Vision 2 Teachers Guide

1
VISION
2
TEACHER’S GUIDE
A2/B1 JESSICA FINNIS
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acknowledgements
1 Back cover photograph: Oxford University Press building/David Fisher
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom The publisher is grateful to the following teachers for their contribution to the
development of Vision: Agnieszka Adasiewicz-Zawadzka, Anita Bartocha,
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First published in 2020
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isbn: 978 0 19 412430 0 Teacher’s Guide
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Żywica-Ciacek.
© 2020 Oxford University Press

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VISION
Level 2 A2/B1
Contents
Syllabus 4
Introducing Vision 6
Unit walkthrough 8
Introduction unit 22
Unit 1 What’s your style? 30
Unit 2 Let’s work together 42
Unit 3 Going places 54
Unit 4 That’s life! 66
Unit 5 It’s personal 78
Unit 6 Our world 90
Unit 7 Problem solving 102
Unit 8 Expensive tastes 114
Vocabulary booster 126
Grammar booster 142
Extensive listening 162
Irregular verbs 169
Audio and video scripts 170

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Unit 0.1 0.2 0.3 0.4
Introduction Daily routine Physical descriptions Animals Food and drink
p.4 Present simple and adverbs of Present continuous Past simple: be and can; Countable and uncountable
frequency; Possessive articles nouns
adjectives and pronouns
1 Vocabulary 2 Grammar 3 Life skills 4 Speaking
1 School life
Vocabulary: School life
Past simple
GRAMMAR
Good study habits
Vocabulary: Study habits
Choose the best place to study
Stimulus-based discussion
What’s your Presentation video
VIDEO
WORD POWER Nouns ending in Phrasebook: Choosing the best
style? WORD POWER Past time -tion option
p.12 expressions
Language review p.21 Skills trainer p.22 Word list p.23 Vocabulary booster pp.108–109 Grammar booster pp.129–131
2 Jobs in the house

Presentation video
have to / don’t have to
GRAMMAR
Working in a team
Vocabulary: Team cooperation
Share responsibilities in a team
Group discussion
Let’s work Vocabulary: Jobs in the house
VIDEO WORD POWER Adjectives ending WORD POWER -ing form after
together in -ive prepositions

p.24 Phrasebook: Sharing jobs in a
team
Strategy: pronunciation: /hæftə/
3 Travel arrangements
Vocabulary: Travel
Future forms: present simple,
present continuous and be
Mediating Buying a train ticket
Vocabulary: Ways of explaining Guided conversation
Going places arrangements going to WORD POWER Verbs ending in -ise Phrasebook: Buying a train
WORD POWER Prepositions and
p.36 GRAMMAR ticket
transport VIDEO
Language review p.45 Skills trainer p.46 Word list p.47 Vocabulary booster pp.112–113 Grammar booster p.133–134
4 Life experiences
Vocabulary: Life experiences
Present perfect with ever /
never
Finding the right job
Vocabulary: Applying for a job
A job interview
Guided conversation
That’s life Presentation video GRAMMAR Phrasebook: A job interview
VIDEO
p.48 Strategy: Using formal language
WORD POWER Indirect questions
5 Relationships
Vocabulary: Relationships
Present perfect with just,
already, still, yet
Understanding the customs of
other cultures
Giving and asking for advice
Roleplay
It’s personal Presentation video GRAMMAR Vocabulary: Manners Phrasebook: Asking for and
VIDEO WORD POWER Words that can be
p.60 giving advice
verbs or nouns
6 A geography trip
Vocabulary: Geographical
will, might, may: future
predictions
Planning strategically
Vocabulary: Camping
Organising an event with
friends
Our world features GRAMMAR equipment Guided conversation
WORD POWER Definite or zero VIDEO
p.72 WORD POWER Cognates and false Phrasebook: Organising an
article? friends event
Presentation video Strategy: Negotiating options
7 Crime
Vocabulary: Crime
Second conditional
GRAMMAR
Staying safe online
Vocabulary: e-security
Describing a photo
Using a photo as a prompt for
Problem WORD POWER Nouns that end VIDEO WORD POWER so and such + discussion
solving in -er adjectives Phrasebook: Talking about a
p.84 Presentation video photo
8 Preparing food
Vocabulary: Preparing food
Past perfect
GRAMMAR
Making healthy choices
Vocabulary: Food groups
Giving a presentation
Giving an informal presentation
Expensive WORD POWER Adjectives ending VIDEO
Strategy: Introducing repeated
tastes in -y information
p.96 Presentation video Phrasebook: Giving an informal
presentation
Extensive listening pp.144–150 Irregular verb list p.151

4
00 PP001-003 Vision SB2 Prelims WITH VIDEO.indd 2-3

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0.5 0.6 0.7 0.8
Health Film Sports Weather
can for ability, permission and Present perfect Comparative and superlative be going to; will
request; should/shouldn’t adjectives / (not) as...as
5 Vocabulary 6 Grammar 7 Reading 8 Listening 9 Writing

Clothes Past continuous A different kind of school Four speakers School life A blog post giving opinions
Vocabulary: Clothes Past simple and past Vocabulary: Boarding Conversation School Strategy: Checking your
WORD POWER Phrasal verbs continuous with schools uniform work
WORD POWER Adjective order when / while Culture video Strategy: Distinguishing
GRAMMAR speakers
VIDEO
Going online must, mustn’t, needn’t, Lazy British teens don’t Interview A young carer A blog post about survey
Vocabulary: Going online don’t have to have to cook, wash or clean Conversation Renting a results
WORD POWER The prefix un- GRAMMAR Vocabulary: Opposites room Language focus: Proportions
VIDEO
Strategy: Finding the and percentages
answers in the text
Culture video
Holiday activities will and shall Welcome to New Zealand Conversation A holiday in An email enquiry
Vocabulary: Holiday GRAMMAR Vocabulary: Tourist New Zealand Strategy: Using formal
activities VIDEO attractions Travel announcements language
WORD POWER Travel
Culture video Strategy: Listening for Language focus: Giving
compound nouns specific information examples
WORD POWER Prepostions and
transport
Presentation video
Emotions Adverbs and comparative Young talents Conversation Successful A job application letter
Vocabulary: Adjectives of adverbs Strategy: Recognising and teenagers Language focus: Linkers of
emotion GRAMMAR understanding references Radio show Cinema trends addition and result
WORD POWER Adjectives VIDEO in the UK
Vocabulary: The arts
ending in -ing / -ed WORD POWER Adjectives with
Culture video
two adverb forms
Favourite possessions Present perfect simple: How Wedding traditions Radio show Food traditions An email to a friend
Vocabulary: Describing long…?, for, since WORD POWER Indefinite Conversation An unusual Strategy: Using informal
objects GRAMMAR pronouns wedding language
WORD POWER Adjectives VIDEO
Vocabulary: Weddings Strategy: Understanding the Language focus: Formal and
ending in -able Using the past simple with speaker’s purpose informal language
Culture video
how long and for
Helping the environment Zero conditional and first UK eco-projects Interview A guerilla A ‘for and against’ blog post
Vocabulary: The conditional Strategy: Skimming for key gardener Language focus: Linkers of
environment GRAMMAR words Radio show Green contrast (1)
WORD POWER Compound VIDEO architecture
Vocabulary: Protecting the
nouns when, unless environment
Culture video
Design and innovation Present simple passive; Past Projects for teenagers Podcast A social project An email to a magazine
Vocabulary: Designing simple passive; by Vocabulary: Social problems Four speakers Social Strategy: Using paragraphs
objects problems Language focus: Giving a
GRAMMAR Culture video
VIDEO
Strategy: Listening for gist personal opinion
Spending and buying Reported speech Your local high street: dead Interview A Polish baker An online review of a
Vocabulary: Spending and GRAMMAR
or alive? Four speakers Buying food product
buying VIDEO Vocabulary: Shops and Language focus: Linkers of
WORD POWER Words that are shopping contrast (2)
easily confused Strategy: Completing notes
or tables
Culture video
Student’s Book syllabus 5

27/05/2020 17:56
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Introducing Vision vocabulary is best learned (How Vocabulary is Learned – Webb &
Nation, 2017, OUP). Core vocabulary, wherever possible, is taken
from the Oxford 3000 – a list of the words which have most value to
Methodology learners. Vocabulary is recycled throughout the course, and activities
are included which encourage students to develop different
Vision is a new 5-level course for Polish teenagers working towards the
aspects of word knowledge, such as word formation, affixation and
Matura exam, and has been developed to give them the tools they
collocation. There is a set of Extensive listening practice at the back
need for exam success. But more than that, Vision is a new course for
of Student’s Books 1–3 allowing students to listen for pleasure, and
young people preparing for adult life in the globalised, digital world of
to notice core vocabulary being recycled in the context of a story.
the 21st century. Vision provides them with the communication skills,
learning strategies and life skills that will help them to navigate and Support for speaking
succeed on their chosen path. Wherever your students choose to go, Vision places a strong emphasis on developing a range of active
Vision will help them fulfil their potential! Vision offers: communication skills to equip students to respond confidently in
• Life Skills lessons in every unit to equip students with invaluable different situations.
strategies for success in school and beyond. Throughout the course, and in every lesson, students have varied
• Speaking lessons with carefully staged activities and a opportunities for speaking practice. Through regular practice,
phrasebook of useful expressions. students get used to responding to new ideas and expressing their
• Critical Thinking Opportunities to encourage students to think opinions on a broad range of topics in English, building confidence
more analytically and consider topics from different perspectives. and allowing them to articulate what they really want to say.
• Mediation activities to help students develop a range of key Speaking is built into each lesson, from the engaging unit openers that
language skills to clearly convey information to others. activate students’ prior knowledge of a topic, to the spoken output tasks
• Four videos in every unit to provide fun, flexible content to use that build on what students have learned in the lesson and allow them
during class, or as homework to introduce or consolidate learning. to personalize and activate it, taking ownership of their learning.
• Accessible topics to engage teenage learners – from Teachers using Vision can take advantage of an important new feature
embarrassing clothes stories to cybercrime. – Think and share routines. This is a set of ideas which aim to help
• Vocabulary Boosters providing further core vocabulary practice support and develop students’ critical thinking. The inclusion of Think
for each of the dual unit topics, including review, consolidation and share routines gives structure and support to regular speaking
and extension exercises to suit all levels of ability. activities and makes topics more engaging and meaningful for
students by developing a culture of thinking in the classroom.
• Polish grammar explanations and glossaries to provide extra
support. In video and reading presentation lessons, students are given the
opportunity to learn and use Real English – idiomatic modern
• Online Practice allows students to access a flexible bank of CEFR- phrases, which can help to make their spoken language feel more
aligned, skills-focused material designed to expand students’
natural, and sound more fluent.
learning and provide 15–20 hours of additional practice.
Dedicated Speaking Lessons in each unit also provide structured
Teaching and learning is a collaborative process! In developing
tasks and practical phrase banks, so that students have a clear
Vision we have been able to draw on the expertise and experience
framework in which to express their ideas. The speaking lessons
of a fantastic team of educators and specialists. We are grateful to
are thematically linked to the Life Skills lessons, so that students
our team of teacher-readers who offered their insights and feedback
are working with topics and language that they have recently
throughout the writing process. The exam-preparation content and
encountered, and which are directly relevant to their lives. While
practice was developed in partnership with Matura consultant, Ilona
providing targeted exam practice, the speaking lessons set achievable
Kozłowska. The underlying pedagogy is based on expertise and
goals and give students the tools and strategies to achieve them.
research from specialists in Oxford.
These are the key features of the Vision methodology: Mediation
Vision aims to provide students with the tools they need to become
Development of life skills proactive users of English, able to adapt their skills and help others to
Vision features a Life Skills lesson in every unit to equip students understand each other. In the modern world, where English is often
with the skills they need to prepare for life beyond the English used as a lingua franca, language learners may be called upon to
classroom, whether in their: use their skills to facilitate communication between others. The term
• personal life (digital competence skills, making yourself Mediation covers a range of skills including translation, interpretation,
understood, managing money, etc.) summarising and recording, which are invaluable in the real world,
• career (team work skills, analyzing data, preparing for a job and can be actively learned and practised in the classroom.
interview, etc.) Through each level, students encounter tasks designed to practise
• further education (time management, effective prioritizing). different sub-skills of mediation. For example, considering how
something they have heard or read about in English could be
Support for mixed ability classes communicated in Polish, or vice versa; interpreting and combining
Through its appropriate CEFR-levelling, Vision ensures that content information from two sources, to inform someone of the key facts, or
is manageable for all students, but there are also opportunities analyzing and expressing information contained in charts, maps and
for more confident students to take their learning a step further diagrams. In level 3, further work helps students to think consciously
through the Extend exercises in the Vocabulary booster pages at the about what mediation entails: transmitting information without
end of the book, and also through the photocopiable materials. changing its core meaning, or reflecting a personal view. Doing this
The teaching notes provide differentiated activities, allowing effectively means that students really have to focus on the meaning
teachers to give students an element of choice, appeal to different of a message and question their own understanding. It pushes them
types of learners, and provide challenging tasks for more confident to analyze and decide what is key and what can be paraphrased.
students and simplified tasks for less confident students. It requires them to be disciplined in transmitting someone else’s
message, without adding or changing information. In learning the
Practical approach to vocabulary acquisition skills associated with mediation therefore, students are pushed to
develop a deeper understanding of language, how it works, and
The practical approach to vocabulary acquisition which the course
how we use it to express ourselves.
authors have adopted is based on current research about how
6 Introducing Vision
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Use of digital media • 8 Skills trainer pages with appropriately levelled tasks that reflect
Vision is a course for today’s teenagers – digital natives with a keen the format of the questions in the Matura exam
understanding of the possibilities of technology. The use of digital • unit Word lists with Polish translations and a pronunciation guide
content throughout the course will appeal to teacher and students • a section of 8 Introductory lessons that teachers can use to revise
alike in its variety and flexibility for learning. key structures presented at lower levels
• a section of Extensive listening to expose students to longer
The Classroom Presentation Tool allows teachers to play and
amounts of audio material, and to engage and motivate them
replay any part of the integrated presentation material, directly from
through the suspense of the story
the screen, so that all the digital material is available in one place.
• a Grammar booster section with reference tables and extra
Additional listening activities, or pronunciation models are also
grammar practice exercises
embedded in the on-screen presentation so that the pace of the
• student online access to video and audio material
lesson can be easily adapted to the needs of the group.
Each unit features one video presentation of core material, setting Workbook with Online Practice
the new language in a real-life scenario, to make it as relevant as The Workbook contains:
possible. The videos and reading presentations also prefigure the next • exercises to consolidate and practise the material presented in
grammar point, so that students see it in context, right from the start. the Student’s Book
The two flipped classroom grammar presentation videos support • 8 How to learn vocabulary pages to help students develop
the detailed grammar presentation. These are available to students strategies and study skills to become more autonomous learners
online, as well as in the classroom, so that the content of the lesson • student online access to video and Workbook audio material
can be prepared, taught and reviewed as flexibly as possible. In • access codes students can use to access a bank of Online Practice
this way, the traditional approach can be “flipped,” or reversed materials covering topics and skills from the core curriculum
because students can come to the classroom with a prepared level
of understanding, which allows the teacher to build on this study, Student’s website
and make the best use of valuable class time. The animations and From the website, students can access:
explanations provide a relatable context for the new grammar, • video (presentation videos, culture documentaries, flipped
making it clear and accessible for self-study and later for revision. classroom grammar presentations)
Additional culture videos extend the cultural content of each unit, • audio material for the Student’s Book and Workbook
and can provide further stimulating practice that can be used when
required. Classroom Presentation Tool
Students can access course video and audio online to facilitate Teachers can use the Classroom Presentation Tool to show Student’s
self-study. There is also an opportunity for further practice through Book content on screen and teach with it in an interactive way.
the bank of skills-focused Online Practice materials, so that students It can be used either on an interactive whiteboard or on a data
with different learning preferences can find the study pattern that projector with a laptop or PC. It contains:
suits them. • video (presentation dialogues, culture documentaries, flipped
classroom grammar presentations)
Preparation for the Matura exam • interactive activities
Vision is built on thorough, targeted preparation for the Matura • round-up activities
exam. The syllabus was developed to reflect up-to-date curriculum • audio material (listening material to accompany the Student’s
requirements, and cover all the topics that the exam board specifies. Book as well as a pronunciation guide for the wordlists)
Vision thoroughly prepares students for both the Basic and Extended
levels of the Matura exam. Exam skills are woven through the units
Teacher’s Guide
to build students’ confidence and familiarity with the tasks while The Teacher’s guide contains:
allowing them to concentrate on solid language learning. The unit • a tour of a Student’s Book unit
themes have been chosen to prepare students for topics covered in • ideas to support teachers with mixed ability classes
the exam, but also to provide informative content and motivating • answers to all the Student’s Book material overwritten on
topics that teenagers will want to discuss and express their opinions reduced-size Student’s Book pages
about. Targeted exam practice lessons at the end of each unit allow • audio and video scripts
students to really focus on exam technique, and provide tips and • access codes teachers can use to access the Online Practice
strategies for success on the day. materials, assign work to students, and then track their progress
Throughout the course, the approach to exam preparation is gradual • access codes for the Classroom Presentation Tool and Teacher’s
and systematic. The amount of Matura practice material increases in Resource Centre
each level as students get closer to the final exam. Vision covers the full Teacher’s Resource Centre
curriculum for the Basic Matura by the end of level 2. In level 3, units
Teachers can use the Teacher’s Resource Centre to access:
1–4 are oriented towards the Basic Matura, but there is coverage of the
Extended Matura texts and task types in units 5–8 of this level. Levels 4 • Workbook answer key
and 5 offer further preparation for Extended Matura candidates. • tests (progress tests, short tests, cumulative tests, diagnostic tests
and a placement test)
By ensuring that students and teachers are not bombarded with
exam practice early on, but rather acquire the skills they need whilst
• photocopiable support materials
engaging with motivating content, when the time comes to take
• audio for Student’s Book, Workbook, tests and photocopiable
materials
the Matura exam, students will feel thoroughly prepared but still
fresh and invigorated.
• culture video worksheets
• mock Matura exams
• Matura flashcards
Overview of course components • mediation pack
Student’s Book • literature worksheets
• life skills projects
The Student’s Book contains:
• 8 teaching units
• Vocabulary booster pages providing practice of core vocabulary,
along with mixed ability activities offering the chance to review
and extend the vocabulary Introducing Vision 7
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Lesson 1
Lesson 1 introduces the first topic of the unit and key vocabulary and grammar, through an engaging presentation
video featuring British teenagers.
A video still and lead-

in questions introduce A Can do statement sets the
the topic and prepare learning outcomes for the lesson.
students for the video.
The open-ended
questions develop
students’ ability to The key vocabulary is
think critically and presented and practised
provide valuable with the focus on a
practice opportunities practical approach to
for the Basic Matura vocabulary acquisition.
speaking exam.
Students answer a gist Speech bubbles signpost

question to give them a speaking activities which
purpose for watching the encourage students to
video and to check their use the new vocabulary
general understanding. in a personalised
discussion.
A short comprehension
exercise checks students’
Think and share
understanding of the key
critical thinking
elements of the video.
routines encourage
active reasoning and
explanation, with the
opportunity for students
to think about their ideas
before comparing them
The video dialogue is also with a partner.
available as an audio track.
The Vocabulary booster is

Real English exercises signposted.
expose students to
authentic, colloquial
language from the video.
The Classroom Presentation Tool The Classroom Presentation Tool provides

provides round-up activities for interactive activities for teachers to use in class
teachers to show in class on an on an interactive whiteboard to activate the
interactive whiteboard. Real English expressions.
8 Unit walkthrough
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Vocabulary booster lesson
The Vocabulary booster caters to mixed-ability groups and is at the back of the Student’s Book. Lower-level
students can concentrate on the core set in the Practise section, as well as revising vocabulary from the same topic
set in the Review exercises, whilst higher-level students can challenge themselves by doing the Extend exercises.
Review exercises review

and practise related topic
vocabulary from previous
levels.
The new core vocabulary

is reinforced through
written Practise exercises
that check students’
understanding.
Extend exercises introduce

a set of above-level Speech bubbles signpost
vocabulary to challenge speaking activities using
higher-level students the new vocabulary.
and extend the core
vocabulary set.
The Teacher’s Guide provides at-a-glance guidance for each The Workbook provides consolidation and practice
lesson, with warm-up activities and procedural notes. Additional of what the students have learned in class and
support includes ideas for differentiation, optional activities, and encourages autonomous learning.
suggestions for catering for mixed-ability classes.
Unit walkthrough 9
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Lesson 2
Lesson 2 introduces the first grammar structure of the unit, through sentences extracted from the video dialogue
in Lesson 1.
The flipped classroom

A Can do statement sets grammar presentation
the learning outcomes for videos support the
the lesson. detailed grammar
A grammar presentation
presentation. Students can
box focuses on the
come to the classroom
meaning and usage
with a prepared level of
of the key grammar
understanding, which
structure. The exercises
allows the teacher to build
encourage students to
on this study, and make
notice and work out for
the best use of valuable
themselves the grammar
class time. The animations
form and rules.
and explanations provide
a relatable context for the
new grammar, making it
clear and accessible for
self-study and later for
revision.
Students practise
manipulating the form of
the grammar structure.
The Grammar booster is

signposted.
Students practise the Consolidation of the

grammar in the context of grammar is usually
a dialogue. They can listen provided through a
and check their answers listening exercise.
via audio available on the
Classroom Presentation
Tool.
Word Power activities
highlight language
features related to the
Students have an opportunity grammar and encourage
for communicative practice of students to notice,
the new grammar structure recognise and practise
whilst reviewing the vocabulary them through a guided
from lesson 1. discovery approach.
The Classroom Presentation Tool provides

interactive activities for teachers to use in
class on an interactive whiteboard or a data
projector with a laptop or PC.
10 Unit walkthrough
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Grammar booster lesson
The Grammar booster, with more detailed grammar explanations, more examples and further practice, is at the
back of the Student’s Book. This is an important in-class and outside-class resource for students.
Additional
practice of The translated
the grammar grammar
is provided explanations
through a make English
variety of task grammar
types. accessible to
students of all
levels.
A wide range of photocopiable

worksheets can be found on
the Teacher’s Resource Centre.
They are designed to reinforce
the learning students do in the
classroom. Additional Grammar
practice worksheets are available
for download from there.
Workbook Lesson 1.2
Unit walkthrough 11
4124300 Vision TG2.indb 11 16/06/2020 16:53

Lesson 3
Lesson 3 introduces a useful life skill to help students prepare for life beyond the English classroom, and provides
an interesting context in which to practise English.
Lead-in speaking A Can do statement sets

exercises encourage the learning outcomes for
students to start the lesson.
thinking about the
Think and share critical
life skill topic. The
thinking routines
open-ended questions
encourage students
develop students’
to make connections
ability to think critically
between new ideas and
and provide valuable
their own knowledge,
practice opportunities
and to identify in what
for the Basic Matura
ways their thinking has
speaking exam.
been broadened by what
they have learned.
Students focus on the

vocabulary they will need Word Power exercises
when developing the life highlight features of
skill or talking about it. word formation from the
vocabulary in the lesson
and encourage students
to notice, recognise and
practise it in a guided
discovery approach.
Listening or reading texts A short written or oral

present the life skill topic Round up exercise
in different ways to give consolidates students’
further ideas for students understanding of the life
to consider. skill presented, and helps
them to think about its
relevance to their own
lives.
The Classroom Presentation Tool provides

interactive activities for teachers to use in class
on an interactive whiteboard to practise core
vocabulary.
Workbook Lesson 1.3
12 Unit walkthrough
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Lesson 4
Lesson 4 is a skills lesson designed to develop students’ confidence and fluency in speaking. Students are guided
to ensure that they know what to say and how to say it, whilst building on the life skills lesson through oral exam
type tasks.
A Can do statement sets

The photos and recycled the learning outcomes for
vocabulary provide the lesson.
the springboard and
preparation for the topic.
Think and share

critical thinking
routines encourage
active reasoning and
Interesting and engaging
explanation, with the
photos stimulate
opportunity for students
discussion.
with a partner.
Listening tasks give

students the opportunity
to hear language in
context in preparation for
the speaking activities. The Phrasebook gives
students functional
phrases to use in the
speaking activities.
Students build on the
Phrasebook phrases
activating prior
Guided conversation
knowledge.
or roleplay provides
students with the
opportunity to express
their opinions related
to the photos and
topics, and to use the
expressions in an exam-
style task.
The Online Practice materials are

a flexible resource designed to
expand on the learning students
do in the classroom. Additional
Speaking practice activities are
available to students there.
Workbook Lesson 1.4
Unit walkthrough 13
4124300 Vision TG2.indb 13 16/06/2020 16:53

Lesson 5
Lesson 5 introduces the second topic of the unit and key vocabulary and grammar, through a reading
presentation text.
Lead-in questions A Can do statement sets

introduce the topic and the learning outcomes for
prepare students for the lesson.
the reading text. The The key vocabulary is
open-ended questions presented and practised
develop students’ with the focus on a
ability to think critically practical approach to
and provide valuable vocabulary acquisition.
practice opportunities
for the Basic Matura
speaking exam.
Think and share
critical thinking
routines encourage
Students can listen to the active reasoning and
reading text to answer a explanation, with the
gist question. opportunity for students
before sharing them with
A short exercise checks a partner.
comprehension of
the text.
Word Power exercises

highlight features of
word formation from the
vocabulary in the lesson
and encourage students
to notice, recognise and
practise it in a guided
discovery approach.
The Classroom Presentation

Tool provides closer activities for
teachers to show in class on an
interactive whiteboard.
Workbook Lesson 1.5
14 Unit walkthrough
4124300 Vision TG2.indb 14 16/06/2020 16:53

Lesson 6
Lesson 6 introduces the second grammar structure of the unit, through sentences extracted from the reading text
in Lesson 5.
A Can do statement sets Students practise the

the learning outcomes for grammar in a different
the lesson. text type, for example, a
dialogue. They can listen
A grammar presentation and check their answers
box with exercises. via audio available
on the Classroom
Presentation Tool.
Students practise
manipulating the form of
the grammar structure.
This second grammar

presentation box
encourages students to
compare and contrast the
two grammar structures
presented in the unit.
The flipped classroom

grammar video offers
additional, optional
support for the lesson.
The Grammar booster is
signposted.
Guided communicative practice

of the new grammar structure.
A wide range of photocopiable

worksheets can be found on
the Teacher’s Resource Centre.
They are designed to reinforce
the learning students do in the
classroom. Additional Grammar
practice worksheets are available
for download from there.
Workbook Lesson 1.6
Unit walkthrough 15
4124300 Vision TG2.indb 15 16/06/2020 16:53

Lesson 7
Lesson 7 is a skills lesson designed to develop students’ confidence and fluency in reading. The text focuses on
an element of culture from an English-speaking country, enabling students to draw comparisons with life in their
own country.

Students answer the learning outcomes for
questions about the lesson. Mediation tasks
the photos allow the use
accompanying of some L1
the text. The in situations
open-ended reflective of real
questions develop life. The tasks train
students’ ability students to act
to think critically as intermediaries
and provide between people
valuable practice who are unable to
opportunities for understand each
the Basic Matura other directly.
speaking exam.
More detailed
Students can comprehension
listen to the of the text is
reading text to checked through
answer a gist a variety of exam-
question. style tasks to help
prepare students
for the Basic
Matura exam.
Students are
encouraged to
work out the Culture videos
meaning of extend the
highlighted words Fact Files provide interesting cultural content
from the context. facts about the topic of of the lesson
the lesson to motivate and topic and are
extend students’ cultural accompanied by
knowledge. worksheets.
1 Culture video 1 Culture video worksheet Culture video workshe

works heet
Lesson objectives
Footb all academy
Video: 1understand
Write the names a video about the
football
Football academy 5 Complete the sentences with the words
football
of all the sports
you can think
Oxford United Football
of in one minute.
and Education Culture video below.
1 Write the names of all5 the sports
Complete
works heet 1
the
Academy sports minute. sentences with the words
you can think of in onebelow. diet goals injured listen to music
tennis diet goals
injured listen
school teachers to music sports Mixed ability
school teachers
2 1 An academy is a type of .
In pairs. Ask and 1 An academy
is a type of • Divide the class
Summary of the
1 Which sports
2 Are the same
video
do you
answer the questions.
think are the
most popular
2 Students at
the academy
in their lessons. cantennis .
groups so the
into mixed level 2 Students at the academy can
stronge in their lessons.
with weaker student r students work
sports popular in the UK? 3 Footballers
3 Which in your
The video3 isWatch aboutthe video.
the with
sports are popular
Oxford United
country?
girls and boys? 4 It’s easy to
sport.
eat a healthy
get .
in professiona • Encourage the s to help them. 3 Footballers eat a healthy .
l
a football academy Put the events of student
Football and Education
correct order Academy.
student’s day
2 In pairs. Ask and6 answer
5 Trainers are
The trainers the
sports roles within their s to assign 4 It’s easy to get in professional
set questions.
(1–6). in the . groups so
that weaker student sport.
The videoba gofeel
focuses
tired
to the gym
on the daily life of for their students.
1 Which sports do you think are the most popular in the UK? responsibility s also take
5 Trainers are sports .
for an aspect
the students,
d work on how
c go outside
projects
they train and the 2 Are the same sports popular in your country?
6 Underline the correct form
the project, e.g. of
putting togethe 6 The trainers set for their students.
e practise football in the classroom 3 Which sports are popular
1 While shewith girls and
of theboys? presentation r
classroom f havelessons
lunch they take part in. It also
skills was running,
his car.
verbs to complete
she saw / wasthe sentences.
seeing her friend poster.
slides, or creating
a
4
comments 3 Watch the video. Put the events of getting into
correct on the again.positive
Choose the effects of doing
Watch the video 2 Our footballers didn’t concentrat
the other team e / weren’t concentrat
answer: A, B or
C. a football academy3student’s
He was injured day in the
scored. ing when
exercise.1 ATheathletics.
most popular
sport in the UK
is correct order (1–6).54 She
She was playing
so he stopped
tennis when
/ was stopping
playing rugby. 6 Underline the correct form of the verbs to complete the sentences.
B cricket. broke / was breaking she lost / was losing
C football. a feel tired Olympics. her leg while her watch.
she was training 1 While she was running, she saw / was seeing her friend getting into
for the
Culturewherenote
2 The academy
is a special football
school
7 a CIRCLE OF VIEWPOINTS
b go to the gym questions.
Then each
In pairs. First
read the
his car.
2 Our footballers didn’t concentrate / weren’t concentrating when
A young people c go outside below and prepare choose one of the people Online research
There are many sports academies across
other subjects.
B children play
study football
and his or her
d work on projects in thepoint classroom
to answer the
of view. Make
questions from
notes of your
8 a In groups.
Choose one of
the other team scored.
ideas. information about the tasks
the UK. Some academies specialise
C professiona
football after
school.
a football trainer
e practise football askills
mum a teenage
a maths teacher
1 Find out about
it on the internet. and find 3 He was injured so he stopped / was stopping playing rugby.
l footballers teach swimmer
3 Footballers
need to have children.
f have lunch Poland. Answer
sports academies
in the UK or 4 She was playing tennis when she lost / was losing her watch.
in many different sports, others in
A lots of breaks.
B strong hearts.
1 Do you think
sports academies
young people
to learn sports
are a good way
for
•
these questions.
How popular
are sports academies? 5 She broke / was breaking her leg while she was training for the
just one or two, and many include
C long legs. 4 Watch the video 2 What are the
again.advantages
Choose
this type of school?
skills?
the
and disadvanta
ges of
• Do students
•
How old must
you be to study
study other subjects,
there? Olympics.
4 When they
finished training, correct answer: A, B or C.
b Imagine
• Are they free too?
disability sports programmes too. The
felt
A fantastic because
the students
1 The most popular Ask and answer
you are the person
sport inthethe UK isyou chose in 7a.
• Which sport
or do students
would you like
sports academy?
pay?
to study at a
7 a CIRCLE OF VIEWPOINTS In pairs. First read the Online research
they spent the with your partner. questions 2 Some English-spe Why? questions. Then each choose one of the people
Oxford United Football and Education
with their friends.
B motivated
to continue working
day
A athletics. and why your opinions Discuss how
are academy are
aking teenagers
going to come from a sports below and prepare to answer the questions from 8 a In groups. Choose one of the tasks and
C happy because hard. different.
Academy is based at Oxford United’s
dreams.
they achieved
their B cricket.
c Work
visit to your school
programme of
on an exchange
for a month. Plan
activities for them. a
his or her point of view. Make notes of your ideas. information about it on the internet.
5 What is the C football. Choose awith a new partner.
1 Find out about sports academies in the UK
club training grounds. It offers a full-
A To describe
purpose of the
video?
2 The academy7a islist
different person
a special
and repeat football from
• activities you
can
• weekend visits organise after school.
Think about:
a football trainer a maths teacher
exercises school
a typical day at the
B To tell people a football academy. • sports you
/ day trips. Poland. Answer these questions.
GLOSSARY
time programme of football and school

C To compare
how to join a
football academies
football academy.
in general with
athlete (n) portowiec,
injured (adj) lekkoatleta
ranny, kontuzjowa where
and 7b.
• important
can do in your
teams and matches
town. a mum a teenage swimmer • How popular are sports academies?
lungs (n) płuca ny
b Present the informatio in your area.
education for students aged 16–19
normal schools.
pitch (n) boisko A young people study football and n to your class. 1 Do you think sports academies are a good way for • How old must you be to study there?
skills (n) umiejętnośc
other subjects. young people to learn sports skills? • Do students study other subjects, too?
as part of the UK Football Association. competitors i
(n) zawodnik,
rywal
B children play football after school. • Are they free or do students pay?
2 What are the advantages and disadvantages of
36
Apart from football skills, young C professional footballers teach children. this type of school? • Which sport would you like to study at a
Vision Culture
people have the opportunity to gain
video worksheet 3 Footballers need to have sports academy? Why?
– Football academy
© OXFORD UNIVERSITY A lots of breaks. b Imagine you are the person you chose in 7a. 2 Some English-speaking teenagers from a s
Vision Blad
qualifications in football coaching and
.indb 36 PRESS PHOTOCOPI
ABLE
B strongVision
hearts.
Culture video
Ask and answer the questions
academy are going to come on an exchan
first aid, and can go on to university to
worksheet –
Football academy with your partner. Discuss how
C long legs. visit to your school for a month. Plan a
© OXFORD UNIVERSITY and why your opinions are
study sports science. 31/07/2018
12:42 4 When they finished training, the students
Vision Blad
.indb 37
PRESS PHOTOCOPI
ABLE programme of activities for them. Think ab
37
37 different.
felt Their trainers • activities you can organise after school.
set them
A fantastic
andbecause
when they they spent importa
achieve them,
the day nt goals c Work with a new partner. • weekend visits / day trips.
Exercise 6
31/07/2018
12:42
with their friends.
motivat it’s great Choose a different person from • sports you can do in your town.
Exercise 1 With ato
B motivated
ion to keeping
continue
lot of hard work
working hard.
working hard. ANSWERS the list and repeat exercises • important teams and matches in your a
in the classroo
• Ask students to look at the mind map C happyand on the pitch,
because
young players
they achieved
the dreamstheir of these
m 1 saw 2 weren’t
3 stopped concentrating 7a and 7b. b Present the information to your class.
dreams. can come true. 4 lost 5 broke
and elicit a couple more sports to make
GLOSSARY
5 What isExercis
the purpose
e 3 of the video? Exercise 7 athlete (n) portowiec, lekkoatleta
sure they know what to do. A To describe
ANSWERS
a typical day at a football academy. ANSWER injured (adj) ranny, kontuzjowany
S lungs (n) płuca
• Then give students one minute to add B To tell
a 6people
b 2 how c 4
C To compare footballdacademies
to join a football academy. Students’
1 e 5 f in 3 general with normal schools.
own answers
. pitch (n) boisko
as many sports as they can to the mind Exercise 4 Exercise 8 skills (n) umiejętności
competitors (n) zawodnik, rywal
map by themselves. ANSWERS ANSWERS
1 C 2 A 3 Students’ own
• When the minute is over, ask them to Exercise 5
B 4 B 5 A answers.
compare what they have written down ANSWERS

in pairs/small groups. Which pair/group 1 school 2
listen to music
The Classroom Presentation Tool

4 injured 5 3 diet Vision Culture video worksheet – Football academy © OXFORD UNIVERSITY PRESS PHOTOCO
has written the most sports? 36 teachers – Football
Vision Culture video worksheet 6 goals academy © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE
Exercise 2 Vision Blad .indb 37
• Give students a few minutes to think

Vision Blad .indb 36 31/07/2018 12:42
provides interactive activities for

talented Vision
young athletes sometimes go to their arms and legs. It’s important for
about the questions by themselves and Blad TB.indd
special schools like23this one, the Oxford athletes to understand these things. It’s Culture video
23
make any notes. Then ask them to work United Football and Education Academy. easy to get injured in professional sport.
in pairs/small groups and share what It’s 4 p.m. and it’s the end of a long day At 11 a.m. some of the students went to
teachers to use in class on an

they know. for the young footballers at the academy. the gym. They followed special exercise
18/03/2019
10:58
• Direct students to the glossary and They are tired, but happy. They learned a plans. These exercises help them to get
check understanding of key vocabulary. lot today. But they weren’t playing football stronger. But strong legs are not the only
interactive whiteboard to practise

all day. thing footballers need: strong hearts and
Video transcript Their day started at 9 a.m. and they were good lungs are important, too. Footballers
There are lots of popular sports and all in the classroom. The students worked need to have strong hearts to run around
activities in the UK. Some people like on projects using their computers. a football pitch for 90 minutes.
core vocabulary.
watching sport, and others prefer playing Some students were concentrating on The students took a break for lunch, and
sport. a science project. They studied how our after, they went outside to train. First, they
But in the UK, football is the most popular
Workbook Lesson 1.7

bodies use energy, and the importance of did some leg exercises and then they ran
sport. Millions of people watch football, a healthy diet for athletes. around the football pitch. Then they were
and there are lots of young people who The students worked quietly, and they ready to play.
really want to become professional sometimes asked their teacher for help. The students played football all afternoon.
footballers. And that’s not an easy goal! A few of the students were listening to They worked with trainers and practised
Most successful athletes start young. They music while they worked. their football skills. It was hard work, but
train hard and learn all about their sport Other students studied the structure of it was fun, too. And, when they finished,
and looking after their bodies. And these
16 Unit walkthrough
the human body and how to look after these young competitors felt fantastic.
22 Culture video

Vision Blad TB.indd 22 18/03/2019 10:58
4124300 Vision TG2.indb 16 16/06/2020 16:53

Lesson 8
Lesson 8 is a skills lesson designed to develop students’ confidence in listening, with practice of exam style tasks.
Students answer questions

about photos with a topic
link to the listening texts.
The open-ended questions A Can do statement sets
develop students’ ability the learning outcomes for
to think critically and the lesson.
provide valuable practice
opportunities for the Basic
Matura speaking exam.
Strategy boxes provide

useful pointers for
Students do a listening developing skills.
comprehension task in the
style of a Basic Matura exam
question.
Students listen to the

functional language in
context. They engage with
Students practise listening
the text and discuss their
for gist to encourage
own ideas.
them to listen for general
meaning.
Think and share critical

Listening texts provide thinking routines encourage
functional language and active reasoning and
a model for speaking explanation, with the
activities. opportunity for students
with a partner.

Listening practice activities are
Workbook Lesson 1.8
Unit walkthrough 17
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Lesson 9
Lesson 9 is a skills lesson designed to develop students’ confidence and fluency in writing. In level 2, students write
blog posts, emails, a letter of application and an online review.

the learning outcomes for
the lesson.
Lead-in questions The Language focus box

introduce the topic of highlights and practises
the lesson. The open- useful phrases.
ended questions develop
students’ ability to think
critically.
Students are directed to
write a text, with clear
instructions on how to
A short exercise checks structure it.
students’ understanding
of the model text.
Students plan their

writing, making notes to
The model text provides help them organise their
support and guidance for ideas and activate the
the students’ own writing, topic vocabulary.
with examples of key
phrases in context.
Strategy boxes provide
useful pointers for
This exercise focuses on developing skills.
useful phrases from the
text that students can use
in their own writing.
Check your work boxes
encourage students to
review their written work.
This exercise focuses
students on the structure
and cohesion of the text.

Writing practice activities are
Workbook Lesson 1.9
18 Unit walkthrough
4124300 Vision TG2.indb 18 16/06/2020 16:53

Lesson 10
Lesson 10 is a review lesson of the grammar and vocabulary presented and practised in the unit.
The grammar presented

in lessons 2 and 6 is
reviewed. The exercise
gives the teacher and
students an opportunity
to check what has been
learned and what needs
further practice.
Some of the review
exercises are designed to
provide useful practice for
the Use of English paper
in the Basic Matura exam.
Speech bubbles signpost

fun speaking activities
which encourage
The vocabulary from students to use the unit
the unit is reviewed vocabulary.
and practised both at
sentence and text level.
Students look back at the Can do statements at the top of the pages which describe the learning outcome of each lesson
in this unit. The exercise gives students an opportunity to reflect on what they have learned and what they are now able
to do, and if necessary to consider which areas still require further practice. Be prepared to supply students with one of the
photocopiable worksheets from the Teacher’s Resource Centre to give them targeted practice in areas of weakness.
The Classroom Presentation

Tool provides closer activities for
teachers to show in class on an
Workbook Lesson 1.10
Unit walkthrough 19
4124300 Vision TG2.indb 19 16/06/2020 16:53

Lesson 11
Lesson 11 is a Skills trainer lesson with task types that are commonly found in the Basic Matura exam. Students
practise exam tasks and learn to employ strategies for approaching them.
The Strategy boxes

provide useful pointers
for developing exam
skills. Each strategy builds
on previous skills lessons
and students can develop
the strategies they need
for success in the Basic
Matura exam.
The Online Practice materials

are a flexible resource designed
to expand on the learning
students do in the classroom and
to deepen and broaden their
knowledge. Additional Listening,
Speaking, Reading and Writing
practice activities are available to
students there.
Workbook Lesson 1.11 focuses on different skills and task types

to those practised in the Student’s Book.
20 Unit walkthrough
4124300 Vision TG2.indb 20 16/06/2020 16:53

Lesson 12
Lesson 12 presents the Word list from the unit and can be used in conjunction with the How to learn vocabulary
lesson in the Workbook. The Workbook lesson provides strategies for autonomous learning outside the classroom.
The Word list is

organised by topic
so that students
can easily find and
review the unit
vocabulary.
The part of speech

for each word is
given in brackets.
The phonetic
script for each
word is given to Students are given
help students with guidance about
pronunciation. different things
Audio is available they should focus
on the Classroom on when learning
Presentation new vocabulary.
Tool providing
a pronunciation
guide for all words
and phrases in the Strategy boxes
Word list. provide useful
pointers for
developing skills
for effective
The translations make the vocabulary
vocabulary accessible to learning, both at
students of all levels. home and in the
classroom.
Students practise
the strategy using
the unit Word list.
The Classroom Presentation Tool provides closer

activities for teachers to show in class on an
Unit walkthrough 21
4124300 Vision TG2.indb 21 16/06/2020 16:53

Exercise 1
It starts at eight o’clock and
finishes at five o’clock.
Exercise 3
Present simple: blog’s (blog
is), get up, go, don’t use,
have, start, have, buy, bring,
finish, are, drive, doesn’t go,
he’s (he is) (Students find 10)
Adverbs of frequency:
never, usually, always
Exercise 4
1 does school start
2 starts 3 finishes
4 Do you have 5 do 6 is
7 does it start 8 finish
9 studies 10 doesn’t go
Exercise 5
1 My parents sometimes
play tennis.
2 Emma is often late for
school.
3 I usually have yogurt for
breakfast.
4 We hardly ever watch TV.
5 Simon never does his
homework.
Exercise 6
Possessive adjectives: my,
our, his (Students find 2)
Possessive pronoun: ours
Warm up Exercise 1 e 1.02 Exercises 3 and 6

• If this is a new class, do a getting-to- • Ask students to look at the photo and • Students read the notes on page 124 on
know-you activity. tell you what they see. Ask: How old is the the present simple, adverbs of frequency,
• Students write five facts about boy? Where is he? possessive adjectives and pronouns.
themselves on a piece of paper (not their • Ask the students what daily activities Exercise 8a
name), for example age, family, where they expect to read about and make a list • Once the students have completed the
they live, their likes. on the board. questionnaire, divide them into same-
Further practice • Give out the papers randomly. • Students read the blog and see if any of level pairs to compare their answers and
• Students read out the facts for the class the ideas are mentioned. give each other feedback.
Workbook page 4 to guess who it is.
22 Introduction unit
4124300 Vision TG2.indb 22 16/06/2020 16:53

Exercise 1
To meet his cousin at the bus
station.
Exercise 2
Physical description: tall,
slim, long, dark
Clothes: glasses, jeans,
T-shirt, leather jacket
Exercise 3
Present continuous for
things happening now:
What are you doing? I’m
packing. I’m calling. I’m not
doing anything. I don’t know
what she’s wearing today.
Present simple for habits:
You don’t usually do judo.
She usually wears jeans and
T-shirts.
Exercise 4
1 Where are you going? – I’m
going to the doctor’s because
I’m not feeling well.
2 What’s Harry doing? – He’s
washing his mum’s car.
3 Is Anna watching TV? –
No, she isn’t.She’s doing her
homework.
4 Be quiet! Dad’s sleeping.
– He isn’t sleeping. He’s
listening to music!
Exercise 6
1 She’s shopping.
2 He’s at his grandma’s
birthday party.
3 He’s wearing a shirt, tie and
jacket.
4 He usually wears shorts
and hoodies.
5 It’s short.
6 To invite Taylor to her
house.
Exercise 1 e 1.03 Exercise 2 Exercise 7

• Before the students read and listen to • Students look at the photo again. Ask: Differentiation
the phone call, ask: What is happening in What does he/she look like? What is he/she Give the weaker students a simple
the photo? Do you think they know each wearing? dialogue with prompts, for example
other? Do you think they are talking to each Exercise 6 e 1.04 A: Hello. … doing? B: I’m … you doing?
other? What about? A: shopping. I’ve got (clothes). You wear?
Audio script page 170
• Ask students if they can work out the B: Usually. A: cinema? B: bus. Later.
meaning of ask a favour and recognise Further practice
before they read the Polish translation. Tell stronger students to include hardly
ever, never and usually in their dialogues. Workbook page 5
4124300 Vision TG2.indb 23 16/06/2020 16:53

Exercise 1
Congo – chimpanzee,
Endal – dog, Alex – parrot
Exercise 3
be: was, wasn’t, were
can: could, couldn’t
Exercise 5
1 Where was Congo’s home?
2 What could Congo do?
3 What type of animal was
Endal?
4 Could his owner walk?
5 Could Alex the parrot
speak?
Exercise 6
Tom: could play the piano,
swim, speak French
Megan: could swim, ride a
bike, speak French
Exercise 7
the: the clever dog
a / an: an artist, a
chimpanzee, a pencil, a
painting, a wheelchair, a
washing machine, a machine
zero article: lines, paintings,
fans, clothes, parrots, words,
colours, shapes, questions
Warm up Exercise 2 Audio script page 170

• Ask the students to look at the photos • In mixed-level groups of four, ask Exercise 9
of the animals. Ask: Which animals can be students to try to write an animal for each • Draw a table on the board with the
pets? Which one would you like as a pet? letter of the alphabet. headings: Physical description, Personality,
Exercise 1 e 1.05 Exercise 6 e 1.06 Abilities when younger.
• Ask the students what key vocabulary Differentiation • Students copy the table and write notes
they have to listen / read for to match The weaker students choose to which they then use to write their blog.
Further practice the text and photos, for example dog, complete the table for Tom or Megan.
Workbook page 5 chimpanzee, parrot.
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Exercise 1
He doesn’t have enough food
for the barbecue. Zoe goes to
buy some more food.
Exercise 2
Food: pasta salad, burgers,
bread, sausages
Drink: juice
Exercise 3
Uncountable: pasta salad,
bread, juice
Countable: burgers,
sausages
Exercise 5
a little juice, a few cartons
of juice
Exercise 6
2 We need a few decorations
for the party.
3 There’s a little milk in the
fridge.
4 I can speak a little Spanish.
5 I’ve got a few photos on
my phone.
Exercise 7
too many people, not
enough food, enough time
Warm up Exercise 1 e 1.07 Exercise 9

• On the board write: What fruit and Exercise 3 Mixed ability
vegetables do you like? Do you eat meat? Is • Students write U for uncountable and C In mixed-ability pairs, students match
there any food you don’t like? for countable next to the food and drink the words in the second box with the
• In mixed-level groups of four, the words. pictures and say whether they are
students ask each other about their food • Then they look at the list they made in countable or uncountable and which
tastes. They keep asking until they find a Ex 2 and write C or U. phrases in the first box they go with.
food that no one likes. Further practice
• See if there is a food or dish that the
entire class dislikes. Workbook page 6
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Exercise 1
Josie has got the flu. She
should rest and drink lots,
and she shouldn’t go to
school.
Exercise 2
1 B 2 D 3 A 4 C
Exercise 3
Permission: Can I look in
your throat, please? Can I
take your temperature?
Ability: Can you give me
some medicine for it?
Request: Can you turn your
head, please?
Exercise 4
1 E 2 A 3 C 4 B 5 D
Exercise 5
1 Can you speak, I can
2 Can I go 3 Can I borrow
4 Can I invite, you can’t
Exercise 6
You should rest, you should
have lots of drinks, You
shouldn’t go to school
Exercise 7
1 You should be more
careful.
2 you shouldn’t ride your
bike / you shouldn’t do sports
3 do sports / ride your bike
4 you shouldn’t lie on the
sofa
5 You should get up

• Focus the students’ attention on the Differentiation • Divide the class in same-level pairs to
photo. Ask: Who are the people? Where are The stronger students use the words in plan their dialogue. Tell them to think
they? What do you think is wrong? the wordpool to create their own mini about what their problem is, what the
• Ask: When was the last time you went to dialogues. doctor prescribes and what the doctor
the doctor? What was the advice from the tells the patient they should and shouldn’t
doctor? Exercise 7 e 1.09 do. They can use the dialogues on the
Further practice Audio script page 170 page as models.
• The pairs practise the dialogues,
Workbook page 7 changing roles.
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Exercise 1
a cartoon / animated film
Exercise 2
1 cartoon, comedies, dramas
2 director 3 character
4 audiences
Exercise 3
Present perfect
affirmative: I’ve just
watched, some people have
called, the director … has
made, have called, he has
won, who have turned into,
no … film has been
Present perfect negative:
you haven’t seen, I haven’t
seen
Exercise 4
1 I haven’t watched any
Japanese films.
2 Peter has lost his bag.
3 Have you seen Ben this
morning?
4 The children haven’t had
any lunch.
5 Alisha has travelled all over
the world.
6 James hasn’t finished his
homework.
7 My parents have been in a
film!
8 Has your little brother
started secondary school?
Exercise 5
1 have you been 2 ’ve
been 3 Have you done
4 have 5 ’ve downloaded
6 haven’t seen 7 Has Jack
finished 8 has 9 has
anybody cooked 1 0 ’ve
made
Exercise 6
I’ve just watched
Exercise 7
1 They’ve just been
shopping.
2 She’s just won a race.
3 He’s just dropped his
phone.
Warm up • Continue the procedure with all the Exercise 8

• Brainstorm verbs and write the verbs on the board. Differentiation
infinitives on the board. Exercise 1 e 1.10 Work with the weaker students to create
• Divide the class into two teams. • Ask: How often do you go to the cinema? a skeleton note. Ask them how they
• Give the first team a soft ball and tell What types of films do you like? would greet their friend, where they’ve
them to choose a verb, throw the ball to • Tell the students they are going to read gone, etc. to plan their writing.
another team and shout out the verb. The a blog Alice wrote about a film. Ask what
other team has to say the past participle The stronger students give their note to
kind of words they expect to read about, another student who writes a reply to it. Further practice
of the verb. If it’s correct, they win a point. for example characters, actors, animation,
They then swap. Workbook page 8
director, and make a list on the board.
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Exercise 1
China – basketball, India –
cricket, Japan – baseball
Exercise 2
football, baseball, table
tennis, gymnastics,
basketball, cricket
Exercise 3
comparatives: more
surprising, larger number
than, more popular than
cricket
superlatives: (the) most
popular, the largest
number of fans, the
largest population, most
enthusiastic fans, the most
important celebrities
Exercise 4
Suggested answers:
1 Football is more interesting
than basketball.
2 Formula 1 is more
dangerous than skiing.
3 Rugby is safer than ice
hockey.
4 Volleyball is easier than
tennis.
5 Doing sport is better than
watching sport.
Exercise 5
1 the greatest 2 the worst
3 the fastest 4 the most
exciting 5 the most
intelligent
Exercise 6
1 the best 2 the quickest
3 better, longer 4 more
confident 5 the most
helpful
Exercise 7
they aren’t as popular as
basketball
Exercise 8
Suggested answers:
1 Football isn’t as interesting
as basketball.
2 Skiing isn’t as dangerous as
Formula 1.
3 Ice hockey isn’t as safe as
rugby.
4 Tennis isn’t as easy as
volleyball.
5 Watching sport isn’t as
good as doing sport.
Warm up with the word in the square. The other Which countries do you think these sports
• On the board draw a three-by-three team judges if the sentence is correct in are popular in?
grid and write one of these verbs in each order to get a cross in the square. Exercise 6 e 1.12
square: be, see, make, win, lose, have, go, • The second team chooses a square. • Write this question on the board: What
watch, cook. • The winning team is the first team to sport are the PE teachers talking about? Tell
• Divide the class into two teams and get three in a row. the students to listen for the first time and
assign each noughts or crosses. The first Exercise 1 e 1.11 answer the question.
Further practice team has 20 seconds to choose a square • Focus the students’ attention on the Audio script page 170
and produce a present perfect sentence photo. Ask: What sports are they playing?
Workbook page 9
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Exercise 1
a trip to the beach, going to a
café and an aquarium, having
a picnic, playing volleyball
Exercise 2
A snowy B stormy
C sunny D wet E cloudy
F windy G foggy
Exercise 3
What are we going to do?
Dan and I are going to go.
She isn’t going to come. I’m
… going to take a raincoat.
We’re going to bring some
food. Who’s going to bring
a ball?
Exercise 4
1 ’m going to watch
2 isn’t going to play
3 ’re going to have
4 aren’t going to go
5 ’s going to phone
6 ’m not going to eat
Exercise 5
1 A Are you going to go to
Jess’s party? B Yes, I am.
2 A Is Harry going to have
driving lessons? B No, he
isn’t.
3 A Are the boys going to
stay after school? B No, they
aren’t.
4 A Are you and your brother
going to come? B Yes, we are.
5 A Is Mum going to text us
later? B Yes, she is.
6 A Are you going to study
tonight? B No, I’m not.
Exercise 6
will: it’ll be cloudy, will be
wrong, we’ll see
won’t: It won’t spoil, you
won’t win
Exercise 7
1 You will love this book!
2 I won’t pass this exam.
3 Will children go to school
in the future?
4 The teacher won’t give us
much homework.
5 Dad will be late for work.
6 Will it rain tonight?
Warm up Exercise 2 Exercise 5

• Divide the class into pairs and tell them • Before the students do the exercise, Differentiation
to think of a sport they play together. brainstorm different types of weather Give the weaker students the full
• The pairs make up a short mime sketch with the class. questions in the wrong order for them
about their sport. Exercise 4 to reorder to help them focus on the
• The pairs mime their activity for the • Say one of the words from the wordpool form of the structure. Then they write
class to guess. and ask different students to make a the appropriate short answers.
Exercise 1 e 1.13 sentence with be going to before the class Further practice
complete the exercise. Workbook page 10
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Exercise 1
1 At school
Exercise 2a
Holly is bullying Emily.
Exercise 3
A – concentrate, revise
B – get a bad mark, pass an
exam
C – cheat, copy schoolwork
Exercise 4
Positive – concentrate,
hand in homework, pass (an
exam), revise
Negative – bully someone,
cheat, copy schoolwork, fail
(an exam), get a bad mark
Warm up Exercise 2a r e 1.14 Exercise 4

• Ask: What are the good and bad things • Ask: What do you think Emily’s problem Differentiation
about school? Encourage students to write is? before you play the video again with For stronger students, ask them to add
up their ideas on the board. sound for the students to check their their own ideas of positive and negative
Exercise 1 r ideas. things to the list.
• After the students answer the Video script page 170
questions, play the video with no sound. Exercise 6
Exercise 3 e 1.15
Further practice Ask if they want to change their answers Don’t forget! There is additional mixed-
to questions 1 and 2. Audio script page 170 ability vocabulary practice on page 108.
Workbook page 12
30 Unit 1
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Exercise 3
1 did you think 2 was
3 thought 4 was 5 Did
you understand 6 wrote
7 didn’t finish 8 Did you
revise 9 did 10 spent
11 revised 12 didn’t have
13 had 14 went
Exercise 4a
geography, French
Exercise 4b
1 Why was Mrs Dobson
angry?
2 Did Rebecca do the
geography homework?
3 How long did she spend on
the homework?
4 Why did she miss the bus?
5 Which subject did she have
a test in?
6 Did Ethan concentrate in
the last French lesson?
Exercise 4c
1 Because Rebecca didn’t
hand in her homework or
bring in her book.
2 Yes, she did.
3 She spent two hours.
4 Because she woke up late.
5 French.
6 No, he didn’t.
Exercise 5
1 afternoon 2 month
3 days
Exercise 6
2314
Warm up Flipped classroom grammar video Exercise 4a e 1.16

• On the board draw three columns and • You can show the Flipped classroom • Students listen and answer: Why did
the headings /d/ /t/ /id/ for the different video either before or after going through Rebecca have a bad day?
sounds of past simple regular verbs. the grammar presentation. Audio script page 170
• Students copy the columns. Dictate • Play the video and pause at 0:18 to ask:
regular past simple verbs and tell the Is she in Paris now? (no) When? (last year) Exercise 4c e 1.16 Further practice
students to write them in the correct Is it a finished action? (yes.) Audio script page 170 Workbook page 13
columns. E.g. passed /t/, copied /d/, • Pause: 0:37. Ask students to make
concentrated /id/, failed /d/, cheated /id/, past simple sentences with the time Grammar booster
revised /d/, handed /id/, helped /t/. expressions. page 129
Unit 1 31
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Exercise 3
Suggested answers:
1 feeling tired, bored, hot,
cold, thirsty, hungry, also
noise, or lack of motivation
2 turn your phone off, set
your goals, work with other
people, have regular breaks,
reward yourself with treats
Exercise 4
1 Jamie and Georgia
2 Jamie and Sasha
3 Georgia and Harvey
Exercise 5
1 He sets an alarm and
changes subject when it
rings.
2 She went out for a pizza.
3 She formed a study group
with two friends.
4 Studies, free time activities,
social life.
5 One match.
6 She sleeps well, eats
healthily and drinks lots of
water.
Exercise 7
concentration, distraction,
motivation
Suggested answers:
translate – translation,
solve – solution, attract
– attraction, introduce
– introduction, create –
creation
Exercise 1 Exercise 4 e 1.18 Exercise 5 e 1.18

• Ask students if they think any of the tips • Ask the class to look at the photos of Audio script pages 170–171
in the poster are useful. the students and ask: What words from Ex
2 do you think you will hear? Make a list. Exercise 6
Exercise 2 e 1.17 • On the board, write: I disagree with you
• In groups, students look at 1–10 and • Students listen for the phrases.
• In pairs, ask them if they can answer any because … . I agree, but … . Students
discuss, in L1, what they mean. use the phrases to discuss the study
of the questions before you play the audio
Exercise 3 again to check. strategies.
Further practice • Ask: Who is the advice for? Where might
Workbook page 14 you see this poster? Audio script pages 170–171
32 Unit 1
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Exercise 1
Suggested answers:
A comfortable, calm, quiet
B tidy, calm, quiet
C uncomfortable, distracting,
noisy
Exercise 4
1 Student 1
2 She gave short answers
with no additional
information and the teacher
had to prompt her.
Exercise 5
… seems the best choice, …
is better than … , I prefer … ,
isn’t as (adjective) as …
Other phrases: My first
choice is … , … is preferable
to … , In contrast, … is … ,
… is much more … ,
The most … option is …
Exercise 7
1 Yes/No 2 more details
3 Yes/No + more details
4 more details 5 more
details

• Play Hangman to revise vocabulary Audio script page 171 Differentiation
from the previous lesson: task, remind, The stronger students close their books
motivation, distraction. Exercise 6
for the activity. They think of more
Exercise 3 e 1.19 Basic Matura exam tip questions to ask their partner.
Explain to the students that it’s very
Audio script page 171 The weaker students choose three
important to think about the topic and
Exercise 4 e 1.19 questions they would like to answer.
organise ideas before they start talking Further practice
Audio script page 171 so they can give full answers.
Workbook page 15
Unit 1 33
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Exercise 1
Suggested answers:
1 a smart checked shirt and
a white T-shirt, black jeans,
smart black leather shoes
Exercise 3
1 two years ago
2 His jeans split when he
bent down while he was
acting in a play.
3 Zoe was in a department
store in London.
4 Her mum thought it was
funny.
5 It was his first day at
secondary school.
6 Because he wasn’t wearing
uniform shoes.
Exercise 5
tight, plain, baggy
smart, patterned
casual, loose, brightly
coloured
Exercise 1 Exercise 4 Optional activity

• Write: Embarrassing clothes disasters! • On the board write: Phrasal verbs and Bring in some fashion magazines.
on the board. Ask the students what they ask the students if they can give you any
In pairs, students choose three pictures
think it means. Ask them what they think examples (wake up, get up, sit down, hang
and write sentences to describe the
may happen in the stories. out, fall out).
clothes, using the examples in Ex 5.
• Divide the class into pairs to discuss the • Students find the phrasal verbs in the
questions. Ask a few pairs to share their text and complete the rule. Exercise 7
Further practice answers. Exercise 5 e 1.21 Don’t forget! There is additional mixed-
Workbook page 16 Exercise 2 e 1.20 Audio script page 171 ability vocabulary practice on page 109.
34 Unit 1
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Exercise 2
1 Were you sleeping at
7 o’clock this morning?
2 No, I wasn’t. I was having
breakfast.
3 What was your sister
doing?
4 She was leaving the house.
5 Where was she going?
6 She was going to the bus
stop.
7 Were your parents
working?
8 No, they weren’t. Mum was
driving to work and Dad was
having a shower.
Exercise 3a
was going – past continuous,
got – past simple, was
bending down – past
continuous, split – past
simple
Exercise 5
1 opened 2 were moving
3 were looking 4 sold
5 made
Exercise 6
1 I was watching TV when
Dad said dinner was ready.
2 While David was having a
bath, his sister walked into
the bathroom.
3 We met Leo and Ella while
we were buying clothes in
town.
4 The family heard the news
when they were eating lunch.
5 While Katy was waiting for
the bus, the rain started.
Exercise 1 Flipped classroom grammar video Exercise 7

• Ask the students to tell you what tense • Pause at 0:14 and 1:22 and ask the Mixed ability
the sentences are in and why we use the students to describe what happened. Divide the students into mixed-level
past continuous. • Play the video for the students to check. Further practice
groups of four. Tell them to ask and
• The students check their ideas and Exercise 5 answer What were you doing at … ? Flipped classroom
reinforce the rules in Ex 1 and the about a specific time. video
Grammar booster. Differentiation
Give the weaker students the correct After a minute say: Change and one Grammar booster
verbs for each gap so they can focus on student from each group goes to join pages 130–131
choosing the correct tense and form. another group. Repeat the activity. Workbook page 17
Unit 1 35
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Exercise 1
1 A school playing field with
students playing cricket and
a bedroom inside the school.
Exercise 3
1 uniform 2 homesick
3 single-sex 4 boarding
school 5 term
6 dormitories
Exercise 5
1 mają lekcje
2 rozgrywają mecze
3 do innych szkół
4 mają więcej niż 14 lat
Exercise 1 Exercise 2 e 1.22 Exercise 4

• Ask the students in L1 what different • After reading and listening, answer Basic Matura exam tip
kinds of schools there are, e.g. primary, the question as a class. Ask: Do you live at Tell students to underline sections of
secondary, single-sex, mixed, private, your school? Is your school a mixed school? the text that relate to each question to
state, boarding. Give them the English. Have you ever slept in a dormitory? Do you make it easier to find the right answers.
Further practice • In pairs, students discuss the questions. study on Saturday morning? Write the
Workbook page 18 • Read out the title and ask: Why do you differences on the board. Exercise 5
think this school is different? Exercise 3 e 1.23 • Remind students that their role is to
Culture video: act as an intermediary between others to
Football academy Audio script page 171 help them understand each other.
36 Unit 1
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Exercise 3a
Liam wears a uniform.
Scarlett wears office clothes.
Exercise 2 e 1.24 Audio script page 171

Differentiation
• Go through each of the sentences Exercise 3a e 1.25 The weaker students listen for Liam’s
and ask the students to tell you what • Tell the students to listen to the audio opinions first, then listen again for
information they are listening for. and identify any names they hear and Scarlett’s opinion.
Basic Matura exam tip different accents. The stronger students write down the
Underlining the key words in the Audio script page 171 phrases Liam and Scarlett use to express
questions or statements helps students their opinions and agree and disagree.
Exercise 3b e 1.25 Further practice
to focus on the information they are
looking for.
• Before they listen, ask students to
underline key words in the opinions. Workbook page 19
Unit 1 37
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Exercise 3
As I see it – Moim zdaniem
… , The trouble with –
Problem z … , In my opinion
– Moim zdaniem … / Według
mnie … , on the whole, I
think – Ogólnie rzecz biorąc,
uważam …
Exercise 6
1 It’s also true that / On the
whole
2 In my opinion / As I see it
3 in my opinion / as I see it /
on the whole
Exercise 4 about exams, Positive ideas about exams, Differentiation

• Ask students to explain how the text A final personal opinion. Give weaker students sentence starters
is organised: e.g. an introduction, the • Read the writing strategy and students to complete with their own ideas:
main advantages and disadvantages, a make any changes in relation to the tips.
Exams are … and, personally, I think …
summary and conclusion. • Students swap their blogs with a
partner. Ask them to underline any errors As I see it, …
Exercise 7c
• Students write a first draft using focusing on spelling and punctuation. Another good thing is that ….
Further practice sub-headings to guide them: A personal • Ask them to find one thing they liked The main argument is that … .
experience of exams, Negative ideas and one thing that could be improved. In my opinion, …. So, on the whole, I
Workbook page 20
think that …
38 Unit 1
4124300 Vision TG2.indb 38 16/06/2020 16:54

Exercises 1, 2, 3, 4 correct their answers; just make a note of Exercise 5
• Students can work in groups or the common errors. • Divide the class into groups of four.
individually. If they are in groups, explain • Put a dot next to the answers they need • Tell them that while one member of
that each student must complete the to redo to encourage students to correct each group is speaking, they should listen
exercise in the book. They cannot move their own mistakes. quietly, asking questions if someone gets
on to the next exercise until each exercise • For students who choose to work stuck.
has been checked and corrected. individually, don’t set a time limit and • Monitor the groups as they are doing
• There is no time limit as the focus is on monitor and help as necessary. They the activity and note down any errors. Further practice
students supporting and learning from compare and check their answers with
each other. Monitor groups but don’t another student. Workbook page 21
Unit 1 39
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Exercise 1
Question 1 relates to
paragraph 1, Question
2 relates to paragraph
2, Question 3 relates to
paragraph 3, Question 4
relates to paragraph 4
Exercise 1 are not sure about and put a tick for the Basic Matura exam tip
• In mixed-ability reading pairs, the answers they know are correct. Remind students that predicting what
students match questions 1–4 to the Exercise 3 they are going to hear can really help.
paragraphs so they can identify where • Students read the strategy and rubric for Tell them to look at the questions, think
the answers are. Ex 4, then ask: Are the recordings about one about what they know about the topic,
Exercise 2 similar topic or four different topics? (one look at the pictures or headings and
• Tell students to cross out the answers topic), How many recordings are there? (4). think about which topic-related words
Further practice they know are definitely wrong, write Exercise 4 e 1.26 might be in the listening. Look for clues
Workbook page 22 a question mark next to the ones they in order to predict as much as possible.
40 Unit 1
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Study skills How to learn vocabulary Word list
The aim of the How to learn vocabulary Students look at the word list and say Once the students have done the How
Workbook lesson for unit 1 is to help how the vocabulary is recorded, and to learn vocabulary page, ask them to
the students record new vocabulary what information about each word think of other words in Polish that fit
effectively. Explain that everybody is provided (organised alphabetically into the topic areas for this unit and
learns differently and each student may and by topic with translations and a that they’d like to know in English. Tell
have different strategies, but trying out pronunciation guide). the students to look up the words, then
new methods and sharing strategies is create a new page in their vocabulary Further practice
an important aspect of learning success. notebooks. Workbook page 23
Unit 1 41
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Exercise 1
Suggested answers:
1 They are in the kitchen. The
girls are chatting and the boy
is washing up.
Exercise 2a
neither Dan nor Chloe
Exercise 2b
1 F She never has to work on
Saturdays. 2 F She thinks
it’s boring. 3 T 4 F
Neither of them cleans the
bathroom. 5 T
Exercise 2c
1 A 2 A 3 A 4 B
5 B
Exercise 3
Pictures:
1 D 2 A 3 H 4 F
5 C 6 G 7 I 8 B 9 E
Warm up Exercise 2b r e 1.31 Exercise 3 e 1.32

Ask: What jobs do you do to help around • Tell the students to see how many Differentiation
the house? of the true or false sentences they can Stronger students try to name the
identify before they watch / listen again activities from the pictures first.
Exercise 2a r e 1.31
to check.
• Play the video or audio for the students Audio script page 172
to check their answers to question 2 Differentiation
in Ex 1. Weaker students choose four of the Exercise 5
Further practice Video script pages 171–172
sentences to answer. Don’t forget! There is additional mixed-
Workbook page 24 ability vocabulary practice on page 110.
42 Unit 2
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Exercise 2
1 has to 2 don’t have to
3 have to 4 Do you have
to 5 does Rosie have to
6 doesn’t have to
Exercise 3
1 don’t have to tidy it
2 have to revise for it
3 don’t have to finish it
4 don’t have to eat it
5 has to help me
6 don’t have to tell him
7 doesn’t have to get up
early
8 don’t have to wear a suit
9 have to feed it
Exercise 4a
Harry
Exercise 4b
1 Harry and Jess 2 Harry
3 Jess 4 Jess 5 Harry
6 neither 7 Harry
8 neither
Exercise 1 • Pause: 0:14. Ask: What do you think the Exercise 6

• Ask: Can you remember what jobs Chloe, boy’s mum says to him? • The students use the feedback from
Dan and Aisha have to do? (Chloe and Dan • Pause: 0:40. Ask: Why do you think Annie Ex 5b to write their fact.
have to do the washing-up and feed the doesn’t have to do anything? • On the board write: Can you believe
dog. Aisha has to tidy her room, put her • Pause: 1:09. Ask: When do we use ‘have (most people) in my class have to / don’t
clothes away and walk the dog.) to’ and ‘don’t have to’? have to (tidy their bedrooms)! The students Further practice
Flipped classroom grammar video Exercise 4 e 1.33 can use this as a model for the fact. Workbook page 25
• Show before or after the presentation. • Students should write a maximum of
20 words. Grammar booster
• Play the video, pausing as indicated. page 131
Play again to check.
Unit 2 43
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Exercise 1
Suggested answers:
1 The photo on the right
because they are all working
together. In the photo on
the left the group are not
communicating with each
other.
2 projects, sports, music,
tasks that benefit groups of
people, building and making
things
Exercise 2
1 David 2 Rowan
3 Noah 4 Millie
Exercise 3
1 practise playing their
instruments
2 when other students are
lazy and don’t give their
opinions
3 get lots of sleep and not go
to parties
4 They are going out for
dinner.
Exercise 4
1 give 2 co-operate
3 hand 4 argument
5 responsibility 6 lazy
7 support 8 common
9 attention
Exercise 5
They are adjectives formed
from the verbs by adding
-ive.
1 co-operative 2 supports

• Ask the students what jobs they have to Exercise 4 e 1.35 • In their groups students present their
do at home and what tasks they have to • Students find the following words in mind map to the class.
do at school. the text: argument, attention, common, Mixed ability
Further practice • On the board write the headings co-operate, responsibility and support. In The mind maps are a useful tool
Workbook page 26 Teamwork and Individual. mixed-level groups of four they discuss for students to plan and organise
• Divide the students into pairs and ask what each word means in context. their ideas. They can then focus
Word Power them to discuss which jobs they think
photocopiable Audio script page 172 on developing their fluency in the
are better done as a team or individually speaking task.
worksheet and why.
44 Unit 2
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Exercise 1
Suggested answers:
1 a festival, a celebration,
a party
2 the tables and chairs, the
food and drink, invitations,
the decorations, clearing up
Exercise 2
1 no 2 yes 3 organise
the entertainment 4 tidy
up and take the rubbish out
Exercise 1 Exercise 6 Exercise 7

• Ask the students to share their answers • Divide the class into mixed-level groups • Students work in the same mixed-
to question 2 in Ex 1 and make notes on of four. ability groups as for Ex 6. Nominate a
the board. • Ask: What has the neighbour asked you stronger student to lead the discussion.
Exercise 2 e 1.36 to do? How often do you think you’ll need to • Tell the leader to make a note of the Further practice
• Students listen to the audio and see if go to the house in the week? students he/she wants to do each job. Workbook page 27
any of their ideas in Ex 1 are mentioned. • Tell the groups to discuss the jobs and • The rest of the group choose a job they
create a weekly planner detailing what want to do and a job they don’t want to Word Power
they need to do and when. do and make a note without telling the photocopiable
other students. worksheet
Unit 2 45
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Exercise 2
A is a poster.
B is part of a social
networking site.
Exercise 2 e 1.38 Exercise 3 Exercise 4 e 1.39

• Write Computer Room Rules and Chat • On the board write: strangers, offend, • Divide the class into mixed-ability pairs
2 Friends on the board. Ask the students songs, name or address, unkind. Ask the and ask students to underline the words
what they think the two texts are about students to read the texts to find and in the text and then try to work out the
and what words they would expect to see. underline words / phrases that have a meaning together.
Mixed ability similar meaning (don’t know the sender, Audio script page 172
Allowing the students to discuss and hate speech or violence, music, personal
details, cyberbully). Exercise 6
Further practice predict the content of the texts aids
their understanding of the text. Don’t forget! There is additional mixed-
Workbook page 28 ability vocabulary practice on page 111.
46 Unit 2
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Exercise 1b
A 3 B 1 C 2
Exercise 4
1 don’t have to / needn’t
2 must 3 must
4 mustn’t 5 don’t have to
/ needn’t
Flipped classroom grammar video Exercise 5b Exercise 7

• Pause: 1:21. Ask: Do the boys need • On the board write the following Mixed ability
their own tent? Do they have to eat in the phrases: I disagree / agree with this rule In pairs, students think about how they
restaurant? What are the rules? because … In my opinion … I don’t think would say the main points in Polish.
• Pause: 1:44. Students identify which that rule is fair because … What do you
sentences are giving an order not to do think about …? Change the pairs and ask the weaker
something, making a recommendation, • Divide the class into mixed-ability students to explain the rules in L1 for
or saying something is optional or not groups of four and encourage them to use the stronger student. Further practice
necessary. the phrases in the discussion. Ask the stronger student to give
• Play the video to check. suggestions on how to improve it. Workbook page 29
Unit 2 47
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Exercise 1
Suggested answers:
1 The mum is angry because
she’s doing housework and
her son is being lazy.
Exercise 2
Dave agrees with the article.
Exercise 3
awful – fantastic,
complicated – simple,
fair – unfair,
hard-working – lazy,
relaxed – stressed
Exercise 4 a
Suggested answers:
Good qualities: easy-
going, fair, hard-working,
independent, relaxed
Bad qualities: lazy
Either: strict
Exercise 2 e 1.40 Basic Matura exam tip Exercise 5

• On the board write: Teenagers are Students look at the title and think • Read the exam strategy with the class.
lazy. Ask: Do you agree with this? Why / about what the text is about, e.g. what • Tell the students to read the multiple-
Why not? teenagers have to and don’t have to choice questions and explain they are in
• Answer the question as a class. Ask: Why do at home. If the meaning of the title the same order as the text.
Further practice isn’t Dave surprised by the article? How was isn’t clear, tell them to read the first • Ask them to identify the key words in
Workbook page 30 it different when he was younger? Who does paragraph and think again. the questions and options, find them
he think is to blame? Why? Why does Josh in the relevant part of the text and
Culture video: Lazy think the article is unfair? Why is Josh’s life Exercise 3 e 1.41 highlight them.
teenagers different from his sister’s? Audio script page 172
48 Unit 2
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Exercise 3
1 700,000 2 She helps her
get dressed and have a bath.
3 She hoovers, washes and
does the shopping.
4 About twice a month.
5 No, it isn’t. 6 You
mustn’t try and do
everything, you must ask for
help and it helps to have a
sense of humour.
Exercise 5a
1 rent 2 shared 3 flat
4 deposit
Exercise 1 Basic Matura exam tip Exercise 5b

• Ask: What’s the relationship between the Tell the students to read the task • With the class, brainstorm topics Ellis
two people? Why is the woman watching carefully, to think about the topic, who might want to ask about, for example
the girl boil the kettle? What other things will be speaking and what the purpose housework, shops, moving dates, house
do you think the girl does to help in the is, and to predict related vocabulary rules. Write answers on the board for
kitchen? Why? they are likely to hear. students to refer to when they write their
Exercise 2 e 1.42 questions.
Exercise 4 Exercise 6 e 1.43 Further practice
Audio script page 172 • Students make a list of the things they
would have to do if they were a carer. Audio script pages 172–173 Workbook page 31
Unit 2 49
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Exercise 1
Suggested answers:
Surveys are a method of
collecting information from
individuals through asking
questions. Surveys can be
about people’s habits, food,
films, shops, or clothes, or
they can collect customer
feedback.
Exercise 2
More than £10 a week.
Exercise 3
age range – przedział
wiekowy, odd jobs – drobne
prace, prace dorywcze,
babysitting – opieka nad
dziećmi, mainly – głównie
Exercise 5
1 D 2 F 3 E 4 C
5 A 6 B
Exercise 6
1 More than half of 2 The
majority of 3 Over a
quarter of 4 None of
5 Nearly three-quarters of
Exercise 3 Exercise 7b ask everyone the question and make a

Differentiation • Divide the class into mixed-ability note of the answers.
Give the weaker students the Polish groups of five and ask them to think of • The students return to their groups and
translations for them to match to the five questions to ask about social media, collate the information.
highlighted phrases. for example: How long do you spend on • Encourage them to link similar ideas
social media every day? into four paragraphs.
Stronger students write an English • Tell the groups to choose one of their
definition for each of the phrases. Exercise 7c
Further practice questions each. Then ask them to stand • In their groups the students work
up and walk around the classroom and together to write the blog post.
Workbook page 32
50 Unit 2
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Exercise 1
1 mustn’t 2 have to
3 have to 4 mustn’t
5 don’t have to 6 mustn’t
7 don’t have to 8 have to
Exercise 5
1 stressed 2 upload
3 supportive
4 cyberbullying
5 unfriend
Exercises 1, 2, 3, 4, 5 correct their answers; just make a note of Exercise 6

• Students can work in groups or the common errors. Differentiation
individually. If they are in groups, explain • After each group has completed an The weaker students work in pairs to
that each student must complete the exercise, they give one of their books choose a word and write the definition
exercise in the book. They cannot move to another group. The group circles any and then join two pairs together to play
on to the next exercise until each exercise mistakes or changes their own work if any true or false.
has been checked and corrected. answers are different and they believe the
• There is no time limit as the focus is on other group’s answers are correct. The stronger students take turns to
choose a word and give the true and Further practice
students supporting and learning from • You then approve their work and they
each other. Monitor groups but don’t move on to the next exercise. false definitions without writing. Workbook page 33
Unit 2 51
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Exercise 2
1 f 2 There are some boys
playing football. 3 f
4 There’s a woman preparing
a meal on the left.
Exercise 3
Suggested answers:
There’s a man making a
fire. There’s a girl and a boy
putting up a tent. In the
background there’s a girl.
It looks like she’s carrying a
bucket of water.
Exercise 4
Suggested answers:
really nice party – fantastic,
nice friends – amazing, nice
time – fun, music was nice –
great, bad – untidy / messy,
nice – thoughtful / helpful
Exercise 1 Exercise 4 day) to (reason). In the morning I had to

Basic Matura exam tip • Brainstorm extreme adjectives, for (preparation) and then (preparation).
Tell the students to look at the words example amazing, fantastic, brilliant. At the party we (activities). It was
before and after each gap as the context • Point out that we cannot use very (adjective). The next day I had to
helps identify the correct answer. with these adjectives, but we can use (activities) because the house was
absolutely, really, etc. (adjective). I loved the party because
Exercise 3 Exercise 5 (reason).
Further practice • Write the following additional useful
phrases: The picture shows … , We can see Differentiation Exercise 6 e 1.44
Workbook page 34 … , It seems … , It looks like … . Give the weaker students a skeleton
text: I had a (adjective) party on (date /
52 Unit 2
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Study skills How to learn vocabulary Study skills
The aim of the How to learn vocabulary In pairs, students look at the word list Ask the students to choose three
Workbook lesson is to give students and circle any collocations. Ask them collocations from the word list and look
practice in collocations. Explain that to say what part of speech they are, them up in a dictionary to see how the
collocations should be recorded e.g. adjective + noun, verb + noun, or collocations are presented / noted.
together as a ‘phrase’ as the words are noun + verb.
usually seen together in context. Explain that they should always write Word list
and learn collocations as a set phrase. Ask students to choose a strategy Further practice
for recording collocations in their
Workbook page 35
notebook.
Unit 2 53
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Exercise 1
1 England, Belgium, the
Czech Republic, France,
the Netherlands, Germany,
Poland, Scotland
2 plane, train, bus, ferry
Exercise 2
a Cambridge – London –
Brussels – Berlin – Poland
b coach, car, underground,
train, bus, bike
Exercise 3
1 change trains
2 convenient
3 get to
4 booked the seats
5 environmentally friendly
6 hire
7 public transport
8 reliable
9 miss the connection
10 give us a lift
Exercise 4
1 change trains
3 hired 4 book seats
5 missed 6 get to
7 a lift 8 public transport
9 reliable
Exercise 1 Exercise 3 e 1.50 • The weaker students check their

• Divide the class into mixed-level pairs to Differentiation answers with the stronger students. The
discuss the questions. • Weaker students choose five of the stronger students teach the other five
Exercise 2 e 1.49 definitions. Underline the words in the definitions the weaker students didn’t
• Ask: Who has arranged the transport text for them to match the definitions. choose.
for the trip? (Mo). Play the audio for the • The stronger students work with a Audio script page 173
students to answer the question. partner to write the Polish translations
Further practice • Students follow the route on the map. of the words. Exercise 5
Workbook page 36 Don’t forget! There is additional mixed-
ability vocabulary practice on page 112.
54 Unit 3
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Exercise 1a
1 C 2 B 3 A
Exercise 3
1 are having a party next
week
2 Are you going (to go) on
holiday
3 not going to buy / not
buying a new laptop this year
4 starts on 12th October
5 does the train arrive
6 are going to book / are
booking our holiday
Exercise 4
1 are meeting / are going to
meet 2 are going to go
3 leaves 4 arrives 5 are
going to take 6 are we
going to do / are we doing
7 is taking 8 is going to be
Flipped classroom grammar video • Pause: 1:04. Ask: How do we form • The B students write questions to ask
• Pause the video at 0:17 and ask: Is she the present continuous for the future? student A.
studying art now? (no). How do we form ‘be going to’ for future • Divide the class into mixed-ability A and
• Pause: 0:27. Ask: Are they visiting arrangements? B pairs for them to ask and answer.
universities now? (no) Is it a fixed plan for Exercise 5 • Divide the pairs again into same level A
the weekend? (yes). • Divide the class and assign them A and B pairs to repeat the conversation.
• Pause: 0:28. Say: We use the present and B.
continuous and ‘be going to’ talk about … • Tell the A students to look at the Further practice
and elicit suggestions. information and plan their answers using Workbook page 37
the notices and the prompts.
Unit 3 55
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Exercise 1
Suggested answers:
1 a young couple, a tuk tuk
driver, a map
2 The couple are tourists on
holiday in a foreign country,
possibly Thailand. The driver
is a local.
Exercise 2
1 at the railway station
2 The woman doesn’t speak
Polish and needs to know
how to get to Katowice.
3 Kasia translates from
English to Polish for the ticket
officer and Polish to English
for the visitor.
Exercise 3
1 she’s meeting someone
there 2 change trains
3 leaves, connection 4 20
5 ticket machine
Exercise 4
1 report 2 translate
3 summarise 4 paraphrase
Exercise 5
summarise, revise, advertise
1 advertise 2 revise
3 summarise
Exercise 8
główne atrakcje means
landmarks
The tour is three days. Day
one: arrival, bus tour and
dinner. Day two: visit to a
museum and a cathedral and
dinner on a boat. Day three:
free day. Visit to the Eiffel
Tower.

• Once the students have answered the • Play the audio and ask the students • Write the following phrases on the
questions with their partner ask: What do how similar the dialogue and situation are board: It’s a thing that you … , It’s a place
you think the people are saying? compared to their dialogue and answers where … , It’s a noun that means … .
Further practice • As a class write a short, simple dialogue in Ex 1. Exercise 8
Workbook page 38 inspired by the photo. Audio script page 173 • Ask: What’s the advert for? (a tour of
Word Power Exercise 4 e 1.52 Paris) How many days is it? (three).
photocopiable Audio script page 173
worksheet
56 Unit 3
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Exercise 1
Suggested answers:
1 At a station. Happy
because they are travelling.
Confused as they don’t
know where to go. Bored of
waiting.
Exercise 2
1 Can I help you?
2 I’d like a ticket to Liverpool,
please.
3 Single or return?
4 That’s £12.65, please.
5 Here you are.
6 When does the next train
leave?
7 Do you want to book a
seat?
8 Which platform does it
leave from?
9 Do I need to change trains?
10 How long does the
journey take?
Exercise 3
2 £12.65 3 9.55 5 4
7 an hour and a quarter
Exercise 4
1 G 2 A 3 D 4 E
5 F 6 C 7 B

• The students listen and check if any of Differentiation • In mixed-level pairs, students prepare
the phrases they suggested in Ex 1 are Weaker students look back at Ex 4 the questions and the responses before
mentioned. and the Phrasebook and match the they do the role-play and then change
• The students order the phrases and phrases to the information to make the roles.
then listen again to check. questions for the role-play.
Audio script page 173 The stronger students think of one more
Exercise 3 e 2.02 question for the traveller to ask. Further practice
Workbook page 39
Unit 3 57
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Exercise 1
Suggested answers:
1 Putting up a tent.
2 At a campsite in the
countryside. / On holiday.
Exercise 2a
Jamie is a boy staying on the
campsite.
Exercise 2b
1 T 2 F Chloe wants
Jamie’s help. 3 T 4 T
5 F They travel home by bus.
Exercise 4
A – shop for souvenirs
B – relax by the pool
C – eat out
D – ask for directions
Exercise 5
1 do watersports 2 shop
for souvenirs 3 eat out
4 get to know the local
people 5 relax by the pool
Warm up Exercise 1 Exercise 3 e 2.04

Write a dialogue between a customer • Ask: Have you ever been camping? Audio script page 173
and railway staff on the board using the Is it fun? What are the advantages and
phrases from lesson 3.4. disadvantages of camping on holiday? Exercise 6
In pairs, students practise the dialogue.
• Divide the students into same-level
Exercise 2 r e 2.03 pairs to have the discussion.
As they practise, rub off a couple of words • Play the video with no sound, pausing
from each sentence. Students continue where the people are talking. Ask students Exercise 7
Further practice practising the dialogue, changing roles. what they think the people are saying. Don’t forget! There is additional mixed-
Workbook page 40 Keep rubbing out words until there’s no Video script page 173 ability vocabulary practice on page 113.
dialogue on the board.
58 Unit 3
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Exercise 2a
1 I’ll put the tent up 2 Will
you wake 3 Shall I ask
4 I’ll relax 5 I won’t forget
6 I’ll call 7 Will you get
8 Shall I close
Exercise 2b
1 B 2 D 3 B 4 A
5 C 6 A 7 D 8 B
Exercise 3
1 I won’t forget. 2 Shall I
cook 3 I’ll do 4 I’ll go
5 I’ll look 6 Shall I buy
7 I’ll be
Exercise 6
1 How are you getting /
going to get home from
school today?
2 Are you doing / going to
do anything interesting after
school today?
3 Shall I text you later?
4 Are you studying / going to
study tonight?
5 When does the next school
holiday start?
6 Are you going away /
going to go away for that
holiday?
Exercise 1 Flipped classroom grammar video Exercise 3

• Review the video from the previous • Pause: 0:53. Ask: How does the girl ask Differentiation
lesson. Ask: Who offers to help put the tent for help? How does James offer help? What Give the weaker students the correct
up? (Jamie) Who decides to go with Jamie does the girl promise? How does James verb for each sentence so they can focus
on the scooter? (Chloe) What does Jamie make a decision about the posters? on the function and meaning.
ask Chloe to do? (call him) What does Chloe • Replay the section again if necessary.
promise Jamie? (to not forget to call him). • The students watch and check. Stronger students compare their
answers and discuss the function
expressed in each sentence. Further practice
Workbook page 41
Unit 3 59
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Exercise 1
Suggested answers:
1 There are two main islands.
The capital is Wellington. It’s
in the southwestern Pacific
Ocean.
2 Countryside and outdoor
activities. Rugby. The Lord of
the Rings was filmed there.
Exercise 2
Tour 1 – B, Tour 2 – C,
Tour 3 – A
Christchurch
Exercise 4
1 Go to the museum, go on
the cable car to the Botanic
Gardens.
2 Five nights.
3 Birds and sea life, dolphins
and whales.
4 Because it’s their ancestral
homeland.
5 No, because it’s traditional
art not a fashion statement.
Exercise 5
1 waterproof
2 cosmopolitan 3 exhibits
4 jet lag 5 tourist
attraction 6 ancestral
homeland 7 harbour
8 wildlife
Exercise 2 e 2.05 together as a class to create the tweet for Exercise 6

• Ask the students to see if any of each paragraph. • Tell the students to draw a mind map to
their answers to Ex 1 question 3 were Exercise 5 e 2.06 plan their answers.
mentioned. • As a class, brainstorm the headings for
Differentiation the mind map, for example Tourism in
Exercise 3 Tell the weaker students to look up the
Further practice • Students make notes of the key my country. Attractions in different cities.
highlighted words in a monolingual Natural attractions. Traditional culture.
Workbook page 42 information in each paragraph. dictionary and then match the
Culture video: New • Tell the students they have to tweet definitions. Exercise 7
Zealand these main ideas in 25 words. Work • Use the mind map from Ex 6.
60 Unit 3
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Exercise 1
bungee jumping
Exercise 2b
1 hotel 2 hiking
3 mountain climbing
4 rock climbing 5 bungee
jumping 6 go home
Exercise 4
1 21.30 2 a ferry
3 about 10 o’clock 4 by
bus 5 9 o’clock
Exercise 1 Exercise 2b e 2.07 Exercise 3 e 2.08

• Focus the students’ attention on the • Ask: What date do they fly to • Tell the students to listen (with books
photo and ask: Have you tried bungee Christchurch? (9th) When are they in the closed) and think about the setting. Focus
jumping? Would you like to try it? Why / Southern Alps? (12th–19th) How long are on background noises for clues.
Why not? How do you think you would they in Queenstown? (3 nights) What do • Listen again to check.
feel just before you jump and after you’ve you think they do on the 25th? (fly home). Audio script page 174
jumped? • Ask the students what type of
information they are listening for in Exercise 4 e 2.08
Exercise 2a e 2.07 • In pairs, students underline the key Further practice
each gap.
Audio script pages 173–174 words in each question. Workbook page 43
Unit 3 61
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Exercise 2
1 F He is going with his
friends. 2 T 3 F They
plan to do one or two
watersports. 4 F They are
planning a lot of activities.
5 T
Exercise 4
Dear Sir/Madam – Szanowny
Panie/Szanowna Pani
I’m interested in – Jestem
zainteresowany/a
would like to – chciałbym/
abym
Could you possibly send me
– Czy mógłby/mogłaby mi
Pan / Pani
Yours faithfully –
Z poważaniem
Exercise 5
1 such as 2 like 3 for
example 4 For instance
Exercise 6a
1 incidentally 2 around
10 p.m. 3 make some
enquiries 4 one or two
Exercise 6b
1 B 2 A
Exercise 1a Exercise 2 a programme for the bands? How do people

• Before the students look at the words • Ask: Who is the email to and from? choose what bands to see? What can people
in the box ask: What kinds of holiday (Lakeland Youth Hostel / Harry Johnson) buy at a festival?
accommodation do you know? Make a list What type of accommodation is the writer Exercise 7c
on the board. asking about? (a hostel).
• Students look at the word pool and see Differentiation
Exercise 7a, b Give the weaker students a skeleton text
if the accommodation options are the • Ask: Have you been to a musical festival?
same as their ideas. to support their writing.
Further practice Where do people camp? Do you think they
Workbook page 44 bring their own tents? Do you think there is
62 Unit 3
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Basic Matura exam tip Exercise 5 Team A listens and ticks the items
Tell the students that a good strategy Optional activity which Team B guesses. Team B scores
for multiple-choice exercises is to look Divide the class into Teams A, B and C a point for each word they guess. For
at the options and cross out any that and assign each team a topic in secret. every word Team B misses, Team A gets
they know are definitely wrong. Each team has five minutes to make a a point. Repeat with Team B working
They then look at the words before and list of ten items related to the topic. with Team C and Team C working with
after the gap, the context, the tense and Team A then tells the other teams their Team A.
whether the word collocates with either topic. Team B has two minutes to guess Further practice
of the adjoining words. the specific words on Team A’s list. Workbook page 45
Unit 3 63
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Exercise 1 Mixed ability Exercise 3
• Students underline any words in the Ask students to choose role A, B or C: • Write the three titles of the texts on the
questions in Ex 2 that give them a clue A Listen and make notes. B Listen and board and ask: What do you think each one
about the topic. read the audio script to underline the is about?
• On the board make a list of the topics main points. C Listen and complete Ex 2. • Students scan the texts quickly, without
the students suggest for each extract. looking at the questions, to check their
In groups of the same role, students
Exercise 2 e 2.09 predictions.
check their answers. Then make new
Further practice groups with A, B and C, compare
• Ask: What is each text about? What
phrases gave you the clues?
Workbook page 46 answers and finish Ex 2.
64 Unit 3
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The aim of the How to learn vocabulary Ask the students if they know any phrasal After students have done the workbook
Workbook lesson is to practise multi- verbs connected with holiday activities, lesson, they choose a topic from the
word verbs and phrasal verbs. These e.g. take off (plane), put up (a tent), pick word list in Units 1 or 2 and find phrasal
verbs should be recorded with the up (in a car), look forward to (a holiday). verbs and create a mind map for them.
preposition(s) / adverb and a definition. Divide the class into pairs and ask them
The meaning of the combination can be to look at the word lists from Units 1–3
very different from the meaning of the and circle any phrasal verbs. Further practice
two words used separately. In the workbook lesson, the students Workbook page 47
practise this strategy with mind maps.
Unit 3 65
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Exercise 2a
Alex is a customer in the café.
He leaves because he has to
meet his girlfriend.
Exercise 4
A raise money for charity
B go paragliding
C go to a music festival
D enter a talent show
Exercise 5
1 live abroad
2 do work experience
3 work as a volunteer
4 see a ghost
5 go to a music festival
6 meet a celebrity
Warm up Exercise 2a r e 2.14 Exercise 3 e 2.15

• Write Life Experiences on the board. • Students look at the photo. Ask: Who Audio script page 174
• In groups, give students one minute to do you think the people are? Do they know
write as many different life experiences each other? Where are they? What do you Exercise 5 e 2.16
as they can, e.g. starting school, going to think they are talking about? Play the video Audio script pages 174–175
university, learning to drive. or audio for the students to check. Exercise 6
• The groups take turns to write their • Play the audio or video again for the
words on the board without repeating students to answer who Alex is and why Don’t forget! There is additional mixed-
Further practice ability vocabulary practice on page 114.
any. Ask them to justify why they chose he leaves.
Workbook page 48 these words. Video script page 174
66 Unit 4
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Exercise 1
1 have 2 hasn’t
3 past participle 4 subject
5 has / have
Exercise 2
1 present perfect 2 past
simple 3 past simple
Exercise 4
1 Aisha has never lived
abroad.
2 Have they ever met a
celebrity? No, they haven’t.
3 Maria has never taken her
driving test.
4 Have you ever slept in a
tent? Yes, I have.
5 Has Sam ever done work
experience? No, (s)he hasn’t.
6 Has she ever left her phone
on the bus? Yes, she has.
7 We’ve never won a
competition.
8 Mum and dad have raised
money for charity.
Exercise 5
1 has read 2 has always
enjoyed 3 started 4 was
5 has also written
6 published 7 has never
been 8 was
Exercise 6
1 haven’t travelled 2 went
3 have never seen 4 spent
5 was 6 has been
7 showed 8 had 9 Have
you ever ridden 1 0 loved
Flipped classroom grammar video • Pause: 0:38. Ask: When do we use ‘ever’? Optional activity
• Play the video, pausing where indicated (in present perfect yes / no questions to On the board draw a table with five
to ask the questions. Then play the video ask about life experiences). columns and six rows. Write the
for students to check. Exercise 1 following headings: Have you ever …?
• Pause: 0:21. Ask: Does the girl with red • Ask the students what they remember Name? When? Where? Who with?
hair want to know if her friend ate sushi last about the video in lesson 4.1. Ask: What Explain that students should write five
week / last month? (no) At any time in her life experiences did they mention? (a music life experiences in the first column.
life? (yes). festival, meeting a celebrity, a talent Further practice
Students ask as many people as possible
competition, paragliding). about their experiences. Workbook page 49
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Exercise 1
1 16
2 up to eight hours a week /
up to one day in a school
week. Half of the school
holidays.
Exercise 2
1 Sophie is working with
young children.
2 a summer / part-time job
Exercise 3
1 In the local newspaper.
2 Because she’s interested
in sports and has experience
with young children.
3 10 to 3.30 p.m. Monday to
Friday.
4 She wants to be a sports
coach or PE teacher.
Exercise 4
1 B 2 F 3 C 4 G
5 A 6 D 7 E
Exercise 5
1 A 2 C 3 B
Exercise 6
Jamie: kind, patient
Bradley: quiet, hard-working
Bella: polite, organised and
reliable
Suggested answers for
more positive personality
adjectives: confident,
intelligent, understanding,
helpful, generous
Exercise 2 e 2.17 Exercise 4 e 2.18 Exercise 5

Audio script page 175 Differentiation • Focus the students’ attention on the
The weaker students look up the words adverts. Ask: Where do you see adverts like
Exercise 3 e 2.17 these? (newspapers, online) Are any of the
• Ask the students to look at each in a bilingual dictionary and then match
the definitions. jobs full-time? (no).
question and identify the key words. • Ask: What information are you looking
• Ask the students what they think the The stronger students work in pairs to for in the texts to match the job and person?
answers could be before they listen. say example sentences. (personality adjectives, work experience
Further practice
vocabulary).
Workbook page 50
68 Unit 4
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Exercise 1
Suggested answers:
1 a job interview
2 nervous, afraid, confident,
shy
Exercise 2
A summer job on a farm. Yes,
£8 an hour.
Exercise 4
Direct: Why are you
interested in this job? What
makes you the right person
for this job? Have you got
any relevant experience?
Have you ever worked with
children before? Have you
got any other questions?
Indirect: I’d like to know why
you’re interested in this job.
Can I just ask what exactly
the job involves? Could you
tell me what the hours are?
Exercise 5a
1 what my responsibilities
are?
2 if you’ve ever worked in a
restaurant before?
3 when the lunch break is?
4 what the salary is?
Exercise 5b
A 4 B 2 C 1 D 3
Exercise 2 e 2.19 • Ask the students what the difference • The A students list their experience and
Audio script page 175 is between the two questions (direct qualities and write three questions to ask.
and indirect) and when we use indirect Exercise 7
Exercise 3 e 2.19 questions (to be polite). • Join A and B into mixed-level pairs to
Exercise 4 Exercise 6 do the role-play. Then they swap their Further practice
• Write on the board: Why are you • Divide the class in half as A and B. notes from Ex 6 and read them to prepare Workbook page 51
interested in this job? Could you tell me why • The B students write a list of questions for Ex 8.
you are interested in this job? Word Power
to ask the candidates. Give them the photocopiable
audio script for help. worksheet
Unit 4 69
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Exercise 1
Suggested answers:
1 parachuting
2 excited, frightened
Exercise 2
1 Jay 2 Dani 3 Sara
Exercise 3
1 T 2 F Sara’s mother
found it. 3 F Sara didn’t get
into trouble. 4 F Jay saw a
ghost when he was on
holiday in a farmhouse. 5 T
Exercise 4
Positive: amazed, fascinated,
proud, relaxed
Negative: annoyed,
disappointed, embarrassed,
frightened, guilty, shocked

• Go through each type of experience • Divide the class into mixed-ability pairs • Students look at the photos. Ask them:
and ask the students to suggest either to discuss the meaning of the adjectives How do you think the people are feeling?
experiences they have had or experiences and justify which category they belong to. Why? What’s happened?
that they think these sentences describe. • Students can use bilingual and Exercise 6
• Students read and listen to check if the monolingual dictionaries for support.
experiences described are similar to their Don’t forget! There is additional mixed-
Audio script page 175 ability vocabulary practice on page 115.
Further practice ideas, then read again to complete the
exercise.
Workbook page 52
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Exercise 1a
1 nervously 2 gradually
3 automatically 4 simply
5 happily 6 well 7 late
Exercise 2a
1 genuinely 2 carefully
3 easily 4 hard
5 probably 6 finally
7 scientifically 8 slowly
Exercise 2b
1 finally 2 hard
3 carefully 4 genuinely
5 scientifically 6 slowly
7 easily 8 probably
Exercise 3
1 well 2 badly 3 kindly
4 late 5 quickly
6 accurately
7 immediately
Exercise 4
1 Sharks swim faster than
humans.
2 Elisa speaks English better
than Laura.
3 I read English more slowly
than my own language.
4 Anton drives more
aggressively than his son.
5 People use computers
more frequently than in the
past.
6 Fiona and I sing worse than
Jon and Sylvia.
Flipped classroom grammar video than her brother. She plays the guitar • Pause: 4:40. Ask What are the irregular
• Pause: 0:41. Ask: Which is the adjective, better than her brother.) comparative forms?
adverb and comparative adverb? (slow, • Pause: 2:04. Elicit the comparative Exercise 3
slowly, more slowly). adverb sentence.
• Pause: 1:28. Ask: Which is the adjective, • Pause: 2:41. Ask: How do we make the Differentiation Further practice
adverb and comparative adverb? (good, adverbs of these adjectives? What are they? Weaker students write the adverb form
of the adjectives before they complete Workbook page 53
well, better than). • Pause: 3:24. Ask: What are the irregular
• Pause: 1:42. Ask: Can you remember the adverbs? the diary. Word Power
adverb sentences? (She walks more slowly • Pause: 3:59. Ask: What are the photocopiable
comparative adverbs? worksheet
Unit 4 71
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Exercise 3
Paolini: American, writing
fantasy novels, wrote a book,
15
Deutscher: British, playing
and composing music, wrote
an opera, 11
Williamson: British / English,
painting
Exercise 4
Verbs: compose, publish,
exhibit
Events: concert, opera,
exhibition
Creative people: composer,
musician, artist
Other nouns: novel, series,
orchestra, paintings, art
galleries
Exercise 5
1 compose 2 performance
3 musician 4 paintings
5 exhibition
Exercise 6
1 An art exhibition.
2 Landscape paintings.
3 No. 4 19th April.
Exercise 2 e 2.22 Basic Matura exam tip Exercise 6

• Ask: What talents do you think the photos Tell the students to read the text quickly • Divide the class into same-level pairs
represent? to get a general idea of what it’s about. and assign them A and B.
• Ask: Which paragraphs have missing Then they read and look for clues either • Tell A to read, translate and remember
sentences? Tell them to look at the context side of the gaps that will help to match the questions and B to read, translate and
Further practice of the sentences to help them match. the sentences. remember the information on the poster.
Workbook page 54 • When you are feeding back the answers • A then asks B the questions.
ask: Who does ‘he’ refer to in sentence C? Exercise 4 e 2.23 • A checks the information to see if B has
Culture video: Music (Chopin) What does ‘it’ refer to in sentence given the correct answers.
prodigy B? (the Inheritance series) What does ‘its’
refer to in sentence A? (Cinderella opera).
72 Unit 4
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Exercise 2 e 2.24 Exercise 4 • Repeat with different students moving
• Play the dialogue and tell students to • Students make notes under the around the groups.
listen for any achievements they hear. different headings before they have the Exercise 5 e 2.25
• Ask students to choose the correct discussion. • Tell the students to listen and say what
summary and give reasons. • In groups of four, students discuss the types of films are mentioned (Indian /
Audio script page 175 first point. Bollywood, thrillers, romantic comedies).
• After a minute say: Change! One student • Ask them to match the sentences
Exercise 3 e 2.24 from each group joins another group and
• Before they listen again, students read before they listen again to check. Further practice
they discuss the next topic.
the sentences carefully and circle the Audio script page 175 Workbook page 55
answers.
Unit 4 73
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Exercise 1
1 10 a.m. – 4 p.m.
2 serving customers, taking
money and preparing food
3 friendly and sociable
4 send a CV and application
letter
Exercise 2
She’s friendly and polite and
she likes meeting people.
She enjoys cooking. She has
worked in a supermarket
serving customers and
dealing with money. She
helped to run a pop-up café
at school.
Exercise 3
1 E 2 C 3 A 4 F
5 D 6 B
Exercise 4
the current vacancy –
obency wolny etat, dealing
with – zajmowanie się, I
look forward to hearing
from you – Będę wdzięczna
za odpowiedź od Pana /
Pani, Yours faithfully – Z
poważaniem
Exercise 5
Linkers of addition:
Furthermore, In addition,
What’s more
Linkers of result: As a result,
Consequently, Therefore
Exercise 6
Suggested answers:
1 I did a course in computer
programming. As a result, I
easily got a job in IT.
2 I’ve worked in a
hairdresser’s and a café.
Furthermore, I’ve got
experience as a shop
assistant.
3 I can paint and draw
well. In addition, I’m a good
photographer.
4 I’m patient and I’m hard-
working. Therefore, I think I’d
be a good person for this job.
Exercise 1 • The students decide if she is suitable for Exercise 7b

• Ask the students to read the job the job. Differentiation
description quickly and ask: Where’s the Exercise 3 Work with the weaker students to
job? (in a café). • Ask the students to look at the parts of discuss what information they could
Exercise 2 the letter and put them in the order they write for each heading. Then create a
• Ask the students to highlight the key would see them in a letter. Then they do collaborative draft letter.
information in the advert in Ex 1. the matching exercise. The stronger students choose two
Further practice • Tell them to match the key words to the addition linkers and two result linkers to
Workbook page 56 information Gemma mentions. include in the letter.
74 Unit 4
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Exercise 1
1 Have you had
2 I worked
3 Did you enjoy
4 it was
5 Have you ever been
6 I’ve never worked
7 I’ve done
8 have always been
Exercises 1, 2, 3, 4 • The groups swap their books to check. Exercise 5

• Students can work in groups or After each group has completed an exercise, Differentiation
individually. If they are in groups, explain they give one of their books to another The weaker students work in pairs to
that each student must complete the group. Each group circles any mistakes or choose a word and a situation. Join two
exercise in the book. They cannot move changes their own work if they believe the pairs together to take turns to guess
until each exercise has been corrected. other group’s answers are correct. the word.
• There is no time limit as the focus is on • You then approve their work and they
students supporting and learning from move on to the next exercise. Stronger students choose two words
from Ex 4 and write a mini dialogue Further practice
each other. Monitor groups and make a • Play the Flipped classroom grammar
note of the common errors. video from lessons 4.2 and 4.6 before the including the words. Workbook page 57
students do Exs 1 and 2.
Unit 4 75
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Exercise 1 Exercise 2 • C tells B one thing they could do to
• Ask what is missing: Is it an adjective, • Students look at the photos. Ask: What improve their answers.
part of a sentence and if so what tense, a are the jobs? What qualities / experience do • The students change roles and repeat.
linker, or an adverb? you think you need for these jobs? Exercise 3
Basic Matura exam tip • Divide the class into mixed-level groups • Students make notes under each
Tell students to say why the incorrect of three and assign them A (examiner), B heading or create a mind map and then
options don’t fit, for example wrong (student) and C (moderator). write a first draft.
Further practice tense, form or meaning. This will build • A asks B the questions. C listens • They give you the draft to review before
on their grammatical knowledge. and makes notes of the answers and they write a second draft.
Workbook page 58 assesses B.
76 Unit 4
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Study skills How to learn vocabulary Extended practice
The aim of this lesson is to give students On the board write: I am bored and I am Play a game of Pictionary with the -ed
practice in -ed and -ing adjectives. To boring. Ask: Do both sentences have the and -ing adjectives in teams.
help students remember the adjectives, same meaning? Why not? One student from each team comes to
they could write a sample sentence that Elicit from the class the rules for the the board. Whisper a phrase to them
has a personalised meaning for them. different adjectives (an -ing adjective and make sure they hear the -ed or -ing
describes how something makes us feel ending.
and an -ed adjective describes how we The students race to draw the phrase Further practice
feel). and guess correctly. Workbook page 59
Unit 4 77
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Exercise 1
Suggested answers:
1 excited, happy 2 happy
3 upset, angry, jealous
4 unhappy, upset 5 happy
6 happy
Exercise 2a
1 get engaged to someone
2 go on a date with someone
3 cheat on someone
4 split up with someone
5 have a crush on / fancy
someone
6 fall / be in love with
someone
Exercise 2b
1 go out with someone
2 get divorced from
someone
3 get on well with someone
4 get back together with
someone
Exercise 3
Suggested answers:
get on well with someone,
have a crush on / fancy
someone, go on a date
with someone, go out with
someone, fall / be in love
with someone, cheat on
someone, split up with
someone, get back together
with someone, get engaged
to someone, get divorced
from someone
Exercise 5
Suggested answers:
At school. Boys, relationships.
Exercise 6a
No, she doesn’t.
Exercise 6b
1 T 2 T 3 F – Abel’s
sister is getting married.
4 T 5 T
Exercise 6c
1 E 2 C 3 D 4 A 5 B
Warm up Exercise 2a e 2.30 Exercise 6 r e 2.32

• Divide the class into teams of four and Audio script page 175 Video script page 176
tell them they have two minutes to write
down as many types of relationship in Exercise 2b e 2.31
English as they can. Audio script page 175
• Ask different groups to add their words Exercise 4
to the board.
• The teams get a point for every Don’t forget! There is additional mixed-
Further practice ability vocabulary practice on page 116.
relationship that no other group has.
Workbook page 60
78 Unit 5
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Exercise 2
1 just have – have just
2 haven’t still – still haven’t
3 made already – already
made
4 split up from her boyfriend
just – just split up from her
boyfriend
5 my crush on her already –
my crush on her yet
6 she’s asked – she asked
Exercise 4
1 John wants to see the new
James Bond film, but I’ve
already seen it.
2 Lily texted me to ask me
out on a date, but I haven’t
replied yet.
3 ‘Would you like a coffee?’
‘No, thanks, I’ve just had one.’
4 Everybody knows he did
it but the police still haven’t
arrested him.
5 Have you done the
washing-up yet?
6 Oh no, Anna’s just called
to say she can’t come to the
party.
7 It’s after midnight but Max
still hasn’t gone to bed.
8 ‘What time is Lexi going
to the airport?’ ‘She’s already
left.’
Flipped classroom grammar video • Ask: When do we use present perfect with Exercise 5
• Pause: 0:48. Ask: Did he finish his dinner? ‘just’, ‘yet’ and ‘already’? • Students make questions with the
(yes) Did he finish it a long time ago? (no) • Then students watch and check their phrases in the box and then think
Did he finish it recently? (yes) What does the answers. about how they would answer them for
dad think is in the post box? (letters) Did Exercise 2 themselves.
the boy collect the post? (yes) When? (we • Ask the students to read the blog post • Divide the class into mixed-ability
don’t know but recently) Is his room tidy? quickly and answer the question: How groups to ask and answer the questions.
(no) Is he going to tidy his room? (yes). does the boy feel about the new girl? (he’s Further practice
got a crush on her). Workbook page 61
Unit 5 79
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Exercise 1
Suggested answers:
From left to right:
At the cinema. The man is
talking on his phone.
At home. The father is
touching the boy’s head.
In an office. The woman is
leaning over very close to
the man.
At a station. A man is pushing
to get on a train.
Exercise 2
bad manners – good
manners
comfortable – uncomfortable
polite – rude
custom (n), queue (n, v),
respect (n, v)
Exercise 3
1 A noun B verb
2 A noun B verb
Exercise 4
1 Thailand 2 Egypt
3 Britain
Exercise 5
1 touching the top of
someone’s head – rude
2 shaking hands with the
opposite sex – rude
3 pushing into a queue –
rude
Exercise 1 Exercise 3 Exercise 6

• Divide the class into mixed level pairs to • The Word Power activities are a useful Optional activity
discuss the questions. part of vocabulary acquisition. They Write these topics on the board: Rude in
• Ask the pairs to share their answers. Ask: review, explore and extend vocabulary. my culture, Polite in my culture, Why other
Further practice Which photos show bad / good behaviour? Exercise 4 e 2.34 cultures have different views, Conclusion.
Workbook page 62 Why? What would you do if someone was
acting like this around you? Audio script page 176 Divide the class into five groups to
Word Power Exercise 5 e 2.34 discuss and make notes about each of
photocopiable Exercise 2 e 2.33 the topics.
worksheet Audio script page 176
80 Unit 5
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Exercise 1
Suggested answers:
Two friends are talking in
a café. The girl is listening
carefully. She looks
interested. He may be
worried about something or
asking for advice.
Exercise 2
Oscar has been to Japan.
Anna hasn’t been yet.
Exercise 3
1 should take off
2 should bring presents
3 shouldn’t talk on the
phone
Exercise 4a
1 B 2 D 3 E 4 F
5 C 6 A
Exercise 2 e 2.35 Exercise 5 Exercises 5 and 6

• Ask: Has anyone been to Japan? Do you Differentiation Differentiation
know anything about Japanese culture? The weaker students choose a question The stronger students choose two
Audio script page 176 and an answer from the Phrasebook for problems each and make notes. Divide
Exercise 3 e 2.35 each of the problems and advice in Ex 4. them into pairs to do the role-play with
• Ask students to predict what the advice their books closed.
is and think about if they use should or
shouldn’t. Further practice
Workbook page 63
Unit 5 81
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Exercise 1
1 earrings, a motorbike /
scooter, a mobile phone
Exercise 2
Gemma loves the earrings
because her first boyfriend
gave them to her.
Caitlin loves her scooter
because it’s a practical way to
get around and colourful.
Leo loves his phone because
it’s light and slim and has
some great games on it.
Exercise 3
1 F They were a present.
2 F He moved to California.
3 T
4 F She was jealous.
5 F It was a present.
6 T
Exercise 4
1 G 2 H 3 A 4 B
5 I 6 D 7 F 8 E 9 C
Exercise 6
1 comfortable
2 likeable
3 understandable

• Tell the students you are going to read Exercise 4 e 2.37 • Ask the students to suggest other
out the start of a sentence and they • To check the answers as a class, ask adjectives they know with the suffix -able
have to complete it in a way that is true one student to say an adjective and they and what the verb form is (laughable –
Further practice for them. nominate another student to say the laugh, manageable – manage, believable
Workbook page 64 • Say: I can’t live without … opposite. – believe, suitable – suit).
• When the students have completed Exercise 8
Word Power the sentence, divide them into pairs to Audio script page 176
photocopiable compare their answers. Don’t forget! There is additional mixed-
worksheet ability vocabulary practice on page 117.
82 Unit 5
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Exercise 1b
czas przeszły
Exercise 3
1 Max has had a girlfriend for
a month.
2 A How long have you
known your best friend? –
B I’ve known him since 2010.
3 Amy has lived in London
for four years.
4 Ellie has fancied Tom since
the start of the year.
5 A How long have Jodie
and Mark been engaged?
– B They’ve been engaged
since Christmas.
6 Millie has wanted a new
phone for a long time.
Exercise 4
1 How long have you been
2 For
3 How long did you stay
4 For
5 How long have you had
6 Since
7 How long did you work
8 since
9 How long have you known
10 For
Exercise 5
Annie: Vicky
Tim: Alex
Sean: Melissa
Exercise 6
Annie: six years, at school
Tim: 18 months, playing
football
Sean: not very long, in the
summer at a hotel
Flipped classroom grammar video • Pause: 1:19. Ask: When do we use ‘How Exercise 4
• Play the video, pausing as indicated to long’ … with the present perfect? When do • Students read the interview quickly
ask the questions. we use ‘for’ and ‘since’? Tell the students to and answer the following questions: Does
• Pause: 0:40. Ask: Does the boy want watch and check their answers. Steve travel a lot? What’s Steve famous for?
to know when his grandpa moved to the Exercise 2 Exercise 5 e 2.38
house? (no) Does he want to know the • Students complete the exercise Audio script page 176
length of time he’s lived in the house? (yes) individually and then compare their
When did his grandpa move to the house? answers with a partner. Exercise 6 e 2.38 Further practice
(more than 50 years ago) Was he in the
house when he was a child? (yes). Workbook page 65
Unit 5 83
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Exercise 1
Suggested answers:
1 They are getting married.
2 Asian, European, traveller
community
Exercise 2
1 E 2 B 3 D
Exercise 7
1 wedding 2 bride
3 ceremony 4 bridegroom
5 ring 6 reception
7 spouse 8 marriage
Exercise 1 • Ask the students: What clues in the text Exercise 6 e 2.40
• In pairs, students discuss the questions. helped you match the titles? Audio script page 176
Further practice Use L1 to express their ideas freely. Exercise 3 Exercise 8
Workbook page 66 Exercise 2 e 2.39 • Students read the questions and • Students read the statements and
Word Power • Go through the titles and explain any eliminate any answers they know are decide if they strongly agree, agree,
photocopiable unknown vocabulary. wrong. don’t really agree or strongly disagree
worksheet • Students look at the photos and predict • Then they underline key words or with them.
Culture video: which title goes with which text. They phrases in the answers and find them or • In groups they discuss each statement
Chinese New Year read and check similar words in the text. and try to agree on a group ranking.
84 Unit 5
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Exercise 1
A honey and yogurt
B cake C almonds
D bread E soup
Exercise 2
A India B UK C UK, Italy
and Greece D Bulgaria
E Germany
Exercise 4
Matthew’s uncle got married.
The ceremony was on the
beach.
Exercise 5
1 Because they were getting
married for the second time.
2 For about four years.
3 In a castle and on a boat.
4 They went to a local
restaurant.
5 A book of wedding photos.
Exercise 2 e 2.41 • Students read through the questions • See if the students can answer the
• Read through the strategy with and see if they can answer any before question before you play the audio again
the students. Ask: What clues do the they listen again. for them to check.
photos give you about the purpose of the Exercise 4 e 2.42 Audio script page 177
interview? • Tell students to listen first for Matthew’s Exercise 5 e 2.42
Audio script pages 176–177 reason for speaking (to tell Lily about his • Tell the students to go through the
Exercise 3 e 2.41 uncle’s wedding). questions and make notes of the key
• Play the audio the whole way through words and phrases to listen for. Further practice
for the students to answer question 1. Workbook page 67
Unit 5 85
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Exercise 2
1 At Amy’s party ages ago.
2 They went bowling.
3 Nearly two months.
Exercise 3
The last time I saw you was –
Ostatnio widziałem/am cię
That’s a real shame – To
wielka szkoda
How’s life – Jak życie / Co
słychać
Write soon – Napisz wkrótce
Exercise 5
1 How’s it going?
2 for ages
3 having a laugh
4 loads of
5 What have you been up to
Exercise 1 Exercise 2 Basic Matura exam tip

• Ask the students how they • Students scan the email and answer the Remind the students that in the exam
communicate with different people, questions: Who is the email to and from? they will be marked on their range
for example friends, extended family, (to Rosie from Eve) Is it formal or informal? of vocabulary and grammar, so they
teachers; by email, phone, text, How do you know? (informal, colloquial should use a variety of words and
etc. Ask: What are the advantages language, to a friend). structures.
and disadvantages of each type of Exercise 6
Further practice communication? Tell students to use at least three of the
Workbook page 68 informal phrases from Ex 5.
86 Unit 5
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Exercise 1
1 has known James for
2 have already been out
3 haven’t seen Nicola for
4 hasn’t asked her yet
5 still haven’t bought
6 has just broken up
7 Have you finished … yet?
8 has had an iPhone since
Exercise 4
missing word: friendly
Exercises 1, 2, 3, 4 • After each group has completed an Exercise 5

• Students can work in groups or exercise, they give one of their books • Tell the students you have a very
individually. If they are in groups, explain to another group. The group circles any valuable possession and they have to
that each student must complete the mistakes or changes their own work if any guess what it is, but they can only ask you
exercise in the book. They cannot move answers are different and they believe the yes/no questions.
until each exercise has been corrected. other group’s answers are correct. • Write the adjectives from lesson 5.5 on
• There is no time limit as the focus is on • You then approve their work and they the board. Encourage the students to ask
students supporting and learning from move on to the next exercise. you questions using these adjectives to Further practice
each other. Monitor groups and make a guess your possession.
note of the common errors. • Students do the activity in pairs. Workbook page 69
Unit 5 87
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Exercise 2
Grammatical form:
3 present perfect
Function: 2 giving advice
Vocabulary: 1, 4, 5
Exercise 1 • To help them identify the best option • Students listen and check their ideas
• Tell the students to look at the key they need to identify synonyms, changes and make a note of words / phrases
words before and after the gaps and the of tense, direct to indirect speech, etc. not related to the sentences, for example
topic of the paragraph. Then they look at simply changes to a word. synonyms, feelings, emotions and
the key words in sentences A–E. Exercise 4 e 2.43 adjectives.
Exercise 2 • Ask students to tell you what the • They listen again to do the exercise with
• Remind students that paraphrasing speaker might say for each situation, for their notes to help them.
Further practice is writing the same information but example: In my opinion weddings are to Audio script page 177
Workbook page 70 using different vocabulary, phrases and show your love for someone.
structures.
88 Unit 5
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Synonyms and antonyms can be a Explain that using different synonyms Ask students to look through the Unit 5
useful tool and quick way of conveying can help them to express themselves word list and find any adjectives. They
meaning, but point out that students more with more variety, while antonyms make a list of the adjectives and their
should be careful. For example, using can help to emphasise a point or show synonyms and antonyms.
thin as a synonym for skinny can be contrast.
useful for paraphrasing, mediating and In many cases, dictionaries list
adding variety to texts, but there is a synonyms of words after certain Further practice
slight difference in meaning. definitions or inside usage notes. Workbook page 71
Unit 5 89
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Exercise 2a
The coast
Exercise 2b
1 excited about
2 interested in
3 impossible at
4 fun
5 negative about
Exercise 3
1 rock, waterfall, wood
2 bay, hill, ocean
3 cliff, ocean, rock
4 iceberg, ocean
Exercise 4
Sea / Coast: bay, cliff,
iceberg, ocean
Fresh water: waterfall
Trees: wood
Land: cave, desert, hill, rock,
valley, wood
Exercise 5
2 The Sahara Desert is in
north Africa.
3 The Amazon is the world’s
longest river.
4 Easter Island is in the
Pacific Ocean.
6 Malta is an island in the
Mediterranean Sea.
Warm up Exercise 2a r e 2.48 Exercise 3 e 2.49

• Write Geographical features on the Video script page 177 • Ask the students if any of their ideas
board. from the Warm up are shown.
• Divide the class into four groups and tell Exercise 2b
• Before the students complete the Audio script page 177
Further practice them they have one minute to write as
many geographical features as they know. sentences, focus their attention on the Exercise 6
Workbook page 72 phrases in the box. Ask them to make
• The groups take turns to write their Don’t forget! There is additional mixed-
Word Power words on the board, not repeating any. sentences with them based on what they ability vocabulary practice on page 118.
photocopiable remember from the video.
worksheet
90 Unit 6
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Exercise 1b
1 przewidujemy
2 rozważamy możliwość
wystąpienia
3 Przysłówki
Exercise 3
1 may / might go
2 will have
3 may / might hate
4 will need
5 may / might fall
6 won’t arrive
7 may / might go
8 won’t forget
9 will pass
10 may / might buy
Exercise 4
waterproof clothes, walking
boots, swimming costumes,
tents
Exercise 5a
1 probably 2 definitely
3 probably not 4 possibly
5 probably 6 definitely
7 probably
Exercise 5b
1 It will probably rain.
2 We’ll definitely do lots of
walking.
3 We probably won’t go
cycling.
4 We might go swimming.
5 It will probably be cold.
6 We’ll definitely be
camping.
7 Joe will probably be sick.
Flipped classroom grammar video • Pause: 1:37. Ask: How do we form • Tell the students to tick the things
• Play the video, pausing where indicated positive and negative sentences and they think Joe and Mia will need. Ask a
to ask the questions. questions with ‘will’? few students to say why they chose the
• Pause: 0:19. Ask: Is she a doctor now? • Pause: 3:52. Ask: How do we form things.
(no) Is she certain she wants to be a doctor? positive and negative sentences with Audio script page 177
(yes) When? (when she’s 30) Is it an idea for ‘might’?
her future? (yes). Exercise 5 e 3.02
Exercise 4 e 3.02
• Pause: 1:04. Ask: Is he an astronaut or • Ask: What geographical features can you Further practice
firefighter now? (no) Is he sure which job he see? (a mountain, rock, cliff).
wants? (no) Is it a possibility? (yes). Workbook page 73
Unit 6 91
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Exercise 2
Cooking: camping stove,
matches
Night time: tent, sleeping
bag
Weather protection: sun
cream, waterproof clothes
Hiking: compass, map
Exercise 3
1 C 2 A 3 B
Exercise 4
1 Archie 2 Hayley
3 Cameron
Exercise 5
1 Waterproof trousers. He
got very wet.
2 There might not be
any reception. A map and
compass.
3 Write a note so you won’t
forget.
Exercise 1 • Ask students in pairs to think of a new Exercise 7

• Discuss the questions as a class. Ask item for each category. • Divide the class into mixed-level groups
why they like or don’t like camping, where Audio script page 177 of four to discuss the situations and make
they go camping and what they take their lists.
Further practice with them. Exercise 4 e 3.04 • Write these phrases on the board for
Workbook page 74 Exercise 2 e 3.03 Exercise 5 the students to use in the discussion: We
• Focus the students’ attention on the • Once the students have checked their should take … I think we’ll need … It might
Word Power answers, ask them which tip they think is … It’ll probably … I think we’ll definitely
photocopiable pictures and ask: What do you use each
thing for? the most useful and why. … So do I. That’s a good idea but what
worksheet about …
92 Unit 6
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Exercise 2
1 to the beach
2 train and bike
3 They’ll eat in the café.

• Ask the students further follow-up • Before they listen, students look at the • Divide the class into same-level pairs
questions: What are the positive and gaps and think about possible words that and assign them roles A or B.
negative things about each activity? Which complete the tasks. • The pairs prepare both parts of the
activity would you choose to do with your Exercise 4 role-play, making notes using the phrases
family, with a friend, on your own or with a • Divide the class into same-level pairs from the Phrasebook and Strategia.
group of friends? and ask them to order the sentences. The • Join A and B into mixed-level pairs to do
Exercise 2 e 3.05 pairs then practise the conversation. the role-play, then swap roles. Further practice
Audio script pages 177–178 Workbook page 75
Unit 6 93
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Exercise 1
1 fossil fuels
2 landfill sites
3 climate change
Exercise 2a
climate (n), change (n, v),
fossil (n), fuels (n)
Exercise 2b
rubbish bin, wildlife charity,
wind power
Exercise 3
1 C 2 A 3 B
Exercise 4
Nouns: energy, packaging,
pollution
Verbs: consume, recycle,
reduce, throw away
Noun and verb: waste
Exercise 5
1 packaging 2 recycle
3 throw away 4 waste
5 consume 6 energy
7 pollution 8 reduce
Exercise 7
Suggested answers:
1 save energy
2 save water
3 reduce waste by recycling
4 reduce packaging and
therefore waste
Exercise 1 To help them, tell them to think about words / phrases, tone and register they
• Make sure the students understand the meaning of each word and how they would expect in each one.
the meaning of the word environment. might work together. At this stage they Exercise 4 e 3.07
Ask them if they can name any things or are experimenting, so it’s important to let
Further practice activities that can harm the environment. them come up with their own ideas.
Workbook page 76 Exercise 2b Exercise 3 e 3.06 Exercise 6
Word Power • Ask the students to look at the two rows • Ask students to look at the three Don’t forget! There is additional mixed-
photocopiable of words and make compound nouns. options and discuss what they expect the ability vocabulary practice on page 119.
worksheet Ask them to think about their meaning. style of each text to be, for example what
94 Unit 6
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Exercise 1a
Zero conditional – fact, First
conditional – possibility
Exercise 1b
1 present simple
2 present simple
3 present simple
4 will + base form
Exercise 1c
Sentences a–c are correct.
Exercise 2
1 It’s good for the
environment if people
recycle glass bottles.
2 Water boils if you heat it to
100°C.
3 Matthew feels terrible if he
doesn’t sleep.
4 If we pollute rivers, we hurt
the wildlife there.
5 If he wants to throw away
paper, he has to put it in the
recycling box.
6 You reduce the amount
of waste you produce if you
swap your clothes with other
people.
Exercise 3
1 If you don’t try, you won’t
succeed.
2 They’ll be late for class if
they don’t hurry.
3 If the level of the seas
continues to rise, many
islands will be under water.
4 Tim and Alex will fail their
exam if they don’t study
harder.
5 Unless we stop cutting
down the rainforest, climate
change will happen more
quickly.
6 People won’t change their
behaviour if you don’t speak
to them politely.
7 I won’t go unless you come
with me.
8 If the weather’s bad,
we won’t try to climb the
mountain.
Exercise 4
1 unless she has
2 If we don’t try
3 unless you take
4 unless you have
5 if it doesn’t rain
6 Unless you change
7 If they don’t come soon
8 if we don’t reduce
Warm up • Divide the class into groups of four. Give • Pause: 0:20. Ask: Is he sure it’s Exercise 5
• Write on the board: 1 Geography school each group a dice. going to be sunny? (no) Is it a 1 are able 2 won’t be
trips help you understand the subject. • They take turns to throw the dice. If possibility? (yes) What’s the result if 3 ’ll consume 4 if
2 Mountains are more interesting than the they throw a 1, they talk about topic 1 it’s sunny? (he’ll wear sunglasses) 5 become 6 use 7 save
coast. for one minute. If they throw the same When do we use first conditional? 8 won’t 9 Unless
3 Next year I’ll probably … number, they throw again until they have • Watch and check. 10 will continue
4 It’s important to prepare well for a discussed all six statements. • Pause: 1:01. Ask: Is he sure he
camping trip. Flipped classroom grammar video needs an umbrella? (no) What’s the Further practice
5 A good way to save water is … • Show the video, pausing and asking the result if it rains? (he will need an
6 Everybody should recycle packaging. umbrella). Workbook page 77
questions as follows:
Unit 6 95
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Exercise 1
Suggested answers:
1 hills, trees, nice views,
plants
2 to enjoy themselves, to
learn something new
Exercise 2
Energy conservation: CAT.
Plant conservation: the Eden
Project.
Exercise 4
1 alternative 2 green
3 habitat 4 organic
5 conservation
Exercise 5
Suggested answers:
2 black rhino, mountain
gorilla, Sumatran elephant,
South China tiger
5 trains, buses, bicycles, on
foot
Exercise 6
1 Cornwall 2 tropical
3 Mediterranean
4 waterfalls, birds and
animals 5 platform
6 rainforest 7 sculpture
Exercise 2 e 3.08 Exercise 4 e 3.09 Audio script page 178

Exercise 3 • Focus the students’ attention on the Exercise 6
words in the box and ask if they know the
Basic Matura exam tip meaning of any of them. Differentiation
Tell the students to answer the • Ask them to find the words in the text Give the weaker students the missing
questions they know first. If they’re words to match to the gaps.
Further practice to check their ideas and find the meaning
having difficulty answering a question, from the context. Tell the stronger students that a Polish
Workbook page 78 they should move on and come back to • The students then write their own friend has asked them about the Eden
Culture video: Food it at the end. definitions for the words and compare Project. Ask them to make notes and
surplus café them to the definitions 1 to 5. then translate them into Polish.
96 Unit 6
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Exercise 2a
Planting trees and plants on
land that isn’t yours.
Exercise 2b
1 F He knows it’s unused
land that doesn’t belong to
him.
2 T
3 F He wanted to make his
street look better.
4 F Denmark
5 T
Exercise 4
900, living buildings, 117
metres, They help clean the
air and they recycle waste
water so they use less energy.
Exercise 1 • They check their answers with a partner Exercise 5

• Discuss the photo. before you conduct class feedback. • As a class, brainstorm a list of things
Exercise 2a e 3.10 Exercise 3 e 3.11 that could be improved in their town, for
• Focus the students’ attention on the example recycling, rubbish, green spaces.
diagram. Ask: What’s the process that’s • In mixed-level groups they discuss how
Exercise 2b e 3.10 happening? Allow them to answer in L1. their town could be improved using the
• Tell the students to read the sentences ideas they brainstormed and the ideas in
carefully and rank them from 1 I am Audio script page 178
the exercise. Further practice
completely sure it’s true to 5 I am completely Exercise 4 e 3.11
sure it’s false. Workbook page 79
Unit 6 97
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Exercise 1
Suggested answers:
1 wind
3 They look ugly. They rely
on wind. They are noisy.
Exercise 2
1 F They don’t use fossil
fuels.
2 F They don’t pollute the air.
3 T
4 F They can be dangerous
for birds.
Exercise 3
the pros and cons – zalety i
wady
on the plus side – po stronie
plusów
a major advantage of –
Główna zaleta
disadvantage – wada
in conclusion –
Podsumowaując
arguments for and against –
argumenty za i przeciw
Exercise 4
1 C 2 B 3 A 4 D
Exercise 5a
despite, on the other hand
Exercise 5b
1 However / On the other
hand
2 Despite
3 On the other hand /
However
Basic Matura exam tip Exercise 6 • Tell the students to choose a couple
Explain that the organisation of a • On the board, write: Electric cars and of for and a couple of against points
discursive essay is very important. The then on one side write: For and the other: to include in their blog and make their
first paragraph is an introduction with Against. notes.
the overall ideas of the topic. Then there • Divide the class into mixed-level groups • Students write a first draft.
are two paragraphs of argument – each of four and tell half the class to make a Differentiation
discussing a different view. The final list of arguments for electric cars and the Give the weaker students some
Further practice paragraph is the conclusion. other half to make a list against. sentence starters to support them.
• Write the groups’ answers on the board.
Workbook page 80
98 Unit 6
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Exercises 1, 2, 3 • The teams have five minutes to • If none of the teams can answer
• Students work in groups or individaully compare their answers and agree on the correctly, make a note of the question to
to do the exercises. most likely answer. go over at the end.
• To feed back on Exs 2 and 3, draw a • The teams take turns to nominate a • The objective is for teams to win three
four-by-four table on the board. question and give the correct answer. If squares in a row.
• Number the table using the same the answer is correct, the team wins that Exercise 4
numbering as in Exs 2 and 3, e.g. 2.1, 2.2, square on the table and the next team • Students can use a monolingual
3.1, so that each square corresponds to a takes a turn. If the answer is wrong, don’t dictionary. The pairs give their word Further practice
question. correct it but let the next team take a turn. puzzle to another pair to do.
• Divide the class into three teams. Workbook page 81
Unit 6 99
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Exercise 2 • A asks B the questions. C listens and Exercise 5 e 3.12
• Divide the class into mixed-ability makes notes of the answers and assesses B. • First tell the students to read the
pairs to write four questions about the • C tells B one thing they could do to question stems carefully without looking
trip and make notes about how they improve their answers. at the options. They think about what
would answer them. Suggest some key • Students change roles and repeat. they are listening for in each extract.
vocabulary and phrases to help them. Exercise 4 • Play the extracts, one by one.
• In mixed-level groups of three, assign Audio script page 178
them A (examiner), B (student) and C Differentiation
Further practice Give the weaker students a skeleton text
(moderator).
Workbook page 82 to support them.
100 Unit 6
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Study skills How to learn vocabulary Divide the class into same-level pairs to
The aim of the How to learn vocabulary In pairs, ask students to look at the word look at the words and write them in the
Workbook lesson is to introduce list for any words that look similar in correct column.
students to cognates and false friends English and Polish. Tell them they can use bilingual
and to make them aware that some Ask students to write two headings dictionaries to help them.
words look similar in the two languages in their notebook: Cognates and False Tell the students to create a ‘Cognates
and have a similar meaning, and some friends. and false friends’ section in their
look the same but have a very different vocabulary notebook. Further practice
meaning. Workbook page 83
Unit 6 101
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Exercise 1
Suggested answers:
1 cyberbullying, hacking
accounts, security and
identity theft
2 worried, scared
3 His phone has been
hacked, he’s been bullied
online.
Exercise 2a
Harry and Laura’s cousin.
Exercise 2b
1 F He knows his password is
correct. 2 T 3 F The text
was a scam and not from her
bank. 4 T 5 T 6 F She
was really upset.
Exercise 2c
1 C 2 B 3 D 4 A
Exercise 3
1 theft 2 shoplifting
3 robbery 4 mugging
5 vandalism 6 scamming
7 hacking
Exercise 4
hack – hacking, mug –
mugging, rob – robbery,
scam – scamming, shoplift
– shoplifting, steal – theft,
vandalise – vandalism
Exercise 6a
hacker – hacking,
mugger – mugging,
robber– robbery,
scammer – scamming,
shoplifter – shoplifting
Exercise 6b
1 presenter 2 manager
3 rapper 4 cleaner
5 prisoner
Warm up Exercise 3 e 3.18 Exercise 4 e 3.19

• Ask: What crimes do you know how to Differentiation Audio script page 178
say in English? Give the weaker students a correct and
• Make a list on the board, translating Exercise 7
a wrong option for each definition to
Further practice into English if necessary. support them. Don’t forget! There is additional mixed-
Workbook page 84 Exercise 2 r e 3.17 ability vocabulary practice on page 120.
Word Power Video script pages 178–179
photocopiable
worksheet
102 Unit 7
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Exercise 1a
nierzeczywistych
Exercise 1b
1 past simple
2 would + base form
Exercise 3
1 Where would you go if you
could travel anywhere?
2 I’d feel bad if we didn’t try
to help.
3 If he wasn’t poor, he
wouldn’t need to steal.
4 If I won a lot of money, I’d
give some of it away.
5 We wouldn’t support this
charity if we didn’t believe in
it.
6 Would you download films
illegally if you could?
7 If I were older, I could do
more to help society.
8 There wouldn’t be so much
shoplifting if all shops had
security cameras.
Exercise 4a
1 Gemma
2 Someone asked him for
money.
Exercise 4b
1 had … ’d give
2 won … ’d give
3 would believe … asked
Exercise 5
1 wouldn’t take 2 ’d have
3 spent 4 would ask
5 joined
Flipped classroom grammar video • Watch and check. Exercise 6

• Pause: 0:21. Ask: Did she see a snake? Exercise 4a e 3.21 Differentiation
(no) Is she likely to see a snake? (no) Is she The weaker students choose two
imagining she sees a snake? (yes). situations to make notes on.
• Pause: 0:30. Ask: Does the boy want to Exercise 4b e 3.21
be the girl? (no) Is he imagining what he The stronger students think of one more
Audio script page 179 situation to make notes on.
would do in her situation? (yes) Would he
probably run away if he saw a snake? (yes). Elicit and model the questions for the
students to repeat. Further practice
• Pause: 0:53. Ask: How do we form the
second conditional? Workbook page 85
Unit 7 103
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Exercise 1
A A link to a website in an
email from a possible hacker.
B An online form collecting
personal data.
C The privacy settings for a
social media site.
D A login password which is
very easy to hack.
Exercise 2
William is following a link
from an email. He clicks on a
link from a person he doesn’t
know. His password is too
simple. He has no privacy
settings.
Exercise 5
1 link 2 click 3 virus
4 data collection, identity
theft 5 password, privacy
settings
Exercise 6
1 privacy settings
2 password 3 data
collection, identity theft
4 click, link, virus
Exercise 2 e 3.22 Exercise 3 e 3.22 settings on your account! So everyone on

• Ask the students: What are some internet Exercise 4 the internet can see all of your information.
security mistakes you know? Make a list on • Give students audio script 3.22 and ask • Ask how the meaning of so is different
the board. them to underline all the examples of so in this context (it’s used to show result).
Further practice • Students listen and say which ones and such. Exercise 5 e 3.23
Workbook page 86 William and Eve talk about. • Ask what the rules are for when we use Audio script page 179
Word Power Audio script page 179 so and such based on the context.
photocopiable • Focus the students’ attention on the
worksheet sentences: You don’t even have any privacy
104 Unit 7
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Exercise 1
Suggested answers:
Vocabulary: shoplift, steal,
theft, illegal, bag, customer,
sales assistant, look out for
Tenses: present simple,
present continuous
Exercise 4
looks like, in the foreground,
in the background, seems,
looks as if, maybe, perhaps
Exercise 6
Suggested answers:
1 How do you think the
woman is feeling?
2 Do you think that a lot of
shoplifting happens where
you live?
3 Have you ever been a
victim of crime?
Exercise 8
1 nervous, frightened
2 Because there are signs in
shops about shoplifting.
3 Her bag and phone.

• Students make the list in pairs. Exercise 4 e 3.24 Audio script page 179
• Ask pairs for their answers and write
them on the board. Exercise 5 Exercise 8 e 3.25
• Ask students to use some of the words Differentiation Exercise 9
to describe what’s happening in the Divide the weaker students into pairs • Divide the class into same-level pairs to
photo. and tell them to work together. Tell prepare the role-play.
Exercise 2 e 3.24 them to list the vocabulary first and • Then divide them into mixed-level pairs Further practice
then use the script as a model. to role-play the dialogue.
Audio script page 179 • The students swap roles. Workbook page 87
Unit 7 105
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Exercise 2
Lizzie Magie.
Exercise 3
1 The number of copies sold.
2 The number of countries
it’s manufactured in.
3 The number of languages
it’s available in.
4 The number of people that
can play the game.
5 The year it was created.
6 The year Darrow sold it to a
big toy company.
Exercise 4
1 brand 2 research
3 market 4 analyse
5 produce 6 manufacture
7 promote 8 develop
Exercise 1 • Accept suggestions in L1. • In mixed-ability pairs, ask them to try

• Ask students if they know the game • The students read the text to see if any to work out the meaning together before
Monopoly and how to play it. of their questions were answered. they look at the definitions.
Exercise 2 e 3.26 Exercise 3 • Tell them to check their answers in a
• Focus the students’ attention on the • Students complete the exercise dictionary.
photo and ask what questions they would individually then compare their answers Audio script page 179
like answered from the text, e.g. Who with a partner. Exercise 6
Further practice invented it? When was it invented? How do Exercise 4 e 3.27
you play it? Don’t forget! There is additional mixed-
Workbook page 88 • Students find the words in the text. ability vocabulary practice on page 121.
106 Unit 7
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Exercise 1a
Present simple passive:
it’s manufactured, is played,
are named, are given, are
produced, are designed and
promoted
Past simple passive: was
created, wasn’t invented, was
called
Exercise 2
1 is produced
2 are manufactured
3 are cooked 4 are taught
5 is spoken 6 is promoted
Exercise 3
1 was destroyed
2 were told 3 was made
4 was built 5 was found
6 were analysed
7 were hurt 8 were sold
Exercise 4
1 Romeo and Juliet was
written by Shakespeare.
2 The first computer was
designed by Charles Babbage
in 1837.
3 120 litres of oxygen a year
are produced by one large
tree.
4 Some of the world’s best
films were produced by the
Lumière brothers in France.
5 75 hamburgers a second
are sold by McDonald’s.
6 English is spoken by about
two billion people.
7 The Nobel Prize for Physics
was won by the Curies in
1903.
8 The internet was
developed by American
scientists in the late 20th
century.
Exercise 6
1 In Poland.
2 Yes, they can be delivered
to any country.
3 On the same day.
4 Contact the company.
Warm up Flipped classroom grammar video • Pause: 1:02. Ask the students to make a
• On the board write the words from • Play the video, pausing as indicated to sentence starting William Shakespeare … .
lesson 7.5 Ex 4. ask the questions. Take all suggestions and see if anyone
• Divide the class into two teams. • Pause: 0:55. Ask: In the first picture do comes up with a passive sentence.
• Ask a student from each team to come we know who speaks English? (yes) Who? • Students watch and check.
to the board. Say a definition of one of the (the man). • Pause: 1:11. Ask the students to make a
words. The first student to slap the correct • Ask: In the second picture do we know sentence with a similar meaning starting
word wins a point for their team. the people around the world who speak Hamlet … . Further practice
• Change team members and repeat the English? (no) Do we need to know who • Students watch and check again.
procedure. speaks English? Is it important? (no). Workbook page 89
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Exercise 1
Suggested answers:
1 dancing and wilderness
activities
2 excited, happy, confident
3 You get exercise, get fresh
air and meet people.
Exercise 2
dance and wilderness
adventures
Exercise 4
Suggested answers:
Both projects work with
young people with social
problems. Both develop new
skills and confidence. Both
have positive feedback from
young people.
Exercise 5
1 addiction 2 poverty
3 homelessness 4 binge
drinking 5 gangs
6 unemployment
Exercise 6
Alcohol: addiction, binge
drinking, homelessness,
unemployment
Money: homelessness,
poverty, unemployment
Exercise 2 e 3.28 Exercise 5 e 3.29 In same-level pairs they choose one of

Exercise 3 Audio script page 179 the statements and make notes on: 1 a
Basic Matura exam tip reason we agree with the statement, 2 a
Optional activity
Tell the students to answer the easiest reason we disagree with it, 3 what people
Write on the board: Kids join gangs
questions first. in our town already do to help, 4 possible
Further practice because they want to be part of a cool
solutions.
group. Addiction exists because kids are
Workbook page 90 Exercise 4 Put students into groups of six to read
unhappy. Homelessness exists because
Culture video: A • The students complete a Venn diagram houses are too expensive. and discuss their notes.
street art workshop to show the differences and similarities.
108 Unit 7
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Exercise 2
1 sports 2 bored
3 leaders / volunteers
4 (school) holidays 5 meal
6 cooking
Exercise 4
1 In the winter there are
halls for them to sleep in.
2 A lot of the factories were
closed.
3 Theft and vandalism.
4 Sympathetic.

• Ask: Who are the people? What are they • Before students listen, ask: Which • In groups of four, students make notes
doing? sentence may talk about where people and discuss the global problems.
• Write: Crime, Health, Unemployment as sleep? (D) … may talk about giving money? • Ask the class what are the most serious
column headings. (C) … may mention jobs? (A) … may problems where they live. Ask: Do you
• In mixed-ability groups of four ask them mention the police and stealing things? (E) agree we should be sympathetic to addicts?
to list vocabulary they think will come up. … may mention drugs and alcohol? (B) What are the most common crimes where
Audio script pages 179–180 Audio script page 180 you live? What are the signs of poverty Further practice
in Poland? What do you think the major
reasons for war are? Workbook page 91
Unit 7 109
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Exercise 2
1 Young Innovators.
2 A new game for young
adults.
Exercise 3
invest – inwestować, even
more – jeszcze więcej,
profits – zyski, good causes
– słuszne sprawy, worth –
wart/a
Exercise 4
1 C 2 E 3 B 4 A 5 D
Exercise 5
I feel that … , From my point
of view … , I’d say that …
Exercise 1 that giving money to poorer countries … , • Go through the purpose of each
Mixed ability From my point of view, the problem of paragraph and as a class come up with a
Divide the class into mixed-level pairs. homelessness … , I’d say that teenage crime model text.
Weaker students offer their opinion in in my country … , In my opinion, cyber Exercise 7 b, c
L1 if necessary. crime … . • Students can use mind maps to
Exercise 7a help them.
Exercise 6 • In groups of four students discuss the • Students write a first draft using the
Further practice • Dictate the following, then allow question and their answers. phrases in Exs 5 and 6.
students time to write their own ideas:
Workbook page 92 As far as I’m concerned, money is … , I feel Exercise 8
• Students peer-assess each other’s work.
110 Unit 7
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Exercise 2
1 was mugged
2 is produced 3 is delayed
4 were made 5 was taken
6 wasn’t delivered
Exercise 4
1 click 2 vandalism
3 robberies 4 mugging
5 shoplifting 6 virus
7 data 8 privacy
Mystery word: identity
Exercise 5
1 Unemployment
2 addiction
3 homelessness 4 poverty
5 gang
Exercises 1, 2, 4, 5, 6 Exercise 3 • Have a class quiz. Each team takes turns

• See notes for lesson 5.10 on page 87. • Divide the class into mixed-ability pairs to read out one of their questions. The
Error correction to write five questions. first team to answer correctly wins a point.
Write any of the errors you noted on • If appropriate, tell them they can use
pieces of paper and give them out to the internet to research some questions.
pairs of students to correct. • Divide the class into four teams
with each student from the pairs in a
Ask different pairs to write their error on different team.
the board with the correction and check Further practice
• Ask them to share all their questions
to see if the rest of the class agrees. and pick five of the best. Workbook page 93
Unit 7 111
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Exercise 1
Suggested answers:
1 Things the Social Justice
Party promises to do to
reduce crime.
2 Investment in local
businesses to increase
employment.
3 A promise to find
accommodation for
homeless people.
4 Alternatives to prison for
addicts.
Exercise 5
Vocabulary / phrases: 1, 5
Grammar: 2, 3

• Point out to the students that C and E • Students make predictions on whether • Ask the students to tell you which part
are distractors. Community is mentioned they think 3, 4 and 5 are true or false. of speech or grammar point is being
in paragraph 1 but is not the main idea. Audio script page 180 tested in each question.
• Everyone is a distractor as the text is • Remind the students about false friends
about specific groups. Basic Matura exam tip and cognates.
Basic Matura exam tip Remind students that the words they
Further practice Tell them to be careful of distractors, extra hear will not always be the same as in
words or sentences that aren’t needed, the statements.
Workbook page 94
when matching headings to text.
112 Unit 7
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Study skills How to learn vocabulary family and record whether they are
This lesson gives practice in word On the board write: imagine, nouns, verbs or adjectives.
families. Explain that it’s a good idea to imaginative, imagination, unimagined, Ask the students if they can work out
record a word with any other related unimaginable. Students identify the some basic rules for how to make the
words that can be made by adding parts of speech. different parts of speech, for example
prefixes or suffixes. This will help In pairs, students look at the word list verbs often take -tion to make nouns or
students with gap fills, clozes and and circle five words which they think -tive and -able to make adjectives, and
matching exercises and identifying might have a word family. They make a dis- makes some verbs negative. Further practice
parts of speech. list of the other words in the word Workbook page 95
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Exercise 2
A
Exercise 3
1 bowl 2 boil 3 mix
4 bake 5 ingredients
6 recipe 7 pour 8 fry
9 serve 10 measure
11 dish 12 chop
13 herbs 14 grill
Exercise 4
Nouns: bowl, dish, herbs,
ingredients, recipe
Verbs: bake, boil, chop, fry,
grill, measure, mix, pour,
serve
Exercise 7b
1 E 2 A 3 C 4 B 5 D
Warm up Exercise 2 r e 3.37 Exercise 6

• Divide the class into teams of four. Video script page 180 Don’t forget! There is additional mixed-
• Say a letter and give a time limit of a ability vocabulary practice on page 122.
minute for them to write as many food or Exercise 3 e 3.38
drink words as they know beginning with • Focus the students’ attention on the Exercise 7a e 3.37
that letter. pictures and ask if they can tell you the • Ask the students to order the things
• The teams win a point for each correctly vocabulary before they look at the words from memory first.
spelt word they have. in the box and match.
Further practice Exercise 7b e 3.37
• Check, and repeat with different letters. Audio script page 180
Workbook page 96
114 Unit 8
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Exercise 1b
1 had 2 had not
3 past participle 4 subject
Exercise 2
1 ’d had 2 ’d left
3 hadn’t seen 4 Had you
studied 5 ’d changed
6 hadn’t studied
Exercise 4
1 decided 2 ’d seen
3 put 4 arrived 5 went
6 saw 7 had eaten
8 ’d put 9 served
Exercise 5
2 Sam ran to my house …
he’d got my message.
3 we went to the
supermarket, we’d written a
list of ingredients.
4 they arrived at the station,
the train had left.
5 I chose a fish dish … I’d
looked at the menu.
6 she’d made a sauce, she
boiled the pasta.
Flipped classroom grammar video had eaten some chocolate) When do we thing did Lottie say happened to her? (she
• Play the video, pausing where indicated use the past perfect? forgot to turn the oven on when she
to ask the questions. • The students watch and check. made a cake).
• Pause: 0:21. Ask: Was there any food in • Pause: 1:27. Ask: How do we form the Exercise 3 e 3.39
the canteen when the girl arrived? (no) Who past perfect? • Ask the students to predict the order of
ate the food? (the other students) When? • The students watch and check. the events first.
(before the girl arrived). Exercise 1 Audio script page 180
• Pause: at 0:40. Ask: Why was she hungry? • Ask the students what they remember Further practice
(because she hadn’t had lunch) Why did about the video. Ask: What embarrassing Exercise 4 e 3.39
she feel better at 3 o’clock? (because she Workbook page 97
Unit 8 115
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Exercise 3
1 B 2 A 3 C
Exercise 5
1 Tak. 2 Nie.
3 Ponieważ zawiera mleko.
Exercise 6
1 junk food 2 fats
3 protein 4 dairy products
5 carbohydrates 6 fruit
and vegetables
Exercise 7
1 three 2 twice 3 every
4 five to seven 5 small
6 three to five

• Ask three pairs to share one answer Exercise 5 Audio script page 181
each with the class. • In pairs, students translate the food Exercise 9
Exercise 2 e 3.40 label and the questions. • Divide the class into mixed-ability
Audio script page 180 • Divide the class into mixed-level pairs groups of four to plan their menus.
(one is the Polish friend) and they ask and • Have a class vote on the healthiest but
Exercise 3 e 3.41 answer the questions. most interesting menu.
Further practice Audio script pages 180–181
Workbook page 98
116 Unit 8
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Exercise 4
What I mean is … , Basically
Exercise 1 Audio script page 181 Exercise 4 e 3.43

• Ask: Which activity could you do more Exercise 3 e 3.43 • Ask the students if any of them would
of? How does it feel if you don’t get enough like the audio script.
sleep? How do you feel after a run? What Differentiation
Give the weaker students the missing Exercise 6
happens if you eat too much junk food?
words to support them. Differentiation
Exercise 2 e 3.43 Give the weaker students the first and
The stronger students go through each
• Tell the class to listen to Amy’s sentence and identify what part of last lines and ask them to order the
presentation and tell you which three
speech is missing. others. Further practice
activities she talks about from Ex 1 (all Workbook page 99
three).
Unit 8 117
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Exercise 4
1 cash 2 high street
3 receipt 4 afford
5 store 6 refund
7 discount 8 save
9 exchange 10 account
Exercise 7
A recipe B receipt
1 accept 2 advice
3 quite 4 than
Exercise 2 e 3.44 • They see if they can match any of the Exercise 5
• Ask a few students if their habits are numbers to the sentences (1, 3, 5, 6). For Differentiation
similar or different to most students at the ones that they can’t match (2, 4), tell Give the weaker students a correct and
Jordan’s school. them to read the text again and identify a wrong option for each gap.
Further practice Exercise 3 different ways of saying numbers.
The stronger students choose three
Workbook page 100 • Point out that some of the figures Exercise 4 e 3.45 words from the completed sentences
Word Power appear in the text but may be in a Audio script page 181 and write questions for their partner.
photocopiable different form.
worksheet • Students read the report and make a
note of all the numbers they can find.
118 Unit 8
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Exercise 1a
they were looking for a
part-time job; that she’d
already spent all of her cash
that week; they’d also paid
for food and drink, going out
and downloads in the past
month
Exercise 1b
they get regular pocket
money; they’re looking; she’s
… spent; they’ve … paid
Exercise 1d
1 wolno ominąć słowo
2 said 3 told
Exercise 2
1 that the store was offering
good discounts.
2 £5 a week pocket money
wasn’t enough.
3 I’d seen Jack in the
supermarket.
4 people’s shopping habits
had changed.
5 that lots of people were
shopping online.
6 the shop didn’t give
refunds.
Exercise 4
All of them.
Exercise 5
1 ’d bought her laptop
online.
2 Mum said that she was
going out for an hour.
3 Paul said that he hadn’t
gone out last night.
4 Will said that his parents
didn’t give him any pocket
money.
5 George said that he hadn’t
saved enough money for a
holiday yet.
6 The boys said that
they’d been to visit their
grandparents.
7 My sister said that I was
wearing her favourite top.
8 Ben and Daniel said that
the shop had given them a
discount.
Flipped classroom grammar video • Pause: 0:40. Ask: Did the boy tell the girl Exercise 6
• Pause: 0:22. Ask: Is the girl telling the boy directly that he understood the instructions? • Divide the class into mixed-level pairs to
that she was flying the drone? (no) Who (yes) Is she now telling her friend what he discuss the questions.
told her about flying the drone? (the boy in said? (yes). • Divide the class again into same-level
the tree). • Pause: 0:50. Ask: When do we use pairs to report their previous partner’s
• Pause: 0:30. Ask: When did the drone reported statements? answers.
arrive? (the day before he was flying it) • Pause: 1:14. Ask: How do we change this
Is the boy in the tree telling the other sentence to reported speech? Further practice
directly? (no). • Pause: 2:34. Elicit the time references for
direct speech. Workbook page 101
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Exercise 1
1 One has lots of empty
shops, one is very busy with
lots of local people and street
entertainment.
Exercise 3
1 a number – more than
11,000
2 a statistic – a quarter
3 a place name –
Bishopthorpe Road
4 types of shops – a
chemist’s, a bakery,
greengrocers, a bicycle repair
shop, cafés, bars and delis
5 type of award – Britain’s
best high street
Exercise 4
Suggested answers:
1 Because there are more
options like malls and online
shopping.
2 They have disappeared
from the high street.
3 The local community
bought empty shops and
encouraged independent
businesses to buy them and
organised local events.
4 The number is rising.
5 It’s a place to socialise with
interesting shops where you
can meet local people.
Exercise 5
1 deli 2 shopkeepers
3 goods 4 mall 5 retail
6 chain store
Exercise 2 e 3.46 Exercise 3 of them. They find the words in the text
Basic Matura exam tip Differentiation and find the meaning from the context.
Students read the text and title and Tell the weaker students which Audio script page 181
think about what vocabulary they paragraphs contain the answers to the Exercise 6
expect. Tell them to look for clues in the questions in the text.
Further practice text either side of the gap to help them Differentiation
The stronger students write one more
Workbook page 102 match the missing sentences. Once they The weaker students choose three
question to ask their partner.
have chosen their answers, tell them to questions to discuss.
Culture video: Marks
check the text makes sense with their Exercise 5 e 3.47 The stronger students report their
and Spencer
answers and ask why the distractors • Students look at the words in the box partner’s answers for questions 3, 4 and
don’t fit anywhere. and say if they know the meaning of any 5 back to the class.
120 Unit 8
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Exercise 1
Suggested answer:
a bakery / a deli
Exercise 2
Because a lot of independent
businesses closed, but the
bakery is successful.
Exercise 3
1 T 2 T 3 F She follows
traditional Polish recipes.
4 F It happened quickly.
5 F She gave away products
and discounts on the day she
opened.
Exercise 4
A speaker 1 B speaker 3
C speaker 2
Exercise 5
1 fruit and vegetables
2 (shopping in)
supermarkets
3 lost a lot of
4 (had) recommended
5 40 minutes
6 (25%) discount
7 afford
8 work / get a job
Exercise 2 e 4.02 Exercise 4 e 4.03 • Put students into for and against pairs
Audio script page 181 Audio script page 181 to debate the statements
• On the board, write a few phrases for
Exercise 3 e 4.02 Exercise 6 giving opinions, for example: I believe
• Tell the students to rank the sentences • Divide the class in half and assign … , In my opinion … , I understand what
from 1 I am completely sure it’s true to one side Advantages and one side you are saying, but … , What do you think
5 I am completely sure it’s false. Disadvantages. about …? I agree, but… , I disagree.
Differentiation • Tell the students to make notes to
prepare their argument depending on Further practice
The weaker students choose three
statements to answer. whether they are for or against. Workbook page 103
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Exercise 2
1 dislike
2 It was difficult to use.
3 She contacted the
company to ask for a refund.
4 She decided she didn’t
want it, but the company
would only exchange it for a
different machine.
Exercise 3
In the end – w końcu, by
that time – do tego czasu,
nothing wrong with – nic
złego z
Exercise 4
1 B 2 A 3 D 4 C
Exercise 5a
contrast: although, even
though;
only used at start of
sentence: although, even
though;
needs to be followed by a
comma: however
Exercise 5b
1 I was looking forward to
eating at this restaurant.
However, the experience was
very disappointing.
2 Even though the bag cost
£60, it broke when I used it
for the first time.
3 Although the machine
worked the first time, it
then stopped working and I
couldn’t turn it on again.
4 I often buy electronic
gadgets. However, I can’t
normally afford famous
brands.
Exercise 4 Exercise 6 worry about accuracy but concentrate on

• Before the students do the matching • As a class, brainstorm the kinds getting their ideas onto paper.
exercise, ask them what order they think of products that they could write a Differentiation
Shelley writes about the points. review about, for example smartphone, Give the weaker students the following
Basic Matura exam tip trainers, apps. sentence starters to support them:
Explain that the organisation and • Tell the students to use a mind map to I bought … and I am very … . The
coherence of a written text is very organise their notes and paragraphs using problem with / good thing about it
Further practice important so the reader can follow the the task notes as the headings. is … . However, … . In the end I asked
ideas logically. • Ask the students to write a first draft. the company to … I wouldn’t / would
Workbook page 104 Remind them at this stage they shouldn’t recommend … because … .
122 Unit 8
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Exercise 1
1 I hadn’t done 2 I’d put
3 I left 4 had already
ordered 5 started
6 He’d left
Exercise 4
1 dish 2 bake 3 recipe
4 ingredients 5 herbs
6 chopped 7 serve
8 bowl 9 grill 10 pour
11 measure 12 fry
Exercise 1 • Then they look at the options and cross Exercise 5

• Play the Flipped classroom grammar out the ones they are sure are wrong. • Students look back at Lesson 8.3 Ex 2 to
video from Lesson 8.2 before the class do Exercise 4 review the vocabulary before they do the
the exercise. • In pairs, ask students to go through the exercise.
Exercise 3 words in the wordpool and tell each other Exercise 6
• Tell the students to read the sentences the meanings. • Divide the class into same-level pairs
and think about how they would • Remind the students to read the and assign them roles A and B.
complete the gaps before they look at the text and look for clues before and • Tell the students to act out the dialogue. Further practice
options. after the gap to help them choose the • They change roles and repeat. Workbook page 105
missing word.
Unit 8 123
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Exercise 1
sure: He’s definitely … ;
They are in …
not sure: I’m not sure,
but I think; I think she
might be … ; I suppose
he might … ; He probably
wants … ; She looks as if …
Exercise 3
The first note.
Exercise 6
Extract 1: soft drinks, bags of
salad, tomato sauce – we’ll
give you another one for free
Extract 5: Friday, Saturday,
Sunday – See you then.
Basic Matura exam tip • Divide the class into mixed-ability pairs Differentiation
Students should make their comments, to answer the questions using the phrases Give the weaker students the corrected
opinions, experiences and speculation from Ex 1 in their answers to the first model text in Ex 4 to support them in
relevant to the photo and the questions. question. their own writing.
Exercise 4
Exercise 2 • On the board write an incorrect model Exercise 5 e 4.04
• Tell the students to look at the photo letter. Ask students if it includes all the Audio script pages 181–182
Further practice and make a list of all the key vocabulary notes, if it fulfils the word count and if
they need to describe it. Exercise 6 e 4.04
Workbook page 106 they can help you improve it.
• Create a model text together.
124 Unit 8
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Warm up Study skills How to learn vocabulary
• Dictate some homophones to the class The aim of this lesson is to highlight In pairs, ask students to look at the word
for them to write down, e.g. right (write), words in English that are easily list to find any homophones.
sun (son), knew (new), flower (flour), etc. confused and make students aware Make a list on the board and ask
• Write the words you dictated on the of the difference in spelling, part of the students to write the heading
board and ask students if they wrote speech and meaning of some common ‘Homophones’ in their notebook.
down anything different. confusing words.
• Add the homophones of the words in Students create a homophones section
in their vocabulary notebook. Further practice
brackets and ask the students what is
similar / different between the two words. Workbook page 107
Unit 8 125
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Exercise 1
1 art 2 PE 3 history
4 biology 5 physics
6 chemistry 7 ICT
8 maths 9 music
10 English 11 geography
12 French

• On the board, draw a word spider with Differentiation • Remember that the Extend vocabulary
the topic School subjects in the middle. To challenge stronger students, ask is above level and intended to challenge
• Students write as many subjects as they them to cover the words in the word the strongest students in the class.
know in two minutes. pool and see if they can complete the • Remind students that they need to pay
• Students compare their lists with the sentences. attention to the prepositions used in the
subjects on page 108. phrases, e.g. put a student in isolation.
To support weaker students, ask them
Further practice to choose four words and complete the
Workbook page 108 corresponding sentences.
126 Vocabulary booster

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Exercise 2
1 = picture 5, 2 = picture 2,
7 = picture 5
Exercise 4
1 He’s wearing a strange
black hat.
2 We can’t wear short, tight,
patterned skirts at school.
3 How much is that lovely
loose, white shirt?
4 I need a nice long, flowery
dress for the wedding.
5 Those short, baggy
trousers look strange!
Exercise 1 e 1.29 Exercise 3 e 1.30 students complete the exercise in pairs.

• Say some clothes words, and encourage • Draw four simple outlines of T-shirts on Then play the audio for the students to
the students to find the item of clothing the board. repeat chorally and individually.
in the pictures. • Ask four strong students to come to the Exercise 4
Exercise 2 board in turn. Say: It’s a (checked, spotty, • Do the first sentence as an example on
• Before the students do the exercise, striped, flowery) T-shirt. for the students to the board with the whole class.
elicit descriptions of the people in the draw the pattern. • The students complete the sentences
pictures. • Play the audio and ask the students to individually before they compare their Further practice
listen, look at the T-shirts on the board answers with a partner.
and say if the patterns are correct. The Workbook page 109

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Exercise 3
1 load the dishwasher
2 unload the dishwasher
3 lay the table
4 clear the table
5 do the ironing
6 do the washing-up
7 feed the cat
8 take the rubbish out
9 tidy a room
10 walk the dog
Exercise 5
1 hoover 2 hang out
3 dust 4 put away
5 sweep 6 mow

• On the board, draw a word spider with Differentiation • Ask the students what they can see in
the topic Furniture in the house in the Give the weaker students a sample the photos and if they do any of these
middle. dialogue to use: How often do you (do jobs at home.
• Students write as many furniture words the washing-up)? I never (do the washing- • Once the students have done the
as they know in two minutes. Make a up). When do you (tidy your room)? I exercise, ask them who typically does
list of their ideas on the board and then sometimes (tidy my room). these jobs in their house.
Further practice ask: Which room do you usually find these Audio script page 172
things in?
Workbook page 110

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Exercise 4
export – import,
online – offline,
outside – inside,
underground – overground,
upload – download
Exercise 1 e 1.47 • Students look at the exercise in their • Ask the students if they can tell you a
• The students can look back at Lesson books and the words they wrote and word using each prefix.
2.5 to review the vocabulary. check to see if they were correct. In pairs, • Elicit what meaning the prefixes add to
Audio script page 172 they compare their answers. the meaning of the words.
Exercise 3 Exercise 4 e 1.48 Audio script page 172
• Dictate each of the sentences in Ex 3, • On the board write the prefixes: on-, Exercise 5
giving both options. off‑, up-, down-, out-, in-, under-, over-, • On the board write: do – undo. Ask: How
• Tell the students to listen and write the ex-, im-. does the meaning of ‘do’ change when you Further practice
correct word only. add ‘un-’? Workbook page 111

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Exercise 1
1 plane 2 underground
3 van 4 coach 5 car
6 ferry 7 tram
8 helicopter 9 lorry
10 scooter 11 bike
12 train 13 motorbike
14 bus
Exercise 2
1 by, by, on 2 in 3 on
4 out of 5 off
Exercise 4
1 convenient 2 gets to
3 change trains
4 missing a connection
5 book seats 6 hire a car
7 public transport
Exercise 6
1 crash 2 get lost
3 break down 4 flat tyre
5 run out of fuel
6 traffic jam
Exercise 7
Nouns: flat tyre, traffic jam
Verbs: break down, get lost,
run out of fuel
Both: crash

• Draw a word spider with the topic Types Differentiation Differentiation
of transport in the middle. Draw three On the board write: get in / get off, get The weaker students look back at
circles with the headings: land, air, sea. on / get off. The weaker students look at Lesson 3.1 to refresh their memory.
• In two minutes, students write as many the pictures in Ex 1 and decide which
forms of transport in the categories as The stronger students do the exercise
verbs go with which pictures. They first and then check their answers with
they can. make a list of the transport with the Lesson 3.1.
Further practice Audio script page 173 corresponding phrasal verbs in their
vocabulary notebook. Exercise 6 e 2.11
Workbook page 112

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Exercise 1
1 safari 2 beach holiday
3 adventure holiday
4 backpacking trip
5 camping trip 6 skiing
holiday 7 city break
8 cruise
Exercise 3
1 area 2 map
3 directions 4 souvenirs
5 out 6 know
7 sightseeing
8 watersports 9 pool
10 up
Exercise 5
1 check in 2 take off
3 passenger 4 flight
5 board 6 delay
7 flight attendant 8 land
9 arrivals 10 departures

• Focus the students’ attention on the • Write a few useful phrases on the • Ask the students to make notes under
photos and ask them to cover the words board for the students to use when they the headings Never do and Often do.
in the box and see if they can name any of compare their ranking: … is my favourite • Divide the class into mixed-level pairs to
the types of holidays pictured before they type of holiday because … ; I don’t really compare their answers.
look at the words and listen and check. like … ; I agree / disagree because … ; Exercise 5 e 2.13
Audio script page 173 • Ask the students to justify to their • Students look up any words they are
partner why they ranked the holidays in not sure of in a dictionary. Further practice
the order they did.
Audio script page 173 Workbook page 113

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Exercise 4
1 go to a music festival
2 meet a celebrity
3 work as a volunteer
4 raise money for charity
5 win a competition
6 do work experience
Exercise 1 e 2.26 Differentiation Exercise 5 e 2.27

• Before the students do the exercise, on The weaker students choose two of the Differentiation
the board write: accident, your keys, a blog, questions they would like to discuss, Tell the stronger students to choose four
a horse, a pet, all night, a scary film, in a plan their answers and then ask and of the phrases from Ex 5 and write an
play, money in the street, a video online. answer with their partner. example sentence for each one.
• Students suggest different verbs which
collocate with the words. Exercise 4 Audio script page 175
Further practice Audio script page 175 Mixed ability
Workbook page 114 Give students the six experiences they
need and ask them to match them to
the gaps.
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Exercise 1
1 nervous 2 happy
3 surprised 4 bored
5 angry 6 excited
7 sad 8 worried
Exercise 3
1 fascinated 2 shocked
3 embarrassed
4 frightened 5 annoyed
6 disappointed 7 guilty
8 amazed 9 relaxed
10 proud
Exercise 4
1 tired 2 disappointed
3 interesting 4 annoying
5 embarrassed
6 fascinating
7 frightening 8 surprised
9 exciting 10 shocked
Exercise 1 e 2.28 Exercise 4 e 2.29 • Ask the students what the difference in
• Ask the students how they are feeling. Audio script page 175 meaning is between the two sentences.
• Ask: What do you do when you are Exercise 6
angry / bored / excited / happy / nervous / Exercise 5
• On the board write: I was very • The students compare their answers
sad / surprised? with a partner.
shocked / shocking when I heard about
Audio script page 175 the school fire. The news about the fire was • If they have any different answers, they
Exercise 3 shocking / shocked. should explain why they chose the option
• To help the students you could say each and try to work out who is correct. Further practice
of the sentences using the corresponding Workbook page 115
emotion.
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Exercise 1 e 2.44 Exercise 3 meanings of the verb and preposition, so
• To extend, ask students to rewrite the • Before the students do the exercise ask it is useful to check them in a dictionary.
dialogue so it’s two boys talking and sister them to cover the words in the box and • Say a sentence for each of the phrasal
changes to brother. see if they can come up with the missing verbs, for example: I fell for my husband /
• On the board write: I saw you with ___ prepositions. wife two years ago – it was love at first
(Mary). Is ___ (she) your ___ (girlfriend) Exercise 4 e 2.45 sight. He asked me out to a party.
now? No, ___ (she) isn’t! • Remind the students that it’s sometimes • After each sentence the students match
Further practice • In same-level pairs, they change the rest difficult to work out the meaning the phrasal verb with its definition.
of the dialogue. of phrasal verbs from the individual Audio script page 176
Workbook page 116

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Exercise 1
1 headphones 2 laptop
3 sunglasses 4 bag
5 keys 6 ring 7 make-
up 8 games console
9 skateboard 10 wallet
11 watch 12 necklace
13 hairbrush 14 purse
15 earrings 16 phone
Exercise 4
1 wood 2 gold 3 plastic
4 leather 5 wool
6 metal 7 cotton
8 silver

Audio script page 176 • Point to a few objects in the classroom • Accept all answers and ask the students
and ask: What’s it made of? Accept to justify them to the class.
Exercise 3 answers in L1 and translate into English if Exercise 6
Differentiation necessary. • Ask the students to write the materials
The weaker students make a list of the • Ask what each object is before they do in Ex 4 as headings for eight columns in
adjectives in their notebook and then the matching exercise. their notebook.
write the things from Ex 1 that the Audio script page 176 • Divide the class into pairs to brainstorm Further practice
adjectives could describe. items for each material. Workbook page 117

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Exercise 1
1 mountain 2 forest
3 lake 4 river 5 beach
6 sea 7 island
Exercise 4a
1 into 2 up 3 across
4 through 5 around
6 down
Exercise 1 e 3.13 Exercise 4 e 3.14 Optional activity

Audio script page 177 • Ask the students to look again at the Students choose a geographical feature
physical features in Ex 1. Ask: Which ones in Poland that they have been to.
Exercise 2 can you go across / under / around / down /
On the board write the headings: Name:
Differentiation into / up?
Type of geographical feature: Where:
You could ask the students who aren’t • Tell the students to make a list and Activities to do there: Why you like it:
confident in science or geography to match each feature in Ex 3 with one
work together. preposition of movement in their The students make notes.
Further practice
notebooks. Divide the students into pairs to
Workbook page 118 describe and compare their features.

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Exercise 1
1 Oslo 2 Milan
3 London 4 Madrid
5 Edinburgh and London
6 Madrid 7 Milan and
Madrid 8 Edinburgh,
London and Oslo
Exercise 4
1 wind power 2 nuclear
power 3 coal 4 gas
5 electricity 6 solar power
7 oil

• Ask students what the weather symbols • Students draw a symbol and • Write the missing words on the board
mean. Ask: What’s the weather likely to temperature for each of the days and and check the students understand them.
be like in Edinburgh? (wet, grey, cloudy; write a short description to describe the Exercise 4 e 3.16
cool / cold). weather. • Ask the students to look at the photos.
• Repeat for all the cities. • In mixed-level pairs they ask and Ask if they have seen numbers 1, 2, 5 or 6
Audio script page 178 answer the questions using their symbols in Poland and where.
and descriptions to help. Further practice
Workbook page 119

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Exercise 2
1 vandalise 2 steal
3 mug 4 hack 5 shoplift
6 scam 7 rob
Exercise 3
1 hacking, mugging,
shoplifting
2 robbery, scam, theft,
vandalism
Exercise 5
1 punish 2 punishment
3 arrest 4 prison sentence
5 community service
6 fine
Exercise 1 e 3.33 serious, 3 quite serious, 4 serious, 5 not too Exercise 6

• Focus the students’ attention on the serious, 6 not serious, 7 the least serious. • Remind the students of the crime
words in the wordpool and elicit the • Tell the students to copy the cline, think scenarios from the start of the lesson and
meanings before they match them to about the crimes in Ex 3 and write them ask them what punishments would be
the gaps. on the cline. suitable.
Audio script page 179 • In pairs, they compare their ranking and • In pairs, they discuss the punishments,
discuss their reasons. then join two pairs together to compare
Exercise 4 their punishments.
Further practice • On the board draw a cline with the Exercise 5 e 3.34
• Ask: Why did you choose the
Workbook page 120 following points: 1 the most serious, 2 very Audio script page 179
punishments you did?

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Exercise 1
1 build 2 act 3 sing
4 invent 5 direct
6 design 7 paint 8 write
Exercise 2
-er: builder, designer, painter,
singer, writer
-or: actor, director, inventor
Exercise 3
1 brand 2 market
3 analyse 4 research
5 develop 6 produce
7 manufacture 8 promote
Exercise 4
1 entrepreneur 2 self-
employed 3 business plan
4 forecasts 5 unique
selling point 6 budget
7 investor 8 marketing

• Before the students do the exercise, ask • Write the words from the wordpool on • Students work in pairs to write
them to cover the wordpool. the board and ask the students to discuss definitions for the words in the wordpool.
• Students look at the photos and work the meaning in mixed-level pairs. Allow Audio script page 179
with a partner to say what they see and to them to use L1 to encourage the weaker
think of a verb for each picture. students to participate. Exercise 5
• Ask different pairs to tell you the • Students work alone to make notes on
Audio script page 179 their answers to the questions.
meanings. If they say the meanings in L1, Further practice
translate into English if necessary. • Divide the class into pairs to compare
and justify their answers. Workbook page 121

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Exercise 1
1 lemon 2 chicken
3 egg 4 onion 5 flour
6 juice 7 cake 8 milk
9 chips 10 peppers
11 oil 12 rice
13 tomatoes 14 bread
15 cheese 16 salt
Exercise 4
Taste: bitter, hot / spicy,
savoury, sour, sweet
Texture: creamy, crunchy
Exercise 5a
1 spice 2 snow 3 mess
Exercise 6
Suggested answers:
bitter: coffee, olives
creamy: ice cream, sauce,
yogurt
crunchy: apples, biscuits,
crisps, nuts
hot / spicy: chilli, curry
savoury: biscuits, chicken,
chilli, crisps, curry, nuts,
olives, sauce
sour: lemon, yogurt
sweet: apples, biscuits, ice
cream, sauce, yogurt

• Students work in same-level pairs. Differentiation • Students imagine they are eating
• Tell them to cover the wordpool and Weaker students cover the pizza recipe different foods, for example crisps, a
take turns to say a number of one of the and see if they can remember how to banana, a lemon. They tell you what it
pictures for their partner to say the word. make a pizza using the words in Exs 1 tastes and feels like.
Audio script page 180 and 3. • Go through the words in the box to
check the students understand the words
Exercise 2 The stronger students discuss what before they do the exercise.
Further practice • Divide the class into same-level pairs to meal they could make and how they
Workbook page 122 ask and answer. would do it using foods in Ex 1. Audio script page 180

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Exercise 1
1 butcher’s 2 newsagent’s
3 bookshop 4 chemist’s
5 clothes shop 6 bakery
7 greengrocer’s
8 supermarket

• As a class, brainstorm different types of Differentiation • Divide the board into two columns and
shops and make a list on the board. The stronger students use the phrases write the verbs from the wordpool in the
• Play the audio and ask students to listen to tell their partner true sentences left column and the prepositions in the
and say if they hear any of the shops listed about themselves, for example: I save right column in a random order.
on the board. my money to buy new clothes. I opened a • In pairs, the class make phrasal verbs
Audio script page 181 bank account when I was 14. and say what they think they mean.
• The other students listen and say if they Further practice
agree or disagree.
Workbook page 123

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144 Grammar booster
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1.2 Exercise 1
xx
1 got 2 played 3 won
4 chose 5 watched
6 painted 7 had
8 was / were
1.2 Exercise 3
1 The lesson started ten
minutes ago.
2 I wasn’t at school yesterday
because I was ill.
3 The teacher gave us lots of
homework yesterday.
4 Did Jack know about the
exam?
5 We met some interesting
people at the party.
6 Why did you leave your old
school?
Warm up for 1.2 verb. Suggested verbs: cheat (cheated), Mixed ability
• Put the class in two teams. Ask a concentrate (concentrated), think (thought), Divide the class into mixed-level pairs
student from each team to come to the write (wrote), revise (revised), spend (spent), so the stronger students work with
board. set (set), try (tried), keep (kept), study weaker students to help them. Tell the
• Say the infinitive of a verb and they (studied). groups to refer to the Grammar booster
write the past simple form on the board. reference on the previous page to
The student who writes the correct past support them.
simple form first gets a point for their
team. Change team members for each
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x1.6 Exercise 1
1 were driving 2 were
feeling 3 was looking
4 was concentrating
5 was raining 6 were
listening
1.6 Exercise 2
1 was having 2 weren’t
doing 3 was Alex going
4 wasn’t listening 5 were
reading 6 were you
looking
1.6 Exercise 3
Suggested answers:
1 I was having my breakfast
at 7 o’clock this morning.
2 I was playing football at
2 o’clock yesterday afternoon.
3 I was visiting my
grandparents last Saturday
morning.
4 I was watching a movie last
Sunday evening.
1.6 Exercise 4
1 D 2 F 3 B 4 A
5 E 6 C
2.2 Exercise 2
1 Emma doesn’t have to
clean the bathroom.
2 Oscar has to take the
rubbish out.
3 Emma and Oscar have to
tidy the living room.
4 Does Emma have to feed
the dog? Yes, she does.
5 Do Emma and Oscar have
to do the ironing? No, they
don’t.
6 Does Oscar have to load
the dishwasher? No, he
doesn’t.
Warm up for 1.6 what he or she was doing, e.g. While Piotr ____ (have to) to ask about things that are
• Ask students to think about what they was watching a movie, I was playing a necessary and ____ (don’t have to) to say
were doing at a time in the past, e.g. at game on my phone. that it’s not necessary.
eight o’clock last night. One student begins • Then each student in turn repeats the • Divide the class into pairs to complete
by making a past continuous sentence, previous students’ sentences with while the gaps with have to or don’t have to.
e.g. I was watching a movie at eight o’clock and adds their own sentence. • Play the Lesson 2.2 grammar video for
last night. Warm up for 2.2 the students to check and to refresh their
• The next student repeats the previous • On the board write the gapped rules of memories about obligation.
student’s sentence using while and adds usage for have to and don’t have to: We use
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2.6 Exercise 1
xx
1 mustn’t park 2 must
show 3 mustn’t swim
4 must wait 5 mustn’t use
6 mustn’t eat
2.6 Exercise 2
1 doesn’t have to 2 don’t
have to 3 doesn’t have to
4 mustn’t 5 don’t have to
6 mustn’t
2.6 Exercise 3
1 You needn’t buy a present
for me.
2 Students needn’t bring a
calculator to the exam.
3 We needn’t reply to that
email.
4 You needn’t worry about it.
5 Sam needn’t stay after
school tomorrow.
6 Mum needn’t do all this
washing-up.
Warm up for 2.6 • Play the Lesson 2.6 Flipped classroom • In teams of four they think of three
• On the board write the gapped rules grammar video for the students to check rules and draw pictures to illustrate
of usage for must, mustn’t, needn’t: We and to refresh their memories about them.
use ___ (must) and ___ (mustn’t) to say the rule. • One team draws their pictures on the
something is essential. ___ (Mustn’t) means Round up board. The first team to guess wins a
‘Don’t do it’. We can use ___ (needn’t) in • Ask: What rules are there at school? point. Repeat with the other teams and
place of don’t / doesn’t have to. It only has Write them on the board. the team with the most points wins.
one form ___ (needn’t). In pairs, students • Draw a picture of a mobile phone
complete the rules. with a red line through it. Elicit the rule
(you mustn’t use your phone).
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x3.2 Exercise 1
1 I’m getting on the train
now. (Present)
2 We’re going to London
next week. (Future)
3 What are you doing at the
moment? (Present)
4 You’re not listening to me!
(Present)
5 Is Fiona coming with us
tomorrow? (Future)
6 Ben’s not taking any exams
next year. (Future)
3.2 Exercise 3
1 Mum: What are you
going to do after school this
evening?
2 Paul: I’m going to get a bus
into town and meet some
friends.
3 Mum: What are you going
to do in town?
4 Paul: We’re going to have a
pizza.
5 Paul: We’re not going to
come home late.
Warm up for 3.2 event is part of a fixed schedule. We can use Mixed ability
• Dictate three sentences and tell ‘be going to’ to talk about future intentions. • Ask if there are any students who
students they need to listen and write any • After the dictation, tell the students feel that they need to review the future
words they hear. Tell them they don’t have to compare the words and phrases tenses before they do the exercises.
to write everything and they will have from the sentences and see if they can • The students who want to review
time later to reconstruct the sentences. reconstruct them. make a group. Refer them back to
• Dictate the following sentences: We use • Ask different students to dictate one of Lessons 3.2 and 3.6.
the present continuous to talk about future the sentences back to you to write on the • The students who are confident work
events that have already been planned. We board. together to do the exercises.
can use the present simple when the future
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3.6 Exercise 2
1 I’ll lend you mine.
2 I’ll do it
3 Will you go to the shops
4 Shall I tidy it
5 I’ll remember.
Warm up for 3.6 Learner training • Tell them to ask you questions to find
• Write these sentences on the board: I’ll Getting students to notice how the out which sentence is true.
come with you. I’m not doing anything now. language is used, what it means and the • Divide the students into mixed-level
I’ll open the door for you. I won’t tell anyone. form is integral to learner training. groups of four. They take turns to say one
• Divide the class into mixed-level pairs true and two false statements.
and ask them to discuss the meaning and Warm up for 4.2 • The group ask them questions and
use of will and shall in the sentences. • Tell the students one true and two decide which sentence they think is true
false sentences about yourself using the and check with the student.
present perfect, for example: I’ve travelled
in a helicopter.
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4.2 Exercise 1
1 ’ve tried 2 hasn’t
learned 3 haven’t met
4 ’s visited 5 ’ve read
6 ’ve won 7 hasn’t studied
8 haven’t lived
4.2 Exercise 2
2 My sister’s never learned to
drive.
3 They’ve never met a
celebrity.
7 Tom’s never studied
German.
8 I’ve never lived abroad.
4.2 Exercise 3
2 Has Mia ever raised money
for charity? No, she hasn’t.
3 Has Jonathan ever worked
as a volunteer? No, he hasn’t.
4 Have Rebecca and Mia ever
worked as volunteers? Yes,
they have.
5 Have the teenagers ever
done work experience? No,
they haven’t.
4.2 Exercise 4
1 Have you ever gone
2 I haven’t
3 Have you ever tried
4 I have
5 went
6 Where did you stay
7 was
8 ’ve never gone / been
9 travelled
10 Where did you go
11 flew
12 ’ve ever flown
Warm up for 4.6 • Repeat the game with different • Divide the students into two teams.
• Divide the class into teams of four. sentence starters. • Each team chooses a category, for
• On the board write: She was Round up for 4.6 example present perfect 25 points.
speaking … . Give the teams three • On the board draw a table with three • Say a grammatically incorrect
minutes to write as many sentences as columns and four rows. sentence with the grammar point.
they can using comparative adverbs, for • Write the headings present perfect • If the students can correct it, they get
example: She was speaking more quietly adverbs and comparative adverbs. In the number of points assigned.
than her classmates. the rows under each heading write • Then wipe off the category and the
• After the time limit, the teams read out 25 points, 50 points, 100 points. second team plays.
their sentences in turn.
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4.6 Exercise 1
1 carefully 2 safely
3 fluently 4 tidily
5 noisily 6 automatically
7 comfortably 8 gradually
4.6 Exercise 3
1 faster 2 worse 3 more
quietly 4 later 5 more
safely
Warm up for 5.2 Mixed ability

• Play noughts and crosses where a base Divide the class into same-level pairs
verb is given and students give the past for them to work together through the
participle to win the square, for example: exercises at their own pace.
find (found), have (had), clean (cleaned),
You could then divide them into mixed-
watch (watched), be (been), do (done), eat
ability pairs for the weaker students to
(eaten), make (made), offer (offered).
check their answers with the stronger
• Your class may have difficulty with students.
different past participles, so you could use
your own set of verbs to practise.
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5.2 Exercise 1
1 ’ve just cleaned 2 ’s just
finished 3 ’ve just watched
4 ’s just had 5 ’ve just
found
5.2 Exercise 2
1 has 2 already 3 has
4 have 5 haven’t 6 yet
7 hasn’t 8 yet 9 has/’s
10 haven’t 11 have/’ve
12 already
5.6 Exercise 1
for: five years, a long time, a
month, ten minutes
since: February, last Monday,
10 o’clock, 2012
5.6 Exercise 2
1 How long have you been at
this school?
2 How long have you lived at
your current address?
3 How long have you studied
English?
4 How long have you had
those shoes?
5 How long have we been in
this lesson?
Warm up for 5.6 • They tell their partner what they have Round up
• In pairs, tell students to think about and haven’t done and their partner has to Divide the class into mixed-ability groups
something, real or imaginary, that they guess what they are going to do. of four and tell them to take turns to say
are going to do in the next week, for • Do an example. Say: I’ve already booked something they’ve accomplished and
example go to a music festival, visit the the tickets. I’ve just booked the taxi. I haven’t something they haven’t yet.
dentist. told my boss yet.
Tell the rest of the group to ask them
• The students then think of three things • Encourage the students to guess what three follow-up questions, for example:
they have and haven’t done in order to your arrangement is (going on holiday).
When did you learn? Have you ever driven
prepare for the arrangement.
a car? When are you going to take your
driving test?
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Warm up for 6.2
• On the board write a few topics:
university, travel, leave home, get
married, work.
• Discuss with the class what their
predictions are for themselves for the
different topics, for example: I will study
English at university. I might take a year out
and travel around Asia. I won’t get married
before I’m 30 years old.
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6.2 Exercise 1
1 It may rain tomorrow.
2 You won’t like that film.
3 Will we need our coats?
4 I might not go to the
concert.
5 Dad won’t believe us.
6 The exam may not be too
difficult.
7 Who will win the match?
8 You might see Emma at
the party.
6.2 Exercise 2
1 Jack will go out with his
friends.
2 I might do my homework.
3 Zoe won’t stay in bed late.
4 Sally and Craig will play
tennis.
5 The weather might be
sunny.
6 I won’t go shopping.
6.2 Exercise 3
1 The bus will probably be
late.
2 Fiona certainly won’t come
with us.
3 Perhaps you’ll get good
grades this year.
4 I don’t think she’ll
understand the problem.
5 I’ll definitely pass the
exam.
6 Mum probably won’t agree
with us.
7 Maybe we’ll be rich.
8 I think everything will be
OK.
6.6 Exercise 1
1 E – I watch TV.
2 C – if my parents have to
work late.
3 D – when he feels stressed.
4 F – the car starts.
5 B – if my friends don’t call
me.
6 A – our mum gives us a lift.
Warm up for 6.6 Round up for 6.6

• Write zero conditional on the board. Divide the class into mixed-ability
• Ask the students if they can remember groups of six and ask them to check
how to form the zero conditional and if their answers together.
they can give you any example sentences.
Tell them to make a note of any answers
Differentiation for 6.6 Ex 3 to questions they can’t agree on.
Give the weaker students the first half of Ask each group to tell you the answers
each of the sentences for them to write they can’t agree on and go through
the second half. them with the class.
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6.6 Exercise 3
2 Unless we finish work
earlier, we’ll meet at 6 o’clock.
3 Unless she rests, Alice
won’t get better.
4 Unless you send me a
photo first, I won’t recognise
you.
5 Unless they behave better,
the students will be in
trouble.
6 Unless the concert is
terrible, I’ll stay to the end.
7.2 Exercise 2
1 I’d get a job if I was old
enough.
2 If Greg practised more,
he’d be a good footballer.
3 You wouldn’t be so tired
if you went to bed before
midnight.
4 Jess would feel
disappointed if she didn’t get
good grades.
5 If we told you the truth,
you wouldn’t like it.
6 If I didn’t love judo, I
wouldn’t do it three times a
week.
7 What would you say if you
met your favourite celebrity?
8 If we had more time, we’d
join a gym.
7.2 Exercise 3
1 If I could fly, I’d visit Africa.
2 If I could travel through
time, I’d go back to the 1920s.
3 If I could speak seven
languages, I’d get a job as a
translator.
4 If I had a lot of money, I
could buy a house.
5 If I was the most intelligent
person in the world, I could
save the planet.
Warm up for 7.2 • One student from each pair dictates

• Tell half of the students in the class to their sentence to their partner, all
look at Student’s Book page 140, 7.2 the simultaneously, as loudly as necessary.
explanation of the second conditional. • Stop the students after two minutes,
• Tell the other half to look at Student’s then change roles and give them another
Book page 141, 7.6 the explanation of two minutes.
passive sentences. • Finally, tell students to check what their
• Students with different sentences sit partner wrote and correct any errors.
opposite each other, a few feet apart.
158 Grammar booster

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7.2 Exercise 4
1 travel … see 2 rains …
won’t play 3 goes down …
gets 4 had … would buy
5 pour … floats 6 doesn’t
phone … ’ll phone
7.6 Exercise 2
1 Plastic bottles are put into
a recycling bin.
2 The bin is emptied into a
lorry.
3 The bottles are taken to a
recycling centre.
4 They are cleaned.
5 The bottles are melted and
formed into small pieces.
6 The plastic is sold to
companies.
7.6 Exercise 3
1 were taken 2 were
discovered 3 was designed
4 was invented 5 was
opened 6 were written
7 were painted 8 were
broken
Warm up for 7.6 Round up The next student then uses the second
• To review the present simple and Give each student a piece of paper and half of the sentence to write a new if
past simple passive, write these active tell them to sit in groups of eight. clause.
sentences on the board: I use this
Say a sentence starter with an if clause, The student then folds the paper so
computer every day. Anna invited us to her
for example: If I was the president, I … . only the new if clause is showing and
party.
The students write this down and passes it on.
• Ask the students if they can change complete the sentence.
them into passive sentences. Continue until the students receive their
They then fold the paper so the if clause original paper back.
cannot be seen and pass the paper to
the student on their right.
Grammar booster 159
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8.2 Exercise 1
2: 1, 2 3: 2, 1 4: 2, 1
5: 1, 2 6: 1, 2
8.2 Exercise 2
2 She’d practised the piano.
3 She hadn’t gone for a run.
4 She hadn’t ordered a new
school bag.
5 She’d made a cake.
6 She’d cleaned her
bedroom.
7 She’d written to Aunt
Emma.
8 She hadn’t done the
washing.
8.2 Exercise 3
1 missed … ’d woken up
2 had started … arrived
3 didn’t answer … hadn’t
studied
4 ’d left … couldn’t
5 was … hadn’t brought
6 got … had broken
Warm up for 8.2

• Divide the class into groups of four.
• Tell them to look back at Lesson 8.2 and
write a question about the use, form or
meaning of the past perfect tense.
• Ask different groups to take turns to ask
the class their question.
160 Grammar booster

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8.6 Exercise 1
1 it was raining a lot.
2 Jack had just started
university. 3 football was
really boring. 4 Zoe could
play the guitar really well.
5 the party wouldn’t finish
late. 6 a girl from our
school had won the race.
8.6 Exercise 2
2 The students told the
teacher that they’d enjoyed
the lesson.
3 David told me that he’d
never been to my house.
4 Elizabeth told her dad that
he never listened to her.
5 Oscar told Mary that he’d
make dinner for them.
6 The man told us that we
couldn’t take our dog into his
café.
7 Sarah told John that she
loved him.
8 My friends told me that I
was going with them.
8.6 Exercise 3
Suggested answers:
2, 3 Martha told him that he
always worked hard and got
better grades than her.
4 Edward said that he hadn’t
done very well in science.
5 He told her that he really
needed good science results
because he wanted to be a
doctor.
6 Martha said that he
wouldn’t have any problems.
7 She said he could
remember stuff really well.
8 She told him that she’d got
a terrible result in the test on
Monday.
9 Edward said he could help
her if she wanted.
Warm up • The group listen and write the reported • In pairs, the stronger students take
• Divide the class into groups of four. statement. turns to close their books and report
• Tell one student from each group to • Ask different groups to report back the sentences their partner says to
come to the front of the class. what you said to check. them. They use the sentences from
• Whisper a sentence to them and tell Differentiation for 8.6 Ex 2 Exs 1 and 2.
them to go back to their group and report • Tell the weaker students to read
what you said. Example sentences: It’s the sentences and discuss with their
raining. My brother loves going to music partner what tense the reported speech
festivals. I’ve lost my phone. I didn’t like the statements need to be in before they do
new Tom Cruise film. the exercise.
Grammar booster 161

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Warm up Exercise 1 • Point out that the teenagers in the
• Show the students photos / pictures of • Ask the students what events may pictures are wearing school uniform.
a selection of story characters. happen in the story. • Once the students have done the
• Ask: Who is he/she? What’s she/he like? • Students look at the pictures of the exercise ask: Which character do you think
What does he/she do in the story? characters on page 144, and say who you’ll like best / least? Why? Are you similar
• Tell the students that King’s High is a they think the main characters are. Ask: to any of the characters?
soap opera for teenagers set in an English How old are they? Where are they? What’s
secondary school. happening? Are there any similarities
or differences between the school in the
pictures and your school? What are they?
162 Extensive listening

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Exercise 2 Optional activity The students copy the headings and
• Students look at the pictures. Ask: Who Divide the class into six mixed-level complete the information.
are the characters? Where are they? What groups. Assign each group a character You could ask the groups to choose a
are they doing? What do you think has – Vicky, Ash, Patryk, Mrs Bell, Alice, Mr scene, create a script and act out the
happened? Wood – and tell them they are going scene for the class.
Differentiation to write a profile and a summary of the
The weaker students choose three of character’s activities.
the questions to answer. The stronger On the board write: Name:
students correct the false sentences Characteristics: His/Her actions in the
story so far:

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Episode 1 Exercise 2
Mrs Bell is talking to the
class about something very
serious.
Mr Clark left the Year 10
geography tests in the
teachers’ room. The tests
disappeared and the teachers
think that a student took
them while the teachers were
in class.
1 She was listening to music
while she was revising in the
library and she didn’t look at
her watch.
2 She got detention for two
weeks.
3 Luke fell out with Alice
after the Christmas show
party and now the ‘cool kids’
aren’t talking to him.
4 She saw a boy coming out
of the teachers’ room. Vicky
thinks he is the thief.
5 He was wearing a blue
hoodie and a Manchester
United football scarf.
6 They see a blonde woman
in a smart, grey suit.
7 He says that the
information they wanted
wasn’t on the laptop, but it’s
on another computer in the
ICT room and he can’t find
the right password. He thinks
he knows the blonde woman
who was visiting the ICT
room.
Suggested answer:
In the last episode, someone
stole the Year 10 geography
tests. Vicky saw a boy leaving
the teachers’ room. Vicky and
Ash wanted to investigate
the mystery without telling a
teacher.
Vicky, Ash, Luke and Patryk
are on a biology trip. Vicky is
looking in Patryk’s rucksack.
Patryk looks worried.
Vicky offers to get Patryk’s
hoodie from his rucksack.
Episode 1: Vicky sees a thief Exercise 3 e 4.09 Episode 2: The biology trip
Exercise 1 Audio script page 182 Exercise 3 e 4.10
• Review the story so far and ask: What Exercise 4 e 4.09 Audio script page 182
can you remember about the characters?
Exercise 5
Exercise 2 • In pairs. After students have answered
• Ask: Why is Mrs Bell looking serious? these questions, ask them: Why do you
Vicky’s remembering something: what? think the thief stole the geography test?
What’s the boy wearing? What football What did he do with it? Where do you think
team does he support? What’s he doing? the test is now?

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Suggested answers:
The students were on a
biology trip looking for
animals and plants. Vicky
told them about the student
she saw steal the tests and
that he was wearing a blue
hoodie. It was cold and Vicky
offered to get Patryk’s hoodie
from his rucksack, but he told
her not to.
Patryk has fallen and Vicky is
looking at his injury.
Patryk.
1 Vicky knows the thief was
wearing a Manchester United
scarf and blue hoodie and
she found both in Patryk’s
bag.
2 Their phones aren’t
working.
3 They hear him calling for
help.
4 He’s hurt his ankle, hit his
head and cut himself.
5 The Computer Club is
working on a secret project
for the blonde woman.
6 He’s going to talk to
Mrs Bell.
Suggested answers:
Patryk ran away and Vicky
explained to Ash and Luke
that she thought Patryk
had stolen the test paper.
Patryk fell and hurt his leg
and called for the others to
help him. Patryk explained
why he had stolen the tests
and mentioned the blonde
woman and a secret project
by mistake. Patryk agreed to
confess to Mrs Bell.
The mysterious blonde
woman and Ash. At a hotel.
She’s checking in or asking
for information.
Because the blonde woman
is coming over to reception.
1 F She’s having an amazing
time.
2 T
3 F She’s going to see Muse.
Episode 3: We’re going to need some made in the last lesson about the next Exercise 5 4 F She’s taking the train.
help episode. • Divide the class into mixed- 5 F He asks if she’s doing
Exercise 3 e 4.11 • Play the audio for them to check their level groups of four to discuss anything interesting at King’s
predictions. the questions. High.
Audio script pages 182–183 • Tell them to make notes. 6 F She’s taking a taxi to
Episode 4: Ash meets the mystery King’s High School
woman Exercise 4 e 4.12
7 T
Exercise 3 e 4.12 Differentiation
• Before they answer the question, the See the notes for King’s High – the story
students think about the predictions they so far!, Ex 2, on page 163.

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Suggested answers:
Ash was working in the
hotel reception when Vicky
called him to tell him about
her amazing experience at
a music festival. While they
were talking, the blonde
woman came to reception
to ask Ash to order her a taxi
to take her to King’s High
School. She said she was
meeting friends for a picnic,
but Ash didn’t believe her
story.
Vicky and Ash are in the park.
They are talking.
Because her parents
think she posted horrible
comments about Alice and
it’s her punishment.
1 Someone hacked her
Facebook account and wrote
horrible comments on Alice’s
wall.
2 She has to clean the
windows, do the ironing and
walk the dog.
3 He can’t believe people
think Vicky would write
horrible things.
4 Someone accessed her
Facebook account.
5 Her best friend Lauren.
6 To tell her parents what
happened and change her
password.
Suggested answers:
Vicky called Ash to tell him
she was in trouble because
someone had hacked her
Facebook account and
posted horrible comments
about Alice. They met in the
park and Ash told Vicky to
explain to her parents that
the comments were posted
from London when Vicky was
at the festival so it couldn’t
have been her. Ash told Vicky
about the blonde woman’s
visit to the hotel.
Ep. 6 Exercise 2 Ep. 6 Exercise 3 Ep. 6 Exercise 4 the comments and now 6 Alice admits she
King’s High Alice posted them 1 He’s at an emergency he knows it’s not true. posted the comments.
students are at because she felt meeting of the Computer 4 She says she was The party finishes and
a party. Vicky is Vicky was perfect Club. shopping in London they see Patryk moving
talking to a friend and wanted to 2 She’s nervous because with Alice on Saturday. computers. The caretaker
of Alice’s about make her look everyone is looking at This means Alice was tells someone on the
the Facebook bad. her. in London when the phone that the invention
comments. 3 He feels sorry because comments were posted. will make lots of money,
he believed Vicky posted 5 She stares at Clare but there’s a problem
strangely. with the computer geeks.

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At the end-of-term party,
Clare told Vicky that she
had been shopping with
Alice in London. Alice
admitted that she’d posted
the comments because she
wanted to make problems
for Vicky. At the end of the
party, Patryk moved the
computers and the caretaker
made a suspicious call about
an invention the geeks had
made.
Patryk, Ash and Vicky are in
the cafeteria. Ash is talking
to someone. Vicky and Patryk
are watching them.
1 She’s gone to another
school.
2 Because he believed that
she posted the comments
and she doesn’t want to hang
out with him.
3 Because he has an
exchange student staying
with him.
4 They are going to the
cathedral.
5 It’s bigger and quieter.
Suggested answers:
Vicky updated her friend
Lauren about what was
going on with the students.
Alice has gone to another
school. Vicky and Luke
weren’t friendly and Ash
was busy with his exchange
student, which made Vicky
a little jealous. The students
met in the cafeteria. Camille
talked about the trips. Patryk
told Vicky the Computer Club
had changed rooms and
Vicky wanted to talk to Ash
about their project.
Ash, Vicky and Camille. They
are in the computer room.
Camille is doing something
on the computer. Ash looks
worried.
The caretaker.
1 On Sunday.
2 Go on a trip to Dover.
3 When the new school
Episode 7: A French exchange student • Play the audio again for the students to Episode 8: A discovery building opened.
Exercise 3 e 4.15 answer where the Computer Club meet. Exercise 3 e 4.16 4 A document with a
• Ask: How does Vicky feel in this episode? Audio script pages 183–184 • Review the student’s maths problem or science
(sad, jealous, annoyed). Play the audio predictions from Episode 7 Ex 5. experiment on it.
Exercise 5 5 Because they think the
for the students to answer the question. • Divide the class into mixed-ability • Tell them to listen and see if
Ask them to look at the picture again and their predictions were correct. supergeeks are coming into
groups to discuss the questions. the computer room.
ask: Who’s the girl with Ash? (the exchange • Play the audio again for the
student Camille). students to answer the question. 6 Camille’s.
(Answer: the caretaker)

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Suggested answers:
Camille told Vicky about her
plans for her last day. Vicky,
Ash and Camille went to the
computer room and found
a document with equations
on. Camille took a photo.
They left quickly because
Ash thought the geeks
were coming. The caretaker
found Camille’s scarf in the
computer room.
The blonde woman, Ash,
Vicky and Camille. They are
at the airport. The blonde
woman is taking some
money from a cashpoint.
Charlotte Jenkins
1 bus 2 last Friday
3 The blonde woman
4 contact them 5 very rich
Episode 9: At the airport Exercise 6 Jenkins. She’s a computer scientist

Exercise 3 e 4.17 Optional activity from the USA. (Ash); But what’s a
• Play the audio for the students to check Write the following quotes on the board multi-millionaire doing at our school?
their answers to Ex 2. Ask: Why are Vicky, without the names of the speakers: But (Vicky). Students write the name of the
Ash and Camille at the airport? (because please don’t talk to anyone about it. We character who said each one.
Camille is leaving). need to keep this a secret. (Vicky); OK, Before they write their paragraph, tell
• Play the audio again for students to say OK. I’ll try to relax. (Ash); Well, thanks for the students to discuss what happened
the blonde woman’s name. everything, guys. (Camille); I’m sure I’ve in the episode using the quotes to
Audio script page 184 seen her face before. I just can’t remember prompt them.
where … (Camille); Her name’s Charlotte

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Irregular verbs 169
4124300 Vision TG2.indb 169 16/06/2020 16:58

Audio and video Kieran What should I do?
Doctor Well, you shouldn’t ride your
really horrible texts about me to
everyone.
Rebecca Well I did. I always try
really hard in French, but I never get
scripts bike or do sports for a while, but Dan No wonder you can’t good marks in it.
you shouldn’t lie on the sofa all day concentrate. What about talking to
Lesson 1.3, Page 14, Ex 2 e 1.17
Introduction either. You should get up and move
your back as much as you can.
Mr Dean?
Emily I don’t know. I don’t want the
1 set an alarm I
Lesson 0.2, Page 5, Ex 6 e 1.04 2 take a break H
school to suspend her or expel her.
Girl Hi Taylor, it’s Lauren. Lesson 0.7, Page 10, Ex 6 e 1.12 3 remind E
Dan But you don’t want this to
Boy Hi, Lauren. What are you doing? Male teacher So, which student 4 task J
continue. Why don’t I talk to Holly?
Girl I’m shopping – for clothes. I’ve do you think should get the Sports 5 motivation B
She likes me.
got some great shoes and a new Prize this year? 6 treat C
Emily OK, why not? There’s nothing
jacket. What are you doing …? Female teacher I’m not sure. It’s 7 set goals D
to lose, I suppose.
Boy You won’t believe it. I’m at my really difficult. I was thinking about 8 schedule A
Holly Hi guys! It’s time for the next
grandma’s birthday party! Martha Clark. 9 support F
lesson. Or are you skiving off today?
Girl Well … that’s nice … Male teacher Yes … me too. She’s 10 distraction G
Dan Hey, Holly. I need to talk to you.
Boy It’s OK – but it’s in an the best at athletics, and she’s
Lesson 1.3, Page 14, Ex 4 and 5
expensive restaurant. And we’re all certainly the fastest runner in the Lesson 1.1, Page 12, Ex 3 e 1.15
school. She broke the record on bully someone e 1.18
wearing smart clothes … 1
Girl Oh! What are you wearing? sports day for the quickest time cheat
ever for the 100 metres! concentrate When I’m revising, I try not to
Boy Wait a minute … I’m sending spend too long on one subject and
you a photo … Female teacher Yes, but there’s copy school work
Bradley Davis, too. He’s better at fail an exam not enough on another. One time
Girl Oh my goodness! You’re I set an alarm on my phone. When
wearing a shirt and tie – and a running over longer distances. And get a bad mark
I think he ran a half-marathon in hand in homework it rang, I changed to a different
jacket. You don’t look very happy! subject. That worked really well. I
Boy Well, I’m enjoying the party, the holidays! I think that’s a more pass an exam
impressive achievement. revise also take regular breaks – I watch
but I don’t feel very comfortable! TV for half an hour, or I go to the
You know me. I always wear shorts Male teacher Hmm – Bradley’s
Vocabulary booster 1.1, Page kitchen for a snack. I also try to
and hoodies! good at team sports, too, isn’t he?
Female teacher Yes, he is. He’s 108, Ex 1 e 1.27 take the dog out or go cycling at
Girl And your hair’s really short! 1 art 7 ICT some point in the day if I’m having
Boy Well, yes, but I quite like it probably better at team sports than
Martha. 2 PE 8 maths a big study session. Exercise is
like that! Anyway – why are you 3 history 9 music really important when you’re a bit
calling?! Male teacher I agree. He’s more
confident in matches. But I’ve 4 biology 10 English stressed.
Girl Oh, yes, I’m calling to ask if you 5 physics 11 geography
want to come to my house later. watched Martha during matches, 2
and I notice that she always helps 6 chemistry 12 French I write all my homework dates
But I guess you can’t!
Boy No, sorry. Not today. I’ll call you the other players. She’s probably Vocabulary booster 1.1, Page in a diary or calendar, so I know
back this evening. the most helpful person on the 108, Ex 4 e 1.28 when I need to complete things.
team. That’s important, too, isn’t it? 1 get into trouble D Sometimes I use my phone to
Lesson 0.3, Page 6, Ex 6 e 1.06 She wants the whole team to be 2 give someone a warning C remind me when I need to hand
Girl Wow, Tom. You can play the the best – not just her. 3 get detention F in homework. When I finish a task,
piano really well! Female teacher I’m not sure. It’s a 4 tell someone off E I give myself a treat. I finished a
Boy Thanks! prize for the best sportsperson – 5 put a student in isolation G big project yesterday, so I went
Girl You’re really good at music. not for the nicest student or the 6 suspend a student from out for a pizza with some friends.
Could you play when you were most helpful! school B I sometimes find motivation quite
little? Male teacher They’re important 7 expel a student from school A difficult, so I got together with two
Boy Well – I could play when I was qualities, though. friends and we formed a study
at primary school. Female teacher Yes, they are … We Lesson 1.2, Page 13, Ex 4 e 1.16 group. Now we revise together,
Girl Really? I couldn’t play any need to think more about this! Ethan Hi Rebecca. What’s the with a proper revision schedule,
instruments then. matter? and we set goals together, too.
Boy But you can play the guitar
now …
Unit 1 Rebecca Oh … I just had a really
bad day today …
3
I usually write a weekly schedule,
Girl Yeah. But I was better at sports Lesson 1.1, Page 12, Ex 1 r e Ethan Why? What happened?
or to-do list. I put the tasks in order;
when I was little. I could swim 1.14 Rebecca Well, first Mrs Dobson was
my studies come first, then my free
when I was six, and I could ride a Dan Did you do your maths angry with me …
time activities, and finally my social
bike before then! homework last night? Ethan Why?
life. I’ve got exams at the moment
Boy Hmm. I could swim when I was Emily No, I didn’t. I forgot. Can I Rebecca I didn’t hand in my
and I don’t want to fail – so I don’t
at primary school, but I couldn’t copy yours? geography homework. In fact …
meet my friends very often these
ride a bike … and I can’t now! I just Dan What? Are you joking? It’s I didn’t even bring my book to
days! I just say ‘no’ if I’m too busy!
wasn’t interested … wrong to cheat! school.
I also stop some of my hobbies
Girl I know. You were always more Emily Oh, thanks a lot! You know Ethan Did you do the homework?
for a while when I have important
interested in your school subjects! we get detention if we hand our Rebecca Yes! That’s what’s really
exams. Last week my football team
Boy You’re right. I could speak homework in late. annoying. I did it last night – I spent
had two matches. I really wanted to
French when I was about nine. Dan Tough! two hours on it!
play, but I said no to one of them.
Girl So could I! But I can’t … Ethan So what happened? Did you
Everybody understood why.
remember anything now. Dan Hey! Are you revising for the forget your book?
exam next week? You don’t want Rebecca Yes, I did. I woke up late 4
Lesson 0.5, Page 8, Ex 7 e 1.09 to fail it. this morning and everything went My first advice would be, don’t
Doctor Hello, Kieran. How can I Emily I know … When we did that wrong. I left my geography book at be afraid to ask your parents or
help you today? maths test last week, I got a bad home, I missed the bus, I was late teachers for help. Mine were always
Kieran Well, my back hurts a lot … mark. I was so depressed. I can’t for school and THEN I got a really there to support me during my
Doctor Did you have an accident? concentrate at the moment. bad mark in the French test. last exams. Oh – and it’s really
Kieran Yes, I did. I fell off my bike Dan Why not? What’s up? Ethan Oh, so did I! I thought it was important to have a comfortable
two days ago. Emily It’s Holly. She’s bullying me. really hard. place to study without distractions.
Doctor Oh dear. You should be Dan What? Rebecca Me too. Not too cold – and not too hot.
more careful! Can I have a look? Emily When I arrived at this school Ethan But I didn’t concentrate My room was so warm once that I
Kieran Sure. in September, I started to hang out very much in the last lesson. That’s fell asleep during a study session!
Doctor Hmm – I don’t think it’s with Holly and her friends. Then probably why I failed! Talking of sleep, I think that
anything serious. You’ve just got a we fell out and now she’s sending everyone needs at least eight hours
problem with a muscle. of sleep a night. If I have less than
170 Audio and video scripts
4124300 Vision TG2.indb 170 16/06/2020 16:58

that, I know that I don’t do so well Lesson 1.7, Page 18, Ex 3 e 1.23 Liam Really? But they have a She’s very good at motivating
at school. During my last exams I 1 uniform uniform for the rest of the school, herself and she wrote a study
decided to eat more healthily, and 2 homesick right? schedule, too, so that she spent
I drank lots of water, too. I think 3 single-sex Scarlett Sure, but when you get to the same amount of time on each
that if you take care of yourself 4 boarding school the sixth form, you can choose your subject. Every half an hour she took
physically, you feel better mentally 5 term own clothes. a break – she had a walk round the
and emotionally, too. 6 dormitories Liam So can you wear anything garden or had something to eat.
you want? She didn’t watch TV because she
Lesson 1.4, Page 15, Ex 3, 4 and Lesson 1.8, Page 19, Ex 2 e 1.24
Scarlett No – it’s not as good said it was a distraction. She passed
5 e 1.19 1 as that! You can’t wear anything all of her exams of course. I hope I
Student 1 I’m finding the work this term casual. They tell you to wear ‘office can do the same.
Teacher So, I’d like you to imagine quite difficult. I’m having a lot of clothes’.
that you need to find a good place 3
problems with history. There’s just Liam Office clothes? So what does
to study for your exams. You have Although he won the 1921 Nobel
so much to learn for the exam. that mean, exactly?
these three places to choose from. Prize in physics, Albert Einstein
I’m getting really bad marks in Scarlett Well – shirts, jackets and
Look at the three photos. Choose didn’t do well at school. He was
it – much worse than in the other ties for the boys, and smart skirts
the place that you prefer and justify expelled because he got into
subjects. Luckily, I’m doing really or dresses for the girls. But they can
your choice. trouble and he was lazy. But
well in music, which is the most wear trousers, too, if they want. I
Student I think B seems the best Einstein was good at maths and
important subject for me. My think it’s great!
choice. It looks very quiet and calm, physics. When his teachers said that
teachers say that I’m good enough Liam Hmm – I don’t agree …
and there’s a lot of space. Also, he wasn’t good enough to pass
to go to a music school after I’ve Scarlett Why not?
there aren’t any distractions. his exams at school, he decided
done my exams, so that’s a great Liam Well – I quite like wearing
Teacher Why did you reject the to teach himself. When he was
goal for the future. school uniform. That way I never
other places? sixteen years old, he wrote his first
2 waste time in the morning deciding scientific essay, and a year later, in
Student Well, I think B is better I go to a normal school, but it’s what to wear. In my opinion, if
than A, because there are always a September 1896, he passed the
got a really smart uniform. They you’re all wearing the same thing, Swiss Matura, with a top grade
lot of distractions in your bedroom. changed it last year. When I started then nobody worries about who’s
And B is better than C because of 6 in physics and mathematical
here, all the students just wore the most fashionable, or whose subjects. He also …
it’s difficult to concentrate in the black trousers and a top with the clothes look the best …
kitchen at home. There are usually 4
name of the school on. But then Scarlett I suppose that’s true. But
other people there, so it isn’t as Welcome to Bushmead Village
they decided that it looked a bit too uniform is so boring. We’re nearly
quiet as the other places. College. We are now closed. Year
casual, so they decided to change it adults now, and it’s nice to show
Student 2 7 will start the new term on 4
all. Now the girls all wear skirts and your personality with your clothes.
Teacher So, I’d like you to imagine September and years 8 to 11 will
everybody wears a jacket and tie. I Liam I agree with you on that. But
that you need to find a good place start on 5 September. The school
don’t mind it really, but it can get a how much do these ‘office clothes’
to study for your exams. You have will be open on 24 August when
bit hot wearing a shirt and tie in the cost?
these three places to choose from. students can pick up their exam
summer. Scarlett Well, I suppose I do spend
Look at the three photos. Choose results. For further details and
3 more on clothes now than before. to order school uniform for the
the place that you prefer and justify Well, my parents do! It’s probably
your choice. I’m feeling pretty stressed at the new term, please visit the school
moment. I was revising late last more expensive than school website. We hope you have a good
Student I prefer A. uniform … but everyone looks
Teacher And why do you say that? night, and I revised all weekend, summer break.
too, and I’m still worrying that I’m really smart, and I think it gives
Student I prefer studying in my a good impression of the school.
bedroom. It’s quiet. not doing enough work! My exams
start in two weeks’ time and I’m That’s really important. Unit 2
Teacher Why did you reject the Liam Maybe, but is it comfortable?
other places? taking nine different subjects. It’s Lesson 2.1, Page 24, Ex 2
too many! The teachers never talk Our uniform’s OK, because we r e 1.31
Student There are too many people don’t have a shirt and tie. It’s
in them. They aren’t quiet. about anything else. I’m really Dan Come on, Chloe! You have to
nervous and I’m finding it hard comfortable all year round, so we help me with the washing-up. Mum
Lesson 1.5, Page 16, Ex 5 e 1.21 to sleep, too. I think I need to find can concentrate on our work. I said so. She’s working today.
A tight, plain T-shirt and baggy some ways to relax and forget don’t see how a tight skirt can be Chloe Why does she have to work
trousers. about studying for a few hours. comfortable. on a Saturday? She never has to
A smart suit and a patterned tie. 4 Scarlett Well, we can’t wear work at the weekend.
A casual, loose top and brightly It’s nearly the summer and I’m really anything too short, or too tight – Dan She has to finish a business
coloured trousers. looking forward to the summer obviously. There are a lot of rules report for Monday, or something
holidays. But first – we’ve got some about what you can and can’t wear. like that.
Vocabulary booster 1.5, Page Liam So why not just have a
109, Ex 1 e 1.29 big exams! In the UK, there are Chloe But I already helped you! I
three big terms in the school year. uniform!? I don’t really see the fed the dog, remember?
belt scarf point …
boots shirt The first one starts in September Dan That was yesterday! We have
cardigan shoes and continues until Christmas, the Lesson 1.11, Page 22, Ex 4 to feed the dog every day – both
coat skirt second one is from Christmas until e 1.26 of us.
dress socks Easter, and the final one is this one Chloe Is it like this at your house?
1
gloves suit – the summer term. We do a lot of Do you have to do all these boring
Now listen carefully, please. You
hat tie sport in the summer term, but we jobs, like the washing-up?
have 45 minutes to complete the
hoodie top also do exams! At least we get six Aisha Yes, I do. Well, I don’t have
task. Please use a pencil to write
jacket trainers weeks’ holiday after them. to do the washing-up because my
your answers. Don’t distract other
jeans trousers mum does that … but I have to tidy
Lesson 1.8, Page 19, Ex 3 e 1.25 students and no cheating – that
jumper T-shirt my room and put my clothes away.
Liam Hey, Scarlett. How are things? means no mobile phones, and
sandals Chloe You’ve got pets, haven’t you?
What’s your new school like? don’t copy other people’s answers.
Do you have to feed the dog?
Vocabulary booster 1.5, Page Scarlett Oh, hi, Liam! It’s fine. I’m Hand in your test papers at the end
Aisha No, I don’t – my sisters do
really enjoying it. And do you know and leave quietly because there’s
109, Ex 3 e 1.30 that, but I have to walk the dog.
what the best thing about it is? another test going on next door.
checked Dan You see? Chloe is so lazy! She
Liam Umm – the teachers? OK, you can begin.
flowery doesn’t have to wash the car or
Scarlett No! Guess what – they 2 clean the bathroom every week,
spotty
don’t have a uniform in the sixth Last year my sister had some like me.
striped
form! important exams and she spent Chloe That’s different. Dad pays you
a lot of time revising in her room. and you never clean the bathroom!

4124300 Vision TG2.indb 171 16/06/2020 16:58

Dan OK … Neither of us cleans it! Jess Four. Do you have to do the Naomi There’s a dishwasher, so you that. I also have to do a lot of jobs in
You really have to pull your weight ironing? just have to load it. the house, like doing the hoovering
around the house, Chloe. Harry No, I don’t. My dad does that. Adam OK. That doesn’t sound too and the washing, and I also do the
Aisha I’ll help, too. I’ll sweep the Jess Your dad? bad. shopping.
floor. Harry Yeah, he likes ironing. Naomi They want us to organise Interviewer Do you have to do all
Chloe Thanks. You’re a star! Now I Jess I don’t have to do the ironing, some entertainment, like a quiz that every day?
just have to go and finish watching but I sometimes do it, if my mum is after the food. I don’t mind doing Jade Yeah, pretty much. I
that film on my laptop. really busy. My mum usually does it, that, but Jamie, how would you feel sometimes get a break when my
though. Five. Do you have to do the about helping me? auntie comes to look after Mum,
shopping? Jamie Umm … that isn’t the sort of maybe twice a month. Then I can
1 tidy your room
Harry Yes, for bread and milk and thing that I’m good at, I’m afraid … go to a youth club near my house.
2 do the washing-up
that type of thing. I usually go to Rose I’ll help with a quiz if you like. Interviewer And do you go to
3 do the ironing
the shop down the road. Naomi OK, great, so Rose can do school?
4 feed the cat
Jess Ugh, I hate shopping for food. the entertainment and you can Jade Er … yeah … of course! But
5 take the rubbish out
Luckily, my dad does the shopping, wash up with Adam, Jamie. I’m sometimes late because I have
6 load the dishwasher / unload the
so I don’t have to do it. Six. Do you Jamie That sounds better! to get Mum ready and then I don’t
dishwasher
have to walk the dog? Adam And then, at the end of the have much time for homework, so I
7 clear the table
Harry No, I don’t, because we party, I guess we all have to tidy up. occasionally get into trouble about
8 lay the table
haven’t got a dog. Naomi Yes, and take the rubbish that.
9 walk the dog
Jess Oh yeah, that’s right. You can’t out. We all have to help with that. Interviewer What about your
Vocabulary booster 2.1, Page answer this one then! I don’t have friends? Do they know about your
110, Ex 1 e 1.45 to walk our dog – my mum always home life?
OK, so there are lots of things that
armchair does it. She says she likes the Jade Yeah, they all know
we have to do for the party.
bath exercise. Right, seven. Do you have something about it, but my best
We don’t have to buy the food,
bed to lay and clear the table? friend Emma knows all about it. She
luckily.
bookcase Harry Yes, I lay the table and clear sometimes comes to visit. She said
chair the table every evening. Lesson 2.5, Page 28, Ex 4 e 1.39 to me, ‘You must tell the teachers
cooker Jess Oh, I don’t have to do it at all. access about your mum,’ but …
cupboard I just leave the table after dinner attachment Interviewer You mean the school
lamp and go and watch TV. Eight. Do you block doesn’t know?
mirror have to wash the car? cyberbully Jade Well no, the school knows
sink Harry No, I don’t. My parents go message about my situation, but sometimes
sofa to the car wash. How about you? password some of the teachers forget …
table Your dad’s sports car is always really post Interviewer Oh, I see. And what
clean. share advice have you got for other
Vocabulary booster 2.1, Page Jess Yes – that’s because he washes unfriend young carers?
110, Ex 5 e 1.46 it every weekend! He loves that car. upload Jade Well, you mustn’t try and
1 hoover He always spends hours doing it … do everything yourself. You must
2 hang out Vocabulary booster 2.5, Page always ask others for help if you
3 dust Lesson 2.3, Page 26, Ex 4 e 1.35 111, Ex 1 e 1.47 need it. Most people want to help
4 put away 1 give an opinion 1 turn on you. And you don’t have to have a
5 sweep 2 co-operate 2 lost the connection sense of humour, but it really helps!
6 mow 3 give someone a hand 3 technical support
4 have an argument 4 download Lesson 2.8, Page 31, Ex 6 and 7
Lesson 2.2, Page 25, Ex 4 e 1.33 5 responsibility 5 broken e 1.43
Harry Ah, Jess, I’m so tired! I have 6 lazy 6 error message Ellis Oh, hello. Is that Mia?
to do so much at home! I can’t 7 support 7 turn off Mia Yes, that’s me.
stand it. 8 a common goal Ellis My name’s Ellis Hammond. I’m
Jess Oh, really? My mum’s quite 9 pay attention to something Vocabulary booster 2.5, Page phoning about the room to rent. Is
chilled out. 111, Ex 4 e 1.48 it still free?
Harry So, what are you up to? Lesson 2.4, Page 27, Ex 2 and 3 export – import Mia Yes, it is.
Jess Oh … nothing much, just e 1.36 online – offline Ellis Oh, good. Can you tell me how
reading a magazine. Hey, there’s Naomi OK, so there are lots of outside – inside far away from the station you are? I
a quiz here called ‘Are you a things that we have to do for the underground – overground have to catch the train into the city
household helper or a skiver?’ … party. We don’t have to buy the upload – download centre every day for work.
Harry Hmmm … should be food, luckily. Someone else is doing
Lesson 2.7, Page 30, Ex 3 e 1.41 Mia Oh, we’re really close to the
interesting. Let’s do it. that. But we need someone to
awful station. You can walk there in ten
Jess Er, OK … Question 1: Do you make sandwiches, because you can
complicated minutes.
have to make your own bed? only do that at the last minute, and
fair Ellis That’s good news. So, how
Harry Yes, I do. I have to make my someone has to lay the tables, too.
fantastic many other people are there in the
own bed. My brother has to make Adam I don’t mind making the
hard-working flat at the moment?
his own bed, too. sandwiches, but I think we need
lazy Mia There’s just me and my friend
Jess Yeah, we all have to make our two people for that.
relaxed Alex. It’s got three bedrooms.
own beds at my place or our mum Naomi Rose, would you mind
simple Ellis And do you share the
goes mad! OK, question 2. Do you helping Adam with that?
stressed housework?
have to clean the bathroom? Rose Sure, no problem.
unfair Mia Yes, that’s right. Everyone has
Harry Yes, I do, actually. I have to Jamie And I’d be happy to lay the
to help to tidy the living room, do
clean it every week. It’s a pain. tables. Lesson 2.8, Page 31, Ex 2 and 3 the washing-up, take the rubbish
Jess Wow, I don’t have to clean Naomi Thanks, Jamie. I can do that e 1.42 out – that sort of thing.
our bathroom at all. My sister does with you, too. Then afterwards, Interviewer Jade, you’re one of the Ellis Well, that sounds OK. So, the
it. Three. Do you have to tidy your obviously we need people to clear estimated 700,000 young carers in rent is £110 a week, but the ad also
room? the tables and do the washing- the UK. What kind of things do you mentions a deposit …
Harry Er … yes, I do. But I don’t do up. Adam and Rose, could you be have to do for your mum? Mia That’s right. You have to pay a
it very often! responsible for that, too? Jade Well, basically, I have to look deposit of £440 before you move
Jess Really? I have to tidy my room Rose That’s quite a big job. Do we after her. She can’t walk very well in – so that’s four weeks’ rent.
every day. have to do the washing-up, or is and she’s in bed a lot of the time, Ellis Does the room have furniture
Harry Every day? That’s a bit much. there a dishwasher? so I have to help her to get dressed in it?
and have a bath and things like

4124300 Vision TG2.indb 172 16/06/2020 16:58

Mia It does. It’s got a bed, a desk Vocabulary booster 3.1, Page Lesson 3.3, Page 38, Ex 4 e 1.52 8 relax by the pool
and a wardrobe. You needn’t bring 112, Ex 1 e 2.10 paraphrase 9 follow a map
any furniture with you. 1 plane 8 helicopter report 10 ask for directions
Ellis It all sounds good. Could I 2 underground 9 lorry summarise
Vocabulary booster 3.5, Page
possibly come round and see it 3 van 10 scooter translate
tonight? 113, Ex 1 e 2.12
4 coach 11 bike Lesson 3.4, Page 39, Ex 2 and 3
Mia Sure – come any time after six 1 safari
5 car 12 train
o’clock. e 2.02 2 beach holiday
6 ferry 13 motorbike
Man Hello. Can I help you? 3 adventure holiday
Lesson 2.11, Page 34, Ex 6 7 tram 14 bus
Boy Yes, thanks. I’d like a ticket to 4 backpacking trip
e 1.44 Vocabulary booster 3.1, Page Liverpool, please. 5 camping trip
1 112, Ex 6 e 2.11 Man Single or return? 6 skiing holiday
OK, now, if you could please listen 1 crash Boy Single, please. 7 city break
for a moment … The next step is 2 get lost Man Thanks. That’s £12.65, please. 8 cruise
where you put it all together. So 3 break down Boy Here you are. When does the
Vocabulary booster 3.5, Page
you cut the bread like this, and if 4 flat tyre next train leave?
Man It leaves at 9.55. Do you want 113, Ex 5 e 2.13
you see, the cutter’s got this special 5 run out of fuel
to book a seat? 1 check in
edge that makes it look nice. You 6 traffic jam
Boy Uh, no thanks. Which platform 2 take off
can buy these in the cook shop in Lesson 3.3, Page 38, Ex 2 and 3 3 passenger
the High Street. OK, and then you does it leave from?
e 1.51 Man From Platform 4. 4 flight
choose what you want to put on – 5 board
Woman Excuse me. Can you tell Boy Do I need to change trains?
like this: cheese and some olives … 6 delay
me how I can get to Katowice from Man No, you don’t. It’s direct.
and you have the perfect food for 7 flight attendant
here? Boy And how long does the
your party. 8 land
Man Przepraszam, ale nie journey take?
2 rozumiem. 9 arrivals
Listen, we haven’t got much time Man About an hour and a quarter.
Woman Oh – umm … Katowice? Boy Thanks a lot. 10 departures
before people start getting here, so From here? How can I do it?
we’d better get going … and yes, Man You’re welcome. Lesson 3.7, Page 42, Ex 5 e 2.06
Man Przykro mi, ale nie mówię po 1 waterproof
yes, I know I’m late, I’m sorry, there angielsku. Lesson 3.5, Page 40 Ex 2
was nothing I could do. Anyway, 2 cosmopolitan
Girl Excuse me, my name’s Kasia. r e 2.03
Jack, could you go into the sitting 3 exhibits
Can I help you? Chloe Where does this thing go?
room, make sure it’s all tidy and 4 jet lag
Woman Ah, you speak English! I’m hopeless at putting a tent up …
put out some crisps and peanuts? 5 tourist attraction
That’s great – thanks! I need to get Emily It isn’t that hard. I’ll do it if
Emily, I need you to make sure that 6 ancestral homeland
to Katowice because I’m meeting you want. Anyway, you wanted to
the music is ready, and Alice, you 7 harbour
someone there this afternoon. come on a camping trip!
can stay in here and help me with 8 wildlife
Girl What do you need to know Chloe Yeah, well, I’d rather be
the food, OK? exactly? relaxing by the pool. Lesson 3.8, Page 43, Ex 2 e 2.07
3 Woman I want to find out where I Jamie Hi. Do you need any help? Dominic So, Amelia – did you book
You know, I had a woman in here need to change trains. Shall I help you put your tent up? the flights?
last week, and she bought one of Girl OK – let me ask. Przepraszam, Emily No, thanks. We’re fine! Amelia Yes, I did. Our flight leaves
these a month or so ago, and she ta pani pyta, jak dojechać do Chloe Speak for yourself! Yes, on the ninth of October, but we
was almost angry with me. She Katowic. please. That’s very kind of you. I’m arrive on the tenth.
said, ‘Why didn’t you tell me about Man Ah, OK. Będzie musiała Chloe, by the way, and this is Emily. Dominic And which airport are we
this before? I can’t believe that I did pojechać pociągiem do Krakowa. Jamie I’m Jamie. Will you pass me flying to?
everything by hand before when Następny odjeżdża o 11.45. W that peg? Amelia Christchurch. Look, I’ll
this cleans everything so well!’ You Kakrowie musi się przesiąść do Chloe Yeah, here you are. show you on the map. Christchurch
know, so it’s not just me saying it, pociągu do Katowic, który odjeżdża … is in the South Island. We’re
but if you do want one, you’ll have o 12.35. Jamie Why are you looking at that staying there for two nights in a
to move fast because I haven’t got Girl Dziękuję. He says that you map? Are you going sightseeing? backpackers’ hostel, then we’re
that many left. need to get a train to Krakow and Emily No, we need to go to the going to the Southern Alps.
4 change trains there. village to buy some food. I’m Dominic The Alps?
OK guys, let me tell you about my Woman Oh, that’s great. When does starving. Amelia Yes – the mountains in New
morning. Well, while you were in the next train to Krakow leave? Jamie I’ll give you a lift on my Zealand are called the Alps, too.
bed I did your laundry and then Girl It leaves at 11.45. scooter. But I can only take one of They’re called the Southern Alps
I went to the supermarket. And Woman Thanks. And how long do I you. and they’re in the South Island.
then at eleven, you came down for have to make the connection? Chloe I’ll come with you! Thanks Dominic Brilliant! I’m really looking
breakfast, which I made for you, Girl Hmm … trains to Krakow very much. Emily, you can stay here. forward to this holiday! I’m going to
and then when you went into the take half an hour, and your train Emily All right, I’ll sunbathe or go take loads of photos.
living room to watch TV, I did the to Katowice leaves at 12.35 – so on a boat trip or something! Amelia Me, too! It’ll be amazing.
washing-up you left behind. Now you’ve got … 20 minutes between … Remember, we’re going to be busy,
the last time I looked, I didn’t see trains … Chloe Jamie, we’re off now. though. We’re going hiking and
the sign outside saying ‘Hotel’, but Woman That’s great, thanks. Jamie Will you call me when you mountain biking around Aoraki.
maybe I missed it. Is there a vending machine for get back home? Dominic Aoraki?
tickets? Chloe Of course, silly, I won’t forget. Amelia Yes – it’s the highest
Unit 3 Girl Sorry, I don’t understand.
Woman Oh sorry. I mean a machine
Emily The bus leaves in a minute!
We need to get a move on!
mountain in New Zealand. It’s also
called Mount Cook.
Lesson 3.1, Page 36, Ex 3 e 1.50 … that sells tickets. Chloe I’ll Skype you tomorrow. Dominic Oh … so are we camping
1 change trains Girl Ah, yes. Over there – there’s Emily Honestly, Chloe, you know in the mountains?
2 convenient a sign that says bilety. It means that holiday romances never last! Amelia No, we aren’t. Look at this
3 get to ‘tickets’. I think you can get the … we’re staying in this hotel – right
4 booked the seats instructions in English. next to Aoraki.
1 shop for souvenirs
5 environmentally friendly Woman Oh, that’s good news! Dominic Ah – it looks awesome. So
2 do watersports
6 hire Thanks a lot! are we going rock climbing too?
3 eat out
7 public transport Girl You’re welcome. Amelia Um, I don’t know. Let’s
4 put a tent up
8 reliable decide that one when we’re there.
5 go sightseeing
9 miss the connection Dominic How long are we staying
6 explore the local area
10 give us a lift there?
7 get to know the local people

4124300 Vision TG2.indb 173 16/06/2020 16:58

Amelia A week. Then we’re going
to Queenstown – and Kawarua
Newcastle airport. We are arranging
buses to bring all the passengers
we’re putting on scuba diving for
beginners instead, which is always
Unit 4
Bridge! back to Edinburgh. very popular with our teenagers. Lesson 4.1, Page 48 Ex 2
Dominic Hey! For the bungee 5 We provide all the equipment, so r e 2.14
jumping! I remembered that part! Girl I’m just booking our train no need to worry about that, and Alex Excuse me, is it OK if I sit here?
Amelia Are you sure you still want tickets online, Matt. Which train it lasts a full day. I’m sure they’ll Harry Sure.
to do it?! shall we get? love it. Now, that probably sounds Laura Cool T-shirt. Did you go to
Dominic Of course! New Zealand’s Boy Erm – not too early! a bit energetic, so for parents we’ve Glastonbury last year?
famous for bungee jumping, and Girl There’s one at nine o’clock. Is arranged a trip to the Ashmead Alex Yes, I did. It was awesome!
that’s the most famous bungee that OK? Museum – they’ve got a fantastic Have you ever been to a music
jump in the world! What about you? Boy Yes, fine. That’s a busy time, exhibition on at the moment which festival?
Amelia You’re joking! I’m not going though. Shall we try to book seats? I’m sure you’ll love. Laura Yes, we have. We went to
to do it! I’ll watch you. Girl OK. So do you mind where 4 Glastonbury last year, too. We saw
Dominic Hmm – we’ll see! So when we sit? M Hi. I’m James Richardson. Ed Sheeran.
are we flying home? Boy No, not really, but I’d like a F Hello, Mr Richardson, how can Harry We tried to meet him
Amelia Hold on. I’ll just check table. It’s quite a long journey. I help? after the gig, but we didn’t stand
… Hmm … We’re staying in Girl OK – so, a table – NOT in first M Well, I’m flying back to England a chance. Have you ever met a
Queenstown for four nights after class, obviously! – do you want to tomorrow with the family, and we celebrity?
the bungee jump. There’s a lot to be in the Quiet Zone? You know – leave at seven in the morning. Alex Um, no, I haven’t. Well … I
see and do in Queenstown and the no phones or headphones? F OK, so you’ll need to check in at met someone from our local TV
nightlife is brilliant. Then it’s back Boy No! Definitely not! Just five, which means leaving here by news in a supermarket last week.
to Christchurch for two nights. And ordinary standard class. 4.30, and I’m afraid that’s too early Does that count?!
we’re going home on … er … the for the first bus. So I’ll order you a Harry Not really!
twenty-fifth of October. Lesson 3.11, Page 46, Ex 2 Laura Well – we’ve been on TV!
taxi, and shall I book you an alarm
Dominic Great! I can’t wait! e 2.09 call? Alex Yeah? When was that?
1 M Yes, thanks. Laura Two weeks ago. We were on
Lesson 3.8, Page 43, Ex 3 and 4
When I leave school in July, I’m F Have you got a lot of luggage? a talent show. We were singing, but
e 2.08 going to Canada for two months. M No, just cabin bags. we didn’t win.
1 It’ll be a sort of holiday, but I’m Harry Laura!
Good afternoon ladies and 5
working too. I’m going to spend Like many of Europe’s top Alex You’re winding me up!
gentlemen, and welcome to the the first month in Quebec, where Laura Yes, OK – you’re right. We
18.45 to Bristol Parkway, which destinations such as Rome, Venice
I’m staying with a lady who runs and Barcelona, the beautiful city haven’t done anything really
arrives in Bristol Parkway at 21.30. a restaurant. She says she only exciting … What about you?
Passengers please note that the of Dubrovnik in Croatia is facing a
speaks French, which is fine by me, real problem – there are just too Alex Um … I’ve been paragliding.
restaurant is closing in fifteen because that’s the whole point of Harry Wow! I’ve never tried that.
minutes. If you wish to buy any many tourists. Many local people
this trip really. Even so, I hope she’ll have moved away from the city to Where did you do it?
food or drink, please go to the also teach me a bit about cooking Alex In California. I visited my
restaurant now. It is situated in escape the crowds, traffic jams and
while I’m there, and since I’ll be noise that every summer brings cousins there three years ago. It
coach 5, at the back. working in the restaurant, there’s was quite scary!
and they want the city authorities
2 a good chance she will. After that, to do something about it. One Laura Sounds great. I’ve never
Man Ah hello, can you help me? I’m off to Sunrise Ranch, where suggestion is to limit the number of been to America – or done any
I’ve got this ticket for the 11.20 they have more than a hundred cruise ships to no more than two a extreme sports.
crossing to France, but we’re early horses. They do riding holidays for day. These are a particular problem, Alex Oh no – I’ll tell you another
… so I’m wondering if we can get kids from Quebec, so I’m going to because the ships bring thousands thing I’ve done.
an earlier ferry instead? help out there for the last month, of tourists all at the same time. Harry What’s that?
Woman Let me just see if there are you know, doing whatever they ask Although the visitors often only Alex I’ve forgotten to meet my
spaces on the 10.20 … umm, yes, me to. stay for a few hours, a small city like girlfriend – and now she’s really
that seems to be OK. Is it just one 2 Dubrovnik can’t manage such huge annoyed. Sorry! I need to go!
car? F Hey, Jack, are you all going to go numbers. Lesson 4.1, Page 48, Ex 3 e 2.15
Man Yes. to France again for your holiday this 6 1 go to a music festival
Woman And how many people are summer? M I’ve found a really nice campsite 2 meet a celebrity
travelling? M Yes, Dad booked us a hotel last for us to stay in. 3 win a competition
Man Two. week. F Oh good, is it one we’ve been to 4 live abroad
Woman Yes, that’s fine. I’ll do that F How are you getting there? before? 5 go paragliding
for you. M Well, I wanted us to fly rather M Well, I was trying to find that 6 enter a talent show
3 than drive because it’s such a long place by the river where we stayed 7 see a ghost
Man You OK, Zoe? way. The trouble is that all the last time, you know, and we went 8 work as a volunteer
Girl Yes, I’m OK. I’m just bored. It’s cheap tickets are either before the swimming, and then I clicked on 9 raise money for charity
such a long journey. When did we school holidays or after we go back. the link to this one, and I think it’s 10 do work experience
leave? F Hmm, there’s always the train? going to be even better.
Man About ten o’clock. That’s really good. F Where is it exactly? Lesson 4.1, Page 48, Ex 5 e 2.16
Girl And how much further is it? M I know, but to get tickets for M Well, it’s about 30 kilometres 1
Man About another hour. Shall I August, you need to book months outside Paris, but there’s a fast train It was quite hard at first. I missed
put some music on? in advance. that gets you right to the city centre my old home, and learning a new
Girl If you want … can’t you go a F It sounds like you haven’t got in about 10 or 15 minutes. language took lots of time. But
bit faster? much choice. F Well that sounds fine. it’s OK now. The people are really
Man No, I can’t! I don’t want to M No, I just hope the traffic isn’t M Yeah. I mean, it hasn’t got a friendly and finally I can understand
break the speed limit. too bad. restaurant or anything, but there’s a them!
4 3 pizza place and a little supermarket 2
Passengers waiting for the arrival Oh, hi Mrs Smith … I just wanted in the village nearby, so we should Working for an IT company is really
of flight TA576 from Amsterdam – to tell you about the activities that be fine in the evenings. interesting! I’m only here for a
that’s the TA576 from Amsterdam we’ve got planned for tomorrow. week, but I’m learning a lot. I prefer
– please note that because of I know your son and daughter it to being at school!
the extreme weather conditions wanted to do the under-sixteens 3
this evening, that flight is not tennis, but we’ve had to move that Thank you very much everyone for
landing here at Edinburgh airport. to next Friday because it looks giving us your time this morning
Instead, flight TA576 is on its way to like it might rain tomorrow. So and for offering to help out the

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runners in the marathon. Your job be a sports coach or a PE teacher Vocabulary booster 4.5, Page Lesson 4.8, Page 55, Ex 5 and 6
will be to show the runners which some day. 115, Ex 4 e 2.29 e 2.25
way to go and to give out bottles of bored boring Announcer Good evening! And
water. In a moment, we’ll put you tired tiring welcome to Film Forum. Tonight
1 full-time B
into groups of three, and we’ll tell disappointed disappointing we’re going to be talking about
2 part-time F
you where you have to stand along interested interesting the popularity of foreign-language
3 qualifications C
the route of the race. annoyed annoying films in British cinemas. With me
4 CV G
4 5 wages A embarrassed embarrassing tonight I’ve got Philip Black, who’s
I can’t believe what just happened. 6 candidate D fascinated fascinating studied the number of people
I was just walking to the bathroom, 7 interview E frightened frightening visiting cinemas in Britain over the
and there it was – it looked like surprised surprising last year. So, Philip, what have you
there was a person on the stairs! Lesson 4.4, Page 51, Ex 2 and 3 excited exciting found out?
It was really scary, but I didn’t take e 2.19 shocked shocking Man Well, Katy, the number of
a photo. Now nobody will believe Man Hello. Lee, isn’t it? Thank you people who’ve visited cinemas in
me! for coming. Please sit down. the UK has actually gone down
Verbs: compose, publish, exhibit
5 Boy Thank you. recently. I don’t think that anyone
Events: performance, concert,
This is amazing! The atmosphere’s Man So, Lee, I’d like to know why is going to find that particularly
opera
great. When is the next band on? you’re interested in this summer job surprising, because, of course, so
Creative people: composer,
Have I got time to go back to the with us? many people are now watching
musician, artist
tent and get my coat? I don’t want Boy Well, I’m very interested films on the internet instead
Other nouns: novel, series,
to miss any of the singers. in animals, and I like working of in the cinema. But there is a
orchestra, paintings, exhibitions, art
outdoors. fascinating trend in British cinemas
6 galleries
Man Great! And have you got any at the moment. The number of
Look – over there! I don’t believe people going to watch foreign-
relevant experience of working Lesson 4.8, Page 55, Ex 2 and 3
it. It’s that woman from that TV language films has slowly gone up.
with animals? e 2.24
programme! I’m going to talk to Now, films in Indian languages –
Boy Well, I’ve never had a job with Tess What are you looking at on
her. Umm, excuse me … I’m a really the famous Bollywood films – have
animals, but we’ve got lots at home your phone, Connor?
big fan. Could I get a selfie with always been very popular in British
– three dogs and two cats – and Connor Oh, I’m reading about all
you? cinemas because of the large South
we’ve had horses in the past, too. I these teenagers that have done
Vocabulary booster 4.1, Page live on a farm. amazing things with their lives so Asian community that we have
114, Ex 1 e 2.26 Man That’s interesting. Well, you far … here. In recent years, all the top
1 have an accident know that ours isn’t a working farm. Tess Like who? foreign-language films in the UK
2 write a blog It’s a farm for visitors, especially Connor Well, there’s a seventeen- have come from India, sometimes
3 have a pet families with young children. Have year-old girl here who has written earning over a million pounds in
4 see a scary film you ever worked with children and sold two novels!  ticket sales. But the biggest news
5 find money in the street before? Tess Really? That’s impressive … in British cinema at the moment is
6 lose your keys Boy Yes, I have. Last summer I did Connor … and a boy here who Polish-language films.
7 ride a horse some work experience at a primary went up Mount Everest when he Announcer Oh, wow! Is that
8 stay up all night school. was only thirteen. because of the UK’s large Polish
9 act in a play Man Great! So what makes you the Tess Thirteen! That’s crazy. Wasn’t it population?
10 post a video online right person for this job? dangerous? Man That’s right. In recent years,
Boy Well, I’m very patient – both Connor Well, yes, I expect it was. around a million Polish people have
Vocabulary booster 4.1, Page with animals AND children! I’m But he did it! It makes me feel really moved to the UK, and Polish films
114, Ex 5 e 2.27 hard-working and I don’t mind lazy. I’m quite embarrassed that I’ve have slowly become big business in
1 apply for a job C getting dirty! never done anything like that! our cinemas here.
2 get a job D Man That all sounds good. Tess Well … what about your Announcer What type of films are
3 do an apprenticeship A Boy Can I just ask what exactly the music? You’ve written lots of songs, we talking about here?
4 get a qualification (in) F job involves? haven’t you? Man Well, a lot of Polish films in the
5 get a degree (in) E Man It involves looking after the Connor Yes, I have. UK tend to be exciting thrillers, but
6 do training (in) G animals – cleaning and feeding Tess Then you’re a composer! … or there are some popular romantic
7 do a course B them, showing them to the public a songwriter at least! comedies, too. For example, the
Lesson 4.3, Page 50, Ex 2 and 3 and answering people’s questions Connor Hmm. I suppose you’re series Letters to Santa is now on its
e 2.17 about them. right. third film!
This summer I’m working part- Boy I think I can do all that! Tess And you’ve performed in Announcer That’s really interesting,
time at a children’s summer Man Good – so have you got any public lots of times. You can sing Philip. So – next time I see that
camp. Children come here mainly other questions? and play really well! there’s a Polish film at my local
because their parents have to work Boy Yes, could you tell me what the Connor Thanks – that makes me cinema, I’ll go and check it out!
during the summer. So we do lots hours are, please – and the wage? feel better! But it hasn’t made me
of activities with them – mainly Man The hours are Monday to famous, has it? Unit 5
sports. I saw an advert for this job Friday, 10 till 4. And the wage is £8 Tess No, it hasn’t. But why’s it so
an hour. important to be famous? Have you Lesson 5.1, Page 60, Ex 2a
in the local newspaper. I had to
ever met a celebrity? e 2.30
go for an interview, but they were Lesson 4.5, Page 52, Ex 4 e 2.21
Connor No, I haven’t. 1 get engaged to someone
very friendly, and I didn’t need any Positive: amazed, fascinated, proud,
Tess Well, I have. I met a famous 2 go on a date with someone
particular qualifications. I just had relaxed
writer once. She was signing copies 3 cheat on someone
to be the right type of person for Negative: annoyed, disappointed,
of her new novel in a bookshop and 4 split up with someone
the job. I think it’s a good job for embarrassed, frightened, guilty,
I took my copy along. 5 have a crush on / fancy someone
me because I’m really interested shocked
Connor What was she like? 6 fall in love with someone / be in
in sports, and I’m used to being
Vocabulary booster 4.5, Page Tess She was horrible! She was love with someone
around little children. I’ve got three
younger sisters! That means that I’m 115, Ex 1 e 2.28 really rude and she didn’t want Lesson 5.1, Page 60, Ex 2b
patient with the children that come 1 nervous 5 angry to talk to anyone. She just signed e 2.31
here. I’m also very hard-working. 2 happy 6 excited the books really quickly then 1 go out with someone
The hours are 10 o’clock till 3.30, 3 surprised 7 sad disappeared! I’ve never been so 2 get divorced from someone
Monday to Friday, so that’s OK. The 4 bored 8 worried disappointed in my life! 3 get on well with someone
wages aren’t bad for a part-time 4 get back together with someone
job, but really I’m doing it for the
work experience, because I’d like to

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Vocabulary booster 5.1, Page Girl Yes, I’ve already bought a book Boy Well, you shouldn’t worry too Lesson 5.6, Page 65, Ex 5 and 6
116, Ex 1 e 2.44 about local customs. Did you know much! But good manners are very e 2.38
1 boyfriend 6 married that it’s rude to touch the top of important to Japanese people. Annie My best friend’s name is
2 relationship 7 best friend people’s heads in Thailand and There are some customs that you Vicky. We started at this school on
3 girlfriend 8 wife some other Asian countries, too? ought to know about … the same day, six years ago, and
4 friendship 9 single Dad Oh really? Why is that? Girl Like …? we’ve always got along well. But
5 husband Girl The book says it’s because the Boy Well, it would be a good idea we’ve been best friends since we
head is the most important part to take a few presents with you. were in a school play together two
Vocabulary booster 5.1, Page of the body. So remember: don’t Because the family will probably years ago.
116, Ex 4 e 2.45 touch my hair and mess it up when have loads of presents for you, and Tim I’ve got two people I could call
1 fall for D we’re there, like you usually do! We exchanging gifts is an important my best friend, but I’m going to tell
2 ask out E need to respect their customs. custom in Japan. you about Alex. He’s a guy I play
3 go off B Girl What sort of things should we football with. We’re in the same
2
4 make up G take? team. We’ve been in this team for
Man Have you met the new
5 settle down C Boy Oh – nothing expensive. Why eighteen months. I didn’t know him
receptionist?
6 get over A not just take some nice biscuits, or before that – he doesn’t go to my
Woman Aisha, yes, why?
7 turn down F some English tea? school.
Man Have you noticed that she
Lesson 5.1, Page 60, Ex 6 doesn’t shake hands with people Girl That’s a good idea. What about Sean My best friend is a girl. Her
r e 2.32 when she meets them? customs in people’s homes? name’s Melissa, and I haven’t
Olivia How’s it going with Abel? Woman Um, yes. I actually asked Boy Well, nobody wears shoes known her very long – just since
Chloe We’re getting on really well. I her about it. in the house. That’s really bad the summer. We stayed at the same
think we’re in love … Man Oh really? Was she angry? manners. You should always take hotel in Spain for two weeks in July.
Olivia You’ve got a crush on him, Woman No, no. I was polite and we your shoes off – even in some Since the holiday, we’ve texted
that’s all. had an interesting conversation. restaurants. each other every day and we’ve
Chloe It’s much more than that! She’s from Egypt and in her culture Girl Oh, OK … made plans to go to a concert
We’ve already been on four dates. she doesn’t shake hands with the Boy Oh – and people never talk together next month. We have so
We went on our first date on my opposite sex. loudly in public. For example, you much in common!
birthday. It was really romantic. So Man Oh, I see. shouldn’t use your phone if you’re
on a train. That’s quite rude. Lesson 5.7, Page 67, Ex 6 e 2.40
that’s … three weeks. Woman Yes, she explained that the bride
Olivia Three weeks? Ha! The best way to greet a woman in Egypt Girl I see. OK, thanks!
Boy So … are you all ready for your bridegroom
romance of the century! is to put your hand on your chest, ceremony
Chloe Don’t be sarcastic! I know instead of shaking hands. trip?
Girl Well, not really. I’ve bought marriage
you fancy him, too. Man Oh, that’s useful to know. I’ll reception
Olivia I don’t think so. He’s a bit try to remember that in future. some new clothes and things, but I
still haven’t learned any Japanese. ring
short for me. 3 spouse
Chloe Yeah, he is quite short, Woman 1 Did you see that? Do you think I should learn some
phrases? wedding
I guess, but he’s so gorgeous! Woman 2 What?
Anyway, Abel’s sister’s just decided Woman 1 Those people have just Boy Yes, that would be a good Lesson 5.8, Page 67, Ex 2 and 3
to get married. He hasn’t told me pushed into the queue! idea. I’ve got some Japanese e 2.41
when the wedding is yet, but we’re Woman 2 Really? phrasebooks. Why don’t you Radio host Today on The Food
going to go to it together! Woman 1 Yes, they went straight to borrow them? Show, I’m joined by Diane Hodges
Olivia So, do you know his sister? the front and stood at the desk. Girl Thanks – good idea! as we continue our conversations
Chloe No, I don’t. I haven’t met his Woman 2 Well, maybe they don’t Lesson 5.5, Page 64, Ex 4 e 2.37 about celebration foods around the
family yet. realise that in Britain we have a 1 tiny G world. Welcome, Diane. So, today
Olivia Have you introduced Abel to custom of always queuing. Maybe 2 valuable H I think you’re going to talk to us
your mum yet? they didn’t even see the queue! 3 fashionable A about weddings, is that right?
Chloe No, I haven’t. To be honest, Woman 1 Hmm. Well, I’m going to 4 basic B Diane That’s right, Chris. Well, the
I still haven’t told her I’ve got a tell them. Excuse me? Excuse me? 5 colourful I obvious food tradition here in the
boyfriend. Woman 2 Shhhh! 6 brand new D UK is the wedding cake. Since the
Olivia You’re going to Abel’s sister’s Woman 1 What’s the matter? 7 practical F nineteenth century a wedding
wedding, and you haven’t told your Woman 2 Don’t shout at people! It’s 8 ugly E cake has traditionally been a
mum about Abel yet! bad manners! 9 light C fruit cake, with different levels,
Chloe No, I haven’t found the right Woman 1 Oh yes, you’re right. I’ll go usually decorated in white. But the
moment yet … and speak to them instead. Vocabulary booster 5.5, Page tradition of the wedding cake is
Olivia Well, chances are that you’ll 117, Ex 1 e 2.46 gradually changing. For example,
split up before your mum knows Lesson 5.4, Page 63, Ex 2 and 3 1 headphones do you know what a groom cake is?
you’re an item – and before his e 2.35 2 laptop Host A groom cake? No, I don’t.
sister’s wedding! Boy Hey, Anna, I’ve just heard 3 sunglasses Diane Well, the custom originated
Chloe Oh, thanks, Olivia! that you’re going to Japan in the 4 bag in the US, but it’s becoming more
holidays – lucky you! 5 keys and more popular here in the UK.
Lesson 5.3, Page 62, Ex 2 e 2.33 Girl That’s right. You’ve been there, 6 ring Basically, a groom cake is a second
bad manners haven’t you? 7 make-up choice of cake for guests who
comfortable Boy Yes, I have. We went a couple 8 games console don’t like fruit cake. What makes it
custom of years ago. 9 skateboard special is that they often decorate
good manners Girl We’re staying with one of my 10 wallet the groom cake to reflect the
polite dad’s business colleagues and his 11 watch bridegroom’s favourite hobbies or
queue family. I’m sure they’re very nice, 12 necklace sports.
respect but we haven’t met them yet, and 13 hairbrush Host How interesting!
rude I’m a bit nervous. 14 purse Diane Yes. So things are
uncomfortable Boy What about? 15 earrings changing …
Lesson 5.3, Page 62, Ex 4 and 5 Girl Well, just about everyday 16 phone Host Now, I’ve just been to a
e 2.34 customs and things like that. wedding, and at the reception
Japanese culture is a lot different Vocabulary booster 5.5, Page
they gave us all gifts of coloured
1 to ours. Is there anything I ought 117, Ex 4 e 2.47
almonds in a bag. How long has
Girl I’m so excited about our to know before I go? What’s your 1 wood 5 wool
that been a tradition here?
holiday! advice? 2 gold 6 metal
Diane Oh … for a long time now,
Dad Me too! Are you reading a 3 plastic 7 cotton
I think. It’s a big tradition in Italy
guidebook? 4 leather 8 silver

4124300 Vision TG2.indb 176 16/06/2020 16:58

and in Greece as well. There must
always be an odd number of
Boy We went to a local restaurant
and we just had fish and chips!
Unit 6 Joe Phew, that’s good. What do we
need, then?
almonds, like five or seven, because Girl What? No big hotel, or fancy Lesson 6.1, Page 72, Ex 2 Mia Well – lots of clothes for wet
numbers like that can’t be divided. meal? r e 2.48 weather. It is Scotland, so it’ll
It’s a symbol of unity. The colourful Boy No – it was all really casual, but Aisha I can’t wait to go on the probably rain! And you’ll need your
sugared almonds represent the it was great! geography field trip to Lulworth walking boots – we’ll definitely do
sweetness and the problems of Girl Have you got any photos of it? Cove next Friday. lots of walking.
married life. Sweet things play a Boy Yes, I took loads. I’m going to Max What? Are you kidding? We’ll Joe Will there be lots of hills, then?
big part in lots of weddings. For make a book of wedding photos for spend most of the time counting Mia Er, not exactly hills. We’re
example, in India the bride and my uncle and his wife, but I haven’t the cars in the car park. Or maybe going to the mountains!
groom traditionally eat yogurt and printed them out yet. we’ll check how much erosion there Joe Oh, it sounds great. What
honey together. is on the path along the cliffs. It’ll about cycling?
Lesson 5.11, Page 70, Ex 4
Host So cakes and sweets are probably be incredibly boring. Mia I don’t know – they didn’t
obviously a big part of weddings, e 2.43 mention cycling, so we probably
Aisha No, it won’t. It’ll be great
but what about other types of 1 fun! There’s a beautiful beach won’t do that.
food? My best friend Gail and I spent a with a bay, and lots of caves and Joe Do we need our swimming
Diane Well, in Germany they have lot of time together before the lovely waterfalls. I think I’ll take my costumes? Perhaps we’ll go to the
a special soup for weddings. They wedding, and it was such good swimming costume. We may be beach.
serve it at the very start of the fun helping her – and there was able to go swimming. Mia Well, we won’t be very near
reception. It’s a pretty ordinary so much to think about, you know, Max Swimming? It’s only May! the sea, but there will be lots of
soup, actually, with chicken or meat the beautiful dress, the flowers, the The sea will definitely be freezing! lakes. I suppose we might go
and vegetables – maybe some big party. We worked on it together I mean, it’s practically the Atlantic swimming in one of them, but it’ll
eggs. Historically, the bride and almost every weekend for more Ocean. You might see some probably be too cold.
groom would share the same bowl, than three months, and I think we icebergs or penguins, I suppose … Joe Will I need my tent?
and begin eating the soup at the did a fantastic job. The wedding Aisha Ha, ha, very funny. The Mia Yes, you will. We’re camping
same time, symbolising a happy itself went really well, and everyone weather might not be so bad. in a forest in one of the valleys. Oh
marriage. Now that tradition is had a wonderful time on the day. Anyway, we’ll probably draw the – and we’re going on a boat trip to
more or less forgotten. But people 2 rock structures in the cliffs. You love see some islands.
still enjoy the soup! I guess I was expecting the drawing, so that certainly won’t be Joe Oh no … I definitely won’t
Host That’s great. And what about wedding I’ve just been to in Greece boring for you. enjoy that!
wedding bread? to be more or less the same as Max Yeah, maybe that’ll be OK. Mia Why not?
Diane Well, in a lot of European weddings here, but it wasn’t at all Do you think we’ll go kayaking in Joe I feel really ill on boats! I’ll
countries, bread has played a big … For example, here everyone sits the sea? probably be sick!
part in wedding ceremonies for quietly during the ceremony and Aisha Perhaps we will. Why don’t Lesson 6.3, Page 74, Ex 2 e 3.03
hundreds of years. Often families listens, but there, the strange thing you ask Miss Frost? 1 tent
bake a highly decorated loaf of was that people just sat where Max There’s no point asking her. 2 sleeping bag
bread to present to the happy they liked, and chatted to their She’ll definitely say no. She’s no fun. 3 compass
couple. In Bulgaria, the bride and friends. And I saw people getting Aisha That isn’t true. She’s a good 4 map
groom each hold the end of a loaf up and walking out and other laugh. I think she said we may 5 camping stove
of bread and pull it to break it. The people coming in to watch. I asked go for a picnic on the dunes at 6 matches
person who gets the biggest piece someone about this, and they said Studland Beach in the afternoon, so 7 suncream
of bread will be in control of the it’s quite normal. Lots of Greek we might go kayaking, too. 8 waterproof clothes
marriage! churches are small, and with people Max Oh, OK. Maybe we won’t be so
Host That’s fascinating! Thank you coming and going, everyone gets a bored after all! Lesson 6.4, Page 75, Ex 2 and 3
for … chance to see the bride and groom e 3.05
in church. Actually, when you think Boy 1 OK – so we’re all agreed that
Lesson 5.8, Page 67, Ex 4 and 5 bay
about it, it’s not such a bad idea. we’ll go to the beach at Freshford
e 2.42 cave
3 Bay on Sunday?
Girl What did you do at the cliff
Kiera and Jack’s wedding in the Girl Sure.
weekend, Matthew? desert
south of France was a wonderful Boy 2 Sounds good to me.
Boy We went to my uncle’s hill
event. As a top celebrity, she’s rich Boy 1 So let’s get organised! What
wedding. It was great! iceberg
enough to have a reception at the do we need to sort out before we
Girl Really? I didn’t think you liked ocean
biggest hotel, with helicopters go?
weddings! rock
coming and going – and he’s not Girl Well, someone needs to look at
Boy Well, I don’t usually. But this valley
poor either. But instead they just the weather forecast.
one was really different. My uncle waterfall
got married in the local town Boy 2 I’ll do that if you like.
and his new wife have already been wood
hall. She had a plain white dress Boy 1 Thanks, Ben. And how are we
married before, so they wanted to
and wild flowers in her hair, and Vocabulary booster 6.1, Page getting there? Are we all going to
have a different sort of wedding
afterwards they drove back to their 118, Ex 1 e 3.13 go by bike?
this time.
home in their own car to have a 1 mountain 5 beach Girl Actually, I’m not sure that’s a
Girl How long have they been
party with 50 family and friends. 2 forest 6 sea good idea. It’s quite a long way,
together?
So simple, but perfect. I thought it 3 lake 7 island and we’ll be tired by the time we
Boy Hmm – for about four years,
made such a nice change. 4 river get there.
I think.
4 Boy 2 How about taking the train?
Girl What did they do for the Vocabulary booster 6.1, Page
Georgina’s wedding was quite Girl Oh, I don’t know about the
ceremony, then? 118, Ex 4 e 3.14
small, and the nice thing was train.
Boy Well – first of all they didn’t 1 into 4 through
that we all stayed in a hotel in Boy 2 I think it’ll be a lot more
get married at a church, or at the 2 up 5 around
the country for the weekend. The comfortable. Besides, I’ve already
town hall. They had a wedding on 3 across 6 down
wedding was quite traditional checked on the train website and
a beach!
– except that she didn’t ask her Lesson 6.2 , Page 73, Ex 4 and 5 it says we can take our bikes on the
Girl Really? Can you do that? Is it
mother to come. I mean, for me e 3.02 train.
legal?
marriage isn’t just about the man Mia Have you got your things Girl OK, perfect!
Boy Sure. That’s been possible for a
and woman getting married, it’s ready for the expedition to Boy 1 So what about booking the
long time now. You can get married
about your brothers and sisters Scotland, Joe? train tickets? Freya, can you do
anywhere that has a licence – a
and parents, isn’t it? I can’t imagine Joe No, I haven’t! When is it? Next that?
castle, a boat, a beach …
doing that, it doesn’t seem right week? Girl No problem.
Girl What did they do for the
reception? to me. Mia No – it’s the week after that.

4124300 Vision TG2.indb 177 16/06/2020 16:58

Boy 2 Good. So – have we covered we’ll probably wait forever. If we Interviewer … and they produce cooking areas and the showers are
everything? want to change the world, we’ll oxygen, right? nice, and you can get a few things
Girl Um, what about food? We have to take direct action ourselves.’ Woman That’s right. So if you plant like milk from the office. If you’re
should think about bringing our Interviewer So is it good for the trees in a city, you’ll help to clean coming in August, you’d better
own food because the café on the environment? the air, and you’ll also help with the organise something quick, because
beach might not be open this time Chris Of course! When you grow global problem of climate change. there’s only one free space now and
of year. a plant, you create a habitat for Interviewer So are these vertical it’s only May. Oh, by the way, there’s
Boy 1 You might be right. Has animals and insects. And plants forests just in Italy, then? a great riding school near here I
anyone thought about checking help to clean the air, too. Woman Oh no, they’re happening know you’d love – we’ve been twice
that online? Interviewer So how did you start all over the world – in China, now, and had a lovely ride in the
Boy 2 Don’t worry. That’s all guerrilla gardening? South America – and the world’s forest yesterday – I’ll show you the
covered. I checked it earlier. The Chris I was very angry about the tallest vertical forest is in Sydney, photos next week. Anyway, chat
beach café will be open from ten condition of my street. It was dirty, Australia. It’s called One Central soon, bye.
o’clock. full of rubbish, with no colour. I Park, and it’s 117 metres tall. Like 5
Girl Great! So I think that’s wanted to make it look better. other ‘green’ buildings, it recycles M It’s just so horrible here, I mean
everything. Interviewer Oh, OK. Tell us about waste water from the building’s look at the mess.
Boy 1 What time shall we meet? some successful guerrilla gardening flats and uses it to water all the W I know, if you want to come and
Boy 2 Let’s meet at the station at activities. plants and trees. So it doesn’t use spend a day at the beach, you don’t
half past eight. Chris Well, probably the most any extra energy – it’s very green. want to find old plastic bottles and
Girl Fine – remind me to set my famous example of guerrilla Interviewer They sound like a rubbish. And this plastic is really
alarm the day before! gardening was in Denmark. It was perfect solution to some of our bad for the birds, too. Maybe we
called ‘Garden in a Night’. Some ecological problems. should write to the town council
Lesson 6.5 , Page 76, Ex 4 e 3.07
guerrilla gardeners changed an and complain.
Nouns: energy, packaging, Lesson 6.11, Page 82, Ex 5
empty piece of land into a garden M I did once – the problem is, if
pollution e 3.12
during a single night. Over 1,000 you write to them, it takes them
Verbs: consume, recycle, reduce, 1
volunteers took part. months to do anything. And the
throw away W Hey Jack, are you coming on the
Interviewer And if I want to try thing is, if people see the beach
Noun and verb: waste trip to the British Museum?
some guerrilla gardening myself like this, they’ll leave even more
Vocabulary booster 6.5, Page …? M When is it? rubbish behind. They’ll think it
119, Ex 1 e 3.15 Chris Well, I have two warnings for W Saturday … we leave at nine doesn’t matter.
rainy you. First, don’t plant vegetables in and get back at seven. W Maybe we should get some
stormy the middle of a city! If they grow in M Have they got anything worth friends together and clean the
windy the middle of all the pollution, they seeing? I didn’t like that last beach ourselves.
snowy won’t be very good for you. Second museum trip much. M Yeah, I think we’ll be sorry if we
cloudy – remember that it is against the W Yeah, lots of stuff. don’t.
hot law! You might get into trouble M I can’t really go away for a whole
day, with all this French homework. 6
sunny with the police. M Wait a minute … what are you
dry weather W Come on, Mrs Wilson will give
Lesson 6.8, Page 79, Ex 3 and 4 you more time if you need it. And packing that for?
wet weather W Well, I just had a look at the
e 3.11 it’s only £15.
Vocabulary booster 6.5, Page Interviewer So tonight on Living M I suppose that’s not too bad, but weather forecast for our holiday.
119, Ex 4 e 3.16 Spaces we’re looking at green I really don’t want to ask her. M You’re not telling me it’s going to
1 wind power buildings, and we have here today be bad weather, are you?
2 W Well, it says there might be
2 nuclear power the architect Catherine Wilson to If you think of an eco-village, you
3 coal talk to us about the idea of vertical some rain this week, but no, next
probably think of a few cold people week it’ll be fine, lots of sun, nice
4 gas forests. So, Catherine, what exactly sitting around a wood fire waiting
5 electricity is a vertical forest, and why are and hot, about 25 degrees, but not
for the rain to stop, but at ReGen in the evenings.
6 solar power people so excited about them? they have very different ideas. The
7 oil Woman Well, a vertical forest is M Oh really? Well, I’ll take one for
village I visited had really lovely me too, then.
basically a block of flats in a city modern houses, all under glass,
Lesson 6.7, Page 79, Ex 4 e 3.09 where every corner and every and all using the latest technology.
1 alternative
2 green
balcony of the building has trees Everything runs on solar power Unit 7
and plants growing on it. The first and the people who live there
3 habitat and perhaps the best example Lesson 7.1, page 84, Ex 2
4 organic grow most of their food. They keep r e 3.17
of a vertical forest is in Milan in fish and some chickens, and they
5 conservation Italy, where they built two tower Laura Hi, Harry. What’s the matter?
recycle all their waste to use on the Harry Hmm – what would you do
Lesson 6.8, Page 79, Ex 2 e 3.10 blocks in 2014 and planted the farm.
sides of the buildings with 900 if you couldn’t log in to one of your
Interviewer Chris Smith, you
trees. The buildings look amazing, 3 social media accounts?
describe yourself as a ‘guerrilla
and they’ve won lots of important M This is one of my favourite places Laura What do you mean?
gardener’. Can you explain exactly
architecture competitions. A lot for swimming. Harry Well, I’ve tried three times
what that is?
of people are calling them ‘living W It’s safe for that, is it? Not too to log in now, but it won’t accept
Chris Well, guerrilla gardening
buildings’. deep? my password. And the password is
means planting flowers or plants on
Interviewer So what is the point of M No, not at all, and it’s never definitely right.
a piece of land that isn’t yours …
these vertical forests? moving much faster than this. Laura Hmm … that’s pretty
Interviewer Er, isn’t that illegal?
Woman Well, cities, as we all know, W Oh right. Can you go fishing serious. Maybe someone hacked
Chris Yes, technically it is illegal,
are full of pollution. A lot of that here? into your account and changed
but I always plant on unused land –
pollution comes from the burning M Yeah, sometimes I come for the the password. If that happened to
usually in the middle of a town or a
of fossil fuels. And if you burn fossil weekend and camp. me, I’d report it straight away. They
city. If nobody uses the land, people
fuels, then you produce carbon. The W Sounds nice. might steal all your personal data.
don’t usually mind.
carbon goes into the air and makes M It is. And it’s completely silent at Harry Oh – I didn’t think of that.
Interviewer So what kind of people
the air quality in cities very bad. night. It’s lovely. But who do I report it to? Is hacking
do guerrilla gardening?
And of course, if you put carbon 4 actually a crime?
Chris Well, it’s usually people who
into the air, you also add to the Hi Dan, it’s me. Sorry I missed you, Laura Yes, of course it is. I’d email
are interested in green issues. They
problem of climate change. Trees but I just wanted to tell you about the help centre if someone hacked
want to clean up the city – they see
and plants take in carbon from the the campsite we’re staying in, you my account like that.
gardening as political action. They
air … know, the one you want to come Harry OK, I’ll do that. What a pain!
think: ‘If we wait for the owner of
the land to do something with it, to this summer? It’s got the usual

4124300 Vision TG2.indb 178 16/06/2020 16:59

Laura You have to be so careful emergency – or at least that’s what William They can see what a cool 5 unique selling point
online these days. Someone he said. guy I am … 6 budget
scammed my cousin the other day. Gemma Did you give him any Eve Well, with your friends, that’s 7 investor
She replied to a text and sent them money? fine. But what about people you 8 marketing
all her bank details. Alfie No, I didn’t. I thought it might don’t know? Or criminals? Or …
Harry But that’s crazy. If a random be a scam. What would you do if your teachers?
1 addiction
person texted me, I’d never give all that happened to you? William Uh … Now I see what you
2 poverty
my details. Gemma Hmm … I’d probably mean. All right, I’m changing my
3 homelessness
Laura Well, the text looked really believe the person, and I’d give password and my settings …
4 binge drinking
authentic – she thought it was from them the money – but later I’d Eve Finally!
5 gangs
the bank, but obviously it wasn’t … probably feel a bit stupid.
Lesson 7.3, Page 86, Ex 5 e 3.23 6 unemployment
Harry So did they take any of her Alfie I know. I didn’t know what to
1 link
money? do. It was a really difficult situation. Lesson 7.8, Page 91, Ex 1 and 2
2 click
Laura Yes, they did. The bank paid e 3.30
Lesson 7.3, Page 86, Ex 2 and 3 3 virus
it back, but she felt really down Man 1 So on today’s podcast, we’re
e 3.22 4 data collection, identity theft
about it. It was just as bad as a talking about initiatives designed
William Hey, Eve. Look at this 5 password, privacy settings
robbery or a mugging, really. to help young people develop
email! I’ve won a competition! Lesson 7.4, Page 87, Ex 2, 3 and
Lesson 7.1, Page 64, Ex 3 e 3.18 the skills and talents they need
Eve What, really?! Let’s see … ‘Dear
1 theft 5 vandalism 4 e 3.24 to succeed. Darren Andrews has
William Smith … blah blah blah …
2 shoplifting 6 scamming Adult teacher So, now I’d like you to joined me and he’s going to tell us
a holiday in the USA’??
3 robbery 7 hacking look at this photo and talk about it. a little about a programme called
William I know! I can’t believe it!
4 mugging Teenage girl OK, well – this StreetGames. Darren?
That’s so lucky! All I need to do is
looks like a young woman who Man 2 That’s right, Steve. A listener
Lesson 7.1, Page 84, Ex 4 e 3.19 click on this link …
is shoplifting something from a recently wrote in and told me
1 steal 5 vandalise Eve What? Wait – stop! What are
shop, but it isn’t clear what. I think about the StreetGames project so
2 shoplift 6 scam you doing?
it’s chocolate. The woman is in I’ve done a little more research, and
3 rob 7 hack William I’m just following the
the foreground and she’s looking I think it sounds really great!
4 mug instructions …
around and putting the thing in Man 1 I’ve never heard of
Eve Are you crazy!? Do you know
Vocabulary booster 7.1, Page her bag. In the background there’s StreetGames before, Darren. Can
who that email’s from?
another customer who is shopping you tell us what it’s all about?
120, Ex 1 e 3.33 William Umm … no, not really …
with a trolley. The other customer Man 2 Well, basically, StreetGames
1 kill 4 drugs Eve Do you remember entering
seems to be relaxed, and I don’t was created in 2007 as a way
2 criminal 5 law, gun that competition?
think she’s seen the shoplifter. But to bring sport to young people
3 prison 6 report, police William Well, no …
the woman doesn’t seem to be very everywhere in the UK, and
Eve And look at that email address
Vocabulary booster 7.1, Page happy. It looks as if she’s never done especially to organise sports
– it’s so strange. It’s such a bad idea
this before. Maybe she hasn’t got activities in the poorest areas in the
120, Ex 5 e 3.34 to click on links from people you
any money, or perhaps someone is country. It recognises that sport can
1 punish don’t know.
making her take the stuff from the help with a lot of social problems,
2 punishment William Why?
shop when she doesn’t want to. as well as improving people’s
3 arrest Eve Because they could contain
overall fitness.
4 prison sentence viruses. Or sometimes they take Lesson 7.4, Page 87, Ex 7 and 8
Man 1 So how does it help deal
5 community service you to illegal websites for data e 3.25 with social problems?
6 fine collection. Adult teacher Thank you, so I will Man 2 Well, in certain communities,
William Hmm … Now the now ask you three questions. How
Lesson 7.2, Page 85, Ex 4 e 3.21 a lot of young people join gangs,
website’s asking me for my address do you think the woman is feeling?
Alfie Hi, Gemma. Do you ever give which can lead to them getting
and date of birth … Teenage girl I think she’s feeling
money to charity? involved in problems like vandalism
Eve See? I told you so! very nervous and frightened.
Gemma Hey, Alfie. Yes, I sometimes and muggings. The reason why
William Well, that’s not good. I Teacher And … do you think that
give money to people if they’re young people are attracted to
don’t want to give my personal a lot of shoplifting happens in the
collecting in the street. But I haven’t gangs is usually because they’re
details to complete strangers … area where
got much. If I had more money, I’d bored, or they want excitement,
Eve Of course not. That’s how you live?
give more to charity. or they want to belong to some
scams and identity theft happen. Teenage girl I’m not sure. You
Alfie Really? kind of group. But the solution to
You really need to be more careful. often see signs in shops about it, so
Gemma Yes, I would. If I was older all these issues is also provided by
William Okay, you’re right. maybe it’s quite a big problem.
and I had a job, I’d give some sport! It’s something positive to
Eve Now what are you doing? Teacher Have you ever been the
money to charity every month. get involved with and it’s clear that
William I’m just checking my victim of crime?
Alfie Hmm … I wouldn’t! it makes communities stronger.
Facebook account … Teenage girl Yes, I have. Someone
Gemma Wouldn’t you? So what StreetGames can also help to make
Eve Oh, okay. Huh? I don’t believe stole my bag and my phone last
would you do if you were really rich, young people more employable.
it! That isn’t your password, is it? year.
or if you won the lottery? Would Man 1 And how does it do that?
William Yeah. Why?
you give anything to charity then? Lesson 7.5, Page 88, Ex 4 e 3.27 Man 2 Well, after a time, some of
Eve 123456? Are you serious?
Alfie Well, yes, I would – that 1 brand 5 produce the young people who come to
William Why’s that so ridiculous?
would be different. If I was really 2 research 6 manufacture the sports activities are asked to
It’s easy to remember!
rich, I’d give something to charities 3 market 7 promote become sports leaders. They work
Eve And it’s easy to guess! You
that work in poor countries. 4 analyse 8 develop as volunteers with other kids and
need a password with a difficult
Gemma But what about this they learn skills that can lead to
combination of letters and Vocabulary booster 7.5, Page
country? There are a lot of social qualifications.
numbers so that it’s impossible to 121, Ex 1 e 3.35
problems here … Man 1 That’s great. Is there
hack. And look at this! You don’t 1 build 5 direct
Alfie Hmm, yes, you’re right. That anything else that StreetGames
even have any privacy settings 2 act 6 design
reminds me. I didn’t know what to does?
on your account! So everyone on 3 sing 7 paint
do last night. Someone stopped me Man 2 They’ve also got a special
the internet can see all of your 4 invent 8 write
in the street outside the station and programme, which has been
information. That’s such a silly thing
asked me to give him some money. Vocabulary booster 7.5, Page supported by Prince Harry, called
to do.
Gemma Who was he? 121, Ex 4 e 3.36 Fit and Fed. This project tries to
William Why?
Alfie I don’t know. He needed a 1 entrepreneur help with the problem of holiday
Eve They can see where you are,
train ticket to get back home and 2 self-employed hunger among children.
what you’re doing, who you’re
he didn’t have any money. It was an 3 business plan Man 1 Holiday hunger? What does
meeting …
4 forecasts that mean?

4124300 Vision TG2.indb 179 16/06/2020 16:59

Man 2 Well, children from poorer 4 I’d invited a friend round for a chat. bought the ingredients and made
families usually get a lot of help A lot of people look down on other So I got it all ready, put it in the a lot of the stuff the day before.
when they’re at school. They’re people with this sort of problem, oven to bake and then I went to So just before the party we put
often given a free meal at lunchtime but I think we should try to be watch TV for a bit. When I came everything out on the table in the
and also, of course, they do physical more sympathetic. The way I look to get the cake out, I realised kitchen. People started to arrive, so
activity at school and they spend at it, it’s like an illness. If somebody that I hadn’t turned the oven I went to talk to them. Half an hour
time with their friends. But during was physically ill for a long time, on! I’d mixed all the ingredients later we went into the kitchen –
the school holidays – and especially you wouldn’t be unkind to them, and I’d put it in the oven, but I’d and I realised that I hadn’t put the
during summer – these children would you? You wouldn’t tell them completely forgotten to turn it dog outside. He’d eaten half the
become less active. They’re often it was their fault. So that’s how I on! It was a complete disaster! food …
isolated and, worst of all, hungry. think we should be with people Anyway … let’s move on … Today Jess Oh no, so what did you do?
Man 1 So what does StreetGames who have problems with drugs or I’m going to show you how to Harry Well … nobody wanted to
do to help? alcohol. Often something bad has make a lovely dish for tonight’s eat the rest of it, so we threw it
Man 2 They organise sports happened to them to start it all off. dinner. It’s healthy and quick, and away. We were just tidying up when
activities during the school it tastes delicious! It’s a chicken I remembered that we’d put some
Lesson 7.11, Page 94, Ex 4
holidays, and they also give out and rice salad. The ingredients food in the freezer on Friday night
meals. For some kids, if they didn’t e 3.32 you need are some cooked rice, – and I’d forgotten to get it out – so
come to the StreetGames holiday David Hi, Aunt Jane. We’re back. some chicken, some tomatoes and we put that in the microwave and
activities, they wouldn’t get a good Aunt Oh, hello. Have you had a peppers – or other vegetables, … about an hour later we finally
meal all day. StreetGames also offer good time? some oil, some lemon juice, salt served the food!
cooking lessons, so that kids can David Yeah, brilliant thanks. Mum and some of your favourite herbs. Jess So what did people think of it?
produce their own meals, and they and I went on a street art tour. Mum That’s basically it! You need to boil Harry They were so hungry that
give advice about healthy eating. wanted me to go on my own, but the rice first, obviously, and leave they didn’t really care!
Man 1 It’s incredible to think that I said it was my birthday, so she it to cool, so I’ve already done
had to come with me. She couldn’t Lesson 8.3, Page 98, Ex 2 e 3.40
poverty like that still exists in that. You should measure about
really refuse. 1 diet 5 junk
our country. It’s something you 75 grams of rice for each person.
Aunt Well, it’s good for her to do 2 vegan 6 allergies
associate with developing countries And you need to grill or fry the
new things. Which gallery did you 3 vegetarian 7 calories
… chicken, like I did, depending on
go to again? 4 gluten-free 8 portion
Man 2 I know, and that’s exactly how healthy you want to be. You
why organisations like StreetGames David It was a tour, actually, to see just chop everything: the chicken, Lesson 8.3, Page 98, Ex 3 and 4
exist. street art – and it took most of the the vegetables and herbs, then mix e 3.41
Man 1 Thank you so much, Darren. afternoon. all the ingredients together in a 1
Now, next up we have … Aunt Oh, I see. Where did this all bowl. There we go. To make it a bit Tanya Last year I made quite
happen? more delicious, I like to serve it with
Lesson 7.8, Page 91, Ex 3 and 4 a big decision. I’d learned a lot
David Well, we started off in a lemon dressing. Just mix together about the food industry, and how
e 3.31 Bishopsgate and walked all the way the lemon juice, the oil and the sometimes it isn’t very kind to
1 to Old Street. salt, then pour it over the rice salad. animals, and I’d started to feel a bit
You see a lot of people round here Aunt Oh right, I know where you Enjoy! bad about eating meat. So I made
– especially at night. It’s terrible – a mean. There’s a lot of graffiti round
Lesson 8.1, Page 96, Ex 3 e 3.38 the decision to stop and to become
lot of them sleep in shop doorways, there, isn’t there, near the station?
1 bowl 8 fry vegetarian. My parents were pretty
or down in the underground – David I’m not talking about that
2 boil 9 serve cool about it, actually. I think they’d
but I think they’re usually moved kind of thing, people just writing
3 mix 10 measure already realised how I was feeling.
from there. I don’t think anyone their names on the walls and stuff.
4 bake 11 dish I’ve learned to cook some tasty
should be sleeping in the street Some of the street art we saw was
5 ingredients 12 chop vegetarian dishes, so everyone’s
these days. Sometimes I give them amazing, really beautiful.
6 recipe 13 herbs happy really … but I don’t think
some money, but not always. In Aunt But it’s still against the law,
7 pour 14 grill I could ever take it further and
the winter they usually open a hall isn’t it?
become vegan … I like cheese too
for them where they can get food David Well, yes, that’s why they Vocabulary booster 8.1, Page much!
and a bed, but I don’t think that have to work so fast.
122, Ex 1 e 4.05 2
happens in the summer. Aunt Well, I wouldn’t like it much if
1 lemon 9 chips Ross When I was studying for my
2 someone painted all over the side
2 chicken 10 peppers exams last year, my mum decided
It’s quite a big issue around here, of my house. I’m sure most people
3 egg 11 oil that we both needed to change our
actually, because a few years ago think it’s a kind of vandalism.
4 onion 12 rice diets. She’d read that a healthy diet
a lot of the factories here were David Maybe they did a few years
5 flour 13 tomatoes helped you to study better, so she
closed. There just isn’t a market any ago, but not now. Some of these
6 juice 14 bread decided to start buying more fruit
more for the sort of products that guys, like Banksy for example,
7 cake 15 cheese and vegetables. We’d developed
were manufactured in this area. So are incredibly famous, and his
8 milk 16 salt some bad habits and we were both
a lot of people lost their jobs and I paintings sell for millions of dollars.
having too much junk food and
think they’ve found it very difficult Aunt How can you sell a painting if Vocabulary booster 8.1, Page
fizzy drinks. We were also having
to find new ones. I mean, if you’ve it’s on a wall? 122, Ex 4 e 4.06 portions that were too big, but we
worked all your life in one place, David It’s not easy. You have to Taste: bitter, hot / spicy, savoury, soon found that we actually liked
with a particular set of skills, then get builders to actually take the sour, sweet the healthy food. And it worked! I
you’re going to have problems wall down and build it back again Texture: creamy, crunchy found that I could concentrate a lot
starting again, aren’t you? somewhere else.
Lesson 8.2, Page 97, Ex 3 and 4 better on my work. So now we eat
3 Aunt Maybe that’s why these
e 3.39 healthy stuff every day!
I think it’s got worse in the area things cost so much.
Jess How was your party on 3
over the last few years – maybe David That’s probably true.
Saturday, Harry? Alisha I made a bit of a silly
because of the economic situation.
decision a few months ago. I’d
It isn’t usually anything serious
– not like a murder or anything
Unit 8 Harry It went OK – but we had a bit
of a disaster with the food! seen some videos about clean
Lesson 8.1, Page 84, Ex 2 and 7 Jess Why – what happened? eating, and I thought it looked
– but quite a lot of stuff is stolen
r e 3.37 Harry Well, we thought about like a healthy way to live. I tried
regularly, or people do damage to
Hi everyone! Welcome to my food buying food from the supermarket, eating a lot of fresh food, lots of
bus shelters or things in the park –
channel! Before we start today’s but after we’d looked at the cost, fruits and vegetables, and I decided
things like that. My bike was stolen
recipe, I just wanted to share my sister and I decided to make a that everything I ate had to be
last year, and nothing like that’s
something really embarrassing lot of it ourselves. So on Saturday gluten-free – even though I don’t
ever happened to me before …
that happened to me yesterday. I we were feeling pretty pleased with actually have any food allergies.
The police took all the details, but
decided to make a cake, because ourselves, because we’d already So no bread, no pasta – nothing
nothing happened.

4124300 Vision TG2.indb 180 16/06/2020 16:59

like that. It was a pretty miserable Lesson 8.7, Page 102, Ex 5 Lesson 8.8, Page 103, Ex 4 and 5 have wines, beer and soft drinks
diet and I felt hungry and quite e 3.47 e 4.03 for all the family at our fantastic
weak all the time. Basically I wasn’t 1 deli 4 mall 1 Fineways prices.
getting enough calories. I stopped 2 shopkeepers 5 retail I come here every Thursday, 2
after about six weeks and I felt a 3 goods 6 chain store because I like to get really fresh Boy Ugh!
lot better! I now realise that there fruit and vegetables. You save Girl What’s the matter?
aren’t actually any ‘good’ or ‘bad’ Lesson 8.8, Page 103, Ex 2 and 3
money too – it’s much cheaper Boy I’m sorry, but there’s
foods. You just need to eat a good e 4.02 than supermarkets. There’s also a something wrong with this cake.
balance of different things. Interviewer I’m here today butcher’s stall here, and another Girl What do you mean? You said
investigating the rebirth of the stall selling cheese. Somebody told
Lesson 8.3, Page 98, Ex 6 e 3.42 you wanted chocolate.
British high street – an institution me that the cheese from here was
1 junk food Boy I did, but what did you put
that a lot of people said was dead better than some of the cheese in
2 fats in it?
and gone. I’m just going into this the expensive food shops! It’s much
3 protein Girl Just eggs, flour, butter, sugar,
shop to see if I can find Ewa … let’s more sociable than shopping in
4 dairy products the usual.
see if she’s busy … Hi – Ewa. Do supermarkets too, and it’s nice to
5 carbohydrates Boy Where did you get the sugar
you mind if we talk to you for a few be outdoors. Places like this are
6 fruit and vegetables from?
minutes? getting popular again now. At one Girl The blue bowl on the side.
Lesson 8.4, Page 99, Ex 2, 3 and Woman Yes, sure, that’s fine. It isn’t point they were going to close Boy Ah. That’s not sugar, it’s salt.
4 e 3.43 very busy at the moment … down because they had lost a lot Girl Oh, no! We’ll have to throw it
Hello! I’m here today to talk about Interviewer So Ewa, it smells great of customers, but now it’s busier away. I thought you were going to
my lifestyle, and whether or not in here. You can smell all the bread than ever! complain I’d burnt it again. At least
it’s healthy. Let me begin by saying baking as soon as you walk in the 2 it’s a different problem this time.
that I’m really not interested in door … how long have you had a We came to eat here last week and
bakery here? 3
sport! What I mean is, I don’t do I was really disappointed. We chose Now, you say you’ve avoided
any form of sport regularly except Woman I started the business here this place because friends had
in 2016. A lot of the shops in this having too many fizzy drinks?
at school, where I have to do PE. recommended it to us! They told us That’s good, as they’re bad for your
So that’s twice a week. But I get high street were empty. They’d that they’d had a wonderful meal
all closed in the space of two or general health as well, because
exercise in other ways. I cycle there for somebody’s birthday. they’ve got so much sugar in
to school every day and I enjoy three years. But I was sure that I But we had a horrible experience!
had a good business idea, so I just them. But I’m afraid we’ve got a
taking the dog out for a walk. Last First of all, the food didn’t come bit of a problem with these two at
Saturday I took him out for a long jumped in and opened my bakery. until about 40 minutes after we’d
Interviewer What gave you the the back – you’ll have to make an
walk, and when I got home I was ordered it. And it wasn’t very nice appointment to come and see me
surprised to realise that I’d walked idea in the first place? either. It looked like they had
Woman Well, I’d always loved again so we can sort them out. Just
five kilometres! Now I’d like to move just mixed a load of ingredients remember that things like orange
on to healthy eating. We eat pretty baking, and I’d always made a lot together and cooked it in a
of bread and cakes for friends and juice are full of hidden sugar, too, so
healthily at home – we have a lot of microwave. I asked for a complete I think you’re going to have to stop
salads and fruit and vegetables, but family. They told me that they were refund, but they refused! I got a
very good. There’s a big community drinking it and try something else
the lunches that I have at school 25% discount off the total, though, like water.
aren’t very healthy. Basically, there’s of Polish people in this part of so I guess that’s something.
London, and a lot of them told me 3 4
a lot of chips and pizza and things
that they’d buy from me if I started I love cooking and last week I Police say that 57-year-old Mrs
like that. That’s five unhealthy
to make my products commercially. went to this brilliant event in the Watson had just returned from a
meals every week, and I worked out
Interviewer And you’re from next town. They only do it once trip to the bank when the attack
that I’d eaten 20 portions of chips
Poland yourself, is that right? a year, and I’d never been before. happened. A neighbour heard a
this term! I sometimes buy a fizzy
Woman Yes, that’s right. There were all different kinds of call for help and came out to see
drink on the way home, too – about
Interviewer So do you follow sellers, and lots of interesting food. a young man running down the
twice a week. The final thing to talk
traditional Polish recipes when you Some of it was quite specialist street, in the direction of the local
about is sleep. I usually get about
bake? stuff, though, and I couldn’t afford shops. He is described as white,
eight hours’ sleep every night, so
Woman Yes, I do. As well as the much of it, but it was great to about 20 years old, six feet tall,
that’s probably OK. You might be
bread, we make cheesecake, apple look at everything there. They and wearing jeans and a green
interested to learn that experts say
cake – all the favourites! We use did demonstrations too – people jacket. Police are asking for anyone
that teenagers should get eight to
traditional ingredients and we actually frying stuff in pans on with any information to contact
ten hours’ sleep a night – that’s as
get up early to make sure that their stalls, so there was plenty of them. Mrs Watson is recovering in
much as a little child! So that’s the
everything is made fresh every day. free food to try! A friend of mine hospital. She is not badly hurt, but
end of my presentation. Are there
Interviewer So did you attract said that you could get a job as a is upset that she has lost her rings,
any questions?
customers quickly, or did it take a demonstrator there, so I’ll definitely which were quite valuable and
Lesson 8.5, Page 100, Ex 4 while to get people to shop here? try that next year! used to belong to her grandmother.
e 3.45 Woman No, it happened quite 5
1 cash 6 refund quickly, really. People had heard Lesson 8.11, Page 106, Ex 5 and Girl Hey, do you want to come
2 high street 7 discount that I was opening up, and they’d 6 e 4.04 round to my place some time this
3 receipt 8 save seen us working on the shop. We 1 weekend? You can see our new
4 afford 9 exchange had a big celebration on the day Good afternoon, and welcome to puppy. She’s so cute!
5 store 10 account that we opened. We gave away Fineways Supermarket. If you’re Boy Oh yeah, I’d love to. The only
lots of bread and we offered big planning a barbecue this weekend thing is I’m not around on Sunday,
Vocabulary booster 8.5, Page discounts on the more expensive to make the most of the lovely we’ve got a big family party for my
123, Ex 1 e 4.07 things – just for one day! weather, we’ve got some great mum’s birthday.
1 butcher’s 5 clothes shop’s Interviewer That can be a problem, ideas for you. In our fruit and Girl Oh, nice … So, the only time
2 newsagent’s 6 bakery can’t it? People think that food from veg department, why not try our that’s difficult for me is Friday – I’ve
3 bookshop 7 greengrocer’s this type of shop is going to be ready-made bags of salad? They’re got to try and finish that project for
4 chemist’s 8 supermarket expensive … and that they won’t so convenient and much cheaper Miss Jones, and Anna’s coming over.
Vocabulary booster 8.5, Page be able to afford it … than buying lots of different salad Boy Right, and on Saturday I’m
123, Ex 5 e 4.08 Woman Well, it’s true that our ingredients yourself. And don’t going to London with James to the
1 take out 4 save up prices are higher than in a forget the mayonnaise. If you buy National Gallery, but I think he said
2 pay back 5 come to supermarket … but that’s because a bottle of mayo or tomato sauce we’d be back by six.
3 pay into 6 cut back our bread is so much better! today, we’ll give you another one Girl That sounds fine. You can have
for free! Lastly, don’t forget to visit some dinner too if you like.
our drinks department, where we Boy Sounds good. See you then.

4124300 Vision TG2.indb 181 16/06/2020 16:59

6 Reader Later that day, after school, Patryk What do you mean? Patryk No, I fell. My leg hurts – I
It was beginning to get dark Vicky and Ash are investigating the Vicky You know someone took the think I twisted my ankle. And I hit
when we all got out of the church, mystery of who took the geography geography tests? Well, that day I my head and cut myself, too.
because, you know, it was a test. saw a student with a blue hoodie Vicky Let me have a look. I think
December wedding, and just Ash Look, Vicky, this is stupid. How and a Manchester United scarf over you’re going to be OK, but we’re
as Jenny and her new husband can we find a student wearing his uniform. He was leaving the going to need some help.
started to walk down the road to a hoodie and a scarf? There are teachers’ room. We’re – well, I’m – Luke Yes, we are. Oh, good, my
the village hall for the reception, hundreds of students at this school. investigating. phone’s working here …
it started to snow. She looked so Vicky Let’s just check out the ICT Luke Well, I think that’s really cool. Patryk Hang on. Are you going
beautiful in her white dress as it all Room. Vicky Thanks. to tell the teachers about the
came down, it was so romantic. It Ash But you know that the Ash Erm, well, I think we need to geography test?
was really sad that her aunt wasn’t supergeeks always use it after go. It’s 5 o’clock and it’s starting Vicky Why did you take them,
there. She’s so special to Jenny … school. to rain, and it’s much colder than Patryk?
But she’s out of hospital now and at Vicky Oh, you’re right. The earlier … Patryk I’m just so stressed out
least she’s seen all the photos. supergeeks are there … Can you Vicky And it’s getting really foggy, at the moment. I took the test
see any hoodies? Wait, look. Who’s too. Let’s go … Oh Patryk, you because I don’t have any time to
Extensive listening
that blonde woman in the smart, aren’t wearing a coat. revise. I’ve got so many Computer
Episode 1 e 4.09 grey suit and what’s she doing Patryk It’s OK. I’ve got a hoodie in Club meetings because we’re
Reader It’s the afternoon of the here? She isn’t a teacher … Oh no, my rucksack, but I’m not cold. working on the secret project for
first day of the spring term. Ash and Mr Reed the ICT teacher’s coming. Vicky Don’t be silly, Patryk. Your the woman … I mean, um, we’re
Vicky are in their English class. The He looks angry. rucksack’s here. I can get your really busy.
lesson starts in two minutes. Mr Reed What are you kids doing? hoodie. Vicky Hang on, Patryk. What
Vicky Ugh … Mr Wilkins isn’t very School finished an hour ago. Go Patryk No, Vicky, don’t. Leave the project? Is that why that blonde
happy with me. home. Mr Wood, can you take rucksack, please! woman was in the ICT Room?
Ash Really? Why? these students to the school doors, Patryk Who? I don’t know any
Episode 3 e 4.11
Vicky I was listening to music please. blonde woman. No, it’s just a, er,
Reader Ash, Vicky, Patryk and
while I was revising in the library Ash Oh, Mr Wood. I didn’t see you school project, but I haven’t got any
Luke are on a school biology trip
after lunch, and I didn’t look at there. It’s OK, we’re going. Come time and I can’t fail my exams. My
with their class and their biology
my watch. So I was late for history on, Vicky. parents, well, they want me to go to
teacher, Mr Davies. Patryk is
again. Caretaker Hello? It’s me. No, the a top university and get a good job.
running away from Vicky, Ash
Ash No wonder he wasn’t happy! information we wanted wasn’t So I have to do well in my exams.
and Luke, after Vicky opened his
Oh, did you hear? Alice got on the laptop. It’s definitely on Anyway, I didn’t look at it, and I was
rucksack …
detention for two weeks after another computer in the ICT Room going to put it back, I promise.
Vicky Patryk, please wait!
school. And I saw Luke while I was but I can’t find the right password. Ash Why don’t you confess to Mr
Luke What’s going on, Vicky?
going to media studies after lunch. Listen, there’s a blonde woman Clark? He’s very nice. Or you could
Vicky The hoodie in Patryk’s bag
He argued with Alice after the here visiting the Computer Club. I’m tell Mrs Bell. I reckon it’s better to
is a blue hoodie identical to the
Christmas show party. They aren’t sure I know her … be honest about this.
one I saw and there’s a Manchester
going out now and the ‘cool kids’ Patryk OK … that’s what I’m going
Episode 2 e 4.10 United scarf in there, too. I think
aren’t talking to him. to do. I’m so sorry, guys. As soon as
Reader Vicky, Ash, Luke and Patryk Patryk took the geography test!
Vicky He can hang out with us! I get to school tomorrow, I’m going
are on a biology trip to a nature Luke No way! But he doesn’t need
Ash Er … Yes, I said that. to talk to Mrs Bell. Now Luke, can
park with their class and Mr Davies, to steal tests – he’s really clever!
Vicky Ssh, Ash. It’s Mrs Bell. you call Mr Davies? I’m cold.
their biology teacher. They’re And he doesn’t usually wear this
Mrs Bell OK, class. I’ve got
working in groups, looking for hoodie. Episode 4 e 4.12
something very serious to talk to
animals and plants. Ash Yes, but it was his birthday Reader It’s Saturday morning.
you about. This morning Mr Clark,
Mr Davies … are in Group E and during the holidays. This hoodie is Vicky’s in Brighton, on the south
the geography teacher, put next
Group F is Vicky, Patryk, Luke and new. coast, with Luke. They are at the
week’s Year 10 geography test
Ash. OK, students. Here are your Vicky Guys, that’s not important Great Escape music festival. Ash is
in the teachers’ room, but this
maps and here’s the information now! We need to find him! It’s going in Canterbury. He’s working at his
afternoon it wasn’t there. We think
about the plants and animals to get dark soon, and the weather’s uncle’s hotel when Vicky calls him
that a student took it while the
that you need to find. There are terrible. on his mobile.
teachers were in class. I understand
prizes for the teams with the most Ash Why don’t we phone Mr Ash Hey, Vicky. I can’t really talk –
that you all want to pass your
interesting information. You’ve got Davies? I’m at work.
exams, but cheating is not the
two hours and you need to be back Vicky Our phones aren’t working Vicky Oh, sorry. I forgot. It’s OK – I
answer. OK. That’s all I want to say
here at 5.30. It gets dark at six, so here. It’s going to take half an hour can only talk for a few minutes.
about this. Please open your books
don’t be late. And be careful – the to walk back to the tourist centre. Ash Are you having fun?
on page 52 and do Exercise 1 in
weather conditions aren’t great We need to find him before it gets Vicky Yes, I’m having an amazing
pairs.
today. It’s quite cold, so take your dark. time and we only got here an hour
Vicky Ash! This afternoon as I was
coats. ago! The festival’s awesome! I’m
leaving the library, I saw a boy – he Reader Vicky, Ash and Luke are going to stay in the campervan
was coming out of the teachers’ Reader Later that afternoon … looking for Patryk. It’s dark now and with Luke’s sister, Elly, tonight –
room! He’s the thief! Ash Hi, what did you and Patryk they can’t see very well. she’s eighteen and she’s really
Ash Did you see who it was? find? Vicky Patryk! Patryk! cool. Luke’s sharing a tent with his
Vicky No, I didn’t. He was wearing Vicky Not a lot. There are a few Ash I don’t think we’re going to brother – they’re just putting it up
a blue hoodie and a Manchester frogs over there and some spiders. find him, Vicky. Why don’t we go now. Luke’s brother’s nineteen –
United football scarf over his What did you and Luke find, Ash? back to the tourist centre and tell he’s got a motorbike.
uniform, but there are lots of Ash Quite a lot, actually. We saw Mr Davies? Ash Really? Oh. And which bands
Manchester United fans in this three newts, two rabbits and a rat. Luke I think Ash is right, Vicky. This are you going to see?
school. How can we find him? Luke It wasn’t a rat, it was a mouse. is serious. Vicky Tonight’s all sorted. We’re
Ash We? Find him? What do you It was smaller than a rat and it was Vicky But … going to see Muse – they start at
mean? You need to tell a teacher, a lot cuter than a rat, too. Patryk Help! Help! 9.30.
Vicky. Ash Well, it didn’t look cute to me. Luke Ssh – Vicky, listen! Down Ash Cool – take lots of photos!
Vicky I can’t do that. Let’s find him, It looked like a rat. there. I can see him. When are you getting back?
both of us, and ask why he did it. Vicky Oh, Ash. You can be so silly. Ash Where? Vicky Tomorrow morning. Elly’s
Then we can decide what we need Ash I’m silly? I’m not as silly as you. Vicky There he is. giving us a lift to the station and
to do. I don’t like searching for mysterious Ash Patryk! Are you OK? then we’re taking the train back to
students with blue hoodies and Canterbury. It gets there at 10ish, I
Manchester United football scarves. think …

4124300 Vision TG2.indb 182 16/06/2020 16:59

Ash Hang on, Vicky … I don’t Vicky Look, my mum’s calling me. Ash Vicky, come on! Don’t be Ash Sorry, Mr Wood. Let’s go, Vicky.
believe it! That blonde woman from Let’s talk about it when we meet nervous. You know you didn’t do He’s right, it’s late.
the school – the one we saw in the up. See you then. anything. Caretaker Hi, it’s me again. …
ICT Room – she’s here in the hotel! Vicky You’re right. Let’s explain Yes, I’ve got into the computer
Vicky Really? Reader Vicky and Ash meet in the everything to Luke and Alice. and I was right – it’s an incredible
Ash Yes! She’s coming over to park. invention. I can’t believe those
reception. I need to go now. I’ll text Ash So, I think you’re right. I think Reader Vicky and Ash go over to stupid kids have created something
you as soon as I know what she’s someone accessed your Facebook Luke and Alice and explain that like this. It’s going to be enormous.
doing here. Bye. account and I think it’s quite easy Vicky wasn’t responsible for the And if we can get our hands on it,
Ash Good morning. How can I help to prove. posts on Alice’s Facebook wall. we’re going to make a lot of money.
you? Vicky How? Ash … so, someone posted But there’s a problem. Those stupid
Charlotte Jenkins I’d like to book a Ash Well, just look at the location the comments from a mobile in supergeeks, I think they know
taxi, please. I’m going to King’s High on the posts – someone sent them London. Look – three fifteen: sent something. They’re moving the
School in the city centre. all from a mobile in London on from Oxford Street; four fifteen: computers. Yes, I’ve got keys to all
Ash King’s High? I’m a student at Saturday afternoon, but you were sent from Covent Garden. the rooms, but I need some more
King’s High. Are you doing anything at the Great Escape in Brighton Luke But Vicky was with me time. I’ve got a plan …
interesting there? then. You see? in Brighton on Saturday, so
Charlotte Jenkins Er, no, I’m Vicky Oh, yes – it’s so obvious. But she definitely didn’t post the Reader So as the school term ends
meeting an … old friend outside – who accessed my account? And comments. Oh, Vicky, I’m sorry I and the Easter holidays begin, Vicky
the school and we’re … having a how? didn’t believe you. But who posted and Ash go home. After a bad start,
picnic in the park. Then we’re going Ash Well, who knows your them, then? they have become good friends.
sightseeing. Anyway, my taxi? password? Alice Well, that’s not important Vicky has met the three groups at
Ash Oh, yes. I’ll call you a taxi. Shall Vicky Er, just my best friend, now. It’s the end of term, guys! Let’s King’s High: the supergeeks, the
I ask the taxi to come now? Lauren, in Manchester. have fun! Vicky, do you know Clare? cool kids and the bullies. She has
Charlotte Jenkins Yes, please. I’ll Ash You really mustn’t give your Vicky No, I’ve seen you, but we’ve organised a hit musical and she
wait outside. friends your password. never spoken. Nice to meet you. has survived problems with the
Ash Hmm. That’s weird. What’s she Vicky I know, but Lauren’s nice. That’s a lovely dress. cake sale and a blocked laptop!
going to do at our school? She isn’t into cyberbullying. And Clare Thanks, I got it in Oxford She has discovered a thief. She has
she isn’t in London – she’s in Street on Saturday. Alice and I went solved the mystery of the horrible
Episode 5 e 4.13 Manchester. It’s another mystery shopping in London. Alice got her Facebook posts and she has proved
Reader Vicky’s back from the Great … But it’s OK, at least we can show dress in Covent Garden … What? her innocence … with Ash’s help.
Escape music festival. She calls Ash my parents and all the students at Why are you looking at me like that, But there are still some unsolved
on his mobile. King’s High that I didn’t do it. Alice? mysteries at King’s High …
Ash Hello? Ash Shall we go to your house and Luke Alice – you were in Oxford Just what are the supergeeks doing
Vicky Hi, Ash. I’m back. Oh, were tell your parents about this? Street and Covent Garden on in the ICT Room?
you sleeping? But it’s 10.30! Vicky Good idea. Saturday afternoon? The same Why have they moved the
Ash Yes, but it’s OK. What’s up? Ash And you must change your places as the posts on your wall. computers?
Vicky Did you check Facebook password, too! Alice, did you access Vicky’s Who was the caretaker talking to,
yesterday evening? Vicky That’s a very good idea. Facebook account? Did you put the and why?
Ash No, I was working at the hotel. Come here, Bailey! Let’s go home, posts on your own wall? Who was the mystery blonde
Why? then. So … tell me more about the Alice Of course not, Luke! I don’t woman who visited the ICT Room?
Vicky Didn’t you see all the weird blonde woman in the hotel … know Vicky’s password. What will happen next term at
posts on Alice’s wall? Ash Well, it was definitely the Vicky Hang on. I suddenly King’s High?
Ash What? No, I’m not friends with woman from school. I think she’s remember now. I gave you my
Alice on Facebook. Why? Episode 7 e 4.15
American, or maybe Canadian. And password when we were organising
Vicky Someone accessed my Reader Today the students of
she got a taxi to school. She said the Christmas musical. You set
Facebook account and posted lots King’s High returned to school
that she was going to meet an old up the party as an event on my
of horrible comments on Alice’s for the summer term. Vicky’s just
friend at King’s High and go to the Facebook page! Alice, it was you!
wall from it. Luke thinks I did it. And got home from school and she’s
park, but I don’t believe her at all. Alice OK. I did it. I couldn’t stand
my parents think I did it, too. They chatting to Lauren, her best friend
She looked very nervous. Miss Perfect, so …
said I have to stay at home and do from Manchester, on Skype.
Vicky Hmmm. Weird. I wonder Luke Alice! You’ve done some
lots of jobs. I have to clean all the Lauren So how was your first day
what’s going on? totally stupid things before, but
windows this morning and do the back? Did you see Alice?
you’ve never done anything this
ironing, and I have to walk the dog Episode 6 e 4.14 Vicky No, Alice was excluded. She’s
bad.
this afternoon. But worst of all, they Reader It’s the start of the end-of- gone to another school. It’s really
Vicky What do you mean, Miss
said that I can’t go to the end-of- term party. Ash is standing outside sad.
Perfect? I just wanted to help …!
term party! Ash, I didn’t do it! I must the school hall, waiting for Vicky to Lauren Oh, Vicky. You’re too nice.
Alice I just wanted to help. Oh, this
prove my innocence! arrive. Because Vicky’s parents now Alice created lots of problems
is stupid, I’m going home.
Ash That’s really horrible, and I believe she didn’t post the horrible for you when she posted those
know you don’t do horrible things comments on Alice’s wall, they’ve Reader It’s 10.30 p.m. The end-of- messages on her own Facebook
like that. You’re not a cyberbully or said she can go to the party. term party has finished. Vicky and page.
a troll. How could Luke and your Vicky Hey, Ash! Where’s Patryk? Ash are leaving the school. Vicky I guess.
parents believe that? Ash He’s not coming. There’s Vicky Well, that was a great end to Lauren And Luke?
Vicky I don’t know. an emergency meeting of the a terrible day. I’ve never danced so Vicky Well, I saw him, and we
Ash Vicky, don’t worry. I’ll find out Computer Club. much. haven’t had an argument or
who did this. Vicky Really? Oh no! He’s always Ash Neither have I. Oh, look, Vicky. anything, but he believed those
Vicky Oh, Ash. You don’t have to try at the Computer Club! I wanted There’s Patryk, with the supergeeks messages were from me, so I don’t
and help. him to be here, too … Ash, are you from the Computer Club. Why are really want to hang out with him.
Ash Don’t be silly. I want to help. completely sure people will believe they moving all those computers at Lauren OK. I understand. So, what’s
Vicky Listen, I can meet you when that I didn’t post those comments this time on a Saturday evening?! happening with the supergeek
I walk the dog and we can talk. I’ll on Alice’s wall? That’s weird. mystery? Have you and Ash talked
text you when I’m going out. Ash Yes, I am. Come on. Vicky Uff, I’ve had enough drama to Patryk yet? Have you asked why
Ash OK. Did you get my text about Vicky Oh, no. All the students are for one day, Ash. We can ask Patryk they moved the computers?
the woman I saw in the hotel? looking at me strangely. I’ve never tomorrow. Vicky No, we haven’t spoken to
Vicky Yes, I did. felt so nervous. And look, Luke’s Caretaker What are you doing him yet. Actually, I haven’t really
Mum Vicky! hanging out with Alice again. here? It’s late. The party has seen Ash today. He’s doing a French
finished. I need to lock the school. exchange and his partner arrived
And you need to go home. today so he’s been really busy.

4124300 Vision TG2.indb 183 16/06/2020 16:59

Lauren Ooh, have you met his last day. Then we’re flying home on Vicky Yes, I did. Camille, they’ll Teacher On y va! Dépêchez-vous!
French exchange partner yet? Is he Sunday. catch us unless we take that photo Venez!
good-looking? Vicky So, who are you going with? quickly. Camille Oh no, that’s my teacher.
Vicky Actually, his partner’s a girl. Ash Just us. Camille Hang on. OK, let’s go. I have to go.
Her name’s Camille and yes, I have Vicky Oh. Well, er, Dover’s nice. Caretaker Hello? Yes, I’ve finally got Vicky Oh no, really? Well, send us
met her. There’s a cool castle and there are into the new Computer Club room. a message on Facebook when you
Lauren Oh, is she nice? some caves under it. The kids are still working on it, but get back.
Vicky To be honest, it’s difficult to Camille Well, we might go to the it isn’t finished yet. I’m looking at Camille I will.
say. She didn’t talk to me much. But castle in the morning, but I really the computer right now. Hang on, Vicky Bye!
she and Ash seem to get on really want to see the beach and go for a that’s weird. There’s a girl’s scarf Camille Goodbye!
well. walk on the cliffs. I can’t wait to go. on this chair. It wasn’t here five Ash Take care.
Lauren Vicky … You sound a bit Vicky Oh yes, the cliffs are great. minutes ago. I think another person
jealous. Have you got a crush on It’s so natural and there isn’t much has just been in this room. But who Reader Later that night Ash calls
Ash? pollution. Actually, they do some was here, and why? Vicky.
Vicky No, I haven’t. We’re just really cool conservation projects Vicky Hello, Ash.
Episode 9 e 4.17 Ash Hello. Have you checked
friends. there.
Presenter Camille is flying back Facebook?
Lauren Hmm … Camille Cool. I think it’s so
to France today with the other Vicky No, I was doing my
important to protect the
Reader The next day, Vicky is in the students from her school. Vicky homework. Why?
environment.
school canteen at lunchtime. and Ash are getting the bus to the Ash We’ve got a message from
Vicky Me too. Climate change is a
Patryk Hey, Vicky. Come and sit airport with them, to say goodbye. Camille – she’s safely back in
really serious problem.
with us. Camille So as soon as I get back to France. But more importantly,
Camille Listen, why don’t you come
Vicky Hi, guys. Thanks. France, I’ll do some research about she’s remembered who the blonde
with us tomorrow?
Patryk Have you met Camille? the equations. I’ll tell you as soon as woman is. Her name’s Charlotte
Vicky I’d like to, but if I come,
Vicky Yes, we’ve already met. I know anything. Jenkins. She’s a computer scientist
I won’t be able to work on our
Are you having a good time in Vicky Great. But please don’t talk to from the USA. I’ve just done a bit
project.
Canterbury, Camille? Have you had anyone about it. We need to keep of research online and she’s got
Ash Yes, Vicky – come with us. If
a chance to go sightseeing in the this a secret. her own computer business. She
we all do some work on the project
city yet? Camille Of course. started it 20 years ago and she’s
today, you’ll be able to come with
Camille Yes, I have – it’s beautiful, Vicky And we’ll tell you if we get made lots of money. She’s a multi-
us tomorrow.
but I still haven’t been into any new information about the millionaire.
Vicky I’m not sure … It is a secret
the cathedral. We’re all going blonde woman. Right, Ash? … Ash? Vicky Charlotte Jenkins … I’ve
project.
tomorrow. Ash Huh? Oh, sorry. I wasn’t never heard of her. But what’s
Ash Come on, Vicky. If Camille
Ash Yes, we’re going on lots of trips listening. Did you ask me a multi-millionaire doing at our
helps us, we’ll probably be able to
this week. How are you, Vicky? something? school? What’s made her get
make more progress. She’s great
Vicky OK. But I’ve been really busy Vicky Ash, are you still worrying interested in the supergeeks? It
with computers.
with our project. Actually, I’ve just about what happened on Friday? doesn’t make sense.
Camille Yes, I promise I’ll keep it
been to the library to do some work Relax – I’m sure no one saw us
secret. I’d like to help …
on it. when we left the new Computer
Vicky Er, well, OK.
Ash What? Oh, right. Yes, sorry, I Club room.
can’t help at the moment. Reader After lunch Vicky, Ash and Camille Yes, Ash. I’m sure there’s
Patryk Oh right, what project is Camille go to the new Computer nothing to worry about. You get
that? Club room. stressed out way too much.
Ash Oh, it’s just a, er, film. Er, maybe Vicky Wow. I’ve never been up Ash OK, OK. I’ll try to relax. Oh,
Camille can help us? here. Patryk was right. It’s really look, we’ve got to the airport.
Camille Oh yes, I’d like to help. quiet up here. Presenter Camille, Ash and Vicky
Vicky Er, well, that’s very kind, Camille Yes, it’s a bit weird. What are at the airport. They are waiting
Camille, but, er, you’re on holiday. was this place? with Camille while her teacher
Don’t worry about it. So, how’s it Ash It was the old teachers’ room. checks in the French exchange
going with the Computer Club, They moved when the new school students.
Patryk? You’ve moved to another building opened. I think this is the Vicky So what time exactly is your
room, right? room. flight?
Patryk Er, yes, we’ve moved into Vicky You two wait here. I’ll check if Camille We take off at 2.30, but
the old teachers’ room. It’s bigger the Computer Club are here. our teacher wants to go through
and it’s a bit quieter so we can work Vicky No, the Computer Club aren’t security in ten minutes.
more easily. here and the door’s open. Come on. Ash Oh. Well, let’s say goodbye
Vicky Oh, that’s interesting. Let’s have a look. now, then.
Camille Er, Ash, it’s 12.30. Ash Vicky, I’m not sure this is a Camille Well, thanks for everything,
Ash Sorry guys, we need to go good idea. If one of the supergeeks guys.
now. But Vicky, I promise I’ll call you comes back and sees us here, they Vicky Ash, look. It’s the blonde
about ‘our project’ later. won’t be happy. woman from the school.
Camille Ah bye. Vicky It’s fine, Ash. Come on. Ash What? Where?
Vicky Bye. Vicky Oh, look. One of the Vicky Look. Over there by that
Ash See you. computers is on and there’s a cashpoint. She’s taking some
Patryk See you later. document open. Hmm … But I money out. She’s got a red suitcase.
don’t understand what it says – I Ash Oh, yes. It’s her. Camille, that’s
Episode 8 e 4.16 the blonde woman we’ve talked
think it’s a maths problem or a
Reader It’s the Friday of the first about.
science experiment. There are lots
week of the summer term. Vicky Camille Oh yes, I see her. She looks
of equations. Camille, if you look at
hasn’t seen Ash at all this week. She really familiar. I’m sure I’ve seen her
it, perhaps you’ll understand.
goes to the ICT Room to investigate somewhere before.
Camille Hmm, er, I’m not sure what
and she sees Ash and Camille. Vicky Really? Is she famous? A
it means. I know – if I take a photo,
They’re using one of the computers. celebrity or something? Why would
I’ll be able to look at it properly
Vicky Hi, guys. What are you up to? a celebrity visit our school?
later.
Camille We’re looking at some Camille No, she isn’t an actress or
Ash Vicky. Did you hear that? I
tourist information. We want to go anything like that, but I’m sure I’ve
think the supergeeks are coming
on a trip to Dover tomorrow. It’s my seen her face before. I just can’t
back. We need to go – now!
remember where …

4124300 Vision TG2.indb 184 16/06/2020 16:59

Vision 2 Teachers Guide

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1

A2/B1 JESSICA FINNIS

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© 2020 Oxford University Press

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© 2020 Oxford University Press

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1 Vocabulary 2 Grammar 3 Life skills 4 Speaking

2 Jobs in the house

together in -ive prepositions

Extensive listening pp.144–150 Irregular verb list p.151

00 PP001-003 Vision SB2 Prelims WITH VIDEO.indd 2-3

5 Vocabulary 6 Grammar 7 Reading 8 Listening 9 Writing

Student’s Book syllabus 5

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A video still and lead-

Students answer a gist Speech bubbles signpost

The Vocabulary booster is

The Classroom Presentation Tool The Classroom Presentation Tool provides

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Review exercises review

The new core vocabulary

Extend exercises introduce

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The flipped classroom

The Grammar booster is

Students practise the Consolidation of the

The Classroom Presentation Tool provides

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A wide range of photocopiable

Workbook Lesson 1.2

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Lead-in speaking A Can do statement sets

Students focus on the

Listening or reading texts A short written or oral

The Classroom Presentation Tool provides

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A Can do statement sets

Think and share

Listening tasks give

The Online Practice materials are

Workbook Lesson 1.4

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Lead-in questions A Can do statement sets

Word Power exercises

The Classroom Presentation

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A Can do statement sets Students practise the

This second grammar

The flipped classroom

Guided communicative practice

A wide range of photocopiable

Workbook Lesson 1.6

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A Can do statement sets

1 Culture video 1 Culture video worksheet Culture video workshe

time programme of football and school

compare what they have written down ANSWERS

The Classroom Presentation Tool

Exercise 2 Vision Blad .indb 37

• Give students a few minutes to think

provides interactive activities for

teachers to use in class on an