for people to use
(section 1)
5 Read out the first set of prompts and elicit a complete 2 sports that people enjoy watching (section 2)
sentence. Sts then write the remaining sentences. 3 something that people do regularly in a particular country
(section 3)
Suggested answers 4 people who are the best in the world at their sport (section 5)
1 Many parks have public tennis courts as well as table
tennis tables. 2 Formula One is a popular spectator Sts look at the report in exercise 2 again and find the correct
sport. In addition, motorcycle racing is becoming more words to match the definitions.
popular. 3 Our beaches are perfect for inexperienced
surfers and advanced surfers as well. 4 This traditional Answers
game is great fun. Moreover, it is a great way to keep fit. 1 facilities 2 spectator sports 3 national tradition
5 Our football team won the World Cup. As well as this, 4 world champions
our rugby team are/were very successful.
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1 Choose the correct options to complete the sentences. Could you be a mentor?
1 The play Romeo and Juliet by Shakespeare.
a wrote b was written c be written
2 I would like to play the guitar like you.
a can b could c be able to
3 Stephen’s been working there for years, ?
a is he b isn’t he c hasn’t he
4 You take a taxi to the airport. I can drive you.
a don’t have to b shouldn’t c must
5 The new James Bond film in Mexico.
a is going to filmed b is going to be filmed
Developing your new career or business 1can / can’t be easier with a
c is going to be film
mentor – someone with experience in the same industry who can help
6 speak to Mike or Alan this week? and encourage you. One famous mentor was Steve Jobs, who 2was
a Have you able to b Have you been able to guided by / guided Mark Zuckerberg in the early days of Facebook.
c Have you could We talk to Laura and Rob about their experience of mentoring.
7 It won’t rain this afternoon, ?
Laura, what does the role of mentor involve?
a won’t it b it won’t c will it
8 You use your mobile phone while you’re My role is to encourage Rob and give him advice, like ‘You 3should /
driving. It’s against the law. must do some more market research.’
a mustn’t b don’t have to c have to But you can’t make decisions for him, 4can / can’t you?
2 Use the structures in brackets to complete the sentences No. Rob 5has / doesn’t have to make his own decisions. A good
so they mean the same as the first sentence. mentor 6can / must believe in the person’s ability to develop.
1 I think you passed the test. Am I right? (question tag) Rob, you had a difficult time before you met Laura, 7hadn’t /
You passed the test, ? didn’t you?
2 I hope I can go up the Empire State Building when I visit Yes. I had a lot of knowledge about the industry but no experience.
New York. (modal of possibility) Laura’s given me a lot of practical advice, which has helped build
I hope I’ll up the Empire State Building when I my confidence. I got a promotion yesterday, and it’s great to know I
visit New York. 8could / ’ll be able to talk to her about any issues that come up in my
3 George Lucas directed the first Star Wars film. (passive) new role.
The first Star Wars film George Lucas.
4 It isn’t necessary to pay to use motorways in the UK.
(modal of obligation)
Vocabulary
You to use motorways in the UK. 1 Circle the word that is different. Explain your answer.
5 The new factory will make over 500,000 cars a year.
1 documentary thriller
(passive)
director action film
Over 500,000 cars a year at the
2 pool pitch
new factory.
racket court
6 I couldn’t drive until I was 22 years old. (modal of ability)
3 athletics diving
I wasn’t until I was 22 years old.
track motor racing
7 I don’t think you’ll be able to come to my wedding. Is
4 quiz show channel
that true? (question tag)
sitcom soap opera
You won’t be able to come to my wedding,
5 tracks playlist
?
hits cast
8 It isn’t a good idea to go swimming just after lunch.
6 have a balanced diet get a good night’s sleep
(modal of advice)
do exercise have bad habits
You just after lunch.
7 net bat
stick rink
74
160
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8
complete them. Check answers. answers, focus on each verb and ask concept questions,
e.g. positive or negative? active or passive? obligation or
Answers advice? Elicit the answers to the questions, then elicit
1 b the correct options.
2 c 2 Books closed. Write prompts on the board for each of
3 c the numbered target structures in the text, e.g. easier/
4 a mentor, guide/Zuckerberg, do/market research. Sts work
5 b in pairs and try to write the sentences containing the
6 b target structures from memory. They can check by
7 c looking in their books.
8 a 3 In their pairs, sts imagine a conversation between Mark
Zuckerberg and Steve Jobs, when Steve was Mark’s
2 Sts complete the second sentence in each pair so it means mentor. Tell sts they must use some of the key verbs
the same as the first, using the structures in brackets. and structures from the text. Monitor and help while
Check answers. they are working. Ask some pairs to perform their
conversations for the class.
Answers
1 didn’t you
2 be able to go
3 was directed by Vocabulary
4 don’t have to pay
5 will be made 1 Sts circle the word that is different in each set. Check
6 able to drive answers, and ask sts to explain in each case why the word
7 will you is different. As an extension, sts could write two or three
8 shouldn’t go swimming sentences using some of the words.
Answers
3 Elicit or explain the meaning of mentor (someone who 1 director (the others are all kinds of film)
helps and gives advice to a less experienced person in their 2 racket (the others are all places where you do sport)
job). Ask sts to read the text through quickly for general 3 track (the others are all sports)
meaning. Ask: Who are the people in the pictures? Which 4 channel (the others are all kinds of TV programme)
one of them was a mentor? (They are Steve Jobs, founder 5 cast (the others are all connected with music)
of Apple, and Mark Zuckerberg, founder of Facebook. 6 have bad habits (the others are all connected with
Steve Jobs was a mentor). Sts read the text again and positive living)
choose the correct options to complete it. Check answers. 7 rink (the others are all sports equipment)
Answers
1 can
2 guided
3 should
4 can
5 has
6 must
7 didn’t
8 ‘ll be able to
161
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Personal Best
plot court be fit sequel script soundtrack
on
romantic comedy audience episode cartoon on
Less 7A Less 8A
1 have good physical health because of Name three
exercise Name four
films you’ve seen sports places
2 the music that is played during a film and say what and three
3 the story of a film or book types of film pieces of sports
they are. equipment.
4 a funny film about love
5 the place where you play ball games
on
a part of a TV series on Less 8A
Less 7A
6
7 a TV programme with characters that are
drawn Describe a Write three
8 a film that continues the story of a previous film in four questions about
film sentences that your classmates
use the using question
9 the people who watch a TV show live in the tags.
passive.
studio
10 the written form of a film
on
Lesson 7B Less 8B
3 Complete the sentences with the words in the box.
Write two
live set in scene hits get stressed sentences. In the Describe a
horror musicals album second sentence, healthy lifestyle
use this or that to using at least
1 I don’t usually enjoy because I don’t like it refer to something four verb
when the story is told through songs. in the first phrases.
2 Have you ever seen your favourite singer in sentence.
on
concert?
on Less 8C
3 The film Titanic stars Leonardo DiCaprio and is Less 7C
1912. Write two
Name four
4 It’s not healthy to so often.
TV programmes sentences giving
5 I think this is the band’s best . It’s got lots of you dislike and advice to a friend,
their biggest on it. say what types of using should and
programme shouldn’t.
6 That’s the most frightening film I’ve ever seen!
they are.
7 My favourite in the film is the car chase
through Moscow. on
on Less 8C
4 Put the words in the box in the correct columns. Less 7C
Write three
series shot net playlist ice skating subtitles Write three sentences about
on tour adverts ball talk show band the news sentences about your English class
animation circuit goal special effects a friend using using have to,
be able to in don’t have to
different forms. and mustn’t.
films TV
on
on
Less 7D Less 8D
sport music Add some

Give three information to
expressions to your sentence with
use when you have to (8C) using
give directions. as well as.
75
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8
Answers
1 be fit
2 soundtrack
3 plot
4 romantic comedy These questions and prompts give sts the opportunity
5 court to revise a number of language and skills points from
6 episode the preceding two units in a more productive way. The
7 cartoon points being revised are referenced according to which
8 sequel lesson they appear in (e.g. Lesson 7A). They cover
9 audience grammar, vocabulary and text builder language from
10 script reading and writing lessons, and conversation builder
language from speaking lessons. Sts work individually,
3 Sts read the sentences and complete them with the correct in pairs or in groups, according to the class dynamic
words. Check answers. and the time available. Set a time limit if you would
Answers refer back to the relevant lessons if they are having
1 musicals
2 live
3 set in
4 get stressed
5 album, hits
6 horror
7 scene
4 Sts write the words in the box in the correct columns. Students will find two pages of Review and Practice at the
Check answers and check that sts understand all the end of each unit of their Workbooks.
words. Unit 7, pages 42 and 43
Answers
Films: shot, subtitles, animation, special effects
TV: series, adverts, talk show, the news
Sport: net, ice skating, ball, curcuit, goal
Music: playlist, on tour, band

1 Do the exercise as normal. When you check the
answers, read out each word from the box in turn and
ask: Which category? Elicit the answer, then elicit an
example sentence containing the word.
2 Books closed. Write the four categories on the board. In
pairs, sts try to remember the words in each category.
They can check by looking in their books.
3 Give sts three minutes to brainstorm in their pairs as
many more words as they can for each category. Bring
their ideas together on the board and see which pair
came up with the most words.
163
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UNIT
9 Food
LANGUAGE uses of like ■ food and cooking
9A Chefs at home
1 Look at the pictures. Find the words for each item of food in the text.
a b c d e f g
2 Read the text. Would you like to try any of the dishes? Which one(s)?
Mitsuharu Tsumura (Lima)

Mitsuharu cooks sukiyaki for his family on Sunday. It’s
a meat dish, usually thinly sliced beef, which is slowly
cooked at the table with vegetables, soy sauce and
sugar. The meat is then dipped in a small bowl of egg.
Alain Allegretti (New York)

Alain loves cooking pasta at the end of a long day
when he wants something quick, easy and delicious.
He suggests having it with garlic and olive oil, or with
tomatoes and herbs.
TOP CHEFS Angela Hartnett (London)

When Angela is in a hurry, she makes canned tuna on
… AT HOME
toast with mayonnaise. For a simple yet special treat,
her favourite dish is scrambled eggs on toast, which
she recommends cooking very slowly.
They’re famous around the world for

Daniel Boulud (New York)
the delicious food in their restaurants.
Daniel makes salade meridionale at home when he
But what do the world’s top chefs like
wants to relax. It’s a salad with shellfish, avocado,
to cook for themselves at the end of a aubergines, olives, peppers, courgettes and other
long day or week at work? vegetables, with pesto and lemon.
Go to Vocabulary practice: food and cooking, page 150

3 A 9.4 Listen to three people talking about a dish they like. Put the dishes in the order they
are mentioned from 1–3.
a b c
76
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UNIT
Food 9
UNIT
UNIT 9 OVERVIEW: The topic for this unit is food. Sts read about what some top chefs around the world enjoy
cooking at home, and discuss their own likes and dislikes around food and cooking. They then read a text
about the health benefits of chocolate and discuss the idea of superfoods. To explore the idea of eating out, sts
read about an unusual restaurant and study -ing forms and infinitives. In Learning Curve, Jack introduces his
restaurant, then he, Kate and Simon review some dishes from a takeaway restaurant.
LANGUAGE SKILLS
Uses of like; -ing forms Food and cooking; /dʒ/; -ing Reading Making and responding to
and infinitives eating out for detail suggestions; making a group decision
LANGUAGE 9A
9A Chefs at home
Sts read about what some top chefs from around the world enjoy cooking at home. They listen to people talking about
dishes that they like, and learn about different uses of the word like. They then discuss their own likes and dislikes around
food and cooking.

Uses of like Food and cooking (asparagus, avocado, baked, boiled, chickpeas, /ʤ/ Talking about food
courgette, fried, garlic, grated, grilled, home-made, lamb chop, lentils, and cooking
lime, lobster, melted, olive oil, roast, shellfish, skimmed milk, sliced,
soy sauce, squid, steak, takeaway, toast, wholemeal bread, yoghurt)
WARMER 2 Sts read the text and discuss which of the dishes they
Read out the title of the unit Food. Ask: What foods do you like would like to try. Get feedback on their discussions.
and what do you hate? Elicit a few answers. Put sts into pairs Go to Vocabulary practice: food and cooking, SB page
and give them two minutes to write as many words for foods 150/TB page 313.
as they can. Write on the board the headings: Meat and fish, Sts will find more language presentation and practice
Fruit and vegetables, Dairy products, Snacks, Other foods. Bring for vocabulary for food and cooking here. Do these
sts’ ideas together on the board under the headings and check exercises with the class, or set them for homework, before
that sts understand all the words. continuing with exercise 3A of lesson 9A.
1 Read out the title of the lesson Chefs at home. Elicit or Remind sts to go to the app for further self-study
explain that a chef is someone who cooks in a restaurant practice of vocabulary for food and cooking.
or hotel. Point out the bold words in the text. Sts look
at the pictures of the food items and match them with 3 A 9.4 Focus on the pictures and ask sts if they
the bold words in the text. They could work in pairs for recognize any of the dishes. Ask sts which foods from
this and they could use their dictionaries to help. Check exercise 1 they think are in the dishes. Elicit a few possible
answers and check that sts understand all the words. answers. Use the pictures to teach meatballs and noodles.
Model the pronunciation of words your sts might find Read out the task, then play audio track 9.4. See TB page
difficult, e.g. avocado, courgettes. 361 for audio script. Sts listen and number the dishes in
the order they are mentioned. Check answers and ask:
Answers Which dish would you like to try?
a soy sauce b courgettes c toast d avocado
Answers
e shellfish f garlic g olive oil
1 b 2 c 3 a
165
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uses of like ■ food and cooking LANGUAGE 9A
B 9.4 Match questions 1–3 with replies a–g. Listen again and check your answers.
1 What do you like to eat at the end of a long day?
2 What’s it like?
3 Would you like to try it?
a It’s like spaghetti, but thicker. e This! It’s called poutine.
b It’s delicious. f Really tasty.
c Soup with meatballs. g Udon noodles.
d No, thanks. I’ve already eaten!
4 Underline four phrases with like in exercise 3B. Match them with the meanings of like (a–d) below.
a asking about a preference c asking for a description of something
b saying that something is similar d making a polite offer
Grammar uses of like
Talking about preferences: Asking for a description:

What do you like doing on Sundays? What’s the weather like?
I like going to the cinema. What was the party like?
Talking about similarity: Making a polite offer or request:
He’s like his father – very lazy! Would you like a cup of coffee?
She looks like her mother. I’d like the chicken salad, please.
Look! We also use would like for something you want to do or have:
I’d like to go home now. I’d really like a motorbike.
Go to Grammar practice: uses of like, page 128

5 A 9.6 Pronunciation: /dʒ/ sound Do you and would you can be pronounced with a /dʒ/ sound
(like job). Listen to the questions. When do you hear /dʒ/?
1 Would you like some tea? 3 Do you like shellfish?
2 What would you like for dinner? 4 What do you like to eat as a snack?
B 9.6 Listen again and repeat. In pairs, ask and answer the questions.
6 A Complete the conversation with the correct form of like.
A 1 food from other countries?

B Yes, I do. I really 2 Thai and Japanese food. Actually, I make it
for my flatmates. The flavours are amazing.
A 3 the last dish you made?
B Yes, they did! I made sashimi. It 4 sushi, but you don’t have to
serve it with rice. I served it with soy sauce and wasabi.
A What 5 ?
B It was delicious – really fresh and tasty, and the wasabi was really hot.
A Mmmm, I 6 to try that! Tell me, 7 to work as a chef?
B Yes, I’d love to.
B In pairs, practise the conversation. Change the replies so they are true for you.

1 What do you like to cook or eat at the end of a long day? And at the end of the week?
2 Are you a good cook? Which dishes would you like to learn to make?
3 What was the first meal you cooked? What did it taste like?
4 What’s your favourite dish for a special occasion? What’s it like?
5 Have you ever eaten an unusual food or dish? What was it like?
Personal Best Write a short conversation about food. Use like in at least four different ways. 77
166 EXTRA PRACTICE:

PRACTICE Workbook
Workbookpage
page00;
50;photocopiable
activity00
9A Grammar
642323_P164_179_U09.indd 166 02/08/2017 13:40

LANGUAGE 9A
B 9.4 Sts work in pairs to match the questions with 5 A 9.6 Model the /dʒ/ sound in isolation and elicit or
the replies. Play audio track 9.4 again for sts to listen and say a few words that use the sound, e.g. job, joke, jealous,
check their answers. Check answers with the class. edge, bridge. Read out the task and allow sts time to read
the questions and think about where there might be /dʒ/
Answers sounds. Play audio track 9.6. See the SB page opposite for
1 c, e, g 2 a, b, f 3 d audio script. Sts listen and note when they hear /dʒ/ sounds.
Play the audio track again, pausing to check answers.
Explain that the /dʒ/ sound is more common when speaking
3 x PRACTICE SB page 77, exercise 3B informally or quickly.
1 Do the exercise as normal. To check answers, ask a
Answers
pair of sts to read out one of the questions and one
of the answers/the answer. Encourage them to speak 2 What would you like for dinner?
naturally, as if they are having a conversation. 3 Do you like shellfish?
2 Sts cover the questions. In pairs, they look at the

answers and try to remember the question for each B 9.6 Play audio track 9.6 again, pausing for sts to
one. They can practise asking and answering the repeat. Sts then ask and answer the questions in pairs.
questions from memory, then look at the questions 6 A Sts read the conversation and complete it with the
again to check. correct forms of like. Check answers, referring back to the
3 In pairs, sts cover the answers and look at the Grammar box if necessary to explain the answers.
questions. They think of their own answers to the
questions and practise a conversation using those Answers
answers. Ask some sts to perform their conversation for 1 Do you like
the class. Ask other sts: Would you like to try this dish? 2 like
3 Did they like
4 Read out the four meanings (a-d) and check that sts 4 ’s like
understand preference. Sts underline four phrases with like 5 was it like?
in exercise 3B and match them with the meanings. They 6 ’d like
could work in pairs for this. Check answers with the class. 7 would you like
Answers
a What do you like …? c What’s it like?
B Sts work in pairs to change the replies in the
conversation so they are true for them, then practise
b It’s like … d Would you like ...? the conversation in pairs. Ask some sts to perform their
conversation for the class.
Grammar
Read the Grammar box with sts about uses of like. Divide the class into Student A and Student B. All ‘Student
Elicit the difference between Do you like biscuits? to A’ sts should go to SB page 162. All ‘Student B’ sts should
ask about preferences, and Would you like a biscuit? to go to SB page 171. Go to TB page 337 for the teacher
make an offer. Point out the difference between I like notes. Do the activity, then continue with exercise 7 of
biscuits (= a preference) and I’d like a biscuit (= I want lesson 9A.
one now). Explain that we use What’s it like? to ask for
a description of something, e.g. What’s turkey like? and
7 Allow sts time to read through the questions. Sts then
discuss the questions in pairs. Encourage them to ask
we use like to compare things or express a similarity,
more questions using their own ideas, to find out more
e.g. It’s like chicken. Ask questions to check concept.
about what their partner enjoys eating and cooking. Get
Concept check questions: feedback on sts’ discussions and discuss who in the class
Do you like fish? – Am I offering you fish? (No, I’m enjoys cooking and what they enjoy cooking.
asking about a preference.) How can I offer you some
fish? (Would you like some fish?) I like coffee – does this
mean in general or do I want one now? (in general). How PERSONAL BEST
can I say I want a coffee now? (I’d like a coffee.) She’s
Sts can practise using like further. They work in pairs and
like her mum – does this mean she gets on well with her
prepare a short conversation, using like in at least four
mum? (No, it means she’s similar to her mum.) How
different ways. Sts can then practise their conversations.
can I use ‘like’ to say that noodles are similar to pasta?
(Noodles are like pasta.) Weaker sts could work individually and prepare three
questions about food to ask a partner, using different uses of
Go to Grammar practice: uses of like, SB page 128/TB like. In pairs, they can then ask their questions and answer
page 269. their partner’s questions.
practice for uses of like here. Do these exercises with the
grammar practice of uses of like.
167
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91 SKILLS READING reading for detail ■ substitution: one, ones
9B Chocolate – the world’s favourite superfood

1 What do you think a superfood is? Read the first paragraph of the text on page 79 and check
your answer.
2 Read the whole text quickly. Why is chocolate a superfood? Which five benefits are mentioned?
Skill reading for detail
When answering multiple-choice questions, you often have to look for detailed information in a text.
• First, read the text quickly. Then read the questions and underline key words.
• Scan the text and find the part that contains the information you need. Read that part in detail.
• If a word from the answer options appears in the text, it doesn’t mean that option is the correct answer.
Read the sentence carefully to make sure the meaning of the option is the same as in the text.
3 Read the Skill box. Then read the text again and choose the correct answers.
1 The author says that superfoods
a are exciting. b are unexciting. c are unexciting, except for chocolate.
2 Where does cacao come from?
a Panama b Central America c Germany
3 Why did the Kuna people have low blood pressure?
a They drank tea. b They were healthy. c They drank cacao.
4 Which kind of chocolate has the most health benefits?
a dark chocolate b milk chocolate c white chocolate
5 Which benefit does the author say is the most unusual?
a Chocolate protects us from illness.
b Chocolate makes us feel like we’re in love.
c Chocolate increases our intelligence.
6 What does the author warn the reader about? Choose two answers.
a Chocolate isn’t as healthy nowadays as it used to be.
b Food with a high fat content can cause heart disease.
c It’s important to know who paid for the studies about chocolate and health.
Text builder substitution: one, ones
To avoid repeating a noun from earlier in the sentence or in a previous sentence, we can substitute it with
one (singular) or ones (plural):
Foods that have received this label have been unexciting ones like spinach, garlic or salmon.
This creates the same feeling as the one you get when you fall in love.
4 Read the Text builder. Underline the eight examples of one or ones in the text. Which four
are used to avoid repeating a noun? Which nouns are they substituting?
5 Read the sentences. Underline the words that one or ones replace.
1 My train was delayed when I got to the station. The next one was an hour later, so I had to wait.
2 I was offered two free apps when I bought my phone. The ones I chose were both games.
3 There are lots of great restaurants all over the city, but the best ones are down by the harbour.
4 Every student was given the same Maths problem, but I was the only one who could solve it.
5 We serve lots of dishes in my restaurant, but the most popular ones are red curry and lasagne.
6 In pairs, discuss the questions.

1 Is there any food that is a ‘guilty pleasure’ for you?
2 Have you heard of any other superfoods? Do you eat them?
3 Do you believe the reports about the health benefits of superfoods?
78
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SKILLS 9B
9B Chocolate – the world’s favourite superfood
Sts read a text about the supposed health benefits of chocolate. They practise reading for detail and study how we can use
one and ones to avoid repeating nouns. They then discuss other superfoods and foods they enjoy as ‘guilty pleasures’.

Sts read a text about the health benefits Reading for detail Substitution: one, ones
of chocolate.
WARMER Text builder

With books closed, write on the board: plain, hot, box, milk, Read the Text builder box with sts about substitution
biscuit, cake, white, bar. Put sts into pairs and ask them to with one and ones. Read out the example sentences and
guess which word connects all the words on the board. Elicit point out how the bold word in each case is replaced
the answer (chocolate), and elicit how it is used with all the by one or ones. Point out that we can use articles/
words on the board, e.g. plain/milk/white chocolate, hot adjectives before one/ones, e.g. Would you like a coffee?
chocolate, chocolate biscuit/cake, a bar/piece of chocolate, a Yes, just a small one. This dish is similar to the one that
box of chocolates. Ask: Who likes chocolate? Jack cooks. Ask questions to check concept.
1 Sts discuss the question in pairs. Get feedback on their Why do we use ‘one’ and ‘ones’ in a text? (to avoid
answers, but don’t confirm the answer yet. Sts read the repeating a noun). What’s the difference between ‘one’
first paragraph of the text to check. Check the answer with and ‘ones’? (One replaces a singular noun and ones
the class. replaces a plural noun.) There are two biscuits, would
you like chocolate one or plain one? – correct? (no – the
Answer chocolate one or the plain one). I like sweet fruits, but I
A superfood is a type of food which is very good for you don’t like bitter one like lemon or grapefruit – correct?
and has many health benefits.
(no – I don’t like bitter ones – plural)
2 Read out the questions and ask sts if they know any health 4 Sts find the examples of one and ones in the text and
benefits of chocolate. Sts then read the whole text quickly decide which examples are used to avoid repeating a
to answer the questions. Check answers. noun, and which nouns they replace. Sts could work in
pairs for this. Check answers.
Answers
It is a superfood because there are many health benefits Answers
of eating it regularly. The five benefits mentioned are:
To avoid repeating a noun:
1 It has lots of minerals which help fight disease. unexciting ones (foods that have received this label)
2 It has chemicals which lower your blood pressure. another one (cup of cacao)
3 It helps keep your brain healthy. especially ones (minerals)
4 It makes you feel better because it releases a chemical the one (feeling)
in the brain, which makes your heart beat more quickly. Other examples: one study, one example, one further
5 It makes you smarter. warning, one superfood
Skill 5 Sts read the sentences and decide which words one and
ones replace. Check answers.
Read the Skill box with sts about reading for detail.
Also point out that when sts find the part of the text
Answers
they need to answer a question, they may not find
1 train
the exact key words that they have underlined in the
2 (free) apps
correct answer option. The writer might be expressing
3 great restaurants
the same idea in a different way. So sts must think
4 student
carefully about the meaning of the words the writer
5 dishes (in my restaurant)
uses in order to choose the correct answer option.
3 Focus on the first question and possible answers. Ask 6 Read out the first question and check that sts understand
sts to underline the key words (superfoods, exciting, ‘guilty pleasure’ (= something you eat that you enjoy but
unexciting, unexciting, except, chocolate). Ask sts to follow know you shouldn’t really eat.) Sts discuss the questions
the instructions in the Skill box to choose the correct in pairs. Get feedback on their discussions and, as a
answer. Check the answer. Sts then do the same to choose class, brainstorm other examples of superfoods and their
the remaining correct answers. Allow sts time to compare supposed health benefits. Discuss as a class how careful
their answers in pairs, then check answers with the class. sts are about what foods they eat, and how much attention
they pay to their health and diet.
Answers
1 c 2 b 3 c 4 a 5 c 6 a, c
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reading for detail ■ substitution: one, ones READING SKILLS 9B
– the superfood!
I t’s official! Chocolate is good for you! A team of
researchers at the German Institute of Human
Nutrition have discovered that there are many health
makes you smarter. One study found that countries
where people eat the most chocolate also have the most
Nobel Prizes. One example is Switzerland, home to Albert
benefits of eating chocolate every day. In fact, it’s so good Einstein, where people eat an average of 9.5 kilos of
for you that it’s being labelled the latest ‘superfood’. Up chocolate a year!
to now, foods that have received this label have been
unexciting ones like spinach, garlic or salmon. Despite the evidence, some health experts remain critical
Thankfully, now that chocolate has joined of our love for chocolate. Unlike the Aztecs,
that elite group, we can all relax. people today rarely consume chocolate
That chocolate bar in your desk at in its pure form. Instead, modern
lunchtime is no longer a guilty chocolate is often combined
pleasure – it’s a superfood. with milk and sugar, increasing
its fat content. This means
Like many natural products, that professionals advise that
people have known for chocolate should be consumed
centuries that chocolate was in moderation and only as part
a good thing, especially in of a healthy diet.
Central America where cacao
originated. The Aztec emperor There is one further warning. Some
Montezuma was particularly partial to critics have run a critical eye over
it, drinking an estimated 50 cups a day (as the ‘chocolate is good’ news stories. They
an emperor with the power of life and death over his point out that some of the research ‘proving’
people, clearly nobody was brave enough to tell him that the health benefits of chocolate was funded by the
he couldn’t have another one). Among the Kuna people chocolate industry, so I advise you to keep this in mind.
of Panama, cacao was drunk like tea, and consequently Despite these criticisms, there’s no doubt that chocolate
they had very low blood pressure. makes you feel good. So, forget spinach, blueberries and
all the others – there’s only
There are many health benefits of eating chocolate on a one superfood you
regular basis. It’s packed with minerals, especially ones need, and it’s
such as selenium and zinc, which help fight disease. chocolate,
Chocolate is also an excellent source of flavanols, chocolate,
chemicals which lower your blood pressure and help CHOCOLATE!
keep your brain healthy, although neither milk nor
white chocolate contain as high a percentage of these
beneficial properties as dark chocolate does.
As well as improving your physical health, chocolate

makes you feel better, too. Researchers
have discovered that eating chocolate
releases a chemical in the brain which
makes your heart beat more quickly.
This creates the same feeling as
the one you get when you fall in
love. Perhaps most surprising of all,
though, is the discovery that chocolate
Personal Best Write a paragraph about a healthy item of food. 79
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SKILLS 9B
PERSONAL BEST
Sts can practise talking about this topic further. They write
a paragraph about a healthy food item. Encourage them
to include information on how they use this food item in
cooking, and what its health benefits are. Sts can compare
their ideas in small groups.
Weaker sts can work in pairs. They make a list of three foods
that are good for you and three that are bad for you. They
then work in groups of four to compare their ideas and
explain why the foods they chose are good or bad for you.
EXTRA PRACTICE
Write the following definitions on the board:
1 best or most important (paragraph 1)
2 fond of something (paragraph 2)
3 a place where you can find something (paragraph 3)
4 a research project (paragraph 4)
5 in small amounts (paragraph 5)
6 paid for (paragraph 6)
In pairs, sts look at the text again to find the words and
phrases that match the definitions. Check answers, and check
that sts understand all the words. Remind sts that when they
read a text, they should always look at it again to see if there
is useful vocabulary in it that they can learn and use.
Answers
1 elite
2 partial to
3 source
4 study
5 in moderation
6 funded
EXTRA PRACTICE
Put sts into small groups. Ask them to design a new ‘healthy’
chocolate bar. Tell them they should think of a name for their
chocolate bar and should think about what is in it and why
it is good for you. They can then prepare a TV advertisement
for it. Tell them the advertisement should include some
information from the text on why chocolate is good for you
and it can also include sts’ own ideas. Encourage them to
use their imagination and create a really good advertisement
to persuade their classmates that their chocolate bar is the
best! Monitor and help while sts are working. Groups can
then take turns to perform their advertisement for the class.
Alternatively, they could film their adverts on their phones
and then share them in groups. Discuss as a class which
chocolate bars sts would be tempted to buy and why.
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91 LANGUAGE -ing forms and infinitives ■ eating out
9C Eating out
1 Look at the webpage below. What is unusual about Nadia’s Place? Do you think a restaurant like
this is a good idea?
Nadia’s Place
Come and try the place everyone’s talking about! At Nadia’s Place, we have no
prices, instead we have an honesty payment system. You decide how much you
want to pay, depending on the quality of the food, atmosphere and service.
café and restaurant Pop in for coffee and cake, or join us for lunch or dinner.
1
Menu
Mushroom soup with home-made bread
Asparagus and boiled egg
Smoked salmon with cream cheese
2
Chickpea, lime and coconut curry

Grilled steak with black pepper sauce
Lemon roast chicken
3
Mixed salad
Chips or baked potatoes
Onion rings
4
Chocolate brownie
Fried bananas with melted chocolate
Strawberry cheesecake
2 Complete gaps 1–4 in the menu with the words in the box.
Desserts Main courses Side dishes Starters
Go to Vocabulary practice: eating out, page 151

1 Think about the last time you ate out. What was the food, atmosphere
and service like?
2 What food would you order at Nadia’s Place?
4 9.9 Listen to an interview with Nadia. Order the topics she talks about from 1–5.
a future plans d the atmosphere
b reactions to honesty payment e reasons for opening Nadia’s Place
c how successful the business is
5 A 9.10 Complete the sentences with the correct form of the verb in brackets. Then listen and check.
1 Tell us why you decided (open) a café-restaurant with no prices.
2 I opened this place (do) something different.
3 (eat) here is like having lunch at a friend’s house.
4 It’s a real community and it’s easy (meet) new people.
5 I love (come) to work each and every day!
6 In fact, we’re thinking about (open) a second café in an old theatre.
B Match the sentences in 5A with rules a–f. Then read the Grammar box.
We use the -ing form: We use the infinitive with to:
a after some verbs, e.g. like, love, enjoy, finish. d after some verbs, e.g. afford, decide, want.
b after prepositions. e after adjectives.
c when a verb is the subject of the sentence. f to give a reason.
80
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LANGUAGE 9C
9C Eating out
Sts read a webpage for a café and restaurant and learn vocabulary for eating out. They then listen to an interview with the
restaurant owner about an unusual aspect of the restaurant. Sts study -ing forms and infinitives, and read about another
unusual restaurant. They then discuss their own attitudes to and experiences of eating out.

-ing forms and Eating out (atmosphere, book a table, bowl, eat out, fork, -ing Talking about
infinitives get the bill, knife, leave a tip, medium, napkin, order, pepper, eating out
plate, rare, salt, service, spoon, table cloth, vinegar, well-done)
WARMER Go to Vocabulary practice: eating out, SB page 151/TB

page 315.
Read out the lesson title Eating out and elicit or explain the Sts will find more language presentation and practice for
meaning. Ask: How often do you eat out? Do you prefer to vocabulary for eating out here. Do these exercises with the
eat out or cook a meal at home? Why? What’s your favourite class, or set them for homework, before continuing with
restaurant? Why? Elicit a range of answers, then ask: How exercise 3 of lesson 9C.
important is price for you when you eat out? Do you always
look at the prices before you go into a restaurant? Do you think Remind sts to go to the app for further self-study
that some foods or drinks are too expensive in restaurants? practice of vocabulary for eating out.
Elicit a range of answers from individual sts.
1 Read out the questions, then ask sts to read the webpage answers.
quickly to find out what is unusual about Nadia’s place. 4 9.9 Allow sts time to read through the topics, then
Check the answer, and discuss as a class whether a play audio track 9.9. See TB page 361 for audio script. Sts
restaurant like this is a good idea. listen and order the topics Nadia talks about from 1 to 5.
Answer
It is unusual because there are no prices. Customers Answers
decide how much they want to pay.
1 e 2 b 3 d 4 c 5 a
2 Read through the words in the box with the class and pre- 5 A 9.10 Read out the first gapped sentence and elicit
teach as necessary. Sts look at the menu and complete the
the missing verb form. Sts then read the remaining
gaps with the correct words. Check answers.
sentences and complete them with the correct verb forms.
Answers
play audio track 9.10. See the SB page opposite for audio
1 Starters
script. Sts listen and check their answers. Check answers
2 Main courses
with the class.
3 Side dishes
4 Desserts
Answers
1 to open
3 x PRACTICE SB page 80, exercise 2 2 to do
3 Eating
1 Do the exercise as normal. To check answers, ask sts 4 to meet
to cover the page. Call out items from the menu in a 5 coming
random order, e.g. Mixed salad, Lemon roast chicken. 6 opening
Each time, ask: Dessert? Main course? etc. Then ask
sts to uncover the page again. Check the answers as
normal.
B Sts look at the sentences in 5A again and match them
with the rules. They could work in pairs for this. Check
2 Sts cover the menu and look at the words in the box. answers with the class.
In pairs, they try to remember as many dishes from the
menu as possible, to go with each of the words in the Answers
box. They can look at the menu again to check their 1 d 2 f 3 c 4 e 5 a 6 b
answers.
3 In pairs, sts write their own menu using the headings
from exercise 2 and three of their own dishes to go
under each heading. Sts compare their menus in
groups and decide which restaurant they would most
like to eat at.
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-ing forms and infinitives ■ eating out LANGUAGE 9C
Grammar -ing forms and infinitives
-ing forms: Infinitives:

• after some verbs: • after some verbs:
As soon as he finished eating, he asked for the bill. We decided to leave a big tip as the service was excellent.
• after prepositions: • after adjectives:
I’m not very good at remembering people’s names. It’s nice to try something different when you eat out.
• when a verb is the subject of the sentence: • to give a reason:
Drinking too much coffee is bad for you. I searched online to find a place that sells leather bags.
Go to Grammar practice: -ing forms and infinitives, page 129

6 A 9.12 Pronunciation: -ing -ing can be pronounced with an /ɪŋ/ sound (like sing) and /ɪn/ (like bin).
Listen to the sentences. When do you hear /ɪn/?
1 I’m not very good at doing the dishes. 4 I don’t mind driving if you’re too tired.
2 Making birthday cakes is great fun. 5 He’s interested in learning Arabic.
3 I’m not very keen on reading books. 6 Choosing a dessert is always difficult!
I’d heard about an interesting new café in town, so yesterday

a friend and I went there 1to try / trying it. It’s a really
unusual place: the food and drink is free, but you pay for
each minute you’re there. Lots of people enjoy 2to spend /
spending time in a café, but not everyone can afford 3to buy /
buying lots of food and drink, so this café is a nice alternative.
Everyone has to make their own drinks and snacks and do
the dishes, so it’s a bit like 4to be / being at home. We made
ourselves some toast and coffee. 5To use / Using the coffee
machine was a bit challenging, but we managed it in the end!
At first my friend found it hard 6to relax / relaxing
completely as she was watching the clock and counting
every minute, but the atmosphere was friendly and 7to have /
having the freedom to make our own drinks and snacks
was great. We’re definitely going back and my friend has
promised 8to not / not to worry about the clock next time!

8 A Work in pairs. Complete the sentences with the correct form of the verbs in brackets.
1 What kinds of restaurant do you like to? Why? (go)
2 Is it easy a table in your favourite restaurant at the weekend? (book)
3 Have you ever used an app takeaway food for delivery? What was it like? (order)
4 Have you ever refused something in a restaurant? Why? What happened? (eat)
5 in a restaurant as a chef or waiter is very hard. Do you agree? (work)
6 Do you get excited about new dishes or do you prefer ones you’ve had before?
(try, eat)
7 Do you think it’s important about where the food we eat comes from? (think)
8 What’s the next special occasion in your life? What will you do it? (celebrate)
B Ask and answer the questions in 8A in pairs.
Personal Best Write a paragraph about your favourite place to have lunch. 81
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LANGUAGE 9C
Grammar 7 Ask sts to read the text for general meaning first. Ask:
What is unusual about this café? (You pay for the time you
Read the Grammar box with sts about -ing forms and
are there, not for the food or drink.) Ask: Do you think this
infinitives. Explain that different verbs are followed
is a good idea? What are the advantages of paying in this
by different verb patterns, and sts need to learn these.
way? What are the disadvantages? Discuss the questions
Some verbs are followed by an -ing form, e.g. like,
briefly as a class. Sts then read the text again and choose
finish, and others are followed by an infinitive, e.g.
the correct options to complete it. Allow sts time to
want, decide. Explain that we use an -ing form after
compare their answers in pairs, then check answers with
prepositions, e.g. It’s a great place for meeting friends,
the class, referring back to the Grammar box if necessary
but we use an infinitive after adjectives, e.g. It’s nice
to explain the answers.
to meet friends there. Point out that we can use an -ing
form as the subject of a sentence, e.g. Eating out is
Answers
expensive, and we can use an infinitive to give reasons,
1 to try 5 Using
or to answer the question Why?, e.g. I went there to
2 spending 6 to relax
meet my friends. Ask questions to check concept.
3 to buy 7 having
Concept check questions: 4 being 8 not to
Are all verbs followed by an infinitive? (No, some are
followed by an -ing form.) Decide to eat out or decide
eating out? (decide to eat out). Enjoy eating out or Go to Communication practice
enjoy to eat out? (enjoy eating out). Which form do Divide the class into Student A and Student B. All ‘Student
we use after prepositions? (-ing form). I’m good at A’ sts should go to SB page 163. All ‘Student B’ sts should
cook or I’m good at cooking? Why? (good at cooking go to SB page 171. Go to TB page 339 for the teacher
– it’s after a preposition). Which form do we use after notes. Do the activity, then continue with exercise 8A of
adjectives? (infinitive). I’m pleased to meet you or I’m lesson 9C.
pleased meeting you? Why? (pleased to meet you – it’s 8 A In pairs, sts read the questions and complete them with
after an adjective). Eat out is expensive or Eating out the correct verb forms. Check answers.
is expensive? Why? (Eating out – it’s the subject of the
sentence). I called to book a table or I called booking a Answers
table? Why? (to book – because it’s giving a reason) 1 going
2 to book
Go to Grammar practice: -ing forms and infinitives, SB 3 to order
page 129/TB page 271. 4 to eat
Sts will find more language reference, presentation and 5 Working
practice for -ing forms and infinitives here. Do these 6 trying, to eat
exercises with the class, or set them for homework, before 7 to think
continuing with exercise 6A of lesson 9C. 8 to celebrate
grammar practice of -ing forms and infinitives. B Allow sts time to read the questions in 8A again and
think about their answers. Sts then ask and answer the
6 A 9.12 Read out the information about the different questions in pairs. Get feedback on their discussions.
ways of pronouncing -ing forms. Allow sts time to read
through the sentences, then play audio track 9.12. See the
SB page opposite for audio script. Sts listen and note when PERSONAL BEST
-ing is pronounced /ɪn/. Play the audio track again, pausing Sts can practise the language of eating out further. They write
to check answers. Explain to sts that although this is not a a paragraph about their favourite place to have lunch. Sts can
rule, and -ing can be pronounced either way, we are more compare their paragraphs in small groups and see if they can
likely to pronounce it /ɪŋ/ before a vowel sound. agree which is the best place to have lunch.
Answers With weaker sts, write the following words and phrases on
Sentences 1, 2, 3 the board: enjoy, can’t afford, lovely, not keen on. Sts work in
pairs and write four sentences about eating out using each of
B 9.12 Play audio track 9.12 again, pausing after each the words and phrases on the board, and an infinitive or -ing
sentence for sts to repeat. Encourage sts to pay attention form. Ask some sts to read their sentences to the class.
to the pronunciation of the -ing forms. Sts could then
discuss in pairs which of sentences 1, 2, 3 and 6 are true
for them.
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91 SKILLS
SKILLS SPEAKING making and responding to suggestions ■ making a group decision
9D Why don’t you try the curry?

Learning
Curve 1 A Look at the dictionary definition below. Then do the quiz.
foodie noun (informal) a person with a particular interest in different types of good food
and who enjoys new food experiences as a hobby.
Are you a ?
1 When you eat out, you always want to discuss what you’re eating. YES NO
2 You can identify the different ingredients in a new dish. YES NO
3 You always have an opinion about every dish that you order. YES NO
4 You always want to try a new restaurant to see what the chef does. YES NO
5 You want to try all kinds of national and international cooking. YES NO
6 You care about the quality of the ingredients in what you eat. YES NO
B In pairs, discuss your answers. Are you a foodie?
2 9.13 Watch or listen to the first part of Learning Curve. Tick ( ) the things that are true about Jack.
1 He’s an assistant chef. 3 He writes a blog about food.
2 He’s ‘Employee of the month’. 4 He reviews restaurants for a magazine.
3 9.13 Complete Simon and Jack’s sentences with the words in the box. Watch or listen again and check.
suggest could shall what honest about rather wondering
1 we share everything?
So, 5 about the courgette?
How 2 that one? I6 you try this chicken dish.
To be 3 , I’d 4 I was 7 if we
Simon have the aubergine.
8 have dessert now. Jack
Conversation builder making and responding to suggestions
Making suggestions Responding positively Responding negatively

Shall we …? to suggestions to suggestions
I suggest you/we ... Yes, let’s. Well, I’m not sure. I think I’d prefer …
I was wondering if we could ... Of course. To be honest, I’d rather ....
Why don’t you/we …? That sounds great. I won’t, if that’s OK.
How/What about …? Sure. Can’t we … instead?
Have you thought about/of …? Great idea!
4 A Read the Conversation builder. In pairs, take turns to read sentences 1−5 and respond.
1 Shall we go out for dinner tonight? 4 Can’t we get there a bit earlier instead?
2 I was wondering if we could try the new Thai restaurant. How about eight thirty?
3 I suggest we get there for half past nine. 5 Why don’t we ask some friends to join us?
B In pairs, make your own suggestions about eating out together and respond.
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SKILLS 9D
9D Why don’t you try the curry?
Learning
Curve Sts watch or listen to people making and responding to suggestions about food and making a group decision.
They then practise making and responding to suggestions and making a group decision.

Sts watch a video or listen to a conversation in Making a group decision Making and responding to
which people make and respond to suggestions suggestions
and make a group decision.

Ask: Do you ever go out for a meal with friends or family
members? Where do you go? What are your favourite 1 Do the exercise as normal. To check answers, ask sts to
restaurants? Elicit a few answers from individual sts, then ask: look at their answers and choose the one they are most
How do you usually decide which restaurant to go to? Elicit a confident about. Ask them to give these answers first,
range of answers from individual sts. and discuss any differences of opinion between them.
Then check the remaining answers.
1 A Read out the dictionary definition of foodie and make 2 Sts cover the speech bubbles and look at the words in
sure sts understand it. Sts then do the quiz in pairs and the box. In pairs, they try to remember the full sentence
note down their answers. for each word in the box. They can look at the speech
bubbles again to check.
B Sts discuss in pairs whether they are a foodie or not.
(‘Yes’ answers indicate that someone is a foodie.) See how 3 Play video/audio track 9.13 again. Pause after each of
many foodies there are in the class. the sentences in exercise 3 for sts to repeat. Encourage
them to copy the pronunciation and intonation on
2 9.13 All the D lessons in this level which focus on the audio. Sts then work in pairs and use the speech
speaking skills are accompanied by video (i.e. an episode bubbles to try to recreate that part of the conversation
of Learning Curve). In this lesson, Jack introduces his from the video/audio track. Play the video/audio track
restaurant, then he, Kate and Simon review some dishes again for sts to check.
from a takeaway restaurant. Allow sts time to read the
sentences. Pre-teach and explain the British/US English
Conversation builder
words aubergine/eggplant and courgette/zucchini as well
as garlic, peppers and takeaway restaurant. Play video/ Read the Conversation builder box with sts about
audio track 9.13. See TB page 361 for video/audio script. making and responding to suggestions. Point out the
Sts watch or listen and tick the things that are true about use of the -ing form after How/What about ...? and
Jack. Check answers. Have you thought about/of ...? Point out that we use the
infinitive without to after I’d rather ... . Also point out
Answers that we only use Yes, let’s after suggestions with we, e.g.
3, 4 I suggest we order some water. Yes, let’s. Remind sts that
when responding positively, they can use intonation to
3 9.13 Sts complete the sentences with the correct words. sound enthusiastic. Ask questions to check concept.
Allow them time to compare their answers in pairs, then Concept check questions:
play video/audio track 9.13 again. Sts watch or listen and How about trying the salad? – What am I doing? (making
check their answers. Check answers with the class, and a suggestion). Shall we have a dessert?/Why don’t we
check that sts understand all the sentences. have a dessert? – same meaning? (yes). What phrases
can we use to say ‘yes’ to a suggestion? (Yes, let’s./Of
Answers course./That sounds great./Sure./Great idea!) Can’t we
1 Shall 2 about 3 honest, rather 4 what 5 suggest have pizza instead? – Do I like the suggestion? (No, I’m
6 wondering, could responding negatively.) To be honest, I’d rather to have
some chips – correct? (no – I’d rather have some chips.)
4 A In pairs, sts take turns to read out the sentences

and respond. During the feedback stage, say some of
the sentences to individual sts and elicit some possible
responses.
B Allow sts time individually to prepare some new
suggestions about eating out together. You could
brainstorm a few ideas with the class first. Sts then work
in pairs to make and respond to the suggestions. Ask
some pairs of sts to make and respond to some of their
suggestions for the class.
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making and responding to suggestions ■ making a group decision SPEAKING SKILLS
SKILLS 9D
5 9.14 Watch or listen to the second part of the show. Answer the questions.
1 Which two dishes do they rate?
2 Do they agree or disagree about their ratings?
6 9.14 Who says these sentences, Jack, Kate or Simon? Watch or listen again and check.
1 What do you think of the courgette?
2 Mmm, I love it. Delicious.
3 Only one star? Oh, come on, Simon.
4 It's delicious. Simon?
5 OK, then. Two stars!
6 I agree, but I say two stars because I
thought it was very dry.
7 We’ll have to agree to disagree!
Skill making a group decision
When we want to make a group decision, we can:

• invite others to give their opinions and give our own.
• try to persuade others to change their minds, or be persuaded to change our own mind!
• accept that not everyone might agree in the end.
7 Look at exercise 6 again. Put sentences 1–7 into the correct column in the table.
asking for and giving opinions persuading others and changing your mind agreeing or disagreeing
8 A Order sentences a–f to make a conversation.

a Ben OK, then! They have some good dishes. But some of the others are boring.
b Carl Oh, come on! Their fish and seafood dishes are fantastic!
c Alice What do you think about the food at the Western Hotel?
d Carl I think we’ll have to agree to disagree!
e Ben I think it’s a bit boring.
f Alice I agree with Carl. I had some wonderful seafood there a couple of weeks ago.
B 9.15 Listen and check. Practise the conversation in groups of three.

9 A PREPARE You are planning a special meal with some friends. In groups, think of suggestions for
where to eat and what type of food to have. Use the ideas in the pictures or your own.
B PRACTISE In your groups, practise the conversation. Make suggestions, respond, and make
a group decision if possible.
C PERSONAL BEST Identify one part of the conversation that you could improve and change it.
Practise the conversation again. Do the other students in your group think it’s improved?
Personal Best Make a list of three restaurants in your town or area. Give each one 1–5 stars and the reason for your opinion. 83
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SKILLS 9D
5 9.14 Allow sts time to read the questions, and check 9 Sts follow the steps to have a conversation about having a
they understand rate. Play video/audio track 9.14 for sts special meal with friends.
to watch or listen and answer the questions. See TB page A PREPARE Put sts into groups. Allow them time to
362 for video/audio script. Check answers with the class. look at the pictures and plan their ideas about where
and what to eat. Before they work in their groups, you
Answers could focus on each picture in turn and brainstorm some
1 the courgette dish and the chicken curry useful vocabulary, e.g. picnic, countryside; barbecue, grill,
2 They disagree. outdoors.
6 9.14 Sts read the sentences and work in pairs to decide

B PRACTISE In their groups, sts prepare and have a
conversation in which they make suggestions about where
who says each one. Play video/audio track 9.14 again for
and what to eat, and try to reach a decision. Encourage
sts to watch or listen and check their answers.
them to discuss several different suggestions before they
make a final decision. Encourage them to use a range of
Answers
phrases from the Conversation builder box and the ideas
1 Jack 2 Kate 3 Kate 4 Jack 5 Simon 6 Jack
in the Skill box.
7 Simon
C PERSONAL BEST Sts discuss in their groups which
Skill part of their conversation they could improve. They then

practise again, and discuss whether they managed to
Read the Skill box with sts about making a group improve it. Ask some groups to perform their conversation
decision. Ask: Do you usually find it easy or difficult to for the class.
make a group decision with your friends or family?
PERSONAL BEST
7 Sts look at the sentences in exercise 6 again and write
them in the table in the correct column. Allow sts time to Sts can practise talking about food further. As a class, make
compare their answers in pairs, then check answers with a list of three restaurants in sts’ area and ask sts to rate each
the class. one from one to five, explaining their opinion. Sts could then
share their opinions in small groups. Ask groups in turn to tell
Answers the class which restaurant they disagreed about the most and
Asking for and giving opinions: 1, 2, 4 why.
Persuading other and changing your mind: 3, 5
Agreeing or disagreeing: 6, 7 Weaker sts could work in pairs and make a list of good and
bad features of a restaurant, e.g. good value, helpful waiters,
delicious food; too expensive, slow service, greasy food. Bring
8 A Sts put the sentences in the correct order to make a their ideas together on the board.
conversation. They could work in pairs for this.
B 9.15 Play audio track 9.15. Sts listen and check their EXTRA PRACTICE
answers. Sts then practise the conversation in groups of Sts work in their groups from exercise 9. They repeat their
three. conversation from this exercise while one student films
them on their phone. Sts can swap roles and practise again.
9.15 Audio script Watching themselves on film will help sts to evaluate how
well they can make and respond to suggestions and make a
A = Alice, B = Ben, C = Carl
group decision.
A: What do you think about the food at the Western Hotel?
B: I think it’s a bit boring.
C: Oh, come on! Their fish and seafood dishes are fantastic!
A: I agree with Carl. I had some wonderful seafood there a couple
of weeks ago.
B: OK, then! They have some good dishes. But some of the others
are boring.
C: I think we’ll have to agree to disagree!
Answers
1 c 2 e 3 b 4 f 5 a 6 d
lesson 9D.
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UNIT
10 Right and wrong

LANGUAGE reported speech ■ crime
10A Smooth criminals?

1 A Read the four headlines. Which are about a crime? Which are about a punishment?
1 Thief sent to prison for five years 3 €8,000 stolen in bank robbery
2 Sixth burglary this week in Elm St 4 Man gets huge fine for driving too fast
B Match the words in bold in 1A with definitions a–d.

a money you pay as punishment c a place where criminals are sent
b stealing from a shop or a bank d entering a home and stealing
Go to Vocabulary practice: crime, page 152

1 Have you ever seen a crime? What happened? 2 What crime stories have been in the news recently?
3 Look at the picture in the text. What is on the men’s faces? Read the text and check your answers.
Men attempt burglary with Two men have been arrested in Carroll, Iowa and charged with
attempted burglary. Matthew McNelly, 23, and Joey Miller, 20,
‘worst disguise ever’ were caught after neighbours called 911 and said that two men were
trying to break into an apartment. When police officers arrived at the
apartment block, they asked witnesses what the men looked like.
They said the men were wearing masks and black sweatshirts, and
another witness told police they had driven away in a white car.
But when police spotted the white car shortly after and stopped it,
they were amazed by what they saw. Instead of wearing real masks,
the two burglars had drawn masks and beards on their faces with
permanent black marker pen to hide their identities. One witness told
reporters it was the worst disguise ever. It seems that, ironically, the
‘masks’ were inspired by fictional crime-fighting superhero, Batman.
A legal expert said the pair would appear in court in a few weeks with
their lawyers, and they would be charged with attempted burglary.
Reporters asked the lawyers if they could comment on the case, but
they did not respond.
4 A Who said these things? Write W (witness/es), P (police), R (reporters) or LE (legal expert).
1 ‘What do the men look like?’ 4 ‘The pair will appear in court.’
2 ‘The men are wearing masks.’ 5 ‘Can you comment?’
3 ‘They drove away.’
B How are the sentences in 4A reported? Complete 1–5 below. Check your answers in the text.
1 They witnesses the men looked like.
2 They the men were wearing masks.
3 Another witness police they had driven away.
4 A legal expert the pair would appear in court.
5 Reporters the lawyers they could comment.
84
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UNIT
Right and wrong 10
UNIT
UNIT 10 OVERVIEW: The topic for this unit is crime and honesty. Sts read a report about two incompetent
burglars. In Learning Curve, Kate and Simon discuss who to call in an emergency, and talk to some
emergency service workers. Sts then read about a teenager who was rewarded for his honesty. They also
discuss what they would do in some hypothetical situations. In the writing lesson, sts read a for-and-against
essay about the morality of using a false name, and write their own for-and-against essay.
LANGUAGE SKILLS
Reported speech; Crime; word Sentence stress; Listening in detail; Writing a for-and-against essay;
second conditional, formation: making conditionals final /t/ and /d/ sounds useful phrases for topic sentences
would, could and might nouns from verbs
LANGUAGE 10A
10A Smooth criminals?
Sts read a report about two incompetent burglars. They study reported speech, then practise reporting things that their
classmates tell them.

Reported speech Crime (arrest, break into, burglar, burglary, burgle, court, fine, law, Sentence stress Reporting what
mug, mugger, mugging, murder (n), murder (v), murderer, prison, other people say
rob, robber, robbery, steal, suspect, theft, thief, victim, witness)
WARMER Answer
Read out the title of the unit Right and wrong. Explain that this black marker pen ‘Batman masks’ and beards
unit is all about crime. Ask: Do you enjoy watching TV crime
dramas? Why do you think people are so interested in crime?
1 A Make sure sts understand punishment. Sts read the 1 Do the exercise as normal. Ask questions to elicit the
headlines and decide which are about a crime and which correct answer, e.g. Are they wearing masks? What are
are about a punishment. Check answers. they made of? How did they put the masks on?
2 In pairs, sts cover the text and try to remember as many
Answers
details about the burglary as they can. They can look at
1 punishment 2 crime 3 crime 4 punishment
the text again to check.
3 Tell sts they are going to practise telling the story. Put sts
B Sts match the bold words with the definitions. into pairs and allocate a paragraph from the text to each
pair. Pairs read their paragraph again and write down
Answers a maximum of four words for each line of text. Sts then
a fine b robbery c prison d burglary close their books. Ask a pair to start the story off with the
first paragraph. Other pairs can help out if sts get stuck.
Go to Vocabulary practice: crime, SB page 152/TB page Repeat the process with the remaining paragraphs.
317.
Sts will find more language presentation and practice for 4 A Sts read each item and decide who said it. Check
crime vocabulary here. Do these exercises with the class, answers.
2 of lesson 10A. Answers
1 P 2 W 3 W 4 LE 5 R
practice of crime vocabulary.
B Read out the first gapped sentence and refer sts back to
2 Sts discuss the questions in pairs. Get feedback on their the text to complete it. Sts then complete the remaining
discussions. sentences, checking their answers in the text.
3 Sts discuss the question in pairs, then read the text to Answers
check their ideas. Check the answer. 1 asked, what 2 said 3 told 4 said 5 asked, if
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reported speech ■ crime LANGUAGE 10A
5 Look at the sentences in exercises 4A and 4B and answer the questions. Then read the Grammar box.
1 How do the tenses and forms change from direct speech (4A) to reported speech (4B)?
1 present simple → 4 future with will →
2 present continuous → 5 can →
3 past simple →
2 Look again at exercise 4A. Which sentence is a yes/no question? Which is a wh- question? How do we
report these two types of question?
Grammar reported speech
Direct statements: Reported statements:

‘I’m feeling tired.’ → She said (that) she was feeling tired.
‘I can’t swim.’ → Sam told us (that) he couldn’t swim.
‘It won’t rain.’ → He said (that) it wouldn’t rain.
Direct questions: Reported questions:
‘Do you like sushi?’ → She asked me if I liked sushi.
‘Where did you go?’ → He asked me where I had gone.
Look! In reported questions we don't use a question form:
She asked me if I liked sushi. NOT She asked me if did I like
Go to Grammar practice: reported speech, page 130

6 A 10.5 Pronunciation: sentence stress Listen to the sentences. Do we stress if and that?
Do we stress wh- words?
1 They asked if I could help. 4 I asked her why she’d left.
2 She asked if it would snow. 5 He asked me when I’d come.
3 She told me that she’d passed! 6 I asked her where you’d gone.
7 A Who said these sentences and questions? Match 1–8 with the people in the box.
sales assistant weather forecaster boss teacher dentist neighbour criminal police officer
1 ‘You’ll have to work at the weekend.’

2 ‘I didn’t do it!’
3 ‘This won’t hurt at all.’
4 ‘Why haven’t you done the homework?’
5 ‘Where were you at 9 p.m. on Friday?’
6 ‘Do you want to pay by card?’
7 ‘Can you turn the music down?’
8 ‘There may be storms this weekend.’
B Change 1–8 in 7A into reported speech.
My boss told me …

8 A In pairs, ask and answer four of the questions.
1 What’s your favourite English word? 4 Have you ever paid a fine?
2 Which advert on TV do you hate? Why do you 5 What did you do last night?
hate this advert? 6 Can you touch your toes?
3 Are you going to go out on Friday night? 7 Will you move house in the next two years?
B In different pairs, discuss which questions you were asked and what you replied.
He asked me what my favourite English word was. I told him it was ‘enough’.
Personal Best Write four things your teacher has said in class today using reported speech. 85
182 EXTRA PRACTICE:

PRACTICE Workbook
Workbookpage
page00;
56;photocopiable
activity00
10A Grammar
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LANGUAGE 10A
5 Sts look at the sentences in exercises 4A and B again and 7 A Sts read the sentences and decide which person said
answer the questions. Check answers. each one. Check answers.
Answers Answers
1 1 boss 2 criminal 3 dentist 4 teacher
1 past simple 2 past continuous 3 past perfect 5 police officer 6 sales assistant 7 neighbour
4 would 5 could 8 weather forecaster
2
5 = yes/no question
1 = wh- question
B Read out the first sentence and elicit the reported
yes/no question: asked + if + subject + verb speech. Sts then change the remaining sentences and
wh- question: asked + wh- question + subject + verb questions into reported speech. Allow them time to
compare their answers in pairs, then check answers with
the class, referring back to the Grammar box if necessary.
Grammar
Read the Grammar box with sts about reported Answers
speech. Elicit that in reported speech verbs move 1 My boss told me (that) I would have to work at the
one tense back into the past. Elicit or explain that in weekend.
reported questions, we use the same word order as in 2 The criminal said (that) he/she hadn’t done it.
statements, e.g. He asked me where I lived NOT He asked 3 The dentist said (that) it wouldn’t hurt at all.
me where did I live. Point out that in yes/no reported 4 The teacher asked (me) why I hadn’t done the
questions, we use if, e.g. She asked me if I was OK homework.
NOT She asked me was I OK. Point out that in reported 5 The police officer asked me where I had been at 9 p.m.
speech we also have to change pronouns, e.g. ‘I saw the on Friday.
burglars.’ She said that she had seen the burglars. Point 6 The shop assistant asked (me) if I wanted to pay by
card.
out also that we use say + that, but tell someone + that,
7 The neighbour asked (me/us) if I/we could turn the
e.g. He said that there were two burglars./He told me
music down.
that there were two burglars. NOT He said me that there
8 The weather forecaster said (that) there might be
were two burglars./He told that there were two burglars. storms this weekend.
What happens to verbs in reported speech? (They move Go to Communication practice
one tense back into the past.) I can speak English – what Divide the class into Student A and Student B. All ‘Student
did I say? (You said you could speak English.) They won’t A’ sts should go to SB page 163. All ‘Student B’ sts should
get away – what did I say? (You said they wouldn’t get go to SB page 172. Go to TB page 339 for the teacher
away.) He said me that he was tired – correct? (no – He notes. Do the activity, then continue with exercise 8A of
said that he was tired./He told me that he was tired.) lesson 10A.
Do we use question forms or statement forms in reported 8 A Allow sts time to read through the questions. Sts then
questions? (statement forms). She asked me where were work in pairs to ask and answer four of them.
the criminals – correct? (no – She asked me where the
criminals were.) He asked me what had they stolen – B Read out the example answer. Sts then work with a
correct? (no – He asked me what they had stolen.) What new partner to say which questions their partner asked
word do we add in reported yes/no questions? (if). He them, and how they answered. With weaker classes, you
asked me was I scared – correct? (no – He asked me if I could brainstorm how to report the questions as a class
was scared.) first, then sts could work in pairs to report the questions
and answers.
Go to Grammar practice: reported speech, SB page 130/
TB page 273. PERSONAL BEST
practice for reported speech here. Do these exercises with Sts can practise using reported speech further. They write four
the class, or set them for homework, before continuing things you have said today, using reported speech. Remind
with exercise 6A of lesson 10A. them to use both say and tell. Ask some sts to read their
grammar practice of reported speech. With weaker sts, say two simple statements and two simple
questions, or write them on the board, e.g. You can work in
pairs. Why are you laughing? Sts work in pairs to report the
Play audio track 10.5. See the SB page opposite for audio things you have said. Ask some sts to read their sentences to
script. Sts listen and decide if the words are stressed. Elicit the class.
the answers.
Answers
We do not stress if and that, but we do stress wh- words.

repeat.
183
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10 SKILLS LISTENING listening in detail ■ final /t/ and /d/ sounds ■ making nouns from verbs
10B Emergency!
Learning
Curve 1 Discuss the questions below in pairs.
1 What different kinds of emergency services are there?
2 How do you contact the different emergency services in your country?
3 Do you know any emergency services numbers in other countries?
4 The police are there to protect, inform and educate. Do you agree with this statement?
2 Complete the rewritten statement from exercise 1.

The police are there to provide , and .
Go to Vocabulary practice: making nouns from verbs, page 149
3 10.7 Watch or listen to the first part of Learning Curve and answer the questions.
1 Which two countries are mentioned? 3 What nationality is Liz Francis?
2 What are the emergency phone numbers in these countries? 4 Where did she go on holiday?
Skill listening in detail
It’s often important to understand detailed information at a phrase and sentence level,
and understand how the details relate to each other.
• Read the questions and answer options carefully.
• Identify the key words in the questions and answer options.
• When listening, focus on the whole message not individual words and phrases.
• Don’t choose an option based on hearing one word or phrase that appears in that option.
4 A 10.7 Read the Skill box and underline the key words in the questions and answer options below.
Watch or listen again and choose the correct options to answer the questions.
1 What was the emergency situation? 2 Who did Liz call?
a Liz needed an ambulance as she’d injured her foot. a emergency services in the US
b Liz needed help to escape a dangerous situation. b emergency services in the UK
c Liz saw someone fall off a cliff into the ocean. c the police in the UK
B Discuss your answers in pairs. Can you explain why the incorrect options are wrong?
5 What advice do you think Liz gives to tourists after her experience?
86
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SKILLS 10B
10B Emergency!
Learning
Curve Sts learn about making nouns from verbs, then listen to people talking about emergencies and emergency
service workers. They then discuss their experience of emergencies, and the qualities needed to be an
emergency service worker.

Sts watch a video or Listening in detail Final /t/ and /d/ Making nouns from verbs (confusion, decision,
listen to a recording sounds revision; achievement, argument, disappointment,
about emergencies and government; education, imagination, information,
emergency service workers. organization; connection, protection)
WARMER Skill
Say: I’m walking in the countryside with some friends. One Read the Skill box with sts about listening in detail.
friend falls and breaks their leg. What do I do? Elicit the idea of Elicit or explain that details may be things like
calling an ambulance. Teach the word emergency. Elicit some numbers, dates, names or specific facts.
other examples of emergencies when you need to call for
help, e.g. a car accident, an accident in the home, a crime. 4 A 10.7 Sts read the questions and answer options and
underline the key words. Discuss these with the class.
1 Sts discuss the questions in pairs. Make sure they know Play video/audio track 10.7 again. Sts watch or listen and
the words police, firefighter, coastguard and ambulance. choose the correct options. Don’t confirm answers yet.
Draw sts' attention to the pictures, which will help them
with question 1. Discuss sts’ answers as a class. Answers
2 Point out that the rewritten statement matches sentence 4 Key words:
in exercise 1. Focus on the gapped statement and ask: Are 1 emergency, situation
the missing words nouns, verbs or adjectives? Elicit that they a ambulance, injured, foot
b help, escape, dangerous
are nouns, and point out that they will need to be nouns
c fall, cliff, ocean
related to the verbs in sentence 4, so that the meaning
2 Liz, call
stays the same. Sts complete the sentence with the correct a emergency services, US
words. Check answers, writing the nouns on the board for b emergency services, UK
sts to check the spelling. c police, UK
1 b 2 a
Answers
protection, information, education
B Sts discuss their answers in pairs and try to explain why
the other options are not correct. Discuss the answers with
Go to Vocabulary practice: making nouns from verbs, the class. Elicit that certain words or ideas from the other
SB page 149/TB page 311. options are mentioned in the audio, but the exact meaning
Sts will find more language presentation and practice for of those other options is not expressed, e.g. the audio says
making nouns from verbs here. Do these exercises with that Liz had injured her foot, but it doesn’t say she needed
the class, or set them for homework, before continuing an ambulance. Play video/audio track 10.7 again, pausing
with exercise 3 of lesson 10B. for sts to hear how words from the other options are
Remind sts to go to the app for further self-study mentioned but the options themsleves are not correct.
vocabulary practice of making nouns from verbs.
Suggested answers
3 10.7 All the B lessons in this level which focus on 1 a Liz had injured her foot, but she didn’t need an
listening skills are accompanied by video (i.e. an episode ambulance.
of Learning Curve). In this lesson, Kate and Simon discuss c She needed to climb up the cliff. The audio doesn’t
who to call in an emergency, and talk to some emergency mention anyone falling off a cliff.
service workers. Allow sts time to read the questions. Play 2 b She didn’t know who to call for help in the UK.
video/audio track 10.7. See TB page 362 for video/audio c The emergency services in the US called the police in
the UK.
script. Sts watch or listen and answer the questions. Check
answers.
5 Sts discuss the question in pairs. Discuss the answer as a
Answers class.
1 the US and the UK
2 In the US, the emergency number is 911. Answer
In the UK, it is 999 or 112. Sts’ own answers, but Liz probably advises tourists to learn
3 American the emergency number of the country they are visiting.
4 She went to the UK.
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listening in detail ■ final /t/ and /d/ sounds ■ making nouns from verbs LISTENING SKILLS 10B
6 10.8 Watch or listen to the second part of the show. Which emergency service does each
person talk about?
Renaldo Ming Lana Fred
7 10.8 Watch or listen again and choose the correct options to complete the sentences.
1 Renaldo, a police officer from New York, worked
a with a patrol officer who retired last year.
b with a police dog who helped him arrest criminals.
c as a police dog trainer with the K-9 unit.
2 Ming, a restaurant owner in London,
a heard a smoke alarm and called 999.
b called 999 when she saw a fire in her restaurant.
c watched firefighters put out a fire in her restaurant.
3 The cyclist that Lana talks about
a hit another man who was crossing the street.
b was riding his bike in a dangerous way.
c was hit by a car.
4 Fred’s bike was stolen and
a he called the police to report the theft straightaway.
b the police caught the thief thanks to witnesses.
c Kate might know who the thief is.
8 Have you heard any unusual stories about emergency services? Tell your partner.
Listening builder final /t/ and /d/ sounds
English speakers don’t often pronounce the /t/ and /d/ sound at the end of a word when the next word
begins with a consonant. If the next word begins with a vowel sound, the sounds are linked. And is often
pronounced without the /d/ sound, even when the next word begins with a vowel sound.
We’re talking abou(t) the emergency services. He call(ed) the police an(d) ask(ed) them to help.
What abou(t) you? Have you heard any unusual stories about emergency services?
9 10.9 Read the Listening builder. Listen and complete the sentences.
1 In the US, when we see a fire, want crime, or medical help,
we call 911.
2 An emergency services dispatcher quickly police in the UK.
3 I as a patrol officer, I was on the foot.
4 He and many burglars, thieves criminals.
5 I say something emergency workers in London.

1 Have you ever called or received help from the emergency services? What happened?
2 What characteristics do people need to work in the different emergency services?
Personal Best Would you like to work in the emergency services? Write five sentences explaining why/why not. 87
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SKILLS 10B
6 10.8 Read out the question, then play video/audio 9 10.9 Sts read the gapped sentences. Play audio track
track 10.8. See TB page 362 for video/audio script. Sts 10.9. See the SB page opposite for audio script. Sts listen
watch or listen and note down the emergency service that and complete the sentences with the correct words. Check
each person talks about. Check answers. answers, playing the audio track again and pausing it so
that sts can hear the answers.
Answers
Renaldo – police Answers
Ming – firefighters (fire brigade) 1 to report a, need urgent
Lana – ambulance 2 called the
Fred – police 3 spent some time, that means, street on
4 helped me find, arrest, and other
7 10.8 Remind sts of the tips in the Skill box for listening 5 just want to, about the
in detail. Allow sts time to read the questions and answer
options and underline the key words. Play video/audio 10
Sts discuss the questions in pairs. Get feedback on their
track 10.8 again. Sts watch or listen and choose the discussions. Ask: Do you know anyone who works in the
correct options to complete the sentences. Check answers. emergency services? What is their job? Do they enjoy it?
Play the video/audio track again, pausing it as soon as
the correct answer has been given, so that sts can hear the
correct answers. PERSONAL BEST
Sts can practise writing about the emergency services. They
Answers write five sentences explaining why they would or wouldn’t
1 b 2 c 3 b 4 c like to work in the emergency services. Take feedback.
Weaker sts can work in pairs. They choose one of the
8 Sts discuss the question in pairs. Ask sts who have emergency services and think about the advantages and
interesting stories to tell the class.
disadvantages of working for them. Bring their ideas together
Listening builder into a class discussion, then ask: Would you like to work in the
emergency services? Why?/Why not? Elicit a range of answers.
Read the Listening builder box with sts about final
/t/ and /d/ sounds. Point out that it is important to be EXTRA PRACTICE
aware of this because a lot of past simple forms end in
a /t/ or /d/ sound, and this may not be pronounced if Sts work in groups of three. They take turns to use their
the following sound is a consonant, e.g. We called the phones to film their classmates discussing the questions in
emergency services would sound very similar to We call exercise 10. They can swap roles and practise again. Allow sts
the emergency services. Point out that /t/ and /d/ sounds time to watch the films of themselves. Watching themselves
are pronounced if the following sound is a vowel, but on film will help sts to evaluate how naturally and fluently
the sound may be linked to the following vowel, e.g. they can speak.
heard a noise could sound like her-da-noise. Tell sts
they need to use the context to help them understand
exactly what someone is saying. Ask questions to check
concept.
When do English speakers sometimes not pronounce /t/
and /d/ sounds? (at the end of a word, if the next word
begins with a consonant). What happens if the following
sound is a vowel? (The /t/ or /d/ sound is linked to the
vowel.) Why is this important for understanding tenses?
(because a lot of past simple verbs end in a /t/ or /d/
sound, and this may not always be pronounced)
187
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10 LANGUAGE second conditional, would, could and might
10C Do the right thing

1 Have you ever lost something in the street? Did you get it back? How?
2 Have you ever found something that someone else had lost? What did you do?
2 Read the text and choose the best option to complete the title.
a keeps it b gives it back c sells it online
Teenager finds film star’s wallet and

What would you do if you found a wallet
that belonged to a famous Hollywood actor?
Would you keep it, try to sell it on eBay, or
return it to the owner?
This was the choice 17-year-old Tristin Budzyn-Barker
had when he found a wallet in a Los Angeles
restaurant. To his surprise, when he looked inside
he realized it belonged to Australian actor Chris
Hemsworth, who played Thor in the Avengers films. The
address of Hemsworth’s agent was in the wallet, so
Tristin was able to return it, along with all the contents
of the wallet.
When the actor got the wallet back, he had expected to
find it empty, so he was amazed that the money was
still in it. He invited Tristin to appear with him on a
popular US talk show, where Hemsworth thanked him
publicly by giving him a reward – all the money in the
wallet. The talk show presenter, Ellen DeGeneres, made
Tristin’s day even better by giving him another reward
of $10,000.
3 10.10 Listen to two friends talking about the story. Do they agree that Tristin did the right thing?
4 10.10 Choose the correct options to complete the sentences. Listen again and check your answers.
1 What would / do you do if you would find / found someone’s wallet?
2 I’ll / I’d do the right thing. I’ll / I’d definitely give it back. What about you?
3 If I found / I’d find a famous person’s wallet, I kept / I’d keep it and maybe sell it online.
4 If you keep / kept the wallet, it would be / was theft!
5 If you will give / gave it back, the owner will / might give you a reward.
6 What about if you don’t / didn’t know who it belonged to? Would / Will you keep it then?
7 I’d take / I took it to the police station. It might / would belong to someone who really needed the money.
5 Look at the sentences in exercise 4 and answer the questions. Then read the Grammar box.
1 Are the sentences about real or hypothetical situations and their consequences?
2 Do they refer to present and future situations, or past situations?
3 Which form do we use in the if-clause? Which form do we use in the main clause?
88
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LANGUAGE 10C
10C Do the right thing
Sts read about a teenager who had to make a moral choice and received a reward for choosing to do the right thing. They
then listen to a conversation about the story. Sts study the second conditional and discuss what they would do in a range
of hypothetical situations.

Second conditional, would, could and might Conditionals Talking about hypothetical situations
WARMER 4 10.10 Sts read the sentences and choose the correct
Ask: Are you honest all the time? Elicit a few answers and options to complete them. Allow sts time to compare
discuss as a class situations in which people might not be their answers in pairs, then play audio track 10.10 again
completely honest, e.g. if they receive too much change in a for them to check their answers. Check answers with the
shop, if something has the wrong price tag on it, if they want class.
to watch a film online or download some music. Ask: On a
scale of 1-10, with 10 being completely honest, how honest do Answers
you think you are? Ask sts to give themselves a score. Sts can 1 would, found
compare their scores in groups and explain their answers. Get 2 I’d, I’d
feedback on their discussions. 3 I found, I’d keep
4 kept, would be
1 Sts discuss the questions in pairs. Get feedback on their 5 gave, might
discussions. 6 didn’t, Would
7 I’d take, might
2 Sts read the text and choose the correct option to complete
the title. Check the answer and ask: Are you surprised by
this story? What do you find surprising? 3 x PRACTICE SB page 88, exercise 4
Answer 1 Do the exercise as normal. To check answers, read
b out each sentence in turn, sometimes with the correct
answer, sometimes with the incorrect one. Ask:
Correct or incorrect? Elicit some answers, then play the
3 10.10 Read out the question, then play audio track
sentence on audio track 10.10 for the class to check.
10.10. Sts listen and answer the question. Check the
answer with the class. Ask: Which person do you agree 2 Books closed. Write prompts for each sentence on the
with? Why? board, e.g. you/do/find/someone’s wallet? In pairs, sts
try to remember the full sentences. They can check
their answers in their books.
10.10 Audio script
3 In pairs, sts look at the sentences and decide who
P = Pete, A = Ana says each one, Pete or Ana. Play audio track 10.10
P: So what would you do if you found someone’s wallet? again for sts to check. In their pairs, sts each take the
A: I’d do the right thing. I’d definitely give it back. What about role of either Pete or Ana, and make notes to help
you? them remember their sentences. Sts then practise the
P: Hmm … If I found a famous person’s wallet, I’d keep it and conversation in pairs, using their notes as prompts. Play
maybe sell it online. the audio track again at the end for sts to listen and see
A: Really! Why? how well they remembered their sentences.
P: Well, because famous people have loads of money! I don’t!
A: But if you kept the wallet, it would be theft! 5 Read through the questions with the class and make
P: No, I’m sorry. I don’t agree. Taking something that someone sure sts understand hypothetical and consequences. Sts
has lost or forgotten isn’t theft. look at the sentences in exercise 4 again and answer
P: But if you gave it back, the owner might give you a reward. OK, the questions. They could work in pairs for this. Check
well, what about if you didn’t know who it belonged to. Would answers.
you keep it then?
P: Hmm, no, in that case, I’d take it to the police station. It might Answers
belong to someone who really needed the money. 1 hypothetical situations and their consequences
A: Well, it’s good to hear you aren’t totally dishonest, then … 2 present and future situations
3 if-clause: past simple, main clause: would (or might) +
infinitive
Answer
No, they don’t agree. Ana thinks that Tristin did the right
thing, but Pete would have sold the wallet online.
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second conditional, would, could and might LANGUAGE 10C
Grammar second conditional, would, could and might
Unlikely or impossible situations and their consequences:

If I won the lottery, I wouldn’t work. I’d drive to work if I had a car.
What would you do if someone stole your phone? If a stranger invited you to a party, would you go?
Look! We can use could or might instead of would:
If they lived in the countryside, they might be less stressed.
Go to Grammar practice: second conditional, would, could and might, page 131
6 A 10.12 Complete the sentences with the correct
forms of the verbs in brackets. Listen to Ana and Pete
continue their conversation and check your answers.
1 If an assistant in a small shop you too much
change, what ? (give, do)
2 If he me too much change, I him.
(give, tell)
3 the assistant in a supermarket if he
you too much change? (tell, give)
4 If they me too much change in a supermarket,
I it. (give, might keep)
5 What if your bank £1,000 into your
account by mistake? (do, put)
6 I them. They the mistake sooner or
later. (tell, discover)
B What would you do in the situations in 6A? Discuss in pairs.
7 10.13 Pronunciation: conditionals Listen to the two sentences. Notice the difference
between the first conditional and the second conditional sentences.
1 If I need some help, I’ll ask you. 2 If I needed some help, I’d ask you.
8 A 10.14 Listen to the sentences. Are they first or second conditional? Choose the sentence
that you hear.
1 a I’ll come if I have time. b I’d come if I had time.
2 a If he has some money, he’ll come. b If he had some money, he’d come.
3 a If you fall, I’ll catch you. b If you fell, I’d catch you.
4 a She’ll help if she has time. b She’d help if she had time.
B In pairs, take it in turns to say one of the sentences in 8A. Your partner will identify which
sentence it is.

9 A Use the appropriate conditional forms to complete the sentences.
1 What’s the first thing you if you the lottery? (might buy, win)
2 If you do any job, which job ? (can, choose)
3 What if you free time this weekend? (do, have)
4 If you your favourite film star, what him/her? (meet, ask)
5 If you live in any city in the world, where ? (can, live)
6 If you a lot of money left at the end of this month, what ? (have, could do)
7 If you give your 16-year-old self some advice, what ? (can, say)
8 Who if you some help to write a job application? (ask, need)
B In pairs, ask and answer the questions in 9A.
Personal Best Write three sentences about how your life could be better. 89
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LANGUAGE 10C
Grammar pronunciation is quite slight, so sts need to listen carefully
to identitfy the correct meaning.
Read the Grammar box with sts about the second
conditional with would, could and might. Elicit that 8 A 10.14 Read out the task, and allow sts time to read
we use the second conditional to talk about unlikely through the sentences. Play audio track 10.14. Sts listen
or impossible situations and their consequences. Elicit and choose the sentences they hear. Play the audio track
or point out that we use would in the main clause, again, pausing to check the answers.
e.g. I would go to the police. Point out that we use the
past simple, NOT would, in the if clause, e.g. If I saw 10.14 Audio script
a burglary, ... NOT If I would see a burglary... . Point
1 I’d come if I had time.
out that either clause can come first in the sentence,
2 If he has some money, he’ll come.
e.g. If I found some money, I’d go to the police./I’d go to
3 If you fall, I’ll catch you.
the police if I found some money. Point out that if the if
4 She’d help if she had time.
clause comes first, we use a comma between the two
clauses. Point out that we can also use might or could
instead of would, to suggest a possible course of action, Answers
not a definite one, e.g. If I found some money, I might 1 b 2 a 3 a 4 b
go to the police (= I wouldn’t definitely do this). Ask
B Sts work in pairs and take turns to say one of the
Concept check questions: sentences in 8A. Their partner listens and decides which
Do we use the second conditional to talk about very sentence it is. Get feedback from sts on how easy or
unlikely or possible situations? (very unlikely). How difficult they found this task.
many clauses are there in second conditional sentences?
(two). Which verb form do we use in the if clause? (the Go to Communication practice
past simple). Which verb form do we use in the main Divide the class into Student A and Student B. All ‘Student
clause? (would). If I would win £1 million, I would travel A’ sts should go to SB page 164. All ‘Student B’ sts should
all over the world – correct? (no – if I won £1 million). go to SB page 172. Go to TB page 341 for the teacher
Which other verbs can we use instead of ‘would’? (might notes. Do the activity, then continue with exercise 9A of
and could) lesson 10C.
9 A Read out the first gapped question and elicit the
Go to Grammar practice: second conditional, would, appropriate verb forms to complete it. Allow sts time to
could and might, SB page 131/TB page 275. complete the remaining questions according to whether
Sts will find more language reference, presentation they represent likely/possible events (first conditional) or
and practice for the second conditional here. Do these very unlikely events (second conditional). Check answers
exercises with the class, or set them for homework, before with the class.
continuing with exercise 6A of lesson 10C.
Remind sts to go to the app for further self-study Possible answers
grammar practice of the second conditional. 1 might buy, won
2 could, would you choose
6 A 10.12 Sts read the sentences and complete them 3 will you do, have
with the correct verb forms. Allow sts time to compare 4 met, would you ask
their answers in pairs, then play audio track 10.12. See 5 could, would you live
TB page 363 for audio script. Sts listen and check their 6 had, could you do
answers. Check answers with the class, referring back to 7 could, would you say
the Grammar box if necessary to explain the answers. 8 will you ask, need
Answers B Sts ask and answer the questions in pairs. Monitor

1 gave, would you do 4 gave, might keep while they are working, and note down any errors with
2 gave, ’d tell 5 would you do, put the conditional forms to correct in a feedback session at
3 Would you tell, gave 6 ’d tell, would discover the end. Ask some sts to tell the class about one of their
partner’s answers.
B Allow sts time to read the situations in 6A again and
think about what they would do. Sts then discuss their
ideas in pairs. Get feedback on their discussions. PERSONAL BEST
7 10.13 Allow sts time to read through the sentences. Sts can practise using the second conditional further. They
If necessary, remind sts that we use the first conditional write three sentences about how their life could be better. Sts
to talk about likely situations in the future. You could can compare their sentences in pairs. Ask some sts to read
discuss the difference in meaning between the two their sentences to the class.
sentences to check comprehension. Then play audio track
10.13. See the SB page opposite for audio script. Sts Weaker sts could write three things they would and wouldn’t
listen and notice the difference in pronunciation between do if they won the lottery. They can compare their ideas in
the two conditionals. Point out that the difference in pairs. Ask some pairs which of their ideas were similar.
191
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2
10 SKILLS WRITING writing a for-and-against essay ■ useful phrases for topic sentences
10D For and against

1 A Look at pictures a–d. Which are the worst things to do? Number them 1–4 (1 = the worst).
a cheating in an exam b travelling without a ticket c using a false name online d taking a sick day when
you’re not ill
B Look at the pictures again. Do you know anyone who has done any of these things?
Did he/she get caught?
2 Read the first paragraph of the essay quickly. What do you think the full title of the essay is? In pairs,
discuss your answers.
Everyone should . Discuss.

Alban Duval
A lot of people use different names on the internet, and as a result it is difficult
to know if information online is reliable. Many social media or review websites,
such as Facebook, make people use their real names so everyone can trust the
information they read. However, there are some situations when people need to
be anonymous.
On the one hand, if everyone used their real name online, the internet might be
a more reliable and pleasant place. Using a false name online allows people to
be dishonest or mean. A lot of people who insult and attack other people on the
internet would never do this under their real name or in real life. Other people use
a different name to write reviews of their own restaurants or shops and criticize
other businesses.
On the other hand, some people have valid reasons for not using their real name
online. There are many reasons why someone would prefer to remain anonymous.
Teachers, for example, often prefer not to use their real name on social media as
they want to keep their personal and professional lives separate. Another example
is victims of crime, who prefer to use a false name so criminals are unable to
contact them.
To sum up, there are valid reasons why people would choose to use a false name
online, and there are also dishonest reasons. I do not believe that everyone should
always use their real name, I think people should be able to choose. In my view,
the problem is not the name they use, but what they write.
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SKILLS 10D
10D For and against
Sts read a for-and-against essay about whether people should have the right to use a false name. They then write a
for-and-against essay about a different topic.

A for-and-against essay Writing a for-and-against essay Useful phrases for topic sentences
WARMER
Ask: If you had an important exam next week, and you found
the exam paper in a classroom, would you look at it? Why/
Why not? Elicit a range of answers, then write the headings
For and Against on the board and make notes of sts’ answers
under the two headings. Elicit or point out that there are
often arguments for and against an idea, and sometimes it
is useful to look at both sets of arguments before reaching a
conclusion. Explain to sts that in a for-and-against essay, you
discuss arguments for and against an idea, and then reach a
conclusion based on all the arguments.
1 A Sts look at the pictures and number them from the

worst (1) to the least bad (4). Sts can compare their
answers in pairs. Discuss the answers as a class. Ask sts to
give reasons for their answers, and encourage other sts to
agree or disagree and offer other arguments.
B Ask the class the questions and discuss the answers.
2 Ask sts to read the first paragraph of the essay quickly
and identify the picture from exercise 1 that is connected
to the essay topic (c). Sts then answer the question
in exercise 2 and discuss their answers in pairs. Take
feedback.
Answer
Everyone should use their real name online. Discuss.
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writing a for-and-against essay ■ useful phrases for topic sentences WRITING SKILLS 10D
3 In pairs, think of one argument for and one argument against the essay topic. Then read the whole
essay. Were your ideas the same?
Skill writing a for-and-against essay
We write for-and-against essays to discuss both sides of an argument.

• Organize your essay into paragraphs. Aim for a minimum of four paragraphs: introduction, arguments for,
arguments against, and the conclusion.
• Start each paragraph with a topic sentence (a sentence that clearly introduces the topic of the paragraph).
• Include at least one main point in each paragraph and support this with examples.
• Use formal language and an impersonal style. However, you can put your personal opinion in the conclusion.
Use phrases like I believe that, in my opinion, in my view.
• Don’t use contractions, such as isn’t, don’t. Use full forms instead.
4 Read the Skill box. Then answer the questions about Alban’s essay.
1 In which paragraph does Alban give his arguments for the topic?
2 In which paragraph does he give his arguments against the topic?
3 What are the main points in each for and against paragraph? What examples does he give to
support these?
4 When does Alban give his personal opinion? What phrases does he use to do this?
5 Read the essay titles below. In pairs, think of arguments for and against each title, and examples
to support these arguments. Use the ideas in exercise 1A and your own ideas.
1 Are exams good for learning?
2 Public transport should be free for everyone. Discuss.
3 People should only have to work four days a week. Discuss.
Text builder useful phrases for topic sentences
On the one hand, smartphones can be very useful in certain situations.

On the other hand, people tend to talk to each other less.
The main advantage of smartphones is that they can be very useful in certain situations.
However, one disadvantage is that people tend to talk to each other less.
To sum up, most people take their smartphones everywhere, which has both advantages and disadvantages.
6 Read the Text builder. Which phrases does Alban use in his topic sentences?
7 Look at the topic sentences. Which essay in exercise 5 does each sentence come from? Do the
sentences introduce an argument for, an argument against, or a conclusion?
1 The main advantage is that there would be fewer cars on the road and the air would be
less polluted.
2 To sum up, not charging passengers would help people who do not have much money, but
the government would have to invest a lot of money to do this.
3 On the one hand, revision usually helps people understand a subject better.
4 On the other hand, limiting the number of working days per week would make it very difficult
to start a new business.
5 However, one disadvantage is that they are very stressful.
8 A PREPARE Choose an essay title from exercise 5. Make notes of the arguments for and against.
B PRACTISE Use the Skill box to help you write your essay. Use topic sentences and linking
phrases at the start of each paragraph.
C PERSONAL BEST Work in pairs. Read the topic sentences from each paragraph to your partner.
Can your partner guess what the rest of the paragraph will say?
Personal Best Write an alternative conclusion to the essay ‘Everyone should use their real name online.’ 91
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SKILLS 10D
3 Sts work in pairs and think of one argument in support of 7 Read out the first topic sentence. Elicit which essay in
the essay title and one argument against. Then sts read exercise 5 the topic sentence comes from. Then elicit which
the whole essay to check if the author has used the same paragraph of the essay the sentence introduces. In pairs,
arguments. Take feedback. sts then do the same with the remaining topic sentences.
Skill Answers
Read the Skill box with sts about writing a for-and- 1 Essay 2, for 2 Essay 2, conclusion 3 Essay 1, for
against essay. When reading about the appropriate 4 Essay 3, against 5 Essay 1, against
language to use, see if sts can remember the more
formal phrases for adding information from lesson 8D
(In addition and Moreover).
4 Sts read the essay in exercise 2 again and answer the out each topic sentence in turn and ask: Which essay?
questions. Check answers. Argument for, argument against, or conclusion?
2 In pairs, sts choose one of sentences 1, 4 or 5 and
Answers rewrite it using an alternative phrase from the Text
1 paragraph 2 2 paragraph 3 builder box. Tell them they may have to make other
3 For: people can be dishonest and mean if they use changes to the sentence so that it is correct, e.g.
a false name. Examples: they can insult and attack sentence 1: On the one hand, there would be fewer cars
other people freely; they can review their own shops/ on the road and the air would be less polluted. Ask pairs
restaurants favourably and criticize other businesses.
in turn to read their sentence to the class. Discuss as a
Against: there may be valid reasons for using a different
class whether each sentence is correct.
name. Examples: teachers want to keep their personal
and professional lives separate; victims of crime don’t 3 In pairs, sts write another topic sentence for one of
want criminals to contact them. the essay titles in exercise 5. Their topic sentence
4 paragraph 4; I do not believe, I think, In my view can introduce an argument for, an argument against
or a conclusion. Ask pairs in turn to read their topic
5 Read through the essay titles with the class. Sts then work sentence to the class. Other sts listen, match it with the
in pairs to think of arguments for and against each one, correct essay title from exercise 5 and decide which
and examples to support each argument. Elicit that sts paragraph it introduces.
can also use items (a) and (b) in exercise 1A in two of the
essay titles. Take feedback. 8 Sts follow the steps to write their own for-and-against essay.
Text builder
A PREPARE Sts choose an essay title from exercise 5 and
make notes of arguments for and against.
Read the Text builder box with sts about useful phrases
for topic sentences. Point out that some of the phrases
B PRACTISE Sts use the essay in exercise 2 as a model
and write their own for-and-against essay. Refer them
work as pairs, e.g. On the one hand/On the other hand
back to the Skill box for tips on how to write the essay, and
and The main advantage .../However, one disadvantage ... .
the Text builder box to help them wtite topic sentences.
Explain that we use the first in each pair for introducing
arguments in support of the essay title, and we use the C PERSONAL BEST Sts work in pairs. They take turns to
second in each pair for introducing arguments against. read their topic sentences to their partner. Their partner
Point out that we use To sum up as the topic sentence for guesses what the rest of the paragraph will say. They can
a conclusion. Ask questions to check concept. also give general feedback to their partner on how clear
Concept check questions: each topic sentence is.
What does a topic sentence do? (introduces the topic of PERSONAL BEST
each paragraph). In a for-and-against essay, what does
the phrase ‘On the one hand’ introduce? (arguments Sts can practise writing conclusions further. They write an
for the title). Which phrase would we use after this, to alternative conclusion to the essay in exercise 2. They can
introduce arguments against? (On the other hand). If we compare their conclusions in pairs and give feedback.
use the phrase ‘The main advantage of ...’, which other Weaker sts could work in pairs. They look at each of their
phrase would we use? (However, one disadvantage ...). for-and-against essays in turn and check them against the list
Which phrase can we use to introduce a conclusion? (To of tips in the Skill box.
sum up ...)
EXTRA PRACTICE
6 Sts look at the essay again to see which phrases Alban uses Refer sts back to the Skill box and read out the third bullet
in his topic sentences. Check answers.
point. Ask sts to look at the essay in exercise 2 again and find
Answers three phrases for introducing examples. Take feedback and
On the one hand, On the other hand, To sum up point out the different ways the phrases are used in sentences.
Answers
such as ...; ..., for example; Another example is ...
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Grammar 3 Complete the text with the correct form of the verbs in
brackets.
1 Cross (X) the sentence which is NOT correct.
1 a What was your holiday in the USA like?
b What was like your holiday in the USA?
Going underground
c Did you like your holiday in the USA?
2 a I love going to the cinema.
b I’d love to go to the cinema tonight.
c I love to go to the cinema tomorrow.
3 a Eva told that she wanted to go to a museum.
b Eva said that she wanted to go to a museum.
c Eva told me that she wanted to go to a museum.
4 a If someone stole my bag, I’d tell the police.
b I’d tell the police if someone stole my bag.
c If someone would steal my bag, I told the There are two main reasons behind the current interest in
police. underground homes. Some local governments have started
5 a Jonathan doesn’t look like his older brother. 1 (build) homes underground to create more space in
b Jonathan doesn’t like his older brother. crowded cities. 2 (live) underground can also offer an
c Jonathan isn’t looking like his older brother. escape from extreme temperatures, and can provide relief from
6 a He’s worried about to miss the train. noise pollution. I decided to visit South Australia to find out what
b He’s worried about missing the train. it’s like to live underground.
c He wouldn’t like to miss the train. A hundred years ago in the small mining town of Coober Pedy,
7 a They asked me if the flight was on time. miners dug cave homes in the hills 3 (avoid) the intense
b They asked me when arrived the flight. summer heat. Today, 4 (visit) the town’s underground
c They asked me when the flight arrived. homes is a fascinating experience, and I was pleasantly surprised
5 (find) there was plenty of natural light from openings
8 a If I had a car, I’ll drive you home.
in the ground above. As well as this, it was like 6 (be)
b I could drive you home if I had a car.
in an air-conditioned house even though the temperature outside
c If I had a car, I’d drive you home.
was 40 degrees Celsius. If I lived in Coober Pedy, or somewhere
2 Use the words in brackets to complete the sentences so else very hot, I 7 (want) to live in an underground home
they mean the same as the first sentence. because it is so cool.
I met some other tourists who were staying in an underground
1 When you sing your voice is similar to mine.
hotel, and I asked them if they 8 (enjoy) the experience.
When you sing you me. (sound)
Most said that they 9 (have) a wonderful night’s sleep
2 I can’t wait to see the next episode! the previous night because it was so quiet. One woman told me she
I’m looking the next episode. 10 (may) even build her own underground home as her
(forward) apartment 11 (be) in a noisy area and she 12
3 Tom asked: ‘Does your girlfriend live in Boston, Adam?’ (want) to live somewhere quiet.
Tom asked Adam in Boston. (if) It seems that life underground has its advantages, which more of us
4 We can’t hire a car because I can’t drive. may experience in years to come.
If I , we a
car. (could)
5 Can you tell me something about Adele’s new album? Vocabulary
What’s ? (like)
6 Joe couldn’t go out because he didn’t have enough 1 Circle the word that is different. Explain your answer.
money. 1 boiled fried baked sliced
Joe couldn’t out. (afford) 2 steal theft rob mug
7 Jane said to me: ‘I’ll meet you outside the cinema.’ 3 dessert plate main course starter
Jane outside the cinema. (said) 4 thief robber arrest murderer
8 You should go to bed earlier. 5 achievement confusion disappointment government
If , I’d go to bed earlier. (were) 6 rare home-made well-done medium
7 lime courgette garlic asparagus
8 fork knife napkin spoon
92
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10
1 Sts read the sentences and decide which one in each group 1 Do the exercise as normal. To check answers, read out
is not correct. Check answers and discuss as a class why the text with six correct and six incorrect answers. Ask
the sentences are incorrect. sts to note down the incorrect answers. Put sts into
small groups to compare their lists. Discuss as a class
Answers which answers were incorrect, and what the correct
1 b answers should be.
2 c 2 Put sts into pairs and ask them to close their books. Ask
3 a questions to elicit the target sentences from the text,
4 c e.g. What do we learn about some local governments?
5 c What offers an escape from extreme temperatures? Why
6 a did miners dig cave homes? Make sure sts’ answers
7 b include the correct verb forms.
8 a 3 In their pairs, sts imagine they are staying in an
underground house on holiday and write a short
2 Sts complete the second sentence in each pair so it means email to a friend describing the experience and the
the same as the first, using the words in brackets. Check advantages of underground homes. Encourage sts to
answers. use vocabulary and structures from the text. Ask some
sts to read their emails to the class.
Answers
1 sound like
2 forward to seeing
3 if his girlfriend lived Vocabulary
4 could drive, could hire
5 Adele’s new album like 1 Sts circle the word that is different in each set. Check
6 afford to go answers, and ask sts to explain in each case why the word
7 said (that) she’d meet me is different. As an extension, sts could write two or three
8 I were you sentences using some of the words.
Answers
3 Focus on the picture and read out the title of the text. 1 sliced (the others are all ways of cooking)
Ask: What do you think are the advantages of living 2 theft (the others are all verbs)
underground? Elicit a few ideas, then ask sts to read the 3 plate (the others are all courses of a meal)
text quickly to check their ideas. Sts read the text again 4 arrest (the others are all criminals)
and complete it with the correct form of the verbs in 5 confusion (the others end in -ment)
brackets. Check answers. 6 home-made (the others all relate to the degree to
which meat is cooked)
Answers 7 lime (the others are all vegetables)
1 to build/building 8 napkin (the others are all things you use for eating)
2 Living
3 to avoid
4 visiting
5 to find
6 being
7 would want
8 were enjoying
9 had had
10 might
11 was
12 wanted
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Personal Best
argument leave a tip takeaway order something
on
Less 9A
burgle revision lentils fine protection get the bill
son 10A
Les
1 food bought from a restaurant to eat at home
2 these are often used in soups Name four
adjectives that Name four
3 enter a building illegally and steal from it types of
describe ways of
4 money paid as a punishment cooking food. criminal.
5 keeping something safe
6 give some money to the waiter after a meal
7 ask the waiter to bring you food or drink Lesson 9A Les
son 10A
8 ask for the piece of paper showing how
much your food cost Report three
Write four
9 an angry disagreement sentences or
sentences about
questions that
10 studying in preparation for an exam your favourite
people have
dish using like in
3 Choose the correct options to complete the sentences. different ways.
said today.
1 I usually have with my cereal for breakfast.

son 10B
a olive oil b yoghurt c soy sauce Les
son 9B
2 I’m not going to leave a tip because the was Les
awful. It took hours!
Name four
a service b bill c atmosphere Write a
nouns that end
3 I’d like to a table for four for 8 p.m., please. sentence
with -sion, -ment,
using one and a
a order b book c get -ation and -ion.
sentence
4 Shall I put carrot in the salad or sliced carrots? using ones.
a grated b melted c rare
son 10C
5 The two men the house and took two Les
laptops and £100 in cash. Lesson 9C
a mugged b stole c broke into
6 He has a lot of so he often gets ideas for Write three
Describe three
stories. things you did second conditional
a imaginary b imagine c imagination (or didn’t do) the sentences.
7 She made an important when she chose to last time you went
get a job instead of going to university. to a restaurant.
a information b decision c education
son 10D
8 I’m vegan, so please can I have the ? Les
a steak b shellfish c chickpeas son 9C
Les
Write two
4 Complete the text with the words in the box.
Write two sentences with
sentences On the one hand
stolen prison mugging victim witness arrested
with -ing forms and On the
suspect mugged broken burglary and two with other hand.
infinitives.
Police 1 a 22-year-old man outside a shopping
son 10D
centre yesterday afternoon. A 2 said that the on
Less 9D Les
man had 3 a businessman and had taken his
wallet. Fortunately, the 4 of the 5
Give four
wasn’t badly hurt. When the police took the 6 expressions Write a
to the police station they realized that he had previously for making and sentence starting
with To sum up.
spent six months in 7 for 8 . He had responding to
9 into a house and had 10 a TV and suggestions.
£250 in cash.
93
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10
Answers
1 takeaway
2 lentils
3 burgle
4 fine These questions and prompts give sts the opportunity
5 protection to revise a number of language and skills points from
6 leave a tip the preceding two units in a more productive way. The
7 order something points being revised are referenced according to which
8 get the bill lesson they appear in (e.g. Lesson 10A). They cover
9 argument grammar, vocabulary and text builder language from
10 revision reading and writing lessons, and conversation builder
language from speaking lessons. Sts work individually,
3 x PRACTICE SB page 93, exercise 2 and the time available. Set a time limit if you would
1 Do the exercise as normal. When you check the like to add a competitive element. Encourage sts to
answers, read out each word or phrase in turn and ask: refer back to the relevant lessons if they are having
Which definition matches this? Can you put this word or difficulties. The aim is for them to respond to the
phrase in an example sentence? prompts and engage with the target language in a
2 Put sts into pairs and ask them to cover the words and as necessary and get feedback on sts’ answers.
phrases in the box and just look at the definitions.
They read the definitions again and try to remember
the matching words and phrases. They can check by
looking in their books. WORKBOOK REVIEW AND PRACTICE
3 In their pairs, sts write a short story using as many of
the target words and phrases as they can. Monitor and Students will find two pages of Review and Practice at the
help while sts are working, and encourage them to use end of each unit of their Workbooks.
their imagination! Ask some sts to read their stories Unit 9, pages 54 and 55
to the class. See which pair managed to use the most Unit 10, pages 60 and 61
target words and phrases and created the best story.

Answers
1 b
2 a
3 b
4 a
5 c
6 c
7 b
8 c
4 Sts read the text and complete it with the correct words in
the box. Check answers.
Answers
1 arrested
2 witness
3 mugged
4 victim
5 mugging
6 suspect
7 prison
8 burglary
9 broken
10 stolen
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UNIT
11 The natural world

LANGUAGE articles ■ the natural world
11A Nature goes viral

1 Which of the natural features below does your country have? Have you visited these places?
rainforest mountain range volcano waterfall ocean coast desert jungle
Go to Vocabulary practice: the natural world, page 153

2 A Look at the pictures in the text. What can you see? Where do you think each picture was taken?
B Read the text and check your ideas. Which is your favourite picture? Why?
Here are four of our favourite nature

photos that have gone viral.
The first photo shows the This isn’t a science-fiction
beauty of nature. Eric Nguyen film – the people in the
took this incredible picture photo aren’t really tiny.
of a tornado in Kansas. The This is the Salar de Uyuni,
sun is shining through a the largest ‘salt flat’ in
gap in the clouds and has the world, located in the
formed a rainbow. Tornadoes south-west of Bolivia. It’s
are the most violent type of completely flat – there
storm on Earth and there are aren’t any hills or trees
over 1,000 tornadoes a year to give you a sense of
around the world. Many of perspective, so people
them take place in Tornado love taking photos like this
Alley in the USA. there.
João Pereira de Souza This picture is a sensation

is a bricklayer from Ilha on the internet, especially
Grande, a small island off among Batman fans. It’s
the coast of Rio de Janeiro. a photo of an iceberg in
One day, João found a Newfoundland, Canada,
penguin covered in oil in his which looks exactly like the
back garden. He cleaned crime-fighting superhero
the penguin, fed him and Batman. The photo was
released him back into the taken by Mike Parsons,
Atlantic Ocean. The penguin a software engineer from
comes back to visit João Newfoundland.
every year and he has been
named ‘Dindim’.
3 Complete the sentences. Check your answers in the text.

1 The photo shows the beauty of nature. 6 João Pereira de Souza is a .
2 The is shining. 7 João released him back into the .
3 are the most violent type of storm. 8 It’s the salt flat in the world.
4 There are over 1,000 tornadoes a . 9 It’s a of an iceberg in Newfoundland.
5 Many take place in Tornado Alley in the . 10 The was taken by Mike Parsons.
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UNIT
The natural world 11
UNIT
UNIT 11 OVERVIEW: This unit explores the topic of the natural world. Sts read about some nature pictures
that have gone viral and a scheme in Seoul, South Korea, to make the monsoon season more enjoyable. They
also practise giving their opinions on a range of topics. The main reading text is about the experience of
living in the shadow of an active volcano in Italy. Sts then read an account of a 72-year-old grandmother who
survived after getting lost in the mountains of Arizona, in the USA. They use the third conditional to speculate
about what would have happened to the woman in different circumstances. In Learning Curve, Kate talks
about some of her experiences in the great outdoors. Then she, Jack and Simon recommend places to visit.
LANGUAGE SKILLS
Articles; third conditional The natural world; the; weak form of Understanding the Making recommendations;
extreme adjectives have writer’s purpose checking and clarifying
LANGUAGE 11A
11A Nature goes viral
Sts read about some nature pictures that have gone viral. They study the use of articles, then read about a scheme in
Seoul, South Korea, to make the city look more attractive during the monsoon season. They end by discussing their
opinions on a range of topics.

Articles The natural world (canyon, coast, desert, earthquake, field, flood, the Discussing
forest, glacier, hail, hill, hurricane, iceberg, jungle, monsoon, opinions
rainbow, sea, storm, tornado, volcano)
WARMER 2 A Sts look at the pictures and discuss the questions in

Ask sts to close their eyes and imagine they are outside pairs. Get feedback on their discussions, but don’t confirm
somewhere, in a very peaceful, relaxing place. Say it could the answers yet.
be anywhere in the natural world, in a forest, on a mountain, B Sts read the text quickly to check their ideas. Check
by a river or by the sea. Ask them to look around them in answers, then ask sts which picture is their favourite and
their imagination and think about what they can see and why.
why it is relaxing. Then put sts into small groups to describe
their imaginary scenes to each other and discuss which place Answers
they would most like to be in now. Get feedback on their The pictures were taken in Kansas, USA, the Salar de Uyuni
discussions. in south-western Bolivia, Ilha Grande near Rio de Janeiro
and Newfoundland, Canada.
1 Read through the words in the box and pre-teach if
necessary. Sts discuss in pairs which of the features their 3 Read out the first gapped sentence and elicit some words
country has and which they have visited. Get feedback on that could complete it. Ask sts to look at the text again
their discussions. to check the answer. Sts then complete the remaining
Go to Vocabulary practice: the natural world, SB page sentences and check their answers in the text. Check
153/TB page 319. answers.
for vocabulary for the natural world here. Do these Answers
exercises with the class, or set them for homework, before 1 first 2 sun 3 Tornadoes 4 year 5 USA
continuing with exercise 2A of lesson 11A. 6 bricklayer 7 Atlantic Ocean 8 largest 9 photo
10 photo
practice of vocabulary for the natural world.
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articles ■ the natural world LANGUAGE 11A
4 When do we use a/an, the or no article? Match the sentences in exercise 3 with rules a–j.
a Use a/an when you mention something for the first time.
b Use the when there’s only one of something.
c Use the with superlative adjectives.
d Use a/an to talk about frequency or speed.
e Use the with countries that include united, republic and kingdom.
f Use the with the names of rivers, seas and oceans.
g Use no article to talk about things in general.
h Use the with ordinal numbers (first, second, third etc.).
i Use the to talk about something you’ve already mentioned.
j Use a/an to talk about somebody’s job.
Grammar articles
Definite article (the): Indefinite article (a/an): No article:

There’s a car outside. The car’s red. There was a very old man in the café. I love documentaries about nature.
You’re the best person for the job. I usually try to swim once a week. Do you like coffee?
Take the first road on the left. The speed limit is 60km an hour. Spiders are horrible.
He lives in the United Kingdom. He's studying to become a vet. I'm going to work now.
Go to Grammar practice: articles, page 132

5 A 11.4 Pronunciation: the Listen to the sentences. Is the pronounced /ðə/ or /ðiː/ before a
vowel sound?
1 The earthquake woke us up. 3 The Atlantic Ocean is huge.
2 Is the volcano still active? 4 Can you see the sea?
6 Complete the text with the, a/an or – (no article).
1 team of designers in Seoul, 2 South

Korea, have been working on 3 project to make
[Photo: SB11A-05 - ‘Project Monsoon’, e.g. one of the 4 rainy days more fun. 5 project is called
ones on this page: http://www.dailymail.co.uk/travel/
travel_news/article-3300242/Designers-paint-streets- Project Monsoon and 6 team of designers would use
7 special type of paint that can only be seen when
South-Korea-monsoon-season-incredible-vibrant-murals-
visible-s-RAINING.html] 8 ground is wet. So on 9 rainy days, people
would see colourful pictures of 10 whales, turtles and
fish instead of the usual grey streets. 11 project was
created to help 12 residents of Seoul look forward to
13 monsoon season, when most people normally stay
at 14 home to avoid the rain.

7 Work in small groups. Discuss the statements.
1 Saturday is the best night of the week to go out.
2 Women are better than men at learning languages.
3 Classical music is more relaxing than pop music.
4 You should do exercise three times a week.
5 The best things in life are free.
6 Space travel is a waste of money.
7 The internet is the most important invention ever.
Personal Best Write a paragraph describing a photo you have seen that has ‘gone viral’. 95
202 EXTRA PRACTICE:

PRACTICE Workbook
Workbookpage
page00;
62;photocopiable
activity00
11A Grammar
642323_P200_215_U11.indd 202 02/08/2017 13:43

LANGUAGE 11A
4 Sts read the rules about the use of articles and match them 6 Sts read the text and complete it with the correct articles
with the sentences in exercise 3. Check answers. or no article. Check answers, referring back to the
Grammar box if necessary.
Answers
a 9 b 2 c 8 d 4 e 5 f 7 g 3 h 1 i 10 j 6 1 A 2 – 3 a 4 – 5 The 6 the 7 a 8 the 9 –
10 – 11 The 12 the 13 the 14 –
Grammar
Read the Grammar box with sts about articles. Point 3 x PRACTICE SB page 95, exercise 6
out the basic difference between a/an, which is used to
mention something for the first time, and the, which is
each gapped sentence or phrase in turn. Ask sts to put
used to mention something for the second time, e.g. We
up their left hand if they think the answer is a/an, their
had a picnic. After the picnic, we went home. Remind sts
right hand if they think the answer is the and no hands
that we use no article to talk about things in general,
if they think there is no article. Ask a student who
e.g. Cars are expensive NOT the cars are expensive. Elicit
chose the correct answer to explain why it is correct.
that most countries do not have an article, e.g. France,
Australia, NOT the France, the Australia. But countries 2 Sts cover the text. Write on the board the nouns that
that include the words United, Republic and Kingdom follow each gap, e.g. team of designers, South Korea.
have the article the, e.g. the UK, the Republic of Ireland. In pairs, sts try to remember which articles were used
Point out the use of a/an in phrases that talk about with each noun and why. Discuss answers with the
frequency or speed, e.g. fifty kilometres an hour, twice class.
a day. Remind sts that we use the with superlative 3 Put sts into groups of four. Ask them to choose a
adjectives and ordinal numbers, e.g. the highest different sentence each to memorize. Tell sts they can
mountain, the first to climb Mount Everest. Ask questions each write down four or five key words to help them
to check concept. remember their sentence. Sts then close their books
Concept check questions: and try to say the whole text from memory in their
Which article do we use when we mention something groups.
for the first time? (a/an). Which do we use when we
mention something again? (the). I love climbing the Go to Communication practice
mountains – correct? (No, we don’t use an article to talk Divide the class into Student A and Student B. All ‘Student
about things in general.) I live in the Scotland – correct? A’ sts should go to SB page 164. All ‘Student B’ sts should
(No, we only use the in country names with United, go to SB page 173. Go to TB page 341 for the teacher
Republic and Kingdom.) Which article do we use with notes. Do the activity, then continue with exercise 7 of
superlative adjectives? (the). I go on holiday twice year – lesson 11A.
correct? (no – twice a year – We use a/an to talk about
frequency or speed.)
7 Sts discuss the statements in small groups. Get feedback
on their discussions and discuss which statements
provoked the most discussion and why.
Go to Grammar practice: articles, SB page 132/TB page
277.
Sts will find more language reference, presentation and PERSONAL BEST
practice for articles here. Do these exercises with the class,
Sts can practise using articles further. They write a paragraph
describing a photo they have seen that has ‘gone viral’. Sts can
5A of lesson 11A.
compare their paragraphs in small groups.
Weaker sts could look at exercise 7 again and discuss why
grammar practice of articles.
each of the articles (or no articles) are used in the statements.
Discuss their ideas as a class.
5 A 11.4 Model the two pronunciations of the in
isolation. Read out the question, then allow sts time to
read the sentences and think about how the is pronounced
in each one. Play audio track 11.4. See the SB page
opposite for audio script. Sts listen and answer the
question. Play the audio track again, pausing to check the
answer with the class.
Answer
/ði:/ before a vowel sound

repeat the sentences.
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11
1 SKILLS READING understanding the writer’s purpose ■ understanding noun phrases
11B A disaster waiting to happen

1 What happens during these natural disasters? Have any of these been in the news recently?
earthquake volcanic eruption forest fire flood tsunami hurricane
Skill understanding the writer’s purpose
When reading a text, look for clues that tell you the purpose of the whole text and parts of the text.
The writer’s purpose may be to:
• give advice or a warning • make a comparison or contrast
• give information, examples, facts or opinions • explain a reason, cause or result.
• describe a person, event, idea or issue
2 Read the Skill box. Then read the text quickly. What is the general purpose of the text?
Choose the best option.
a to give travel advice to tourists in southern Italy
b to describe everyday life and the reasons people live near a volcano
c to warn people that volcanoes in Italy are dangerous
3 Choose the correct option to answer the questions. Why does the writer …
1 … describe an earthquake in paragraph 1?
a to explain why a volcano erupts
b to compare an earthquake with a volcanic eruption
c to describe how a volcanic eruption starts
2 … describe the AD 79 eruption of Vesuvius in paragraph 1?
a to explain why he was worried about the earthquake
b to explain how Pompeii and Herculaneum were destroyed
c to give examples of places that were destroyed by volcanic eruptions
3 … include the quotation ‘Volcanoes will do whatever they feel like’ in paragraph 2?
a to explain that it is difficult to predict when Vesuvius will erupt
b to give an example of how the local people aren’t very worried
c to warn visitors to be prepared for a volcanic eruption at any time
4 … mention tomatoes and mud baths in paragraph 4?
a to give information about the geography of the area
b to give examples of good things about volcanoes
c to compare different tourist activities
5 … talk about cancelled flights in paragraph 5?
a to explain the only negative result of the most recent eruption on Etna
b to explain how lives were put in danger by the eruption in 2007
c to give people advice about travelling to this volcanic area
Text builder understanding noun phrases
The subject of a sentence is not always a single noun. Sometimes the subject is a noun phrase
which has several words.
Living near Vesuvius all their lives has given them a feeling for the volcano’s behaviour.
In Sicily, 25% of the island’s population lives on or around Mount Etna.
4 A Read the Text builder. Underline the subjects of all the sentences in paragraph 6.
B Which of the subjects that you underlined in paragraph 6 are noun phrases?
5 In pairs, think of five questions you would ask people who live near a volcano.
96
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SKILLS 11B
11B A disaster waiting to happen
Sts read a text about what it is like living in the shadow of an active volcano. They focus on understanding the writer’s
purpose, and learn how to understand noun phrases. They then think of questions they would like to ask people who live
near an active volcano.

A text about life in the shadow of an Understanding the writer’s purpose Understanding noun phrases
active volcano
WARMER the text. Read out the example sentences in the Text
Ask: What dangers are there in the natural world? Elicit a few builder box and point out how the subjects are quite
ideas, e.g. wild animals, bad weather, etc., then write natural complex noun phrases. Explain that a noun phrase
disaster on the board and elicit or explain the meaning (a is a noun plus extra information about the noun. A
situation in which something bad happens in the natural noun phrase can be quite short, e.g. some people, or
world and causes injuries to people and damage to homes). it can be more complex and can include an adjective
Ask: What examples of natural disasters can you think of? Elicit or a prepositional phrase, e.g. some older people, some
a range of answers. people from this area. A noun phrase can also include
a relative clause, e.g. some people who live in this area.
1 Read through the words in the box and pre-teach as Point out that these complex noun phrases function as
necessary. Sts discuss the questions in pairs. Get feedback a ‘unit’, as the subject of the main verb, e.g. some people
on their discussions. who live in this area enjoy the feeling of danger. Ask
Skill Concept check questions:
Read the Skill box with sts about understanding the What is a noun phrase? (a phrase that includes a noun
writer’s purpose. By way of revision, brainstorm the and gives more information about it). Does a noun
sort of language that sts associate with each bullet phrase include a noun? (yes). What else can a noun
point, e.g. should/shouldn’t for giving advice; such as phrase include? (an adjective, a prepositional phrase
for introducing examples; I believe that for offering or a relative clause). Active volcanoes that are likely
opinions; slightly and far with comparative forms to to erupt are particularly dangerous – what is the noun
make comparisons; That’s why to introduce a result. phrase? (Active volcanoes that are likely to erupt)
2 Ask sts to read the text quickly, then choose the best 4 A Read out the first sentence in paragraph 6 of the text
option to describe the writer’s purpose. Point out that and ask sts to find the main verb (have). Ask: What is the
for this task they don’t need to understand every word subject of this verb? Elicit the answer (People who live in the
in the text, so they shouldn’t worry if there are words shadow of a volcano). Sts then read the rest of paragraph
they don’t understand. Discuss the answer with the class, 6 and identify the subjects of all the sentences. Check
encouraging sts to give reasons to support their ideas. answers.
Answer Answers
b People who live in the shadow of a volcano; this;
one elderly resident of the region; the volcano; it; it;
the people who live near these Italian volcanoes
3 Allow sts time to read through the questions and options.
Make sure they understand everything. Read out the
first question and ask sts to find the relevant part of the
B Sts look at the subjects they underlined in paragraph 6
and decide which are noun phrases. Discuss the answers
text and read it carefully. Read out the three options and
as a class.
elicit which is correct (c) and why (These are signs that a
volcanic eruption is coming ...). Sts then read the text again
Answers
and choose the correct options to answer the remaining
People who live in the shadow of a volcano; one elderly
questions. Check answers. resident of the region; the people who live near these
Italian volcanoes
Answers
1 c 2 a 3 b 4 b 5 a
5 Read out the task and elicit one or two questions that sts
might like to ask people who live near a volcano. Sts then
Text builder work in pairs to write more questions. Discuss their ideas
Read the Text builder box with sts about understanding as a class. Sts could work in pairs to role play an interview
noun phrases. Point out to sts that as they read more with someone who lives near a volcano, using ideas from
difficult texts, they will find that the subjects are often the text and their own ideas for the answers to their
more complex noun phrases, and it is important to questions.
recognize these in order to understand the flow of
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understanding the writer’s purpose ■ understanding noun phrases READING SKILLS 11B
In the shadow of a volcano

by Nick Daley
1 When it starts, the floor begins to move. Cups and plates 4 The most obvious answer to this question is that people have
shake in the cupboards. These are the signs that a volcanic always lived in the area – these regions have been inhabited for
eruption is coming and it begins with an earthquake. When thousands of years. As well as this, living next to a volcano has
I felt one on my trip to Naples, in southern Italy, I felt panic, some advantages. Chemicals in the volcanic ash create ideal
thinking that the ‘big one’ was coming. I was terrified that conditions for agriculture, especially for tomatoes. Volcanoes
the nearby volcano of Vesuvius would erupt just like it did in also attract visitors, and that brings money. One popular tourist
AD 79, destroying the towns of Pompeii and Herculaneum. activity is bathing in hot mud baths on nearby volcanic islands.
Tragically, on that occasion thousands of people died.
5 Most important of all, the actual risk should be assessed. There
2 This time, no eruption came. My hosts, a Neapolitan hasn’t been a big eruption on Mount Vesuvius since 1944. At
family, just smiled. Living near Vesuvius all their lives has that time, a few villages were evacuated, but older people in the
given them a feeling for the volcano’s behaviour. From long area just remember roasting chestnuts on the hot magma in
experience, they know if something bad is happening. This the streets. Etna has erupted more recently but not enough to
is why nobody seems concerned. They are not alone in their put lives in danger. The 2007 eruption simply caused a number
relaxed attitude to the danger above their heads. ‘Volcanoes of cancelled flights because planes can crash if volcanic dust
will do whatever they feel like,’ says another local resident, enters their engines (the dust is sharp like glass).
Ciro Russo, as he shrugs his shoulders and carries on with
normal life. 6 People who live in the shadow of a volcano have a view of life
that is different from the rest of us, and this provides an important
3 It was my fascination with these people that drew me lesson. As one elderly resident of the region says, ‘The volcano is
to Italy. Why do people choose to live under an active part of our culture, it’s part of life, and it’s as beautiful as the sea.’
volcano despite knowing about the risks? Vesuvius is not With danger so close to home, the people who live near these
even the only volcano in the country – in Sicily, 25% of the Italian volcanoes know how important it is to enjoy their day-to-
island’s population lives on or around Mount Etna, another day existence as much as possible, rather than worrying about
active volcano. the potential disaster that’s waiting at the end of the street.
Personal Best Write a paragraph about a natural feature that you have visited. Use some noun phrases. 97
642323_P200_215_U11.indd 206 02/08/2017 13:43

SKILLS 11B
PERSONAL BEST
Sts can practise using noun phrases further. They write a
paragraph about a natural feature they have visited and use
some noun phrases. Sts can compare their paragraphs in pairs
and compare the noun phrases they have used.
With weaker sts, write the following nouns on the board:
forest fire, river, mountain. In pairs, sts write a sentence about
each natural feature, using the noun in a noun phrase as the
subject. Elicit a few examples first, e.g. Forest fires that are
allowed to spread can cause a lot of damage. This beautiful river
in North America is full of fish. Ask some pairs to read their
EXTRA PRACTICE
In pairs, ask sts to look through the text again and note
down all the vocabulary connected with volcanoes that
they can find. You could set a time limit for this, to make it
competitive. Bring the vocabulary together on the board, and
make sure that sts understand it all: erupt, volcanic eruption,
active volcano, volcanic ash, volcanic islands, volcanic dust.
Brainstorm extra vocabulary connected with volcanoes and
add this to the board, e.g. dormant volcano, extinct volcano,
crater, magma, lava.
Point out to sts that when they learn a new vocabulary item,
it is important to learn other words that are often used with
it. Point out that dictionaries are a good source of these
extra words, as the dictionary entry for the new vocabulary
item often includes typical examples of use. These examples
include words commonly used with the word that is being
looked up. For homework, you could ask sts to look up in the
dictionary the other natural disasters in exercise 1 and find
examples which show how these words are typically used,
and which words are often used with them. You could bring
their ideas together in the next lesson.
EXTRA PRACTICE
Ask sts to imagine that the volcano in the text has erupted.
In pairs or small groups, ask them to write a short newspaper
article about the event, including information about what
happened and what damage the eruption caused, and
including comments from people who live near the volcano.
Encourage them to use vocabulary from the text in their
report, e.g. erupt, eruption, volcanic ash, etc. Monitor and help
while sts are working. Ask pairs or groups in turn to read their
newspaper reports to the class. If sts enjoy this activity, they
could follow up with a ‘live’ TV report from the scene, with
interviews with local residents.
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11
1 LANGUAGE third conditional ■ extreme adjectives
11C I will survive

1 Have you ever got lost in the city or countryside? If so, what happened? Tell your partner.
2 Read the text and answer the questions.

1 How did Ann get lost? 2 How did she survive? 3 How was she found?
Grandmother survives
nine days lost in the wild
A 72-year-old woman and her dog have been rescued after surviving
for nine days alone in the White Mountains area of Arizona.
Ann Rodgers was driving to Phoenix to visit her grandchildren when
her car ran out of petrol on a deserted road. She couldn’t use her
phone because there was no signal, so she decided to leave her car
and walk to higher ground. Instead, she got lost and spent the next
nine days in danger of attack by bears and lions. She survived by
drinking river water, eating plants and building fires to keep warm in
freezing temperatures.
The search started four days after Ann disappeared, when her car was
found by the road. Rescue teams searched the area on foot and with
helicopters, but found nothing. Two days into the search, rescuers
saw Ann’s dog in a canyon. A helicopter searched the area and found
a large ‘help’ sign that Ann had made out of rocks and sticks. Ann had
also left a note saying that she was starving as she hadn’t eaten, and
she was going to follow the river to find a farm.
The helicopter immediately flew into the canyon and found Ann. She
was filthy and exhausted, but alive. Her rescuers hadn’t expected to
find her alive, and believe that if she hadn’t made the ‘help’ sign, they
wouldn’t have found her. However, they also think that leaving her car
was a mistake – if she had stayed with her car, they would have found
her more quickly.
3 Look at the adjectives in bold in the text. Match them with definitions 1–4.
1 very dirty 2 very hungry 3 very cold 4 very tired
Go to Vocabulary practice: extreme adjectives, page 154
4 A Choose the correct option to complete the sentences about Ann’s story.
1 Ann stayed / didn’t stay with her car. 3 If Ann had / hadn’t stayed with her car, rescuers
2 Rescuers found / didn’t find her quickly. would / wouldn’t have found her more quickly.
B Look at sentence 3 in 4A. Answer the questions.
1 Which clause is about a hypothetical situation in the past?
2 Which clause is about a possible consequence of the hypothetical situation?
3 Which clause contains a verb in the past perfect?
4 Which clause contains would + have + past participle?
5 A Complete the sentence. Check your answer in the last paragraph of the text.
If Ann the ‘help’ sign, rescuers her.
B What really happened? Choose the correct options. Then read the Grammar box.
Ann made / didn’t make the ‘help’ sign. The rescuers found / didn’t find her.
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LANGUAGE 11C
11C I will survive
Sts read about a grandmother who survived for nine days in the wild after getting lost in the White Mountains in Arizona,
in the USA. They then study the third conditional and listen to a survival expert talking about the grandmother’s story and
what would have happened to her if she had acted differently. Sts then think about things that happened to them in their
own lives and use the third conditional to talk about how those things could have happened differently.

Third conditional Extreme adjectives (boiling, enormous, exhausted, fantastic, Weak form of have Talking about how
filthy, freezing, furious, gorgeous, hilarious, miserable, starving, things might have
tiny) been different
WARMER Go to Vocabulary practice: extreme adjectives, SB page

154/TB page 321.
Write the words survive and survival on the board and Sts will find more language presentation and practice for
elicit the meaning. Elicit that people often have to survive extreme adjectives here. Do these exercises with the class,
if they get lost in the wild somewhere. Ask: Do you enjoy or set them for homework, before continuing with exercise
watching survival programmes on TV? What happens in the 4A of lesson 11C.
programmes? What can you learn about survival by watching
them? Do you know any real-life survival stories? What Remind sts to go to the app for further self-study
happened? Elicit a range of answers from individual sts. vocabulary practice of extreme adjectives.
1 Before sts discuss the questions in pairs, elicit some 4 A Sts read the sentences and choose the correct options to
further questions they could ask their partner in order complete them. Check answers.
to keep the discussion going, e.g. How long were you lost
for? How did you feel? How did people find you? If sts have Answers
not experienced being lost, their partner could ask: How 1 didn’t stay
do you think you would feel if you were lost? What things 2 didn’t find
would help you to survive or get help? Take feedback on sts’ 3 had, would
discussions.
2 Read out the title of the text Grandmother survives nine B Sts look at sentence 3 in exercise 4A again and answer
days in the wild. Then read out the questions. Sts read the the questions about it. They could work in pairs for this.
text quickly and answer the questions. Check answers. Check answers.
Answers Answers
1 Her car ran out of petrol on a deserted road, so she 1 If Ann had stayed with her car
decided to leave her car and walk to higher ground to 2 rescuers would have found her more quickly
get a signal for her phone, but she got lost. 3 the if-clause about the hypothetical situation
2 She survived by drinking river water, eating plants and 4 the second clause, about the possible consequence
building fires to keep warm.
3 After rescuers found Ann’s dog, a helicopter searched
the area and found a large ‘help’ sign that Ann had
5 A Sts complete the sentence with the correct verbs,
then check their answers in the last paragraph of the
made out of rocks and sticks. Ann had also left a note
text. Check answers, and check that sts understand the
saying she was going to follow the river to find a farm.
The helicopter immediately flew into the canyon and meaning of the sentence. Make sure they understand that
found her. the sentence refers to a hypothetical or unreal situation in
the past.
3 Sts look at the bold adjectives in the text and match them Answers
with the meanings. Check answers and point out that hadn’t made, wouldn’t have found
all the bold adjectives have a very strong or ‘extreme’
meaning.
B Sts read the sentences and choose the correct options to
Answers say what really happened to Ann. Check answers with the
1 filthy 2 starving 3 freezing 4 exhausted class.
Answers
made, found
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third conditional ■ extreme adjectives LANGUAGE 11C
Grammar third conditional
Unreal past situations and their consequences:

If you had asked me, I would have helped. (You didn’t ask me. I didn’t help)
If I hadn’t called you, I wouldn’t have heard the news. (I did call you. I heard the news.)
Look! We can put the if clause after the main clause. We don’t use a comma:
I wouldn’t have heard the news if I hadn’t called you.
Go to Grammar practice: third conditional, page 133

6 Match the clauses to make complete sentences.
1 If I’d studied harder, a I’d have been a professional footballer.
2 If I hadn’t gone to that party, b my cold would have got better.
3 If I’d saved more money, c I wouldn’t have forgotten to lock the door.
4 If I’d been good at sport, d I would have passed the exam.
5 If I hadn’t been in such a hurry, e I’d have bought a car.
6 If I’d rested last weekend, f I wouldn’t have met my best friend.
7 A 11.7 Pronunciation: weak form of have Listen to the sentences and notice the pronunciation
of have in would have, wouldn’t have and ‘d have. Listen again and repeat the sentences.
1 If I’d studied harder, I would have passed the exam.
2 If I hadn’t gone to that party, I wouldn’t have met my best friend.
3 If I’d saved more money, I’d have bought a car.
B Look at the sentences in 7A. Change them to make third conditional sentences that are true for you.
If I hadn’t studied last weekend, I would have failed the test.
8 A 11.8 Listen to a survival expert talking about Ann’s story. The expert
also mentions another survival story. Why was it worse?
B 11.8 Complete the sentences about Ann and Victoria. Then listen
again and check your answers.
1 Ann if she how to start a fire. (not survive, not know)
2 Victoria if she at night as it was so cold.
(might die, sleep)
3 The rescue team Victoria sooner if she someone
about her plans. (find, tell)
4 If Ann enough petrol in her car, she a problem in
the first place. (have, not have)
5 If they a signal on their phones, both Ann and Victoria
for help. (have, can call)
6 If Victoria some warmer clothes and food with her, she
so cold and hungry. (take, not be)
7 If she a walking stick to her leg, she her leg more.
(not tie, might damage)
8 Ann if she near her car. (not get lost, stay)
9 Think about five important things that have happened in your life. Tell your partner what would have
been different in your life if these things hadn’t happened. Use these ideas or your own ideas.
an exam you passed or failed a friend you met

a job you applied for
a new hobby you started an important decision you made
a place you went to
If I hadn’t met my friend Lisa, I wouldn’t have passed my English test. She’s really good at English
and helps me a lot.
Personal Best Write four sentences about things that happened last week and what would have happened if they had been different. 99
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LANGUAGE 11C
Grammar Answer
Read the Grammar box with sts about the third It was worse because Victoria broke her leg.
conditional. Elicit that we use the third conditional
to talk about unreal situations in the past and their B 11.8 Sts complete the sentences with the correct
consequences. Elicit that we use would have + past third conditional forms. Play audio track 11.8 again. Sts
participle in the conditional clause, e.g. She would have listen and check their answers. Check answers with the
died. Point out that we use the past perfect, NOT would class, referring back to the grammar box if necessary.
have, in the if clause, e.g. If she hadn’t had enough food
with her, ... NOT If she wouldn’t have had enough food Answers
with her. Point out that either clause can come first in 1 wouldn’t have survived, hadn’t known
the sentence, e.g. If she’d had a phone, she would have 2 might have died, ‘d slept
called for help./She would have called for help if she’d 3 would have found, ‘d told
had a phone. Point out that we can also use might have 4 had had, wouldn’t have had
instead of would have, to suggest a possible outcome, 5 ‘d had, could have called
not a definite one, e.g. She might have died if they 6 had taken, wouldn’t have been
hadn’t found her. Ask questions to check concept. 7 hadn’t tied, might have damaged
Concept check questions: 8 wouldn’t have got lost, ‘d stayed
Do we use the third conditional to talk about things that
really happened in the past? (no – unreal situations).
If she hadn’t had any food with her, she would have 3 x PRACTICE SB page 99, exercise 8B
died – did she have food with her? (yes). Did she die? 1 Do the exercise as normal. To check answers, focus on
(no). How many clauses are there in third conditional the first gapped sentence. Ask: Who is confident about
sentences? (two). Which verb form do we use in the if the answer? Ask a confident student to give the answer
clause? (the past perfect). Which verb form do we use in and ask other sts if they agree. Then play audio track
the conditional clause? (would have + past participle). If 11.8 far enough for sts to check. Check each sentence
she would have had a phone signal, she would have called in the same way.
for help – correct? (no – if she had had a phone signal).
Which other verbs can we use instead of ‘would have’?
2 Books closed. Write prompts for each sentence on the
board, e.g. Ann/survive/know/fire, Victora/die/sleep/
(might have)
night. In pairs, sts try to remember the sentences. They
can look at their books again to check.
Go to Grammar practice: third conditional, SB page 133/
TB page 279. 3 In pairs, sts write two more third conditional sentences
Sts will find more language reference, presentation about Ann and Victoria, based on the information in
and practice for the third conditional here. Do these the sentences and on the audio track. Elicit one or two
exercises with the class, or set them for homework, before examples first, e.g. If it hadn’t been so cold at night,
continuing with exercise 6 of lesson 11C. Victoria could have slept. Ask pairs in turn to read out
their sentences.
grammar practice of the third conditional. Go to Communication practice
6 Sts match the clauses to make complete sentences. Check A’ sts should go to SB page 164. All ‘Student B’ sts should
answers with the class. If necessary, ask more concept go to SB page 173. Go to TB page 341 for the teacher
questions about these sentences to check understanding, notes. Do the activity, then continue with exercise 9 of
e.g. 1 Did I study hard? (no) Did I pass the exam? (no). lesson 11C.
Answers 9 Read out the example answer. Elicit one or two more
1 d 2 f 3 e 4 a 5 c 6 b examples, e.g. If I’d dressed more smartly, I would have got
the job. Sts write their sentences individually, then work
in pairs to tell their partner about their experiences. Ask
some sts to tell the class something they learned about
their partner.
script. Sts listen and notice the pronunciation of have.
Elicit that have is unstressed and therefore the weak form
is used, with the ‘schwa’ sound (/əv/) rather than the
PERSONAL BEST
full vowel. Play the audio track again, pausing for sts to Sts can practise using the third conditional further. They
repeat. write four sentences about things that happened last week
and what would have happened if the situation had been
B Sts change the sentences in 7A so they are true for different. Ask some sts to read their sentences to the class.
them. Ask some sts to read their sentences to the class
while paying attention to the pronunciation of have. With weaker sts, brainstorm some things that happened to
them last week. Make notes on the board, e.g. Ana got up late
8 A 11.8 Read out the question, then play audio track
and missed the bus. In pairs, sts write sentences based on the
11.8. See TB page 363 for audio script. Sts listen and
ideas on the board. Ask some sts to read their sentences to the
answer the question. Discuss the answer.
class.
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11
1 SKILLS
SKILLS SPEAKING making recommendations ■ checking and clarifying information
11D The great outdoors

Learning
Curve 1 Think of two of your most memorable photos of
activities, trips or holidays in the great outdoors.
Describe them to your partner. Talk about:
• where the photos were taken
• what the weather was like
• who you were with
• what you were doing
• any natural features in the photos
2 11.9 Watch or listen to the first part of Learning Curve.

Choose the correct option to complete the sentence.
Kate wants recommendations about …
a … where she should go on a trip to England.
b … where she should go for a week’s holiday in the UK.
c … which mountain range in Scotland she should visit.
d … where she should go to escape the bad weather.
3 11.9 Match the halves to make complete sentences from Kate,

Jack and Simon’s conversation. Watch or listen again and check.
1 I made pasta with tomatoes and herbs. Tonight’s special. a You should go there.
2 I’d recommend b You really should try it.
3 I love Scotland. My grandmother lives in Glasgow. c visit Scotland.
4 If I were you d could see the south coast of England.
5 You should e I wouldn’t. It’s too rainy!
6 Perhaps you f staying here in London and seeing places
you’ve never seen.
Conversation builder making recommendations
Asking for ideas Making recommendations

What would you recommend? I’d recommend Paris / I’d recommend going to Paris.
What do you think I should do? You (really) must …
Do you have any ideas about … ? If I were you, I’d/I wouldn’t …
Where would be the best place to …? Perhaps you could …
You (really) should …
4 Read the Conversation builder. Which recommendation phrase is the strongest?
5 In groups, ask for and make recommendations about three of the subjects.
outdoor sports places to relax travel apps saving money on transport

clothes to wear for travelling staying warm/cool outdoors
100
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SKILLS 11D
11D The great outdoors
Learning
Curve Sts watch or listen to people making recommendations about places to visit and checking and clarifying the
information. They then practise making recommendations and checking and clarifying the information they
receive.

Sts watch a video or listen to a conversation in which people make Checking and clarifying Making recommendations
recommendations about places to visit and check and clarify the information
information.

Ask: What places have you visited recently? Elicit examples
of countries or cities that sts have visited recently. What are 1 Do the exercise as normal. To check the answers, divide
your favourite places to visit? Why? Elicit a range of answers the class in half. Ask the sts in one half to say each
from individual sts and encourage them to give reasons for sentence beginning together. The sts in the second
their answers. Read out the title of the lesson and explain half complete each sentence together. Discuss any
the phrase the great outdoors if necessary (= the countryside, differences in their answers, and check they understand
away from towns and cities). Ask: What things can you see in all the sentences.
the countryside? Elicit useful vocabulary for talking about the 2 Sts work in pairs. They cover the sentence endings,
outdoors, e.g. mountain, lake, river, waterfall. then read each beginning and try to remember the
ending. They can look at the endings again to check.
1 Focus on the photos and elicit a brief description of They can then cover the sentence beginnings, then look
each one. Read out the task and explain memorable if at the endings and try to remember the beginnings.
necessary. Sts discuss their experiences in pairs. If they 3 In their pairs, sts think of a suitable response to each
have the memorable photos on their phones, they could complete sentence. You could brainstorm some ideas
show them to their partner to help with their descriptions. as a class, then play video/audio track 11.9 again for
2 11.9 All the D lessons in this level which focus on sts to compare their ideas. They then take turns to say
speaking skills are accompanied by video (i.e. an episode one of the complete sentences in exercise 3 and give a
of Learning Curve). In this lesson, Kate talks about some of suitable response.
her experiences in the great outdoors. Then she, Jack and
Simon recommend places to visit. Allow sts time to read Conversation builder
the sentence beginning and the options to complete it. Read the Conversation builder box with sts about
Pre-teach to hike and hiking. Play video/audio track 11.9. making recommendations. Make sure sts understand
See TB page 364 for video/audio script. Sts watch or listen all the phrases, and elicit some possible endings
and choose the correct option. Check the answer. for the incomplete sentences. Point out that we can
use different modal verbs in the phrases for making
Answer recommendations, and they express different strengths
b of recommendation. Ask questions to check concept.
3 11.9 Sts match the sentence halves from the I have the chance to go to New York, but I’m not sure
conversation. Play video/audio track 11.9 again. Sts watch about it – how can I ask for ideas? (What do you think I
or listen and check their answers. Check answers with the should do?) I want to know where I can go skiing – what
class. can I ask? (Where would be the best place to go skiing?)
I want to recommend that someone visits Rome – what
Answers can I say? (I’d recommend Rome. /I’d recommend going
1 b 2 f 3 a 4 e 5 c 6 d to Rome./You really must go to Rome./If I were you, I’d
go to Rome./Perhaps you could go to Rome./You really
should go to Rome.)
4 Elicit which recommendation phrase is the strongest.

Answer
You really must …
5 Allow sts time to read through the subjects in the box,

then elicit a few example questions asking for ideas. Elicit
a few replies making recommendations. Sts then work in
groups and take turns to ask for ideas about one of the
subjects. Their classmates make recommendations.
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making recommendations ■ checking and clarifying information SPEAKING SKILLS
SKILLS 11D
6 11.10 Watch or listen to the second part of the show. Are the sentences true (T) or false (F)? Correct
the false sentences.
1 Simon recommends visiting the southeast of England.
2 Simon is from that part of England.
3 Kate makes her decision by tossing a coin.
4 Simon and Jack decide that ‘heads’ means Dover and ‘tails’ means Scotland.
5 Kate is going to drive to Glasgow.
Skill checking and clarifying information
We often need to check or clarify information, for example facts, someone’s feelings, or what someone means.
• Use question tags, e.g. This is the train to York, isn’t it?
• Say that you haven’t understood, e.g. I’m sorry, I’m not sure I understand what you mean.
• Summarize what the other person has said, e.g. So what you’re saying is …
7 11.10 Read the Skill box. Watch or listen again. How does Kate check what Simon means when
he talks about Dover?
8 A In pairs, order sentences a–i to make a conversation.

a Yes, I think so. And the days are still quite long.
b I’m not sure I understand what you mean.
c That’s right, and sometimes you get some really hot days.
d 1 I’m trying to plan a trip to England. When’s a good time to go?
e I mean that the evenings are still quite light.
f So what you’re saying is that September’s the best time.
g Great! I think September sounds perfect.
h Summer’s a popular time, but it’s very busy then. April and May can be quite cold. September
can be very nice, and the school holidays are over then. Winter isn’t a great time to go.
i Oh, I see. And it’s usually quite mild in September, isn’t it?
B 11.11 Listen and check. Practise the conversation.

9 A PREPARE In pairs, choose a beautiful region or national park in your country. One student is planning
a trip there and will ask for recommendations. The other student will answer with his/her opinions.
Think of what you could say.
B PRACTISE In pairs, practise your conversation. Take turns to make recommendations. Check and
clarify the information that you hear.
C PERSONAL BEST Could you improve the way you make recommendations or check information?
Practise again with a new partner. Talk about a different place.
Personal Best Write a list of recommendations for someone travelling in your country. 101
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SKILLS 11D
6 11.10 Sts read the sentences. Explain the meaning of
coast if necessary, and make sure sts understand to toss a
coin, heads and tails. Play video/audio track 11.10. See TB
page 364 for video/audio script. Sts watch or listen and
decide if the sentences are true (T) or false (F). Remind
lesson 11D.
them to correct the false sentences. Check answers. Play
the video/audio track again if necessary, pausing to allow 9 Sts follow the steps to have a conversation.
sts to hear the answers.
A PREPARE Sts work in pairs. Allow them time to think
of a place to visit and plan their conversations asking for
Answers
and giving recommendations. Encourage them to make
1 T
brief notes, rather than writing full sentences.
2 T
3 T B PRACTISE In their pairs, sts practise their
4 F. ‘Heads’ means Scotland and ‘tails’ means Dover. conversations. Remind them to use phrases from the
5 F. She is going by train. Conversation builder box for asking for ideas and making
recommendations, and encourage them to use the ideas
Skill in the Skill box for checking and clarifying information.
They can then swap roles and practise their conversations
Read the Skill box with sts about checking and again.
clarifying information and make sure they understand
all the phrases. Revise the formation of question tags C PERSONAL BEST Sts discuss in their pairs what they
from lesson 8A if necessary. Elicit, for example, that could improve. They then work with a new partner to
with positive statements we use a negative question choose a new place and have another conversation. Get
tag, and with negative statements we use a positive feedback on how they think their conversation improved
question tag. the second time.
7 11.10 Play video/audio track 11.10 again. Sts listen and PERSONAL BEST
note down how Kate checks and clarifies the information Sts can practise making recommendations further. They make
that Simon gives her. Check answers. a list of places to visit and things to do for someone travelling
in their country. They can compare their lists in groups, using
Answer a range of phrases for making recommendations.
She summarizes what Simon has said with the phrase ‘So
what you're really saying is …’ Weaker sts could work in pairs. They make a list of places
to visit in their country. They then take turns to make
8 A Sts work in pairs and put the sentences in the correct recommendations about the places, using the phrases in the
order to make a conversation. Conversation builder box. Ask some sts to read some of their
recommendations to the class.
B 11.11 Play audio track 11.11. Sts listen and check
their answers. Sts then act out the conversations in pairs. EXTRA PRACTICE
Put sts into groups of three. Two sts role play another
11.11 Audio script conversation about a place that one student recommends
A: I’m trying to plan a trip to England. When’s a good time to go? the other visits in their country. The third student uses their
B: Summer’s a popular time, but it’s very busy then. April and phone to film the other two. Sts can swap roles and practise
May can be quite cold. September can be very nice, and the again. Watching themselves on film will help sts to evaluate
school holidays are over then. Winter isn’t a great time to go. how confident and fluent they sound, and how well they can
A: So what you’re saying is that September’s the best time. make recommendations and check and clarify information.
B: Yes, I think so. And the days are still quite long.
A: I’m not sure I understand what you mean.
B: I mean that the evenings are still quite light.
A: Oh, I see. And it’s usually quite mild in September, isn’t it?
B: That’s right, and sometimes you get some really hot days.
A: Great! I think September sounds perfect.
Answers
1 d 2 h 3 f 4 a 5 b 6 e 7 i 8 c 9 g
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UNIT
12 Getting away
LANGUAGE So/Neither do I ■ phrases with go and get
12A Dream destinations

1 Read the dictionary definitions of go away and get away and answer the questions below.
go away (v) get away (v)

leave your home to spend time in a different go somewhere on holiday because you need
place, usually for a holiday or a business trip to escape and have a rest
1 Are you going away anywhere soon? 2 When you need to get away, where do you go?
Go to Vocabulary practice: phrases with go and get, page 154

2 A Complete the blog post with the correct form of phrases with go and get.
dream
1 Costa Rica: the rainforest
My I really want to 2 trekking in the rainforest in Costa

Rica. I’d visit the Braulio Carrillo National Park and then trek
alongside the crystal-clear waters of the Corinto River.
destinations 2 Canada: the Northern Lights
I’m dreaming of 1 away from it all, relaxing, and I’d love to travel to Canada to see the Aurora Borealis – the
having some amazing experiences. Here’s a list of my top Northern Lights. Imagine seeing the night-time sky full of colour
like that – amazing.
five dream destinations and what I’d like to do there.
3 The USA: a classic road trip
I’d really like to 3 a road trip across the USA. I’d hire a
car in Chicago and drive along the famous Route 66. It takes five
days to 4 to California. You can’t beat the freedom of
the open road.
4 The Galápagos Islands: swimming with sharks
I’ve always wanted to 5 scuba diving around the
Galápagos Islands. It would be amazing to see all the sea life
there, and swim with sharks!
5 Florida: Shuttle Launch Experience
I’d love to try the Shuttle Launch Experience at the Kennedy
Space Centre, and feel like I’m floating like an astronaut with the
sensation of weightlessness.
B Would you like to go to any of these places or do these activities?
3 A 12.2 Listen to Paul and Lia talking about their friend Carl’s blog post in exercise 2. Which two
activities do Paul and Lia both want to do?
B 12.2 Listen again and match the statements with the replies.
1 I’m reading his blog right now. a So have I.
2 I love trekking. b So do I.
3 I’ve always wanted to see the Northern Lights. c So am I.
4 I don’t like the cold much. d Neither do I.
5 I don’t really like long car journeys. e I wouldn’t.
6 I’d love to swim with sharks. f Neither would I.
7 I wouldn’t like to float like an astronaut. g I do.
102
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UNIT
Getting away 12
UNIT
UNIT 12 OVERVIEW: This unit focuses on the topic of travel. Sts read a blog about some dream destinations
and listen to a conversation in which people discuss the blog and which trips they would like to go on.
They then practise talking about their travel experiences and agreeing and disagreeing with each other. In
Learning Curve, Penny and Ethan discuss air travel, and interview people about their attitudes to flying.
They practise using modals of deduction to speculate about pictures. Finally, sts read some online reviews of
hotels and restaurants and write their own review of a hotel or restaurant.
LANGUAGE SKILLS
So/Neither do I; Phrases with go Auxiliary verbs and Identifying agreement Writing an online review;
modals of deduction and get; air travel stress; sentence stress between speakers; linking adverbs of attitude
/w/ and /j/
LANGUAGE 12A
12A Dream destinations
Sts read a blog about some dream destinations, and listen to a conversation in which people discuss the blog and which of
the trips they would like to go on. They then practise talking about their own experiences and agreeing and disagreeing.

So/Neither do I Phrases with go and get (get – arrive, become, bring, buy, Auxiliary verbs Agreeing and
receive; go away, go for a coffee, go for a walk, go home, and stress disagreeing
go on a guided tour, go on a trip, go on holiday, go scuba diving,
go to bed, go to school, go to university, go travelling,
go trekking)
WARMER Answers
Ask: How often do you go on holiday? Where do you usually go? 1 getting 2 go 3 go on 4 get 5 go
What do you like doing on holiday? Elicit a few answers, then
ask: Where would you most like to go on holiday? Why? Elicit a B Sts discuss the question in pairs. Encourage them to
few answers, then ask sts to write down the three places they discuss all the places and activities and say why they
would most like to visit. Put sts into small groups to compare would or wouldn’t like to visit or do each one. Get
their ideas and say why they would like to visit the places on feedback on their discussions.
their lists. Ask groups in turn to tell the class which were the
most popular destinations in their group and why. 3 A 12.2 Read out the question, then play audio track
12.2. See TB page 364 for audio script. Sts listen and say
1 Read the two definitions with the class and make sure sts which two activities Paul and Lia both want to do. Check
understand the difference in meaning between the two the answer with the class.
phrasal verbs. Sts then discuss the questions in pairs. Get
feedback on their answers. Answer
trekking in the Costa Rican rainforest, seeing the Northern
Go to Vocabulary practice: phrases with go and get, SB Lights
Sts will find more language presentation and practice for B 12.2 Allow sts time to read through the statements
phrases with go and get here. Do these exercises with the and replies. Play audio track 12.2 again for sts to listen
class, or set them for homework, before continuing with and match the statements with the replies. Check answers
exercise 2A of lesson 12A. with the class.
vocabulary practice of phrases with go and get. Answers
1 c 2 b 3 a 4 d 5 g 6 e 7 f
2 A Sts read the blog post and complete it with the correct
phrases. Remind them to think about the correct form of
the phrases, as well as choosing the correct meanings.
Check answers.
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So/Neither do I ■ phrases with go and get LANGUAGE 12A
4 A Look at the replies in exercise 3B. Which ones ...
1 agree with a positive statement? 3 disagree with a positive statement?
2 agree with a negative statement? 4 disagree with a negative statement?
B Choose the correct options to complete the rules. Then read the Grammar box.
1 We use so / neither to agree with a positive statement.
2 We use so / neither to agree with a negative statement.
3 We use an auxiliary / main verb in the reply.
Grammar So/Neither do I
Agreeing: Disagreeing:
‘I love studying English.’ ‘So do I.’ ‘I didn’t like the film.’ ‘I did.’
‘I haven’t finished yet.’ ‘Neither have I.’ ‘I’m really hungry.’ ‘I’m not.’
‘I was at home yesterday.’ ‘So was I.’ ‘I won’t go there again.’ ‘I will.’
‘I’m not going away this year.’ ‘Neither am I.’ ‘I don’t understand.’ ‘I do.’
Go to Grammar practice: So/Neither do I, page 134

5 A 12.4 Pronunciation: auxiliary verbs and stress Listen and underline the stressed words.
Do we stress the auxiliary verb?
1 Neither do I. 3 So do I. 5 So did I.
2 I will. 4 Neither have I. 6 I haven’t.

6 A Match statements 1–6 with replies a–f. Complete the replies with an auxiliary verb.
1 I’ve never been to the USA. a So I. I’ve been so stressed!
2 I spent two weeks at the beach last year. b I ! I went to Miami last year.
3 I won’t go away with my family next year. c Neither I. I prefer to drive.
4 I wouldn’t like to go on a road trip. d I . I didn’t get away at all.
5 I don’t like travelling by bus. e I . We go on holiday together every year.
6 I really need to get away from it all. f Neither I. I hate long car journeys.
B In pairs, say the statements in 6A, changing them so they are true for you. Reply with a true answer.
A I’ve never been to Europe. B I have. I went to Spain last year.
7 A Write one thing for each topic.
an amazing a place you

place you’ve haven’t been to but
been to would like to visit
something you a future plan

don’t like doing on
holiday
B In pairs, discuss what you wrote in 7A. Agree or disagree and ask more questions.
A I don’t like doing sport when I’m on holiday. B Neither do I – holidays are for relaxing! What do you like doing?
Personal Best Write replies to the statements in exercise 3B. The replies should be true for you. 103
218 EXTRA PRACTICE:

PRACTICE Workbook
Workbookpage
page00;
68;photocopiable
activity00
12A Grammar
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LANGUAGE 12A
4 A Sts look at the replies in exercise 3B again and answer B 12.4 Play audio track 12.4 again, pausing for sts to
the questions. Check answers. repeat whilst paying attention to the sentence stress.
Answers Go to Communication practice

1 a, b, c 2 d, f 3 e 4 g Divide the class into Student A and Student B. All ‘Student
B Sts read the rules and choose the correct options to notes. Do the activity, then continue with exercise 6A of
complete them. Check answers. lesson 12A.
Answers 6 A Sts match the statements with the replies and complete
1 so 2 neither 3 auxiliary the replies with the correct auxiliary verbs. Check
answers.
Grammar
Answers
Read the Grammar box with sts about So/Neither do I. 1 b, have 2 d, didn’t 3 e, will 4 f, would 5 c, do
Elicit that we use so to agree with a positive statement, 6 a, do
and neither to agree with a negative one, e.g. I speak
English. So do I; I don’t speak English. Neither do I. Elicit
that if there is an auxiliary verb in the statement, we 3 x PRACTICE SB page 103, exercise 6A
repeat it in the reply, e.g. I’ve been to New York. So have 1 Do the exercise as normal. To check answers, read out
I; I wouldn’t enjoy that. Neither would I. If there is no each statement in turn and ask: Which reply? Elicit
auxiliary verb in the statement, we use a form of do in the answer, then ask: Which auxiliary verb? Elicit the
the reply, e.g. I usually travel by train. So do I; I went answers.
to Spain last summer. So did I. Point out that we use a
positive verb with neither, e.g. I don’t like flying. Neither 2 In pairs, one student covers the replies and looks at the
do I. NOT Neither don’t I. Point out that to disagree, statements. The other covers the statements and looks
we repeat the auxiliary verb from the statement, e.g. I at the replies. Sts take turns to read out a statement
haven’t seen that film. I have. NOT I’ve seen. If there is or a reply in a random order. Their partner tries to
no auxiliary verb in the statement, we use a form of do, remember the statement or reply that matches.
e.g. I love travelling. I don’t; I enjoyed that film. I didn’t. 3 In pairs, sts write an alternative reply for each
Ask questions to check concept. statement. They can then practise saying the
Concept check questions: statements and replies, using the correct sentence
Do we use ‘so’ and ‘neither’ to agree or disagree? (agree). stress when they reply.
How are they different? (We use so with positive
statements and neither with negative statements.) If B Sts work individually and change the statements in 6A
there is an auxiliary verb in the statement, do we repeat so they are true for them. They then work in pairs and
the same auxiliary verb in the reply? (yes). What do we take turns to say one of their sentences. Their partner
do if there is no auxiliary verb in the statement? (We use replies in a way that is true for them.
a form of do.) To disagree, do we repeat the auxiliary 7 A Read out the task and elicit examples of things sts
verb and the main verb or just the auxiliary verb? (just might write, e.g. I’d love to go to Turkey. I hate shopping on
the auxiliary verb). I don’t like fish. I like – correct? (no holiday.
– I do.)
B Nominate two sts to model the example. Sts then
Go to Grammar practice: So/Neither do I, SB page 134/ discuss in pairs what they wrote in 7A. They use a suitable
TB page 281. reply to agree or disagree with their partner. Remind sts to
Sts will find more language reference, presentation and ask more questions after they reply. Monitor while sts are
practice for So/Neither do I here. Do these exercises with working, and correct any errors in a feedback session at
the class, or set them for homework, before continuing the end.
with exercise 5A of lesson 12A.
Remind sts to go to the app for further self-study PERSONAL BEST
grammar practice of So/Neither do I.
Sts can practise using So/Neither do I further by writing
5 A 12.4 Allow sts time to read the sentences. Play audio replies to the statements in exercise 3B that are true for them.
track 12.4. See the SB page opposite for audio script. Sts Weaker sts can look at the statements in exercise 3B again
listen and underline the stressed words, and decide if we in pairs, and choose four statements to test their classmates.
stress the auxiliary verb. They write these on a piece of paper. They take turns to read
out one of the statements they chose and say either agree or
Answers disagree. The other pair must provide the correct response.
1 Neither do I. 2 I will. 3 So do I. 4 Neither have I.
5 So did I. 6 I haven’t
No, we don't stress the auxiliary verb.
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12 SKILLS LISTENING identifying agreement between speakers ■ air travel ■ linking: /w/ and /j/
12B Fly away

Learning
Curve 1 A Look at the e-ticket below and answer the questions.
1 What time does the flight take off from Los Angeles and land in New York?
2 What time do passengers have to board the plane? At which gate?
3 What’s the passenger’s seat number? Is it an aisle seat or a window seat?
B What do the words in bold in exercise 1A mean?
Go to Vocabulary practice: air travel, page 155

1 Do you like flying? Why/Why not? 2 What are the best and worst things about travelling by plane?
3 A 12.6 Watch or listen to the first part of Learning Curve and complete the summary.
Today’s programme is about how people feel about flying. Penny and
Ethan both get a little 1 before a flight.
Ethan mentions that 2 % of people are afraid of flying.
Symptoms of this fear are feeling 3 and panicking. To
help these people, there are courses at 4 where people can
‘practise’ flying.
Some people, however, simply don’t want to travel by plane. They prefer
to travel shorter distances by other methods of transport and stay longer
in a place to explore the area. This is called ‘5 travel’.
B 12.6 Compare your answers in pairs. Watch or listen again and check your answers.
4 12.7 How do we know that Ethan has the same opinion as Penny about flying? Listen and complete
the conversation. Then read the Skill box.
Ethan , Penny. And

Penny I love flying. It’s exciting. But I also that’s very common. Most people feel a bit
get a little nervous when I’m about to fly. nervous before they fly.
Skill identifying agreement between speakers
There are a number of ways English speakers show agreement with each other. Recognizing these will help
you follow a conversation.
• Listen for what the first person’s opinion is then listen carefully to how the second person responds.
• Listen for ways of agreeing: So do I. Neither do I. Me too. I do as well. Me neither.
It sure is. It certainly is. True. Exactly. Absolutely.
• Sometimes the first person invites agreement: You like flying, don’t you? (No, I don’t.)
104
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SKILLS 12B
12B Fly away
Learning
Curve Sts learn vocabulary for air travel, then listen to people talking about how they feel about flying and practise
identifying agreement between people. Finally, they discuss their own attitudes to flying.

Sts watch a video or Identifying Linking /w/ and /j/ Air travel (aisle/window seat, departure board,
listen to a recording of agreement between boarding pass, book a flight, check in, departure lounge,
people talking about speakers flight attendant, gate, go through Security, hand luggage/
how they feel about checked luggage, land, pack, show your passport/
flying. identity card, take off)
WARMER 3 A 12.6 All the B lessons in this level which focus on

Ask: When was the last time you travelled by plane? Where listening skills are accompanied by video (i.e. an episode
was it from and to? Was it a good experience or were there of Learning Curve). In this lesson, Penny and Ethan discuss
problems? Elicit a range of answers and elicit some vocabulary air travel, and interview people about their attitudes to
connected with flying, e.g. go through Security, check flying.
passports, delayed, cancelled, turbulence. Elicit or teach the Sts read through the summary. Play video/audio track
words pilot and flight attendant. 12.6. See TB page 365 for video/audio script. Sts watch or
listen and complete the summary.
1 A Sts look at the e-ticket and answer the questions. Check
answers. B 12.6 Sts compare their answers in pairs. Play video/
audio track 12.6 again for sts to watch or listen and check
Answers their answers. Check answers with the class.
1 It takes off at 12.00 p.m. and lands at 4.15 p.m.
2 Boarding is at 11.45 a.m. at gate 8A. Answers
3 17A, a window seat 1 nervous 2 6.5 3 sick 4 airports 5 slow
B In pairs, sts look at the bold words in exercise 1A and 4 12.7 Sts read the gapped conversation. You could
discuss the meanings. Discuss the meanings as a class, and encourage them to guess the missing words. Play audio
make sure sts understand all the words. track 12.7. See the SB page opposite for audio script. Sts
listen and complete the conversation. Check the answer.
Answers
take off = leave the ground Answer
land = come back down to the ground So do I
board = get onto the plane
gate = the place where you leave the airport and get onto Skill
the plane
aisle seat = seat next to the aisle Read the Skill box with sts about identifying agreement
centre seat = seat between two other seats between speakers. Explain that we use Neither do I and
window seat = seat next to the window Me neither to agree with a negative verb, e.g. I don’t
like flying – Neither do I. All the other phrases are used
Go to Vocabulary practice: air travel, SB page 155/TB with positive verbs, e.g. I love flying – So do I./Me too.
page 323. Point out that the auxiliary verb in So do I can change
Sts will find more language presentation and practice for according to the verb in the opinion, e.g. I would love to
vocabulary for air travel here. Do these exercises with the go there – So would I. I had a bad experience once – So S
class, or set them for homework, before continuing with I.
exercise 2 of lesson 12B.
practice of vocabulary for air travel.
2 Sts discuss the questions in pairs. Discuss the answers with

the class and encourage sts to share their opinions and
experiences.
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identifying agreement between speakers ■ air travel ■ linking: /w/ and /j/ LISTENING SKILLS 12B
Hanna Monroe Anoush
5 12.8 Watch or listen to the second part of the show. Penny talks to Hanna, Monroe and Anoush.
Which person …
1 has arrived at his/her destination airport?
2 is going somewhere warmer?
3 wants to change his/her booking?
4 had to change his/her travel arrangements due to bad weather?
5 works for an airline?
6 is going to work during the flight?
6 12.8 Watch or listen again. How do the speakers agree with Penny? Complete the responses.
That’s a long flight! Monroe: 1Yeah,
That sounds a bit stressful! Anoush: 2
They are very patient, aren’t they? Anoush: 3Yes,
7 In pairs, say these phrases slowly, separating each word. Then say them quickly, linking each word.
What happens between the words marked with a link?
1 So do I. 2 I do as well. 3 I agree. 4 No, he isn’t.
Listening builder linking: /w/ and /j/
When a word ends in a vowel sound and the next word starts with a vowel sound, we usually link
the words together by adding an extra sound.
When a word ends in /u:/, /əʊ/ or /aʊ/, we link it using /w/:
/w/ /w/ /w/
Who are you? Go away. How are you?
When a word ends in /eɪ/ /iː/ or /aɪ/, we link it using /j/:
/j/ /j/ /j/
Say it. She agrees. I understand.
8 A 12.9 Read the Listening builder. Listen to the phrases in exercise 7. Which sounds are used
between the words marked with a link, /w/ or /j/?
B 12.9 Listen again and repeat the phrases.
9 In pairs, discuss which of these things you prefer.

1 aisle seats or window seats
2 taking off or landing
3 setting off or arriving back home
4 travelling by plane or ‘slow travel’
5 travelling during the day or at night
6 being the passenger or being the driver/pilot
Personal Best What advice would you give to someone who is afraid of flying? 105
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SKILLS 12B
5 12.8 Sts read through the questions. Play video/audio PERSONAL BEST
track 12.8. See TB page 365 for video/audio script. Sts Sts can practise talking about flying further. They work in
watch or listen and write the correct person for each pairs and discuss what advice they would give to someone
question. Check answers. who is afraid of flying. Discuss their ideas as a class.
Answers Weaker sts can work in pairs. They write some sentences with
1 Anoush 2 Hanna 3 Monroe 4 Hanna 5 Anoush their opinions from exercise 9, and some responses using
6 Monroe phrases from the Skill box on page 104. Ask some pairs to
read their opinions and responses to the class.
6 12.8 Sts read through the gapped speech bubbles.
EXTRA PRACTICE
Play video/audio track 12.8 again. Sts watch or listen and
complete the responses. Check answers. Sts work in groups of three. They take turns to use their
phones to film their classmates discussing their opinions of
Answers the things in exercise 9. They can swap roles and practise
1 it sure is! again. Allow sts time to watch the films of themselves.
2 True. Watching themselves on film will help sts to evaluate how
3 they sure are. naturally and fluently they can speak, and agree and disagree
with each other.
7 Sts work in pairs and practise saying the sentences slowly
and then quickly. Discuss as a class that when the words
are linked, an extra sound is introduced. Don’t say at this
stage which sounds are added.
Listening builder
with /w/ and /j/. Model pronunciation of the examples
to demonstrate how the /w/ and /j/ sounds are added to
link the different vowel sounds together. Point out that
the same vowel sound can be written in different ways,
e.g. the /u:/ sound can be written as do, you, new or
through. Ask questions to check concept.
When do we add an extra sound to link words together?
(when one word ends with a vowel sound and the next
word begins with a vowel sound). When do we add a /w/
sound? (after the vowel sounds /u:/, /əʊ/ and /aʊ/). When
do we add a /j/ sound? (after the vowel sounds /eɪ/, /i:/
and /aɪ/).
8 A 12.9 Play audio track 12.9. See the SB page opposite

(exercise 7) for audio script. Sts listen to the sentences
in exercise 7 and decide which sounds are used to link
the words. Check answers, playing the audio again if
necessary for sts to hear the answers.
Answers
1 /w/ 2 /w/ 3 /j/ 4 /j/
B 12.9 Play audio track 12.9 again, pausing after each

phrase for sts to repeat.
9 As a round-up, sts discuss their own preferences when
flying. Point out that they could use some of the phrases
from the Skill box for agreeing with each other. Ask some
pairs to tell the class which things they and their partner
agreed and disagreed about.
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12 LANGUAGE modals of deduction
12C Around the world

1 In pairs, answer the questions.
1 Do you ever watch TV quiz shows? Which ones?
2 Do you try to answer the quiz questions? If so, do you often get them right?
2 Read the instructions for the quiz show. Would you be a good contestant on the show? Why/Why not?
9.00 p.m. Channel 7
What on Earth?
In this popular quiz show, the teams see a
photo of a famous place, building or object
from around the world. They get three clues,
and guess where or what the photo is. They
can ask for more clues if they can’t guess,
but the fewer clues they ask for, the more
points they get!
3 A Look at the three pictures. Can you guess what each one shows and where they are?
a b c
B 12.10 Listen to three pairs of contestants on the quiz show. Were any of your answers correct?
4 A Look at the sentences the contestants said. Which pictures were they talking about?
1 It must be the Golden Gate Bridge. 4 It can’t be London.
2 It must be some kind of statue. 5 It might be somewhere in Eastern Europe.
3 It can’t be the White House. 6 It might be the White House.
B Match the deductions in 4A with the information the contestants used to make the deductions.
a It’s pretty. d It’s a bridge with a colour in its name.
b The clue was it’s not a capital city. e It looks a bit like a head.
c It’s not white! f It has a colour in its name.
5 Look at the deductions in exercise 4A again. What do must, might and can’t mean? Match deductions
1–6 with meanings a–c. Then read the Grammar box.
a I think this is possibly true. c I’m sure this isn’t true.
b I’m sure this is true.
106
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LANGUAGE 12C
12C Around the world
Sts look at some quiz questions about famous tourist attractions around the world and listen to contestants discussing the
questions. They study modals of deduction and use these to speculate about what is happening in some pictures.

Modals of deduction Sentence stress Speculating about pictures
WARMER H: OK, next clue. The Olympic Games have been held there.
Ask: What are the most famous places and monuments in the E: I know! It’s London.
world? Elicit a range of ideas, e.g. the Statue of Liberty in New H: Is that your final answer?
York, the Eiffel Tower in Paris, the Pyramids in Egypt. Ask: E: Yes!
Which of the places and monuments we have mentioned would F: No! The clue was ‘it’s not a capital city’, so it can’t be London!
you recognize easily? Elicit a few ideas, then ask sts to draw H: It’s actually Barcelona, and that’s a detail from the architect
a famous monument. Sts can show each other their pictures Antoni Gaudí’s Casa Milà building. So, no points for you, Team
in pairs and guess what they are. Ask who managed to guess 3! OK next question …
correctly.
Answers
1 Sts discuss the questions in pairs. Get feedback on their a Easter Island statue (Chile)
discussions.
b Golden Gate Bridge (San Francisco, USA)
2 Sts read the instructions. Discuss as a class who would be c Antoni Gaudí‘s Casa Milà building (Barcelona, Spain)
a good contestant for the show and why.
3 A Sts work in pairs. They look at the pictures and guess 4 A Sts look at the sentences and decide which picture each
what they show and where they are. Elicit some possible one refers to. They could work in pairs for this. Check
answers, but don’t confirm them at this stage. answers with the class.
B 12.10 Read out the question, then play audio track
Answers
12.10. Sts listen to find out if any of their answers were 1 b 2 a 3 b 4 c 5 c 6 b
correct. Check the answers, and ask who guessed the
answers correctly.
B Check that sts understand deduction (= something that
you guess is true, based on information you have). Read
12.10 Audio script out the first piece of information (It’s pretty) and elicit
H = Host, A-F = contestants which deduction in 4A it relates to (It might be somewhere
H: OK, Team 1 – here’s your first photo. And your clues. It’s an in Eastern Europe). Sts look at the remaining pieces of
object and it’s made of stone. It’s on an island. It’s at least 500 information and match them with the deductions. Check
years old. answers.
A: It looks a bit like a head …
B: Yes, a man’s head, that might be his nose and eyes. Answers
A: It must be some kind of statue, then. 1 d 2 e 3 c 4 b 5 a 6 f
B: Can we have another clue, please?
H: OK. The island is in the Pacific Ocean. 5 Sts look at the deductions in 4A again and match them
A: Oh, it must be one of the statues on Easter Island! with the meanings. They could work in pairs for this.
H: Correct! One point for Team 1. OK, now, Team 2. Here’s your Check answers.
photograph, and your clues. It’s a structure, it’s in the USA. It
was built in the 1930s. It has a colour in its name. Answers
C: It might be the White House – that has a colour in its name. a 5, 6 (might)
D: It can’t be the White House; it’s not white! And the other clue b 1, 2 (must)
was ‘it was built in the 1930s’. The White House is much older. c 3, 4 (can’t)
C: OK. Can we have another clue?
H: OK, it’s a bridge.
D: It’s a bridge with a colour in its name … it must be the Golden
Gate Bridge.
H: That’s right! It’s the Golden Gate Bridge. So, Team 2, you get
one point. OK, now Team 3. Here’s your photo. And your clues.
It’s a city in Europe (so you’re guessing the name of the city
this time.) It has one of the most famous football teams in the
world. It’s not a capital city.
E: It’s pretty. It might be somewhere in Eastern Europe. Poland?
Warsaw?
F: Really?
E: I’m not sure. Can we have another clue?
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modals of deduction LANGUAGE 12C
Grammar modals of deduction
Something you think is true:

You’ve been travelling since five o’clock this morning. You must be tired.
Something you don't think is true:
He can’t be a doctor. He’s much too young.
Something you think is possibly true:
Carla isn’t here. She might be studying in the library as she has an exam tomorrow.
Look! We also use may or could for something that is possibly true:
James isn't here. He may be at home or he could be at the gym.
Go to Grammar practice: modals of deduction, page 135

6 Match sentences 1–6 with replies a–f.
1 I think Marta’s just arrived. a I don’t know. She might be a vegetarian.
2 How old is Jack? b I know. He must do a lot of exercise.
3 Do you think the neighbours are at home? c He’s at university, so he must be at least eighteen.
4 Ricardo is so fit! d It can’t be her. She said she wasn’t coming.
5 Why didn’t Helen eat any steak? e She might be swimming.
6 Tina isn’t answering her phone. f They can’t be. All the lights are off.
7 A 12.12 Pronunciation: sentence stress Listen to sentences a–f in exercise 6. Look at the
words in bold. Which do we stress most, the modal verb or the main verb?
B In pairs, practise saying the sentences and answers in exercise 6.
8 Complete the conversation in a restaurant with might, must and can’t.
A Oh look, there’s the waiter, carrying a tray. There’s nobody else in here, so that 1
be our food.
B Didn’t you order a pizza, though? That looks like pasta. It 2 be for us.
A Why is it taking so long? We’re the only people here – the kitchen 3 be that busy!
B It hasn’t been that long. There 4 be a problem, or the chef 5 be having
a coffee break. You didn’t have any breakfast, did you? You 6 be starving!

9 Look at the two pictures. In pairs, use modals of deduction to talk about the pictures. Who are the
people? Where are they? What is happening?
a b
Personal Best Work with a partner. Show each other photos on your mobile phones and make deductions about the photos. 107
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LANGUAGE 12C
Grammar
3 x PRACTICE SB page 107, exercise 7B
Read the Grammar box with sts about modals of
deduction. Elicit or explain that we can use modals to 1 Allow sts time to practise in pairs as normal. When they
make deductions based on information we have, and have finished, read out sentences 1–6 from exercise 6
we use different modals to express different degrees in turn. Invite individual sts to say the appropriate
of certainty. Elicit that we use might when we think reply, using the correct sentence stress. If the sentence
something is possibly true, we use must when we are stress is not correct, encourage other sts to correct it.
certain that something is true and we use can’t when 2 Sts work in pairs. They cover the replies (a–f) in
we are certain that something isn’t true. Draw sts’ exercise 6, then look at sentences 1–6 and try to
attention to the Look! note and elicit that may and remember the replies and say them with the correct
could have the same meaning as might. Ask questions to sentence stress. They can look at their books again to
check concept. check.
Concept check questions: 3 In pairs, sts write alternative replies to sentences 1–6 in
What do we use modals of deduction for? (to say what exercise 6 using a different modal of deduction in each
we think is true, based on information we have). That one. They then take turns to read out one of sentences
might be Sarah – am I certain it’s Sarah? (no). Do I think 1–6. Their partner replies with their new reply, paying
it’s possible it’s Sarah? (yes). That must be Jo’s key – do I attention to the sentence stress.
know for a fact that it’s Jo’s key? (no). Do I feel sure that
it is? (yes). We’ve just had lunch – you mustn’t be hungry 8 Sts read the conversation and complete it with the correct
again! – correct? (no – you can’t be hungry again). Does modals of deduction. Check answers. Sts could practise
this mean I think you are possibly hungry? (No, it means the conversation in pairs for extra practice.
I’m sure you aren’t hungry.) Sarah might be in the
garden. Sarah may be in the garden. Sarah could be in Answers
the garden - same meaning or different? (same) 1 must 2 can’t 3 can’t 4 might 5 might 6 must
Go to Grammar practice: modals of deduction, SB page Go to Communication practice

135/TB page 283. Divide the class into Student A and Student B. All ‘Student
Sts will find more language reference, presentation A’ sts should go to SB page 165. All ‘Student B’ sts should
and practice for modals of deduction here. Do these go to SB page 174. Go to TB page 343 for the teacher
exercises with the class, or set them for homework, before notes. Do the activity, then continue with exercise 9 of
continuing with exercise 6 of lesson 12C. lesson 12C.
Remind sts to go to the app for further self-study 9 Focus on the first picture and ask: What do you think is
grammar practice of modals of deduction. happening? Elicit a few possible sentences using modals
of deduction, e.g. It might be a hotel. Ask a few questions
6 Sts match the sentences with the replies. Check answers, to encourage sts to think and speculate, e.g. Do you think
referring back to the Grammar box if necessary to explain it’s warm? Do you think the people are tourists? Do you
the answers. think it’s in a cold country? etc. Sts then work in pairs and
make deductions about the pictures. Get feedback on their
Answers discussions and try to elicit sentences using all three of the
1 d 2 c 3 f 4 b 5 a 6 e modals of deduction.
7 A 12.12 Allow sts time to read through sentences a-f

PERSONAL BEST
in exercise 6 again and think about which of the words
in bold are stressed the most. They could discuss this Sts can practise using modals of deduction further. They work
in pairs. Then play audio track 12.12. See the SB page in pairs and show each other photos on their mobile phones.
opposite (exercise 6) for audio script. Sts listen and They make deductions about their partner’s photos.
answer the question. Play the audio again, pausing to
Refer weaker sts back to the photo on page 102. They work
check answers.
in pairs and make deductions about the photo using might,
Answers
must and can’t. Ask a few questions if necessary to give them
We stress the modal verb more than the main verb. ideas, e.g. Where is it? Who is the person on the bridge? Where
does the path go? Why is the person alone? What’s in their
backpack? Ask some sts to tell the class their ideas.
B Sts work in pairs and practise saying the sentences
and replies in exercise 6, paying attention to the sentence
stress in the replies.
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2
12 SKILLS WRITING writing an online review ■ adverbs of attitude
12D Five-star review

1 Have you ever had a very good or bad experience of a hotel, restaurant or organized activity?
What happened?
2 Have you ever read or written online reviews? What for?
2 Read three online reviews quickly. How many stars (out of five) do you think each reviewer gave?
The Sands Hotel, San Francisco

We stayed at The Sands Hotel to celebrate spring break in our final
year of college. We were looking for a budget hotel in the city centre
and we couldn’t be happier with our experience.
It’s a two-star hotel, so we had expected the building to be quite old
with very small rooms, but actually, all the rooms were bright and
modern. It was quite hot though and unfortunately, they don’t have
air conditioning.
Being a budget hotel, this is obviously not luxury accommodation, but
it would be perfect for people who are looking for an affordable place
to stay in a central location.
La Gamba Tapas, Minnesota

My classmates and I went to La Gamba Tapas for our end-of-course
meal last month. We were really looking forward to it, but I’m sorry
to say that it wasn’t a good experience.
They had told us that we wouldn’t need a reservation, but in fact we
had to wait forty minutes to get a table. The food wasn’t bad, but we
were told by our very rude waiter that they had run out of a lot of
dishes. We had wanted to try their famous garlic prawns – hopefully
next time they will have some. If we ever go back, that is!
All in all, the food at La Gamba Tapas is nice, but I wouldn’t
recommend it to people who value good service.
Horse & Holiday, Alberta, Canada

This summer, my boyfriend and I booked a three-day horse-riding
experience in the Rocky Mountains. The trip was great – it was well
organized with helpful guides, and the views of the mountains are
breathtaking.
According to the website, the trip is for riders of all abilities, but I had
never ridden before and I found it really difficult. Luckily, they were
very sympathetic when I decided halfway that I wanted to stop, and
they organized a truck to take me to the hostel.
People who ride well and really enjoy the great outdoors would have
the trip of a lifetime, but it’s definitely not for beginners.
108
108
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SKILLS 12D
12D Five-star review
Sts read some reviews of hotels and restaurants. They then write their own review of a hotel or restaurant.

A review Writing an online review Adverbs of attitude
WARMER
Ask: What am I talking about? – It was awful! The soup was
cold and the salad wasn’t fresh, the waiter was rude and we
had to wait ages for our meal, and it was really expensive! I
definitely won’t go there again! Elicit that you are talking about
a restaurant. Ask: Where might you read the kinds of things I
was saying? Elicit that you might read them in a review. Ask:
What other things do people write reviews about? Elicit that
people also write reviews about hotels. Ask: What kinds of
information can you find in reviews? Elicit that you can find
information about food or hotel rooms, the staff, the price,
and how enjoyable your experience was there. Read out the
title of the lesson Five-star review. Elicit that a five-star review
is a very good review.

discussions.
2 Before they start the task, explain the difference between
a two-star hotel (a hotel that has been given a score
of two out of five for quality by, e.g. the local tourist
organization) and a two-star review (a score of two out of
five for quality given by a customer on a review website).
Sts read the reviews quickly and decide how many stars
they think each reviewer gave (out of a maximum of five).
Discuss sts’ answers as a class, encouraging them to give
reasons to support their answers.
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writing an online review ■ adverbs of attitude WRITING SKILLS 12D
Skill writing an online review
We write a review to give our personal opinions about a product or service.

• Describe your expectations before. Use phrases like we had expected …, according to the website … .
• Describe what really happened. Use phrases like in fact …, (but) actually … .
• Make a recommendation about who the product or service would be good for. Use phrases like
perfect for …, not really suitable for … .
3 Read the Skill box. Answer questions 1–3 for each of the three reviews.
1 What were the reviewer’s expectations?
2 What actually happened?
3 According to each reviewer, who would or wouldn’t enjoy the experience?
4 Find examples of positive and negative language in the three reviews.
positive negative
Text builder adverbs of attitude
We use adverbs of attitude to say what we think about something.

We had dinner at a famous steak restaurant. Surprisingly, they had vegetarian dishes.
I had heard great things about the hotel, but unfortunately, it had closed the previous month.
The waiter was very rude. Clearly, he had more important things to do than serve us!
Look! Adverbs of attitude usually go at the beginning of a clause or sentence.
5 Read the Text builder. Complete the sentences with adverbs. Then check your answers in the reviews.
1 It was quite hot though and , they don’t have air conditioning.
2 Being a budget hotel, this is not luxury accommodation.
3 We had wanted to try their famous garlic prawns – , next time they will have some.
4 , they were very sympathetic when I decided halfway that I wanted to stop.
6 Match the sentences 1–6 with a–f.

1 According to the guidebook, White Shores was the
best beach in the area.
2 The restaurant looked old and dirty outside.
3 The restaurant was the most famous one in town.
4 I left my passport in the hotel.
5 We had wanted to visit the castle in the Old Town.
6 The bicycle tour lasts six hours.
a Unfortunately, it closed at 4 p.m. and we got there at 5.

b Obviously, it was also the most expensive.
c Sadly, it was crowded and the sea was polluted.
d Clearly, you have to be very fit to go on it.
e Luckily, the receptionist found it and gave it back.
f Surprisingly, we had the best meal of our lives there.
7 A PREPARE Think about a hotel, restaurant or service that you had a good or bad experience of.
Make notes about why it was good or bad.
B PRACTISE Use the Skill box to help you write an online review.
C PERSONAL BEST Swap reviews with your partner. Would you visit the place in your partner’s review?
Why/Why not?
Personal Best Imagine you are the manager of the company you reviewed. Write a post in response to the review. 109
109
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SKILLS 12D
Skill 5 Sts read the sentences and complete them with the correct
adverbs. They then check their answers in the reviews.
Read the Skill box with sts about writing an online
Check answers.
review. Point out the use of the past perfect to talk
about expectations before the writer’s experience of the
Answers
product or service.
1 unfortunately 2 obviously 3 hopefully 4 Luckily
3 Sts read the reviews in exercise 2 again and answer the

questions about them. Check answers. 6 Read out the first sentence and ask: Do you think the
second sentence will be positive or negative? Elicit a few
Answers ideas, then ask sts to look at sentences a–f and choose the
1 Review 1 quite an old building with very small rooms one that matches (c). Sts read the remaining sentences
Review 2 that they wouldn’t need to make a (2–6) and find the matching sentences from a–f. Check
reservation; they would be able to try the garlic prawns answers.
Review 3 that the trip was for riders of all abilities.
2 Review 1 All the rooms were bright and modern. Answers
Review 2 They had to wait forty minutes to get a table; 1 c 2 f 3 b 4 e 5 a 6 d
they had run out of garlic prawns
Review 3 She found it really difficult and had to stop
halfway. 3 x PRACTICE SB page 109, exercise 6
3 Review 1 People who are looking for an affordable 1 Do the exercise as normal. To check answers, read
place to stay in a central location would enjoy the
out each sentence 1–6 in turn. Ask sts to put up their
experience.
left hand if they think the second sentence is positive,
Review 2 People who value good service wouldn’t
enjoy the restaurant.
and their right hand if they think it is negative. Ask a
Review 3 People who ride well and really enjoy the
student who chose correctly to give the correct answer.
great outdoors would have a wonderful trip. 2 In pairs, sts cover a–f. They read 1–6 again and try to
remember each matching sentence and the correct
adverb of attitude. They can look at their books again
4 Read out the task and elicit some examples. Sts look at to check.
the reviews again and find more examples of positive and
negative language. Check answers. 3 In pairs, sts read 1–6 again and write their own second
sentences, using a different adverb of attitude for each
Answers one. Ask pairs to read some of their second sentences
The Sands Hotel: Positive: we couldn’t be happier with to the class, in a random order. Other sts try to decide
our experience; all the rooms were bright and modern; which of sentences 1–6 they match.
it would be perfect for people who are looking for an
affordable place to stay in a central location. Negative: 7 Sts follow the steps to write their own online review.
unfortunately, they don’t have air conditioning
La Gamba Tapas: Positive: All in all, the food is nice. A PREPARE Sts think of a hotel, restaurant or service
Negative: I’m sorry to say that it wasn’t a good they have used and make notes about what was good and
experience; we were told by our very rude waiter they bad about their experience.
had run out of a lot of dishes; If we ever go back, that is!; I
wouldn’t recommend it to people who value good service
B PRACTISE Sts use the reviews in exercise 2 as a model
and write their own review. Refer them back to the Skill box
Horse and Holiday: Positive: The trip was great – it for tips on how to write a review, and refer them to the Text
was well organized with helpful guides; the views of
builder box to remind them to use adverbs of attitude.
the mountains are breathtaking; Luckily, they were very
sympathetic; the trip of a lifetime. Negative: it’s definitely C PERSONAL BEST Sts work in pairs. They swap reviews
not for beginners with a partner and discuss whether they would like to visit
the place in their partner’s review. Get feedback on their
Text builder discussions.
Read the Text builder box with sts about adverbs of
attitude. Explain that they are a good way of expressing PERSONAL BEST
your opinion without using phrases such as I think, In Sts can practise writing further. They imagine they are
my opinion, etc. Explain that we usually use them at the manager of the hotel, restaurant or service that they
the beginning of a sentence followed by a comma. Ask reviewed, and write a short post to respond to it.
Weaker sts could work in pairs. They read each of their
reviews together to see how well they have used adverbs of
Why do we use adverbs of attitude? (to express our
attitude, and see if they can find any more sentences where
opinion). Do they express our personal opinion or a
an adverb of attitude could be added.
general opinion that a lot of people have? (our personal
opinion). Which adverb means ‘I think this is a shame’?
(unfortunately). Which means ‘this is very clear or obvious
to me’ (clearly). Where in a sentence do adverbs of attitude
usually go? (at the beginning). What punctuation mark do
we put after an adverb of attitude? (a comma)
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1
Is that
Choose the correct options to complete the sentences.
1 A What does he do for a living? B He’s airline
pilot.
a the b – c an email
genuine?
2 If I up late, I would have arrived in time for
the meeting.
a wouldn’t have woken b hadn’t woken
c didn’t wake
We’ve all heard stories of 1the / – people who trick others into
3 A I can’t play tennis very well. B Neither .
giving them money or personal details. I wanted to learn how to
a can I. b do I. c can’t I. protect myself online so I asked for advice from Bill Young, 2a / the
4 Only 10% of people pass their driving test first time, so it journalist for a consumer magazine.
be difficult.
Bill, how can we protect ourselves from 3the / – scammers?
a can b must c can’t
5 earthquakes are quite common in Japan. Well, 4the / – first thing to do is to be aware that they exist. Don’t
a The b An c – reply to emails from people you don’t know – they may not be
6 If she’d taken her umbrella to work, she so genuine. I did once, and I began receiving twenty scam emails
wet.
every day. If I hadn’t replied, I wouldn’t 5had / have ended up on
the scammer’s list of confirmed email addresses. I didn’t give them
a wouldn’t have got b wouldn’t get
my bank details though, which is what they were asking for.
c hadn’t got
7 A I wouldn’t like to live in a large city. B Oh, I . Yes, my elderly neighbour recently had 6an / the email that looked
a like b would c wouldn’t like it was from her bank, asking for information about her account.
8 Lucy be a vegetarian. She had steak for
She thought, ‘It 7must / can’t be from the bank’ so she sent the
information, and a lot of money was stolen from her account. If
dinner last night.
she’d known more about scammers, she 8must / might not have
a can’t b must c can
believed that the email was genuine. Now she wants to know all
2 Use the structures in brackets to complete the sentences about them, and 9so / neither do I!
so they mean the same as the first sentence. Good! If you get an unexpected email, remember that it 10can’t /
1 He’s an actor. I saw him on that chat show. (definite could be fake. And just as important, remember to change your
article) passwords regularly, and always use different passwords for
He’s I saw on that chat show. different accounts.
2 I didn’t know it was a secret so I told her. (third
conditional)
If I it was a secret, I her. Vocabulary
3 A I really enjoyed the film. B I enjoyed it, too. (so)
A I really enjoyed the film. B
1 Circle the word that is different. Explain your answer.
4 I’m sure this isn’t Steve’s car because his car’s red. 1 exhausted miserable
(modal of deduction) starving gorgeous
This Steve’s car because his car’s red. 2 rainbow jungle
5 We go on holiday in April and September. (indefinite forest desert
article) 3 departure board gate
We go on holiday year. take off departure lounge
6 She worked 50 hours last week so she was exhausted at 4 show your passport check in
the weekend. (third conditional) pack go through Security
She exhausted at the weekend if she 5 iceberg hail
50 hours last week. tornado hurricane
7 A He hasn’t seen the match yet. B I haven’t seen it, 6 fantastic filthy
either. (neither) gorgeous hilarious
A He hasn’t seen the match yet. B . 7 earthquake storm
8 It’s possible that David is at work. (modal of deduction) monsoon flood
David be at work. 8 go to bed go to school
go home go travelling
110
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12
complete them. Check answers. answers, read out each sentence twice, once with each
option. Ask: Which is correct? Why?
Answers 2 Books closed. Start to read out the text, pausing before
1 c the first answer: We’ve all heard stories of ... . Sts try to
2 b remember what comes next. Continue reading out the
3 a text, pausing before the next answer.
4 b 3 Divide the class in half. Sts in one half work in pairs
5 c and write five top tips for avoiding scams, based
6 a on the information in the text and their own ideas.
7 b Encourage them to use a range of modal verbs in their
8 a tips. The other half work in pairs and write an account
of someone who was a victim of a scam, saying what
2 Sts complete the second sentence in each pair so it means happened to them and including a third conditional
the same as the first, using the structures or words in sentence to say how things could have been different.
brackets. Check answers. Ask pairs in turn to read their tips or stories to the class.
Answers
1 the actor (that/who)
2 had known, wouldn’t have told Vocabulary
3 So did I
4 can’t be 1 Sts circle the word that is different in each set. Check
5 twice a answers, and ask sts to explain in each case why the word
6 wouldn’t have been, hadn’t worked is different. As an extension, sts could write two or three
7 Neither have I sentences using some of the words.
8 might/could/may
Answers
1 gorgeous (the others all have a negative meaning)
3 Ask sts to read the text through quickly for general 2 rainbow (the others are all places)
meaning. Ask: What danger from scam emails does the 3 take off (the others are all places/things at an airport)
text mention? (losing money). Sts read the text again and 4 pack (the others are all things you do at the airport)
choose the correct options to complete it. Check answers. 5 iceberg (the others are all forms of weather)
6 filthy (the others all have a positive meaning)
Answers 7 earthquake (the others all involve rain)
1 - 8 go travelling (the others all relate to daily routine or
2 a specific places)
3 -
4 the
5 have
6 an
7 must
8 might
9 so
10 could
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Personal Best
hand luggage hail get somewhere flight attendant
son 12A
enormous boarding pass tiny coast
Les
son 11A Les
1 arrive at a place Name Name two

2 a person that looks after the passengers on three types phrases with
a plane of extreme go for and two
weather. with go on.
3 very small
4 a bag you can carry onto a plane
5 you show this when you get on a plane on
Less 11A Less
on 12A
6 the area of land next to the sea
7 small balls of ice that fall from the sky Write three Write three
8 extremely large sentences about sentences that
the natural world: could come before
3 Complete the sentences with the words in the box. one with a/an, one ‘So would I’,
with the and one ‘Neither did I’ and
hurricane canyon away furious with a noun with ‘I haven’t’.
starving hilarious glacier hill no article.
son 12B
1 We had a great view from the top of the . Les
son 11B
2 That romantic comedy is absolutely . Les
3 I haven’t been this year. I need a holiday! Name three
4 She was when she saw that her neighbour Write two things you
had damaged her new car. sentences can find in an
beginning with airport.
5 The is 15 km long, about 300 m deep and
a noun
there’s a river at the bottom. phrase.
on 12C
6 I didn’t have any lunch today so I’m absolutely Less
. Let’s have dinner now.
7 We were able to go inside the and see the Write three
son 11C
beautiful shapes of the ice. Les sentences about
experiences you
8 The storms and strong winds during the killed haven’t had. Use
two people. Name five modals of deduction,
extreme e.g. Skiing must
4 Choose the correct options to complete the text. adjectives. be fun.
Marrakech, the Sahara and the Atlas Mountains

on
I went 1for / on holiday to Morocco last year with some friends. Less 12C
We spent the first day in Marrakech, where we went 2on / to son 11C
Les Write three
a guided tour around the old town. On the second day we
sentences about
decided to go 3for / on a trip to the 4jungle / desert, where
what people are
we rode camels across the sand. It was autumn so although it Write three doing now. Use
was quite hot during the day, it wasn’t 5boiling / freezing like third conditional modals of deduction,
in the summer. The day after our visit to the Sahara we sentences. e.g. My sister might
6went on trekking / went trekking in the Atlas Mountains. The
be having
view from the top of Mount Toubkal was 7fantastic / hilarious, dinner.
but we 8went / got really cold so we didn’t stay there long.
son 11D
We didn’t get back to Marrakech until after midnight and I felt Les son 12D
absolutely 9gorgeous / exhausted so I went 10to / in bed and Les
slept for twelve hours. Give two
expressions Write three
for making sentences using
recommendations. fortunately,
unluckily and
hopefully.
111
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12
Answers
1 get somewhere
2 flight attendant
3 tiny
4 hand luggage These questions and prompts give sts the opportunity
5 boarding pass to revise a number of language and skills points from
6 coast the preceding two units in a more productive way. The
7 hail points being revised are referenced according to which
8 enormous lesson they appear in (e.g. Lesson 12A). They cover
3 Sts read the sentences and complete them with the correct reading and writing lessons, and conversation builder
words in the box. Check answers. language from speaking lessons. Sts work individually,
Answers and the time available. Set a time limit if you would
1 hill
2 hilarious
refer back to the relevant lessons if they are having
3 away
4 furious
5 canyon
6 starving
7 glacier
8 hurricane
4 Sts read the text and choose the correct options to
complete it. Check answers. Students will find two pages of Review and Practice at the
end of each unit of their Workbooks.
Answers Unit 11, pages 66 and 67
1 on Unit 12, pages 72 and 73
2 on
3 on
4 desert
5 boiling
6 went trekking
7 fantastic
8 got
9 exhausted
10 to

out each sentence in turn, sometimes with the correct
answer and sometimes with the incorrect answer. Each
time, ask: correct or incorrect?
2 Books closed. Put sts into pairs. Write prompts for
the text on the board, e.g. holiday, Morocco, last year,
Marrakech, guided tour, trip, desert. Sts try to remember
as much of the text as they can, including how the
words were used in context. They can look at the text
again to check.
3 In small groups, sts choose a different place and write a
similar account of a trip to that place, using some of the
vocabulary from the text. Ask groups in turn to read
their texts to the class. Discuss as a class whose trip
sounds the most fun and why.
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GRAMMAR PRACTICE
1A Present simple and continuous; action

and state verbs 1 Choose the correct options to complete the sentences.
1 They don’t want / aren’t wanting to go swimming
1.2
today because it’s too cold.
I check my emails every morning. I’m replying to your message right now. 2 I prefer / ’m preferring this coffee – it tastes / ’s tasting
I need to access the internet. Are you enjoying your holiday? much better than that coffee.
My sister has a new job. My parents are having breakfast. 3 I can’t talk to you right now. We have / ’re having
lunch.
Present simple 4 Why do you wait / are you waiting for the bus? There
aren’t any buses after midnight!
We use the present simple to talk about things that are always true.
5 I don’t understand / ’m not understanding this film
They speak Portuguese in Brazil. The sun sets in the west. because they’re speaking too fast.
We also use the present simple to talk about regular routines. 6 We think / ’re thinking all museums should be free.
I start work at 8.45. My brother gets up at 6.30 every day. 7 He works / ’s working in the library this morning.
8 That suitcase belongs / is belonging to me.
We often use the present simple with frequency adverbs and expressions.
We never go shopping on Saturdays. They often go to the beach at the weekend. 2 Complete the sentences with the present simple or
present continuous form of the verbs in brackets.
Present continuous 1 I (talk) to my boss at the moment. Can I
We use the present continuous to talk about actions that are happening now. call you back in five minutes?
He’s speaking to his sister on Skype right now. I’m waiting for you at the bus stop. 2 They (send) me a birthday card every year.
3 I (leave) the office now. I’ll call you later.
We also use the present continuous to talk about actions that are temporary.
4 You look really tired. I (think) you
She’s living with her parents at the moment. I’m studying Economics this year. (need) to go to bed now.
5 I’m so hungry! I (think) about dinner.
Action and state verbs 6 I can’t talk now. I (study) in the library.
We can use the present simple and present continuous with verbs which describe an 7 I (stay) at my best friend’s house at
action. the moment.
I play football on Wednesday evenings. 8 My internet connection (not work) today.
I’m playing a football game on my computer at the moment. 3 Complete the text with the correct form of the verbs in
We usually use the present simple, not the present continuous, with verbs which brackets.
describe a state.
She doesn’t like her new haircut. NOT She isn’t liking her new haircut.
I don’t understand. What do you mean? NOT I’m not understanding. What are you
meaning?
I own a car. NOT I’m owning a car.
state verbs
feelings like, love, hate, want, prefer, need
Enjoy is used in the continuous tense: I’m enjoying the party.
thoughts and know, believe, remember, forget, understand, think, feel,
opinions consider, realize, expect, agree, suppose, doubt, mean I1 (not understand) why some people
2 (believe) that we 3 (talk) to
states be, have (possess), exist, seem, appear, belong, own, matter
each other much less than in the past. I 4
senses taste, sound, look, feel, hear, smell
(own) a smartphone and I 5 (use) it all
the time. I 6 (send) messages to my
Look! Some verbs can be both action and state verbs, with different meanings.
friends several times a day and I often 7
I’m thinking about my holidays. (the action of thinking = action verb)
(call) them for a chat. It’s true that we 8
I think this website is the best. (an opinion = state verb)
(have) very busy lives nowadays and that we
He’s having fish and chips. (the action of eating = action verb) 9 always (not speak) face to
He has a white sports car. (a possession = state verb)
face. It 10 (seem) to me that electronic
I’m feeling happy. (the action of having an emotion = action verb)
devices 11 (make) our lives much easier.
It feels soft. (the sense = state verb)
For example, I 12 (write) this blog now
while I 13 (sit) on the train.

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GRAMMAR PRACTICE
1A Present simple and continuous; 3 x PRACTICE SB page 112, exercise 3

action and state verbs 1 Do the exercise as normal. To check answers, read out
each completed sentence in turn, some with correct
1 1.2 Read through the information about the present
answers and some with incorrect answers. Ask students
simple and continuous and action and state verbs with
to raise their hands when they hear an incorrect
the class, or allow sts time to read it on their own. Play
answer. When students raise their hands, ask them to
audio track 1.2 for sts to listen and repeat. See the SB
explain why they think the answer is incorrect.
page opposite for audio script. Sts read the sentences and
complete them with the correct options. Check answers. 2 Allow sts time to read through the text again, then ask
them to close their books. Write the verbs from the text
Answers on the board in the infinitive form, e.g. not understand,
1 don’t want believe, talk. Sts work in pairs and try to write the text
2 prefer, tastes from memory. They can check in their books when they
3 ‘re having have written the whole text.
4 are you waiting 3 Put sts into pairs. Ask them to write three questions to
5 don’t understand ask the author of the text, the answers to which can
6 think be found in the text, e.g. Do you own a smartphone?
7 ‘s working How often do you send messages to your friends? Ask
8 belongs them to write questions using the present simple and
present continuous. Books closed. Put pairs together
into groups of four to ask and answer the questions.
2 Sts complete the sentences with the correct verb forms. See how many they manage to answer correctly from
Check answers.
memory.
Answers
1 ‘m talking Refer sts back to page 5 if they want to revise present simple
2 send and continuous and action and state verbs further, or see
3 ‘m leaving more examples of them in context.
4 think, need
5 ‘m thinking
6 ‘m studying
7 ‘m staying
8 isn‘t working
3 Sts read the text and complete it with the correct verb
forms. Check answers.
Answers
1 don’t understand
2 believe
3 talk
4 own
5 use
6 send
7 call
8 have
9 don’t, speak
10 seems
11 make
12 ‘m writing
13 ‘m sitting
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GRAMMAR PRACTICE GRAMMAR PRACTICE
1C
1A Question
Present simple
forms and continuous; action
and state verbs 1 1 Put
Choose
the words
the correct
in the correct
optionsorder
to complete
to make the
questions.
sentences.
1.7
1 1your
Theyfriend
don’t/ work
want / aren’t
does /wanting
near here
to /go
? swimming
Do you1.2
speak German? Who told you that story?
Could wemy
I check sit here,
emailsplease?
every morning. HowI’m
many peopletowork
replying your in your company?
message right now. 2 2like
I prefer
/ you / ’m
do preferring
/ going / tothis
concerts
coffee /–?it tastes / ’s tasting
When does
I need the lesson
to access begin?
the internet. WhatAre
areyou talking about?
youenjoying your holiday? much better than that coffee.
My sister has a new job. My parents are having breakfast. 3 3was
I can’t
/ running
talk to/you
she right
/ whynow.
/ ? We have / ’re having
Yes/No questions lunch.
4 4can
Why
/ tell
do/you
youwait
/ a secret
/ are you
/ I /waiting
? for the bus? There
ToPresent simple
make a question with a Yes or No answer, we put the verb be or an auxiliary or
modal verb aren’t any buses after midnight!
We use thebefore thesimple
present subject. For the
to talk present
about thingssimple andalways
that are past simple,
true. we use do/
5 5come
I don’t
/ from
understand
/ which//’m
country
not understanding
/ you / do / ? this film
does and did, with the infinitive form of the main verb.
We also use the present simple to talk about
statement regular routines.
question 6 6speak
We think
/ more/ ’reslowly
thinking
/ you
all/museums
could / ? should be free.
I startAmerican.
work at 8.45. My brother gets up at 6.30 every day. 7 He works / ’s working in the library this morning.
He’s Is he American?
7 8you
That
/ see
suitcase
/ did /belongs
at the party
/ is belonging
/ who / ? to me.
We oftenbeen
They’ve use the present simple with frequency
to China. adverbs
Have they beenand
to expressions.
China?
We were
neverwatching TV. on Saturdays. They
go shopping Were yougo
often watching TV? at the weekend.
to the beach 2 Complete the sentences with the present simple or
8 which / to / cinema / go / you / did / ?
She’ll win the match. Will she win the match? present continuous form of the verbs in brackets.
IPresent continuous
can speak Italian. Can you speak Italian? I / where / does
9 1from (talk) /tohemy/ come
boss at/ ?the moment. Can I
We use the
They like tea.present continuous to talk about
Doactions that
they like are happening now.
tea? call you back in five minutes?
He
He’splays tennistowell.
speaking Does heI’m
his sister on Skype right now. play tennisfor
waiting well?
you at the bus stop. They / who / she(send)
10 2looking / for / me
wasa/birthday
? card every year.
We
We went the present continuous to talkDid
to Paris.
also use youactions
about go to Paris?
that are temporary.
She’s living with her parents at the moment. I’m studying Economics this year. 2 Write subject questions
(need) tofor
gothe statements.
to bed now.
Object questions 1 5Which
I’m soteam
hungry! I (think)
? about dinner.
InAction and state
most wh- questions, verbs word or phrase (who, what, why, how many,
the question 6Chelsea
I can’t talk
wonnow.
the match.
I (study) in the library.
We can
what typeuse
of, the
etc.)present simpleofand
is the object thepresent
verb. Incontinuous with verbs
object questions, which
we use describe an
an auxiliary 2 7Who
I (stay) at my? best friend’s house at
action.
verb before the subject, like in Yes/No questions. Alexander Graham Bell invented the telephone.
the moment.
I play football on Wednesday evenings. 3 8How
My many
internet
students
connection (not? work) today.
question word auxiliary verb subject main verb More than 40 students study here.
do 4 What to the phone?
Where
We usually use the present simple, not the you live?
present continuous, with verbs which brackets.
Who
describe a state. did she meet? Something strange happened to the phone. Now it isn’t
Why have they come? working.
What are you doing? 5 Which film ?
The film we saw last week won the Oscar for Best Picture.
When
meaning? will you arrive?
6 Who ?
How
I ownlong can
a car. NOT I’m owning a car. you stay?
A guy called Jacques lives here.
state verbs
Subject questions 3 Write questions for the underlined answers.
feelings like, love,word
hate, asks
want,about
prefer,the
need 1 I spoke to Jessica in the park.
In subject questions, the question subject. We use the positive
Enjoy is used in the continuous
form of the verb, so in present and past simple tenses, we tense:
don’tI’m enjoying
use the party.
do/does/did.
thoughts and know, believe, remember, forget, understand, think, feel, 2 He Igave
1 Mike a book.
opinionsword main consider, (not understand) why some people
question verbrealize, expect, agree, suppose, doubt, mean 2
states be, have (possess), exist, seem, (believe) that we 3 (talk) to
Who bought those flowers? NOT Whoappear,
did buybelong, own, matter
those flowers? 3 Carlo
eachand Miramuch
other wentless
to the party.
than in the past. I 4
senses
What taste, sound, look, feel, hear, smell
happened in 1999? NOT What did happen in 1999? (own) a smartphone and I 5 (use) it all
Which animal makes a noise like that? NOT Which animal does make a 4 Wethe
arrived
time.atI 64 p.m. (send) messages to my
noise like that? friends several times a day and I often 7
I’m thinking about my holidays. (the action of thinking = action verb) The(call)
twins drank
5 them forall the orange
a chat. It’s truejuice.
that we 8
Questions with prepositions (have) very busy lives nowadays and that we
He’s having fish and chips. (the action of eating = action verb) 6 She9was watchingalways a horror film. (not speak) face to
He the
When hasmain
a white
verbsports
needscar. (a possession
a preposition = state
(look verb)
for, talk to, wait for, come from, think 10
face. It (seem) to me that electronic
I’m etc.),
about, feeling
wehappy. (theput
normally action of having anatemotion
the preposition the end =ofaction verb)
the question. 7 I’mdevices
waiting11 for Toni. (make) our lives much easier.
What are you looking for? NOT For what are you looking? For example, I 12 (write) this blog now
Who was she talking to? NOT To who was she talking? 8 Jenwhile
works in that building.
I 13 (sit) on the train.
Who did you go to the cinema with? NOT With who did you go to the cinema?
112 Goback
Go backtotopage
page9 5 113
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238
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GRAMMAR PRACTICE
1C Question forms 3 x PRACTICE SB page 113, exercise 3

1 1.7 Read through all the information about question 1 Do the exercise as normal. To check answers, read out
forms with the class, or allow sts time to read it on their each statement in turn and ask questions to elicit the
own. Play audio track 1.7 for sts to listen and repeat. See correct question form, e.g. Is it a yes/no question? What
the SB page opposite for audio script. Sts put the words in question word do we need? Is it a subject question or an
the correct order to make questions. Check answers. object question? Then elicit the full answer.
2 Students read the questions to each other in pairs and
Answers try to remember the answers without looking in their
1 Does your friend work near here? books. They can then look in their books to check.
2 Do you like going to concerts?
3 In their pairs, sts underline a different part of each
3 Why was she running?
answer and then write the corresponding question,
4 Can I tell you a secret?
e.g. I spoke to Jessica in the park. Where did you speak
5 Which country do you come from?
to Jessica? They take turns to read their questions to
6 Could you speak more slowly?
each other. The other student listens and answers the
7 Who did you see at the party?
questions without looking in their book.
8 Which cinema did you go to?
9 Where does he come from?
10 Who was she looking for? Refer sts back to page 9 if they want to revise question
forms further, or see more examples of them in context.
2 Refer students back to the information on subject
questions for reference. Sts complete the subject questions
for the statements. Check answers.
Answers
1 won the match
2 invented the telephone
3 study here
4 happened
5 won the Oscar for Best Picture
6 lives here
3 Read out the first sentence and elicit the correct question
for the underlined answer. Point out that some of the
questions are subject questions and some are object
questions. Students then write the remaining questions.
Check answers.
Answers
1 Who did you speak to in the park?
2 What did he give Mike?
3 Who went to the party?
4 When did you arrive?
5 Who drank all the orange juice?
6 What (kind of film) was she watching?
7 Who are you waiting for?
8 Who works in that building?
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GRAMMAR
GRAMMARPRACTICE
PRACTICE
2A
1A Narrative
Present simple
tensesand continuous; action
and state verbs 1 1 Choose
Choosethe
thecorrect
correctoptions
optionstotocomplete
completethe
thesentences.
sentences.
2.2
1 1While
TheyTina
don’t
cycled
want // was
aren’t
cycling
wanting
to work,
to go she
swimming
1.2 we bought a new car.
Last week,
was
today
dropping
because
/ dropped
it’s too cold.
her purse.
It Iwas snowing
check and people
my emails were hurrying home
every morning. from work.
I’m replying to your message right now. 2 2When
I prefer
I closed
/ ’m preferring
the door, Ithis
wascoffee
realizing
– it /tastes
realized
/ ’s that
tasting
I
I was cooking
I need dinner
to access thewhen someone knocked
internet. Areat you
the door.
enjoying your holiday? left
much
/ hadbetter
left my
than
keys
that
inside
coffee.
the house.
hadsister
It My stopped
has araining before we left the party.
new job. My parents are having breakfast. 3 3We
I can’t
watched
talk to
/ were
you right
watching
now.aWe
filmhave
when/ ’rewehaving
were
I was disappointed because my friends had forgotten my birthday.
hearing
lunch. / heard a strange noise outside.
4 4When
WhyJohn
do you
had
wait
got/ /are
gotyou
home,
waiting
we told
for the
himbus?
whatThere
A Present simple
narrative describes past events. We often use the past simple, the past continuous
had
aren’t
happened
any buses
/ was
after
happening
midnight!earlier that afternoon.
and the past perfect in a narrative.
5 5When
I don’t
they
understand
were arriving
/ ’m /not
arrived,
understanding
the concert
this film
They speak Portuguese in Brazil. The sun sets in the west. already
because
began
they’re
/ had
speaking
alreadytoo
begun.
fast.
Past simple
We also use the present simple to talk about regular routines. 6 6It We
wasthink
a hot/summer’s
’re thinking
day.
all museums
We sat / were
should
sitting
be free.
in the
We use the past simple to describe the main events in a narrative. These are He works
7garden and /the
’s working
sun was in the library
shining this morning.
/ shone.
I start work at 8.45. My brother gets up at 6.30 every day.
completed actions in the past. 7 8When
Thatthe
suitcase
film was
belongs
ending
/ is/ belonging
ended, thetochildren
me. went /
Mike opened the door and saw a package on the floor. He picked it up and were going straight to bed.
We never gocouldn’t
shoppingbelieve
on Saturdays. They often go to the beach at the weekend. 2 Complete the sentences with the present simple or
opened it. He what he saw!
2 Complete the sentences
present continuous with
form correct
of the verbs inpast tense of
brackets.
Present
Remember thatcontinuous
many past simple verbs are irregular. For a full list of irregular verbs, the
1 verbs
I in brackets.
(talk) to my boss at the moment. Can I
see page 175.
We use the present continuous to talk about actions that are happening now. call you back in five minutes?
Past continuous 3 I (leave) the office now. I’ll call you later.
We use the past continuous to describe the background events in a narrative. 4 You look really tired. I (think) you
One autumn afternoon, I was sitting in the kitchen.
Last night, it was raining and we were watching TV on the sofa. 5 I’m so hungry! I (think) about dinner.
WeWealso
canuse
usethe
thepast continuous
present to describe
simple and presentan action that
continuous wasverbs
with in progress when an
which describe 7 I (stay) at my best friend’s house at
a completed
action. action happened.
the moment.
She was having breakfast when someone knocked on the door. 1 I (take) my umbrella with me because I
I was having a shower when the phone rang. (see) the weather forecast earlier.
I’m playing a football game on my computer at the moment. 3 2 Complete the text withthe
thewhole
correct form of the
She (read) book while sheverbs in
WeWeoften useuse
usually when
theand whilesimple,
present to connect past
not the events.continuous, with verbs which
present brackets. (wait) for me.
I was walking along
describe a state. the beach when I found a wallet.
3 While Maria (make) the dinner, David
While they were waiting for the bus, it started to rain.
She doesn’t like her new haircut. NOT She isn’t liking her new haircut. (take out) the rubbish.
I don’t understand. What do you mean? NOT I’m not understanding. What are you 4 I (call) the police straightaway when I
Past perfect
meaning? (saw) the broken window.
WeI own the
use past
a car. perfect
NOT to describe
I’m owning a car.an action that happened before another action 5 She (start) laughing when she
in the past. (see) his new hat.
state
I called verbs
James at his office, but he had already gone home. 6 I (not want) to see that film because I
feelings
They decided to go for alike,
drivelove,
in Paul’s new car.
hate, want, He need
prefer, had bought it only two days (see) it twice before.
before. Enjoy is used in the continuous tense: I’m enjoying the party. 7 Anna (live) in San Francisco when she
thoughts and know, believe, remember, forget, understand, think, feel, (finish) her first novel.
opinions I1 (not understand) why some people
Look! We can use theconsider, realize,tenses
three narrative expect,with
agree, suppose,
when, doubt, mean
with different meanings.
3 Complete
2 the text(believe)
with thethatcorrect
we 3past tense of(talk)
theto
states
When be, dinner.
she arrived, we had have (possess), exist,
= First she seem,then
arrived, appear,
we belong, own, matter
had dinner.
verbseach
in the box.
other much less than in the past. I 4
When
sensesshe arrived, we were
taste,having
sound,dinner. = She
look, feel, arrived
hear, smellduring dinner.
When she arrived, we had had dinner. = First we had dinner, then she arrived. arrive ring I leave put answer walk drive
the time. 6 (send) messages to mybuy
I’m thinking about my holidays. (the action of thinking = action verb) Last Friday, I went
(call) them fortoa the
chat.supermarket
It’s true thatto webuy
8 a cake for a
I think this website is the best. (an opinion = state verb) friend’s party. It was really busy as people 1
He’s having fish and chips. (the action of eating = action verb) food for9 the weekend. While I 2 back toface
myto
always (not speak)
He has a white sports car. (a possession = state verb) car, my phone 10 3 . I 4 the cake on
I’m feeling happy. (the action of having an emotion = action verb) the roof of my 11car and 5 the phone. After the
devices (make) our lives much easier.
It feels soft. (the sense = state verb) 6
call, I For to the party, but
example, I 12 (write) this blog now I
I didn’t realize that
7 the cake on my
while I 13 (sit)car!
onLuckily,
the train.it was still there
when I 8 !
114
112 Go
Goback
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page135
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240
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GRAMMAR PRACTICE
2A Narrative tenses 3 Sts read the text and complete it with the correct past
tense of the verbs in the box. Check answers.
1 2.2 Read through the information about narrative
tenses with the class, or allow sts time to read it on their Answers
own. Play audio track 2.2 for sts to listen and repeat. 1 were buying
See the SB page opposite for audio script. Sts read the 2 was walking
sentences and choose the correct verb forms to complete 3 rang
them. Check answers. 4 put
5 answered
Answers 6 drove
1 was cycling, dropped 7 had left
2 realized, had left 8 arrived
3 were watching, heard
4 got, had happened Refer sts back to page 13 if they want to revise narrative
5 arrived, had already begun tenses further, or see more examples of them in context.
6 were sitting, was shining
7 ended, went
2 Sts read the sentences and complete them with the correct
past tense of the verbs in brackets. Check answers.
Answers
1 took, had seen
2 read, was waiting
3 was making, took out
4 called, saw
5 started, saw
6 didn’t want, had seen
7 was living, finished

1 Do the exercise as normal. To check answers, ask
students to look at the sentences and order them from
1 (the answer they are most confident about) to 7
(the answer they are least confident about). For each
sentence, ask who is confident about their answer and
ask that student to read out their answer and explain
why it is correct.
board, e.g. umbrella/weather forecast, whole book/
wait. Sts work in pairs and try to write the sentences
from memory using the prompts. They can look in their
books to check.
3 In their pairs, sts change some of the details of each
sentence, but keep the same narrative tenses in each
one, e.g. I put my boots on because it had snowed in the
night. I wrote a few emails while I was having my coffee.
Students can compare their sentences in groups of four.
241
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2C
1A used
Present
to and
simple
usually
and continuous; action
and state verbs 1 1 Complete
Choose the
the correct
sentences
options
with the
to complete
correct form
the sentences.
of used to
2.11
or1the pastdon’t
They simple and/ aren’t
want the verbs in brackets.
wanting Use used to
to go swimming
My mum 1.2used to have long hair but now it’s much shorter. if possible.
I didn’t
I checkuse
mytoemails
like seafood but now I often eatI’m
every morning. it. replying to your message right now.
1 2I I prefer / ’m preferring
mythis
brother
coffee
and
– itsister
tastes
regularly,
/ ’s tasting
Did you use
I need to play
to access thethe violin?
internet. Are you enjoying your holiday? but
much
nowbetter
we allthan
live inthat
different
coffee.cities. (see)
I never used
My sister hastoawatch TV in the evenings.
new job. My parents are having breakfast. 2 3How
I can’t talk to you right now.
to work
We have
before/ ’re
youhaving
had a
We usually go for a walk after dinner.
car?
lunch.
(you/get)
Present simple 3 4They
Why do you wait / are you
each
waiting
otherfor
when
the bus?
they were
There
used to
ataren’t
school,
anybut
buses
nowafter
they’re
midnight!
getting married! (not like)
4 5HeI don’t understand / ’mmuch
not understanding
money, but now
thishe’s
film
We use used to + infinitive to talk about habits or situations that were true in the past
They speak Portuguese in Brazil. The sun sets in the west. rich.
because
(not have)
they’re speaking too fast.
but are not true now. They can be states or actions.
We also use the present simple to talk about regular routines. 5 6We
We think / ’re thinking with
all museums
our friends
should
morebeoften
free.
I used to hate classical music but now I love it. (hate = state)
I start He works
7when / ’s in
we lived working
Miami.in(meet
the library
up) this morning.
She usedwork atswimming
to go 8.45. Myevery
brother
day.gets
(goup at 6.30 every
swimming day.
= action)
6 8Where
That suitcase belongs / is before
belonging
youto
moved
me. here?
WeWeform
often
theuse the present
negative simple with
and questions likefrequency adverbs
other regular verbsand expressions.
in the past simple. (you/live)
We never 2 Complete the sentences with the present simple or
I didn’t use go shopping
to like on music.
classical Saturdays. They often
NOT I didn’t used go to the
to like beach music.
classical at the weekend. 7 I to reggae music, but now I love
Did you use to live in this street? NOT Did you used to live in this street? it. (never listen)
Present continuous 8 1JonI (talk) to my hisboss at the moment.
American friend twiceCanlast
I
We often use a mixture of used to and the past simple when we describe past
We use the present continuous to talk about actions that are happening now. call you
year. (visit)back in five minutes?
situations. It sounds unnatural to use used to with every verb.
He’s speaking to his sister on Skype right now. I’m waiting for you at the bus stop. Theyto sing when(send)
9 2I used I was ame a birthday
child, and I card every year.
I used to do a lot of exercise when I was at school. I played tennis every weekend 3 I (leave)the theguitar,
officetoo.
now. I’ll call you later.
WeI also (play)
and wentuse the present
swimming continuous
three to talk
or four times about actions that are temporary.
a week. You look really tired. I in Los Angeles (think) you
10 4We in 2012.
She’s
use living with her parents at to,
thewhen
moment.
we talkI’m studying
thingsEconomics this only
year.
We the past simple, not used about that happened (get married) (need) to go to bed now.
once, or when we say how many times something happened. 5 I’m so hungry! I (think) about dinner.
Action and state verbs 2 Complete the text
6 I can’t talk now.withI usually or(study) the correct form of
in the library.
I got a job five years ago. NOT I used to get a job five years ago.
Wewent
can touseRio
thethree
present simple used
7 I to and a verb from at the box. friend’s house at
We times whenand present
I was young.continuous with to
NOT We used verbs which
go to describe an
Rio three (stay) my best
action.
times when I was young. the moment.
not have go (x2) arrive work (x2)
I play 8 My internet connection (not work) today.
We oftenfootball on Wednesday
use never evenings.
used to instead of didn’t use to.
He never used to call me but now he calls every day.
Weneighbours
The usually use never
the present simple,
used to makenot the present
so much noise!continuous, with verbs which brackets.
describe a state.
usually
I don’t
Used understand.
to only refers to What do you
the past. mean?
We use NOTorI’m
usually not understanding.
normally Whattoare
+ present simple talkyou
meaning?
about situations and habits which are true now.
On Sundays, I usually have eggs for breakfast. (present habit)
On state
Sundays, I used to have eggs for breakfast. (past habit)
verbs
Look! We can also use usually in the past. It has a similar meaning to used to. Six months ago, Sarah Thornton left her job
Enjoy is used in the continuous tense: I’m enjoying the party.
We usually had dinner together every evening. in the city and moved to a small town in the
thoughts and know, believe, remember, forget, understand, think, feel,
We used to have dinner together every evening.
opinions consider, realize, expect, agree, suppose, doubt, mean I1
countryside because (not
she understand) why some
wanted a quieter life.people
1 2 (believe) we 3 a day, six (talk) to
thathours
states be, have (possess), exist, seem, appear, belong, own, matter ‘I sixteen
days aeach
week,’other
shemuch
says.less thanvery
‘It was in the past. I 4I
difficult.
senses taste, sound, look, feel, hear, smell 5
2 (own) a smartphone home andexhausted
I (use) it11
at around all
3 time. I 6
p.m. Ithe (send)
time formessages
hobbies to in my
the
friends
evening andseveral
I didn’ttimes
see my a day much,’7 she says.
and I often
friends
(call)I’m
‘But now them I 4 It’s true that we 8 an eight-
for a chat.
happier.
(have)
hour day very
now, sobusy lives
I have muchnowadays and time.
more free that we It was
He’s having fish and chips. (the action of eating = action verb) 9
strange living in the always
countryside at first. (notInspeak) face to
the city,
I 5 face. It 10 (seem) toorme
to concerts to that
the electronic
shops
I’m feeling happy. (the action of having an emotion = action verb) 11
devices There’s
on Sundays. nothing (make) our lives
like that here.much
Now,easier.
I
It feels soft. (the sense = state verb) 6 For example, I 12running or do (write)
other this blog now
outdoor
I 13 evening.’ (sit) on the train.
whileevery
activities
112 Goback
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GRAMMAR PRACTICE
2C used to and usually

1 2.11 Read through the information about used to with
the class, or allow sts time to read it on their own. Point
out the negative and question forms: I didn’t use to and
Did you use to? Remind sts that we can’t use used to for
something that only happened once or when we say how
often something happened. Play audio track 2.11 for sts
to listen and repeat. See the SB page opposite for audio
script. Sts complete the sentences with the correct verb
Answers
1 used to see
2 did you use to get
3 didn’t use to like
4 didn’t use to have
5 used to meet up
6 did you use to live
7 never used to listen
8 visited
9 used to play
10 got married
2 Read through the information about usually with the

class, or allow sts time to read it on their own. Draw their
attention to the Look! note. Sts read the text and complete
it with the correct words and verb forms. Check answers.
Answers
1 used to work
2 used to arrive
3 didn’t use to have
4 usually work
5 used to go
6 usually go

out each gapped sentence in turn. Ask questions to
gradually elicit the answer, e.g. Is it about the present
or the past? Which verb fits the meaning? What is the
correct form?
2 Books closed. Write on the board the headings: In the
city and Now. As a class, brainstorm what students can
remember about Sarah’s life in the city and now. Elicit
sentences using used to and usually and write them
under the correct headings. Students can look in their
books to check they have remembered everything.
3 Sts work in pairs. They prepare an interview with
Sarah about her old life in the city and her life now
in the countryside. Encourage them to use ideas from
the text as well as their own ideas, and to use used to
for questions about the past and usually for questions
about the present. Allow sts time to practise their
interviews in pairs, then ask some pairs to perform
their interviews for the class.
Refer sts back to page 17 if they want to revise used to and

usually further, or see more examples of them in context.
243
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GRAMMAR
GRAMMARPRACTICE
PRACTICE
3A
1A Future
Present
forms:
simplepresent
and continuous;
continuous,action
and
be statetoverbs
going and will 1 1 Choose
Choosethe
thecorrect
correctoptions
optionstotocomplete
completethe
thesentences.
sentences.
1 1We’ve
Theydecided
don’t want that/ aren’t wanting to go swimming
1.2
3.4
we’rebecause
a today going toit’shave tooa cold.
party.
I check
We’re my emails
getting the busevery morning.
to the I’m replying
airport at 6 a.m. tomorrow to your message right now.
morning. 2b I we’ll
preferhave
/ ’mapreferring
party. this coffee – it tastes / ’s tasting
I’mI need
goingtotoaccess
start the
learning Japanese this year.Are you enjoying your holiday?
internet. 2 They’re
much staying
better thanat a that
hotelcoffee.
near the beach next week
I’llMy
make hasa acup
sisteryou newofjob.
tea, if you want. My parents are having breakfast. 3a I and
can’tthey’ve
talk tobooked
you righta room
now. We for have
six nights.
/ ’re having
I’ll phone you tonight. but they haven’t found a hotel yet.
b lunch.
Shall we go for a walk? 3 4Oh Whydear,
dothere’s
you wait coffee
/ areall
youover
waiting
the floor!
for the
Don't
bus?worry,
There
Present simple
Shall I put some music on? I’ll clean
a aren’t anyitbuses
up in after
a moment.
midnight!
5b I I’m
don’tcleaning
understand
it up in / ’m
a moment.
not understanding this film
They speak Portuguese in Brazil. The sun sets in the west. 4 He’s leavingthey’re
because early tomorrow
speaking too morning,
fast.
Present continuous
We also use the present simple to talk about regular routines. 6a Weso he’s
thinkbooked
/ ’re thinking
a taxi for
all museums
6 a.m. to go should
to thebestation.
free.
We use the present continuous to talk about future arrangements. We usually specify 7b Hebutworks
maybe / ’she’ll
working
stay until
in thelunchtime.
library this morning.
when or where the event will take place. 5 8I’ve
Thatmadesuitcase
plansbelongs
to see Sophie
/ is belonging
next week. to me.
I’m meeting Sarah at the cinema at 8.30 p.m. a We’re meeting at 2.30 on Wednesday.
We never
We’re flyinggo
to shopping on Saturdays.
Miami tomorrow. They often go to the beach at the weekend. 2 Complete the sentences with the present simple or
b We’ll meet at 2.30 on Wednesday.
They’re getting married next year. present continuous form of the verbs in brackets.
Present continuous
We usually use the present continuous to ask people about their plans.
2 Complete
1 I the sentences withboss
(talk) to my theatpresent continuous,
the moment. Can I
We use the present continuous to talk about actions that are happening now. be going to,back
call you will or shall.minutes?
in five Use the words in brackets.
Are you doing anything tomorrow afternoon?
He’s are
speaking to histosister on Skype right 2 They (send) me a birthday card every year.
When you going the supermarket thisnow.
week?I’m waiting for you at the bus stop.
We also
What use doing
are you the present continuous to talk about actions that are temporary.
this weekend?
be going to
Action
We andtostate
use be going verbs
to talk about future plans and intentions. 6 I can’t talk now. I (study) in the library.
Wegoing
I’m can use the present
to phone simpletonight.
my mother and present continuous with verbs which describe an 7 I (stay) at my best friend’s house at
action.
When are you going to buy a new car? the moment.
I play
The football
present on Wednesday
continuous evenings.
and be going to have similar meanings, but the present 8 My internet connection (not work) today.
I’m playingemphasizes
continuous a football game onhave
that you my computer
made theat the moment.and be going to
arrangements 3 Complete the text with the correct form of the verbs in
emphasizes that you have made a decision. 1 I (do) the ironing this week, if
you want.
describe
We’re a state.
going to New York next summer! = We’ve bought our tickets. It’s organized.
2 We (meet) Linda at 7.30 p.m. at the
We’re going tolike
She doesn’t go her
to New
newYork nextNOT
haircut. summer! = We’ve
She isn’t likingmade the decision,
her new haircut. but we
station. Don’t be late!
might notunderstand.
I don’t have the tickets
Whatyet.
do Ityou
might not NOT
mean? be organized.
I’m not understanding. What are you
3 I’m sorry, but I can’t talk now. I
meaning?
will (give) you a call when I get home – I promise!
4 What (you/do) on Saturday?
We use will when we make an offer, promise or instant decision.
state verbs (we/go shopping)?
We’ll take you to the airport, if you like. 5 A Sarah’s not here right now. Can I take a message?
feelings
I will like, love,
do the washing up before hate,
I go out,want, prefer, need
I promise! B No, thanks – I (send) her
Enjoy is used
It’s really hot in here. I’ll open the window.in the continuous tense: I’m enjoying the party.
a text.
thoughts and know, believe, remember, forget, understand, think, feel, 6 I’veI decided
1 I (not understand) why (work) hardpeople
next
opinions consider, some
Look! We don’t use will to talkrealize, expect,
about plans andagree, suppose, that
arrangements doubt,
aremean
already year.
2 I want to get good results in3 my exams.
states be, have (possess), exist, seem, appear, belong, own, matter (believe) that we (talk) to
decided. 7 They (arrive) atpast.
11 a.m.
each other much less than in the I 4 – Jack’s
I’msenses taste,tosound,
going to fly / I’m flying look,on
New York feel, hear, smell
Tuesday. NOT I’ll fly to New York on waiting
(own)ata the station forand
smartphone them I 5 now. (use) it all
Tuesday. 8 I the time. I 6 (do) some
(send)exercise
messages thistoweekend.
my
Look! Some verbs can be both action and state verbs, with different meanings. I might play tennistimes
or I might go for a run.7
friends several a day and I often
I’m thinking about my holidays. (the action of thinking = action verb) 9 A Do
shall (call)you want
them foraasalad
chat. or
It’schips withwe
true that your8 hamburger?
I think this website is the best. (an opinion = state verb) B I(have) very busy lives nowadays
(have) chips, please.
and that we
We He’s
can use shallfish
having as and
a question withaction
chips. (the I or we
of to make= offers
eating action and
verb)suggestions. 10 Don’t
9 worry – I always (not speak)
tell) anyone
(not face to
HeI take
Shall has ayou
white sports
to the car. (a possession = state verb)
airport? your secret.
10
I’m feeling happy. (the action ofby
Shall we go to that new restaurant having an emotion = action verb)
the beach? 11 Jondevices
wants to 11 live closer to(make)
his family so hemuch easier.
our lives
It feels soft. (the sense = state verb) 12 (move) in the next fewblog
years.
For example, I (write) this now
12 while I 13 (you/drive) intotrain.
(sit) on the town later? Can I
come with you?
116
112 Go
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GRAMMAR PRACTICE
3A Future forms: present continuous,

be going to and will
1 3.4 Read through the information about future forms,
present continuous, be going to and will with the class, or
allow sts time to read it on their own. Play audio track 3.4
for sts to listen and repeat. See the SB page opposite for
audio script. Sts read the sentences and choose the correct
options to complete them. Check answers.
Answers
1 a
2 a
3 a
4 a
5 a
2 Refer students back to the information on will and shall.

Sts read the sentences and complete them with the correct
verb forms. Check answers.
Answers
1 ‘ll do
2 ‘re meeting
3 ‘ll give
4 are you doing, Shall we go shopping
5 ‘ll send
6 ‘m going to work
7 ‘re arriving
8 ‘m going to do
9 ‘ll have
10 won’t tell
11 ‘s going to move
12 Are you driving

out each sentence in turn with two or three possible
answers. Ask students to shout Correct when you read
out the correct answer. Elicit why it is correct.
board, e.g. ironing/this week, Linda/7.30/station. Sts
work in pairs and use the prompts to try to write the
sentences from memory. They can look in their books
again to check.
3 Read out the first sentence and ask: When might
someone say this? Elicit a situation, e.g. one person is ill
and another person is offering to help them. Sts work
in pairs. They choose three of the sentences and for
each one write a mini-conversation to give it a natural
context. Ask pairs in turn to read their conversations
to the class. The class could vote for the most inventive
one.
Refer sts back to page 23 if they want to revise present

continuous, be going to and will further, or see more examples
of them in context.
245
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3C
1A Defining
Present simple
and non-defining
and continuous;
relative
action
clauses
and state verbs 1 1A Complete
Choose the
thecorrect
sentences
options
withtothe
complete
correctthe
relative
sentences.
pronouns.
1 They don’t want / aren’t wanting to go swimming
3.9
1.2
1 That’s
todaythe man it’s too cold.
because I spoke to yesterday.
I check
That’s themy
man who every
emails lives next door to us. I’m replying to your message right now.
morning. 2 2TheI prefer
Prime/ Minister,
’m preferring this coffee is in–New
it tastes
York/for
’s tasting
a
I needthe
They’re to access that
couplethe are always arguing. Are you enjoying your holiday?
internet. meeting,
much betterdidn’tthan
answer
thatthe
coffee.
journalist’s question.
She’s
My sister has a new
the woman whosejob.partner is a government minister.
My parents are having breakfast. 3 3It’sI can’t
a storytalk
about
to youa man
right now. We have dog/ saves
’re having
his life.
That’s the guy I sit next to in class. 4 It’slunch.
the shop we were talking
My uncle lives in Oxford, which is a really expensive city. Whyyesterday.
4about do you wait / are you waiting for the bus? There
Present simple
My neighbours, who have five children, are really noisy. 5 Hearen’t
lives any
on South
buses Street,
after midnight! is near my office.
6 5Michelle’s
I don’t understand
the person/ ’m not understanding
normally deals
this film
with
A They
relative clause
speak gives us more
Portuguese information
in Brazil. The sunabout
setsthe subject
in the west.of the main clause. We computer
because problems.
usually start a relative clause with a relative pronoun. We
We also use the present simple to talk about regular routines. use: 7 6InWe July,
think
I’m /going
’re thinking
to stayall
with
museums
my cousin should
Sara,be free.
–that or who for people 7 He works /lives ’s working
in Mexico.
in the library this morning.
–that or which for objects 8 8That’s
That thesuitcase
hospital
belongs / is belonging
I was born.
to me.
We often
–whose use the
+ noun forpresent simple with frequency adverbs and expressions.
possession
–where for places
We never go shopping on Saturdays. They often go to the beach at the weekend. 2B Tick
Complete
( ) thethe
sentences
sentences
in Awith
where
the it’s
present
possible
simple
to omit
or
the
present
pronoun.
continuous form of the verbs in brackets.
Defining
Present relative clauses
continuous 1 I (talk) to my boss at the moment. Can I
2 Complete the second sentences so they mean the
We
Weuse a defining
use relative
the present clause toto
continuous saytalk
which person,
about thing
actions thatorare
place we are talking
happening now. about. call you back in five minutes?
same as the first sentences. Use relative clauses.
He’s
He’sthe man who
speaking to Ihis
saw yesterday.
sister on Skype right now. I’m waiting for you at the bus stop. 2 They (send) me a birthday card every year.
1 3WeI went to Bella Pizza.the
(leave) Weoffice
had lunch
now. there.
I’ll call you later.
That’s theuse
We also phone
the that I want
present for my birthday.
continuous to talk about actions that are temporary. We went to Bella Pizza,
4 You look really tired. I where we (think)
had lunch.
you
She’s the girl whose mother is a famous journalist.
She’s living with her parents at the moment. I’m studying Economics this year. 2 Luke gave me (need)a reallytointeresting
go to bedbook
now. yesterday. I’m
That’s the restaurant where we had dinner last week.
5reading
I’m so ithungry!
now. I (think) about dinner.
WeAction
can omit and state
who, which andverbs
that when the verbs in the main clause and the relative
6Luke gave
I can’t menow.
talk a really
I interesting(study)
book inyesterday,
the library.
clause have a different subject. .
He’s the man (that/who) I met on holiday.
action. 3 Look at that
the moment. car. My uncle wants one.
She lost the book (that/which) I lent her.
I play football on Wednesday evenings. 8Look. That’s the
My internet car
connection (not work) today..
We 4 Can you see the park over there? We’re meeting
I’mcan’t omitathe
playing relative
football pronoun
game on mywhen it is theatsubject
computer of the relative clause.
the moment. 3 Complete the text with the correct form of the verbs in
there tomorrow.
She’s the ladyuse
We usually whothespeaks simple,NOT
presentFrench. not She’s the lady
the present speaks French.
continuous, with verbs which brackets.
That’s the park tomorrow.
describe a state. 5 This is Mark. You met his brother last night.
Non-defining relative clauses
She doesn’t like her new haircut. NOT She isn’t liking her new haircut. This is Mark, last night.
A Inon-defining relativeWhat
don’t understand. clause
do gives us extra
you mean? information
NOT about something
I’m not understanding. in the
What are you 6 A man left a message for me this morning. What was
main clause.
meaning? It doesn’t identify what we are talking about. If we omit this clause, the
his name?
sentence still makes sense.
I own a car. NOT I’m owning a car. What was the name of the man ?
We add a comma before a non-defining relative clause.
Thisstate
is myverbs
younger brother Ricardo, who lives in Washington D.C. 3 Complete the text with phrases a–f and the correct
That’s Tony’s new sports like,car, love,
whichhate,
he bought in London relative pronoun.
feelings want, prefer, need last week.
At the moment Jen’s on holiday in SãoinPaulo,
Enjoy is used where her
the continuous friend
tense: I’mMaria lives.the party.
enjoying a are both younger than me
thoughts and
Sometimes we add a non-defining relative clause in the middle of a sentence.feel,
know, believe, remember, forget, understand, think, This is b we used to do together
opinions c I 1 up
I grew (not understand) why some people
more common in writtenconsider,
English. realize, expect, agree, suppose, doubt, mean 2 3
states be, have (possess), exist, seem, appear, belong, own, matter d garden was much(believe) bigger that we (talk) to
The hotel, which has over 200 rooms, is just 150 m from the main square. each much less than in the past. I 4
senses taste, sound, look, feel, hear, smell e lived on other
our street
We can’t use that in non-defining clauses. We use who for people or which for things. f (own)with
I shared a smartphone
my brothers and I 5 (use) it all
We can’t omit the relative pronoun. the time. I 6 (send) messages to my
Look! Some verbs can be both action and state verbs, with different meanings. My parents 1
friendsstill live intimes
several the house
a day and I often 7 .
I’m thinking about my holidays. (the action of thinking = action verb) I miss(call)
that house. My two brothers, 2
8 ,
Look! Notice the difference in meaning between the sentences below. them for a chat. It’s true that we
I think this website is the best. (an opinion = state verb) used to annoy me, but I miss some of the things
The students (have) very busy lives nowadays and that we
He’s having who passed
fish and the(the
chips. exam received
action a certificate.
of eating = action verb) 3
9 . I also miss seeing thespeak)
other face
kids to
This always (not
He means that not
has a white all the
sports car.students passed.=Only
(a possession statethe students who passed
verb) 4
10 . Although it was an old house, it was
received a certificate. face. It (seem) to me that electronic
I’m feeling happy. (the action of having an emotion = action verb) quite devices
comfortable.
11 My bedroom,
5 ,
(make) our lives much easier.
It feels
The soft. (the
students, whosense = state
passed verb) received a certificate.
the exam, was cool even in the12summer. We only had a small garden,
For example, I (write) this blog now
This means that all the students passed, and they all received a certificate. but wewhile
spentI 13
a lot of time playing(sit) onwith
the the boys next door,
train.
6 than ours.
112 Goback
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GRAMMAR PRACTICE
3C Defining and non-defining relative 3 x PRACTICE SB page 117, exercise 3

clauses 1 Do the exercise as normal. To check answers, read out
each gapped sentence in turn. Elicit the correct phrase
1 A 3.9 Read through the information about defining
first, then the correct relative pronoun. Ask: Can the
and non-defining relative clauses with the class, or allow
relative pronoun be omitted?
sts time to read it on their own. Remind sts that we don’t
use the relative pronoun that in non-defining relative 2 Ask sts to cover the text and just look at phrases a–f.
clauses. Play audio track 3.9 for sts to listen and repeat. In pairs, they try to recall the text from memory, using
See the SB page opposite for audio script. Sts read the the phrases as prompts. If necessary, they could make
sentences and complete them with the correct relative a note of the correct order of the prompts to help them.
pronouns. Check answers. They can look at the text again to check.
3 In their pairs, sts read the text again and write
Answers alternative relative clauses to complete it, e.g. My
1 who/that parents still live in the house that they bought when they
2 who got married. Ask some pairs to read their completed
3 whose text to the class.
4 which/that
5 which
6 who/that Refer sts back to page 27 if they want to revise defining and
7 who non-defining relative clauses further, or see more examples of
8 where them in context.
B Sts look at the sentences in exercise 1A again and

decide where it is possible to omit the relative pronoun.
Check answers.
Answer
Sentences 1 and 4
2 Read out the first sentences and the example answer.

Point out that the second sentence has the same meaning
as the first. Sts complete the second sentence in each pair
using a relative clause so that it means the same as the
first sentence. Check answers.
Answers
2 which I’m reading now
3 (that/which) my uncle wants
4 where we’re meeting
5 whose brother you met
6 who/that left a message for me this morning
3 Sts read the text and complete it with the correct phrases
and relative pronouns. Check answers.
Answers
1 where, c
2 who, a
3 (which/that), b
4 who/that, e
5 which, f
6 whose, d
247
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GRAMMAR
GRAMMARPRACTICE
PRACTICE
4A
1A Quantifiers
Present simple and continuous; action
Choosethe
thecorrect
correctoptions
optionstotocomplete
completethe
thesentences.
sentences.
4.2
1 1Cycling
They don’t
in London
want /isaren’t
dangerous
wanting
because
to go swimming
there are
1.2 much traffic in my village. Have you got a few minutes to talk?
There isn’t
too
today
manybecause
/ muchit’s
cars
toooncold.
the roads.
There
I check a lot
are my of shops
emails everyinmorning.
the mall. I’mno
I’ve got time totomeet
replying youryou today.right now.
message 2 2Julia
I prefer
has plenty
/ ’m preferring
of / lots money,
this coffee
so she
– it buys
tastesnew
/ ’s tasting
There aretotoo
I need many
access thebuses in the city centre. Are you enjoying your holiday?
internet. clothes
much every
betterweek.
than that coffee.
We
Mydon’t has enough
sisterhave places for young people
a new job. Myto go. are having breakfast.
parents 3 3There’s
I can’tusually
talk to you
a lotright
of / few
now.snow
We have
in Sweden
/ ’re having
at this
time
lunch.
of year.
Small quantities
Present simple 4 4DoWhy
youdo
have
youlittle
wait//aare
little
youfree
waiting
time today
for thesobus?
we can
There
have
aren’t
a meeting?
any buses after midnight!
WeWeuse
usea little before simple
the present uncountable
to talknouns
about and a few
things thatbefore countable
are always true. nouns.
5 5There
I don’taren’t
understand
enough /parks
’m not/ parks
understanding
enough inthis
my film
town.
Can I have
They speak a little sugar ininmy
Portuguese coffee,The
Brazil. please?
sun sets in the west. 6 Michael’s
becausean only child
they’re – hetoo
speaking hasfast.
no / not brothers
I’m busy right now. Can I call you back
We also use the present simple to talk aboutin a few minutes?
regular routines. 6orWe think / ’re thinking all museums should be free.
sisters.
We use not
I start much
work and not
at 8.45. Mymany in negative
brother gets up sentences. We day.
at 6.30 every use not much before 7 7Lots
He/works
Much/of’s myworking
friends
in are
themarried
library this
now,morning.
but a few /
uncountable nouns and not many before countable nouns. That are
8a little suitcase belongs / is belonging to me.
still single.
There isn’t much milk. Can you get some more, please? 8 There isn’t any / no bread left, so could you get some
We never go shopping on Saturdays. They often go to the beach at the weekend. 2 Complete the sentences with the present simple or
I don’t have many friends on Facebook. from the supermarket?
9 I can’t do this crossword – it’s too / too much difficult
We also use little
Present and few (without a). They mean not much and not many.
continuous 1forI me. (talk) to my boss at the moment. Can I
They speak
thelittle English. = They don’t
to talkspeak
aboutmuch English.
We use present continuous actions that are happening now. 10 A call
How you backice
much in five
cream minutes?
is there in the fridge?
She has few friends in London. = She doesn’t have many friends in London. 2B They (send) me a birthday card every year.
He’s speaking to his sister on Skype right now. I’m waiting for you at the bus stop. Any. / None.
We also quantities
Large use the present continuous to talk about actions that are temporary. 2 Read thelook
text.really
Correct
4 You tired.the
I eight mistakes.
(think) you
She’s
We use living with
a lot (of) andher parents
lots at the moment.
(of) in positive sentences I’m studying
before Economics
uncountable this year.
and countable (need) to go to bed now.
nouns. We use a lot of before nouns, and a lot without a noun. 5 I’m so hungry! I (think) about dinner.
I have lots of friends in the USA. She reads a lot of books. She reads a lot.
We use plenty of to say there is enough or more than we need.
action. the moment.
Don’t worry – we have plenty of time before the train leaves. 8 My internet connection (not work) today.
I play football on Wednesday evenings.
Look! In questions, we use much before uncountable nouns and many before
We usuallynouns.
countable use the present simple, not the present continuous, with verbs which brackets.
describe
Was therea much
state. snow last year? Have you invited many people?
Zero quantity
meaning?
We use not any, no or none before uncountable and countable nouns. We use none in
short answers.
state
I have verbs = I don’t have any money.
no money.
There are no tickets left. like,
feelings = There
love,aren’t any tickets
hate, want, prefer,left.
need
How many students got 100% A lot my friends go on city breaks, but I can’t
Enjoy in the exam?
is used None. tense: I’m enjoying the party.
in the continuous
thoughts and know, believe, remember, forget, understand, think, feel, understand why they want to spend their holidays
More than you need
opinions orrealize,
consider, want expect, agree, suppose, doubt, mean I1 (not understand) why some people
2
We states
use too, too many andbe,too much
have to mean
(possess), ‘more
exist, than
seem, is necessary
appear, belong,orown,
good’ .
matter in a city. Most cities (believe) that we
are too busy and3 too noisy. In(talk)
a to
each other much less than in the past. I 4
senses
You’ve put too much sugar taste, sound,
in my look, feel, hear, smell
coffee. crowded city,a there isn’t space
(own) smartphone and I enough
5 because
(use)there
it all
There are too many people on this bus. It’s too crowded. 6
the time. I (send)
are always too much people around you. Of course,messages to my
We Look!
use enough Some verbs ‘the
to mean can right
be both actionorand
amount’ state verbs,
‘sufficient’. We with different
can also meanings.
use not enough friends several times a day and I often 7
I’m thinking about my holidays. (the action of thinking = action verb) there are plenty
to mean ‘less than is necessary’ or ‘less than is good’. (call) themthings to buy
for a chat. It’s –true
butthat
thatwemeans
8 that I
I have enough money for a holiday. There aren’t enough car parks here. (have)
don’t have very money
many busy lives
leftnowadays and thata we
after spending little days
He’s having fish and chips. (the action of eating = action verb) 9 always (not speak) face to
Look! We put enough before of
a noun, in a city.face. It 10 to go to the(seem)
I prefer country or to
to me theelectronic
that seaside,
I’m feeling happy. (the action havingbut
anafter an adjective.
emotion = action verb)
There’s enough food for everyone. NOT There’s food enough for everyone. devices 11 (make) our lives much easier.
It feels soft. (the sense = state verb) somewhere where there is none traffic and where I
The box isn’t big enough for all those books. NOT The box isn’t enough big for For example, I 12 (write) this blog now
all those books. can havewhile I 13time to myself
a few (sit)toonthink and relax.
the train.
118
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GRAMMAR PRACTICE
4A Quantifiers
1 4.2 Read through the information about quantifiers
with the class, or allow sts time to read it on their own.
Play audio track 4.2 for sts to listen and repeat. See the
SB page opposite for audio script. Sts read the sentences
and choose the correct options to complete them. Check
answers.
Answers
1 many
2 plenty of
3 a lot of
4 a little
5 enough parks
6 no
7 Lots, a few
8 any
9 too
10 None
2 Sts read the text and find and correct the eight mistakes.
check answers with the class.
Answers
A lot my friends – a lot of my friends
space enough – enough space
too much people – too many people
plenty things – plenty of things
many money – much/any money
a little days – a few days
none traffic – no traffic
a few time – a little time

1 Do the exercise as normal. To check answers, read the
text aloud slowly, and ask students to give an alarm
call (a loud beep or a warning siren) when you get to
a mistake. Elicit why the quantifier is wrong, and elicit
the correct word.
2 Allow sts time to read through the text again, then ask
them to close their books. Write the noun associated
with each quantifier on the board, e.g. friends, space,
people, things to buy. Students work in pairs and try to
remember what the text said about each of the nouns,
and which (corrected) quantifiers were used. They can
look in their books again to check.
3 Sts work individually and write a short text about what
they like and dislike about city breaks. They can use
ideas from exercise 2 and their own ideas. Encourage
them to use at least six different quantifiers. Sts can
then work in pairs and compare their ideas. Discuss as
a class the advantages and disadvantages of city breaks.
Refer sts back to page 31 if they want to revise quantifiers

further, or see more examples of them in context.
249
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4C
1A Comparatives
Present simpleand superlatives,
and continuous;asaction
… as
Choose the
the correct
sentences
options
with the
to complete
words in the
brackets.
sentences.
Use
4.14
the
1 correct formwant
They don’t of the adjectives.
/ aren’t Addtoany
wanting go other words
swimming
1.2 is brighter than the living room.
My bedroom you today
need. because it’s too cold.
The ground
I check myfloor is lessmorning.
flatevery
emails expensive than the
I’mbasement
replying flat.
to your message right now. 1 2The
I prefer
bed in/ ’m
mypreferring
hotel roomthis
is coffee – it tastes / ’s tasting
as
I live in by
I need tofar the safest
access suburb in our city. Are you enjoying your holiday?
the internet. mymuch
bed at
better
home.
than
(just,
thatcomfortable)
coffee.
TheMycountryside
sister has a new is the most beautiful inMy
here job. theparents
whole country.
are having breakfast. 2 3 I can’t talk to you right
flats now.
are inWe
thehave
city /centre.
’re having
My house isn’t as big as my brother’s house.
(expensive)
lunch.
Present simple 3 4Jamie’s
Why donew
youcar
wait
isn’t
/ are you waiting for theasbus?
his old
There
Comparatives one.
aren’t
(big)any buses after midnight!
4 5Susan
I don’t
lives
understand
in one of / ’m not understanding
parts
thisoffilm
We usespeak
They comparative adjectives
Portuguese + thanThe
in Brazil. to compare
sun sets two things,
in the west.people, places, etc. town.
because
(nice)they’re speaking too fast.
With one-syllable adjectives, we add -er. With two-syllable adjectives ending in -y,
We also use the present simple to talk about regular routines. 5 6Learning
We thinkSpanish
/ ’re thinking
isn’t asall museums should be learning
free.
we change the y to i and add -er. For adjectives with more than two syllables, we use
I start He works(difficult)
7Japanese. / ’s working in the library this morning.
more orwork
less. at 8.45. My brother gets up at 6.30 every day.
6 8It’sThat
onesuitcase
of belongs / is belonging
books I’ve
to me.
ever read.
Wehouse
Her often isuse the present
smaller simple with
than yours. frequency
English adverbs
is easier and expressions.
than Russian. (funny)
Hotels in Tokyo
We never are moreon
go shopping expensive than They
Saturdays. in Madrid./Hotels in Madrid
often go to the beach atare
theless
weekend. 2 Complete the sentences with the present simple or
7 Liverpool is from London than
expensive than in Tokyo. present continuous form of the verbs in brackets.
Birmingham. (a lot, far)
WePresent continuous
can use a bit, a little or slightly before a comparative to say there is a small 8 1InIJanuary, Rio (talk) to myisboss
de Janeiro at the moment. Can I
usually
We use the
difference, present
and continuous
a lot, much to say
or far to talkthere
aboutisactions that are happening now.
a big difference. call you back in fiveBuenos
minutes?
Aires. (slightly, hot)
MyHe’s
newspeaking to his
flat is a bit sister
bigger on my
than Skype
oldright
one. now. I’m waiting
I’m much for you
fitter than at the
I used bus stop.
to be.
They
9 2That was (send) me amatch
birthday
I’vecard
ever every
seen. year.
I far, bad) (leave) the office now. I’ll call you later.
3(by
Superlatives You look
10 4Mexican really
food is tired. I (think)
Britishyou
food.
She’s living with her parents at the moment. I’m studying Economics this year.
We use superlative adjectives to say that something is more or less than all the others (a lot, spicy) (need) to go to bed now.
inAction and
a group. With state verbs
one-syllable adjectives, we put the in front and add -est. With two- 2 Complete the second
6 I can’t talk now. I sentences(study)
so theyinmean the
the library.
syllable adjectives ending in -y, we change the y to i and add -est. With adjectives of same
We can use the present simple and present continuous with verbs which describe an 7 I as the first sentences.
(stay) at my best friend’s house at
more than two syllables, we use the most or the least.
action. 1 John and James are both 1.70m tall.
the moment.
He’s the oldest player in our team. This is the funniest comedy on TV. 8John
My internet
is connection James. (not work) today.
That’s the most expensive hotel in Paris./That’s the least economical place to stay. 2 This restaurant is much better than the others in town.
The can be replaced with a possessive adjective. This is by in town.
It’sdescribe
her besta album. 3 My new phone was much more expensive than my
state.
laptop!
WeShe candoesn’t
put bylike
far before a superlative
her new haircut. NOTto She
make it stronger.
isn’t liking her new haircut.
My laptop was expensive my
I don’t
Lima is byunderstand. Whatcity
far the biggest doinyou mean? NOT I’m not understanding. What are you
Peru. new phone!
meaning?
4 The class tomorrow starts at 9.10 instead of the usual
ILook!
own a car.WeNOT
usually
I’muse in before
owning a car.places and groups of people, not of.
time of 9.15.
She’s the best player in the world. He’s the youngest person in my family.
state verbs The class tomorrow starts a usual.
We feelings
often use the superlative 5 This is the cheapest watch I could find.
like,with
love,the present
hate, want, perfect + ever and one of the.
prefer, need
This watch is the expensive I could find.
That’s the strangest film Enjoy
I’ve ever seen.
is used in theThis is one oftense:
continuous the best
I’mrestaurants
enjoying theinparty.
town.
6 I’ve never seen a nicer beach before.
thoughts and know, believe, remember, forget, understand, think,
With one-syllable adjectives ending in consonant-vowel-consonant, we double the feel, ThisI 1is thatunderstand)
I’ve .
(not why some people
finalopinions consider,
consonant and add -er / -est. realize, expect, agree, suppose, doubt, mean 7 His2last film is funnier than this one.
3
states be, have (possess), exist, seem, appear, belong, own, matter (believe) that we (talk) to
big – bigger – biggest hot – hotter – hottest Thiseach
filmother much lessfunnythanasinhis
thelast one.
past. I4
senses taste, sound, look, feel, hear, smell Jill(own)
and Maura are sisters.
Some adjectives have irregular comparative and superlative forms. 8 a smartphone andMaura
I 5 is 19 and Jill is 18.
(use) it all
Jillthe
is time. I 6 her sister.
(send) messages to my
good – betterSome
Look! – best
verbsbad
can–be
worse
both–action
worstandfar – further
state verbs, – furthest
with different meanings.
(not) asthis
…website
as is the best. (an opinion = state verb) (call) them for a chat. It’s true that we 8
I think
We He’s
use as … as tofish
having sayand
thatchips.
two things are theofsame
(the action and
eating not as verb)
= action … as to say that two 9 always (not speak) face to
things
He are
hasdifferent. We cancar.
a white sports use(ajust with as …=asstate
possession to emphasize
verb) a similarity.
I’m feeling happy. (the action
Today London is just as warm as Cairo. of having an emotion = action verb)
In winter, Amsterdam isn’t as cold as Moscow.
112 Goback
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GRAMMAR PRACTICE
4C Comparatives and superlatives,

as ... as
1 4.14 Read through the information about
comparatives, superlatives and as ... as with the class, or
allow sts time to read it on their own. Remind sts that we
use than with comparatives, not that, and we use the with
superlatives. Point out the spelling changes with some of
the short adjectives. Play audio track 4.14 for sts to listen
and repeat. See the SB page opposite for audio script. Sts
complete the sentences with the correct words. Check
answers.
Answers
1 just as comfortable
2 The most expensive
3 as big
4 the nicest
5 difficult as
6 the funniest
7 a lot further
8 slightly hotter than
9 by far the worst
10 a lot spicier than
2 Read out the first sentence and elicit how to complete

the second sentence so it has the same meaning. Sts then
complete the remaining sentences in the same way. Check
answers.
Answers
1 as tall as
2 far the best restaurant
3 much less, than
4 little earlier than
5 least
6 the nicest beach, ever seen
7 isn’t as
8 a bit/a little/slightly younger than

individual students in turn to read out one of their
completed sentences. Ask other sts: Do you agree? Did
you have a different answer?
2 Books closed. Put sts into teams. Read out each answer
in turn, e.g. John is as tall as James. Teams race to
remember the original sentence (e.g. John and James
are both 1.70m tall).
3 Sts work in pairs. Set them the challenge of writing
a conversation including as many of the sentences in
exercise 2 as they can. Ask pairs in turn to perform
their conversations for the class. See which pair
managed to include the most sentences in a natural
way.
Refer sts back to page 35 if they want to revise comparatives,

superlatives and as ... as further, or see more examples of
them in context.
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GRAMMAR
GRAMMARPRACTICE
PRACTICE
5A
1A Zero andsimple
Present first conditional; future action
and continuous; time
clauses
Choosethe
thecorrect
correctoptions
optionstotocomplete
completethe
thesentences.
sentences.
1 1YouThey
can’t
don’t
comewantto /the
aren’t
partywanting
if / unless
to goyou’re
swimming
invited.
5.5
1.2
2 I’lltoday
call you until /it’s
because as too
sooncold.
as I get my exam results.
If Iyou borrow
check money,
my emails need to pay it back.I’m replying to your message right now.
youmorning.
every 3 2They’ll
I prefer
cancel
/ ’m preferring
the flight ifthis/ unless
coffeethe– itweather
tastes /is’sbad.
tasting
If II need
ask myto bank manager
access the internet. Are you enjoying your holiday?
for a loan, he’ll say no. 4 I'llmuch
get a better
job when
than/ that
untilcoffee.
I leave school.
Tell
Myme if you
sister hasneed
a newsome
job. cash. My parents are having breakfast. 5 3She’ll
I can’t
stay
talk
with
to you
us until
right/ unless
now. We thehave
summer
/ ’re having
holiday
You can’t open an account unless you’re over eighteen. finishes.
lunch.
I won’t be able to go shopping until I get paid this Friday. 6 4He’ll
Whyworry
do you
if / wait
when/ are
youyou
don’t
waiting
call him.
for the bus? There
Present simple
I’ll lend you some money after I go to the cash machine. aren’t any buses after midnight!
We use the present simple to talk about things that are always true. 2 Complete the sentences with the correct form of the
They speak Portuguese in Brazil. The sun sets in the west. verbs in brackets.
because they’re speaking too fast.
Zero conditional 1 6Plants (die) ifall museums should be free.
We also use the present simple to talk about regular routines. We think / ’re thinking
We use the zero conditional to talk about routines or situations that are generally they (not
7 He works / ’s working get)in the library this morning.
true, including facts. We use the present simple in both the if clause and the main 8enough water. belongs / is belonging to me.
That suitcase
clause. 2 If you (not
If We never
I have goIshopping
time, normally on
go Saturdays. They
for a walk in my oftenbreak.
lunch go to the beach at the weekend. 2 Complete
save) moneythenow,
sentences
you with the present simple or
I usually cycle to work if it’s a nice day. present continuous
(not have)form of the verbs in brackets.
If Present
you heat ice,continuous
it melts. I
1enough to go on(talk) to my boss at the moment. Can I
holiday.
We use the present continuous to talk about actions that are happening now. 3 I think I back in five(get)
call you a
minutes?
First conditional
He’s speaking to his sister on Skype right now. I’m waiting for you at the bus stop. They before the meeting
2coffee (send) me a birthday(start).card every year.
We 4 3If I (leave)
(get) lostthewhen
officeI’mnow.
in aI’ll
foreign
call you
city,later.
I
Weuse theuse
also firstthe
conditional to talk about
present continuous to the
talkresult
aboutofactions
a possible
that action. We form the if
are temporary.
clause with if + present simple and we usually form the main clause with will + You look really tired.
4usually (ask)
I someone for (think)
directions.
you
She’s living with her parents at the moment. I’m studying Economics this year. 5 I (send)
(need)youto goa text
to bed
as soon
now.as Helen
infinitive.
5 I’m so hungry!(arrive).
I (think) about dinner.
If Action
we take theand state
bus, we’ll get verbs
there more quickly.
6 6We I can’t talk now.(notI play) tennis(study)
unlessinthetheweather
library.
If John doesn’t leave now, he won’t get to school on time.
We can use the present simple and present continuous with verbs which describe an 7 I (improve).
(stay) at my best friend’s house at
You’ll be tired tomorrow if you don’t go to bed now.
action. 7 Mythe brother
moment. (be) excited if his team
We can put either clause first with no change in meaning. However, if we put the main 8 My internet(win) connection
the match tonight. (not work) today.
clause first, we don’t use a comma between the two clauses. 8 I (make) the dinner after this film
If it’s nice this weekend, we’ll go camping. (finish).
We’ll go camping if it’s nice this weekend.
describe a state. 3 Complete the advert with the correct form of the
We can use the imperative in the main clause. verbs in the box.
If Iyou seeunderstand.
don’t Matthew tomorrow,
What do youtell him about
mean? NOTthe
I’mparty.
not understanding. What are you
go have (x2) want not pay not have
We meaning?
can use unless to talk about possible future events. It means the same as
open be (x2) prefer
not. a car. NOT I’m owning a car.
if I+own
Unless you work harder, you won’t pass your exams. = If you don’t work harder,
state verbs At MegaBank, we know that people
you won’t pass your exams.
feelings 1 speaking to a member of
like, love, hate, want, prefer, need
Future time clauses Enjoy is used in the continuous tense: I’m enjoying the party. staff if they 2 questions about
thoughts and know, believe, remember, their account. But we also understand that
We use the present simple, not will + infinitive, afterforget,
wordsunderstand,
and phrasesthink, feel,
like when, I1 (not understand) why some people
opinions consider, realize, expect, agree, suppose, doubt, mean if people 3 busy lives, they
until, before, after and as soon as when we are referring to the future. 2 (believe) that we 3 (talk) to
states be, have (possess), exist, seem, appear, belong, own, matter 4 time to visit or call their
I’ll buy a new phone when this one stops working. each other much less than in the past. I 4
senses taste, sound, look, feel, hear, smell bank. That’s why MegaBank has a new
She won’t call you back until she finishes her homework. (own) a smartphone and I 55 (use) it all
chat app. As soon as you
Before we go out, I’ll have a quick shower. the time. I 6 (send) messages to my
Look! Some verbs can be both action and state verbs, with different meanings. the app, someone 6 available
We’ll do the washing up after we have lunch. friends several times a day and I often 7
I’m thinking about my holidays. (the action of thinking = action verb) to chat to you. If you 7 8 to know
I’ll give you a call as soon as we arrive at the airport. (call) them for a chat. It’s true that we
I think this website is the best. (an opinion = state verb) more, 8 to our website. You
9 a penny to download theface to
always (not speak)
He has a white sports car. (a possession = state verb) app if you1010 a MegaBank
I’m feeling happy. (the action of having an emotion = action verb) customer!
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GRAMMAR PRACTICE
5A Zero and first conditional; future 3 Sts read the advert for ‘MegaBank’ and complete it with
the correct form of the verbs in the box. Check answers.
time clauses
Answers
1 5.5 Read through the information about zero and
1 prefer
first conditionals and future time clauses with the class, or
2 have
allow sts time to read it on their own. Play audio track 5.5
3 have
4 don’t have
5 open
6 will be
7 want
Answers
8 go
1 unless
9 won’t pay
2 as soon as
10 are
3 if
4 when
5 until Refer sts back to page 41 if they want to revise zero and first
6 if conditionals and future time clauses further, or see more
examples of them in context.
Answers
1 die, don’t get
2 don’t save, won’t have
3 ‘ll get, starts
4 get, ask
5 ‘ll send, arrives
6 won’t play, improves
7 will be, wins
8 ‘ll make, finishes

each sentence in turn, some with correct answers and
some with incorrect. Ask sts to put up their left hand if
they think the answer is correct, and their right hand
if they think it is incorrect. Ask a student who chose
correctly to explain why, and to give the correct answer
if necessary.
2 Books closed. Put sts into pairs. Read out the first part
of each sentence, e.g. Plants always die ... . Sts work in
their pairs and try to remember the correct sentence
endings. They can look in their books again to check.
3 Sts work in their pairs and replace one part of each
sentence, e.g. Plants always die if I look after them./
Animals can’t live for long if they don’t get enough water.
Sts can then compare their sentences in groups of four.
Ask some pairs to read some of their sentences to the
class.
253
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5C
1A Predictions: will,and
Present simple be going to,
continuous; action
may/might
Choosethe
thecorrect
correctoptions
optionstotocomplete
completethe
thesentences.
sentences.
1 1Look
Theyatdon’t
thosewantdark/clouds.
aren’t wanting
It will / ’stogoing
go swimming
to rain!
5.9
1.2
2 I ’m going
today to / might
because be cold.
it’s too home before seven, but it
I’mI check
sure Emily will love
my emails hermorning.
every present. I’m replying to your message right now. I prefer on
2depends / ’mthepreferring
traffic. this coffee – it tastes / ’s tasting
I don’t
I needthink have
we’ll the
to access time to go to the museum
internet. Are you enjoying your holiday?
today. 3 The muchscore is 10–0!
better thanOur thatteam
coffee.is going to / will win
There hasofa new
are lots
My sister job.here. It’s going to be My
people parents
a great are having breakfast.
party! 3theI can’t
match.talk to you right now. We have / ’re having
It might rain later this afternoon. 4 Jane will definitely / definitely will be at the concert.
lunch.
We may not stay at home for Christmas this year. 4SheWhy do you
bought herwait / are
ticket you waiting
months ago. for the bus? There
Present simple
5 He’s studying
aren’t any busesreallyafter
hardmidnight!
at the moment. He might /
5’s Igoing
don’t to
understand
pass the exam / ’m not understanding this film
easily.
will
They speak Portuguese in Brazil. The sun sets in the west. 6 I’m sure you
because mightspeaking
they’re / ’ll enjoytoothefast.
film.
We use will and won’t to make predictions about the future, based on our personal
We also use the present simple to talk about regular routines. 7 6It We
willthink
/ may/ snow
’re thinking
tonight. allThere’s
museums a 50%should
chance
be free.
of
opinions. We often use phrases like In my view/opinion … , I think/feel (that) … ,
I start work He works
7snow according/ ’s working in the library
to the weather this morning.
forecast.
I expect (that) at 8.45.I’m My
… and surebrother
(that) …gets up at
before will6.30
andevery
won’t.day.
8 8We’re
Thatarriving
suitcaseatbelongs
midnight / issobelonging
I think wetowon’t
me. / don’t
InWe
myoften
view,use the present
Germany simple
will win with World
the next frequency
Cup.adverbs and expressions. think we’ll have time to go for dinner.
It We never
won’t go shopping
be easy for her toonfind
Saturdays. They
a cheap flat often
in the city.go to the beach at the weekend. 2 Complete the sentences with the present simple or
9 She doesn’t think they ’ll / won’t move house
We often use Do you think … ? to ask someone to make a prediction. next year.
Do you think she’ll like her present? 2 Complete
We use the present continuous to talk about actions that are happening now. call youthebacksecond
in fivesentences
minutes? so they mean the
same
2 They as the first sentences.
(send) me Usea the wordscard
birthday in brackets.
every year.
He’s
Look!speaking to his
To make sister onprediction
a negative Skype right now.
with I’mnormally
will, we waiting use
for you at the bus stop.
the negative
1 3Perhaps
I she will(leave)
win thetheOlympic
office now.goldI’llmedal.
call you later.
formalso
We of think, followed
use the presentbycontinuous
will. to talk about actions that are temporary.
4SheYou look really tired. I the Olympic(think) gold medal.
you
IShe’s
don’tliving
thinkwith
he’llher the job.atNOT
getparents I think he won’t
the moment. get the job.
I’m studying Economics this year. (win) (need) to go to bed now.
2 5I’mI’mabsolutely
so hungry! sure
I that Mark won’t(think)pass
about his dinner.
Action
be goingand
to state verbs I can’ttest.
6driving talk now. I (study) in the library.
Weuse
We can
beuse the to
going present simple
to make and present
predictions continuous
that we with verbs
are sure about, basedwhich describe an
on something 7Mark
I (stay) at myhisbest
driving
friend’s
test.house
(fail) at
weaction.
can see or something that we know. 3 We theprobably
moment. won’t have time to visit you this month.
I play
Look at football
how fullontheWednesday
car park is.evenings.
The shopping centre’s going to be really busy. 8I My internet connection have time to visit(not youwork)
this month.
today.
Everyone says Toronto isgame
I’m playing a football on my computer
an amazing at the
city – you’re moment.
going to have a great holiday. (think)
3 Complete the text with the correct form of the verbs in
4 I’m sure there will be a party this weekend.
probably and definitely
describe a state. There a party this weekend.
(definitely)
WeSheusedoesn’t
the adverbs probably
like her and definitely
new haircut. NOT Shetoisn’t
make a prediction
liking her new with will or going to
haircut.
5 The weather’s awful. Maybe the train will be late.
less certain
I don’t or more certain.
understand. What do you mean? NOT I’m not understanding. What are you
The train on time because of the
meaning?
He’ll probably buy a new car next year. awful weather. (arrive)
I own
He’s a car. NOT
probably goingI’mtoowning
buy a newa car.
car next year. 6 You’ll definitely learn a lot on your course.
Sarah will definitely go to university. I learn a lot on your course. (sure)
state
She’s verbsgoing to go to university.
definitely 7 It’s possible that it will rain later today.
It later today. (might)
Look! We use probably andisdefinitely
Enjoy after
used in the will but before
continuous tense: won’t.
I’m enjoying the party.
8 We aren’t going to get to the airport on time with
It’ll probablyand
thoughts rain whenknow,
we’rebelieve,
on holiday.
remember, forget, understand, think, feel, thisI 1traffic. (not understand) why some people
opinionswon’t miss the
I definitely consider,
party. realize, expect, agree, suppose, doubt, mean
I 2 get that
(believe) to the
weairport
3 on time(talk)
withto
states be, have (possess), exist, seem, appear, belong, own, matter
thiseach
traffic. (think)
other much less than in the past. I 4
senses
may/might taste, sound, look, feel, hear, smell
We use may (not) or might (not) + infinitive to say that a prediction is possible. They the time. I 6 (send) messages to my
mean ‘maybe’ or ‘perhaps’. friends several times a day and I often 7
We Imay not
think gowebsite
this on holiday this
is the (an=opinion
year.
best. Perhaps=we won’t
state go on holiday this year.
verb)
= Maybe it will rain later, (have) very busy lives nowadays and that we
It might rain later,
He’s having fishsoand
takechips.
an umbrella.
(the action of eating = action verb)so take an umbrella. 9 always (not speak) face to
112 Goback
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GRAMMAR PRACTICE
5C Predictions: will, be going to,

may/might
1 5.9 Read through the information about predictions
with the class, or allow sts time to read it on their own.
Play audio track 5.9 for sts to listen and repeat. See the
SB page opposite for audio script. Sts read the sentences
and choose the correct options to complete them. Check
answers.
Answers
1 ‘s going to
2 might
3 is going to
4 will definitely
5 ‘s going to
6 ‘ll
7 may
8 don’t think we’ll
9 ‘ll
2 Read out the first pair of sentences and elicit the words to
complete the second sentence so it has the same meaning
as the first. Sts complete the remaining sentences in the
same way. Check answers.
Answers
1 may/might win
2 will definitely fail
3 don’t think we’ll
4 will definitely be
5 may/might not arrive
6 ‘m sure (that) you’ll
7 might rain
8 don’t think we’re going to

individual sts to read out each completed sentence. Ask
other sts: Do you agree? Who has a different sentence?
2 Books closed. Put sts into pairs. Read out each second
sentence in turn, then give sts a key word from the
original sentence, e.g. She might win the Olympic gold
medal (perhaps). Sts work in their pairs and try to
remember the original sentences. They can look in
their books again to check.
3 As a class, brainstorm some ideas for things you might
make predictions about, e.g. the weather, what time
you will arrive somewhere, the result of a sports game,
etc. Make notes on the board. Sts work in their pairs
and write three sentences making predictions about
the topics on the board. Sts then swap sentences with
another pair and try to rewrite the sentences they
have been given using different words, but keeping
the meaning the same. Ask some pairs to read out
their pairs of sentences. Discuss as a class whether the
sentences have the same meaning or not.
Refer sts back to page 45 if they want to revise predictions

further, or see more examples of them in context.
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GRAMMAR
GRAMMARPRACTICE
PRACTICE
6A
1A Present
Presentperfect
simple and
and past simple, action
continuous;
already, yet,
and state recently
verbs 1 1 Choose
Choosethe
thecorrect
correctoptions
optionstotocomplete
completethe
thesentences.
sentences.
1 1I’ve
They
been don’t
to the
want cinema
/ aren’tthree
wanting
timestothis
go/swimming
last week.
6.2
1.2
2 Sarah
todayhas spokenit’s
because / spoke
too cold.to me yesterday.
I’ve nevermy
I check been firedevery
emails frommorning.
a job. I’m replying to your message right now. 3 2Have
I prefer
you /seen
’m preferring
/ Did you thissee coffee
Maria recently?
– it tastes / ’s tasting
Ivan has to
I need already
accessfinished work and it’s only 3 Are
the internet. p.m.you enjoying your holiday? 4 Did you better
much book /thanHavethat
youcoffee.
booked your holiday yet?
Myjust
I’ve heard
sister has athat
newSimona My parents are having breakfast.
job. is leaving the company. 5 3I never
I can’twent
talk to
/ I’ve
younever
right been
now. to
WeMoscow.
have / ’re having
My dad has been retired for twelve years. 6 I’ve visited / I visited lots of beautiful places when I was
lunch.
I’ve been to Australia twice. I last went two years ago. 4inWhy do youlast
Argentina wait / are you waiting for the bus? There
year.
Present simple
7 This is the
aren’t anymost
buses difficult job I’ve ever had / I ever had.
after midnight!
Present perfect 8 5Sorry,
I don’t
I haven’t
understand
cooked / ’m/ didn’t
not understanding
cook dinner yet.
thisIfilm
hope
They speak Portuguese in Brazil. The sun sets in the west. you
because
aren’t hungry.
We form the present perfect with have/has + past participle. We use it:
We also use the present simple to talk about regular routines. 9 6Her
Weplane
thinkhas
/ ’rearrived
thinking
/ arrived
all museums
at 10.45.should be free.
• to talk about experiences in our lives.
I I’ve
startbeen
worktoatthe
8.45. My brother 10 7What
He works
have you
/ ’s working
thought /indid
theyou
library
thinkthis
of morning.
the film?
USA three times. gets upnever
I’ve at 6.30 every
eaten day. food.
Mexican
8 That suitcase belongs / is belonging to me.
WeHaveoften
youuse
everthetravelled
present abroad
simple with frequency
for work? adverbs
She’s seen and
this expressions.
film before. 2 Tick ( ) the sentences if they are correct. Then correct
• to talk about something that happened a short time ago withbeach
We never go shopping on Saturdays. They often go to the just oratrecently.
the weekend. 2 the
Complete
incorrectthe sentences with the present simple or
sentences.
We’ve recently moved to new offices. I’ve just seen your text message. 1 present
Tom’s just continuous
moved to form of the verbs in brackets.
Valencia.
Present continuous
• to talk about something that happened earlier than we expected, or didn’t happen 2 1I’ve
I broken my (talk)
leg sixtomonths
my bossago.at the moment. Can I
We usewe
when theexpected,
present continuous to talk
with already, about
yet and actions that are happening now.
still. 3 Hecallworks
you here
backsince
in five2016.
minutes?
I’ve speaking
He’s already spoken to Tony.
to his sister on Skype right now. I’m waiting for you at the bus stop. 4 2Michael
They has worked(send) really me
harda this
birthday
year. card every year.
Have you written that report yet? I tohaven’t finished it yet.that
/ I still 5 3Have
I you lived (leave)
here sincethe office
five years?
now. I’ll call you later.
We also use the present continuous talk about actions arehaven’t finished it.
temporary.
6 4When
You look
havereally
they got
tired.
married?
I (think) you
• She’s
to talkliving
about theher
with duration of at
parents a situation that started
the moment. in the past
I’m studying and is stillthis
Economics trueyear.
now,
7 Have you spoken (need)to Maria
to go about
to bedthe now.
party yet?
with for and since.
8 5This
I’missothe
hungry!
best pizza
I I ever had.(think) about dinner.
Action
I’ve worked and
herestate verbsShe’s lived here since 1985.
for ten years.
9 6I’ve
I can’t
seentalk
John
now.
in the
I park yesterday.(study) in the library.
We can useperfect
Present the presentor
simple
pastand simple?
present continuous with verbs which describe an 10 7Have
I you enjoyed (stay)
theatmatch
my best
lastfriend’s
night? house at
action. the moment.
We use the present perfect to talk about the past from the perspective of the present. 3 Complete the text with the verbs and adverbs in
This is the best book I’ve ever read. (in my life until now) brackets. Use the past simple or present perfect.
Can I call you later? I’ve just got back from work. (a very recent past)
We lived
I’ve usually
in use the present
London for five simple,
years. (Inotstillthe
livepresent
there.) continuous, with verbs which brackets.
describe a state.
In addition to the adverbs above, we often use the present perfect with words and
time expressions such as so far, this morning, today, this week and this year.
I’ve seen my friend twice this year.
meaning?
He's
I ownonly readNOT
a car. one I’m
chapter
owning of the book so far.
a car.
We use the past simple to talk about completed actions in the past, and when they
state verbs
happened. We often use the past simple with words and past time expressions such as
yesterday,
feelings last Saturday, last
like,week, in 2014,
love, hate, want,fiveprefer,
years need
ago, What time … ?, When … ? I love my job. I 1 (be) a wedding
photographer for two years. At first it was hard,
I lived in London for five years. (I don’t live there now.) tense: I’m enjoying the party.
Enjoy is used in the continuous
photography is a competitive industry and you
We thoughts
had a greatand know, not
holiday. (We’re believe, remember,
on holiday now.)forget, understand, think, feel, 1
opinions consider, realize, expect, agree,ago.
suppose, doubt, need Iexperience. I 2(not understand) why(not some people
I read that book last summer. I got home two hours When did mean
you arrive? 2 3
states be, have (possess), exist, seem, appear, belong, own, matter get) many bookings(believe)
in my first thatyear
we but recently (talk) to
4
Present
senses perfect and pastlook,
taste, sound, simple feel, hear, smell I 3 each other much less than inreally
(become) the past.
busy.I I
4 (own) a smartphone 5
and I have) ten weddings (use) it this
all
(already,
We often ask a question or say something in the present perfect and then give more 5 time. I 6
Look! inSome verbssimple.
can be both action and state verbs, with different meanings. year! Ithe (send) in
(work) messages to my
a lot of beautiful
information the past 7
I’m thinking about my holidays. (the action of thinking = action verb) placesfriends
– I 6 several times a day and (just,I often
do) a wedding at a
Have you ever met Ana’s sister? (call) them for a chat. It’s true that we 8
palace. But things don’t always go well. One colleague
I think this website is the
Yes, I’ve met her. I spoke to her best.at (an
Ana’sopinion
birthday= state verb)
party last month. 7 (have) very busy lives nowadays and that we
He’s having fish and chips. (the action of eating = action verb) (delete) all the wedding photos
9
Do you know anything about Lima?
He has a white sports car. (a possession = state verb) the day after his firstalways
wedding! Another(not speak) face to
colleague
Yes, I’ve been to Lima, so I know it quite well. I went there last year. 8 face. It 10 (seem)
(still, not to methe
receive) thatmoney
electronic
from
devices
a wedding that she 9 (make) our lives much
(do) easier.
last year.
It feels soft. (the sense = state verb) 12
Look! Ian’s been to Lima means he went to Lima and came back home. For example,
Thankfully, nothingI like that 10 (write) this blog now
Ian’s gone to Lima means he went to Lima and he’s still there. (happen) to me yet.
122
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GRAMMAR PRACTICE
6A Present perfect and past simple, 3 Sts read the text and complete it with the verbs and
adverbs in brackets. They use the past simple or present
already, yet, recently perfect. Check answers.
Answers
perfect and past simple with the class, or allow sts time
1 ’ve been
to read it on their own. Point out the different time
2 didn’t get
expressions used with each tense, and remind sts that
3 ’ve become
they can often use time expressions to help them decide
4 ’ve already had
which tense is correct in a sentence. Play audio track 6.2
5 ’ve worked
6 ’ve just done
7 deleted
8 still hasn’t received
9 did
Answers
10 has happened
1 this
2 spoke
3 Have you seen Refer sts back to page 49 if they want to revise the present
4 Have you booked perfect and past simple further, or see more examples of them
5 I’ve never been in context.
6 I visited
7 I’ve ever had
8 haven’t cooked
9 arrived
10 did you think
2 Sts tick the correct sentences and correct the incorrect

ones. Check answers.
Answers
1 ✓
2 I broke my leg ...
3 He’s worked here ...
4 ✓
5 ... for five years
6 When did they get ...
7 ✓
8 ... the best pizza I’ve ever had
9 I saw John ...
10 Did you enjoy ...

each sentence in turn. Ask sts to put up their left hand
if they think it is correct, and their right hand if they
think it is incorrect. Ask them to raise their hand only a
small amount if they are not sure, and raise their hand
fully if they are confident. Ask a confident student
to explain the answer or correct the sentence if it is
incorrect.
board, e.g. Tom/Valencia. Sts work in pairs and try to
remember the sentences. They can look in their books
again to check.
3 In their pairs, sts change some of the details in each
sentence so that the past simple is required if the
original sentence was in the present perfect, and
vice versa, e.g. Tom moved to Valencia two years ago.
Remind sts that they will often have to change the time
expressions. Elicit some examples of how each sentence
can be rewritten.
257
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6C
1A Present
Presentperfect
simple continuous and simple
and continuous; action
Choose the
the correct
sentences
options
with the
to complete
present perfect
the sentences.
6.15
continuous
1 They don’t formwantof the verbswanting
/ aren’t in brackets.
to go swimming
1.2studying Spanish for 25 years.
I’ve been
1 James
today because it’s too cold. to the gym every day for
She’s beenmyplaying
I check emails tennis since 12.30.
every morning. I’m replying to your message right now. I prefer
2the / ’mweeks.
last four preferring
(go) this coffee – it tastes / ’s tasting
MyI need
shirt’stodirty because
access I’ve been painting myAre
the internet. bedroom.
you enjoying your holiday? 2 Howmuch longbetter than that coffee.for that company?
I’ve known Ed all my
My sister has a new job.life but we’ve only been going out for
My parents arethree
havingmonths.
breakfast. I can’t talk to you right now. We have / ’re having
3(you/work)
3 Helunch. much time at home because
Present
Presentperfect
simplecontinuous Why
4he’s do you
been waitat/ are
so busy you(not
work. waiting
spend)for the bus? There
4 I aren’t any buses after tomidnight!
this park since I was a child.
WeWeuseusethe
thepresent
presentperfect
simplecontinuous to things
to talk about talk about
that longer or repeated
are always true. actions which
I don’t understand / ’m not understanding this film
5(come)
started in the past and are still true now. We form the
They speak Portuguese in Brazil. The sun sets in the west.
present perfect continuous with
5 How long they’re speaking toofor
because a taxi? (you/wait)
fast.
the auxiliary verb have + been + -ing form of the main verb.
We also use the present simple to talk about regular routines. 6 6What
We think
horrible
/ ’reweather!
thinkingItall museums should be allfree.
We’ve been waiting for the bus for 45 minutes. He works
7morning. / ’s working in the library this morning.
(rain)
He’s been coming to this restaurant since 2015. 7 8Why
Thatdosuitcase
you never belongs
answer / isyour
belonging
phone?to me.
We often use How long… ?, for, since and time phrases like this morning, today, I you all evening. (call)
Wemonth,
this never go shopping
all year on present
with the Saturdays. They
perfect often go to the beach at the weekend.
continuous. 2 Complete the sentences with the present simple or
8 You computer games all evening.
How long has she been waiting? Go and do your homework now! (play)
He’s been playing that computer game for four hours/since ten o’clock.
Webeen
I’ve use the present
getting the continuous
bus to worktoalltalk about
week actions
because mythat areis happening
bike broken. now. call you back in five minutes?
He’s been
speaking to to
histhe
sister 2 They (send) me a birthday card every year.
Sam’s going gymona Skype
lot thisright
year.now. I’m waiting for you at the bus stop.
WeWealso
alsouse
usethe
thepresent
presentperfect
continuous to talktoabout
continuous actionslonger
talk about that are temporary.
or repeated actions
that have recently finished. These actions can have a result in the present.
You look hot! What have you been doing? 5 I’m so hungry! I (think) about dinner.
Action
I’m and
hot because I’vestate verbs
been sitting in the sun. (result = I’m hot) 6 I can’t talk now. I (study) in the library.
The
Wegrass is wet
can use thebecause it’s been
present simple and present(result
raining. = the grass
continuous with isverbs
wet)which describe an 7 I (stay) at my best friend’s house at
action. the moment.
Present perfect simple
WeI’mdon’t use the
playing presentgame
a football perfect
on continuous
my computerwith
at state verbs. To talk about states that
the moment. 3 Complete the text with the correct form of the verbs in
started in the past and continue in the present, we use the present perfect simple.
How long has
describe Matt had his car? NOT How long has Matt been having his car?
a state.
Matt’s had his car since last September. NOT Matt’s been having his car since last
September.
I’ve known my neighbours for a long time. NOT I’ve been knowing my neighbours
meaning?
for a long time. 2 Choose the correct options to complete
the sentences.
Look!
state verbs
We can use both the present perfect simple and the present perfect 1 How long have you known / been knowing Anne?
continuous
feelings with verbs such
like, as livehate,
love, and work.
want, The action
prefer, needsounds more temporary 2 I’ve trained / been training for the marathon for the
with the continuous form, butisthe
Enjoy difference
used is small. tense: I’m enjoying the party.
in the continuous last six months.
How long have
thoughts andyou lived here?
know, believe, remember, forget, understand, think, feel, 3 I’ve loved / been loving you since the first time I
I’ve lived
opinions here since 1980. ( = quite
consider, a long
realize, time) agree, suppose, doubt, mean
expect, I1 (not understand) why some people
met2 you.
How long
states have you been living here?
be, have (possess), exist, seem, appear, belong, own, matter (believe) that we 3 (talk) to
4 She’s talked / been talking on the phone to
4 her
( = look,
a shorter each other much less than in the past. I
I’ve been living here since
senses taste,2010.
sound, feel,time)
hear, smell boyfriend for over an hour now.
5 Silvia has done / been doing her homework
Look! Some verbs can be both action and state verbs, with different meanings. all morning.
I’m thinking about my holidays. (the action of thinking = action verb) 6 I’ve owned / been owning this apartment since 2010.
I think this website is the best. (an opinion = state verb) 7 How long have you come / been coming to this gym?
He’s having fish and chips. (the action of eating = action verb) 8 We’ve
9 gone / been going to yoga classes for
always (not speak) face to
He has a white sports car. (a possession = state verb) six months.
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GRAMMAR PRACTICE
6C Present perfect continuous and 3 x PRACTICE SB page 123, exercise 2

simple 1 Do the exercise as normal. To check answers, read out
each sentence twice, once with each different verb form
and ask: Which one is correct? Why? Elicit the answers,
perfect continuous and simple with the class, or allow sts
referring back to the information on the SB page to
time to read it on their own. Play audio track 6.15 for sts
explain the answers.
to listen and repeat. See the SB page opposite for audio
script. Sts complete the sentences with the present perfect 2 Books closed. Write prompts for the sentences on the
continuous forms of the verbs in brackets. Check answers. board, e.g. know/Anne, train/marathon. Sts work in
pairs and try to write the sentences from memory,
Answers using the prompts. Sts can check their answers by
1 has been going looking in their books.
2 have you been working 3 Ask students, in their pairs, to write a short
3 hasn’t been spending conversation in which the final line is one of the
4 ‘ve been coming sentences in exercise 2. For example:
5 have you been waiting A: Hi, Sam, You’re looking very fit these days.
6 ‘s been raining
B: Thanks. Yes, I’ve lost quite a bit of weight.
7 ‘ve been calling
8 ‘ve been playing A: Really? Have you been going to the gym?
B: No, but I’ve been training for the marathon for the last
six months.
2 Remind sts that we don’t use continuous forms with state
verbs, even if the meaning suggests that something has Monitor while sts are working, then ask pairs of sts to
been continuing for a long time. Sts read the sentences perform their conversations for the class, omitting the
and choose the correct verb forms to complete them. final line. Other sts can listen and guess the final line.
Check answers.
Answers Refer sts back to page 53 if they want to revise the present
1 known
perfect continuous and simple further, or see more examples
2 been training
of them in context.
3 loved
4 been talking
5 been doing
6 owned
7 been coming
8 been going
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GRAMMAR
GRAMMARPRACTICE
PRACTICE
7A
1A The passive
Present simple and continuous; action
and state verbs 1 1Choose thethe
Choose correct options
correct to complete
options thethe
to complete sentences.
sentences.
7.4
1 She will don’t
1 They be metwant
/ meet at the
/ aren’t airportto
wanting bygo
theswimming
1.2 of films are made every year.
Thousands
Prime
today Minister.
because it’s too cold.
The main
I check my emailswas
character played
every by Emily Blunt.I’m replying to your message right now.
morning. Picasso
2
2 I prefer was painted
/ ’m / painted
preferring ‘Guernica’
this coffee in 1937.
– it tastes / ’s tasting
The has been made
I need to access the internet. film.
book into a Are you enjoying your holiday? A new
3 library is being
much better than that coffee.built / building at the university.
HeMywas being
sister hasinterviewed
a new job. for the role when I My called him. are having breakfast.
parents The
4 film directed
3 I can’t talk to you / was
rightdirected
now. We by have
Christopher Nolan.
/ ’re having
Her new film will be released later this year.
Thelunch.
5 band have sold / been sold over 2 million copies
of
4 their
Why do newyoualbum.
wait / are you waiting for the bus? There
InPresent simple
active sentences, the focus is on the person or thing that does the action.
6 Tickets
aren’tfor anytheir nextafter
buses concert can buy / be bought
midnight!
MyWe use the
friend present
Robert simple tomy
is repairing talk about things that are always true.
bike. online.
Maria
TheyJones
speakwrote that book
Portuguese in Brazil. The sun sets in the west. 7 They were being
because they’rebuilt / building
speaking too afast.
new airport when I
InWe
passive
also sentences, the focus
use the present is on
simple the about
to talk actionregular
itself orroutines.
on the thing that the action lived in Warsaw.
6 We think / ’re thinking all museums should be free.
affects. 8 All
7 He theworks
doors/should
’s workinglockin/ bethelocked
librarywhen you leave
this morning.
My bike is being repaired by my friend Robert. the
8 Thatbuilding.
suitcase belongs / is belonging to me.
We often use the present simple with frequency adverbs and expressions. 9 These days, most of the world’s computers are made /
That book was written by Maria Jones.
We never go shopping on Saturdays. They often go to the beach at the weekend. 2 make
Complete the sentences with the present simple or
in China.
We often use the passive if we don’t know who did the action, or if it isn’t important
10 I’m not sure where theform
present continuous nextof the verbs
Olympic Gamesin brackets.
will hold /
who did the action.
Present continuous 1 Iheld.
be (talk) to my boss at the moment. Can I
The window was broken last night. call you back in five minutes?
We use the present continuous to talk about actions that are happening now.
In the UK, over a million cars are made every year. 2 Rewrite the sentences in the passive.
We can use by in a passive sentence to say who does an action. We often use this 1 He
3 Iwrote the book in 2007.
(leave) the office now. I’ll call you later.
We also
when use thewho
the person present
doescontinuous tonew
the action is talk information.
about actions that are temporary. in 2007.
She’s
The living
Harry withbooks
Potter her parents at theall
are popular moment. I’m studying
over the world. Economics
They were this year.
written by 2 They have sold(need) all the totickets
go toforbedthenow.
concert.
J. K. Rowling. All
5 I’mtheso tickets
hungry!for the
I concert (think) about dinner. .
Action and state verbs 3 Can you watch
6 I can’t thatI film on Netflix?
talk now. (study) in the library.
We form the passive with a form of the verb be + past participle. We can use the
We can useallthe present simple that(stay)
film at my best friend’s on Netflix?
passive with tenses, forms and and present
modal verbs.continuous with verbs which describe an 7 I house at
action. 4 They’re making a lot of science fiction films
the moment.
these
8 My days.internet connection (not work) today.
I play football onactive
Wednesday evenings. passive
A lot of science fiction films
I’m playing a football game onit my computer at the
It ismoment. 3 these
Complete
present I usually clean every day. usually cleaned every day. days. the text with the correct form of the verbs in
simple
5 They aren’t going to release their new game until
describe a state. They arrested him this morning. He was arrested this morning. next year.
past simple
She doesn’t like her new haircut. NOT She isn’t liking her new haircut. Their new game until next year.
I don’t understand.
present Whatcompleted
They’ve do you mean? NOT I’m not
the project. Theunderstanding.
project has beenWhat are you
completed. 6 They make cars at that factory.
perfect
meaning? Cars at that factory.
I own a car. NOTHe
present I’mis owning a car.
feeding the cat. The cat is being fed. 7 When we arrived at the hotel, they were cleaning
continuous our room.
state verbs When we arrived at the hotel, our room
We will finish the report. The report will be finished.
will
feelings like, love, hate, want, prefer, need .
past Enjoy
They were is used the
repairing in the continuous
road. Thetense: I’m being
road was enjoying the party.
repaired. 8 They will send the information to you soon.
thoughts
continuous and know, believe, remember, forget, understand, think, feel, The information to you soon.
opinions consider, realize, expect, agree, suppose, doubt, mean I1 (not understand) why some people
9 They2 repaired my TV last week. 3
You must answer all the All the questions must be (believe) that we (talk) to
modal
statesverbs be, have (possess), exist, seem, appear, belong, own, matter My TV last week.
questions. answered. each other much less than in the past. I 4
senses taste, sound, look, feel, hear, smell 10 The fire completely destroyed the hotel.
We make negatives and questions in the usual way with the negative form or the The hotel by .
Look!
question formSome
of theverbs
verb can
be. be both action and state verbs, with different meanings. friends several times a day and I often 7
He wasn’t arrested. (call) them for a chat. It’s true that we 8
Was he arrested? (have) very busy lives nowadays and that we
It hasn’t been completed. always (not speak) face to
Has it been completed? face. It 10 (seem) to me that electronic

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260
260
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GRAMMAR PRACTICE
7A The passive 3 x PRACTICE SB page 124, exercise 2

1 7.4 Read through the information about the passive 1 Do the exercise as normal. To check answers, read
with the class, or allow sts time to read it on their own. out each active sentence in turn and ask questions to
Point out that the past participle remains the same in all gradually elicit the correct passive form, e.g. Which
tenses of the passive, and only the form of be changes tense is the verb? What is the past participle of the verb?
according to the tense. Play audio track 7.4 for sts to listen What is the correct passive form?
and repeat. See the SB page opposite for audio script. 2 Books closed. Write prompts for each pair of sentences
Sts read the sentences and choose the correct options to on the board, e.g. book/2007, tickets/concert. Sts work
complete them. Check answers. in pairs and try to remember the passive sentence in
each case. They can look in their books to check.
Answers
3 In their pairs, sts look at the passive sentences again.
1 be met
They choose four statements and write questions in the
2 painted
passive to elicit those statements as answers, e.g. When
3 being built
was the book written? (The book was written in 2007.)
4 was directed
Put pairs together into groups of four to read their
5 sold
questions to each other and elicit the correct answers.
6 be bought
7 building
8 be locked Refer sts back to page 59 if they want to revise the passive
9 are made further, or see more examples of it in context.
10 be held
2 Remind sts that a lot of common verbs have irregular

past participles, and these are not always the same as the
past simple form. Sts rewrite the sentences in the passive.
Check answers.
Answers
1 The book was written
2 have been sold
3 Can, be watched
4 are being made
5 isn’t going to be released
6 are made
7 was being cleaned
8 will be sent
9 was repaired
10 was completely destroyed, the fire
261
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7C
1A Modals
Presentofsimple
abilityand
andcontinuous;
possibility action
Choosethe
thecorrect
correctoptions
optionstotocomplete
completethe
thesentences.
sentences.
7.10
1 1I can’t
They/don’t
couldn’t
wantspeak
/ aren’t
to my
wanting
fathertoyesterday.
go swimming
I could1.2ride a bike when I was four years old.
2 I’ve beenbecause
today able to it’s
/ could paint since I was a child.
too cold.
We couldn’t
I check mywatch
emailsoureveryfavourite show because
morning. I’mthe TV broke.
replying to your message right now. 3 2I’mI prefer
sorry but
/ ’mI preferring
won’t can this
/ becoffee
able to–meet
it tastes
you/ for
’s tasting
be able
I’llI need to go on
to access thetour with my band when IAre
internet. finish
youuniversity.
enjoying your holiday? lunch
muchtomorrow.
better than that coffee.
I wasn’t able
My sister hastoa go
newtojob.
the concert because I was
My ill.
parents are having breakfast. 4 3Have
I can’t
youtalk
could
to you
/ been
rightable
now.
toWespeak
have
to/John
’re having
yet?
My dad hasn’t been able to play squash since he hurt his knee.
5 I love
lunch.can / being able to stay in bed all morning.
Present simple 6 4Maria
Whysaysdo you
she’ll
wait
can/ are
/ beyou
ablewaiting
to come
forfor
thedinner.
bus? There
can and could
7 I’daren’t
like toany
be buses
able toafter
/ can speak Chinese.
midnight!
8 5You
I don’t
shouldunderstand
can / be able
/ ’m not
to find
understanding
a taxi outside.
this film
We use can/can’t and could/couldn’t:
• We
to say 2 Complete the sentences with positive (+) and negative
alsothat
usesomebody
the presenthas or had
simple to the
talkability
about to do something.
regular routines. 6 We think / ’re thinking all museums should be free.
He can play the piano really well. (–) forms of be able to.
I start work at 8.45. My brother gets up at 6.30 every day. 7 He works / ’s working in the library this morning.
I couldn’t drive five years ago. 1 8I’dThat
lovesuitcase belongs / is belonging
walk to work but it’s too
to me.
We often use the present simple with frequency adverbs and expressions. far away. (+)
• to say that it is or was possible to do something.
We never 2 2 Complete the sentences with
anythe present
on mysimple
phone or
I have mygocarshopping
here so IoncanSaturdays.
drive you toThey often go to the beach at the weekend.
the station. I make calls
present continuous
since yesterday. (–) form of the verbs in brackets.
I can’t speak to you right now – I’ll ring you tonight.
Present continuous
I couldn’t use my mobile phone when I was in the village – there wasn’t any signal. 3 1I’m
I afraid that I (talk) to my boss at the
come
moment.
to theCan I
We use the present continuous to talk about actions that are happening now. meeting
call youtomorrow.
back in five
(–)minutes?
• with verbs of the senses, such as hear and see.
He’s speaking to very
his sister 4 2TheTheydoctor (send) me a birthday
see you yesterday,
card every but
year.
I can’t hear you well. on Skype
Please rightmore
speak now.loudly.
I’m waiting for you at the bus stop.
I free today.(leave)
3he’s (–) the office now. I’ll call you later.
It was
We alsosouse
foggy that I couldn’t
the present see the
continuous carsabout
to talk in front of me.
actions that are temporary.
5 4If You
I finish
look
allreally
my work
tired.today,
I I (think) you go
She’s living with her parents at the moment. I’m studying Economics this year. out tonight. (+)(need) to go to bed now.
be able to
6 5I’ve
I’malways
so hungry! I (think)
makeabout
new friends
dinner.
Action
We and
also use be ablestate verbs
to + infinitive to talk about ability and possibility. It sounds more I can’t(+)talk now. I
6easily. (study) in the library.
formal than
We can usecan
theorpresent
could. simple
We canand
usepresent
be ablecontinuous
to with all tenses, forms
with verbs and with
which describe an 7 I (stay) at my best friend’s house at
modal verbs. 3 Complete the text with the correct form of can, could
action. the moment.
or be able to and the verbs in brackets.
Are youfootball
I play able to speak any foreign
on Wednesday languages?
evenings. 8 My internet connection (not work) today.
I wasn’t able to
I’m playing finish the
a football report
game onyesterday.
my computer at the moment.
She’s never been able to swim very well.
3 Complete the text with the correct form of the verbs in
Sorry, but I won’t be able to come to the party tonight.
describe a state.
We love being able to sleep late at weekends.
I’dShe
likedoesn’t like to
to be able herspeak Italian. NOT She isn’t liking her new haircut.
new haircut.
meaning?
Look! We can’t use can with most tenses, structures or modal verbs. We use be
Iable car. NOT I’m owning a car.
owntoainstead.
I will be able to go to university if I pass my exams. NOT I will can go to
state verbs
university …
I’dfeelings like,
like to be able to play thelove, hate,NOT
guitar. want,
I’dprefer,
like toneed
can play the guitar. My dad’s Irish, my mum’s Mexican and I grew up in
Enjoy is used in the continuous tense: I’m enjoying the party. Belgium, so I’ve always 1 (speak)
We thoughts
can use both would you
and be able
know, to or
believe, could youforget,
remember, to make polite requests.
understand, think, feel, different languages, plus I studied Russian and
opinions consider, realize, expect, agree, suppose, doubt, mean Swedish I 1at university. (not
Atunderstand)
first, learning why Russian
some people was
Could you open the window, please? 2 3
states be,the
havewindow,
(possess), exist, seem, appear, belong, own, matter difficult as I 2 (believe) that we
(not understand) (talk) to
Would you be able to open please?
each other
the alphabet, butmuch
I speaklessitthan
wellinnow.
the past. I 4 a lot
I travel
senses taste, sound, look, feel, hear, smell 5
for my (own)
job and a smartphone
I really love and 3 I (use) it all
the time. 6
Look! Some verbs can be both action and state verbs, with different meanings. (chat) with localI people in restaurants
(send) messages to my
and markets
friends several times
4 a day and I often 7
I’m thinking about my holidays. (the action of thinking = action verb) − in my opinion, you (not get)
(call) them forifayou chat.don’t
It’s true that an 8
we effort
I think this website is the best. (an opinion = state verb) to know a country make to
(have)its
understand very busy lives I’d
language. nowadays and that
like to learn we
Mandarin
as I’m going to Beijing always
for work next (not year.speak)
There’sface to
He has a white sports car. (a possession = state verb) 10
face. It (seem)
a Mandarin course at my local language school in to me that electronic
It feels soft. (the sense = state verb) May, sodevices
I’ll 5 (make) ourclasses
(take) lives much andeasier.
this
For year,
time next example, I 12 6
I might (write) this blog
(have) nowa
while I 13
conversation when I go to the (sit) on the train.
market in Beijing!
112 Goback
Go backtotopage
page635 125
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262
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GRAMMAR PRACTICE
7C Modals of ability and possibility 3 Sts read the text and complete it with the correct form of
can, could or be able to and the verbs in brackets. Check
1 7.10 Read through the information about modals of answers.
ability and possibility with the class, or allow sts time to
read it on their own. Play audio track 7.10 for sts to listen Answers
and repeat. See the SB page opposite for audio script. 1 been able to speak
Sts read the sentences and choose the correct words to 2 couldn’t understand
complete them. Check answers. 3 being able to chat
4 can’t get
Answers 5 be able to take
1 couldn’t 6 be able to have
2 ’ve been able to
3 be able to Refer sts back to page 63 if they want to revise modals of
4 been able to ability and possibility further, or see more examples of them
5 being able to in context.
6 be able to
7 be able to
8 be able to

pairs of sts in turn to read out the two forms of each
sentence, with the different verbs. Ask: Who read the
correct sentence? Ask sts to say all together the name of
the student they think read the correct sentence. Ask a
student who chose correctly to explain why.
2 Books closed. Put sts into teams. Read out a prompt
for each sentence in turn and indicate by nodding or
shaking your head whether the sentence is positive
or negative, e.g. speak to my father yesterday (shaking
head). Teams race to say the correct full sentence. The
first team to do so scores a point.
3 Read out the first sentence and ask: What do I need to
change to make a correct sentence with the other option?
Elicit a possible answer, e.g. I can’t speak to my father
today. Sts look at the remaining sentences and rewrite
them so that the other option is correct. Ask pairs in
turn to read their sentences to the class.
2 Remind sts how to form and use be able to structures. Tell

students they need to read the gapped sentences carefully
to look for clues such as time expressions, which tell them
which tense they need to use. Sts complete the sentences
with the correct forms of be able to. Check answers.
Answers
1 to be able to
2 haven’t been able to
3 won’t be able to
4 wasn’t able to
5 ‘ll be able to
6 been able to
263
642323_P236_283_GP.indd 263 02/08/2017 13:46

GRAMMAR PRACTICE
8A Question tags
1 Match statements 1–10 with question tags a–j.
8.7
1 Mark’s coming tonight,
You don’t live in Oxford, do you?
2 Michael’s been to Paris before,
Emma went to Cambridge University, didn’t she?
3 We shouldn’t be late,
Your parents weren’t at the party last weekend, were they?
4 You’ll help me tonight,
I’ll see you tomorrow at the concert, won’t I?
5 Tom and Dan can’t speak Chinese,
You’ve never been to Canada, have you?
6 You like football,
They should be here by now, shouldn’t they?
7 Sarah called you this morning,
8 Karl isn’t here,
We often use a statement with a question tag when we think we know something
9 She didn’t pass her exams,
but we want to check.
10 The exam won’t be easy,
You’re from Mexico, aren’t you? = I think you’re from Mexico. Is that right?
He doesn’t speak Arabic, does he? = I don’t think he speaks Arabic. Is that right? a didn’t she?
b don’t you?
We also use question tags to start a conversation or to encourage somebody to speak.
c is he?
It’s a hot day, isn’t it? d isn’t he?
You’ve just bought a new car, haven’t you? e should we?
With positive statements, we use a negative question tag. With negative statements, f will it?
we use a positive question tag. g did she?
h hasn’t he?
+ – i won’t you?
His name was Juan, wasn’t it? j can they?
It will be sunny later, won't it?
2 Complete the sentences with question tags.
– +
We aren’t late, are we?
They didn't come, did they?
To form a question tag, we use an auxiliary or modal verb followed by a pronoun. If

the statement already contains an auxiliary or modal verb, we use it in the question tag.
We’re meeting at 8.30, aren’t we?
It won’t rain this afternoon, will it?
The children should go to bed early tonight, shouldn’t they?
Sara can’t play volleyball with us at the weekend, can she?
Tim hasn’t lived here very long, has he? 1 Surfing’s an exciting sport, ?
In the present or past simple, we make the question tag using do, does or did. 2 They’re going to lose, ?
They like Italian food, don’t they? 3 Tina hasn’t left yet, ?
The waiter speaks Spanish, doesn't he? 4 You don’t know the rules, ?
Sami spent three months in Beijing, didn’t he? 5 You went running at the weekend, ?
You didn't like that concert, did you? 6 Steven is working tonight, ?
7 It wasn’t a great match, ?
Look! We only use pronouns in question tags. All names and nouns change to 8 We can go out for dinner tonight, ?
he, she, it or they. 9 The Jamaicans won’t win this race, ?
John plays tennis, doesn’t he? NOT John plays tennis, doesn’t John? 10 We have to show our passports, ?
Paris is very expensive, isn’t it? NOT Paris is very expensive, isn’t Paris? 11 You’ve been waiting for ages, ?
12 You used to go to that school, ?

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264
264 EXTRA PRACTICE Workbook page 00; photocopiable activity 0.0
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GRAMMAR PRACTICE
8A Question tags 2 Sts complete the sentences with the correct question tags.
Check answers.
1 8.7 Read through the information about question tags
with the class, or allow sts time to read it on their own. Answers
Play audio track 8.7 for sts to listen and repeat. See the SB 1 isn’t it
page opposite for audio script. Sts match the statements 2 aren’t they
with the question tags. Check answers. 3 has she
4 do you
Answers 5 didn’t you
1 d 6 isn’t he
2 h 7 was it
3 e 8 can’t we
4 i 9 will they
5 j 10 don’t we
6 b 11 haven't you
7 a 12 didn't you
8 c
9 g Refer sts back to page 67 if they want to revise question tags
10 f further, or see more examples of them in context.

each statement in turn and ask an individual student
to complete it with the correct question tag. Ask other
students: Do you agree? Is that correct? Why?/Why not?
2 Ask sts to choose three of statements 1–10 and write
them on a piece of paper. They should also write three
of question tags a–j (which must not match their
statements). Sts then walk around the classroom.
They speak to different classmates, and each time they
take turns to read out one of their statements. If their
classmate has the matching question tag, they can
cross the statement off their list. (The question tag can
remain active and be used again.) Stop the activity
after two minutes and see who has crossed off the most
statements.
3 Sts work in pairs. They choose three of the question
tags and write new statements for them. Sts can then
work in groups of four. Pairs take turns to read out
their new statements to each other and respond with
the correct question tags.
265
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GRAMMAR PRACTICE
8C Modals of obligation and advice

8.13
1 It’s after midnight. I think you must / should go home
You have to take off your shoes before you go into the temple.
by taxi.
I must reply to Claire’s email. She sent it days ago.
2 I’m sorry I’m late. I must / had to take my sister to
We don’t have to work today. It’s Saturday.
the airport.
You mustn’t give chocolate to the dog. It’s very bad for him.
3 I haven’t seen Helen for ages. I must / have to phone
I had to go to the doctor because I was getting stomach pains.
her soon for a chat.
You should have a more balanced diet.
4 You mustn’t / don’t have to come to the supermarket
with me. I can go by myself.
have to and must 5 I should / have to go to work early today because my
We use have to and must to talk about obligation and rules. There’s little difference in first meeting starts at 8 a.m.
6 You shouldn’t / don’t have to eat so fast – it’s bad for
meaning between have to and must, but we use have to more in spoken English.
your digestion.
We normally use have to to talk about external obligations, including rules and laws. 7 You don’t have to / mustn’t park your car in front of
I have to drive to the station because my wife’s waiting for me. that garage.
You have to buy a ticket before you leave the car park. 8 We don’t have to / mustn’t drive into the city centre.
You have to take your passport with you when you travel abroad. There’s a bus.
We don’t normally use must to talk about rules. We use must to talk about personal 9 My children have to / must wear a school uniform.
obligations – things that we think are important or necessary. 10 His plane leaves at 7.30 a.m. on Monday so he’ll have to /
must leave the house at 5 a.m.
I must send a birthday card to my aunt.
There is no past or future form of must and we don’t usually use must in questions. In 2 Complete the second sentences with the correct form
these cases, we use a form of have to instead. of have to, must or should so they have the same
meaning as the first sentences.
Yesterday I had to work until 8 p.m.
He’ll have to find a job when he finishes university next year. 1 It isn’t necessary to hurry – there’s plenty of time.
Do we have to do all the exercises or just the first one? We to hurry – there’s plenty of time.
2 You aren’t allowed to use your phone in the library.
don’t have to or mustn’t? You use your phone in the library.
3 It isn’t a good idea to drink coffee before you go
Don’t have to and mustn’t have very different meanings. We use don’t have to to say
that something isn’t necessary. to bed.
You drink coffee before you go to bed.
You don’t have to pay to go by bus. Public transport is free on Sundays.
4 It will be necessary to stay at the airport hotel because
We use mustn’t to say something is prohibited. we’ve got an early flight.
You mustn’t speak during the exam. We stay at the airport hotel because we’ve
got an early flight.
Look! In spoken English, we normally use can’t or not allowed to instead of 5 I think it’s really important for me to visit Gran
mustn’t to say that something isn’t permitted because of a rule or a law. tomorrow because it’s her birthday.
You can’t take photos inside the art gallery. I visit Gran tomorrow because it’s
You aren’t allowed to take photos inside the art gallery. her birthday.
6 I think it’s a good idea for us to buy a bigger car.
should/shouldn’t We buy a bigger car.
7 You aren’t allowed to ride a motorbike without a helmet.
We use should to give advice and recommendations or to say if we think that
You ride a motorbike without a helmet.
something is a good idea or a bad idea.
8 Last week, it was necessary for me to go to the
You should go to the gym two or three times a week. hospital for a check-up.
You shouldn’t eat so much fast food. Last week, I go to the hospital for a
check-up.
9 I think it’s really important for us to invite Bill and
Donna for dinner soon.
We invite Bill and Donna for dinner soon.
10 It isn’t necessary to pay to go into that museum –
it’s free.
You pay to go into that museum – it’s free.
Go back to page 71 127

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GRAMMAR PRACTICE
8C Modals of obligation and advice 3 x PRACTICE SB page 127, exercise 2

1 8.13 Read through the information about modals of 1 Do the exercise as normal. To check answers, put
obligation and advice with the class, or allow sts time sts into small groups and ask them to compare their
to read it on their own. Remind sts of the difference in answers and decide on the correct answer for each
meaning between don’t have to and mustn’t. Play audio sentence. Ask groups in turn to read one of their
track 8.13 for sts to listen and repeat. See the SB page completed sentences to the class. Ask other groups if
opposite for audio script. Sts read the sentences and they agree.
choose the correct options to complete them. Check 2 Sts work in pairs. They take turns to read the first
answers. sentence in a pair to their partner. Their partner tries
to remember the second sentence correctly without
Answers looking at their book. Remind sts that the second
1 should sentence always contains a form of either have to, must
2 had to or should. If sts find this difficult, their partner can give
3 must them the first word of the second sentence to help.
4 don’t have to
3 Ask sts, in their pairs, to prepare a short conversation
5 have to
containing at least three of the sentences from exercise
6 shouldn’t
2 with have to, must or should. Encourage them to
7 mustn’t
use their imaginations. Give sts time to practise their
8 don’t have to
conversations in pairs. Ask some pairs to perform their
9 have to
conversations for the class. See who managed to use
10 ‘ll have to
the most sentences from exercise 2.
2 Sts complete the second sentence in each pair so that it

has the same meaning as the first. Check answers. Refer sts back to page 71 if they want to revise modals of
obligation and advice further, or see more examples of them
Answers in context.
1 don’t have
2 mustn’t
3 shouldn’t
4 ‘ll have to
5 must
6 should
7 mustn’t
8 had to
9 must
10 don’t have to
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GRAMMAR PRACTICE
9A Uses of like
1 Put the words in the correct order to make sentences
9.5
and questions.
I don’t like eating takeaway food. That sounds like a good idea.
1 party / what / Sarah’s / like / was / ?
Would you like a cup of tea? What’s Japanese food like?
Saul is just like his dad. What does your new girlfriend look like?
2 in / like / park / my / having / I / the / lunch
like + verb or noun 3 feel / going / you / like / do / tonight / out / ?
We use the verb like + -ing or + noun to talk about preferences.

4 this / like / to / cinema / weekend / to / I’d /
I like listening to music.
the / go
Did he like the concert?
I think he’ll like the food in that restaurant.
5 brother / like / Martina’s / does / what / look / ?
I didn’t like that dessert.
6 coffee / you / a / like / would / ?
would like
We use would like + to + infinitive or + noun to make polite offers and requests. We 7 teacher / is / new / like / what / your / English / ?
also use would like to talk about something we want to have or do. It is more polite
than using the verb want. We usually contract it to I’d/we’d like. 8 bigger / move / a / Maria / like / to / would / flat / to
Would you like a glass of water?
Would you like to sit down? 9 Beyoncé / like / just / she / sounds
I’d like a chicken salad, please.
I’d like to go to Paris one day. 10 please / reserve / like / double / a / room / I’d / to
We’d like to try that Italian restaurant.
like (preposition) 2 Complete the conversation with the words in the box.
We also use like as a preposition. It means ‘similar to’. Just like means ‘exactly the same as’. sounds feel (x2) I’d do would like (x2)
Sarah is like her mother. = Sarah and her mother have a similar personality.
His car is just like mine. = His car is exactly the same as mine.
We often use the preposition like with verbs of the senses (look, sound, taste, feel,
smell, etc.) and the verb seem. For verbs of the senses, we can use just like if
something is exactly the same.
Your perfume smells like lemon.
That seems like a good idea.
This tastes just like chicken!
We use the phrase feel like + -ing to mean ‘want to do’, especially when we’re making
arrangements.
What do you feel like doing tonight? = What do you want to do tonight?
I don’t feel like going to the cinema. = I don’t want to go to the cinema.
A Hi, Julia. Are you hungry? 1 you like to go
What … like? somewhere for lunch?
We use what + be like to ask for a description of something or someone. B Sure. Where do you 2 like going?
A 3 you like Greek food?
What was the film like?
What’s that new restaurant like? B No, not really. I think I’d 4 to go to an
Italian place. I 5 like having pizza today.
Look! We use What’s he/she like? to ask about someone’s character or A That 6 like a good idea. What about
personality, not their appearance. We use What does he/she look like? to ask about Luigi’s, then?
someone’s appearance. B I’ve never been to Luigi’s. What are their pizzas
What’s Tanya like? 7 ?
She’s very nice but she’s rather shy. A They’re delicious! But I had one last week, so today I
What does she look like? think 8 like to have a pasta dish.
She’s very pretty and she has short brown hair. B Great. Let’s go!

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GRAMMAR PRACTICE
9A Uses of like 3 x PRACTICE SB page 128, exercise 2

1 9.5 Read through the information about the uses of 1 Do the exercise as normal. To check answers, start at
like with the class, or allow sts time to read it on their the front of the class and ask sts in turn to read out
own. Play audio track 9.5 for sts to listen and repeat. See one sentence from the conversation. After each gapped
the SB page opposite for audio script. Sts put the words in sentence, ask other sts: Do you agree? Is that correct?
the correct order to make statements and questions. Check 2 Books closed. Write prompts for the conversation on
answers. the board, e.g.
A: hungry? lunch?
Answers
1 What was Sarah’s party like? B: ✓ Where?
2 I like having my lunch in the park. A: Greek food?
3 Do you feel like going out tonight? B: ✗ Italian. Pizza
4 I’d like to go to the cinema this weekend.
Sts work in pairs and try to remember the complete
5 What does Martina’s brother look like?
conversation. They can look in their books again to
6 Would you like a coffee?
check.
7 What is your new English teacher like?
8 Maria would like to move to a bigger flat. 3 In their pairs, sts cover the conversation in their books
9 She sounds just like Beyoncé. and just look at the picture. Elicit some things the
10 I’d like to reserve a double room, please. people in the picture might be saying using like, e.g.
What’s your pizza like? Would you like to try some? I
like this salad! Sts work in their pairs and prepare a
2 Sts complete the conversation with the correct words. conversation based on the picture, including as many
Check answers. different uses of like as they can. Monitor and help
while they are working. Ask pairs in turn to perform
Answers their conversation for the class.
1 Would
2 feel
3 Do Refer sts back to page 77 if they want to revise uses of like
4 like further, or see more examples of them in context.
5 feel
6 sounds
7 like
8 I’d
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GRAMMAR PRACTICE
9C -ing forms and infinitives

9.11
1 It was hard to find / finding your house because it
Eating out every week can be expensive.
doesn’t have a number.
I always go for a run after getting home from work.
2 Jackie suggested to go / going to see a film tonight.
That woman keeps looking at me. Do you know her?
3 I offered to help / helping my brother with his
It’s really important to leave a tip in the US.
homework.
I decided to become vegetarian three years ago.
4 We went outside for getting / to get some fresh air.
I phoned the restaurant to book a table for lunch.
5 Live / Living in the city centre is very expensive.
6 I don’t mind getting up / to get up early in
We use the -ing form:
the morning.
• as the subject of a sentence.
7 I decided to give up to eat / eating sugar for a week.
Cooking is one of my favourite hobbies.
8 Growing / To grow up in the countryside was great.
• after prepositions and phrasal verbs. 9 I’m fed up with going / to go to the same restaurant all
We’re thinking of going out for a meal. the time.
She’s looking forward to trying that restaurant. 10 I would love speaking / to speak English as well as you.
• after some verbs, including enjoy, feel like, finish, hate, keep, like, love, (don’t) mind,
2 Complete the conversation with the correct form of
miss, prefer, recommend, spend time, suggest.
the verb in brackets.
I love trying new food.
I prefer cooking at home to eating out.
We put not before an -ing form to make a negative.
I love not having to get up early at the weekend.
We use the infinitive with to:
• after adjectives.
It’s easy to cook this kind of food.
It’s expensive to eat out in this city.
• after some verbs, including afford, agree, decide, expect, forget, help, hope, learn,
need, offer, plan, promise, refuse, want, would like/love/hate/prefer.
We decided to go for a coffee.
Julie offered to cook me dinner.
• to give a reason.
I went to the supermarket to get some food for the party.
We put not before an infinitive with to to make a negative.
He promised not to make the same mistake again. A Hey, Mike. Do you want 1 (do)
something tonight?
Look! We can use the verbs begin, continue and start with an -ing form or an B Sure. How about 2 (go) to see that new
infinitive with to, without any change in meaning. sci-fi film at the old cinema in town?
He started running. / He started to run. A But it’s so hot today. 3 (sit) in a hot cinema
doesn’t sound much fun! I think I’d prefer
With some verbs, we use an object before the infinitive with to. 4 (be) outdoors.
Carl asked her to marry him. B OK, do you feel like 5 (go) to that concert
He told Sara to call him. in the park?
They want me to go with them. A Great idea. Do you mind 6 (give) me a lift?
I would like you to help me with the dinner. B No, of course not. I’ll come and get you when I finish
7 (clean) the kitchen.
We expect him to pass the exam.
A OK, thanks. Don’t forget 8 (bring) my
jacket. Remember, I left it in your car last week.

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GRAMMAR PRACTICE
9C -ing forms and infinitives 3 x PRACTICE SB page 129, exercise 2

1 9.11 Read through the information about -ing forms 1 Do the exercise as normal. To check answers, read out
and infinitives with the class, or allow sts time to read it each gapped sentence twice, once with an -ing form
on their own. Play audio track 9.11 for sts to listen and and once with an infinitive. Ask sts to put up their
repeat. See the SB page opposite for audio script. Sts read hands when they hear the correct form.
the sentences and choose the correct options to complete 2 Put sts into pairs and ask them to allocate themsleves
them. Check answers. the role of either A or B. Individually, they read the
conversation again and make notes to help them
Answers remember their part. Tell them they can only write
1 to find basic verb forms, not -ing forms or infinitives. Sts then
2 going close their books and try to recreate the conversation
3 to help from their notes. They can look in their books again to
4 to get check.
5 Living
3 Sts work in their pairs and prepare a new conversation
6 getting up
beginning: Do you want to do something tonight? Tell
7 eating
them they can use the conversation in exercise 2 as a
8 Growing
model, and each A or B line of their conversation must
9 going
include either an -ing form or an infinitive. Monitor
10 to speak
and help while they are working, and allow sts time to
practise their conversations. Ask some pairs to perform
2 Focus on the picture and elicit that it shows a concert in their conversation for the class.
a park. Sts read the text and complete it with the correct
Refer sts back to page 81 if they want to revise -ing forms and
Answers infinitives further, or see more examples of them in context.
1 to do
2 going
3 Sitting
4 to be
5 going
6 giving
7 cleaning
8 to bring
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GRAMMAR PRACTICE
10A Reported speech

1 Complete the sentences with reported speech.
10.4
1 ‘I’ll see you at eight o’clock.’
He said that he knew where the burglar lived.
Mike told me at eight o’clock.
The police told us that they had arrested someone for the crime.
2 ‘I’m seeing Maria this weekend.’
I asked Emma if she could help me with my homework.
She said Maria this weekend.
The police officer asked me where I had been the night before.
3 ‘I’ve lost my phone.’
Martin said phone.
We use reported speech to say what someone said.
4 ‘I can’t speak Portuguese.’
Direct speech: ‘I live in the city centre.’ Susan told them Portuguese.
Reported speech: She said (that) she lived in the city centre. 5 ‘I bought a new car last week.’
In reported speech, we usually change the tense of the verbs: She told me before.
6 ‘Do you like going to the cinema?’
• present simple → past simple
He asked her going to the cinema.
‘I work in a bank.’ → He said (that) he worked in a bank.
7 ‘Why didn’t you wait for me last night?’
• present continuous → past continuous She asked me last night.
‘The train is arriving.’ → Sara said (that) the train was arriving.
8 ‘Can you buy me this red dress?’
• present perfect → past perfect She asked me the red dress.
‘I’ve just finished work.’ → Mike told me (that) he’d just finished work.
2 Complete the story. Look at the direct speech below
• past simple → past perfect
and use reported speech in the story.
‘I lost my keys.’ → She said (that) she’d lost her keys.
‘He used his own car to drive to and from the bank.’
Some modal verbs also change in reported speech. ‘He forgot to change a black T-shirt with his name on.’
‘I can speak French.’ → Luke said (that) he could speak French. ‘Do you recognize the man in this photograph?’
‘I’ll see you tonight.’ → Lisa said (that) she would see us tonight. ‘He’s the man who robbed the bank this morning.’
‘We may get married.’ → Sarah told me (that) they might get married. ‘We can’t afford to pay the rent for our home any more.’
‘We must buy her a present.’ → They said (that) they had to buy her a present. ‘I didn’t tell my wife about the robbery.’
‘I borrowed the money.’
The following modal verbs don’t change in reported speech: mustn’t, would, could,
might and should.
It only took Denver police five hours to find the
man who had robbed the Wells Fargo bank. But
Reported statements they had a little help from the robber! Police
The most common verbs that we use to report statements are say and tell. When we said that the suspect 1 his own car to
use say, we don’t usually specify the person who was spoken to. drive to and from the bank. They also said that
He said that he was Spanish. NOT He said me that he was Spanish. he 2 to change a black T-shirt with
his name on before robbing the bank.
When we use tell, we always specify the person who was spoken to.
Police soon identified the man from the
He told me that he was Spanish. NOT He told that he was Spanish.
number plate on the car and printed a
We often use that after said and told but it isn’t essential. photograph of him. When they went to the
bank and asked a bank worker 3
Reported questions the man in the photograph, she said that he
4 the man who 5 the bank
We report a Yes/No question with the following structure:
that morning. Later they found his car at a
subject + asked + (object) + if + subject + positive verb form + rest of sentence.
hotel nearby and arrested him in his room. The
‘Do you want an ice-cream?’ → She asked (me) if I wanted an ice-cream. suspect said that he and his wife were staying
‘Is this your car?’ → He asked (me) if it was my car. at the hotel because they 6 afford
When we report wh- questions, we include the question word(s) instead of if. to pay the rent for their own home any more.
‘Why did you call me?’ → She asked (me) why I had called her. He said that he 7 his wife about the
robbery. Instead he told her that 8
‘When will you buy a car?’ → They asked (us) when we would buy a car.
the money.
Look! In reported speech, we change pronouns and words referring to time and
place if the sentence is reported on a different day or in a different place.
‘I’m coming tomorrow.’ → She said she was coming the next day.
‘We visited him yesterday.’ → They said they had visited him the day before.
‘I’ll wait for you here.’ → He said he’d wait for us there.

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GRAMMAR PRACTICE
10A Reported speech 3 x PRACTICE SB page 130, exercise 2

1 10.4 Read through the information about reported 1 Do the exercise as normal. To check answers, read out
speech with the class, or allow sts time to read it on their the report, pausing before each gap. Invite individual
own. Focus on the Look! box and point out that as well sts to complete the gaps and ask other sts: Do you
as thinking about changes to tenses and word order, sts agree?
also need to think about changes to pronouns and words 2 Ask sts to cover the story and look at the direct speech
referring to time and place. Play audio track 10.4 for sts again. In pairs, they try to write the reported speech
to listen and repeat. See the SB page opposite for audio parts of the story, using the direct speech as a prompt.
script. Sts read the sentences and complete them with the They can look at the story again to check.
correct reported speech. Check answers.
3 Elicit some other ways in which bank robbers could be
foolish and get caught, e.g. taking a selfie while they
Answers
are committing the crime and posting it online, putting
1 (that) he would see me
on a mask and then finding they can’t breathe. Sts
2 (that) she was seeing
work in their pairs. They imagine another incompetent
3 (that) he had lost his
bank robber and write, in direct speech, two things the
4 (that) she couldn’t speak
robber said, two things that witnesses said and two
5 (that) she had bought a new car the week
things that the police said. They then take their direct
6 if she liked
speech sentences and write a story using reported
7 why I hadn’t waited for her
speech. Ask some pairs to read their stories to the class.
8 if I could buy her
2 Sts read the direct speech, then complete the story with Refer sts back to page 85 if they want to revise reported
reported speech. Check answers. speech further, or see more examples of it in context.
Answers
1 had used
2 had forgotten
3 if she recognized
4 was
5 had robbed
6 couldn’t
7 hadn’t told
8 he had borrowed
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GRAMMAR PRACTICE
10C Second conditional, would, could

and might 1 Complete the second conditional sentences with the
correct form of the verbs in brackets.
10.11
1 If I (live) near the city centre, I
If I argued with my best friend, I’d be sad. (walk) to work.
I’d visit you every year if you lived by the coast. 2 This city (be) much nicer if there
If I could speak Spanish, I’d go travelling in South America. (be) less traffic on the roads.
If I won the lottery, I might give all the money to charity. 3 If you (get up) a bit earlier, you
If I were you, I’d update your CV. (not be) late for work so often.
4 If we (have) a bigger car, we
We use the second conditional to talk about impossible or very unlikely hypothetical (can) take more things on holiday
situations in the present or future and their consequences. with us.
Impossible situation 5 What (you/do) if someone
If I were rich, I’d buy a big house by the sea. (I’m not rich, so it’s impossible for me (steal) your car?
to buy a big house by the sea.) 6 I (play) basketball if I
Unlikely situation (be) a bit taller.
7 If I (be) you, I (ask)
If my phone stopped working tomorrow, I’d take it back to the shop. (It’s a new
phone, so this probably won’t happen.) your boss for a promotion.
8 If you (not spend) so much money on
We form the if clause with if + past simple, and we form the main clause with would + clothes, you (be able to) afford a
infinitive. The if clause can come either at the beginning or at the end of the sentence new phone.
with no change in meaning.
2 Complete the second sentences. Use the second
If you went to bed earlier, you wouldn’t feel so tired.
conditional to link the situations in the first sentences.
You wouldn’t feel so tired if you went to bed earlier.
1 I’m lazy. I always get bad marks at school.
We can also use could or might in the main clause to say that something would be
If I wasn’t lazy, I wouldn’t always get bad marks at
possible.
school.
If we lived by the sea, we could go swimming every day. 2 I have a small bedroom. I don’t have enough space for
If you asked John more politely, he might help you. all my books.
With the verb be, we often use were instead of was in the if clause with I, he, she and it. If I , enough
We often use were in the phrase If I were you … to give advice. space for all my books.
If Adam were here, he would fix your computer. 3 It’s so hot today. I can’t concentrate on my work.
If I were you, I’d take a taxi to the airport. If , on
my work.
Look! Don’t use would in the if clause. 4 I don’t do any exercise. I’m so unfit.
If I had more time, I’d learn the saxophone. NOT If I would have more time, I’d If I , so unfit.
learn the saxophone. 5 I feel tired. I can’t play tennis this afternoon.
If I ,
this afternoon.
Second conditional or first conditional? 6 I drink coffee in the evening. I don’t sleep well.
We use the first conditional when we think a future event is likely. We use the second If I , better.
conditional when we think a future event is less likely.
3 Complete the sentences with the correct form of the
If it rains tomorrow, we’ll go shopping. (It often rains here so it might rain.) verbs in brackets. Use the first or second conditional.
If it rained tomorrow, we’d go shopping. (It probably won’t rain.)
1 If we (leave) now, we’ll get there on time.
2 What would you do if you (win) $1,000?
3 If you (have) a car, you could drive to work.
4 (you/go) to university if you pass
your exams?
5 If he (ask) her to marry him, what would
she say?
6 We’ll play tennis later if it (stop) raining.
7 I (not accept) that job if they offered it to me.
8 If they win, they (be) the champions.

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GRAMMAR PRACTICE
10C Second conditional, would, could 3 Read through the information under the heading Second
conditional or first conditional? with the class, or allow sts
and might time to read it on their own. Sts read the sentences and
complete them with the correct first or second conditional
1 10.11 Read through the information about the second
conditional with the class, or allow sts time to read it
on their own. Remind them that we use the past simple Answers
in the if clause, NOT would. Play audio track 10.11 for
1 leave
sts to listen and repeat. See the SB page opposite for
2 won
audio script. Sts read the second conditional sentences
3 had
and complete them with the correct verb forms. Check
4 Will you go
answers.
5 asked
6 stops
Answers
7 wouldn’t accept
1 lived, ’d walk
8 ’ll be
2 would be, was
3 got, wouldn’t be
4 had, could Refer sts back to page 89 if they want to revise the second
5 would you do, stole conditional further, or see more examples of it in context.
6 ’d play, was/were
7 were, ’d ask
8 didn’t spend, ’d be able to
2 Read out the first situation and the example sentence. Sts
then complete the remaining sentences with the correct
second conditional forms. Check answers.
Answers
2 had a bigger bedroom/didn’t have a small bedroom,
I’d have
3 it was cooler/it weren’t/wasn’t so hot, I could/’d be able
to concentrate
4 did some/more exercise, I wouldn’t be
5 didn’t feel tired, I could/’d be able to play tennis
6 didn’t drink coffee in the evening, I’d sleep

the beginning of each second sentence in turn quite
slowly. Ask sts to continue the sentence, all speaking
together. If there are any differences in their sentences,
discuss them as a class and elicit the correct forms.
2 Sts work in pairs. They take turns to read one of the
first sentences to their partner. Their partner tries
to say the correct second conditional sentence from
memory. They can look at their answers again to check.
3 In their pairs, sts choose three of the first sentences and
change the details, e.g. I work hard. I always do well at
school. They then use these as prompts to write new
second conditional sentences. Ask some pairs to read
some of their second conditional sentences to the class.
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GRAMMAR PRACTICE
11A Articles
11.3
1 That was the / – best film I’ve ever seen!
My best friend is an architect. We go on holiday three times a year. 2 I go running three times a / the week.
You’re the funniest person I know. I’m going to the Czech Republic soon. 3 I have to go to – / the work now. I’ll call you later.
They sent him to prison for six years. Floods are common in this country. 4 Look at a / the moon – it’s really bright tonight.
5 A What do you do? B I’m a / – student.
Indefinite article (a/an) 6 I don’t like the / – rock music.
7 The president arrives in the / – France on Monday.
We use a/an with singular, countable nouns:
8 Most people now use – / the smartphones.
• to talk about something or somebody for the first time. 9 There was a / – man selling ice-cream outside.
Suddenly, a man ran out of the bank. 10 I hope to see you the / – next week.
• to describe something or somebody.
It’s a beautiful building. She’s a really funny person.
2 Complete the sentences. Add the or leave a blank (no
article).
• to talk about a person’s job.
1 food in this restaurant is amazing!
He’s a computer programmer. She works as an accountant.
2 basketball is one of most
• in frequency and measurement expressions.
popular sports in world.
I go to the gym twice a week. He was driving at over 150 km an hour.
3 tornadoes are quite common in the
Midwest of USA.
Definite article (the)
4 girl who gave me those flowers was about
We use the: ten years old.
• to talk about something we’ve already mentioned, or when it’s clear which 5 I’d like to talk to manager of
particular thing or person we’re talking about. hotel, please.
I saw a man and a woman looking at a map. The man asked me for help. 6 boys are usually taller than
That restaurant looks nice, but the prices are very high. (This clearly means the girls.
prices in the restaurant.) 7 I often listen to music while I’m studying.
• when we use a defining relative clause to define a noun. 8 hotel where I stayed had a lovely view of
That’s the boy who stole my bike. sea.
• when there’s only one of a thing. 3 Complete the text. Add a, an or the or leave a blank
The sun went behind the clouds. I booked our hotel on the internet. (no article).
• with superlative adjectives and ordinal numbers (first, second, third, etc.).
She was the first person I met at the party.
• with the names of rivers, seas, oceans and groups of islands.
London is on the River Thames. We’re flying over the Pacific Ocean.
Last year I went to the Galápagos Islands.
• before countries that include the words United, Republic and Kingdom or are plurals.
I’d love to visit the USA.
I think that 1 most beautiful place to
No article (zero article)
visit in Colombia is Tayrona National Park. It’s
We don’t use an article: 2 protected area on 3
• to talk about things in general (with plural or uncountable nouns). Caribbean coast, 34 kilometres from 4
Houses are more expensive than flats. (houses and flats in general) city of Santa Marta. There’s 5 amazing
Sugar is bad for you. (sugar in general, not the sugar in this packet) rainforest in 6 park where you might see
7 monkeys, parrots, frogs and iguanas.
• with some places where we work, live, study or do other specific activities, such as
work, hospital, school, university, prison, church. We usually use them with no I went to a magnificent beach at Cabo San Juan,
article after a preposition. which was 8 perfect place to swim and
I stayed at home all day. Chris is at university in London. to watch 9 spectacular sunset over
10 sea. 11 tourists love going
• before next/last + day, week, month, year, etc.
I saw him last week. We’d like to stay in the same hotel next July. to Tayrona National Park so if you want to avoid
the crowds, 12 quietest time to visit
• with most names of streets, towns, cities, countries and continents. 13 park is in 14 low season,
He lives on Regent Street. We’re going to New York next week!
from February to November.
I hope to visit Australia one day.

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GRAMMAR PRACTICE
11A Articles 3 x PRACTICE SB page 132, exercise 3

1 11.3 Read through the information about articles 1 Do the exercise as normal. To check answers, read out
with the class, or allow sts time to read it on their own. the text slowly. At each gap, ask sts to call out a, the or
Play audio track 11.3 for sts to listen and repeat. See the beep (for no article), all at the same time. If not all sts
SB page opposite for audio script. Sts read the sentences agree on the answer, ask a student who chose correctly
and choose the correct options to complete them. Check to explain why.
answers. 2 Allow sts time to read the text again, then ask them to
cover it. In pairs, they try to remember as much as they
Answers can about the park and make notes. Put pairs together
1 the into groups of four to compare their ideas and add
2 a more information to their notes. They can then look at
3 – the text again to see how much they remembered.
4 the
3 Sts work individually and write four questions about
5 a
the park, based on the information in the text, e.g.
6 –
Where is it? What can you see there? What is the best
7 –
time to visit? Put sts into pairs. They take turns to read
8 –
their questions to each other. Their partner answers
9 a
from memory.
10 –
2 Sts read the sentences and complete them with the or no Refer sts back to page 95 if they want to revise articles
article. Check answers. further, or see more examples of them in context.
Answers
1 The
2 –, the, the
3 –, the
4 The
5 the, the
6 –, –
7 –
8 The, the
3 Sts read the text and complete it with the correct articles
or no article. Check answers.
Answers
1 the
2 a
3 the
4 the
5 an
6 the
7 –
8 the
9 a
10 the
11 –
12 the
13 the
14 the
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GRAMMAR PRACTICE
11C Third conditional

1 Complete the sentences with the correct form of the
11.6
verbs in brackets to make third conditional sentences.
If Emil hadn’t stayed out all night, his parents wouldn’t have been so furious.
1 If you (ask) me for some money,
I’d have come to the party if I’d known about it.
I (give) it to you.
If I’d revised more before my exam, I might have passed.
2 We (not stay) in that hotel if you
If you’d called me earlier, we could have gone out for dinner.
(not recommend) it.
3 I (go) to the party if they
We use the third conditional to talk about hypothetical (unreal) situations in the past
(invite) me.
and their consequences.
4 If they (arrive) five minutes earlier,
If I’d seen your email, I would have replied to it. (I didn’t see your email. I didn’t they (not miss) the flight.
reply to it.) 5 If you (not drive) so slowly, we
If he’d taken a taxi, he wouldn’t have missed his train. (He didn’t take a taxi. He (arrive) home an hour ago.
missed his train.) 6 I (go) to the concert last Saturday
We form the if clause with if + past perfect. We form the main clause with would have if I (know) it was free.
+ past participle. 7 If you (take) a better map, you
(not get) lost.
If you had come with us, you would have had a great time.
8 We (not go) to the beach
If the bus hadn't been late, we would have arrived at the cinema before the
yesterday if we (see) the weather
film started.
forecast.
The if clause can come either at the beginning or at the end of the sentence with no
change in meaning. 2 Write sentences about how these situations and
If it had been sunny yesterday, we would have gone for a walk. consequences in the past would have been different.
We would have gone for a walk if it had been sunny yesterday. Use the third conditional.
We can use might or may instead of would when the consequences weren’t certain. 1 You didn’t work hard last year. You didn’t pass your
exams.
If I hadn’t arrived late to the interview, I might have got the job.
If you had worked hard last year, you would have
If they’d stayed longer at the beach, we may have seen them.
passed your exams.
We can use could instead of would to talk about hypothetical possibilities. 2 There was a lot of traffic. We arrived late for the
If my car hadn’t broken down, I could have taken you to the airport yesterday. meeting.
If they’d told us about the problem, we could have helped them.
3 She cut her finger badly. I took her to the hospital.
Look! The contraction ’d can mean had or would.
If I'd known you were in hospital, I'd have come to visit you. 4 It was really hot yesterday. We didn’t play tennis.
If I had known you were in hospital, I would have come to visit you.
5 I left my phone at home. I couldn’t call you.
6 I didn’t know it was your birthday today. I didn’t buy

you a present.
7 He trained hard every day. He won the race.
8 You didn’t stop at the red light. The police officer gave
you a fine.

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GRAMMAR PRACTICE
11C Third conditional 3 x PRACTICE SB page 133, exercise 2

1 11.6 Read through the information about the third 1 Do the exercise as normal. To check answers, read out
conditional with the class, or allow sts time to read it on the third conditional sentence with one mistake, e.g.
their own. Draw their attention to the Look! note. Play If there wasn’t a lot of traffic, we wouldn’t have arrived
audio track 11.6 for sts to listen and repeat. See the SB late for the meeting. Ask sts to listen and identify the
page opposite for audio script. Sts read the sentences and mistake. If there are any differences of opinion, discuss
complete them with the correct verb forms to make third as a class, referring back to the rules as necessary.
conditional sentences. Check answers. 2 Sts work in pairs. They take turns to read one of the
situations and consequences to their partner. Their
Answers partner tries to say the correct third conditional
1 ‘d asked, ‘d have given sentence from memory. They can look at their answers
2 wouldn’t have stayed, hadn’t recommended again to check.
3 ‘d have gone, ‘d invited
3 In their pairs, sts choose three of the situations and
4 ‘d arrived, wouldn’t have missed
consequences and change some of the details, e.g. The
5 hadn’t driven, ‘d have arrived
bus broke down. We were late for the meeting. They then
6 ‘d have gone, ‘d known
use these as prompts to write new third conditional
7 ‘d taken, wouldn’t have got
sentences, e.g. If the bus hadn’t broken down, we
8 wouldn’t have gone, ‘d seen
wouldn’t have been late for the meeting. Ask some pairs
to read some of their third conditional sentences to the
2 Read out the first situation and consequence, then read class.
out the example third conditional sentence. Sts read the
remaining situations and consequences and write third
conditional sentences describing what could have been Refer sts back to page 99 if they want to revise the third
different. Check answers. conditional further, or see more examples of it in context.
Answers
2 If there hadn’t been a lot of traffic, we wouldn’t have
arrived late for the meeting./We wouldn’t have arrived
late for the meeting if there hadn’t been a lot of traffic.
3 If she hadn’t cut her finger badly, I wouldn’t have taken
her to the hospital./I wouldn’t have taken her to the
hospital if she hadn’t cut her finger badly.
4 If it hadn’t been really hot yesterday, we would have
played tennis./We would have played tennis if it hadn’t
been really hot yesterday.
5 If I hadn’t left my phone at home, I could have called
you./I could have called you if I hadn’t left my phone at
home.
6 If I had known it was your birthday today, I would have
bought you a present./I would have bought you a
present if I had known it was your birthday today.
7 If he hadn’t trained hard every day, he wouldn’t have
won the race./He wouldn’t have won the race if he
hadn’t trained hard every day.
8 If you had stopped at the red light, the police officer
wouldn’t have given you a fine./The police officer
wouldn’t have given you a fine if you had stopped at
the red light.
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GRAMMAR PRACTICE
12A So/Neither do I
1 Complete the replies with the words in the box.
12.3
‘I love playing golf.’ ‘So do I.’ could have (x2) so would ’m not did do
‘I’d love to visit New Zealand one day.’ ‘So would I.’ can neither
‘I’m not very good at chess.’ ‘Neither am I.’
‘I couldn’t go to class last week.’ ‘Neither could I.’ 1 A I love sightseeing.
‘I haven’t done my homework.’ ‘Really? I have.’ B So I. It’s better than lying on the beach.
‘I’m going on holiday next month.’ ‘I’m not.’ 2 A I’ve never been to Japan.
B Neither I. But I’d like to go one day.
3 A I can’t swim very well.
Agreeing B Oh, I . I’m a very good swimmer.
When we want to show that we agree with someone, or what they say is the same for 4 A I’m staying at home tonight.
us, we can use so or neither instead of repeating the whole sentence. B Really? I . I’m going out.
I can ski quite well. 5 A I didn’t like that film.
So can I. (= I can ski quite well.) B did I. I thought it was really boring.
I don’t like rap music. 6 A I’d love to go to New York one day.
Neither do I. (= I don’t like rap music.) B Yes, would I.
7 A I’ve just bought a new camera.
We use so to agree with a positive statement and we use neither to agree with a B So I. What a coincidence!
negative statement. These are both followed by the auxiliary or modal verb from the 8 A I didn’t buy her a present for her birthday.
first statement + I. B Neither I.
I’m at the airport. So am I. 9 A I’d like to watch that new reality show.
I can speak Spanish. So can I. B Yes, so I.
I’ve never been abroad. Neither have I. 10 A Unfortunately, I couldn’t go to her party.
I won’t be late. Neither will I. B No, neither I.
If the statement is in the present simple or past simple, we use the auxiliary do/does 2 Write replies to agree ( ) or disagree (X) with the
or did to agree with the other person. statements. Use so or neither or I + auxiliary or modal.
I live near the sea. So do I. 1 I’ve finished all my homework. ( )
I didn’t like the hotel. Neither did I. So have I.
2 I won’t go to bed late tonight.
Disagreeing .( )
When something that someone says isn’t true for us, or what they say is different for 3 I like going to the cinema by myself.
us, we can use I + auxiliary or modal verb from the first statement. We often respond . (X)
with Really first. 4 I can’t speak French very well.
I don’t like travelling by train. Really? I do. .( )
I’ve never tried mint ice-cream. Really? I have. It’s delicious! 5 I usually drive to work.
.( )
After a positive statement that isn’t the same for us, we use I + negative auxiliary or 6 I’m going to the USA in the summer.
modal verb, such as I’m not. / I don’t. / I didn’t. / I can’t. / I wouldn’t. .( )
I really enjoyed that film. I didn’t. 7 I’m not going to Luke’s party.
I love going for a run after work. I don’t. I hate running. . (X)
8 I haven’t booked my ticket yet.
After a negative statement that isn’t the same for us, we use a positive auxiliary or
modal verb. .( )
9 I didn’t enjoy reading that book.
I didn’t enjoy that film. Really? I did.
. (X)
I can’t help Leo with his homework. I can. Don’t worry.
10 I’d love to see her again.
.( )

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GRAMMAR PRACTICE
12A So/Neither do I 3 x PRACTICE SB page 134, exercise 2

1 12.3 Read through the information about the so/ 1 Do the exercise as normal. To check answers, read out
neither do I with the class, or allow sts time to read it each statement and elicit a reply from a student. Ask:
on their own. Play audio track 12.3 for sts to listen and Who else has this reply? Who has a different one? Elicit
repeat. See the SB page opposite for audio script. Sts read all the replies sts have written, then discuss as a class
the dialogues and complete the replies with the correct which is correct and why.
words. Check answers. 2 Sts cover their answers and work in pairs. They take
turns to read one of the statements to their partner,
Answers indicating by nodding or shaking their head whether
1 do their partner should agree or disagree. Their partner
2 have tries to remember the correct reply. Sts can look at their
3 can answers again to check.
4 ‘m not
3 Sts work individually. They read the sentences again
5 Neither
and choose four to change, so that they are true for
6 so
themselves, e.g. I never drive to work. Sts then work in
7 have
pairs and take turns to read out their statements and
8 did
reply to their partner’s statements in a way that is true
9 would
for them. Ask some pairs to read their statements and
10 could
replies to the class.
2 Read out the first statement and the example reply. Make
sure sts understand that a tick indicates agreement is Refer sts back to page 103 if they want to revise so/neither
needed, and does not indicate that the reply must use an do I further, or see more examples of it in context.
affirmative verb. Sts read the remaining statements and
write the correct replies. Check answers.
Answers
2 Neither will I.
3 I don’t.
4 Neither can I.
5 So do I.
6 So am I.
7 I am.
8 Neither have I.
9 I did.
10 So would I.
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GRAMMAR PRACTICE
12C Modals of deduction

12.11
1 John didn’t sleep at all last night. He must / can’t be
I can’t hear the children. They must be in bed.
really tired today.
I haven’t seen Lukas for a few days. He might be on holiday.
2 Where’s Lidia? She can’t / might be at work because
You might not like this new café. They only serve coffee, not tea.
her office is closed today.
Sandra isn’t at work today. She may be ill.
3 Let’s try that shop over there. It might / can be
It’s very noisy in the flat upstairs. They must be having a party.
cheaper, but I’m not sure.
4 We couldn’t / can’t be at the right address. There’s no
We use modals of deduction to talk about something when we don’t know if it’s
restaurant here.
definitely true.
5 A Is Vicki’s husband from Australia?
We use must + infinitive when we think that something is true. B I think he might / can’t be, but I’ve never asked him.
It must be cold outside. Everyone’s wearing gloves. (= I’m sure it’s cold outside.) 6 I never see Max studying, so he can’t / mustn’t be a
very good student.
We use can’t + infinitive when we are sure that something isn’t true.
7 Look, Brian must / couldn’t be home – the lights are
Sally can’t live here. This is a house, and she said she lived in an apartment. (= I’m on in his flat.
sure that Sally doesn’t live here.) 8 This must / may be the museum Lucy was talking
We use might or might not + infinitive when we think it’s possible that something is about. I’m absolutely sure.
true, but we aren’t sure. 9 That film won three Oscars, so it can’t / must be good.
10 The people in the street have opened their umbrellas
Mark isn’t answering his phone. He might be in a meeting. Or he might not have it
so it can’t / must be raining.
with him. (= It’s possible that Mark is in a meeting. It’s possible that he doesn’t have his
phone with him.)
We also use may or could + infinitive when we think something is possible.
They’re speaking English so they may be American.
I don’t know where he is. He could be at a friend’s house.
We often use the continuous form of the verb after modals of deduction when we
talk about what we think is happening now.
Tom isn’t in the kitchen. He must be doing his homework in his bedroom.
They can’t be playing football now – it’s nearly midnight!
She might be talking to David on the phone. He left a message for her this morning.
2 Complete the second sentences so they mean the
same as the first sentences. Use must, might or can’t.
Look! We never use can or mustn’t to talk about what we think is true.
Lisa has ordered tofu. She might/could be a vegetarian. NOT She can be a 1 Luke’s not here. It’s possible that he’s ill.
vegetarian. Luke’s not here. He ill.
That can’t be Steve’s coat. He never wears blue. NOT That mustn’t be Steve’s 2 I’m sure that’s not Martin’s car. His is much bigger.
coat. He never wears blue. That Martin’s car. His is much bigger.
3 Steve goes to the pool every day at this time. He’s
definitely swimming right now.
Steve swimming right now – he goes to
the pool every day at this time.
4 It’s possible that there are still tickets available for the
concert.
There tickets available for the concert.
5 It seems impossible that this dish is very healthy – it’s
full of sugar.
This dish very healthy – it’s full of sugar.
6 I’m totally sure she knows Toni – I saw them talking at
the party.
She Toni – I saw them talking at the party.
7 It’s possible that they’re waiting for us outside.
They for us outside.
8 I don’t believe that it’s snowing. It’s the middle of May!
It . It’s the middle of May!

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GRAMMAR PRACTICE
12C Modals of deduction 3 x PRACTICE SB page 135, exercise 2

1 12.11 Read through the information about modals of 1 Do the exercise as normal. To check answers, read out
deduction with the class, or allow sts time to read it on each of sentences 1–8 in turn and ask questions to
their own. Play audio track 12.11 for sts to listen and prompt the answer, e.g. Is this certain? Or possible? Or
repeat. See the SB page opposite for audio script. Sts read impossible? Which modal verb is correct? Then elicit the
the sentences and choose the correct options to complete full answer.
them. Check answers. 2 Books closed. Write prompts for sentences 1–8 on the
board, e.g. Luke/ill, that/Martin’s car. Sts work in pairs
Answers and try to remember the sentences with the modals of
1 must deduction. They can look in their books again to check.
2 can’t
3 In their pairs, sts look at the completed sentences again
3 might
and rewrite them using a different modal verb, e.g.
4 can’t
Luke’s here. He must be feeling better. Ask pairs in turn
5 might
to read their sentences to the class.
6 can’t
7 must
8 must Refer sts back to page 107 if they want to revise modals of
9 must deduction further, or see more examples of them in context.
10 must
2 Read out Luke’s not here. It’s possible that he’s ill. and elicit
the correct words to complete the gapped sentence so that
the second line has the same meaning as the first. Sts read
the remaining and complete them with the correct words.
Check answers.
Answers
1 might be
2 can’t be
3 must be
4 might still be
5 can’t be
6 must know
7 might be waiting
8 can’t be snowing
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VOCABULARY PRACTICE
1A Communication
1 1.1 Match phrases 1–10 with definitions a–j. Listen and check.
1 get a text message/an email a send a text message/an email to a person who has sent one to you
2 check your phone b phone someone
3 reply to a text message/an email c receive a text message/an email
4 give someone a call d look at your phone to see messages, alerts, etc.
5 share something on social media e give your opinion on something on social media
6 comment on a post f look at a social media/email account to see messages, alerts, etc.
7 check Facebook/your emails g put something on social media, e.g. a photo or video
8 go online/access the internet h stay in contact with someone
9 keep in touch with someone i have a conversation with someone in person
10 speak to someone face to face j connect to the internet
2 Complete the sentences 1–9 with the words in the box.
get speak share check reply give keep comment access
1 Sorry, I can’t talk now. Can I you a call when I get home? 6 It’s easy to in touch with your family when you’re abroad.
2 Can I borrow your laptop so I can my emails? 7 I usually my holiday photos on Facebook.
3 I can’t the internet because there’s no Wi-Fi here. 8 It’s much better to to someone face to face when you
4 I had no signal on my phone so I didn’t your text message. have a problem.
5 My friends often on my blog posts. Sometimes we have 9 I didn’t to your message because I was in a meeting. Sorry.
long discussions online.
Go back to page 4
▲
1C say, tell, speak and talk

1 1.4 Complete the table with say, tell, speak or talk. Listen and check.
1 a language
(to someone) about something
speak / 2
quickly/slowly/loudly
someone (something)
3 (someone) a lie/the truth/a story/a joke
someone a secret
hello/goodbye
4 something (to someone)
sorry/thanks/congratulations
2 Choose the correct verbs to complete the sentences. 3 Complete the sentences with a form of say, tell, speak or talk and a
1 Can I say / talk to Pedro, please? word or phrase from the box.
2 You need to say / tell sorry to Carl for arriving late.
3 I told / said her the good news. German thanks a secret sorry a great joke to my boss
4 Mary can speak / talk two languages.
5 Can I say / tell you a secret? 1 I’m calling to for helping me with my work yesterday.
6 Sara said / told something really interesting. 2 I Jan yesterday. That was a mistake – now
7 Why are you saying / speaking so loudly? everyone knows it!
8 Can you tell / say me your address, please? 3 I’m having some problems at work so I need to .
4 Simon me this morning – it was so funny!
5 I want to learn to so I’m going to do a course at a
language school.
6 You were so rude to your brother. I think you should to him.

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VOCABULARY PRACTICE
1A Communication 1C say, tell, speak and talk

1 1.1 Sts match the phrases with the definitions. Play 1 1.4 Sts complete the table with the correct verbs. Play
audio track 1.1 for sts to listen and check their answers. audio track 1.4 for sts to listen and check their answers.
See Answers for audio script. Check answers with the See Answers for audio script. Check answers with the class
class. and elicit some example sentences using each verb and the
ideas in the chart, e.g. Can you speak German?
Answers.
1 get a text message, get an email c Answers
2 check your phone d 1 speak a language
3 reply to a text message, reply to an email a 2 speak about something, talk about something
4 give someone a call b speak quickly, talk quickly
5 share something on social media g speak slowly, talk slowly
6 comment on a post e speak loudly, talk loudly
7 check Facebook, check your emails f 3 tell someone
8 go online, access the internet j tell a lie, tell the truth, tell a story, tell a joke
9 keep in touch with someone h tell someone a secret
10 speak to someone face to face i 4 say hello, say goodbye
say something
say sorry, say thanks, say congratulations
1 Do the exercise as normal. To check the answers, ask 2 Sts read the sentences and choose the correct verbs to
individual sts to give each answer. Ask: Does anyone complete them. Check answers, referring back to the table
have a different answer? Can you give an example of the in exercise 1 as necessary to explain the answers.
phrase in context?
2 Ask sts to cover phrases 1–10. Read out the definitions Answers
(a–j) in a random order. Sts race to say the correct 1 talk
phrase and give an example of it in context. 2 say
3 told
3 Sts work in pairs. They prepare a conversation using
4 speak
as many of phrases 1–10 as possible. Allow sts time to
5 tell
practise their conversations in pairs. Ask some pairs to
6 said
perform their conversations for the class.
7 speaking
8 tell
2 Sts complete the sentences with the correct words from
the box. Check answers. To make this more challenging,
ask sts to cover the phrases in exercise 1 while they work. 3 Read out the first gapped sentence and elicit the correct
verb and the correct word from the box to complete it. Sts
Answers then read the remaining sentences and complete them in
the same way. Check answers. You could ask sts to write
1 give
one or two more example sentences using the verbs. They
2 check
could read their sentences to each other in pairs, omitting
3 access
the verb. Their partner could guess the missing verb.
4 get
5 comment
Answers
6 keep
1 say thanks
7 share
2 told, a secret
8 speak
3 talk/speak to my boss
9 reply
4 told, a great joke
5 speak German
Refer sts back to page 4 if they want to revise communication 6 say sorry
phrases further, or see more examples in context.
Refer sts back to page 8 if they want to revise say, tell, speak
and talk further, or see more examples in context.
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VOCABULARY PRACTICE VOCABULARY PRACTICE
2A
1A -ed
Communication
and -ing adjectives
11 1.1Match
2.1 Matchthe
phrases
pairs of
1–10
adjectives
with definitions
with the pictures
a–j. Listen
1–10.
andListen
check.and check.
depressed/depressing excited/exciting amazed/amazing amused/amusing disappointed/disappointing
b phone someone
2 check your phone
embarrassed/embarrassing fascinated/fascinating annoyed/annoying terrified/terrifying shocked/shocking
c receive a text message/an email
3 reply to a text message/an email
1 2 Can I borrow your laptop so I can2 my emails? 3 7 I usually 4
my holiday photos on Facebook.
Go back to page 4
▲

5 1 6 7
a language
speak / 2
someone (something)
someone a secret
hello/goodbye
8 1 Can I say / talk to Pedro, please? 9 word or phrase from the
10box.
2 Complete the sentences 1–10 with adjectives from exercise 1.
1 4I’mMary canscared
really speakof/ talk
spiders.
two Ilanguages.
find them ! 6 I lost my job, then my girlfriend left me and I have no friends. I’m
2 5MyCan
brother always gets home
I say / tell you a secret? late for dinner, and we all have to wait. I’m calling to
1feeling . for helping me with my work yesterday.
6It Sara
makes me/ told
said . interesting.
reallysomething really I people whoJan
7 2The saw the terribleyesterday.
accident That
werewas
all a mistake –. now
3 7Jamie
Why was
are you saying / with his exam
speaking result – he was hoping to get
so loudly? everyone
8 I fell off my knows
chair init!the job interview. My face went bright red, I was
880%Canbut
youhetell
only gotme
/ say 50%.
your address, please? 3soI’m having some! problems at work so I need to .
4 I’m watching a really football match – the score’s 5–5! 4 Simon
9 I was me this morning – it was so
that my boyfriend remembered my mum’s birthday funny!
5 Sue thought the book about Japanese paintings was . I want to
5because helearn to forgets important
always so I’mdays.
going to do a course at a
She’s really into art. languageinschool.
10 Everyone the cinema was laughing, but I didn’t find the film very
6 You were so . rude to your brother. I think you should to him.
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VOCABULARY PRACTICE
2A -ed and -ing adjectives

1 2.1 Allow sts time to read through the adjectives
in the box. They then match the pairs of adjectives with
the pictures. Play audio track 2.1 for sts to listen and
check their answers. See Answers for audio script. Check
answers with the class.
Answers
1 amused/amusing
2 disappointed/disappointing
3 excited/exciting
4 fascinated/fascinating
5 annoyed/annoying
6 depressed/depressing
7 amazed/amazing
8 shocked/shocking
9 terrified/terrifying
10 embarrassed/embarrassing

each pair of adjectives in turn and ask: Which picture?
Why? Discuss any differences of opinion that sts have.
2 Ask sts to cover the adjectives in the box. In pairs, they
look at the pictures and try to remember as many of the
pairs of adjectives as they can. They can look at the box
to check.
3 Say: I love videos like this. Animals are so ___! Cough or
say beep to indicate the gap. Elicit the matching picture
(1) and the missing adjective (amusing). Sts then work
in pairs. They write a sentence for each picture using
one of the matching adjectives. They can then work in
groups of four and take turns to read their sentences to
the other pair, omitting the adjectives. The other pair
must match each sentence with the correct picture and
guess the missing adjective.
2 Sts complete the sentences with the correct adjectives

from exercise 1. Check answers.
Answers
1 terrifying
2 annoyed
3 disappointed
4 exciting
5 fascinating
6 depressed
7 shocked
8 embarrassed
9 amazed
10 amusing
Refer sts back to page 12 if they want to revise -ed and -ing
adjectives further, or see more examples in context.
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VOCABULARY
VOCABULARYPRACTICE
PRACTICE
2B
1A Phrasal
Communication
verbs
11 1.1Match
2.6 Matchsentences
phrases 1–10
1–9 with the
definitions
picturesa–j.
a–i.Listen
Listenand
andcheck.
check.
get aice-skating!
1 1I hate text message/an email
I always fall over. a send a text message/an
5 Hurryemail
up! to a person
The who has sent one to you
bus is coming!
check
2 2Jack needsyourtophone
try on the jeans before he buys them. b phone someone 6 Ana wants to sign up for extra English classes at university.
3 3Myreply
besttofriend
a textwants
message/an email
to go out receive
with my brother. She thinkscshe’s in a text message/an
7 Prices email
will go up again next year.
givewith
4love someone
him. a call d look at your phone8 to
Mysee messages,set
neighbours alerts, etc. to go to work.
off early
sharemy
4 5I think something on social
brother would media
break up with her after a few days. give your opinion9onWhen
e He something
she gotontosocial media Eva realised she’d run out
the checkout,
comment
6prefers beingonsingle.
a post f look at a social media/email account to see messages, alerts, etc.
of money.
a 8 go online/access the internet b h stay in contact with someone c
d 3 I can’t the internet because there’s no
e Wi-Fi here. 8 It’s much better to f to someone face to face when you
Go back to page 4
▲
SALE

1g 1.4 Complete the table with say, tell, speakhor talk. Listen and check. i
1 a language
speak / 2
someone (something)
someone a secret
2 2.7 Match the phrasalhello/goodbye

verbs in bold with definitions a–f. Listen and check.
1 I’ll pay back the money my father lent me. a feel excited about something that is going to happen
2 Jo left her bag at the shop so she has to go back to get it. b take care of a child until he/she is an adult
3 She’s only working part-time because she has to bring up three c finally be in a place or situation
children. d meet someone you haven’t seen for a while and talk about your news
Can I say / talk to for
Pedro, word or phrase from the box.
4 1I haven’t seen Alex agesplease?
but we’re going to catch up over coffee e return to a place
You need to say / tell sorry to Carl for arriving late.
2soon. f return money to the person you borrowed it from
German thanks a secret sorry a great joke to my boss
5 3A Ilot
told
of /rubbish
said herandtheplastic
good news.
bags end up in the sea.
Mary can
6 4I always lookspeak
forward/ talktotwo
mylanguages.
birthday as I enjoy celebrating it.
3 Complete
6 Sara said the/ sentences
told something below withinteresting.
really the correct form of the phrasal verbs from2exercises
I 1 andJan
2. yesterday. That was a mistake – now
1 7TheWhyprice
are ofyoua bus
sayingticket by 10% last month.
/ speaking so loudly? everyone knows it!
4 My boss is away but when she gets back we’ll and I’ll tell
2 8I’dCan
planned
you tellto /gosay
tome theyour
cinema with Mark
address, but he was ill so I
please? I’mabout
3her having
thesome problems at work so I need to
new clients. .
going on my own. 4
5 I Simon me this morning – it was so
when I was running for the bus and I broke my ankle.funny!
3 My grandparents my cousin because his parents died. 6 5MyI want to learnhave
colleagues to so
forI’m
angoing
onlinetocourse
do a course at a
in computer
language school.
programming.
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VOCABULARY PRACTICE
2B Phrasal verbs 3 Sts read the sentences and complete them with the correct
form of the phrasal verbs from exercises 1 and 2. Check
1 2.6 Allow sts time to read through the sentences. answers.
They then match the sentences with the pictures. Play
audio track 2.6 for sts to listen and check their answers. Answers
See Answers for audio script. Check answers with the class 1 went up
and that sts understand all the sentences. 2 ended up
3 brought up/are bringing up
Answers 4 catch up
1 fall over i 5 fell over
2 try on e 6 signed up
3 go out b
4 break up f Refer sts back to page 14 if they want to revise phrasal verbs
5 hurry up h further, or see more examples in context.
6 sign up g
7 go up d
8 set off a
9 run out c

1 Do the exercise as normal. To check answers, ask sts in
turn to choose one of the pictures they are confident
about and say the matching sentence. Continue until
you have checked all the answers.
2 Ask sts to cover the sentences. In pairs, they look at the
pictures and try to remember the matching sentence
for each one. They can look at the sentences again to
check.
3 In their pairs, sts choose one of the situations in the
pictures and prepare a short conversation which
includes the phrasal verb in bold. Allow sts time to
practise their conversations in pairs, then ask some
pairs to perform their conversations for the class.
2 2.7 Sts match the phrasal verbs with the definitions.

Play audio track 2.7 for sts to listen and check their
answers. See Answers for audio script. Check answers with
the class and that sts understand all the phrasal verbs.
Answers
1 pay back f
2 go back e
3 bring up b
4 catch up d
5 end up c
6 look forward to a
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3A
1A Personality
Communication
adjectives
11 1.1Complete
3.1 Match phrases
the sentences
1–10 with
1–9
definitions
with the adjectives
a–j. Listen in
and
thecheck.
box. Listen and check.
easy-going sensitive reliable helpful organized sensible confident friendly anxious
1 The staff in that shop are really . They always carry my Allsee
of Marta’s plans for the
4 give someone a call d look at your phone5 to messages, alerts, etc.next year are written in her diary. She’s very
bags to my car.
5 share something on social media .
e give your opinion on something on social media
2 Joe is so . I could never sing in front of so many people, 6 When Jon says he’ll do something, he always
6 comment on a post f look at a social media/email account to see messages, alerts, etc. does it. He’s very
like he does.
7 check Facebook/your emails .
g put something on social media, e.g. a photo or video
3 Mike is very practical and has a lot of common sense. He’s so 7 Ana understands other people’s feelings. She’s very .
.
9 keep in touch with someone 8 The students in my
i have a conversation with someone in person new class took me for coffee on my first day.
4 Tina’s always worrying about something. I don’t know why she’s so They’re so .
. 9 Sarah’s always relaxed and calm and she doesn’t worry about things.
2 Complete the sentences 1–9 with the words in the box. She’s very .
2 get
3.2 speak share check
Which negative reply
prefix do givewith
we use keep comment inaccess
the adjectives the box?
Put the adjectives in the correct column. Listen and check.
2 Can I borrow your laptop so I can my emails? 7 I usually
un- my holiday
dis-photos on Facebook.im-/in-
kind patient sensitive reliable helpful organized sociable
polite friendly honest unkind
long discussions online. Go back to page 22
▲ Go back to page 4
▲
3C Relationships
1
1C 3.6
say, tell, speak and talk
Complete the sentences 1–9 with the words and phrases in the box.
1 Use the1.4
plural form ifthe
Complete necessary. Listen
table with say,and
tell, check.
speak or talk. Listen and check.
best
1 friend close frienda language
colleague partner couple parents relative classmate next-door neighbour
He knows (to someone) about something

1
speak / 2 a lot of people here, but he doesn’t have many . 7 The walls in my building are very thin. I can hear my
I went out with some of my quickly/slowly/loudly
from the office after work.
2 talking.
That one-bedroom flat would
3 someone (something)
be perfect for a . 8 I’ve known Liz for ten years. She’s the first person I call if I’m sad or if I
3 (someone)
I have a lot of
4 who live inathe lie/the
USA truth/a
– mainlystory/a joke
cousins. have good news – she's my .
My5 someone a secret
and I are getting married next year! 9 My and I have a WhatsApp group where we talk about
I still live with my
6 . It’s just me, my mum and my dad.
hello/goodbye our homework.
2 3.7 Read the sentences 1–8. Match the words and phrases in bold with
the definitions a–h. Listen and check.
My two sons
2 1 Choose fall outverbs
the correct a lot, to
butcomplete
they’re never angry with each
the sentences. have a good
3 a Complete therelationship
sentences with a form of say, tell, speak or talk and a
other for long. tell someone
b word another
or phrase person’s
from the box. name when they meet for the first time
1 Can I say / talk to Pedro, please?
2 We argue a lot because we never agree about what to watch c talk to someone in an angry way because you disagree
on TV. d meet
German thanks a secret sorry a great joke to my boss
3 I told / said her the good news.
3 I get on well with my neighbours – we’re all good friends. e stop being friends with someone because you disagree about
4 It’s sometimes difficult to get to know new people, but I’m 1something
I’m calling to for helping me with my work yesterday.
5 Can I say / tell you a secret?
lucky – my classmates at university are all really friendly. f 2have
I the same interests,
Jan experiences, opinions,
yesterday. etc.aasmistake
That was someone– now
6 Sara said / told something really interesting.
5 Do you know that girl? Could you introduce me to her? g become
everyonefriends again
knows it!
7 Why are you saying / speaking so loudly?
6 Sam and Ben had a fight this morning. I told them to make up h 3spend time with
I’m having people
some so you
problems at become
work so Ifriends
need to .
8 Can you tell / say me your address, please?
and now everything’s fine! 4 Simon me this morning – it was so funny!
7 It’s hard for me to have a conversation with my neighbours, 5 I want to learn to so I’m going to do a course at a
as we don’t have a lot in common. language school.
8 I get together with my close friends at least once a week. 6 You were so rude to your brother. I think you should to him.
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VOCABULARY PRACTICE
3A Personality adjectives 3C Relationships

1 3.1 Sts read the sentences and complete them with 1 3.6 Sts read the sentences and complete them with
the correct adjectives from the box. Play audio track 3.1 the correct words and phrases from the box. Remind sts
for sts to listen and check their answers. See Answers for to use the plural form if necessary. Play audio track 3.6
audio script. Check answers with the class and that sts for sts to listen and check their answers. See the SB page
understand all the adjectives. Ask: Which adjectives would opposite for audio script. Check answers with the class
you use to describe yourself? Why? and that sts understand all the words and phrases.
Answers Answers
1 helpful 1 close friends
2 confident 2 colleagues
3 sensible 3 couple
4 anxious 4 relatives
5 organized 5 partner
6 reliable 6 parents
7 sensitive 7 next-door neighbours
8 friendly 8 best friend
9 easy-going 9 classmates
2 3.2 Draw sts’ attention to the example answer and 2 3.7 Sts match the words and phrases with the
elicit another example from the class. Sts complete the definitions. Play audio track 3.7 for sts to listen and
table with the adjectives, adding the correct negative check their answers. See Answers for audio script. Check
prefix. Play audio track 3.2 for sts to listen and check their answers with the class and that sts understand all the
answers. See Answers for audio script. Check answers phrases.
with the class. Ask: When might you describe someone as
impatient/unreliable/disorganized, etc? Elicit a range of Answers
answers to check that sts understand all the adjectives. 1 fall out e
2 argue c
Answers 3 get on well a
un- unkind, unreliable, unhelpful, unsociable, unfriendly 4 get to know h
dis- disorganized, dishonest 5 introduce b
im-/in- impatient, insensitive, impolite 6 make up g
7 have a lot in common f
Refer sts back to page 22 if they want to revise personality 8 get together d
adjectives further, or see more examples in context.
3 x PRACTICE SB page 139, Relationships exercise 2
1 Do the exercise as normal. To check the answers, read
out each definition in turn. Ask sts to raise their left
hand if they are confident about the answer and their
right hand if they are not confident. Ask confident
students to give each answer.
2 Ask sts to cover sentences 1-8. In pairs, they read the
definitions and try to remember the matching word
or phrase for each one. They can look at the sentences
again to check.
3 Say the first sentence of a conversation about
relationships using one of the bold words/phrases from
exercise 2, e.g. Do you get on well with your brothers
and sisters? Ask a student to repeat it. Elicit a possible
answer from another student, using another of the
target words/phrases. Ask the two sts to repeat their
sentences, then elicit another sentence to continue
the conversation. Continue in this way around the
class, gradually building up a conversation. See if, as a
class, you can include all the target words/phrases in
the same conversation! You could repeat the activity,
starting with a different sentence.
Refer sts back to page 26 if they want to revise vocabulary for

relationships further, or see more examples in context.
291
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VOCABULARY
VOCABULARYPRACTICE
PRACTICE
4A
1A Compound
Communication
nouns
11 1.1Complete
4.1 Match phrases
the compound
1–10 withnouns
definitions
1–12 with
a–j. Listen
the words
and check.
in the box. Listen and check.
transport pedestrian life gallery park path department jam shopping night sports centre

1 art 2 cycle 3 mall 4 club
Go back to page 4
▲
5 1C say,
areatell, speak 6and
traffic talk 7 car 8 store
1 a language
speak / 2
someone (something)
someone a secret
hello/goodbye
9 centre 10 public 11 city 12 night
2 Complete the sentences 1–12 with compound nouns from exercise 1. Use the plural form if necessary.
1 I love shopping in a because you can find so many 7 The is great in my city. There are lots of music venues and
Can I say
1different / talkintoone
Pedro, please? word or phrase from the box.
things shop. clubs, for example.
Yougo
2 2Let’s need to say
to the new/ tell sorry to Carl
nearfor thearriving
airport late.
– there are over 300 8 They’ve just opened a fantastic new gym at the where I
I toldthere!
3shops / said her the good news. German thanks a secret sorry a great joke to my boss
usually play tennis.
Marythe
3 4I love can speak / talkintwo my languages.
city. It’s great to be able to walk around 9 There aren’t many in the centre, so it’s better to get the
Can I say 1 I’m calling to for helping me with my work yesterday.
5without any/ cars.
tell you a secret? bus than to drive.
Sara are
saidlots
/ told 2 I Jan yesterday. That was a mistake – now
4 6There of something reallyin theinteresting.
old part of the city, where you can 10 There’s a great along the river. It’s so relaxing to ride your
7goWhy are you saying / speaking so loudly? everyone knows it!
dancing until 6 a.m. bike there in the evening.
Can you tell / say 3 I’m having some problems at work so I need to .
5 8That hasme
someyouramazing
address,sculptures
please? and paintings by local 11 The here is terrible. The buses are dirty and they’re never
artists. on time.
6 I was late for my meeting today. I drove to work, and there was a big 12 It’s hard to find a good restaurant in my area. The best ones are in the
language school.
. .
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VOCABULARY PRACTICE
4A Compound nouns

1 4.1 Sts look at the pictures and complete the
compound nouns (1–12) with the correct words from the
box. Play audio track 4.1 for sts to listen and check their
answers. See Answers for audio script. Check answers with
the class and that sts understand all the compound nouns.
Answers
1 art gallery
2 cycle path
3 shopping mall
4 nightclub
5 pedestrian area
6 traffic jam
7 car park
8 department store
9 sports centre
10 public transport
11 city centre
12 nightlife

1 Do the exercise as normal. To check answers, point to
each picture in turn and read out answers, some correct
and some incorrect. Ask each time: Is this correct?
What’s the correct answer?
2 Ask sts to cover the pictures and just look at the
words in the box. In pairs, they try to remember the
compound nouns. They can look at the pictures again
to check.
3 Say: This is where you can cycle safely. Elicit the correct
compound noun (cycle path). Sts work in pairs. They
write clues for four more of the compound nouns.
Monitor and help while they are working, and make
sure their clues are clear. Put pairs together into groups
of four and ask them to close their books. They take
turns to read out their clues and guess the other pair’s
compound nouns. Ask who guessed them all correctly.
compound nouns from exercise 1, using the plural form if
necessary. Check answers.
Answers
1 department store
2 shopping mall
3 pedestrian area
4 night clubs
5 art gallery
6 traffic jam
7 nightlife
8 sports centre
9 car parks
10 cycle path
11 public transport
12 city centre
Refer sts back to page 30 if they want to revise compound

nouns further, or see more examples in context.
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4B
1A Common
Communication
verb phrases
11 1.1Complete
4.5 Match phrases
the diagrams
1–10 with
1–8definitions
with the verbs
a–j. Listen
in theand
box.check.
Listen and check.
know meet lose miss take catch keep have b phone someone
2 check your phone
c receive a text message/an email a coffee a rest
3 reply to a text message/an email
someone
4 give someone a call d look at a busphone to see messages, alerts, etc.
your
6 comment on a post f look at a social media/email account to see messages, 2
alerts, etc.
7 check Facebook/your emailsa call 1 g put something on social media, e.g. a photo or video
a snack
a train a good time
10 speak to someone
a trainface to face j connect to the internet
a class
2 Complete the sentences 1–9 with the words in the box. someone for a long time
a bus
3 4
1 Sorry, I can’t talk now. Can I you a call when I get home?
a cold 6 It’s easy to in touch with your family when you’re abroad.
3a Iball
can’t the internet because there’s no Wi-Fi here. 8aIt’s
factmuch better to to someone face to face when you
5 My friends often an exam on my blog posts. Sometimes a photowe have 9 I didn’t your message because I was inweight
yourtokeys a meeting. Sorry.
Go back to page 4
▲
5 6
a match
1C someone
say, tell, speak and talk
somewhere
your coat off
contact
1 1.4 Complete the table with say, tell, speak or talk. Listen and check. someone for the first time
in contact
1 a languagedoing something
speak / 2 a friend for coffee
7 quickly/slowly/loudly 8
someone (something)
fit your promise
someone a secret
someone by chance
hello/goodbye
sorry/thanks/congratulations 3 Complete the sentences 1–7 with the correct form of the verb
phrases in exercise 1.
I’ve 1metthe
2 Choose the correct verbs to complete / known my friend Carl
sentences. Mark hasn’tthe
3 1 Complete been eating well
sentences withatauniversity. Don’t
form of say, tell,you thinkorhe’s
speak talk and a
for ages. We 2met / knew at ? from the box.
1 Can I say / talk to Pedro, please? word or phrase
school
2 You need to say / tell sorry to Carl forwhen welate.
arriving were kids but 2 My car’s broken down and my flight leaves in two hours! Can you
3
we lost / kept contact for a few
3 I told / said her the good news. airport inayour
German thanks car? sorry a great joke to my boss
secret
4 Mary can speak / talk two languages. 3 I had breakfast ages ago and I’m a bit hungry. Shall we ?
years when we went to different
5 Can I say / tell you a secret? universities. It was my fault, I 1I’ve
I’mgot sometocheese and biscuits.
calling for helping me with my work yesterday.
6 Sara said / told something really interesting. 4 2JonI promised he Janwould come and help meThat
yesterday. fix my
wascar, but he –never
a mistake now
4took / kept losing my phone so I 5missed / lost all his calls,
7 Why are you saying / speaking so loudly? came. He didn’t
everyone knows it! .
but he 6kept / took calling and eventually we met up and 5 3We I’malways
having some problemswhen atthework
whole
so Ifamily
need gets
to together and
. put
8 Can you tell / say me your address, please?
7had / took a coffee together. Since then we’ve 8lost / kept in 4it Simon
in the family album.me this morning – it was so funny!
contact, and we always 9have / keep a good time together. 6 5I feel awful.
I want I’ve got
to learn to a sore throatsoand
I’magoing
cough.toI do
think I’ve at a
a course .
7 I’ve been soschool.
language busy all day! I just want to go home, sit on the sofa and
He’s a great friend.
6 You were so . rude to your brother. I think you should to him.
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VOCABULARY PRACTICE
4B Common verb phrases 3 Sts read the sentences and complete them with the correct
form of the verb phrases from exercise 1. Check answers.
1 4.5 Point to the first diagram and ask: Which verb
from the box can you use with all these nouns? Ask more Answers
questions to help sts, e.g. Can you know someone? (yes) 1 lost weight
Can you know a bus? (no) Elicit the correct verb. Sts then 2 take me to the
complete the remaining diagrams with the correct verbs. 3 have a snack
They could work in pairs for this. Play audio track 4.5 4 keep his promise
for sts to listen and check their answers. See Answers for 5 take a photo
audio script. Check answers with the class. 6 caught a cold
7 have a rest
Answers
1 miss someone, miss a bus, miss a train, miss a class, Refer sts back to page 32 if they want to revise common verb
miss a call
phrases further, or see more examples in context.
2 have a coffee, have a rest, have a good time,
have a snack
3 catch a bus, catch a train, catch a cold, catch a ball
4 know a fact, know someone for a long time
5 take an exam, take a photo, take your coat off,
take someone somewhere
6 lose your keys, lose weight, lose contact, lose a match
7 keep in contact, keep doing something, keep your
promise, keep fit
8 meet someone for the first time, meet a friend for
coffee, meet someone by chance

out each verb in turn and ask: Which diagram? When
sts have answered, elicit an example of each verb
combination in context.
2 Ask sts to cover the diagrams and just look at the verbs
in the box. In pairs, they try to remember the nouns
that combine with each verb. They can look at the
diagrams again to check.
3 In their pairs, sts take turns to mime one of the verb
phrases. Their partner tries to guess the correct verb
phrase without looking at the diagrams. With weaker
classes, sts can refer to the diagrams to help them.
2 Sts read the text and choose the correct options to

complete it. Check answers.
Answers
1 known
2 met
3 lost
4 kept
5 missed
6 kept
7 had
8 kept
9 have
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VOCABULARY
VOCABULARYPRACTICE
PRACTICE
4C
1A Communication
Describing homes
11 1.1Match
4.9 Matchsentence
phrases 1–10
halveswith
1–10definitions
with a–j. a–j.
Listen
Listen
and and
check.
check.
1 1Mygetnew flat message/an
a text has big windows,email a send a text message/an
a so itemail
was always very dark.
to a person who has sent one to you
2 2I live in the
check your newest
phonepart of the city, b phone someone b you can walk to the city centre in ten minutes.
3 3Myreply
besttofriend’s huge garden,
house has a email
a text message/an c receive a text message/an email and cosy in winter.
c so it’s warm
4 4Thegive
windows
someone in my old flat were tiny,
a call d look at your phoned to
sosee
we messages, alerts, etc.
often play football in it.
5 5His old house
share something was spacious
on social but very basic;
media e it’s really bright
give your opinioneonsosomething on social media
during the day.
6 6Mycomment
aunt’s furniture
on a postis all from the 1970s, f look at a social media/email
f so I sleptaccount
well lasttonight.
see messages, alerts, etc.
7 7Mike’s
checknew flat is really convenient
Facebook/your emails – g put something ongsocial
so mymedia,
apartment very modern.
e.g. aisphoto or video
8 8Thegoliving
online/access
room hasthe an internet
open fire, h stay in contact with
h so her flat is full of stylish furniture.
someone
9 9Tina’s
keepvery fashionable
in touch and she’s a designer,
with someone i have a conversation
i itwith
hadsomeone
five large in person but no central heating.
bedrooms,
1010The bedto
speak in someone
my hotel room comfortable,
face toisface j j so most of it is very old-fashioned.
connect to the internet
22 Complete
Completethe
thetexts
sentences 1–9 with
below with the words
the words in the
in bold box.
from exercise 1.
Go back to page 4
▲
Sarah’s flat is only two years old, so it’s very 1 My parents live in a 7
1C say, tell, speak and
flat – most of the rooms are 2
talk . It’s a huge
except for the kitchen, which
house in the country with six spacious
bedrooms. The windows are quite small, which means it’s very
3 8
1is so there’s
1.4 Complete thenot much
table space
with say,totell,
cook.
speakIt’s or
ontalk.
the top floor,
Listen and check. . Also, since they don’t have central heating and there’s
and it has plenty of large windows so it’s very 4 . She’s an only one bathroom, it’s quite 9 . They haven’t bought any
architect,
1 so the flat looks really 5 . It’s only two minutes new furniture for years, so it’s quite 10 . I love their living
a language
from the nearest underground station, so it’s very 6 – she room; in the winter, they have a real fire, so it’s very 11 .
speak
can get / 2 in less than 20 minutes.
to work They also have two old leather sofas which are really 12 .
someone (something)
3 (someone)1–4
a lie/the truth/a
3 4.10 Complete the sentences with the wordsstory/a
in the joke
box.
Listen and check. someone a secret
c
hello/goodbye
village
4 suburbs townsomething countryside (to someone)
sorry/thanks/congratulations b
1 I live in Melbourne, but my house is 20km from the city centre. I live d
in the .
2 2 Choose
I live in athe correct
place with averbs to complete
population of about the15,000.
sentences.
I live in a small a 3 Complete the sentences with a form of say, tell, speak or talk and a
1 Can I say /.talk to Pedro, please? word or phrase from the box.
You need
3 2There are onlyto say / tell sorry
a hundred to Carl
houses for arriving
where late.in a
I live. I live .
I told I/live
4 3Where saidthere
her the
aregood
farms,news.
fields and lots of trees. I live in the German thanks a secret sorry a great joke to my boss
e
4 Mary can speak . / talk two languages.
4 6 Sara 4.11saidMatch
/ toldwords and phrases
something 1–8 with a–h in the picture
really interesting. 2 I Jan yesterday. That was af mistake – now
opposite. Listen and check.
1 8block
Can of
youflats secondplease?
tell / say me your 5address, floor 3 I’m having some problems at work so I need to .
g
2 basement 6 top floor 4 Simon me this morning – it was so funny!
3 ground floor 7 balcony 5 I want to learn to so I’m going to do a course at a
4 first floor 8 roof terrace language school.
h
142
136 Go
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page348
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296
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VOCABULARY PRACTICE
4C Describing homes 3 x PRACTICE SB page 142, exercise 2

1 4.9 Sts match the sentence halves. Play audio track 1 Do the exercise as normal. To check the answers, tell
4.9 for sts to listen and check their answers. See Answers sts you are going to read out each completed text with
for audio script. Check answers with the class and that sts some correct answers and some incorrect ones. Ask sts
understand all the bold words. to note down the incorrect answers. Discuss with the
class which answers were incorrect and why.
Answers 2 Ask sts to cover the texts. In pairs, they look at the
1 e My new flat has big windows, so it’s really bright pictures and describe each home, using words from
during the day. exercise 1. They can look at the texts again to check.
2 g I live in the newest part of the city, so my apartment is
very modern. 3 Sts work in their pairs. Say that one of them is an estate
3 d My best friend’s house has a huge garden, so we agent and the other is a customer who wants to buy a
often play football in it. new home. Pairs decide which of the two homes they
4 a The windows in my old flat were tiny, so it was always are going to visit, then spend time individually thinking
very dark. about what they are going to say to their partner. Point
5 i His old house was spacious but very basic; it had five out that the customer should think of some questions
large bedrooms, but no central heating. to ask about the flat/house, and the estate agent should
6 j My aunt’s furniture is all from the 1970s, so most of it think about how to persuade the customer to buy. They
is very old-fashioned. then role play a visit to the flat/house. They can swap
7 b Mike’s new flat is really convenient – you can walk to roles and repeat, visiting the other flat/house. Ask who
the city centre in ten minutes. was persuaded to buy.
8 c The living room has an open fire, so it’s warm and
cosy in winter.
9 h Tina’s very fashionable and she’s a designer, so her 3 4.10 Sts complete the sentences with the correct words
flat is full of stylish furniture. from the box. Play audio track 4.10 for sts to listen and
10 f The bed in my hotel room is comfortable, so I slept check their answers. See Answers for audio script. Check
well last night. answers with the class and that sts understand all the
words.
2 Sts read the texts and complete them with the correct
words in bold from exercise 1. Check answers. Ask: Which Answers
home would you prefer to live in? Why? 1 suburbs
2 town
Answers 3 village
1 modern 4 countryside
2 spacious
3 tiny 4 4.11 Sts match the words and phrases with the items
4 bright (a-h) in the picture. Play audio track 4.11 for sts to listen
5 stylish and check their answers. See Answers for audio script.
6 convenient Check answers with the class and that sts understand
7 huge all the words and phrases. Ask: Which of these words or
8 dark phrases can you use to describe your home? Elicit a few
9 basic answers.
10 old-fashioned
11 cosy Answers
12 comfortable 1 block of flats a
2 basement h
3 ground floor g
4 first floor f
5 second floor e
6 top floor d
7 balcony b
8 roof terrace c

describing homes further, or see more examples in context.
297
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5A
1A Communication
Money
11 1.1Complete
5.1 Match phrases
the sentences
1–10 with 1–9definitions
with the words
a–j. Listen
in the
and
box.
check. 2 5.2 Complete the sentences 1–9 with the prepositions in the
Listen and check.
1 get a text message/an email a send a text message/anListen
box. emailand
to acheck.
person who has sent one to you
credit card wealthy broke coins savings account ccash on (x2) for by into from out back to
3 reply to a text message/an email receive a text message/an email
notes loan mortgage tax cash machine save up d look at your phone to see messages, alerts, etc.
4 give someone a call
1 I don’t like to lend money friends.
1 The machine at the station didn’t accept my so we had to 2 Can I pay card?
pay with . 3 My sister and her husband usually spend over
2 I want to for a car, so I put $200 into my $400 clothes every month!
every month. 4 How much would you pay a second-hand car?
3 I needed £100, so I went to the bank. They gave me five £20 . 5 I went to the cash machine to take some money.
4 I got a from my bank to buy my car and a to 6 Can I borrow $20 you until tomorrow?
2 Complete
buy my flat.the sentences 1–9 with the words in the box. 7 Martin shouldn’t waste so much money lottery tickets.
5 My uncle’s very – he has four houses, six cars and a boat. 8 Could you pay the money you owe me before the end of
get speak
6 I pay a lot of share check reply give keep comment
to the government – about 25% of what I earn.access the week?
7 In cafés, people normally leave a small tip for the waiter. A few 9 I pay $50 a savings account for my grandchildren
1 Sorry, I can’t talk now. Can I you a call when I get home? It’s easy
6every to
month. in touch with your family when you’re abroad.
are usually enough.
8 Jim realized he was completely – he didn’t even have
enough money to get the bus home!
9 Can we stop at the ? I need some money.
Go back to page 4
▲

Go back to page 40
▲
1 a language
5C Shopping
speak / 2
1 5.7 Complete the online product information below with the
quickly/slowly/loudly 2 A Read the review and match the words 1–8 with the definitions a–h.
words and phrases in the box. Listen(something)
someone and check.
3 (someone) a lie/the truth/a story/a joke I usually prefer shopping 1in-store because I like to 2browse
products delivery in stock checkout basket item
someone a secret different products and see them before I choose what I want. Last
hello/goodbye month, I went shopping for a new camera. A 3sales assistant
said there was a 4special offer on the Cam2. It’s a great camera
Santelli Go II and at $350 it was good 5value for money. I decided to buy one
2 Choose the correct verbs to Mountain Bike
complete the sentences. 3 but it was 6the
Complete out so I 7with
soldsentences ordered it online
a form of say,instead. When
tell, speak the and a
or talk
£350
1 Can I say / talk to Pedro, please? camera
word orarrived
phraseI realized
from thethey’d
box. sent me the Cam1 model instead
2 You need to say / tell sorry to Carl for arriving late. so I had to 8return it.
1 3 I told / said
(5her the good✓news.
available) German thanks a secret sorry a great joke to my boss
4 Mary can
Next-day 2 speak / talkavailable
two languages. a no more left to buy
Buy 1 I’m calling to for helping me with my work yesterday.
5 Can I say / tell you a secret? b take or send something back
6 Sara said / told something really interesting. 2 I Jan yesterday. That was a mistake – now
Go to the 3 and pay. c a lower price than normal
4 d bought it on the internet
You have one
8 Can you tell / say me yourin your 5please?
address, . 1 3 I’m having some problems at work so I need to .
e good quality at a good price
Click here to see other Santelli 6 . 4 Simon me this morning – it was so funny!
f in a shop
g a person who sells things in a shop
language school.
h look at
B 5.8 Look at the words in bold in exercise 2A. Listen and repeat.
136 Goback
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page44
8 143
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298
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VOCABULARY PRACTICE
5A Money 5C Shopping
1 5.1 Sts complete the sentences with the correct words 1 5.7 Sts read the information and complete it with the
from the box. Play audio track 5.1 for sts to listen and correct words and phrases from the box. Play audio track
check their answers. See Answers for audio script. Check 5.7 for sts to listen and check their answers. See Answers
answers with the class and that sts understand all the for audio script. Check answers with the class and that sts
words. understand all the words and phrases.
Answers Answers
1 credit card, cash 1 in stock
2 save up, savings account 2 delivery
3 notes 3 checkout
4 loan, mortgage 4 item
5 wealthy 5 basket
6 tax 6 products
7 coins
8 broke
9 cash machine
2 A Sts read the review and match the bold words with the
definitions. Check answers, and check that sts understand
all the words.
3 x PRACTICE SB page 143, Money exercise 1
Answers
1 Do the exercise as normal. To check the answers, ask 1 f
sts to give each of their answers one, two or three stars, 2 h
depending on how confident they feel about it (three 3 g
is the most confident). Focus on each sentence in turn 4 c
and ask: Who has three stars for this one? Elicit the 5 e
answers. 6 a
2 Ask sts to cover the sentences. In pairs, they look at 7 d
the words in the box and try to remember the full 8 b
sentences. They can look at the sentences again to
check. B 5.8 Allow sts time to read through the words in
3 Sts work individually and write three sentences giving bold in exercise 2A. Play audio track 5.8, pausing after
their opinions about the items in the box, but without each word for sts to repeat. See the SB page opposite for
mentioning the words, e.g. I love these when they are audio script.
new and clean (notes). I think we pay too much of this Refer sts back to page 44 if they want to revise shopping
(tax). Sts then work in pairs and take turns to read vocabulary further, or see more examples in context.
their sentences to each other and guess their partner’s
words.
2 5.2 Sts read the sentences and complete them with

the correct prepositions from the box. Play audio track
5.2 for sts to listen and check their answers. See Answers
for audio script. Check answers with the class and that sts
understand all the verbs.
Answers
1 lend money to
2 pay by
3 spend money on
4 pay for
5 take out money
6 borrow money from
7 waste money on
8 pay back
9 pay money into
Refer sts back to page 40 if they want to revise money

vocabulary further, or see more examples in context.
299
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VOCABULARY
VOCABULARYPRACTICE
PRACTICE
6A
1A Communication
Work and careers (1)
11 1.1Complete
6.1 Match phrases
the sentences
1–10 with 1–11
definitions
with the correct
a–j. Listen
formandof check.
the
words in the box. Listen
1 get a text message/an email and check. a send a text message/an email to a person who has sent one to you
be made redundant get a qualification go on a training course
get a job retire get a promotion do an internship
resign look for a job learn new skills get experience
get fired do a work placement
7 check Facebook/your emails
1 Mark is so angry with his boss that he’s decided to g put something on social media, e.g. a photo or video
. He’s
go online/access
8leaving the internet
at the end of the month. h stay in contact with someone
9 keep in touch with someone i have 2 Choose
a conversation the correct
with someone words to complete the sentences.
in person
2 Eighty workers at that company last week. They lost their
speak
10jobs to someone face toisface 1
j connect to the internetAfter she’d been with her company for two years she got a
because the company losing money.
qualification / promotion – she became Sales Manager.
Dan
2 3 Complete from his 1–9
the sentences last job
withbecause he was
the words always
in the box.late.
2 Last week, I went on a training course / an internship to learn how to
4 I’m to learn how to use the company’s new software.
use the new database.
5 Two
get years
speak aftershare
he joinedcheckthe company
reply giveas ankeep
assistant manager,access
comment Leo
3 When the factory closed down last month, all the workers got fired /
. He became the manager.
6 1EdSorry,
wantsI can’t
to talk now. workingCan I in a big hotel you asocall
he’swhen
going I get home?
to work 6were madetoredundant. in touch with your family when you’re abroad.
It’s easy
2asCan I borrow your laptop so I can my emails? 4 7She
I got fired / resignedmy
usually because
holidayshe stoleon
photos a computer
Facebook.from the office.
a receptionist at the largest hotel in Miami this summer.
3 I can’t the internet because there’s no Wi-Fi here. 5 8MyIt’scousin
much did an internship
better to / a training
to courseface
someone for atoyear
faceinwhen
a you
7 I’d like to when I’m 60 and have a lot of time to enjoy life.
I had Ino signal television company but unfortunately he didn’t get a promotion / job
8 4Before can workonasmyan phone so I didn’t
electrician I need to your, so
textI’m
message. have a problem.
My friends
5studying hardoften on my exam
and I’ll take the official blog posts.
in May.Sometimes we have 9atIthe end of it.
didn’t to your message because I was in a meeting. Sorry.
long discussionsinonline. 6 Jill has found a new job, so she’s resigned / got fired from her old job.
9 Sally a lawyer’s office. They didn’t pay her a salary but
Go back to page 4
▲
after six months they offered her a job.
10 As part of my course, I’m at a design studio. I’m
like graphic design.
11 Tim is unemployed but he is
1C say, tell,
he’ll
speak andastalk
soon.
a sales assistant. I’m sure
1 1.4 Complete the table with say, tell, speak or talk. Listen and check. Go back to page 48
▲
1 a language
6B Work and careers (2)
speak / 2
1 6.6 Match the words quickly/slowly/loudly
in bold with the definitions a–h. 2 Complete the email below with the words and phrases in the box.
Listen and check. someone (something)
3 (someone) a lie/the truth/a story/a joke full-time CV permanent application form well-paid varied
1 I’m responsible for digital marketing.
someone a secret working conditions stressful employees part-time manager
2 My company was voted the best employer in the region.
3 Ian likes travelling. He’s had hello/goodbye
temporary jobs in different places.
4 Please send a covering letter to introduce yourself and say
why you’re suitable for the position. When I left university I got a 1 job in a restaurant,
5 I was unemployed for a year before I found a job. just a few days a week. This gave me time to finish a
2 6 Choose
I work asthe correctbut
a waitress verbs
I’d to
likecomplete the
a career in sentences.
advertising. 3 project
Complete the sentences
management with aand
course formlook
of say,
for tell,
a 2 speak or talk and a
7 1They
Canpay
I saymy salary
/ talk on theplease?
to Pedro, first day of every month. word
job, notoraphrase from the
temporary one.box.
The 3 in the restaurant
8 2I work with kids.
You need to sayI love
/ tellseeing
sorry tothemCarllearn, it’s very
for arriving rewarding.
late. were awful, it was too noisy and we worked very late. The
3 I told / said her the good news. 4 German was thanks a secret
awful too – hesorry
alwaysa great joke at
shouted tous.
my boss
a a person or company that employs people
4 Mary can speak / talk two languages. I thought an office job would be less 5 so I sent
b the occupation you choose for most of your working life 1 I’m calling to for helping me with my work yesterday.
5 Can I say / tell you a secret? my 6 to lots of companies. When I saw an advert
c money you receive for doing your job 2 I Jan yesterday. That was a mistake – now
6 Sara said / told something really interesting. for a project manager, I filled in the online 7 and
d a job that usually lasts a few weeks or months everyone knows it!
7 Why are you saying / speaking so loudly? had an interview. I got the job! I love it. No two days are
e a feeling of satisfaction that you’ve done something useful 3 I’m having some problems
8 Can you tell / say me your address, please? ever the same, it’s very 8 at work so. IIt’s need to
a small company .
f without work 4 Simon 9 me this morning
10 – it was so funny!
with only ten . We all work – 38
g a document you send with your CV when you apply for a job 5 I want to learn
hours a week. It’stoquite 11 so I’m going
so I to
cando save
a course at a
a little
h in charge of language school.
money every month.
144
136 Go
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backtoto
page
page
508
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300
300
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VOCABULARY PRACTICE
6A Work and careers (1) 6B Work and careers (2)
1 6.1 Sts read the sentences and complete them with 1 6.6 Sts read the sentences and match the bold words
the correct form of the words and phrases in the box. Play with the definitions. Play audio track 6.6 for sts to listen
audio track 6.1 for sts to listen and check their answers. and check their answers. See Answers for audio script.
See the SB page opposite for audio script. Check answers Check answers with the class and that sts understand all
with the class and that sts understand all the words and the words.
phrases.
Answers
Answers 1 responsible for h
1 resign 2 employer a
2 were made redundant 3 temporary d
3 got fired 4 covering letter g
4 going on a training course 5 unemployed f
5 got a promotion 6 career b
6 get experience 7 salary c
7 retire 8 rewarding e
8 get a qualification
9 did an internship
10 doing a work placement, learning new skills 3 x PRACTICE SB page 144, Work and careers (2)
11 looking for a job, get a job exercise 1
1 Do the exercise as normal. To check the answers, read
2 Sts read the sentences and choose the correct options to out each sentence and ask questions about the bold
complete them. Check answers. word, e.g. What does it mean if I’m responsible for it?
Does it mean I enjoy it? Does it mean it’s my job? Does it
Answers mean I’m in charge of it? Use the questions to elicit the
1 promotion correct answers.
2 a training course 2 Books closed. Write a clue for each sentence on the
3 were made redundant board, without including the bold word, e.g. I/digital
4 got fired marketing. Sts work in pairs and try to remember the
5 an internship, job sentences. They can look at the exercise again to check.
6 resigned
3 In their pairs, sts choose five sentences and make
at least two changes to each one, e.g. My brother is
Refer sts back to page 48 if they want to revise work and responsible for sales. Ask pairs in turn to read some of
careers (1) vocabulary further, or see more examples in their sentences to the class.
context.
and phrases from the box. Check answers and that sts
understand all the words and phrases.
Answers
1 part-time
2 permanent
3 working conditions
4 manager
5 stressful
6 CV
7 application form
8 varied
9 employees
10 full-time
11 well-paid
Refer sts back to page 50 if they want to revise work and

careers (2) vocabulary further, or see more examples in
context.
301
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6C
1A Communication
Education
1 1A Match1.1
sentences
Match phrases
1–8 with1–10
pictures
with a–h.
definitions a–j. Listen and check.
DidaSally
1 1A get get a good mark
text message/an emailin the test? a send a text message/an email to a person who has sent one to you
Yes, she
2B check yourgotphone
nine out of ten! b phone someone
replytotohand
2 3I have a textinmessage/an
my essay atemail receive avery
8 a.m., not a minute later. Mycteacher’s textstrict.
message/anaemail
3 4Gina
givehas
someone revise for her final exams. She’s studying
started atocall d look
all theatgrammar
your phone to see messages, alerts, etc.
share something
5they’ve done in class onthis
social media
year. e give your opinion on something on social media
4 6I used to geton
comment into trouble a lot at school. I didn’t behave well
a post f look at Iaused
at all. socialtomedia/email account to see messages, alerts, etc.
UNIVERSITY
checkthings
7throw Facebook/your g put something
emailsand I was often sent to the headteacher’s
at other students on social media, e.g. a photo or video
office.
5 8You
gomustn’t cheat inthetheinternet
online/access exam. You can’t look at your books stay
h or askinanyone
contacttowith someone
keep
9help youin with
touchthe with someone
questions. i have a conversation with someone in person
speakdo
610I might a degree in
to someone English
face j connect
and French. I’m good at languages
to face so I to theIinternet b
think
should study them at university.
7 It’s a good idea to take notes during lessons and lectures. If you write things
down
get in your notebook,
speak it helpsreply
share check you togive
remember
keep them.
comment access
8 A Did you get your exam results today? Did you pass or fail?
I passed!
1B Sorry, I got
I can’t over
talk 60%
now. in Iall my exams.you
Can Saraa failed though.
call when I get home? 6 It’s easy to in touch with your family when you’re abroad.
B 6.10 Look at the words and phrases in bold in 1A. Listen and repeat.
3 I can’t the internet because there’s no Wi-Fi here. c
8 It’s much better to to someone face to face when you
2 4 I6.11
had no signalthe
Match onwords
my phone sobox
in the I didn’t your text
with the definitions. message.
Listen and check. have a problem.
headteacher termonline.
long discussions timetable lecturer graduate
Go back to page 4
part of a school year or university year
1 ▲
a university teacher
2
the manager of a school
3 d
1Ca listsay,
4 tell,
of the times andspeak and talk
days of lessons
a person who has a university degree
5
3 6.12 Complete the table with the places in the box. Listen and check.
1 a language
college secondary school nursery primary school
speak / 2school state school private school
boarding
quickly/slowly/loudly e
someone (something)
description place
a school for ages 3–6 1
someone a secret
hello/goodbye
a school for ages 16-18 4
a school where you don’t have to pay 5
f
a school where you have to pay 6
2 aChoose
school the correct
where verbs to
you study, livecomplete
and sleepthe 7sentences. 3 Complete the sentences with a form of say, tell, speak or talk and a
4 Complete
2 You need thetosentences belowtowith
say / tell sorry Carl the correct late.
for arriving form of a word from
exercises
3 I told /1,said
2 orher3. the good news. German thanks a secret sorry a great joke to my boss
1 4I’mMary can speaka degree
/ talk two languages.
in Maths. My are all Maths experts!
Can Isee
say my
/ tellsister
you ina secret? 1 I’m calling to for helping me with my work yesterday.
2 5I don’t the evenings because she’s at school.
Sara said / told 2 I g Jan yesterday. That was a mistake – now
3 6I always used to something reallywell atinteresting.
school. I never into trouble.
Why go
areout
youtonight.
saying /I speaking everyone knows it!
4 7I can’t have to so loudly? for an exam tomorrow.
5 You need a degree to apply for that job. It’s only for .
language school.
h
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VOCABULARY PRACTICE
6C Education 3 6.12 Sts complete the table with the correct places
from the box. Play audio track 6.12 for sts to listen and
1 A Sts read the sentences and match them with the check their answers. See Answers for audio script. Check
pictures. Check answers and that sts understand all the answers with the class and that sts understand all the
bold words and phrases. words.
Answers Answers
1 g 1 nursery
2 f 2 primary school
3 h 3 secondary school
4 a 4 college
5 c 5 state school
6 b 6 private school
7 d 7 boarding school
8 e
3 x PRACTICE SB page 145, exercise 1A words. Point out that they need to use the correct form of
words from exercises 1, 2 and 3. Check answers with the
1 Do the exercise as normal. To check answers, focus on class.
each picture in turn and elicit what it shows. Then elicit
each correct answer. Answers
2 Ask sts to cover the sentences in exercise 1A. In pairs, 1 doing, lecturers
sts look at the pictures again and try to remember the 2 boarding
matching sentences. They can look at the sentences 3 behave, got
again to check. 4 revise
3 In their pairs, sts write five questions to ask their 5 graduates
classmates using the bold words and phrases. Put pairs
together into groups of four. Sts take turns to ask and Refer sts back to page 52 if they want to revise education
answer the five questions. Ask some sts to tell the class vocabulary further, or see more examples in context.
something they learned about their classmates.
B 6.10 Allow sts time to read through the bold words

and phrases in exercise 1A. Play audio track 6.10, pausing
after each word for sts to repeat. See the SB page opposite
for audio script.
2 6.11 Sts match the words in the box with the
definitions. Play audio track 6.11 for sts to listen and
answers with the class and that sts understand all the
words.
Answers
1 term
2 lecturer
3 headteacher
4 timetable
5 graduate
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VOCABULARY
VOCABULARYPRACTICE
PRACTICE
7A
1A Communication
Films
11 7.1 Match
1.1 Matchthe
phrases
words 1–10
and phrases
with definitions
in the boxa–j.
with
Listen
the and
definitions
check. 1–10. Listen and check.
scene sequel director cast subtitles soundtrack special effects plot script main character
3 reply to a text message/an email c receive a text message/an
6 a shortemail
section of a film
1 the people who act in a film
4 give someone a call d look at your phone7 to
thesee messages,
spoken wordsalerts,
of theetc.
film
2 the person who makes a film
5 share something on social media e give your opinion8onthesomething
music of the film media
on social
3 the story of the film
6 comment on a post f look at a social media/email account
9 images which aretousually
see messages,
created byalerts, etc.
computer
4 a film that continues the story of another film
10 the most important person in the film’s story
5 words written at the bottom of the screen
2 A 9 keep in touch
7.2 Match thewith someone
phrases i have
in bold in the text with sentences a–g.a conversation with someone in person

Blade Runner is one of the most famous science fiction films ever made. 1It
get speak share check reply give keep wascomment
directed by Ridley Scott and 2the main character was played by
access
Harrison Ford. The film is set in Los Angeles in the year 2019 and 4it
3
1 Sorry, I can’t talk now. Can I you awas
call when I get
shot at thehome? 6 It’sstudio
Warner Brothers’ easy toin Hollywood in and
touchonwith your family when you’re abroad.
location
2 Can I borrow your laptop so I can
in L.A. The film is about a police officer who is trying to find a group of on Facebook.
my emails? 7 I usually my holiday photos
dangerous androids. 5It’s based on a novel called Do Androids Dream
5 My friends often
of Electric Sheep? by Philip K 9Dick.
on my blog posts. Sometimes we have
When 6Blade Runner
I didn’t
was released
to your message because I was in a meeting. Sorry.
long discussions online. in 1982 not all of the film critics liked it, but these days it’s a science fiction
classic. 7It has been dubbed into a lot of different
Go backlanguages
to pageand 4 its
▲
sequel, Blade Runner 2049, was released in 2017. It stars Harrison Ford,
Ryan Gosling and Ana de Armas.

1 a The 1.4
storyComplete
happens in
thethis place
table andsay,
with at this
tell,time.
speak or talk. Listen and check. e The film was shown in cinemas for the first time.
b This book inspired the story in the film. f This actor had this role in the film.
c It1 was filmed in this place.a language g The original spoken words of the film have been
d This person was the film (todirector.
someone) about something replaced with words in another language.
speak / 2
B Look at the underlined words in 2A. Listen and repeat.
someone (something)
3 3 7.3 Match the types of film in theabox
(someone) withtruth/a
lie/the the definitions 1–8. Listen and check.
story/a joke
someone a secret
action film animation horror film romantic comedy science fiction film thriller musical documentary
hello/goodbye
4 something (to solving
someone)
1 an exciting film, often with a plot about a crime
2 a film set in the future, often about space travel
3 a film with a plot about an amusing love story
2 4 Choose thegives
a film that correct
factsverbs to completeabout
and information the sentences.
something 3 Complete the sentences with a form of say, tell, speak or talk and a
5 1a lot
CanofI say
the /story is told
talk to using
Pedro, songs in this type of film
please? word or phrase from the box.
6 2a frightening
You need to say / tell sorry tokillers,
film, often about dead
Carl for people
arriving late.or monsters
7 3a film that often has a hero who
I told / said her the good news. fights or chases bad people German thanks a secret sorry a great joke to my boss
8 4a film of moving images made by
Mary can speak / talk two languages. using drawings or models
6 Sara 2 I Jan yesterday. That was a mistake – now
Look! Wesaid / toldthe
shorten something
forms ofreally
someinteresting.
film types.
I don’t really like rom-coms, but I love sci-fi films.
language school.
146
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VOCABULARY PRACTICE
7A Films 3 7.3 Sts match the types of film in the box with the
definitions. Play audio track 7.3 for sts to listen and
1 7.1 Sts match the words and phrases in the box with check their answers. See Answers for audio script. Check
the definitions. Play audio track 7.1 for sts to listen and answers with the class and that sts understand all the film
check their answers. See Answers for audio script. Check types. Read out the information in the Look! box with the
answers with the class and that sts understand all the class. Ask: Who likes rom-coms? Who likes sci-fi films?
words.
Answers
Answers 1 thriller
1 cast 2 science fiction film
2 director 3 romantic comedy
3 plot 4 documentary
4 sequel 5 musical
5 subtitles 6 horror film
6 scene 7 action film
7 script 8 animation
8 soundtrack
9 special effects
10 main character
films further, or see more examples in context.
2 A Sts read the review and match the bold phrases with
the sentences (a-g). Check answers, and check that sts
understand all the phrases.
Answers
1 d
2 f
3 a
4 c
5 b
6 e
7 g
3 x PRACTICE SB page 146, exercise 2A

each of sentences a–g in turn and ask: Which phrase?
Discuss any differences of opinion that sts have, and
elicit another example sentence using the phrase in
bold.
2 Ask sts to cover the text. In pairs, they look at the
sentences again and try to remember the matching
phrases. They can look at the text again to check.
3 Sts work in their pairs. They think of a film they know
and write three sentences about it, using the bold
phrases from exercise 2A. Monitor and help while they
are working, and make sure their sentences are correct.
Sts then work in groups of four. They take turns to read
out their sentences and guess the other pair’s film.
They can give more clues if necessary to help their
classmates.
B 7.2 Allow sts time to read through the underlined

words in exercise 2A. Play audio track 7.2, pausing after
each word for sts to repeat. See the SB page opposite for
audio script.
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7C
1A Communication
TV and music
11 7.7 Match
1.1 Match
the
phrases
types of
1–10
TV programme
with definitions
in the
a–j.box
Listen
withand
thecheck.
pictures 1–9. Listen and check.
quiz show talk show drama reality show cartoon sitcom soap opera the news talent show
1 get speak share check reply give keep2 comment access 3
Go back to page 4
▲
4 5 6
1 a language
speak / 2
someone (something)
someone a secret
7 hello/goodbye 8 9
2 7.8 Complete the sentences 1–6 with the words in the box. 3 7.9 Complete the sentences 1–7 with the words in the box.
Listen and check. Listen and check.
2 Choose
adverts the correct verbs
audience to complete
channel episode the sentences.
presenter series season 3 Complete the sentences
band tracks with
playlist on a form
tour hitsof say,
live tell,
(adj.)speak or talk and a
album
1 2Can
Youyou change
need to saythe please?
/ tell sorry to Carl The news
for arriving late.is on at 9.00 p.m. 1 My favourite is The Best of Jana by a singer called Jana.
and I want to watch it.
3 I told / said her the good news. 2 Why don’t you
German choose
thanks your favourite
a secret sorry 50a songs and make
great joke to mya boss
2 4I’m going
Mary cantospeak
make/atalk coffee
twowhile the
languages. are on, so I don’t for the party?
miss the programme.
5 Can I say / tell you a secret? I’m calling
3 1When to
I saw Shakira forlast
in concert helping
year,me
shewith
sangmy allwork
of heryesterday.
3 6Everyone
Sara saidin/ the
told something laughed when the presenter told a joke
really interesting. 2 I Jan
, including yesterday.
my favourite song,That was a mistake
Whenever, Wherever.– now
about the politician.
7 Why are you saying / speaking so loudly? 4 Wheneveryone
we wereknows it!
students, my sister and I were in a . I was
4 8I prefer
Can you watching TVme your address,
tell / say to films. My favourite is Game of
please? 3theI’msinger
havingandsome problems
she played theatguitar.
work so I need to .
Thrones. one was the best! Simon
5 4I love seeing my favourite me groups this morning – it was so funny!
in concert.
5 I can’t stand this . He always asks his guests such silly I wantwait
6 5I can’t to learn
for mytofavourite singer
so I’m
to gogoing to do a course
. I hopeatshe
a plays
questions. atlanguage school.
the stadium in my city.
6 I missed the last of that soap opera. What happened? You were
7 6There so rude to youron
are 20 brother. I think you should
that album. to him.
136 Go back to
Gopage
back62
to page 8 147
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VOCABULARY PRACTICE
7C TV and music 3 7.9 Sts complete the sentences with the correct
words from the box. Play audio track 7.9 for sts to listen
1 7.7 Sts match the types of TV programme in the box and check their answers. See Answers for audio script.
with the pictures. Play audio track 7.7 for sts to listen and Check answers with the class and that sts understand
check their answers. See Answers for audio script. Check all the words. Ask some questions using the words, e.g.
answers with the class and that sts understand all the What’s your favourite album? What big hits are there at the
words. Ask: Do you recognize any of these TV programmes? moment?
Have you watched them? Do you like them?
Answers
Answers 1 album
1 cartoon 2 playlist
2 talk show 3 hits
3 drama 4 band
4 quiz show 5 live
5 reality show 6 on tour
6 sitcom 7 tracks
7 soap opera
8 talent show
Refer sts back to page 62 if they want to revise TV and music
9 the news
vocabulary further, or see more examples in context.

each word from the box in turn and ask: Which picture?
2 Books closed. Give a definition of each type of TV
programme, e.g. It’s on TV every evening, and it tells you
what’s happening in the world (the news). Alternatively,
say the name of a well-known example of each
programme type, e.g. The Simpsons (cartoon). Sts race
to give the/a correct answer.
3 Sts work in pairs. They look at the pictures again,
choose one and imagine what the people are/person
is saying. Ask them to write a brief conversation
or monologue. Monitor and help while they are
working. With books closed, pairs then perform their
conversation or monologue for the class. Other sts
listen and identify the correct TV programme.
2 7.8 Sts complete the sentences with the correct words

from the box. Play audio track 7.8 for sts to listen and
words.
Answers
1 channel
2 adverts
3 audience
4 series, Season
5 presenter
6 episode
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VOCABULARY
VOCABULARYPRACTICE
PRACTICE
8A
1A Sports, places and equipment
Communication
11 1.1Match
8.2 Matchthe words1–10
phrases in thewith
boxdefinitions
with the pictures 1–9.and check.
a–j. Listen
Listen and check.
ball bat skates goal net goggles racket stick helmet
1 2 3

4 5 6 7 8 9
2 8.3 Match the sports with the pictures 1–12. Listen and check.
football divingyour
2 Can I borrow basketball
laptop so I hockey
can ice skating athletics motor racing
my emails? 7ice hockey swimming
I usually volleyball
my holiday tennis
photos rugby
on Facebook.
Go back to page 4
▲

1
1 1.4 Complete the table with2 say, tell, speak or talk. Listen and check.
3 4
1 a language
speak / 2
someone (something)
someone a secret
hello/goodbye
5 4 6 (to someone)
something 7 8
6 Sara said / told something really10interesting. 2 I Jan yesterday. That was a mistake – now
9 11 12
Can 3 I’m having some problems at work so I need to .
3A 8 8.4 you
Looktellat/words
say me1–6
yourinaddress, please?
3B. Listen and repeat.
B Match the sports in exercise 2 with the places. 5 I want to learn to so I’m going to do a course at a
1 court 3 rink language school. 5 circuit
2 pitch 4 pool 6 track
You were so rude to 6your brother. I think you should to him.

▲

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VOCABULARY PRACTICE
8A Sports, places and equipment 3 A 8.4 Allow sts time to read through the words in
exercise 3B. Play audio track 8.4, pausing after each word
1 8.2 Sts match the words in the box with the pictures. for sts to repeat. See the SB page opposite for audio script.
Play audio track 8.2 for sts to listen and check their Check that sts understand all the words.
answers. See Answers for audio script. Check answers
with the class and that sts understand all the words. B Sts match the sports in exercise 2 with the places.
Check answers.
Answers
Answers
1 racket
2 net 1 basketball, tennis, volleyball
3 ball 2 football, hockey, rugby
4 stick 3 ice hockey, ice skating
5 bat 4 diving, swimming
6 goal 5 motor racing
7 goggles 6 athletics
8 helmet
9 skates Refer sts back to page 66 if they want to revise vocabulary for
sports, places and equipment further, or see more examples in
2 8.3 Sts match the words in the box with the pictures. context.
with the class.
Answers
1 athletics
2 basketball
3 diving
4 football
5 hockey
6 ice hockey
7 ice skating
8 motor racing
9 rugby
10 swimming
11 tennis
12 volleyball

each sport in turn and ask: Which picture? Ask sts to all
shout at the same time the matching number. Discuss
any differences of opinion with the class.
2 Ask sts to cover the words in the box. In pairs, they look
at the pictures and try to remember the correct sports
words. They can look at the words again to check.
3 Sts work in small groups. They take turns to mime
one of the sports for their classmates to guess without
looking at their books. With weaker classes, sts can
refer to their books to help.
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8B
1A Health
Communication
and fitness verb phrases
11 1.1Complete
8.9 Match phrases
the text
1–10
withwith
thedefinitions
correct form
a–j.ofListen
get, be,
andhave
check.
or do. Listen and check.
Do 2you 1 an unhealthy lifestyle?
check your phone b phone someone
It’s 3very easy
reply to athese days to 2 email
text message/an bad c receive a text message/an email
habits when
4 give it comes
someone a callto exercise, food d look at your phone to see messages, alerts, etc.
and5sleep. If you’d like 3
share something ontosocial media e give your opinion on something on social media
a healthy
6 commentlifestyle, talk to your doctor
on a post f look at a social media/email account to see messages, alerts, etc.
and7follow
check the advice below.
Facebook/your emails g put something on social media, e.g. a photo or video
• Try to 4 to someone
10 speak exercise for 30 minutes five times aj week.
face to face Exercise also helps you lose weight if you 7
connect to the•internet
Adults need 150 minutes of moderate aerobic activity every overweight, and if you are unfit, it helps you to 8 fit.
2 week,
Complete
or 75the sentences
minutes 1–9 with activity.
of vigorous the words in the box. • If you 9 on a diet, don’t try to lose weight too quickly.
• Make sure you 5 a balanced diet. Eat a variety of • If you 10 underweight, aim to eat food that is high
get from
foods speak share
all five foodcheck reply
groups, but give keepmuch
limit how comment
sugar, access
fat in energy, for example peanut butter on toast or baked potato
and salt you eat. with tuna.
• Even in stressful situations, try not to 6 stressed. • It’s important to 11 a good night’s sleep. We all
Make sure you have enough time to relax. Regular exercise need different amounts of sleep, but most adults need 7–9
helps to reduce stress levels. hours a night.
long discussions
2 Complete online.
the sentences with the correct form of the verb phrases in exercise 1.
Go back to page 4
1 There’s a lot of pressure in my job. I often . ▲
5 Jack was ill for a month and didn’t eat much. Now he
2 My grandmother . She plays tennis regularly and and has to eat a lot of protein.
eats healthily. 6 I have a three-month old baby who wakes me up every hour, so it’s
1C3 I trysay,
to tell, speak and
by eating lots oftalk
different foods, especially difficult to .
vegetables, fruit, meat and fish. 7 No chocolate cake for me, thanks. I . I can only
1 4 I 1.4 Complete thefour times
table a week.
with I usually
say, tell, speakgoortotalk.
the Listen
gym orand
go check. eat low-fat food.
for a run.
1 a language
Go back to page 68
▲

speak / 2
10B Making nouns
someonefrom verbs
(something)
1 10.6 Make nouns from the verbs
someone in the box below and write
a secret -sion -ment -ation -tion
them in the table opposite. Listen and check. confusion
hello/goodbye
confuse argue revise imagine govern inform protect
achieve connect disappoint decide educate organize
2 Complete the/ second
1 Can I say sentences
talk to Pedro, with a noun so they have the same meaning asword
please? or phrase
the first from the box.
sentences.
You need
1 2Antivirus to say /protects
software tell sorrycomputers
to Carl forfrom
arriving late.
viruses. 6 I went to a concert last week but I was disappointed.
I told / said
3Antivirus her the
software good
offers news.
computers from viruses. German
The concertthanks
I went toalast
secret
week sorry
was a a great joke. to my boss
Mary can
2 4Thanks speakfor
to Sarah / talk two languages.
organizing the event so well. 7 Last night my neighbours were arguing really loudly.
Can I say
5Thanks / tell you a secret? 1 I’m calling to for helping me with my work yesterday.
to Sarah for your great . Last night my neighbours were having a really loud .
2 I Jan yesterday. That was a mistake – now
3 6A Sara saidachieved
lot was / told something really interesting.
in the twentieth century. Walking on the moon is 8 We decided to sell our car and use public transport instead.
Why everyone knows it!
7one of are
theyou
bestsaying / speaking
examples of this. so loudly? We made the to sell our car and use public transport
Can you 3 I’m having some problems at work so I need to .
8Walking ontell
the/ moon
say mewas yourone
address,
of the please?
best of the instead.
twentieth century. 9 The lesson was very difficult so a lot of people were confused.
4 Educating our children is a huge responsibility. There was a lot of because the lesson was very difficult.
language school.
Our children’s is a huge responsibility. 10 Nobody informed us why the flight had been cancelled.
5 I revised for my final exams for three weeks. We didn’t receive any about why the flight had been
I spent three weeks doing for my final exams. cancelled.
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VOCABULARY PRACTICE
8B Health and fitness verb phrases 10B Making nouns from verbs
1 8.9 Ask sts to read the text through quickly for 1 10.6 Read through the verbs in the box with the class
general meaning. Ask: What health advice does it give? and check that sts understand them all. Sts then make
Elicit a range of answers. Sts then read the text again and nouns from the verbs and add them to the correct part
complete it with the correct verb forms. Play audio track of the table. They could work in pairs for this. Play audio
8.9 for sts to listen and check their answers. See the SB track 10.6 for sts to listen and check their answers. See
page opposite for audio script. Check answers with the Answers for audio script. Check answers with the class.
class and that sts understand all the verb phrases. Point out how some of the verb and noun pronunciations
are different, e.g. revise/revision and some of the stress
Answers patterns are different, e.g. imagine/imagination.
1 have
2 have Answers
3 have -sion -ation
4 do confuse, confusion imagine, imagination
5 have revise, revision inform, information
decide, decision educate, education
6 get
-ment organize, organization
7 are
argue, argument -tion
8 get govern, government protect, protection
9 are achieve, achievement connect, connection
10 are disappoint, disappointment
11 get
2 Sts read the sentences and complete the second sentence
2 Sts complete the sentences with the correct verb phrases in each pair with a noun so it has the same meaning as the
from exercise 1. Check answers. first. Check answers.
Answers Answers
1 get stressed 1 protection
2 has a healthy lifestyle 2 organization
3 have a balanced diet 3 achievements
4 do exercise 4 education
5 is underweight 5 revision
6 get/have a good night’s sleep 6 disappointment
7 ’m on a diet 7 argument
8 decision
Refer sts back to page 68 if they want to revise health and 9 confusion
fitness verb phrases further, or see more examples in context. 10 information
3 x PRACTICE
SB page 149, Making nouns from verbs
exercise 2
out the first sentence in each pair and ask: What’s the
verb? What’s the related noun? Then ask an individual
student to read out the completed second sentence.
2 Books closed. Put sts into pairs. Read out the first
sentence in each pair in a random order. Pairs race to
say the completed second sentence.
3 Books closed. Divide the class into teams. Write the
verbs from exercise 1 on the board. Teams take it in
turns to choose a verb and make two sentences, one
with the verb form and one with the corresponding
noun form. If their sentences are correct, give them a
point and cross the verb off the board. If their sentences
are incorrect, leave the verb on the board and move
on to the next team. Continue until all the verbs are
crossed off. See which team has the most points.
Refer sts back to page 86 if they want to revise making nouns

from verbs further, or see more examples in context.
311
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VOCABULARY PRACTICE
9A Food and cooking

1 9.1 Match the foods in the box with the pictures 1–11. Listen and check.
chickpeas steak lime yoghurt lentils asparagus lamb chop lobster squid skimmed milk wholemeal bread
6
1
3 5
4
2
7 8 9 10 11
2A 9.2 Put the words in the box in the correct column of the table. Add the words from exercise 1. Listen and check.
B Add other food words you know to the table.
courgette olive oil garlic soy sauce toast shellfish avocado
seafood meat dairy products pulses fruit and vegetables carbohydrates other
yoghurt lentils
3 9.3 Look at the pictures. Complete the descriptions 1–10 with the words in the box. Listen and check.
baked boiled grated grilled home-made melted roast sliced takeaway fried
1 egg 2 potato 3 burger 4 beef 5 chicken
6 rice 7 cheese 8 carrot 9 food 10 soup

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312 EXTRA PRACTICE Workbook page 00; photocopiable activity 0.0
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VOCABULARY PRACTICE
9A Food and cooking 3 x PRACTICE SB page 150, exercise 3

1 9.1 Sts match the foods in the box with the pictures. 1 Do the exercise as normal. To check answers, point to
Play audio track 9.1 for sts to listen and check their each picture in turn and read out two or three possible
answers. See Answers for audio script. Check answers answers, e.g. a baked egg, a home-made egg, a fried
with the class and that sts understand all the foods. egg. Ask sts to all shout a particular word, e.g. tasty! or
yum! when you read out the correct answer.
Answers 2 Ask sts to cover the pictures. In pairs, they look at each
1 lime word in the box and try to remember the matching
2 asparagus noun. They can look at the pictures again to check.
3 steak
3 In their pairs, sts write a café menu, using words from
4 lentils
exercise 3 to describe the dishes you can eat there.
5 chickpeas
Encourage them to also use vocabulary from exercises
6 yoghurt
1 and 2. Sts can swap menus with another pair and
7 squid
discuss which dishes sound nice and which they would
8 lamb chop
like to eat.
9 lobster
10 wholemeal bread
11 skimmed milk Refer sts back to page 76 if they want to revise food and
cooking vocabulary further, or see more examples in context.
2 A 9.2 Check that sts understand all the headings in
the table. Sts complete the table with the words in the box
and the words from exercise 1. Play audio track 9.2 for sts
to listen and check their answers. See Answers for audio
script. Check answers with the class.
Answers
seafood shellfish, squid, lobster
meat steak, lamb chop
dairy products yoghurt, skimmed milk
pulses lentils, chickpeas
fruit and courgette, garlic, avocado, lime,
vegetables asparagus
carbohydrates toast, wholemeal bread
other olive oil, soy sauce
B Sts add other food words that they know to the correct
column of the table.
3 9.3 Sts look at the pictures and complete the
descriptions (1-10) with the correct words from the
box. Play audio track 9.3 for sts to listen and check their
with the class and that sts understand all the words.
Answers
1 fried egg
2 baked potato
3 grilled burger
4 sliced beef
5 roast chicken
6 boiled rice
7 melted cheese
8 grated carrot
9 takeaway food
10 home-made soup
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VOCABULARY PRACTICE
9C Eating out
1 A Read the conversations. Match the phrases in bold with the definitions a–j.
A Shall we 1eat out tonight or get some takeaway food?

B Let’s eat out. I’ll 2book a table at that new place in the High Street.
A Great! I’ve heard that the food is delicious, and there’s a good
3atmosphere too – it’s relaxed, welcoming and they have nice music.
B I hope the 4service is good too. I hate rude waiters.
A I’ll have the steak.

B How would you like your steak? 5Rare? 6Medium?
A 7Well-done, please.
A I’m still hungry! Let’s 8order dessert.

B No, I’m tired. Can we just 9get the bill?
A Sure. Do you have any cash so we can 10leave a tip?
a make a reservation for a particular time f tell the waiter what you want to eat
b when meat is cooked a lot g the feeling inside the restaurant
c eat at a restaurant h when meat is cooked more than a little, but not a lot
d ask how much the meal is so you can pay i how the staff treat the customers
e when meat is cooked a little and it’s still red j leave a small amount of money for the waiter
B 9.7 Look at the words and phrases in bold in 1A. Listen and repeat.
2 9.8 Look at the pictures. Match the objects 1–10 with the words in the box. Listen and check.
napkin vinegar knife fork spoon plate salt pepper bowl table cloth
1 6
2 7
3 8
4 9
5 10
1 2 4 5
8 9 10
7

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VOCABULARY PRACTICE
9C Eating out

1 A Sts read the conversations and match the bold words
and phrases with the definitions. Check answers, and
check that sts understand all the words and phrases.
Answers
1 c
2 a
3 g
4 i
5 e
6 h
7 b
8 f
9 d
10 j
3 x PRACTICE SB page 151, exercise 1A

each sentence that includes a bold word or phrase and
ask what the bold word or phrase means, e.g. What
does it mean if we eat out tonight? Elicit the answer and
elicit the correct definition, from a–j.
2 Ask sts to cover the conversations. In pairs, sts look at
the definitions and try to remember the matching bold
words and phrases. They can look at the conversations
again to check.
3 In their pairs, sts prepare a new conversation using
some of the bold words and phrases. Monitor and help
while they are working. Sts can then practise their
conversations in pairs. Ask some pairs to perform their
conversations for the class.
B 9.7 Allow sts time to read through the bold words

and phrases in exercise 1A. Play audio track 9.7, pausing
after each word or phrase for sts to repeat. See the SB
page opposite for audio script.
2 9.8 Sts match the words in the box with the objects
in the pictures. Play audio track 9.8 for sts to listen and
words.
Answers
1 fork
2 plate
3 bowl
4 knife
5 spoon
6 napkin
7 table cloth
8 salt
9 vinegar
10 pepper

eating out further, or see more examples in context.
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VOCABULARY PRACTICE
10A Crime
1 A Match sentences 1–8 with pictures a–h.
1 The police stopped me because I was driving too fast. I had to pay a
of £150.
2 A saw a masked man running away from the bank with a bag full of a
money. Police officers the robber moments later.
3 The was found dead on the dining-room floor.
4 In most countries, it’s against the to drive while using a mobile
phone.
5 They’re building a new in my town with space for 500 criminals.
6 The police aren’t sure who committed the crime, but they have released
pictures of two . b
7 My neighbour’s son is appearing in . The police say he stole
£50,000.
8 If you leave valuable objects in your car in this street, someone will
it and steal them.
B 10.1 Complete the sentences in exercise 1A with the correct form of the
words in the box below. Listen and check.
c
arrest break into court fine law prison suspects victim witness
2 10.2 Match the descriptions of the crimes 1–5 with the words in the box
below. Listen and check.
theft murder robbery mugging burglary

d
1 Two people entered a house at night through an open window. They took
jewellery and two computers.
2 A man attacked me in the street. He made me give him my phone and all my
money.
3 He walked into the house and killed the man inside.
4 Three armed men ran into the bank and told the staff to give them all the
money. e
5 I left my bike at the train station. When I went back it wasn’t there.
3 10.3 Complete the table below with the words in the box. Listen and
check.
robber burgle murderer thief mug rob

steal mugger murder burglar
f
crime verb criminal

theft
murder
robbery
mugging
g
burglary

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VOCABULARY PRACTICE
10A Crime 2 10.2 Sts read the descriptions of crimes (1-5) and

match them with the correct words from the box. Play
1 A Sts read the sentences and match them with the audio track 10.2 for sts to listen and check their answers.
pictures. Tell sts to ignore the gaps in the sentences for the See Answers for audio script. Check answers with the class
moment. Check answers. and that sts understand all the words.
Answers Answers
1 f 1 burglary
2 h 2 mugging
3 a 3 murder
4 d 4 robbery
5 b 5 theft
6 e
7 c
8 g
3 10.3 Focus on the table and elicit the verb and criminal
that correspond to the crime of theft. Sts then complete
the table with the correct words from the box. Play audio
B 10.1 Sts complete the sentences in exercise 1A with track 10.3 for sts to listen and check their answers. See
the correct form of the words in the box. Play audio track Answers for audio script. Check answers with the class.
10.1 for sts to listen and check their answers. See the SB
page opposite for audio script. Check answers with the Answers
class and that sts understand all the words. crime verb criminal
Answers theft steal thief

1 fine murder murder murderer
2 witness, arrested
robbery rob robber
3 victim
4 law mugging mug mugger
5 prison burglary burgle burglar
6 suspects
7 court
8 break into Refer sts back to page 84 if they want to revise vocabulary for
crime further, or see more examples in context.
3 x PRACTICE SB page 152, exercise 1B

1 Do the exercise as normal. To check answers, focus
on each picture in turn and ask sts to read out the
corresponding completed sentence. Use the picture
and the sentence to help teach the meaning of each
target word.
2 Ask sts to cover exercises 1A and 1B and just look at
the pictures again. In pairs, they try to remember the
sentence and crime word that matches each picture.
They can look at the exercises again to check.
3 In their pairs, sts choose one of the pictures and
prepare a short conversation based on it. Tell them they
should include at least three words from exercise 1B
in their conversation. Monitor and help while sts are
working. Allow sts time to practise their conversations
in pairs, then ask them in turn to perform their
conversations for the class. Other sts can listen and
match the conversation with the correct picture.
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VOCABULARY PRACTICE
11A The natural world

1 11.1 Match the words in the box with the pictures 1–11. Listen and check.
sea canyon hill iceberg coast desert field forest glacier jungle volcano
1 2 3 4
5 6 7 8
9 10 11
2 11.2 Match the words in the box with the descriptions 1–8. Listen and check.
earthquake flood hail hurricane monsoon rainbow storm tornado
1 an arc of colours in the sky

2 strong winds with rain, thunder and lightning
3 a very strong wind that can destroy towns
4 when an area of normally dry land is covered with water
5 when the ground shakes violently
6 a very strong wind which moves in a circle and can lift cars and houses
7 a season of heavy summer rain in some tropical regions
8 small, hard balls of ice that fall from the sky

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VOCABULARY PRACTICE
11A The natural world

1 11.1 Sts match the words in the box with the pictures.
with the class and that sts understand all the words.
Answers
1 hill
2 volcano
3 coast
4 iceberg
5 field
6 canyon
7 desert
8 sea
9 forest
10 glacier
11 jungle

1 Do the exercise as normal. To check answers, focus
on each picture in turn and ask questions to elicit the
correct answer, e.g. Is this a desert? Is it a jungle? Is it a
hill? How do you know? Encourage sts to talk about the
key features of each word, to check the meaning, e.g. A
hill is high, but you can walk up it.
2 Ask sts to cover the word box. In pairs, they look at the
pictures again and try to remember the matching word.
They can look at the word box again to check.
3 Say: This is like a big mountain, but sometimes it
explodes and hot, liquid rock comes out of it. Elicit the
correct word (volcano). In their pairs, sts write similar
clues for four of the words in the box. With books
closed, they then work in groups of four. They take
turns to read out their clues and guess the other pair’s
words.
2 11.2 Sts match the words in the box with the

descriptions. Play audio track 11.2 for sts to listen and
words.
Answers
1 rainbow
2 storm
3 hurricane
4 flood
5 earthquake
6 tornado
7 monsoon
8 hail

the natural world further, or see more examples in context.
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VOCABULARY PRACTICE
11C Extreme adjectives

1 11.5 Read sentences 1–12 and match the extreme adjectives in bold to the adjectives a–l. Listen and check.
1 It’s boiling in here. Can I open a window? a very hungry
2 Liam gave me an enormous bunch of flowers. I needed three vases for them! b very sad
3 After running the marathon, the athlete looked absolutely exhausted! c very small
4 I’ve been playing football in the mud. My clothes are filthy. d very tired
5 Put on a scarf, hat and gloves – it’s freezing outside! e very good
6 He was furious when his neighbour crashed into his car. f very cold
7 He tells hilarious jokes. He’s an absolutely fantastic comedian! g very big
8 He looked so miserable when the other team scored the winning goal. h very pretty
9 I haven’t eaten all day – I’m absolutely starving. i very hot
10 He was riding a tiny bike. He was much too big for it. j very angry
11 Your garden is gorgeous! You must be really proud of it. k very dirty
12 Lena is a fantastic violinist. I’m sure she’ll play professionally one day. l very funny
2 Complete the sentences with an extreme adjective from exercise 1.

1 Simon’s just bought an house – it has six bedrooms! 8 They didn’t have any air conditioning so it was absolutely .
2 I’m because I didn’t have time to have lunch today. 9 Paul’s new girlfriend is . I think she’s a model.
3 Sara’s feeling because she failed all her exams. 10 He has a flat. It only has one room plus a little kitchen and
4 You haven’t washed your car for ages – it’s absolutely ! bathroom.
5 I worked from 7 a.m. to 8 p.m. today so now I’m ! 11 We’ve just been to see a film at the cinema – we couldn’t
6 It was snowing and absolutely when we arrived in stop laughing.
Moscow last night. 12 I’ve just finished reading a book. It’s the best book I’ve
7 My granddad was when he saw that the boys had broken read for years!
his window.
Go back to page 98
▲
12A Phrases with go and get

1 A Match the words in the box with go phrases 1–4. 3 Choose the correct words to complete the sentences 1–6.
1 Simon’s going for / on a business trip to Tokyo.
a guided tour travelling a coffee school a trip bed a walk 2 There are a lot of tourists in the summer. It gets / goes really crowded.
away trekking scuba diving holiday home university 3 When we get at / to Buenos Aires, Silvia’s going to meet us at the
airport.
1 go
4 When I was in Switzerland, we went / got trekking in the mountains.
2 go to
5 We climbed a mountain and I went / got tired quickly.
3 go for
6 On our first day in Sydney, we went to / on a guided tour.
4 go on
4 Rewrite the underlined parts of the sentences 1–5 with a phrase with
B 12.1 Listen and repeat the phrases in 1A.
go or get.
2 Match the use of get in each sentence below with the meanings a–e. 1 Would you like to drink a coffee with me later?
1 Can you get my glasses? They’re in the kitchen. 2 It becomes very cold here in winter.
2 We spent all day on the beach and I got bored. 3 I’ll arrive at your house at about ten o’clock.
3 Chris got our flights online. 4 I’d love to visit lots of different places around the world
4 Did you get my email? for a year.
5 If we don’t leave soon, we won’t get there on time. 5 I need to buy some more sun cream.
a buy d receive
b arrive e bring
c become

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VOCABULARY PRACTICE
11C Extreme adjectives 12A Phrases with go and get

1 11.5 Elicit or explain that extreme adjectives have a 1 A Sts match the words in the box with the phrases. They
stronger meaning than normal adjectives. Sts read the could work in pairs for this. Check answers and that sts
sentences and match the extreme adjectives in bold with understand all the phrases.
adjectives a-l. Play audio track 11.5 for sts to listen and
check their answers. See Answers for audio script. Check Answers
answers with the class and that sts understand all the 1 go travelling, go away, go trekking, go scuba diving,
extreme adjectives. go home
2 go to school, go to bed, go to university
Answers 3 go for a coffee, go for a walk
1 boiling i 4 go on a guided tour, go on a trip, go on holiday
2 enormous g
3 exhausted d B 12.1 Play audio track 12.1, pausing after each
4 filthy k phrase for sts to repeat. See exercise 1A Answers for audio
5 freezing f script.
6 furious j
7 hilarious l 2 Read out the first sentence and elicit the correct meaning
8 miserable b of get as an example. Sts read the remaining sentences
9 starving a and match the uses of get with the meanings (a-e). Check
10 tiny c answers and that sts understand all the sentences.
11 gorgeous h
12 fantastic e Answers
1 e
2 c
3 x PRACTICE SB page 154, exercise 1 3 a
4 d
1 Do the exercise as normal. To check answers, read out 5 b
each sentence in turn and elicit the meaning of the
extreme adjective, e.g. What does ‘boiling’ mean? Does
it mean I’m tired or hungry or hot? Elicit the correct 3 Sts read the sentences and choose the correct words to
adjective from a-l. complete them. Check answers.
2 Ask sts to cover sentences 1-12. In pairs, they look at
Answers
adjectives a-l and try to remember the corresponding
extreme adjective for each one. They can look at the 1 on
sentences again to check. 2 gets
3 to
3 Sts work individually and write four sentences about 4 went
themselves using four of the adjectives from a-l, e.g. I 5 got
was very angry when my friend broke my phone. Books 6 on
closed. In pairs, sts take turns to read their sentences
to each other. Their partner repeats the sentence back
to them, but uses the correct extreme adjective instead, 4 Read out the first sentence and elicit the correct phrase as
e.g. I was furious when my friend broke my phone. Ask an example. Sts then read the remaining sentences and
some sts to say their extreme adjective sentences to the rewrite the underlined parts using the correct phrases
class. with go or get. Check answers.
Answers
2 Sts complete the sentences with the correct extreme 1 go for a coffee
adjectives from exercise 1. Check answers. 2 gets
3 get to
Answers 4 go travelling
1 enormous 7 furious 5 get
2 starving 8 boiling
3 miserable 9 gorgeous
Refer sts back to page 102 if they want to revise phrases with
4 filthy 10 tiny
go and get further or see more examples in context.
5 exhausted 11 hilarious
6 freezing 12 fantastic
Refer sts back to page 98 if they want to revise extreme

adjectives further or see more examples in context.
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VOCABULARY PRACTICE
12B Air travel

1 12.5 Complete the instructions with the correct form of the words and phrases in the box below. Listen and check.
flight attendant book a flight pack check in window seat go through Security departure lounge land departure board
take off show your passport hand luggage gate checked luggage boarding pass aisle seat
On our website you Make sure you

a b 3
can 1 up to your own
eleven months before the bags and suitcases. Don’t
date of travel, and you take any prohibited
can 2 online items.
for your flight 24 hours
before departure time.
You’re allowed 20 kg of Sometimes there are

c 4 d
and you can long queues to
carry one item of 7 , so make
5 on the plane. sure you arrive at the
Don’t forget to bring valid airport at least two hours
identification! You’ll have before your flight.
to 6 or identity
card.
Wait for your flight When your flight is called,

e f
in the 8 , show your 11
where you can get a to the 12 , and
coffee. Don’t forget to check your seat number.
look at the 9 to Do you have an
see which 10 13 or a window
your flight leaves from. seat?
When you board the 95% of our flights

g h 16
plane, find your seat smoothly
quickly. Fasten your and on time. That’s one
seatbelt before the plane more reason to fly with
14 . If you have Go There Airline!
a 15 , enjoy the
view!
2 Match the definitions 1–8 with words and phrases from exercise 1.
1 bags you carry on a plane 5 a person who works on a plane
2 when the plane leaves the ground 6 when the plane returns to the ground
3 the document you show to get on a flight 7 bags you don’t carry on a plane
4 preparing your bags before you fly 8 buy your tickets to fly

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VOCABULARY PRACTICE
12B Air travel 2 Sts match the definitions with the words and phrases from
exercise 1. You could do this as a race and, with stronger
1 12.5 Sts look at the pictures and complete the sts, you could ask them to cover exercise 1 while they do
instructions with the correct form of the words and the task. Check answers.
phrases in the box. Play audio track 12.5 for sts to listen
and check their answers. See the SB page opposite for Answers
audio script. Check answers with the class and that sts 1 hand luggage
understand all the words and phrases. 2 take off
3 boarding pass
Answers 4 pack
1 book a flight 5 flight attendant
2 check in 6 land
3 pack 7 checked luggage
4 checked luggage 8 book a flight
5 hand luggage
6 show your passport Refer sts back to page 104 if they want to revise vocabulary
7 go through Security for air travel further, or see more examples in context.
8 departure lounge
9 departure board
10 gate
11 boarding pass
12 flight attendant
13 aisle seat
14 takes off
15 window seat
16 land

1 Do the exercise as normal. To check the answers,
ask sts to look at their answers and choose the three
instructions (out of a-h) that they are most confident
about. For each one, ask a confident student to read
out the completed instruction. Ask other sts if they
agree. If no sts are confident about a particular
instruction, read it out and suggest a few possible
answers for each gap. Elicit the correct answer in each
case.
2 Books closed. Remind sts that there are sixteen words
and phrases for air travel in exercise 1. Put sts into
pairs and give them two minutes to try to remember
and write down as many as they can. See who managed
to remember all the words and phrases.
3 In their pairs, sts write a short account of a good or
bad experience of air travel, using as many words
and phrases from exercise 1 as they can. Tell them
their account can be real or fictional. Monitor and
help while they are working. Ask pairs in turn to read
their accounts to the class. Ask other sts: Has this ever
happened to you?
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COMMUNICATION PRACTICE
1A Student A
1 Answer Student B’s questions.
2 Ask Student B questions 1–6 using the present simple or present continuous.
1 What / kind / books / you / usually / read? 4 you / have / a good day / today?
2 Which books / you / read / at the moment? 5 your classmates / seem / happy / right now?
3 What / kind / phone / you / have / at the moment? 6 you / own / a pet / at the moment?
1C Student A
1 Read the text quickly. Ask Student B questions to complete the first part of the story. Use the question words in brackets.
One morning in 2002, John Darwin went canoeing

1 (where). That day, the weather was
2 (what like) and the sea was calm, but John didn’t
come home. When he didn’t go to work, 3 (who)
called the police. A few weeks later, 4 (what)
appeared on the beach. Everyone thought John was dead, and
John’s wife Anne received 5 (what) because he
had life insurance.
But the story didn’t end there because John wasn’t really dead. Five
years later, he went 6 (where) and told the police
that he had no memory of the past five years. But they didn’t believe
him. So where had he been?
After he disappeared, John hid in the house next door for years. Then
THE TRUTH ABOUT THE LIE: John and Anne bought a house in Panama, and went there. But they
had to go back to the UK to get a new visa – not easy for a dead man,
John and Anne Darwin so John went to the police station saying he had no memory.
However, a journalist found an online photo of the couple, taken in
Panama City in 2006. Soon, everyone found out about their huge lie.
Their children knew nothing about the plan and were very angry. In the
end, John and Anne both went to prison.
2 Answer Student B’s questions about the second part of the story.
1D Student A
1 You’re on a train. Follow the instructions in the box to make small 2 You’re in a busy café. Student B makes small talk with you. Respond
talk with Student B. to his/her comments. Use the information in the box to answer his/
her questions.
• Greet Student B and ask if you can sit next to him/her.
• Say something about the train. • You live about half an hour outside the city.
• Ask him/her where he/she’s going. • You’re a chef at a hotel in the city centre. You plan menus and
• Ask what his/her job is. create the meals. You really like making bread.
• Ask what that involves. • Your favourite type of cooking is French.
• Respond with a positive comment.
• End the conversation and get off the train.
156
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1A Student A’s questions

1 Where did John Darwin go canoeing?
All ‘Student A’ sts should go to SB page 156. See the SB 2 What was the weather like that day?
page opposite for the Student A activity. All ‘Student B’ 3 Who called the police?
sts should go to SB page 166. See TB page 344 for the 4 What appeared on the beach a few weeks later?
Student B activity. 5 What did Anne receive?
6 Where did John go five years later?
Ask sts to read through the instructions for the activity. Student B’s questions
Allow them time to prepare their questions using the 7 Where did John hide after he disappeared?
prompts given. These will be in step 2 for A sts and step 1 8 What did John and Anne buy in Panama?
for B sts. Sts could work in AA and BB pairs to do this. Sts 9 Why did John and Anne have to go back to the UK?
then work in AB pairs to ask their questions and answer 10 Who found an online photo of the couple?
their partner’s questions. Ask them to listen carefully to 11 Who knew nothing about the plan?
their partner’s answers. Monitor while they are working 12 What happened in the end?
and note down any errors with the target language. Ask
some sts to tell the class something they learned about
their partner. Correct any errors you noticed in a feedback
session at the end. 1D
Student A’s questions All ‘Student A’ sts should go to SB page 156. See the SB
1 What kind of books do you usually read? page opposite for the Student A activity. All ‘Student B’
2 Which books are you reading at the moment? sts should go to SB page 166. See TB page 344 for the
3 What kind of phone do you have at the moment? Student B activity.
4 Are you having a good day today?
5 Do your classmates seem happy right now? Ask sts to read through the instructions for the activity.
6 Do you own a pet at the moment? Point out that they each have some instructions to start
Student B’s questions a conversation. These will be in step 1 for A sts and step
1 What kind of clothes do you usually wear at the 2 for B sts. They also each have some information to use
weekend? to answer questions about themselves. This will be in
2 What are you wearing today? step 2 for A sts and step 1 for B sts. Allow sts time to read
3 What are you thinking about right now? through all the information they have. Make sure they
4 What do you think about modern art? understand everything. Sts then work in pairs and take
5 Do you enjoy studying English? turns to make and respond to small talk and role play their
6 Are you enjoying today’s English class? situations. Monitor while they are working and note down
any errors with the target language. Get feedback on how
easy or difficult sts found the role play and why. Correct
any errors you noticed in a feedback session at the end.
1C
All ‘Student A’ sts should go to SB page 156. See the SB
page opposite for the Student A activity. All ‘Student B’
sts should go to SB page 166. See TB page 344 for the
Student B activity.
Ask sts to read through the instructions for the activity.

Point out that they each have a story about two people,
but they have some gaps in the story. Ask sts to read
through the gapped part of their text and think about
what questions they need to ask to find the information
to complete the gaps. Remind sts that the question words
they will need are in brackets after the gaps. With weaker
classes, you could put sts into AA and BB pairs to prepare
their questions. Sts then work in AB pairs and take turns
to ask their questions and answer their partner’s questions
to complete the text. Monitor while they are working and
note down any errors with the target language. Sts can
check their answers by reading back their completed text
to their partner. Their partner can confirm the details.
Correct any errors you noticed in a feedback session at the
end.
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2A Student A
1 Look at the picture and read the story behind it. 2 Cover the text and tell Student B the story behind your
picture. Use narrative tenses.
3 Look at Student B’s picture and listen to the story

behind it.
What a coincidence!
Neil Douglas, a photographer from both surprised to see another man with
Glasgow, was flying to Ireland one a beard, ginger hair and blue eyes!
night when something very strange Although Neil and Rob are not related,
happened. He got on the plane and they look exactly like each other.
looked for his seat, but he found that a Everyone on the plane was laughing
man, Rob Stirling, had already taken it. while they took selfies to show their
When Rob looked up at Neil, they were friends.
2C Student A
1 Make sentences about Joe using prompts 1–4. Use used to and the 2 Read the sentences about Sandra and listen to Student B. Correct
present simple. Student B listens and corrects. Student B’s sentences if necessary.
Five years ago, Joe finished university and got a job in a bank. Last year, Sandra won the lottery.
In the past Now 1 Sandra used to live in a small flat, but now she lives in a huge house
1 Joe / stay in bed / 11 a.m. he / get up / for work / 6 a.m. with a swimming pool.
2 Joe / never / wear / smart clothes he / wear / suit and tie 2 Sandra didn’t use to have a car, but now she usually drives expensive
sports cars.
3 Joe / ride / old bike / to university he / drive / to work
3 Sandra used to be a waitress in a hotel, but now she doesn’t work.
4 Joe / get / takeaways / weekend he / usually / have dinner / 4 Sandra used to go to the zoo to see the lions, but now she goes on
expensive restaurants safaris in Africa.
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2A
Student B activity.

Point out that they each have an interesting story about
a coincidence. This will be in step 1 for all sts. Point out
that they also each have a copy of their partner’s photo.
This will be in step 3 for A sts and step 2 for B sts. Ask sts
to read through their story and think about how they can
retell it. Remind them to pay attention to the different
narrative tenses in their story. With weaker classes, sts
could make a few notes to help them retell their story. Sts
then work in pairs and take turns to cover their text and
retell their story. Their partner listens. Monitor while they
are working and note down any errors with the target
language. Sts can look back at their stories to check that
they remembered all the details correctly. Ask: Which story
did you find the most surprising? Why? Correct any errors
you noticed in a feedback session at the end.
2C
Student B activity.

Explain that they each have some prompts with details
about someone’s life in the past and now. These will be
in step 1 for A sts and step 2 for B sts. Point out that they
also have some full sentences about their partner’s person.
These will be in step 2 for A sts and step 1 for B sts. Elicit
that the full sentences use used to to refer to the person’s
past habits and the present simple to describe the situation
now. Explain that sts should use their prompts to tell their
partner about their person using those verb forms in the
same way. Ask sts to read through all the information and
make sure they understand everything. Sts then work in
pairs to make sentences using their prompts. Their partner
listens and corrects their sentences if necessary. Monitor
while they are working and note down any errors with
the target language. Correct any errors you noticed in a
feedback session at the end.
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3A Students A and B
1 Follow the diagram and make plans to do two activities together. Complete the sentences
following the prompts in brackets. Use the activities in the box, or your own ideas.
go to the cinema go for a coffee have dinner in a restaurant have a picnic in the park
go to the beach go shopping play tennis go to a concert
A Let’s do something together. Shall we (activity) on (day)?
B Yes, good idea. I’ll (do I’m afraid I can’t. I already have plans - I’m
something to prepare for the activity). (activity) at (time).
Shall we (activity) on/at
(day/time) instead?
A Great. Where shall we meet?
B Let’s meet in/at (place). Shall we invite (person), too?
A Yes, good idea. I’ll give him/her a call No, he’s/she’s busy on (day).
right now. He’s/She’s (activity).
3C Student A
1 Ask Student B questions 1–5 about his/her neighbour. 2 Listen to Student B’s questions about one of your neighbours.
1 Do you have any nice neighbours? Respond with an answer a–e, completing the sentence with a
2 Where’s he from? relative pronoun.
3 What does he do? a He also has a really noisy sports car wakes me up at
4 Is he married? 5 a.m. every morning.
5 Do they have any children? b No, he doesn’t. He has a teenage son ’s also very noisy.
c Because he has to drive to an office 100 km away, he
works as an accountant.
d Yes, I do. David, lives on the first floor, is really annoying.
e Well first of all, he leaves his rubbish bags, smell really
bad, in front of my door.
3D Student A
1 Tell Student B the three pieces of news in the box. Student B will 2 Student B will give you three different pieces of news. Listen and
respond after each piece of news. respond using responses a–c.
1 I have some good news. I’ve just set up my own photography a Oh! I’m sorry to hear he’s not well. What a shame he can’t come!
business. b That’s wonderful! I’m so happy for you!
2 Great news! Remember the exam I failed? Actually, I passed! c That’s OK. I completely understand.
3 I’m afraid I have some bad news for you. You know I’m having
financial problems at the moment. Well, I’m sorry but I can’t lend
you the money I promised you.
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3A 3D
All sts should go to SB page 158. See the SB page opposite All ‘Student A’ sts should go to SB page 158. See the SB
for the activity. page opposite for the Student A activity. All ‘Student B’
Ask sts to read through the instructions for the activity. Student B activity.
Point out that they have a flow chart of questions and
responses in order to make plans for an activity they can Ask sts to read through the instructions for the activity.
do together. Ask them to read through the chart and make Point out that they each have some news to tell their
sure they understand everything. Model the activity with partner. This will be in step 1 for A sts and step 2 for B
a confident student, starting by suggesting an activity and sts. Point out that they also each have some phrases for
eliciting one or two possible responses. Sts then work in responding to their partner’s news. These will be in step
pairs to have a similar conversation. They could repeat 2 for A sts and step 1 for B sts. Ask sts to read through all
the activity with a new partner for extra practice. Monitor the news and phrases, and make sure they understand
while they are working and note down any errors with the everything. Sts then work in pairs to give their news and
target language. Elicit what plans sts managed to make, respond to their partner’s news with the correct phrase.
then correct any errors you noticed in a feedback session Monitor while they are working and note down any errors
at the end. with the target language. Get some pairs to give and
respond to one of their pieces of news. Correct any errors
you noticed in a feedback session at the end. Sts could
repeat the activity using their own news.
3C Answers
Student A
All ‘Student A’ sts should go to SB page 158. See the SB 1 c
page opposite for the Student A activity. All ‘Student B’ 2 a
sts should go to SB page 168. See TB page 346 for the 3 b
Student B activity. Student B
1 c
Ask sts to read through the instructions for the activity. 2 b
Explain that they each have some questions to ask their 3 a
partner about their partner’s neighbour. These will be in
step 1 for A sts and step 2 for B sts. Ask sts to read through
the questions and make sure they understand them all.
Explain that sts also have the answers to their partner’s
questions. These will be in step 2 for A sts and step 1
for B sts. Ask sts to read through the answers and make
sure they understand everything. Elicit that the relative
pronouns are missing from the answers. Ask sts to read
the answers again and add the correct relative pronouns.
Explain that the answers are not in the same order as the
questions. Sts then work in pairs and take turns to ask and
answer the questions. Monitor while they are working
and note down any errors with the target language. Take
feedback, eliciting the correct answer (from a-e) for each
question and identifying the correct relative pronoun. If
sts had difficulties with the activity, they could repeat it,
using the corrected relative pronouns. Correct any errors
you noticed at the end.
Answers
Student A
1 c who
2 d which
3 e which
4 a who
5 b whose
Student B
1 d who
2 e which
3 a which
4 c where
5 b who
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4A Student A
1 Complete the sentences with much or many. Then ask Student B 2 Answer Student B’s questions. Use the quantifiers in the box in your
the questions. answers.
1 How work do you have at the moment?
2 How coffee do you drink? too much too many (not) enough a lot (of) lots of plenty of
3 How free time do you have during the week? a little a few not much not many not any no none
4 How sweets and biscuits do you eat?
5 How energy do you have on Monday morning?
6 How websites do you usually visit every day?
4C Student A
1 Look at the information. Ask Student B questions 1–4. Tell Student B 2 Look at the pictures. Answer Student B’s questions.
if his/her answers are correct.
Buckingham Palace, Royal Palace, Madrid The White House, the cheetah the kangaroo the tiger
London Size: 135,000 m2 Washington DC
Size: 77,000 m2 Size: 5,000 m2
1 Which building is by far the biggest?
2 Is the White House as big as Buckingham Palace?
Michael Jackson Elvis Presley Prince Mark Zuckerberg, Beyoncé, singer Steven Spielberg, director
Record sales: 180 million Record sales: 210 million Record sales: 100 million Facebook CEO
3 Who was the most successful singer?
4 Was Michael Jackson slightly more successful or
much more successful than Prince?
5A Student A
1 Read the sentence halves 1–6 to Student B. He/She will complete 2 Listen to Student B. Complete each sentence half with an ending
them. Decide together if the completed sentences make sense. a–f. Decide together if the completed sentences make sense.
1 If I have some money left at the end of this month, a … we’ll arrive at 5 o’clock.
2 If I ask a friend to lend me some money, b … I’ll go out and celebrate.
3 Shall we go for a coffee c … if you have time.
4 If we get the bus to the shopping centre, d … tell her to meet me at the cinema.
5 I’ll wait here with you e … you won’t pass the exam.
6 Unless I have to work late at the office, f … when I get home this evening.
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4A Answers
Student A
All ‘Student A’ sts should go to SB page 159. See the SB 1 The Royal Palace in Madrid is by far the biggest.
page opposite for the Student A activity. All ‘Student B’ 2 No, the White House isn’t as big as Buckingham Palace.
sts should go to SB page 168. See TB page 346 for the 3 Elvis Presley was the most successful singer.
Student B activity. 4 Michael Jackson was much more successful than
Prince.
Ask sts to read through the instructions for the activity. Student B
Point out that they each have some gapped questions. 1 The cheetah is the fastest of the three animals.
These will be in step 1 for A sts and step 2 for B sts. Ask 2 The kangaroo is slightly faster than the tiger.
sts to read the questions and complete them with much 3 Mark Zuckerberg is by far the wealthiest of the three
or many. Monitor and help while they are working, and famous people.
make sure their questions are completed correctly. Point 4 No, Beyoncé isn’t as wealthy as Steven Spielberg.
out that they also have some quantifiers in a box. These
will be in step 2 for A sts and step 1 for B sts. Demonstrate
the activity by asking one of the completed questions
and eliciting a range of different replies using different 5A
quantifiers. Sts then work in pairs to ask and answer
questions. Monitor while they are working and note down All ‘Student A’ sts should go to SB page 159. See the SB
any errors with the target language. Ask some sts to tell page opposite for the Student A activity. All ‘Student B’
the class something they learned about their partner. sts should go to SB page 169. See TB page 347 for the
Correct any errors you noticed in a feedback session at the Student B activity.
end.
Student A’s questions Explain that they each have a set of sentence beginnings.
1 How much work do you have at the moment? These will be in step 1 for A sts and step 2 for B sts.
2 How much coffee do you drink? They also have some endings to their partner’s sentence
3 How much free time do you have during the week? beginnings. These will be in step 2 for A sts and step 1 for
4 How many sweets and biscuits do you eat? B sts. Explain that they are going to read their sentence
5 How much energy do you have on Monday morning? beginnings to their partner, and their partner will choose
6 How many websites do you usually visit every day? the correct ending to complete each sentence. They will
Student B’s questions then discuss whether the whole sentence makes sense.
1 How many friends do you have on social media? Sts then work in pairs and take turns to read out their
2 How much sleep do you usually get a night? sentence beginnings and the correct sentence endings.
3 How many pairs of shoes do you own? Monitor while they are working and note down any
4 How much TV do you watch? errors with the target language. Elicit all the completed
5 How much energy do you have on Friday evening? sentences, then correct any errors you noticed in a
6 How much time do you have to see friends? feedback session at the end.
Answers
Student A
4C 1 c
2 a
All ‘Student A’ sts should go to SB page 159. See the SB 3 b
page opposite for the Student A activity. All ‘Student B’ 4 f
sts should go to SB page 169. See TB page 347 for the 5 d
Student B activity. 6 e
Student B
Ask sts to read through the instructions for the activity. 1 e
Explain that they each have a set of pictures which are 2 c
labelled with some detailed information. These will be 3 a
in step 1 for A sts and step 2 for B sts. These pictures are 4 d
accompanied by some questions, which they will ask 5 b
their partner. Explain that they also have some pictures 6 f
with some simple captions. These will be in step 2 for A
sts and step 1 for B sts. Explain that their partner is going
to ask them the questions about these pictures, and they
need to guess the answers. Pre-teach wealthy. Sts then
work in pairs and take turns to ask the questions and tell
their partner if their guesses are correct. Monitor while
they are working and note down any errors with the
target language. Ask who guessed the answers to all four
questions correctly. Correct any errors you noticed in a
feedback session at the end.
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5C Students A and B
1 Look at the table. Do you think these things will happen in the next ten years? Tick (✓) your predictions. Compare your ideas in pairs.
A I got 99% in my last exam and I work really hard, so I think I’m going to speak perfect English in the next ten years! What about you?
B I don’t think I’ll speak perfect English in the next ten years. I miss too many classes.
In the next ten years … going to will will may/might probably definitely
definitely probably won’t won’t
1 I / speak perfect English
2 I / run a marathon
3 I / get married and have children
4 someone in my family / move to a different city
5 I / start my own business
6 computers / replace my English teacher
7 my country’s football team / win the World Cup
5D Students A and B
1 Student A is taking a TV back to the shop because the picture isn’t clear. Student B is the sales assistant.
Follow the diagram to have a conversation.
Customer (Student A) Sales assistant (Student B)

Politely get the sales assistant’s attention. Offer to help.
Explain the problem with your TV. Offer to check it.
Agree and give the assistant the TV. Confirm that there’s something wrong with the screen.
Say that you’d like a refund. Ask for the receipt and his/her credit card.
Give the assistant the receipt and card. Confirm that the money is back on the card.
6A Student A
1 Ask Student B the questions in conversations 1–3. Circle his/her answers. 2 Listen to Student B’s questions. Choose the best
1 Have you ever been to the USA? yes / no answer a–c for each question in conversations 1–3.
Where did you go? New York / Washington DC 1 a It was a present from my parents.
What was it like? great / not great b Yeah, I got it for my birthday.
2 How long have you been a manager? since last year / for a year c Only for a couple of days.
When did you get a promotion? last month / three months ago 2 a No, I didn’t.
Have you been on any training courses yet? yes / no b Yes, I have.
3 You don’t look well. What’s the matter? headache / hurt leg c I met the singer Taylor Swift in a restaurant.
Oh no! How did you do it? rollerblading / cycling 3 a He left two minutes ago.
Have you been to see a doctor? yes / no b To the library, I think.
c I’m sorry, he’s just gone out.
6C Student A
1 Ask Student B questions 1–4. 2 Listen to Student B’s questions. Respond using
1 I really like your top. How long have you had it? the present perfect continuous or the present
2 What’s your favourite sports team? How long have you been a fan? perfect simple.
3 Which social networking site do you use the most? How long have you been using it?
4 What TV series are you watching at the moment? How long have you been watching it?
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5C 6A
All sts should go to SB page 160. See the SB page opposite All ‘Student A’ sts should go to SB page 160. See the SB
for the activity. page opposite for the Student A activity. All ‘Student B’
Ask sts to read through the instructions for the activity. Student B activity.
Point out that the verbs in the column heads are arranged
in order of certainty, from being certain that something Ask sts to read through the instructions for the activity.
will happen (going to and will definitely) to being certain Explain that they each have some questions to ask their
that it will not happen (definitely won’t). Explain that they partner and some possible answers to circle. These will
should make their predictions individually, then compare be in step 1 for A sts and step 2 for B sts. Explain that
in pairs. Choose a confident student to model the example they also have some answers to their partner’s questions.
dialogue with you. Elicit where the ticks would have These will be in step 2 for A sts and step 1 for B sts. Point
been placed in that example. Allow sts time to tick their out that they need to choose the most suitable answer for
predictions then work in pairs and compare their ideas. each of their partner’s questions. Allow sts time to read
Monitor while they are working and note down any errors through all their questions and answers and make sure
with the target language. Ask some pairs which of their they understand everything. Sts then work in pairs to
predictions were similar and which were very different. have conversations in which they ask their questions and
Correct any errors you noticed in a feedback session at the circle their partner’s answers. They then swap roles and
end. answer their partner’s questions correctly. Monitor while
they are working and note down any errors with the target
language. Correct any errors you noticed in a feedback
session at the end.
5D Answers
Student A
All sts should go to SB page 160. See the SB page opposite 1
for the activity. 1 yes, Washington DC, great
2 since last year, three months ago, yes
Ask sts to read through the instructions for the activity. 3 hurt leg, cycling, no
Explain that they should work together and follow the 2
flow chart in order to have a conversation. Allow sts time 1 b, c, a
to read through the chart and make sure they understand 2 b, c, a
everything. With weaker classes, you could go through 3 c, b, a
the chart with the class and elicit what sts can say for each Student B
instruction. Sts then work in pairs to do the role play. They 1
can swap roles and practise again. Monitor while they 1 c, a, b
are working and note down any errors with the target 2 c, a, b
language. Get feedback on how easy or difficult sts found 3 c, a, b
the task. Correct any errors you noticed in a feedback 2
session at the end. 1 yes, a short time, parents
2 yes, a singer, no
Suggested answer 3 no, to the library, two minutes ago
A Excuse me.
B Yes. How can I help?/Can I help you?
A I bought this TV last week, but the picture isn’t clear.
B Can I check it? 6C
A Yes. Here you are.
B You’re right. There's something wrong with the screen. All ‘Student A’ sts should go to SB page 160. See the SB
A OK. I’d like a refund, please. page opposite for the Student A activity. All ‘Student B’
B Can I have the receipt and your credit card? sts should go to SB page 170. See TB page 348 for the
A Yes. Here they are. Student B activity.
B Thank you. I can confirm that the money is back on
your card. Ask sts to read through the instructions for the activity.
Explain that they each have some questions to ask their
partner. These will be in step 1 for A sts and step 2 for B
sts. Explain that they must answer the questions using
the present perfect simple or present perfect continuous.
Allow sts time to read through their questions and make
sure they understand everything. Sts then work in pairs
and take turns to ask and answer the questions. Monitor
while they are working and note down any errors with the
target language. Ask sts how easy or difficult they found it
to use these two tenses. Correct any errors you noticed in
a feedback session at the end.
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7A Student A
1 Ask Student B the quiz questions using the passive in the correct 2 Look at the pictures and listen to Student B’s questions. Choose the
tense. The correct answer is in bold. correct answer a–c.
1 Which sport / play / at Wimbledon in 1 a 1789
England? b 1889
a tennis c 1989
b football
c cricket
2 How many Harry Potter films / make? a plants
2
a five b life
b eight c water
c ten
3 What / invent / by Guglielmo Marconi? a Istanbul

a the television
3
b Moscow
b the radio c Athens
c the internet
4 When / The Taj Mahal in India / build? a around 20

a in the 15th century
4
b around 200
b in the 17th century c around 2000
c in the 19th century
5 Which animals / can / find / on the flag a the Great Pyramids at Giza
of Bolivia? 5
b the Pentagon
a an alpaca and a condor c the Great Wall of China
b a lion and a swan
c an owl and a bear
7C Student A
1 Ask Student B questions 1–5 using the correct form of can, could or be able to.
1 you sing well when you were eight years old?
2 Would you like to fly?
3 you watch shows online on your TV?
4 you understand the lyrics of pop songs in English when you were fifteen?
5 Would you like to sing like a famous singer? Who?
2 Answer Student B’s questions. Give more information about each answer.
7D Student A
1 Student B is a tourist who is lost. You know the town well. Respond 2 You are in another town and you’re lost. Ask Student B for directions
to Student B’s questions and give directions using the information in to the train station using prompts 1–5.
the box. 1 Ask for help politely.
2 Ask for directions to the train station.
The museum. 10 minutes away on foot. Follow this road until you
3 Ask if it was right or left at the roundabout.
get to the traffic lights. Take a right and the museum is about 400 m
4 Repeat the route and ask for confirmation.
down that street on the left. It’s next to a pizza restaurant.
5 Thank him/her politely.
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7A 7C
All ‘Student A’ sts should go to SB page 161. See the SB All ‘Student A’ sts should go to SB page 161. See the SB
page opposite for the Student A activity. All ‘Student B’ page opposite for the Student A activity. All ‘Student B’
sts should go to SB page 170. See TB page 348 for the sts should go to SB page 170. See TB page 348 for the
Student B activity. Student B activity.
Ask sts to read through the instructions for the activity. Ask sts to read through the instructions for the activity.
Explain that they each have five quiz questions to ask their Explain that they each have five questions to ask their
partner. These will be in step 1 for A sts and step 2 for partner. These will be in step 1 for A sts and step 2 for B
B sts. Point out that the questions need to be completed sts. Point out that they need to complete the questions
using passive verb forms in the correct tense. Allow sts with the correct form of can, could or be able to. Allow sts
time to read their question prompts and prepare their time to read and complete the questions. With weaker
questions. They could work in AA and BB pairs for this. classes, sts could work in AA and BB pairs for this. Sts then
Monitor while they are working, and make sure all their work in A/B pairs and take turns to ask and answer the
questions are correct. Point out that the correct answers questions. Remind them to give more information about
are in bold. Explain that sts also have five pictures related each answer. Monitor while sts are working and note
to five questions their partner will ask them. These will be down any errors with the target language. Ask some sts to
in step 2 for A sts and step 1 for B sts. Point out that they tell the class something they learned about their partner.
have three possible answers for each of their partner’s Correct any errors you noticed in a feedback session at the
questions. Sts then work in pairs and take turns to ask and end.
answer the quiz questions. Monitor while they are working
and note down any errors with the target language. Ask Student A’s questions
who answered all the quiz questions correctly. Correct any 1 Could
errors you noticed in a feedback session at the end. 2 be able to
3 Can
Student A’s questions 4 Could
1 Which sport is played at Wimbledon in England? 5 be able to
2 How many Harry Potter films have been made? Student B’s questions
3 What was invented by Guglielmo Marconi? 1 could
4 When was the Taj Mahal in India built? 2 be able to
5 Which animals can be found on the flag of Bolivia? 3 be able to
Student B’s questions 4 Can
1 When was the Eiffel Tower built? 5 Have, been able to
2 What has recently been/was recently discovered on the
planet Mars?
3 In which city are Europe and Asia connected by a
bridge? 7D
4 How many babies are born in the world every minute?
5 What can be seen from the International Space Station? All ‘Student A’ sts should go to SB page 161. See the SB
Student B activity.

Explain that they each have some information about
a place in a town they know well. This will be in step
1 for A sts and step 2 for B sts. Allow sts time to read
through their information and make sure they understand
everything. Explain that they also have some prompts
(1-5) to ask for directions in a town they don’t know but
which their partner knows well. These will be in step 2 for
A sts and step 1 for B sts. Allow sts time to read through
the prompts and make sure they understand everything.
With weaker sts you could elicit what to say for each
prompt. Sts then work in pairs and take turns to ask for
and give directions. Monitor while sts are working and
note down any errors with the target language. Ask sts
how well their partner gave them directions and how well
they understood the directions. Correct any errors you
noticed in a feedback session at the end.
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8A Student A
1 Look at the table. You think the facts about James Rodríguez are 2 Look at the facts about Fabiana Claudino in the table. Student B will
correct but you’re not 100% sure. Use statements with question tags check these facts with you. Correct Student B’s facts if necessary.
to check the facts with Student B.
James Rodríguez Fabiana Claudino

Sport Football Sport Volleyball
Plays for Atlético Madrid Nationality Brazilian
Nationality Colombian Born 24th January 1985
Born 21st July 1991, Cúcuta Home city Belo Horizonte
Height 1.85m Height 1.93m
Career highlight Winning the Champions League in Career highlight Winning gold in the 2012 Olympic
2015 Games
Favourite players Cristiano Ronaldo, LeBron James Favourite type of film Action films
8C Student A
1 Read sentences 1–5 to Student B. Listen to his/her replies. Correct 2 Listen to Student B. Respond using a sentence half 1–5 in column 1
the responses if necessary. and an ending a–e from column 2.
1 Don’t forget it’s your mum’s birthday on Saturday.
1 I know. I must a use your camera in the museum.
Response: You’re right. I must buy her some flowers.
2 We don’t have to b change in Miami.
2 When do I need to be at the airport?
Response: You have to be there two hours before the flight. 3 No. You mustn’t c dress smartly in my office.
3 Shall I give this banana to the monkey? 4 No, it isn’t. You have to d start going to the gym again.
Response: No! You mustn’t feed the animals in the zoo. 5 Thanks, but you don’t have to. e I can walk.
4 It’s 6.30. It’s time for me to get up!
Response: You don’t have to get up early today. It’s Saturday.
5 Do you have a job interview at eight o’clock tomorrow morning?
Response: Yes, I do. I must go to bed early tonight.
9A Student A
1 Ask Student B questions 1–6. Student B will respond. Does the 2 Listen to Student B’s questions. Choose the correct response a–f.
response make sense? a Just a glass of water, please.
1 Do you like spicy food? b Really? What was it like?
2 What do you feel like doing this weekend? c Not really. I feel like staying in.
3 Have you ever tried kangaroo meat? d She’s really funny.
4 What was the new Batman film like? e He’s tall, with dark hair.
5 Hi, Jo. I’m calling you from England! f Yes, I love it.
6 Would you like some more pasta?
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8A 8C
Point out that they each have some information about a Point out that they each have five sentences to read to
sportsperson, but they are not sure if the information is their partner. These will be in step 1 for A sts and step
correct. This information will be in step 1 for A sts and 2 for B sts. Point out that they also have their partner’s
step 2 for B sts. Point out that they also have correct correct response to each of their sentences. Explain that
information about a second sportsperson. This will be they also have the responses to give to their partner’s
in step 2 for A sts and step 1 for B sts. Allow sts time to sentences. These will be in step 2 for A sts and step 1 for
read the information about the different people and make B sts. Point out that sts need to match correctly the two
sure they understand everything and know how to say halves of each response (1-5 with a-e). Allow sts time to
the dates and numbers. Ask sts to prepare the questions read through all their sentences and responses and make
they need to ask in order to check the information they sure they understand everything. Demonstrate the activity
are not sure about. With weaker classes, sts could work in by asking a Student A to read out their first sentence.
AA and BB pairs for this. Elicit an example question from Elicit the correct response from a Student B. Sts then work
a Student A: James Rodríguez plays for Atlético Madrid, in pairs to say their sentences and check/correct their
doesn’t he? and the corresponding answer from a Student partner’s response. They then swap roles and respond
B: No, he plays for Real Madrid. Monitor while sts are to their partner’s sentences. Get feedback on how easy
writing their questions. Sts then work in A/B pairs to ask sts found it to respond correctly. Correct any errors you
and answer questions and correct the information about noticed in a feedback session at the end.
their sportsperson. Monitor while they are working and
note down any errors with the target language. Sts can
check their answers by looking at their partner’s book.
Get feedback on who managed to correct the information
successfully. Correct any errors you noticed in a feedback
9A
session at the end.
Student A’s questions (with Student B’s replies)
James Rodríguez plays football, doesn’t he? sts should go to SB page 171. See TB page 349 for the
(Yes, he does.) Student B activity.
He plays for Atlético Madrid, doesn’t he?
(No, he plays for Real Madrid.) Ask sts to read through the instructions for the activity.
He’s Colombian, isn’t he? (Yes, he is.) Explain that they each have six questions to ask their
He was born on 21st July 1991 in Cúcuta, wasn’t he? partner. These will be in step 1 for A sts and step 2 for B
(No, he was born on 12th July.) sts. Explain that they also have some answers for their
He’s 1.85m tall, isn’t he? (No, he’s 1.80m tall.) partner’s questions. These will be in step 2 for A sts and
His career highlight is winning the Champions League in step 1 for B sts. Point out that they need to choose the
2015, isn’t it?
correct answer for each question. Allow sts time to read
(No, it’s winning the Champions League in 2016.)
His favourite players are Cristiano Ronaldo and LeBron through all their questions and answers and make sure
James, aren’t they? (Yes, they are.) they understand everything. Sts then work in pairs to ask
Student B’s questions (with Student A’s replies) and answer the questions. Monitor while they are working
Fabiana Claudino plays volleyball, doesn’t she? and note down any errors with the target language.
(Yes, she does.) Correct any errors you noticed in a feedback session at the
She’s Brazilian, isn’t she? (Yes, she is.) end.
She was born on 24th January 1986, wasn’t she?
(No, she was born on 24th January 1985.) Answers
Her home city is Rio de Janeiro, isn’t it? Student A
(No, it’s Belo Horizonte.) 1 f 2 d 3 c 4 a 5 b 6 e
She’s 1.90m tall, isn’t she? (No, she’s 1.93m tall.) Student B
Her career highlight is winning gold in the 2016 Olympic
1 d 2 a 3 b 4 e 5 f 6 c
Games, isn’t it?
(No, it’s winning gold in the 2012 Olympic Games.)
Her favourite type of film is romantic comedies, isn’t it?
(No, her favourite type of film is action films.)
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9C Student A
1 Read the sentence halves 1–6 to Student B. He/She will complete 2 Listen to Student B. Complete each sentence half with an ending
them. Decide together if the completed sentences make sense. a–f. Decide together if the completed sentences make sense.
1 My sister is very good at … a … to see her old friend Luke tonight.
2 It will be very easy for Lisa … b … trying a new Japanese restaurant he heard about.
3 My parents really enjoy … c … get a new car at the moment.
4 My friends and I want … d … to try that new café by the river.
5 Sam’s really worried about … e … getting a new mobile phone next month.
6 My colleague promised … f … seeing her old friends from school.
9D Student A
1 You and Student B are going to order some takeaway food. Look at
the menu and follow the instructions. takeaway menu
1 Suggest two dishes to share.
2 Listen to Student B. Vegetable lasagne £7.50
3 Respond positively to one of his/her suggestions, but not the other. Spicy chicken in coconut milk £9
Try to persuade him/her to change his/her mind.
4 If necessary, agree to disagree and choose a third dish. Lamb, mushroom and spinach stew £11
Oven-baked courgette, aubergine and potato £8
Spicy beef burger, salad and chips £10
Thai green curry with aubergine and mixed peppers £7
10A Student A
1 Look at the story. Take turns with Student B to report what the people said. Listen to Student B and complete the missing dialogue.
a b c
d e f
2 Check your story with Student B. Do you have the same dialogue?
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9C 10A
Explain that they each have six sentence beginnings. Explain that they both have the same picture story, but
These will be in step 1 for A sts and step 2 for B sts. they each have only half the dialogue. Explain that they
They also have some endings to their partner’s sentence will take turns to tell their partner the missing dialogue,
beginnings. These will be in step 2 for A sts and step 1 for but they will do so using reported speech. Their partner
B sts. Explain that they are going to read their sentence must write it down, then change it back to direct speech
beginnings to their partner, and their partner will choose to complete the picture story. You could demonstrate with
the correct ending to complete each sentence. Point out Student A’s first sentence: I’ve lost my phone – He said he
that all the sentences include verbs followed by infinitives had lost his phone – I’ve lost my phone. Allow sts time to
or -ing forms, so sts need to think about which verb form read through their part of the picture story and prepare
has to follow each sentence beginning, as well as think the reported speech. With weaker classes, sts could work
about the correct meaning. Sts then work in pairs and in AA and BB pairs for this. Sts then work in AB pairs to
take turns to read out the sentence beginnings and the report their dialogue to each other. Monitor while they
correct endings. Monitor while they are working and note are working and note down any errors with the target
down any errors with the target language. Elicit all the language. Sts can compare their stories at the end to see
completed sentences, then correct any errors you noticed if they have the same dialogue throughout. Get feedback
in a feedback session at the end. from sts on how easy or difficult they found the task, then
correct any errors you noticed.
Answers
Student A Answers
1 e 2 b 3 f 4 c 5 d 6 a Student A
Student B a He said he had lost his phone. He asked if/whether he
1 d 2 b 3 e 4 c 5 f 6 a could borrow hers.
c A police officer asked what he looked like. The woman
said that he had a beard. She said that he was wearing
sunglasses.
9D e The police officer said that he could hear a phone.
Student B
All ‘Student A’ sts should go to SB page 163. See the SB b She said that that man had robbed her.
page opposite for the Student A activity. All ‘Student B’ d The police officer asked her what her phone number
sts should go to SB page 172. See TB page 350 for the was. She said that she would call him.
Student B activity. f The police officer said that he was under arrest.

Explain that they each have a menu for some takeaway
food and they are going to try to agree on which dishes
to order. Allow sts time to read through the menu. Check
that they understand all the dishes. Elicit some phrases
that sts could use for making suggestions and responding
to them. Sts then work in pairs and follow the instructions
to have a conversation. Monitor while they are working
and note down any errors with the target language. Ask
some pairs to tell the class which dishes they agreed on, or
if they didn’t manage to agree. As an extension, sts could
work in pairs and prepare a new takeaway menu. They
could swap menus with another pair and have another
conversation using the new menu they are given.
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10C Student A
1 Ask Student B questions 1–4. 3 If there was an important match on TV while you were still at work,
1 If you hit another car in a car park, would you … would you …
a leave a note with your name on it to say sorry? a continue working and not think about it?
b wait for the owner and pay for the repairs? b leave work a bit early so you could watch part of it?
c drive away, hoping that nobody saw you? c tell your boss you’re ill and watch it at home?
2 If you saw somebody stealing food in a supermarket, would you … 4 If you found the answers to an important exam, would you …
a tell the manager? a give them to your teacher immediately?
b say nothing? b study them carefully but get a few of the questions wrong on
c tell the person to stop? purpose?
c study them carefully and get all of the questions right?
2 Listen and answer Student B’s questions. Explain your decisions.
11A Student A
1 Read facts 1–5 to Student B, completing each sentence with the correct 2 Listen to Student B read facts 1–5. The correct answers are in bold.
option. Student B will tell you if your answers are correct. Tell Student B if his/her answers are correct.
1 In summer, you can see the sun for 24 hours a day in some places in 1 The largest ocean in the world is the Atlantic / Pacific / Indian Ocean.
England / Norway / Australia. 2 Lightning strikes the world once / five times / 100 times a second.
2 The first person to climb Mount Everest was from the USA / 3 Tornadoes are most common on flat dry land / in hot countries /
New Zealand / the UK. near the sea.
3 Every year fewer than ten / about 100 / over 1000 people are killed 4 At midday in July and August the temperature in Riyadh, Saudi Arabia
by sharks. is usually 36 / 43 / 50 °C.
4 The strongest hurricane ever had wind speeds of 100 / 320 / 600 5 The longest river in the world is the Mississippi / Nile / Amazon.
kilometres an hour.
5 Mount Fuji is a volcano in China / South Korea / Japan.
11C Student A
1 Read problems 1–6 to Student B. He/She will respond. 2 Listen to Student B’s sentences. Use the third conditional to
1 I got up late. I missed the bus. respond.
2 I didn’t take a map. I got lost. B I was late for a meeting. My boss was furious.
3 My car ran out of petrol. I had to walk. A If you had arrived on time, your boss wouldn’t have been
4 I stayed up late last night. I was exhausted this morning. furious.
5 I didn’t have any lunch. I was starving this afternoon.
6 I parked in front of the station. I got a parking fine.
11D Student A
1 Student B is going to visit the USA. Answer his/her questions using 2 You want to visit Australia or New Zealand. Ask Student B for
the information in the box. recommendations using prompts 1–5.
1 Ask for a recommendation. Australia or New Zealand?
1 You think California is more interesting.
2 Ask which city to stay in.
2 San Francisco is a beautiful city and a good place to stay.
3 Ask about hiking. Are there any good places?
3 Yosemite is a great park for hiking.
4 You don’t have much money. What about food?
4 The food is good value. Particularly Mexican food, which is delicious.
5 Best time to go in terms of weather?
5 The weather is always good. September is a good month to go.
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10C problems/responses with a confident student. You

could briefly review the form of the third conditional
All ‘Student A’ sts should go to SB page 164. See the SB if necessary. Sts then work in pairs to read out their
page opposite for the Student A activity. All ‘Student B’ problems and respond to their partner’s problems using
sts should go to SB page 172. See TB page 350 for the the third conditional. Monitor while they are working and
Student B activity. note down any errors with the target language. Elicit some
example responses from the class. Correct any errors you
Ask sts to read through the instructions for the activity. noticed in a feedback session at the end.
Explain that they each have four questions to ask their
Answers
partner, and some possible answers for their partner to
Student A’s responses
choose from. These will be in step 1 for A sts and step 2
1 If you had arrived on time, your boss wouldn’t have
for B sts. Ask sts to read through the questions and been furious.
possible answers and make sure they understand them all. 2 If you had taken the rubbish out, it wouldn’t have smelt
Elicit that the questions all use the second conditional. Sts bad this morning.
then work in pairs and take turns to ask and answer the 3 If you had taken an umbrella, you wouldn’t have got
questions. Remind sts to explain their answers. Monitor wet.
while they are working and note down any errors with the 4 If you hadn’t forgotten to text Dan, he would have
target language. Ask some pairs to tell the class which of known about the party.
them is more honest, according to the answers they chose. 5 If you had locked your bike, it wouldn’t have been
Correct any errors you noticed in a feedback session at the stolen.
end. 6 If you hadn’t turned off your freezer, there wouldn’t
have been a flood in your kitchen.
Student B’s responses
1 If you hadn’t got up late, you wouldn’t have missed the
bus.
11A 2 If you had taken a map, you wouldn’t have got lost.
3 If your car hadn’t run out of petrol, you wouldn’t have
All ‘Student A’ sts should go to SB page 164. See the SB had to walk.
page opposite for the Student A activity. All ‘Student B’ 4 If you hadn’t stayed up late last night, you wouldn’t
sts should go to SB page 173. See TB page 351 for the have been exhausted this morning.
Student B activity. 5 If you had had some lunch, you wouldn’t have been
starving this afternoon.
Ask sts to read through the instructions for the activity. 6 If you hadn’t parked in front of the station, you wouldn’t
Point out that they each have five sentences with three have got a parking fine.
possible options to complete them. These will be in step 1
for A sts and step 2 for B sts. Point out that they also have
the correct options to complete their partner’s sentences.
These are in bold, and are in step 2 for A sts and step 1 for 11D
B sts. Allow sts time to read through their sentences and
make sure they understand everything, then allow them All ‘Student A’ sts should go to SB page 164. See the SB
time to guess the correct answers. Sts then work in pairs page opposite for the Student A activity. All ‘Student B’
and take turns to read out their completed sentences and sts should go to SB page 173. See TB page 351 for the
tell their partner the correct answers. Monitor while they Student B activity.
are working and note down any errors with the target
language. Get feedback on who guessed the most answers Ask sts to read through the instructions for the activity.
correctly. Correct any errors you noticed in a session at the Explain that they each have a some boxed information
end. about a place that their partner is going to visit. This will
be in step 1 for A sts and step 2 for B sts. Ask sts to read
through the information and make sure they understand
everything. Explain that sts also have some question
prompts about a place they would like to visit. These
11C will be in step 2 for A sts and step 1 for B sts. Ask sts to
read through the question prompts and make sure they
All ‘Student A’ sts should go to SB page 164. See the SB understand everything. Remind them of the phrases they
page opposite for the Student A activity. All ‘Student B’ learned for checking and clarifying information. You
sts should go to SB page 173. See TB page 351 for the could write these on the board for sts to refer to while
Student B activity. they work. Sts then work in pairs and take turns to ask
for information, checking and clarifying the details, and
Ask sts to read through the instructions for the activity. answer their partner’s questions. Monitor while they
Point out that they each have six problems. These will are working and note down any errors with the target
be in step 1 for A sts and step 2 for B sts. Allow sts time language. Ask sts which of the two places they would most
to read through their problems and make sure they like to visit and why. Correct any errors you noticed in a
understand everything. Point out that they also have an feedback session at the end.
example response to their partner’s first problem, which
uses the third conditional. Model one of the example
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7D Student B
1 You are a tourist who is lost. You want to visit the museum. Ask 2 Student A is a tourist who is lost. You know the town well. Respond
Student A for directions using prompts 1–5. to Student A’s questions and give directions using the information in
1 Ask for help politely. the box.
2 Ask for directions to the museum.
The train station. 5–6 minutes away on foot. Follow this road until
3 Ask if it was left or right at the traffic lights.
you get to the roundabout. Take a right and go straight on, over a
4 Repeat the route and ask for confirmation.
bridge. The station is on the left after the bridge.
5 Thank him/her politely.
12A Student A
1 Read the sentences to Student B. Does he/she agree or disagree? 2 Listen to Student B. Look at your responses below. Respond with so
Tick ( ) the box if he/she agrees. or neither to agree ( ), or I + verb to disagree (X).
Student B Your responses
1 I love relaxing holidays. 1 I usually go on holiday in this country.
2 I don’t enjoy camping. 2 I haven’t been away this year.
3 I don’t like spending all day at the beach. 3 I can’t go away for a whole month. X
4 I’d love to travel around the USA. 4 I’d love to stay on the coast. X
5 I can’t wait to go on holiday! 5 I didn’t like that hotel very much.
6 I’ve already booked my next holiday. 6 I’m looking forward to getting away.
12C Student A
1 Read the clues below about the building in the photo. Follow 2 Look at the picture and the list of buildings and follow the
the instructions. instructions.
• After each clue, wait for Student B to make deductions. • Listen to Student B’s clues. After each clue, make deductions about
• After three clues, Student B can guess the answer. which building it is.
• If Student B’s guess is wrong, give him/her the extra clue. • After you hear three clues, give your answer.
• If you’re wrong, you can hear one more clue. Guess again.
The Taj Mahal
Clue 1: It isn’t in the USA.

The Great Wall of China The Statue of Liberty
Clue 2: It was built in the 17th century, in memory of a princess.
The Taj Mahal The Great Pyramid of Giza
Clue 3: Both the interior and the exterior are beautifully decorated.
Machu Picchu Big Ben
Extra clue: It’s in India.
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12A 12C
Explain that they each have six sentences to read to their Point out that they each have pictures of two historic
partner. These will be in step 1 for A sts and step 2 for B buildings. One of their buildings is labelled and they have
sts. Point out that they also have the responses to their some clues to its identity. These will be in step 1 for A
partner’s sentences, in the form of ticks and crosses. These sts and step 2 for B sts. For their other building, they just
will be in step 2 for A sts and step 1 for B sts. Allow them have six possible answers (buildings) to choose from.
time to read through all the sentences and make sure they These will be in step 2 for A sts and step 1 for B sts. Model
understand everything. Explain that they must respond pronunciation of the six building names. Point out that
to their partner’s sentences by using so or neither to agree when they hear the clues their partner reads out to them,
or I + verb to disagree. They must also listen to their they must make deductions. Elicit the modals we use for
partner’s responses and tick or cross the boxes according deductions (might, must, can’t) and elicit the meaning of
to whether their partner agrees or disagrees. You could each one. After the third clue and their third deduction, sts
review the language briefly by saying a few sentences and can try to guess the building. Sts then work in pairs and
eliciting different responses, e.g. I love adventure films. So take turns to read out their clues and make deductions.
do I. I don’t like spicy food. I do. Sts then work in pairs to Monitor while they are working and note down any errors
say their sentences, listen to their partner’s responses and with the target language. Ask who managed to guess their
respond to their partner’s sentences. Monitor while they building correctly after three clues. Correct any errors you
are working and note down any errors with the target noticed in a feedback session at the end. Ask: Which of the
language. Correct any errors you noticed in a feedback buildings would you most like to visit? Why?
session at the end.
Answers
Student A’s responses
1 So do I.
2 Neither have I.
3 (Really?) I can.
4 (Really?) I wouldn’t.
5 Neither did I.
6 So am I.
Student B’s responses
1 So do I.
2 Neither do I.
3 (Really?) I do.
4 So would I.
5 Neither can I.
6 (Really?) I haven’t.
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1A Student B
1 Ask Student A questions 1–6 using the present simple or present continuous..
1 What / kind / clothes / you / usually / wear / at the weekend? 4 What / you / think about / modern art?
2 What / you / wear / today? 5 you / enjoy / studying English?
3 What / you / think about / right now? 6 you / enjoy / today’s English class?
2 Answer Student A’s questions.
1C Student B
1 Read the text quickly. Answer Student A’s questions about the first part of the story.
One morning in 2002, John Darwin went canoeing in the sea in the
north of England. That day, the weather was good and the sea was
calm, but John didn’t come home. When he didn’t go to work, John’s
colleagues called the police. A few weeks later, his broken canoe
appeared on the beach. Everyone thought John was dead, and John’s
wife Anne received a lot of money because he had life insurance.
But the story didn’t end there because John wasn’t really dead. Five
years later, he went to a police station in London and told the police
that he had no memory of the past five years. But they didn’t believe
him. So where had he been?
After he disappeared, John hid 7 (where) for years.
Then John and Anne bought 8 (what) in Panama,
THE TRUTH ABOUT THE LIE: and went there. But they had to go back to the UK
9 (why) – not easy for a dead man, so John went
John and Anne Darwin to the police station saying he had no memory.
However, 10 (who) found an online photo of the
couple, taken in Panama City in 2006. Soon, everyone found out about
their huge lie. 11 (who) knew nothing about the plan
and were very angry. In the end, 12 (what/happen).
2 Ask Student A questions to complete the second part of the story. Use the question words in brackets.
1D Student B
1 You’re on a train. Student A makes small talk with you. Respond to 2 You’re in a busy café. Follow the instructions in the box to make
his/her comments. Use the information in the box to answer his/her small talk with Student A.
questions.
• Greet Student A and ask if you can sit next to him/her.
• You’re going for an interview in London. • Say something about the café.
• You’re an arts administrator. At the moment, you work for a small • Ask if he/she lives near the café.
art gallery, but you’d like to work for a big gallery in London. • Ask about his/her job.
• Your work involves taking care of the gallery’s business and • Ask another question about his/her job.
planning events. You love modern art and the world of art. • Make a positive comment about something he/she says.
• End the conversation and leave the café.
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2A Student B
1 Look at the picture and read the story behind it. 2 Look at Student A’s picture and listen to the story
behind it.
What a coincidence!
3 Cover the text and tell Student A the story behind your
In the summer of 2007, Michael Dick, a they wrote an article about his search for
picture. Use narrative tenses.
carpenter from London, was looking for Lisa. They took a photo of him and his two
his 31-year-old daughter, Lisa. He had other daughters. Lisa, who didn’t even live
lost contact with her ten years earlier in Sudbury any more, saw the newspaper
when she had moved to the small town article. She was shocked to see that
of Sudbury, about 100 km away. Michael she was actually in the photo, just a few
contacted a local newspaper there, and metres behind her father and sisters!
2C Student B
1 Read the sentences about Joe and listen to Student A. Correct 2 Make sentences about Sandra using prompts 1–4. Use used to
Student A’s sentences if necessary. and the present simple. Student A listens and corrects.
Five years ago, Joe finished university and got a job in a bank. Last year, Sandra won the lottery.
1 Joe used to stay in bed until 11 a.m., but now he gets up for work at In the past Now
6 a.m. 1 Sandra / live / small / flat she / live / huge house /
2 Joe never used to wear smart clothes, but now he wears a suit and swimming pool
a tie. 2 Sandra / not have / a car she / usually / drive / expensive /
3 Joe used to ride an old bike to university, but now he drives to work.
sports cars
4 Joe used to get takeaways at the weekend, but now he usually has
3 Sandra / be / waitress / hotel she / not work
dinner in expensive restaurants.
4 Sandra / go / zoo / to see / lions she / go / on safaris / Africa
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3C Student B
1 Listen to Student A’s questions about one of your neighbours. 2 Ask Student A questions 1–5 about his/her neighbour.
Respond with an answer a–e, completing the sentence with a 1 Do you have any bad neighbours?
relative pronoun. 2 Why is he such a bad neighbour?
a Yes, he is. His wife, ’s a primary school teacher, is called 3 What else does he do to annoy you?
Jenny. She’s lovely, too. 4 Why does he leave so early?
b Yes, they have a daughter called Tamsin, boyfriend is a 5 Does he live on his own?
professional footballer.
c Yes, I do. Samuel, lives on the second floor, is really
friendly. We get on well.
d He comes from Avalon, is a small town in California.
e He’s a computer technician. He works for a company called FIX-IT,
repairs computers.
3D Student B
1 Student A will give you three different pieces of news. Listen and 2 Tell Student A the three pieces of news in the box. Student A will
respond using responses a–c. respond after each piece of news.
a That’s a relief! Well done! 1 I have some bad news. You know my sister’s just started university.
b Oh. That’s a shame. Thank you for telling me. Well, she needs a laptop. I’m afraid I can’t give you my old laptop
c Wow! That’s fantastic news! after all. I’m really sorry.
2 I have great news! Our restaurant’s had an excellent review in a
national newspaper!
3 I’m afraid I have some bad news about Joe. He needs an operation
so he can’t come on holiday.
4A Student B
1 Answer Student A’s questions. Use the quantifiers in the box in 2 Complete the sentences with much or many. Then ask Student A
your answers. the questions.
1 How friends do you have on social media?
too much too many (not) enough a lot (of) lots of plenty of
2 How sleep do you usually get a night?
a little a few not much not many not any no none
3 How pairs of shoes do you own?
4 How TV do you watch?
5 How energy do you have on Friday evening?
6 How time do you have to see friends?
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4C Student B
1 Look at the pictures. Answer Student A’s questions. 2 Look at the information. Ask Student A questions 1–4. Tell Student A
if his/her answers are correct.
The White House, Buckingham Palace, Royal Palace, Madrid the tiger the cheetah the kangaroo
Washington DC London Top speed: 65 km/h Top speed: 110 km/h Top speed: 70 km/h
1 Which is the fastest of the three animals?
2 Is the kangaroo slightly faster or much faster than the tiger?
Prince Michael Jackson Elvis Presley Steven Spielberg, director Mark Zuckerberg, Beyoncé, singer
Worth: $3.5 billion Facebook CEO Worth: $265 million
Worth: $55 billion
3 Who is by far the wealthiest of the three famous people?
4 Is Beyoncé as wealthy as Steven Spielberg?
5A Student B
1 Listen to Student A. Complete each sentence half with an ending 2 Read the sentence halves 1–6 to Student A. He/She will complete
a–f. Decide together if the completed sentences make sense. them. Decide together if the completed sentences make sense.
a … I always promise to pay it back immediately. 1 Unless you study harder,
b … when the lesson finishes? 2 Come and see me next week
c … I’ll probably buy some new shoes. 3 If the train isn’t late,
d … until the bus comes. 4 If Kate phones,
e … I’ll be home at about 7 o’clock this evening. 5 As soon as I finish my course,
f … it will be much quicker than walking. 6 I’ll give you a call,
6A Student B
1 Listen to Student A’s questions. Choose the best answer a–c for 2 Ask Student A the questions in conversations 1–3. Circle
each question in conversations 1–3. his/her answers.
1 a To Washington DC. 1 That’s a nice laptop. Is it yours? yes / no
b I had a great time. How long have you had it? a short time / a long time
c Yes, I went there last year. Who gave it to you? grandparents / parents
2 a About three months ago. 2 Have you ever met anyone famous? yes / no
b Yes, I have – I’ve been on two courses. Who did you meet? an actor / a singer
c Since last year. Did you speak to her? yes / no
3 a I was riding my bike and I fell off. 3 Hello. Is Michael there? yes / no
b No, I haven’t. It’s not that bad. Do you know where he went? to the library / to work
c I’ve hurt my leg. When did he leave? don’t know / two
minutes ago
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6C Student B
1 Listen to Student A’s questions. Respond using the present perfect continuous or the present perfect simple.
2 Ask Student A questions 1–4.

1 Why did you decide to learn English? How long have you been learning it?
2 What’s your favourite gadget? How long have you had it?
3 What’s your favourite singer or band? How long have you been listening to their music?
4 What’s your favourite café or restaurant? How long have you been going there?
7A Student B
1 Look at the pictures and listen to Student A’s questions. Choose 2 Ask Student A the quiz questions using the passive in the correct
the correct answer a–c. tense. The correct answer is in bold.
a tennis 1 When / the Eiffel Tower /
1
b football build?
c cricket a 1789
b 1889
c 1989
a five 2 What / recently / discover /

2
b eight on the planet Mars?
c ten a plants
b life
c water
a the television 3 In which city / Europe and
3
b the radio Asia / connect / by a bridge?
c the internet a Istanbul
b Moscow
c Athens
a in the 15th century 4 How many babies / born /
4
b in the 17th century in the world every minute?
c in the 19th century a around 20
b around 200
c around 2000
a an alpaca and a condor 5 What can / see / from the
5
b a lion and a swan International Space Station?
c an owl and a bear a the Great Pyramids at Giza
b the Pentagon
c the Great Wall of China
7C Student B
1 Answer Student A’s questions. Give more information about each answer.
2 Ask Student A questions 1–5 using the correct form of can, could or be able to.
1 When you were eight years old, you watch any TV programme that you wanted?
2 Which musical instrument would you like to play?
3 Would you like to sing like an opera singer?
4 you watch TV shows on your smartphone?
5 you ever see your favourite band in concert?
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8A Student B
1 Look at the facts about James Rodríguez in the table. Student A will 2 Look at the table. You think the facts about Fabiana Claudino are
check these facts with you. Correct Student A’s facts if necessary. correct but you’re not 100% sure. Use statements with question tags
to check the facts with Student A.
James Rodríguez Fabiana Claudino

Sport Football Sport Volleyball
Plays for Real Madrid Nationality Brazilian
Nationality Colombian Born 24th January 1986
Born 12th July 1991, Cúcuta Home city Rio de Janeiro
Height 1.80m Height 1.90m
Career highlight Winning the Champions League in Career highlight Winning gold in the 2016 Olympic
2016 Games
Favourite players Cristiano Ronaldo, LeBron James Favourite type of film Romantic comedies
8C Student B
1 Listen to Student A. Respond using a sentence half 1–5 in column 1 2 Read sentences 1–5 to Student A. Listen to his/her replies. Correct
and an ending a–e from column 2. the responses if necessary.
1 You don’t look very fit these days.
1 You’re right. I must a feed the animals in the zoo.
Response: I know. I must start going to the gym again.
2 You have to b go to bed early tonight. 2 Why don’t you wear a suit to work?
3 No! You mustn’t c be there two hours before the flight. Response: We don’t have to dress smartly in my office.
4 You don’t have to d buy her some flowers. 3 Am I allowed to take a photo?
5 Yes, I do. I must e get up early today. It’s Saturday. Response: No. You mustn’t use your camera in the museum.
4 Is the flight to New York direct?
Response: No, it isn’t. You have to change in Miami.
5 Shall I drive you to the station?
Response: Thanks, but you don’t have to. I can walk.
9A Student B
1 Listen to Student A’s questions. Choose the correct response a–f. 2 Ask Student A questions 1–6. Student A will respond. Does the
a It was really exciting! response make sense?
b That’s great! What’s the weather like there? 1 What’s Tina like?
c No, I haven’t. What’s it like? 2 Would you like something to drink?
d Shall we go to the cinema? 3 We went to that new Italian restaurant last night.
e No, thanks. I’m full. 4 What does Ian look like?
f Yes, I do. I eat everything! 5 Do you like orange juice?
6 Do you want to go out tonight?
9C Student B
1 Listen to Student A. Complete each sentence half with an ending 2 Read the sentence halves 1–6 to Student A. He/She will complete
a–f. Decide together if the completed sentences make sense. them. Decide together if the completed sentences make sense.
a … to be on time for the meeting. 1 On Saturday I’d really like …
b … to make new friends when she goes to university. 2 Nicholas suggested …
c … to go to the beach this summer. 3 I’m thinking about …
d … being late for his interview. 4 We can’t afford to …
e … making new friends. 5 Maria’s looking forward to …
f … going abroad on holiday. 6 Maria wants …
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9D Student B
takeaway menu
1 You and Student A are going to order some takeaway food. Look at
the menu and follow the instructions. Vegetable lasagne £7.50
1 Listen to Student A’s suggestions. Spicy chicken in coconut milk £9
2 Respond negatively. Suggest two alternative dishes. Lamb, mushroom and spinach stew £11
3 Listen to Student A. Change your mind if you want, or agree to Oven-baked courgette, aubergine and potato £8
disagree. Choose a third dish if necessary. Spicy beef burger, salad and chips £10
Thai green curry with aubergine and mixed peppers £7
10A Student B
1 Look at the story. Take turns with Student A to report what the people said. Listen to Student A and complete the missing dialogue.
a b c
d e f
2 Check your story with Student A. Do you have the same dialogue?
10C Student B
1 Listen and answer Student A’s questions. Explain your decisions.
2 Ask Student A questions 1–4.

1 If you saw a colleague stealing paper at work, would you … 3 If a stranger asked to borrow your mobile phone, would you …
a say nothing? a say, ‘Sorry, I don’t have one’?
b tell your colleague to put it back? b say, ‘Sorry, I’m in a hurry’?
c tell your boss? c lend it to him/her?
2 If a friend gave you a horrible jumper for your birthday, would you … 4 If your friend left her Facebook page open on your computer,
a say you already have one just like it, and exchange it for something would you …
else? a close it because it’s private?
b say thanks, smile, but never wear it? b update her status with something funny?
c say you don’t like it? c read her private messages?
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11A Student B
1 Listen to Student A read facts 1–5. The correct answers are in bold. 2 Read facts 1–5 to Student A, completing each sentence with the
Tell Student A if his/her answers are correct. correct option. Student A will tell you if your answers are correct.
1 In summer, you can see the sun for 24 hours a day in some places in 1 The largest ocean in the world is the Atlantic / Pacific / Indian Ocean.
England / Norway / Australia. 2 Lightning strikes the world once / five times / 100 times a second.
2 The first person to climb Mount Everest was from the USA / 3 Tornadoes are most common on flat, dry land / in hot countries /
New Zealand / the UK. near the sea.
3 Every year fewer than ten / about 100 / over 1000 people are killed 4 At midday in July and August, the temperature in Riyadh, Saudi Arabia
by sharks. is usually 36 / 43 / 50 °C.
4 The strongest hurricane ever had wind speeds of 100 / 320 / 600 5 The longest river in the world is the Mississippi / Nile / Amazon.
kilometres an hour.
5 Mount Fuji is a volcano in China / South Korea / Japan.
11C Student B
1 Listen to Student A’s sentences. Use the third conditional to respond. 2 Read problems 1–6 to Student A. He/She will respond.
A I got up late. I missed the bus. 1 I was late for a meeting. My boss was furious.
B If you hadn’t got up late, you wouldn’t have missed the bus. 2 I didn’t take the rubbish out. It smelt bad this morning.
3 I didn’t take an umbrella. I got wet.
4 I forgot to text Dan. He didn’t know about the party.
5 I didn’t lock my bike. It was stolen.
6 I turned off my freezer. There was a flood in my kitchen.
11D Student B
1 You want to visit California or Florida. Ask Student A for 2 Student A is going to visit Australia or New Zealand. Answer his/her
recommendations using prompts 1–5. questions using the information in the box.
1 Ask for a recommendation. California or Florida?
1 You think New Zealand is more interesting.
2 Ask which city to stay in.
2 Christchurch is a beautiful city and a good place to stay.
3 Ask about hiking. Are there any good places?
3 South Island is a great place for hiking.
4 You don’t have much money. What about food?
4 The food is good value. Particularly the pies.
5 Best time to go in terms of weather?
5 The weather can be wet. January is a good month to go.
12A Student B
1 Listen to Student A. Look at your responses below. Respond with so 2 Read the sentences to Student A. Does he/she agree or disagree?
or neither to agree ( ), or I + verb to disagree (X). Tick ( ) the box if he/she agrees.
Your responses Student A
1 I love relaxing holidays. 1 I usually go on holiday in this country.
2 I don’t enjoy camping. 2 I haven’t been on holiday this year.
3 I don’t like spending all day at the beach. X 3 I can’t go away for a whole month.
4 I’d love to travel around the USA. 4 I’d love to stay on the coast.
5 I can’t wait to go on holiday! 5 I didn’t like that hotel very much.
6 I’ve already booked my next holiday. X 6 I’m looking forward to getting away.
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12C Student B
1 Look at the picture and the list of buildings and follow the instructions. 2 Read the clues below about the building in the photo. Follow the
• Listen to Student A’s clues. After each clue, make deductions about instructions.
which building it is. • After each clue, wait for Student A to make deductions.
• After you hear three clues, give your answer. • After three clues, Student A can guess the answer.
• If you’re wrong, you can hear one more clue. Guess again. • If Student A’s guess is wrong, give him/her the extra clue.
Machu Picchu
Clue 1: It isn’t in Europe.

The Great Wall of China The Statue of Liberty Clue 2: It was built in the 15th century, and is made of stone.
The Taj Mahal The Great Pyramid of Giza Clue 3: Its name means ‘old peak’.
Machu Picchu Big Ben Extra clue: It’s in Peru.
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Tracks in red are for Learning Curve (available as video and audio) AUDIO/VIDEO TRACK LISTING
Learning
Curve
CD Audio Content CD Audio Content CD Audio Content

track track track track track track
CD 1 Units 1–4
CD 2 Units 5–8 CD 3 Units 9–12
UNIT 1
1 1.1 page 136 Vocabulary Practice UNIT 5 UNIT 9
2 1.2 page 112 Grammar Practice 1 5.1 page 143 Vocabulary Practice 1 9.1 page 150 Vocabulary Practice
3 1.3 page 5 Exercise 7A and B 2 5.2 page 143 Vocabulary Practice 2 9.2 page 150 Vocabulary Practice
4 1.4 page 136 Vocabulary Practice 3 5.3 page 40 Exercise 3 3 9.3 page 150 Vocabulary Practice
5 1.5 page 8 Exercise 2B 4 5.4 page 40 Exercise 4A 4 9.4 page 76 Exercise 3A and B
6 1.6 page 9 Exercise 5A and B 5 5.5 page 120 Grammar Practice 5 9.5 page 128 Grammar Practice
7 1.7 page 113 Grammar Practice 6 5.6 page 41 Exercise 6A and B 6 9.6 page 77 Exercise 5A and B
8 1.8 page 9 Exercise 7 7 5.7 page 143 Vocabulary Practice 7 9.7 page 151 Vocabulary Practice
9 1.9 page 10 Exercise 2 and 3 8 5.8 page 143 Vocabulary Practice 8 9.8 page 151 Vocabulary Practice
10 1.10 page 11 Exercise 5 and 6 9 5.9 page 121 Grammar Practice 9 9.9 page 80 Exercise 4
10 5.10 page 45 Exercise 5A and B 10 9.10 page 80 Exercise 5A
UNIT 2 11 5.11 page 46 Exercise 3 11 9.11 page 129 Grammar Practice
11 2.1 page 137 Vocabulary Practice 12 5.12 page 46 Exercise 4 12 9.12 page 81 Exercise 6A and B
12 2.2 page 114 Grammar Practice 13 5.13 page 47 Exercise 6 13 9.13 page 82 Exercise 2 and 3
13 2.3 page 13 Exercise 6A 14 9.14 page 83 Exercise 5 and 6
14 2.4 page 13 Exercise 6B UNIT 6
15 9.15 page 83 Exercise 8B
15 2.5 page 13 Exercise 7A 14 6.1 page 144 Vocabulary Practice
16 2.6 page 138 Vocabulary Practice 15 6.2 page 122 Grammar Practice UNIT 10
17 2.7 page 138 Vocabulary Practice
17 6.4 page 49 Exercise 6B 17 10.2 page 152 Vocabulary Practice
18 2.8 page 14 Exercise 3A
19 2.9 page 15 Exercise 4 and 5
19 6.6 page 144 Vocabulary Practice 19 10.4 page 130 Grammar Practice
20 2.10 page 15 Exercise 7
20 6.7 page 50 Exercise 4 and 5 20 10.5 page 85 Exercise 6A and B
21 2.11 page 115 Grammar Practice
21 6.8 page 51 Exercise 7 and 8 21 10.6 page 149 Vocabulary Practice
22 6.9 page 51 Exercise 9B 22 10.7 page 86 Exercise 3 and 4A
UNIT 3 23 6.10 page 145 Vocabulary Practice 23 10.8 page 87 Exercise 6 and 7
23 3.1 page 139 Vocabulary Practice 24 6.11 page 145 Vocabulary Practice 24 10.9 page 87 Exercise 9
24 3.2 page 139 Vocabulary Practice 25 6.12 page 145 Vocabulary Practice 25 10.10 page 88 Exercise 3 and 4
25 3.3 page 22 Exercise 4A and B 26 6.13 page 52 Exercise 4A 26 10.11 page 131 Grammar Practice
26 3.4 page 116 Grammar Practice 27 6.14 page 52 Exercise 5A 27 10.12 page 89 Exercise 6A
27 3.5 page 23 Exercise 6A 28 6.15 page 123 Grammar Practice 28 10.13 page 89 Exercise 7
28 3.6 page 139 Vocabulary Practice 29 6.16 page 53 Exercise 8A and B 29 10.14 page 89 Exercise 8A
30 3.8 page 26 Exercise 4A and B UNIT 7 UNIT 11
30 7.1 page 146 Vocabulary Practice 30 11.1 page 153 Vocabulary Practice
31 7.2 page 146 Vocabulary Practice 31 11.2 page 153 Vocabulary Practice
32 7.3 page 146 Vocabulary Practice 32 11.3 page 132 Grammar Practice
33 7.4 page 124 Grammar Practice 33 11.4 page 95 Exercise 5A and B
34 7.5 page 59 Exercise 6 34 11.5 page 154 Vocabulary Practice
35 7.6 page 59 Exercise 7B 35 11.6 page 133 Grammar Practice
UNIT 4 36 7.7 page 147 Vocabulary Practice 36 11.7 page 99 Exercise 7A
36 4.1 page 140 Vocabulary Practice 37 7.8 page 147 Vocabulary Practice 37 11.8 page 99 Exercise 8A and B
37 4.2 page 118 Grammar Practice 38 7.9 page 147 Vocabulary Practice 38 11.9 page 100 Exercise 2 and 3
38 4.3 page 31 Exercise 7A and B 39 7.10 page 125 Grammar Practice 39 11.10 page 101 Exercise 6 and 7
39 4.4 page 31 Exercise 9 40 7.11 page 63 Exercise 5A and B 40 11.11 page 101 Exercise 8B
40 4.5 page 141 Vocabulary Practice 41 7.12 page 63 Exercise 6
41 4.6 page 32 Exercise 4A and B
UNIT 12
42 4.7 page 33 Exercise 5 and 6A 43 7.14 page 65 Exercise 6 and 7
43 4.8 page 33 Exercise 7 44 7.15 page 65 Exercise 8
44 4.9 page 142 Vocabulary Practice 45 7.16 page 65 Exercise 9A
UNIT 8 45 12.5 page 155 Vocabulary Practice
46 8.1 page 66 Exercise 1 46 12.6 page 104 Exercise 3A and B
47 8.2 page 148 Vocabulary Practice 47 12.7 page 104 Exercise 4
48 8.3 page 148 Vocabulary Practice 48 12.8 page 105 Exercise 5 and 6
49 8.4 page 148 Vocabulary Practice 49 12.9 page 105 Exercise 8A and B
50 8.5 page 66 Exercise 2A 50 12.10 page 106 Exercise 3B
51 8.6 page 66 Exercise 3 51 12.11 page 135 Grammar Practice
52 8.7 page 126 Grammar Practice 52 12.12 page 107 Exercise 7A
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AUDIO SCRIPTS
E: Um, City Island. It’s about an hour and a half C: It’s a great party. I got here early so I could
UNIT from here. bring my famous carrot cake.
1
M: Sounds nice. I’m going to the stadium, E: Mmm! Well, I love carrot cake.
there’s a baseball game. Do you play? C: So what do you do on your web show?
E: Um, well, to tell you the truth, I played when E: Well, I’m a presenter, a co-host, like Penny.
I was in school, but not … not anymore. C: Hmm, a presenter, that’s interesting. And
M: What a coincidence! So did I. I mean, what what does that involve?
1.6 page 9, exercises 5A and 5B
are the chances? Hey, maybe your team E: I do a lot of research on interesting topics.
Conversation 1 played my team! And Penny and I present documentaries and
E: I’m not so sure about that. I’m from New interview people to find out what they think.
A: Who ate all of my chocolate?
England, uh, Connecticut. Are you? It’s a bit hard to explain, but, um, I’m sorry,
B: I don’t know.
M: No, no. I’m from Pennsylvania, right outside I’m going to find a place to sit. It’s been a
A: So why do you have ... chocolate on your
Philadelphia. We’re, uh, really friendly long day. I’m pretty tired.
face!?
people! C: Don’t you just love seafood?
B: Ummm …
E: Uh, I see. Nice place. E: I do. Um, I’m going to sit and eat so I don’t
Conversation 2 M: What do you do for a living? I see you’re spill my food again, but it was great to meet
A: What happened to you last night? I texted working on your computer. Are you a writer? you!
you five times! E: Um, not really, but I write a bit. C: Good idea. Me too! So, are you from around
B: Really? I didn’t get any messages. M: I’m an electrical engineer. I fix things. It’s here? I’m from Pennsylvania originally, you
A: Hmm, that’s strange. what I do. know, we’re really friendly.
B: My phone was out of battery … E: Well, that sounds interesting. I’d love to hear E: Pennsylvania? Really?
Conversation 3 more about it, but I really do need to finish C: Yeah!
this. I’m a bit behind and it’s kind of difficult
A: Who wants more banana and potato
to ...
sandwiches? Mmmm. UNIT
M: I understand. Will you wake me up when the
2
B: Er, no thanks … They’re delicious! But I’m
train gets to my stop?
feeling a bit full.
E: Uh, sure. Your stop is 161st Street.
E: I can’t believe it. Now I only have 45 minutes
1.9 page 10, exercises 2 and 3 left to finish. This is so uncomfortable!
Excuse me. Excuse me. Sorry. Sorry to wake 2.8 page 14, exercise 3A
E = Ethan, M = Man
Learning you, but this is your stop.
Curve P = Penny, E = Ethan
M: Oh, oh! We’re here already?
Learning
E: Today, I have a face-to-face interview with E: Uh, no, I’m getting off later, but your stop is Curve
a 90-year-old woman. It’s a long ride from next! P: Hello and welcome to Learning Curve! Today
my apartment to her home in the country. M: Thanks! Hey, it was nice talking to you! we’re talking about luck: good luck, bad
She was one of the first women to work You’re, you’re a really friendly guy! luck, and even no luck at all. Ethan, what
on the radio in New York. I’m very excited E: Hey, thanks! Have fun at the game! brings you good luck?
to speak with her because I know she has
E: Well as long as you’re here, I’ll always have
some amazing stories to tell me. Ethan 1.10 page 11, exercises 5 and 6 my lucky Penny.
Moore – host! That’s me! Doing interviews is
P: See this keyring? I’ve had this since I was
one thing I love about my job as a presenter E = Ethan, P = Penny,
Learning fourteen. It’s my good luck charm.
on Learning Curve web show! And, I get to Curve C = Cindy
E: Oh? And, uh, what kind of luck does it bring
meet a lot of different people. I like to speak
E: Hey, Penny. you?
with people face to face whenever I can. I
P: Hi, Ethan. Glad you could make it. How was P: Well, I never lose my keys!
really prefer it! The lady lives on City Island.
the interview? Do you have a good story for E: Right! We all have one of those days from
There it is on the map. It’s a small island
the show? time to time. Your bank card doesn’t work.
near Manhattan. It takes an hour and a half
E: It went fine, thanks. I didn’t think I could be Your car has a flat tire. You fall over and miss
to get there, so I need to leave soon. OK.
so tired from talking, but I am. the train.
Here’s my metro card. I’m ready to go to City
P: Help yourself to some food. I’m going to see P: Then again, some people think you make
Island. I can use my travel time to write some
if Taylor needs any help in the kitchen. your own luck. There’s a scientist who
more interview questions. I have my laptop,
C: Hi. Have you tried the cake? studies people’s ideas about luck. He found
camera, everything I need. I’m ready to go.
E: Um, not yet. It looks delicious, but I’ll wait a that people who believe they’re lucky are
It’s going to be a long day. Tonight, after I
bit. usually more positive and take chances in
return, I’m going to a party at the apartment
C: I made it myself. This is such a nice apartment, life. Sometimes, people don’t recognize a
of Penny, my co-host, and her friend Taylor. I
isn’t it? I mean, the living room is huge. good opportunity when they see it. In one
hope I’m not tired.
E: Ah yes, Penny and Taylor have a great place. experiment, the scientist told a group of
M: Excuse me. Does this train go to the baseball
Two bedrooms, a big kitchen ... people to watch one dot on a computer
stadium?
C: How do you know Penny and Taylor? screen as it moved. Then, larger dots moved
E: Did you say the stadium? Uh, yes, it does.
E: I’m Ethan. I work with Penny on Learning in from the sides. Everyone saw the large
M: Would you mind if I sat here?
Curve. It’s a web show. We’re presenters. dots. The scientist then did the experiment
E: Uh, no. Go right ahead.
C: Sorry, I don’t know Penny that well. By the again with another group of people, but the
M: Sorry, this is my first subway ride ever. You
way, I’m Cindy. I work with Taylor at the gym. next time, he offered everyone a reward to
look like you’re a regular traveler! So, where
E: Oh, you met at work! So, are you having a keep their eyes on the single dot. This time,
are you going?
good time? one-third of the people did not see the larger
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AUDIO SCRIPTS
dots on the side of the screen. That’s because W: About two months later, I was at the dentist’s Z: Hi, Anna. It’s me, Zoe. Are you at the cinema
the reward had made people nervous. And office. And there he was again! He said hello, already? Look, I’m a bit tired so I’m not going
when people are nervous, they focus only but he had just seen the dentist so he was to come to see the film with you. I’m going
on one thing and don’t see anything else. leaving. Six months later, my car was having to stay at home and watch TV. Shall we go to
The scientist found that when people are problems. My friend told me about an the cinema tomorrow afternoon instead? I’ll
anxious, they miss the unexpected things awesome mechanic. So I took my car to the check online now to see what films are on.
that could help them or that they might garage. And it was him! This time he asked Bye!
enjoy. So maybe positive people don’t make me to go out with him. E: Anna, hi. It’s Eva. I’m ringing about dinner at
their own luck. Maybe they just notice more E: And then? my place next month. Friday 23rd. I’m going
opportunities. W: Oh I ended up marrying him, of course! to cook Japanese food for you! Can you
E: Well, what luck! bring dessert? If so, can you let me know
2.9 page 15, exercises 4 and 5 W: Hello Juan! what you’re going to bring? If you aren’t
J: Hey, Winnie! How are you? You never sure, cheesecake would be great!
P = Penny, E = Ethan, answered my wedding invitation. J: Hi, Anna. It’s me, Jack. Are you doing
Learning
Curve H = Herman, W = Winnie, W: I never got one! anything tonight? My friend’s band is playing
J = Juan J: Oh, no! Well it’s lucky I caught up with you at 9.30 … in about half an hour. Do you want
P: Ethan? Where did you go? here. Can you come? It’s on May 14th. to come? It’s probably too late for you to get
E: I’m out on the street, Penny. I’m with W: That sounds great! Thanks for the invitation. a bus there, but I have my sister’s car – I’ll
Herman, who is having a bit of bad luck You see what I mean? come and get you if you like. Call me!
today. So Herman, tell us why you’re having E: Congratulations, Juan. So, are you looking
a bad day. forward to your wedding? 3.8 page 26, exercises 4A and 4B
H: It all started last night. I’d just gone to sleep J: Thanks. At the moment, I’m a little nervous.
when I heard this terribly loud engine sound. E: And why is that? P = Presenter, J = John,
It was one of those huge motorcycles. J: Well, my fiancée’s across the street. She’s M = Mary, L = Lisa
Except it wasn’t just one. It was a group of trying on her wedding dress and she thinks P: Greetings from Springford! Today it’s World
100 motorcyclists, and just my luck, they it’s bad luck if I see her in it before the Neighbours’ Day and I’m visiting street
were driving by my apartment for hours! wedding. parties all around the city. I’m talking to
E: Poor you! That sounds so annoying! E: So, why are you here? some of the people who live here, asking the
H: Oh, I was annoyed. I didn’t get much sleep. J: Well, I’m picking up a package at the post question ‘What makes a good neighbour?’
So, finally I got up. I decided to take a shower. office for my neighbor, Herman. He’s a train So, John, what in your opinion makes a good
And just my luck, no hot water! conductor, so he can’t come into the city neighbour?
E: Oh, no! during the day. J: For me, quiet people make the best
H: You think that’s bad? This morning, when I E: Herman? Does he wear a blue cap with a neighbours. People in my building are quiet,
was getting ready to go to work, I couldn’t train on it? but I had a bad experience in the apartment
find my keys. I looked everywhere. J: Uh, that sounds like him. block where I used to live. The biggest
E: You don’t have a lucky key chain? E: Could you give him this? I think it’s his problem was the people that lived on the
H: A what? backpack. first floor. They played loud heavy metal
E: Never mind. Uh … J: Wow! I’m shocked. Where did you find this? music all the time, and their TV was always
H: Anyway, I finally found them, but when I E: It’s a long story. But it looks like Herman’s loud, too – it was especially loud when they
looked up at the time, I was very late. And luck is changing! watched those reality shows. They used to
that’s bad, because I’m a train conductor on P: Well, it looks as if Herman is lucky after all! turn up the volume so high that I didn’t need
a passenger train! Of course I need to be on Do we make our own luck? Who knows? The a TV – I could hear every word perfectly!
the train when it leaves the station! So I ran best of luck from us here on Learning Curve. P: And what about you, Mary, what’s your idea
for the bus, but I ran out of energy so, I sat We’ll see you next time! of a good neighbour?
down here. M: Good neighbours are helpful; they lend a
E: Well, here comes the bus now! Wait! You hand if needed. My neighbour Tony, who
forgot your backpack! Uh oh. UNIT works as a travel agent, is away at the
P: Oh! Poor Herman! And er, just my luck, I’ve
lost the signal. Um, oh, hang on, I think Ethan
is back!
3 moment. I’m looking after his apartment.
Once, though, another neighbour did
something that made me furious. I’d given
E: Well, Penny, let’s get back to the topic of our her my keys while I was away, but she argued
show. Excuse me, can I ask you a question? 3.3 page 22, exercises 4A and 4B with her partner and when I came home he
Do you believe in luck? was asleep on my sofa!
W: Oh, I’m the luckiest person I know! V = Voicemail, B = Ben, Z = Zoe, P: Oh dear! Now over to Lisa. Lisa, what qualities
E: Oh really! Tell us why. E = Eva, J = Jack do good neighbours have?
W: Well, a few years ago, I fell over and hurt my V: You have four new voicemail messages. L: The important thing is to consider other
left arm. So I went to the emergency room B: Morning, Anna. Ben here. I’ve just seen your people. Most people here are very kind and
at the hospital. A tall man about my age was message about lunch tomorrow. Did we considerate. And we have some community
sitting next to me in the waiting room. He’d make plans for lunchtime? Errr, listen, I’m rules, which most people follow. I get
hurt his left arm too. We talked for a while. sorry, but I’m having lunch with my brother annoyed with some neighbours, though, like
E: Really? And? tomorrow. I forgot I already had plans. How the family whose children leave bicycles in
about coffee at 4 p.m. instead? I won’t forget, front of my door and throw rubbish on my
I promise! balcony. It’s so annoying!
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P: Um, hello, Sherry? This is Penny from

3.11 page 28, exercise 2
Learning Curve. UNIT
Learning
Curve
P = Penny, S = Simon
P: It’s almost impossible to plan for how people

Sh: Hi, Penny! Uh, I’m so glad you called! I have
some news. Well, it’s good news for me, but
it’s sort of bad news for you.
4
will react to hearing bad news. We have a P: Oh? Really?
bit of a problem with our budget, you know, Sh: Yes. Well, you know that I study fashion at 4.6 page 32, exercises 4A and 4B
some money problems, and today, we need college, right? Well, I got a great job offer to
S = Simon, K = Kate
to tell two student workers – one here, and work at a department store that I just love. Learning
one in London – that they cannot continue Curve
And it’s in my neighborhood, much closer
to work at Learning Curve. I’m here at the to my apartment. It’s a great opportunity to S: Today on Learning Curve, we’re talking
studio and I’m waiting for a call from Simon, work with customers. So, I’m really sorry to about a subject that affects everyone: where
my colleague at Learning Curve in London. say this, but I’m resigning. I can work another you live. Are you happy where you live? Is
I need to give him the bad news that he city life better than country life? Kate?
week if you need me.
needs to give bad news to his very reliable K: There are many different reasons why
P: Oh, Sherry, I’m so happy for you! That’s
worker! Simon and I have a lot in common. people choose to live in a city or the country.
We were friends in childhood. We’re both fantastic news!
In the UK, studies show that people who
very confident and sociable and we both Sh: Oh, great! I mean, so you’re not upset? live in the country live longer and have a
hate being insensitive! Well, this sort of thing P: Well, of course, we’ll miss you, but I’m higher income. But, this is important: People
makes me feel anxious. I know he’ll feel as absolutely thrilled for you! Congratulations. who really enjoy the benefits of country
bad as I do! Hello, Simon? I know you’ll do a great job. life are those who live in the country but
S: Hi, Penny. How are you? You wanted to talk Sh: Oh, gee. Sorry, you called to tell me work in the city. That’s right. They need
to me? something. What was it? both. The city gives them their income and
P: Well, I’m afraid I have some bad news. P: Nothing important. Um, just … It’s OK, I’ll the country gives them fresh air. But that
S: Really? What happened? handle it. means they need to commute to work or for
P: It’s a long story. entertainment. They usually drive, or take a
Sh: Great. Thanks, Penny! Uh, see you tomorrow
S: I’m taking a break. Tell me about it. bus or train. Of course, while people of all
P: Well, I spoke to our boss, you know, Miss afternoon.
generations enjoy country living, people
Farnsworth, this morning. Er, you aren’t P: Bye, Sherry. Phew! I’m so relieved. I’m going
between the ages of 21 and 34 are generally
going to believe this, but she’s asking me to to video chat with Simon now. I want to find happy to be in the city. They often prefer
fire our student workers. Or, more politely, I out what happened with Peter! being close to entertainment, museums and
suppose, we need to tell them that we can Si: Penny! Do you have any news? galleries, and their jobs.
no longer keep them on. P: Yes, I have some great news. I spoke with
S: Oh, no! That’s terrible. So, I need to tell Peter Sherry. 4.7 page 33, exercises 5 and 6A
that he can’t work here anymore? But he’s so Si: Great news? What do you mean? What did
great! He’s considerate and he’s always on she say? K = Kate, Si = Simon,
time. I get on well with him. I’d hate to see Learning
P: Well, I didn’t need to ask Sherry to leave. Curve T = Tracy, C = Carlos, S = Sing
him leave.
She’s quit! She’s going to start a new job at a K: How do you feel about living in the country
P: Yes, and I’m telling Sherry. I’m not looking
forward to it at all. I got to know her and she’s department store. or city? Simon is at the train station to find
a very good worker. She’s so easy-going. I’m Si: Wow! That’s a relief – so glad you didn’t have out.
really sorry to give you this news. I suppose to give her the bad news. Oh, I have some Si: Hi, Kate. I’m talking here with Tracy. So,
you’ll talk with Miss Farnsworth later on? good news myself. Peter can stay on! Miss Tracy, do you live in the country or the city?
S: Yes, I imagine so. What about your work Farnsworth rang me right after you called. T: The country. I’m catching my train home in a
load? Will you be able to keep up? P: Simon, that’s wonderful! What did she say? few minutes.
P: I’m going to be taking on some of their jobs. Si: Well, she’s made some changes, so we have Si: How do you feel about commuting? Are you
It’s going to be a bit of extra work. a happy commuter?
a bit more money. So, I think you’ll get a new
S: Well, I suppose I should speak to Peter before T: Happy? Of course. Um, I can see the stars at
student worker next week. Miss Farnsworth is
he leaves today. night. My children have room to run around.
going to ring you in a bit. It’s quiet. There aren’t any loud noises
P: This is going to be awkward for both of us!
P: That’s the best news I’ve had all day. Thanks, waking you up in the middle of the night.
S: It certainly is. Good luck, Penny. I’ll speak to
you later. Simon. Talk to you later. Ethan is so late. He’s And we know everybody in our village. Er, so
never this late. I wonder what happened. believe me, I, I don’t mind commuting three
3.13 page 29, exercises 6 and 7 E: Hey, Penny. I’m sorry I’m so late. I couldn’t hours each way every day.
even text you. You’ll never believe what Si: Three hours?
P = Penny, Sh = Sherry, happened on my commute. T: Oh, it isn’t so bad. My husband takes me to
Learning the train station. I have a rest on the train
Curve Si = Simon P: Oh, no. Here I go again! What happened?
Here, sit down, tell me all about it. I just put because, of course, I need to get up at four
P: Well, now I need to ring Sherry and ask her o’clock in the morning.
to come in to see me today. She’s a great on some coffee.
Si: Four o’clock? You love living in the country,
worker and it will be difficult to see her go. E: Let me catch my breath. I’ll tell you all about
then?
What a shame. But, as Miss Farnsworth says, it. I have some news! T: Well, we looked for a house in the country
it’s just business. and our place wasn’t expensive – so we
Sh: Hello?
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moved there. It’s an old house so it took S: That’s right. We grow everything: lettuce,
three years to modernize it. carrots, tomatoes, cucumbers, beans. It’s a UNIT
5
Si: Three years! very big building, so we have a lot of room. I
T: That’s right. Oh, um, it’s time to go. I don’t just took a photo of it. Look at that view!
want to miss my train. Um, it leaves in three Si: Brilliant! A farm on a roof! You’re the first
minutes. rooftop farmer I’ve ever met.
Si: Well, good for Tracy, who doesn’t seem to S: Oh, there are a lot of us and we’re growing … 5.3 page 40, exercise 3
mind anything. Kate, are you on the street? in more ways than one!
K: Yes, I am, Simon. And I want to see what J = James, S = Sarah
Si: Wonderful. Well, best of luck. Back to you,
people who live in the city think. Oh, excuse J: OK. Question one. My answer’s definitely ’a’.
Kate.
me! Hi, I’m Kate from Learning Curve. What’s If I see something I like in the sales, I usually
K: Thank you, Simon! That was very interesting!
your name? get it.
So, is the country better than the city? Well,
C: I’m Carlos. Hi. S: Even if you don’t need it?
K: And may I ask, do you live here in the city? for me, I really love London, but sometimes I
J: Yes, I can never say no to a bargain. Especially
C: Yes, I do. Everything I want is here. If I want to miss the California countryside. What do you when it’s shoes. Or jeans. Or sunglasses.
go out or see a film, I can usually walk or take think? See you next time on Learning Curve. S: I’m trying to avoid the sales this year. I’m
public transport and I’m there in minutes. saving up to buy more important things.
K: But don’t you miss being around nature? 4.12 page 34, exercise 4A J: Oh? Like what?
C: Well, I grew up in the country. It’s boring. S: Well, I’ll be able to afford to buy a car next
That’s why I live in the city. It’s exciting, J = Jon, L = Louise year if I save £100 a month.
I can see my friends, and I don’t need to J: OK, where shall we stay in New York? Have J: Good plan! Ah, I’d love to have my own
commute for an hour to work. It’s easy to you decided between the three places we motorbike, but as I’m always broke at the
keep in contact with them. We get together looked at on the directbook website? end of the month, I can’t afford to save any
every weekend. We go out to the theater, L: No. I wanted to talk to you about it. Let’s see money.
sports centers, to football matches. What S: You’re only broke because you spend all your
… OK, the first one, a studio apartment near
am I going to do in the country? Look at the salary on clothes and going out! Anyway,
Central Park.
cows? what about question two? I think I can guess
J: Yes, it’s by far the most convenient – right in your answer … retail therapy?
K: You don’t like cows? the centre of Manhattan.
C: Cows are great. For milk and cheese. J: Totally. Spend, spend, spend!
L: Yes, but it’s only 30 square metres. That’s S: You know, if you spend all your money, you
Speaking of cheese, there are other benefits
tiny! won’t be able to save up for a motorbike.
of living in the city. I can eat food from every
J: Well, it’s as big as our old flat. J: True … What about your answer to question
corner of the world. It’s all here: Italian,
L: True. It’s very small though. two? If you feel down, do you look at how
Pakistani, French. Mmm, French cheese. My
J: What about the houseboat? much money you’ve saved?
favorite cheese shop is right over there. Are
L: On the river? Hmmm … S: No way, I haven’t saved that much! My
you hungry?
J: It’s far cheaper than the other two places. answer is definitely ‘b’, if I feel down, I go for
K: Sorry. I’m working. But yes, that was my an ice cream. Hey, shall we go and get an ice
stomach. L: Yes, but a sofa bed isn’t as comfortable as a
cream now? Talking about money is making
C: Nice talking to you! normal bed, is it?
me depressed.
K: Bye, Carlos! I’m off to the studio. Simon J: True, but we’re only there for three nights. J: Thanks, but I can’t. I’m meeting Karl at the
where are you? L: What about the third one, the artist’s house shopping mall. How about later?
Si: I’m here Kate. Let’s see what other people in Harlem? S: OK, great. Have fun, and don’t spend too
think about country or city living. Excuse me. J: It’s slightly less expensive than the studio much. Call me later.
I’m Simon, from the show Learning Curve. apartment. And Harlem’s one of the most J: OK. As soon as I get back, I’ll call you.
Can I ask you a question? fashionable areas in New York these days.
S: Sure. Hi, I’m Sing. L: True. I love Harlem, but we’d have to share 5.11 page 46, exercise 3
Si: It looks as though you have a lot of vegetables the house with the owners. And share a
in those bags. M = Marc, C = Customer
bathroom I imagine. No thanks! Learning
S: Oh yes! I grow all these vegetables. I’m taking Curve
J: Hmmm. You’re right. It’d be good to get
them to my brother’s flat. We’re having
some advice about what to do in New York M: If you ask them, I’m sure that some of my
dinner. friends will say Marc Kim is a workaholic.
from the owners. You know, things that
Si: What do you do for a living? You know, someone who lives to work! But,
normal tourists don’t usually see. But shared
S: I’m a farmer. technology is a field that’s always one step
Si: So, you commute from the city to the bathroom? No way.
ahead of what people buy. That’s why I have
country? L: So, which one shall we choose, then?
two jobs. One as an Internet technology
S: No. I commute in the lift. J: I’m not sure. You decide.
specialist at Learning Curve. And on the
Si: Lift? Do you mean by car with someone? L: All right. Ummm … I prefer the studio. It’s a weekends, I’m the manager here at this
S: No, I take the lift – the elevator. To the roof of bit more expensive than the artist’s house, computer store. I like to know about the
my building. Up there! That’s where I run the but it’s definitely the most convenient of the latest trends, about what people buy and
community rooftop garden. three. how they shop, and why they make choices
Si: So … you bring the country to the city! J: OK, great. I’ll book it straight away!
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to purchase certain kinds of devices. To me, M: Well, if you have a little time, I can take it to S: And you used to be a sales assistant, didn’t
working in this kind of store is probably one the back, and see if I can fix it. you?
of the best ways to find out! You see this? C: Really? I mean, do you think you’d be able to P: Yes, but that job was so stressful. I don’t even
It’s a 3D visor. You put it on your head and fix it? want to talk about it.
use it to play video games. Most players M: I can give it a go! … Excuse me. Hi. S: Well, we have a lot to cover anyway.
love them! The problem is, this one is not C: Ah, yes, I hope you have some good news. P: I mean, the working conditions were just
working. A customer came in a little while M: Well, yes, I have good news and bad news. awful. I …
ago and told me what was wrong with it. But C: Uh huh. S: Penny.
our conversation was a bit confusing! Here’s M: Well, I’m sorry, but you’re right. It’s definitely P: Sorry. Carry on.
what happened. broken. There’s something wrong with it. S: Well, it isn’t easy to find your dream job. One
C: Excuse me. Do you have a moment? C: And the bad news? study found that only 30% of people who
M: Good afternoon! How can I help you today? M: The bad news is: The last time we sold an were born between the 1950s and the 1980s
C: Well, there was a sale here, maybe a week item like this was six months ago. are happy in their work, like me and Penny.
ago? I don’t really remember, but I bought C: Oh, no. Uh, I guess maybe I bought it at a We love our jobs! Even if they are well-paid,
this visor at a reduced price to use with my different location. they still feel unhappy. These days, working
video games and I can’t get it to work. I’d like M: Well, I called the manager of the store conditions are different than they once were.
to return it. uptown and he sold one three months ago. For some people, permanent jobs are not the
M: I’m sorry to hear that. Could I take a look at Do you think maybe you bought it there? answer. Over the last few years, more and
it? C: OK, maybe I did. What did he say? more people have moved from temporary
C: Yeah, it’s in this bag. M: The good news is you can get a refund. I just job to temporary job. In fact, in the US,
M: So what seems to be the problem with it? need to see your receipt. the third largest job creator is a temporary
C: Uh, it won’t, you know, work with the video C: Tell you what, I think I’ll leave the visor here agency. A temp agency is a company that
game. I put it on and it keeps crashing. You and I’ll go back home, and I’ll look for my hires people for short periods of time to fill in
know, it just stops working right away. I think receipt. I think maybe I left it in the pocket of at other companies! So, if someone resigns,
there might be something missing with the another jacket. gets fired or retires, someone called a ‘temp’
program, or it’s just broken. M: If that’s what you prefer, I’ll be here until can fill in.
M: Well, you might be right about that. 11:00 p.m.! P: We aren’t temporary are we?
C: Oh, wow! You guys are open late. And you’ll S: I certainly hope not.
5.13 page 47, exercise 6 just hold on to the visor, right? Thank you!
Bye now. 6.8 page 51, exercises 7 and 8
M = Marc, C = Customer, A: Attention, customers. The store will close in
Learning
Curve A = Announcer fifteen minutes. Please bring your items to S = Simon, P = Penny, I = Ira,
Learning
the checkout. Curve K = Kelly, J = Janet
M: Well, I’m going to have to take this to the M: Well, that was really a strange experience. I
back, test it out, see what’s wrong. You can guess he didn’t find his receipt! So, as it turns S: Now, let’s chat with people about their jobs.
take a look around while I do that. out, the customer is not always right! But, I Penny is out on the street in New York.
C: Uh, no. To be honest, I think I’d like to like a challenge. I can fix this! P: Excuse me, can I ask you, do you like your
exchange it. Uh, I think that was the last one. job?
Do you have any more in stock? I: It’s a great job. I manage this store. I’m
M: I can check. Do you have your receipt? UNIT responsible for making it successful. Can you
C: Uh, yeah. It’s probably in the bag. I mean, I
think it’s in the bag. I don’t see it. Nope. It’s
not here! Did it fall out of the bag?
6 believe, when I started it was just a temporary
job!
P: Really? Can you tell us more about that?
M: No? Sorry, um, just a second, I can look it I: Well, when my uncle retired he asked me
up by the item number. You said it was the 6.7 page 50, exercises 4 and 5
to take over. I had another job at the time
last one? Sorry, I don’t think we sold any of but told him I’d fill in until he could find
these recently at this store. Is it possible that S = Simon, P = Penny someone. And then … I realized I loved this
the receipt is in your wallet? Oh! I’m sorry to Learning place! So I stayed on. My uncle was happy to
Curve
tell you this, but we don’t sell this model here keep it as a family business!
any longer. We only have the new models. S: Welcome once again to Learning Curve. I’m P: So why do you love it so much?
C: Oh, really? Wow! I had no idea. Simon, here in the UK, and with me is Penny, I: Well, it varies day by day! And see, your
M: This is what we call a discontinued item. The in our US studio. Today, it’s all about jobs. Are camera, for example. That’s an X-300. I could
electronics company stopped making them you one of the lucky people who loves their help you do better.
last year. Unfortunately, it’s not possible to work? P: Better?
exchange it. P: Yes! I love my work. I: Right. See this one right here? It’s smaller, it
C: So, no exchanges. Hmm. Uh, so, could I S: Actually, er, Penny, I was talking to our takes a better picture, and I can offer you a
please get a refund? Yeah, I think I’d like a audience. It’s that kind of question. great price for it.
refund. P: Oh. Sorry. It’s just that I get so excited about P: Well, I don’t think we’re looking …
M: Absolutely. I just need to see your receipt. what I do! I: And that microphone! That’s like, five years
C: Uh, I can’t seem to find it anywhere! What do S: You mean working with me, of course. old!
I do? This is awful, uh, can I please speak to P: Er, sure. Right. And being a presenter for P: Well, thanks, er, for your, er, help.
your manager? Learning Curve is quite rewarding. And I: Look at this one right here!
M: I am the manager. believe me, I’ve had jobs that weren’t P: OK. Um, let’s check in with Simon.
C: Oh, I see. Gee. I just don’t remember where I rewarding at all. S: I’m on a Skype call with Kelly. She has a
put the receipt! question.
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K: Well I’ve sent in my CV, a covering letter, teachers from China have been teaching in the movie theater was. When I asked him for
and a salary request to a company, um, for a UK school. They’ve been using Chinese a map, he laughed at me! Then he wanted
a job! So, my question is, you know, how teaching techniques, and it hasn’t been easy to know why I didn’t have a GPS. I’m trying
many times should I call an office about a for the kids! Why? First of all, in the UK the my smartphone again. The service is really
job interview? class size is usually 30 students per class, terrible today. Ah, there!
S: Do you mean you sent them an application not 50 like in China. Secondly, the normal P: Hello? Taylor, where are you? The film starts
form? UK timetable is from nine to half past three. in half an hour.
K: Well, yes. That too! I’ve phoned them seven However, under the Chinese system, they’ve T: I’m pretty sure I’m lost.
times, but they haven’t called me back. been starting school at 7 a.m. and finishing at P: OK. Er, look around. What can you see?
S: Wait. They haven’t called you for an 7 p.m. That’s an extremely long day compared T: Well, I’m near a park. I don’t see any theater,
interview? to the day they’re used to! But the biggest just trees and apartment buildings! This is,
K: No. difference is the Chinese teaching method. uh, 23rd Avenue.
S: What kind of job is it? The students haven’t liked this different style P: A park? Yeah, there’s a small park near us.
K: Um, a television news reporter. of teaching much. In the UK, students usually Wait. Ethan, is this 23rd Avenue or 23rd
S: Do you have experience in television? ask questions, discuss their ideas, and do a Road?
K: Oh, yeah. I watch it all the time. lot of group tasks, but for the past month, E: Take 23rd Avenue and keep going straight
S: OK. Perhaps you should stop ringing them. like in China, they’ve been listening to the past the park, until you come to a shopping
Or ask if you can do an internship instead. I’m teacher all day and taking notes. No talking center.
not an expert, but I think seven times is about or asking questions! The teachers have been P: Right. There’s a shopping centre near the
the limit. very strict, and it’s a completely different theatre. We’re almost there. I can see it
K: Oh. You’re probably right. Um, internship! method of teaching. But anyway, what we straight ahead.
Good idea! Thanks! want to know is which group of students will T: OK. Great, thanks. See you later.
S: Let’s go back to Penny. get the best exam results. The group taught
P: Excuse me, I’d like to ask you about work. Do by the Chinese teachers or the group taught 7.14 page 65, exercises 6 and 7
you have a job? by their normal teachers? What do you think?
T = Taylor, M = Man,
J: Yes, I’m a zookeeper in Central Park! Learning
Curve W = Woman, P = Penny
P: Brilliant! What kind of animals do you take UNIT
7
care of? T: This doesn’t look right. I don’t see a theater
J: Actually, I just got a promotion. I work with or a shopping center and the film starts in
the gorillas now. about 25 minutes. Oh, there’s a couple! I’ll
P: Amazing! What kind of animals did you work ask them! Excuse me? Um, sorry to bother
with before? you, but do you know where the movie
7.13 page 64, exercises 2 and 3
J: The monkeys. theater is?
P: I see. You love working with animals, then? T = Taylor, P = Penny, M: Um, sorry, no I don’t.
J: Well, yes and no. I’m not fond of cats. I’m Learning
E = Ethan W: Well, there are two in this area, aren’t there?
Curve
allergic to them. I think the Park Cinema’s on the other side
P: Really! How did you get a job working at the T: I’m driving to Queens to see a documentary of the neighborhood by the shopping
zoo? that’s being shown in a small movie theater. center. And on this side, hmm, I think, is it
J: Since I was a child, I always wanted to be Believe it or not, I’ve been in New York the Sunshine Theater?
a vet. When I saw the advertisement for for almost four years and this is only my M: I’m not sure.
zookeeper’s assistant, I got lucky! Now I’m second time here. Queens is one of the five W: Yes, I think that’s right. It’s, uh, up the way.
taking courses in animal care, studying to boroughs – those are, uh, large areas of T: Um, Sunshine Theater. That sounds right.
be a vet, and working here part-time! It’s my New York City. The theater is supposed to Um, sorry, did you say ‘up the way’? Can you
dream career! be near a park. I think it’s on 23rd Street, or repeat that for me, please?
P: That’s a great story! Back to you, Simon! maybe it’s 23rd Avenue. Oh well, how hard W: Yes, sorry. 23rd Street. Go that way. Go round
S: Wow! A dream come true at the zoo. And can it be? I’ll find it. So, the documentary was the roundabout and then cross the street. It’s
that’s all we have time for today. Have you made by a friend of Ethan’s named Daniel. on the other side, by 44th Avenue. Yeah, I’m
ever changed careers? What’s your job We’re all really excited about seeing it. Look, sure it’s still there. Good luck!
experience like? Tell us about it! See you next here’s the advertisement. Now, where’s the M: Sorry. She was born here but we haven’t
time on Learning Curve! address? So, Daniel’s documentary is about visited in, like, twenty years!
the life of an old musician. It was written, W: George, I think I know my own neighborhood!
6.13 page 52, exercise 4A directed, and produced by him! He also stars T: 23rd Street and 44th Avenue! Not 23rd
in the film. Wow! He is so talented. You know, Avenue or 23rd Road and 44th Street! This
P = Presenter once, I tried acting. I auditioned for a soap is crazy. Up the way, round the roundabout.
P: So, what’s on TV tonight? Well, it’s the opera. Uh, I didn’t get the part. Anyway, I’m I still have twenty minutes before the show
final episode of Chinese School, and we’re more of a comedy type! Uh oh! The address starts. I’d better text Penny. Well, I found a
finally going to find out who gets the of the theater isn’t on the flyer! I hope I can spot to park and there’s the theater! What?
best exam results – the students with the find the theater on time. I hate being late, Two missed texts from Penny? ‘I forgot to
Chinese teachers, or the students with the especially for films or … ugh ... I can’t believe bring the advert! We’re on 23rd Avenue near
UK teachers! I can’t wait. Have you been it! Why isn’t my phone getting a signal? So 44th Street! We’re on our way!’ Hello, Penny?
watching the programme over the past few annoying! OK. Maybe I can ask for directions Where are you?
at that shop over there. I hope they have a
weeks? If not, let me give you an idea of
map. So, the shop owner didn’t know where
what’s been happening. For the past month,
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P: We’re walking from the subway. We’re now normal hockey, but you play it in a swimming can help people improve their overall health.
on 23rd Street near 44th Road! Oh my gosh, pool. You use a stick to push a small disc, a One study showed that people who wore
this is so confusing! ‘puck’, along the bottom of the pool. a pedometer took 2,000 more steps a day.
T: OK, take a right and go down the hill. When P: And how do you win? That’s about one more mile of walking than
you come to the traffic light, take a right. C: The team with the most goals wins. usual. Here in the US, only 45% of people get
Go past the traffic circle. It’s on 23rd Street P: OK. I don’t think you’ve tried this sport, enough physical activity. And that extra mile
near 44th Avenue. Don’t worry, I’ll get the though. You can’t swim very well, can you? is an increase of 27% over normal physical
tickets and save you a seat! Well, this just C: No, I can’t. You’re right. You have to be able activity. The reason a pedometer works is
goes to show you that even if you think you to swim really well, and also to swim under simple: People set step goals and when they
know where you’re going, and you have a water without breathing for a long time. It’s wear it, they really want to reach the goal of
smartphone, it’s always a good idea to ask hard! 10,000 steps a day. That’s almost five miles!
for directions! P: OK. You have one last sport to talk about, And at the end of the day, people feel good
don’t you? when they meet their goals. There are great
C: Yes, Bossaball. benefits to having a workout partner. One
UNIT P: What’s Bossaball? study looked at married people who joined
8 C: It’s like volleyball, football and gymnastics

in one sport! There are four players in each
team, and two teams.
a gym together. They found that 43% of
couples who worked out separately quit the
gym within a year. But, only 7% of couples
P: And where do you play it? who worked out together quit the gym. So,
8.1 page 66, exercise 1 C: On an inflatable court – a court filled with air, it’s a good gym habit! It gives you support
with trampolines each side of the net so you and helps you to feel like working out.
1 And the swimmers are waiting at the side of can jump really high.
the pool, ready to compete in the final of the P: And how do you win? 8.11 page 69, exercise 6
200-metre backstroke. C: You score points by hitting or kicking the ball
2 This circuit has a number of difficult corners, over the net. E = Ethan, P = Penny,
which are popular with both drivers and Learning
P: OK! You haven’t played Bossaball yet, have Curve B = Bindi, T = Taylor, J = Joe,
spectators. And they’re off! you? L = Louis
3 So, after four hours on court, Nadal is serving C: No, I haven’t. But I’d love to try it because it E: Penny, are you on the street?
for the match. looks fun … P: Ethan, I’m in front of City Fitness gym. My
4 Oh! Watson’s being carried off the pitch. It flatmate, um, roommate, Taylor works here!
looks like he’s injured, and only five minutes 8.10 page 68, exercises 3 and 4 Excuse me. Hi. I’m Penny from Learning
after he scored that incredible goal! Curve. What is it you’re doing at the gym
5 The athletes have started well. They’re E = Ethan, P = Penny today?
running at a very good speed around the Learning
Curve B: Hi, I’m Bindi. And I’m just doing what I do
track. every day. I’m lifting weights.
6 They are skating beautifully around the rink, E: Hello and welcome to Learning Curve, where
today we’re taking a look at … Penny, are you P: Really?
showing us why they won the gold medal at B: Yeah, I’m a professional! And lifting weights
all right?
the last Olympics. really helps keep me in shape.
P: Sure. I’m fine. Carry on!
E: Uh, we’re taking a look at health and, uh, P: Wow! You look very strong!
8.5 page 66, exercise 2A B: You don’t lift weights, do you?
fitness. How do you keep fit? There are so
many ways to get fit. Some people go to P: No, but I run! A little. Especially when I’m late.
P = Presenter, C = Chris B: Try lifting. It really makes you feel strong! I
the gym regularly. Some people play sports
P: … on the show today. Now, Chris, you’re while others just eat a balanced diet and stay love it. And I never have to ask anyone to
going to tell us about some unusual sports, active. Um, we’ll be back with Penny in a carry my bags, ever!
aren’t you? moment. P: Well, hmm. Weight lifting? No, not for me.
C: Yes, that’s right, Lisa. The first one is three- P: Um, yes, some people do sport. And some But I suppose I lift weights when I’m carrying
sided football. people run all the way to work! groceries.
P: Oh, yes, I’ve heard of that! It’s quite like E: You didn’t run here from home, did you? B: All right, well, it’s time for me to go.
normal football, isn’t it? P: No. I was at the gym. I looked at the time and P: Well, um, thanks for talking with me.
C: More or less. There are five players in each it was a quarter to nine, so I didn’t change. T: Penny!
team, and there are three teams, not two! It’s Um, I ran most of the way here. P: And here’s my flatmate, um, roommate,
played on a hexagonal pitch, a pitch with six E: Well, I’m proud of you, but start a little earlier Taylor. Taylor, you’re training with someone
sides. And there are three goals. next time. I try to walk to work. I use this app today, aren’t you?
P: So how do you win? that counts how many steps I take in a day. T: Yes. I’m helping a client. She’s trained with
C: Well, the winner isn’t the team that scores P: Wow! Simon in our UK studio has just started me for three months and works very hard.
the most goals – you win by letting in fewer using one. It’s his favourite thing now, We’re taking a break! She’s planning to be in
goals than the other two teams. counting steps. Kate has one too. the Ironman competition.
P: OK. And you actually played in a match this E: We’re all doing it! When I was in school, I was P: Iron Man? You mean, like the superhero?
weekend, didn’t you? a bit underweight until I played hockey and T No. The Ironman is a kind of triathlon. It
C: Yes, I did! It was great, but also a bit confusing! baseball. Now, I don’t exercise as often as I has three parts: you swim for 2.4 miles, ride
P: I’m not surprised. OK, tell us about the used to, so I started using this. It really helps. a bicycle for 112 miles, and then you run a
second unusual sport. The word pedometer comes from Latin and marathon, which is 26 miles. That’s 42k for
C: It’s underwater hockey. There are six players Greek, meaning ‘foot measurer’. A pedometer those of you who think in kilometers!
in each team, and two teams. It’s similar to
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P: Wait, you do all that and then run a marathon? teachers have to do yoga classes, and soon C: It’s delicious, and perfect comfort food when
Wow! I think I’ll just keep running to work. police officers will have to do the same! you’re tired.
T: Oh! Speaking of running, it’s time to go to P: Really? What a great idea! Is that a new law? A: And how about you? What do you like to eat
the park. My client still has another 21k to go. S: Yes, quite new. There’s another new law in at the end of a long day?
That’s a half marathon – 13 miles. See you some Indian states that says you mustn’t use D: Udon noodles. It’s a Japanese dish. It’s just
later! your mobile phone while driving, even if it’s what you need when you’re tired and want
E: Penny, Joe is on video chat from the UK. Hi, a hands-free device. In Brazil and the UK, for to make something quickly.
Joe. You look like you’re in great shape! example, you can speak on the phone while A: What’s it like?
J: I just wanted to say, I really like this show, driving if you use hands-free. D: It’s like spaghetti, but thicker, and it’s served
and I am in great shape. I’m very fit. But not P: Just remember, in the UK you shouldn’t in a bowl with a clear soup.
everyone has to go to the gym, you know. talk loudly on your mobile phone. It can be
E: So, how do you stay healthy, Joe? considered very rude! 9.9 page 80, exercise 4
J: Well, I just do what I like. I was a bit S: Really? It’s not rude where I’m from! Anyway,
overweight a few years ago, but then my wife I travel a lot and I never remember all the I = Interviewer, N = Nadia
and I tried ballroom dancing. We love it! We different laws in different countries … I: Nadia, tell us why you decided to open a
take classes twice a week and go out dancing P: I know what you mean! I was in Canada last café-restaurant with no prices.
every Saturday night. year on a cycling holiday and the police N: I opened this place to do something different.
E: That sounds like great exercise. stopped us. Apparently it’s not just the law to I considered various ideas, like having
J: It’s simply fun. The reason I don’t run or wear a helmet on a motorbike, you also have different types of food from around the
lift weights is that I work for a removals to wear a helmet on a normal bike! world, or having live music, but then I heard
company. I don’t need to lift weights. I lift S: Safety first. Talking of cycling, I heard that about a place in Sydney with an ‘honesty
furniture all day! But, I still get exercise. I just payment’ system – where customers decide
in California you mustn’t ride your bike in
never set foot in the gym! how much they want to pay, depending on
a swimming pool. I don’t know if it’s true
E: Removals? Oh, a moving company! I hear the quality of the food, the atmosphere and
though!
you loud and clear, Joe. the service. It seemed like a fantastic idea.
P: Did you read that on the Internet?
J: Time to get that big sofa up the three flights I: And what’s the reaction been? Are people
S: Something like that. Anyway, let me tell you
of stairs! See you! surprised by the ‘honesty payment’ system?
about something that surprised me about
E: Well, all right then. I wonder if more people N: Yes! At first, they’re a little confused because
France. Did you know that kids have to go to
think like Joe, who ... they don’t know how much money to leave.
school on Saturday mornings?
P: Ethan, I have someone here who also doesn’t But people really appreciate the honesty
go to the gym. P: No! That means such a short weekend,
system – you know, that we trust them to
L: That’s right! I don’t have to go to the gym I’d hate that! Kids should have fun at the
pay what they think is fair.
either! I’m a bicycle messenger. weekend.
I: Now, one thing I’ve noticed while I’ve been
P: Wow! So, what do you do? Do you work for a S: I agree. But, they don’t have to go to school
sitting here is how friendly everyone is.
company? on Wednesday afternoons, or wear a
N: Yes, that’s true. For our customers, it’s more
L: Yes and no. I have my own bicycle and I uniform, so that kind of makes up for it …
than just a place to get some food. Eating
carry packages and large documents all day. here is like having lunch at a friend’s house.
I work at a central dispatch place. Uh, so that UNIT It’s a real community and it’s easy to meet
means that they call me on my cell, tell me
9
new people.
about a job, and I ride and pick up whatever I I: And do you enjoy working here?
need to deliver. N: Yes, I love coming to work each and every
P: Do you enjoy it? day!
L: Yes. I love riding. But sometimes it’s pretty I: And, one question I really want to ask: Does
awful, you know, drivers don’t really like pages 76 and 77, exercises 3A
9.4 the honesty system actually work? Do you
cyclists because we move around them a lot. and 3B make enough money to survive?
P: It’s an interesting job. Have you ever been in N: Yes! People usually pay more here than in
A: Hi! I’m James from the podcast Foodtastic.
a race? a normal restaurant because they value the
Can I ask you a few questions?
L: Well, actually I race against a clock every day. service. Then on days when they can’t afford
B: Sure!
And I’ve got to go now so I can deliver my to pay a lot, they don’t feel bad about it.
A: What do you like to eat at the end of a long
package on time! I: Great, so, business is good?
day?
P: Cycle on! Bye! Back to you, Ethan! N: Yes, business is really good! In fact, we’re
B: This! It’s called poutine. It’s chips with cheese
E: It looks like there are many ways of keeping thinking about opening a second café in an
and meat sauce, a traditional takeaway food
fit. What about you? Do you go to the gym? old theatre across town.
How do you stay fit? I’m going to walk around in Quebec. I got it from the restaurant over
a bit. That’s all on today’s Learning Curve! there.
A: What’s it like? 9.13 page 82, exercises 2 and 3
B: Really tasty. It’s an amazing combination of
8.15 page 71, exercise 6A J = Jack, S = Simon, K = Kate
flavours. Would you like to try it? Learning
Curve
P = Presenter, S = Sandeep A: No thanks, I’ve already eaten! … Hi! Can I ask,
what do you like to eat at the end of a long J: Hello. Welcome to my favourite place –
P: So, we have cultural expert Sandeep with us
day? my restaurant. It’s called Goode Food and
today, talking about different laws and rules
C: Soup with meatballs – it’s a Mexican dish. I’m Jack Goode – my brother Lance and
around the world. Sandeep, over to you.
It’s quite simple to make, especially if you I own this place together – that’s why it’s
S: Well, I think you’ll be surprised by this one. In
already have the meatballs. called ‘Goode Food’, that’s Good with an
some places in India, people studying to be
A: What’s it like? ‘e’, G–O–O–D–E. It’s been a busy morning.
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But luckily, I have a very experienced and J: To be honest, I’d rather have the aubergine
reliable assistant chef working with me. Her too. So what about the courgette? Simon? UNIT
10
name is Karima and she is our ‘Employee You’re awfully quiet!
of the Month’! Karima is an excellent cook S: It has … too much … hot pepper!
and a great person. Today, she’s making her K: Here, eat more rice! Drink more water.
special Mediterranean aubergine! It’s grilled J: Sorry, Simon. Here, I suggest you try this
aubergine, er, eggplant. And first, Karima chicken dish. It isn’t spicy. It’s very mild curry.
10.7 page 86, exercises 3 and 4A
fries tomatoes, garlic, onion, peppers, and The courgette is medium.
mmm, some amazing herbs, in olive oil. S: Medium is ... Medium is hotter than you’d K = Kate, S = Simon
Then she puts the vegetables inside the think! Phew! I was wondering if we could Learning
Curve
aubergine and bakes it in the oven. The have dessert now. You did bring dessert,
didn’t you? K: Today on Learning Curve, we’re talking about
flavours are fantastic! I give it five stars. That
J: Dessert? Of course. Chocolate biscuits! But the people who help us in an emergency. In
means it’s absolutely the best! When I’m
after we finish rating the dishes. every country, it’s different. In the US when
not here, Karima manages the kitchen staff
we see a fire, want to report a crime or need
and Lance takes reservations and manages
9.14 page 83, exercises 5 and 6 urgent medical help, we call 911. That’s
the restaurant. This means I’m able to
our free emergency number and it works
spend time doing my other favourite thing:
J = Jack, K = Kate, S = Simon on any telephone, from anywhere in the
writing a food and restaurant blog. I’m not Learning
Curve United States. It takes you immediately to
just a chef, I’m also a food critic. I visit other
your local dispatcher – that’s the operator
restaurants, review their dishes and write for J: So, why don’t we each give the dish a on the phone, who connects you to the right
their online food and restaurant magazine. I number, er, out of five stars? Five is the emergency service.
also have a blog, that’s a page where I write maximum, and one star is the least. S: That’s right Kate, but there can be confusion
about food experiences, and video logs – K: Sounds great. about what works in other countries,
vlogs – where I show people how to cook J: So, what do you think of the courgette, Kate? especially if you’re a tourist. We call 999 or
my favourite recipes! OK. Time to go! I’m on K: I love it. Delicious. Four stars. 112 in the UK. Kate has more to tell us about
my way to pick up three different dishes from S: Come on! It was so hot! How can … that. Kate?
a new takeaway restaurant. Then, I’ll meet K: Only one star? Oh, come on, Simon. K: Right. So, what do you do when you’re a
Simon and Kate, and we’ll review them. Kate S: No, I meant wait a minute. tourist and need to report an emergency?
loves to try new dishes. Simon, well, he isn’t J: Well, now I know why Simon never eats hot American biologist Liz Francis went on
as adventurous in his food. So, I’ll make sure food. So, Kate and I both give it four stars. It’s vacation to a beach in Somerset, here in
to choose something for him that isn’t too delicious. Simon? the UK. She was taking photographs near
hot. S: Um, OK then. Two stars! It was tasty but also the ocean, when the water began to rise.
S: Here’s Jack now with the food! too spicy. Can’t we have ice cream? Have you She injured her foot and couldn’t get back
J: Hey! thought about having ice cream, because I up the cliffs to safety. And Ms Francis didn’t
K: Yum! have! In fact, I think I’d rather eat some right know who to call for help in the UK. So,
J: How are you? Here’s lunch. now! she dialed 911. The phone call went to the
S: Great! Ready to taste and review this food? K: That sounds awful. After spicy food? No! Not government office in Washington, DC, in
K: So, what’s in the bags? me. Jack, here’s my rating for the chicken the US. Because an emergency services
J: Well, I hope you’re hungry! I have three curry. I give it three stars! It was OK, but a dispatcher quickly called the police in the UK
different dishes, and rice, from the new little bit dry. and gave them the information on where she
takeaway place. J: I agree, but I say two stars because I thought was, the police were able to send rescuers to
K: Mmm. Smells delicious! it was very dry. help Ms Francis. It’s not easy to make a quick
J: Well, here’s the rice. Simon, would you like S: Come on. Can’t we have chocolate biscuits decision when you’re a witness to a robbery,
rather than talk about chicken? a mugging or other crimes. It is a scary and
to try some?
J: Er, why don’t we finish our lunch first? Simon, stressful situation. But, we all know that
S: Er, sure. What’s that? I’d prefer to try …
don’t you like the food? Try the aubergine calling the emergency medical services, the
K: Mmm, yeah, smells like ...
now. police or firefighters as quickly as possible
S: Some sort of vegetable. Shall we share
S: Woah! That’s so spicy as well. Too spicy for can save lives or stop crimes!
everything?
me. I want my money back.
J: Well, that’s for Kate and me. It’s aubergine in
J: Sorry, Simon, no refunds! What about the
red sauce. If I remember correctly, you don’t 10.8 page 87, exercises 6 and 7
chicken? Here. Simon, why are you holding
like aubergine, Simon.
up your finger? Do you have a question? K = Kate, S = Simon,
S: Well, I don’t mind it. But, how about that
S: No. One star. We’ll have to agree to disagree! Learning
R = Renaldo, M = Ming,
one? Curve
I give it one star! L = Lana, F = Fred
K: Oh. This looks like ... I’d say ... zucchini?
J: Courgette. Yes, we’re sharing that one too. K: What about you? Have you ever had an
S: Mmm, courgette. I’ll try that, courgette. experience with 911 or 999 or have you
J: Oh, no, no, don’t! It’s too spicy! heard any unusual stories about emergency
S: Water! services?
K: Simon, are you OK? Here, drink this. S: Thanks, Kate. Renaldo, a police officer from
J: What do you think, Kate? New York, wants to talk to us on video chat.
K: Mmm. I love eggplant. Amazing flavors.
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AUDIO SCRIPTS
R: Hello from New York City. I’m a police officer K: Incredible! Well, I think it’s very good luck P: OK, one more question. What would you do
and I spent some time as a patrol officer – for that man that you were there! Thanks for if your bank put £1,000 into your account by
uh, that means I was on the street, on foot. sharing that story. Bye, Lana! mistake?
I worked with a dog on the job, with the K-9 K: Hi. What’s your name? I see you’re carrying a A: I’d tell them. They would discover the mistake
Unit. His name is Athos. He retired last year. bike helmet and a water bottle. Do you have sooner or later, so I’d have to pay it back one
S: How did you and Athos learn to work a bicycle? day. Better to do the right thing immediately.
together? F: Well, I’m Fred. And, well, er, I had a very
R: Well, education and training are important. expensive bike until about fifteen minutes
So, I learned how to work with Athos around ago. UNIT
suspects. These dogs know when someone
is nervous or angry. And he helped me find
and arrest many burglars, thieves, and other
K: What do you mean? What happened?
F: A thief stole my bicycle.
K: Oh, no, that’s awful!
11
criminals, you name it. Police dogs are very F: Yeah, well, you see, I … I usually lock my bike
intelligent. When Athos smelled danger, he around the corner. And, er, well, apparently 11.8 page 99, exercises 8A and 8B
barked at me, and I knew what he meant. that didn’t work and I’ve just been to the
police station to report the theft. P = Presenter, E = Elisa
S: He talked?
R: Well, OK, I’ll just say that he knows how to K: Oh my gosh! Do you think the police will find P: So, Elisa, you’re a survival expert, what do
communicate better than some people! it? you think about Ann’s story?
S: Thank you for calling in, officer. While Kate F: No. I really don’t have any hope that they’ll E: She’s very lucky to be alive! To be honest,
goes to another location in London, I’m find it, but I went to the station anyway. I it’s a miracle she survived. But she used
going to step outside and talk to people on don’t think I can take a thief to court for some very important survival techniques,
the street! stealing my bike. like making sure she drank enough water,
S: I’m here with Ming. K: Well, were there any witnesses? leaving the ‘help’ sign, and starting fires
M: Hello. I just want to say something about the F: I don’t know. It was there, near the park to keep warm. In fact, Ann wouldn’t have
emergency workers in London, especially entrance. Imagine my disappointment when survived if she hadn’t known how to start a
the firefighters. They’re a great organization. I came back after getting lunch at that café fire.
S: Why do you say that? over there to find it gone. P: Have other people survived similar
M: I own a restaurant here in Chinatown. Last K: I’m sorry to hear that. Um, how did the thief situations?
month, I locked up at night to go home. I was unlock the bike? I mean, did the thief take the E: They have, yes, and some have survived
walking down the street when I saw a fire lock too? worse situations. A woman called Victoria
F: Oh, yes. I put the lock around the bicycle Grover survived three nights in the desert in
engine coming down the street. It stopped
wheel and apparently, it’s still on it. Utah with a broken leg. She was hiking alone
at my restaurant, so I ran back. Fortunately,
K: Uh oh. Um, Fred, can you stay and talk to me in the desert when she fell and broke it. She
someone had heard the smoke alarm and
for a minute? I think I know someone who tied a walking stick to her leg, but even then
called 999. The firefighters were there in two
may be able to help you with this. Come with she had difficulty walking.
minutes! They saved my restaurant.
me. Back to you, Simon! P: That sounds very frightening! What did she
S: That’s wonderful.
S: That’s all the time we have today. We’d like do?
M: That’s all I wanted to say. And next time you
to thank all the dedicated men and women E: Well, she stayed awake all night and slept
see a firefighter, say thank you!
around the world who work in emergency during the day. That was such a good
S: I will. Kate’s near the park. Kate?
services and help keep us safe every day! decision. Victoria might have died if she had
K: Hello, I’m Kate from Learning Curve. I’m
Have you ever had a dangerous experience? slept at night as it was so cold.
asking about people’s experiences with
Have you ever phoned 999 or 911? What’s P: Do you have any advice for our listeners
emergency services. Have you ever needed
the emergency number in your country? Let about what they should do if they ever find
to call 999?
us know! See you next time! themselves in a similar situation?
L: Hi, I’m Lana! Well, to my amazement, yes! I
E: Yes. First of all, if you’re travelling or walking
just helped save a life!
10.12 page 89, exercise 6A alone, always tell someone where you’re
K: Really? You saved a life? What happened?
going. The rescue team would have found
L: Well, I was walking down the street with the P = Pete, A = Ana Victoria sooner if she’d told someone about
post when I saw a man on a bicycle fall over her plans. Secondly, if you’re driving, make
P: So, let’s see how honest you are, then. If an
and hit his head while he was crossing the sure you have enough petrol. If Ann had had
assistant in a small shop gave you too much
street! enough petrol in her car, she wouldn’t have
change, what would you do?
K: Oh, no! What did you do? had a problem in the first place. Thirdly, be
A: In a small, independent local shop?
L: I went into the road immediately, put my very careful if you’re driving or walking in the
P: Yes.
hand up like this, and stopped the traffic. wild, or any place where there’s no mobile
A: Well, if he gave me too much change, I’d tell
Then I called 999 and the ambulance phone signal. If they’d had a signal on their
him.
showed up in five minutes! phones, both Ann and Victoria could have
P: Why?
K: Oh, I’m sure he was glad that you were there! called for help.
A: Because small local shops can’t afford to
L: I know! The man was riding the bike without lose money. P: What about taking extra clothes and food
a helmet on! He went the wrong way down P: OK, so would you tell the assistant in a with you? Is that a good idea?
the street with the traffic coming towards supermarket if he gave you too much E: Definitely. If Victoria had taken some warmer
him and when he tried to go faster, he fell change? clothes and food with her, she wouldn’t have
and hit his head! Good thing I was there. His A: Mmm, maybe not. They make plenty of been so cold and hungry. But she did have
bicycle had a lock around the front wheel. So money … if they gave me too much change some good survival skills. We’ve already
strange! The bike was in an awful condition in a supermarket, I might keep it. mentioned sleeping during the day, but also,
after he fell.
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AUDIO SCRIPTS
if she hadn’t tied a walking stick to her leg, me. So, how did I reach my decision? It was a J: More? Simon, you love the southeast
she might have damaged her leg more. bit unusual. It all started two weeks ago … because you’re from Eastbourne!
P: And what about when you’re driving? If your J: Kate! How’s it going? K: Oh, yeah, that’s right. And I haven’t been
car breaks down, you should stay with it, K: Hey. there, yet.
shouldn’t you? J: Glad we could meet for dinner. I haven’t S: Right. I’ll admit it. I love my part of England.
E: Yes, that’s a very important piece of advice eaten yet. But it really is beautiful.
for drivers: never leave your car because out K: Oh, that’s great. Thanks. K: So now, I have a dilemma! Northwest, or
in the open, a car is much more visible than J: So, I made pasta with tomatoes and herbs. southeast? I can’t decide!
a person. Plus, Ann wouldn’t have got lost if Tonight’s special. You really should try it. S: You should flip a coin. Yeah, that’s what you
she’d stayed near her car. K: Sounds wonderful. should do. Toss a coin to decide where to go.
P: Thanks for that, Elisa. Now onto … S: Terrible weather, isn’t it? Oh, a pasta dish? Heads, Scotland. Tails, you go to Dover.
Mmm. J: No, no! No tossing coins at the dinner table.
11.9 page 100, exercises 2 and 3 J: Yes, it is. And this is tonight’s special! It’s ... K: Oh my gosh. You two are so funny!
S: Just in case! J: Simon, are you really going to …
K = Kate, J = Jack, S = Simon J: Not too spicy! S: Toss a coin? Yes!
Learning
Curve S: So, Kate. You have a week. I’d recommend J: Fine. Heads is northwest. Tails is, you know,
staying here in London and seeing places southeast coast!
K: People think I’m an adventurous person. I
you’ve never seen! K: Well? And that’s how I decided where to
suppose it’s true. I mean, I’ve tried almost
K: Well, that sounds good, but I don’t have go for my vacation! My train to Glasgow
every extreme sport. From parachuting and
much money. I’m on a budget. leaves in an hour. See? There’s no escape
skydiving, to parasailing and scuba diving.
S: OK. Well, a staycation is cheap! from the weather. It’s another rainy day in
But I’ve also been all over the world during
K: But, I’m thinking about hiking in the great London. Now, where on earth did I leave my
the most extreme weather. Look at this. This
outdoors. The Trossach Mountains in umbrella?
was taken in Naples, Italy a few years ago,
Scotland, or …
in a hailstorm! If we’d expected the weather
J: Oh, brilliant! I love Scotland. My grandmother
to be that bad, we wouldn’t have been UNIT
lives in Glasgow. You should go there.
12
standing outside. Before we knew it, we
S: If I were you, I wouldn’t. It’s too rainy!
were hit by hailstones. It was a furious storm
J: Oh, you mean like the weather is right now?
from above! OK, check this one out. I was
No, it really isn’t that bad. It’s beautiful and
in Hawaii, not on vacation, or, uh, holiday.
Kate loves nature. It’s perfect for you, Kate.
It was for my job. I used to be a writer for
I’d go if I were you. 12.2 page 102, exercises 3A and 3B
a travel magazine. Anyway, while I was on
K: Simon, do you really mind the rain that
the island there was a little earthquake. P = Paul, L = Lia
much?
Scary! But, everyone was more worried
J: Oh, what? You don’t have your wellies on P: Have you seen Carl’s post about his top five
about the volcano! Fortunately, there was
your feet! You’re all wet, aren’t you? Did you destinations?
no eruption. Now, earthquakes? I’m used
fall? L: Yes! I’m reading his blog right now.
to those, because I’m from Los Angeles
S: Ha, ha. No, I didn’t fall. As I was saying, a little P: So am I! Number one’s a great one – trekking
and I’ve experienced earth movements,
rain is fine. But not all day long, or all week in the Costa Rican rainforest.
or tremors, as they call them, since I was a
long. L: Costa Rica – wow, that would be amazing. I
child. When I was growing up, I lived near
S/K: Mm, good! love trekking.
the Sierra Nevada Mountains and I hiked all
J: Oh, well, it isn’t like that in Scotland. It’s on P: So do I. Exploring places on foot, getting
the time. Here I am on a cliff in California. I
and off in the spring, it doesn’t rain all the close to all the wildlife. Brilliant.
really like nature, but of course, sometimes,
time. You should visit Scotland, Kate. I know L: Number two would be on my list, too.
the weather is extraordinary. Here’s a photo
how much you love hiking! P: Oh, yes. I’ve always wanted to see the
that a friend sent to me. Look. During my first
K: Absolutely! I’d much rather be in the great Northern Lights.
trip to New York City – almost ten years ago
outdoors when I’m on vacation than in a city. L: So have I, ever since I saw a documentary
– there was a hurricane! It was really awful.
S: Perhaps you could see the south coast of about winter in Canada. But I don’t think you
When it began, I was outside and I didn’t
England? can see the lights in the summer, and it gets
have the right clothes. No umbrella, nothing.
I was so wet and miserable and exhausted. freezing there in the winter.
I wasn’t prepared, but I learned from that 11.10 page 101, exercises 6 and 7 P: I don’t like the cold much …
experience. So, I don’t think a little rain on L: Neither do I. But I’m sure it would be worth it.
S = Simon, K = Kate, J = Jack P: And how about the road trip in the USA along
my vacation in Scotland will be that bad. I Learning
have my rain gear! Anyway, I have a week Curve Route 66?
of vacation from Learning Curve, starting S: Dover’s just a few hours from here. Rent a car L: I’m not sure about that one. I don’t really like
tomorrow! I’ve never been to the south and drive there. It’s a town, but it’s quite big, long car journeys.
coast of England, near Dover, or up north, and one of the best places to visit in England. P: I do. I love driving and road trips are so
to Scotland. I’ve always wanted to hike in the You can see the white cliffs and the coast of much fun! Plus you see all these highways in
Trossach Mountains in Scotland, but also to France! It’s amazing! American films. It would be amazing to see
see the south coast. The Trossach Mountains K: So, what you’re really saying is that I should them for real.
are one of the most popular places for hiking take a vacation in the southeast of England L: OK, number four – scuba diving in the
in the country. At first, I wasn’t sure where instead of going to Scotland. Galapagos Islands. Apparently it’s a beautiful
I should spend my vacation in the UK, but S: Right! There’s so much to see here. place ...
Simon and Jack both had some advice for P: I’d love to swim with sharks.
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AUDIO SCRIPTS
L: I wouldn’t. I’m terrified of sharks! A: Yes, they sure are. But, now I’m leaving the
12.8 page 105, exercises 5 and 6
P: OK, last one, number five – the Shuttle airport to catch a bus to a little city north
Launch Experience at the Kennedy Space E = Ethan, P = Penny, of here. I don’t like flying in small planes!
Centre. That might be interesting, finding out Learning Sometimes I just enjoy a nice bus ride. But,
Curve H = Hanna, M = Monroe,
about space travel. A = Anoush don’t tell anyone!
L: I’m not sure about the Shuttle Launch P: Well, your secret is safe with me.
E: Penny has gone to the airport to talk to
experience. I wouldn’t like to float like an A: Bye bye!
people about traveling. Penny?
astronaut. P: Back to you, Ethan!
P: Hi. I’m Penny from Learning Curve. Are you
P: Neither would I. I think I might feel sick. E: Well, we hope you enjoyed today’s Learning
flying today?
Curve. I think I like the idea of slow travel. Of
H: I hope so. I just took a train to New York from
12.6 page 104, exercises 3A and 3B course, it’s hard to walk slowly in New York
Chicago. And in a few hours, I’m flying to
City! How do you feel about flying? See you
Florida for the warmer weather!
E = Ethan, P = Penny next time and safe travels!
Learning P: A train all the way from Chicago? Don’t
Curve
people here call that the ‘Windy City’?
E: Hello and welcome to Learning Curve. Today H: Yes. But today it’s more like the snowy city!
we’re talking about how it feels to fly in an My flight to New York was canceled yesterday
airplane. because of snow, so I took an overnight train.
P: Do you mean to fly or to be the person who P: Wait. Did you say overnight, on a train?
flies it? H: Yes. But it was the only way I could catch my
E: Maybe both! flight today! You know, when the weather
P: I love flying. It’s exciting. But I also get a little is bad, flights get canceled. We sat on the
nervous when I’m about to fly. runway for 45 minutes before we came back
E: So do I, Penny. And that’s very common. to the gate. Well, now I have another flight to
Most people feel a bit nervous before they catch! See you!
fly. Some studies have shown that up to 40% P: Excuse me! Where are you going today?
of people have some nervousness about M: Back home to Cape Town. I’m Canadian, but
flying. And it makes sense. Humans have only I live in South Africa.
been able to fly for a little over a hundred P: Wow! That’s a long flight!
years, and commercial airplane travel didn’t M: Yeah, it sure is, twenty hours! And I have to
take off until the 1930s. change my boarding pass somehow.
P: You said take off! P: Why?
E: Yes. I did. It means ‘become popular’. And it M: I have a center seat. So I’m going to be
was sort of a play on words. stuck between two people for twenty hours!
P: I know that. But do our viewers know that? Unable to move! I really need to change to
E: They do now! Anyway, only 6.5% of people an aisle seat. Uh, when I booked the flight I
have a real fear of flying. This is a condition didn’t even think about it.
where they may feel sick, or panic. Some P: So, you don’t like the window seat?
feel so afraid they cannot get on a plane. M: Not really.
In recent years, airports have been finding P: Can you get some sleep on the plane?
ways to help people with their fear of flying. M: Mm, never, I never sleep. I’m writing a book,
People can actually take classes at airports. so I’ll get a lot of work done.
One of the things they do in these classes is P: What’s the book about?
practice all the things you do before actually M: The science of sleep. Don’t laugh.
flying. They check their bags or luggage, P: I can’t help it. Now good luck. Get that
go through security and sit in the waiting aisle seat. Off you go! Hi. May I ask, are you
area. They even check their passports. Then arriving or departing today?
they get on a plane. The plane doesn’t A: Arriving. It’s always strange being a
take off, but they stay in the airplane to get passenger.
comfortable with it. In another session, they P: Strange?
may turn on the engines, but still not take off. A: Yes. I’m a pilot, you see. Captain Anoush,
Finally, they take a short flight. Some of these here’s my hat!
classes report that they have helped 90% of P: Oh! Do you relax when you’re a passenger?
people who attended go on plane trips. But A: Well, not really. I notice everything. Is
there are still a lot of people who just don’t everyone calm and relaxed? Uh, do they
like flying, for various reasons. Lately there listen to the safety instructions? Of course,
has been a movement toward something very few people do, but I do. Just to be
called ‘slow travel’. Slow travelers believe in polite.
traveling shorter distances by train, bus, car, P: That sounds a bit stressful!
or on foot and spending more time in one A: True. But I can’t stop being a pilot. On the
place. They stay longer so they can explore positive side, I always pay attention to the
the area. Of course, slow travel is still a new flight attendants. They are usually so nice
idea. Speaking of slow, does this video seem and helpful to people.
slow? Hmm. P: They are very patient, aren’t they?
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WORKBOOK ANSWER KEY
LESSON 1A LESSON 1C REVIEW and PRACTICE 1
1 1 LISTENING
1 He’s coming A 1 Did 5 Have 9 Who 1
2 It feels S 2 How long 6 Why 10 Do 1 write more letters
3 agrees S 3 What 7 Does 2 feel less stressed
4 do they go A 4 Is 8 Were
5 Are you having A
6 doesn’t understand S 2 2
7 is working A 1 b 3 b 5 c
1 Where does she keep 2 c 4 a 6 b
8 belongs S 2 What did he give
3 Can Henry play READING
2 4 Have you seen
1 exist 5 Did you enjoy 1
2 are having/’re having 6 Who opened 1 c
3 go 7 When did you meet
4 are, thinking 8 Why was Paul shouting 2
5 hates 9 How long did it take 1 T 4 F 7 T 10 T
6 thinks 10 What/Who was making/made 2 T 5 DS 8 F
7 Do, have 3 F 6 T 9 DS
8 are making 3
1 speak 5 say 9 say 3
3 2 say 6 tell 10 say Pretend you’re going to tell someone else
1 h 3 a 5 g 7 e 3 tell 7 speak/talk 11 tell I didn’t tell my housemate Taylor
2 f 4 b 6 c 8 d 4 speak/talk 8 tell 12 say I did tell her yesterday
I could probably still tell you the details
4 4 I’m not telling anyone your secrets
When a friend tells us a story about … we
1 gets 6 checks 1 told 6 spoke want to tell them about a similar thing that
2 reply 7 shares 2 said 7 told happened to us.
3 speak 8 comments 3 said 8 spoke
4 phone 9 access 4 spoke 9 said
5 touch 10 give 5 told 10 said LESSON 2A
5 5 1
Audio script 1 U 3 D 5 U 7 D 1 a 3 a 5 c 7 b
1 Flora and James are having a party. 2 U 4 D 6 D 8 U 2 c 4 a 6 a 8 c
2 Does Karl play the piano? Audio script
3 Maria isn’t feeling very well today. 1 Do you like cheese? 2
4 Sasha and Lucia don’t want to play 2 Is Gavin coming to the meeting? 1 Paul was living in Rome when we met.
tennis. 3 How many brothers and sisters do you 2 She didn’t/did not know that I had
5 Fatima is studying Physics at university. have? guessed the truth.
6 Brett and Owen aren’t staying in the 4 Why is it so dark in here? 3 When Colette showed Ben the
same hotel. 5 Is this your jacket? photograph he was amazed.
7 Ben doesn't have a ticket for the show. 6 Where do you come from? 4 Georgia was eating dinner when Lucy
8 Gavin’s parents are in Italy. 7 Which colour do you prefer? arrived.
8 Can you ride a horse? 5 We got there at seven but the others
had already gone.
LESSON 1B
6 They had taken all their furniture so the
LESSON 1D room looked very empty.
1 7 While Toby was driving to York he had
1 a 1&2 an accident.
1 S 5 A 8 A
2 2 S 6 A 10 E
3
4 S 7 A 12 E 1 e 3 b 5 h 7 g
1 C 2 D 3 A 4 B
2 a 4 d 6 c 8 f
3 3
1 j, e
4
1 T 3 T 5 D 7 D
2 h, b 1 amusing 6 amazing
2 D 4 F 6 F 8 T
3 f, i 2 depressed 7 fascinated
4 c, g 3 terrifying 8 annoying
5 d, a 4 shocked 9 embarrassing
5 disappointed 10 excited
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WORKBOOK ANSWER KEY
5 2 READING
1 ’d 3 - 5 ’d 1 used to go
2 ’d 4 - 6 - 2 Did, use to be 1 c
Audio script 3 met
1 I’d asked Paul to order a taxi. 4 didn’t use to have 2
2 They’d cooked us a wonderful meal. 5 didn’t use to like 1 T 4 F 7 T
3 She thought he was a very interesting 6 used to help 2 DS 5 T 8 F
man. 7 watched 3 T 6 DS 9 T
4 We worked together in the past. 8 Did, use to let
5 Unfortunately he’d heard every word. 9 used to babysit 3
6 He tried to give us some advice. 10 didn’t use to take
exciting, amazed, astonishing, excited,
disappointing, depressed
3
LESSON 2B
1 used to live
LESSON 3A
2 used to share
1 b 3 don’t usually live
4 used to say 1
2 5 usually prefer 1 I’ll ask 5 Are they going to
6 Did you use to share 2 Shall we go 6 I’ll help
1 T 3 F 5 T 7 F
7 used to get 3 are you doing 7 is coming
2 F 4 F 6 T 8 T
8 used to fall 4 I’m going to 8 Shall I
3 9 didn’t use to talk
1 make, difference 5 gives, confidence

10 didn’t use to mind 2
1 Are you visiting/Are you going to visit
2 brings, good luck 6 helped, win 4 2 ’re not going to travel/aren’t going
3 helped, pass 7 stop, nervous
4 make, luckier Audio script to travel/are not going to travel/’re
not travelling/aren’t travelling/are not
1 I used to love her visits.
travelling
4 2 Did Roddy use to play with you?
3 will/’ll lend
1 I’m taking my driving test this_ 3 We didn’t use to watch TV.
4 Shall we go
afternoon. 4 Did Katie use to help you?
5 will/’ll book
2 And you think that thing’s going to 5 Megan didn’t use to come with us.
6 will/’ll do
make_a difference? 6 The teachers used to shout a lot.
7 Shall I cook
3 I know you like making fun_of me. 7 Zoe used to play the piano.
8 am going to meet/’m going to meet/'m
4 It’s_already helped me pass my English_ 8 Lucas didn’t use to ride a bike.
meeting/am meeting
exam. 9 Did your teacher often use to be late?
9 are/’re going to play
5 My brother_always_eats what he calls 10 Maria didn’t use to like swimming.
10 will not make/won’t make
his ‘lucky banana’.
6 Sportspeople seem to do that sort_of
thing_a lot.
LESSON 2D 3
7 Does she wash them_after_each game? 1 confident 4 easy-going
8 It’s clearly not just me who has these 1 c 2 insensitive 5 unsociable
strange_ideas. 3 disorganized 6 impatient
5 2 4
1 g 3 f 5 a
1 catch 4 broke 7 hurry 1 unkind 5 sensible
2 c 4 d
2 set 5 ended 8 tried 2 helpful 6 dishonest
3 going 6 pay 3 3 unreliable
4 anxious
7 impolite
8 friendly
1 before 5 before
LESSON 2C 2 As soon as 6 until 5
3 after 7 as soon as
1, 3, 4, 6
1 4 after 8 until
Audio script
1 used to 6 use to
1 Are you gonna buy Hamish a present?
2 use to 7 use to REVIEW and PRACTICE 2
2 Alice is going to Paris next week.
3 usually 8 use to
3 I think my mum’s gonna be really angry.
4 usually 9 usually LISTENING 4 I’m gonna ask my teacher to explain.
5 used to 10 used to
1 b 5 Is Tom going to the concert with you?
6 Are we gonna have dinner now?
2
1 b 3 b 5 c
2 a 4 a 6 c
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WORKBOOK ANSWER KEY
LESSON 3B LESSON 3D 4
1 centre 4 jam 7 night
1 1 2 cycle
3 public
5 shopping
6 life
8 centre
1 C 3 D 5 B 1 T 3 F 5 T
2 A 4 E 2 T 4 F 6 F 5
2 2 Audio script
1 a 3 b 5 b 1 b 3 b 5 c 1 The children made lots of noise.
2 a 4 c 2 c 4 a 6 a 2 Are there enough sandwiches?
3 We don’t have any towels.
3 3 4 She gave me too much rice.
5 Make sure there’s plenty of water.
1 That’s why 4 since 1 news, Congratulations
6 Let’s pick a few strawberries.
2 as 5 as 2 sorry, pity
3 so 6 so 3 news, relief
4 Guess, thrilled LESSON 4B
5 afraid, terrible
LESSON 3C
1
1 1 b 3 b 5 c
2 a 4 c 6 a
1 c 3 d 5 c 7 b
LISTENING
2 b 4 a 6 d 8 a
1 2
2 a 4 c 1 e 3
1 share 3 cheaper 5 fun
2 alone 4 boring
2 , who’s very adventurous, b 5 d 6 f 2
3 whose dog has run away
4 where Rupert 2 3
5 who comes to cut the grass 1 When do you plan to leave_Venice?
1 best friends 6 the kitchen
6 , which is 2 I have to take_Katie to the station.
2 colleagues 7 embarrassed
7 you told me 3 Dan’s mum_made him stay in.
3 in common 8 upset
4 Polly told me she’d_done yoga before.
4 unfriendly 9 apologized
3 5 very friendly, 10 New Zealand
5 Where did you buy_your jacket?
6 I tried_to fix_Sue’s broken laptop.
1 F 4 T 7 F 10 T sociable
7 I hope Lara won’t feel_lonely.
2 T 5 T 8 T
READING 8 Morgan cooked some really nice_soup.
3 T 6 F 9 F
4 1 4
a 2 b 5 c 1 d 4 e 3 1 a known b know
1 colleagues 7 common
2 a had b have
2 best
3 know
8 argue
9 make
2 3 a lost b lose
3, 5, 7 4 a met b meet
4 get 10 parents
5 a caught b catches
5 introduced 11 relatives
6 a keeps b kept
6 partner 12 together LESSON 4A
7 a missed b miss
8 a take b took
5 1
Audio script 1 a 3 c 5 a 7 c LESSON 4C
1 We often eat paella, which is a Spanish 2 b 4 b 6 c 8 b
dish.
2 Is that the man who lives next door to 2 1
Sam? 1 by far the best 5 less difficult
1 is not/isn’t big enough
3 My colleagues, who are really friendly, 2 one of the best 6 the best of
2 have plenty of bedrooms
organized a birthday party for me. 3 the most difficult 7 the least difficult
3 costs too much money
4 I get on well with my brother, who is 4 as difficult as 8 as good as
two years older than me. 4 are not/aren’t many shops
5 Lots of people want
5 The town where I grew up is very small.
6 wait a few minutes 2
6 This necklace, which belonged to my
grandmother, is my favourite. 7 are not/aren’t any/enough eggs 1 easier than
2 further
3 3 the hottest
1 c 4 d 4 as late
2 e 5 f 5 the most beautiful
3 a 6 b 6 angrier
7 the least expensive
8 worse
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3 2 3
1 spacious 5 tiny 1 Can’t wait to come and see you. 1 cash 4 loan 7 mortgage
2 old-fashioned 6 cosy 2 Anyway, must go now … 2 wealthy 5 broke 8 note
3 convenient 7 basic 3 Sorry for not writing sooner. 3 coin 6 tax
4 huge 8 dark 4 Fantastic news about your new job in
Berlin! 4
4 5 Not sure if I’ll buy a season ticket next 1 lent 4 borrowed 7 paid
year.
1 top 6 town 2 took 5 paid
6 Great to hear from you!
2 basement 7 balcony 3 paid 6 paid
3 suburbs 8 terrace
4 village 9 block
3 5
5 ground 10 countryside (Most likely answers – other possible
answers in brackets) Audio script
5 1 Anyway, (By the way,) 1 If John and I go out, it’s usually to the
theatre.
2 Talking of …
1 ✗ ✓ ✓ 3 ✓ ✓ ✓ 5 ✓ ✓ ✓ 3 By the way, (Anyway,) 2 We’ll be late if you don’t hurry.
2 ✗ ✓ ✗ 4 ✓ ✓ ✗ 6 ✗ ✓ ✓ 4 By the way, 3 I won’t go to the show unless Kate
Audio script 5 Talking of … wants to.
1 My sister isn’t as tall as me. 6 So, (Anyway, / By the way,) 4 If it’s too warm, I’ll open the window.
2 Dan is by far the best tennis player I 5 Molly gets angry if we tease her.
know. 6 I’ll talk to Dan if I see him.
3 It’s a bit cooler today than yesterday.
4 Gabi is better than me at ballet. LESSON 5B
5 I’d like to get a bigger apartment. LISTENING
6 This is the longest of all the books. 1 1
a 2 c 3 e 4
LESSON 4D 1 F 2 T 3 F
b 1 d 5
2 2
1 1 C 4 J 7 T 10 J
Hey Gabe 1 b 3 c 5 c
2 N 5 N 8 C
Great to hear from you! Sorry for not 2 a 4 c 6 b
3 J 6 J 9 J
writing sooner. / Fantastic news about
your new job in Berlin! I hope you’re READING
enjoying it. I hear the nightlife is really 3
good there. Can’t wait to come and see 1 c 1 just d 3 even e 5 just b
you. Do you have your own apartment? / 2 even f 4 even a 6 just c
Anyway, everything’s fine here except 2
that my sister crashed her car last
1 T 3 T 5 DS 7 DS LESSON 5C
week! Luckily, nobody was hurt, but
the car’s in a terrible state. It’s going to
2 F 4 T 6 F 8 T
cost her a fortune to repair it. So she’s
cycling everywhere at the moment and 2 1
complaining about it all the time! / Talking 1 sports centre 4 traffic jam 1 d 3 f 5 c
of cycling, did I tell you that Kenny and I 2 shopping mall 5 art gallery 2 a 4 b 6 e
are planning to take our bikes to Italy this 3 public transport 6 nightclub
summer? There’s a great route through 2
the mountains that we want to try. Not
1 going to be
sure if Kenny can cycle up a mountain, LESSON 5A
though. ;-) He hasn’t trained much
2 will not/won’t have/might not have/are
not/aren’t going to have
recently because he’s got a new girlfriend
and he’s spending all of his time with her. 1 3 will write
You could come with us, too, if you’re 1 pay 5 works 4 going to send
free – you’re much fitter than Kenny, after 2 work 6 won’t pay 5 will not/won’t be
all! / By the way, did you hear that Oxford 3 pays 7 don’t work 6 will be
United have gone down to League 2? Not 4 won’t work 8 will pay 7 will be
sure if I’ll buy a season ticket next year. It’s 8 might be/will be
hard to support a team that loses all the
time. / Anyway, must go now – have to be 2 9 will enjoy
1 will not/won’t call you again today
at work early tomorrow so I need an early
night. Let me know what you think about unless you want
3
the Italy trip. 2 do not/don’t have a raincoat, I will/I’ll 1 in stock 5 sold out
All the best, lend 2 sales assistant 6 In-store
Owen 3 try to speak to him, he usually goes 3 value for money 7 checkout
4 will get cold if you don’t wear 4 special offer
5 will/’ll be really angry when he finds out
6 will not/won’t let me go out until I tidy
369
642323_P366_376_AK.indd 369 02/08/2017 12:53

WORKBOOK ANSWER KEY
4 2 4
1 browse 5 basket 1 worked 1 employee 5 Permanent
2 order 6 product 2 have been 2 covering 6 rewarding
3 return 7 delivery 3 started 3 responsible 7 unemployed
4 items 4 have not/haven’t been 4 conditions 8 varied
5 have/’ve decided
5 6 have not/haven’t seen
LESSON 6C
7 got
Audio script 8 have/’ve never been
1 She probably won’t answer. 1
2 The weather will probably get better. 3 1 a 3 b 5 a 7 b
3 You’ll definitely pass your exams.
1 d 3 a 5 b 7 f 2 a 4 b 6 a 8 b
4 Becky is probably going to come later.
5 Dad definitely won’t be happy. 2 g 4 e 6 h 8 c
6 It’s definitely not going to snow.
2
4 1 have not/haven’t been learning
1 promotion 4 resign 2 have/’ve been playing
LESSON 5D 3 have/’ve been practising
2 fired 5 internship
3 qualification(s) 6 look 4 have/’ve had
1 5 have/’ve been going
1 fit, baggy 5 exchange 5 6 have/’ve known
2 size 6 return 7 have/’ve been meaning
1 ’ve asked 4 asked
3 refund 7 torn 2 moved 5 ’s moved
4 receipt 8 want 3 ’ve bought 6 bought
3
1 F 4 F 7 T 10 F
Audio script
2 1 I’ve asked Ethan to come to the
2 T 5 T 8 T
1 c 2 b 3 e 4 d 5 a 3 F 6 F 9 F
meeting.
2 David moved to Scotland last year.
3 3 They’ve bought a horse.
4
1 Could 5 broken 4 I asked my friend to help me. 1 strict 6 nursery school
2 return 6 like 5 Did you know that Scott’s moved to 2 lecturer 7 private school
3 work 7 possible London? 3 boarding school 8 good mark
4 wrong 6 They bought a new car. 4 degree 9 failed
5 revise 10 exam results
LESSON 6B
REVIEW and PRACTICE 5 5
LISTENING 1 Audio script
1 She hasn’t been married for long.
1 1 e
2 i
4 d
5 a
7 c
8 j
10 f
2 I’ve been hoping to meet her.
a, c, e 3 The children have been playing.
3 b 6 h 9 g
4 Have you been talking to Luca?
2 2 5 Veronica’s been complaining again.
1 gas bill 5 to eat 6 Kyle’s been having problems at work.
1 careers adviser 6 bike
2 coffee 6 wealthy
2 Peter 7 internship,
3 university 7 write to engineering LESSON 6D
3 hates
4 lent 8 loan 8 electrical
4 career
READING 5 £500,000 9 much 1
10 perfect 1 for 4 as 7 for 1 0 for
1 b 2 in 5 about 8 for 11 to
3 3 in 6 in 9 for
2 1 Going to one of the top universities will
1 a 3 b 5 a help you get a well-paid job. 2
2 b 4 c 6 c 2 University isn’t necessarily the best 1, 5, 6, 7, 8. 9, 11
choice for everyone.
3 It’s a good idea to get some work
LESSON 6A experience before you decide on a
3
course. (suggested answers)
4 Will wants to work as a science teacher. 1 Please find attached my CV.
1 5 You will need to get some more 2 I am currently studying Japanese.
1 has been 5 lived qualifications. 3 I enjoyed my holiday job very much.
2 Have you done 6 went 6 Some supermarkets offer training 4 I am an energetic person and I work
3 hasn’t been 7 Did you do courses for future managers. well as part of a team.
4 have lived 8 didn’t go 5 Yours sincerely
370
642323_P366_376_AK.indd 370 02/08/2017 12:53

WORKBOOK ANSWER KEY

Audio script 4
1 Both films had been dubbed into Italian.
2 The film was watched by 9.2 million 1 series 5 talent show
LISTENING viewers. 2 hit 6 reality show
3 Which actor was chosen to play the 3 on tour 7 soap opera
1 part? 4 live 8 adverts
a, c, d, e, g, h, i 4 Her lines were spoken by a different
person. 5
2 5 The film won three Oscars.
Audio script
1 b 3 c 5 b 6 The plot is about a lost astronaut.
1 I’d love to be able to play the guitar.
2 a 4 b 6 c
2 The music was so loud, I couldn’t hear
LESSON 7B Diego.
READING
3 I won’t be able to join you this year.
1 c 1 4 Luckily, I was able to take some time off.
5 She could play three instruments by the
1 b 3 c 5 c
2 2 c 4 b
time she was ten.
6 We couldn’t contact her yesterday.
1, 2, 5, 7, 8
2
3 1 joined together
LESSON 7D
1 made redundant 4 training course 2 changes gradually
2 get a promotion 5 get experience 3 spend a lot of time doing or 1
3 exam results 6 degree experiencing it 1 on
4 real 2 going, straight, museum
LESSON 7A 5 do not manage to achieve it 3 turn, left
6 humorous version 4 up, past, left
5 other, side
1 3 6 Follow
1 b 3 b 5 b 7 c 1 - 3 - 5 b 7 - 7 right, onto
2 a 4 c 6 c 8 c 2 a 4 c 6 e 8 d 8 take, first, left
9 next, to
2
LESSON 7C
1 is being decorated 2
2 was invented a 2 c 8 e 1 g 5
3 are rung 1 b 4 d 6 f 3 h 7
4 has been advised 1 She’d like to be able to paint.
5 were being announced 2 He’s never been able to swim. 3
6 will be filmed 3 I’ll be able to call you later. 1 Could you tell me where the bank is?
7 must be punished 4 Are you able to meet us tonight? 2 Do you know where the bus station is?
5 They weren’t able to see the film. 3 Do you know if there is a pharmacy near
3 6 He loves being able to ride a motorbike. here?
1 set 6 plot 7 We won’t be able to visit the museum. 4 Could you tell me what the name of this
2 sequel 7 horror 8 I haven’t been able to buy a ticket. street is?
3 subtitles 8 script 5 Could you tell me which road the
4 dubbed 9 played 2 museum is on?
5 cast 10 soundtrack 1 won’t/will not be able to/can't 6 Do you know if this bus stops near the
2 being able to stadium?
4 3 to be able to
1 action 5 scene 4 haven’t/have not been able to 4
2 released 6 based 5 wasn’t/was not able to/couldn't 1 bother 5 up 9 until
3 effects 7 fiction 6 be able to 2 could 6 right 10 on
4 documentary 8 musical 7 hasn’t/has not been able to 3 by 7 take 11 know
8 not being able to 4 turn 8 straight 12 follow
5
1 c 3 a 5 c 3 REVIEW and PRACTICE 7
2 b 4 a 6 b 1 presenter 6 playlist
2 channel 7 band LISTENING
3 album 8 track
4 audience 1 1
5 episode
2
1 T 3 F 5 DS 7 T
2 DS 4 T 6 F 8 F
371
642323_P366_376_AK.indd 371 02/08/2017 12:53

WORKBOOK ANSWER KEY
READING LESSON 8B 4
1 b 1
Audio script
1 You must call your brother.
2 He should speak to James first.
2 1 distance / 42.2 km
2 number / more than 50 3 You shouldn’t work so hard.
1 c 3 c 5 b 3 date / 1997 4 I must remember to take my phone.
2 b 4 c 6 b 4 length of time / 6 hours, 13 minutes 5 She mustn’t tell Alfonso.
5 length of time / about 4 ½ hours 6 You don’t have to book.
LESSON 8A 6 date / 2nd April 7 Adam will have to call her and explain.
7 length of time / 6 months 8 I suppose I should complain.
8 number / 10%
1 9 price / $240 LESSON 8D
1 isn’t she 6 aren’t they 10 number / 5,160
2 do you 7 will it
3 weren’t they 8 doesn’t she 2 1
4 hasn’t she 9 shouldn’t we 1 British adults don’t get enough exercise
1 Make sure you have rest days so your
5 aren’t we 10 can I 2 The benefits of exercise
muscles can recover.
2 The first ever marathon was in Athens. 3 Exercise a little every day
2 3 Joe gets up at five every morning to 4 Turn off your screens
1 goes have time for running. 5 Be active together
2 came 4 I stopped training because I injured my
3 haven’t/have not invited leg. 2
4 don’t/do not play 5 Laura uses a pedometer to count her 1 as well as
5 will be steps. 2 Moreover,/In addition,/As well as this,
6 have brought 6 Swimming practice starts at eight this 3 as well
7 wasn’t/was not morning. 4 Moreover,/In addition,/As well as this,
8 won’t/will not be 7 I run faster if I run with friends. 5 Moreover,/In addition,/As well as this,
7 could drive 8 Take plenty of water in case you get
8 shouldn’t/should not have to thirsty.
9 will take
10 didn’t/did not tell 3
1 underweight 6 sleep LISTENING
3 2 lifestyle 7 exercise 1
1 athletics 5 stick 3 diet 8 overweight
4 balanced 9 fit a 3 c 4 e 2
2 pitch 6 circuit b 6 d 1 f 5
3 pool 7 net 5 habits 10 stressed
4 goal 8 ice skating 2
LESSON 8C
4 1 b
2 c
3 a
4 b
5 a
6 c
1 racket 6 court 1
2 rink 7 diving READING
1 c 3 b 5 c 7 c
3 rugby 8 hockey
4 goggles 9 track
2 a 4 c 6 a 8 b 1 b
5 motor racing
2 2
5 1 have to 4 have to
1 DS 3 T 5 DS 7 T
2 must 5 had to
1 b 3 a 5 a 2 F 4 F 6 T 8 F
3 having to 6 must
2 b 4 b 6 a
Audio script 3 3
1 They play tennis, don’t they? 1 personal trainer 4 work out
1 should
2 Alfonso doesn’t eat meat, does he? 2 to-do list 5 out of breath
2 don’t have to/do not have to
3 Laura wasn’t at Amanda’s house, was 3 pyjamas 6 sweat
3 have to
she?
4 mustn’t/must not
4 You don’t like swimming, do you? LESSON 9A
5 must
5 John and Adrian aren’t coming, are
they? 6 should
6 You’ll get there in time, won’t you? 7 shouldn’t 1
8 had to
1 was it like 6 feel like
9 have to
2 like 7 seems like
10 doesn’t have to
3 would like 8 Would you like
4 is like
5 doesn’t like
372
642323_P366_376_AK.indd 372 02/08/2017 12:53

WORKBOOK ANSWER KEY
2 2 READING
1 Molly doesn’t/does not like swimming. 1 to find 7 to forget
2 I’m a teacher but I’d/I would like to be a 2 flying 8 not to make 1
writer. 3 not to wake 9 Meeting b, d
3 What was the concert like last night? 4 Swimming 10 to come
4 Would you like to go to the cinema this 5 inviting 11 to call 2
evening? 6 not having 12 seeing 1 N 4 N 7 N 10 Y
5 I want to be like her. 2 Y 5 Y 8 N
6 It tastes like chicken. 3 3 Y 6 Y 9 Y
1 pepper, salt, vinegar
3 2 bowl, fork, knife, plate, spoon 3
1 takeaway 5 grated 3 medium, rare, well-done garlic, nuts, avocados, animal products,
2 home-made 6 boiled milk, eggs, yoghurt, soy sauce, soya
3 melted 7 baked 4 products, meat, fish, shellfish, cheese,
4 grilled 8 sliced desserts, fried foods, citrus fruits, oranges,
1 bill 5 book
lemons, limes
2 atmosphere 6 table cloth
4 3 order 7 tip
1 Shellfish 5 Asparagus 4 napkin 8 service LESSON 10A
2 Olive oil 6 Garlic
3 avocado 7 courgette 5 1
4 steak 8 lime
1 /ɪŋ/ 4 /ɪŋ/ 1 couldn’t 5 told me
2 /ɪn/ 5 /ɪn/
5 3 /ɪŋ/ 6 /ɪn/
2 me 6 should resign
3 if I liked 7 was working
1 /dj/ 3 /dj/ 5 /dʒ/ 7 /dʒ/
Audio script 4 I had done 8 could try
2 /dʒ/ 4 /dʒ/ 6 /dʒ/ 8 /dj/
1 Reading is my main hobby.
Audio script 2 I really miss talking to Jenny. 2
1 What would you like to do now? 3 We went skiing in Austria. 1 was feeling
2 What do you like doing in the evenings? 4 I recommend booking a table. 2 ’d/had met him
3 Would you like to come with us? 5 Playing tennis will keep you fit. 3 if I’d/I had seen
4 Do you like dancing? 6 I love inviting friends over for a meal. 4 couldn’t/could not remember
5 What would you like for lunch? 5 ’d/had gone
6 Where do you like going on holiday? LESSON 9D 6 if I was
7 When do you want to go?
8 Where do you want to meet? 3
1 1 False 3 False 5 True 7 False
LESSON 9B 1 Hannah 2 True 4 True 6 False 8 True
2 Aidan
1
3 Kris and Hannah 4
4 Aidan
1 burglary 6 court
1 A 3 B 5 D 7 E 5 Aidan
2 broke 7 murder
2 A 4 C 6 D 6 Hannah and Aidan
3 stole 8 arrested
7 Aidan
4 suspect 9 victim
2 8 Hannah
5 witness 10 prison
1 b 3 a 5 c 7 b 9 Hannah
10 Aidan and Kris
2 c 4 a 6 c 5
3 2 1 U 3 U 5 S
1 M, 2 P, 3 N, 6 P, 7 M, 8 P, 9 N, 10 M, 12 M 2 S 4 S 6 S
1 a list
Audio script
2 carrots
3 lentil recipes REVIEW and PRACTICE 9 1 Liam said that he was tired.
4 (kind of) mushroom 2 I asked them why they were laughing.
5 special offers 3 Hannah asked if I wanted a drink.
LISTENING
4 Tom asked me where to go.
LESSON 9C
1 5 Petra asked me who I’d told.
6 They told her why they were angry.
a 6 c 1 e 2
b 5 d 3 f 4
1 LESSON 10B
1 to travel 6 paying 2
2 playing
3 visiting
7 to leave
8 to carry
1 accidents 5 rude 1
2 four 6 arrive
4 eating 9 going out 1 a 3 c 5 a 7 c
3 the window 7 steak
5 to do 10 Running 2 c 4 b 6 b 8 c
4 back of 8 a tip
373
642323_P366_376_AK.indd 373 02/08/2017 12:53

WORKBOOK ANSWER KEY
2 Audio script 3
1 wasn’t 5 wedding 1 If I wanted a drink, I’d ask for one. 1 earthquake 6 icebergs
2 downstairs 6 driving 2 I’d give her the money if she wanted me 2 flood 7 rainbow
3 phone 7 prison to. 3 hail 8 sea
4 mugger 8 relax 3 You’ll be sorry if you miss the show. 4 hill 9 monsoon
4 She’d come if she could. 5 hurricane 10 tornado
5 I’ll help him if he wants me to.
3 6 If it rains, we’ll stay indoors. 4
7 Adam would play video games all day if
1 My neighbour was mugged_at three he was allowed to. 1 coast 5 desert
o’clock in the afternoon. 2 jungle 6 glaciers
8 They’ll visit Jim if they have time.
2 It_had been her wedding present from 3 volcano 7 field
her husband. 4 forest 8 storm
3 Someone driving past saw what was LESSON 10D
happening.
4 He’s in court next week.
1 5
5 It happened so fast there was nothing
1 B 2 D 3 A 4 C 1 /ði/ 3 /ði/ 5 /ði/ 7 /ðə/
she could do.
2 /ðə/ 4 /ðə/ 6 /ði/ 8 /ðə/
6 The man was arrested_and sent to
prison. 2 Audio script
1 d 2 b 3 a 4 f 1 They live in the Arctic.
4 2 We made our way through the jungle.
1 confusion 6 achievement 3 3 The icebergs are surrounded by fog.
2 protection 7 information 4 Have you seen the rainbow?
1 F 3 F 5 F
3 education 8 imagination 5 We swam in the ocean.
2 A 4 A 6 A
4 connection 9 disappointment 6 The earthquake destroyed a lot of
5 decision 10 argument buildings.
REVIEW and PRACTICE 10 7 Why don’t you drive along the coast?
8 Is the volcano still active?
LESSON 10C LISTENING
1 1 LESSON 11B
a, b, c, e, f, h, i
1 started
2 would help
5 brings
6 ’d/would have
1
3 sold 7 sells
2 1 c 3 b 5 b
4 snows 8 will cook 1 T 3 T 5 DS 7 T 2 a 4 a
2 F 4 F 6 F 8 DS
2 2
READING a 5 c 1 e 3
1 were
2 had 1 b 6 d 4 f 2
3 didn’t/did not spend a, c, d
4 paid 3
5 wouldn’t/would not be 2 1 Thunder crashed in the sky above us. N
6 cooked 1 c 3 a 5 a 2 Homes that are built on cliff tops can
7 rode collapse. NP
2 b 4 b 6 c
8 didn’t/did not waste 3 The ship’s path was blocked by
9 ’d/would be able icebergs. NP
10 didn’t/did not criticize LESSON 11A 4 Steep wooded hills provide shelter for
the deer. NP
3 1 5 For me, swimming is the perfect
exercise. N
1 took, would/’d be 1 h 4 a 7 i 10 e 6 Everyone in the room started shouting
2 came, would/’d have to 2 j 5 g 8 d at him. NP
3 caught, would not/wouldn’t arrive 3 f 6 b 9 c
4 went, would/’d miss
LESSON 11C
5 would not/wouldn’t win, entered 2
6 asked, would not/wouldn’t come 1 - 5 -, - 9 -
7 would not/wouldn’t have, bought 2 the 6 the 10 a 1
8 told, would/’d be 3 a 7 the 1 b 4 b 7 c
4 a 8 - 2 a 5 a 8 a
4 3 c 6 b
1 2 3 1 5 1 7 2
2 2 4 2 6 1 8 1
374
642323_P366_376_AK.indd 374 02/08/2017 12:53

WORKBOOK ANSWER KEY
2 REVIEW and PRACTICE 11

5 I've finished lunch.
I haven't.
1 had paid/would have understood 6 I’ve got a cold.
2 would have sent/’d/had told LISTENING So have I.
3 would have arrived/’d/had caught
4 would have gone/’d/had invited 1
5 ’d/had warned/wouldn’t/would not have a, c, e, g, h, i LESSON 12B
gone
6 hadn’t/had not rained/would have been 2 1
7 wouldn’t/would not have got/’d/had 1 home 5 indoors
taken 1 A 3 A 5 A 7 D
2 Snow 6 the rain 2 D 4 D 6 A 8 A
8 wouldn’t/would not have been/’d/had 3 a hurricane 7 two days
listened
4 windy 8 trees 2
3 1 F 3 N 5 T 7 N
1 hilarious 4 boiling READING 2 T 4 F 6 F 8 T
2 miserable 5 fantastic
3 enormous 6 furious
1
a 3 c 2 e 1 3
b 5 d 4 1 /j/ 3 /w/ 5 /j/ 7 /w/
4 2 /j/ 4 /w/ 6 /w/ 8 /j/
1 freezing 4 starving
2
2 tiny 5 gorgeous 1, 3, 4, 6, 8 4
3 filthy 6 exhausted 1 aisle 6 boarding
3 2 attendant 7 departure lounge
5 spectacular, thrilling, incredible, amazing, 3 gate 8 land
fantastic, enormous, bottomless, 4 hand luggage 9 security
Audio script gorgeous, exhausted, starving, cloudless 5 departures 10 take off
1 If you’d got the bus, you wouldn’t have
been so late.
LESSON 12A LESSON 12C
2 She’d have paid less if she’d followed
my advice.
3 He wouldn’t have been so tired if he’d 1 1
gone to bed earlier.
1 a 3 b 5 c 7 c 1 b 3 both 5 a 7 both
4 If I’d stayed longer, I might have seen
2 c 4 a 6 a 8 b 2 both 4 a 6 b 8 a
Lily.
5 They might not have got lost if they’d
listened to John. 2 2
6 She’d have impressed me more if she 1 have 4 does 7 have 1 must 5 must
hadn’t been so rude! 2 will 5 can 8 would 2 can’t 6 might
7 If she’d taken some money, she could 3 do 6 do 9 have 3 might 7 must
have bought some lunch. 4 can’t 8 must
8 If they’d listened to me, they wouldn’t 3
have made this mistake.
1 b 4 d 7 d 10 c 3
2 e 5 c 8 b 1 must
LESSON 11D 3 a 6 e 9 a 2 can’t
3 be
1 4 4 could/might/may
1 went 5 for 5 be
1 would be
2 going 6 on 6 must
2 you could
3 on 7 tour 7 not
3 any ideas
4 diving 8 been
4 wouldn’t recommend
5 really must
4
6 were you
5 Audio script
Audio script 1 She must be over twenty.
2 1 Be careful! 2 It can’t be that late.
1 b 3 e 5 c I will. 3 They might be stuck in traffic.
2 d 4 a 2 I feel tired. 4 It could be her father, I suppose.
So do I. 5 They must get here soon.
3 3 I don't know. 6 He can’t be angry about it.
1 can’t you 4 haven’t you Neither do I. 7 She might be listening to music.
2 doesn’t it 5 will it 4 I passed the exam. 8 They must be leaving.
3 isn’t it 6 didn’t she So did I.
375
642323_P366_376_AK.indd 375 02/08/2017 12:53

WORKBOOK ANSWER KEY
LESSON 12D 3 WRITING PRACTICE

1 a 3 b 5 c 7 c
1 2 c 4 a 6 c 8 a Writing a review
1 T 4 F 7 T 1 0 T
WRITING PRACTICE
1
2 F 5 T 8 F 11 F
1 a, j 3 c, e 5 b
3 F 6 T 9 F 12 F
2 d, i 4 f, g 6 h
Writing an informal email
2 1
(suggested answers) (suggested answers)
1 Clearly / Obviously 1 Hi Katie!
2 Surprisingly 2 Great to hear from you.
3 Clearly / Obviously 3 Sorry for not writing sooner.
4 Hopefully 4 It’s great, but it’s really hard work!
5 surprisingly 5 Can’t wait to see you.
6 Sadly / Unfortunately 6 Hope to hear from you soon.
7 Lots of love,
2
1 C, F (So, Anyway)
LISTENING
2 D (By the way)
1 3 E (Talking of …)
1 c 2 b 3 c
WRITING PRACTICE
2
1 F 3 T 5 F Writing a covering letter
2 F 4 T 6 T
1
READING 1 d 3 c 5 f
1 2 e 4 b 6 a
1 N 3 Y 5 N
2 Y 4 N
2
1 ✓ 4 ✓ 7 ✓ 10 ✓
2 2 ✓ 5 ✓ 8 ✓
3 - 6 - 9 -
1 a 3 c 5 c
2 c 4 a
WRITING PRACTICE
WRITING PRACTICE
Writing a report
Making a narrative interesting 1
1 1 a 3 e 5 h
2 d 4 g
1 a really interesting
2 extremely amusing
3 terrible
2
4 a very strong wind 1 talking 4 moving
5 warm, cosy 2 to keep 5 getting
6 felt really worried 3 visiting 6 to include
7 anxiously
8 eagerly WRITING PRACTICE
9 puzzled voice
10 annoyed
For-and-against essays
11 amazed
12 must be more careful 1
1 B 3 D 5 C
2 2 A 4 -
a 1, 2
b 5 2
c 3, 4 1 b, d
d 6, 7, 8, 9, 10, 11 2 a, e
e 12
376
642323_P366_376_AK.indd 376 02/08/2017 12:53

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642323_cubierta_0001_0002.indd 1 02/08/2017 16:40

Do your personal best with English!

Practice makes perfect! For students

Common European Framework

642323_cubierta_0001_0002.indd 2 02/08/2017 16:40

642323_P001_019.indd 1 02/08/2017 17:01

Student’s Book + Personal

Do your personal best with English!

Build your language For teachers

◾ Practise language and skills

Listening and speaking skills are

• Guidance notes, • Grammar Practice, Vocabulary

Answer Keys, Practice and Communication Practice

Teacher’s Workbook +audio

Class Audio / Personal Language App

• Fun games and

• Student’s Book activities for extra Platform

1.1 – 3.13 4.1 – 6.16 7.1 – 9.14 10.1 – 12.14

Audio CDs grammar and

• Student’s Book Video

show progress for

642323_P001_019.indd 2 02/08/2017 17:01

STUDENT'S BOOK CONTENTS p4

4 Places and homes p72

5 Money and shopping p 92

6 Work and education p 108

8 Sport and health p 144

10 Right and wrong p 180

11 The natural world p 200

12 Getting away p 216

642323_P001_019.indd 3 02/08/2017 17:01

1 Communication ▪▪ present simple ▪▪ sentence stress ▪▪ communication READING Learning

1D Small talk p10 ▪▪ having an informal

2C Radical changes p16 main idea PERSONAL BEST

1 and 2 REVIEW and PRACTICE p20

3 People ▪▪ future forms: ▪▪ going to ▪▪ personality READING Learning

4 Places and homes ▪▪ quantifiers ▪▪ sentence stress ▪▪ compound Learning

3 and 4 REVIEW and PRACTICE p38

5D It isn’t working p46 ▪▪ getting a refund

5 and 6 REVIEW and PRACTICE p56

44 Language App, unit-by-unit grammar and vocabulary games

642323_P001_019.indd 4 02/08/2017 17:01

7 Entertainment ▪▪ the passive ▪▪ past participles ▪▪ films READING Learning

8 Sport and health ▪▪ question tags ▪▪ intonation ▪▪ sports, places Learning

7 and 8 REVIEW and PRACTICE p74

9 Food ▪▪ uses of like ▪▪ /dʒ/ sound ▪▪ food and READING Learning

10 Right and wrong ▪▪ reported ▪▪ sentence stress ▪▪ crime Learning

9 and 10 REVIEW and PRACTICE p92

11 The natural world ▪▪ articles ▪▪ the ▪▪ the natural READING Learning

▪▪ understanding ▪▪ recommending the best

12 Getting away ▪▪ So/Neither do I ▪▪ auxiliary verbs ▪▪ phrases with Learning

11 and 12 REVIEW and PRACTICE p110

Grammar practice p112 Vocabulary practice p136 Communication practice p156 Irregular verbs p175

Language App, unit-by-unit grammar and vocabulary games 55

642323_P001_019.indd 5 02/08/2017 17:01

Jim is an internationally respected writer, teacher trainer, materials designer, course

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Teacher's Book Personal Best B1+ BrE

Teacher's Book Personal Best B1+ BrE

Teacher's Book Personal Best B1+ BrE