Headway Academic Skills Reading Writing Intro Teachers Guide

Headway Academic Skills Headway
Headway Academic Skills

Your bridge to academic success
Headway Academic Skills bridges the gap between Reading, Writing, and Study Skills
Academic Skills
Reading, Writing, and Study Skills

general and academic English. Aimed at students in higher • Student’s Book
education, this two-strand course can be used either on • Teacher’s Guide with Tests and
its own, or alongside a general English course. Photocopiable Activities
• Features thought-provoking topics relevant to students

Listening, Speaking, and Study Skills
in higher education • Student’s Book
• Develops skills required for academic study, including • Teacher’s Guide with Tests and
Photocopiable Activities
note-taking, essay-writing, and giving presentations • Class Audio CDs
• Includes strategies for undertaking research and dealing
with unfamiliar academic vocabulary
INTRODUCTORY LEVEL Teacher’s Guide

Teacher’s Guide includes:
• Lead-in activities to focus students’ attention on topics INTRODUCTORY LEVEL
and skills
• Step-by-step procedural notes and guidance for class
management
Teacher’s Guide
• Clear answer keys for quick reference
• Background information to support topic or skill
• Photocopiable worksheets and extension activities in
every unit for further practice
Tests CD-Rom includes: with Tests

• Mid-course and end-of-course tests to evaluate
students’ progress
Philpot & Curnick

• Editable versions of tests to enable customization
1
5
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4741941 HAS RW TGPackCover.indd 4 03/10/2012 13:32

Headway
Academic Skills
InTRODUCTORY Level
Teacher’s Guide
Sarah Philpot and Lesley Curnick

Series Editors: Liz and John Soars
2
© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4741705 HAS RW Intro TG SO.indb 1 18/12/2012 08:18

1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
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The Publisher grants permission for the photocopying of those pages marked
‘photocopiable’ according to the following conditions. Individual purchasers
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acknowledgements
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Contents
introduction p4

1
Meeting people p6 6
Health and medicine p28
READING New people READING Good health
KEY LANGUAGE The alphabet WRITING Medical discoveries
WRITING Introductions VOCABULARY DEVELOPMENT Nouns and verbs
VOCABULARY DEVELOPMENT Instructions REVIEW
REVIEW
7
The history of transport p32
2
Countries p11 READING Important first flights
READING Mountains, seas, and rivers KEY LANGUAGE Ordinal numbers
WRITING My country WRITING Trains
VOCABULARY DEVELOPMENT Alphabetical order VOCABULARY DEVELOPMENT Verbs in the Past Simple
REVIEW REVIEW
3
Your studies p15 8
Doing business p37
READING Every day READING The business of sport
KEY LANGUAGE Time WRITING Polite emails
WRITING Your day VOCABULARY DEVELOPMENT Words with more than
VOCABULARY DEVELOPMENT Words that go together one meaning
REVIEW REVIEW
4
Where we work p20 9
Water p41
READING Where do they work? READING Using water
WRITING A good place to work WRITING More or less
RESEARCH Search engines VOCABULARY DEVELOPMENT Opposite adjectives
VOCABULARY DEVELOPMENT Vocabulary records REVIEW
REVIEW
10 Ambition and success p45
5
Signs and instructions p24 READING Great ideas
READING Signs – an international language WRITING Success
WRITING Forms RESEARCH Finding the right information
VOCABULARY DEVELOPMENT Topic areas REVIEW
REVIEW
ADDITIONAL PHOTOCOPIABLE ACTIVITIES p49
TEACHER’S NOTES AND ANSWERS p59


Introduction
Headway Academic Skills What’s in the Student’s Books?

A multi-level course aimed at post-secondary students who Each unit consists of 5 x 50–60 minute lessons. There are four
need English in their academic studies. It comprises a or five sections: Reading, Writing, Vocabulary Development,
Student’s Book and Teacher’s Guide for each level. Research, and Review. Some units also have a section on Key
Each level consists of 10 units covering a variety of topics Language. Each Reading, Writing, Vocabulary Development,
relevant to students in higher education. Units focus on a wide Key Language, and Research section has clear study skill aims
range of academic reading, writing, research, and/or presented in Study Skill boxes. These skills are practised
vocabulary skills. through a series of controlled to freer practice exercises.
Headway Academic Skills can be used alongside New Headway and Rules boxes highlight any grammatical areas which students
New Headway Plus, or alongside any other general English may need as additional support.
course.
Reading
Each reading section contains one or more texts which
Aims of Headway Academic Skills students use to develop different study skills. These study
skills are clearly detailed in Study Skill boxes and are linked to
The aims of Headway Academic Skills are to help post- specific practice exercises. The texts are of various types and
secondary students become more efficient and effective in styles which students will come across during the course of
their studies by: their academic studies, including scientific reports, articles,
biographies, web pages, and data presented through graphics.
• developing strategies to improve reading speed, and to
improve the ability to comprehend complex academic texts;
Writing
• developing strategies to produce more coherent writing, and Each writing section has clear outcomes for the student
to make clear, appropriate, and relevant notes from
including biographical and descriptive paragraphs, filling in
academic texts;
forms, and writing from notes. Skills covered include
• encouraging them to adopt various approaches for dealing brainstorming, organizing and linking ideas, and error
with new or unknown vocabulary by practising effective use correction.
of dictionaries, and through making effective vocabulary
records; Vocabulary Development
• exploring and evaluating research techniques and resources, The vocabulary section contains skills and strategies which
and crediting sources of information; help students develop good vocabulary learning and recording
• promoting learner independence by encouraging students techniques. It encourages them to become more autonomous
to return to earlier Study Skills to refresh their memories, or learners by making them more effective users of dictionaries,
see how new skills build on and develop those previously helping them to work out meanings of new words, and
presented. encouraging them to keep coherent and well-organized
vocabulary records.
Although the course primarily focuses on the skills of reading,
writing, and research, students are given opportunities to
key language
practise their listening and speaking skills through
brainstorming sessions, discussing issues, and sharing The key language sections review the basic skills students
thoughts. require at this level, and include the alphabet, numbers
and dates.
Ultimately, Headway Academic Skills also aims to develop
academic skills by being transferable to all areas of students’
day-to-day academic studies.
4 Introduction

Research What’s in the Teacher’s
answer key Guide?
The principal skill addressed in these sections is the efficient
use of search engines. These sections also address the Aims
importance of having a reliable source of information, and
Each reading, writing, vocabulary development, key language,
checking that information.
research, and review section has a summary of the aims of that
Review section.
In the review section, students are given the opportunity to Lead In
reflect on skills learnt, to practise and develop them further,
Lead-in activities are devised to focus students’ attention on
and to consider how these could be applied to their academic
the topic and skills of each section. A list of key vocabulary is
studies.
also provided at the beginning of each unit and some sections.
Word lists This is either for teachers to pre-teach or for their own
information.
A comprehensive list of words with phonetic transcript from
each level of the course can be found in the back of the Procedure
Student’s Book.
Class management and step-by-step instructions.
Please note that although the level of the vocabulary has been
modified to some extent, it reflects the diverse and often more
specialized vocabulary found in academic texts. It is not
Background information
expected that students will learn or indeed need to learn these These notes give teachers background information to the
lists of words. development of a skill, or the topic.
Grammar note
Extra information on certain grammar points is provided for
IELTS and TOEFL teachers’ reference in some units.
Whilst this course does not deal specifically with the questions
which occur in public examinations such as IELTS and Extension activities
TOEFL, many of the skills taught in this course have a direct Extension activities offer ideas on how to extend skills
application to preparing for these exams. practice, or give students an opportunity to reflect on their
learning.
Additional photocopiable activity

Headway Academic Skills There is one extra practice acivity for each unit with step-by-
Teacher’s Guide step instructions at the back of the Teacher’s Guide.
The Teacher’s Guide is an easy-to-follow resource for the Answer Key

teacher offering step-by-step guidance to teaching Headway For ease of use, the answer key is on the same page as the
Academic Skills. As well as step-by-step procedural notes, the teaching notes for each exercise, but presented separately. The
Teacher’s Guide contains a summary of aims, lead-in tasks, answer key for each exercise is clearly referenced in the
background information, extension activities, and a procedural notes. For example, exercise 1 key is referenced
comprehensive answer key. 1
We hope you and your students enjoy working with
Headway Academic Skills.
Why use a Teacher’s Guide?
Both the Teacher’s Guides and the Student’s Books have been
very carefully devised in order to develop specific academic
skills. As such, the treatment of materials is often different
from that in a general English course. For example, pre-
teaching difficult vocabulary from a text that is not mentioned
in the Lead-in may interfere with subsequent skills work on
drawing meaning from context, or on extracting only the
essential information from a complex text. Teachers are
therefore strongly encouraged to consult the Teacher’s Guide.
At the beginning of the Introductory Level, it may be
appropriate in monolingual classes to use the students’ first
language to explain procedures and new vocabulary where
that item is not the focus of the task.
Introduction 5

1 Meeting people
READING SKILLS Surveying
KEY LANGUAGE The alphabet
WRITING SKILLS Punctuation (1) • Checking your writing (1)
VOCABULARY DEVELOPMENT Following instructions
READING Answer key

READING New people pp4–5
pp4–5
1
aims 1 (University) Internet Chess Club.
The aims of this section are to encourage students to survey a text before reading 2 Four.
for comprehension, and to review the Present Simple (be and other verbs). 3 Two.
4 Four.
LEAD in 2
• You may wish to check students understand the following key vocabulary: a Mona Patel
– men, women, children, married b Jane Day
– lecturer, teacher, student, medical (student), engineer. c Miguel Sousa
• Ask students: d Deniz Osman
– Who plays chess? 3
– Who plays games online/on the Internet?
Note that in some cases short answers are preferable and more
BACKGROUND INFORMATION natural-sounding.
1 Brazil.
Since the early 1990s, there have been online chess clubs and associations. Some 2 He’s a lecturer.
charge for membership but many are free. Players at any level from beginner to 3 Sydney.
expert can join. A search on ‘Internet chess’ on Google or another search engine 4 She’s an English language teacher.
will give a list of clubs. 5 Ankara.
6 He’s a student.
PROCEDURE 7 India.
1 Students read the instructions and answer the questions in pairs. 1 8 She’s a medical student.
Read the STUDY SKILL with the students. You may wish to give more information 4
about the skill of surveying a text. Understanding where the text comes from 1 Online Book Club.
(e.g. a newspaper, scientific journal, etc.) helps students assess the reliability and 2 Three.
accuracy of the content. Looking at the layout of a text, i.e. what and where 3 Two.
pictures and headings, etc. are, helps students to locate the information they
need more quickly. 5
2 Students read the instructions and match the paragraphs with the photos. Ask 1 Paragraph 2.
2 Paragraph 1.
them to check answers in pairs. 2
6
3 To help students understand the usefulness of surveying, ask them to look at
question 1. Choose a student to read the question aloud. Ask: Where will you a Peter Blake
find the answer? (the first paragraph). Ask another student to answer it. Students b Ada and Ninoy Manlapaz
read and answer the remaining questions. Elicit answers from the class. 3
4 This task gives more practice in surveying. Ask if any of your students have a
Kindle or a similar reading device. Ask what they read on it. Students read the
instructions and answer the questions. 4
background INFORMATION
Book clubs are popular especially in the UK and USA. Some are informal with a
group of friends choosing a book and then meeting to talk about it. Other book
clubs are held on the Internet and people ‘chat’ about a book online. Readers can
post their opinion, ask questions, etc.
5 Students work individually and read the paragraphs. Ask a student to give their
answers. 5
6 Students work individually and label the photos. Ask them to check their
answers with a partner. 6
6 Unit 1 . Meeting people


7 Read through the RULES box with the class. 7
1 paragraph 1 – is, is
Grammar note paragraph 2 – are, are
Rules for spelling of the 3rd person singular: 2 paragraph 1 – comes, has, likes
Verbs ending in -ss, -sh, -ch, and -x, take -es, e.g. cross–crosses, wash–washes, paragraph 2 – come, have, read
watch–watches, box–boxes. Extension activity
Verbs ending with a consonant and -o, take -es, e.g. do–does, go–goes. My name is Miguel Sousa. I come from Rio de Janeiro, in Brazil,
and I am a lecturer. I play chess with my son.
Verbs ending in a consonant and -y, take -ies, e.g. study–studies. The subject I am Jane Day. I come from Sydney, in Australia. I am an English
pronoun it has been omitted as is not used in the biographical paragraphs. Language teacher. I am a beginner.
My name is Mona Patel. I come from Delhi, in India. I’m a medical
Draw students’ attention to the examples underlined and circled in paragraph 1. student. I like chess very much.
Write or project the paragraphs on the board. When students have finished, ask I am Deniz Osman. I live in Ankara, in Turkey. I am a student. I play
some to come to the board to circle and underline the verbs. The rest of the class chess with my friends.
check their answers. 7
EXTENSION activity KEY LANGUAGE Answer key p6

Ask students to go back to the four paragraphs in exercise 1 on page 4. Ask them 1
to underline the verbs in the Present Simple, and circle examples of the verb be.
Students check their answers in pairs. You can also write the paragraphs on the Aa Bb Cc
Dd Ee
Ff Gg
Hh Ii
Jj
Kk
Ll
board and check answers with the class. Mm Nn Oo
Pp Qq Rr Ss
Tt Uu Vv
Ww
Xx Yy
Zz
2
a e i o u
KEY LANGUAGE The alphabet p6
3
aims dentist
The aim of this section is to review the alphabet (small and capital letters, vowels doctor
and consonants). engineer
lecturer
student
lead in teacher
• Put students into pairs. Tell them they are going to practise the alphabet by Extra activity
playing ‘alphabet ping-pong’ (table tennis). In pairs, students take turns to say a city
letter of the alphabet. country
Student 1: a language
medical
Student 2: b paragraph
Student 1: c, etc. photos
procedure 4
1 Students read the instructions and do the task individually, before checking 2 A–D
their answers in pairs. Write the capital letters on the board and ask some 3 Q–T
4 U–Z
students to come up and write the corresponding small letters. The rest of the 5 M–P
class check their answers. 1
6 I–L
2 Students read the STUDY SKILL. Emphasize the importance of knowing the
alphabet in helping students to find information, e.g. in a dictionary, atlas, or
other reference books or online resources; to use an index; and to record
vocabulary in a way that makes it accessible.
In the Study Skill, vowel is used to describe the five letters, a, e, i, o, and u, and
not vowel sounds, e.g. y, ea, ow, etc.
The use of capital letters is dealt with in the Writing section on page 7.
Students read the instructions, and circle the five vowels in exercise 1. Ask them
to check answers in pairs. 2
3 This task practises alphabetical order with the first letter, and the first two letters
of a word. Students work in pairs and do the task. Ask a student to write the
words in alphabetical order on the board. The rest of the class check their
answers. 3
For fast finishers, write these words on the board for students to put into
alphabetical order:
photos language country medical paragraph city.
4 Ask if anyone has been to a conference. Ask them where and what the topic was,
etc. Students read the instructions and do the task individually. Elicit the
answers from the class. 4
EXTENSION ACTIVITy
Put students into groups of four or five. Students write their first names, e.g.
Mohammed, Sonchai, etc. Ask them to write a list of the people in their group in
alphabetical order. Each group can write their list on the board for the rest of the
Unit 1 . Meeting people
class to check.
7

WRITING Introductions p7 WRITING Answer key p7
4
aims Adul Suttikul and Boonwat Mookjai come from Bangkok, in
The aims of this section are to give students practice writing a short Thailand. They are computer engineering students. Adul is 20 and
biographical paragraph, paying attention to the use of articles, capital letters and Boonwat is 21.
full stops, and to introduce the skill of self-editing.
5
lead in Max comes from Frankfurt in Germany. He is a doctor. He is

married and has three children.
• Ask your students what type of information they give or ask for when they meet
someone for the first time, e.g. a new student. Elicit their name, nationality, 6
work, studies, etc. My husband and I come from Dubai. I am a housewife, and my
husband am (is) a computer programmer. He work (works) in a
procedure (an) office. We has (have) two children. Ahmed is four and Layla
1 Read through the RULES box with the class. If necessary, tell them to look at the are (is) six. Layla go (goes) to a (an) international school.
STUDY SKILL on page 6 to remind themselves of the difference between a vowel Types of mistake
and a consonant. Write the gapped sentences on the board. Ask: am – subject-verb agreement – subject is 3rd person
– What is my occupation? (teacher) work – subject-verb agreement – subject is 3rd person
– What letter does it start with? (‘t’) a – article – office begins with a vowel
– Is ‘t’ a vowel or a consonant? (consonant) has – subject-verb agreement – plural pronoun with singular verb
– Do I use ‘a’ or ‘an’ in front of it? (‘a’) are – subject-verb agreement – singular noun with plural verb
go – subject-verb agreement – subject is 3rd person
Complete the sentences on the board with information about yourself. Point out a – international begins with a vowel
that you’ve written come from (a city) in (a country). Students then complete the
sentences about themselves.
2 Students work in pairs and ask and answer the questions. Ask them to write
down their partner’s answers.
3 Before students write the paragraph about their partner, refer them back to the
RULES box on the Present Simple on page 5. Ask what they should write at the
end of a regular verb in the 3rd person singular (-s or -es). Students then write
the paragraph about their partner. Don’t check the students’ writing at this stage.
4 Students read the STUDY SKILL. If your students are confident with the use of
capital letters, you could ask them to think of other places where they are used
(e.g. titles, Mr/Mrs; days of the week, months, names of organizations).
Students work individually and do the task. You may wish to write the
paragraph on the board and ask some students to come up and circle the capital
letters. The rest of the class check their answers. 4
5 Students read the instructions and do the task. Write the sentences on the board.
When they have completed the exercise, ask some to come to the board and add
the punctuation. The rest of the class check their answers. Point to each capital
letter and ask why it is capitalized. 5
6 Students read the STUDY SKILL. Emphasize the importance of students getting
into the habit of checking their own work before handing it in. Get them to
focus on specific types of mistakes rather than trying to look for everything.
Students read the instructions and do the task. When they have completed the
task, go through it with the whole class. Ask students to tell you what type of
mistake each one is. 6
EXTENSION activity
Put students into new pairs to ask and answer the questions in exercise 2.
Students write a paragraph about their new partner.
ADDITIONAL PHOTOCOPIABLE activity
Writing 1 Introductions


VOCABULARY DEVELOPMENT Instructions p8 VOCABULARY DEVELOPMENT Answer key p8
1
aims 2 number
The aims of this section are to help students follow the language of instructions 3 label
used in this and other course books, and to check their understanding of the 4 circle
vocabulary of words and sentences. 5 write
6 complete
lead in 7 add
8 correct
• Tell students to look at the instructions for exercise 1. Ask: 9 match
What is the verb in the sentence? (label) 10 underline
• Explain or elicit that this verb gives the instruction for the exercise. (It tells
students what to do.) 2
1 She works at a school.
PROCEDURE 2 He comes from New Zealand.
1 Students read the STUDY SKILL and the instructions, and do the task individually. 3 1 screen 2 keyboard
Ask them to compare answers in pairs. 1 4 1 G g
2 H h
2 Students read the instructions and do the task in pairs. Elicit the answers from 3 I i
some pairs. The rest of the class check their answers. 2 5 Japan 2
Thailand 3
India 1
3
Letters, words, and sentences p8
2 vowels
3 Students read the instructions and write the words in the correct places. Elicit 3 consonants
answers from the class. 3 4 a word
4 Students read the instructions and do the task in pairs or small groups. When 5 nouns
they have finished, ask some to write their ideas on the board. 6 verbs
7 a sentence
EXTENSION activity Extension activity
Write these sentences on the board: 1 The students work in the library.
1 The students work in the library. 2 Look at the exercise.
2 Look at the exercise. 3 My sister likes coffee.
4 The class starts at 9 o’clock.
3 My sister likes coffee. 5 My father works at the university.
4 The class starts at 9 o’clock.
5 My father works at the university.
Ask students to copy the sentences. Put students into pairs to underline the
verbs and circle the nouns. Extension activity
You may also wish to get students to write their own sentences to exchange with
a partner.
Unit 1 . Meeting people 9


REVIEW p9 REVIEW Answer key p9
1
aims 1 (University) Backgammon Club.
The aims of this section are to encourage students to review the content of the 2 Two.
unit, and also to practise and develop the skills they have learnt. 3 Two.
2
PROCEDURE
1 Morocco.
1 This task revises surveying. Ask students if they play backgammon. If some do, 2 Rabat.
ask them to explain briefly how the game is played. When students have 3 Engineering.
completed the task, go through the answers with the whole class. 1 4 At university.
5 Rio de Janeiro.
background information 6 She’s a nurse.
Backgammon is a board game played by two people. The players roll a dice and 7 In a hospital.
move around the 24 parts of the board. A player wins by removing all their 3
pieces, or counters, from the board. It is one of the oldest board games in the
world – about 5,000 years old. My name is Karim Mansour. I come from Rabat, in Morocco. I
study engineering at university. I play backgammon with my
2 This task practises reading comprehension. Students read the instructions and friends.
do the task individually before checking their answers with a partner. Elicit the I am Anna Costa. I live in Rio de Janeiro, in Brazil. I am a nurse. I
answers from the whole class. 2 work in a hospital. I am married, and I play backgammon with my
3 This task revises awareness of the verb be and regular verbs. You may wish to husband.
write the texts on the board and ask some students to come up to mark the 4
verbs. 3
My family and I comes (come) from London(.) My father is a (an)
4 This task revises editing skills. Write the paragraph on the board. When students architect and my mother am (is) a businesswoman. I has (have)
have completed the task, ask some to come to the board and correct the one brother. he (He) is 18 and he is an (a) student.
mistakes. 4
5 This task could be set for homework. You may wish to revise or teach
vocabulary for family members.
6 Remind students to check their work before handing it in.
EXTENSION ACTIVITY
Ask the students to list the skills they have learnt and practised in this unit. For
example,
– surveying
– the alphabet
– following instructions
Put students in groups to discuss how to apply these skills to the work they do in
their academic studies. Let them do this in L1 in a monolingual group.


2 Countries
READING SKILLS Predicting
WRITING SKILLS Linking ideas (1) • Punctuation (2)
VOCABULARY DEVELOPMENT Using a dictionary (1)
READING Mountains, seas, and rivers pp10–11 READING Answer key pp10–11
1
aims 1 East
The aim of this section is to encourage students to predict the content of a text 2 coastline
before reading it by using the title, headings and pictures. 3 river
4 mountains
LEAD in 3
• You may wish to check students understand the following key vocabulary: b)
– Geographical features: desert, forest, mountain, river, coastline, border
– Other: north, east, south, west, long, short, flat 4
• Elicit the type of information that can be found on a map, e.g. names of major 1 It’s in the south of Europe.
cities, rivers, mountains, road systems, etc. 2 Three.
3 Yes, there are.
PROCEDURE 4 Tajo and Ebro.
1 Students read the instructions and do the task individually. Ask students to 5 Madrid.
check their answers in pairs. 1 6
2 Students read the STUDY SKILL. You may wish to explain that looking at the title, Possible answers
headings and pictures helps students to start thinking about the topic, which Algeria / the land in Algeria / the geography of Algeria
will help with reading comprehension. 7
BACKGROUND INFORMATION 1 there is
2 There are
Spain is a democratic monarchy. The current king is Juan Carlos. Portugal and
France are democratic republics, and Andorra is a very small principality in the
Pyrenees mountains between Spain and France.
Check that they understand capital city (the seat of government of a country),
and second city (the second most important city, usually in economic terms).
Students read the instructions and answer the questions. Do not check the
answer at this stage.
3 Students read the text and check their answer. 3
4 Students work individually and answer the questions. Put them into pairs to
check their answers. Elicit the answers from the class. 4
5 Students predict the subject of the text in pairs.
6 Students read the text and check their answer to exercise 5. 6
7 Read through the RULES box with the class.
BACKGROUND INFORMATION
Algeria is the second biggest country in Africa by land area (Sudan is the
biggest). It covers 2.4 million square km but only has a population of 35 million
people. Nigeria is the biggest country by population (170 million), but under
one million sq km land area.
Ask students to do the task and check their answers in pairs. You may wish to
ask students to explain their answers. (1) … an area of flat land – the use of
article an indicates the singular form; (2) … two important rivers – the use of the
number two indicates the plural form. 7
Unit 2 . Countries 11

8
Grammar note
2 F 3 T 4 T 5 F
If your students are familiar with there is/are, you may wish to point out the
negative forms, questions and short answers: 9
there isn’t (a/an) + singular, there aren’t any + plural 2 (It does not have borders with eight other countries.) It has
Is there a(n) ….? Yes, there is. No, there isn’t. borders with seven other countries.
5 (The capital city is not in the south of the country.) The capital
Are there any …..? Yes, there are. No, there aren’t. city is in the north of the country.
At this level, do not teach any as a grammatical item. It is better to teach there
aren’t any and Are there any? as phrases.
WRITING Answer key pp12–13
8 Students read the instructions and work individually. You may wish to tell 1
students to underline the part of the text that gives them the answer. This will
help to avoid guesswork. Go through the answers with the class. 8 1 b)
2 a)
9 Students do the task in pairs. You may wish to get some students to write the
corrected sentences on the board for the rest of the class to check. 9 2
2 but
EXTENSION activity 3 but
Ask students to draw a sketch map of their own country and to label it with the 4 but
principal geographic features. This will help with the writing task on page 13. 5 and
3
1 My country is hot, dry, and sunny.
WRITING My country pp12–13 2
3
Canberra, Sydney, and Melbourne are cities in Australia.
Spain exports cars, medicines, and oil.
4 Argentina has borders with Paraguay, Brazil, Bolivia, Uruguay,
aims and Chile.
The aims of this section are to give students practice in linking sentences with
4
and or but, to develop punctuation skills, and to give practice in writing a short
descriptive paragraph. My country is Malaysia. It is in South-East Asia. It has borders with
Thailand, Brunei, and Indonesia. It has coastlines on the South
China Sea 1and the Strait of Malacca. There is flat land around the
lead in coastline, 2but there are mountains in the centre of the country.
• Put students into pairs. Ask them to write the names of as many countries as Over half the country has rainforests. The capital of Malaysia is
they can in 30 seconds. When the time is up, ask the pair with the longest list to Kuala Lumpur, 3and it is a very modern city.
write their countries on the board.
• You could then get the students to organize these countries alphabetically and /
or by continent.
If this is too difficult for students, ask them to look through the Reading section
pages 10–11, to find the names of countries (Spain, France, Andorra, Portugal,
Algeria, Morocco, Mauritania, Western Sahara, Mali, Niger, Libya, Tunisia).
procedure
1 Students read the instructions and do the task individually. Put students into
pairs to compare their ideas. See how many pairs had the same idea. 1
Refer students to the STUDY SKILL.You may wish to point out that a comma is used
before a conjunction (and / but / or) when the conjunction is followed by a clause,
e.g. I like maths, but my sister prefers literature. The comma is not used when the
conjunction is followed by words or a phrase, e.g. I like maths but not biology.
2 Students read the instructions and complete the sentences. Put students into
pairs to compare answers. Elicit the answers from the class. 2
3 Students read the STUDY SKILL. Point out that a comma is only used in lists of
three or more items, e.g. compare I like tea and coffee (no comma needed) with
I like tea, coffee, and hot chocolate (commas needed).
Students work individually and add commas to the sentences. You may wish to
write the sentences on the board and ask students to come up and add the
commas. The rest of the class check their answers. 3
4 Students read the instructions and complete the text individually. Ask them to
compare their answers with a partner. Elicit the answers from the class. 4
5 Students work individually to answer the questions about their country. Tell
them to write short answers, not complete sentences. You may wish to set this as
a homework task.
6 Students read the instructions and write a paragraph about their country with
their answers from exercise 5. Remind them to look at the model paragraphs
about Spain (page 10), Algeria (page 11) and Malaysia (page 13). Check that
students understand the term part of the world, i.e. North Africa, South-East
Asia, the Middle East.
12 Unit 2 . Countries

7 Put students into pairs to check each other’s paragraph. Ask them to use a VOCABULARY DEVELOPMENT Answer key p14
different colour pen/pencil/font to make the corrections.
1
You may wish to review the use of capital letters, full stops, and commas or refer
2 desert
the students back to the appropriate Study Skills on pages 7 and 12. 3 mountains
Collect the work to check both the original paragraph and the corrections. 4 sea
5 weather
EXTENSION activity
2
Ask students to choose another country. Students research the country to
answer the questions in exercise 5 on page 13. Students write a paragraph and a) 1 capital
check their own work for punctuation, grammar and linking before handing 2 climate
it in. 3 coastline
4 country
ADDITIONAL PHOTOCOPIABLE ACTIVITY b) 1 rainforest
Writing 2 Linking ideas 2 river
3 Riyadh
4 Rome
c) 1 Malaysia
2 Mediterranean
VOCABULARY DEVELOPMENT Alphabetical order p14 3 Morocco
4 mountains
aims 3
The aims of this section are to give students further practice with alphabetical
ordering, and to introduce them to ways of using an English-English dictionary. a the part of speech
b the meaning
c the example
lead in
• Write these two groups of letters on the board. Tell students they have 15 4
seconds to put them into alphabetical order. When the time is up, ask students 1 Spain is a large country.
to come to the board and write the letters out in the correct order. 2 It is dry in Mexico.
3 In my country, the land is flat.
1 f p e y (e, f, p, y)
2 g r a o (a, g, o, r) 5
2 adjective
PROCEDURE 3 noun
1 Students read the instructions and look at the list of words. Ask: What is the first 4 verb
letter of the first word (m)? Do the same for the other words (w, s, c, d). Put 5 verb
students in pairs to complete the task. Check the answers with the whole class. Extension activity
1 Spain is a large country in the south of Europe. It has borders
2 Students read the instructions. Ask them to look at the words in group a). Ask: with France, Andorra, and Portugal. It has a long coastline on the
What letter do the words start with? (c). Repeat with the other two groups (r, m). Mediterranean Sea, and it has a short coastline on the Atlantic
Students then work individually and number the words in the correct Ocean. There are mountains in Spain, but there is a lot of flat
alphabetical order. Ask them to check their answers with a partner. Get some land, too. There are two important rivers, the Tajo and the Ebro.
students to come to the board to write the words in the correct order. The rest of The capital city is Madrid in the centre of the country. Barcelona
the class check their answers. 2 is the second city of Spain, and it is on the Mediterranean coast.
Parts of speech p14

3 Refer students to the STUDY SKILL. Encourage them to buy a good English-
English dictionary and to bring it to each lesson. Advise them to get into the
habit of always checking the part of speech, meaning, and example for each
word they look up.
Students read the instructions and do the task individually. Ask them to check
answers in pairs. Elicit the answers from the class. 3
4 Students read the instructions and do the task individually. Write the sentences
on the board and elicit the answers. 4
5 Students read the instructions and work in pairs. They can guess or work out the
part of speech, but encourage them to check their ideas in a dictionary. 5
EXTENSION activity
1 Tell them to look at the text about Spain on page 10. Put students into pairs. Ask
them to underline the nouns, circle the adjectives and box the verbs (or use
different colour pens/pencils/fonts to highlight the different parts of speech).
2 You may also wish to draw students’ attention to proper nouns, i.e. names of
people and places. These are written with capital letters. Extension activity
Unit 2 . Countries 13

2
aims b)
The aims of this section are to encourage students to review the content of the
unit, and also to practise and develop the skills they have learnt. 3
1 and
PROCEDURE 2 There is
3 but
1 Students read the instructions and do the task in pairs. 4 There are
2 Students skim the text and check their answer to exercise 1. 2 5 and
3 Students work individually and complete the text. Check the answers with the 4
class. 3 1 Ottawa is the capital of Canada.
4 Students read the instructions and do the task individually. Ask some students 2 Brazil is on the Atlantic Ocean.
to write the sentences with punctuation on the board. The rest of the class check 3 India has borders with Pakistan, China, Nepal, Burma,
Bangladesh, and Bhutan.
their answers. 4
4 My country has mountains, rivers, and forests.
5 Students work individually and match the questions and answers. Elicit the 5
1 b) 2 d) 3 a) 4 e) 5 c)
6 This task could be set for homework. When students have finished writing the
paragraph, tell them to check their work for mistakes with punctuation, 6
grammar, and linking. 6 Possible answer
New Zealand is a country in Oceania. It doesn’t have any borders
EXTENSION ACTIVITY (with other countries). It has a coastline on the South Pacific
Ask the students to list the skills they have learnt and practised in this unit. For Ocean. There are a lot of mountains, but there is some flat land,
example, too. There are a lot of rivers in New Zealand. The capital of New
– predicting Zealand is Wellington.
– linking ideas
– using a dictionary
14 Unit 2 . Countries

3 Your studies
READING SKILLS Skimming
KEY LANGUAGE Time expressions • Days of the week
WRITING SKILLS Writing sentences • Checking your writing (2)
VOCABULARY DEVELOPMENT Recording vocabulary (1)
READING Every day pp16–17 READING Answer key pp16–17
2
aims 1 Three.
The aims of this section are to introduce students to, and to give them practice 2 Four.
in, skimming texts.
3
LEAD IN a) Paragraph 1.
b) Paragraph 3.
• You may wish to check students understand the following key vocabulary: c) Paragraph 2.
– every day, lab (laboratory), chemistry, medicine, maths, seminar, office,
football matches, to get up, the gym, coffee, cafeteria. 4
1 Malika Fahri and Yasmin Hamdi
PROCEDURE 2 Conrad Delzer
1 Students read the instructions and do the task in small groups. Get some 3 Martino Basti
feedback from each group. 5
2 This task gives the students practice in surveying. Put the students in pairs to do 1 He’s 19.
the task. Elicit the answers from the class. 2 2 In the cafeteria.
3 Read the STUDY SKILL with the students. You may wish to explain that skimming 3 He has lectures.
is reading quickly, so it is not necessary to try to understand everything. One 4 In the mornings.
5 They work in the lab.
way of skimming is to read the first and last sentences in each paragraph.
6 At the weekend.
Students read the instructions. Give them a maximum of 30 seconds to do the 7 7.45.
task. You may wish to make it into a competition. 3 8 He has lectures.
4 Students write the names under the pictures. Elicit the answers from the class. 9 In the evenings.
4 6
5 Students read the instructions and the texts. Put them in pairs and let them 1 a In a classroom.
answer the questions first orally and just write notes for answers. You may wish b In a lecture theatre.
to ask faster students to write out their answers in full sentences. Elicit the 2 a He’s a student.
answers from the class. 5 b The man is a lecturer/teacher. The other people are
students.
6 Students read the instructions and discuss the questions in pairs. Elicit possible
answers from the class. 6 7
7 Give a time limit of 30 seconds for students to skim the text and choose the b
correct photo. Elicit the answer from the class. 7 8
8 Students read the text and answer the questions. Ask them to compare their 1 T
answers with a partner. As you check the answers with the class, ask the students 2 F (He works in his office in the afternoons.)
to correct the false sentences. 8 3 F (He has seminars on Friday mornings.)
4 T
extension ACTIVITy
Ask students to write one true and one false sentence about each of the people in
this section. Working in pairs, ask them to take turns to decide if the sentences
are true or false. Tell them to correct the false sentences.
Unit 3 . Your studies 15


KEY LANGUAGE Time p18 KEY LANGUAGE Answer key p18
1
aims a 2.45
The aims of this section are to revise or teach telling the time, time prepositions, b 3.15
and the days of the week. c 10.30
d 4.00
LEAD IN 2
• Write these questions on the board:
On Saturdays, Martino gets up at 8.00. He goes to the gym
– What time does this lesson start? in the mornings, and in the afternoons, he watches TV. He
– What time does the lesson end? likes sports programmes. He visits his friends in the evenings.
– What time do you get up each morning? He doesn’t work at weekends.
• Students work with a partner to answer the questions. Elicit the answers from
the class. Do not correct incorrectly-formed answers at this stage. 3
1 at
PROCEDURE 2 on
1 Students read the instructions and do the task individually. Ask them to 3 At
compare answers in pairs. Let the students say the time in the simplest way, i.e. 4 In
5 on
four o’clock, three fifteen, ten thirty, two forty-five. 1
If students are competent using this form of telling the time, you may wish to 4
point out other ways: Monday
– 10.15 a quarter past ten Tuesday
– 10.25 twenty-five past ten Wednesday
– 10.30 half past ten Thursday
– 10.35 twenty-five to eleven Friday
– 10.45 a quarter to eleven Saturday
Sunday
You may also wish to point out the use of a.m. (ante meridiem) and p.m. (post
meridiem) for talking about time in the morning and afternoon, e.g. 10 a.m. = 5
10 in the morning; 10 p.m. = 10 at night. Exercise 2
Saturdays
Exercise 3
1 Sundays
Time expressions p18 2 Monday
5 Wednesdays
2 Read through the RULES box with the class. Ask them to do the task
individually and then compare answers in pairs. Ask for the expressions or write Extension activity
the text on the board. One or two students can come and circle the expressions Dr Mahoob is a lecturer in business studies. He gives lectures at
on the board. 2 9.00 on Mondays and 11.30 on Thursdays. He works in his office in
the afternoons. He does research. He uses his computer, and he
GRAMMAR NOTE reads books. He has seminars on Friday mornings. At the
Prepositions are words or phrases that go before a noun to show time, place, weekend, he plays with his children and he goes to football
direction, etc. The words in, at, and on are all examples of prepositions. matches.
In US English, we say ‘on’ the weekend(s).
The plural form (in the evenings, on Mondays, at weekends, etc.) is used to
show it is a repeated, habitual action. The singular form (in the evening, on
Monday, at the weekend) usually refers to one specific time (day, weekend,
etc.) in the near future or near past.
3 Students read the instructions and complete the sentences. Elicit the answers
from the class. 3
Days of the week p18

4 Students work individually to order the days. Check that they write the days
with a capital letter. 4
background INFORMATION
The days of the weekend depend on the country. In some countries, e.g. Saudi
Arabia and Oman, the weekend is Thursday and Friday. In other countries, such
as Algeria and Sudan, the weekend is Friday and Saturday.
5 Students read the instructions and do the task in pairs. Elicit the answers from
the class. 5
extension ACTIVITy
Ask students to look back at the text about Dr Mahoob on page 17. Tell them to
underline all the days of the week (3), and circle all the prepositions of time (6).
Extension activity
16 Unit 3 . Your studies


WRITING Your day p19 WRITING Answer key p19
1
aims
The aims of this section are to revise the structure of simple sentences, and to subject verb object
give students practise in writing them. They will also continue checking their 1 Malika and Yasmin study medicine
own and their partner’s work, here for spelling and punctuation. 2 They use a computer
3 Dr Mahoob reads books
lead in
2
• Put the students in pairs and ask them to talk about five things that they do every
day (e.g. get up, have breakfast, use a computer, drive a car, have a lecture, etc.). 2 He plays football.
3 They do their homework.
• Elicit the answers and write them on the board. 4 He uses his computer.
PROCEDURE 5 She drinks coffee.
1 Read the STUDY SKILL with the students. You may wish to write an example sentence 3
on the board using a verb from the Lead in, e.g. Fatima has breakfast. Ask: 1 get up
– What is the subject? (Fatima) 2 have
– What is the verb? (has) 3 go to
– What is the object? (breakfast) 4 work
5 use
Students read the instructions and do the task. Ask them to compare their 6 watch
answers with a partner. Put the table on the board and ask some students to 7 go on
come up and complete the table with sentences 1–3. 1
5
2 Students read the instructions and do the task. Circulate and monitor. You may
like to ask some students to write their answers on the board. 2 Possible answer
I study chemistry. I get up at 7.30 in the morning. My first lecture
3 Focus the students’ attention on the photo. Ask is at 9.30. I have lunch at 12.00. In the evenings I watch television. I
– What does the woman do? (She’s a student nurse / nurse.) go to bed at 11.00. I work in the library at weekends.
– Where is she? (In a hospital.) 6
Students read the instructions. Remind them to read the text through first 1 Wednesdays
before they start completing it. Students that finish quickly can compare their 2 evenings
answers with a partner. 3 3 library
4 Students read the instructions and write short answers. Circulate and help any 4 cafeteria
students if necessary. Elicit answers from different students. 5 goes
5 Students write a paragraph about themselves. Circulate and help where
necessary. 5
6 Students read the STUDY SKILL. If you have a computer and projector, you may
like to show the students the spell check tool and how to choose English as the
language. Alternatively, you may like to ask a student to explain how to do this
(in their L1).
You may also wish to encourage students to keep a record of words they
commonly misspell with the correct spelling. Students can use this list as
something to check before handing in a piece of writing.
Students read the instructions and do the task. Elicit the answers from the class.
6
7 Put students in pairs to check each other’s paragraph in exercise 5. Remind them
or elicit that they need to check for capital letters for the first word in the sentence,
days of the week, and the first person pronoun I. They also need to check for full
stops at the end of the sentences. Take in the students’ paragraphs to correct.
extension ACTIVITy
Tell students to think of someone in their family or a friend they know well.
Write the questions on the board:
1 What does he / she do?
2 When does he / she get up?
3 When does he / she have lunch?
4 What does he / she do in the evenings?
5 When does he / she go to bed?
Ask students to write short answers to the questions about their family
member / friend. (If they say they don’t know an answer, encourage them to use
their imagination.) Students write a paragraph about the person. (This could be
set as homework.) In pairs, they check their partner’s text for spelling and
punctuation. (This could be done the following lesson.) Remind them of the 3rd
person singular s. Take in their work to correct.
ADDITIONAL PHOTOCOPIABLE ACTIVITY
Writing 3 Writing sentences


VOCABULARY DEVELOPMENT VOCABULARY DEVELOPMENT Answer key p20
Words that go together p20 1

give a lecture
have lunch/a lecture
aims read a book
The aim of this section is to introduce the idea of collocation (here called words use a computer
that go together), and to encourage students to note words that go together in
a have lunch
their vocabulary records. b read a book
c use a computer
lead in d give a lecture
• Write two groups of nouns on the board. 2
a car TV
a bus a movie 1 does
a taxi a football match 2 do
3 gives
• Students work in pairs or small groups and try to guess the verb which goes with 4 reads
each group of nouns. If this is too difficult, give them the first letter of drive and 5 has
watch. 6 visits
PROCEDURE 3
1 Read the STUDY SKILL with the class. You may like to point out that knowing a seminar: give, go to, have
word combinations helps to improve reading comprehension and increase emails: check, read, send, write
reading speed. 4
Students read the instructions and do the task. Elicit the answers from the class. Possible answers
Students then focus their attention on the pictures and write the correct words 2 I send emails in the mornings and afternoons.
under each one. 1 3 I read a book in the afternoons.
4 I do my homework in the evenings.
2 Students read the instructions and do the task in pairs. Elicit the answers from 5 I have a seminar at 12.00 on Wednesdays.
the class. 2
6 I write essays at the weekends.
3 Put the students in small groups. Ask them to do the task together. Encourage Extension activity
them to look back through the unit to find other nouns to add. 3
1 go to, leave
4 Students read the instructions and do the task individually. Ask them to 2 go, leave
compare their answers with a partner. Elicit answers from a few students. (If you 3 visit, see
have some stronger students, you may like to ask them to report back on their 4 drive
partner’s answers, e.g. Paolo checks his emails in the afternoon.) 4 5 play, watch
extension ACTIVITy
Write or dictate the following nouns:
1 university
2 home
3 friends
4 a car
5 football
Ask the students to write a verb which goes with each noun. If they can’t
remember, ask them to go back through the unit and find them.
Extension activity
18 Unit 3 . Your studies


1
aims 1 a They could be in a multi-media centre.
The aims of this section are to encourage students to review the content of the b They could be in a library.
unit, and also to practise and develop the skills they have learnt. 2 They’re students.
2
procedure
1 b Paul studies engineering.
1 Put the students in pairs or a group of three to do the task. Elicit answers from 2 a Tania studies Spanish and French.
the class. 1
3
2 Students read the instructions and work individually. Tell them that they only 1 at 2 in 3 on 4 on
have 30 seconds to do the task. Elicit the answers from the class. 2
3 Put students in pairs. If they can’t remember the rules, refer them back to the 4
RULES box on page 18. Elicit the answers from the class. 3 1 He has lunch.
2 He works in the computer centre.
4 Students read the instructions and do the task individually. Elicit the answers 3 She works in the multimedia centre.
from the class. 4 4 She visits her friends.
5 Students read the instructions and do the matching task. Elicit the answers from 5
the class. Students then focus their attention on the pictures and write the
correct words under each picture. 5 drives to work
gives a lecture
6 Students read the instructions and look at the example sentence. Ask: What is has lunch/a lecture
the form of the verb? (3rd person singular). Elicit the next sentence from the uses his computer
class and write it on the board (He uses his computer at 9.00.) You might like to watches television
circle the s at the end of the verb to remind students to use this form. Students What does Robert do on Wednesdays?
do the task individually. Circulate and monitor. 6 1 drives to work
7 Put students in pairs. Students read the instructions and check each other’s 2 uses his computer
paragraph. Remind them to check: 3 has lunch
– capital letters: at the beginning of sentences, on days of the week; 4 gives a lecture
5 watches television
– grammar: 3rd person singular s on verbs;
– time prepositions (at 9.00, in the mornings). 6
Take in the students’ paragraphs to correct. On Wednesdays, Robert works at the university. He drives to
work at 8.00. He uses his computer at 9.00. He has lunch at 12.00.
EXTENSION ACTIVITY At 2.00, he gives a lecture. At 6.00, he watches television.
example,
– skimming texts
– using prepositions of time
– checking your writing


4 Where we work
READING SKILLS Finding important words • Scanning
WRITING SKILLS Linking ideas (2)
RESEARCH SKILLS Using a search engine (1)
READING Where do they work? pp22–23 READING Answer key pp22–23
2
aims 2 What is her job?
The aims of this section are to get students to focus on important words in a 3 He studies engineering.
text, and to practise scanning to find the information they need from a text. 4 They work in a big office.
5 Where does she work?
LEAD in 3
• You may wish to check students understand the following key vocabulary: a)
– cafeteria, office, advantages, disadvantages, noisy, privately, ill, health, quiet.
4
PROCEDURE a
1 Students read the instructions and do the task in groups of three or four. Give 5
them a few minutes to discuss the questions. Get feedback from some groups.
You could make this a class survey by counting the number of people who work 1 Where is the new research from?
in the library, at home, in the cafeteria, etc. 2 Why are open-plan offices good?
3 Why is it difficult to work in an open-plan office?
2 Students read the STUDY SKILL. You may wish to tell students that when they are 4 Why do people get ill more easily?
looking for specific information, e.g. answering a reading comprehension 5 Do many companies think open-plan offices are good or bad?
question, they should focus on the message-bearing words, such as nouns,
6
adjectives, verbs and question words. Tell them to ‘skip’ other words, such as
pronouns, prepositions, auxiliary verbs. etc. 1 The research
New research from Australia shows that there are advantages
Students work individually and do the task. Ask them to check their answers and disadvantages to these offices. (Paragraph 1)
with a partner. Write the sentences on the board and elicit the answers from the 2 What’s good?
class. 2 The research shows three reasons to have open-plan offices.
3 Students look at the title of the text Open-plan offices: new research and answer Firstly, in open-plan offices a lot of people can work in a small
the question. 3 area. Secondly, it is easy to talk to work colleagues because
they are in the same room. Finally, open-plan offices are
4 Students work individually and read the first paragraph. Call on a student to cheaper for companies because they use less electricity.
give the answer. 4 3 What’s bad?
5 Students read the instructions and underline the important words. Put students The research also shows some disadvantages. It is difficult to
into pairs to compare their answers. You may wish to go through each question work in open-plan offices because they are noisy. It is also
difficult to talk privately in open-plan offices. (4) Finally,
and discuss which words are important and why. 5
researchers think that people get ill more easily because they
6 Students read the STUDY SKILL and the instructions. You may wish to tell students work near each other.
to run their finger along the text until they come to the information they need. 4 Open-plan offices – good or bad?
Tell them to scan for and underline the words in the text that correspond to the The research concludes that there are advantages and
words they underlined in the questions in exercise 5. For example, disadvantages to open-plan offices, but (5) many companies
think that the advantages of having open-plan offices are
1 Where is the new research from? greater than the disadvantages.
Students should scan for and underline a place and the words new research in
7
the text. Elicit the answers from the class. 6
1 Australia.
7 Students read the instructions and do the task individually. Make sure they use 2 Because a lot of people can work in a small area, it is easy to
the words they underlined in the text to answer questions from exercise 5. Ask talk to colleagues, and they are cheaper.
them to check their answers in pairs. Elicit the answers from the class. If there 3 Because they are more noisy, and because it is difficult to talk
are disagreements, ask students to point to the part of the text where they found privately.
their answer. Encourage students to use the shorter form when giving their 4 Because they work near each other.
answers orally. 7 5 They think the advantages are greater than the disadvantages.
Put students in pairs. Ask students to write one or two more questions about the Possible questions
text. Put students into groups of four. Students exchange the questions, How many people work in small offices?
underline the important words in the questions, scan the text for the important How many reasons are there for open-plan offices?
words, and answer the other pair’s questions. Why are open-plan offices cheaper?
20 Unit 4 . Where we work


WRITING A good place to work pp24–25 WRITING Answer key pp24–25
1
aims 1 b) 2 a)
The aims of this section are to give students further practice in linking ideas in
sentences, and to prepare and write a short explanatory paragraph. 2
1 d) Learning English is important because it is a world language.
lead in 2 a) The library is a good place to work because it is quiet.
3 e) Internet shopping is good because you can shop from home.
• Ask your students what makes a place good to work in. Elicit their ideas, e.g. 4 b) Many people go to university because they want good jobs.
quiet, well lit, cool, warm, etc. 5 c) Taking exercise is important because it is good for your
procedure health.
3
1 Students read the instructions and work individually to compare the pairs of
sentences. Ask them to compare their ideas with a partner. 1 2 I travel by car because I like driving.
3 I study biology and chemistry because I want to be a doctor.
Students read the STUDY SKILL. Elicit words used to link sentences (and, but). 4 I play squash and tennis because I like sport.
Make sure they understand that because gives a reason or cause. 5 The course is interesting because the teachers are good.
2 Students work individually and do the matching task. Ask some students to read 5
out the complete sentences. The rest of the class check their answers. 2
1 law
3 Students read the instructions and do the task in pairs. Remind them that they 2 lecture theatre
must change the punctuation (remove full stops and capital letters) when they 3 library
write out their sentences. Ask some students to write their sentences on the 4 evenings
board. The rest of the class check their answers. 3 5 a lot
4 Students read the instructions and do the task indvidually, then compare 6 quiet
answers in pairs. Ask some students to give you their sentences. You could also 8
ask some students to talk about their partner using the 3rd person singular, e.g. Model answer
Marcos doesn’t like watching TV because … . My name is Jon and I am a biology student. I work in the
5 Ask students to look at the photos. Ask: laboratory in the mornings and I study in the library in the
– What can you see in the photos? afternoons. I work at home in the evenings. I like working in the
– What is the text about? lab because my friends are there. I don’t like working in the
library because there are too many people.
Students work in pairs and complete the text with the words from the box. Ask
some students to read out the text, sentence by sentence, while the rest of the Extension activity
class check their answers. 5 Model answer
6 Students read the instructions and make notes about themselves. Point out that My partner’s name is Jon and he is a biology student. He works in
the laboratory in the mornings and he studies in the library in the
they should only write one or two words, not complete sentences. afternoons. He works at home in the evenings. He likes working
7 This task could be set for homework. Remind students that they will need to use in the lab because his friends are there. He doesn’t like working in
because when giving reasons for questions 3 and 4. the library because there are a lot of people.
8 Students work in pairs and check their partner’s work for mistakes. Take the
work in to check both the paragraph and the corrections. 8
EXTENSION activity
Put students into pairs. Students ask and answer the questions in exercise 6 on
page 25. Tell them to make notes of their partner’s answers.
Ask:
– What tense do you use? (Present Simple)
– How do you write verbs with ‘he’ or ‘she’? (+-s or +-es)
Students write a paragraph about their partner. Remind them to check their
work for mistakes before handing it in. Extension activity

Writing 4 Recording vocabulary and linking ideas
Unit 4 . Where we work 21


RESEARCH Search engines p26 RESEARCH Answer key p26
1
aims 2 What countries border Thailand?
The aim of this section is to help students use a search engine more effectively 3 What is the population of Japan?
and efficiently by introducing them to different functions available in a search 4 What does ‘career’ mean?
engine. 5 What types of engineering are there?
6 What is Karl Benz famous for?
lead in 2
• Do a quick class survey to find out which search engine the students use on 2 countries border Thailand
their computer, and what they mainly use it for. 3 population Japan
4 career mean
PROCEDURE 5 types engineering
1 Students read the STUDY SKILL. Google and Yahoo are given as examples. It 6 Karl Benz famous
doesn’t matter which search engine your students generally use, but encourage 3
them to use an English search engine.
Possible answers
Students read the instructions and do the task in pairs. Write the sentences on 1 Western Asia / Middle East
the board and ask some students to come to the board and underline the Turkey / Syria / Iraq
important words. The rest of the class compare their answers. 1 2 Cambodia, Laos, Malaysia, Myanmar (also known as Burma)
2 Students read the instructions and do the task. Ask them to check answers in 3 127 million in 2011
pairs. 2 4 an occupation or profession, especially one requiring special
training
3 This task can be set as homework if students do not have access to computers in 5 chemical, civil, electrical, mechanical, geotechnical,
the classroom. Elicit the answers from the students. 3 aeronautical
6 He designed and built the first car with an internal combustion
engine.
VOCABULARY DEVELOPMENT Vocabulary records p26

VOCABULARY DEVELOPMENT Answer key p26
aims 1
The aim of this section is to encourage students to keep good vocabulary 1 career
records so that they can retrieve and use the vocabulary they have noted. 2 cheap
3 drawing
lead in 4 health
5 know
• Ask students where they record new words. Ask: 6 spell
– Who writes new words in a special notebook?
– Who uses a spread sheet? 3
– Who just writes them as they occur? Possible answers
cheap adjective, costing little money, This hotel is very cheap.
PROCEDURE drawing noun, a picture made with a pen or pencil,
1 Students read the instructions and do the task individually. Ask them to check My daughter did a lovely drawing of our house.
their answers with a partner. Get a student to write the words on the board in health noun (no plural), the condition of your body, Doing
alphabetical order. The rest of the class check their answers. 1 sport is good for your health.
know verb, to have information in your head, I know a lot
2 Read the STUDY SKILL with the class. Emphasize the importance of writing an about computers.
example sentence as this will remind students how to use the word and in what spell verb, to use the right letters to write a word, Some
context. Students read the instructions and do the task. English words are difficult to spell.
3 Students compare their records in pairs. Elicit possible answers. 3
EXTENSION activity
Tell students to choose three to five new words from this unit (or earlier units).
Ask them to use dictionaries and make vocabulary records for these words.
22 Unit 4 . Where we work


2
aims b)
1 What do civil engineers build?
PROCEDURE 2 What do they use to plan their work?
3 What are the three examples of outside work places?
1 This task reviews surveying and predicting. Ask students to describe the 4 Why is working outside difficult?
pictures. Students read the instructions and answer the question. 5 Why do civil engineers like their work?
2 Students skim the text and check their answer to exercise 1. Elicit the answer 4
from the class. 2
Civil engineers do important work. They design and build bridges,
3 Students read the instructions and underline the important words. Elicit the roads, railways, and airports. Some of the time they work in
answers from the class. 3 offices. They use computers to plan their work. They can also
work outside in a lot of different places, for example, in deserts,
4 Students read the instructions and do the task. Elicit the answers from the class. on the sea, and in our cities. Sometimes, working outside is
4
difficult because of the weather. Civil engineers also work long
5 Students read the text, using the underlined important words to answer the hours and weekends, but they like their work because it is
questions in exercise 3. Ask students to check their answers in pairs. Elicit the important and useful.
5
6 Review the use of linking words. Ask: 1 Bridges, roads, railways and airports.
– What does ‘and’ join? (similar ideas) 2 Computers.
– What does ‘but’ join? (different ideas) 3 Deserts, the sea, cities.
– What do we use ‘because’ for? (to give a reason) 4 Because of the weather.
Students complete the text and check their answers with a partner. Elicit answers 5 Because it is important and useful.
from the class. 6 6
EXTENSION ACTIVITY 1 and

2 because
Ask the students to list the skills they have learnt and practised in this unit. For 3 but
example, 4 because
– finding important words 5 and
– linking ideas 6 but
– using a search engine 7 and
Unit 4 . Where we work 23


5 Signs and instructions
READING SKILLS Understanding a text
WRITING SKILLS Completing a form
READING Signs – an international language pp28–29 READING Answer key pp28–29
1
aims Possible answers
The aims of this section are to revise and give further practice in the reading 1 road signs, such as slow, stop, no parking, bus stop, etc.;
skills seen so far in this book (surveying, predicting, skimming and scanning). direction signs, to other towns, or places in the town
2 information signs (cafeteria, rooms, exits, etc.), instructions (no
LEAD IN smoking, no mobile phones, etc.)
• You may wish to check students understand the following key vocabulary: 2
– sign, shape, circle, triangle, rectangle (you might like to draw the shapes on the 1 Signs around the world.
board), colours (red, green), order, instruction, danger, safety, library, librarian, 2 a No entry b Beware of camels c Exit
locker(s), to turn off, memory stick, topic, landing card, passport, visa. 3 Three.
PROCEDURE 3
1 Students read the instructions and do the task in small groups. Alternatively, b) and c)
you might like to do the first question with the whole class. Put the students in 4
small groups to answer question 2. Elicit the answers from the class. 1
1 What does a circle mean?
2 Students read the STUDY SKILLS REVIEW. Elicit what the skills mean. If the 2 What does a triangle mean?
students don’t remember, refer them back to the pages given and let them 3 What does a rectangle mean?
answer in their L1 if necessary (‘surveying’ is using titles and generally looking at 4 What do the colours red and green mean?
a text, ‘predicting’ is using what the reader knows already, ‘skimming’ is reading 5
quickly to get a general idea, and ‘scanning’ is looking for specific information).
1 An instruction or order.
Students read the instructions and answer the questions in pairs. (You may wish 2 Danger.
to let the students answer question 2 in their L1.) 2 3 Information.
3 Give the students 30 seconds to skim the text and answer the question. Elicit the 4 Red means danger, and green is for safety.
answer from the class. 3 6
4 Students read the instructions and do the task. Ask them to compare their b)
answers in pairs. Write the questions on the board and ask one or two students
7
to come up and underline the important words. 4
a no eating
5 Students scan the text to find and underline the important words from the b no bags
questions in exercise 4. Tell them to read around the underlined words in the c no smoking
text to find the answers to the questions. Students who finish early can compare d no talking (loudly)
their answers with a partner. Encourage the students to give short answers in the e no mobile phones
oral feedback. 5
8
6 Students are given more practice in the skills with the second text. Put the a 3 c 4 d 6 e 5
students in pairs to do the task. Give them only 30 seconds to do it. 6
Rules 2 and 7 do not have a sign.
7 Students read the instructions and do the task. Let them answer the questions in
their L1, if necessary. 7 9
8 Students read the instructions and do the matching task. Give them a time limit 1 In the lockers.
of one minute. Elicit the answers from the class. 8 2 The librarian.
3 You can talk quietly.
9 You may like to write the questions on the board and ask the students to 4 To save documents on the library computers.
underline the important words (where, leave, bags, who, see, student identity
card, can, talk, why, need, memory stick). Give them one minute to scan the text
and answer the questions. Elicit the answers and encourage short answers. 9
extension ACTIVITy
Put the students in pairs and ask them to write one more question about the
texts on pages 28 and 29. Circulate and monitor, helping the students where
necessary. Put the students in groups of four. Ask them to exchange questions
and underline the important words. They scan the texts to find the answers to
the questions.
24 Unit 5 . Signs and instructions


WRITING Forms pp30–31 WRITING Answer key pp30–31
1
aims 2 h) 3 d) 4 e) 5 f) 6 b) 7 a) 8 c)
The aim of this section is to give students practice in following instructions to
complete forms. 2
1 Place of birth
lead in 2 Occupation
3 Nationality
• Ask your students the following questions: 4 Signature
– Who has been abroad recently?
– Where did you go? 3
– What forms did you need to complete? (e.g. landing card, visa application) Hiroko is not in capital letters.
STUDENT is written in blue ink, not black.
procedure The sports should be ticked not crossed.
1 Read the STUDY SKILL with the class. Students read the instructions and do the
task individually. Elicit the answers from the class, and encourage them to say
the questions. 1
2 Focus students’ attention on the photo. Ask:
– Where is the woman? (at a passport control / UK border)
– What document will she show to the officer? (her passport)
Ask students to read the speech bubble. Check comprehension by asking one or
two students the questions:
– What is her name? (Hiroko Sato.)
– Where is she from? (Japan.)
– What does she do? (She’s a maths student.)
Students read the instructions and do the task. Elicit answers from the class.
2
3 Students read the instructions. Tell them that the mistakes are connected with
completing the form (not grammar or spelling). Refer them back to the Study
Skill on page 30. Put students in pairs to do the task. Elicit the answers from the
class. 3
4 Students read the instructions and do the task.
5 Put students in pairs to check their partner’s forms. Remind them to check for:
– capital letters
– black ink
– ticks
Circulate and monitor the students’ work.
extension ACTIVITy
Put the students in different pairs. Tell them they are going to complete the
Landing Card in exercise 2 for their partner. Elicit the first question (What is
your family name?). Ask them to take turns to ask their partner the questions
and complete the landing card. Circulate and monitor.
Writing 5 Forms and instructions
Unit 5 . Signs and instructions 25


VOCABULARY DEVELOPMENT Topic areas p32 VOCABULARY DEVELOPMENT Answer key p32
1
aims colours
The aim of this section is to encourage students to record words by topic. black, blue, green, white
shapes
Lead in circle, rectangle, square, triangle
• Ask your students what topics they have studied in this book so far (Meeting 2
people, Countries, Your Studies, Where we work, Signs and Instructions). Possible answers
• Ask: subjects at university
Who writes the new words they learn in: medicine, English, business studies, chemistry
– groups of the same topic? geographical features
– alphabetical order? rivers, coastline, flat land
– chronological lists (according to the lesson)? 3
• Don’t make any comments at this point. sports
PROCEDURE basketball, football, running, swimming, volleyball
vehicles/forms of transport
1 Students read the STUDY SKILL. You may like to explain how to record topic areas, bus, car, plane, taxi, train
e.g. in a list under a heading, in word maps, in a separate document on a
computer. Ask the students if they have any other ideas. 4
Students read the instructions and do the task in pairs. 1 Possible answers
dentist, doctor, engineer, teacher, nurse, policeman, fireman,
2 Students read the instructions and do the task in pairs. If necessary, encourage builder, businessman/woman, vet, scientist, etc.
them to look through unit 2 for ideas. Ask some students to come and write
their answers on the board. 2
3 Students read the instructions and do the task individually before comparing
answers in pairs. Ask some students to write their headings on the board and
others to write the words under the headings. 3
4 Students read the instructions and work individually. Set the task as a
competition to see who can find the most words in 60 seconds. Get the students
to write their words on the board so that the whole class can record all the
words. You may wish to get students to mark the stress on the words. 4
extension ACTIVITy
Ask students to write more words for the groups in exercise 3. Then return to
the Lead-in activity which asked students how they record vocabulary. Ask:
– Which way is the easiest to do?
– Which is the most useful in terms of finding words again or revising? (You might
like to do this in the students’ L1.)
26 Unit 5 . Signs and instructions


1
aims b)
a No running/Don’t run.
1 Students read the instructions and do the task in pairs. Elicit the answer from b Assembly point/Meet here.
the class. 1 c Don’t use the lift(s).
2 Let the students discuss their answers in pairs. Ask different students for the 3
answers. 2
a 3 b 5 c 4
3 Students work individually to match the signs with the instructions. Ask them to 4
compare answers in pairs. Elicit the answers from the class. 3
1 It tells you to follow the instructions, stay calm, leave the
4 Students scan the text and answer the questions. Ask them to compare answers building and go to the assembly point.
in pairs. Elicit the answers from the class. 4 2 It tells you not to run, use the lift or go back into the building
5 Put students in different pairs to do the task. Remind them to use complete until it is safe.
questions. Elicit the first question (What is your first name?). Monitor the class
as they do the task, making sure they are using the correct questions. When they
have finished, students exchange the forms and check that the information is
correct in the form their partner completed for them.
EXTENSION ACTIVITY
example,
– different ways of understanding a text
– completing a form
– recording vocabulary by topic areas
Unit 5 . Signs and instructions 27


26 Where
Healthinand
themedicine
world…?
READING SKILLS Understanding pronouns
WRITING SKILLS Avoiding repetition
VOCABULARY DEVELOPMENT Recognizing parts of speech
READING Good health pp34–35 READING Answer key pp34–35
1
aims Possible answer
The aims of this section are to explain the use of pronouns in a text and thereby To stay healthy, people do sport regularly, eat a healthy balanced
to improve understanding of the text, and to revise the form and use of the Past diet, work or study, as well as enjoy free time. In some countries
Simple. it is usual to have regular medical check-ups.
2
LEAD in
1 a)
• You may wish to check students understand the following key vocabulary: 2 The picture shows an Egyptian priest from ancient times
– health, healthy, hospital, pipes, surgery, dentist, to treat, disease, ill, chemicals, pouring medicine.
tropical countries, vaccine, substance, skin, rice. 3 The text is about the history of medicine, from the ancient
Egyptians up to modern times.
PROCEDURE
3
1 Put students into groups of three or four to answer the questions. Elicit the
answers from the class. 1 b) 3 c) 5 d) 4 e) 1
2 Students read the instructions and do the task in pairs. Give them only 15 4
seconds to do this. Elicit the answers from different pairs. 2 1 Eat good food, take exercise, and sleep well.
3 Students skim the text to do the task. Let them compare their answers in pairs. 2 Public baths (and pipes to carry away dirty water).
3 Baghdad.
Elicit answers from the class. 3
4 She saved many people’s lives because she made hospitals
background INFORMATION clean and safe.
Since ancient times people have studied medicine and contributed to our 5
knowledge today. The text mentions a few different people and the advances 1 b)
that they made. Florence Nightingale was a British woman who trained as a 2 c)
nurse. She worked in hospitals in Europe and Britain. By introducing basic 3 a)
hygiene in hospitals she saved many lives. She started nursing schools and wrote 4 b)
books about nursing.
6
4 Students scan the text and work with a partner to find the answers to the
questions. Let them answer the questions orally with short answers. Faster Regular verbs: developed, used, wanted
Irregular verbs: made (make), thought (think), was (be),
students can write the answers in full sentences. 4
built (build), had (have)
5 Read the STUDY SKILL with the students. Elicit the meaning of the subject Extension activity
pronouns (she: singular, female; he: singular, male; it: singular, object; they:
plural). You may like to elicit or remind students of the other subject pronouns: Regular verbs: opened, studied, used, saved
I, you, we. Irregular verbs: was (be), built (build), took (take), made (make)
Students read the instructions. You might like to do the first one with the whole
class. Students can compare their answers in pairs. Elicit the answers. 5
6 This exercise reminds students of the form and use of the past tense when
talking about events in the past. Read through the RULES box with the class.
You may like to remind the students that dictionaries have a list of irregular past
forms. You may also wish to explain that some verbs with one syllable, ending in
-y do not take -ied, e.g. played, stayed.
Students read the instructions and do the task individually. When you check the
answers, ask the students to give you the infinitive form of the irregular verbs.
6
EXTENSION activity
Ask students to look at paragraphs 3 and 4 in the text on page 34. Students work
individually and underline verbs in the Past Simple. Students check their
answers with a partner. When you check the answers, elicit the infinitive form of
the irregular verbs. Extension activity
28 Unit 6 . Health and medicine


WRITING Medical discoveries pp36–37 answer key
1
aims The best answer is sentence a) because the first important
The aims of this section are to give students practice in using pronouns to avoid hospital in the world is not repeated.
repetition.
2
Lead in 2 I read about the Romans. They built many cities.
3 Jamil sent me an email. He wrote it on his phone.
• Ask the students to brainstorm important medical discoveries. 4 Please give us your address.
• Elicit answers from the class. 5 They told her about the lecture.
procedure 3
1 Students read the instructions and do the task in pairs. Elicit the answer. 1 1 They
2 He
2 Read through the RULES box with the class. Write ‘People built a hospital’ on 3 It
the board. Ask: 4 She
– Which word is the subject of the sentence? (People) 5 We
– Which word is the object? (hospital)
4
– Which subject pronoun can be used in the place of ‘people’? (They)
– Which object pronoun can be used in the place of ‘hospital’? (it) 1 it
2 them
Write ‘They built it.’ on the board. Underline ‘They’ and circle ‘it’. Students work 3 her
individually to do the task. Write the sentences on the board. Ask some students 4 him
to come to the board to underline and circle the pronouns. The rest of the class 5 me
5, 6
3 Students read the STUDY SKILL. Elicit the meaning of repetition (saying or writing
the same thing again). Elicit what avoid means (to try not to do something), or The Greeks subject They
the tree object it
let the students use their L1 to translate the title.
the scientists subject they
Students read the instructions and do the task in pairs. Elicit the answers from the medicine object it
the class. 3 Aspirin object it
4 Point out that this time the exercise focuses on object pronouns, not subject 8
pronouns. Students read the instructions and do the task individually. Ask them A British woman, Mary Montagu, lived in Turkey in the eighteenth
to compare their answers with a partner. Elicit the answers from the class. 4 century. She had two children. They got ill. She took them to see
5 Students read the instructions and do the task individually. Ask them to a Turkish doctor. He helped them. Mary went back to Britain. She
compare their answers with a partner. 5 told people about the Turkish doctor. Years later, a British doctor
used the Turkish doctor’s ideas to make a medicine. It was the
6 Students read the instructions and do the task. Elicit the answers. 6 first vaccine. Vaccines stop people getting ill.
7 Ask students to do the task individually. 1 Six subject pronouns
8 Put the students in pairs to compare their paragraphs. Write the text on the 2 Two object pronouns
board and ask some students to erase the repetitions and replace them with a Extension activity
pronoun. Elicit how many subject and object pronouns they used. 8
Digitalis is a plant. Many years ago, people in the countryside
EXTENSION activity made a medicine from the plant. They used it to treat people
with heart problems. Later, a doctor, William Withering, studied
Write the following paragraph on the board: the medicine. He wrote about it. People still use it today.
Digitalis is a plant. Many years ago, people in the countryside made a medicine
from the plant. The people in the countryside used the medicine to treat people
with heart problems. Later, a doctor, William Withering, studied the medicine.
William Withering wrote about the medicine. People still use the medicine today.
Put the students in pairs and ask them to improve the sentences by avoiding
repetition and using pronouns. Ask some students to come to the board and
replace nouns with pronouns. Extension activity

Writing 6 Health and medicine
Unit2 6 . .Where

Unit Health
in and
the world
medicine
…? 29

VOCABULARY DEVELOPMENT Nouns and verbs p38 answer key DEVELOPMENT Answer key
VOCABULARY p38
1
aims 1 a) verb b) noun
The aim of this section is to help students to increase their vocabulary by 2 a) noun b) verb
becoming aware of noun and verb forms of the same word. 3 a) verb b) noun
2
lead in
2 introduction
• Write the following sentences on the board: 3 education
1 Kevin goes for a swim every morning before classes. 4 meeting
2 He swims about 500 metres. 5 discussion
3 He is a strong swimmer. 6 lecture, lecturer
• Point to sentence 1 and ask: What part of speech is ‘swim’? (noun). Point to 7 writing, writer
sentence 2 and ask: What part of speech is ‘swims’? (verb). Point to sentence 3 3
and ask: What part of speech is ‘swimmer’? (noun).
2 verb
PROCEDURE 3 noun
4 noun
1 Students read the STUDY SKILL. You may like to suggest that your students record 5 noun
the different parts of speech of a word. You could point out that usually the
stress on the verb form is the same as the stress on the noun form. 4
Students read the instructions and do the task. Elicit answers from the class. 1 discovery
1 2 teaches
3 email
2 Go through the example with the whole class. Remind them that some nouns 4 meeting
have the same form as the verb and that some verbs have two nouns (6 and 7). 5 education
Put the students in pairs to do the task. Ask some students to come up to the
Extension activity
board to write the answers and underline the noun endings. 2
increase – increase
3 Students read the instructions and do the task. Elicit the answers. 3 build – building, builder
4 Students work independently to do the task. Put them in pairs to compare their border – border
answers. Elicit the answers. 4 Possible sentences
5 Students work in pairs to do the task. Monitor the students and correct their Making a note of these words increases your vocabulary.
sentences if necessary. If some students finish early, ask them to write their There was an increase in the number of students last year.
sentences on the board. Elicit answers from one or two students. The university is going to build a new library.
The library building opens in September.
EXTENSION activity My uncle is a builder.
Dictate the following verbs: Which countries does New Zealand border?
Show your passport when you arrive at the border.
increase, build, border.
Ask the students to find a noun (or two) for each verb, using their dictionaries if
necessary. Put them in pairs and ask them to write a sentence with each verb
and noun. Circulate and monitor. Elicit the answers. Extension activity
30 Unit 6 . Health and medicine


REVIEW p39 answer Answer
REVIEW key key p39
1
aims 1 The photo shows some leaves and a stick.
The aims of this section are to encourage students to review the content of the 2 The text comes from a website.
unit, and also to practise and develop the skills they have learnt.
2
PROCEDURE a) 3
b) 2
1 This task revises surveying. Students read the instructions and do the task in c) 1
pairs. Elicit the answers. 1
3
2 This task practises skimming. Ask students to do the task individually. Elicit the 1 In tropical countries.
answers. 2
2 A tree.
background information 3 To help stop malaria.
4 Vitamins.
Vitamins help you stay healthy. The body cannot make them so they must come 5 They keep us healthy.
from the diet. There are 13 basic vitamins, which are found in different foods
and have different functions in the body. Vitamins are essential for cellular 4
functions, good immune function, and healthy blood vessels. 1 b) 2 c) 3 c) 4 c)
3 This task practises scanning. Put the students in pairs to do the task. Elicit the 6
Another scientist did an experiment with food and disease in the
4 Students read the instructions and do the task individually. Elicit the answers. 18th century. For a long time sailors on boats got ill on long trips
4 because they had no fruit and vegetables at sea. In 1747 an English
5 This task revises avoiding repetition by using pronouns. Ask students to do the doctor, James Lind, decided to do an experiment on sailors. He
gave them lemon juice and they stayed healthy at sea. The lemon
task individually.
juice had vitamin C in it. Vitamin C is good for our skin and bones
6 Students compare their answers with a partner. Write or project the paragraph and keeps us healthy.
on the board. Ask some of them to come to the board and write in the 1 Three subject pronouns
pronouns. 6 2 One object pronoun
EXTENSION ACTIVITY
example,
– understanding pronouns
– avoiding repetition
– recognizing parts of speech
Unit2 6 . .Where

Unit Health
in and
the world
medicine
…? 31

27 Where in theofworld…?
The history transport
READING SKILLS Making notes (1)
KEY LANGUAGE Ordinal numbers • Dates
WRITING SKILLS Writing from notes
VOCABULARY DEVELOPMENT Using a dictionary (2) • Recording vocabulary (4)
READING Important first flights pp40–41 READING Answer key pp40-41
1
The aim of this section is to give students practice in making notes from a text. 1 Research into the solar system, study the planets, etc.
2
LEAD in
• You may wish to check students understand the following key vocabulary: 1 Photos of astronauts.
2 Three steps into space.
– scientist, space, spaceship, factory, hot-air balloon, helicopter, plane. 3 Four.
PROCEDURE 4 Space/space travel/famous astronauts/famous events in space
exploration.
1 Students read the instructions and do the task in groups of three or four. Elicit
3
the answers from the class. 1
a 2 b 4 c 3
2 Remind students of the importance of surveying and predicting before reading.
(See Study Skills pages 4 and 10). Students work in pairs to survey the photos 4
and text. Elicit the answers from the class. 2 1 1960 4 6
3 Ask students what skim means (reading quickly for the general idea). Students 2 12th, 1961 5 Six, 11
skim the text to do the matching task. Put them in pairs to check their answers. 3 16th, 1963 6 11, 1969
3 5
4 Ask students what scan means (reading quickly for specific information). Yuri Gagarin
Students complete the sentences and compare their answers with a partner. Russian
4 Vostok
12th April 1961
BACKGROUND INFORMATION person in space
Yuri Gagarin was one of 20 potential pilots for the Vostok flight. He was chosen Valentina Tereshkova
for his skills, but also because he was not very big (only 1m 52) – the Vostok Russian
cockpit was very small. After the flight he became a worldwide celebrity but he Vostok 6
never made another space flight. He died in 1968 when a MiG 15 training jet he 16th June 1963
was piloting crashed. woman in space
Valentina Tereshkova was a keen parachutist and skydiver in her younger years, Neil Armstrong
and this led to her selection as a cosmonaut. She was one of 400 women who American
volunteered for the space programme, and was finally selected with four other Apollo 11
women. Her trip into space lasted nearly three days and she orbited the Earth 48 20th July 1969
times. person to walk on the moon
Neil Armstrong started his career as a test pilot. He joined NASA (National 6
Aeronautics and Space Administration) in 1962, and become one of the first US
civilians to go into space in 1966. The trip to the moon was his second and last the history of flying/flying machines/flight
spaceflight. On the moon, he left a memorial bag which contained medals 7
commemorating Yuri Gagarin.
a 3 b 4 c 2
5 Students read the STUDY SKILL. Emphasize that when making notes, students 8
should only write words and short phrases, and not copy whole sentences from
the text. hot-air balloon plane helicopter
Montgolfier brothers Wright brothers Paul Cornu
Students complete the table and compare their answers with a partner. Draw the French American French
table on the board and ask some students to come to the board to complete the 21st Nov 1783 17th Dec 1903 13th Nov 1907
notes. The rest of the class check their answers. 5 4 minutes 12 seconds 20 seconds
6 Students read the instructions and answer the question. Elicit the answer from
the class. 6
7 Students skim the text and do the matching task. Elicit answers from the class.
7
8 Students read the instructions and complete the notes. Ask them to compare
their answers in pairs. Again, you can draw the table on the board and ask some
students to complete it. 8
32 Unit 7 . The history of transport


EXTENSION activity answer keyactivity
Extension
1 Put the following information on the board: Name: Concorde
What: 1st supersonic passenger airliner
Name: Concorde Built by: Aerospatiale and BAC (British Aircraft Corporation)
What: 1st passenger airliner 1st flight: 2nd March 1969
Built by: Aerospatiale and Last flight: 26th November 2003
1st flight: Speed: twice the speed of sound (= 2,172kph) (Mach 2)
Last flight:
Speed: the speed of sound (= 2,172kph) KEY LANGUAGE Answer key p42
2 Ask students what information is missing from the notes. 1

3 Tell students to use a search engine to find the missing information. 1st first 6th sixth
Extension activity 2nd second 7th seventh
3rd third 8th eighth
4th fourth 9th ninth
5th fifth 10th tenth
KEY LANGUAGE Ordinal numbers p42 2
2 19th
aims 3 20th
The aims of this section are to review the use of ordinal numbers for the order 4 21st
of things, and for dates, and to review writing dates in an academic style and 5 23rd
in notes. 3
1 c) 2 d) 3 a) 4 b)
lead in
• Write 1st, 2nd, and 3rd on the board. Elicit when we use these numbers (order of 4
things, dates and centuries). 1 L/l 2 C/c 3 X/x 4 P/p 5 T/t
procedure 5
January, February, March, April, May, June, July, August,
1 Read the STUDY SKILL with the class. Remind students that the full word must be September, October, November, December
written out for the order of things in a text:
– Gagarin was the first man in space. 6
– Not Gagarin was the 1st man in space. b) 30th November 2010
Students read the instructions and do the task. Write the ordinals on the board c) 21st February 2011
and ask some students to come to the board to write the words. The rest of the d) 23rd April 2013
class check their answers. 1
2 Students read the instructions and complete the list. Ask them to compare
answers in pairs. Write the words on the board and ask some students to come
to the board and write the numbers. 2
3 Students match the years with the centuries. Elicit the answers from the class.
3
4 Students read the instructions. When they are ready, say ‘go’ and give them 60
seconds to complete the task. (This exercise also revises the alphabet.) Put
students into pairs to compare their answers. Elicit the answers from the class.
4
Dates p42
5 Students read the instructions and do the task individually. Ask them to
compare answers in pairs. Remind students that the month is written with a
capital letter. Ask one pair to read out their order. The rest of the class listen and
6 Read the STUDY SKILL with the class. The dates in this book are written according
to British English, i.e. day/month/year, e.g. 12th July 2012, 12/6/12, or 12/06/12.
The use of the zero for the day or the month is more formal and official. Tell
students to choose one method for writing the date and then to be consistent.
You may wish to point out that the American system is month/day/year, e.g. July
12, 2012 or 6/12/12. Note that American English has a comma after the month
and day, before the year. It is now becoming more common in British English, to
leave out the ordinal suffix when writing a date, e.g. 12 July 2012.
Students work individually and write out the dates in full. Ask some students to
come to the board and write the full dates. The rest of the class check their
answers. 6
Unit7 2 . . The
Unit Where
history
in the
of transport
world …? 33

7 Students read the instructions and write the dates in the two ways, e.g. answer
7 key
23/10/1990 and 23rd October 1990. You could ask them to compare their Example answer
answers with a partner. Ask some students for their answers. 7 1 23/10/1990 (notes), 23rd October 1990 (academic writing)
1 Put this information on the board: 1 15th April 1912
1 The passenger ship Titanic sank on . 2 4th April 2004
2 The first grand prix race in Bahrain was on . 3 10th June 1984, 18th September 1984
3 Amyr Klink was the first person to row across the South Atlantic. He left
Namibia on and arrived in Brazil on . WRITING Answer key p43
2 Tell students to use the Internet or reference books to find the dates of these
events. 1
3 Alternatively, you may wish to ask students to find two or three events of their a passenger train
own choosing to present to the class. Extension activity b underground train
2
WRITING Trains p43

c)
3
aims date 2
The aims of this section are to give students practice in writing a factual where 4
paragraph from notes, and to remind students to check and correct their work. what 1
engineer 5
distance 3
lead in
• Ask students to write down as many ways of travelling as they can in 30 seconds. 4
• Elicit their answers and write them on the board (on foot, by bike/motorbike, Possible answer
car/taxi, train, plane/helicopter, boat/ship). where 4
distance 3
PROCEDURE engineer 5
date 2
1 Students read the instructions and do the task. Elicit the answers from the class. what 1
1
6
2 Students skim the first paragraph and answer the question. 2
Possible answer
3 Read the STUDY SKILL with the students. Emphasize that it is important to The other development was the first underground train. It
organize their notes in a logical order. started on 10th January 1863. It went a distance of 6.2 kilometres
Students read the instructions and the notes. Ask: in London. The engineer was John Fowler.
– When was it? (15/9/1830) Extension activity
– Where was it? (from Liverpool to Manchester)
– What was it? (first long-distance passenger train) Possible answer
Concorde was the first supersonic passenger airliner. It was built
– Who was the engineer? (George Stephenson) by Aerospatiale and BAC. Its first flight was on 2nd March 1969
– How far was it? (56 km) and it flew at twice the speed of sound. Its last flight was on 26th
Students read the instructions and do the task. 3 November 2003.
4 Students read the instructions and the notes. Ask them to look at the start of the
first sentence in paragraph 3 (exercise 2) and at the information in the notes.
Ask: What piece of information best completes the sentence? (underground train).
Point out the numbered example. Students then put the other information in the
order they will write the paragraph. Ask them to compare ideas in pairs. Note:
there is not one correct answer but a logical order would be as in paragraph 2 of
the text. 4
5 Students read the instructions and write a paragraph about the first
underground railway. This could be set as a homework task.
6 Students read the instructions. Elicit the type of mistakes they should check
each other’s work for, e.g. the correct written form of dates, verbs and
prepositions, and punctuation. Students work in pairs and check each other’s
work. 6
EXTENSION activity
1 Students work in pairs and compare the information they found about
Concorde from the earlier Extension Activity on p33.
2 Elicit the information and write it on the board.
3 Tell students to decide the best order to use the information to write a paragraph
about Concorde.
4 Students write the paragraph. Extension activity
Writing 7 The history of transport


VOCABULARY DEVELOPMENT answer key DEVELOPMENT Answer key
VOCABULARY p44
Verbs in the Past Simple p44 1

regular irregular
called did
aims learned left
The aims of this section are to encourage students to use dictionaries to help started paid
with the spelling of verbs in the Past Simple, and to make vocabulary notes that travelled went
enable them to use the new vocabulary correctly.
2
lead in 2 taught
3 saw
• Ask: 4 drove
– What tense do we use to talk or write about the past? (Past Simple) 5 knew
– How is the Past Simple usually formed? (+-ed or +-d)
• Write came and said on the board. Ask: 3
– What are these verbs the past form of? (come and say) 1 wrote
Explain or elicit that these are irregular verbs. 2 sent
3 had
PROCEDURE 4 read
5 did
1 Students read the instructions and do the task in pairs. Write the headings on
the board. Ask some students to write the verbs under the headings. The rest of 4
the class check their answers. You may wish to check that students know the 2 at 3 to 4 to 5 for 6 to
infinitive form of these verbs (arrive, become, call, do, learn, leave, pay, start,
travel, go). 1 5
2 Students read the STUDY SKILL. If possible, show them the list of irregular verbs 1 about 2 about 3 for 4 to 5 to
in the back of a dictionary as this is a useful resource for them. Extension activity
Students read the instructions and do the task. Tell them to use a dictionary to 2
find the past forms, if they do not already know them. Ask them to check their 1 arrive at the airport (arrived)
answers in pairs. Elicit the answers from the class. 2 2 learn about space exploration (learnt)
3 pay for a coffee (paid)
3 Students read the instructions and complete the sentences. Ask some students to 4 pay by credit card (pay with a credit card)
read out their sentences (or write them on the board). The rest of the class check 5 travel to/from work (travelled)
their answers. 3 6 travel by car
7 agree with someone (agreed)
8 wait for someone (waited)
Verb + preposition p44

4 Students read the instructions and do the task in pairs. You may need to review
what prepositions are and how they are used (time, place, movement, with verbs,
with nouns, after adjectives). The sentences in this exercise are all classroom
instructions. Elicit the answers from the class. 4
5 Students read the instructions and complete the sentences in pairs. Elicit the
6 Students read the STUDY SKILL. Emphasize the importance of noticing the
preposition that goes with a verb. This is usually clear from the example
sentence in the dictionary entry.
Students read the instructions and use dictionaries to get the information for
their vocabulary records. You may wish to show students how to change the
example sentences in the dictionary to make them more personal and
memorable for the students. For example:
(dictionary) He switched on the TV.
(adapted) Mahmoud switched on his computer.
extension activity
1 Write this list of gapped phrases on the board:
1 arrive the airport
2 learn space exploration
3 pay a coffee
4 pay credit card
5 travel work
6 travel car
7 agree someone
8 wait someone
2 Tell students to use a dictionary to find the correct prepositions to use with the
verbs and nouns (and to check the Past Simple form of the verbs).
3 Ask students to write sentences using the verbs and nouns and/or to make
vocabulary records of them.
Unit7 2 . . The
Unit Where
history
in the
of transport
world …? 35

REVIEW key key p45
1
aims c)
3
PROCEDURE 3
1 Students read the instructions and predict the topic of the text in pairs. 1 who Francis Chichester
2 Students read the instructions and do the task. Elicit the answer from the class. what 1st person to sail around world single-handed
2 west to east
when 27/8/66–28/5/67
3 Students read the instructions and do the task. Ask them to compare their notes how long 226 days
in pairs. Copy the table on the board. Ask some students to complete the notes name of boat Gypsy Moth
on the board. The rest of the class check their answers. 3 who Kay Cottee
4 Students read the instructions and number the notes. Elicit that it is probably what 1st woman to sail around world non-stop
best to put the notes in chronological order. 4 when 29/11/87–5/6/88
how long 189 days
5 This task could be set for homework. Students read the instructions and use the name of boat First Lady
notes to write a paragraph about car races. Point out the verbs in the table that who David Dicks
they should use. what youngest person to sail around world non-stop
6 Remind students to check their work for mistakes before handing it in. You may when Feb 96–Nov 96
wish to suggest that they use a different colour pen or font, to highlight the how long 9 months
errors they have found, and the corrections they have made. 6 name of boat Seaflight
4
EXTENSION ACTIVITY
Possible answer (organized chronologically)
Ask the students to list the skills they have learnt and practised in this unit. For 1 1st car race
example, 2 1st grand prix race
– making notes of useful information 3 1st Formula 1 grand prix race
– using ordinal numbers
– writing from notes 6
Put students in groups to discuss how to apply these skills to the work they do in Model answer
their academic studies. Let them do this in L1 in a monolingual group. The first car race was in France on 22nd July 1894. Peugeot won
the race and the average speed was 19 kilometres per hour. The
first grand prix race was also in France at Le Mans. It was on the
27th June 1906 and Renault won the race. The average speed was
101 kilometres per hour. The first Formula 1 grand prix took place
at Silverstone in England on 13th May 1950. Alfa Romeo won the
race and the average speed was 146 kilometres per hour.


82 Where
Doing business
in the world…?
READING SKILLS Making notes (2)
WRITING SKILLS Writing polite emails
VOCABULARY DEVELOPMENT Using a dictionary (3)
READING The business of sport pp46–47 READING Answer key pp46–47
1
The aim of this section is to help students make notes about a 2 To encourage people to do sport / To attract visitors to come to the country /
text by using headings. To make money / To encourage national pride.
3 Because sport is an important business these days.
LEAD in 2
• You may wish to check students understand the following key a) Email 2 b) Email 1
vocabulary:
– competition, marketing, ticket, match, advertise, logo, shirts, 3
hats, twice. The webpage is about the business of sport, especially football.
PROCEDURE 4
1 Students read the instructions and do the task in groups of three a) 4 b) 1 c) 6 d) 3 e) 7
or four. Elicit the answers from the class. 1 Paragraphs 2 and 5 do not have a heading.
2 Students read the instructions. Ask them what the texts are 5
(emails). Give them only 15 seconds to do the task. Elicit the 2 Selling tickets 5 Selling products
answers from different students. 2
6, 7
3 Tell the students that now they are going to read the text and take
notes as described in email 1. Students survey the webpage and 1 The business of football: Today, sport is a business and football is a good
example. Football clubs need money to pay the players. There are five ways for
answer the question. Give them only 15 seconds to do this. 3
the clubs to make money.
4 Students read the STUDY SKILL. Elicit how they took notes in unit 2 Selling tickets: Firstly, clubs sell tickets for the matches. A ticket for a match can
7 or refer them back to page 41 (They looked for important words, be very expensive. The clubs also sell season tickets. These are tickets for all the
names, numbers and date). Ask what they need to do here (skim matches in one year.
the text, write a heading for each paragraph, then scan and 3 Advertising: Secondly, companies pay clubs to advertise. For example, there are
underline the important words, and write those words under signs for their products at the stadium and their logo is on the players’ shirts.
headings). 4 Money from TV: Some clubs make money from TV companies. This is usually
only the big clubs, but it can be a lot of money for them.
Students read the instructions and do the task. Ask them to 5 Selling products: Clubs also sell products, for example, football shirts or hats.
compare their answers in pairs. Elicit the answers from the class. They sell their products in their shops and on the Internet. A lot of people buy
4 them.
5 Students read the instructions and do the task in pairs. Elicit the 6 Selling players: Finally, a football club can sell a player to another club for a lot
answers from the class. 5 of money. Clubs can only do this twice a year.
7 Conclusion: All clubs do these things, but only the top clubs get rich from them.
6 Students read the instructions and do the task. Check answers Other sports also have to make money and they use the same ways.
with the class. 6
8
7 Students do the task individually and compare their answers in Possible answers
pairs. Elicit the words they have underlined. If you have a The business of football: clubs need money – pay players, 5 ways
projector you may like to project the text and underline the Selling tickets: clubs sell tickets, matches, very expensive, season tickets all
important words. 7 matches year
8 Students read the instructions and do the task. Write the Advertising: companies pay clubs, advertise, signs, products, stadium, logo players’
headings on the board. Ask some students to come up and write shirts
their answers. 8 Money from TV: clubs make money, TV companies, big clubs, lot of money
Selling products: clubs sell products, football shirts, hats, shops, Internet
9 Tell students to cover the text and use their notes only to answer Selling players: club sell player, lot money, only twice year
the questions. Let them compare their answers with a partner Conclusion: all clubs do these things, only top clubs rich, other sports use same
and check their answers orally. 9 ways
EXTENSION activity 9
Put the students in pairs and ask them to go back to the text and 1 Five.
write 2 more questions for the others to answer. Monitor the 2 A season ticket.
class and correct the questions. Put the students in different pairs 3 With signs for their products at the stadium, and their logo on the players’
to ask and answer their questions. Ask one or two students to ask shirts.
their questions of the whole class. 4 Their products, e.g. football shirts or hats.
5 They can sell players.
Unit 8 . Doing business 37


WRITING Polite emails pp48–49 answer key
1
aims 1 Both are to Dr Diana Stuart.
The aim of this section is to give students practice in writing polite emails in an 2 a is from Jack Carter; b is from Ana Gonzalez.
academic context. 3 b
2
Lead in
1 Yes (it is attached to the email).
• Ask the students why they write emails to their teachers. Elicit several reasons 2 Yesterday.
(to apologize for being absent, to ask for a meeting, to ask for lecture notes / 3 The effect of money on sport.
homework, etc.). 4 She was ill.
• Elicit what polite means (behaving in a way that is socially correct and shows 5 The handouts from the lecture.
respect for other people).
3
procedure 1 Dear Dr Stuart
1 Students read the instructions and do the task. Give them 30 seconds. Elicit the 2 Please find attached my homework.
3 I am sorry that I missed your lecture.
answers. 1
4 Please could you send me the handouts?
2 Students read the instructions and answer the questions. Ask them to give short 5 I would like to talk to you
answers. Let them compare answers in pairs. Elicit answers from the class. 2 6 I look forward to hearing from you.
7 Best wishes
3 Put students in pairs to do the task. Write the text of the email on the board. Ask
some students to come up and underline the polite phrases as you check the 4
answers. 3 1 b) Please could we meet tomorrow?
4 Students read the STUDY SKILL. These expressions are used in polite emails, not 2 d) I am sorry that it is late.
necessarily formal ones. You may like to focus on common mistakes, e.g. NOT 3 a) Please find attached my essay.
Dear Dr Diana Stuart, or Dear Teacher, but Dear Dr Stuart,. Ask what comes 4 e) I look forward to meeting you next week.
5 c) I would like to talk to you about the course.
after I look forward to …? (an -ing form). Elicit other possible endings (seeing
you, meeting you, etc.). 5
Students read the instructions and do the task. Elicit the answers and encourage She wants them to send their essays by 22nd April.
the students to say the whole phrases. 4
7
5 Students do the task individually. Elicit the answer from the class. 5 Model answer
6 Students read the instructions and do the task individually. Circulate and Dear Dr Brown,
monitor. Please find attached my essay. I am sorry that it is late.
Please could you send me the new reading list?
7 Students work in pairs and check each other’s emails. If some students finish I look forward to hearing from you.
quickly, ask them to write their emails on the board. Let the whole class check Best wishes,
the emails for correct phrases, spelling, etc. Take in the emails to correct. 7 (Full name)
Dictate the following words and phrases from impolite email: Dear Dr Jones,
Hi Dr Alan Jones Please find attached my essay.
I send you my essay Please could you send me the lecture notes?
I want the lecture notes Please could you give me the homework?
can you give me the homework? Best wishes,
bye bye, (Pablo) Pablo Fernandez
Ask the students to write polite phrases for each of the above. Let them compare
their answers with a partner. Extension activity

Writing 8 Writing polite emails
38 Unit 8 . Doing business


VOCABULARY DEVELOPMENT answer key DEVELOPMENT Answer key
VOCABULARY p50
Words with more than one meaning p50

1, 2
part of speech meaning
1 b) verb 2
aims 2 a) noun 2
The aim of this section is to help students to use a dictionary correctly by b) noun 1
raising awareness of multiple meanings. 3 a) noun 2
b) noun 1
lead in 4 a) adjective 1
• Remind the students of the previous Study Skills on dictionary use in units 2 b) verb 2
and 7 (pages 14 and 44). 3
• Ask: 1 hard
– What information does a dictionary give you? 1 not soft
• Elicit: pronunciation, part of speech. e.g. noun / verb etc., the meaning, an example 2 difficult to do or understand
sentence, and the past form of irregular verbs. 3 full of problems
4 not kind or gentle
PROCEDURE 2 virus
1 a living thing that is too small to see
1 Students read the STUDY SKILL, the instructions, and do the task. They only need 2 a program that enters your computer and stops it from
to complete the first column, part of speech. Tell them that some of the working properly
underlined words are the same part of speech. Ask them to compare answers in 3 park
pairs. Elicit the answers from the class. 1 1 a place with grass and trees,
2 Students read the instructions and complete the second column, meaning, in 2 to stop and leave a vehicle
exercise 1. Ask them to compare answers in pairs. Elicit the answers from the 4 match
class. 2 1 a short piece of wood you use to light a fire
2 a game between two people or teams
3 Students read the instructions and do the task in pairs. 3 3 something that looks good with something else
4 Students read the instructions and write an example sentence for the meanings 4 to have the same colour or shape or to look good with
they have chosen. Weaker students can use the example sentence in the something else
dictionary, and stronger students can make up their own sentences. 4 5 to find something that is like another thing that you can put
with it
EXTENSION activity 4
Dictate or write the following words on the board: Possible answers
market, easy, orange. Diamonds are very hard minerals.
Put the students in pairs and ask them to use a dictionary to find two or more The exercise was very hard.
meanings for the words. Then ask them to write a sentence for each meaning. I caught a virus infection on the plane.
Elicit the answers from the class. Extension activity The computer program has a virus and doesn’t work.
The students played football in the park.
You can park your car in the road.
Roger won the tennis match.
You can light a fire with a match.
Extension activity
market 1 a place where people go to buy and sell things
2 the people who want to buy something
3 to sell something using advertisements
easy 1 not difficult to do
2 without problems or pain
orange 1 a round fruit with a colour between red and yellow
2 the colour between red and yellow
3 (adjective) of the colour between red and yellow
Unit 2 .Unit 8 . inDoing

Where the world
business
…? 39

REVIEW key key p51
1
aims The text is about sports and television, and how much money TV
The aims of this section are to encourage students to review the content of the companies make.
unit, and also to practise and develop the skills they have learnt.
2
PROCEDURE a) 1 The business of sport and TV
b) 4 How TV companies make money
1 Students read the instructions. Give them 15 seconds to do the task. Elicit the
answer from the class. 1 3
2 This task gives more preparation for note-taking under headings. Let the Possible answers
students work individually. Give a time limit of 15 seconds. Elicit the answers. 2 Early TV and sport 3 Money and TV 5 Conclusion
2 4
3 Students read the instructions and do the task individually. Ask them to Sports and television
compare their headings with a partner. Elicit possible answers from a few 1 The business of sport and TV
students. Ask the students to write the headings in the text. 3 Television shows a lot of sports programmes. Sport on TV is a
big business and many people benefit from it.
4 Students read the instructions and do the task. Let them compare their answers 2 Early TV and sport
with a partner. If you have a projector, you could project the text and ask the When TV started in the 1940s, it showed sports. They were
students which words they underlined. Elicit the answers from the class. 4 very popular because, for the first time, many people could
5 Students do the task individually and compare their answers with a partner. You watch important games. More people bought televisions and
could ask some students who finish quickly to write the important words on the watched more sport.
3 Money and TV
board 5
The TV companies paid the sports clubs and organizations a
6 Students read the instructions. Encourage the students to cover the text and just lot of money, and this is still true today. For example, in 1985
use their notes to answer the questions. Let them answer orally, with short they paid $45 million to show the top basketball games in the
answers. 6 USA. European TV companies paid 760 million euros to show
the summer and winter Olympics of 2010 and 2012.
7 Students read the instructions and work individually. If necessary, refer them 4 How TV companies make money
back to page 49 for the polite phrases. How do the TV companies make money from sport? They
8 Put the students in pairs to check each other’s emails. Ask one or two to write sell time on television to other companies. These companies
their emails on the board and let the whole class check them. Take the emails in advertise their products at sports matches and competitions.
to correct. 8 Millions of people watch the sport and see the
advertisements.
EXTENSION ACTIVITY 5 Conclusion
Showing sports on TV has advantages for the top sports clubs
Ask the students to list the skills they have learnt and practised in this unit. For and TV companies. Also, people around the world can watch
example, their favourite sports at home.
– making notes
– writing polite emails 5
– understanding words with more than one meaning 1 The business of sport and TV
Put students in groups to discuss how to apply these skills to the work they do in TV lot sports programmes, big business, many people benefit
their academic studies. Let them do this in L1 in a monolingual group. 2 Early TV and sport
1940s popular first time, many people watch important games,
more people bought televisions
3 Money and TV
TV companies paid sports clubs organizations lot of money,
true today, 1985 $45 million top basketball games, European TV
paid 760 million euros summer and winter Olympics 2010 and
2012
4 How TV companies make money
TV companies make money sport sell time to other
companies, advertise products sports matches competitions,
millions people watch see advertisements
5 Conclusion
Showing sports TV advantages top sports clubs TV companies,
people watch favourite sports at home
6
1 Because, for the first time, people could watch important games.
2 Sports clubs and organizations.
3 They sell time to companies who advertise their products at
the matches and competitions.
4 Because millions of people see the advertisements.
8
Model answer
Dear Dr (Roberts),
I am sorry I did not go to your lecture last week. Please could you
send me the handouts from your lecture? Please find attached
the homework on sport and TV.
Best wishes,
(full name)
40 Unit 8 . Doing business


92 Where
Water in the world…?
READING SKILLS Understanding tables and charts (1) and (2)
WRITING SKILLS Describing statistics
READING Using water pp52–53 READING Answer key pp52–53
1
The aim of this section is to help students understand tables and graphs drinking, watering plants (irrigation), washing, cooking, leisure
associated with a text. (swimming, sailing, water skiing, etc.), transport, farming,
industry, etc.
LEAD in 2
• You may wish to check students understand the following key vocabulary: 1 Litres of water necessary to produce one kilo of food
– statistics, compare, potatoes, apples, bread, sugar, rice, chicken, beef, chocolate, 2 product, litres of water
about (for approximations), goods (products). 3 eight
PROCEDURE 3
1 Students read the instructions. Put them into pairs and give them 30 seconds to 1 900
do the task. Elicit the answers from the class. Write their ideas on the board. 2 chicken
1 3 chocolate
2 Students read the STUDY SKILL. Elicit the meaning of table and bar chart by 4
asking the students to find them on pages 52 and 53. 2 700
Students read the instructions. Give them 30 seconds to do the task. Elicit the 3 beef
answers from the class. 2 4 sugar
5 16,000
background INFORMATION 5
The table shows information about how much water is needed to produce a kilo 1 How many litres of water do people use a day?
of food. The values are approximate. The longer it takes to produce the food, the 2 Six.
more water it needs. Processed foods, such as chocolate, use more water than
natural foods, such as apples. 6
3 Students scan the table in 30 seconds. Elicit the answers from the class. 3 1 In the home, for farming and in industry.
2 500 litres.
Grammar note 3 China.
4 200 litres.
This unit talks about food and quantities without referring to countable and 5 We use more in industry (to produce food and other goods).
uncountable nouns. If your students have already studied this grammar 6 We don’t have much water.
point, you may like to revise it with them by eliciting when you use how much 7 We need to find more, or use less.
(uncountable nouns, e.g. How much water do you need?) and how many
(countable nouns, e.g. How many litres of water do you need?).
4 Students read the instructions. Draw their attention to the numbered mistakes
in bold. Ask them to do the task individually and to compare their answers with
a partner. Elicit the answers from the class. 4
5 Put the students into pairs and give them 15 seconds to do the task. Elicit the
6 Students read the STUDY SKILL. Show them how to use a pencil or a finger to read
the numbers in the bar chart. To answer the questions the students need to read
the text and look at the bar chart. Students can compare their answers with a
partner. Elicit the answers from the class. 6
EXTENSION activity
Ask students to write two more questions about the table and the bar chart with
a partner. Circulate and monitor. Put them in different pairs to ask and answer
their questions.
Unit 9 . Water 41

WRITING More or less pp54–55 answer key
1
aims 2 People in Germany eat more bread than people in the UK.
The aims of this section are to give students practice in describing tables and 3 People in Argentina eat less fish than people in China.
bar charts and to revise simple comparative forms. 4 People in Pakistan drink the same number of cups of tea as
people in India.
Lead in 2
• Ask students to focus on the pictures of food. Elicit the names of the food (rice, 1 How many cups of coffee do people drink a day?
bread, fish, tea). Ask: 2 country, cups of coffee per day
– Which food do you eat a lot of?
– Which other foods do you like? 3
– Which drinks do you like? 1 F In Finland people drink more coffee than in Germany.
– How many cups of tea (or coffee or any other popular drink) do you drink 2 T
a day? 3 T
• Write some sentences on the board. For example, 4 F People drink more coffee in Japan than in Oman.
– Fatima drinks two cups of coffee a day. 4
– Lee drinks four cups of coffee a day. 1 shows
– Kai drinks two cups of coffee a day. 2 more
Then write: 3 than
– Lee drinks coffee than Fatima. 4 same
– Fatima drinks coffee than Lee. 5 as
6 less
– Kai drinks the number of cups of coffee Fatima. 7 more
• Elicit the words to fill the gaps (more, less, the same and as). You may like to
write symbols to help the students, e.g. 5
more than > less than < the same as = 1 How many litres of bottled water did people drink in 2009?
You could leave the symbols on the board. 2 Six.
procedure 6
1 Mexico.
1 Students read the STUDY SKILL, the instructions, and do the task. Monitor and 2 About 120 litres.
help if necessary. Ask students who finish quickly to write their answers on the 3 Thailand and Saudi Arabia.
board. 1 4 Hong Kong.
2 Students survey the table and answer the questions. Give them 15 seconds to do 8
this. 2
Model answer
3 Students read the instructions and do the task in pairs. Give them one minute to The bar chart shows how many litres of bottled water people
do this. Elicit the answers from the class. Ask the students to correct the false drank around the world in 2009. People in Mexico used more
sentences. 3 bottled water than the other countries. They drank about 240
4 Students read the instructions and do the task. Remind them to read all the litres. In Spain, people used less bottled water. They drank 120
litres per person. In Thailand and Saudi Arabia, people used the
words in the box first, then read through the text before they start to complete it. same number of litres of bottled water. They drank 100 litres. In
(The word more is used twice.) Ask them to compare their answers with a Hong Kong they drank less bottled water than the other
partner. You might like to discuss the question in the last line of the text. Elicit countries. They drank approximately 80 litres per person.
5 Students read the instructions and do the task. Elicit the answers. 5
6 Students read the instructions and do the task. Elicit the answers from the class.
6
7 Students read the instructions and write a description of the bar chart. Monitor
and help where necessary.
8 Put the students in pairs to check each other’s work. You may like to remind
students to focus on common mistakes, e.g. ‘the same number than’ (the same
number as) or ‘more that’ (more than); no capital letters on countries. Take in
the writing to correct. 8
EXTENSION activity
Put students in pairs and ask them to write two true or false sentences about the
table on page 54 and the bar chart on page 55. Monitor and help. Put the
students in groups of four and let them decide if their partners’ sentences are
true or false. Ask a few students to read their sentences out to the class. Call on
different students to say if they are true or false. Ask them to correct the false
sentences.
Writing 9 Describing statistics
42 Unit 9 . Water

VOCABULARY DEVELOPMENT Opposite adjectives p56 answer key DEVELOPMENT Answer key
VOCABULARY p56
1
aims 1 e) 2 d) 3 b) 4 a) 5 c)
The aim of this section is to help students to develop their vocabulary by
recording antonyms of words. 2
1 difficult
lead in 2 big
3 right
• Remind the students of the previous Study Skills about recording vocabulary in 4 rich
units 3, 4, 5, and 7. Ask: 5 new
– How have you recorded vocabulary in this book?
• Encourage them to go back through the book to find out (Unit 3 ‘words that go 3
together’; Unit 4 writing different information: part of speech, meaning, example 1 slow
sentence, translation; Unit 5 by topic; Unit 7 by verbs + prepositions). 2 late
3 full
PROCEDURE 4 high
1 Students read the STUDY SKILL, instructions, and do the task. Elicit the answers 4
and make the students say the words. 1 1 fast/quick
2 Students read the instructions and do the task in pairs. Encourage them to use 2 early
their dictionaries if they cannot remember the words. Elicit the answers. 2 3 empty
4 low
3 Students work individually to do the task. Ask them to compare answers in
pairs. You may like to ask students who finish quickly to write their answers on 5
the board. 3 2 unpopular
4 Students read the instructions and do the task in pairs. Monitor and help. Elicit 3 independent
4 incomplete
the answers. 4
5 unsuccessful
5 Students read the instructions and do the task. Elicit answers. 5 6
6 Students read the instructions and do the task in pairs. Emphasize that these 2 boring, uninteresting
words have two possible opposites. Write the words on the board and ask 3 dangerous, unsafe
different students to come up and write the opposites. 6 4 sick/ill, unhealthy
7 Students read the instructions and do the task in groups of three or four. 5 wrong, incorrect
Monitor and help. Ask a few students for their answers. Extension activity
EXTENSION activity 1 old – new/young, light – heavy/dark, big – small/little
2 expensive – inexpensive, true – untrue, polite – impolite
1 Dictate the following adjectives:
old, light, big.
Ask students to find the opposite of the words in their dictionaries. Elicit the
answers and focus on the fact that some words have more than one opposite
(e.g. old). Put them in pairs to write a sentence using one of the pairs of
words. Monitor their work. Ask a few students for their sample sentences.
2 Dictate the following adjectives, and ask the students to find the opposite of
the words using a prefix:
expensive, true, polite.
Elicit the answers from the class. Extension activity
Unit 2 . Where Unit . Water

in the9 world …? 43

REVIEW key key p57
1
aims c)
1 The size of the oceans
PROCEDURE 2 ocean, size (million sq km)
3 five
1 Students read the instructions. Put them into pairs and give them 15 seconds to
do the task. Elicit the answer. 1 3
2 This task gives more practice in surveying a table. Let the students do the task 1 97%.
individually. Give a time limit of 15 seconds. Elicit the answers. 2 2 77 million sq km.
3 In 2000.
3 Students do the task individually. The information they need is in the text and 4 The Indian Ocean.
the table. Ask them to compare their answers in pairs. Elicit answers from a few 5 The Arctic Ocean.
students. 3 6 For food, drinking water, transport of goods, minerals.
4 Students read the instructions. Focus their attention on the bar graph. Ask: 4
– What does it show? (the global use of water between 1960 and 2010) 1 a) 650 km3 b) 220 km3 c) 100 km3
– What is on the horizontal axis? (the years) 2 a) more b) more c) more
– What is on the vertical axis? (the cubic kilometres usage of water) 3 The number of cubic kilometres of water people used in
Students read the instructions and do the task individually. Ask them to industry in 2010 is about the same as the number people used
compare their answers in pairs. Elicit the answers from the class. 4 in agriculture in 1960. The number of cubic kilometres of water
people used in the home in 2010 is about the same as the
5 Students read the instructions and do the task individually. Circulate and number people used in industry in 1960.
monitor.
6
6 Put the students in pairs to check each other’s writing. Take in the writing to Model answer
correct. 6
The bar chart shows the global water use in 1960 and 2010. In
EXTENSION ACTIVITY 1960 people used 650 cubic kilometres of water in agriculture.
They used less water in industry – 220 cubic kilometres. In the
Ask the students to list the skills they have learnt and practised in this unit. For home, people only used 100 cubic kilometres. In 2010 people
example, used more water for all these purposes. They used about the
– understanding tables and charts same number of cubic kilometres of water in industry in 2010 as
– describing statistics they did in agriculture in 1960. In the home, they used about the
– recording vocabulary same number of cubic kilometres of water in 2010 as they did in
Put students in groups to discuss how to apply these skills to the work they do in industry in 1960.
44 Unit 9 . Water

10
2 Where
Ambition andworld…?
in the success
READING SKILLS Understanding the organization of a text
WRITING SKILLS Writing a paragraph • Checking your writing (3)
RESEARCH SKILLS Using a search engine (2) • Checking information
READING Great ideas pp58–59 READING Answer key pp58–59
2
The aims of this section are to review and practise all the reading skills students Successful businesses/business people/Amazon/Selling books
have met so far (surveying, predicting, skimming, scanning, intensive reading),
4
and to introduce students to the idea of ‘topic sentences’ as an aid to reading
comprehension. (Paragraph 1) Jeff Bezos was born in the USA in 1964.
(Paragraph 2) In the early 1990s, Bezos had an idea for a new
LEAD in business.
(Paragraph 3) On 16th July 1995, Bezos started his new business.
• You may wish to check students understand the following key vocabulary: (Paragraph 4) Today, Amazon.com is a huge success.
– ambition, worldwide, garage, sales, products, creator (of a business).
b) 4 c) 3 d) 2
PROCEDURE 5
1 Students read the instructions and do the task in groups of three or four. Give a) 3 b) 4 c) 2 d) 4 e) 3 f) 2 g) 1 h) 1
them a few minutes to discuss the questions. Get feedback from the class.
6
2 Students work in pairs and survey the photos and the title of the text to predict a) 45 (countries).
the topic. Elicit possible ideas from the class. 2 b) He is very rich/a billionaire.
3 Students skim the text to check their ideas in exercise 2. c) To study the business market.
d) Computer games, DVDs, electronics, books (and many other
4 Students read the STUDY SKILL. Explain that a topic sentence is like a title or things).
heading as it summarizes the contents of the paragraph. By identifying the topic e) On 16th July 1995.
sentence, students will be able to predict and find the information they need. f) In the early 1990s.
Students read the instructions and do the task individually. Ask some students g) In the USA.
for the answers. 4 h) Princeton University.
5 This task helps students to identify where they can find information based on
headings and topic sentences. Tell students to look at question a). Ask:
– Is this question about his early life? his idea? the business? his success? (the
business)
Ask:
– Which paragraph is about the business? (para. 3)
Students work in pairs and go through the other questions to decide which
paragraph will have the answer. Elicit answers with the class. 5
6 Students read the instructions. They should answer the questions by looking at,
for example, question (a) and seeing which paragraph the information is in (3),
and then going directly to that paragraph to answer the question. Students do
the task individually and compare answers with a partner. Encourage them to
use short answers. Elicit the answers from the class. 6
Unit 10 . Ambition and success 45


WRITING Success pp60–61 answer key
1, 2
aims a) 4 b) 5 c) 1 d) 3 e) 2 f) 6
The aims of this section are to give students practice in writing a cohesive and
structured paragraph, and to consolidate all types of error correction. 3
Model answer
Lead in Tamara Mellon is a successful businesswoman. She was born in
England in 1967. She worked for Vogue, a fashion magazine. She
• Ask your students to name some successful people from their own country. had a new idea for a business. She liked shoes and she decided to
• Ask them what makes some people successful (ambition, intelligence, original start a business selling expensive shoes. She opened the first
thinking, etc.). shop in London in 1996 with the designer Jimmy Choo. It was a
great success and now there are over 110 shops worldwide.
procedure
4
1 Read the STUDY SKILL with the class. Explain that a good paragraph has three
parts: the topic sentence, body sentences, and a concluding sentence. Remind Sergey Brin and Larry Page co-founded Google in 1998. They met
students that all the sentences in a paragraph must be on the same topic. at Stanford University and decided to look at search
technologies, that is, how to find information on the Internet.
Students read the instructions and work individually. Check the answers with This gave them an idea for a new company. [full stop] On
the class. 1 7th September 1998, they started their business in a garage, like
2 Students read the instructions and work individually. Ask them to check their Jeff Bezos. At first, it got about 10,000 searches a day, but now it
answers in pairs. Elicit the answers from the class. 2 gets over two billion.
If your students need handwriting practice, ask them to write the paragraph out
in the correct order.
3 Students read the instructions. Ask them who the notes are about (Tamara
Mellon), and if they know anything about her.
Ask:
– What is the topic sentence? (Tamara Mellon is a successful businesswoman.)
– What are the headings? (Early life, New idea, Start of company, Success.)
Students write the paragraph. This could be set as a homework task. 3
4 Elicit the type of mistakes they should check their work for. Students then read
the STUDY SKILL. This brings together all the points in the Study Skills for
Checking your writing (1) and (2), as well as reminders of linking words.
Students read the instructions and do the task individually. Ask them to
compare their answers with a partner. You may wish to write the uncorrected
paragraph on the board, and ask some students to come up and mark the
corrections. 4
5 Students read the instructions. Ask them to look at the paragraph they wrote for
exercise 3 and to check their work for mistakes. This could be done as peer
correction in pairs.
Writing 10 Writing a paragraph
46 Unit 10 . Ambition and success


RESEARCH Finding the right information pp61–62 answer key
RESEARCh Answer key pp61–62
1
The aims of this section are to help students use a search engine more effectively Web: 2, 4, 5, 6, 7
by emphasizing the need to check information from more than one source, and Images: 1, 8
to encourage students to use different functions of a search engine. Maps: 2, 7
Translate: 3
lead in 2
• Ask students what type of information they get from search engines (text, 2 Democratic Republic of the Congo, Tanzania, Malawi,
pictures, maps, guides, etc.). Mozambique, Zimbabwe, Botswana, Namibia, Angola
3 Students’ own mother tongue
PROCEDURE 4 Chandigarh, India
1 Students read the STUDY SKILL. Remind them that when they use a search engine, 5 Rabat
they can choose from several functions to get different types of information. 6 2nd March 1969
7 87–135 Brompton Road, Knightsbridge, London SW1X 7XL
You may wish to advise students that the ‘translate’ function can be a useful tool
at the single-word level, but not necessarily for a large quantity of text, e.g. a 3
whole paragraph. 1 Welcome to my history of Hotmail. Today Hotmail is the
Students read the instructions and do the task in pairs. Write the search engine world’s largest email provider with 50 million users. Bhatia
functions on the board and ask some students to come to the board and write started the company in 1996 and sold it to Microsoft in 1998.
the corresponding numbers. The rest of the class compare their answers. 1 2 Hotmail is the world’s largest web-based email service with
nearly 364 million users. Microsoft bought Hotmail in 1997.
BACKGROUND INFORMATION 4
Sebastian Vettel is a German Formula 1 driver. He won the world 1 a) 2 b)
championship in 2010 and 2011. He won his first race, the Italian Grand Prix in
2008 at the age of 21. 5
Zambia is a country in southern Africa. The capital city is Lusaka. Zambia Possible answer
gained its independence from the United Kingdom in 1964 under Prime 1 early life
Minister Kenneth Kaunda. 2 new idea
Sabeer Bhatia is the co-creator of Hotmail. More information about him can be 3 start of company
found in exercise 5. 4 success
Morocco is a country in North Africa on the Mediterranean and Atlantic. The 6
capital city is Rabat. Possible information
Concorde was the first passenger plane to fly supersonically – above the speed Topic
of sound. It was an Anglo-French project. Sabeer Bhatia – created Hotmail
Harrods is a famous department store in Kensington in west London. It opened early life
in 1834. It’s famous for the Food Hall, and its dark green plastic bags are – born India 1968
instantly recognizable. – studied at Caltech and Stanford Univ. USA
new idea
The Ferrari 458 Italia was showcased at the Frankfurt Motor Show in 2009. It – first web-based email service
has a 4.5 V8 engine and a top speed of over 325 km/h. start of company
2 Students read the instructions. If they do not have access to computers in the – set up Hotmail July 1996 with Jack Smith
classroom, this could be set as homework. Students do the task and compare success
answers in pairs. 2 – 1997 sold Hotmail to Microsoft
– now, over 360m people use it
3 Read the STUDY SKILL with the class. Explain that information on the Internet is
not always accurate. This is particularly true of open sites, where ‘readers’ can 8
change or add information. Model answer
Students read the instructions and do the task. Elicit the answers from the class. Sabeer Bhatia is a successful businessman. He was born in India in
3 1968 and studied in America at Caltech and Stanford University.
He had the idea of creating a web-based email service. He started
4 Students read the instructions. Explain that they should look at the third site ‘Hotmail’, a new company, in July 1996 with Jack Smith. It was a
and see which site 1 or 2 it supports in terms of the information given. Elicit the great success. In 1997 he sold Hotmail to Microsoft. Now, over
answers. 4 360 million people use Hotmail.
5 Ask students what they remember about Sabeer Bhatia from exercise 1. Students
read the instructions and number the headings. Elicit the answer from the class.
5
6 If students do not have access to computers in the classroom, this can be set as
homework. You can put students into pairs or small groups to compare and
select the information they have collected. 6
7 Elicit from the class what makes a good paragraph. Students write a paragraph
about Sabeer Bhatia. This could be set as homework.
8 Students check their work for mistakes before handing it in. 8
Unit 2 10 . . Where
Unit Ambition
in the
andworld
success
…? 47

REVIEW key key p63
1
aims 1 Julian Dunkerton is a successful businessman.
The aims of this section are to encourage students to review the content of the 2 At the market, he learnt a lot about people.
unit, and also to practise and develop the skills they have learnt. 3 He started his new business with very little money.
4 Superdry today is a huge international success.
PROCEDURE 2
1 This task revises skimming and identifying topic sentences. Students read the a) 4 b) 2 c) 3 d) 1
instructions and underline the topic sentences. Elicit the answer from the class.
1 3
2 Students read the instructions. Ask them to look at the topic sentence in b) 1 c) 2 d) 4 e) 3 f) 3 g) 1
paragraph 1 and to find the important word or words (businessman). Elicit the 4
heading for paragraph 1 (The businessman). Students do the matching task and a) Thousands of people.
write the headings in the text for paragraphs 2–4. Elicit the answers. 2 b) He started selling clothes in a market.
3 Students read the instructions. Remind them or elicit that headings and topic c) He realized there were lots of people who wanted fashionable,
sentences summarize the content of the paragraph. Ask: cool clothes, but not strange clothes. He decided to design
– What are the important words in question a)? and sell these clothes.
d) Europe, the Middle East, Asia, Australia, and the Americas.
Make sure students also pick out today.
e) In London.
Tell students to look at the four topic sentences and to scan for the important f) Because David Beckham wore a Superdry T-shirt.
words in the question. Elicit which paragraph will have the information to g) Because he did not get good exam results at school.
answer this question (4). Remind them that they should go directly to the
paragraph to scan for the information. They do not need to read (and re-read)
the text in paragraph order. Students complete the task. Elicit the answers from
the class. 3
BACKGROUND INFORMATION
The Americas refers to all the countries in North, Central, and South America.
America on its own is usually used for the United States of America. North
America is often used for Canada and the USA.
4 Students read the instructions and scan the text to find the information. Elicit
5 Students read the instructions. If they are all from the same country, you could
brainstorm famous people and make a list on the board. Or, put students into
small groups to brainstorm and then choose a person to research. Remind them
to check their information on more than one website. They should also write the
name of the site and when they accessed it, and put this below the paragraph.
This task can be set as homework.
6 Students read the instructions. This task can also be set as homework. Go
through the stages of writing a paragraph:
– researching information
– making notes
– ordering/numbering notes logically
– writing a topic sentence
– writing the body sentences in the order of the notes
– writing the concluding sentence
– checking for mistakes.
48 Unit 10 . Ambition and success


Writing 1 Introductions
1 Circle the correct answer.
a My name is / am Joseph Rowland. I come / comes from London in England. I am a / an lecturer.
b My name is Sonia Alvarez. I is / am from Santiago in Chile and I is / am a student. I goes / go to Santiago university.
c I am / is Alexander Kirsanov. My wife and I lives / live in Moscow in Russia. I am an / a doctor.
d Her name is / am Jane Thomas and she comes / come from Birmingham in England.
She study / studies computer engineering. Her husband is / are a businessman.
e They is / are Reza and Zeinab Hosseini. They live / lives in Tehran in Iran. Reza is a / an architect and Zeinab is / are a housewife.
2 Read the paragraph below. Write the sentences again. Add 14 capital letters.
my name is heinrich schulz. my wife’s name is betty. i am from hamburg in germany. my

wife and i are teachers. we have three children. florian is nine, max is five and karin is two.
3 Read the paragraph below. Write the sentences again. Add 9 full stops.
I am Naledi Mbeki I live in Cape Town in South Africa I am twenty-five I am married and
have one daughter I am a teacher in a school My daughter is six Her name is Thembi My
husband’s name is Kwame He is a lecturer in a university
4 Read the information below. Write paragraphs. about Mateo, Minjun, Emily, and Julie.
Example: Mateo Dominguez comes from Buenos Aires in Argentina. He is 35 and he is an architect …
a name Mateo Dominguez c name Emily Henderson
age 35 age 18
city Buenos Aires city Edinburgh
country Argentina country Scotland
occupation architect occupation medical student
married? yes married? no
children? Anna – 13 family? father – lecturer
Sofia – 11 mother – housewife
international school brother – Joe – 15
brother – Jack – 23 – computer programmer
b name Minjun Kim d name Julie Smith
age 42 age 48
city Seoul city Ottawa
country from South Korea country Canada
lives in USA
occupation doctor
occupation engineer
married? yes
Boston, USA – in an office
husband – Doug – 51 – accountant
married? yes
family? Patrick – 28 – dentist
wife – Subin Kim – English teacher
Sandra – 25 – nurse
Michael – 20 – medical student
5 Work with a partner. Read your partner’s work. Check for mistakes with present simple verbs,
articles (a / an), capital letters and full stops.
© Oxford University Press 2013   Photocopiablee Headway Academic Skills • Reading, Writing, and Study Skills • Introductory level 49

Writing 2 Linking ideas
1 Read the four sentences about Norway. Circle the correct phrase. ARCTIC
1 The weather is cold and there is / there are sometimes snow. OCEAN
2 There is / There are a long border with Sweden and there is / there are
short borders with Finland and Russia.
ATLANTIC
3 There are five rivers and there is / there are a lot of lakes too. OCEAN
4 In the South there is / there are a lot of important cities but in the North SWEDEN
there is / there are only one big city.
FINLAND RUSSIA
l t i c S ea
2 Read the four sentences. Underline the correct word and or but. NORWAY
1 Norway has a long coastline and / but it has a long border in the East.
Ba
2 There are a lot of mountains and / but there isn’t a lot of flat land.
3 In the West there are a lot of big cities and / but the capital city is in the East.
4 Oslo is the capital of Norway and / but it has a population of about 600,000 people.
3 Read the text about Turkey. Add and or but and 10 commas.
Turkey is a large country in Europe and Asia. It has borders with Bulgaria Greece Black Sea RUSSIA
BULGARIA
Georgia Armenia Iran Iraq Syria. It has a coastline on the Mediterranean GEORGIA
Sea, it also has coastlines on the Aegean Sea and the Black Sea. There are ARMENIA
a lot of mountains in Turkey, there is a lot of flat land and a desert, too. TURKEY
Ankara is the capital, another city, called Istanbul, is bigger than the IRAN
capital. Ankara is a very old city, there are a lot of modern buildings,
too. In Ankara there are parks museums a lot of mosques. Ismir Bursa CYPRUS IRAQ
SYRIA
Adana are three important cities in Turkey. Mediterranean Sea LEBANON
4 Read the information about India. Write a paragraph. India

Example: India is a large country in south Asia.
It has … where large country / south Asia
borders Pakistan / China / Nepal / Bhutan / Burma /
Bangladesh
coastline long coastlines / on Bay of Bengal /
on the Arabian Sea
mountains / land north = mountains / south = flat land
rivers 3 main rivers – the Ganges / the Indus /
the Brahmaputra
capital city New Delhi in the north – 11 million people
modern city / old buildings
a lot of monuments / government buildings /
5 Work with a partner. Read your partner’s paragraph museums
and check it for punctuation (capital letters, full stops
big cities Mumbai – 12 million people / Kolkata / Chennai /
and commas), linking (and, but) and also check there
Bangalore
is / there are.
50 Headway Academic Skills • Reading, Writing, and Study Skills • Introductory level © Oxford University Press 2013   Photocopiablee

Writing 3 Writing sentences
1 Markus is a chemistry student. His sister Sara studies engineering. Read the words
about Markus and Sara. Write the words in the correct order to make sentences.
Remember that a sentence starts with a capital letter and ends with a full stop.
Markus
1 Example: Markus / football / plays Markus plays football.
2 has / a / Markus / seminar __________________________________
3 uses / he / computer / a ____________________________________
4 he / an / reads / article _____________________________________
Sara
5 her / checks / emails / Sara __________________________________
6 lectures / Sara / to / goes____________________________________
7 she / homework / does / on / computer / a______________________
8 reads / she / books / library / in / the __________________________
Markus and Sarah
9 dinner / they / have _______________________________________
10 do / Markus / and / Sara / research ____________________________
2 Look at Markus’s timetable. Look at Sara’s timetable. Circle true (T) or false (F).
1 On Tuesday afternoons, Sara works in the library. T / F
2 Sara does her homework on Wednesday evenings. T / F
3 Markus plays football at 8.00 on Tuesday evenings. T / F
MARKUS Monday Tuesday Wednesday
morning lectures – 9.00 lectures – 10.00 seminar
afternoon research articles lab
evening dinner with Sara – 8.30 football – 6.30 computer – 9.00
SARA Monday Tuesday Wednesday
morning lectures – 9.00 lectures – 9.00 lectures – 10.00
afternoon research research emails – 2.00
evening dinner in café – 8.30 library – 7.00 homework
3 Look at Markus’s timetable. Look at Sara’s timetable. Write six true sentences.
Example 1: On Monday evenings at 8.30, Sara and Markus have dinner in a café.
Example 2: Sara reads books in the library at 7.00 on Tuesday evenings.
4 Work with a partner. Check your partner’s sentences for mistakes with prepositions of time,
spelling and punctuation.

Writing 4 Recording vocabulary and linking ideas
1 Use words from the box to make vocabulary records. Use a dictionary if you need to.
Write an example sentence and your translation in the table.
verb a place to live, work or stay in talk with someone about something, give your ideas and opinions
adjective noun connected to computers, using the Internet a small computer you can carry around noun
Word Part of speech Meaning Example Translation

online adjective Maha studies online.
laptop
accommodation
discuss
2 Match the beginnings of the sentences (1–5) with the ends of the sentences (a–e).
1 Learning online saves time because a I don’t need to pay to live in university accommodation.
2 Sometimes I feel tired because b I study online in the mornings, afternoons and evenings.
3 I can study in a café because c there aren’t other students to discuss with.
4 It’s difficult to share ideas online because d I don’t need to travel to university.
5 Studying online saves money because e I can use my laptop to learn online.
3 Read the sentences again in exercise 2. Find three

advantages and two disadvantages to studying online. Studying online
Advantages Many students don’t to university go because they
1 study in a different way. they study online. There are
2 advantages but disadvantages to learning online.
3
Disadvantages What’s good?
1 Firstly, like studying online I because I can learn at
2 home. I also in a café study or library because I can use my
laptop to learn online. Secondly, learning online saves time
4 Maha studies computer engineering online. Read Maha’s because I don’t travel to university. Finally, learning online
text and underline nine mistakes. Look at: saves money but I don’t need to live in university
• subject / verb / object accommodation.
• punctuation What’s bad?
• linking words It is difficult to share ideas when you study online at home
because there aren’t other students to discuss with. Also
5 Write three sentences about your work or studies. I am tired but I study in the mornings, afternoons and evenings.
Example:
I study in the mornings, afternoons and evenings. Studying online – good or bad?
In conclusion, there are advantages because disadvantages
to studying online. but it is easy to use a computer and many
students like studying online. I think that the advantages of
learning online are greater than the disadvantages.

Writing 5 Forms and instructions
1 Read the information about Han Zhou. Use his information
to fill in part 1 of the form. Use Han’s sister’s information to Application for Student Visa to study abroad (part 1)
fill in part 2 of the form. Please complete in CAPITAL LETTERS and black ink.
My name is Han Zhou. I’m a law student. I am Chinese and I come Family name
from Hong Kong. I was born on 12th December 1989. I live at Flat 2, First name(s)
12/F Acacia Building, 25 Harbour Road, Wanchai, Hong Kong. My
Date of birth
email address is zhou25@hku.hk. I want to study in the USA for 2
years. My sister lives in Pasadena, USA. Her name is Jing Zhou. She Place of birth
is a medical student. Her address is 200 West Colorado Boulevard, Occupation
Pasadena, CA 91105 USA.
Nationality
Address
2 Look at the signs around Jing Zhou’s university in Pasadena. Email address
What do the three signs mean?
Please tick the country where you want to study
UK Australia USA
Please tick the number of years you want to study abroad

1 year 2 years 3 years
Application for Student Visa to study abroad (part 2)

Sign 1 Sign 2 Sign 3 Please complete in CAPITAL LETTERS and black ink.
Do you know anyone in the country where you want to study?

a Do not run.
yes (please fill in the form below) no
b Do not eat or drink.
c Talk quietly. Family name
d Turn off your mobile phone.
First name(s)
e Show your student ID card.
f Do not smoke. Occupation
Nationality
3 Write the instructions that Jing Zhou gives to her brother
Address
and match each instruction to the correct sign.
Sign number
a eat or drink/computer room

b turn off/mobile phone/lab

c smoke/cafeteria


Writing 6 Health and medicine
1 Skim the two texts. Which two topics are the texts about?
a Medicine in the 21st century. Louis Pasteur
b Important people in the history of medicine. Louis Pasteur was a chemist and
c Medical discoveries of the 19th century. biologist. Louis Pasteur was born in
Dole, France on 27th December 1822.
2 Scan the two texts and answer the questions. Louis Pasteur invented a method to
1 What method did Louis Pasteur invent? treat milk to stop milk from causing
2 What important chemical did Pierre and Marie Curie sickness. The method is called
discover?
pasteurization. Louis Pasteur also
3 What do doctors use X-rays for? invented vaccines for many diseases.
3 Read the texts. Underline nouns which are repeated. The vaccines stop people from getting ill.
4 Write the texts on lined paper. Replace the repeated nouns

with pronouns from the box. Marie Curie (Sklodowska)
Marie Sklodowska was born on
he they it him she her them
7th November 1867 in Warsaw, Poland.
Marie Sklodowska was a physicist.
Example: Louis Pasteur was a chemist and biologist.
In 1894 Marie Sklodowska met Pierre
He was born …
Curie. Marie Sklodowska married Pierre
5 Find these words in the text about Louis Pasteur and circle Curie and Marie Sklodowska became
them. Marie Curie. Pierre Curie was also a
– invented physicist and Pierre Curie helped Marie
– treat Curie to do research. Marie and Pierre
Curie discovered radium. Radium is an
– pasteurization
important chemical used in X-rays.
– vaccines
Today, doctors and dentists use X-rays
6 For each word, is it a noun or a verb? Add it to the table. in their work. Doctors and dentists use
Use a dictionary to complete the table. X-rays to check inside people’s bodies.
Noun Verb
invention invented

Writing 7 The history of transport
1 Complete the table with a number, ordinal number or word.
Transport Safety Facts
Number Ordinal number Word Seatbelts
1 first
We use seatbelts in cars, buses and planes.
7th seventh Nils Ivar Bohlin, a Swedish inventor, developed
10 10th the first seatbelt and the Volvo car company in
Sweden was the first company to put them in
14 fourteenth
its cars. This was in 1959.
2 Read the Transport Safety Facts. Find six ordinal numbers Windscreen wipers
and underline them.
In 1903 a woman called Mary Anderson from
3 Read the facts again. Complete the table. New York, USA, invented windscreen wipers.
The first windscreen wipers were not automatic.
Inventor What When The driver needed to move the windscreen
Nils Ivar Bohlin 1959 wipers to clean the car windscreen. In 1967 an
inventor called Robert Kearns, also from USA,
Mary Anderson invented the automatic windscreen wipers which
Robert Kearns 1967 we use nowadays.
Garrett Morgan Traffic lights
John Hetrick 1953 Traffic quickly became a problem in cities and
police officers spent time directing traffic. Garrett
Yasuzaurou Kobori
Morgan, an African American from Ohio, USA, was
4 Write sentences from the notes in the table. the inventor of the traffic light. Morgan made the
1 Nils Ivar Bohlin invented the first seatbelt in 1959. first traffic lights on 20th November 1923 and they
2 had green, orange and red lights the same as now.
3 Airbags
4 An American called John Hetrick invented the first
5 airbag in 1953 but he used it in ships, not cars. In
6 1963 Yasuzaburou Kobori from Japan invented a
5 Read the notes in the table below and write sentences. second airbag and this is the modern invention
that protects us in our cars nowadays.
Inventor Where from What When
Jesse W Reno Coney Island, escalator 1896
New York, USA
escalator elevator micro scooter
Charles Seeburger New York, USA elevator 1852
and Elisha Otis
Wim Ouboter Zurich, micro scooter 1996
Switzerland
1 Jesse W. Reno

2

3

6 Work with a partner. Check your partner’s sentences for mistakes with dates and punctuation
(capital letters, commas, full stops).

Writing 8 Writing polite emails
1 Read the email and answer the questions.
Dear Students
Please do some research. Read my book about biochemistry. Make notes on it.
Please write your notes in a table and email it to me on Monday. We will talk
about your notes in our seminar on Wednesday.
Best wishes
Professor Marcus Bright
Senior lecturer in Biochemistry
1 Who is the email to?

2 Who is the email from?
3 What subject does Professor Bright teach?
4 When does Professor Bright want to receive the students’ research?
5 When will they talk about the research?
2 Look at the underlined words in the email. Read the dictionary entries.
Circle the correct meaning for each word.
3 Read the reply to Professor Bright’s email. It is not very polite. Underline seven phrases you want to change.
Hello
Here are my research notes. Sorry they are late. The book was difficult for me to
understand. I want to talk to you about it. Can we meet before the seminar on
Wednesday?
I’m waiting for your answer.
Bye
Frederik Larsen
Year 1 Biochemistry
4 Write the email on lined paper. Use polite phrases from the study skill box on page 49 of the Student’s Book.
5 Check your email for the correct start and end, spelling, capital letters and punctuation.

Writing 9 Describing statistics
1 Study bar chart A. Circle the best description, a, b, or c. Bar chart A
a The bar chart shows how many hours per week students Student study habits in 2012
from different courses studied in 2012.
b The bar chart shows how many students studied on different Engineering 8
courses in 2012.
c The bar chart shows how many hours free time different Medical 20
students had in 2012.
2 Look at the bar chart. Are the sentences true (T) or Business 10
Course
false (F)?
1 Business students study the same number of hours per week Biology 8
as medical students.
2 Engineering students study less time per week than Education 16
chemistry students.
3 Education students study more hours per week than biology Chemistry 10
students.
0 5 10 15 20
3 Complete the sentences about the chart. Use words from Number of hours per week
the box.
as less more the same than
1 Biology students study number of hours

per week as engineering students.
2 Business students study less time per week
education students.
3 Medical students study hours per week
than biology students.
4 Engineering students study time per week
than chemistry students.
5 Business students study the same number of hours per week
chemistry students.
4 Study bar chart B. Complete the description using words Bar chart B
from the box. Lectures and seminars
seminars lectures as courses than 30
Number of lectures and seminars
more medical number law history of art
20
The bar chart shows the number of and
seminars per week on different university in
2012. Engineering students went to lectures and 10 22 20
seminars than economics students. The number of lectures and 14 14
seminars on courses is less on 7
medical courses. students went to the same 0
of lectures and seminars Medical Law History Economics Engineering
of art
economics students. students went to more
lectures and than all the other students. Course

Writing 10 Writing a paragraph
1 Read the sentences a–f about IKEA. Number them in order 1–6.
Remember a good paragraph is well-organized.
The story of IKEA
a Ingvar Kamprad is a successful businessman.
b I KEA was a small trading company at that time but in 1947 Ingvar started selling furniture made by Swedish designers.
c T
oday IKEA is a huge company and there are IKEA stores in 41 countries around the world.
d T
he designers’ furniture was simple, well-designed and also cheap so everyone could buy it.
e He was born on 30th March 1926, in Sweden and lived on a farm with his family.
f In 1943, when he was 17 years old, Ingvar Kamprad started his company IKEA with some money his father gave him.
2 Read the sentences again and answer the questions.

1 Which sentence is the topic sentence? Sentence 1
2 Which sentence is about Ingvar Kamprad’s early life?
3 Which sentence is about the start of IKEA?
4 Which two sentences are about Ingvar Kamprad’s new idea?
5 Which sentence is about the success of IKEA worldwide?
3 Work in pairs. Read the text and find six mistakes.
The story of Post-it notes

Art Fry is a successful American inventor and scientist. He was born on 19th August
1931 in Minnesota, USA because he studyed chemical engineering at yuniversity. In
1974 Art Fry went to a seminar about a special new glue. Later, Fry was reading a book
and he marked his page with a bookmark but it fell out of the book. Realized he that
the new glue could help his bookmark to stick on the page In 1980 his company
started selling his invention which he called ‘Post-it notes’. today ‘Post-it notes’ sell in
more than 100 countries around the world.
4 Read the notes on Sir Richard Branson. Match the headings with the notes.
Headings Notes
Topic sentence born 18th July 1950, London, England
Early life 1972, started Virgin Records
New idea Sir Richard Branson, billionaire businessman
Start of company Richard Branson, very successful. Today 400 Virgin
companies including Virgin Atlantic Airlines, Virgin Books and Virgin Mobile’
Success wanted to record unknown and different music
5 Use the notes to write a paragraph about Sir Richard Branson. Check your work for mistakes.

Teacher’s Notes: Writing 1, 2 and 3
1 Introductions 2 Linking ideas
AIM AIM
To give students practice in writing introductions using the To give students practice in linking ideas in sentences using the
Present Simple, with focus on punctuation. Students will also linking words and and but. Students will also practise using
practise checking their writing. commas and consolidate the rules for there is / there are.
PROCEDURE PROCEDURE
1 Photocopy one copy of worksheet per student. 1 Photocopy one copy of worksheet per student.
2 Students read instructions, circle answers individually and then 2 Students read instructions for task 1, circle answers individually
compare their answers in pairs. and then compare their answers in pairs.
3 Students read the instructions and rewrite the sentences, 3 Students read instructions, underline answers individually and
adding capital letters. The exercise is done individually, then compare their answers in pairs.
they compare their answers in pairs. 4 Students read the instructions and add and, but and 7 commas
4 Students read the instructions and rewrite the sentences, to the text about Turkey. The exercise is done individually, then
adding full stops. The exercise is done individually, then they they compare their answers in pairs.
compare their answers in pairs. 5 Students use the information in the table to write a paragraph
5 Students read the information and write paragraphs. Draw about India.
attention to the example sentence. 6 Students swap their paragraphs and check their partner’s work
6 Students swap their paragraphs and check their partner’s work for mistakes with punctuation, linking words and there is /
for mistakes with present simple verbs, articles (a / an), capital there are.
letters and full stops.
ANSWERS
ANSWERS 1 1 there is; 2 There is, there are; 3 there are;
1 a is, come, a 4 there are, there is
b am, am, go 2 1 and; 2 but; 3 but; 4 and
c am, live, a Turkey is a large country in Europe and Asia. It has borders with
3
d is, comes studies, is Bulgaria, Greece, Georgia, Armenia, Iran, Iraq and Syria. It has a
e are, live, an, is coastline on the Mediterranean Sea and it also has coastlines on the
2 My name is Heinrich Schulz. My wife’s name is Betty. I am Aegean Sea and the Black Sea. There are a lot of mountains in Turkey
from Hamburg in Germany. My wife and I are teachers. We but there is a lot of flat land and a desert too. Ankara is the capital
have three children. Florian is nine, Max is five and Karin is but another city, called Istanbul, is bigger than the capital. Ankara is
two.
a very old city but there are a lot of modern buildings too. In Ankara
3 I am Naledi Mbeki. I live in Cape Town in South Africa. I am there are parks, museums and a lot of mosques. Ismir, Bursa and
twenty-five. I am married and have one daughter. I am a
teacher in a school. My daughter is six. Her name is Thembi. Adana are three important cities in Turkey.
My husband’s name is Kwame. He is a lecturer in a university. 4 Possible answer: India is a large country in south Asia. It has
4 a Mateo Dominguez comes from Buenos Aires in Argentina. borders with Pakistan, China, Nepal, Bhutan, Burma and Bangladesh.
He is 35 and he is an architect. He is married and has two There are long coastlines on the Bay of Bengal and on the Arabian
children. Anna is thirteen and Sofia is eleven. They go to an Sea. There are mountains in the north but there is flat land in the
international school.
south. The Ganges, the Indus and the Brahmaputra are three main
b Minjun Kim comes from Seoul in South Korea. He is 42 and rivers in India. The capital is Delhi and it is in the north of the
he is an engineer. He lives in Boston in USA and he works in
an office. He is married. His wife’s name is Subin Kim and country. It is a modern city but it has a lot of old buildings too.
she is an English teacher. There are a lot of monuments, government buildings and museums.
c Emily Henderson comes from Edinburgh in Scotland. She is New Delhi is a big city but Mumbai is bigger. Mumbai, Kolkata,
18 and she is a medical student. She is not married. Her father Chennai and Bangalore are four important cities in India.
is a lecturer and her mother is a teacher. She has two brothers.
Joe is 15. Jack is 23 and he is a computer programmer. 3 Writing sentences
d Julie Smith comes from Ottawa in Canada. She is 48 and she
is a doctor. She is married. Her husband’s name is Doug. He AIM
is 51 and he is an accountant. They have three children. To give students practice in writing sentences, focusing on
Patrick is 28 and he is a dentist. Sandra is 25 and she is a subject, verb, object structure. Students will also practise using
nurse. Michael is 20 and he is a medical student. days of the week and time expressions and consolidate the use of
capital letters and full stops.

Teacher’s Notes: Writing 4
PROCEDURE ANSWERS
1 Photocopy one copy of worksheet per student. 1
2 Students read instructions for task 1, and individually write Word Part of Meaning Example translation
the sentences in the correct order. Then they compare their speech
answers in pairs. online adjective connected to Maha
3 Students read instructions, circle whether the sentences are computers, using studies
true or false, and compare their answers in pairs. the Internet online.
4 Students read the instructions and the examples. They use the laptop noun a small computer
you can carry
information in the timetables to write true sentences about around
Markus and Sara.
accommodation noun a place to live,
Variation: a strong group could write 3 true sentences and 3 work or stay in
false sentences in order to test their partner.
discuss verb talk with someone
5 Students swap their sentences and check their partner’s work about something,
for mistakes with prepositions of time, spelling and give your ideas
punctuation. and opinions
ANSWERS 2 1 d 2 b 3 e 4 c 5 a
1 Markus plays football. 6 Sara goes to lectures. 3
2 Sara checks her emails. 7 She does homework on a Advantages
3 Markus has a seminar. computer.
a Learning online saves time because I don’t need to travel to
4 They have dinner. 8 He uses a computer. university.
5 Markus and Sara do 9 He reads an article. b I can study in a café because I can use my laptop to learn online.
research. 10 She reads books in the library. c Studying online saves money because I don’t need to pay to live
1 F 2 T 3 F in university accommodation.
3 Students’ own answers Disadvantages
d Sometimes I feel tired because I study online in the mornings,
4 Recording vocabulary and linking ideas afternoons and evenings.
e It’s difficult to share ideas online because there aren’t other
AIM
students to discuss with.
To give students practice in linking ideas, focusing on reasons
4
and using because. Students will also practise making and using
vocabulary records. Many students don’t to university go (go to university)because they
study in a different way. they (They) study online. There are advantages
PROCEDURE but (and) disadvantages to learning online.
1 Photocopy one copy of worksheet per student.
2 Students read instructions for task 1 and complete the What’s good?
vocabulary record table individually, using a dictionary if
necessary. Then they compare their answers in pairs. Firstly, (I) like studying online because I can learn at home. I also in a
3 Students read instructions for task 2, match the sentence
café study (study in a cafe) or library because I can use my laptop to
beginnings and endings individually, and compare their learn online. Secondly, learning online saves time because I don’t travel
answers in pairs. to university. Finally, learning online saves money but (because) I don’t
4 The teacher may need to check that learners remember the need to live in university accommodation.
meaning of advantage and disadvantage. Students read the
instructions for task 3 and identify whether each sentence is an What’s bad?
advantage or a disadvantage. Then they compare their answers It is difficult to share ideas when you study online at home because
in pairs. there aren’t other students to discuss with. Also I am tired but
5 Students read the instructions for task 4. They read the text and (because) I study in the mornings, afternoons and evenings.
underline the mistakes. This task is done individually but
checking the answers in pairs is important. Studying online – good or bad?
6 Students write their own sentences about their work or studies. In conclusion, there are advantages because (and) disadvantages to
They share their sentences with a partner. The teacher checks studying online. But (But) it is easy to use a computer and many
their sentences. students like studying online. I think that the advantages of learning
online are greater than the disadvantages.
5 Students’ own answers

Teacher’s Notes: Writing 5 and 6
2 Sign 1 Turn off your mobile phone. Sign 2 Do not eat or
5 Forms and instructions drink. Sign 3 Do not smoke.
AIM 3 a Do not eat or drink in the computer room. 2 b Turn off
To give students practice in completing forms and writing your mobile phone in the lab. 1 c Do not smoke in the
instructions. cafeteria. 3
PROCEDURE
6 Medicine
2 Students read instructions and read the information about Han AIM
Zhou and Jing Zhou. They complete the forms individually and To give students practice in using pronouns to avoid repetition.
compare their answers in pairs. Students will also practise word-building.
3 Students read the instructions for task 3 and match the images PROCEDURE
and sentences. Then they compare their answers in pairs.
4 Students read the instructions for task 4 and write the sentences
in full. Then they match the sentences to the signs. The exercise 2 Students read instructions, skim read the texts and individually
is done individually, then they compare their answers in pairs. decide which two topics the text discusses. Then they compare
The teacher may remind the students to check for capital letters their answers in pairs.
and full stops. 3 Students read instructions for task 2, scan the texts and answer
the questions. Then they compare their answers in pairs.
ANSWERS 4 Students read the instructions and underline repeated words.
1 The exercise is done individually, then they compare their
Application for Student Visa to study abroad (part 1) answers in pairs.
5 Students read the instructions for task 4 and write the text again
Please complete in CAPITAL LETTERS and black ink. on lined paper, substituting pronouns from the box. The exercise
Family name ZHOU is done individually, then they compare their answers in pairs.
First name(s) HAN 6 Students read the instructions for task 5, then circle the words
in the text.
Date of birth 12.12.89
7 Using a dictionary if necessary, students complete the table.
Place of birth HONG KONG Check the answers together as a class.
Occupation LAW STUDENT
ANSWERS
Nationality CHINESE
1 topics b and c
Address FLAT 2, 12/F ACACIA BUILDING, 25
HARBOUR ROAD, WANCHAI, HONG KONG 2 a Louis Pasteur invented pasteurization. b They discovered
Email address zhou25@hku.hk radium. c Doctors use X-rays to check inside people’s bodies.
3
Please tick the country where you want to study Louis Pasteur was a chemist and biologist. Louis Pasteur was born in
UK Australia ✓ USA Dole, France on 27th December 1822. Louis Pasteur invented a method
Please tick the number of years you want to study abroad to treat milk to stop milk from causing sickness. The method is called
pasteurization. Louis Pasteur also invented vaccines for many diseases.
1 year 2 years ✓ 3 years
The vaccines stop people from getting ill.
Marie Sklodowska was born on 7th November 1867 in Warsaw, Poland.
Application for Student Visa to study abroad (part 2) Marie Sklodowska was a physicist. In 1894 Marie Sklodowska met Pierre
Curie. Marie Sklodowska married Pierre Curie and Marie Sklodowska
Please complete in CAPITAL LETTERS and black ink.
became Marie Curie. Pierre Curie was also a physicist and Pierre Curie
Do you know anyone in the country where you want to study? helped Marie Curie to do research. Marie and Pierre Curie discovered
✓ yes (please fill in the form below) no radium. Radium is an important chemical used in X-rays. Today, doctors
Family name ZHOU and dentists use X-rays in their work. Doctors and dentists use X-rays to
First name(s) JING check inside people’s bodies.
Occupation MEDICAL STUDENT 4
Nationality CHINESE Louis Pasteur was a chemist and biologist. He was born in Dole, France
Address 200 WEST COLORADO BOULEVARD, on 27th December 1822. He invented a method to treat milk to stop it
PASADENA, CA 91105, USA
from causing sickness. It is called pasteurization. He also invented
vaccines for many diseases. They stop people from getting ill.

Marie Sklodowska was born on 7th November 1867 in Warsaw, Poland. 3 Inventor What When
She was a physicist. In 1894 she met Pierre Curie. She married him and
Nils Ivar Bohlin seatbelts 1959
she became Marie Curie. He was also a physicist and he helped her to
Mary Anderson windscreen wipers 1903
do research. They discovered radium. It is an important chemical used in
X-rays. Today, doctors and dentists use them in their work. They use Robert Kearns automatic windscreen wipers 1967
them to check inside people’s bodies. Garrett Morgan traffic lights 1923
John Hetrick airbag 1953
5 pasteurization (line 2) treat (line 2) invented (line 3) Yasuzaurou Kobori second airbag 1963
vaccines (line 3)
6 Noun 4 1 Nils Ivar Bohlin invented the first seatbelt in 1959.
Verb
2 Mary Anderson invented the first windscreen wipers in
pasteurization pasteurize 1903.
treatment treat 3 Robert Kearns invented automatic windscreen wipers in
invention invent 1967.
vaccines vaccinate 4 Garrett Morgan invented traffic lights in 1923.
5 John Hetrick invented the first airbag in 1953.
6 Yasuzaurou Kobori invented a second airbag in 1963.
7 The history of transport 5 Inventor Where from What When
AIM
To give students practice in writing from notes. Students will Jesse W Reno Coney Island, escalator 1896
also practise using ordinal numbers and dates. New York, USA
Charles Seeburger New York, USA elevator 1852
PROCEDURE and Elisha Otis
1 Photocopy one copy of worksheet per student. Wim Ouboter Zurich, micro 1996
2 Students read instructions, complete the grid individually and Switzerland scooter
then compare their answers in pairs.
3 Students read instructions for task 2 and read the texts. 6 1 Jesse W Reno from Coney Island, New York, USA, invented
Individually, they underline the ordinals, then compare their the escalator in 1896.
answers in pairs. 2 Charles Seeburger and Elisha Otis from New York, USA,
4 Students read the instructions and complete the notes in the invented the elevator in 1852.
table. The exercise is done individually, then they compare 3 Wim Ouboter from Zurich, Switzerland, invented the micro
their answers in pairs. scooter in 1996.
5 Students write sentences from the notes in the table.
6 Students read the instructions and write sentences from the 8 Writing polite emails
notes in the table. AIM
7 Students swap their sentences and check their partner’s work To give students practice in writing polite emails.
for mistakes with dates, capital letters, commas and full stops.
PROCEDURE
ANSWERS
1 Number Ordinal number Word 2 Students read the instructions for task 1, read the email and
1 1st first answer the questions individually. Then they compare their
answers in pairs.
7 7th seventh 3 Students read the instructions and look at the dictionary
10 10th tenth entries. Then they choose the correct meanings of the words
14 14th fourteenth and compare their answers.
4 Students read the instructions for task 3 and read the email.
2 Seatbelts: first, first Individually, they underline the phrases which could be more
Windscreen wipers: first polite. Then they compare their answers in pairs.
Traffic lights: first 5 Students read the instructions and rewrite the email, using
Airbags: first, second polite phrases they have studied in the student’s book.
6 Students check their work carefully. The teacher may ask one or
two students to read out their emails.

ANSWERS ANSWERS
1 a students b Professor Marcus Bright c biochemistry 1 a The bar chart shows how many hours per week students
d on Monday e on Wednesday (in a seminar) from different courses studied in 2012.
2 book meaning 1 table meaning 2 2 a F b T c T
3 Hello 3 a Biology students study the same number of hours per week
as engineering students.
Here are my research notes. Sorry they are late. The book was b Business students study less time per week than
difficult for me to understand. I want to talk to you about it. Can we education students.
meet before the seminar on Wednesday? c Medical students study more hours per week than
I’m waiting for your answer. biology students.
d Engineering students study less time per week than
Bye chemistry students.
Frederik Larsen e Business students study the same number of hours per week
as chemistry students.
Year 1 Biochemistry
4 The bar chart shows the number of lectures and seminars per
week on different university courses in 2012. Engineering
students went to more lectures and seminars than economics
Dear Professor Bright
students. The number of lectures and seminars on history of
Please find attached my research notes. I am sorry that it is late. The art courses is less than on medical courses. Medical students
book was difficult for me to understand. I would like to talk to you went to the same number of lectures and seminars as
economics students. Law students went to more lectures and
about it. Please could we meet before the seminar on Wednesday? seminars than all the other students.
I look forward to hearing from you. 5 a Medical students went to the same number of lectures and
seminars as economics students.
Best wishes
b Engineering students went to more lectures and seminars
Frederik Larsen that history of art students.
Year 1 Biochemistry c The number of lectures and seminars on economics courses
is the same as on medical courses.
9 Describing statistics 10 Writing a paragraph

AIM AIM
To give students practice in describing statistics, using the To give students practice in writing a paragraph. Students will
phrases more than, less than and the same as. also practise checking their writing.
PROCEDURE PROCEDURE
1 Photocopy one copy of the worksheet per student. 1 Photocopy one copy of worksheet per student.
2 Students read the instructions for task 1 and look at the bar 2 Students read instructions and the sentences about IKEA.
chart. They choose the best answer and compare their answer Individually, they number the sentences in order then they
in pairs. compare their answers in pairs.
3 Students read the instructions, choose whether the sentences 3 Students read instructions for task 2 and answer the questions.
are true or false and compare their answers in pairs. Then they compare their answers in pairs.
4 Students read the instructions for task 3 and complete the 4 Students use a dictionary to check the meanings of the words in
sentences. Then they compare their answers in pairs. the box (as they will need them to understand the reading text.)
5 Students look at the second bar chart and read the instructions. 5 Students read the instructions and the paragraph about ‘Post-it’
Individually, they complete the paragraph with words from the notes. They find the mistakes individually and then they
box. Then they compare their answers in pairs. compare their answers in pairs.
6 Students read the instructions and look at the example. Then 6 Students read the instructions for task 5 about Richard
they write 3 more sentences from the prompts. The teacher Branson. Individually, they match the headings with the notes.
checks their sentences. Then they compare their answers in pairs.
7 Students read the instructions and then write their own
paragraph about Richard Branson, using the notes.
8 Students check their work carefully. Teachers may ask them to
refer to the study skill box on p61 of the student’s book if
necessary.

Teacher’s Notes: Writing 10
ANSWERS
1 a 2 e 3 f 4 b 5 d 6 d 7 c
2 a 1 b 2 c 3 d 4 e 5 c
4 Art Fry is a successful American inventor and scientist. He was born
on 19th August 1931 in Minnesota, USA because (and) he studyed
(studied) Chemical engineering at yuniversity (university). In 1974 Art
Fry went to a seminar about a special new glue. Later, Fry was
reading a book and he marked his page with a bookmark but it fell
out of the book. Realized he (He realized) that the new glue could
help his bookmark to stick on the page In (page. In) 1980 his
company started selling his invention which he called ‘Post-it notes’.
today (notes’. Today) ‘Post-it notes’ sell in more than 100 countries
around the world.
5 1 c 2 a 3 e 4 b 5 d
6 Possible answer
Sir Richard Branson is a billionaire businessman. He was born on 18th
July 1950 in London, England. He wanted to record unknown and
different music and in 1972 he started Virgin Records. Richard
Branson is now very successful and there are 400 Virgin companies
including Virgin Atlantic Airlines, Virgin Books and Virgin Mobile’.

Headway Academic Skills Reading Writing Intro Teachers Guide

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Headway Academic Skills Headway

Headway Academic Skills

Reading, Writing, and Study Skills

• Features thought-provoking topics relevant to students

Reading, Writing, and Study Skills

INTRODUCTORY LEVEL Teacher’s Guide

Tests CD-Rom includes: with Tests

Philpot & Curnick

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Sarah Philpot and Lesley Curnick

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isbn: 978 0 19 474194 1 Teacher's Guide Pack

© 2020 Oxford University Press

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© 2020 Oxford University Press

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Headway Academic Skills What’s in the Student’s Books?

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Additional photocopiable activity

The Teacher’s Guide is an easy-to-follow resource for the Answer Key

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READING Answer key

6 Unit 1 . Meeting people

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EXTENSION activity KEY LANGUAGE Answer key p6

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lead in Max comes from Frankfurt in Germany. He is a doctor. He is

8 Unit 1 . Meeting people

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Unit 1 . Meeting people 9

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10 Unit 1 . Meeting people

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Parts of speech p14

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READING Every day pp16–17 READING Answer key pp16–17

Unit 3 . Your studies 15

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Days of the week p18

16 Unit 3 . Your studies

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Unit 3 . Your studies 17

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Words that go together p20 1

18 Unit 3 . Your studies

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Unit 3 . Your studies 19

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READING Where do they work? pp22–23 READING Answer key pp22–23

20 Unit 4 . Where we work

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ADDITIONAL PHOTOCOPIABLE ACTIVITY

Unit 4 . Where we work 21

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VOCABULARY DEVELOPMENT Vocabulary records p26

22 Unit 4 . Where we work

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EXTENSION ACTIVITY 1 and

Unit 4 . Where we work 23

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READING Signs – an international language pp28–29 READING Answer key pp28–29