Perspectives - Pre Intermediate - TB

Perspectives PRE-INTERMEDIATE
Teacher’s Book
g
in
arn
Le
Nancy DOUGLAS
ic
ph
James MORGAN
a
gr
eo
lG
na
io
at
N
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
SAMPLE COPY, NOT FOR DISTRIBUTION

Perspectives Pre-Intermediate © 2018 National Geographic Learning, a Cengage Learning Company
Teacher’s Book ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may
be reproduced or distributed in any form or by any means, except as permitted by
Publisher: Sherrise Roehr
U.S. copyright law, without the prior written permission of the copyright owner.
Executive Editor: Sarah Kenney
“National Geographic”, “National Geographic Society” and the Yellow Border Design
Publishing consultant: Karen Spiller are registered trademarks of the National Geographic Society
Development Editors: Diane Hall ® Marcas Registradas
Media Researcher: Leila Hishmeh
Senior Technology Product Manager: For product information and technology assistance, contact us at
Lauren Krolick Cengage Learning Customer & Sales Support, cengage.com/contact
For permission to use material from this text or product,
Director of Global Marketing: Ian Martin
submit all requests online at cengage.com/permissions
Sr. Director, ELT & World Languages: Further permissions questions can be emailed to
Michael Burggren permissionrequest@cengage.com
Production Manager: Daisy Sosa
g
Senior Print Buyer: Mary Beth Hennebury
Perspectives Pre-Intermediate Teacher’s Book + Audio + DVD
in
Composition: Lumina Datamatics Inc.,
ISBN: 978-1-337-29854-4
Cover/Text Design: Brenda Carmichael
rn
Art Director: Brenda Carmichael
National Geographic Learning
Cover Image: ©JR-art.net/Redux Pictures
a
Cheriton House, North Way,
Le
Andover, Hampshire, SP10 5BE
United Kingdom
ic
National Geographic Learning, a Cengage Learning Company, has a mission
to bring the world to the classroom and the classroom to life. With our
ph
English language programs, students learn about their world by experiencing

it. Through our partnerships with National Geographic and TED Talks, they
develop the language and skills they need to be successful global citizens
a
and leaders.
gr
Locate your local office at international.cengage.com/region

eo
Visit National Geographic Learning online at NGL.Cengage.com/ELT

Visit our corporate website at www.cengage.com
lG
na
io
at
N
Printed in Greece by Bakis SA

Print Number: 01 Print Year: 2018

Contents
Introduction 8
1 Who are you? 16
2 Where the heart is 31
g
3 Health and happiness 47
in
rn
4 Learning 64
a
5 Le
Family and friends 81
ic
ph
6 Do your best 99
a
gr
7 Tell me what you eat 116

eo
8
lG
Buyer's choice 134

na
9 All in a day's work 152

io
10
at
Remote control 170

N
Communicative activities 187
Workbook answer key 218
Grammar practice answer key 235

Contents
UNIT VOCABULARY LISTENING GRAMMAR READING
Personality A conversation Present simple It’s written all over

where students and present your face
Vocabulary
greet each other continuous
building Tip: Previewing
and discuss their
Adjective Pronunciation
interests
complements -s verb endings
1 Who are you?

Pages 8–19
Describing where A news report about Past simple, All the comforts
you live a special city used to of home
Vocabulary Pronunciation Tip: skimming
g
building /st/ and /zd/ in
in
Pronunciation
Suffix -ion used
Word stress
rn
Critical thinking
a
Analyze fact and
2 Where the heart is Le

opinion
Pages 20–31
ic
Being well A lecture about Quantifiers, Feeling no pain
‘whole-person’ how much /
ph
Vocabulary Tip: identifying the

healthcare many?
building time and order of
a
Synonyms Pronunciation events

gr
Contrastive stress
Critical thinking
Making ideas clear
eo
3 Health and happiness

lG
Pages 32–43
na
Education A conversation Comparatives Nothing’s impossible

about a school and superlatives
Vocabulary Tip: scanning
io
project where
building Pronunciation
students Pronunciation
at
Suffixes -ful Linking and

videoconference Adjective stress
and -less elision
with other students
N
Critical thinking
around the world
Analyzing
quotations
4 Learning
Pages 44–55
How’s it going? A news show about Present perfect From child to

how people greet and past simple adult – in one day
Vocabulary
each other around
building Pronunciation
the world
Suffix -al Past form
endings
5 Family and friends

Pages 56–67
4 SAMPLE COPY, NOT FOR DISTRIBUTION

GRAMMAR SPEAKING WRITING
Verb patterns: Frank Warren Talking about An

verb + -ing or likes and introductory
Frank Warren’s idea worth spreading
infinitive with to dislikes postcard
is that sharing secrets can help
us connect with others and know Writing skill
ourselves better. Using
informal
Authentic listening skills
language
Word stress
Critical thinking
Half a million secrets Identifying the main idea
Past continuous Giving reasons A description

Elora Hardy
Pronunciation Writing skill
-ing in fast Elora Hardy’s idea worth spreading is Using
g
speech that bamboo is an incredibly adaptable adjectives
in
and strong building material that
pushes the boundaries of what we can
rn
create with sustainable materials.
a
Le
Magical houses, made Listening for gist
of bamboo
ic
Phrasal verbs Giving An opinion
Latif Nasser
opinions, essay
ph
Latif Nasser’s idea worth spreading is disagreeing

that pain is a testament to a fully lived Writing skill
and conceding
a
life, an essential part of the human Organizing

a point
gr
experience that all of us – including points in an

doctors – must acknowledge and essay
eo
deal with.
lG
The amazing story of the man who

Collaborative listening
gave us modern pain relief
na
Comparative Joachim de Posada Asking about An enquiry

forms (as … as, opinions, email
io
too, enough, Joachim de Posada’s idea worth making

spreading is that children who pass the Writing skill
so, such) comparisons,
at
‘marshmallow test’ could potentially be Using polite

making a
more successful in life since the results expressions
decision
N
show signs of patience and

self-discipline.
Don’t eat the marshmallow! English speakers with accents
Present perfect Sophie Scott Talking about Informal

with for, since, availability, invitations
Sophie Scott’s idea worth spreading is
already, just accepting and and replies
that laughter is an ancient behaviour that
and yet saying no to an
we use to benefit ourselves and others in Writing skill
invitation
complex and surprising ways. Politely
making and
replying to
Dealing with fast speech
invitations
Critical thinking
Why we laugh
Recognize supporting evidence
SAMPLE COPY, NOT FOR DISTRIBUTION 5

Contents
UNIT VOCABULARY LISTENING GRAMMAR READING
Goals and A radio show Modal verbs: Not so fast

expectations about two shops obligation,
Tip: recognizing
with different takes prohibition,
Vocabulary cause and effect
on ‘perfection’ permission,
building
advice Critical thinking
Negative prefixes
Making inferences
Pronunciation
Reduced have to
and has to
6 Do your best

Pages 68–79
Food, drink A conversation Predictions and The most important

and flavours where students arrangements: farmers
discuss classroom will, might,
Vocabulary
g
projects: the going to, present
building
in
future of food continuous Tip: identifying the
Suffixes
and unexpected main idea
rn
food facts
a
Pronunciation
7 Tell me what you eat Le

Minimal pairs
Pages 80–91
ic
A product’s life A fashion podcast Second Saving the surf
about a clothing conditional
ph
Vocabulary Pronunciation
company that
building Compound noun
cares
a
Compound nouns stress

gr
Tip: cohesion
eo
Critical thinking
Identifying supporting
8 Buyer’s choice information

lG
Pages 92–103
na
Jobs A conversation Past perfect Does school prepare

about an explorer’s you for the world
Vocabulary
io
career and what of work?

building
students want to
at
Dependent Tip: understanding

do in life
prepositions different points
N
of view
Critical thinking
9 All in a day’s work

Identifying tone
Pages 104–115
Technology A lecture about The passive Playing against

the history of computers that learn
Vocabulary Pronunciation
communication
building Stress in passive Tip: ‘chunking’
technology
Word families verbs
Critical thinking
Counterarguments
10 Remote control
Pages 116–127
6 SAMPLE COPY, NOT FOR DISTRIBUTION

GRAMMAR SPEAKING WRITING
Zero conditional Reshma Saujani Giving advice An advice

blog
Pronunciation Reshma Saujani’s idea worth spreading
Conditional is that we should teach girls, and Writing skill
intonation all children, that we succeed not by Giving advice
aiming for perfection, but by knowing
that we all make mistakes and being
brave enough to try anyway.
Teach girls bravery, not perfection Contrast
First conditional Tristram Stuart Planning a A restaurant

Tristram Stuart’s idea worth spreading meal: making review
is that good, fresh food is being wasted suggestions,
Writing skill
g
on a colossal scale – and that we have describing food
Writing a
in
the power to stop this tragic waste and making
review
of resources. decisions
rn
a
Prediction
Le
Critical thinking
The global food waste scandal Supporting evidence
ic
Defining MELATI AND ISABEL Wijsen How to A persuasive
relative clauses persuade blog post
ph
The Wijsens’ idea worth spreading is

that when kids apply their energy and Writing skill
a
perseverance to improve the world, Using

gr
they can bring about amazing changes. persuasive

language
eo
Content words
Critical thinking
lG
Our campaign to ban plastic bags

in Bali A speaker's authority
na
Reported speech Dame Ellen MacArthur Talking about A formal

careers, skills email
io
Ellen MacArthur’s idea worth spreading and interests

is that we live in a world of infinite Writing skill
at
possibilities, but finite resources – Pronunciation Indirect

and this requires creative thinking Question questions
N
about our global economy and our intonation

individual lifestyles.
The surprising thing I learned sailing Authentic listening skills
solo around the world Weak forms
The passive with greg gage Talking about A formal letter

by + agent Greg Gage’s idea worth spreading pros and cons: of suggestion
is that we can use DIY neuroscience looking at two
Writing skill
equipment to help more people sides in an
Writing
understand and participate in argument
politely
brain science.
Reduced forms
How to control someone else’s arm Critical thinking
with your brain Analyze how a message is delivered
Grammar reference and practice 128 Irregular verb list 148 Writing bank 149 Communicative activities 154 Word lists 155
SAMPLE COPY, NOT FOR DISTRIBUTION 7
Introduction
Perspectives encourages students to develop an open mind, a • have a vote on one task the whole class will do. After the
critical eye and a clear voice in English. Here are some teaching vote, if there is a tie, ask one student from each side to
tips to help you make this happen in your classroom. explain which is best and take the vote again. If there is still
a tie, you can make the decision. Consider holding a secret
An open mind ballot, since students may be reluctant to choose an activity
they like if they feel it may be unpopular with the majority.
As well as developing students’ knowledge and use of
English, every unit explores one theme from a variety of • there may be times when it is necessary for you to decide
perspectives and fresh contexts. Perspectives encourages for the class. In cases like these, explain why, e.g. there isn’t
students to keep an open mind about the information that enough time to do the others, or because one task is better
they meet throughout the course, and to look at the world in exam preparation than the others.
new ways so that they leave every lesson a little smarter. • let students do more than one task. For example, the
writing task may make a suitable preparation step
My perspective activities before the speaking task for a class that finds speaking
spontaneously challenging.
g
In every unit there are several activities called My perspective,
in
which ask students to reflect on the content of the lesson
from their personal point of view. Sometimes you’ll find a My
A critical eye
rn
perspective activity at the beginning of the unit to engage Students learn the critical thinking skills and strategies they
need to evaluate new information and develop their own
a
students in the theme and get them thinking about what
opinions and ideas to share. Being able to critically evaluate
Le
they already know about it. Here are three ways to use them:
and assess ideas and information is becoming ever-more
• conduct a class discussion. Let students read the questions,
important as young people have to deal with fake news and
then nominate individuals to share their ideas. Encourage
ic
one-sided presentations of facts, often distributed online via
others to respond and welcome contrasting points of view.
social media. Being able to think critically involves a range of
ph
• organize students into discussion groups. Group work can different skills, including developing the ability to: interpret
get more students talking, even the quieter, less confident data, ask critical questions, distinguish between fact and
a
class members. Consider giving individuals specific roles opinion, see other points of view, detect bias, and recognize
gr
like chairperson and spokesperson, the chairperson’s job and assess the merit of supporting arguments.
being to make sure everyone stays on task and gets to
eo
speak, while the spokesperson summarizes the group’s Critical thinking and Challenge activities
discussion to the whole class.
lG
Lesson B of every unit in Perspectives is based around a

• let students work on their own to answer the questions
reading text. The texts cover a wide range of genres and
in writing or as recorded audio. Not only does this allow
na
students are asked to interact with them in many different

students time to prepare, it provides a private space that
ways. Once comprehension of the texts has been fully
some students need to be able to express themselves.
io
checked, there is often a Critical thinking focus which

encourages students to practise a range of skills in the
Choose activities
at
context of particular texts. The Challenge activities in each

Students are motivated by greater control in their learning. Lesson D get students to engage with the big idea of the TED
N
In every unit they get the chance to choose a task. There Talk.
are three options, which include one or more speaking and
writing tasks. Which activity is best depends on several things, Both within the Critical thinking activities and elsewhere,
such as what skills the students need to work on, which is there will be plenty of times where students are asked to
possible with the technology available, and how much time work together and discuss their ideas, opinions, thoughts and
you have. If you expect students to make sensible decisions, feelings. Some students may not always be very enthusiastic
they need to be well informed, so make them aware of the about taking part in pair or group work, so it is important for
issues. Here are three ways to approach Choose activities: them to realize its many benefits. These include:
• students choose which task to work on and get into groups • giving learners the chance to brainstorm ideas before they
with others who have made the same choice. This can have to think about the best language to express those
create a happy, productive atmosphere, but do bear in ideas in. To make life easier for lower levels, brainstorming
mind that some activities take longer to complete than tasks can initially be done in the students’ first language.
others, and require varying degrees of input from the • giving learners the chance to use language they have only
teacher. Be prepared for these issues by having Fast finisher recently studied alongside language they are already able
activities ready, for example. to use well.
8 Introduction SAMPLE COPY, NOT FOR DISTRIBUTION

• encouraging students to learn from each other. Obviously, • drill individual words, collocations or whole sentences.
this may mean learning new language, but also means • help with individual sounds.
being exposed to new ideas and opinions.
• draw attention to word and sentence stress, elision, linking,
• developing the class bond and improving relationships etc. by marking these features on examples on the board.
between students. This is especially true if you mix up the
• get students to experiment saying phrases at different
pairs and groups and ensure everyone talks to everyone
speeds or with different intonation or different emotion.
else.
• giving you a chance to see how many ideas students have Independent learners
about any particular topic, the range of language they are
We can’t cover all the language students need in class, so it is
using and what content and/or grammar and vocabulary
important that we help them become independent learners.
you might want to focus on during feedback.
An essential part of that is for students to make good use of
There are several things you can do to help students get more dictionaries, both bilingual and monolingual.
from pair and group work:
A bilingual dictionary is good for when they are looking for a
g
• make sure you always explain the task clearly before word in English. You could encourage their use, for example,
in
splitting students up into pairs/groups. in the brainstorming activities mentioned above. You might
rn
• give your own models to show students the kind of give students the topic of the next unit and, for homework,
speaking you want them to do. get them to create a phrase book that they think may be
a
• check understanding by asking the class to tell you what useful to talk about the topic.
Le
they are going to do before they do it.
A monolingual dictionary is better when they have the
• set a clear time limit. English word and need to know not just the meaning,
ic
• monitor carefully to check everyone is doing what you but also the grammar, collocations and other aspects of
ph
want them to, and to see how they are handling the task. usage connected with it. You can help students become
• have extra activities ready for any fast finishers. There are independent by getting them to use a monolingual
a
ideas on these throughout this book. dictionary when doing vocabulary tasks rather than pre-
gr
teaching the key language before they start.

• finish with some feedback. This may mean looking at errors,
exploring new language and/or asking students to share When you go through answers to activities, you can check
eo
their ideas. After Critical thinking tasks, you may also want the meaning and other aspects of the word by asking
to comment and expand on students’ ideas. students questions, such as: What other things can you X? Why
lG
might you Y? Can you give three examples of Z?

A clear voice
na
You will see specific examples of such questions in the

Developing a clear voice in English is about learning language teaching notes. As well as asking questions like those
and expressing your own views, but it is also about how we
io
above, you might also: give extra examples, ask students

can help students with pronunciation, become independent to find examples in a dictionary, and get students to create
at
learners and achieve the grades they need in exams. sentences related to their lives.
N
Help with pronunciation Exam skills

There are tasks that focus on aspects of pronunciation in Throughout the Teacher’s Book you will find tips that you
every unit of Perspectives as well as the Authentic listening might pass on to students to help them achieve good
skills sections in each Lesson D. These highlight features of grades in their exams. Some of these tips are about being an
connected speech that may cause difficulties. In both these independent learner, using a dictionary and knowing what to
sections, students may attempt to copy different speakers’ revise. That’s because (as you probably know), fundamentally,
pronunciation. However, we see these sections more as students do better when they know more language!
opportunities for students to experiment with how they
sound in English and find their own voice, so: The exam tips also give advice on specific task types
commonly found in international and local exams, when
• don’t expect students to be perfectly accurate.
these tasks appear in the Student’s Book. Some of these tips
• treat the answer key as a guide. may be repeated at different levels and you might want to
• judge students’ efforts according to their intelligibility. further reinforce the point by checking if students remember
You can also take the ideas in these sections and apply them them each time that task comes up in class.
to other language sections in the book. So, as you go through
a vocabulary or grammar task, you might:
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction 9

Unit walkthrough
Vocabulary
Vocabulary gives students the language they need to respond as
they think about the unit theme in new and interesting ways.
High-impact photo engages students’ interest Students relate the content to

in the topic. themselves and their own world.
g
in
Do your best
rn
6A the best i can be
6 Vocabulary Goals and expectations
a
1 Look at the photo. Many of the tiles used are broken or come from people’s
Le
rubbish. Do you still think the stairs are beautiful?
2 Match the words in bold (1–7) with the correct definitions (a–g).
1 ‘I have not failed. I’ve just found several thousand ways that won’t work.’
– Thomas Edison
2 ‘The only place where success comes before work is in the dictionary.’
ic
– Anonymous
3 ‘Have no fear of perfection; you’ll never reach it.’ – Salvador Dali
4 ‘Beauty is about being comfortable in your own skin. It’s about knowing and
ph
accepting who you are.’ – Ellen DeGeneres

5 ‘Practice makes perfect.’ – Anonymous
6 ‘Practice doesn’t make perfect. Practice reduces the imperfection.’
– Toba Beta
7 ‘True success is overcoming the fear of being unsuccessful.’ – Paul Sweeney
a
a having no mistakes or problems (n)

b finished without success (v)
gr
c without mistakes (adj)

d the correct or wanted result (n)
e not getting the correct or wanted result (adj)
f not being exactly right (n)
eo
g feeling that something is OK or normal (v)

3 Choose the correct option to complete the meaning of each quotation
in Exercise 2.
1 When you find a way that doesn’t work, you learn something new. When
lG
you learn nothing, you fail / succeed.

2 You don’t have to / have to work before you can succeed.
3 Perfection is a nice idea, and we should / but we shouldn’t expect to reach it.
4 Beauty isn’t about how you look, it’s about how you feel / dressing comfortably.
5 If you want to do something really well, you won’t fail / practise a lot.
6 You can never be perfect, but you can / and you can’t usually improve.
na
7 Success means not being afraid of other people / failure.

4 Match the words on the left (1–6) with their opposites (a–f). Use a dictionary
if necessary.
io
1 perfection a unsuccessful
2 success b fail
3 perfect c imperfect
4 succeed d imperfection
at
5 accept e reject
6 successful f failure
IN thIs uNIt YOu
5 My PErsPEctiVE
N
• discuss if perfection is good

Work in pairs. Discuss the questions.
• read about someone who changed how
he did things • Have you ever failed? What did you do next? Do you think failure can lead
• learn about an unexpected artist to success?
• Have you ever seen or experienced something that was perfect? What was it?
• watch a TED Talk about teaching people the selaron steps in rio de Janeiro, • Can something be ‘too perfect?’ Why?
bravery, not perfection brazil, are made from pieces of tile
• learn how to ask for and give advice found in the city and donated from
around the world.
68 Unit 6 Do your best 69
PreInt_SB_77167_068-079_U06_BrE_CP.indd 68 12/19/17 1:42 PM PreInt_SB_77167_068-079_U06_BrE_CP.indd 69 12/19/17 1:42 PM
My perspective activities get students reflecting Words are taught and practised in context.
on their beliefs and behaviours related to the
main idea of the unit.

Listening and Grammar 1
Listening and grammar exercises continue to develop structures and skills
through authentic content. Grammar 1 usually reviews previous knowledge
before building on it.
Engaging content teaches students about the world as well Sustained context provides meaningful and
as contextualizing the target grammar. motivating practice.
g
in
rn
listEning 9 My PErsPEctiVE graMMar Modal verbs: obligation, 14 Choose the correct options to complete the quotes
prohibition, permission, advice about school uniforms.
6 Work in pairs. Discuss the questions. Work in pairs. Discuss the questions.
a
11 Answer the questions about presenting yourself online. ‘We have a strict uniform policy at my school. Boys
• Can you think of a food that doesn’t look good but • Do you think Senbikiya and Intermarché would be (1) have to / can’t wear black trousers, but girls
tastes delicious? successful in your country? Why? / Why not? 1 What social media sites and apps do you use? (2) shouldn’t / can choose a skirt or trousers. Girls’ skirts
Le
• Have you eaten had a food that looked perfect but • Which shop would you prefer: Senbikiya or 2 What kind of photos of yourself do you put online? (3) can’t / must touch the top of their knees. You
didn’t taste very good? Intermarché? Why? 3 How do people use social media to make their lives (4) can’t / don’t have to loosen your tie at school during
• Have you ever been surprised by a food or drink? • Are there any interesting shops like this where you live? look more interesting than they are? Do you do this? the day, and girls (5) have to / mustn’t let their socks
For example, something that looked sweet but • Is fruit a luxury in your country, or would it be a very fall down.’ – Park, Korea
tasted spicy? strange gift? 12 Read the article about social media. What is it
important to do? What is it important not to do? ‘We don’t have a uniform, so we (6) can’t / don’t have to
• Does it matter if vegetables and fruit don’t look perfect?
7 wear a tie or jacket. We (7) can / should wear mostly what
ic
Listen to a podcast about a fruit and vegetable seller in Why? / Why not?
Tokyo. Are the sentences true (T) or false (F)? Rewrite rules for the perfect profile? we like, though we (8) have to / mustn’t come to school
the false sentences. 35 10 cHoosE According to the rules, you have to be at least thirteen in beach clothes or something like that. The rules aren’t
years old to open an account on Instagram, Facebook, specific, but they say we (9) mustn’t / should look neat.’
1 Senbikiya is a small grocery shop in Tokyo. 1 Think of products other than food where a perfect
ph
Snapchat and other social media apps, but of course – Sofia, Italy
2 Senbikiya isn’t very successful because it’s too appearance is important. Make a list of three or four anyone eighteen or over can join. Although the rules
expensive. things. Then think of products where an imperfect say younger kids can’t join, you don’t have to prove your 15 Work in pairs. Are there rules about how to dress
3 In Japan, fruit is a popular gift because it is something appearance is acceptable. Make a list of three or four age, so a lot of them still join. This worries some experts. at your school? What advice would you give a new
you don’t need. things. Compare your lists with a partner. Research shows that the ‘perfect lives’ kids see on social student about what to wear?
4 In Japan, giving fruit as a gift started recently. Perfect appearance important: new cars, media can cause them to feel bad about their own lives.
a
5 The carrots on this page probably don’t come from Parents should explain to kids that what people show 16 Complete the rules with these words.
Imperfect appearance acceptable: soap,
Senbikiya. online isn’t the whole picture, and they mustn’t take it
can can’t have to must should
gr
2 Work in pairs. Make a list of situations when a person’s too seriously. The Imperfect Tribe, a group that started
8 Listen to a podcast about a fruit and vegetable seller appearance is important. When do people dress nicely on Instagram, agrees. They say we shouldn’t try to look Dressing for the temples of thailand
in France. Choose the correct option to complete each and try to look as perfect as possible? perfect on social media. In fact, members of the group
sentence. 36 Visitors to Thailand (1) visit the amazing
3 Work in small groups. Think about how people present must show themselves as real people online. temples. But there are some rules you (2)
eo
1 Intermarché sells fruit and vegetables that are themselves on social media. Do you think people try to follow to be respectful. First, you (3) wear
a ugly and popular. c ugly and not popular. present themselves as more perfect and successful than Modal verbs shoes in the temples. Second, you (4)
b perfect but not popular. they are in real life? Do you feel pressure to do this? obligation wear clothes that cover your arms and knees. But in most
2 Customers like Intermarché’s fruit and vegetables a You have to be at least thirteen to open an account. temples there are no rules about covering your head –
because of the b Members of the group must show themselves as real you (5) enter without a hat or headscarf.
lG
a funny way they look. c taste and price. people online.

17 Pronunciation Reduced have to and has to
b price alone. Prohibition
c The rules say younger kids can’t join. Read about how we say have to and has to. Then read
3 In the past, most ‘ugly’ fruit and vegetables were
d They mustn’t take it too seriously. and listen to the conversation. Underline the reduced
a given to animals. c sold to supermarkets.
forms. 37
b thrown away. Permission
na
4 Rejecting imperfect fruit and vegetables food. e Anyone eighteen or over can join. When talking about obligation, people don’t usually
a wastes c improves the flavour of
lack of obligation stress has to and have to when they are in the middle
b lowers the price of
f You don’t have to prove your age. of a sentence. They also usually connect the words.
5 Now, are choosing to eat imperfect fruit and At the end of a clause, or when an obligation is
vegetables. advice
emphasized, has to and have to are stressed.
io
a only very hungry people c more people g Parents should explain to kids that what people show
b most farmers online isn’t the whole picture.
h They say we shouldn’t try to look perfect … A: Does your football team have to wear a suit and tie
on game day?
at
B: We don’t have to, but we want to. We want to look

13 Look at the examples in the Grammar box. Match the our best.
examples with the correct meanings (1–6). A: But everyone has to wear the official uniform to
1 It would be a good idea to do this. play, right?
N
2 It would be a good idea not to do this. B: Yes, everyone has to. It’s a rule.
look at these carrots. Do you think they still
taste normal?
3 You are allowed to do this. 18 Work in pairs. Discuss the questions.
4 You are not allowed to do this. (two examples)
5 It is necessary to do this. (two examples) • When in your life have you had to wear certain clothes
6 It isn’t necessary to do this. for a special event, job or activity?
• How should people dress for an important event like a
Check your answers on page 138. Do Exercises 1–4. college interview?
70 Unit 6 Do your best Unit 6 Do your best 71
Grammar explanations and further practice at the back of the A final open-ended activity allows students to
book provide students with extra support. personalize the language.

Vocabulary building, Reading and Critical thinking
Reading helps students to become critical consumers of information.
The focus on building vocabulary helps students Reading texts with a global perspective
understand the way words work together. encourage students to think expansively about
the world, also recorded for extra listening
practice with classes who need it.
g
in
rn
6B Finding new ways 38
W
hat are you really good at? What would you 20 On his first attempt, he failed. Unable to breathe
do if all of a sudden you failed at it? For normally at the high altitude*, he almost drowned.
not so fast
a
‘pioneer swimmer’ and National Geographic The experience was frightening.
Adventurer of the Year Lewis Pugh, swimming has However, Pugh learned something. He usually swims
5 been a way to share his passion for the environment
Le
as fast as possible, fighting against the water. After all,
with the world. He has swum in every ocean in the 25 don’t all athletes try to be the fastest? But that was a
world and in some dangerous places where people disadvantage at high altitude. Members of his team
thought swimming would be impossible. said that he must forget everything he knew about
He swims to raise awareness for issues like global swimming and swim slowly. Instead of struggling
10 warming, but the swims often take place in extremely against the water, he must stay relaxed and move
cold temperatures. After one scary and dangerous 30 easily through it.
ic
swim at the North Pole, Lewis reached a conclusion:
Two days after his near-death experience, Pugh
no more cold-water swimming.
returned to the lake for another try. He remained
But in 2010, he heard about the snow disappearing calm and slowly swam across it successfully. From his
ph
15 from the Himalayas and wanted to tell the world failure, he learned an important lesson: if at first you
about it. He made the decision to swim two 35 don’t succeed, try something different – especially
kilometres (1.2 miles) across Lake Imja, a very cold when you think you already know everything.
lake near Mount Everest, at 5,300 metres (17,388 feet)
above sea level. altitude how high something is above the level of the sea
a
gr
lewis Pugh swims in lake imja, Mount Everest. See the TED Talk by Lewis Pugh ‘How I swam the North Pole’, in Perspectives Intermediate, Unit 3.
Vocabulary builDing Negative prefixes 2 Complete the sentences so they are true for you. 5 Read about cause and effect. Then read the article critical tHinking Making inferences
eo
Share your ideas with a partner. again and match the causes (1–4) with the effects
A prefix can be added to the beginning of a word to 1 I feel comfortable / uncomfortable when … (a–d). Inference helps readers understand a meaning that isn’t
change its meaning. Some prefixes give words the directly stated. For example, the article tells us that Lewis
I feel comfortable when I’m relaxing with Readings often present causes and effects – events did two very difficult swims. It doesn’t say directly that
opposite meaning, for example:
my friends. that lead to other situations or results. Understanding he’s a strong swimmer, but we can make the inference
lG
im- (imperfect = not perfect)

2 For me, it would be possible / impossible to … cause and effect can help you understand how the that he must be a strong swimmer or he could not do
dis- (disagree = not agree) ideas in the reading are connected.
3 One advantage / disadvantage of the place I live is … those difficult swims.
un- (unsuccessful = not successful) 4 I feel successful / unsuccessful when …
in- (informal = not formal) 5 I’m usually able / unable to … 1 Lewis was afraid. 7 Read the Critical thinking box. Then choose the word
6 Something I would like to see appear / disappear is … 2 Lewis wanted people to know about global warming. in each pair of opposites that best describes Lewis’s
1 Work in pairs. Read the Vocabulary building box.
na
7 For me, it’s perfect / imperfect that … 3 Lewis failed to swim across Lake Imja. style of swimming and personality. Use a dictionary
Then complete the words below with im-, dis-, in- or 8 I agree / disagree with … 4 Lewis changed his swimming style.
un-. Use a dictionary if necessary. if necessary.
a He went swimming near Mount Everest. 1 lazy hard-working
Why being comfortable can be bad for your career rEaDing b He decided he wouldn’t swim in cold water ever again.
CEO Kathy Bloomgarden says that if you want to succeed, 2 confident shy
c He succeeded in swimming across Lake Imja. 3 successful unsuccessful
io
you need to be (1) un comfortable. She believes that 3 Work with a partner. Look at the photo and the d He changed his swimming style.
it’s (2) possible to grow unless you have challenges. 4 afraid brave
caption. Discuss the questions.
She realized that only speaking one language was a 6 Match the pairs of synonyms from the article. 5 weak strong
(3) advantage in business, so she learned Arabic 1 Where is this person? What is he doing?
1 conclusion (line 12) a scary (line 11) 8 For each answer you gave in Exercise 7, underline the
at
and Chinese. 2 How do you think he feels?

3 Would you ever try something like this? Why? / Why not? 2 frightening (line 22) b decision (line 16) information in the article that supports your answer.
Why being patient may not help you learn a 3 fight (line 24) c attempt (line 20)
4 Read the article. Answer the questions. 4 try (line 32) d struggle (line 28) 9 Make a list of other words to describe Lewis based on
new language
what you know from the article. Use a dictionary if
N
Blogger Benny Lewis believes that the best way to learn 5 calm (line 33) e relaxed (line 29)
1 Why does Lewis swim? necessary. Compare your list with a partner and discuss
a language is to be (4) patient. If you really 2 Where did he do a high-altitude swim? any differences.
want to succeed, you must be (5) able to wait. 3 What style of swimming was successful for him for
He says that if you just start talking to people, your fear most of his career? 10 My PErsPEctiVE
will (6) appear. And talking to people is an 4 What style of swimming was successful for the Lake
(7) expensive way to learn! Imja swim? Work in groups. What do you think about Lewis’s
5 What lesson did Lewis learn through failure? extreme swimming? Is it brave to do something like
that for a good cause? Or is it too dangerous?
Carefully chosen task types provide The focus on critical thinking teaches students
practice of common task formats found in the skills and strategies they need to evaluate
international exams. new information.

Grammar 2
Grammar 2 continues to develop students’ understanding of grammar.
Students are guided through an analysis of the grammar A Choose task gives students an opportunity for
that gives them a deeper understanding of how it works. independent learning.
g
in
rn
6C unexpected art 6 Choose the correct options to complete the article. 9 Listen to the sentences in Exercise 7 again.
Then practise saying the sentences with natural
Escadaria selarón conditional intonation. 39
graMMar Zero conditional
a
If you (1) go / will go to Rio de Janeiro, Brazil, you (2) visit / 10 cHoosE
1 Work in pairs. Answer the questions. should visit the Escadaria Selarón – the Selaron Steps.
Le
Artist Jorge Selarón started work on the steps as a hobby 1 Tourists enjoy seeing the work of Lady Aiko in New
• What do you really enjoy doing for fun?
in 1990, but soon learned that if you (3) love / should York and Jorge Selarón in Rio de Janeiro. Work in pairs.
• Can you imagine a job that would pay you to do something you love?
love something, it can become your life’s work. Before Think of things in your country that tourists enjoy
Zero conditional starting the steps, Selarón was a struggling painter. But seeing. Tell people to see them using zero conditional
soon, the steps became popular with both locals and sentences. Then present your work to another pair.
When you do what you love, you love what you do. tourists. When you first see the steps, you immediately When you visit our city, you should see …
ic
If you don’t risk failure, you can’t succeed. (4) notice / noticed a lot of green, yellow, and blue –
2 Exercise 5 gives tips for street artists. Think of
When you make mistakes, you can learn a lot. the colours of the Brazilian flag. According to Selarón,
something you know about – learning a language,
originally from Chile, the steps are his gift to the people
doing a sport, taking photographs – and write tips for
of Brazil. When you (5) can look / look closely, you can
ph
2 Look at the examples in the Grammar box. Then answer the questions. doing it. Use zero conditional sentences.
see hundreds of words and pictures in the tiles. Selarón
1 In each sentence, what verb tense is used in the if or when clause? said that each tile tells a story. If that’s true, then the When you want to learn photography, you should
2 What verb tense is used in the result clause of each sentence? stairs, made with four thousand tiles, (6) had / have four start by …
Check your answers on page 138. Do Exercises 5–8. thousand stories to tell. 3 Jorge Selarón used broken tiles to create beauty. Think
of a place in your area that isn’t beautiful. Imagine how
a
3 Complete the article with these clauses. Write the correct letter (a-f). you could use recycled materials to make it beautiful.
7 Complete the sentences with one word from the box
in each space. Make a poster showing your ideas and explaining the
a you travel to New York d people want to buy an artist’s work
gr
improvement. Use zero conditional sentences.

b you aren’t stopped from painting e if you work hard If like should try When work
on walls f art galleries can sell it When an area is ugly and dirty, people don’t go
c it doesn’t feel like work 1 If you street art, you should look for Lady Aiko’s there. When you make it beautiful, …
work.
When you love your job, (1) c . That’s definitely the case with street artist
eo
2 street artists become famous, they can make a

Lady Aiko. If (2) , you may see her work on buildings – and in art galleries.
lot of money.
Some street artists have to work in secret, but when your work is as good as
3 If you hard at something, your ability usually this painting is from the bowery Wall, new york, 2012.
Lady Aiko’s, (3) . In fact, you can get paid to paint on them. And if a street improves.
artist’s work becomes popular, (4) . When (5) , the artist is doing 4 When you fail, to learn from it.
lG
something right. Lady Aiko is successful because of bravery and persistence. 5 an artist wants a bigger audience, they can put
When she started out, most street artists were men, and people were surprised their artwork on the internet.
to see a woman street artist. Lady Aiko shows that (6) , you can change 6 When you find something you love doing, you
people’s expectations. make time for it.
Zero conditional to give advice 8 Pronunciation Conditional intonation
na
If you love street art, go to Rio de Janeiro. Read about intonation in conditional sentences.
When you go, visit the Selaron Steps. Then listen and mark the upward and downward
If you visit the Selaron Steps, you should take a lot of photos. intonation on the sentences in Exercise 7. 39
io
In conditional sentences that begin with If or When, the

4 Look at the examples in the Grammar box. Then answer the questions. intonation often rises on the if/when clause and falls on
1 In each sentence, what verb tense is used in the if or when clause? the result clause.
2 What verb form is used in the result clause when we give advice?
at
If you’re interested in art, you should visit the Selaron Steps.

5 Cross out one incorrect word in each piece of advice for artists.
1 If you want to be an artist, should do it – just start painting. When visitors come to town, we like to show them the sights.
N
2 When you aren’t sure what to do, you should to just keep painting – don’t stop.
3 If when you want to grow as an artist, you should look at other people’s work.
4 When you are ready for people to see your work, if you can put your photos
on the internet.
5 When you feel like you’re failing, if try to learn from the experience.
lady aiko painted this

image in Dubai in 2016.
Unit 6 Do your best 75
74 Unit 6 Do your best
PreInt_SB_77167_068-079_U06_BrE_CP.indd 75 12/19/17 1:42 PM
PreInt_SB_77167_068-079_U06_BrE_CP.indd 74 12/19/17 1:42 PM
Examples in a grammar box provide clear Well-scaffolded pronunciation activities

models for students. help students be better understood.

Authentic listening skills and TED Talk
TED Talks help students understand real-world English at their level, building
their confidence and allowing them to engage with topics that matter.
The focus on skills needed to deal with authentic ocabulary in context activities focus on
V
pieces of listening prepares students for real- level-appropriate, high-frequency words and
world interactions. phrases from the TED Talk.
g
in
rn
6D teach girls bravery,
not perfection
a
“We Le
have to show them that they
will be loved and accepted not
for being perfect but for being
ic
courageous.
”
ph
reshma saujani
Read about Reshma Saujani and get ready to watch her TED Talk. 6.0
a
gr
autHEntic listEning skills WatcH 5 Watch Part 2 of the talk. Answer the questions. 6.2 7 Think of something you have learned to do – speak a
contrast language, play a musical instrument, play a sport or
3 Work in pairs. Discuss the questions before you watch 1 What does Reshma say that boys are rewarded for,
something else. Make notes.
eo
A contrast is when a speaker shows that two ideas, facts, the talk. but girls are taught to avoid?
or situations are different. Words such as but and however 2 What does she feel that girls lack? • What was the skill or activity?
• Is perfection always better or more useful than
often mark contrasts. A speaker may also change their 3 What do students need to accept when they are • What challenges did you face? How did you have to be
imperfection? Why / Why not?
tone to mark contrast. learning to code? brave to continue learning?
• Is it more important to be perfect or to try new things?
4 What do girls often think if they have problems with • What kind of mistakes did you make while learning it?
lG
Why / Why not?

1 Read the Authentic listening skills box. Match the their code? • What advice would you give to someone learning
• Can always wanting to be perfect make a person
contrasting ideas in the extracts from the TED Talk. 5 According to Reshma, why do girls often not answer the activity?
not try new things? Why / Why not? Has this ever
questions?
1 She tried, she came close, but happened to you? 8 Work in small groups. Discuss your activity from
6 According to Reshma, when should we teach girls to
2 She’ll think that her student spent the past twenty Exercise 7.
4 Watch Part 1 of the talk. Choose the correct option to be brave?
minutes just staring at the screen. But
na
3 Girls are really good at coding, but complete each sentence. 6.1 6 Vocabulary in contEXt CHALLENGE
4 We have to begin to undo the socialization of 1 Reshma started her career working in Work in groups. Discuss the questions.
perfection, but a Watch the clips from the TED Talk. Choose the
a politics.
5 This was my way to make a difference … The polls, correct meanings of the words. 6.3 • Writing code is a process of trial and error and
b banking.
however, b Work in pairs. Discuss the questions. requires perseverance. What other activities require
c marketing.
io
trial and error and perseverance?

a if she presses ‘undo’ a few times, she’ll see that her 2 She wanted to have a more active role in government to 1 Think of a time when you had to be courageous. What • Reshma says in her talk that a supportive network is
student wrote code and then deleted it. a make more money. happened? an important part of learning. Have you ever had a
b we’ve got to combine it with building a sisterhood* b change things. 2 Have you ever run for a position, for example, captain supportive network? Who was in it?
at
that lets girls know that they are not alone. c raise money for others. of a sports team? What was it? What would you like to • Can you think of a time when you did something –
c it’s not enough just to teach them to code. 3 She tried for an elected job in government run for? even something small or simple – that felt brave?
d she didn’t get it exactly right. a and won. 3 What kind of things do you negotiate with your What did you learn from it?
e told a very different story. parents? With your teachers? • The journalist Arianna Huffington said, ‘Failure is
N
b but changed her mind.

sisterhood a group of girls or women who work together c and lost badly. 4 Have you ever seen a person’s supportive network in not the opposite of success, but a stepping stone to
and help each other action? What was the reason? success.’ Do you agree or disagree? Why?
4 She tells the story about running for government to
5 Do you think everyone has the potential to do • In your country, where are girls and women
show that
2
something good or brave? What do you have the underrepresented and why?
Listen to the extracts and check your answers to a she was perfect.
potential to do? • Reshma talks about the ways that boys are
Exercise 1. 40 b she was brave for the first time.
6 Is there anything that you have to struggle to achieve? socialized. Is this also harmful to society? Does it
c she was always brave.
What? limit the opportunities for boys? If so, how?
PreInt_SB_77167_068-079_U06_BrE_CP.indd 76-77 12/19/17 12:52 PM
Background information and extra activities on Challenge activities build student

the video help students tune into the themes and confidence through open-ended exercises
language of the TED Talk. that go beyond the page.

Speaking and writing
Lesson E allows students to put their own voices to the themes they have been
discussing, while developing key strategies for speaking and writing.
Useful language boxes highlight the E ach writing section focuses on a Writing models at the back of the book
language students need to communicate common text type and provides provide the text for analysis as well as
in person and in writing. training in a useful writing skill. being a handy reference.
g
in
rn
6E giving advice
a
sPEaking Writing An advice blog
1 Work in pairs. Discuss the questions. 5 Work in pairs. Discuss the questions.
Le
• Who do you usually ask for advice? Why? • How do you prepare for exams?
• Have you ever given advice? What about? • How do you feel before or during exams? Do you often feel worried
or stressed?
2 Read the question and advice. What word do you think is missing? • What do you do to reduce your worry or stress?
Q&A 6 Read the advice blog on page 151. Answer the questions.
ic
sam s: My friend is good at , but won’t speak in 1 What problem does the blog talk about?
SS class or use her because she’s afraid of making a 2 How many solutions does the blog give?
mistake. She wants her to be perfect. What should 3 Have you used any of these tips? If so, which ones?
ph
I say to her? 4 Which tip do you think is the most useful?

7 Read the Writing strategies box. Does the blog on page 151 include all of Writing strategies
ania P: If she wants to speak , she should just start
AP the information mentioned in the box?
speaking . Nobody notices mistakes.
Explaining problems and
a
sixtos r: She should learn to love mistakes. The only way to improve 8 Choose one of the problems. Ask your classmates for possible solutions. solutions
SR
is to make mistakes, especially when you have a teacher there to • You are often late meeting friends, arriving at school, etc. A problem-solution paragraph
gr
correct you. • You spend too much time on social media when you should be studying. usually begins with a sentence
• You have too many activities – sports, music, etc. You enjoy them all, but that introduces the topic. Then it
ryuji D: Why not start an film club? When you you’re too busy. answers these questions.
RD
useful language watch a film, you naturally want to talk about it. You could have an • What is the problem?
9 Work in pairs. Choose one of the problems from Exercise 7b and think of
‘ -only’ rule for the club.
eo
requested advice a different problem of your own. Discuss the questions. Make notes of • Why is it a problem?
When you don’t understand igor M: I agree that she shouldn’t worry about mistakes, just keep your answers. • What is the solution / are the
IM
something in class, you should ask trying. If you want to improve your , try speaking solutions?
1 What exactly is the problem? Give details.
your teacher for help. it often. 2 Why is it a problem? Give two or three reasons. It will then often include a
If you need more maths practice, try 3 What are the possible solutions? Think of at least three or four. concluding sentence.
lG
downloading a maths app.

Why don’t you … 3 Work in pairs. Discuss the questions. 10 Writing skill Giving advice
uninvited advice 1 Which advice do you think is the most helpful? Look at the advice blog on page 151 again. What are the three ways of
2 Can you think of other advice that would be useful for improving your English? giving advice in the solutions?
If the computer isn’t working, you
might want to try restarting it. 3 Have you ever heard any advice for speaking English that didn’t work for you?
na
11 Write a short blog in your pairs about your problem and three to five
I can see you don’t have a phone 4 Look at the Useful language box. Work in small groups and take turns giving possible solutions. Use this structure.
signal. I got a signal near the advice for these situations. 1 Introduce the topic. 4 Offer three to five solutions.
window, and that may work
1 You can see that someone is trying to work out where to put the coins in a 2 Say what the problem is. 5 Give a conclusion.
for you.
drinks machine. You know the correct place to put them in. 3 Say why it’s a problem.
io
I’m not sure, but I think this door is

2 A friend asks you what kind of phone you think they should buy. 12 Work with another pair. Exchange your blogs and check each other’s work.
locked after 6:00. You may/might
3 You notice that someone in a shop is having problems carrying their items. Does it answer the questions in the Writing strategies box? Does it use the
need to use the side entrance.
They probably don’t realize that the shop has baskets they can use. structures for giving advice?
at
N
An open-ended activity allows students to

personalize the language.

1 Who are you?

Unit at a glance 1A He’s really into music

Students will pp8–11
• learn about occupations, interests and descriptions
Information about the photo
• talk about themselves and others
• read about how people show emotions The main photo shows fifteen-year-old Marta Croll-Baehre
• watch a TED Talk about people’s secrets and the inset shows her twin Emma. The twins are virtually
identical in appearance and have similar interests in that
• speak and write about what they like to do they both want to go to the same university and would
1A Vocabulary like to sing opera. They also both like drawing but have
Personality, e.g. helpful, honest very different styles. Twins can be identical or non-
Listening identical, and it is generally believed that identical twins
A conversation where students greet each other have a closeness unknown in any other relationship.
g
and discuss their interests
in
Grammar LEAD IN
rn
Present simple and present continuous • Focus students’ attention on the title of the unit or project it
Pronunciation using the CPT. Elicit answers from students about
a
-s verb endings
Le
themselves and tell them that answers to the question can
1B Vocabulary building involve a variety of aspects of our lives: the place we come
Adjective complements, e.g. (be) bored, excited from, what we do for a living, our family, etc.
ic
Reading • Read the unit objectives in the box together as a class and
ph
It’s written all over your face point out that all the objectives concern different aspects of
1C Grammar people. Go over any words or concepts that students are
a
Verb patterns: verb + -ing or infinitive with to, e.g. unfamiliar with.
gr
enjoy being, want to know • Tell students to look at the photo and elicit comments
about the two girls. They should clearly identify them as
eo
1D TED Talk twins (provide the word if they don’t know it) and can offer
Half a million secrets, Frank Warren some ideas about what it is to be a twin.
lG

• Note that the expression be (really) into something (used in
Word stress
the title of Lesson 1A) means that you like something very
Critical thinking
na
much. A person who is really into music, for example, listens

Identifying the main idea
to a lot of music, perhaps plays an instrument, writes music,
io
1E Speaking etc. You can also use this expression to say you don’t like
Talking about likes and dislikes something by adding not, e.g. My sister does yoga, but I’m
at
Writing not into it. Students will practise this expression in Exercise 10
N
An introductory postcard on page10.

Writing skill
Using informal language
VOCABULARY Personality p9
1 MY PERSPECTIVE
• Focus students’ attention on the photo again, and the
caption. Elicit ways in which the twins are similar in
appearance and tell the students about their characters
from the information above. Divide the class into pairs and
ask them to discuss item 1, eliciting some ideas.
• Direct students to the word pool in item 2 (cool, friendly,
etc.). Point out that all of the words are adjectives used to
describe people. If necessary, model the words and ask
students to repeat, paying attention to specific challenges
your learners may have with certain words.
16 Unit 1 Who are you? SAMPLE COPY, NOT FOR DISTRIBUTION
is kind to them. Then tell students to use a pair of words to
Teaching tip
talk about someone they know. Ask them to explain their
Modeling pronunciation answer.
When you model pronunciation, it helps if you can show
how a given sound is formed. For example, some learners Exam tip
will say the word funny as punny, and need to have the Using synonyms
difference between the /f/ and /p/ sounds modelled. You When students learn vocabulary, it can be useful to write a
can show students how a sound is made by drawing their definition in English and include a common synonym in
attention to the position of your tongue, teeth, or the their notebooks. However, students should be careful
shape of your lips as you say it. when using synonyms. Very often, they cannot be used
interchangeably in a sentence because of how they
• Give students a couple of minutes to review the words. collocate (go together) with other words. For example, the
(Some will be familiar to them.) Tell them to look up any words nice and cheerful are synonymous, and when we
g
they don’t know in a dictionary. describe people, it’s often possible to use both, e.g. He’s a
in
• Optional step. Write or project on the CPD example very nice/cheerful person. In other cases, though, we can
sentences to check students’ understanding of the only use nice (not cheerful), e.g. I had a nice childhood.
rn
adjectives, e.g. An _____ person always tells the truth. When students learn words with similar meanings, they
a
(honest) A _____ person has many friends. (popular) should use them in example sentences in their notebooks
Le
• Give students a few minutes to work on items 2 and 3 so they are aware of how the words are used in context.
individually, then ask them to discuss their answers, and
item 4, with a partner. Ask individual volunteers to share 3
ic
their answers with the class. Also, give some feedback
• Focus students’ attention on the words in italics in the eight
ph
about new language that came up and correct any errors.

sentences and tell them that these are all adjectives used to
describe people, and some are new words. Point out that
a
Teaching tip most of the adjectives in italics are opposites but not those
gr
Reviewing speaking activities in items 5 and 7. If necessary, model the pronunciation and
After many speaking activities, it is helpful to review new say the words as a class.
eo
language that came up and to correct errors with the class. • Look at item 1 with the class. Explain or act out what it
One way to do this is to list on the board things you heard means to be active and say that lazy is the opposite. Elicit
lG
students say while they were working. For example, you the correct answer to item 1 (active), then ask students to
might hear a student say I am a happy. You can write this complete items 2–8 on their own, using a dictionary as
na
on the board and then ask students to offer the correct needed.
way of saying the sentence. (I’m happy. or I’m a happy • Check the answers around the class.
io
person.) If no one is able to spot the error, make the

correction yourself. Answers
at
1 active 2 nervous 3 sociable 4 easy-going

N
2 5 hard-working 6 loud 7 funny 8 kind

• Ask students to look at the words and check any they don’t
know in a dictionary. Then they match 1–4 with a–d. If Fast finishers
necessary, model the pronunciation of the new words Students who finish quickly can write two or three new
before you check the answers around the class. sentences, using the other word in italics in each sentence,
e.g. I’m lazy at the weekend. I usually watch films and sleep a lot.
Answers 4
1 c 2 a 3 d 4 b
• Read the sample conversation aloud with a volunteer.
If students suggest 3 b, you can tell them that it is almost • Focus students’ attention on the adverbs used: She’s also
correct, but kind is a better match here. very active – but a little bit shy. Also look at item 6 in
Exercise 3 (Luis is really loud.). Point out that it is common to
• Focus students’ attention on the second part of the task.
use words like very or really before adjectives to make them
Give one or two of your own examples, e.g. My sister is a
stronger. (She’s very/really active.) A little (bit) is used to
helpful person. She always helps someone with a problem and
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 1 Who are you? 17

soften, or weaken, an adjective, especially those with a • Ask students to work through the activity. For item 1, ask
negative meaning. (She’s a little bit shy. He’s a little loud them to raise their hands for each possible answer, a, b or c.
sometimes.) Confirm that b is the answer. Check the other answers in
• Tell students to work in pairs to describe students in the the same way and ask a follow-up question for item 2, e.g.
class: one student in the pair describes another student, Why do you think that? Explain that they will hear the
and his/her partner tries to guess who it is. Encourage them answer when they listen to the recording in Exercise 8.
to use adverbs like very, really and a little (bit) in their For item 3 they discuss their answers in pairs, and then
sentences. volunteer information to the class.
5 Answers
• Model this exercise for the class by writing the name of a 1 b 2 a (most likely answer from the photo)
famous person on the board or eliciting one from the class. 3 Students’ own answers
Then ask students to write two or three adjectives from the
lesson that could be used to describe the famous person. 8
Elicit ideas from the class. Which words do students use • 2 Ask students to read items 1–5, and tell them to
most often? write B or A as they listen. Play the recording.
• Put students in pairs and tell them to choose a famous
person together. Then separately, each student should Audioscript 2
g
make a list of three or four words that describe the person, Anna Hello. My name’s Anna.
including at least two from this lesson. Go round the class,
in
Bruno Hi, Anna. I’m Bruno.
helping students as needed. When students compare their
rn
lists, they should explain their ideas to their partner. Anna Bernardo?
Bruno Close. It’s Bruno – B-R-U-N-O.
a
6
Le
Anna Oh, OK. We have the same name in Polish.
• Each pair should agree on a list of three or four adjectives
that describe their person. They should also make a few Bruno So you’re from Poland?
ic
basic notes about the person, e.g. nationality, gender, age. Anna Yes – I’m from Krakow. What about you?
• Ask pairs to present their list to the class, also giving the Bruno I’m from Peru – from Lima.
ph
basic information. Other students can ask yes/no questions

Anna Really? Cool. This is a great party. They’re playing
about the person if necessary, and then guess who it is.
a
really good music. I like it!

gr
Bruno Yeah, me too. … I’m really into music.

LISTENING p10
eo
Anna Me, too. Do you ever listen to the school radio station
7 on the internet? They play really good music.
lG
Information about the photo Bruno No, I didn’t know about it. I’ll check it out.
Anna So do you play an instrument?
DJ Spooky, whose real name is Paul D Miller, is an
na
American multimedia artist and hip-hop DJ, who is now Bruno Yeah, I play the guitar – a little bit. What about you?
artist in residence at the Metropolitan Museum of Modern Anna No … I’m into sports. I like football. I’m on the school
io
Art, New York. A multimedia artist is someone whose work team.

at
includes visual aspects but may also include sound, smell Bruno That’s cool. I play football with my friends, but I’m not
and touch as part of the experience. These artists work in on a team.
N
digital media and can be employed in a variety of tasks:

they might design museum installations or create laser Anna So what kind of music are you into?
shows, for example. In this photo, DJ Spooky is at the Bruno Hip-hop, rock, electronic, a lot of stuff … Do you
museum, performing a piece of music that he relates to its know DJ Spooky?
collection of Oceanic art. Anna DJ Spooky? I’m not sure.
• Optional step. Ask students to look at the photo. Before Bruno He’s really cool. He plays jazz, rock, reggae, hip-hop …
you start the activity, ask some preliminary questions: and even classical. He’s very creative. And I like him
Where do you think DJ Spooky is? What is he doing? Give because he isn’t too serious – he’s cheerful and funny.
students a definition of environment (in the caption): the Anna Sounds cool. I’m looking for some new music to listen
environment is the air, water and land around us. to – something different. Can you play some of his
• For item 1, ensure students understand planet; you could music for me?
give a definition, e.g. a large solid object that moves around Bruno Sure. I have some DJ Spooky right here on my phone …
the sun, or draw a picture, or give the name of a planet
• Ask individual students to give the answers.
and ask students to supply others, including Earth.
likes video games. The game continues with Student C asking
Answers Student B a different question. Student C listens to the
1 A 2 B 3 B 4 A, (B) 5 A answer and then has to remember the information from the
beginning by saying, e.g. That’s Omar. He likes video games.
• Optional step. Ask students to give the answers as full This is Cecilia. She isn’t into music. Keep playing in this way
sentences, e.g. 1 Anna listens to the school radio station. until a student stumbles or can’t remember and then he or
9
she is out of the game.
• Ask students to say whether they think each sentence is
true or false, or if the information is not given, from what GRAMMAR Present simple and present
they remember. First, have your students work together in continuous p10
pairs and then check the answers around the class. To prepare for teaching the following exercises, see Grammar
• 2 Play the recording again for students to check reference on page 128.
their answers.
• Optional step. Read the sentences in the Grammar box
aloud. Then write on the board ______ really good music
Answers
twice, next to each other. Ask two volunteers to come to
1 T
the board and each stand next to one of the sentences.
2 NG (Bruno likes hip-hop and rock but Anna doesn’t say.)
Explain that you are going to say a pronoun (I, you, she, they,
3 F (Anna answers No when Bruno asks What about you?)
g
etc.) and present simple or present continuous. Students have
4 T
in
to fill in the gap with the pronoun and correct form of the
5 F (He isn’t too serious, but he’s cheerful and funny.)
verb play. For example, if you say you and present
rn
6 F (She describes Bruno’s description of him as cool but
continuous, the students have to write You’re playing to
she doesn’t know his music.)
complete the sentence You’re playing really good music. If
a
you say she and present simple, the students have to write
Exam tip
True, false and not given Le
She plays to complete the sentence. The one who
completes the sentence first wins.
ic
Some exams have a task which includes the category of
11
ph
not given as well as true or false. Remind students that

true and false in comprehension refer to what a speaker • Ask students to underline the verbs in each sentence and
actually says. Examples of things that are not given are check that their answers are correct.
a
often commonly known facts or beliefs connected to the

gr
topic, and although they may be true in real life they are Answers
Students underline play, play, ’re playing, ’m looking.
eo
not actually part of what the speaker says.

lG
10 12
• Optional step. Focus students’ attention on the sample • Give students two minutes to look at the questions and
na
conversation. Then play the recording one more time and then elicit the answers or refer them to the Grammar
ask students to listen for examples of the structures used in reference section. Note that for each grammar presentation
io
the conversation to express likes and dislikes, e.g. I like …, exercise you have the option of checking yourself or
I’m into … . Ask individual students to give you an answer. referring students to the reference section.
at
• Put students into pairs to practise asking and answering

N
about their interests. After about two minutes, ask students Answers
to form new pairs and repeat the conversation. You can do 1 present continuous 2 present simple
this two or three times to give your students plenty of 3 with be (am/is/are) and the -ing form
practice, and then ask one or two pairs to say their
conversations in front of the class. • With confident students you could also ask them to
describe the formation of the present simple.
Extension
Play a quick memory game with the whole class. Give all of
your students a letter from A to Z. Student B starts by asking
Student A any question using the target language, e.g. Are
you into sports/comic books/video games? Student A answers
the question and then Student B says, e.g. This is Omar. He

Grammar reference and practice Answers
Ask students to do Exercises 1–4 on page 129 now, or set 1 doing, playing 2 sitting, waiting 3 taking, studying
them for homework. 4 reading, enjoying 5 staying, living
Answers to Grammar practice exercises Note: accept the answers in the other order for item 5.
1 The order given is more likely as the second
2 Does he play football? No, he doesn’t. accommodation is likely to be more permanent,
3 Do they know Beatriz? Yes, they do. but the other order isn’t incorrect.
4 Are we ready? Yes, we are.
15
5 Am I late? No, you’re not. / No, you aren’t.
6 Do you like school? Yes, I do. • Optional step. Frequency adverbs, e.g. frequently,
7 Does she study languages? Yes, she does. sometimes, never, often occur with the present simple rather
8 Do you two want some help? No, we don’t. than the present continuous. While there are exceptions,
2 e.g. you can say He’s always playing video games to indicate
1 am studying 2 is trying 3 are staying 4 are having an action that is repeated over time, this is a loose ‘rule’ that
5 are taking 6 is expecting 7 is talking 8 am getting will help students in choosing between these two forms.
Write these adverbs of frequency on the board: always,
3
often, frequently, usually, sometimes, occasionally, rarely,
1 are watching 2 plays 3 am studying 4 are you
g
hardly ever, never. Write an example on the board to
doing, are making 5 enjoy, don’t listen 6 takes
illustrate this point: I sometimes take a bath in the evening. /
in
7 Do you buy 8 are just sitting, is raining
I’m sometimes taking a bath in the evening.
rn
4
• Give your students time to complete the items using the
1 ’m knowing ‡ I know 2 correct 3 stay ‡ are
present simple or the present continuous. Check the
a
staying 4 ’re preferring ‡ prefer 5 correct 6 correct
answers as a class, paying special attention to the spelling,
Le
7 correct 8 finish ‡ am finishing
e.g. watches. Ask students to identify the adverb of
frequency in the items (usually, item 1) and ask where they
13
ic
could add an adverb (items 4 and 7).
• Give students one minute to skim the content. Then tell
ph
them to complete the information using the present simple Answers

form of the verbs given. 1 watches 2 is 3 is studying 4 practises
a
• Once everyone has finished, ask individual students to 5 am trying 6 is making 7 plays 8 is raining
gr
stand and read one sentence of the passage at a time.

eo
Teaching tip
Answers
1 is 2 lives 3 has 4 love 5 uses 6 like Explaining answers
lG
7 aren’t (are not) 8 hear 9 see 10 learn It’s helpful to go into the reason why an answer is correct. At
this level, students should start practising telling you why
na
they chose the answer they did (rather than you giving the
• Optional step. If your students are quite strong, this is a good explanation all the time). For example, students could tell
time to mention state verbs. Write the following list of verbs
io
you that they chose the present simple rather than the
on the board: know, like, love, own, see, seem. Explain that these present continuous because there was a state verb in the
at
are state verbs: they describe states rather than actions. While sentence. By asking students to explain their answers, you
state verbs can be used in the present simple, they typically
N
are helping them to remember the main points of the lesson.

aren’t used in the present continuous. (There are, however,
exceptions, such as the verb feel; both of these sentences have • Ask students to explain why they chose one form over the
the same meaning: Do you feel OK? / Are you feeling OK?) other. Can they explain their answers? (Items 3, 5, 6 and 8 use
14 the present continuous because they are referring to events
• Tell students that this exercise practises the present continuous, that are happening at the moment of speaking. Items 1, 4
specifically the spelling of the -ing form of the verb. and 7 use the present simple because they describe habits or
schedules. The state verb be is used in Item 2, so the present
• Ask them to read the short conversations and then
simple is appropriate to describe this permanent state.)
complete them in pairs. To check the answers, ask pairs to
volunteer to read the conversations aloud. 16
• Go over the first item together as a class. (What are you
doing right now?) Then tell students to complete the
conversation.
• Ask students to check their answers in pairs. They can then
practise the dialogue.
Answers
1 are, doing 2 am going 3 is 4 is 5 play
1B How are you feeling?
pp12–13
6 Do, want 7 am waiting 8 are working
Fast finishers LEAD IN

Students use the conversation as a model to write their • Focus students’ attention on the title of Lesson 1B and tell
own. Tell them to keep some of the sentences as they are, them to look at the list of words in the table in Exercise 1.
e.g. What are you doing? / Do you want to come? / Sorry, I can’t. Say the words aloud with the class and ensure that students
and change the rest of the details. The conversations should understand the meanings. Point out to students that afraid/
finish with Student A refusing the invitation and giving a frightened are synonyms as are nervous/worried.
reason why. Ask for volunteers to perform their conversations • Ask students if they can think of any other feelings to add to
for the class. the list, e.g. happy, sad, confused, tired. Write all ideas on the
board.
17 PRONUNCIATION -s verb endings • Ask students to look at the box in the reading text with the
• 17a Go over the information in the Pronunciation box. four emojis. Ask students to guess how each one feels:
Then read the three verbs aloud while students listen. Say happy, angry, afraid, sad. These are adjectives that describe
them again and ask students to repeat after you. how people feel. The related nouns (happiness, anger, fear,
• 3 Explain to students that they are going to hear the sadness) come up in the reading and it would be helpful to
g
verbs from the word pool and that they have to decide introduce them to the class now.
in
which ending each has, and write them in the correct
rn
category: /s/, /z/ or /ɪz/.
• 3 17b They listen again to check their answers. Check VOCABULARY BUILDING
a
around the class by asking students to call out the verbs Adjective complements p12
Le
which end in /s/, those that end in /z/, etc. 1
Answers • Read the information about adjective complements aloud

ic
/s/ works, likes, wants, writes with the class and check they understand look and seem, i.e.
ph
look describes a person’s appearance and seem can describe

/z/ sings, goes, listens, plays appearance or behaviour.
/ɪz/ dances, practises, uses, watches
a
• Point to different pictures in the photo at the top of page

gr
13, and ask students to use the verb + adjective

18 combinations to explain how each person is feeling. For
eo
• Ask students questions using the verbs in the activity, e.g. example, it’s hard to tell exactly how the girl in the top left-
What kind of music do you like? Where do you go at the hand corner feels, so it’s possible to say, e.g. she looks/seems
lG
weekend? Several students can call out their answers to worried. It’s obvious how the man in the centre photo feels,
each question. Brainstorm more ideas with the class. so it would be best to say He is/feels angry.
na
• Ask students to work in pairs and come up with five things • Tell students to work on their own to complete sentences
that he or she likes that are different from his or her 1–6 with either an adjective or the correct form of a verb.
io
partner’s likes. They can then share their sentences with There may be more than one possible answer.
the class. • Check answers around the class.
at
N
Homework Answers
Set Workbook Lesson 1A exercises on pages 2–5 1 afraid, frightened, nervous, worried 2 excited
for homework. 3 nervous, worried 4 is, looks, seems
5 became, got, was 6 seem, look
• Give students a few minutes to think of their answers. Go

round the class, helping as necessary, and noting any errors
or new language for discussion later.
• Stop the activity after about five minutes and ask a few
students to share their answers with the class. Give some
feedback about new language that came up and correct
any errors.

Reading p12 Answers
3 b = paragraph 4 (... other animals experience many of the
same feelings people have. lines 33–34)
Exam tip c = paragraph 3 (Our faces show our feelings so clearly that
Previewing a text even some animals know how we feel. lines 21–22)
When we preview a text, we look at it quickly to get a d = paragraph 5 (... people’s faces usually tell others exactly
general sense of what it’s about. To do this, read only the how they feel ... lines 48–49)
title, any section headings or text in bold, the first and e = paragraph 1 (We feel so many different things, ...
last paragraphs, and look at photos and read the
lines 4–5)
captions. When you practise this technique in class, it is
helpful to set a time limit so that students have to read
5
quickly through the text.
• 4 Read the instructions with the students and tell
• Ask students to read the information about previewing a them that the aim of this exercise is to find specific
text. Then tell them to answer the three questions in the information in the article.
box by taking some simple notes. Give them a time limit of • Tell students to read sentence 1, and ask them which
ten minutes, then ask What is this reading mainly about? Tell paragraph(s) they would read (1, 2, 3, 4 or 5) to find the
students to use their notes to explain. answer (paragraph 1). Explain to students that to find the
g
correct answer, there is no need to re-read the entire text.
in
Suggested answers Instead, they should find the paragraph that is most likely to
rn
It’s probably about feelings. have the information they need. To do this, they can quickly
They tell you that it’s going to be about people and their read the paragraph headings in bold and the first couple of
a
feelings. sentences in each paragraph. Once they find the right
Le
paragraph, they can quickly search it for the correct answer.
The main ideas are that there appear to be a lot of
different feelings (first paragraph) and it’s important to • Tell students to work on their own to complete the
ic
understand feelings (last paragraph). sentences as quickly as they can.
• Check answers around the class and ask students which
ph
• Optional step. The expression it’s written all over your face paragraph they found the answer in.
(in the reading title) means ‘I know how you’re feeling
a
because I can tell from the expression on your face.’ You Answers
gr
could show students how it is used: A: You look upset. 1 b – paragraph 1 2 c – paragraph 2
3 a – paragraph 2 4 c – paragraph 3
eo
B: Yeah, I am. How did you know? A: It’s written all over
your face. 5 b – paragraph 3 6 b – paragraph 4
7 a – paragraph 4 8 c – paragraph 5
lG
4
• Tell students that the aim of this exercise is to identify the 6
na
main idea of each paragraph in the article.

• Tell students that only one idea (1, 2 or 3) is discussed in the
article. They should select the correct one and find and
io
Exam tip
underline supporting evidence for it. Point out to students
Identifying the main idea in a paragraph
at
that the answer may not be stated directly.

A paragraph is a group of sentences that are about a
N
central (or main) idea. Very often, the main idea is Answer
expressed near the start of the paragraph, usually in the 2 – the article states that we should discuss important
first or second sentence. If there are paragraph headings, things face to face (lines 53–55)
these can also help readers understand what a paragraph
is about. Understanding the main idea of each paragraph
can help readers understand the entire text, and can also 7 MY PERSPECTIVE
help them locate information quickly. • Give students a few minutes to discuss the questions in
pars. Go around the class checking and noticing errors.
• Tell students to read paragraph 2 (Basic feelings) and • When students have finished, ask a few volunteers to share
underline the sentence that states the main idea (the first their answers with the class. Give some feedback about
sentence). Then have students read choices a–e and new language that came up and correct any errors.
choose the best one (a). Ask students to complete b–e on
their own.
• Check answers with the class. For each paragraph, ask
students where in the paragraph the main idea is stated.
Extension
• Play the following game: put students in small groups, tell 1C I expect my friends
them to write each emotion from Exercise 1 and any others
on the board on small slips of paper, and then mix and put to understand pp14–15
these face down on the desk in a pile. Then tell them to take
six more small slips of paper. On three, they should write T Verb patterns: verb + -ing or infinitive
(for truth); on the other three L (for lie). They should also
with to pp14–15
mix these and put them face down on the desk in a second
To prepare for teaching the following exercises, see Grammar
pile.
reference on page 128.
• Tell one person in each group to be the time and score
keeper. 1
• One person in the group starts by picking up a paper from • Focus students’ attention on the photo on page 15. Ask:
the ‘emotion’ pile and a T or L from the other pile. The Where are the people? (at an amusement park) What are they
student then has to tell a story about a time he or she doing? (riding a roller coaster). To work in the target
experienced that emotion. If the student picked up a letter structure, ask Do you like riding roller coasters? Do you like
T, the story has to be true; if L, the story should be a lie, e.g. watching scary movies?
Last month my dog was ill and I was really sad. Other • Write this list on the board: do homework, do exercise, hang
students in the group have two minutes to ask questions to out with friends, shop, study at the weekend. Ask students to
g
try to guess if the speaker is telling the truth or a lie, e.g. make sentences with (don’t) like + -ing and one of the items
in
Why was your dog ill? When the time is up, each person on the board.
should say whether they think the speaker is telling the • Ask students to tell their partner two or three things they
rn
truth or a lie and explain why, e.g. I think you’re telling the love doing and two or three things they hate doing.
truth. You’re talking about your dog, and you seem very sad.
a
2
• The speaker then shows the letter (T or L). Each student
Le
who guessed correctly gets a point. • Give students a minute or two to underline and circle the
• Model the game once for the class. Also, for support, write words in the Grammar box.
ic
or project this language to help students I think you’re telling
Answers
ph
the truth/a lie.

Students underline enjoy, learn, want, love. They circle
being, to avoid, to know, meeting.
Homework
a
gr
Set Workbook Lesson 1B exercises on pages 6–7

• In Exercise 1, students used some verbs that are followed by
for homework.
a verb in the -ing form. Explain that there are also some
eo
verbs that are followed by to + verb (as in They also learn to

avoid angry people ...)
lG
3
na
• Give students time to complete the table before checking

the answers around the class.
io
Answers
at
the -ing form: enjoy, love

N
to + infinitive: learn, want
• At this point, you could explain to your students that

there are some verbs that can be followed by either the
-ing form or infinitive with to (with no change in
meaning), e.g. begin.

Teaching tip Answers
Keeping a grammar notebook 1 talking 2 to share 3 to make 4 feeling 5 telling
With language patterns such as verb forms in
combinations, there is no obvious way to determine which • Ask students if any of the statements are true for them and
verb form follows a verb; students simply have to invite volunteers to answer.
memorize the combinations. This is an opportunity for 5
students to start a grammar notebook. (Many students
may be familiar with, and already keep, a vocabulary • Ask students Have you ever started laughing when someone
notebook of new words/expressions, but they may not be around you was laughing? Who were you with? Where were
familiar with the idea of a grammar notebook.) By you? What was so funny? Explain that they are going to read
dedicating part of their notebook to grammar rules, they about this.
will be able to keep all of the content in one place. This will • Give students time to complete the text alone or working in
help them memorize the material more easily. pairs. For some of the answers either answer (-ing form or
infinitive with to) is possible. When they are finished, either
invite individual students to come to the board and write
• Optional step. There are a few verbs in the Grammar
their answers or to read out sentences from the text.
reference that students may need help with, e.g. verb + -ing:
consider; verb + to infinitive: manage, promise, seem. To give
Answers
students some practice with these verbs and show how
g
1 smiling 2 to laugh 3 sharing 4 to drop/dropping
they are used, write the following sentences on the board:
in
5 to understand 6 to get on 7 fighting/to fight
I seem to have difficulty with …
rn
I can never manage to …
Would you consider …? 6
a
OK, I’ll promise to try that. • Explain that students should use each of the verbs in the
Le
• Put students into pairs. Student A should think of a problem box once only. Give them time to work on the exercise in
he or she has in studying or learning English, such as I seem pairs and when they have finished, invite different pairs of
students to read their answers.
ic
to have difficulty with pronunciation or I can never manage to
pronounce the word ‘x’. Student B then answers with a
ph
suggestion, such as Would you consider asking a native Answers

speaker of English for help? Student A ends the conversation 1 to bother, helping 2 not to tell, sharing
a
with OK, I’ll promise to try that. Give students a few minutes 3 to write/writing, talking/to talk
gr
to come up with their mini-conversations. If there’s time, ask 4 to send, to receive/receiving 5 to describe, to tell
some pairs to perform their conversations for the class.
eo
7
Grammar reference and practice
lG
• Ask your students to close their books. Write the first

Ask students to do Exercises 5–7 on page 129 now, or set sentence from the exercise on the board: I like _____ at the
them for homework. weekend. Go around the room and point at different
na
students and have them say their answers using verb + -ing
Answers to Grammar practice exercises or infinitive with to. Do this quickly, encouraging students
io
5 to say the first thing that comes into their minds.

at
1 b, c 2 a, b 3 b, c 4 a, b 5 b, c 6 a, c • Ask students to open their books and complete items 2–5

6 with true information. Check that they have used the
N
1 I hope to talk to my sister. correct form by eliciting sentences from volunteers.

2 She wants me to explain my feelings.
3 We don’t mind talking about emotions. Answers
4 You hate sharing your feelings. Students should use the following forms:
5 He would like to know more about it. 2 infinitive with to 3 -ing form 4 infinitive with to
6 My friend is lazy but she seems to get good marks. 5 infinitive with to
7
1 reading, to read 2 meeting, to meet Fast finishers
3 to enjoy, enjoying 4 to go, going 5 waiting, to wait Students make two or three more sentences about themselves
using the correct patterns. They write them down to use them
4 in Exercise 8.
• Ask students to read the items before doing the activity and
check they understand the verbs.
• Give students a few minutes to complete the exercise.
Then check the answers as a class.
8
• Put students in pairs to ask and answer questions about
1D Half a million secrets
Exercise 7, following the model. Go around the class and pp16–17
check that students are doing the activity correctly. Notice
and correct errors in the target structure only. LEAD IN
• Optional step. Ask each pair to join another pair. Each • Put the word secret on the board in a couple of sample
student in the group asks at least one question about one sentences, e.g. I bought my brother an X-Box for his birthday,
of the students in the other pair, e.g. What does Eloise want but don’t tell him! It’s a secret.
to do next summer? / She wants to … • Say the word secret with the class and read the sentences
aloud. Ask If something is a secret, do you want people to
9 CHOOSE
know about it? Do people ever tell you secrets? What about?
The idea is for students to make their own choice of activity here.
• Tell students they are going to watch a TED Talk about
However, you might want to make the decision for them, in
secrets.
which case explain why. Alternatively, you may decide to let
students do more than one task. You could divide the class into • Read out the quote and ask students to translate it or say
groups and have each group do a different task – or you could what they think it means in English (or both).
have a vote on which task the whole class should do. For the vote: • 1.0 Tell them they are going to see a short text on the
• put students in pairs or groups to decide which they prefer. DVD to introduce the talk and the speaker, and play the
g
About the speaker section. Then do the vocabulary exercise.
• take a vote on each task.
in
• if the vote is tied, ask one student from each side to explain TED Talk About the speaker 1.0
rn
which is best and take the vote again. You can decide if Frank Warren asked people to anonymously write an artful
there is still no change. secret on a postcard and send it to him. Some of the postcards
a
Instructions for each activity: were soulful, while others were shocking or silly.
Le
• Option 1 – mingling activity. Students move around the He put some of the secrets on his website for other people to
classroom, asking questions to find students who are similar read. News of the website spread virally, and now it is the
ic
to them. They use the conversation on the page as a model, internet’s most popular advertisement-free blog.
and ask as many students as possible in the time you allocate
ph
Frank believes that sharing secrets can help us connect with

to the activity. As soon as they find a similarity with one
our humanity and with other people.
student, they should note the name and activity, and move
a
on to the next student to ask another question. At the end of Frank Warren’s idea worth spreading is that sharing secrets
gr
the activity, they should count the number of similarities they can help us connect with others and know ourselves better.
found and the student with most is the ‘winner’.
eo
• Option 2 – reinforcement activity. Students should tell the Answers to About the speaker
class what they learned about their partners in Exercise 8. 1 anonymously = b (without giving a name)
lG
Give students a couple of minutes to make notes of the 2 artful = b (interesting and beautiful)
information they found, then allow a good number of 3 soulful = a (showing deep feeling)
na
students to report back to the class, and if possible, allow 4 virally = c (quickly from person to person)
all of the students to have their say. 5 humanity = b (the special quality of being a person)
io
• Another option is to ask students to write their sentences • After they finish, write the key words from the About the
at
on a piece of paper starting this student instead of a name speaker section on the board and ask students to retell it
(e.g. This student wants to go to the beach in the summer.). aloud, or ask them to write as much of what it said as they
N
Collect the papers in, shuffle them and give them out in can. Correct as necessary.
random order to the class. Each student reads out the
sentences and the class guesses who is being described. At
the end, the student being described and the one who AUTHENTIC LISTENING SKILLS Word
wrote the sentences confirm who it is. stress p16
• Option 3 – writing task. Students write a paragraph As well as teaching aspects of phonology and listening skills,
comparing themselves to their partners. After they have these tasks also:
finished, ask What’s one interesting thing that you learned about • allow you to pre-teach some vocabulary.
your partner? Ask them to tell another pair or the entire class. • allow students to read and hear new language before they
listen to the whole text.
Homework • allow students to tune into the speaker’s voice and style.
• Set Workbook Lesson 1C exercises on pages 8–9 for
homework.
• You might want to tell students to watch the track called
Unit 1 TED Talk on the Perspectives website before they
come to the next class.

1
Answers to gist questions on DVD
• Divide the word secret into syllables, noting which one is
Part 1
stressed (secret). Tell students that each one of these smaller
word parts is a syllable. Say the word with the class. Point Are the sentences true or false?
out that the first syllable is stressed (i.e. it’s the one we say 1 Frank writes a lot of postcards. F
with the most emphasis). Underline this syllable. 2 Frank receives a lot of postcards. T
• Read the information in the Authentic listening skills box 3 People tell Frank their secrets. T
with the students. If necessary, divide words 1–8 into
Part 2
syllables and write these on the board for students to write
in their notebooks. This will make it easier for them to Which of these does Frank tell a story about?
underline the correct syllable as they listen. c A man asks a woman to marry him.
• 5 Play the recording and tell students to underline Part 3
the stressed syllable in each word. Check that they Which of the following is true?
understand all the words and explain/teach any necessary. 1 b A man named Matty returns lost cameras and
• At the end, say each word with the class and check answers photographs to people.
together. 2 a A woman emailed Matty about pictures of her family.
3 a Frank says that secrets connect people.
Answers and audioscript 5
g
1 collect 2 received 3 girlfriend 4 stranger
in
3
5 advertisement 6 memory 7 instructions
8 collection • Tell students they are going to watch Part 1 of the talk. Explain
rn
that when Frank speaks, they don’t have to understand
everything he says. Their aim is to answer items 1–4.
a
2
Le
• 1.1 Play Part 1 of the talk. Encourage students to listen
• 6 Tell students to read the first extract. Then play it for once through.
students to listen. Then put students in pairs and tell them • Note: when you get to the part where the green postcard
ic
to take turns saying the extract aloud. comes up on screen, pause the talk to give students an
ph
• Tell students to read the second extract and identify which extra minute to read what’s written.
words have two or more syllables. Project or write these • Ask students to compare their ideas in pairs. Go round and
words on the board, dividing them into syllables, and say
a
notice how well they did in order to decide whether to play

them aloud with the class. Tell students to underline the
gr
Part 1 again.
stressed syllable in each word.
• Play Part 1 again if necessary. This time, it may be helpful to
eo
• 6 Play the second extract while students listen and

stop the talk so that students can choose the correct
check their answers. Then check the answers: ask students answer to each item in 1–4. For example, for item 1, pause
lG
to take turns saying the extract aloud. after Frank says And I handed out these postcards randomly
on the streets of Washington D.C. Note that you may need to
Answers and audioscript
na
6 explain the meaning of handed out (= If you hand out

I printed up three thousand self-addressed postcards, just postcards, you give them to a lot of people.)
like this. They were blank on one side, and on the other
io
• Check answers around the class, repeating the parts of the

side I listed some simple instructions. DVD that clarify the answers.
at
• Make sure that students understand the meaning of self-

N
Answers
addressed (= If you self-address a postcard or letter, you 1 strangers 2 became very popular
write your own address on it so it will be posted to you.) 3 many different countries 4 a little sad
WATCH pp16–17 TED Talk Part 1 script 1.1

If you are short of time, or want a different approach to the Hi, my name is Frank, and I collect secrets. It all started with a
video, you may want to watch the whole talk all the way crazy idea in November of 2004. I printed up 3,000 self-
through with only some brief checking questions. A version addressed postcards, just like this. They were blank on one side,
of this is on the DVD and is labelled as TED Talk with activities. and on the other side I listed some simple instructions. I asked
At the end of each section, there is a short gist question(s). people to anonymously share an artful secret they’d never told
Pause after each question on screen so students can give their anyone before. And I handed out these postcards randomly on
answers, then play the answer. the streets of Washington DC, not knowing what to expect.
But soon the idea began spreading virally. People began to
buy their own postcards and make their own postcards. I
started receiving secrets in my home mailbox, not just with
postmarks from Washington, DC, but from Texas, California,
Vancouver, New Zealand, Iraq. Soon my crazy idea didn’t
seem so crazy. PostSecret.com is the most visited and read the secrets out loud. I read some to her, she reads
advertisement-free blog in the world. And this is my postcard some to me.’ He says, ‘It’s really brought us closer together
collection today. You can see my wife struggling to stack a through the years.
brick of postcards on a pyramid of over a half-million secrets. And so when I discovered that you had posted my surprise
What I’d like to do now is share with you a very special proposal to my girlfriend at the very bottom, I was beside
handful of secrets from that collection, starting with this one. myself. And I tried to act calm, not to give anything away. And
‘I found these stamps as a child, and I have been waiting all just like every Sunday, we started reading the secrets out loud
my life to have someone to send them to. I never did have to each other.’ He said, ‘But this time it seemed like it was
someone.’ Secrets can take many forms. They can be shocking taking her forever to get through each one.’ But she finally did.
or silly or soulful. They can connect us to our deepest She got to that bottom secret, his proposal to her. And he said,
humanity or with people we’ll never meet. ‘She read it once and then she read it again.’ And she turned
to him and said, ‘Is that our cat?’ (Laughter) And when she
4
saw him, he was down on one knee, he had the ring out. He
popped the question, she said yes. It was a very happy ending.
Background information
So I emailed him back and I said, ‘Please share with me an
In the United Kingdom, United States and some other image, something, that I can share with the whole PostSecret
countries, 14 February is Valentine’s Day. On this day, community and let everyone know your fairy tale ending.’ And
couples celebrate their love by giving each other gifts such he emailed me this picture.
g
as flowers, cards, chocolates and jewellery. Also, it is the day
in
on which an admirer can send a card anonymously to the 5
person he or she likes, inviting them to guess who sent it. • Tell students Frank is going to talk about another postcard.
rn
In the United States, when a man wants to marry a woman, Pause the video at the start of Part 3 so that students can
it’s traditional to buy a ring (often a diamond). When the
a
read it. Make sure they understand these words: camera,
man proposes, he gives the ring to the woman. Sometimes,
Le
Lollapalooza (= a music festival that happens in the
a man will go down on one knee when he pops the United States); get pictures developed (= to print photos
question (when he says ‘Will you marry me?’). If the woman from a camera). Then tell students: You are going to hear
ic
says yes, she will put on the ring. about a student. His name is Matty. He started a website called
ph
IFoundYourCamera.
• Tell students to look at the photo inset at the top of the • Tell students to read items 1–5 and to ask about anything
page. Ask students what they see in the picture (a ring, a
a
they don’t understand.

cat). Then tell them: A man sent this postcard to Frank. Ask
gr
• 1.3 Play Part 3 of the talk once or twice as necessary

them to read the postcard and guess: Why did the man write
while students note down their answers.
this postcard? Write all ideas on the board.
eo
• Elicit answers from the class, repeating the parts of the

• Tell students to complete sentences 1–6 with their ideas.
video that clarify the answers.
lG
Then share the background information above with the

class to preview the underlined vocabulary.
Answers
• 1.2 Play Part 2 of the talk straight through. Encourage
na
Frank discusses 1, 3 and 5.

students to listen once through.
• Play Part 2 of the talk a second time if necessary and ask
io
students to check their answers in pairs. TED Talk Part 3 script 1.3
at
‘I found your camera at Lollapalooza this summer. I finally

Answers got the pictures developed and I’d love to give them to you.’
N
1 cat 2 ring 3 postcard 4 email 5 website This picture never got returned back to the people who lost it,
6 ending but this secret has impacted many lives, starting with a
student up in Canada named Matty. Matty was inspired by
that secret to start his own website, a website called
TED Talk Part 2 script 1.2 IFoundYourCamera. Matty invites people to mail him digital
‘That Saturday when you wondered where I was, well, I was cameras that they’ve found, memory sticks that have been
getting your ring. It’s in my pocket right now.’ I had this lost with orphan photos. And Matty takes the pictures off
postcard posted on the PostSecret blog two years ago on these cameras and posts them on his website every week.
Valentine’s Day. It was the very bottom, the last secret in the And people come to visit to see if they can identify a picture
long column. And it hadn’t been up for more than a couple of they’ve lost or help somebody else get the photos back to
hours before I received this exuberant email from the guy who them that they might be desperately searching for.
mailed me this postcard. Matty has found this ingenious way to leverage the kindness of
And he said, ‘Frank, I’ve got to share with you this story that strangers. And it might seem like a simple idea, and it is, but the
just played out in my life.’ He said, ‘My knees are still shaking.’ impact it can have on people’s lives can be huge. Matty shared
He said, ‘For three years, my girlfriend and I, we’ve made it this with me an emotional email he received from the mother in
Sunday morning ritual to visit the PostSecret blog together that picture. ‘That’s me, my husband and son. The other

pictures are of my very ill grandmother. Thank you for making CRITICAL THINKING Identifying the main
your site. These pictures mean more to me than you know. My idea p17
son’s birth is on this camera and he turns four tomorrow.’ Every
picture that you see there and thousands of others have been 9
returned back to the person who lost it – sometimes crossing Read the instructions and ask students to think about the
oceans, sometimes going through language barriers. main idea of Frank Warren’s talk. They then share their ideas
Secrets can take many forms. They can be shocking or silly or with a partner.
soulful. They can connect us with our deepest humanity or with 10
people we’ll never meet again. • Tell students to read through the three options and choose
the best one. Have them explain their choice to a partner.
6 VOCABULARY IN CONTEXT
• 6a 1.4 Tell students that they are going to watch Answer
some clips from the talk which contain new or interesting The most likely answer is 2, as Frank doesn’t suggest that
words or phrases. They should choose the correct meaning we shouldn’t tell our secrets (1), nor does he discuss
for each one. Play the Vocabulary in context section. Pause postcards as a way of sharing information in preference
after each question on screen so students can choose the to any other way (3).
correct definition, then play the answer. If you like, you can
ask students to shout out the answers. If helpful, either you 11 MY PERSPECTIVE
g
or the students could give an additional example before
• In Part 3 of the talk, Frank talked about ‘the kindness of
in
moving on to the next question.
strangers’, i.e. that people can be kind to other people that
they don’t know. Give an example to illustrate this: you are
rn
Answers in the queue at a coffee shop and when you pay, you don’t
1 struggling = b (trying with difficulty)
a
have enough money. The person behind you (a stranger)
2 calm = a (relaxed)
Le
offers to pay for you.
3 proposal = a (suggestion of marriage)
• Tell students to answer the questions with a partner.
4 image = c (picture)
ic
5 language barriers = b (communication problems)
Answer
ph
• 6b Ask students to complete the sentences with their own Frank thinks people are generally kind. He shows this by
ideas, and then discuss them with their partner. If they are picking out kindness in the postcards and talking about
a
having difficulty, you could offer some of the suggestions Matty.

gr
below. Once they have discussed the sentences with their

partners, elicit a few ideas from the class.
eo
CHALLENGE
• Ask students to read the instructions and then work alone
Suggested answers
lG
to think of two or three ways in which strangers can be kind.

1 … I meet new people for the first time. / … I start a • Students can then share their ideas with their partner. Ask a
new subject at school. / … I have to speak in front of
na
few pairs to share their best idea with the class.

the class.
2 … a photo of me when I was a baby. / … a photo of Suggested answers
io
me and my pet dog. / … my best friends at the beach. Students could mention any of the following: helping
at
3 … take a few deep breaths. / … close my eyes and someone whose car has broken down; giving money to
think of something nice. / … count to ten. poor people on the streets; helping a lost child; giving
N
4 … a tourist asked me a question. / … I was on a school someone a lift if they are finding it difficult to walk.
trip and couldn’t ask for something. / … I couldn’t
understand the words of my favourite song.
Extension
7 / 8 Project or write the questions on the board: Did you like this
• Read the instructions and the example with the class. If TED talk? Why? / Why not? Do you like Frank Warren’s website?
students don’t want to talk about themselves, tell them to Why? / Why not? Tell students to answer them on their own.
talk about someone they know (a friend, classmate or Then put them into small groups to discuss.
family member).
• Put students in small groups to share their answers. Ask Homework
them to choose the most interesting story to share with the Set Workbook Lesson 1D exercises on page 10 for
class. homework.
1E What are you into? Juan
Becky
That’s cool. Sounds like you’re really into it.
Yeah, I love it. The best thing about it is the
pp18–19 exercise. It’s a great way to stay in shape. You
should come along sometime. Um … are you into
Speaking p18 sports?
Juan Thanks for the invitation, but to be honest, I’m not
1 MY PERSPECTIVE that interested in playing team sports. I don’t
• Optional step. Write these two questions on the board. mind watching, though.
When you first meet someone, is it easy to talk to them? What Becky OK, well, why not come along and watch sometime?
do you usually talk about? Have a conversation with the
class. Do students talk about school? Hobbies? Popular Juan OK, sure.
movies or music? Current events? Becky So what did you do this weekend?
• Students work in pairs to ask and answer the questions in Juan I went on a hike. I’m really into hiking and
Exercise 1. Go round the class, making sure that students camping.
are covering all three questions before you move on.
Becky Really? I can’t stand camping. I prefer sleeping in a
2 bed! But hiking’s OK – I don’t mind going hiking
Focus students’ attention on the photo and caption. Elicit ideas once in a while. Do you have a favourite place to
go?
g
from the class about what the mailboxes say about their owners.
in
Juan I’m really into the Black Mountains in Wales. It’s
Suggested answers beautiful up there. I usually go with a few friends. You
rn
Students might say that the colours of the mailboxes should come with us sometime.
express something about their owners, e.g. number 2
a
Becky Sure, I’d like that.
looks quite feminine, with the pastel blue and pink,
Le
Juan How about next Saturday? Then football on Sunday?
whereas number 5 is very plain.
Becky That sounds great.
ic
3 • Optional step. Review the usage of too (used in an
ph
7 Tell students that they are going to listen to a affirmative sentence to add agreement) and either (used in
conversation between Becky and Juan. Play the recording a negative sentence to add agreement). Have your students
a
once while students tick the topics that they hear. Check tell you ways in which they are similar to Juan and Becky by
gr
the answers as a class. saying things like I’m similar to Juan. He doesn’t like playing
team sports and I don’t either. / I’m similar to Becky. She loves
eo
Answers football and I love football too. Then ask your students to tell
hiking, football you how they are different from Juan and Becky: I’m
lG
different from Juan. He likes hiking and camping, but I don’t.

4 5 / 6
na
• Give students some time to complete some notes about

• As an option here, you can ask half of the students to listen
their own interests. Make sure that they understand they
and fill in the answers for Juan while the other half listen for
io
can write about anything.

Becky’s answers.
• Go over the language in the Useful language box. Point out
at
• 7 Play the recording again for students to complete

that Are you into …? can be followed by a noun (like sports)
the profiles. Then put the students into pairs to exchange
N
or an -ing form (like cycling).

answers. Elicit the answers from different students.
• Explain that we make I’m really into … negative by placing
Answers not before really: I’m not really into … While I’m really into …
2 watching (team sports) 3 hiking and camping means ‘I really enjoy (doing something),’ I’m not really into …
4 (playing) football 5 the exercise, a great way to stay means ‘I don’t like (doing something) much.’ Point out that
in shape 6 camping 7 hiking the responses That’s cool! and Wow! (at the bottom of the
box) are used only when someone has just told you what
they are into or what they really love to do. You would not,
Audioscript 7 for example, respond with That’s cool! or Wow! if someone
stated I’m not that interested in video games or I can’t stand
Answers to Exercise 4 in bold sports. In those cases, you would probably respond with
Juan Hey, Becky! Did you have a good weekend? something like Really? or I see and then ask a follow-up
Becky It was pretty good thanks, Juan. question: I can’t stand football. / Really? Why not? / Because
it’s boring. Write this example on the board if it will be
Juan The weather was great! Did you get outside? helpful for your students.
Becky Yeah. I played football on Sunday afternoon with
some friends. We play every Sunday.
• Put students into pairs to ask their partners about their likes • Give students a minute to find the informal language in the
and dislikes. postcard.
Exam tip Answers

Responding to your partner 1 Hello Thanh (This might be considered more neutral
A lot of speaking exams are done in pairs and part of the than informal, but it isn’t formal.)
test is students’ ability to listen and respond to their 2 name’s, I’m, don’t
partner when they are speaking. It is OK to nod and smile, 3 really into football, great player, Are you into …
but they will get better scores if they comment (Really? / 4 What about you? Are you into sport?
That’s a good idea, etc.) or ask a direct question (So, what 5 Best wishes (Again, this might be considered neutral,
would you do next?). To be able to do this naturally in the but is not formal.)
exam students need to practise in class.
• 10b Students can use their books to find other examples
of informal language if they wish.
WRITING An introductory postcard p19
Suggested answers
7
1 Hi!, Hey! 2 aren’t, haven’t, won’t, didn’t 3 cool, brill,
• Give students a minute or two to work individually, thinking of Wow!, That’s great! 4 How are you doing?, What’s up?
five pieces of information they would put in a postcard to a 5 Love, All the best
g
pen friend. (Explain what this is if necessary.) Then put students
in
into pairs and have them compare the items on their lists. Were
11
rn
any of the items the same? Were there any surprises?
• Optional step. Go round the room asking each student to • Go over the language presented in the Useful language box
a
give one piece of information they would put in their first. Explain the task. Tell students that they are now going
Le
postcard. Write their ideas on the board. This is one way to to write their own postcard, and to refer to the model on
compile a lot of ideas in a short amount of time. page 149 for help. Remind them of the structure of the
model by reading out the advice around it and reminding
ic
8 them of the language they have studied. Tell students that
ph
• Refer students to the model postcard on page 149 of the their postcard should contain the five pieces of information
Student’s Book and tell them to answer the question. Tell from Exercise 7, but that they can add more.
a
them how to pronounce Thanh (tang). • If you are going to give students a mark, tell them it will be
gr
higher if they organize their postcard in a similar way to the

Answers model and use language they have learned. If you wish, put
eo
It’s clear they don’t know each other as Timo introduces students in pairs briefly to talk about or plan their postcards.
himself (My name’s …) and gives basic information about • Set the writing for homework or set a time limit of about
lG
himself. He also asks some basic things about Thanh, such ten minutes to do it in class. As students are writing, go
as likes and dislikes. round and offer help. You might note some common errors
na
for feedback when the time is up.

9 12
io
• Give your students a minute or two to read through the list • Tell students to exchange their postcards with a partner
at
and tick their answers. (different from the one in Exercise 11 if they worked in pairs
• Either ask students to check their answers on page 149, or to plan). When reading their partner’s postcard, each
N
take a class vote. Say, e.g. Put your hand up if you think there’s student answers the questions in the instructions, and then
an interesting personal fact about Timo. feeds back to the writer.
• To end the activity, you could ask for a few volunteers to
Answers read out their partner’s postcard.
Students should tick: an interesting personal fact, hobbies
and interests, favourite school subjects, name, home town, Homework
something his friends think, things he would like to know • Set Workbook Lesson 1E exercises on pages 11–12 for
about Thanh homework.
• Set the writing task for homework if you haven’t done it
10 WRITING SKILL Using informal language in class.
• 10a Point out the difference between formal and informal
language by asking students how they greet their friends
(e.g. Hi!) and how they greet their teacher or their parents’
friends (e.g. Good morning). Tell them that young people
usually use informal language with people of the same age,
even if they don’t know them.
2 Where the heart is

Unit at a glance 2A Different places pp20–23

Students will
• describe places to live
• discuss unique homes The living area pictured is one of many rooms in the
• read about living in the International Space Station Sharma Springs Residence, a six-storey home in Bali,
Indonesia. Created by the architectural design firm IBUKU,
• watch a TED Talk about houses made from local and the house is made of bamboo, a flexible and plentiful
sustainable materials building material that grows in Indonesia. IBUKU’s goal is
• describe special places and things to create homes and other buildings that ‘feel more like
extensions of the natural environment around them’. This
2A Vocabulary
home and other bamboo structures built by IBUKU will be
Describing where you live, e.g. lively, historic
featured in Elora Hardy’s TED talk in this unit.
Listening
g
A news report about a special city
in
Grammar Background information
rn
Past simple, used to
The unit title is part of the longer expression Home is where
Pronunciation
a
the heart is. This saying expresses the idea that your home
/zd/ and /st/ in used
Le
(either your house or the city or town you come from) is
2B Vocabulary building the place where you are the happiest and most want to
Suffix -ion, e.g. communication, direction be, especially when you are far away from it.
ic
Pronunciation
ph
Word stress
Reading LEAD IN
All the comforts of home • Introduce the unit theme by telling students that they
a
Critical thinking will be learning about interesting homes and different

gr
Analyze fact and opinion places to live.

eo
• Tell students to look at the photo and read the caption.

2C Grammar Make sure that students understand the words designs
Past continuous
lG
(makes the plans for) and bamboo (point to the roof of the
Pronunciation house). Then point to the photo and say This is someone’s
-ing in fast speech house. Ask the following questions: Where is this house?
na
2D TED Talk (In Bali, Indonesia. If you have a map, you can point Bali
Magical houses, made of bamboo, Elora Hardy out for them.) What room is this? Can you guess? (Maybe
io
Authentic listening skills the living room because there are chairs, sofas, etc.)
at
Listening for gist • Ask students to call out names of other rooms in a house,
2E Speaking for quick revision.
N
Giving reasons • Tell them that they will revisit the house later when they
Writing watch Elora Hardy’s TED talk.
A description
Writing skill VOCABULARY Describing where you live p21
Using adjectives 1
• Tell students to look at the items listed and check they

know them. Point to any in the classroom, e.g. the windows,
the door, a light, for reinforcement.
• Then focus attention on the photo and ask about a couple
of the items, e.g. In this photo, do you see stairs? (No)
• Students work on their own or in pairs to identify the items
in the list that they can see in the house. Go through the
answers with the class. Then ask students if they can
identify other items in the photo, e.g. plants, cushions.

Unit 2 Where the heart is 31
• Ensure students understand the following words from the
Answers
texts: district (text 1 – an area in a city), include (text 1 – here
a sofa, a chair, a table, a light; possibly a window, although
it means has), amusement park (text 2 – a place with a
there’s no glass
funfair and rides), construction (text 2 – building).
2 • If you didn’t do the Optional step, check that students
understand all the words in the boxes, then do item 2 with
• Give students a few minutes to discuss the questions. Go the class before they do the rest on their own. Tell students
around and help them by correcting or giving them the to work in A/B pairs to check answers. Student A can take
English they need, and then write some of these points on Songdo and read the text aloud. Student B should listen
the board, or remember them for class feedback. and check A’s answers. Together, the pair can discuss any
• If students need help, ask them these questions: What differences. Then they should change roles and Student B
words describe this house: beautiful? old? relaxing? should talk about Mexico City. Go through the answers as
comfortable? and Do you like this house? Do you want to live a class.
there?
• Ask for volunteers to share their answers with the class. Give Answers
feedback about new language that came up and correct 2 shopping district 3 residential 4 lively 5 walkable
any errors. 6 old-fashioned 8 crowded 9 modern 10 historic
11 traditional 12 suburban 13 rural
Suggested answers
g
1 Students should suggest things like cool, comfortable, Fast finishers
in
airy. Students who finish early could choose three or four of the
rn
2 Students’ own answers adjectives in the exercise and note down places or buildings
in their own town/area that the adjectives describe.
a
3
Le
• Tell students they are going to learn about two different
4 MY PERSPECTIVE
cities: Songdo, in South Korea, and Mexico City. If you have • When students answer the questions, tell them to use the
ic
a map, ask students to locate each city or point them out. new vocabulary. (I’d prefer to live in an urban area because a
Ask students if they know anything about these cities. city is lively and fun. There are lots of shops …)
ph
• Point out the words in the boxes above each city profile. • To help students answer item 2, write on the board I’d
Point out that all of the words except business and shopping prefer to live in a(n) _______ area because … Give students
a
district are adjectives used to describe cities. a few minutes to discuss the questions. Go round the class,
gr
• Optional step. Tell students to work on their own to circle helping as necessary.
• When students have finished, ask volunteers to suggest an
eo
the words they know. (No need to use dictionaries at this

point.) Write on the board I know the word _______. I don’t answer to item 1, and others can agree/disagree and offer
others. For item 2, get a show of hands from the class about
lG
know the word _______. Then put students into pairs to go

over each word together using the sentences on the board. which they prefer: urban, suburban or rural. Ask why.
If a student doesn’t know the meaning of a word and
na
Extension
his/her partner does, that person should try to explain it.
If neither student knows the word, they look it up in their Tell students to write a short profile of a city they know, like
io
dictionaries. the ones in Exercise 3. The profiles should use at least five of
the new words.
at
Teaching tip
N
Exam tip
Active vocabulary pre-teaching
Learning collocations and chunks
One way to pre-teach vocabulary is to get students to
Another reason to learn collocations and common chunks
review the new words on their own and identify those
of English rather than single words is that being able to
they know. Then in pairs they compare and share their
recognize common combinations of words quickly helps
knowledge, using the dictionary when they are unsure of a
students read more quickly and improves their listening
word. While students are doing this, take note of the words
skills.
they don’t know and check that they understand them
after the activity.

32 Unit 2 Where the heart is
LISTENING p22 Amy Were you surprised that your city was chosen as the
best in the world?
Boy Not really, to be honest. We used to live in New York,
The photo on this page shows some of the units in but now we live in Vienna. We moved here two years
Container City, London. This was a project to build durable ago because of my mum’s job. New York is a great
low-cost housing very quickly by fitting together old city, but it’s overcrowded and expensive. When we
shipping containers, which come in a number of different first arrived in Vienna, we stayed in a hotel for two
sizes and shapes. The company behind the project (Urban weeks and looked for an apartment. Now we live in a
Space Management Limited) has also constructed neighbourhood called Leopoldstadt – it’s a quiet
classrooms, sports centres, offices and other spaces in the residential area very near the town centre – in a kind
same way. To find more images of homes made from of old-fashioned apartment building, but I mean
shipping containers online, use the search terms ‘Container old fashioned in a good way – it’s historic. There’s an
City’ or ‘shipping container homes’. amusement park nearby, too. Vienna is a great city for
teenagers! New York was a lot more expensive. I can
5 go out with my friends in Vienna, and it doesn’t cost
too much.
Teaching tip
Amy Why do you think Vienna was voted the best?
Summarizing listening
It can be useful to prepare students to listen by Girl Well, I love it here. It’s safe, we have great public
g
introducing a word or phrase that represents the gist of transport – the underground system is twenty-four
in
the listening. In this case, the phrase quality of life is a hours. We have good restaurants, cinemas and
rn
natural candidate to pre-teach as the listening features concerts, too. And the city never feels overcrowded.
people talking about the quality of life in (primarily) My parents used to live in a small apartment in the
a
Vienna, in Austria. city centre. My dad used to work in a bank, but he
Le
changed jobs. We moved to the suburbs at that time.
Now he works for a company near Vienna and we live
• Optional step. Write good quality of life on the board. in a house in a neighbourhood called Hernals.
ic
Explain that quality of life refers to the level of health, The city is growing. I think it feels very lively – very
comfort and happiness you experience in your daily life.
ph
young – even where we live, and it’s a great place to

Ask students to suggest things that give a good quality of be a teenager.
life, e.g. having a good job, a decent home, clean air.
a
Compile a list on the board. Amy Thanks very much. And I have to say, I love it here –
gr
it’s lively, everywhere’s walkable and it even has great

• Ask students to read the sentences in the exercise before
sushi! Back to you, Bob.
eo
they listen. Check to make sure that they understand the

vocabulary. Extension
lG
• 8 Tell them they are going to listen to a conversation Play the recording one more time. Split the class into A and B
about Vienna, Austria. Play the recording while they listen groups: the As listen for what the teenagers don’t like about
and choose their answers. New York while the Bs listen to what they do like about
na
• After they have listened, ask the class Do the boy and girl like Vienna. (New York: overcrowded, expensive – costs a lot to go
out; Vienna: quiet, great public transport, good restaurants/
io
Vienna? (Yes)
• Play the recording again for students to check their answers cinemas/concerts, not overcrowded, lively, walkable). As a
at
in pairs before you go over the answers as a class. One way class, compile two lists on the board under the headings New
York and Vienna. You can leave the list about Vienna on the
N
to do this is to have students call out the answer in unison

on the count of three. board for the next exercise.
6
Answers
• Ask students to read through the questions and ask about
1 pleasant 2 historic 3 more 4 underground is
any words that they don’t know.
5 lives 6 aren’t
• Before they discuss the questions in pairs, give the students
some time to work alone and think about their answers.
Audioscript 8
Remind them that for the first question, they can refer to
Presenter A recent study found that Vienna, Austria is the the list on the board (if you did the extension activity
world’s best city for quality of life. Our correspondent above) and/or the information on Songdo and Mexico City
Amy Ross spoke with a couple of teenagers who call on page 21.
Vienna home to get their views. • After students have had time to discuss the questions, ask
them to volunteer some of their answers.

Teaching tip Answers to Grammar practice exercises
Limiting scope 1
Sometimes open discussion exercises can be daunting for 1 see 2 didn’t 3 recycled 4 were 5 move 6 found
students at this level. To help students to focus and make 2
open-ended questions like these more manageable, it can 1 Did you see 2 didn’t 3 Was 4 was 5 showed
be helpful to limit the scope of the task, e.g. Which city 6 interviewed 7 lived 8 Didn’t he have 9 did
would you rather live in? Give one reason. or Think of two pros 10 wanted 11 went
and cons to living in a rural area. This can also help to keep 3
the discussion to a reasonable time. 1 Did you build the house by yourself?
2 Was the shipping container free?
GRAMMAR Past simple, used to pp22–23 3 Was it easy to find a shipping container?
4 Was it easy to move the container?
5 Did you connect the house to the electricity supply?
7 9 / 10
• Optional step. Before students do this exercise, you • Ask students to copy the table into their notebooks. Tell
could do a quick review of the past simple. Write these them that some of the verbs in the table are regular and
g
regular verbs on the board: arrive, live, move, stay. Ask some are irregular. They should already know the past
students to form the past simple of the verbs and write
in
simple of many of the verbs, but they can check in the
them on the board. If you want to give your students irregular verb list on page 148 if necessary.
rn
some more practice with the past simple, you could write
some irregular verbs (or regular forms that require special Answers
a
attention to spelling rules) and ask students to come and
Le
Regular: decided, lived, moved, wanted, worked
write the past simple form on the board. Some Irregular: had, made, met, saw, took, thought
possibilities are be, become, make, stop, study, take.
ic
• 8 Give each pair of students a moment to prepare • Tell students to complete the sentences with some of the
their answers. Play the recording again (and another time if verbs.
ph
necessary). Then ask different pairs to answer each question,

with full sentences if possible.
a
Answers
gr
1 moved 2 thought 3 lived, met 4 worked

Answers 5 became, wanted/decided
1 They moved to Vienna two years ago.
eo
2 They moved because of his mum’s job.

11
3 They stayed in a hotel.
lG
4 They moved to the suburbs because of her dad’s job. • Give students one minute to skim the article. Ask What is
the article about? (someone who built a house from
na
8 shipping containers)
• Ask students to work with a partner to write their answers.
io
• Explain that students need to match items 1–4 with a, b

When they have finished, ask individual students to write
and c to make complete sentences. To help, point to the
their answers on the board. Correct the answers as a class.
at
examples in the box and indicate which ones are affirmative

or negative statements and which are questions.
N
Answers
• Read through the example sentences with the class, then 1 become 2 drew 3 dreamed 4 was 5 didn’t have
put students into pairs and give them time to work out the 6 saw 7 thought 8 wasn’t 9 made 10 didn’t take
answers. Go over the answers as a class.
Answers Fast finishers

1 c 2 a 3 a 4 b Tell students to construct two yes/no and two wh- questions
about the article in pairs, e.g. What did Brenda dream about?
Grammar reference and practice Did Brenda have a lot of money? They then join other students
who have finished and ask and answer the questions.
Ask students to do Exercises 1–3 on page 131 now, or set
them for homework.

12
Exam tip
• Ask students to look at the questions. In preparation for Grammatical companions
question 3, write this sentence from the article on the It is helpful for students to learn words that often appear
board: Shipping containers are used for loading and with certain grammatical structures and make a note of
transporting goods, but Brenda is using one for her home. Tell this in a notebook. When using used to, it is common to
students something about shipping containers to help contrast past habits you no longer do with what you do
them: they are not usually used for houses; they are now and using time words such as: now, nowadays, these
commonly around 12m long x 2.4m wide x 2.4m high, days and currently: I used to live in Los Angeles. Now I live in
though there are different sizes, and explain that the New York.
containers are made of steel.
• Students answer the questions in their pairs.
• Check the answers to 1 and 2 quickly, ensuring that
students realize that the form in question 2 (did … use to) • Ask students to do Exercises 4–5 on page 131 now, or set
refers to the past. them for homework.
Answers Answers to Grammar practice exercises

1 No. 4
2 a shipping container 1 use 2 used 3 used 4 use 5 use 6 used
g
3 B renda may have had problems to do with insulation 7 used 8 use
in
(a word that comes up in the TED Talk) and how to 5
make a long narrow space work as a home, so she 1 a chair/sofa, a table lamp
rn
might have put some special material on the walls to 2 The chair used to be a (lorry) tyre. The lamp used to be a
a
make the container warm and like a home. She might watering can.
Le
have used more than one container to create rooms,
or made the container into two small rooms. 14
ic
Tell students they are going to read about two more unusual
13 houses. Give them time to work on the answers. Ask
ph
• Tell students they are now going to look more closely at individual students to write their answers on the board.
used to. Say Brenda’s house used to be a shipping container. Correct the answers as a class.
a
Is it a shipping container now? and elicit No. Ask if used to

gr
refers to the present or the past (the past). Focus their Answers
attention on the examples in the Grammar box, and read 1 used to travel 2 aren’t 3 used to be 4 used to fly
eo
through them together. Ask students when we use used to 5 it’s 6 used to carry 7 that used to be
and when we use use to (used to = affirmative, use to =
lG
negatives and questions), and remind them of the terms

affirmative and negative. 15 PRONUNCIATION /zd/ and /st/ in used
na
• Put students into pairs and give them some time to work • 15a 9 Read the explanation in the box and play the
out the answers. Then go over the answers as a class. recording of it. Check that students can hear the difference
io
between /ju:zd/ and ju:st/.

• 15b 9 Then play the six sentences. Students listen and
at
Answers
1 no 2 did + use to / did not + use to + infinitive 3 yes tick which sound they hear. Check the answers as a class.
N
• Language note. As the answer to item 3 indicates, both Answers and audioscript 9
the past simple and used to can be used to talk about past 1 I used to live in a normal house,
habits, routines and states. While both describe completed but now I live in a shipping container. /ju:st/
actions, used to is used for past actions that no longer 2 Some people in Mexico used shipping
happen currently. In the sentence I rode my bike to school containers to build a school. /ju:zd/
last year we know that this past action has been completed 3 One man in Canada used old bottles
at least once but we don’t know if it will happen again in to build a house. /ju:zd/
the future. In contrast I used to ride my bike to school in the 4 People used to throw away old bottles,
autumn implies that the person no longer does this. With but now we recycle them. /ju:st/
the past simple, we tend to use a time adverb or adverbial 5 Some people in Brazil used shipping
phrase when we refer to a habit rather than a single action, containers to make an art gallery. /ju:zd/
e.g. When I was younger, I went to school by bus. 6 Of course, everything that’s made of wood
used to be a tree. /ju:st/

• Next, have students close their books and repeat after you
as you say the sentences. You may want to start with part of 2B My space pp24–25
each sentence at first (but now I live in a shipping container)
before building up to the whole sentences (I used to live in a
LEAD IN
normal house, but now I live in a shipping container.)
• Tell students to look at the photo and read the caption.
16 Make sure they understand the meaning of the word space
(the woman in the photo is in space looking at the Earth)
• Tell students they are going to talk about some changes in
and astronaut (= a person who travels to space). Then ask
their own home or neighbourhood. Ask students to close
What is this woman’s job? (astronaut), Where is she? (on the
their eyes and think about what their home or
International Space Station).
neighbourhood was like five years ago. You can ask them
What do you see? What sounds do you hear? etc. • Ask students if they know anything about the ISS. (If
students have access to the internet, encourage them
• When they open their eyes, ask them to write down a few
to use their mobile devices to find photos of the ISS
key words/ideas about how their home or neighbourhood
and research ideas.)
has changed. Give them a minimum of three ideas that
they have to come up with. Background information
• Put students in pairs to take turns telling their partner
The International Space Station is a satellite that can be
about the changes. Encourage them to use words like
lived in, launched in 1998. It orbits the Earth and can be
g
now and currently when contrasting with how things
seen by the naked eye. It is very big (about the size of a
used to be and how they are now.
in
football field) and can accommodate several astronauts at
• Elicit some ideas from the pairs to discuss as a class. If a time. These astronauts do research on the ISS and usually
rn
students are all from the same area, they could discuss live there for six months. (There is more information in
whether they all remember the same things.
a
Exercise 3.)
Le
Homework
• Set Workbook Lesson 2A exercises on pages 14–17 for
VOCABULARY BUILDING Suffix -ion p24
ic
homework. 1
• You could ask students to develop their notes and
ph
• Books closed. Write the words communicate, imagine and

discussion from Exercise 16 into a paragraph describing direct on the board. Ask students what parts of speech
changes that have happened in their town/area. these are (verbs) and make sure they understand the
a
meaning of the words.

gr
• Ask if anyone knows what the noun form of each word is.
eo
Elicit the nouns and write them on the board next to their
corresponding verbs. Point out the spelling changes to the
lG
nouns by writing, e.g. communicate and then erasing the e

and adding -ion. With imagine, erase the e and add -ation
and just add -ion to direct.
na
• Point to the nouns and ask What is the same about all of
io
these words? (They all end in -tion.) Point out that this suffix
is pronounced /ʃən/. Say the three word pairs with the
at
class, getting students to notice that the stressed syllable

changes in the words communicate ‡ communication and
N
imagine ‡ imagination.
• Books open. Read the information in the Vocabulary
building box. (It reinforces the information you put on the
board.) Point out that we often create a noun from a verb
by adding -ion/-ation.
• Direct students to the table and ask what the noun form of
accommodate is (accommodation). Then tell them to do the
other items. Tell them to use their dictionaries to help with
spelling and meaning.
• 10 Play the recording. Write the correct words on the
board as students listen and check their answers.
Answers
1 accommodation 2 construction 3 direction
4 education 5 explore 6 location 7 transport

2 PRONUNCIATION Word stress Reading pp24–25
• Divide the words accommodate and accommodation into 4
syllables and write them on the board (ac-com-mo-date,
ac-com-mo-da-tion). Explain that each one of these smaller • Put students in pairs and give them a couple of minutes to
units is a syllable. Say accommodate with the class. Point out discuss the two questions. If students are having trouble,
that the stressed syllable (the part of the word we say with particularly with the second question, tell them to look at
most emphasis) is the second syllable. Underline it. Then the photo of the bedroom, and ask this question to get
say the word accommodation with the class. Ask Where is them started: Is this bedroom big or small?
the stress? (the fourth syllable) Underline it. • Ask different students to share their ideas with the class.
• 10 Play the recording again. Tell students to underline
the stressed syllable in each word. Suggested answers
(to first question) Students could mention the computer
• For weaker classes, you could divide the words into syllables
and monitor, and perhaps the torch and sleeping bag.
and project or write them on the board for students to copy
in their notebooks. As they listen, they can circle the
5
stressed syllable in each word.
• At the end, repeat the word pairs with the class and check • Read the information about skimming with the students. Tell
answers together. students they are going to practise doing this. If you wish,
give them a little more information about skimming: when
g
Answers and audioscript 10 we skim for gist, we read quickly to understand what a
in
1 accommodate, accommodation passage is generally about. We read the title and first sentence
2 construct , construction of each paragraph, as the box states, but there can also be
rn
3 direct , direction section heads and captions to photos which we look at.
• Make sure students understand the word comforts in the
a
4 educate, education
title. Students already know the adjective comfortable.
Le
5 explore , exploration
6 locate , location Comforts is the noun meaning ‘things that make your life
7 transport , transport, transportation easier and more comfortable.’
ic
Note that the noun form of the verb transport is more • Tell students to skim the article (not the timeline). Tell them
ph
commonly transport (with stress on the first syllable) in they have one minute only. (It is good to give a time limit
British English, but American English more often uses for skimming to prevent more detailed reading.) Remind
them to read the title and the first sentence of each
a
transportation.
paragraph, and to look quickly at other words in the
gr
paragraphs.
eo
Exam tip • When time is up, tell students to stop and choose the best
Learning word families answer (a, b, c or d). It’s possible that students may have
lG
Learning related forms of a word, e.g. educate, education, narrowed down their selection to two answers, not one.
educated, will help students expand their vocabulary and That’s OK as this can happen during a quick skim of a text.
Read each answer choice aloud. Tell students to raise their
na
also prepare for exams. For example, some test items ask
students to rewrite a sentence using a different word form. hand when they hear their choice said. Ask them what
words in the reading helped them choose their answer.
io
Encourage learners to make a note of related word forms

(noun, verb, adjective, adverb) in their notebooks and to Don’t give the correct answer yet.
at
use each in a sentence. • 11 Tell students to go back and read the entire article
to check their answer. Did they select the right answer after
N
3 they did the skimming exercise?

• Ask students to read the text quickly, ignoring the gaps.
Then ask a few questions to check general understanding, Answer
e.g. What is the text about? (the ISS) Where in space is it? c
(about 400km above the Earth).
• Ask students to complete the text. Then go through the 6
answers by asking different students to read out a sentence. • Tell students that they can look at the timeline now. They
Write the number and missing word on the board. should then scan the article (read quickly) to find specific
information.
Answers • Do item 1 with the class, showing them how to run their
1 exploration 2 direction 3 location 4 transport eyes quickly over the first couple of lines for the
5 accommodate information. Then students can complete the exercise.
Allow only ten minutes.

8
Answers
1 bedroom (line 3) 2 wall (line 5) 3 doesn’t (line 11) • Give students a few minutes to discuss the questions. Go
4 isn’t (line 15) 5 a sink (line 19) 6 to construct round the class, helping as needed.
(timeline) 7 Japan (timeline) 8 1998 (timeline) • When students have finished, ask a few volunteers to share
their answers with the class. Have a class vote about the
most important items to take to the ISS.
Exam tip
Homework
Scanning to find answers fast
In many exams, students have to find specific information Set Workbook Lesson 2B exercises on pages 18–19 for
in a reading quickly. To do this, they can use key words or homework.
numbers in the test question to help them search for the
answer in the text. For example, in Exercise 5 item 1,
students have to find which item – a bedroom or a bed –
is the size of a telephone box. Students look quickly
through the article to locate the key words telephone box,
bedroom, bed. When they find one or more of these words,
they can stop and read closely to find the correct answer
to item 1.
g
in
CRITICAL THINKING Analyze fact
rn
and opinion p25
a
7
• Read the information in the Critical thinking box with the

class. Write three or four prompts on the board, e.g. Le
ic
Astronauts, Cristiano Ronaldo, and ask students to call out a
fact and opinion for each. For example: Astronauts … travel
ph
to space (fact) / are brave (opinion). Cristiano Ronaldo …

plays for Real Madrid (fact) / is the best football player
a
(opinion). Write all ideas on the board. Point out that when
gr
we give an opinion, we often use adjectives and other

descriptive words to express our feeling about something.
eo
• Then say It’s important to know the difference between a

lG
fact and an opinion. Why? (When we know the facts about

something, we can make good choices, e.g. which phone
to buy. When we only listen to opinions, we can make bad
na
choices.) Remind students that a fact is something you

can prove. With an opinion, you can state an opposite
io
point of view.
at
• Tell students to do 1–6 and then explain their answers to a

partner.
N
Answers
1 F 2 O 3 F 4 O 5 O 6 F
Extension
For extra practice, ask students to think of a few statements,
some facts, some opinions, and write them down. Then
collect and mix all of the sentences up. Project or write them
for everyone to see. Then put students into pairs or small
groups and have them decide which statements are facts and
which are opinions. For each opinion, challenge them to give
the opposite view.

2C A unique style pp26–27 • Optional step. Contrast the past continuous and past
simple: explain to students that we use the past continuous
to talk about actions in progress in the past. These actions
can happen at a specific point in time (I was watching TV
GRAMMAR Past continuous pp26–27
last night) or over a period of time (I was living in Buenos
Aires). Tell them to remember that the past simple is used to
show a completed action in the past. When this is used with
1 the past continuous, it shows that one action was in
• Books closed. Play a quick memory game by going around progress when another action happened: I was taking a
the room, asking one student at a time to tell you one thing bath when the phone rang. It might also be helpful to let
that astronauts had or didn’t have on the ISS. Keep going students know that we don’t usually use state verbs with
until students run out of items to say. the past continuous.
• Books open. Read through the sentence stems together.
Ask for a show of hands for the answers: Who thinks the Grammar reference and practice
answer to number 1 is a? b? c? Ask students to do Exercises 6–8 on page 131 now, or set
them for homework.
Answers
1 c 2 a 3 b Answers to Grammar practice exercises
g
6
in
2 1 My parents were living in Jakarta.
2 We were staying in a hotel and looking for a house.
rn
• Optional step. Books closed. Write these verbs on the
board: live, stop, do, work. Explain to students that the main 3 I was walking to school and thinking about my
homework.
a
verb in the past continuous takes the present participle
4 They weren’t looking for a new house.
Le
(-ing) form, like the present continuous. Ask students to
spell the verbs in the participle form. Can they explain the 5 You weren’t trying to sell your houseboat.
spelling rules to you? 7
ic
• Books open. Read the three sentences and give students 1 met 2 was preparing 3 found 4 were staying
ph
two or three minutes to work silently through the exercise. 8

• Go over the answers as a class. 1 did your parents find 2 was driving 3 saw 4 stopped
a
5 was driving 6 shouted 7 stopped 8 asked 9 was

gr
Answers looking 10 called 11 told 12 loved 13 rented

1 general situations 2 be, -ing
eo
4
• For some quick practice, write a verb, e.g. go, on the board
lG
• Give your students a minute to silently read the article in

and call out different pronouns in random order, e.g. we, I, Exercise 3 again.
she, they. Students answer with was going or were going. • Go over the first item together. Point out to your students
na
To make it more challenging, you can also mix in nouns, that as they are disagreeing, they should use the opposite
e.g. the teacher, this class, the students. form of the verb that’s in the item (wasn’t) in their short
io
3 answer. (For example, in item 1, the verb is negative:

at
Charlotte wasn’t expecting …, so the response begins Yes,

• Focus attention on the photo and elicit the term houseboat she was.) They should then find information in the article
N
(from the caption). Ask if students would like to live on one. that supports their answer. (In this case, it’s She was
Then, to get students acquainted with the content of the preparing to move to London to study music.)
article, go around the room with a different student reading
• Give your students some time to do the exercise. If it is
each sentence. Ask students to circle any unfamiliar
challenging for them, you may want to put them in pairs so
vocabulary and look it up in their dictionaries.
that they can work with a partner.
• Give students some time to work on their answers and then
• Go over the answers as a class.
ask each student to compare answers with a partner. As a
class, ask your students How did you know which verbs
indicated an ongoing past situation? How about past actions Answers
or events? 2 No, she wasn’t. She was living at home.
3 N
o, she wasn’t. She was planning to live in student
housing.
Answers
4 No, they weren’t. They were expecting to pay for it
1 S 2 A 3 S 4 A 5 A 6 S 7 S 8 A
themselves.
5 No, they weren’t. They were cleaning and repairing it.

5 • Optional step. For additional practice, give students two
more items to unscramble: did / he / what / graduated / do /
Background information after / Ilori / ? (What did Ilori do after he graduated?) Ilori’s /
Yinka Ilori is a London-based designer who is against all what / he / after the expert / work / found / online / did / do / ?
the unnecessary waste he sees in modern life. Using (After the expert found Ilori’s work online, what did he do?)
traditional Nigerian stories for inspiration, he specializes in 7 PRONUNCIATION -ing in fast speech
‘upcycling’ (or repurposing) old furniture.
• Sometimes in quick casual speech, native speakers of
• Focus students’ attention on the photo of the chair. Ask English will replace the -ing sound /ɪŋ/ at the end of a verb
them to read the caption. What do they think the word with the -in /ɪn/ sound in a word like sitting (which sounds,
upcycle means? (reusing old or discarded objects or then, like sittin). You also often hear this in popular songs.
materials to create something new) Ask Would you ever buy Students should learn to recognize it.
an upcycled product? Why or why not? • 12 Tell your students to read the information in the box
• Encourage students to read the whole text quickly before they as they listen. Play the first part of the recording. Then write
fill in the answers. Put them in pairs if you think that this is a these three verbs on the board: looking, putting, going. Read
difficult task for some of them. Go round the class checking that each verb two ways, pronouncing the final -ing as /ɪŋ/ and
students are doing the task correctly. Notice sentences they are as /ɪn/ while your students repeat. Point out that we can
getting wrong or asking you about. Focus on these in feedback. make the reduction in any -ing form.
g
• When most students have finished, go through the answers • Play the second part of the recording (exercise) while
students listen and tick their answers. Go over the answers
in
by asking different students to read out the full sentences.
Write the correct answers on the board. as a class.
rn
a
Answers
1 I didn’t find what I wanted. I was lookin’ for the furniture
Le
1 was growing up 2 advised 3 chose 4 graduated
5 was trying 6 did 7 realized 8 was developing shop. a
9 found 2 I saw you at the art competition. Did you put in a paintin’? a
ic
3 Are you hungry? We go in to eat at four. b
ph
6
Extension
• Books closed. Write the first item in the exercise on the
a
board: parents / when / Ilori’s / advise / to think / did / him / Play the first verse of the song Sittin’ on the Dock of the Bay by
gr
engineering / about / ? Point out that the students will be Otis Redding (found online). Tell students to put up their
forming questions and ask what kind of word they will look hands every time they hear the words sittin’ or watchin’. (They
eo
for to start the sentence (an auxiliary or a wh- question word, don’t need to understand all the content of the song.) The
in this case when). Then ask them to look for an auxiliary or verse: Sittin’ in the morning sun / I’ll be sittin’ when the
lG
main verb that will follow (in this case, the answer is did). Then evening comes / Watchin’ the ships roll in / And then I watch
tell them to look for a word or chunk of words that they think ‘em roll away again.
na
might end the sentence (think / about / engineering). 8 CHOOSE

• Write on the board When did … and … think about engineering.
The idea is for students to make their own choice of activity
io
See if your students can come up with the middle part of the
here. However, you might want to make the decision for
sentence. They open their books to check their answers.
at
them, in which case explain why. Alternatively, you may

• Put students in pairs to work on unscrambling the decide to let students do more than one task. You could
N
sentences, using this technique. Go round the class, divide the class into groups and have each group do a
checking answers and helping as necessary. different task – or you could have a vote on which task the
• Students should then take turns asking their partner the whole class should do. For the vote:
questions. After they have done this, ask different pairs to • put students in pairs or groups to decide which they
say their exchanges aloud. prefer.
Answers • if the vote is tied, ask one student from each side to explain
2 What did Ilori choose to study? furniture design which is best and take the vote again. You can decide if
3 What was Ilori doing when he made two chairs into there is still no change.
one? He was trying to develop his own style.
Instructions for each activity:
4 What did Ilori realize when he made two chairs into
one? That his work was about storytelling and different • Option 1 – pair work. Give students two or three minutes to
cultures coming together and mixing. think of three important or memorable events in their lives.
5 W ho found Ilori’s work online when he was developing They should also think about where they were or what they
his ideas? an art expert were doing when the event happened. Then put them in

pairs to discuss the events, using the past continuous and
past simple. At the end of the discussion, students can 2D Magical houses,
share their ‘life events’ with the class.
• Option 2 – individual writing. Encourage students to made of bamboo pp28–29
brainstorm different things they are interested in. These can
be hobbies they are currently engaged in or activities they LEAD IN
want to do in the future. They can do this part in pairs, then • Focus students’ attention on the photo or project it using
they should choose three examples from their list. the CPT and tell students: This is Elora Hardy. She designed
Individually, they should write a short paragraph about at the house on page 20. Tell students to look again at the
least one of the things, but faster students can write about photo on page 20 and read the caption there. Remind
two or all three. students that they have already talked a little about this
• Option 3 – spoken presentation. Start the activity the same house in Bali.
way as for Option 2, with students brainstorming the things • Tell students they are going to watch a TED Talk about
they are interested in. They can then work alone or in their designing and building houses. Read out the quote and ask
pairs to prepare their presentations. You may want to give students to translate it or say what they think it means in
them some language that helps them to get started in their English (or both). Check they understand the nouns beauty,
presentation, e.g. May I have your attention, please? Good comfort and safety (they should know the adjectives
afternoon. Thank you for coming to my presentation. Allow beautiful, comfortable, safe). If necessary, define create
g
each student/pair only a couple of minutes to give their (make) and grow back (grow again).
presentation, with questions after if time allows.
in
• 2.0 Tell students they are going to see a short text on
the DVD to introduce the talk and the speaker, and play the
rn
Homework About the speaker section. Make sure students understand
a
adaptable (something that can be used for different
homework.
Le
purposes) and pushes the boundaries (takes us further than
• You might want to tell students to watch the track called we have been before). Then do the vocabulary exercise.
ic
come to the next class. TED Talk About the speaker 2.0
ph
• Project: tell students to plan their own upcycled goods Elora Hardy grew up on the island of Bali, Indonesia, with two
from things they have at home or in class. At home, they artist parents. After she finished her education in the United
States, she worked as a designer for one of New York’s
a
think about an item they no longer use that they could

biggest fashion businesses.
gr
repurpose, and make a few notes about what it is, when

they got it, why they no longer use it and what it could Then in 2010 she moved back to Bali and started designing
eo
be changed into. In the next lesson, invite individual and building homes made of bamboo – a material not
students to present their idea to the class, using usually used to build houses.
lG
language from the unit. Elora believes that bamboo is a perfect building material
because it makes buildings that are strong, beautiful, and
na
earthquake-resistant. It’s also a sustainable material

that reduces the footprint we leave on the world.
io
Elora Hardy’s idea worth spreading is that bamboo is an

at
incredibly adaptable and strong building material that

pushes the boundaries of what we can create with
N
sustainable materials.
Answers to About the speaker

1 designer = c (a person who creates and plans)
2 bamboo = a (a tall, straight plant)
3 b uilding material = b (a product that we use for
construction)
4 earthquake-resistant = a (able to stand even when the
earth moves)
5 sustainable material = c (a product that won’t run out)
6 footprint = a (the mark that a person leaves when
walking)
• After they have finished, write the key words from this
section on the board and ask students to retell it aloud, or
to write as much of it as they can. Correct as necessary.

AUTHENTIC LISTENING SKILLS WATCH pp28–29
Listening for gist p28 If you are short of time, or want a different approach to the
As well as teaching aspects of phonology and listening skills, video, you may want to watch the whole talk all the way
these tasks also: through with only some brief checking questions. A version
• allow you to pre-teach some vocabulary. of this is on the DVD and is labelled as TED Talk with activities.
• allow students to read and hear new language before they At the end of each section, there is a short gist question(s).
listen to the whole text. Pause after each question on screen so students can give their
• allow students to tune into the speaker’s voice and style. answers, then play the answer.
1 Answers to gist questions on DVD

Part 1
Exam tip Choose the correct answer.
Listening for gist b They have all the rooms of a usual house, but their
When we listen for the gist, we want to understand appearance is unusual.
generally what someone is saying, so we don’t focus on
Part 2
every word. Students need to understand that attempting
to focus on every word will mean that they miss a lot. Choose the thing that Elora talks about.
Students should focus on the stressed words, usually 1 b How bamboo grows
g
nouns, verbs, adjectives and adverbs, and particularly on 2 b The reasons why bamboo is good for building
in
those that are repeated several times and/or relate to any
3 a The story of a school made of bamboo
titles or headings of the listening. Listening for gist the first
rn
time students listen to a recording in an exam means that Part 3
Which sentence best explains what this section is about?
a
they will get a general idea of what the text is about,
Le
enabling them to focus on answering the questions the a How and why Elora designs and builds bamboo houses
second time they listen.
4
ic
• Read through the information with the students and check
they understand it. Tell them they are going to listen to a fast If necessary, introduce the word local (from the immediate
ph
and quite difficult extract from the talk, but they only need area). Then discuss the question with the class.
to focus on the main ideas and circle the topics they hear.
a
Suggested answer
gr
• To help students understand the meaning of answer choice c

Because the material is right for the climate/weather and
(shapes) and some of the language Elora uses in the extract,
the area; because we can replace it easily.
eo
write these shapes on the board: round, rectangular, shaped

like teardrops. Illustrate their meanings by drawing each shape.
5
lG
• 13 Play the extract from the TED Talk. Don’t check

answers yet.
Teaching tip
na
Answers and audioscript 13 ‘Sound off’ viewing

io
a and c One way to prepare students to watch a video is to do a first

viewing with the sound off. As students focus only on the
Why are doors so often rectangular? Why not round? How
at
images on the screen, get them to think about what they’re

could you make a door better? Well, its hinges battle with
seeing by asking some questions. Using this technique can
N
gravity, and gravity will always win in the end, so why not
help build background knowledge, allow you to pre-teach
have it pivot on the centre where it can stay balanced? And
vocabulary and will prepare students to listen more successfully.
while you’re at it, why not doors shaped like teardrops?
2 / 3 • 2.1 Optional step. Play Part 1 of the talk with the

• Play the extract again and tell students to listen for key sound off. As you watch, stop the video at key points, asking
words to answer the question What is she talking about? Tell students: Who drew the picture? Who built the house? (at the
students to write a simple sentence that gets at the main beginning of the extract). Later, we see a very big house.
idea, using the answer(s) they chose in Exercise 1. Ask In this house, what rooms do you see?
• They then compare answers with a partner. Ask them to • Tell students to read the gapped sentences 1–3. Make sure
refine their sentences, using both their ideas, and elicit some they understand the word mushroom in item 1 and curved
ideas from the students, accepting any that are sensible. roof in item 2. Help students with item 3 by saying that
Elora talks about a bathroom and uses the phrase acoustic
insulation, which refers to a way of keeping sound inside.
Suggested answer
Play Part 1 of the talk (with the sound on). Remind students
She is talking about the shape of doors / the different
that they don’t need to understand everything Elora says.
shapes that doors can be.

• Play Part 1 a second time if necessary. Then give students a Now, we harvest from hundreds of family-owned clumps.
few minutes to compare their answers to items 1–3 in pairs. Betung, as we call it, it’s really long, up to eighteen metres of
Take answers from the class, repeating the parts of the usable length. Try getting that truck down the mountain. And it’s
video that clarify the answers. strong: it has the tensile strength of steel, the compressive
strength of concrete. Slam four tons straight down on a pole, and
Answers it can take it. Because it’s hollow, it’s lightweight, light enough to
1 c 2 b 3 a be lifted by just a few men, or, apparently, one woman.
And when my father built Green School in Bali, he chose
TED Talk Part 1 script 2.1 bamboo for all of the buildings on campus, because he saw it
When I was nine years old, my mum asked me what I would as a promise. It’s a promise to the kids. It’s one sustainable
want my house to look like, and I drew this fairy mushroom. material that they will not run out of. And when I first saw
And then she actually built it. these structures under construction about six years ago, I just
thought, this makes perfect sense. It’s growing all around us.
I don’t think I realized this was so unusual at the time, and It’s strong. It’s elegant. It’s earthquake-resistant. Why hasn’t
maybe I still haven’t, because I’m still designing houses. This is this happened sooner, and what can we do with it next?
a six-storey bespoke home on the island of Bali. It’s built
almost entirely from bamboo. The living room overlooks the 7
valley from the fourth floor. You enter the house by a bridge. It • Tell students to read the four sentences. Make sure they
can get hot in the tropics, so we make big curving roofs to understand the words strengths (the best or strongest
g
catch the breezes. But some rooms have tall windows to keep qualities of something), model (an example of something,
in
the air conditioning in and the bugs out. This room we left often a smaller version), customers (people who buy
rn
open. We made an air-conditioned, tented bed. And one something), balanced (equal, even), environmentally friendly
client wanted a TV room in the corner of her living room. (good for the Earth).
a
Boxing off an area with tall walls just didn’t feel right, so • 2.3 Play Part 3 straight through for students to listen
Le
instead, we made this giant woven pod. and choose the correct options. Then play it a second time.
Now, we do have all the necessary luxuries, like bathrooms. Give students two or three minutes to compare their
ic
This one is a basket in the corner of the living room, and I’ve answers in pairs, before checking around the class.
got to tell you, some people actually hesitate to use it. We
ph
have not quite figured out our acoustic insulation. So there Answers
are lots of things that we’re still working on, but one thing 1 design for bamboo’s strengths 2 to test the design
a
I have learned is that bamboo will treat you well if you use 3 balanced 4 an environmentally friendly
gr
it right.
eo
6 TED Talk Part 3 script 2.3

• Tell students to read sentences 1–5 and make sure they Build something extraordinary out of it. Inspire people.
lG
understand the word grass in item 1. Also introduce the word Fortunately, Balinese culture fosters craftsmanship. It values
shoot (a new plant beginning to grow). See if students can the artisan. So combine those with the adventurous outliers
na
guess or know any of the answers before they listen. from new generations of locally trained architects and
• 2.2 Play Part 2 once or twice, giving students a few designers and engineers, and always remember that you are
io
minutes to compare their answers in pairs. Elicit answers designing for curving, tapering, hollow poles. No two poles
from the class, repeating the parts of the video that clarify alike, no straight lines, no two-by-fours here. The tried-and-
at
them. true, well-crafted formulas and vocabulary of architecture do

N
not apply here. We have had to invent our own rules. We ask
the bamboo what it’s good at, what it wants to become, and
Answers
what it says is: respect it, design for its strengths, protect it
1 T 2 F 3 T 4 F 5 T
from water, and to make the most of its curves.
So we design in real 3D, making scale structural models out of
TED Talk Part 2 script 2.2
the same material that we’ll later use to build the house. And
It’s actually a wild grass. It grows on otherwise unproductive bamboo model-making, it’s an art, as well as some hardcore
land – deep ravines, mountainsides. It lives off of rainwater, engineering.
spring water, sunlight and of the 1,450 species of bamboo
So that’s the blueprint of the house.
that grow across the world, we use just seven of them.
And we bring it to site, and with tiny rulers, we measure each
That’s my dad. He’s the one who got me building with
pole, and consider each curve, and we choose a piece of
bamboo, and he is standing in a clump of Dendrocalamus
bamboo from the pile to replicate that house on site.
asper niger that he planted just seven years ago. Each year, it
sends up a new generation of shoots. That shoot, we watched When it comes down to the details, we consider everything.
it grow a metre in three days just last week, so we’re talking Why are doors so often rectangular? Why not round? How
about sustainable timber in three years. could you make a door better? Well, its hinges battle with
gravity, and gravity will always win in the end, so why not

have it pivot on the centre where it can stay balanced? And 10 MY PERSPECTIVE
while you’re at it, why not doors shaped like teardrops?
And the floor that you walk on, can it affect the way that you Exam tip
walk? Can it change the footprint that you’ll ultimately leave Timed speaking
on the world? I remember being nine years old and feeling In the speaking section of many standardized exams,
wonder, and possibility, and a little bit of idealism. And we’ve students are often given a prompt and must speak as
got a really long way to go, there’s a lot left to learn, but one fluently and accurately as they can in a specified amount
thing I know is that with creativity and commitment, you can of time. Some prompts will be general questions, e.g. What
create beauty and comfort and safety and even luxury out of is your idea of a dream house? Others will ask speakers to
a material that will grow back. incorporate information from a short text into their answer,
Thank you. e.g. How are Elora’s houses similar to yours? It’s important to
give students who are preparing for standardized English
8 VOCABULARY IN CONTEXT exams lots of this kind of in-class practice. The Optional
• 8a 2.4 Tell students that they are going to watch step below does just that.
some clips from the talk which contain new or interesting
words or phrases. They should choose the correct meaning • Optional step. Put students into groups of four, as far as
for each one. Play the Vocabulary in context section. Pause possible. Assign each student one of the four questions and
after each question on screen so students can choose the tell them that they are going to answer their questions and
g
correct definition, then play the answer. If you like, you can explain their answer to their group. Each student will have
in
ask students to shout out the answers. If helpful, either you to talk for a minute. When everyone is ready, each student
or the students could give an additional example before reads their question to the group and answers it. As the
rn
moving on to the next question. student speaks, another student in the group should keep
a
time. When a minute is up, the speaker should reflect on
Answers
Le
these questions (which you’ve written on the board): Did
1 didn’t feel right = b (wasn’t comfortable) you speak for a minute? Was it hard or easy? Did you stop
2 I’ve got to tell you = a (The truth is – Note that Elora talking or say ‘um’ a lot? Did you make any mistakes?
ic
says I gotta tell you, i.e. the reduced form)
• If you don’t do the Optional step, just put the students into
3 elegant = c (stylish)
ph
small groups for them to discuss the questions. Allow a few

4 treat you well = c (be good to you)
minutes for the discussion and then ask a spokesperson
5 makes perfect sense = a (is a great idea)
a
from each group to summarize the discussion for the class.

gr
• 8b Ask students to make notes to answer the questions CHALLENGE

with their own ideas, and then discuss them with their
eo
• With the class, brainstorm a list of rooms in a house and a

partner. Note that the form of item 2 (just had to tell you) is
few items you might find in each. Write or project all ideas
slightly different from on the video. You could mention to
lG
on the board for students to refer to.

the students that this is often used in a slightly different way
between friends, and it means that one person has • Put students into pairs. Using the questions, tell them to
na
something really important to tell another. prepare a short presentation in which they describe and
draw their dream house. Tell students their presentation
• Once students have discussed the questions with their
io
should be about a minute long and include images, e.g.

partners, elicit a few ideas from the class.
their drawings, their model floor plan. Encourage them to
at
9 be creative. Student pairs should rehearse their talk, with

N
each person speaking about half the time. (This step can
• Put students into pairs to discuss the four questions. Start
be done in class or assigned as homework.)
by reading through the extract with the pairs and making
sure they understand it. • Ask pairs to give their presentations to the class, or put two or
three pairs together to present to each other. When other
• Go round and check students are coping with the task,
students listen, they should take notes by answering the three
taking note of errors, difficulties and times when they use
questions in the Challenge box about a given pair’s dream house.
L1. Help them by correcting them or providing the English
they need and then look at any common errors/language • At the end, students review their notes and vote for the
points in feedback. best house.
Homework
Answers
1 Yes. • Set Workbook Lesson 2D exercises on page 22 for
2 This means the footprint we leave on the world, and homework.
if we use sustainable materials, we leave a smaller • Students can prepare their presentation for the
footprint. Challenge task at home.
3 We can reduce food waste, we can save electricity/gas,
we can avoid wasting water.
4 Students’ own answers
44 Unit 2 Where the heart isSAMPLE COPY, NOT FOR DISTRIBUTION
2E Special things, special A No. He just rented a small part of it. The reason he went there
was to get away from his money problems. He went because
places pp30–31 his business failed, and he lost a lot of his money.
B He went there alone?
A No, at first his partner – her name was Denika – was living
Speaking p30 with him. But she thought life was too hard, so she left.
1 B But David stayed?
• Write the words alone on a tropical island on the board. A Right. As he loved living a simple life in a tiny house, he didn’t
Explain that tropical is the adjective form of the tropics, the want to leave.
hottest area of the Earth (around the Equator). For the first B Twenty years alone on a desert island?
question, take a class survey. Ask a couple of different
A Well, he set up a solar power system and an internet
students to share why they chose exciting or scary for their
connection a few years ago.
answer. Don’t worry about their answers being ‘correct’ or
using the target language for the lesson yet. B Ha, ha. No way! That’s definitely not for me!
• Put students into pairs for the second and third questions. If A He says it’s a fabulous place. He thinks he’s lucky to be there!
they need help getting started with the second question, write
3
words like these on the board: food, water, clothing, shelter,
g
protection, communications. Your students can use these • Focus students’ attention now on the Useful language box.
Explain that the sentences show how to give reasons.
in
categories (as well as others) when they are brainstorming
items. Tell them to make a list of the items they would take • Put students into groups of three or four. Ask a student to
rn
because they will need to refer to it later in the lesson. complete the first sentence: I’d want a computer because …
• For the third question, write this list on the board: family, Then tell students to use their lists from Exercise 1 to
a
friends, pets, music, TV, the internet, my comfortable bed, change the sentence, i.e. by replacing computer with
chocolate and any other things you can think of, including
humorous ones. You can also elicit ideas from the class. Le
another noun, e.g. I’d want some sunscreen because …
Indicate individual students round the class to change the
ic
Have students discuss with their partners the item(s) they noun each time.
would miss the most and why. • Language note. You could introduce would here briefly
ph
but don’t go into details; just provide the framework for

2
students’ answers, e.g. I’d want some sunscreen because it
a
• Tell students they are going to listen to a conversation about would be really hot and sunny.
gr
a man named David who lives alone on a desert island. • In their groups, each student should talk about three other
eo
• 14 Tell students to listen to the recording for gist, and items from their lists from Exercise 1, using the other three
play it through. You can help them by giving them some structures. Go round the class and help as necessary.
lG
questions: Who is David Glasheen? (a millionaire

4
businessman) Who is Denika? (his partner)
• Read through the sentences in the exercise and ask • Students can stay in their groups. Each student should take a
na
students to look up any words that they don’t know. They minute to think of at least five items they use every day.
try to guess the answers based on what they think or what Encourage them not to list just very common items like
io
they may have caught from the first listening. phone, keys, wallet, but to include some more unusual things.
at
• Play the recording again for students to check their answers. • Using the target language, students should go around their
Check as a class by asking individual students or by having group, each giving a reason why they use a particular item
N
students come to the board and write their answers to the every day.
items. Did everyone get the same answer? • Optional step. Make this into a game. Students take turns
in the group to go through their items. They can’t repeat any
Answers items and must stop contributing when all their items have
1 F 2 F 3 T 4 T 5 F been mentioned. The last student speaking is the winner.
• Once everyone has finished the task, each group nominates
Audioscript 14 one member whom they think had an unexpected or especially
A Have you ever heard of that guy David Glasheen who lives creative answer, and he/she shares the answer with the class.
alone on Restoration Island? 5
B No – what’s the story?
• In the same groups, they need to come to a consensus on
A Well, he was a millionaire businessman in the 1980s. which ten items they would take to live on a desert island.
B So he bought the island? For each of the items, students should also have a good
reason for choosing it.
• Ask one or two different groups to share some of their ideas
with the class.

WRITING A description p31 8
6 Go over the information in the Writing strategies box. Ask your

students if they can come up with questions about Shuri Castle
Teaching tip using all of the wh- question words. (It’s OK if they can’t.)
Drawing a picture first 9 WRITING SKILL Using adjectives
One way to unlock creativity in writing lessons is to start • 9a Tell students that we use adjectives to make what we are
with students drawing a picture. For example, in this saying or writing more vivid and interesting. We especially
lesson, they can draw a picture of a home or of a famous use them when describing people, places, experiences, etc.
place such as a castle that they have seen or visited. • Ask them to go through the description on page 149 again
and underline all the adjectives they can find.
• Give students a few minutes either to draw a picture of a
home/famous building and answer the questions about it,
Answers
or just to make notes to answer the six questions.
Students underline: brilliant, famous, oldest (old),
• Put students in pairs. Each student should talk for one beautiful, pretty, huge (gates), cool (coolest)
minute about their place, using the questions to guide
them. As they only have a minute, tell them it’s OK if they
don’t cover all of the questions. • 9b Brainstorm adjectives that we might use to describe
homes/buildings on the board. Just allow students to call out
g
7 adjectives and write them, only correcting them if they suggest
in
one that really can’t be used about places, e.g. delicious.
Teaching tip
rn
• Students can now select a number of adjectives that they think
Consensus answering they can apply to the home they talked about in Exercise 6.
a
Students can learn a lot by reaching their answer by
10
Le
consensus (rather than by you simply giving it to them). In
a reading activity such as this, allocate a number to each • Explain the task. Tell students to refer to the model text on
student relating to the number of questions, i.e. if there are page 149 for help. Remind them of the structure of the
ic
six questions, students will each have a number from 1–6. model by reading out the advice at the back of the book
ph
They then scan the text just for the answer to that and reminding them of the language they have studied.
question. When they have finished, ask all of the ‘1s’ to put • If you are going to give students a mark, tell them it will be
up their hands and ask one of them to read the question
a
higher if they organize the description in a similar way and use

gr
aloud and answer it. Ask the other students in that group: language they have learned. Put students in pairs and tell
Do you agree with that answer? If they all say yes¸ you can them to talk about or plan their description. Remind them that
eo
press them by saying Are you sure? to see if anyone comes they have four resources to rely on: their (drawing and) notes
forward. If one or two students don’t agree, they can work from Exercise 6, the information in the Writing strategies box,
lG
on adding to the first student’s response to make it better. the description on page 149 and the adjectives on the board.
In this way, students can work collaboratively and work out • Set the writing for homework or set a time limit of about
the answer independently of the teacher.
na
ten minutes to do it in class. As students are writing, go

round and offer help. You might note some common errors
• Tell students that they are now going to read about Shuri
io

Castle, and show them/project the photo. Tell them they are
at
11
going to answer the same questions about the description
as they have just answered in Exercise 6. • Put students in pairs and ask them to exchange their
N
• Allocate students numbers from 1–6. All the ‘1s’ answer descriptions. Give them a couple of minutes to read each
question 1, the ‘2s’ answer question 2 and so on. Tell them other’s work and answer the questions in the book. They
to turn to page 149 and scan the paragraph for the should discuss their work together.
information they need. This should not take very long as • Then ask students to answer the following questions about
each student has to answer only one question. each other’s work: How many questions can you think of to
• Using the procedure outlined in the Teaching tip above, go ask about your partner’s place? Would you like to visit the place
through the answers. your partner wrote about? Why or why not? They can discuss
• Finally, give students time to read the entire paragraph these in pairs. Ask a few pairs to tell the class about one of
silently. the places they wrote about.
Answers Homework
1 Naha, Japan 2 last year 3 700 years old 4 It has • Set Workbook Lesson 2E exercises on pages 23–24 for
beautiful buildings and gardens, and is unlike any other homework.
place. 5 a king 6 He took a tour. • If there isn’t time for students to write their description
of a place in class, set this for homework, allowing time
for the peer review in the next lesson.

3 Health and happiness

Unit at a glance 3A Treating the whole

Students will
• talk about staying well
person pp32–35
• read about a girl who doesn’t feel pain Information about the photo
• learn about what makes people happy The teenager in the photo is eating at Isomaru Suisan, a
• watch a TED Talk about a doctor who changed the way restaurant in Tokyo, Japan, that specializes in fresh seafood.
people think about health Although the teenager may not be aware of it, there are a
• write about staying healthy number of health benefits associated with eating fish.
Research has shown, for example, that many types are low
3A Vocabulary in fat and high in important vitamins, such as B and D,
Being well, e.g. health, hospital, medicine which give us energy and help protect our teeth and bones.
Listening
g
Other kinds of fish (such as salmon) are rich in omega-3
A lecture about ‘whole-person’ healthcare
in
fatty acids, which can help lower cholesterol. Studies have
Grammar also found that people who get most of their calories from
rn
Quantifiers, how much/many? seafood and plants suffer fewer serious illnesses (such as
Pronunciation cancer and heart disease) and often live longer, happier
a
Contrastive stress lives. To find out more about the benefits of eating fish, use
3B Vocabulary building
Synonyms, e.g. scary/frightening Le
the search term ‘health benefits of eating fish’.
ic
Reading LEAD IN
ph
Feeling no pain • Ask a student to read the unit title aloud. Then put students
Critical thinking in small groups to think about the relationship between
Making ideas clear health and happiness. Ask Do these two things always
a
go together? Can you be happy, but not healthy? Can you be

gr
3C Grammar
healthy, but not happy? Is it better if you’re both?
Phrasal verbs
eo
• Elicit some ideas around the class.

3D TED Talk
lG
The amazing story of the man who gave us modern

pain relief, Latif Nasser VOCABULARY Being well p33
na
1
Collaborative listening
• Focus students’ attention on the photo and ask How does
io
3E Speaking the boy feel? (happy)

Giving opinions, disagreeing and conceding
at
• Put students in pairs to answer the first question and then

a point
discuss it. To help them with the second question, put on
Writing
N
the board: To be happy, people need … and add an idea or

An opinion essay
two, e.g. food and water, a house, good health. Tell pairs to
Writing skill
think of three or four more ideas, e.g. friends, an education,
Organizing points in an essay
a job, money, and to rank the items in order of importance.
• Take ideas from each pair. What are the most common
answers in your class?
2
• Say the parts of the body aloud with the class, asking
students to point to the part of the body as they say it.
(Many will be familiar to students at this level.)
• Tell students to identify the parts of the body in the photo
and do a quick check round the class.

Unit 3 Health and happiness 47
Extension
Answers
arm, elbow, head, neck, shoulder, finger, nose, chest, ear, The nouns and adjectives in the word families below come up
hand, mouth, throat in this vocabulary lesson. Put a partially completed chart on
the board and ask students to complete it with the correct
word forms. (The answers are in italics. Note also that illness
Extension and sickness and ill and sick are synonyms.) Encourage students
Play a quick game of ‘Simon says’ with the class. Tell students to write this information in their vocabulary notebooks.
to stand. They should touch the part of the body you say only
if you precede it with ‘Simon says’. So, if you say, Simon says noun verb adjective
‘Touch your arm’, students touch their arms; if you say Touch happiness happy
your arm, they shouldn’t move. Any student who touches
health healthy
their arm has to sit down. Similarly, any student who doesn’t
touch their arm when you start Simon says … has to sit down. injury injure injured
Either continue until only one student is standing (the illness / sickness ill / sick
winner) or set a time limit and all the students still standing at
the end of the limit are winners. You could also ask students Exam tip
to call out the instructions.
Word families
3 Learning different forms of a word, e.g. injure, injury,
g
• Discuss the question with the class. Ask students offering injured, helps with exams in several ways: sometimes there
in
ideas to explain them, e.g. if a student says the mouth, ask is a task where students need to write a different form of a
How do you know? (The person is smiling.) word related to a base word; sometimes different forms are
rn
used in a question and text of a comprehension task;
sometimes students need to rewrite a sentence using a
a
Suggested answers
different word form. In all cases, students should also try to
Le
mouth – in the form of smiling and laughing
learn collocations of the other forms, not just single words.
eyes – they crinkle when we smile or laugh
ic
head – held higher when we’re happy 5
ph
nose – the nostrils flare (open wider) a little when we smile • Say each condition aloud with the class and elicit ideas
of what each is from students – they can act the condition,
a
4 explain it or translate. They can check any difficult ones in

gr
their dictionaries. Do the first item (a broken arm) with the

• Tell students they are going to read about a doctor in class. Ask if it is an illness, an injury or a symptom of an
eo
Cameroon and ask them where this country is. (West Africa) illness (an injury).
• Read the first sentence aloud and ask students to match the • Tell students to choose their answers for the rest of the
lG
words hospital and unwell with the correct definitions, and items and to compare ideas with a partner. Then check
check their answers. Tell them to read the rest of the article answers round the class.
and complete items 3–11.
na
• Check answers around the class. Answers

io
a broken arm = IN, the flu = IL, a headache = S,

Answers
at
a stomachache = S (both these last two can be

1 h 2 i 3 b 4 f 5 a 6 k 7 e 8 d
independent problems, but we wouldn’t call them illnesses),
9 j 10 g 11 c
N
a broken leg = IN, a virus = IL, pain = S, seasickness = IL,

a high temperature = S, a backache = S, or possibly IN
• Optional step. Write the questions below on the board to
check comprehension. Tell students to work in pairs to Extension
answer them: When people are very ill, where do they go? • Put students in pairs and tell them to create a short role
(hospital) Are there many of these places in Cameroon? (no) play in which they visit the doctor or school nurse. Project
How many patients does Dr Bwelle see? (about 500 every or write on the board this conversation and introduce the
weekend) What problems do these patients have? (a variety language in the chart at the top of page 49. Doctor: How are
of illnesses and injuries) What things does Dr Bwelle give his you today? Patient: Not so good. Doctor: Oh? What’s wrong?
patients? (medicine, but also things like glasses) Patient: I …

48 Unit 3 Health and happiness
Health problem Explanation • Give students five minutes to check their answers and
discuss the questions in Exercise 8 in pairs, before opening
I have the flu/a Have is used to talk about many
the discussion to the class. Make sure students are aware
headache. health problems. they don’t have to discuss anything sensitive here.
Are you in pain? It’s common to use be + in pain.
- Yes, my knee hurts. Note also how the verb hurt is used. 9
I am/feel seasick. With seasickness, use be/feel + the Background information

adjective.
I’m ill/sick. /I don’t Use these common expressions to say This exercise focuses on the idea of treating the whole
feel well. you feel unwell. person, which is a relatively new trend in western
medicine. Traditionally, doctors focus on managing disease
by treating symptoms. In other words, we go and see the
• Tell students they should add a few more lines to the doctor when we are sick. When doctors treat the whole
conversation above, using two or more items from Exercise person, they don’t just focus on the patient’s body, but
5 and words from Exercises 2 and 4. Circulate, helping with may also look at the patient’s exercise, nutrition,
language as necessary. Then have students act their relationships, spiritual practice and home/work
conversation for another pair. environment, i.e. everything in the person’s life.
6 MY PERSPECTIVE • Books closed. Write whole-person healthcare on the board.
g
• Put students in pairs and give them a few minutes to Explain that it refers to a different way of treating patients.
in
discuss the questions. Ask How might it be different from traditional healthcare? Put
rn
• Go round the class, helping where necessary. Notice any students in pairs and have them discuss their ideas. Don’t
words or phrases students look up and focus on these in take suggestions yet, but tell students that they are now
a
feedback. going to listen to a short lecture on this topic, and they can
Le
check their ideas.
LISTENING p34 Teaching tip

ic
Preparing students for listening
ph
Listening to even a brief extract from a lecture can be

The Royal Flying Doctor Service in Australia started in challenging for students because the language tends to be
a
Queensland, north-east Australia, in the late 1920s, but it dense and a lot of content is delivered. For this reason, it’s
gr
now covers all of the country. It not only provides emergency important to prepare your students for a lecture by giving
transport to hospital for people in remote communities, but them a ‘road map’ of the lecture and telling them what will
eo
also provides a service of nurse and dental clinics. To find out be expected of them at the end of the lecture. For this
more, use the search term ‘Royal Flying Doctor Service’. listening, it would be helpful to tell your students the main
lG
topic of the lecture (a new trend in medicine called

7 / 8 ‘treating the whole person’). Also, tell them that after
na
• Do a quick activity to get students to recycle some of the listening and doing the exercises, they should be able to
vocabulary they have just learned. Write these items on the give a one- or two-sentence explanation of this trend.
io
board: have a stomachache after a big meal, have a pain in

your chest, have a bad cold, need more medicine. Ask students • Books open. Give students time to read through the
at
What would you do in these situations? Where would you go: sentences and ask any questions about the content that
N
to the doctor, the hospital, the chemist or nowhere? Students they don’t understand. Make sure they understand what in
discuss these questions with a partner. their mind means (imagined or unreal), which is different
• Ask students to read the questionnaire and check from on their mind (something that they think about a lot).
anything they don’t understand with you/in a dictionary. • 15 Play the recording. Students tick the ideas that they
Then give them a few minutes to complete the hear. Check the answers as a class.
questionnaire individually. After they have finished, ask
them for more information. For example, for question 1, Answers
ask What kind of illnesses do people go to the doctor for? 2, 4
(skin problems, backaches, headaches, etc.)
• For question 2, you may want to show how different
Audioscript 15
verbs work with health-related vocabulary, e.g. check
height/weight, give a hearing/sight test, take someone’s Why do you go to the doctor? We know that doctors fix broken
temperature/blood pressure/pulse. arms or legs, or put bandages on cuts, or give medicine when
we are unwell or in pain. But more and more, doctors and
nurses say their job is looking after the health and happiness
of the whole person, not just fixing health problems.

This isn’t a new idea. About eighty years ago, Paul Tournier, a 11 MY PERSPECTIVE
Swiss doctor, began talking about looking after the health of • To prepare students for their discussion, write this chart on
the whole person, including the body, the mind and also the the board:
person’s life in their village, town or city. He was interested in
health and happiness, not just illness – the whole person, not Traditional doctor Whole-person doctor
just their health problems. His work was very popular and his reacts to current issues plans for the future
books were translated into many languages.
treats symptoms (the body) treats the whole person
But even now, some doctors and nurses still think about (body, mind, environment)
illnesses, not about people. The World Health Organization
uses ‘hi-tech’ machines includes ‘hi-touch’ methods
says that many doctors and hospitals still need to change – to
(massage, acupuncture)
think of health as connected with the environment, people’s
jobs and their family life. This is the key to making everyone • Go over the differences between traditional doctors
healthier and happier. and whole-person doctors. Put students into small groups
This is why we sometimes visit the doctor even when we’re to discuss the questions. If any of the questions are too
healthy. Doctors ask a few questions about food, exercise, personal, you can also ask your students questions like
happiness and so on. Do you eat a lot of fruit and vegetables? How can a whole-person doctor help? What does a
How much stress do you have in your life? This is because traditional doctor offer? Finally, have a class vote to decide
eating well, exercising and avoiding too much stress can help which kind of doctor they would prefer.
g
us stay healthy. That’s why the doctor tells you to use
in
sunscreen, or to exercise or to eat only a little sugar.
GRAMMAR Quantifiers, how much/many? p35
rn
10 To prepare for teaching the following exercises, see Grammar
a
Exam tip
Le
12
Listening for key words • Check that students understand quantity (how much or
Tell your students that, when they are listening, they don’t how many of something). After they have underlined the
ic
need to catch every single word. Tell them to write down expressions of quantity, check round the class.
ph
any key words that they hear; they can fill in the ‘little’
words later – these are often grammatical words that Answers
a
structure the language, but don’t add to the content. Also, Students should underline some, many, a few, a lot of, a
gr
when there is a list of items for an answer (as is the case little, (how) much
with question 1), they should just write down what they
eo
can. They don’t have to write everything on the first

listening. • Ask which other expressions of quantity they know. They
might be able to offer, e.g. any, no/none, several.
lG
• Give your students time to read the five questions and ask 13
any questions that they may have.
na
• 15 Play the recording again while students take notes. • Check that students understand the concept of countable
Once they have finished, put students into pairs to discuss and uncountable nouns: make two columns on the board
io
their answers. and ask them to call out examples for each of the two
categories. Give them some help if necessary, e.g. minutes
at
and hours = countable but time = uncountable. Remind

Answers
N
students that countable nouns also come in the plural form

1 broken bones, cuts 2 a person’s body, mind and life
whereas uncountable nouns don’t.
3 a person’s environment, job and family life 4 food,
exercise and happiness 5 eating well, exercising and • Optional step. Give students a minute to quickly go
avoiding too much stress through the sentences in the Grammar box to identify the
countable and uncountable nouns. They could circle the
countable nouns (doctors, nurses, illnesses, questions,
• Write on the board: Treating the whole person means looking
vegetables, life) and draw a box around the uncountable
after … Give pairs time to come up with a sentence or two
nouns (food, fruit, sugar, stress).
to explain the topic.
• Ask students to go through items 1 and 2, using the words
• Come back together as a class and ask volunteers to share
they underlined in Exercise 12. They should think briefly
their answers with you. Put some of the ideas on the board
about item 3 and make a few notes.
and as a class formulate a summary sentence, e.g. Treating
the whole person means looking after a person’s health and
happiness, not only their illness. / Treating the whole person
means looking after everything about the patient, including
their body, mind, daily life and their environment.

14
Answers
1 go with countable nouns: some, many, a few, a lot of; go • Ask students to look at the title of the text: Nature’s pharmacy
with uncountable nouns: some, a lot of, a little, much and check they understand pharmacy (a shop where you can
2 large: many, a lot of, much (although here it is in the buy medicine). Ask them What is this paragraph about, do you
question how much); small: a few, a little; some is neither think? (It’s about common medicines we take that come from
a small nor large number or amount animals and plants in nature.)
3 Students’ own answers, but they are likely to know • Read the first sentence together and see if students can get
any, no, several. the correct answer. Ask them to explain why they chose A lot
of in this case. (Because the noun medicine is uncountable.)
• Focus students’ attention on item f in the Grammar box and Remind students that if they see a singular noun, then they
ask for answers to the question, e.g. a lot, not much. Then ask know that they can’t use a quantifying expression before it.
how they would ask the same question about problems, to • Give students a moment to skim the text and tell them to
introduce How many? (How many problems do you have …?) put their hands up when they see a word they don’t know
• If useful for your students, give them more information (and ask you about it). Give them time to choose their
about quantifiers. You could either give them the answers. Then ask individual students to read sentences in
information in the table below or put the table on the the text, checking that the answers are correct.
board for students to fill in.
Answers
g
C U Example 1 A lot of 2 a 3 some 4 many 5 much
in
a few ✓ There are a few biscuits left. 6 few 7 many 8 a little
rn
a little ✓ There’s a little tea on the shelf.
some ✓ ✓ Please have some tea and some biscuits.
a
• Note: Students have learned that medicine is uncountable
Le
a lot of ✓ ✓ I have a lot of homework. I also have a lot (item 1). In the second sentence of the text we have a common
of questions. pain medicine. If anyone asks about this, you can explain that
many ✓ The booklet contains many good ideas. when we talk about a ‘type’ of something, an uncountable
ic
noun can be countable: a common (kind of) pain medicine.
much ✓ We don’t have* much time.
ph
* Don’t use much in the affirmative: We have much time. We 15

have a lot of time. • Books closed. If necessary, write these two sentences on
a
gr
the board for students to complete with How much or

Grammar reference and practice How many.
eo
Ask students to do Exercises 1–5 on page 133 now, or set _______ questions are in the test? (How many)
them for homework. _______ time do we have to finish the test? (How much)
lG
• Books open. Students complete the questions with How much

or How many. Explain that they are going to listen to an
Answers to Grammar practice exercises
na
interview that will contain the questions they have just

1
completed.
a 6 b 1, 3 c 2, 4
io
Note that sickness and illness can be both countable and Background information
at
uncountable, depending on context. Here, sickness is Grace Gobbo is an ethnobotanist (someone who studies
uncountable and illness is countable.
N
traditional knowledge of and customs around plants). She

2 talks to traditional doctors to learn how they’ve use plants
1 any, some 2 some, any 3 many, few to treat heart disease, mental illness, cancer and other
3 illnesses.
1 any 2 a little 3 some 4 much 5 many
6 isn’t any • 16 Play the recording for students to check their
4 answers.
1 How many 2 How many 3 How much
4 How much 5 How many
5
2 many ‡ much 3 much ‡ a lot of 4 few ‡ little
5 a few ‡ a little/some 6 much ‡ many

• 16 Play the recording again for students to write their
answers to the questions.
Interviewer I’m talking to Amy, who has been helping Grace
Gobbo, who’s doing research in Tanzania about Answers
plants – plants that people use for medicine. Hi, 1 No one knows. 2 more than eighty
Amy. 3 It was full time – many hours every day. 4 a lot
Amy Hello.
How many plants in Tanzania can you use as
Int 17
medicine?
Put your students into pairs. They take turns to ask and answer
Amy The truth is that no one knows. There are 10,000 questions using How much and How many, focusing on
kinds of plants in Tanzania and we’re still health, diet, exercise, etc. You may need to give them nouns
unlocking the secrets of many of them. That’s (especially uncountable) to get them started, e.g. stress, sugar,
why conservation is so important. sport, sleep. Ask each pair to share one of their questions with
Int So you interviewed doctors, right? the class.
Amy Right, but I didn’t interview just any doctor – 18 PRONUNCIATION Contrastive stress
only doctors who practise traditional medicine. • 17 Look at the questions in the box with the students
Int OK, so how many traditional doctors did you and explain that the word in bold in each one is stressed,
g
interview? and this indicates the important element. In the first one,
in
Amy In 2015 and 2016, I did more than 80 interviews the emphasis is on many so the speaker wants to know the
and wrote down the information. number. In the second question, the speaker is stressing the
rn
word plants so it is clear that he or she is specifically
Int How much time did you spend on the project?
interested in plants, not animals or anything else. Play the
a
Amy It was a full time job. I travelled around recording of the questions in the Pronunciation box for
Tanzania and worked many hours every day.
Int And how much information did you collect? Le
students to listen to the different stress placement.
• Ask students to look at the exercise and indicate the
ic
Amy A lot! I learned about many medicine plants sentence they are going to hear: I drink a little milk every day.
ph
that we didn’t know about before. The trick now Tell them that they will hear this sentence four times, and
is getting more young people interested and each one has a different emphasis. Focus attention on
sentences a–d and explain that they have to choose which
a
passing along the information!

gr
meaning the speaker is indicating with stress placement

16
each time.
eo
• Play the recording, then check answers as a class.

• Optional step. Before you play the recording again, write
lG
these sentences on the board, with phrases underlined as

Answers
here: In Tanzania, some doctors practise traditional medicine.
1 b 2 d 3 a 4 c
They treat patients using plants found in nature.
na
Grace Gobbo researches those plants. She is interested in • Put students in pairs to practise: one student says the
unlocking their secrets and talking to the traditional doctors.
io
sentence with a meaning from a–d and the other student

Explain what these verbs mean: practise (in this case, says which meaning they heard. Students take it in turns to
at
practise medicine is simply another way of saying ‘work as a practise the stress placement.
doctor’), treat (give medical care), research (study
N
something carefully), unlock (secrets) (find out or discover Homework

something that is not obvious). Set Workbook Lesson 3A exercises pages 26–29 for
homework.
Exam tip
Words in context
When learning new words (or new uses of familiar words),
it’s helpful to memorize what other words they go
together (collocate) with. Ask students to tell you which
nouns the verbs practise, treat, research and unlock go with
in the sentences on the board. When students record new
words in their vocabulary notebooks, they should also
record the words they often collocate with.

3B Painless pp36–37 Reading p36
2
• Read the information in the tip box with students. Then

Lead in
• Read the title of Lesson 3B aloud. Remind students that tell them to look at sentences a–g and point out that e is
they learned the noun pain in Lesson 3A. Then project or the first thing mentioned in the article.
write on the board: A: I want to pierce my ears, but I’m afraid. • 18 Tell students to read the text once or twice and put
(Act out ‘pierce my ears’ for students.) B: Don’t worry! It’s the sentences in order.
painless. It doesn’t hurt.
• Ask students: What does painless mean? Point out that the Answers
opposite is painful, e.g. A broken arm is painful. Ask students a 2 b 6 c 4 d 7 e 1 f 5 g 3
What else is painful? (e.g. going to the dentist)
• Tell students to look at the photo, read the title of the • Optional step. Write on the board: At first …, But then, …
article, and skim the text quickly (which they learned to do So …, After checking Ashlyn …, and then …, After that, …,
in Unit 2B). As they do this, tell them to think about this Now … When students have finished, tell them to take
question: What is this reading about? Give them a couple of turns explaining the series of events with a partner, using
minutes. (It’s about the girl in the photo. She doesn’t feel the phrases on the board to introduce each event in order.
pain.) Say Imagine that you can’t feel pain. Is this good or not? They should also change the verbs in each sentence into
g
Ask students to explain. the past if necessary, e.g. At first, Ashlyn’s parents felt lucky.
in
3
rn
VOCABULARY BUILDING Synonyms p36
Exam tip
a
1
Le
Inferring
• Read the information about synonyms aloud or ask Sometimes, when students answer questions about a text
students to read it silently. Put the words sickness and in an exam, the answer is not overtly stated but is implied,
ic
smart on the board and ask students for a synonym so students have to use inference to work out the answer,
for each. (illness, intelligent)
ph
i.e. they use information in the text which gives them clues
• Look at the two sentences in item 1 with the class and as to the answer. This exercise allows some practice in
focus students’ attention on the word pool. Ask Which inferring.
a
word means the same as quiet? (calm) Tell students to use

gr
it in the second sentence to check that it works. • Tell students to choose their answer (a, b or c) to each item
eo
• Tell students to do items 2–5 on their own, using their and to underline the information in the text that helped
dictionaries as necessary. Then check answers as a class by them choose it. Tell them that the information is not
lG
asking different volunteers to read sentence pairs aloud. always clearly stated.
• Check the answers with the students, asking them to
Answers read out the part of the text that gave them the answer
na
1 calm 2 sore 3 realize 4 frightening 5 block in each case.

io
Answers
at
Exam tip 1 b (line 12 – Ashlyn didn’t feel pain)

Learning synonyms 2 c (lines 4–6 – … a problem with her eye. It was red and
N
In many exams there is often a comprehension item that looked painful, so they took her to the doctor.)
asks students to match a word or phrase in a question with 3 a (lines 14–18 – We feel pain for a reason … stops a more
a synonym in the text, e.g. Which word in the text has the serious injury.)
same meaning as ‘scary’? For this reason, when students 4 b (lines 26–28 – … at first they thought she might be the
learn vocabulary, it can be useful to include a common only case in the world.)
synonym in their notebooks. Students should, however, 5 b (lines 36–37 – It may help them to develop new
be careful when using synonyms: some (like scary and medicines to block pain.)
frightening) can be used interchangeably in a sentence, 6 b (lines 40–41 – ‘It’s just me. It’s all I’ve ever known.’ )
but many synonyms cannot because of how they collocate
with other words. For example, painful and sore are similar • Point out to students that, in the case of item 3, the correct
in meaning, but in both of the following sentences, only answer is not stated directly, but we can guess it from
sore is used: I have a sore throat. After my gym class, my legs what the text says and from what we already know about
were sore. When students learn words with similar the topic.
meanings, they should use them in example sentences
in their notebooks so they are aware of how the words
behave in context.

4 Extension
• Give students a few minutes to discuss the questions. While With the class, brainstorm a list of questions they’d like to ask
they work, notice words and phrases they look up, or ask Ashlyn, her parents or doctor, and write these on the board.
you about, or underline. Focus on these in feedback. To help get things started, give an example: For Ashlyn: Were
you ever hurt because you couldn’t feel pain? What happened?
• When students have finished, ask a few volunteers to share
Then put students in pairs. Tell each pair to choose one
their answers with the class.
question on the board and to create a role play in which one
student is a reporter and the other student is Ashlyn, one of
CRITICAL THINKING Making ideas clear p36 her parents or a doctor (depending on the question they’ve
chosen). The reporter should start off by asking the main
5 question on the board, e.g. Ashlyn, were you ever hurt because
• Read the Critical thinking box with the students. To ensure you couldn’t feel pain? The other student should reply in
that students understand, write these two sentences on the character, and the reporter should follow up with two or three
board: 1 Tony is ill. 2 He has a headache, a high temperature more questions. Circulate, helping students as necessary.
and a sore throat. Point out to students that sentence 1 tells Then ask students to do their role plays for another pair. When
readers about Tony’s condition. Sentence 2 gives specific students have finished, give some feedback about new
examples of his symptoms and makes his situation clearer. language that came up and correct any errors.
• Focus students’ attention on item 1 and ask them to find
Homework
g
information in the article that explains the statement and
Set Workbook Lesson 3B exercises pages 30–31 for
in
makes it clearer, i.e. Ashlyn Blocker was a quiet baby. She
didn’t cry even when she was hungry. Ask students which of homework.
rn
the strategies the writer had used. (examples)
• Then tell students to do items 2–6 on their own,
a
underlining the information in the passage that explains or
makes each statement clearer, and stating which strategy is
used. Check answers with the class. Le
ic
Answers
ph
1 Giving examples: Ashlyn Blocker was a quiet baby. She

didn’t cry even when she was hungry. (lines 1–2)
a
2 Saying the same thing using different words: We feel

gr
pain for a reason. (line 14)

eo
3 Saying the same thing using different words: Pain also

helps to keep us safe. (line 16)
lG
4 Reporting what someone said: ‘It was scary.’ (line 20);

saying the same thing using different words: That idea
was very frightening. (line 22)
na
5 Saying the same thing using different words: They found

out that there were others with the condition. (lines
io
28–29)
at
6 Reporting what someone said: ‘It’s just me. It’s all I’ve ever
known.’ (lines 40–41)
N
• Give students a few minutes to discuss the questions.

When students have finished, ask a few volunteers to share
their answers with the class. Also, give some feedback
about new language that came up, and correct any errors.

3C What makes us • Give students a few minutes to answer the questions and
then go over the answers as a class. For item 3, you don’t
happy? pp38–39 need to go into detail at this point as that is covered in

Exercise 3. Explain to students that we call the prepositions
and adverbs in phrasal verbs particles.
GRAMMAR Phrasal verbs pp38–39 • Ask students if they can guess the meanings of the phrasal
verbs used: turn off (to stop something), grow up (become
To prepare for teaching the following exercises, see Grammar older), found out (discovered), deal with (manage something).
reference on page 132. Note that students are most likely to encounter turn off in the
1
context of appliances or machines as in Please turn off the
lights before you go to bed.
• Language note. Phrasal verbs consist of a main verb
followed by a preposition or adverb. We usually refer to
Answers
these as particles in the context of phrasal verbs. What
1 prepositions/adverbs (or particles) 2 after
makes phrasal verbs challenging is that we can’t
3 the verb and particle are separated
understand the meaning of the verb phrase from the
individual words themselves; we have to memorize the
meaning of each one. It is sometimes difficult to work out Grammar reference and practice
whether a verb + adjective/adverb is a phrasal verb or not, Ask students to do Exercises 6–10 on page 133 now, or set
g
e.g. Look out! (Be careful!) is a phrasal verb but Look out of them for homework.
in
the window isn’t.
rn
• Optional step. If your students have not yet studied
phrasal verbs, do this brief introduction: write the verb show Answers to Grammar practice exercises
6
a
on the board and ask students to make a sentence with it,
1 eat out 2 pick up 3 lie down 4 turn down 5 put
Le
e.g. Show me your hands. She showed me her photos. Then
write show up on the board. Then ask different students on 6 take off
What time did you show up for class this morning? and write 7
ic
the question on the board. Explain that the phrasal verb 2 I need to stop at the pharmacy to pick some medicine
ph
show up means ‘arrive’. up.

• Ask students to read the sentences in the Grammar box and 4 Could you turn the music down?
a
underline the verbs (not the particles at this stage). 5 I’m tired, so I just want to put a film on and relax.
gr
6 Would you like to take your coat off?

8
Answers
eo
1 How do you deal with pain?

Students should underline turned, began, grow, started, 2 Write down the name of this medicine. / Write the
move, found, were, deals, has.
lG
name of this medicine down.

3 Who carried out the research? / Who carried the
2 research out?
na
• Language note. Some phrasal verbs are intransitive, i.e. they 4 He complained of a headache.
5 Which nurse is looking after you?
io
don’t have an object: The plane took off. Other phrasal verbs
are transitive, i.e. they can have an object: Last year, my father 6 Please fill in this form. / Please fill this form in.
at
gave up smoking. It is the transitive phrasal verbs that can give 9

students trouble because some of them are separable and 1 after 2 up 3 on 4 to 5 down 6 off
N
some are inseparable. Students must memorize which verbs 10

go in which category. In some grammar books, inseparable 1 call 2 up 3 in 4 out 5 lie
phrasal verbs are called prepositional verbs.
Transitive phrasal verbs 3
Separable: the object Inseparable: the object • Ask students to look at the list of phrasal verbs. Put them in
(a noun or pronoun) can (a noun or pronoun) cannot pairs and ask each pair to think of a sentence using each
come between the verb come between the verb verb, checking the meaning of the verb in a dictionary if
and particle. and particle. necessary. Then they should decide whether each verb is
My father gave up smoking. I tried to get on the flight to separable or inseparable. Go round the class helping as they
London. do this and noting any verbs that cause problems for
discussion later.
My father gave smoking up. I tried to get the flight on to
• Check the answers to the exercise as a whole class.
London.
My father gave it up. I tried to get it on to London.

• Tell students that they are going to hear two teenagers
Answers talking about what makes teenagers happy. They read the
1 S 2 S 3 I 4 S 5 I 6 S 7 I 8 I sentences and fill in the blanks with the mixed-up phrasal
9 I 10 S verbs on the board. Tell them that among the words written
on the board, one of the verbs and one of the prepositions
Fast finishers are extra – they will not be used. In addition, the students
In pairs, fast finishers can make a list of a few phrasal verbs will be using some of the prepositions more than once.
that they know, decide whether they are separable or • 19 Play the recording while students check their
inseparable, and check in a dictionary. answers. When you go over the answers, ask individual
4 students to come to the board and match a verb to a
particle, i.e. for item 1 the students would come to the
• Ask your students What makes you happy? As they call out board and draw a line connecting look to into.
their answers, make a list of the items on the board. Then
students read the list of what makes teens happy. How is
Answers
the list on the board similar to or different from this list?
1 looked into 2 find out 3 put (my headphones) on
• Explain that each of the five sentences describes one of the 4 turn (it) on 5 hang out 6 take (the rubbish) out
points in the text. Do the first item as an example. Ask one
of your students to read the sentence aloud and then the
class can tell you which item in the list it matches with Audioscript 19
g
(friendly classmates). Boy Hey, did you see this article on teen happiness?
in
• Give your students some time to finish items 2–5 and then Girl No, what is it?
rn
go over the answers as a class. Boy Some scientists looked into teenagers’ happiness. They
interviewed 200,000 teenagers in almost forty countries.
a
Answers
Le
Girl Did they find out what makes us happy?
1 Friendly classmates 2 Exercise 3 Good diet
Boy They say they did. They say good health, exercise, good
4 Enjoying school 5 Good health
diet, enjoying school and having friendly classmates are
ic
important.
ph
• Optional step. To reinforce the meaning of the phrasal

verbs used here, put your students into pairs and tell them Girl OK … So what makes you happy?
Boy Me? I feel happy when I put my headphones on and listen
a
that they should try to come up with definitions for each

gr
verb without looking anything up in their dictionaries. They to some music.

should use the other ‘clues’ (or key words) in the sentences Girl For me, it’s TV. I always feel happy when I turn it on … and
eo
to see if they can work out the meanings. tune everything else out!
5 Boy Hmm. They say watching a lot of TV makes people unhappy.
lG
• Tell students to look back at the five sentences in Exercise 4. Girl Well, I sometimes watch TV with my friends. What about
Tell them that three of them contain phrasal verbs that have that?
na
an object. Ask them to read through the sentences and Boy That’s probably OK. Happy teenagers hang out with their
identify the three phrasal verbs followed by an object and
io
friends a lot.
circle the noun/pronoun in each case. (3 sugary foods, 4 my
Girl So what makes us unhappy?
at
homework, 5 myself )
• Next, tell students that two of these three phrasal verbs are Boy School stress, according to the article. And that’s totally true.
N
separable and give them time to identify which two and Girl I’ll tell you what makes me unhappy.
rewrite the sentences with the object between the verb Boy What’s that?
and the preposition. They compare their answers in pairs
Girl Taking the rubbish out. And I take the rubbish out every day!
before you go over the answers as a class.
Boy Funny, the article doesn’t mention that …
Answers • Optional step. To reinforce the meaning of these phrasal
3 I gave sugary foods up. verbs, ask different students some questions using the
4 I almost always hand my homework in on time. words, e.g. for hang out, you could ask questions like Do you
like to hang out with your friends after school? Where do you
6 hang out with your friends: the library? the park? a café? In this
• Make two columns on the board. In the left-hand column, way you can start to come up with definitions for these
write this list of verbs: find, give, hang, look, put, take, turn. verbs together.
In the right-hand column, write these four particles: into,
on, out, up.

7 Instructions for each activity:
• Tell your students We’ve learned a lot about what makes • Option 1 – group work. Students do this activity in groups
teenagers happy. What makes you unhappy? Brainstorm as of four or five. They select the four best sentences from the
a class. Write some of the ideas on the board (too much discussion in Exercise 9. If several groups are doing this
homework, an annoying little brother/sister, etc.) activity, they can write their sentences on the board and
• 19 Tell your students that they are going to listen to choose the best four overall for the class.
the recording again. They should listen for the things that • Option 2 – project. Using the information from this lesson
make teenagers unhappy. Go over the answers as a class. and any other information the students have (they can
research online if possible), students work in groups to
Answers select four or five things that make people happy. They
watching a lot of TV, school stress, taking the rubbish out should write a sentence about each, using phrasal verbs
every day where possible, and illustrate their sentences to produce a
poster. If several groups do this activity, they can display
8 their posters at the end for other groups/students to see.
• Option 3 – writing task. Students work in pairs or
• Read through the list of what makes teens unhappy. Tell
individually to write a short paragraph based on the
your students to raise their hands as you read each one if
information about what makes teens happy in Exercise 4.
they think it is a problem. (They can raise their hands as
For each point, they should include an example, as in the
many times as they like.)
g
exercise, but they should use different examples. When they
• Give students time to read through the sentences. Explain
in
have finished, they can compare their paragraphs with
that they are going to match the verbs and particles in the other students/pairs.
rn
chart to make phrasal verbs to fill in the gaps. Remind them
that two of the particles in the chart will be used twice. Homework
a
• Put students into pairs to complete the advice. Check
Le
• Set Workbook Lesson 3C exercises pages 32–33 for
answers by asking individual students to read the pieces homework.
of advice.
ic
Answers
ph

1 Look after 2 Take up 3 Give up 4 put (your
homework) off, Hand (it) in 5 Deal with 6 turn (it) off
a
gr
9 MY PERSPECTIVE
eo
Give students time to write out their sentences. Explain that

they can use the verbs in the box or any of the other verbs
lG
they have learned up to this point. They can use the verbs in
any form they want: past simple, present continuous, etc. Ask
na
students to share one of their sentences by writing it on the

board.
io
10 CHOOSE
at

N
here. However, you might want to make the decision for them,
in which case explain why. Alternatively, you may decide to let
students do more than one task. You could divide the class
into groups and have each group do a different task – or you
could have a vote on which task the whole class should do.
For the vote:
• put students in pairs or groups to decide which they prefer.
• if the vote is tied, ask one student from each side to explain
which is best and take the vote again. You can decide if
there is still no change.

3D The amazing story Answers to About the speaker
1 medical = a (related to doctors and medicine)
of the man who gave us 2 wrestler = b (a person who fights as a sport)
3 pseudonym = a (a false name)
modern pain relief pp40–41 4 dumb dodo = c (a person who isn’t smart)
5 treatment = c (a way of dealing with an illness or injury)
LEAD IN • After they finish, write the key words from the About the
• Write on the board: pain relief = things we do to stop pain. speaker section on the board and ask students to retell it
Then say Imagine you have a headache. How can you stop the aloud, or ask them to write as much of what it said as they
pain? Take ideas from the class, e.g. take medicine, sleep. can. Correct as necessary.
Then continue But some people have long-lasting pain. For
example, after playing football for many years, some players Background information
have knee injuries and they always have pain. Radiolab (where Latif Nasser works) is an American radio
• Focus students’ attention on the photo or project it using programme (also available on podcast). The show focuses
the CPT: This is Latif Nasser. He is a reporter and researcher. on telling stories and interviewing specialists, primarily in
Tell students: Latif is going to tell a story about a man named the areas of science, culture and ethical issues.
John Bonica. Write Bonica’s name on the board. Then say
g
John was an American. In the 1940s and 50s, he studied pain.
AUTHENTIC LISTENING
in
He wanted to help people with very bad pain.
SKILLS Collaborative listening p40
• Tell students they are going to watch a TED Talk about pain
rn
As well as teaching aspects of phonology and listening skills,
relief. Read out the quote and ask students to translate it or
these tasks also:
a
say what they think it means in English (or both). Then ask
• allow you to pre-teach some vocabulary.
Le
students to guess the answer to this question: What was
John Bonica’s job? • allow students to read and hear new language before they
3.0 Tell them they are going to see a short text on
•
ic
the DVD to introduce the talk and the speaker, and play the • allow students to tune into the speaker’s voice and style.
ph
About the speaker section. Make sure students understand

1
these words: circus (show a photo of this if possible), cure
a
(to make a person with an illness or injury well/healthy

Teaching tip
gr
again), clinic (a doctor’s office where patients go for

special help). Listening difficulties
eo
• Then do the vocabulary exercise. Encourage students not to worry if they don’t understand
everything they hear in the talk the first time they listen.
lG
TED Talk About the speaker 3.0 Explain that native speakers of a language can often miss
Latif Nasser is the director of research at Radiolab, where or not understand information in a talk too. Sometimes
this happens because a speaker has an unfamiliar accent,
na
he also works as a reporter. He has a PhD from Harvard

University in the history of science. is talking too fast or uses lots of unfamiliar words. When
this happens, people often ask others questions about
io
His TED Talk tells the story of John J Bonica, a man who was
a medical student by day and a wrestler in the circus by what they heard or understood.
at
night. He kept his night job secret by using various

• 20 Read the information in the Authentic listening
N
pseudonyms – Bull Walker or the Masked Marvel.

skills box. Then play the extract and tell students to listen
As a result, many of the people around him thought he was a once through.
dumb dodo. Dr Bonica experienced a lot of pain in his work
• Play the clip again. At the end, tell students to write down
as a wrestler, which led him to research causes of pain and
anything they remember, even if they heard words they
ways to cure it.
don’t know the meaning of.
He worked with other doctors, talked to patients, and read
books in order to develop treatments for pain – medicines Audioscript 20
called nerve-block injections – and open the world’s first It was a summer day in 1941. The circus had just arrived in the
pain clinic. tiny town of Brookfield, New York. Spectators flocked to see
Latif Nasser’s idea worth spreading is that pain is a testament the wire-walkers, the tramp clowns – if they were lucky, the
to a fully lived life, an essential part of the human experience human cannonball. They also came to see the strongman,
that all of us – including doctors – must acknowledge and Johnny ‘Bull‘ Walker, a brawny bully who’d pin you for a dollar.
deal with. You know, on that particular day, a voice rang out over the
circus PA system. They needed a doctor urgently, in the live
animal tent.

2 / 3 another person’s mouth to help them breathe again), operation
• To help students discuss what they missed, project or write (in hospital, the act of cutting open a body to fix something),
on the board: He said something about … Then what did he amputation (the act of cutting off a body part, like an arm or leg).
say? Did you understand the part about …? He said [word]. • Also introduce run out of something (to use (almost) all
What does that mean? of something, e.g. We’re running out of milk.), tuition
• Put students into small groups and tell them to use the (the money that people pay in some countries to go
language on the board to compare ideas, discuss unfamiliar to school or college).
words and reconstruct what they heard. Go round the class, • 3.1 Tell students they are going to watch Part 1 of
helping students as they work on this step. the talk. Explain that when Latif speaks, they don’t have to
• Tell students to use their notes and, as a group, to write a understand everything. They just need to choose the
sentence or two summarizing what they heard. correct options. Play Part 1 of the talk and see if they can
• 20 Play the extract again. Ask students Did you answer the questions. Play Part 1 a second time for them
understand more this time? What is the extract about? to check and complete their answers.
• Optional step. Stop the talk at key points so that
WATCH pp40–41 students can choose the correct answers. For example, for
If you are short of time, or want a different approach to the video, sentences 1 and 2, pause after Latif says The strongman
you may want to watch the whole talk all the way through with had given the lion tamer mouth-to-mouth and saved his life.
only some brief checking questions. A version of this is on the DVD Tell students to answer items 1 and 2. Then tell them to
g
and is labelled as TED Talk with activities. At the end of each section, check their answers with a partner.
in
there is a short gist question(s). Pause after each question on • At the end, take answers from the class, repeating the parts
screen so students can give their answers, then play the answer. of the video that clarify the answers. Turn on the subtitles
rn
if needed.
a
Answers
Le
Part 1
1 b 2 a 3 c 4 a 5 b 6 b
Which sentence best explains what this part of the talk is
ic
about?
b The story of Bonica’s career
ph
It was a summer day in 1941. The circus had just arrived in the
Part 2
tiny town of Brookfield, New York. Spectators flocked to see the
a
Which thing does Latif not talk about in Part 2? wire-walkers, the tramp clowns – if they were lucky, the human
gr
b healthcare at the circus cannonball. They also came to see the strongman, Johnny ‘Bull‘
Walker, a brawny bully who’d pin you for a dollar. You know, on
eo
4 that particular day, a voice rang out over the circus PA system.
They needed a doctor urgently, in the live animal tent. Something
lG
• Give students a few minutes to discuss the questions. had gone wrong with the lion tamer. The climax of his act had
Go round and notice how well the students are doing, gone wrong, and his head was stuck inside the lion’s mouth. He
and if there are any difficulties, stop the class and offer
na
was running out of air; the crowd watched in horror as he

an example, e.g. When I was a teenager I used to get very struggled and then passed out. When the lion finally did relax its
frightened whenever I felt a pain, in case it was something
io
jaws, the lion tamer just slumped to the ground, motionless.

serious. Then, one day, I dropped a heavy book on my toe. When he came to a few minutes later, he saw a familiar figure
at
It was really painful, but obviously not serious, so that made hunched over him. It was Bull Walker. The strongman had given
me realize that not all pain is really serious.
N
the lion tamer mouth-to-mouth, and saved his life.

• When students have finished, ask a few volunteers to share
Now, the strongman hadn’t told anyone, but he was actually
a third-year medical student. He toured with the circus during
5 summers to pay tuition, but kept it a secret to protect his
persona. He was supposed to be a brute, a villain – not a
• Project or write on the board: People and things you see at
nerdy do-gooder. His medical colleagues didn’t know his
the circus. Remind students that John Bonica worked in the
secret, either. As he put it, ‘If you were an athlete, you were a
circus. Then ask Have you ever been to a circus? What did you
dumb dodo.’ So he didn’t tell them about the circus, or about
see? Write students’ ideas on the board. If necessary, add
how he wrestled professionally on evenings and weekends.
these from the talk: clown, lion tamer, wire-walker, wrestler/
He used a pseudonym like Bull Walker, or later, the Masked
strongman, tent. Explain or show what each thing is.
Marvel. He even kept it a secret that same year, when he was
• Tell students to read items 1–6 and to ask about anything they crowned the Light Heavyweight Champion of the world.
don’t understand. Make sure students understand these words:
bit (past of bite), breathe (the act of taking air into your nose and Over the years, John J Bonica lived these parallel lives. He was
then releasing it), mouth-to-mouth (the act of blowing air into a wrestler; he was a doctor. He was a heel; he was a hero. He
inflicted pain, and he treated it.

Right around D-Day, Bonica showed up to Madigan Army medicine. A desperate plea to doctors to take pain seriously in
Medical Centre, near Tacoma. At 7,700 beds, it was one of the patients’ lives. He recast the very purpose of medicine. The
largest army hospitals in America. Bonica was in charge of all goal wasn’t to make patients better; it was to make patients
pain control there. He was only 27. Treating so many patients, feel better. He pushed his pain agenda for decades, before it
Bonica started noticing cases that contradicted everything he finally took hold in the mid-’70s. Hundreds of pain clinics
had learned. Pain was supposed to be a kind of alarm bell – in sprung up all over the world.
a good way – a body’s way of signalling an injury, like a But as they did – a tragic twist. Bonica’s years of wrestling
broken arm. But in some cases, like after a patient had a leg caught up to him. He had been out of the ring for over twenty
amputated, that patient might still complain of pain in that years, but those 1,500 professional bouts had left a mark on
nonexistent leg. But if the injury had been treated, why would his body. Still in his mid-fifties, he suffered severe
the alarm bell keep ringing? There were other cases in which osteoarthritis. Over the next twenty years he’d have 22
there was no evidence of an injury whatsoever, and yet, still surgeries, including four spine operations, and hip
the patient hurt. replacement after hip replacement. He could barely raise his
6 arm, turn his neck. He needed aluminium crutches to walk.
His friends and former students became his doctors. One
• Before you play Part 2 of the talk, tell students to read
recalled that he probably had more nerve-block injections
sentences 1–6 and to ask about anything they don’t
than anyone else on the planet.
understand. You should also introduce the word specialist
(a type of doctor who is an expert in a certain area, Bonica saw pain close up. He felt it. He lived it. And it made it
g
e.g. a heart specialist). impossible for him to ignore in others. Out of that empathy,
in
• Summarize for students what is happening in John he spun a whole new field, played a major role in getting
medicine to acknowledge pain in and of itself.
rn
Bonica’s life at this point: It’s the mid-1940s and John is
working in an army hospital. All of his patients have Thank you.
a
problems with pain, and John wants to help them. 7
Le
• 3.2 Play Part 2 of the talk. Encourage students to
watch and listen once through, then try to answer 1–6. Play • Discuss the first statement with the class, and encourage
Part 2 a second time for students to answer 1–6/check their students to use their answers in Exercises 5 and 6 to help
ic
answers. (As with Exercise 5, you could stop the talk at key them answer.
ph
points for students to choose the correct answers.) • Then put students in pairs to answer items 2 and 3. Check
• At the end, take answers from the class, repeating the answers as a class.
a
parts of the video that clarify the answers. Turn on the

Answers
gr
subtitles if needed.
1 He inflicted pain as a wrestler (He was supposed to be a
eo
brute, a villain) but he treated it as a medical student/

Answers doctor (he was a hero; Bonica was in charge of all pain
1 other doctors 2 only a little 3 wrote about it himself
lG
control there).
4 make them feel better 5 hundreds of 6 felt a lot of 2 He experienced both other people’s pain and his own
pain (Treating so many patients; No one had ever focused
na
TED Talk Part 2 script 3.2 on pain this way before; he suffered severe osteoarthritis).
3 He realized that treating someone is only half the job;
io
Bonica tracked down all the specialists at his hospital –

surgeons neurologists, psychiatrists, others. And he tried to you have to give them pain relief too (he proposed the
at
get their opinions on his patients. It took too long, so he Pain Clinic; a desperate plea to doctors to take pain
seriously).
N
started organizing group meetings over lunch. It would be like

a tag team of specialists going up against the patient’s pain.
No one had ever focused on pain this way before. 8 VOCABULARY IN CONTEXT
After that, he hit the books. He read every medical textbook he • 8a 3.3 Tell students that they are going to watch
could get his hands on, carefully noting every mention of the some clips from the talk which contain new or interesting
word ‘pain’. Out of the 14,000 pages he read, the word ‘pain‘ words or phrases. They should choose the correct meaning
was on seventeen and a half of them. Seventeen and a half. for each one. Play the Vocabulary in context section. Pause
For the most basic, most common, most frustrating part of after each question on screen so students can choose the
being a patient. correct definition, then play the answer. If you like, you can
ask students to shout out the answers. If helpful, either you
So over the next eight years, Bonica would talk about it. He’d or the students could give an additional example before
write about it; he’d write those missing pages. He wrote what moving on to the next question.
would later be known as the Bible of Pain. In it he proposed
new strategies, new treatments using nerve-block injections.
He proposed a new institution, the Pain Clinic, based on those
lunchtime meetings. But the most important thing about his
book was that it was kind of an emotional alarm bell for

Answers
1 passed out = a (stopped being awake)
3E Opinions about
2 specialists = c (experts)
3 hit the books = b (studied)
health and happiness
pp 42–43
4 institution = a (organization)
5 take seriously = c (see as important)
6 ignore = b (not think about) Speaking p42
1
• 8b Ask students to answer the questions and then discuss
them with their partner. If they are having difficulty, you • Explain to your students that they are going to learn how
could offer some of the suggestions below. Once they have to give their opinion, disagree with others and concede
discussed their answers with their partners, elicit a few a point (admit that something is true).
ideas from the class. • Read through each of the statements with students.
Make sure that they understand the meaning of each one.
Pre-teach some vocabulary such as ban/prohibit/forbid and
Suggested answers
allow/permit as some of this language will be used in
1 Students could talk about ignoring something difficult
the lesson.
at school and then getting a bad mark in their
homework, or ignoring a problem with a friend and it • Put them into pairs to explain which statements they agree
g
getting worse and worse. or disagree with. Don’t worry about introducing the Useful
in
2 Students may hit the books before important exams, language just yet; this is more of a general warm up activity.
rn
possibly at home or in the library. 2
3/4 Students’ own answers
a
5 Students could name schools or colleges, banks, • At this point, it would be good to introduce the language
Le
government offices, etc. in the Useful language box. Read each expression aloud
6 Students’ own answers while your students repeat. For the section on ‘giving your
opinion’, you could also teach your students that it’s
ic
CHALLENGE common to state an opinion and then ask for the listener’s
ph
opinion by saying something like What do you think? / Do

To help students draft their notes, ask them these questions: you agree? / How do you feel about it?
Who is/was the person? What did the person do? Why did they
a
• Language note. Among the expressions for disagreeing,

do it? How did their action help?
gr
tell students that Are you kidding? can sound quite strong
9 as a response and may come across as confrontational in
eo
• To help students start their paragraphs, put this topic some circumstances (especially if you don’t know the
sentence on the board: [Name] has done a lot of good in other person well). In those situations, it should be used
lG
the world. sparingly, if at all.

• After students write their opening sentence, they should • Go over any new vocabulary, e.g. forbidden, allowed,
na
use their notes to explain what the person did for others, before students listen.
why he/she did it and how this action helped others • 21 Play the recording while students complete their
io
(and may continue helping people in the future). This answers. Go over the answers as a class.
part can be done in class or for homework.
at
• When students have finished, put them in pairs to swap Answers

N
paragraphs. Ask them to check that their partner’s 1 A 2 M 3 B 4 B 5 M 6 A

paragraph answers the questions discussed above, and to
correct any errors their partner has made. Then they give Audioscript 21
the paper back to their partner. They can discuss any
Al Smoking is terrible for your health. I think the
mistakes and the two questions in this exercise.
government should ban it – stop it completely.
Homework Marta Are you serious, Al? I’m not sure about that. I think
• Set Workbook Lesson 3D exercises page 34 for everyone should have a choice. You can choose not to
homework. smoke. And some people really enjoy smoking – it
makes them happy.
• Students can write a second draft of their paragraphs,
making any necessary corrections, and include a photo of Al Yes, but Marta, if people around me smoke, I breathe
the person with their profile. Tell students to print and the smoke, and it’s bad for me. That makes me
bring this final draft to class to display for the class. unhappy. Is their happiness more important than mine?
Also, smoking makes a lot of people ill, and that makes
a lot of work for doctors.

Marta You’re right that it makes people ill – that’s true. But Writing An opinion essay pp42–43
everyone does dangerous things every day: driving,
5
riding a bicycle. And a lot of food we eat is also bad.
The government can’t control everything. • Books closed. Ask What’s the best way to stay healthy?
Al Well, that’s true, but in my opinion, smoking is different. Put students into pairs and have them come up with one
People drive to get to work, or they cycle to school, and answer. Then call on different pairs and record their answers
people eat because it’s necessary. But smoking has no on the board, e.g. drink more water, follow your passion/
real purpose. hobby, challenge your mind.
• Books open. Ask students to read through the list of ways
3
to stay healthy. Explain that they are going to rank the
• Explain to your students that they will now read five different items from most important (1) to least important (8). Give
statements and they have to think of at least three them two or three minutes to do this.
arguments for and against each one. Demonstrate the
6
activity by coming up with some ideas together. For
example, for the statement Schools should make students get • Give students a few minutes to read silently through the essay
more exercise, you might offer arguments against it, e.g. You on page 149. Then ask What are the three things the writer
can’t make students do anything. Students are too busy studying mentions as ways to be healthy? How does the writer rank them?
all the time. Then you could ask students to think of a few (1 eating well 2 not smoking 3 exercising every day)
arguments for the statement, e.g. Students spend too much
g
• Go over questions 1–3 and ask students to find the answers.
time in front of their computers and need to exercise more.
in
• Put your students into small groups and ask each group Answers
rn
to think of arguments for and against two of the other 1 He disagrees with it.
statements only. Go round the class and help where 2 It makes them eat more, because they see it as a reward.
a
necessary. 3 He advises people not to smoke.
Fast finishers
7 / 8 Le
ic
If one or more groups finish the task before the others, ask
• Read through the expressions in the Useful language box.
them to look at another one of the statements.
ph
Explain that the first two are used not only to acknowledge
4 another idea, but also to present a differing point of view.
a
• Ask students to find the expressions in the essay and then

• Tell each group to join another group and identify which
gr
check their answers as a class.

statements both groups have discussed. The two groups
then take turns reading one of their statements while
eo
members of the other group agree or disagree with the Answers

statement, using the expressions in the Useful language box. While it’s true that …, I think …
lG
They should then have a discussion about each statement, I believe …

using the language of asking follow-up questions and in In my opinion, …
na
some cases conceding a point.

For me, …
• Ring a bell or clap your hands after two or three minutes to
io
signal the end of the round. Have students play several One reason I think this is …
at
rounds, alternating reading their statements and discussing

them with different groups. • Students decide where to add the expressions in the Useful
N
language box. Point to or project each expression, and read

Extension
aloud each header in the Useful language box. Ask your
Do a ‘four corners’ activity. Put a sign in each corner of your students to raise their hands for the category they think the
room: ‘Agree’, ‘Strongly agree’, ‘Disagree’ and ‘Strongly disagree’. expression goes under. Confirm the correct answers.
Tell your students that you will read a statement aloud and
they should think about it for a moment and then stand up Answers
and move to the corner of the room that best represents their I think this because ... = giving reasons for your opinion
answer. For example, if you say Students should wear uniforms
to school and a student strongly agrees, he/she should go and My view is that ... = giving your opinion
stand in the ‘Strongly agree’ corner of the room. (You can use I accept that ..., but ... = acknowledging other ideas
the ideas in the book or you can come up with your own
statement ideas.) Once everyone has chosen their response, 9
you can ask individual students in different corners to give a
reason for why they chose their answer. • To help your students get started, brainstorm as a class.
First write on the board this statement: Happiness is more
important than health. Come up with some ideas that
support this statement, e.g. When you are happy you make

better decisions about your life, including your health. If you 11
are happy, you will be able to get through times of ill health.
• Explain the task. Tell students to refer to the model text on
Good health may come and go, but you can take happiness
page 149 for help. Remind them of the structure of the
with you anywhere.
model by reading out the advice at the back of the book
• Next write on the board: Health is more important than and reminding them of the language they have studied.
happiness. Again, brainstorm ideas that support this
• If you are going to give students a mark, tell them it will be
statement, e.g. If you don’t feel well, you can’t really be happy
higher if they organize the essay in a similar way and use
and enjoy your life. You can’t be productive and get things
language they have learned. Put students in pairs and tell
done if you are unhealthy.
them to talk about or plan their essay.
• Put students in pairs for them to discuss the statements
• Set the writing for homework or set a time limit of about
and give their reasons for agreeing and disagreeing, then
elicit some ideas to discuss as a class.
10 WRITING SKILL Organizing points in an essay for feedback when the time is up.
• 10a Direct students to the essay on page 149 again, and • Tell students that they can also include the phrase Some
ask them to read it carefully, noting how many points the people think/say that … in their writing, followed by a
writer makes and how they are organized. commonly held opinion. They should then state whether
they agree or disagree with that opinion.
g
Answers 12
in
He makes three main points. Each one is in a separate • Put your students into pairs and tell them to exchange their
paragraph. essays. Give them these questions to answer:
rn
Did your partner agree or disagree with the statement?
a
• 10b Now ask students to find the expressions used to What arguments did your partner use?
Le
introduce each point, and write them on the board. Do you agree or disagree with those arguments?
• Optional step. Give them time to discuss the arguments.
They can use language of giving opinions, disagreeing and
ic
Answers
One reason I think this ... conceding a point from the Speaking lesson where
ph
appropriate.
Second, in my opinion ...
• Also ask each student to check his or her partner’s essay for
a
For me, ... language from the Useful language box. They should circle
gr
the expressions they can find.

• 10c Now put students in pairs again and ask them • Call on volunteers to tell the class one argument from their
eo
together to choose one of the statements from Exercise 9. partner’s essay that they found interesting.
They think of three points about it, and write a sentence to
lG
introduce each one, using the expressions from the model

Teaching tip
essay and the Useful language box.
Reviewing peers’ writing
na
Teaching tip Encourage students to find a friend or classmate that they

can ask to read their writing on a regular basis. This person
io
Modelling essay types

can then check whether there is anything they don’t
Students will have to learn how to write different types of
at
understand and talk it through with the writer, or they

essay as they advance through their learning English suggest ideas for improvement. Doing this regularly can
N
‘career’. It’s a good idea to give them a basic model for help students to think about the common mistakes they
each type, which can be adapted as necessary, but which make and look out for them when writing under time
provides a framework. Here’s a model students can follow pressure.
for writing an opinion essay:
First paragraph. Give your opinion (There are many ways
to stay healthy. I think having a healthy diet is the best way to Homework
stay healthy for a couple of reasons.) • Set Workbook Lesson 3E exercises pages 35–36 for
Second paragraph. Introduce your first reason with this homework.
kind of language: First of all or To start with. • Students can do the writing from this lesson for
Third paragraph Introduce your second reason with this homework if you don’t have time to do it in the lesson.
kind of language: In addition or Also. If they do this, try to allow time in the next lesson for
Fourth paragraph: Conclude your essay with this kind of the peer reviewing work afterwards.
language: To sum up or In conclusion.
It’s also possible to start with an expression of
concession, if the writer basically disagrees with the title,
e.g. While it’s true that it’s important to feel healthy …

4 Learning

Unit at a glance 4A How we learn pp44–47

Students will
• talk about schools, classes and education
• read about an outdoor skills course The students pictured are studying Spanish at Washington
• learn about the education and skills needed for life Waldorf School in Maryland in the United States. They’re
reviewing vocabulary by playing a game of ‘Simon says’
• watch a TED Talk about an important skill for success (see page 48 for details of this game). According to a
• ask about and compare summer programmes number of different sources, Spanish is the most
commonly studied foreign language in the US today. It is
4A Vocabulary
also the most widely spoken non-English language in the
Education, e.g. (good) grades, attend (primary
US. In fact, according to the Instituto Cervantes, more
school)
people speak Spanish in the US than in any other country
Listening
g
in the world besides Mexico. Overall, there are over 41
A conversation about a school project where
in
million native speakers of Spanish in the US and another
students videoconference with other students
12 million people who are bilingual (speaking both
rn
around the world
Spanish and English).
Grammar
a
Comparatives and superlatives
Le
Pronunciation LEAD IN
Linking and elision • Focus students’ attention on the photo or project it using
ic
4B Vocabulary building the CPT. Before students read the caption, ask Which country
do you think this is? (the United States) What are the students
ph
Suffixes -ful/less, e.g. stressful, hopeful, careless

Pronunciation doing? (an activity/game)
Adjective stress • Tell students to check by reading the caption and then ask
a
Reading them what the activity might be and what lesson the
gr
Nothing’s impossible students might be in. (It’s ‘Simon says’, in a Spanish class.)
eo
Critical thinking • Then ask students to identify as many items in your

Analyzing quotations classroom as possible, e.g. books, chairs, pens. Don’t stop
lG
until students have run out of ideas.

4C Grammar
Comparative forms (as … as, too, enough, so, such)
na
4D TED Talk VOCABULARY Education p45

Don’t eat the marshmallow!, Joachim de Posada
io
1
Put students into pairs to identify the items in the photo.
at
English speakers with accents

4E Speaking 2
N
Asking about opinions, making comparisons,

making a decision Teaching tip
Writing Using mind maps
An enquiry email One way to present vocabulary and help students better
Writing skill organize, review and remember the new language is to
Using polite expressions use a mind map (or word web). Using this type of graphic
organizer is especially helpful when you’re dealing with
words and phrases that are related to a common topic
such as school. It has the benefit of appealing to different
learning styles and it can be used to present words in
collocations and context. The exercise notes opposite
contain an example.
64 Unit 4 Learning SAMPLE COPY, NOT FOR DISTRIBUTION

• Introduce the words and phrases in a–f and the verbs they Background information
collocate with in 1–6, using this mind map. Project or write
In the United Kingdom, children start at primary school
the mind map on the board for students to copy.
when they are four or five, and then change to secondary
school at the age of eleven. They remain there either until
Computer Writing they are sixteen, when they can leave and go to work, or
skills skills eighteen, when they can go to university. In the United
States, children typically attend elementary school for six
Develop
to eight years. Then, at around thirteen or fourteen, they
new skills go to high school for four years, after which they may go
on to college (i.e. a two-year community college or four-
year university). In the UK most children attend state
ATTENDING SCHOOL
school (funded by the government, and free), though
some may go to a fee-paying private school. The most
g
Take classes established private schools are known (confusingly) as
in
(study different Take tests/exams
subjects) public schools. In the US, public schools are run by the
rn
government, and elementary and high school students
Get good Get bad attend them for free. Private schools are run by a church,
a
Science Maths
grades grades business or other organization, and students usually pay
Le
to attend.
• Point out the meaning of attend and ask different students 3

ic
What school do you attend? • Tell students they are going to learn about three different
ph
• Point to the bubble in the centre and say Let’s talk about kinds of school: one is in India, another is online, and the
things you do at school. Point to the lower bubble to the third is in South Africa. They will practise the new
a
left in the mind map and say You take classes at school. vocabulary too.
gr
(Stress the verb take.) For example, you take science. You • Do the first item with the class, and then students complete
can also take maths. Point to the two subjects. Then ask 2–12 on their own. You can help with one or two
eo
What other classes do you take? and add students’ ideas to vocabulary items, e.g. can’t afford (not have the money to
the mind map. do something), platform (the area near the tracks where
lG
• With the other language in the mind map, point out that people wait for a train).
take collocates with tests/exams, i.e. you take a test/an • Go through the answers as a class.
na
exam, get collocates with good/bad grades, develop (to

grow and learn) collocates with skills (abilities). At Answers
io
school, you might learn computer skills or writing skills. 1 state 2 an education 3 Primary 4 secondary
Ask students to name other skills they learn in school,
at
5 hard-working 6 study 7 tests 8 skills 9 take

e.g. reading, speaking/communication, study and social 10 attend 11 learn 12 school
N
skills. Add them to the map.

• Tell students to close their notebooks and do Exercise 2. 4
(You should also remove the answers from the board or
projector.) Put students in pairs and give them a few minutes to answer
the questions. Then check answers as a class.
Answers Answers
1 d 2 a 3 b 4 f 5 c 6 e 1 Zip Zap, entertainment skills
3 Khan Academy; the videos are online, students take
tests to check their progress
5 MY PERSPECTIVE
• Optional step. Before students discuss the questions, give
them more vocabulary for school subjects, as in the table:
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 4 Learning 65

Maths Science Social sciences • Optional step. Prepare a list of five to ten countries and
allocate them to the different students around the class (so
algebra biology history that each student is ‘given’ a country). Ask what they want to
geometry chemistry geography know about that country and tell them to think of a question
statistics physics government/politics to ask a student about school life in that country. Encourage
computer science sociology them to come up with questions that recycle the vocabulary
from Exercise 2 on page 45. Some possible examples: What
Foreign
classes do you take? What subject do you study every year?
languages Arts Other
What kind of school do you attend? Are you a serious student?
English literature PE (physical When do you take exams? Is it hard to get good grades? Ask
Arabic dance education) some students to share their questions with the class.
Chinese drama/theatre world religions
7
French art skills (e.g. design and
technology, cookery) • Explain that you are now going to play a conversation
Spanish film between two students from the United States, Karina and
music Dave. Note that they will hear some differences in
expression from British English, e.g. on the weekend rather
• Review the list of subjects in the second bullet point and than at the weekend, and math rather than maths.
put a sentence on the board that models how to reply: This • 22 Play the recording from the beginning until Dave
g
year, I’m taking _______. Note that when we talk about says Wow, that’s awesome. Pause it and ask What project is
in
taking an arts or foreign language class, we specify the Karina doing with her class? (They are video-chatting with
class: This year, I’m taking music and French. not: I’m taking
rn
kids from other countries.)
arts/language.
• Give your students time to read sentences 1–6. Then finish
a
• Give students a few minutes to discuss the questions in playing the recording while students complete their
Le
pairs. Go round and help as necessary. answers.
• When students have finished, ask a few volunteers to share • Go over the answers as a class. Read each answer and tell
ic
your students to put up their right hand if they chose ‘true’
and their left hand for ‘false’.
ph
Extension
Review the language students have learned with a ‘Find • After you have checked the answers, see if your students
can rewrite the false answers to make them true. Ask two or
a
someone who …’ activity. The aim is to turn each statement

three pairs of students to come to the board and work on a
gr
in the chart into a question and to be the first to find a

different classmate to say yes to each. When students form single item, e.g. rewriting They discussed school clothes in
eo
their questions, remind them to use the correct verb form England to make it true. By having four to six students
and tense (Q: Do you get good grades? A: Yes. I get As and Bs. working on it at once, students who can’t get the answer
lG
Q: Did you attend primary school in this city? A: No, I didn’t. won’t be singled out. Finish all the false items in this way.
I attended ... Q: Are you creative? A: Yes, I am. I like to paint.).
Answers
na
They should note the name and if possible a little extra

information for each student. 1 T
2 F (They are video-chatting with students from other
io
This person … Student name and answer countries.)

at
3 T
gets good grades. 4 F (They discussed the age when children start school.)
N
is creative. 5 T
attended primary school in 6 F (She says they have a lot in common.)
this city.
has a friend in private school. Audioscript 22
wants to attend college. Karina Hey, Dave, how’s it going?

has good computer skills. Dave Oh, hey, Karina. Great, thanks. How about you?
Karina Really well, thanks. I’ve just come from my favourite
class.
LISTENING p46
Dave I thought you looked happy. What’s your favourite
6 class?
• Read through the questions with students. Ask them to put Karina Geography. We’re doing something really cool right now.
up their hands if they’ve ever talked to a student from
Dave Oh, yeah?
another country. Ask volunteers to tell the class what the
experience was like. Then brainstorm the benefits of talking Karina Yeah! We’re connecting online and video-chatting
to people from other countries. with kids in other countries.

Dave Really? What’s that about? 8
Karina The idea is that we learn about other countries from
the inside – from people who live there. We all have Exam tip
different topics we need to find out about – sports, Writing incomplete answers
music, education, government. My topic is education. For the next listening activity, students fill in the missing
Dave That’s really cool. What countries are you talking to? words. It can be challenging to write and listen at the same
time, especially when the answers come close together.
Karina Brazil, Poland, Japan, England and Turkey.
Tell students not to panic if they don’t have time to finish
Dave Wow, that’s awesome. writing a word: writing just the first one or two letters of
Karina Yeah. We’re learning about their countries, and we’re the word can act as a prompt for them to fill it in later. For
also teaching them about the US. Of course, they example, in this case Karina is listing off five countries in
think they know about it from Hollywood movies. quick succession. When students hear Poland, they can just
Dave Yeah, I guess people all over the place watch write P or Po in their books and complete the rest of the
American movies. word at the end of the listening. If they freeze and don’t
write anything, there will be no way for them to
Karina But for most of them, this is the first time speaking to reconstruct the answer later on.
an American. And it’s the same for us. We don’t
usually meet kids from other countries. • Before playing the audio again, ask the class what kinds of
g
Dave Yeah, and I think learning from a person is more topics they would ask a student from another school about,
in
interesting than learning just from a book. So what e.g. daily school timetable, music, home life.
have you learned? • 22 Play the recording again for students to write their
rn
Karina Well, like I said, my topic is education. In Japan, answers. Give them time at the end of the listening to
a
students attend classes Monday to Friday, but most of complete any partial answers that they may have written.
Le
them also go to school on Saturday morning to do Go over the answers, making sure that the spelling is
sports, or sometimes to take examinations. correct and that students understand the expression have
Dave They have a short weekend, then … (something) in common.
ic
Karina Right. And in England, you start elementary school
ph
Answers
when you’re four years old.
1 geography 2 Poland 3 Turkey 4 movies/films
Dave That’s young! 5 take exams 6 four 7 maths 8 science
a
gr
Karina I know. Schools are really different in other places. 9 common

Dave So what about Brazil?
eo
• Optional step. Ask students What do most teenagers have

Karina Well, our friends in Brazil go to a public school, but in common? Brainstorm and put a list on the board. (You
lG
some of the older students also go to a private school can leave this on the board as a resource for Exercise 9.)
on the weekend. A girl named Maria is going to a
private school to learn more about math and science, Extension
na
because she’s preparing for an exam to go to college. Rewrite some of the sentences from the first-person
She’s a bit older than we are – she’s in twelfth grade. perspective and put them on the board: My favourite
io
Dave So she goes to public school during the week and class is geography. / I usually learn about America from
at
private school on the weekend? (Hollywood) movies. / I go to school on Saturday. / I started

school at the age of four. / I have a lot in common with other
N
Karina Right. Just while she’s preparing for her exams.

teenagers. Put your students into pairs and ask them to
Everyone works the hardest before important exams.
tell their partners whether these statements are true for
That’s the same everywhere!
them or not.
Dave Yeah, right. … It’s really such a cool project.
9 MY PERSPECTIVE
Karina I think doing projects is the best way to learn.
Learning doesn’t have to be hard! It’s more fun when • Read the three questions aloud for students: for the first, ask
we can see how it relates to people around the world, them to think of at least one reason to support their answer.
too. You can also ask them What is one drawback (disadvantage
or problem) to video-chatting with students in other countries?
Dave Yeah, you’re right. For the second, explain that they should agree on one
Karina And you know, a lot of things are different in other country to talk about and then think of three things they
places, but we’re all teenagers. We live in different know about it. Brainstorm different ways that we learn
countries, but we have a lot in common. A lot of the information about a place: from a website, from a friend,
things people were worried about: grades, making from a book or magazine, from visiting the place, etc. For
friends, the future … those were the same
everywhere.

the third, tell students to think of questions. If you did the
optional suggestion in Exercise 8, tell them that they can
1
use that list as a source of ideas for their questions.
2 I think … languages are more important than science /
• Put students into pairs to answer the questions. You could science is more important than languages.
tell each pair to choose one question to discuss. When they 3 I think … reading is harder than writing/writing is
have finished (if there is time), call on different students to harder than reading.
share one piece of information they talked about with their 4 I think … information on the internet is more interesting
partner. than information in books / information in books is more
Fast finishers interesting than information on the internet.
5 I think … speaking is easier than listening / listening is
If some pairs finish before the others, they can select a second
easier than speaking.
question to discuss.
6 I think … studying late at night is better than studying
early in the morning / studying early in the morning is
GRAMMAR Comparatives and superlatives better than studying late at night.
pp46–47 2
To prepare for teaching the following exercises, see Grammar 1 The hardest 2 the worst 3 The most important
reference on page 134. 4 the best 5 the most popular 6 the biggest
g
10
11 / 12
in
• Books closed. Introduce the comparative and superlative
• Give students time to read through the sentences silently
to students by comparing three objects, e.g. smartphones.
rn
first. Then put them into pairs to complete the exercise.
Start with two of the objects and say sentences such as
This phone is bigger than that one. But this one is more • Remind students that the word than indicates the
a
colourful. Add in the third object and say This phone is the comparative form, and the word the indicates the
Le
most expensive. And it’s the easiest to use. Mix it up so that superlative form. (There are times, however, when we can
you have some examples of-er/-est forms as well as more/ use the comparative without than and the superlative
ic
most + adjective forms. without the.)
• Check the answers as a class, asking students to explain
ph
• Write at least four sentences that you just said on the board
(two under the heading Comparing two things and two why they chose the comparative or the superlative.
under Comparing three or more things) to show your • Ask students to stay in their pairs to discuss each statement
a
students that there are two different ways to form the and say whether they agree with it or not.
gr
comparative and superlative.

eo
• Books open. Tell students to answer questions 1–4, writing Answers

out their answers for question 4. Check the answers as a class. 1 more useful (compare two things)
lG
2 most important (comparing at least three meals)

Answers 3 better (comparing two things)
4 best (any number of ways; the indicates superlative)
na
1 comparative 2 superlative 3 superlative

4 interesting, easy, old, good 5 easier (comparing two things)
6 more difficult (comparing two times)
io
• Language note. Tell or remind students that one

at
syllable adjectives take the -er/-est forms (safer, biggest, Extension

widest). Tell them that three-syllable (and longer) Play an elimination game. First, ask students How fast can
N
adjectives take more/most + adjective (more you run one kilometre? They write down on a piece of
comfortable, most important). Two-syllable adjectives are paper the estimated time in minutes and seconds. (If they
more complicated. You don’t want to overwhelm don’t know, it’s OK. They can just guess.) Next, students
students with too much information, but it can be stand up and get into pairs in order to compare their
helpful to give them some basic rules to get them answers. The students should look at each other’s papers
started: most two-syllable adjectives take more/most, and say a sentence about their partner’s time, i.e. You’re
but those ending in -y take the -er/-est ending (happier, faster/slower than me. The student who has the slower
easiest) and those ending in -ly, -le and -ow can take time should then sit down while the ‘winner’ finds a new
both forms (friendlier/more friendly, narrowest/the most partner and repeats the same exercise. At the end of the
narrow, simpler/more simple). game, declare a winner by saying, e.g. Mario is the fastest
student in the class! Play the game again with other
Grammar reference and practice adjectives by asking students, e.g. how much time they
spend studying a week, in hours and minutes (to
Ask students to do Exercises 1 and 2 on page 135 now, or set determine ‘the most serious’ student).
them for homework.

13 loss of /r/ in Feb(r)uary or the loss of an unstressed middle
vowel in choc(o)late and int(e)resting.
• Go over the information in the box and point out to
students the difference between adjectives and adverbs • 23 Focus students’ attention on the Pronunciation box,
(or ask them to supply it, i.e. we use adjectives to describe in particular the example sentence. Play the recording of
nouns but we use adverbs to describe verbs). the explanation and check they understand, then play the
example sentence and ask students to listen and try to mark
• Give students time to think about questions 1–4. Go over
their answers. If this is difficult, give them the answers and
the answers as a class.
then have them listen and notice.
Answers
1 a is comparative, b is superlative 2 (the) best Answers and audioscript 23
3 harder 4 actions I work harder in history than I do in English, because it’s more
difficult to remember dates than words.
Grammar reference and practice The words harder in are connected by the linking /r/, and
difficult to by elision of the first /t/.
Ask students to do Exercises 3 and 4 on page 135 now, or set
them for homework.
• Tell students that one aspect of sounding fluent is a
smoothness to their speech, which is achieved by running
Answers to Grammar practice exercises words together. Encourage them to pay attention to, write
g
3 down and practise examples of linking and elision so that
in
1 I study better in the morning than at night. they can start to sound smoother.
2 Davina finished the science exam more quickly than I did.
rn
3 Our group worked harder than the other groups on the 17
project.
a
• Tell students they are going to listen to some of the sentences
4 He did worse in his science test than in his maths test.
Le
from Exercise 14 (repeated here). Tell them to say the
5 They learned German faster than they learned French. sentences and work out how the words in bold are joined.
6 I asked the teacher to speak more slowly. • 24 Play the recording for students to note down what they
ic
4 hear. Then check the answers round the class by asking students
ph
1 (the) best 2 the latest, the most slowly to read aloud the words in bold and say how they are joined.
3 (the) hardest, (the) worst
a
Answers
gr
14 1 most quietly = elision of /t/: mos(t) quietly

• Look at the words in the box. Elicit just the adverbial forms 2 more recently = elision of /r/: mo(re)recently
eo
of the adjectives listed. 3 better in = linking /r/: better in

4 more often = linking /r/: more often
lG
• Then ask individual students to give you the comparative

5 checked the = elision of /t/: check(ed) the;
and superlative forms of the adverbs.
most carefully = elision of /t/: mos(t) carefully
• Give students time to complete the sentences. Ask some
na
students to come to the board and write their answers.

• Practise by getting students around the class to read out the
Check the answers as a class.
io
sentences. Remember that it’s less important that students

learn to distinguish between linking and elision and more
at
Answers important that they are able to hear what’s happening in

1 harder 2 the most quietly 3 more recently
N
each sentence. If you want, you can tell students that we

4 better 5 more often 6 (the) most carefully don’t only link with /r/, but sometimes with /j/ or /w/, e.g. in
the exam, where the exam is often linked with /j/.
15
18
Put students into pairs to discuss the questions. Go round the
Give your students time to read through the sentences and
class checking that they are using the adverb forms correctly,
come up with their ideas. Then put students into pairs so that
and make notes of any problems to feed back on once they
they can exchange ideas. Were there any surprises?
have finished.
16 PRONUNCIATION Linking and elision Homework
• Language note. Linking (or liaison) describes how the final • Set Workbook Lesson 4A exercises on pages 38–41 for
sound of one word links or joins to the first sound of the homework.
next word, e.g. the /r/ in better at. Elision happens when a • Students could write a paragraph about school,
sound in a word either disappears or isn’t articulated clearly, comparing different subjects, saying which they prefer
e.g. losing /t/ in best friend. One easy way to illustrate elision and how they perform in them.
is to show some examples from everyday words, e.g. the

4B Outdoor classroom 4 / 5
pp48–49 Exam tip

Scanning for details
VOCABULARY BUILDING Suffixes -ful/-less Students are often asked to find specific details in a reading
p48 passage in exams. To locate this information quickly, they
should scan the text. The key to scanning successfully is to
1 know what you are looking for. To do this, they should ask
• Read the information in the Vocabulary building box aloud themselves what they need to scan for, e.g. a name, a
or with the class. Ask if students can think of any other place, a number, a date, a person’s opinion; they should
adjectives ending in -ful or -less. They should be able to then look quickly through the text to find the information,
come up with three or four, e.g. useful/useless, colourful, bearing in mind that the information they are looking for
powerful. Ensure that they are aware that not all adjectives may be worded differently in the reading from the exam
ending in -ful can have an opposite ending in -less, e.g. question. Students should look for synonyms and similar
beautiful. wording in the text. When they locate the information they
• Then tell students to do 1–5 on their own. Don’t check need, they should stop, underline it and read closely.
answers yet. When you practise this technique in class, it is helpful to set
a time limit so that students have to read quickly.
g
2 PRONUNCIATION Adjective stress
in
• Ask students to read the information about scanning, and
• 25 Play the recording. Ask students to listen just to
remind them that they have already practised finding
check their answers to Exercise 1 first, then tell them to
rn
specific information in earlier units.
listen again and underline the stressed syllable in each
• Write or project this sentence: True or false? The students
a
word.
taking the outdoor skills course are in college. Point to it and
Answers (Exercises 1 and 2)
1 stressful 2 thankful 3 careless 4 useful Le
ask: To answer this question, what should you look for in the
reading – a number, a level in school or a country? (a school
ic
level) Tell students to scan the reading for the answer and
5 hopeless
say if the sentence is true or false. (It’s false. The students are
ph
in primary and secondary school.)

• After they have listened, say the words with the class. Then
• Do sentence 1 with the class. Ask students what they need
a
ask In all of the words, which syllable is stressed? (the first one)
to scan for in the reading, i.e. are they looking for a country,
gr
3 a number, a person’s opinion or something else? (They’re

eo
• Give students a few minutes to make sentences. Encourage looking for the number of days students do the course.) Tell
them to use the adjectives in comparative sentences if students to scan the reading and find the answer. Then
lG
possible, e.g. For me, an English exam is more stressful than a students do items 2–5 in the same way. Set a time for
maths one. students to complete this exercise.
• Check answers as a class. If a sentence is false, ask students
na
• When they have finished, ask a few volunteers to share their

answers with the class. to make it true.
io
• 26 Ask students to read the article again, more

carefully, and underline the sentences that enabled them to
Reading
at
pp48–49 answer Exercise 4.

N
Exam tip
Answers
Skimming then scanning 1 T (line 8 – They’re usually three or five days long.)
Before reading a passage or scanning it for details, remind 2 F (lines 18–23 – the outdoor course helps students
students that it’s helpful to first skim the text quickly to get develop skills like critical thinking … these skills are as
a general idea of what it’s about. This will prepare them to important as traditional subjects like maths, science,
answer questions about the passage. literature and so on.)
3 F (lines 38–39 – ‘I am thankful for this amazing
• Optional step. This step practises skimming. Tell students to opportunity, and I would do it again.’)
read the title of the passage and skim the rest of text. As they 4 T (lines 41–43 – After 2020, however, all students will do
do this, tell them to think about this question: What is this the course in groups from several different schools.)
reading text about? Give them a minute or two. When time is 5 F (lines 50–51 – One student said ‘… nothing’s impossible.’ )
up, ask a volunteer to state what the passage is generally
about in a sentence or two, and write the idea on the board. • If you did the Optional step, tell students to check the idea
on the board, and then confirm the correct answer with the
class. (The passage is about an outdoor skills course.
Students in Singapore take this course.)

Extension
Answers
Project or write the outline of the article below, and tell 1 six (including the heading quote, and taking Angelique’s
students to copy it in their notebooks. Then tell them to words in lines 28–32 as one quote)
complete it as quickly as they can from memory. Tell them 2 They bring out the positive points of the course.
to scan the article and find information they don’t 3 Quotes from students who have done the course are a
remember. more convincing argument for its effectiveness.
Outdoor skills course 4 No, all the quotes show the same point of view, so the
Country: author was trying to convince the reader of how good
Activities students do: the course is.
Student school level(s):
Skills students learn: Fast finishers
Course length: Students who finish this quickly can look at one of the
Year the course will change: previous texts in the book that they have studied to see
whether quotations are used and to what effect.
6
• Rather than having students discuss all five questions, 8 MY PERSPECTIVE

another option is to set this up as a timed speaking exercise: • Give students a few minutes to discuss the questions. Go
put students in A/B pairs and allocate each student one of round the class, helping as needed, and noticing any
g
the five questions. Student A’s question should be different problems that arise or new language that is needed.
in
from Student B’s. Tell students they will have one minute to • When students have finished, ask a few volunteers to share
answer their question. Then give them a few minutes to their answers with the class. Also, give some feedback
rn
make some notes on their own. about new language that came up, and correct any errors.
a
• Start round 1. Student A must speak for a minute and
Le
Student B should keep time. When the minute is up, Homework
Student A should answer these questions (which you’ve • Set Workbook Lesson 4B exercises on pages 42–43 for
written on the board): Did you speak for a minute? Was it homework.
ic
hard or easy? Did you stop talking or say ‘um’ a lot? Did you
• You could ask students to see if there are any similar
ph
make many mistakes? Then it’s Student B’s turn.

courses for students in their area. Tell them to look them
• Do a second round. In round 2, students should pair up up online and then bring in details for discussion in the
a
with a new partner and answer the same question. (This next lesson.
gr
gives learners a chance to build fluency and accuracy.)

eo
Suggested answers
1/2 Students’ own answers
lG
3 They will have to put aside any school rivalries to

communicate to avoid danger or work out the best
na
solutions to problems.
4 It mentions various activities and skills: rope climbing,
rock climbing, kayaking on the sea, sleeping in a tent,
io
long walks in the jungle, learning to start a fire.

at
5 Ng Chee Meng mentions critical thinking, working

together and good communication.
N
7 CRITICAL THINKING Analyzing quotations p49

• Read the Critical thinking box aloud or ask students to read
it silently. Tell them to scan the reading and underline the
quotes in the passage.
• Then students answer the questions in pairs. Note that one
quote is used to highlight an expression: Smooth seas never
made a skilled sailor. Ask students what they think it means
and how it helps the speaker make her point about the
course. (You only learn something properly when there are
problems.)

4C Skills for life pp50–51 emphasize is that enough follows adjectives but it comes
before nouns. You could also point out that enough can also
follow adverbs. You could show this by adding a third
sentence to the board: I couldn’t write quickly enough.
GRAMMAR Comparative forms pp50–51
To prepare for teaching the following exercises, see Grammar 3
• Tell students to read through the sentences in Exercise 3.
1 These reinforce the concepts here. Remind them that a–g
• One quick and easy way to review information students have relate to the examples in the Grammar box so they should
learned is to ask two or three wh- questions. To review the refer back to those as they answer.
reading text in Lesson 4B, you can ask questions like Who was
the article about? (primary and secondary school students in Answers
Singapore) What were they doing? (taking outdoor skills a have b not equal c more difficult than she wanted
courses as part of their studies) Why were they doing it? d had e less f stronger than g better
(Because outdoor skills are as important as traditional
subjects. / Because ‘reading’ isn’t as useful as ‘doing’.) Grammar reference and practice
• Give students a couple of minutes to remember and write Ask students to do Exercises 5–7 on page 135 now, or set
down as many ideas as they can. Then put them into pairs them for homework.
g
so that they can compare lists. Finally, ask different pairs of
in
students to give you one item under any of the three
categories. Compile a list on the board. Answers to Grammar practice exercises
rn
5 (suggested answers)
2 1 Playing sports isn’t as relaxing as watching TV.
a
• Go over the examples from the article in the Grammar box. 2 Taking a test is as stressful as writing an essay.
Le
Then focus students’ attention on the comparative forms 3 School lunch isn’t as tasty as lunch at home.
picked out in Exercise 2 (a–g). Make sure that they realize 4 The weekend isn’t as busy as weekdays.
ic
that these letters refer to the examples in the Grammar box, 5 Taking the bus is as enjoyable as walking.
so they can look at the forms in context at any point. Go 6 Speaking English isn’t as easy as reading English.
ph
over the answer to a with them, explaining that as ... as 6

compares outdoor skills and traditional subjects here, and 1 enough time
a
that it means they are equivalent in importance. 2 too wet to play

gr
• Give students time to go through b–g and match them 3 enough space in the classroom for two more desks
4 was too difficult for me to complete in an hour
eo
with their meanings. Check the answers around the class,

and be prepared to explain the meanings more if necessary 5 enough textbooks for the whole class
6 too short to join the basketball team
lG
(see below).
7
1 so 2 so, such 3 so, such 4 such, so
na
Answers
b 6 c 2 d 1 e 5 f 3 g 3
io
• For b 6, make sure students understand that not as…as is • Tell students they are going to have practice in (not) as … as
at
used to say how two things are not equivalent. For c 2, it is now. Ask them to look at the ‘Skills for life’ list on the left of the
N
important that students understand that too is used to make page. These are skills that adults say young people need to
a negative judgement about something, i.e. more than succeed in life these days. Do your students agree with the
needed (as opposed to very, which just amplifies the quality list? Is anything missing? Give them three or four minutes to
of the adjective that follows). For f/g 3, draw students’ discuss whether they would add anything to the list, or move
attention to the use of adjectives following so and adjective any of the subjects into another category. Then come together
+ noun following such. We don’t use such + adjective on its as a class and ask groups to share their answers. Don’t spend
own, e.g. It was such difficult, but so: It was so difficult. Point too long on this as students discuss it in Exercise 5.
out too that when we use such + (adjective) + singular noun, • Give students time to read through the sentences and write
we need the indefinite article, i.e. such a difficult test, not such their answers. Ask different students to come to the board
difficult test. With uncountable or plural nouns, we don’t need and write their answers. Correct the items as a class.
the article: such horrible weather, such lovely children.
• Language note. Students will see in the Grammar Answers
reference the pattern enough + noun: I don’t have enough 1 not as important as 2 as useful as 3 not as useful as
money. You can show how the pattern works by writing 4 as important as 5 not as useful as
these sentences on the board: The exam was too difficult.
I didn’t have enough time to finish. The important thing to

5 good, expensive, tasty and trendy. Next, tell them to think
about their most recent visit to the place. Was their
• Write one or two sentences with useful on the board, e.g.
experience the same or different? Put students into pairs and
The Internet is a powerful and useful tool. We had a useful
tell them to share their recent experience with their partner,
discussion that helped to solve our problem. Ask students to
e.g. My trip to Hope Falls theme park wasn’t as good as the first
think of other words that they could replace useful with
time. The rides were as exciting as before, but the park was too
(helpful, handy). Come up with a definition together as a
crowded and we had to wait too long for each ride. Call on
class, e.g. a useful thing is something that helps us to do
some of the pairs to share their answers with the class as
something.
time allows.
• Put students in pairs and give them time to discuss the two
questions. 8
• Brainstorm some different kinds of skills, including any • Remind students of the patterns so + adjective and such +
students suggested adding to the Skills for life in Exercise 4: adjective + noun. Then give them a few minutes to write
computer skills, writing skills, speaking/communication skills, down their answers. Check by asking individual students to
critical thinking skills and teamwork/social skills. Write these read a sentence.
on the board. Next to them write a list of adjectives such as
important, necessary, useful, helpful. Individual students Answers
choose two skills from the list along with an adjective and 1 such 2 so 3 so 4 such 5 such 6 so
make a sentence with (not) as … as, such as Writing skills
g
aren’t as important as computer skills. They should give a
in
reason for their statement: You need to be good with Teaching tip
computers to get a good job.
rn
Personalizing everyday exercises
6 When we personalize activities for our students, we
a
encourage them to discuss and write about topics that are
Le
• Tell students they will now practise too and enough. Give
of interest to them as they express their own ideas and
them time to read through the paragraph quickly and
opinions. Personalization is vital because it takes students
check any unfamiliar vocabulary with you/other students/a
ic
off the textbook page and tests their ability to freely
dictionary.
communicate what they truly want to say in English. It not
ph
• Give them time to choose their answers. Check as a class. only maintains students’ interest in what’s happening, but
it will also help them in memorizing (and ultimately
a
Answers internalizing) new material. One easy way to bring in a

gr
1 isn’t serious enough 2 powerful enough 3 too personalization/communicative task is to take sentences
challenging 4 too difficult 5 is valuable enough from an exercise and get students to discuss whether the
eo
6 important enough sentences are true for them or not, changing pronouns to
the first person if necessary.
lG
7
• Optional step. Personalize Exercise 8. Item 1 is
na
• Ask students to tell you what the paragraph in Exercise 6 straightforward: students could change music to some
was about. Can they summarize it in a few words? (It’s other subject and they could also use another adjective
about the importance of art and sport education in
io
(other than important) if they wanted to. Look at item 2

schools.) What reasons does the writer give for the with students, telling them that they have to change the
at
importance of these subjects? (Art helps students connect pronouns to make it work: My experience with _______ was
with each other, work together and express themselves.
N
so important to me. After students have finished revising the

Sport also provides physical activity in the school day.) sentences they complete the sentences with their own
• Have a class vote (by a show of hands) to see how many personal information. Then put them into pairs to share
students agree with the article. their answers.
• Put students into pairs. They take turns with a partner to
choose one of the adjectives in the box and make a 9
sentence about one of their classes. • Now students write sentences that are true for them, using
prompts. Brainstorm some adjectives that are used to
Extension
describe school subjects and classes, e.g. annoying, boring,
To give your students some communicative practice with as challenging, difficult, easy, enjoyable, hard, interesting. Write
… as and too/enough, tell them to think of a place that they them on the board.
have visited more than once, e.g. a restaurant with their
• Tell students they can use these adjectives or their own
family or an amusement park with friends. They should think
ideas when making their sentences. Give them time to
of their first visit to the place and write down three or four
write their answers and then ask students to share their
adjectives to describe the experience. For example, for a
answers with the class.
restaurant, they might write down words like interesting,

10 CHOOSE
4D Don’t eat the
marshmallow! pp52–53
decide to let students do more than one task. You could
divide the class into groups and have each group do a LEAD IN
different task – or you could have a vote on which task the • Start by explaining that success means going to a good
whole class should do. For the vote: college/university, getting a good job, making money. Then
• put students in pairs or groups to decide which they prefer. write or project the following on the board:
• take a vote on each task. To be a success in life, you need to be _______. Choose two
• if the vote is tied, ask one student from each side to explain answers.
which is best and take the vote again. You can decide if 1 smart 2 honest 3 hard-working 4 beautiful/good-looking
there is still no change. 5 from a rich family 6 self-disciplined (able to control yourself
and make yourself do things that you have to)
• Ask students to choose one or more of the options and
• Option 1 – ranking. Students create their lists (individually
then explain their answers to a partner. Call out answers
or in pairs) and rank the skills from 1–10. They then discuss
1–6 and tell students to raise their hand when they hear
their lists in groups. If coming up with ten items is too
their choices mentioned. Write the top two class answers
g
challenging, you can make the activity more focused by
on the board. You’ll come back to this information
giving them six skills on the board and telling students to
in
shortly.
rank these from most to least important. Groups present
• Tell students they are going to watch a TED Talk about a key
rn
their results to the class or other groups.
factor in success. Point to the man in the photo and tell
• Option 2 – writing. In Exercise 6 students read about the
a
students: This is Joachim de Posada. We are going to listen to
importance of studying art and doing sport at school, both
Le
his talk.
of which some people say are ‘softer’ or less-valued subjects
to study at school. Write this sentence on the board: Some • Point to the quote and explain that, in the quote, Joachim is
talking about a study done with children to predict their
ic
people feel that school students shouldn’t study _______
because it isn’t serious enough. Tell your students to think of a future success in life. Explain delay gratification (to wait to
ph
subject (other than art or sport) to write about. If they need do or get something that you really want to do or have
help getting started with this, brainstorm some of the ‘hard’ because it will help you in the future). Tell students to read
a
and ‘soft’ subjects in school. (You could use the table Joachim’s quote. Ask them which answer on the board
gr
presented in this book in Exercise 5 of Lesson 4A, page 66.) (1–6) Joachim thinks is the most important (6 self-
disciplined). Was one of the class’s answers the same as
eo
Traditional (hard) subjects Less-valued (soft) Joachim’s?

subjects • Read the title of Joachim’s talk aloud and make sure that
lG
students understand the word marshmallow.

maths, science, foreign art, music, design and
• 4.0 Tell students they are going to see a short text
languages technology, media
na
studies on the DVD to introduce the talk and the speaker, and
play the About the speaker section. Then do the
io
Tell them they are going to write a paragraph about the vocabulary exercise.
value of studying one of the softer subjects.
at
• Option 3 – pair work. Give students a set time, e.g. two or TED Talk About the speaker 4.0
N
three minutes, to choose a skill and write as many notes Joachim de Posada was a business expert from Puerto Rico.
about why it is useful as possible, working independently. He taught people, teams and companies the skills and
After the time is up, each student finds a partner and shares principles that are necessary for success.
their choice and reasons for choosing it. In his TED Talk, he says that the ability to delay gratification
is the single most important factor for success. This has
Homework applications in school, work, sports – all areas of life.
• Set Workbook Lesson 4C exercises on pages 44–45 for Without it, students drop out of college, people leave their
homework. jobs, or simply fail to reach their goals. Joachim believed that
• You might want to tell students to watch the track called you need self-discipline to succeed in life.
Unit 4 TED Talk on the Perspectives website before they Joachim de Posada’s idea worth spreading is that children
come to the next class. who pass the marshmallow test could potentially be more
successful in life since the results show signs of patience and
self-discipline.

Answers to About the speaker Answers
1 principles = a (basic rules or ideas) 1 Joachim pronounces the u sound in minutes differently:
2 gratification = a (pleasure or satisfaction) /ju:/.
3 factor = b (something that causes a situation or result) 2 He pronounces the as thee, with stressed /i:/.
4 applications = c (uses)* 3 He pronounces the o sound in seconds differently: /əʊ/.
5 drop out = a (leave, stop doing something) 4 He pronounces the th sound with /d/.
6 self-discipline = c (the ability to make yourself do
things)
• Note the reduction of I’m going to in sentence 1. In fast
* If students choose b here (computer programmes), speech, we usually say I’m gonna and Joachim reduces even
explain that it can also be a meaning of apps, but not in more to Imonna.
this context.
• After they finish, write the key words from the About the WATCH pp52–53
speaker section on the board and ask students to retell it If you are short of time, or want a different approach to the
aloud, or ask them to write as much of what it said as they video, you may want to watch the whole talk all the way
can. Correct as necessary. through with only some brief checking questions. A version
of this is on the DVD and is labelled as TED Talk with activities.
At the end of each section, there is a short gist question(s).
g
AUTHENTIC LISTENING SKILLS English Pause after each question on screen so students can give their
in
speakers with accents p52 answers, then play the answer.
rn
these tasks also: Answers to gist questions on DVD
a
Part 1
Le
• allow students to read and hear new language before
Which of the following statements is true?
they listen to the whole text.
b The researcher told the children to wait fifteen minutes
ic
• allow students to tune in to the speaker’s voice and
style. before eating the marshmallow.
ph
Part 2
1
What does Joachim talk about?
a
• Read the information in the Authentic listening skills box. c The lives of the same children fifteen years after the
gr
Tell students that Joachim was from Puerto Rico (he died in experiment
2015) and that his native language was Spanish, so there are
eo
Part 3
some differences between the way he says things and the
way a native speaker says them, which of course does not Which best gives the main idea of this part of the talk?
lG
mean that one way is ‘better’ than the other. a The principle of the marshmallow experiment has
• 27 Play the two sentences. Tell students to focus on applications in many areas of life.
na
the pronunciation of the. Ask them which sentence is

spoken by a Spanish speaker and which by an American 3
io
English speaker. Can they tell?

• Make sure that students understand that the question is not
at
asking if you have waited to do something in general, e.g.

Answer waited for the bus to school, but if you have ever waited to do
N
The first sentence is Joachim. The pronunciation of the is something you really wanted to because it would benefit you
with /i:/ rather than /ə/. in the future, e.g. not going out with friends the night before an
important exam so that you can study and do well in the exam.
2 • Put students into pairs to discuss the questions.
• Remind students of the statistic given in the Authentic 4
listening skills box: About 75% of the English spoken in the
• Tell students they are going to watch Part 1 of Joachim’s
world is spoken by people who speak it as a second language.
talk. In it, he is going to describe ‘the marshmallow
This means that they are more likely to speak English with
experiment’. Help students by briefly describing the
non-native speakers than with native speakers, so
experiment: project or write the information below on the
understanding accents is important.
board and walk students through it. They should listen for
• 28 Tell students to read sentences 1–4, then play the
the results in the talk. Ask students to predict what they
recording. Ask students to identify any differences they hear think will happen, i.e. will most kids eat the marshmallow
between Joachim’s and the English speaker’s pronunciation. right away or will they wait?
If you feel this is too challenging for your students, tell them
simply to listen to the two accents.

The Marshmallow Experiment like is equivalent to telling us, ‘We’ll bring you coffee in two
hours.’ Exact equivalent.
Where: at Stanford University
Who: researchers studied young children. So what happened when the professor left the room? As soon
as the door closed ... two out of three ate the marshmallow.
What happened: A researcher gave children a
Five seconds, ten seconds, forty seconds, fifty seconds, two
marshmallow and told them not to eat it, because they
minutes, four minutes, eight minutes. Some lasted fourteen-
will get a second marshmallow when he/she returns.
and-a-half minutes. Couldn’t do it. Could not wait. What’s
The question: Will the children eat the marshmallow, or interesting is that one out of three would look at the
wait to eat it so they can get more? marshmallow and go like this ... Would look at it. Put it back.
The results: They would walk around. They would play with their skirts
and pants.
• If necessary, preview these words: kid (an informal word for
5
child), _______ out of _______, e.g. three out of four (used
to give an amount), put (something) back (return something • 4.2 Tell students to read through questions 1–4. Play
to its original place). Part 2 of the talk. Encourage students to watch/listen once
• Tell students to read through sentences 1–6 and to ask through. Near the end, there is a short video of children
about anything they don’t understand. Tell them that all the with whom Joachim did his own ‘marshmallow experiment’.
sentences are completed with a number. • Play Part 2 a second time, stopping before the video of the
g
• 4.1 Play Part 1 of the talk. Encourage students to just children starts. This time, tell students to try to answer the
questions as they listen. If necessary, play Part 2 a third time,
in
listen/watch once through, noticing any numbers they
hear. pausing the talk at key points so that students can check
rn
their answers.
Exam tip
a
Answers
Le
Listening for numbers
In exam listening tasks, students will often hear important 1 eighteen or nineteen
details involving numbers. They may be used to talk about 2 They had good grades. They were doing wonderful.*
ic
the age, size or amount of something, e.g. a price, a date, a They were happy. They had their plans. They had good
relationships with the teachers, students. They were
ph
distance, etc. It’s helpful to give students practice in

listening for numbers and taking simple notes on what doing fine.
they refer to. * It is more correct to use the adverb form wonderfully.
a
3 They were in trouble. They did not make it to university.

gr
• Play Part 1 again, this time asking students to note down They had bad grades. Some of them dropped out. A few
were still there with bad grades. A few had good grades.
eo
the numbers they hear – any numbers, if possible with an

abbreviation to indicate what they refer to, e.g. y/o = years 4 Colombia
lG
old. Then students can try to complete the sentences with

the numbers they’ve noted. TED Talk Part 2 script 4.2
• Check answers with the class. If necessary, repeat the parts That child already, at four, understood the most important
na
of the video that clarify the answers. Then ask How many principle for success, which is the ability to delay gratification.
kids ate the marshmallow? (2 out of 3) How many waited? Self-discipline: the most important factor for success. Fifteen
io
(1 out of 3) years later, fourteen or fifteen years later, follow-up study.

at
What did they find? They went to look for these kids who were
now eighteen and nineteen. And they found that one
N
Answers
hundred percent of the children that had not eaten the
1 four 2 fifteen 3 two 4 two hours 5 fourteen and
marshmallow were successful. They had good grades. They
a half 6 one (out of ) three
were doing wonderful. They were happy. They had their plans.
They had good relationships with the teachers, students. They
TED Talk Part 1 script 4.1 were doing fine.
I’m here because I have a very important message: I think we A great percentage of the kids that ate the marshmallow, they
have found the most important factor for success. And it was were in trouble. They did not make it to university. They had
found close to here, Stanford. A psychology professor took kids bad grades. Some of them dropped out. A few were still there
that were four years old and put them in a room all by with bad grades. A few had good grades.
themselves. And he would tell the child, a four-year-old kid,
‘Johnny, I am going to leave you here with a marshmallow for I had a question in my mind: would Hispanic kids react the
fifteen minutes. If, after I come back, this marshmallow is here, same way as the American kids? So I went to Colombia. And I
you will get another one. So you will have two.’ To tell a four- reproduced the experiment. And it was very funny. I used four,
year-old kid to wait fifteen minutes for something that they five and six-year-old kids. And let me show you what
happened.

6 (Children who wait to eat the marshmallow have self-
discipline, and they do better in life.) What can we do with this
• Tell students the sentences give incorrect information and they
information? (Maybe we should teach self-discipline. In
need to correct them. Ask them to read through sentences
Korea, this is happening.)
1–4 and to ask about anything they don’t understand.
• 4.3 Play Part 3 of the talk while students watch/listen 8 VOCABULARY IN CONTEXT
once through. • 8a 4.4 Tell students that they are going to watch
• Look at item 1. Tell students a word in the sentence is some clips from the talk which contain new or interesting
wrong. Do they remember what Joachim said? If not, play words or phrases. They should choose the correct meaning
that part of the clip again. (This little girl was interesting; she for each one. Play the Vocabulary in context section. Pause
ate the inside of the marshmallow.) Then ask students to after each question on screen so students can choose the
underline the incorrect word in sentence 1 (outside) and to correct definition, then play the answer. If you like, you can
change it to the correct answer. ask students to shout out the answers. If helpful, either you
• Play Part 3 a second time for students to correct items 2–4. or the students could give an additional example before
• If necessary, play Part 3 a third time, pausing at key points moving on to the next question.
for students to correct the sentences.
• At the end, check answers around the class. Also ask How many Answers
kids in Colombia ate the marshmallow? (two out of three) How 1 100 percent = c (all)
many waited? (one out of three, the same as in the United States) 2 were in trouble = a (had problems)
g
3 make it to = b (succeed at getting into)
in
Answers 4 In other words = c (I mean)
rn
1 outside ‡ inside 2 work ‡ not work 3 bad ‡ good 5 go into = a (get a job in)
4 should be ‡ is (being) 6 producing = b (making)
a
Le
• 8b After students have watched, put them in pairs and
TED Talk Part 3 script 4.3 give them a few minutes to complete and discuss the
ic
So what happened in Colombia? Hispanic kids, two out of sentences. Go around and help students by correcting or
three ate the marshmallow; one out of three did not. This little giving them the English they need.
ph
girl was interesting; she ate the inside of the marshmallow. In • When students have finished, ask volunteers to share their
other words, she wanted us to think that she had not eaten it, answers with the class. Give feedback about new language
a
so she would get two. But she ate it. So we know she’ll be that came up, and correct any errors.
gr
successful. But we have to watch her. She should not go into

banking, for example, or work at a cash register. But she will Suggested answers
eo
be successful. 1 … really nice people / into the same things as me /

really funny.
lG
And this applies for everything. Even in sales. The salesperson

that – the customer says, ‘I want that.’ And the person says, 2 … I forgot to complete my homework last week / I
‘OK, here you are.’ That person ate the marshmallow. If the stayed out too late at the weekend / I didn’t do the
na
salesperson says, ‘Wait a second. Let me ask you a few washing-up on Sunday.
questions to see if this is a good choice.’ Then you sell a lot 3 … university / law school / summer camp.
io
more. So this has applications in all walks of life. 4 … banking / medicine / law / teaching.
5 … cars / computers / smartphones.
at
I end with – the Koreans did this. You know what? This is so
good that we want a marshmallow book for children. We did
N
9
one for children. And now it is all over Korea. They are
teaching these kids exactly this principle. And we need to • At the start of this lesson, you may already have listed some
learn that principle here in the States, because we have a big factors needed for success (being smart, hard-working, etc.)
debt. We are eating more marshmallows than we are For the second question, tell students to think of others,
producing. Thank you so much. e.g. you need to be lucky, determined. Ask In your opinion,
7
what are the three most important factors needed for success?
Do you have any of these qualities?
• Give students a few minutes to discuss the questions. Go • Put students into pairs and give them a few minutes to
round the class, helping where necessary. When students discuss the questions, then open the discussion to the class.
have finished, ask a few volunteers to share their answers
with the class. CHALLENGE
• Optional step. Ask students to summarize the results of the • Put students into groups, e.g. of two pairs per group, to
experiment by answering these questions: In the United design their own experiment following the instructions on
States and Colombia, what were the results? (In both countries, page 53. Tell them to think carefully about the experiment
two out of three children ate the marshmallow; one out of and produce a description of it as follows, completing the
three didn’t.) What can we learn from this experiment? first five points:

Experiment name:
Researchers: (students’ names)
4E Such a cool subject!
Subjects: (how many people, their ages, jobs, etc.) pp54–55
Experiment description:
The reward: (e.g. a prize)
The results: SPEAKING p54
From this study, we can learn: Information about the photo
Extension The photo shows young inventors, from high schools in the
Tell students to try their experiment on people outside of United States, designing a robot in a competition in New
class, either individually or in pairs. They should take notes on York in 2014. Robotics clubs are quite common in the US
what happens, combine their results in their groups, and then either after school or during school vacations, providing
describe the experiment, the results and anything we can young people with invaluable skills for their working lives.
learn from them to the class. When students talk about their
results, they can use the language they learned in the talk, e.g. 1
A hundred percent of the subjects in our experiment …; seven • Put students into pairs to discuss the questions. You can
out of ten people … add another question if you like: If you could take any class
you wanted during your school holidays, what would you
Homework study? Encourage them to get creative!
g
Set Workbook Lesson 4D exercises on page 46 for
in
homework. Background information
rn
When people in the United Kingdom talk about school
holidays, they are usually referring to the long summer
a
break. This varies in length between private schools and
Le
state schools (private schools usually have a longer break).
State schools start the summer break around the third week
ic
of July and return to school in the first week of September.
ph
• Optional step. Do question 2 as a timed writing activity.

Give your students one minute to jot down notes about the
a
pros and cons of studying during school holidays. Then put

gr
them in pairs to share their answers.

eo
• Ask students to look at the six course options in the list.

lG
Then ask them to call out their answers to these questions:

Which activities are done indoors? Which ones are done
na
outdoors? Which ones are physically active? Which ones

require a lot of sitting? Which ones are traditional academic
io
subjects?
at
• Go through the list of courses and make sure students

understand the key vocabulary: lab (short for laboratory, i.e.
N
the place where science experiments usually take place, or

the class that happens there), camp (a place where young
people go in their summer holiday to focus on one
particular activity), and check any other unfamiliar words.
• Ask students to work alone first to choose the three most
interesting courses, ranking them from 1 (most interested
in) to 3 (least interested in). Then put them into pairs to
compare their lists.
3
• 29 Tell your students they are now going to listen to

two students talking about taking the courses in Exercise 2.
Play the recording for your students to identify the three
courses that are mentioned in the conversation. Go over the
answers as a class.

Answers and audioscript 29 Answers
Answers in bold. 1 most interesting 2 too much like school 3 more
interesting 4 fun enough 5 such a cool 6 better choice
Boy What are you doing for the holidays?
Girl I’m thinking about taking one of the summer school 5
courses. • Read through the list of courses in Exercise 2 one by one.
Boy Have you seen the listings? Tell students to raise their hands when you read the one
Girl Yeah. They look great. There’s such a good variety. I that the students decide to take.
can’t decide which one I want to do!
Answer
Boy Which ones look the most interesting? video-making
Girl Well, I’m not sure about computer skills. It’s too
much like school! • Optional step. In the conversation, one of the students talks
Boy Yeah, right. Too much screen time! about signing up (for a class/course). Point this out to your
students. You may want to take the opportunity to teach
Girl The sports classes look more interesting. collocations with class/course – students may already know
Boy I might go for indoor climbing. some of these, but others will be new: take/attend/sign up for
Girl Do you think it’s fun enough for a two-week course a class, miss/be absent from a class, have/hold a class.
g
– climbing the same wall over and over again? 6
in
Boy Yeah. Maybe. I think you’re right. So what do you • Remind students that they learned some phrases for giving
rn
like? opinions in Unit 3E. Write a list of expressions for giving an
Girl Video-making is such a cool subject. I’m really opinion and asking for someone’s opinion on the board,
a
interested in that one. I make videos all the time on eliciting as many as possible from students. Mix them up so
Boy
my phone, but I don’t know how to edit them.
It could be a useful skill. Le
that students have to categorize the language under the
appropriate heading, e.g.
ic
Girl You think so?
Giving an opinion Asking for someone’s opinion
ph
Boy Sure. You could make videos and put them on I (don’t) think … What do you think (of that)?
YouTube. You might make a lot of money!
a
I (don’t) believe … Do you agree?

gr
Girl I never thought of that. That’s a better choice than

indoor climbing! In my opinion, … What’s your opinion?
eo
Boy Yeah, that’s the best choice. We should both sign up. Personally, I think …
It’ll be more fun if we do it together.
lG
• Explain to your students that they are going to be using this

language, along with language for making comparisons and
4
making a decision, in this activity. It will be helpful to give
na
students a reason on which to base their choice of course

Teaching tip from Exercise 2. Do this by giving each pair of students a
io
Listening for long phrases reason to consider, as follows.

at
It can be challenging for students to write long words or • Write each of these sentences on a slip of paper. Make sure
phrases while they are listening. In this exercise, each you have enough slips of paper so that each pair can have
N
answer is at least two words long and that’s a lot of writing one. (You can also do this activity in small groups, if you like.)
to keep up with. One solution in this kind of situation is to You want to make money in the future.
assign a letter to each of the possible answers and get You don’t want to work too hard.
students to write that in their books. Then, while they are You want to have the most fun.
listening, they can just write the letter that represents the You want to have a lot of free time outside of your class.
correct answer. It will allow students to complete the You want to experience something new.
exercise with much less stress. You don’t have enough money for an expensive course.
• Each pair of students should keep their sentence in mind
• Give students time to read through the expressions in the when they are choosing which course to take. They should
box and the sentences that follow. Ask them to complete agree on one course only. Tell them to discuss the courses,
any of the sentences they can before they listen for a using the language from the Useful language box.
second time. • Optional step. Once the pairs have chosen their course,
• 29 Play the recording again and give students time to ask them to find another pair who shared the same
check and complete their answers. Check the answers as a sentence as they did. They should compare their answer
class. with the other pair. Did both pairs end up choosing the
same course?

Writing An enquiry email p55 9
7 • Explain the task. Tell students to refer to the model text on

• Optional step. Tell students that they are now going to
learn how to write an email asking for more information
and reminding them of the language they have studied.
about a course that they are interested in. Put students into
pairs to scan the email on page 150 for the information • If you are going to give students a mark, tell them it will be
below. You could ask one student to look at the email while higher if they organize the email in a similar way to the
the other reads out the question and notes the answer. model and use language they have learned. Put students in
1 Who wrote the email? pairs and tell them to talk about or plan their email, using
2 Who is he writing to? the course they chose in Exercise 6 and the Useful
3 Why is he writing to them? language.
4 What is one question he asked them? • Give students the following three things to ask about in
• Come back together as a class and go over the answers. their email: when to pay for the course (in full up front or
when they start the course), what they need to do (study or
read anything beforehand), what they need to bring (any
Answers
supplies or materials, e.g. film). They can also add a question
1 Alfonso Alongi 2 City Summer School
of their own.
3 to ask some questions about the video-making course
4 either: Does each student make a video or do students • To get them started, give students this prompt: Dear
g
work in groups to produce projects? or Do students have to (name), I read about your _______ course on your website.
in
choose to make a story or a documentary or is it possible to I’m writing because I have some questions about the course.
rn
do both? • Set the writing for homework or set a time limit of about
a
• Now ask students to read through the email carefully and tick round and offer help. You might note some common errors
Le
the topics in the list that the email covers, and number them for feedback when the time is up.
in the order they appear. Go over the answers as a class.
Exam tip
ic
Answers Keeping a record of errors to avoid
ph
Students should tick a, b, c, d, e, g, h and j. When you correct students’ writing, point out any serious/
The order is: 1 c 2 e 3 a 4 b 5 d 6 h common errors that they make. Students should keep a
a
7 j 8 g record in their notebooks of these errors. Then, each time

gr
they do a piece of writing, they can look at these errors as

they check their work to make sure that they don’t repeat
eo
8 WRITING SKILL Using polite expressions

them. Doing this will also mean they have a checklist in
• 8a/b Tell students to go through the email and underline
their heads when it comes to writing in exams.
lG
the polite expressions. They can use the advice on the email
to help them here. 10
na
• Ask them to work in pairs to think about how they could • Put students into pairs to exchange their emails. Ask them
write the expressions in an email to a friend. to check each other’s work, using the questions in the
io
• Check the answers by asking one student in a pair to give instructions as a guide.
one of the polite expressions, and then their partner to give
at
• Students could rewrite their emails to take into account

a less formal equivalent. their partner’s comments.
N
Answers Homework
I’d like to ask some questions – Can I ask some questions? • Set Workbook Lesson 4E exercises on pages 47–48 for
Can you tell me if students have to choose …?* – Do homework.
students have to choose …?
Thank you in advance – Thanks (for doing this). • Students can do the writing from this lesson for
I look forward to hearing from you – Looking forward to homework if you don’t have time to do it in the lesson. If
your email / Hope to hear from you soon they do this, try to allow time in the next lesson for the
Yours sincerely – Best wishes, Love peer reviewing work afterwards.
* Note that this is an indirect question, which students will
learn about in Unit 9. For now, just tell them that they can
put Can/Could you tell me in front of a statement and add if
or a question word, e.g. We have to pay = Could you tell me
if/when we have to pay?

5 Family and friends

Unit at a glance 5A The people in my life

• talk about friends and family members
• learn how we greet the people in our lives
• read about how people celebrate life’s changes The three friends in the photo are members of the
performance group WAFFLE, started by Andrew Saunders
• watch a TED Talk about why we laugh
(Goofy), Yushon Stroughn (Sonic) and Joel Leitch
• make and describe plans for a party (Aero Ace). They all share a love of music and dance,
5A Vocabulary and started WAFFLE (We Are Family For Life Entertainment)
How’s it going?, e.g. hug, shake hands, stranger in New York City, where they frequently entertain
Listening commuters on the subway with their acrobatic moves. The
A podcast about how people greet each other trio has also performed in other places in the United
g
around the world States, and around the world, including the United
in
Grammar Kingdom, Turkey and Argentina.
rn
Present perfect and past simple
Pronunciation LEAD IN
a
Past form endings • Books closed. Say the unit title aloud: Family and friends.
Le
5B Vocabulary building Ask students to think about their family and friends and to
Suffix -al, e.g. personal, historical, emotional discuss these questions with a partner: Who is your closest
ic
Reading friend? How did you meet? What things you do have in
common? (Students can answer with We both like …) In
ph
From child to adult – in one day

your family, who are you closest to? Why? Then ask volunteers
5C Grammar to share their ideas with the class.
a
Present perfect with for, since, already, just and yet • Have a quick class brainstorm to revise the names of family
gr
5D TED Talk members: ask students to call out family members and write
eo
Why we laugh, Sophie Scott them on the board as they do so. Students will work with
Authentic listening skills some of these in Exercise 3, but they may also know the term
lG
Dealing with fast speech step-, e.g. stepfather, stepsister and in-law, e.g. brother-in-law.
Critical thinking Explain any terms some of the students don’t know, or ask
Recognize supporting evidence the students who offered them to explain them.
na
5E Speaking • Books open. Focus students’ attention on the photo on

page 56 (or project it using the CPT) and ask them to read
io
Talking about availability, accepting and saying

no to an invitation the caption. Explain that subway is the American English
at
Writing word for underground/metro. Make sure they understand the

meaning of the word perform (to do something, like sing or
N
Informal invitations and replies

Writing skill dance, in front of other people, usually to entertain them).
Politely making and replying to invitations
VOCABULARY How’s it going? p57
1
• Tell students to look at the questions and also ask them how
they think the people in the photo might know each other.
• Give students a few minutes to discuss the questions and
then ask volunteers to share their ideas with the class.
2
• Optional step. To help students organize their ideas,

project or write the table at the top of page 82 on the
board, and tell students to copy it. Go over the example
with the class. Then tell students to complete the chart with
their ideas.

Unit 5 Family and friends 81
Which friend or 4
family member do Person Reason • Go through steps 1–3 with students, modelling for them
you talk to … what to do. Then tell them to go through the steps on their
about difficult things? own. Give students a few minutes to do this, and tell them
when you need that they can choose just three or four people for step 3.
advice? Go round the class, helping where necessary.
• When they have finished, tell students to explain their ideas
when you want to
to a partner. Check students’ ideas around the class.
have fun?
when you want to my dad When I need help with 5
learn about my maths homework, • Read the instructions and the sample dialogue aloud
something? I usually ask my dad. with the class. Then put students into (different) pairs to
He’s great at maths! do the exercise.
• You could ask a few individual students to describe a
• Tell students to take turns to ask and answer the questions person to the class, with any student asking questions
with a partner. Then ask different students to share one of to find out who it is.
Extension
3
g
• Introduce these expressions used to greet people you
in
• Go through the first three words (aunt, best friend, bow) with know.
the class, and ask students which category each goes in. Formal: Hello./Good morning/afternoon./How are you
rn
(aunt = family; best friend = other people; bow = greetings) (today)? – (I’m) fine thanks, and you?/Nice to see you (again). –
• Tell students to work on their own or in pairs to categorize Nice to see you too. (This last one is often used when the
a
the other words in the list. Remind them to add one or two people haven’t seen each other for a while.)
ideas of their own to each category. For ‘Other people’ tell
them to think about people that they see regularly who Le
Informal: Hi./Hey./How’s it going? – Fine./Good./OK, thanks./
How are you doing? – (I’m) fine/OK, thanks. How about you?
ic
aren’t family members, e.g. teachers. • Put students in A/B pairs and tell them to create a role play
ph
• Write the table on the board and ask individual students to of five to six lines in which Student A is him/herself and
come and write the words in the correct column, including Student B is a person from Exercise 3, e.g. A’s best friend,
their extra words at the end.
a
a neighbour. Students can choose their roles or you can

gr
assign them. Students should greet each other using the

Answers expressions above. They can also use one of the gestures
eo
(possible extra entries in brackets) from the Greetings column in Exercise 3, e.g. a handshake, a
bow. Students do their role play for another pair. At the end,
Family: aunt, brother, cousin, grandfather, grandmother,
lG
listeners should answer these questions (which you’ve

sister, uncle (mother, father, son, daughter, husband, wife,
written on the board): How do the two people know each
great grandmother/father, stepmother/father/brother/
other? Did they greet each other formally or informally?
na
sister, brother/sister-in-law, niece, nephew)

Other people: best friend, classmate, friend of a friend,
io
neighbour, partner, stranger, teammate (girlfriend/boyfriend, LISTENING p58

at
teacher, sports instructor, friends’ parents, colleague)

6
Greetings: bow, hug, kiss, say hello, shake hands, wave
N
• To revise the necessary vocabulary, go through the

(smile, nod head, high-five, fist bump)
different ways of greeting a person when you see them or
first meet them. Act out the words hug, kiss, shake hands,
• Language notes. A friend of a friend can also be referred bow, wave and say hello while your students call out the
to as an acquaintance. This is a person you know, though answers.
not well, and may see sometimes at school, a party or • Write or project the following words on the board:
other event. In an educational or workplace setting, your common/uncommon, normal, typical, unusual. Ask students
partner is the classmate or colleague you collaborate with to make sentences using the adjectives and the different
on something. The word partner can also be used to refer ways of greeting, e.g. It’s normal to _______ when you
to the person you are married to, i.e. your husband or wife, see your neighbour. It’s common for friends to _______.
or are dating, i.e. your boyfriend or girlfriend.
82 Unit 5 Family and friends SAMPLE COPY, NOT FOR DISTRIBUTION
Pre-teach the expression to show respect by asking your
students How do you show respect when you first meet Answers
someone? Elicit answers from your students. From left to right: Speaker 2 Luiza, Speaker 3 Hugh,
Speaker 1 Chen
• Explain to students that they are going to listen to three
people talking about how they greet people in their own
cultures. Go through the left-hand column of the table in 7
their books and revise the different greetings for each
category. Explain that they need to match each column Exam tip
with one of the speakers. Predicting answers
• 30 Play the recording for students to write their Listening texts in exams are often about general topics
answers. Check as a class. which students may have some awareness of. Before they
listen, they should always read through the questions,
Audioscript 30
both to get an idea of the topic but also to try to predict
Presenter We asked students from around the world to tell us the answers to any questions where they might have some
about their families and friends. This is what they said: knowledge, or where the answer might seem like
1 My name is Chen. I’m from China. In my family, we never hug common sense. Then, when they listen, part of the task is
or kiss. I’ve never hugged my dad. Hugging and kissing your checking, which is often easier than listening with no
family is kind of unusual in my country. Respect is more expectation of what is to come.
g
important – I show my parents and my grandparents respect
in
by being polite and by doing as they wish. They show me • Ask students to read through items 1–7 and guess the
their love by taking care of me – they don’t need to say ‘I love answers. They already have some background knowledge
rn
you’ because they show it. They’ve always given me the on the topic and so may be able to get some of the
things I need. It’s the same with my aunts and uncles. We answers before they even listen.
a
have a lot of fun together, but we don’t touch each other. • 30 Play the recording again for students to choose
When I see my best friends, I usually just say hello. We
sometimes do a little bow, just a friendly wave. Friends don’t Le
their answers.
• Go over the answers as a class with a show of hands.
ic
hug and kiss. At school, we always greet our teachers by
bowing. We show respect to any kind of teacher by bowing.
ph
Answers
2 My name is Luiza. In my country – Brazil – everybody kisses. 1 is more important than 2 show 3 respect
a
When I meet someone for the first time, we say hello with a 4 she’s in a hurry 5 kisses 6 hugs 7 tennis coach
gr
kiss. When I say hello or goodbye to my classmates, we kiss

on the cheek – or when we are in a hurry, we just make a
8 / 9
eo
kissing sound. With good friends, we give a kiss on the cheek

when we say hello or goodbye. We like to hug our friends, • Students are now going to make a chart about their own
lG
too. And of course we hug and kiss our friends and family – greeting habits, similar to the one in Exercise 6. When they
cousins, aunts and uncles, grandparents … and my sister, have written down the ‘People’ column, give them some
too, of course. Men shake hands and hug when they meet time to think about how they greet each type of person and
na
other men, but people my age don’t really shake hands. I’ve write down their answers. Encourage them to write as
met people from other countries. They sometimes seem much detail as possible.
io
surprised that we Brazilians hug and kiss so much! When she • Put them in small groups to compare their tables and
at
first arrived from Japan, my friend Yuki was uncomfortable decide who they are most like and whether everyone in the
with all the kissing and hugging. But she’s learned to hug group is similar.
N
and kiss like a Brazilian now! • Ask students around the class which of the speakers from
3 I’m Hugh, from Manchester, in England. Probably the most the listening they are most like.
common greeting in England is shaking hands, the first time
you meet someone. I shake hands and hug with my uncles
and my male cousins when I see them – but of course I give GRAMMAR Present perfect and past
my parents hugs and kisses. And my grandparents, too. simple pp58–59
Sometimes I just wave when I see my friends. But my best To prepare for teaching the following exercises, see Grammar
friends and I hug each other, too. And girls often greet each reference on page 136.
other with a kiss on the cheek. When I see my sister, well, we 10
don’t hug or kiss. We just say hello. I take tennis lessons, and
every time we start a lesson, I shake everyone’s hand – all of • Language note. Both the past simple and the present
my teammates – and also the coach’s. When I meet a perfect are used to discuss past events, so it is important
stranger – a friend of a friend – we usually shake hands. that students understand the differences in their usage.
That’s normal. I definitely wouldn’t kiss a stranger the first One helpful distinction to explain to your students is that
time we met! we often use the present perfect for events in the past that
we want to connect to the present. Perhaps the event

finished in the past and has an impact on the present, e.g. person has gone somewhere and come back, but has gone
I’ve broken my leg so now I have to use a wheelchair to get when the person is still there. Give them these examples:
around, or sometimes the event is still continuing to this Where’s Mum? She’s gone to the dentist. / What’s wrong with
day, e.g. We’ve lived in this house since I was five years old. You Mum’s face? She’s been to the dentist.
can also use the present perfect to describe an event that
happened at an unspecified time in the past; it’s either not 12
known or not important when it happened, but it could Background information
happen again, e.g. I’ve swum in the ocean with dolphins. In
this last sentence, if you used the past simple, it would be Emily Ainsworth is an anthropologist and documentary
with reference to a specific event, e.g. I swam in the ocean photographer. She has done field work in India, China,
with dolphins when I was in the Maldives last year. Mongolia and Mexico. She is fascinated by the different
• Ask students to read through the examples in the Grammar cultures of the world.
box and, working alone, match each sentence with a
description 1–4. Go over the answers as a class. • Optional step. Write these verbs on the board: be, have,
perform, return, travel, welcome. Point to different verbs in
the list as you call on individual students to call out the past
Answers
participle of each one. As the student gives the answer,
a 2 b 3 c 4 d 1
erase the verb from the board.
• Give your students time to complete the article with the
g
Grammar reference and practice present perfect. Ask them to go over their answers with a
in
Ask students to do Exercises 1–4 on page 137 now, or set partner before you review the answers as a class by getting
rn
them for homework. individual students to write their answers on the board.
a
Answers to Grammar practice exercises Answers
1
1 been 2 Has, taken 3 Has, seen 4 Has, played Le
1 has travelled 2 has had 3 have returned
4 has been 5 have welcomed 6 has performed
ic
5 Have, kissed 6 Have, met
2
ph
Extension
a hasn’t b have, 5 c have, 1 d haven’t, 6 The present perfect is often used to talk about personal
e has, 4 f hasn’t, 3
a
experiences or achievements. Tell students that they are going

3
gr
to write a short biography of a famous person. To get them

1 ever 2 have 3 went 4 never 5 Have started, give them the following sentence: This person is a
eo
6 have/has* 7 haven’t 8 has famous _______ from _______. Tell them to add two or three
* Either is possible: my family has = the speaker is thinking sentences about the person using the present perfect. Once
lG
of the family as a unit, therefore singular; my family have = they have finished, put them into small groups to read their
the speaker is thinking of the family as a number of biographies while others in their group try to guess who it is.
na
individuals, therefore plural. 13

4
• Tell students they are going to read some more about Emily
io
2 didn’t ever go ‡ have never/haven’t ever been

Ainsworth. Give them a few minutes to read through the
3 They never met ‡ They’ve never met 4 Has he
at
text and choose their answers.

enjoyed ‡ Did he enjoy 5 We’ve missed ‡ We missed
• Go over the answers as a class. Where possible, ask your
N
6 she learned ‡ she’s learned

students to explain why they chose the present perfect
over the past simple, and vice versa.
11
• Go over the use of the present perfect if necessary with Answers

students and then give them a couple of minutes to 1 went (a specific time is given)
choose the correct options. Check around the class. 2 has been (unspecified times in the past)
3 has taken (unspecified time, and she still has the
Answers photos)
1 have taken 2 been 3 always 4 We’ve 4 wanted (specified time – at first)
5 we met 6 haven’t travelled 5 has built (continues to present)
6 has won (unspecified time, and she could win more
• Language note. Students should know the use of been in awards)
item 2, but they might think that been is the past participle
of be here. Tell them that the verb go has two possible past
participles: gone and been. We use have been when the

84 Unit 5 Family and friends
14 PRONUNCIATION Past form endings Answers
• 14a 31 There are three different ways to pronounce 1 Have you met anyone from another country?
the -ed endings of regular verbs in the past tense. Rather 2 How did you celebrate on the last day of primary
than memorizing lists of verbs under each of the headings, school?
students can learn the rules of this pronunciation point. 3 Have you ever been to a theme park with your friends?
Write the three verbs on the board from the Pronunciation 4 What events have you celebrated with friends?
box: tried, wished and wanted and play the information only. 5 What did you do last weekend?
Ask students to repeat the verbs and touch their throats as
they say each verb aloud. When the last sound before the ed • 14c Put students into pairs to ask and answer the
is voiced (meaning it makes your throat vibrate), then the ed questions, including the ones they have written. Ask them
ending is pronounced as /d/ (tried). When the last sound to use full sentences in their answers. Go around the class
before the ed is voiceless (your throat doesn’t vibrate), then and check that they use the correct pronunciation for the
the ed ending is pronounced /t/ (wished). Finally, when the endings of regular verbs.
last sound before the ed is a /t/ or /d/ sound, then the ed
ending is pronounced as a /ɪd/ sound (wanted). Extension
• Ask students to read through the six sentences, looking up To give students practice with Have you ever questions, write
any words they don’t know (such as celebrated). Then ask or project these prompts onto the board:
them to focus on the verbs themselves, touching their 1 visit a different country
g
throats as they say them for voiced or voiceless consonant 2 watch a film more than once
in
endings, and ticking the correct column. 3 camp overnight in a tent
• Play the exercise recording for students to listen and check 4 practise speaking English outside the classroom
rn
their answers. Then go over the answers as a class. 5 leave something on the bus/train
a
6 take a selfie in a public place
Le
Answers
First, ask students to change the main verbs into the correct
1 /ɪd/ 2 /t/ 3 /d/ 4 /d/ 5 /ɪd/ 6 /t/
form (Have you ever visited, etc.). Then tell them to circulate
ic
around the classroom to find at least one person that answers
• Optional step. Write the three phonetic symbols at three yes to each question. They write down the names, and then
ph
different places on the board. Ask two students to come to you can ask students to report back at the end, e.g. Pietro has
the board to compete against each other. As you write a visited France several times.
a
verb on the board, e.g. decided, the two students should

gr
race to stand next to the correct symbol on the board, i.e.

Homework
/ɪd/. The student should then say the verb aloud. If he/she
• Set Workbook Lesson 5A exercises on pages 50–53 for
eo
pronounces it correctly, the other student loses and must sit

homework.
down (as another student steps up for the next round). Here
lG
are some verbs you can use for the game: /d/ changed, • For further practice of the present perfect, students
closed, learned, played, showed; /t/ liked, looked, stopped, could write a paragraph about what they have achieved
in their lives so far, and also about what a member of
na
walked, worked; /ɪd/ decided, ended, needed, tasted, waited.

their family has achieved.
• 14b Language note. If necessary, quickly review the
io
interrogative form of the present perfect. (Students have

seen it in the Grammar reference.) Remind your students
at
that the subject and the auxiliary have/has switch places in

N
statements and questions:

She has been to Italy. � Has she (ever) been to Italy?
We use the word ever in questions to mean ‘at any time in
your life’. We can answer a Have you ever …? question
simply with Yes, I have or No, I haven’t.
• First, ask students to decide whether each sentence refers
to an event that happened at a specific time or something
that happened in general and write S for specific or G for
general next to each sentence. For the S sentences, they
should make questions in the past simple. For the G
sentences, the questions should use the present perfect.
• Students can either formulate the questions in their heads
or in writing. After they have finished, check the questions
as a class with students reading them out.
• Ask the students to write another two or three questions.

5B Coming of age pp60–61 Japanese home). Point out to students that here the e is
dropped and ic is added to form the adjective.
• Tell students to read items 1–4 and complete each with
the correct word.
In many cultures, a certain birthday traditionally marks the
point at which a child comes of age, or becomes a young Answers
adult. This birthday is often celebrated with a special 1 traditional 2 typical 3 emotional 4 cultural
ceremony and/or a party to mark the occasion. In some
cultures, this birthday may coincide with a person also
becoming a legal adult (at which point they may do things Exam tip
like vote, marry, etc.). In other cultures, the coming-of-age Completing gaps with given words
ceremony, e.g. the American ‘Sweet Sixteen,’ may be In some exams, students are asked to complete sentences
celebrated a few years before a person is a legal adult. in a short text using a list of words provided. Some of the
words on the list may be unfamiliar to students. If this
happens, encourage them to try studying the parts of the
VOCABULARY BUILDING Suffix -al p60
word, e.g. emotion + al, which will also help them to work
1 out what part of speech it is, and then they can see how it
• Go through the information in the Vocabulary building box fits in the text in terms of both grammar and meaning.
g
with the students. Tell them to look up from or close their
in
books and call out any adjectives ending in -al that they 3
can think of, apart from national, e.g. personal, classical. • Students can do this exercise on their own or in pairs. When
rn
• Then tell students to do items 1–4 on their own. Check they have finished, ask a volunteer to write the answers on
a
answers as a class. the board. Check that all of the answers are correct and
Le
then say the words with the class.
Answers
1 d 2 a 3 c 4 b Answers
ic
central musical natural political professional
ph
Teaching tip
• Optional step. Tell students to use each word in a sentence
a
Working with cognates that they write in their notebooks. Ask volunteers to share
gr
For some students, such as Spanish speakers, the their answers with the class.
adjectives in Exercises 1–3 will be cognates (similar words)
eo
in their native language, e.g. English international =

Spanish internacional. These learners can use cognates as a Reading p60
lG
bridge to understanding and communicating with others,

but they should also be aware that not all words that look 4 MY PERSPECTIVE
na
the same have the same meaning, e.g. German sensible = • Tell students that a celebration is a special event,
English sensitive, not sensible. They should also be aware of e.g. a wedding, a graduation, a birthday party. Give them a
few minutes to answer the questions in pairs. Then discuss
io
important differences. In some cases, spelling will be

different, and with almost all words, pronunciation the questions with the class. Do they all agree about the
at
(especially syllable stress) will be, too. You may want to do second one?
exercises that focus on raising students’ awareness of both.
N
• Ask students what kind of celebration is happening in the

One simple and fun way of doing this is to play a game of photo: a wedding, a graduation, a birthday party?
Hangman in which students must spell and pronounce a
given word correctly to win a round. 5
• Explain that the topic of a text is the overall subject, and the
2 main idea is what it is saying about the subject. The aim of
• Say the four adjectives in the box aloud with the class. Point this exercise is to understand what the reading is mainly
out the meaning of the word cultural, i.e. related to one’s about, something students have already practised doing in
culture. Give an example or two of how this adjective might earlier units.
be used, e.g. an important cultural event. • Tell students to read items 1 and 2. Then tell them to read
• Then guide students to notice the parts of the other three the title of the passage and skim the rest of the text. Give
words: emotion + al = related to emotions and strong them a minute or two to do this and choose their answers
feelings, e.g. an emotional person, traditional + al = related to 1 and 2. Don’t check the answers yet.
to a tradition or a custom, e.g. a traditional New Year’s • 32 Then tell students to read the article more carefully.
custom, type + al � typical = having certain qualities that They should do so at a steady pace, but there’s no need to
make an item a good example of something, e.g. a typical worry about unfamiliar words or to read closely for every

detail. Time students so they have to move steadily through answer is not given. The reading does not talk at all about
the passage. When the time is up, tell them to check their the country in which the largest fiestas are held.
answers to 1 and 2 and change them if necessary. • Tell students to do items 2–6. Tell them to write T (for true),
F for (false) or NG (for not given) next to each sentence,
Answers and underline the part of the text that helped them
1 b 2 c choose their answer. Set a time for students to complete
this exercise.
• If necessary, model the pronunciation of the Spanish • Check answers as a class. If a sentence is false, ask students
phrases in the article: fiesta de quince años = fee es ta to make it true.
de keen say ahn yos /fi:estə de kınse ænjɒs/ and
quinceañera = keen say un yerah /kɪnseænjeərə/. Answers
1 NG
Background information 2 F (lines 11–12 – … the celebrations are now ‘bigger than
The Aztecs were a group of people with a powerful empire the weddings I do …’)
that spanned most of Mexico and parts of Central America. 3 T (lines 15–16– Families have held special celebrations for
They ruled from the city state of Tenochtitlan, which is fifteen year olds for at least 500 years …)
modern-day Mexico City, until the Spanish conquest 4 NG
in 1521. 5 NG (This is not clearly stated, although Ed Hassel
g
Latin America is often used to refer to countries in Central suggests that they last an evening – line 13.)
in
and South America and the Caribbean where Spanish, 6 T (lines 43–45 – It means that … leaves the party as a
Portuguese or French is the official language. young woman.)
rn
In the United States, the term Latino is often used to refer to
7
a
a person of Latin American descent. For example, a person
Le
from Colombia who lives in the United States might be • Tell students that sentences 1–5 are all true. They need to
referred to as Latino (or Latina if the person is a woman). find information in the reading that supports this.
• Do the first one with the class. Read sentence 1 and tell
ic
6 students to scan the passage to find the supporting
ph
information. When they find it, they should underline it in

Exam tip the passage. Ask a volunteer to share their answer.
a
False versus Not given • Tell students to do sentences 2–5. Set a time for students to
gr
In many exams, students are required to work with not complete this exercise, then check answers as a class.
only true and false, but also differentiate between false
eo
and not given. You can check that students are fully aware Answers
of what each means. 1 Ed Hassel is in New York (lines 9–10); … the tradition
lG
True = the information in the test item is stated directly or has become international … (line 24); Central and
is paraphrased (said in a similar way) in the reading. For South America are mentioned (line 25); the celebration
na
example, a test item might say A girl has her fiesta de quince is popular in the US and Canada (lines 26–28); a
años when she turns fifteen. The text says The fiesta de traditional Mexican celebration is described
io
quince años – a girl’s fifteenth birthday celebration – is a (final paragraph).

huge social occasion. 2 … a girl’s passing from childhood into the adult world
at
False = the test item states something different from the (lines 7–8); girls became women with adult rights and
N
information given in the reading. For example, the test duties (lines 18–19); the person who walked into the
item might say A girl has her fiesta de quince años on her party as a girl leaves the party as a young woman (lines
seventeenth birthday. In this case, the text mentions the 43–45).
birthday, but seventeenth is the wrong age. 3 In the past, parties were usually small, with a few friends
Not given = the test item states something that is not and family members (lines 20–21); Nowadays, big
mentioned at all in the reading. For example, the test item celebrations are hugely popular with the nearly 60
might say It’s common for the girl to wear a tiara (a small million Latinos in the US and Canada (lines 26–28).
crown). This information is not discussed in the text at all. 4 ‘bigger than the weddings I do’, (lines 11–12); ‘And
they’re taking Saturday night, my most expensive night’
(lines 12–13).
• Read the instructions and check that students understand 5 Families have held special celebrations for fifteen year
the difference between false and not given. olds for at least 500 years – since the time of the Aztecs
• Do the first item with the class. Tell students to read item 1 in Mexico (lines 15–17).
and then to scan the passage to find the answer: is the
statement true, false or not given? When they have
finished, call out true, false, not given, and tell students to
raise their hand when they hear their choice. The correct

8
• Tell students to read the comments from the three

5C Stop me if you’ve
students. Then ask In China, what birthdays are important?
How about in Poland and Japan?
already heard this one pp62–63
• Tell students to write their own comment. To help them
get started, project or write these questions on the board GRAMMAR Present perfect with for, since,
so that students can answer them: In our/your country, already, just and yet pp62–63
what is an important birthday? Does this birthday have a To prepare for teaching the following exercises, see Grammar
name? Why is it important? What do people do on this day? reference on page 136.
Tell students to use their answers to write their own
comment, similar to the models on the page. When 1
students have finished, tell them to exchange papers with • You could introduce the meaning and sentence position
a classmate, and check their partner’s ideas. (This could be of the adverbs to start the lesson, or do this as a recap
done for homework – see below.) after students have read the Grammar reference. Write
9 or project these sentences on the board:
We’ve been in class for ten minutes. (For this sentence and
• Put students in pairs or small groups to do this exercise.
the next one, use a time that is accurate in that moment.)
To get them started, brainstorm a list of different kinds of
g
parties with the class, e.g. a birthday party, end-of-term/ We’ve been in class since 9:00.
in
year party, pool party. Put all ideas on the board. We’ve already started the class.
• Then project or write these questions and prompts on the We’ve just started this grammar lesson.
rn
board: Who are the hosts? (Write your names.) What kind of We haven’t finished yet.
a
party is it? When is it? (Give the date and start and end times.) • Explain the meaning/usage of for (used for a period of
Le
Where is the party? What will happen at the party? (For example: time that an action has been continuing), since (used for a
There will be food/drinks/a DJ/games/a swimming pool). specific event or point in time when the action started),
just (used for an action that has recently been completed),
ic
Fast finishers
yet (used for an event that hasn’t happened, but you
Students who finish the discussion quickly can use their
ph
expect to happen) and already (used for an event that has

answers to the questions to design an invitation to their happened). You can point out that already usually comes
party. When they have finished, they swap their invitation
a
between the auxiliary and main verbs, but it can come at

with another pair who has finished. Each pair should read
gr
the end of the sentence, especially in American English.

the invitation they get and take notes on it. When they’ve Just comes between the auxiliary and main verb, and
finished, they should give back the invitation to the owners.
eo
yet usually comes at the end of the sentence (negative

They repeat the above steps with three different pairs as or question).
more and more students finish the discussion. At the end,
lG
• Read the sentences in the Grammar box with the students.

each pair should choose one party to go to, and tell the
Then give them time to choose their answers in the
class their choice.
na
sentences below. Go over the answers as a class.

• Language note. Collocations with party. Introduce
some collocations used with party for students to use in
io
Answers
their discussion and invitations: have a party (We’re having
a a period of time b past c in the recent past
at
a party!) invite someone to a party (You’re invited to our

d has not e but we don’t know
pool party!) go/come to a party (Do you want to go to
N
the pool party?)
Homework
• Set Workbook Lesson 5B exercises on pages 54–55 for
homework.
• Students write their comments (see Exercise 8) for
homework. In the next lesson, give them a few minutes
at the beginning to compare their comments in small
groups to see how similar they are.

Grammar reference and practice 3
Ask students to do Exercises 5–8 on page 137 now, or set • Language note. The present perfect is often used to
them for homework. describe an event in the past that we want to connect to
the present, often an event occurring over a period of time.
Answers to Grammar practice exercises Because how long is used to ask about periods of time, it is
5 often used with the present perfect.
1 Sarah has just gone out. • For this exercise, your students are going to make questions
2 We’ve known each other since primary school. with how long and then ask and answer the questions with
3 I haven’t seen Jaime yet. a partner. Give students time to read through the questions
4 It hasn’t rained for three weeks. and write the verbs in the correct form.
5 We’ve already seen that film. • Put students into pairs to ask and answer the questions.
6
1 for 2 for 3 since 4 since 5 for 6 since Answers
1 have you known 2 have you lived 3 have you studied
7
4 have you attended
1 has lived, for 2 have known, since 3 have been,
since 4 have had, for 5 haven’t seen, since
6 have met, for • Note: if you think students are going to have the same
answers for some of the questions, or if you want to provide
g
8 more practice, then you can substitute some other items for
in
1 A already B yet 2 A just B yet this exercise, e.g. How long _______ (have) your mobile
3 A already/just B just/already 4 A yet B just phone? How long _______ (be awake) today?
rn
4
a
2
Le
• Write or project these time expressions on the board. Mix Background information
up the order and ask the class whether each one is
Gad Elmaleh is a stand-up comedian and actor who has
ic
preceded by for or since. Then ask for volunteers to make
appeared in several films. He was born in Morocco and
sentences using the time expression.
ph
speaks Moroccan Arabic, Hebrew, English and French.

for since Outside of Morocco he has lived in Montreal, Paris and
ten minutes 2016 New York, and he performs his comedy around the world.
a
a day last April

gr
the summer 2:00pm Ask students to read the text and complete it with just,
two years I was a child
eo
already or yet. They should compare their answers with a

a long time partner before you check them as a class by asking a few
my whole life
lG
students to read out a sentence each.

• Ask students to complete the exchanges with for and since
and go over the answers together.
na
Answers
Answers 1 yet 2 already 3 just 4 just 5 already 6 yet
io
1 A since B for 2 A for B since 3 A for B since

Extension
at
Fast finishers
Ask your students to think of a famous person and write three
N
Students can work in pairs to choose one of the exchanges sentences using just, already and yet. For example, for a singer
and extend it by three or four sentences. They should include they might write something like He/She has just finished a big tour.
at least one more adverb and one more example of the / He/She has already dated a lot of celebrities, like _______ and
present perfect. _______. / He/She hasn’t got married yet. Based on the sentences,
other students should guess who the famous person is.
Teaching tip
Quickfire drills 5
Some grammar points lend themselves to very quick drill- • Ask students to read the short conversation and put the
type practice, which can be done in two or three minutes. For adverbs in the correct place in each sentence. After they
example, with for and since, you can provide a basic sentence have done that, ask different pairs of students to read the
stem such as I’ve lived here . . . and then call out periods or conversation aloud.
points in time, such as those listed above. Students have to
change the preposition/conjunction according to the time,
so if you say two years, the student you indicate has to say I’ve
lived here for two years. If you say last April, then the student
has to say I’ve lived here since last April.

Answers Exam tip
1 I’ve just heard a really funny joke. Talking about personal achievements
2 I’ve already heard that one. What is one achievement that you are proud of ? is a
3 OK, here’s one you probably haven’t heard yet. question that can appear in exams as well as in college or
4 My brother has already told me that one! job interviews. It will be beneficial if students have a
Note that it is also possible to put already at the end of the strategy for answering this question. Give your students
sentence: I’ve heard that one already. My brother has told me these three tips for talking about their own achievements:
that one already. This is more common in American English 1) First set the context. Describe the situation and why
than the mid-sentence position. the achievement is important: I wanted to study overseas.
I needed to get a good grade on the IELTS exam to do so.
• Ask if students understand the jokes. Do they think they are 2) Explain what you did to achieve your aim: To achieve
funny? Do your students know any other jokes in English? this aim, I studied every day for three hours after school.
Extension I also studied at the weekends.
• To give your students more practice with how the adverbs 3) Finally, explain the result: I’m proud to say that my hard
work together in conversation, give them the following work has paid off. I’ve just passed the exam. I hope to study
telephone conversation between two friends. Copy and cut abroad in the near future.
the gapped dialogue into strips of paper so that each strip
g
of paper has one line on it. Mix up the strips and give each Extension
in
pair of students a set of strips. Tell them to assemble the If you have the time, put students in pairs for a role play.
conversation by putting the sentences in order and filling Student A is applying for college and talks about his or her
rn
the gaps with the relevant adverbs. Then they can practise achievements.
a
reading it. Student B is the college representative and asks Student A
Le
A: Hello? about his or her achievements, e.g. Tell me about an
B: Hi Maria, it’s José. achievement that you are proud of. Student B should also
ask follow-up questions. After two or three minutes of
ic
A: Hi José, how are you?
B: Good, thanks. Listen … do you want to see a film this role-playing, clap your hands and students swap roles.
ph
afternoon? 7 CHOOSE
A: Perfect timing. I’ve _______ finished my homework!
a
B: Great! How about Wonder Woman 2? The idea is for students to make their own choice of activity
gr
A: Sorry, I’ve _______ seen that one. here. However, you might want to make the decision for
B: How about Space Wars. Have you seen it _______? them, in which case explain why. Alternatively, you may
eo
A: No, I haven’t. And it’s starring King Kahn. I’ve loved him decide to let students do more than one task. You could
_______ I was a kid. divide the class into groups and have each group do a
lG
B: Me, too. I’ve been a big fan _______ at least five years. different task – or you could have a vote on which task the
The answers (in order) are just, already, yet, since and for. whole class should do. For the vote:
na
• If you have time, get your students to make their own • put students in pairs or groups to decide which they prefer.
dialogue like this one. They can substitute in their own film • take a vote on each task.
io
titles, actor’s names, etc. • if the vote is tied, ask one student from each side to explain
at
6
N
• Tell students they are going to write about things they have
achieved (both recently and over a long period of time) as Instructions for each activity:
well as things that they hope to achieve. They should use • Option 1 – pair work. Put students into pairs. In turn, they
the examples to guide them: for item 1, they write a tell their partner about one of the achievements they
sentence using already and another using just. For item 2, described in Exercise 6, and their partner asks as many
they write a sentence using for and another using since. questions about it as possible. You could follow this up with
For item 3, their answers should contain the word yet. a full class activity where you select students to tell the class
• Give students time to write their answers and then share about one of their partner’s achievements.
their sentences with a partner. • Option 2 – writing. Students select one of the things they
described in Exercise 6, thinking about something they
would like to achieve in the future and what they have
already done to work towards it. They should write out their
aim as a sentence, such as I want to become a professional
footballer or I want to study in another country.

Next, they write sentences under their aim using the different
adverbs. They should think about things they have achieved 5D Why we laugh pp64–65
at an indefinite time in the past and things they have recently
achieved. They can also include things they have yet to
LEAD IN
accomplish. Here are some examples:
• The following words and collocations all come up in the
talk. Project or write them on the board:
I want to play football I want to study in another
professionally. country. verb: laugh; collocations: laugh at (something), laugh hard,
make someone laugh, burst out laughing
I’ve loved football since I was I’ve been interested in other
five years old. countries for a long time. noun: laughter; collocation: scream with laughter.
I’ve played football almost I’ve studied English since • Find photos or emojis for laugh and laugh hard. Show the
every day for the past five 2014. class the first one, and project or write on the board: He’s
years. laughing. Show the class the second one, and project or
I’ve already mastered most of
write on the board: He’s laughing hard/screaming with
I’ve already joined the school the basic grammar.
laughter. Point out to students that laugh hard and scream
football team. I haven’t taken the college with laughter mean the same thing.
I’ve just learned how to do a entrance exam yet.
• Project or write this prompt on the board: I usually laugh
bicycle kick.
when … Ask students to suggest ways of finishing the
I haven’t played in a prompt, e.g. I hear a funny joke, someone tickles me, I’m
g
championship game yet. nervous or stressed. You will probably have to help them
in
with some vocabulary, e.g. joke, tickle, stressed, which come
• Option 3 – presentation. Students work independently
rn
up in the talk.
to prepare a short presentation about one of their
achievements. They should aim to talk for a minute, and • Tell students they are going to watch a TED Talk about
a
should use notes rather than just reading a prepared laughter. Point to the woman in the photo and say: This is
Le
paragraph. You could limit the time they have to prepare Sophie Scott. We are going to listen to her talk ‘Why we laugh’.
in order to prevent them writing their presentation in full. • Point to the quote and ask if students thought of these
ic
If they have any visual aids, such as photos or medals, reasons for laughing. They will hear more about them
they can include them. Students can present to the class, in the talk.
ph
or in larger classes, you could put them into groups of • 5.0 Tell students they are going to see a short text on
five or six for their presentations. the DVD to introduce the talk and the speaker, and play the
a

gr
Homework TED Talk About the speaker 5.0

eo

homework. Sophie Scott is a neuroscientist. She studies communication,
which includes the way people vocalize their emotions. In her
lG

TED Talk, she shows us that laughing can be a very primitive
sound – sometimes more like an animal noise than a human
na

one.
She also proves that it’s contagious by showing us that the
io
best way to make someone laugh is to show them someone

at
else laughing. But perhaps her most important message is

that laughter is social.
N
We laugh to show people that we understand them, and that

we like or even love them, to help us make and keep social
bonds.
Sophie Scott’s idea worth spreading is that laugher is an
ancient behaviour that we use to benefit ourselves and others
in complex and surprising ways.

• Ask students to read the options a–c and see if they can
identify the point of the story. Then play the extract again
1 neuroscientist = b (an expert on the science of the
for them to check.
brain)
2 vocalize = a (make a sound with the voice)
3 primitive = a (belonging to an early time in the Answer
development of humans) b
4 contagious = b (easily passed from person to person)
5 laughter = c (the act of laughing) WATCH pp64–65
6 bonds = b (connections) If you are short of time, or want a different approach to the
video, you may want to watch the whole talk all the way
• After they finish, write the key words from the About the through with only some brief checking questions. A version
speaker section on the board and ask students to retell it of this is on the DVD and is labelled as TED Talk with activities.
aloud, or ask them to write as much of what it said as they At the end of each section, there is a short gist question(s).
can. Correct as necessary. Pause after each question on screen so students can give their
answers, then play the answer.
AUTHENTIC LISTENING SKILLS Dealing with Answers to gist questions on DVD

fast speech p64 Part 1
g
As well as teaching aspects of phonology and listening skills, Which two of these things do you hear?
in
these tasks also:
a a story from Sophie’s childhood
rn
c recordings of people laughing
• allow students to read and hear new language before they
a
Part 2
Le
What two things does Sophie not talk about in Part 2?
• allow students to tune in to the speaker’s voice and style.
b age differences in how people laugh
1 / 2
ic
d chimpanzees that know if a person’s laugh is real or fake
• Read the information in the Authentic listening skills box. Part 3
ph
Some of these ideas have already come up in earlier units, According to Sophie, which statement about laughing is
where students practised listening for familiar words, trying true?
a
to identify the speaker’s main ideas and not worrying about

gr
b We laugh for many different reasons.

understanding every word.
eo
• Warn students that Sophie Scott speaks very quickly, and

3
the next exercises will help them to work out a way of
understanding her. Tell them to read the questions. • Tell students they are going to watch Part 1 of the talk and
lG
• 33 Play the extract while students listen. Remind them summarize it for them: Sophie is going to talk about laughter,
that the aim is to focus on the words they hear Sophie and she’s going to play three examples of it. Tell students to
na
repeating. Play the extract a second time and ask students read the sentences and to ask about anything they don’t
to answer the questions with a partner. understand.
io
• 5.1 Play Part 1 of the talk. Tell students to watch/listen

at
Answers once through.

1 (in bold in extract below) • Play Part 1 a second time. Remind students that they don’t
N
2 … when I was a little girl. I would’ve been about six. have to understand everything. They just have to answer
3 (suggested answer) a time when she was a little girl 1–4. If necessary, pause the talk at key points to help
and she heard her parents laughing about something students write the correct answers. Also, encourage students
to work collaboratively (as they learned to do in Unit 3).
• If you wish, play Part 1 a third time for students to check
Audioscript 33
their answers. At the end, tell them to change any false
Hi. I’m going to talk to you today about laughter, and I just sentences to make them true. Take answers from the class,
want to start by thinking about the first time I can ever repeating the parts of the talk that clarify the answers. Turn
remember noticing laughter. This is when I was a little girl. on the subtitles if needed.
I would’ve been about six. And I came across my parents
doing something unusual, where they were laughing. They
Answers
were laughing very, very hard. They were lying on the floor
1 T
laughing. They were screaming with laughter. I did not
2 F (It’s two people laughing.)
know what they were laughing at, but I wanted in. I wanted
3 T
to be part of that, and I kind of sat around at the edge going
4 F (It’s a human female.)
‘Hoo hoo!’

TED Talk Part 1 script 5.1 TED Talk Part 2 script 5.2
Hi. I’m going to talk to you today about laughter, and I just Now, in terms of the science of laughter, there isn’t very much,
want to start by thinking about the first time I can ever but it does turn out that pretty much everything we think we
remember noticing laughter. This is when I was a little girl. I know about laughter is wrong. So it’s not at all unusual, for
would’ve been about six. And I came across my parents doing example, to hear people to say humans are the only animals
something unusual, where they were laughing. They were that laugh. Nietzsche thought that humans are the only
laughing very, very hard. They were lying on the floor animals that laugh. In fact, you find laughter throughout the
laughing. They were screaming with laughter. I did not know mammals. It’s been well described and well observed in
what they were laughing at, but I wanted in. I wanted to be primates, but you also see it in rats, and wherever you find it –
part of that, and I kind of sat around at the edge going ‘Hoo humans, primates, rats – you find it associated with things
hoo!’ Now, incidentally, what they were laughing at was a like tickling. That’s the same for humans. You find it associated
song which people used to sing, which was based around with play, and all mammals play. And wherever you find it, it’s
signs in toilets on trains telling you what you could and could associated with interactions. So Robert Provine, who has done
not do in toilets on trains. And the thing you have to a lot of work on this, has pointed out that you are thirty times
remember about the English is, of course, we do have an more likely to laugh if you are with somebody else than if
immensely sophisticated sense of humour. you’re on your own, and where you find most laughter is in
At the time, though, I didn’t understand anything of that. I just social interactions like conversation.
cared about the laughter, and actually, as a neuroscientist, So if you ask human beings, ‘When do you laugh?’ they’ll talk
g
I’ve come to care about it again. And it is a really weird thing about comedy and they’ll talk about humour and they’ll talk
in
to do. What I’m going to do now is just play some examples of about jokes. If you look at when they laugh, they’re laughing
real human beings laughing, and I want you to think about with their friends. And when we laugh with people, we’re
rn
the sound people make and how odd that can be, and in fact hardly ever actually laughing at jokes. You’re laughing to
a
how primitive laughter is as a sound. It’s much more like an show people that you understand them, that you agree with
Le
animal call than it is like speech. So here we’ve got some them, that you’re part of the same group as them. You’re
laughter for you. The first one is pretty joyful. laughing to show that you like them. You might even love
Now this next guy, I need him to breathe. There’s a point in them. You’re doing all that at the same time as talking to
ic
this where I’m just, like, you’ve got to get some air in there, them, and in fact the laughter is doing a lot of that
ph
mate, because he just sounds like he’s breathing out. emotional work for you. Something that Robert Provine has
pointed out, as you can see here, and the reason why we
This hasn’t been edited; this is him. were laughing when we heard those funny laughs at the
a
And finally we have – this is a human female laughing. And start, and why I was laughing when I found my parents
gr
laughter can take us to some pretty odd places in terms of laughing, is that it’s an enormously behaviourally contagious
eo
making noises. She actually says, ‘Oh, my God, what is that?’ effect. You can catch laughter from somebody else, and you
in French. We’re all kind of with her. I have no idea. are more likely to catch laughter off somebody else if you
lG
4
know them. So it’s still modulated by this social context. You
have to put humour to one side and think about the social
• Tell students they are going to watch Part 2 of the talk and meaning of laughter because that’s where its origins lie.
na
summarize it for them: Sophie is going to talk about when

Now, something I’ve got very interested in is different kinds
people laugh. She is also going to talk about two types of
io
of laughter, and we have some neurobiological evidence

laughter: voluntary laughter and involuntary laughter. Sophie
about how human beings vocalize that suggests there
will explain these two terms in the talk. She will also show
at
might be two kinds of laughs that we have. So it seems

examples. Tell students to read sentences 1–6 and to ask
possible that the neurobiology for helpless, involuntary
N
about anything they don’t understand.

laughter, like my parents lying on the floor screaming about
a silly song, might have a different basis to it than some of
once through, and encourage them to write down any that more polite social laughter that you encounter, which
words they hear. If necessary, play the talk a second time, isn’t horrible laughter, but it’s behaviour somebody is doing
pausing at key points for students to choose the correct as part of their communicative act to you, part of their
options. interaction with you; they are choosing to do this. In our
• At the end, take answers from the class, repeating the parts evolution, we have developed two different ways of
of the video that clarify the answers. Turn on the subtitles if vocalizing. Involuntary vocalizations are part of an older
needed. system than the more voluntary vocalizations like the speech
I’m doing now. So we might imagine that laughter might
Answers actually have two different roots.
1 c 2 a 3 b 4 c 5 a 6 b So I’ve been looking at this in more detail. To do this, we’ve
had to make recordings of people laughing, and we’ve just
had to do whatever it takes to make people laugh, and we
got those same people to produce more posed, social
laughter. So imagine your friend told a joke, and you’re

laughing because you like your friend, but not really because you never get, you could not do, if you were laughing
the joke’s all that. So I’m going to play you a couple of those. involuntarily. So they do seem to be genuinely these two
I want you to tell me if you think this laughter is real different sorts of things.
laughter, or if you think it’s posed. So is this involuntary I’m coming to see that actually there’s even more to laughter
laughter or more voluntary laughter? than it’s an important social emotion we should look at,
What does that sound like to you? because it turns out people are phenomenally nuanced in
Audience: Posed. terms of how we use laughter. There’s a really lovely set of
studies coming out from Robert Levenson’s lab in California,
Sophie Scott: Posed? Posed. How about this one? where he’s doing a longitudinal study with couples. He gets
I’m the best. married couples, men and women, into the lab, and he gives
5
them stressful conversations to have while he wires them up
to a polygraph so he can see them becoming stressed.
• Tell students to read through the summary and complete it So you’ve got the two of them in there, and he’ll say to the
with the words in the box. You may need to explain these husband, ‘Tell me something that your wife does that irritates
words first: mammals (animals like humans, monkeys, dogs you.’ And what you see is immediately – just run that one
and others that have live babies and feed them with milk through your head briefly, you and your partner – you can
from their bodies), fake (not real, false). imagine everybody gets a bit more stressed as soon as that
• 5.3 Optional step. Play Part 3 of the talk. Tell students starts. You can see physically, people become more stressed.
to watch/listen once through, and encourage them to try to
g
What he finds is that the couples who manage that feeling of
write down any suitable words they hear in the summary. stress with laughter, positive emotions like laughter, not only
in
• Ask students to complete the summary with words from immediately become less stressed, they can see them
rn
the word pool, using their notes from listening if you have physically feeling better, they’re dealing with this unpleasant
done the Optional step. situation better together, they are also the couples that report
a
• Play Part 3 and tell students to check their answers. At the high levels of satisfaction in their relationship and they stay
Le
end, check answers as a class by asking a volunteer to read together for longer. So in fact, when you look at close
the summary aloud. relationships, laughter is a phenomenally useful index of how
ic
people are regulating their emotions together. We’re not just
emitting it at each other to show that we like each other, we’re
ph
Answers making ourselves feel better together.

1 Humans 2 animals 3 laughs 4 sounds Everybody underestimates how often they laugh, and you’re
a
5 bonds 6 emotions doing something, when you laugh with people, that’s actually
gr
letting you access a really ancient evolutionary system that

eo
mammals have evolved to make and maintain social bonds,

and clearly to regulate emotions, to make ourselves feel better.
Not really. No, that was helpless laughter, and in fact, to
lG
It’s not something specific to humans – it’s a really ancient

record that, all they had to do was record me watching one behaviour which really helps us regulate how we feel and
of my friends listening to something I knew she wanted to makes us feel better.
na
laugh at, and I just started doing this.

In other words, when it comes to laughter, you and me, baby,
What you find is that people are good at telling the difference ain’t nothing but mammals.
io
between real and posed laughter. They seem to be different

Thank you.
at
things to us. Interestingly, you see something quite similar

with chimpanzees. Chimpanzees laugh differently if they’re 6 VOCABULARY IN CONTEXT
N
being tickled than if they’re playing with each other, and we • 6a 5.4 Tell students that they are going to watch
might be seeing something like that here, involuntary some clips from the talk which contain new or interesting
laughter, tickling laughter, being different from social words or phrases. They should choose the correct meaning
laughter. They’re acoustically very different. The real laughs for each one. Play the Vocabulary in context section. Pause
are longer. They’re higher in pitch. When you start laughing after each question on screen so students can choose the
hard, you start squeezing air out from your lungs under much correct definition, then play the answer. If you like, you can
higher pressures than you could ever produce voluntarily. For ask students to shout out the answers. If helpful, either you
example, I could never pitch my voice that high to sing. Also, or the students could give an additional example before
you start to get these sorts of contractions and weird moving on to the next question.
whistling sounds, all of which mean that real laughter is
extremely easy, or feels extremely easy to spot. Answers
In contrast, posed laughter, we might think it sounds a bit 1 weird = b (strange)
fake. Actually, it’s not, it’s actually an important social cue. We 2 odd = c (strange)
use it a lot, we’re choosing to laugh in a lot of situations, and 3 silly = b (funny, stupid)
it seems to be its own thing. So, for example, you find nasality 4 origins = a (beginnings)
in posed laughter, that kind of ‘ha ha ha ha ha’ sound that 5 roots = c (causes)
94 Unit 5 Family and friends SAMPLE COPY, NOT FOR DISTRIBUTION
• 6b After students have watched, put them in pairs and CHALLENGE
give them a few minutes to complete and discuss the • Assign the task for homework. Prepare students by
sentences. Go around and help students by correcting projecting or writing the following questions for students to
or giving them the English they need. copy. Tell students to listen for at least three examples of
• When students have finished, ask volunteers to share their laughter over the next two days, and to make notes to
answers with the class. Give feedback about new language answer the questions. Put aside some time in class in the
that came up, and correct any errors. next two or three days to discuss this.
Who was laughing?
Suggested answers What was the person laughing at?
1 … spending hours at the gym / that new TV Was the person alone or with others?
programme … Was the laugh voluntary (V) or involuntary (I)?
2 … I went abroad for the first time / I visited my • In class, tell students to work in small groups to share
grandmother in hospital. their findings. Ask them to discuss these questions: Was it
3 … my little brother / crying over sad films … easy for you to tell the difference between voluntary and
4 … modern art / life on Earth. involuntary laughter? What kind of laughter did you hear
5 … my language / rock music. most often? Then discuss their findings as a class.
9
g
CRITICAL THINKING Recognize supporting • Give students a few minutes to discuss the questions.
Go around the class helping with language as necessary,
in
evidence p65
and making notes for feedback.
rn
7 • When students have finished, ask a few volunteers to share
• Read the quote (‘laughter is an ancient behaviour …’) aloud, their answers with the class. Then address any new language
a
and make sure that students understand the words ancient or problems they experience in a feedback session.
(very old) and benefit (help). Paraphrase the quote if it
makes it easier for students to understand: Laughter is a very Le
Homework
ic
old way of communicating. We use laughter to help ourselves • Set Workbook Lesson 5D exercises on page 58 for
and others. homework.
ph
• Explain that Sophie made this statement during her talk. • Set the Challenge activity as described above and give
Then she used the examples (1, 2 and 3) to support her students a deadline by when they should complete it
a
statement. and bring their results into class.

gr
• Do the first one with the class. Ask how playing examples
eo
of real humans laughing in Part 1 of the talk supports

Sophie’s statement that laughing is an ancient behaviour.
lG
• Then put students in pairs to discuss how Sophie used 2

and 3 to support her statement. Ask volunteers to share
na
their ideas with the class.

io
Answers
1 This supports the idea that laughter is ancient, animal
at
behaviour because it sounds like animals.

N
2 Laughter is social and contagious. It brings people

together. This benefits us.
3 There are two different roots of laughter – polite
laughter is social, part of communication; involuntary
laughter is more of an animal response – raw emotion.
This shows that laughter is complex and surprising. We
don’t laugh only when we hear a joke.
• Students work in pairs to answer the questions. To help

them answer the second question, tell them to look back
over their answers in Exercises 3, 4 and 5.

5E Invitations pp66–67 Boy Yes, Davina bought them last week. But we
haven’t made any plans for decorating the room.
Teacher Right. We need to talk to Davina about that. Have
SPEAKING p66
you scheduled a meeting with her?
1 Boy No, not yet.
Ask students to look at the photo. Ask Who are these people? Teacher Let’s try to meet her tomorrow at lunchtime. I’ll
(students.) How do they know each other? (They study at the write her a note.
same college.) What are they celebrating? (their graduation) Boy And what about games? I think we should have a
How do you know that? (Because they are wearing gowns and couple of games or contests – something fun.
holding diplomas.)
Teacher Great idea. Let’s talk more about that.
2 / 3
• Ask students How do you prepare for a graduation party?
Teaching tip What do you need to do? Give them a couple of minutes to
brainstorm a list. Come back together and ask volunteers
Working with a transcript
to tell you some of their ideas. Write them on the board.
Give your students a copy of the audioscript (below) with
Pre-teach any vocabulary that comes up naturally, such as
every tenth word removed. (Depending on the level of your
g
order or decorate.
students, you can increase or decrease the number of words
in
you remove.) This technique will get your students to really • Then focus attention on the list in Exercise 3 and tell
pay attention to each word and how they all fit together. students to listen again and tick the things that the
rn
Before they listen, tell them to read through the transcript students have done. Play the recording.
a
and write in as many words as they can. This can be a
Le
confidence boosting exercise as students will often realize Answers
that they can fill in quite a few of the missing words, based Students should tick 1, 3 and 4.
on context. Finally, play the recording and have students
ic
Sentences:
check their guesses as well as fill in the missing words. 1 They have already ordered the food and drinks.
ph
2 They haven’t sorted out the music yet.

• Explain to students that they are going to hear a 3 They have just sent out the invitations.
a
conversation between a teacher and a student about 4 They have already bought the balloons.
gr
a celebration. Tell them to listen for the event. 5 They haven’t decorated the room yet.
• 34 Play the recording once and ask a volunteer for 6 They haven’t scheduled a meeting with Davina yet.
eo
the answer.
lG
• Tell students to make sentences about what has and

Answer and audioscript 34
hasn’t been done as in the example. You can also get
Answer in bold
them to practise the present perfect with adverbs. Go over
na
Teacher How is the preparation for the graduation party

the answers as a class.
going?
io
Boy It’s going OK. Sarah has ordered the food and 4 / 5
drinks.
at
• Put students into pairs. Tell them that they are going to plan
Teacher When will they be here? a party to welcome a new student, Delia. (You can make
N
Boy They should be here by Friday afternoon at four o’clock. her an exchange student if you like.) Put these headings on
Teacher Friday at four? That’s good. That gives us plenty of the board and tell each pair to complete them with details
time to get everything organized. Have you sorted of the party. You can also add extra categories like
out the music yet? decorations and games, if you want.
Boy No, I haven’t done that yet. I need to talk to Mister Day and time of party:
Khan in the music department. He said we can use Location:
some of their speakers, but we need to talk about Food:
when we can set it up. I can talk to him this • Go over the expressions in the Useful language box: first,
afternoon. go through the questions at the top that are used to invite
Teacher What about the invitations? Have you sent those someone to a party or other event. Next, skip down to the
out yet? ‘Accepting an invitation’ and ‘Saying no to an invitation’
Boy Thomas has just done that. sections and go through them with your students.
Teacher When? • The middle section (‘Saying if you are available or not’) lists
expressions that we use when we can’t accept or refuse an
Boy He sent them out about two hours ago, by email.
invitation right at that particular moment. These expressions
Teacher Oh, OK, good. Has anyone bought the balloons yet? are a polite way of saying I’m not sure right now. For the second

one (It depends), students will need to follow that up with
Please join us for the English Dept’s holiday party
some more information: It depends on the time or It depends.
Date: Dec 15 Time: early evening (exact time TBA)
I don’t know if I can finish my homework or not. The same is true
Location: Rm 22, Willow Hall, 160 Court St.
for I’m not sure. Tell your students when they use these
RSVP to party @englishdept
expressions, it’s important to conclude by saying something
Hope to see you there!
like I’ll get back to you (tomorrow) so that the person knows
when they can expect an answer one way or the other. Prof Willis
• Practise the expressions briefly with students in front of the PS Feel free to bring a friend!
class: write, e.g. Friday evening / cinema on the board, and
the question stems Would you like to …? / Do you want (Answers: Dept = Department, Dec = December, TBA =
to …? and Can you …? Invite two students to the front and to be announced, Rm = Room, St = Street, RSVP = please
label them A and B. A uses the prompts on the board to respond, Prof = Professor, PS = post script/addition/ I
invite B, e.g. Can you come to the cinema on Friday evening? also want to say)
B responds positively or negatively, using expressions from • Ask students to find the abbreviations in the notes on
the Useful language box. Change the prompts on the page 150 and match them with their meanings.
board and invite another pair to act out the dialogue.
• Put students into pairs for them to take turns inviting Answers
each other to their parties. Make sure they get practice 1 RSVP 2 ASAP 3 PS
g
in accepting, refusing and postponing an answer to
the invitation.
in
rn
The abbreviations have different origins. RSVP, in note A, is
WRITING Informal invitations and replies p67 short for Répondez s’il vous plaît, i.e. the French for ‘please
a
respond’. This dates back to when French was used in
Le
6
aristocratic circles in the UK. The writer is requesting a
• Put students into groups of three and ask them to choose A, response to his or her invitation. You can accept or refuse
B and C labels. Refer them to page 150 and ask them to the invitation, but it is considered rude not to respond at all.
ic
read only the note relating to their number and match it ASAP, in note B, is exactly as item 2 suggests; it is the initial
ph
with 1–3. When you go over the answers, first ask Who read letters of as soon as possible.
note A? and ask these students to put up their hands. On a
PS, in note C, is the abbreviation of the Latin post scriptum
a
count of three, they tell you which purpose it matches.

(= after writing). It is used at the end of something written
gr
to indicate that you have one more thing to say.

Answers
eo
1 A 2 C 3 B 9 WRITING SKILL Politely making and replying

lG
to invitations
7 • Read through the Writing strategies box with your students,
or ask individual students to read each part aloud. Ensure
na
• Students are going to now analyze the notes a little more

deeply. Ask them to read all three notes and underline the they understand everything.
• Put students into pairs, or groups of three as in Exercise 6.
io
expressions used for inviting, accepting and refusing an

invitation. Together, they write one sentence each expressing an
at
• When they have finished, ask some students to come invitation to a celebration, an acceptance and a refusal. Tell
them they can use the information they discussed in
N
to the board and write out their answers. Keep this

information on the board so students can refer to it. Exercise 4, and they can use some of the spoken
expressions in their responses.
Answers • Give the pairs/groups about ten minutes, then invite them
A (I’m having a birthday party) ... Can you make it? to read out their sentences. This works well in groups of
B I’d love to come. C I’m sorry, but I can’t make it. three, with one student accepting and the other refusing
the invitation.
8 10 / 11
• Explain that an abbreviation is a short way of writing • Explain the task. Tell students to refer to model Text A on
something, e.g. St for Street or UK for United Kingdom. page 150 for help. Remind them of the structure of the
• Optional step. Before students do this exercise, hand out model by reading out the advice at the back of the book
or write/project this party invitation on the board. Tell and reminding them of the language they have studied.
students to find and circle all the abbreviations and try • If you are going to give students a mark, tell them it will be
to work out what they mean. higher if they organize the invitation in a similar way to the
model and use language they have learned.

• Put students in pairs but tell them that they are going to
work individually first. Each student independently thinks
of a celebration and notes down details about it, and then
writes an informal invitation to their partner, using
abbreviations.
• When they have finished, tell them to exchange their
invitations with their partner, read the invitation and think
of a response. Tell them they can accept or say no, but in
both cases, they should add a little information. For
example, if they accept, they could include one or more
of the following: What should I wear? Can I bring a friend?
Can I bring anything? I might be a bit late. Is that OK? and they
should close it appropriately, e.g. I’m looking forward to it! /
Can’t wait to see you! If they don’t accept, they should use
one of the expressions in the Useful language box on page
66, and give a reason for not accepting. Also tell students to
refer to model texts B and C on page 150 for help.
• Give students a few minutes to write their responses.
g
Fast finishers
in
Pairs who finish quickly could find new partners. They give
rn
their new partner their invitations and this time each student
should write a different response from before, i.e. if they
a
accepted before, they should reject the invitation now, and
Le
vice versa.
12
ic
• Tell pairs to work together to look at all of their invitations
ph
and responses. They should make sure that their partner’s

notes include polite expressions, abbreviations and all the
a
relevant information.
gr
Homework
eo
• Set Workbook Lesson 5E exercises on pages 59–60 for

homework.
lG
• If you are short of time, students could write their

invitations for homework and then exchange them in
na
the next class and write the responses then.

io
at
N

6 Do your best

Unit at a glance 6A The best I can be pp68–71

Students will
• discuss if perfection is good
• read about someone who changed how he did things The colourful outdoor stairway known as the Selaron Steps
• learn about an unexpected artist joins the neighbourhoods of Lapa and Santa Teresa in the
city of Rio de Janeiro, Brazil. A few years after moving to
• watch a TED Talk about teaching people bravery, not Rio, Chilean artist Jorge Selarón started repairing the steps
perfection near his home using tiles he found in shops or rescued
• learn how to ask for and give advice from rubbish. In time, as more people started learning
about the project, they began sending Selarón tiles to use.
6A Vocabulary
Today, the 215 steps contain over 2,000 tiles donated from
Goals and expectations, e.g. succeed, success,
more than 60 countries. Escadaria Selarón, as the steps are
perfection
g
called in Brazil, has been featured in magazines, movies,
Listening
in
music videos and commercials, and is visited by thousands
Podcasts about two shops with different takes on
of tourists from around the world every year.
rn
‘perfection’
Grammar
a
Modal verbs: obligation, prohibition, permission,
LEAD IN
Le
advice
• Tell students the unit title: Do your best. Then write these
Pronunciation
questions on the board: When did someone (a parent, a
ic
Reduced have to and has to
teacher, a friend) say ‘Do your best!’ to you? What was the
ph
6B Vocabulary building situation? Were you successful?

Negative prefixes, e.g. im- (imperfect), dis- (disagree) • Answer the questions by giving an example from your own
Reading
a
life, e.g. Last year, I ran in the Tokyo Marathon. I didn’t win, but
Not so fast
gr
I did my best and I finished the race. Tell students to answer

Critical thinking the questions on their own.
eo
Making inferences • Call out different situations, e.g. Who was taking an
6C Grammar important test / trying to get a holiday job / applying for a
lG
Zero conditional course / in an important sporting event / speaking or

Pronunciation performing in front of people? Tell students to put up their
na
Conditional intonation hands when they hear their situation called. Tell them to
keep their hand up if they were successful.
6D TED Talk
io
Teach girls bravery, not perfection, Reshma Saujani • Ask a few volunteers to explain their situation briefly to the
class, and ask if anyone wrote about a different type of
at

Contrast situation.
N
6E Speaking
Giving advice VOCABULARY Goals and expectations p69
Writing
1
An advice blog
Writing skill • Focus students’ attention on the photo or project it using
Giving advice the CPT. Ask them what they think of the steps, and how
they think they were made.
• Tell them to read the caption and the instructions for
Exercise 1. Then ask Where do the tiles (the colourful pieces on
the stairs) come from? Are they new and perfect or old and
broken? Are the stairs beautiful? Does something have to be
perfect to be beautiful?
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 6 Do your best 99

2 Extension
• Books closed. Ask students to brainstorm any vocabulary • The vocabulary presented in this lesson largely falls into
they can think of to talk about doing their best. They should word families. For more revision and practice in building
know, e.g. try, succeed, fail, perfect. word families, write the table below on the board, not
including the words in italics – these are the answers. Ask
• Books open. Tell students to look through Exercise 2
students to complete it in pairs, using a dictionary if
quickly and see if they have just listed any of the words in
necessary, but using the exercises on the page first. You
bold.
could also ask individual students to come to the board to
• Tell them that 1–7 are quotes about doing your best. They complete the table. Note that some cells below are shaded:
read through them and check they understand. To quickly these have no obvious form to complete them. (See
check comprehension, ask which they agree or disagree Language notes below.)
with. Don’t go into details at this stage.
• Give students a few minutes to match the words with their noun verb adjective
definitions (a–g), then check around the class. Check that success succeed successful
students understand the saying in quote 4: comfortable in unsuccessful
your own skin (feeling good about yourself and your
perfection perfect perfect
abilities) and the verb overcome in quote 7 (deal with a
imperfection imperfect
problem successfully).
acceptance accept
g
Answers failure fail
in
1 b 2 d 3 a 4 g 5 c 6 f 7 e rejection reject
rn
3 • Project or write some sentences on the board, with the
a
words missing, in order to show students the
Le
• Read the first quote in Exercise 2 aloud and ask students relationships:
what they think it means. It might help to explain that
The party was a _________. Everyone had fun.
Thomas Edison was an inventor. His most famous
ic
inventions are the light bulb and the phonograph (a very If you want to _________ in school, you must study hard.
Bill Gates is a _________ businessman. He’s a billionaire.
ph
early and basic way of reproducing sound). He failed

many times, but he learned something each time from • Ask students to complete the gaps (success, succeed,
his mistakes. Finally, he created something successful. successful). If you want to give the students more practice,
a
you could use these sentences (gapped) in the same way:

gr
• Next, tell students to look at item 1 in Exercise 3. It explains

the meaning of the Edison quote. Ask students to choose He’s afraid of failure. Leo failed his maths exam. / Ms Kim
eo
the correct word (fail). Then tell students to complete items expects perfection from her students. They can’t make any
2–7 on their own or with a partner. Check answers round mistakes. I got a perfect mark in the exam. I answered every
question correctly! / There’s a small imperfection on the bottom
lG
the class.
of the painting. The Selaron Steps’ tiles are imperfect, but they
are still beautiful. / Leo, Elena doesn’t want to be your girlfriend.
na
Answers
Just accept it. / If you hand in your homework late, the teacher
1 fail 2 have to 3 but we shouldn’t 4 how you feel
will reject it.
io
5 practise a lot 6 but you can 7 failure

• Language notes. (For your information, not necessarily to
at
be taught to students.) Point out the negative prefixes here:

• Optional step. Ask students Which quote do you like the you can add un- to successful to form the opposite
N
most? and encourage them to explain their answers. (unsuccessful) and im- to perfect (imperfect). Students will do
4 more with negative prefixes in Lesson 6B.
• The verbs accept, fail and reject can have participle
• Tell students to match the opposites. You could make this
adjectives, e.g. accepting, accepted, failing, failed:
more competitive by timing the activity.
accepting parents, accepted procedure, a failing business,
failed experiments.
Answers • The verb form of perfect/perfection (not introduced in this
1 d 2 f 3 c 4 b 5 e 6 a lesson) is perfect: I want to perfect my French, so I practise it
every day. Though it is spelled the same as the adjective, it is
pronounced perFECT.
100 Unit 6 Do your best SAMPLE COPY, NOT FOR DISTRIBUTION

5 MY PERSPECTIVE Exam tip
• Give students a few minutes to discuss the questions. Go Note-taking while listening
around the class, helping as needed. In exam listening tasks students may sometimes have to
• Optional step. For the first question, students can talk instead find evidence for a statement, or complete information.
(or also talk) about someone famous or someone they know They are unlikely to have time to write this in full while
personally, e.g. a friend or family member, who failed. they’re listening, so practice in note-taking is useful. You
• When students have finished, ask volunteers to share their can do this when students listen to decide whether
answers with the class. Give feedback about new language statements are true or false: tell them to correct/rewrite
that came up and correct any errors. the false sentences, which means they must focus on
taking notes that they can refer to after listening has
finished in order to be able to rewrite the sentences. Tell
LISTENING p70 students to write down any key words they hear (not
6
complete sentences) and to abbreviate common words,
e.g. lg for large. You could work on a list of standard
• Before students get into pairs, ask them to take a minute or abbreviations with students, e.g. v for very, really,
two to think of their answers to the questions individually. extremely, etc. They needn’t worry about correct spelling
They can make some notes for themselves if they want, but at this point.
they shouldn’t show these to their partners. It may be
g
helpful to combine the second and third questions so
• Tell students that they are going to listen to a podcast
in
students think of either a food that didn’t taste very good or
a food that they were surprised by (pleasantly or about Sembikiya, a fruit shop in Tokyo, to decide
rn
unpleasantly). whether the statements are true or false. Give students
time to silently read through all the items before they
• Language note. Students will probably have learned the
a
listen.
word food as uncountable, but it is used as a countable
Le
• 35 Play the recording once for students to write T or F.
noun (a food/foods) in this lesson. If students ask about this,
tell them that it is possible to use food in this way when we Check the answers with a show of hands, but don’t ask for
ic
think of a type of food. justification of the answers at this point.
ph
• Put students into pairs to take turns describing their ‘strange’

food. They should give one clue at a time and after each Answers
clue pause to allow their partner to guess. (This food isn’t 1 F (Senbikiya is an expensive fruit shop in Tokyo.)
a
very expensive. / It’s very sticky. / Some people eat it with rice, 2 F (We can infer that Senbikiya is successful, although it’s
gr
etc.) Then they can discuss whether they agree that it expensive, because giving fruit as a gift is popular.)
3 T
eo
doesn’t look good but tastes delicious.

4 F (In Japan, there is a long tradition of giving perfect
• After they have guessed each other’s food, move students
fruit as a gift.)
lG
on to the next two questions. Encourage the listener to ask

5 T
their partner Wh- questions in order to hear the story of
what happened. You may want to brainstorm some of these
na
questions on the board, such as Where were you? What meal Audioscript 35
were you having? What happened after you ate the food?
io
I’m at Senbikiya, a fruit shop in Central Tokyo. But you

shouldn’t come here for your weekly grocery shopping. A
at
7
package of three melons costs four hundred dollars, and box
N
Background information of twelve strawberries is about eighty dollars. How can fruit be
so expensive? Because it’s perfect. In fact, you should think of
Gift giving is an important cultural tradition in Japan. Senbikiya as a gift shop, not as a food shop. Gift giving is
The largest gift-giving period is at the end of the year, extremely important in Japan, and there is a long tradition of
when people give gifts of gratitude to teachers, doctors, giving perfect fruit. One reason for this is that Japan sees
bosses, etc. Also, when you visit a private home in vegetables as a basic need, but fruit as a luxury – you don’t
Japan, you typically take some kind of gift. In Japan the have to have fruit in your diet. And that makes it a perfect,
presentation and appearance of the gift is most and very popular, gift.
important. This recording is about a Japanese company
called Sembikiya, Japan’s oldest fruit shop, which • Give students a moment or two to think about how they
started in 1834. They specialize in selling the highest would rewrite the false sentences. Play the recording
quality fruit, which is packaged beautifully for gift- again for them to take notes, then give them a few
giving. To find out more about Sembikiya, use the minutes to rewrite the sentences. Go over the answers as
search term ‘Japan’s oldest fruit shop’. (Note that a class (see answers above), allowing any reasonable
students looking the shop up will find Sembikiya and corrections.
Senbikiya, because the transliteration from Japanese is
not clearly either /m/ or /n/.)

8 10 CHOOSE
Intermarché is the name of the third largest supermarket them, in which case explain why. Alternatively, you may
chain in France (with stores in other European countries as decide to let students do more than one task. You could
well). To battle against food waste, the store launched an divide the class into groups and have each group do a
ad campaign in 2014 featuring fruit and vegetables like different task – or you could have a vote on which task the
‘the ugly carrot’ and ‘the failed lemon’ – selling them at a whole class should do. For the vote:
30% discount. The campaign has been extremely • put students in pairs or groups to decide which they prefer.
successful, as shoppers have responded to the cheaper • take a vote on each task.
prices for foods that look different but taste the same and
are just as good in terms of nutrition. Intermarché followed
up this campaign with another focusing on imperfect
biscuits!
Note: The second and third options introduce new topics, so
if you are short on time you may want to stick with the first
• Tell students that they are now going to listen to a podcast
option, which continues the theme students have been
about a different supermarket in France. Before you play the
studying up to this point.
recording, ask them Where does your family buy its produce
g
(fruit and vegetables)? Why do you like that store? Instructions for each activity:
in
• 36 Give students time to read through all the items. • Option 1 – brainstorming. Ask students to work individually
rn
Then play the recording for students to choose their at first to make their list, then to compare it with a partner.
answers. (You may need to play the recording a second Then the pairs can join with another pair to compare their
a
time for students to have time to record all of their lists and justify their choices. The groups could then join
Le
answers.) Ask individual students to read each answer with another group to compare lists. At the end, elicit
aloud. suggestions and ask for a show of hands to find out how
ic
many students listed the same things.
Answers • Option 2 – pair work. Extend the concept of a perfect or
ph
1 a 2 c 3 b 4 a 5 c imperfect appearance to people, and ask students in pairs

to think of situations where appearance is important, and
a
give reasons why. Open the discussion out to the class after
gr
Audioscript 36
a few minutes.
When French supermarket Intermarché started selling ‘ugly’
eo
• Option 3 – group work. Introduce the topic of social media

fruit and vegetables, they were very popular with customers. and ask for volunteers to say which social media sites they
Most people agree that you shouldn’t judge imperfect
lG
use, e.g. Facebook. Ask them to think about how they

vegetables on their appearance, but on their flavour. The fruit present themselves, and make a few notes of any ways in
and vegetables – which cost about thirty percent less than which they may embellish themselves, or in which other
na
‘perfect’ ones – are a huge success, and now grocery stores all people they know might do this. Put them in groups to
over the world are doing the same thing. In many places, discuss the questions, and open the discussion to the class
io
farmers have to throw away a lot of fruit and vegetables after a few minutes.
because supermarkets reject anything with an imperfection.
at
But the world is changing. Many people feel we must stop

N
wasting good food just because it doesn’t look perfect, GRAMMAR Modal verbs: obligation,
especially in a world where many people are hungry. People prohibition, permission, advice p71
are thinking about the choices they make … and making
different choices. To prepare for teaching the following exercises, see Grammar
9 MY PERSPECTIVE
11
• Put students into pairs to discuss the questions. For the first
question, they should think in terms of their own country, • If all of your students did Option 3 in Choose, you can go
but for the second, they should think on a more personal straight into Exercise 12 here.
level. • If not, for item 1 ask students to call out different social
• After they have discussed the questions, have a class vote media sites and apps that they use while you write them on
on Would you shop at Sembikiya? How about Intermarché? the board. As you point to each one on the list, ask students
Write the responses on the board. Then ask individual who have visited or used the site in the past to put up their
students to explain their answers. hands. Keep track of the votes. Which sites are the most
popular? For the most popular one, ask Why is this site the
most popular?

• For items 2 and 3, put students into small groups. For item 2, 13
tell them to think of a photo they posted online that
• Tell students to look at the examples in the Grammar box, in
generated a lot of hits, and then to discuss the photos with
particular at the modal verbs. They can now consolidate
questions like Who or what was in the photo? Where were you
their understanding of modal verbs by matching the verbs
in the photo? Were you surprised that so many people liked it?
with their meanings 1–6.
For item 3, allow students to answer about other people
only if they wish.
Answers
• Appoint two spokespeople for each group, one for item 2
1 g 2 h 3 e 4 c, d 5 a, b 6 f
and one for item 3. Once the discussions have finished, ask
the spokespeople to share one thing that their group
discussed. Grammar reference and practice
12 Ask students to do Exercises 1–4 on page 139 now, or set
them for homework.
• Optional step. In this lesson, students are reviewing
modals in four categories: modals of obligation, prohibition,
permission and advice. Preview these if you wish:
1
Obligation: (also called modals of necessity) These are used
1 can’t 2 have to 3 Should 4 must 5 mustn’t
when it is necessary (or not necessary) to do something.
6 Can 7 shouldn’t 8 don’t have to
Write this question on the board: Before you go on a trip,
g
what do you have to do? Elicit answers from students, e.g. 2
in
pack a suitcase, get tickets. Write on the board: You have to 1 Do you have to wear a uniform?
2 We must arrive on time for the class.
rn
have a ticket. You can usually download your ticket on your
phone, but you don’t have to. You can also use a paper copy. 3 You can’t use this computer.
a
Focus on the modal verbs and explain that have to is more 4 They can’t use the phone after midnight.
Le
common for rules in conversation and must is more 5 Do we have to pay for this?
common in written notices. 6 Shouldn’t we wait for Alex?
Prohibition: We use both mustn’t and can’t to talk about 3
ic
situations when behaviour isn’t allowed. Write this sentence 2 don’t have to 3 can’t/mustn’t 4 should
ph
on the board: You mustn’t/can’t _____ during an exam. Elicit 5 mustn’t/can’t 6 must
different responses from students, e.g. talk, look at your 4
a
neighbour’s paper, text, arrive late. 2 don’t must g mustn’t 3 not have to g
don’t have to
gr
Permission: This is the expression of what we are allowed to 4 don’t have to g mustn’t 5 should to g should
do. The most common modal verb of permission is can. 6 don’t have to g can
eo
Explain that while we do often use can for statements (You

can leave your bag here), students will often encounter it in 14
lG
question form: Can I borrow your phone for a moment? I need

• Students are now going to read what people from two
to make a call. (In this sentence, you can also use could,
different countries say about rules on school uniform in
na
which is more formal, and may, which is even more formal

their schools. Give students time to read through the two
and less frequently used than can/could.)
statements and circle the modals to complete the
io
Advice: Should(n’t) is used to give advice. Write this question

sentences.
on the board: What should you do on the night before a big
at
exam? Elicit suggestions from students. • Optional step. If your students are quite familiar with the
modal verbs, you could ask half the class to read the text by
N
• Explain that students are going to read a short article about

Park, from Korea, and the other half to read the text by Sofia,
social media profiles. Give them a minute to skim the article,
from Italy. The halves then join together to make pairs with
circling any words they don’t know. They can ask each other
one student from each half, and they tell each other about
for help with unfamiliar vocabulary or use their dictionaries.
the school they read about. You could either check the
Tell students to read through the article more carefully,
answers before the pairs work together, just using the
focusing on the modal verbs, particularly the advice, and
numbers, or check now by getting individual students to
discuss their answers with a partner.
read out a sentence with the correct verb(s) in.
• Go over the answers as a class.
Answers
Suggested answers 1 have to 2 can 3 must 4 can’t 5 mustn’t
It is important to explain that we don’t see the whole 6 don’t have to 7 can 8 mustn’t 9 should
picture on social media, and that we should show
ourselves as real people. It is important not to take it too
seriously and not to try to look perfect online.

15 Answers and audioscript 37
• Put students in pairs. They are going to discuss, then write Reduced forms underlined
some sentences about, the dress code at their school. Tell Female Does your football team have to wear a suit and tie
them to decide on the rules together before they write on game day?
them as pieces of advice for a new student.
Male We don’t have to, but we want to. We wanna look
• If necessary, give them some sentence beginnings to get
our best.
them started, e.g. In our school, girls have to … and boys
have to … / You mustn’t wear … at school. You could also Female But everyone has to wear the official uniform to
elicit different topics from the class and write them on the play, right?
board, e.g. jewellery, shoes, colours, length of skirts/trousers, Male Yes, everyone has to. It’s a rule.
length of hair, make-up.
• Optional step. Give students a random list of dress code 18
rules taken from other schools. They should tick the ones • Put students into pairs. Give them three or four minutes to
that are the same for their school and rewrite the ones that discuss the first question. When both students have had a
are different to make them true, e.g. chance to speak, clap your hands for them to move on to
You must arrive at school in full uniform. the second question. They could also work with a different
You can change out of your uniform after 2:00p.m. partner at this point.
Boys have to wear a white or green shirt. They can wear jeans.
g
Girls can’t wear trousers to school. Their skirts mustn’t go above
Homework
in
the knee.
You can wear headphones outside the school but you Set Workbook Lesson 6A exercises on pages 62–65 for
rn
shouldn’t wear them in the building. homework.
a
16
• Give students time to read through the rules about visiting
temples in Thailand. Tell them to write their answers and Le
ic
then check the answers by writing or projecting the
ph
gapped text on the board and getting individual students

to complete it.
a
gr
Answers
1 should 2 have to/must 3 can’t 4 have to/must
eo
5 can
lG
Fast finishers/Extension
Give different students a chance to think of a famous place
na
and write a few sentences using have to, should, can, etc.
Invite students to share some of their places and sentences if
io
they want to.

at
17 PRONUNCIATION Reduced have to and has to

N
• 37 Play the recording of the Pronunciation box and

read/listen to it with students. Point out that we usually use
the weak form of to /tә/ when it is followed by the infinitive
(have to wear), i.e. in the middle of a clause/sentence, but
we say the full form if it comes at the end of a clause, i.e.
when the following infinitive is omitted.
• Ask them to read the conversation and underline where
they think the reduced forms are, then play the exercise for
them to check their answers.

6B Finding new ways • One student begins by turning over a number and a + or –
slip from the two piles and making a sentence. For example,
pp72–73 if a student turns over the number 2 and –, he should finish
sentence 2 using impossible. If the sentence is grammatically
correct, the student gets a point. The slips of paper then go
VOCABULARY BUILDING Negative back to the bottom of their respective piles and the next
prefixes p72 student takes slips from the top. Give students fifteen
1 minutes or so to play. At the end, the student with the most
points wins.
• Books closed. Write the words unsuccessful and imperfect
on the board and remind students that they learned the
words in the Vocabulary part of Lesson 6A. Underline the READING pp72–73
prefixes un- and im-. Ask students what they think the
prefixes mean (the opposite of the adjectives successful and 3
perfect, i.e. not successful/not perfect).
building box with students, checking that they understand The Himalayan mountain range spans the countries of
that the four prefixes all have the same function. Pakistan, India, Nepal, Bhutan and China. One of the
• Focus students’ attention on the two profiles. Tell them that mountains in this range is Mount Everest. It runs along the
g
CEO stands for Chief Executive Officer, i.e. the head of a border of China (Tibet) and Nepal, and at 8,848 metres
in
company. Then tell students to complete the two profiles. (over 29,000 feet) is the world’s highest peak. Lake Imja,
Check answers as a class. mentioned in the photo caption, is in Nepal and was
rn
formed by melting ice.
a
Answers
Le
2 impossible 3 disadvantage 4 impatient • Focus students’ attention on the photo or project it using
5 unable 6 disappear 7 inexpensive the CPT, and read the caption. Ask them if they know
anything about Mount Everest.
ic
Extension • Tell students to discuss the questions with a partner.
ph
Put students in A/B pairs. Student A summarizes the first text

in his/her own words for Student B, using the words with Suggested answers
a
negative prefixes where possible. Student B then does the 1 He’s in Lake Imja, in the Himalayas, swimming.
gr
same with the other text. 2 He almost certainly feels cold, he might be frightened
because of the cold, or he might feel exhilarated.
eo
2 3 Students’ own answers

lG
• Read the instructions and the example sentence for the

class and check that students are clear that they are 4
selecting the positive or negative word and finishing the
na
• Tell students to skim the article quickly to get a sense of

sentences about themselves. Then give students a few what it’s about. Ask a volunteer to summarize it quickly for
minutes to complete the sentences. If time is short, tell
io
the class.
students to choose four of the sentence stems to work with
• Optional step. You may want to pre-teach the following
at
only.
words from the article before students read it: raise
• Tell students to discuss their ideas with a partner.
N
awareness (line 9) about an issue or problem (do things to

Extension teach people about it, e.g. you might raise awareness about
• This could be done as a follow-up or as an alternative way the importance of recycling plastic by giving a talk or
of doing the exercise. Put students into pairs or small putting up a poster about it at school, drown (line 21,
groups and tell each pair/group to take slips of paper and breathe only water and die).
write: • Next, tell students to read questions 1–5 and then to scan
the numbers 1–8, each on a separate small slip of paper. the passage to find the answers quickly. Set a time limit of
the symbol + on four small slips of paper. about three minutes. They can make notes to answer the
the symbol – on four small slips of paper. questions.
• 38 Finally, tell students to read the article. They should
• Tell students to shuffle the eight numbers and place them
face down on the desk, and then mix and shuffle the eight do so at a steady pace, and check their answers to 1–5. At
slips of paper with the + and – symbols and place them the end, tell students to take turns asking and answering
face down on the desk in a different pile. the questions with a partner. Monitor to check that they are
answering correctly.

6
Answers
1 … to share his passion for the environment with the • Tell students to scan for the ten words in the article and
world. (lines 5–6) underline them. Then tell students to look at the underlined
2 Lake Imja, near Mount Everest (lines 16–19) words in context. Which are similar in meaning? For
3 swimming as fast as possible (lines 23–25) example, look at the first underlined word scary (line 11)
4 slow, relaxed swimming (lines 26–30) with the class. What other underlined word is similar in
5 He learned to try new things and to do things meaning? (frightening, line 22) Students may be able to
differently. (lines 33–36) make this match because they learned these words in an
earlier unit. For unfamiliar words, share the Exam tip below
5 with the class.
• Tell students to match each word in 1–5 with its synonym
• Read the information about cause and effect. Then project
(a–e). Treat this as an exam activity and do not allow
or write the sentences below on the board. Explain that
students to use their dictionaries.
they show how one event (not studying) makes another
event (failing a test) happen.
Answers
Cause Effect (the result) 1 b 2 a 3 d 4 c 5 e

I didn’t study. → I failed the exam.
• Point out that the two sentences above can be joined by Exam tip
g
the word so: I didn’t study, so I failed the exam. Equally, we
in
Choosing the best synonym
can use because to link them, but with this we put the Many reading comprehension tasks ask students to match
rn
cause after the result: I failed the exam because I didn’t study. a word from a passage with a synonym, i.e. a word or
• Ask students to suggest other things that might cause you phrase with a very similar meaning. If students are
a
to fail an exam, e.g. I didn’t do the homework, I didn’t uncertain which answer is best, encourage them to do the
Le
understand the questions, and write these under ‘cause’. following:
• Look at the eight sentences about Lewis Pugh. Tell students 1 Look at all of the answers given. Are there any that can
ic
to match the causes (sentences 1–4) with the effects (a–d), be eliminated right away?
then read the article again to check their answers.
ph
2 Use context clues in the text. For example, take this

• Confirm the correct answers by asking different students to sentence from the article: After one scary and dangerous
combine the two sentences into a single statement using so. swim …, Lewis reached a conclusion: no more cold-water
a
swimming (lines 11–13). Students might be able to work

gr
Answers out the meaning of the underlined word by understanding

eo
1 b – Lewis was afraid, so he decided he wouldn’t swim in that after the swim, Lewis decided not to swim in cold
cold water ever again. water any more.
lG
2 a – Lewis wanted people to know about global 3 After choosing an answer, try using it in the sentence in
warming, so he went swimming near Mount Everest. the passage to see if it makes sense.
3 d – Lewis failed to swim across Lake Imja, so he By doing the above, students could probably work out that
na
changed his swimming style. decision is closest in meaning to conclusion and is the best
4 c – Lewis changed his swimming style, so he succeeded answer.
io
in swimming across Lake Imja.

at
• Note: As mentioned in earlier units, students should be

N
Exam tip careful when using synonyms in speaking and writing

because the words can’t always be used interchangeably.
Understanding cause and effect
For example, the synonyms conclusion and decision both
In a cause–effect relationship, one event (I didn’t study.)
collocate with the verb reach. However, only decision
makes another event (I failed the exam.) happen. In many
collocates with the verb make.
standardized exams, students are asked to read a passage
and understand the causal connection between events. Line 12: Lewis reached a conclusion ... It’s also possible to say
Sometimes, students can use signal words in a text to help He reached a decision.
them, e.g. so and because: I didn’t study, and so (as a result/ Line 16: He made the decision to swim … But we don’t say
therefore) I failed the exam. Because/As/ Since I didn’t He made the conclusion.
study, I failed the exam. Sometimes, though, the cause–
effect relationship is not stated explicitly in the text, using
signal words like those above. In this case, students must
infer (i.e. guess) how the events are related. When this
happens, students can ask themselves questions to help
them make connections between events, e.g. What
happened first? (cause) What was the result? (effect)

CRITICAL THINKING Making inferences p73 • Put students into small groups to discuss the questions.
7 / 8 After a few minutes, ask them to join with another group to
discuss the questions before you elicit ideas from the class.
• Books closed. Project or write this sentence on the board Going over their arguments more than once helps students
and tell students to read it: The water in Lake Imja comes to gain confidence in expressing their ideas before being
from melted ice. Then ask students Is the water in the lake hot, asked to speak in front of the class.
warm or cold? How do you know? Guide them to see that
they were able to guess the answer (cold) from the
Homework
information about melted ice. This kind of guess is called an
• Set Workbook Lesson 6B exercises on pages 66–67 for
inference.
homework.
• Books open. Read the information about making
• Ask students to find some other examples of people,
inferences with the students. Then look at the word pairs in
maybe famous people, doing difficult things for a good
1–5 and tell students that they are all opposites. Students
cause. They should take notes about the person and
should know most of the words from earlier units, but
what they did, for discussion in the next lesson. When
introduce any that may be new or tell students to look
you have discussed the different things, you could have
them up in their dictionaries.
a class vote on the bravest/the most worthy/the most
• Do the first one with the class. Ask students which word stupid, etc.
(lazy or hard-working) best describes Lewis. Then tell them
• For stronger classes, you could ask them to watch Lewis
to underline the information in the article that helped them
g
Pugh’s TED Talk ‘How I swam the North Pole’ for a set
choose their answer. Remind them that they will have to
in
time in the next few days, and then discuss their
make inferences. The article won’t say directly, for example,
impressions of it in class.
rn
that Lewis is a hard-working person.
• Tell students to do 2–5, and for each choice to underline
a
the information in the article that helped them choose their
Le
answer. Check answers as a class.
ic
Answers
1 hard-working: He has swum in every ocean in the world.
ph
(lines 6–7)
2 confident: He has swum … in some dangerous places …
a
(lines 6–7), He made the decision to swim two kilometres

gr
... at 5,300 metres … above sea level. (lines 16–19)

3 successful: For ‘pioneer swimmer’ and National
eo
Geographic Adventurer of the Year Lewis Pugh …

(lines 2–4)
lG
4 brave: Two days after his near-death experience, Pugh

returned to the lake for another try. (lines 31–32)
na
5 strong: He has swum in … some dangerous places where

people thought swimming would be impossible. (lines 6–8),
io
He usually swims as fast as possible, fighting against the

water. (lines 23–24)
at
N
• Ask students to do the exercise on their own initially. Tell

them to think of at least two words and to underline the
information in the article that helped them choose their
answers.
• Then put students in pairs to discuss their ideas. Go over the
ideas together as a class.
10 MY PERSPECTIVE
• Read the instructions with the students. Check that they
understand good cause: in this case, it is raising awareness
of the effect of global warming in the Himalayas; other
good causes could be medical charities, helping people
after disasters such as earthquakes, helping the disabled or
elderly.

6C Unexpected art pp74–75 Grammar reference and practice
Ask students to do Exercises 5–8 on page 139 now, or set
them for homework. Note: Exercises 7 and 8 also include the
GRAMMAR Zero conditional pp74–75 use of the imperative to give advice, so you might want to
To prepare for teaching the following exercises, see Grammar leave those until after Exercise 4.
Background information 5
The main topic focus of this unit is on the artists Lady Aiko 1 c 2 a 3 e 4 b 5 f 6 d
and Jorge Selarón. Lady Aiko (Aiko Nakagawa) is a 6
Japanese street artist. Her beautiful and feminine artworks 1 When I have time, I paint.
stand out in a field that is dominated by men. Aiko draws 2 If something is imperfect, it can be beautiful.
her inspiration from 18th century Japanese woodblock 3 When we make mistakes, we learn from them.
printing and often features girls and women at the centre 4 If we practise, we develop our skills.
of her street art. Although based in Brooklyn, you can also 5 When you relax, you enjoy your work more.
see her art in other major cities such as Rome and 7
Shanghai. 1 If you want to learn about painting, take a class.
2 Try to see some street art when you go to Paris.
g
Jorge Selarón (Exercise 6) was a Chilean painter and
sculptor who travelled, lived and worked in over fifty 3 If you need to finish something, accept imperfection.
in
countries. He moved to Rio de Janeiro in 1983 and started 4 Ask for help if you aren’t sure what to do.
rn
repairing the steps near his home in 1990 as a side project. 5 If you have time, visit the art galleries.
At first his neighbours laughed at his use of colourful tiles, 8
a
which he usually found at construction sites or in rubbish. 1 go 2 try 3 know 4 can find 5 google 6 get
Le
Later, they grew to love the steps. As the steps became
internationally famous people began to donate tiles to 3
ic
Selarón’s project. The 215 steps contain tiles from more • Put students into pairs and focus attention on the
than 60 countries. Selarón continued to work on the steps
ph
illustrations on the page (or project them using the CPT).

until his death in 2013. Ask Who are the subjects in the art? What can you tell about
the artist (from looking at the art)? Do you like this art style?
a
Why or why not? Give them a few minutes to discuss.

gr
• Ask students individually to quickly make a list of things • Tell students they are now going to read about the artist.
eo
that they enjoy doing for fun. Their list can be as long as Still in their pairs, Student A should cover up the article and
they like, but should contain at least five items. Next, tell only leave clauses a–f visible. Student B should cover up the
lG
them that they are going to create a ‘dream job’ for clauses, leaving the article visible. Student B should then
themselves. They should choose one of their favourite start reading the text aloud. When he/she reaches a gap,
na
activities (from their list) and complete this simple table. Student A should try and insert the correct answer. Note
that Student B will have to read on in the article to provide
more context in some cases.
io
Job title Job description Salary

• Go over the answers as a class by asking different volunteers
at
to read a sentence at a time.

• Put students into pairs to tell each other about their dream
N
jobs. If there is time, you can ask some students to share

Answers
their partner’s dream job with the class.
2 a 3 b 4 f 5 d 6 e
2
• Look at the examples in the grammar box with the class Fast finishers
and explain their meanings. Ask Do you agree with the three Tell any students who finish quickly to search for Lady Aiko
statements? Ask students to give examples to support their online on their mobile devices. They can find a lot of different
reasons. examples of her art. When they have found a couple that they
• Give students a couple of minutes to answer the two like, ask them to show them to another student who has
questions, then go over the answers as a class. Tell students finished.
that either the if/when clause or the result clause can come 4
first with no change in meaning.
• Ask students to read the examples in the Grammar box and
say what is different about the first two from those in the
Answers
Exercise 2 Grammar box. (They have imperatives in the
1 present simple 2 present simple (also possibly
result clause.) Tell them that we often use the zero
a modal verb)
conditional with imperatives or with should to give advice.

• Give students a couple of minutes to answer the questions, 8 PRONUNCIATION Conditional intonation
then check as a class.
• 39 Read the information in the box and play the
recording for students to hear the intonation of the two
Answers sentences. If you wish, model the two sentences for them
1 present simple 2 imperative or should + infinitive and get them to repeat. If they have trouble reproducing
the intonation, tell them to look up as they try to use a rising
5 intonation and down as they use a falling intonation – this
• Tell students they are going to read a few pieces of advice usually helps to raise or lower the voice naturally.
for artists, each of which has an extra word. They should • Play the exercise and ask students to mark the upward and
then work alone, identifying and crossing out the extra downward intonation on the sentences in Exercise 7. Note
word in each sentence. that this pattern only applies to sentences where the
• Go over the answers as a class. Read each sentence aloud if/when clause comes first.
with students clapping in unison as you say the extra word. 9
(You can demonstrate with the first example. Read the • 39 Play the recording again. Ask students to listen and
sentence and when you say should students should clap repeat.
their hands.)
• Ask students to do this in pairs to help each other. Ask one
student to ‘conduct’ (as in an orchestra) the intonation
Answers
g
pattern as the other says the sentence from memory. For
Students should cross out: 2 to 3 when (or If ) 4 if 5 if
in
example, as a student says sentence 1, the other student
should take their imaginary baton up on art and then down
rn
6 on work. This will make the student speaking look up and
• Ask students to turn back to page 68 and look at the down as they speak.
a
Le
Selaron Steps. Ask Is there anything like this in your city or
10 CHOOSE
country? (For example, a local artist’s projects or a really
colourful, eye-catching place that is well known.) Do they The idea is for students to make their own choice of activity
ic
like the steps? Why or why not? here. However, you might want to make the decision for
ph
Teaching tip decide to let students do more than one task. You could
divide the class into groups and have each group do a
a
Timed reading
different task – or you could have a vote on which task the
gr
Sometimes it’s good to give students a limited time to read

whole class should do. For the vote:
and see what they can pick up. Having a time pressure
eo
mimics what they will experience when taking an exam so • put students in pairs or groups to decide which they prefer.
it helps them to prepare for that. It also varies the • take a vote on each task.
lG
approach in the class and prevents boredom! • if the vote is tied, ask one student from each side to explain
na

• Tell students that they will have one minute to read as
much as they can. When you clap your hands (after a Instructions for each activity:
io
minute) they should close their books. Then ask students • Option 1 – group work. Give pairs a few minutes to think of
some questions to see what they’ve understood: places and things in their country before joining another
at
Where are the steps? (in Rio de Janeiro, Brazil) pair and presenting their ideas. This can also be presented
N
When did the artist begin working on them? (in 1990) as a role play: one student plays the role of tourist while the
What kind of artist was Selarón? (a painter) other student is a local travel agent giving advice about
• Tell students to open their books and choose the correct what to see. The tourist should talk about where they are
answers. Then go over the answers as a class. from and what they are most interested in, e.g. architecture,
history, art, nightlife. The travel agent should then make
recommendations, e.g. If you’re interested in …, you should
Answers
visit … Students practise their conversations and then
1 go 2 should visit 3 love 4 notice 5 look
present them in a group. If there is time, they can also
6 have
perform them for the class.
• Option 2 – writing. Put students into pairs and ask them to
7
write out some ‘how to’ advice. This works well if you give
• Tell students to complete the sentences, then check students specific topics, such as how to master English or
answers around the class. how to take the perfect selfie, so you could brainstorm a few
topics before they start. After students have written four or
Answers
1 like 2 When/If 3 work 4 try 5 If/When
6 should
five tips, invite different pairs to share one or two ideas with
the class. 6D Teach girls bravery,
• Option 3 – poster presentation. Put students into small
groups. They should first agree on a place that needs ‘fixing not perfection pp76–77
up’ and then decide how they could improve it. The idea of
the poster is to promote the potential good qualities of the LEAD IN
place and get people to visit. If they can, get them to draw • Tell students they are going to watch a TED Talk about
their ideas on their poster, otherwise just make a text-based teaching people to be brave. Point to the woman in the
poster, but they should come up with a headline for their photo and tell students: This is Reshma Saujani. We are going
poster using the zero conditional. to listen to her talk. Ask a student to read the title aloud.
Remind students that they learned the adjective brave on
Homework page 73 in Exercise 7. Bravery is the noun form.
• Set Workbook Lesson 6C exercises on pages 68–69 for • Then project or write the following sentences on the board
homework. and tell students to choose their answers for each. (Some of
• You might want to tell students to watch the track called these words and phrases come up in the talk.)
Unit 6 TED Talk on the Perspectives website before they A brave person is / isn’t independent.
come to the next class. A brave person takes risks / plays it safe.
A brave person is always perfect / is OK with making mistakes.
g
• Take ideas from the class. Then say When we teach people to
in
be brave, we teach them to be independent, to take risks and to
rn
be OK with making mistakes.
• Point to the quote and explain that Reshma is going to talk
a
about the need to accept imperfection.
Le
ic
ph
TED Talk About the speaker 6.0
Reshma Saujani left her job as a lawyer in 2010 to run for a

a
government office. She didn’t win, but she still wanted to

gr
make the world a better place.

In 2012, Reshma started Girls Who Code. This organization
eo
supports girls who are interested in computer science. It also

aims to socialize girls so they have perseverance and are
lG
not afraid of failure.

Reshma’s idea worth spreading is that we should teach girls,
na
and all children, that we succeed not by aiming for perfection,

but by knowing that we will make mistakes, and being brave
io
enough to try anyway.

at

N
1 code = b (write computer language)

2 support = a (help; believe in someone)
3 socialize = c (learn the rules of your culture)
4 perseverance = a (the ability to continue even when
something is difficult)
5 brave = b (able to control fear)
• After they finish, write the key words from the About the
speaker section on the board and ask students to retell it
aloud, or ask them to write as much of what it said as they
can. Correct as necessary.
AUTHENTIC LISTENING SKILLS Contrast p76

these tasks also:
• allow students to read and hear new language before they • When students have finished, ask a few volunteers to share
listen to the whole text. their answers with the class.
• allow students to tune in to the speaker’s voice and style. 4
1 / 2
• Ask a student to read the information in the Authentic Background information

listening skills box. Also introduce on the other hand as a In the United States, Congress is the elected group of
way of contrasting (see below). Explain to students that in people who make national laws. In Congress, there are two
some of the talk, Reshma contrasts girls and boys. Project or groups: the Senate (which has 100 members) and the
write the sentences below on the board, and ask students House of Representatives (which has 435 members). People
to think of three ways boys and girls are different in terms of in the House of Representatives are often referred to as a
things like behaviour, hobbies, subjects they are good at, congressman or congresswoman. They run for office every
etc. Put students’ ideas on the board. Then tell students to two years. There are two main political parties: Democrats
work in pairs to say which they agree with. and Republicans. Most people in Congress belong to one
Boys _____, but girls _____. of these parties.
Boys _____; however, girls _____.
Boys _____. Girls, on the other hand, _____. • Tell students they are going to watch Part 1 of the talk, and
• Tell students to read sentences 1–5 and a–e. You may also summarize it for them: Reshma is going to talk about her
g
want to introduce the following phrases to help students: experience in politics (government) in the United States. Then
in
came close (almost did something, but didn’t succeed), summarize the culture note above for students. Make sure
socialization of perfection (teaching people, especially they understand the words in italics, which come up in Part
rn
children, to be perfect in all that they do), polls (the 1 of the talk. If you have access to the internet, show
prediction of possible results in an election). students a photo of the Capitol Building in Washington DC,
a
• Tell students to try to match the sentence stems. Don’t where members of Congress meet.
•
check answers at this point.
40 Play the extracts and tell students to listen and
•
Le
6.1 Tell students to read sentences 1–4 and to try to
choose the correct answers. Then play Part 1 of the talk. Tell
ic
check their answers. Then check answers around the class. students to watch/listen once through. Play it a second
ph
time. Remind students that when Reshma speaks, they

Answers don’t have to understand everything. Their aim is to choose
the correct answers. Pause the talk at key points so students
a
1 d 2 a 3 c 4 b 5 e
can write the correct answer in 1–4.
gr
• Take answers from the class, repeating the parts of the talk
WATCH pp76–77
eo
that clarify the answers. Turn on the subtitles if needed.

If you are short of time, or want a different approach to the
lG
Answers
through with only some brief checking questions. A version
1 a 2 b 3 c 4 b
of this is on the DVD and is labelled as TED Talk with activities.
na
At the end of each section, there is a short gist question(s).

Pause after each question on screen so students can give their TED Talk Part 1 script 6.1
io

For years, I had existed safely behind the scenes in politics as a
at
Answers to gist questions on DVD fundraiser, as an organizer, but in my heart, I always wanted
N
to run. The sitting congresswoman had been in my district

Part 1 since 1992. She had never lost a race, and no one had really
Are the sentences true or false? even run against her in a Democratic primary. But in my
1 Reshma was a successful politician for a long time. F mind, this was my way to make a difference, to disrupt the
2 Wanting to disrupt the status quo means wanting to status quo. The polls, however, told a very different story. My
cause things to change. T pollsters told me that I was crazy to run, that there was no
3 Reshma’s opponent was new to politics. F way that I could win.
4 The polls showed that Reshma would probably lose. T But on election day, the polls were right, and I only got
5 Reshma learned a lesson even though she failed. T nineteen percent of the vote, and the same papers that said I
Part 2 was a rising political star now said I wasted 1.3 million dollars
boys – take risks, are brave; girls: play it safe, are perfect on 6,321 votes. Don’t do the math. It was humiliating.
I tell you the story of how I ran for Congress because I was 33
3 years old and it was the first time in my entire life that I had
• Give students a few minutes to discuss the questions. Go done something that was truly brave, where I didn’t worry
round, supporting the discussion and supplying new about being perfect.
vocabulary.

5 TED Talk Part 2 script 6.2
• Tell students they are going to watch Part 2 of the talk and And I’m not alone: so many women I talk to tell me that they
summarize it for them: Reshma is going to talk about her gravitate towards careers and professions that they know
organization Girls Who Code. In some of the talk, she is going they’re going to be great in, that they know they’re going to
to contrast boys and girls. be perfect in, and it’s no wonder why. Most girls are taught to
• The exercise on the DVD for Part 2 asks students to contrast avoid risk and failure. We’re taught to smile pretty, play it safe,
(the way Reshma describes) boys and girls. Put this T-chart get all As. Boys, on the other hand, are taught to play rough,
on the board and tell students to copy it in their notebooks. swing high, crawl to the top of the monkey bars and then just
jump off headfirst. And by the time they’re adults, whether
Girls Boys they’re negotiating a raise or even asking someone out on a
date, they’re habituated to take risk after risk. They’re
rewarded for it. It’s often said in Silicon Valley, no one even
takes you seriously unless you’ve had two failed start-ups. In
other words, we’re raising our girls to be perfect, and we’re
Teaching tip raising our boys to be brave.
Using a T-chart to compare and contrast
So in 2012, I started a company to teach girls to code, and
A T-chart is helpful to use when you wish to compare or
what I found is that by teaching them to code I had socialized
contrast two things. Students can use this table to take
them to be brave. Coding, it’s an endless process of trial and
notes on key details. Each time learners hear a difference
g
error, of trying to get the right command in the right place,
mentioned, they should write it in the chart.
in
with sometimes just a semicolon making the difference
between success and failure. Code breaks and then it falls
rn
• Tell students to read questions 1–6 and to ask about apart, and it often takes many, many tries until that magical
anything they don’t understand. You may want to explain
a
moment when what you’re trying to build comes to life. It
the meaning of these words: be rewarded for (get praise for
Le
requires perseverance. It requires imperfection.
something you do), lack (not have enough of something). We immediately see in our programme our girls’ fear of not
• Before students listen, it would also be helpful to remind getting it right, of not being perfect. Every Girls Who Code
ic
them of phrases they learned in the warm-up exercises: teacher tells me the same story. During the first week, when
ph
(take) risks, play it safe, perseverance. the girls are learning how to code, a student will call her over
• 6.2 Play an extract from Part 2 of the talk: from the and she’ll say, ‘I don’t know what code to write.’ The teacher
a
start (I am not alone: so many women tell me …) to the part will look at her screen, and she’ll see a blank text editor. If she
gr
where Reshma says In other words, we’re raising our girls to be didn’t know any better, she’ll think that her student spent the
perfect and our boys to be brave. Tell students to watch/listen past 20 minutes just staring at the screen. But if she presses
eo
once through, and to take notes on anything they hear undo a few times, she’ll see that her student wrote code and
about girls and boys in their T-chart. Play it again if then deleted it. She tried, she came close, but she didn’t get it
lG
necessary. (See answers on this above under the Watch exactly right. Instead of showing the progress that she made,
heading.) she’d rather show nothing at all. Perfection or bust.
na
• Tell students to compare their notes with a partner, and It turns out that our girls are really good at coding, but it’s not
then to answer item 1 together. Remind them that their enough just to teach them to code.
io
answers can be in note form (see the Exam tip in Lesson 6A

My friend Lev Brie, who is a professor at the University of
on page 101). Check the answers as a class.
at
Columbia and teaches Intro to Java tells me about his office

• Play the rest of Part 2 of the talk. Remind students that hours with computer science students. When the guys are
N
when Reshma speaks, they don’t have to understand struggling with an assignment, they’ll come in and they’ll say,
everything. Their goal is to answer items 2–6. Tell them to ‘Professor, there’s something wrong with my code.’ The girls
listen and jot down notes. Play Part 2 a third time if will come in and say, ‘Professor, there’s something wrong with
necessary for students to check their answers. me.’
• At the end, take answers from the class, repeating the parts
We have to begin to undo the socialization of perfection, but
of the talk that clarify the answers. Turn on the subtitles if
we’ve got to combine it with building a sisterhood that lets
needed.
girls know that they are not alone. Because trying harder is
not going to fix a broken system. I can’t tell you how many
Answers women tell me, ‘I’m afraid to raise my hand, I’m afraid to ask
1 risk a question, because I don’t want to be the only one who
2 bravery doesn’t understand, the only one who is struggling.’ When we
3 They will make mistakes. teach girls to be brave and we have a supportive network
4 The problem is with them, not the code. cheering them on, they will build incredible things, and I see
5 They don’t want to be the only one who doesn’t this every day.
understand.
6 in schools, early in their careers

We have to socialize our girls to be comfortable with Open by talking about the skill or activity you learned:
imperfection, and we’ve got to do it now. We cannot wait for Good morning/afternoon/evening, everyone. I’m going to
them to learn how to be brave like I did when I was 33 years talk to you today about ____. I’ve been ____ for <length of
old. We have to teach them to be brave in schools and early in time>.
their careers, when it has the most potential to impact their Describe the challenges you faced and the mistakes you
lives and the lives of others, and we have to show them that made.
they will be loved and accepted not for being perfect but for Close by giving your advice: If you want to learn to _____,
being courageous. And so I need each of you to tell every you should _____.
young woman you know – your sister, your niece, your Thanks for listening. Any questions?
employee, your colleague – to be comfortable with
imperfection, because when we teach girls to be imperfect, Students practise the talk. When they give their
and we help them leverage it, we will build a movement of presentations, they can use notes, but they can’t just read
young women who are brave and who will build a better what they’ve written.
world for themselves and for each and every one of us. • Put students into small groups either to discuss their notes
Thank you. from Exercise 7 or to give their presentations. Listeners
should take notes by answering the questions in Exercise 7.
6 VOCABULARY IN CONTEXT If they are giving presentations, remind the speakers to start
• 6a 6.3 Tell students that they are going to watch the talk with a greeting, speak at a normal speed and make
some clips from the talk which contain new or interesting eye contact. At the end, listeners should compare their
g
words or phrases. They should choose the correct meaning answers (Did they all hear the same thing?), offer any
in
for each one. Play the Vocabulary in context section. Pause additional advice they have for learning the activity and ask
the speaker any questions they have.
rn
after each question on screen so students can choose the
a
ask students to shout out the answers. If helpful, either you Teaching tip
Le
or the students could give an additional example before Active listening in presentations
moving on to the next question. When a student is giving a presentation, those listening
ic
should have some sort of task to complete, e.g. answering
Answers questions while listening, doing a peer evaluation of the
ph
1 run = b (enter a contest) speaker afterwards. Giving listeners a task to do

2 negotiating = a (discussing formally) encourages them to pay attention and engage with the
a
3 struggling = a (having trouble) speaker.

gr
4 supportive network = b (people who help someone)

5 potential = b (possibility)
eo
CHALLENGE
6 courageous = a (brave)
• Put students into small groups to discuss the questions.
lG
Go round the class, helping the groups as necessary, and

• 6b After students have watched, put them in pairs and noting any new language or problems for feedback.
give them a few minutes to complete and discuss the
na
• If you feel it is necessary, give students some help to get

sentences. Go around and help students by correcting or them started, e.g. for the first question, you could talk about
giving them the English they need. a new skill, sport or language that you have learned.
io
• When students have finished, ask volunteers to share their • When students have finished, discuss any problems in
at
answers with the class. Give feedback about new language feedback.
that came up, and correct any errors.
N
• Note: many younger students don’t possess the maturity

7 / 8 and life experience needed to answer some of the
• Read the instructions and go over the questions with questions presented in the Challenge activity. If you’re
students. Then tell them to answer the questions by making working with younger secondary school students, it’s OK to
some simple notes. skip these and to use only those that you feel are age-
appropriate for your learners. You can also brainstorm
• Optional step. Tell students to make their notes into a
questions on the topic with the class.
short talk (possibly as homework), using the outline at the
top of the next column to organize their ideas. Tell students
that their talk should be no more than two minutes long, Homework
and that they can use photos, video or music (if done for • Set Workbook Lesson 6D exercises on page 70 for
homework) to make their presentation more interesting. homework.
• If you decide on presentations for Exercises 7 and 8, give
students the task of preparing their presentation at
home, and finding some visual aids to enhance it. Make
some time in the next class for students to give their
presentations in groups.

6E Giving advice pp78–79 you may/might want to or I’m not sure, but I think sound more
like suggestions than commands. They are softer in tone.
• Put students into small groups to take turns to give advice
SPEAKING p78 for the three situations.
1 / 2
Suggested answers
• Put students into pairs to discuss the questions. Ask for 1 I think the coins go here. / You might try this slot.
some volunteers to tell the class their answers. 2 I think you should buy the best you can afford. / Why
• Explain that students are going to read a problem and some don’t you look at the new generation of smartphones?
advice. The completion activity is a little different: students use 3 I’m not sure, but I think there are some baskets
the same word for all eight gaps. Give them some time to work over there. / I can see you’re having problems with
on the activity. As students work out the answer, they should all that. Did you know there are baskets for
put up their hands and whisper the answer to you so others customers over there?
can’t hear. Do this for at least the first six or seven students so
that everyone has a chance to keep working on the problem.
Fast finishers
Answer As the groups finish giving advice for the situations in Exercise
English 4, they can divide into pairs to make a short conversation
based on the problems, or they can come up with their own
g
scenario. Each conversation should contain two or three
in
3
pieces of advice. If there is time, ask some pairs to perform
• Put students into pairs. Tell them just to look at item 1 – their conversations for the class.
rn
they should evaluate each piece of advice in the Q&A. If
a
they want to speak English better, how helpful is each
WRITING An advice blog p79
Le
piece? Ask them to rate each one H (helpful) or U (unhelpful
or not as helpful). Discuss as a class and tally the results. 5
Which piece of advice has the most ‘helpful’ votes? What • To help students organize their thoughts for the first
ic
made some of the other pieces of advice less helpful? question, ask them to divide their ideas into what to do
ph
• Then tell students to look at item 2 and suggest other before, during and after the exam. They should come up
advice for improving their English. If they are struggling to with at least two ideas for each category.
a
come up with ideas, give them some of the ideas from the
gr
suggested answers below. Ask them Which methods are Suggested answers
most efficient? Which methods are easiest to do? Before the exam: revise a set amount every day, get plenty
eo
• For item 3, ask them to think of a piece of unhelpful advice of sleep the night before, set an alarm clock, have a good
they read or were told. Remaining in pairs, they should breakfast the morning of the exam.
lG
share with their partner at least one piece of poor advice. During the exam: pay attention to the time, try not to panic,
You could then discuss this with the class. if I get ‘stuck’, move on and come back to that question later.
na
After the exam: do something fun and relaxing, don’t worry

Suggested answers about the result.
io
1 Students are likely to say the third, RD, as this is the most
practical. • For the other two questions, ask them to work in pairs or
at
2 Possible advice is: join an English conversation group, learn small groups. Each one should come up with one way of
N
one new word every day, make English-speaking friends reducing worry or stress and write it on a slip of paper.
(possibly online), read the news in English and learn new Collect all the papers and read each one aloud. If students
words, read stories in English aloud, sing along to songs in have tried or would be willing to try a particular stress
English, study the dictionary, watch videos in English. reduction method, they should raise their hands.
3 Students’ own answers 6
• Books closed. Read the opening paragraph of the blog

4
aloud. Ask students to suggest a title for the blog entry.
• Go through the expressions in the Useful language box with • Books open. Tell students to read the blog on page 151, or
students and look at the different ways of giving advice. in pairs, one student can look at the blog while the other
• Language note. It’s important that students understand reads out the questions.
how the use of should differs in giving advice. It can sound • Go over the answers as a class. How similar are these ideas
like a command if you are giving unsolicited advice or if you to the ones students came up with in Exercise 5?
use it repeatedly throughout a conversation. It’s perfectly fine
to use it; just tell students not to overdo it and to use the
Answers
other expressions in the box when they are offering a piece of
1 exam stress 2 six 3 / 4 Students’ own answers
advice that hasn’t been asked for. Explain that expressions like

Exam tip 10 WRITING SKILL Giving advice
Finding key words • Tell students to go back to the blog on page 151 and
When students have to read a passage, it can be helpful to underline three ways of giving advice. Then ask them to
scan the article for key words that help them to explain the language we use to give advice.
understand the content quickly. For item 2 of Exercise 6,
tell students that there are six sections and each one Answers
contains a tip for dealing with stress. They locate one or 1 imperatives, e.g. Do your best.
two key words in each section that summarize what the 2 zero conditional, e.g. If you feel stressed, talk to another
tip is, e.g. for paragraph 1, do your best, don’t worry. student.
3 should, e.g. … you should get plenty of rest.
7
• Go over the information in the Writing strategies box. Tell 11

students they are going to apply these strategies to the • Explain the task. Tell students to refer to the model text on
blog in Exercise 6. page 151 for help. Remind them of the structure of the
• Put students into pairs to see whether the blog contains all model by reading out the advice at the back of the book
the information mentioned. and reminding them of the language they have studied.
g
Answer higher if they organize the blog in a similar way to the
model and use language they have learned, including the
in
Yes, it does.
structures for giving advice.
rn
8 / 9 • Tell them to use the structure in the exercise, and to use
their graphic organizer to help them.
a
• Tell students to choose one of the three problems. Put
Le
• Set the writing for homework or set a time limit of about
students into pairs and give them a minute each to tell their
partner their problem and ask for a solution. They should
make a note of it and then they should find new partners
ic
and repeat the activity. Do this four or five times so that
ph
students gather plenty of ideas for their writing. 12

• Tell students to find their original partner and work with them to • When students have finished writing, or in the next lesson,
a
choose one of the problems they have discussed, and to decide ask them to exchange their blogs and check each other’s
gr
on a different problem. They should discuss the questions and work, looking specifically for the answers to the questions in
make notes of their answers, in an organized way.
eo
the Writing strategies box and correct structures for giving

advice.
Exam tip
lG
Using a graphic organizer Homework

Using a graphic organizer (a kind of chart) can help • Set Workbook Lesson 6E exercises on pages 71–72 for
na
students to organize their thoughts before they write. homework.

Draw the following model on the board with arrows
io
• Students can do the writing from this lesson for

between the boxes showing how the information flows. homework if you don’t have time to do it in the lesson. If
at
You could use the example about social media to illustrate. they do this, try to allow time in the next lesson for the
peer reviewing work afterwards.
N
Topic my social media habits
Problem Every day after school, I go home and spend a

couple of hours online checking my social media.
Why is it a problem? It’s interfering with my school

work. I should be doing my homework, but I can’t stop
checking my Facebook page.
Solution 1 Solution 2 Solution 3

7 Tell me what you eat

Unit at a glance 7A Food and flavours

Students will
• talk about the future of food
from around the world
pp80–83
• read about how farming changed the world
• learn about the impact of bees on our food supply Information about the photo
• watch a TED Talk about how to fix the problem of wasted
food Pad Thai is a popular noodle dish served in Thailand, and
around the world. To make it, noodles are stir fried
• write about a favourite place to eat
together with ingredients such as prawns or chicken,
7A Vocabulary scrambled eggs, fish sauce, garlic, chilli pepper, tamarind
Food, drink and flavours, e.g. prawns, coffee, sour (a spice) and sugar. The result is a delicious meal that is a
Listening blend of sweet, spicy, sour and salty flavours. Though Pad
g
A conversation where students discuss classroom Thai is one of Thailand’s national dishes, many believe its
in
projects: the future of food and unexpected food origins can be traced to Chinese settlers who brought the
rn
facts tradition of stir frying noodles with them.
Grammar
a
Predictions and arrangements: will, might, going to, LEAD IN
Le
present continuous • Books closed. Tell students that in this unit, they are going
Pronunciation to be talking about food. To allow students to review the
ic
Minimal pairs food vocabulary they already know, play this game: put
ph
7B Vocabulary building students in pairs and tell each pair to write the following
Suffixes across the top of a piece of paper, with space between each
Reading word.
a
The most important farmers

gr
fruit vegetables meat & fish/seafood snacks drinks

7C Grammar • For each category, ask the students to call out an example,
eo
First conditional which you write on the board, e.g. under ‘fruit’, you could
write apple; under ‘vegetables’, you could write carrot.
lG
7D TED Talk
• Tell students to work in pairs to write as many words as
The global food waste scandal, Tristram Stuart
possible in English under each category. Give them three
na
minutes, and don’t allow them to use a dictionary.

Prediction
Critical thinking • When you say Go!, students begin writing. When three
io
Supporting evidence minutes are up, tell students to stop and count the number
of items they’ve written. Then go around the room and ask
at
7E Speaking each pair to say their number. The pair with the highest
N
Planning a meal: making suggestions, describing number should read their lists aloud to the class. Ask
food and making decisions student volunteers to come to the board and write each
Writing word the pair says. You could have one volunteer for each
A restaurant review category.
Writing skill • Correct any spelling mistakes. Then ask students if there are
Writing a review any words they wrote that are not on the board, and invite
them to come and write them in the lists. Leave the lists on
the board for the time being.
• Books open. Finally, ask a student to read the unit title
aloud (Tell me what you eat). Then go around the class and
ask different students What do you usually eat for breakfast?
lunch? dinner? a snack?

116 Unit 7 Tell me what you eat
VOCABULARY Food, drink and flavours p81 Answers
1 lemon – fruit – sour; coffee – drink – bitter; strawberry –
fruit – sweet; potato crisps – snack – salty; tomato –
• Focus students’ attention on the photo, or project it using
vegetable (or fruit) – no flavour; ice cream – dessert
the CPT, and ask a student to read the caption aloud. Then
– sweet; beef – meat – no flavour
ask the class Where is this dish from? What is in it? Have you
ever tried it? If you have, did you like it? If you haven’t, would
you like to try it? If you wish, introduce the words ingredients • Optional step. Ask students if they can name any other
(the things we put in a meal) and dish (part of a meal spices, herbs or seasonings, e.g. basil, black pepper,
consisting of different ingredients, e.g. Pad Thai) to help cinnamon, garlic, ginger, paprika, mint, mustard.
students discuss food.
3
• Give students a few minutes to discuss the questions in
pairs. When they discuss food they like and don’t like, they • Tell students to work with their partner to think of one more
g
can talk about a food item, e.g. watermelon, or a prepared food or drink for each flavour in the chart. There should be
in
dish (like the one in the photo on page 80). enough food items in the lists on the board to help them.
Invite ideas from the class.
• Ask the class What are some of your favourite types of food?
rn
and tell them to call out their answers. Write these on the Extension
a
board, adding them to the categories from the lead in, if you Go back to the second question in Exercise 1, and ask a few
Le
still have them on the board. Do the same with food students to offer some ideas. They should be able to describe
students don’t like. They can refer back to these in Exercise 3. the food in more detail now. Give them an example, e.g. I
don’t like orange juice. It’s too sweet for me. If you want, give the
ic
2
students some extra vocabulary to describe food: disgusting,
ph
• Go through the words in the chart with the class and read gross, oily, smelly, chewy, slimy.
the instructions aloud. Look at the example with the class.
4
a
Point out that chilli powder is a spice, i.e. something used to

gr
give flavour/taste to other foods. Chilli powder’s flavour is • Check that students realize that two of the food items don’t
spicy. If something is spicy, it has a strong or hot taste. have a description, then give them a few minutes to read
eo
• Tell students to work in pairs to match the rest of the items. the descriptions and match each food with the best one.
Tell them to use their dictionaries if they don’t know certain
lG
words. To make the exercise more challenging, tell students Answers

to try to be the first to finish. 1 b 2 e 3 – 4 f 5 a 6 d 7 c 8 –
na
• Note: If students have difficulty identifying a type of food as

a vegetable, it may be because they think of a tomato as a
• Optional step. Ask students to write a description in pairs
io
fruit. It is considered by many people – including scientists

for the other two food items, e.g. Prawns are a type of
– to be a fruit, although it is more often used as a vegetable,
at
seafood. They come in different sizes, but are mostly quite

e.g. in salads or sauces.
small. People often eat them with rice or pasta. / An apple is a
N
• Check answers as a class by inviting different students to type of fruit. The flavour can range from very sweet to quite
take one food or drink item and provide the matches, sour, especially if they aren’t ready for eating. People often cook
bearing in mind that sometimes different answers are them in pies and other dishes for dessert.
possible, e.g. coffee can be bitter if a person drinks it black
or sweet if he/she adds sugar. Write the sentences below on 5
the board to provide a model. They should use the plural • Go over the example on the page and give the
form with countable nouns: pronunciation of ceviche if necessary (se-vee- chay
_____ is a _____. It’s _____. (Chilli powder is a spice. It’s /seˈvi:tʃeɪ/).
spicy.)
_____s are a _____. They’re _____. (Lemons are a fruit.
They’re sour.)

Unit 7 Tell me what you eat 117
• Project or write this chart on the board, and tell students to • 41 Play the recording. Students just match each part of
copy it in their notebooks. the conversation with a topic at this point.
Example Idea 1 Idea 2
Food or drink food Answers
1 b 2 a
Where it’s from Peru
raw fish, onions,
Ingredients hot pepper, lime Audioscript 41
juice Answers to Exercise 7 are in bold.
Flavour sweet and spicy Part 1
Answer ceviche Mark Hi Kasia. How’s your project going?
• Tell students to work on their own, and to complete the Kasia Hi, Mark … Project?
chart with two different (but familiar) food or drink items.
Mark For our food science course. We’re giving the
• Put students in small groups. One student begins by presentations next week, remember?
describing his/her first item. The others should listen, and
on a piece of paper, write their answer. Then the speaker Kasia Oh, yeah. It’s going really well so far.
should do the same with his/her second item. At the end, Mark Yeah, mine too. Want to see something really cool?
the speaker should invite answers, and listeners give
g
Kasia Sure.
themselves a point for each correct answer. Then it’s
in
Mark OK, I’ll show you. Try this: Hold your nose closed and put
another student’s turn to describe their foods. The person
a sour lemon sweet in your mouth. Here, take this one.
rn
with the most points at the end wins.
Kasia Mmmm OK …
a
Mark Notice the flavour, and then open your nose.
Le
LISTENING p82
Kasia Wow! I can really taste it!
Mark Right! When you open your nose, suddenly, you can
ic
A group called Nemo’s Garden has been growing basil, taste it a lot more! We usually think that our mouth
ph
lettuce and strawberries underwater off the coast of Italy. is where we taste food, but actually, the nose is far
With an increase in the world’s population and upcoming more important.
a
shortage of land, scientists are exploring different ways to Kasia I’ve noticed that when I have a cold and my nose is
gr
feed everyone. In this case the food is grown in blocked, the only food I can taste is really spicy food.
underwater biospheres. Saltwater evaporates, condenses
eo
Mark Right!
on the roof of the biosphere, and then drips down onto
the plants. (You can discuss this with students, if you wish, Kasia That’s really good. I’m going to try that with my brother
lG
in Exercise 9.) sometime. Your teacher will love it! You’ll get an A for
sure!
Part 2
na
• Focus students’ attention on the photo. Ask Who is in the Kasia My project is about how we’re going to feed everyone as
io
photo? What is it showing? Then ask Why do you think people the world’s population grows. Scientists think that
want to grow vegetables under the sea? What are some of the there will be nearly ten billion people on Earth in
at
advantages to this? (Farmers don’t have to worry about bad 2050. We’re going to need more food.
N
weather, e.g. strong winds, hot/cold temperatures, or pests.) Mark So what are we going to eat?
What might be some of the difficulties? (It might be
Kasia Well, we might not have farm animals for food, because
expensive and difficult to monitor. Would it taste OK and be
keeping animals uses a lot of energy. We might ‘grow’
safe to eat?)
meat in laboratories.
• Give pairs a few minutes to discuss the questions and elicit
ideas from the class. Mark Really?
Kasia Yeah. And some scientists in Italy are already growing
7
some food under the sea.
• Explain to students that they will now hear a conversation Mark Under the sea?
between two students talking about their science projects.
Kasia Yes. They’ve grown strawberries in special glass boxes
Ask if they know of any science stories in the news recently.
underwater.
What have they read about? (Possible answers: robotics,
space travel, driverless cars, global warming.) Mark So I guess we won’t need as much land for farms.
Kasia Right.
Mark Wow! What a cool project. When are you presenting it?
Kasia I’m giving my presentation next Thursday.

8 10 PRONUNCIATION Minimal pairs
• Tell students to read through the sentences and guess the
answers before they listen again. Then play the recording Exam tip
again for them to check their guesses. Minimal pairs
These are words that differ in meaning on the basis of
Answers a change in only one sound. When students work with
1 F (… put a sour lemon sweet in your mouth.) minimal pairs, they are learning to distinguish these
2 F (… open your nose. Wow! I can really taste it.) subtle differences in sounds between words.
3 T (We usually think that our mouth is where we taste food, Confusing the sounds or being unable to differentiate
but actually, the nose is far more important.) between them and therefore using an inappropriate
4 F (… when I have a cold and my nose is blocked, the only word can cause problems in spoken exams. Students
food I can taste is really spicy food.) don’t need to practise all possible minimal pairs: as
5 T (… there will be nearly ten billion people on Earth in 2050.) their teacher, you are the expert in knowing where
6 T (We might ‘grow’ meat in laboratories.) they struggle the most and can help them to
7 T (They’ve grown strawberries in special glass boxes differentiate and find additional practice, e.g. online (a
underwater.) quick search under ‘minimal pairs’ brings up many
8 F (I guess we won’t need as much land for farms.) options). Students can engage in self-study with
minimal pairs. They will know which pairs to study
g
when the two different sounds in the minimal pairs
Teaching tip
in
sound the same to their ears.
Summarizing
rn
Asking students to summarize after a listening is a good
way to see if they’ve understood the content. It’s a good • 10a Read through the sentences (two for each item)
a
idea to do this in pairs, asking one student to listen to while students just listen, e.g. I need some paper for my
Le
certain parts of the recording and the other to listen to project. / I need some pepper for my project. Then practise
other parts, e.g. two people’s views. The students can then saying each one while students repeat in unison as well
as individually. Which sounds are challenging for
ic
piece together the listening and summarize it.
students to distinguish?
ph
• 42 Play the recording. Ask students to listen to the

• Optional step. Summarize this listening by asking students
short exchanges and circle their answers. Check the
to work in pairs. Some pairs work on Part 1 while others
a
answers as a class.
work on Part 2. When they have listened, change the pairs
gr
so that each pair has two students who have listened to the
eo
different parts. Check the summaries by asking one pair to

read theirs out and inviting others to add if necessary. 1
Male I need some pepper for my project.
lG
• Finally, ask Which science project sounds more interesting to

Female I’ll ask my mum for some.
you?
2
na
9 MY PERSPECTIVE Male Can I taste this bread?

• Put students in pairs or small groups to discuss the questions. Female Sure, no problem.
io
As these are quite difficult questions, you could build up to a 3

at
class discussion: students can start by noting down a few Male I don’t like black tea.
ideas individually, which they discuss in pairs. The pairs then Female Yeah … . I think green tea is better.
N
join into groups of four to exchange ideas, and then into

4
groups of eight, if that would work in your class, or at this
Male I need more space for my project.
point you can open the discussion to the class. Students
Female Don’t you have enough?
should be confident enough to contribute by this point.
5
Suggested answers Male Did you smell the soap?
1 It’s already happening: see Background information on Female Yes. It smells like lemon.
page 118.
2 Students’ own answers • 10b Put students into pairs for them to practise saying the
3 Reducing animal farming (for food) and using the land different sentences. Can their partners tell which word they
for crops – this is much more economical; hydroponics, are saying?
i.e. using water with mineral solutions rather than soil;
aeroponics, i.e. the plant roots are open to the air with
nutrients being delivered to them with a misting device;
genetic modification of food to produce more vigorous
crops.

GRAMMAR Predictions and arrangements 4
p83 1 Is (a vegetarian diet) going to be 2 are going to
To prepare for teaching the following exercises, see Grammar eat 3 is going to have 4 Are (restaurants) going to
reference on page 140. serve 5 ’m/am not going to
5
11
a 3 b 4 c 1 d 5 e 2
• Optional step. There are four different forms used to 6
express the future reviewed in this lesson: be going to, 1 In the next 50 years, people will live on Mars.
will/won’t, the present continuous (as future) and might. It’s 2 By the year 2100, most of our food will come from factories.
good to remind students of the forms, if they have already 3 People like healthy food so fast food is going to be less
come across them all. Ask them to read the examples in the popular. (There is present evidence here.)
Grammar box and identify each future form. Write or project 4 Farming is difficult, so fewer people are going
these sentences on the board: to become farmers. (There is present evidence here.)
There will be nearly ten billion people on the Earth in 2050. 5 After we end the problem of hunger, the world will be a
There are going to be nearly ten billion people on the Earth in better place.
2050.
Ask students what is expressed here (future predictions)
and explain that both will and be going to can be used to 12
g
make general predictions about the future. They will learn • Explain to students that they are going to read an
announcement about an upcoming academic discussion.
in
about differences in usage in the lesson. Next, write these
sentences on the board: The topic is around the challenges facing us as we try to
rn
I’m giving my presentation tomorrow. produce enough food for Earth’s growing population.
I’m going to give my presentation tomorrow. • Ask students to skim the announcement and note any
a
Ask students what the speaker is expressing here (future words that they are unsure of, e.g. raise animals (breed
Le
arrangements). Finally, write on the board: animals for food), experiment (test new methods or ideas).
We might grow meat in laboratories. • Give students time to read the text and choose their
ic
Ask students what this expresses (a future possibility). answers. Tell them to check their answers in pairs, then go
Explain that we can also use may for future possibility.
ph
over the answers as a class, asking individuals to read a

• Remind students that the present continuous can be used with sentence each.
a future meaning, and that if we are talking about less definite
a
plans in the future, we wouldn’t use the present continuous.

gr
Answers
• Ask students to answer questions 1–6, either alone or in 1 is holding 2 will be 3 will 4 won’t be able to
eo
pairs. Go over the answers as a class. 5 we might have to ‘grow’ 6 are experimenting
7 won’t have to
lG
Answers
1 future 2 a 3 a 4 won’t 5 will 6 Yes. We • Optional step. You could ask students to explain why an
know from the listening (and sentence c) that there will be
na
answer is correct in each case:

a lot more people to feed.
1 The discussion is a fixed arrangement – the date and
io
time tells us this.

at
2 General prediction. We wouldn’t use the present

Ask students to do Exercises 1–6 on page 141 now, or set continuous for this.
N
them for homework. 3 This is a certain prediction, not a possibility.

4 Logically, we need a negative here – high energy use =
Answers to Grammar practice exercises we can’t continue raising animals for food.
1 5 This is a possibility, not a certainty, at the moment.
1 will 2 ’ll 3 will 4 will 5 Will 6 This is talking about the present (right now), so we need
2 a present tense.
1 We may grow more food in laboratories. 7 Prediction about the future.
2 There will be a lot more people.
3 Will there be enough fish? 13
4 What will the population be? • Remind students of the main difference between be going
5 They won’t eat fast food. to and the present continuous, i.e. the use of be going to for
3 predictions and present continuous for future
2 ’re not going to / aren’t going to 3 Are (we) going to arrangements.
4 is/’s going to 5 Is (meat) going to

• Go over the first item with the students, then give them
time to complete items 2–4. Check answers as a class. 7B The greatest human
Answers
success story pp84–85
2 having, am/’m going to eat 3 is/’s giving, are going
to grow 4 am/’m having, am/’m going to enjoy VOCABULARY BUILDING Suffixes p84
1
14
• Write the verbs enjoy, perform and work on the board.
• Put students into groups. Ask each group to choose one of
Nearby, write these suffixes, in any order: -ance, -er, -ment.
the special occasions to plan. (Or they can also use one of
Point to the words and tell students they are verbs. Tell
their own ideas.) To help them with their planning, give
students they can add the suffixes to make the noun forms.
them a chart to fill in:
Ask the class to tell you which suffix goes with which verb.
event Write the ideas on the board. (Note that you can use both
venue, date and time -er and -ance with perform.) Then tell students to check
their answers by reading the Vocabulary building box.
guest list
• Focus attention on the verbs 1–4. Tell students to add the
food/entertainment correct suffix to each to form the noun, and to write the full
g
• A spokesperson for each group should then present their word. If students are uncertain what the correct answer is,
in
group’s idea to the class, e.g. We’re going to celebrate the end tell them to use their dictionary. Check answers by asking
of the school year. We’re having a party in the gymnasium at students to say both forms.
rn
3:00pm on Friday. We’re going to invite everyone in our class …
Answers
a
Extension 1 traveller 2 worker 3 achievement 4 disappearance
Le
As a follow-up to Exercise 14, ask the groups to produce a
colourful invitation to their celebration, either in class if you Fast finishers
ic
have time, or at home. They can either try to do this as a
Ask students who finish quickly if they can think of any other
group, or they can produce invitations individually and
ph
words with these suffixes. They should know several with -er,
choose the best one before the next lesson. At the beginning
e.g. teacher, listener, speaker, writer. They have come across
of the next lesson, each group should tape their invitation to
a
treatment and perseverance in the earlier units of the book,

the board. Students can then circulate around the class,
gr
and should be able to offer a few more, e.g. appearance,

looking at the invitations and deciding which party they want
disappointment.
to attend.
eo
Homework READING
lG
p84
Set Workbook Lesson 7A exercises on pages 74–77 for
2
homework.
na
• Tell students to look quickly at the first paragraph of the text

and to find and underline a noun that ends in -ance, -er or
io
-ment. When they locate the noun hunters, ask what the
verb form is (hunt). Tell students to write the two words in
at
their vocabulary notebooks.

N
• Tell students to look quickly at paragraph 2 and find the

other two nouns using the suffixes discussed. Check answers
as a class by calling on different students to say each verb–
noun pair. Then say the words aloud with the class.
Answers
farmer (farm), requirement (require)
• Optional step. Ask students if they can find another noun

in the first two paragraphs that comes from a verb. They
should find farming. Explain that although this can appear
to be a verb, as in line 6, it is sometimes clearly a noun, as in
line 8.

3 • Ask a student to read sentence 1 aloud. Then ask What are
you looking for in the article? (when the first farmers lived).
• Focus students’ attention on the title of the article and the
Remember: one of the keys to scanning successfully is to
photo, or project them using the CPT. Point out that the
know what you are looking for. Tell students to scan the
insects near the title are called bees. Write the word on the
reading and find when the first farmers lived and to
board.
underline the information.
• Language note. Pollination is the act of bees and other
• Now ask students to do items 2–5. Set a time for them to
insects carrying pollen (a kind of powder) from one plant to
complete this exercise.
another. This makes it possible for the plants to produce
seeds. • Check answers as a class by inviting students to read a
sentence and then the information in the passage that they
• Tell students to skim the article to get a sense of what it’s
underlined.
about. Time this step so students have to look at it quickly.
Then ask a volunteer to tell the class what he or she thinks
the article is about. (It’s mainly about farming and how bees Answers
help humans grow food.) 1 This happened at least 10,000 years ago. (lines 6–7)
• Read the information in the box with students. Tell them 2 Without bees, most plants can’t make the things people
that the aim of this exercise is to identify the main idea of eat ... (lines 21–22)
each paragraph. 3 By growing our food rather than finding it or hunting for it,
we have allowed ourselves to put time and effort into
g
thinking new thoughts and into making new things. (lines
Exam skill
in
37–40)
Identifying the main idea of a paragraph 4 Some insects eat plants ... (but not bees) (line 44)
rn
In some exams, students are asked to match headings with 5 Fortunately, farmers are beginning to understand the
paragraphs in a text. To do this exercise successfully, situation and are finding safer ways to fight the insects
a
students should read all of the headings first so they have that cause problems. (lines 51–53)
Le
an idea of what they are looking for. Then they should read
each paragraph to try to understand the main idea. This is 5
ic
usually expressed near the start of the paragraph in the
first or second sentence, though sometimes it’s stated in • Tell students to scan for and underline the words in the
ph
the last sentence. In some cases, the main idea may be article. For grow, direct students to line 38 and the word
implied and not stated directly. Students then match the growing. Also point out that the word plant (item 7) is a
a
headings that they are sure about, before re-reading the verb. (Line numbers are given below in the Answers box.)
gr
remaining paragraphs. They should look for synonyms in • Then tell students to look at 1–8. Are there any words they
the headings and paragraphs to help them. already know? If so, tell them to match those words with the
eo
correct definition in a–h. For the unfamiliar words, tell students

to find the ones they’ve underlined in the reading, and to see
lG
• Tell students to read the headings a–f. If necessary, explain

if they can use the context, i.e. the surrounding words and
that the phrase Once upon a time is used at the start of a
sentences, to help them work out the meaning of the word.
story to talk about something that happened a long time
na
ago. Then tell them to read the first paragraph, noting what • If you wish, treat this as an exam exercise and do not allow
it is mainly about, and to choose the best heading. Give students to use their dictionaries.
io
them a minute to do this. • When they have finished, check the answers together.
at
• Ask What is this paragraph mainly about? (They should be

able to express this in a sentence or two.) Take ideas from Answers
N
the class. Then ask them which answer is best. (c) 1 (line 34) d 2 (line 11) a 3 (line 15) h 4 (line 9) b
• 43 They now read the rest of the article and match b–f 5 (line 38) g 6 (line 11) c 7 (line 9) f 8 (line 3) e
with the correct paragraphs. If they are uncertain about an
answer, tell them to skip it and do others first. Check 6
answers with the class. • Give students a few minutes to complete 1–4 on their own.
Then put them in pairs to compare their answers.
Answers • Check answers as a class by asking different students to
paragraph 1 – c paragraph 2 – a paragraph 3 – b volunteer their ideas.
paragraph 4 – f paragraph 5 – e paragraph 6 –d
Answers
4 1 Livestock usually refers to cows, sheep and goats, but
• Tell students that all the sentences 1–5 contain incorrect pigs, chickens, geese and ducks are sometimes included.
information. They have to scan the article to find the correct 2 Students’ own answers
information. 3 plant, grow, harvest

7 8 CHOOSE
• Look at the prompts with students. Tell them the aim of this The idea is for students to make their own choice of activity
exercise is to summarize in their own words what they have here. However, you might want to make the decision for them,
learned in the reading. in which case explain why. Alternatively, you may decide to let
• Look at the first prompt (how agriculture changed the lives students do more than one task. You could divide the class
of humans). Ask which paragraph they’d look at to find this into groups and have each group do a different task – or you
information. (Paragraph 5: We’ve been to the moon …). Ask could have a vote on which task the whole class should do.
How did agriculture change our lives? Tell students to For the vote:
underline the parts in paragraph 5 that answer that
question. Then check students have underlined the correct
information: By growing our food rather than finding it or • take a vote on each task.
hunting for it … and created the modern world (lines 37–42). • if the vote is tied, ask one student from each side to explain
• Tell students to explain the text in their own words silently which is best and take the vote again. You can decide if
to themselves. (Give them a minute to do this.) Stress that there is still no change.
they don’t have to say it exactly as it’s written. They can use • Before students choose an option, do the following as a
simpler language, e.g. In the past, we were hunters, but then class: project or write this sentence on the board: Without
we started to grow our food. This changed our lives. We had bees, we wouldn’t have _____. Without this food … Tell
more time, and as a result … students to look at the photo. Then model an example:
g
Without bees, we wouldn’t have lemons. Without lemons, the
in
Exam tip lemonade would be just sugar and water – too sweet! Tell
students to work with a partner, taking turns to explain how
rn
Paraphrasing the dishes in the photo would all be different without bees.
In some exams students read or hear a text and then have
a
to summarize it verbally. The aim is not to memorize or For these three activities, it would be useful for students to
Le
quote exactly what was said, but to paraphrase the have access to the internet. Instructions for each activity:
information in their own words. To do this, tell students to • Option 1 – pair work. Tell students to make a list individually
do the following:
ic
of all that they’ve eaten in the last 24 hours, and to note
• read (or listen) to a text twice and then ask: What is this which items would disappear without bees. To do this,
ph
about? Say the answer aloud to yourself in your own students may have to think about what ingredients go into
words. preparing different dishes. Then in pairs, they discuss which
a
• underline (or write down) key words (nouns, verbs, food wouldn’t be around without bees, and make a list,
gr
adjectives, numbers). checking on the internet if possible. When the pairs have
finished, open the discussion to the class.
eo
• use other words and different sentences to restate the

original. • Option 2 – writing. Tell students to look at the photo and write a
shopping list for a meal in which each item uses some food
lG
that’s been pollinated by bees. Students can start this

• Tell students to cover the text (and/or you should remove it individually, then compare their lists with a partner and write up
na
from the board or screen). Then say to the class: How did a description of a meal and a shopping list together. They can
agriculture change the lives of humans? Students tell their check on the internet for more food that is pollinated by bees.
io
partners in their own words. Ask a student to tell the class in

• Option 3 – research. Tell students to research two or three
his or her own words without looking at the text.
at
things that people can do to protect bees, and to write

• Read the remaining prompts aloud. Give students two them down to discuss with other students, or display.
N
minutes to re-read parts of the text, take notes, and think Alternatively, once students have their ideas, they can work
about how they are going to explain their answer in their in small groups to pool their ideas and make a poster that
own words. starts by summarizing what the problem is and how it
• Put students in A/B pairs, and tell them to cover the text. affects humans, and which then lists and explains two or
Tell them that they will have one minute to explain to their three solutions.
partner why bees are important and why they are
disappearing. They can use their notes. When you say Go, Extension
Student A should tell Student B his or her answer. For students who are interested in the plight of the honey
• When a minute is up, call out Stop! Tell students to bee, and you feel could cope with a TED Talk, you could ask
change roles. When you say Go, Student B should tell them to look at Every city needs healthy honey bees, by Noah
Student A his or her answer. After a minute, call out Stop! Wilson-Rich, a beekeeper. Remind them that they can read
Together, the two students in each pair should discuss the transcript while they listen to help them.
whether each answered the questions correctly, spoke
clearly (not too fast or hesitating too much) or made Homework
many mistakes. Set Workbook Lesson 7B exercises on pages 78–79 for
homework.

7C A taste of honey pp86–87 Answers to Grammar practice exercises
7
2 You will have delicious honey if you visit Kars.
GRAMMAR First conditional pp86–87 3 If they leave their villages, people will forget
To prepare for teaching the following exercises, see Grammar their traditions.
reference on page 140. 4 If I make a salad, will you stay and have dinner with us?
5 Will Hannah teach us some recipes if we ask her?
1
8
• Remind students that the zero conditional (which they 1 won’t 2 might not 3 meet 4 may
learned about in the previous unit) is used for situations 9
that are always true. Write these sentences on the board: 2 ’ll see, don’t meet 3 leave, ’ll arrive 4 ’ll bring, ask
When I drink milk, I get a stomach ache. 5 ’ll be, don’t take 6 want, ’ll come
If I drink milk, I get a stomach ache. 10
The present tense is used in both clauses. This shows a 2 They may buy some Turkish honey if they find it in town.
cause and effect relationship that we know to be true from 3 If the bees are happy, they might make a lot of honey.
past experience; it always happens this way. 4 When he finishes reading the book, he’ll know more
• Language note. We use the first conditional to talk about about bees.
the possibility of situations happening. Tell students to 5 She might interview a beekeeper if she finds one.
g
imagine their friend is going to visit Australia. In that
in
country, Vegemite is a popular spread that people put on 2
toast; many people outside of Australia don’t really like it.
rn
Write this sentence on the board: • Tell students that the Honey Road is an area in Turkey
where tourists can go to visit the countryside and taste the
a
If you try Vegemite, you probably won’t like it.
delicious honey.
Le
Explain that this sentence, unlike the zero conditional, is
talking about what might happen, not what always • Then tell them to read the text and complete it with the
happens. In this particular example, we use if but not when phrases a–d. Go over the answers as a class.
ic
because we’re not completely sure that the situation will
ph
happen. Answers
• Tell students to look at the sentences in the Grammar box. 2 a 3 c 4 b
a
Read through them together, and then ask students to

gr
circle the verbs in the present simple. Then ask them to 3

answer the five questions, in pairs if that’s helpful. Go over
eo
the answers as a class. Background information

lG
Answers Catherine Jaffee was a student when she travelled to north-

1 the other clause 2 possible 3 present simple eastern Turkey to study women in rural areas. She found that
the area was suffering from depopulation; with few schools
na
4 will + infinitive (future simple) 5 when

and jobs available, many people were relocating to the
bigger cities. With the cooperation and support of local
io
• Note that in the fourth sentence, when is used because the beekeepers, Ms Jaffee helped to organize a honey-tasting
writer is certain that this result will definitely occur. Also, in
at
tour of the area. Tourists explore the area on foot (taking the
the result clause we use will or another modal form ‘Honey Road’) and learn all about the culture, history, wildlife
N
showing uncertainty such as may, might or could. and honey of the area. The local people make money from
these tours, so everyone benefits.
Ask students to do Exercises 7–10 on page 141 now, or set • Tell students that honey has been produced in north-
them for homework. eastern Turkey for hundreds of years. Until recently, it was a
food tradition that was disappearing. Ask students What are
some food traditions in your country that are disappearing?
Why are they disappearing? Discuss their ideas as a class. Tell
students something about Catherine Jaffee.
• Ask students to read through the article, choosing their
answers. Go over the answers as a class, getting individual
students to read out the sentences.
Answers
1 leave 2 won’t 3 don’t 4 we may 5 when
6 they will
Teaching tip Suggested answers
Memorization 1 … I won’t be able to concentrate.
Memorization can help students to focus on the natural 2 … I’ll try not to eat too much.
rhythm and structure of English. In this case, too, it can 3 … might go to the new burger bar in town.
help them with the grammar point and getting the tenses 4 … I’ll do my homework immediately.
correct in first conditional sentences. There are six 5 … we’ll take a home-made birthday cake.
sentences in the article. Divide the class into groups of six 6 … we might have a picnic in the countryside.
and ask each student to take one of the six sentences. Each 7 … I’ll have a lot of free time.
student should take some time to memorize their 8 … my parents may buy me a surprise present.
sentence. (Note: The last two sentences are quite long, so
you may want to split them up between two students.) Extension
After students have learned their sentences, ask each This exercise could be extended and done as a small group
group to say the article aloud with their books closed, one activity. First, add another two sentences to the eight on the
sentence at a time. If you have time, you can do this page, e.g. If I don’t understand our homework assignment, …
activity a second time with each student memorizing a If I get bored this weekend, … . Students complete all the
different sentence. sentences with their own ideas. Then put them into groups of
four to six students. Each student should take turns to read one
Extension of their sentence endings, e.g. I’ll call my friend. Each student in
g
Brainstorm a list of some places in your city or country that the group must try and guess which sentence this completes.
in
are suffering from depopulation or economic depression. The student who guesses the answer correctly wins a point.
rn
Write the list on the board. Then brainstorm what some of the Keep playing until all of the answers have been given.
problems are in the area, e.g. no jobs, no schools, no young 7
a
people. Choose one of the places to talk about. Then write
Le
this on the board: If _____, more people will want to live there. • Go through the first item with students and point out the
Put students into pairs and give them time to fill in the chain of events below (protect bees → no pollen problem,
etc.). Then focus on the example and ask three students to
ic
sentence with one or more ideas, e.g. If they build more
schools, … After each pair has at least one sentence, invite read it. Tell them they are going to make a similar chain of
ph
them to write their sentence(s) on the board. As a class, events with the other two prompts, and point out that they
choose the top three solutions to the problem. have the chain for item 2 but not for item 3.
a
• Put students into groups of three and give them time to

4 / 5
gr
write out or practise saying the chains. Ask each group to

• Ask students to read the short exchanges and to choose the share their conditional chains with the class. You could note
eo
correct answers. To go over the answers, ask different pairs them on the board and see how similar/different they are.
of students to stand up and read the mini dialogues aloud.
lG
(Don’t tell them whether they are correct or not at this Answers
stage. Just give several different pairs of students an 2 If people leave rural areas to live in cities, there won’t be
na
opportunity to read aloud.) enough people to work. If there aren’t enough people
• Ask students to explain their answers to you, i.e. Why did to work, the farms and factories will close. If the farms
io
you choose ‘if’ instead of ‘when’? (Note: items 1 and 4 refer to and factories close, villages will start to die. If villages
definite future actions; 2, 3 and 5 refer to possible actions.) (start to) die, more people might leave them. If more
at
• 44 Play the recording for students to listen and check people leave them/the villages, cities will become
N
their answers. overcrowded.

3 Suggested chain: If we grow vegetables underwater, we
Answers won’t need as much land for farms. If we don’t need as
1 When 2 If 3 If 4 When 5 if much land for farms, we can use it for something else. If
we can use it for something else, we might plant more
forests. If we plant more forests, the air will improve.
6
• Go over the first item together. Ask students to read it

Fast finishers
silently and think of an answer to complete the sentence.
Then go around the room and invite different volunteers to If some groups finish more quickly than others, you could give
give their answers. them one or more of these three situations to work into
• Put students in pairs to complete the remaining sentences conditional chains.
together. You could then ask them to join another pair to 1 Research has shown that it’s healthier to eat meals more
take turns reading their sentences to each other. slowly. With the pressures of modern life, however, people
have little time to sit down and enjoy a nice, slow dinner. If
• Come back together as a class and ask individual students
we can return to eating more slowly …
to read one of their group’s sentences.

2 Families used to eat dinner together every night. More and helping where necessary and taking notes of any errors or
more this is not the case. Everyone has busy schedules and is new language for discussion in feedback after the activity
eating at different times. If we can eat more meals together has finished.
with our families … • Option 3 – group work. Tell each group to think of a current
3 In some cultures, street food is slowly disappearing as issue and brainstorm the problems around it together. Then
cheaper restaurant chains are taking over. There are many they organize their ideas into a cause-and-effect chain and
advantages to having street food. If we can keep street food … make them into conditional sentences. They should aim to
have a minimum of five conditionals in the chain. Each
Teaching tip group can then present its chain to the class.
Personalizing
Studying academic topics and language is important but it Homework
can also be challenging for students. If you feel that at this • Set Workbook Lesson 7C exercises on pages 80–81 for
point they are a bit fatigued, you can ask them to make homework
conditional chains based on their own personal life • You might want to tell students to watch the track called
experiences. This will allow them to get further practice Unit 7 TED Talk on the Perspectives website before they
with the target structure by using more familiar and less come to the next class.
complex language.
g
• Optional step. Put students into groups. Give them a
in
sentence stem to get them started, e.g. If I have some free
time at the weekend, … The first student in each group
rn
should think of the ending to complete the sentence and
a
say it aloud, e.g. If I have some free time at the weekend, I’ll go
Le
to the cinema. After that, the next student has about thirty
seconds to say the next sentence in the chain, e.g. If I go to
the cinema, I’ll see ‘Wonder Woman’. Clap your hands to end
ic
each round. Students should keep circling around their
ph
group, adding sentences to the chain for as many rounds as

they can. When one student can’t come up with a
a
conditional sentence in the allotted time, that group is now

gr
out of the game. Keep playing until you have only one
group remaining as the winner.
eo
8 CHOOSE
lG

na

io

at

N

• Option 1 – pair work. Students can choose one of the
chains from the exercise or you could give them the extra
ones in Fast finishers above to choose from. Give them an
example of what they have to do, e.g. for chain 2 from
Exercise 7, they would discuss ways of encouraging people
to stay in their villages, way of creating more employment,
etc. Once pairs have come up with some ideas, they can
join with other pairs to discuss further.
• Option 2 – writing. Students develop one or more of the
chains into a paragraph. For this option, go round the class

7D The global food AUTHENTIC LISTENING SKILLS
Prediction p88
waste scandal pp88–89 As well as teaching aspects of phonology and listening skills,
these tasks also:
LEAD IN • allow students to read and hear new language before they
• Tell students they are going to watch a TED Talk about food listen to the whole text.
waste. Point to the man in the photo and say: This is Tristram • allow students to tune in to the speaker’s voice and style.
Stuart. We are going to listen to his talk.
1 / 2
• Ask a student to read the title of the talk aloud. Then project
or write this sentence on the board: Please eat all of your • Read the information in the Authentic listening skills box,
food. Don’t waste it. Ask students: If you waste your food, do then tell students to re-read the title of the talk and the
you eat your food, or do you throw it away? (Write the verb quote at the top of the page. Ask them to tick which of the
throw away on the board and act it out for the class if six topics Tristram will probably talk about; they can choose
necessary.) Explain that when we waste something, we use more than one. Don’t check their answers at this point.
it in the wrong way, e.g. we throw away good food, or we • 45 Play the extract and tell students to just listen once
spend too much money on something unimportant. through to check their answers.
• Point to the quote and ask students if they agree. Ask if they • Before you play the extract again, you could check that
g
are aware of wasting food, and elicit examples, either of students understand these words: enormous/gargantuan
in
food waste in the home, or on a wider scale. (very big), buffer (something that protects you and keeps
rn
you safe). Turn on the subtitles if necessary. At the end, take
the DVD to introduce the talk and the speaker, and play the answers from the class. Repeat parts of the extract that
a
About the speaker section. Then do the vocabulary exercise. clarify the answers. Turn on the subtitles if needed.
Tristram Stuart is an expert on food and food waste. He shows

Answers
Le
Students should tick: Hunger isn’t a big problem in rich
ic
us that wealthy countries have food surpluses, and people countries. The biggest problem isn’t too little food, but too
ph
who live in those countries often discard perfectly good food. much. We need to stop wasting food.
Sometimes, tasty fruit or vegetables are thrown away because
a
of cosmetic ‘problems’. And growing food uses energy and

gr
creates pollution. Our planet can’t bear much more without Audioscript 45
serious problems. The fact is, we have an enormous buffer in rich countries
eo
He believes that when many people in the world are hungry, between ourselves and hunger. We’ve never had such
wasting food is a scandal. The solution? Tristram thinks we need gargantuan surpluses before. In many ways, this is a great
lG
to tell the large food corporations that we don’t want waste. success story of human civilization, of the agricultural
surpluses that we set out to achieve twelve thousand years
Tristram believes that people should tell governments that we
na
ago. It is a success story. It has been a success story. But what

care about and need all of the organisms that we share the
we have to recognize now is that we are reaching the
planet with. One way to do this is to stop wasting food.
io
ecological limits that our planet can bear, and when we chop
Tristram Stuart’s idea worth spreading is that good, fresh food down forests, as we are every day, to grow more and more
at
is being wasted on a colossal scale – and that we have the food, when we extract water from depleting water reserves,
power to stop this tragic waste of resources.
N
when we emit fossil fuel emissions in the quest to grow more

and more food, and then we throw away so much of it, we
Answers to About the speaker have to think about what we can start saving.
1 surpluses = a (extra amounts; more than needed)
2 discard = c (throw away)
3 cosmetic = b (related to appearance) WATCH pp88–89
4 bear = b (accept or support) If you are short of time, or want a different approach to the
5 scandal = a (an event or situation that is wrong video, you may want to watch the whole talk all the way
and shocking) through with only some brief checking questions. A version
6 corporations = c (companies) of this is on the DVD and is labelled as TED Talk with activities.
7 organisms = b (living things) At the end of each section, there is a short gist question(s).
Pause after each question on screen so students can give their
• After they finish, write the key words from the About the
aloud, or ask them to write as much of what it said as they
can. Correct as necessary.

confronting large businesses in the business of wasting food,
and exposing, most importantly, to the public, that when
Part 1
we’re talking about food being thrown away, we’re not talking
Why does Tristram say that agriculture is a success story?
about rotten stuff, we’re not talking about stuff that’s beyond
c because there is plenty of food on Earth
the pale. We’re talking about good, fresh food that is being
Part 2 wasted on a colossal scale.
What does Tristram show with the biscuits?
b how much food we waste each year The fact is, we have an enormous buffer in rich countries
between ourselves and hunger. We’ve never had such
Part 3
gargantuan surpluses before. In many ways, this is a great
What two types of waste does Tristram not talk about in
success story of human civilization, of the agricultural
Part 3?
surpluses that we set out to achieve twelve thousand years
a restaurants throwing away uneaten food
ago. It is a success story. It has been a success story. But what
c food that goes bad while being shipped
we have to recognize now is that we are reaching the
Part 4 ecological limits that our planet can bear, and when we chop
Choose the best ending to the sentence. down forests, as we are every day, to grow more and more
1 c 40–60% of fish in Europe are thrown away. food, when we extract water from depleting water reserves,
2 a Lettuce plants shouldn’t go in the refrigerator. when we emit fossil fuel emissions in the quest to grow more
3 b Food items that Tristram rescued from the garbage fed and more food, and then we throw away so much of it, we
5,000 people in London.
g
have to think about what we can start saving.
in
And yesterday, I went to one of the local supermarkets that I
3
often visit to inspect, if you like, what they’re throwing away. I
rn
• Tell students they are going to watch Part 1 of the talk. If found quite a few packets of biscuits amongst all the fruit and
you think it is necessary, give them a brief summary: In the vegetables and everything else that was in there. And I
a
past, Tristram kept pigs. He used to get loaves of bread for free thought, well, this could serve as a symbol for today.
because supermarkets threw away the old bread. Tristram gave
this to his pigs. Tell students to read items 1–3 and see if
4
Le
ic
they can guess any of the answers. • Tell students: In Part 2, Tristram will explain how much food
we waste and how much we use.
ph
• 7.1 Play Part 1 of the talk. Tell students to watch/listen once

through. Remind them that when Tristram speaks, they don’t • Tell students to look at the pie chart and ensure they are
have to understand everything. Their aim is to answer items 1–3. clear about what each coloured section represents; go
a
through the labels with them. Say: To talk about food waste,
gr
• Play Part 1 again, pausing at key points so students can

write the correct answers. Take answers from the class, Tristram is going to use biscuits. At the start, he has nine
eo
repeating the parts of the talk that clarify the answers. Turn biscuits. Each time he talks about a way that we waste food, he
on the subtitles if needed. takes a biscuit away. Write the number you hear. At the end, he
lG
tells us how many biscuits we have left. Write the number. This
Answers is the food we eat, i.e. the orange section.
• 7.2 Play Part 2 of the talk for students to listen and
na
1 b 2 c 3 a
write the numbers. Then play it again for them to check,
pausing at key points if necessary.
io

at
The job of uncovering the global food waste scandal started Answers
for me when I was fifteen years old. I bought some pigs. I was Lost because animals aren’t efficient 2/9; Thrown away 2/9;
N
living in Sussex. And I started to feed them in the most Eaten 4/9
traditional and environmentally friendly way. I went to my
school kitchen, and I said, ‘Give me the scraps that my school
friends have turned their noses up at.’ I went to the local baker TED Talk Part 2 script 7.2
and took their stale bread. I went to the local greengrocer, and So I want you to imagine that these nine biscuits that I found in
I went to a farmer who was throwing away potatoes because the bin represent the global food supply, OK? We start out with
they were the wrong shape or size for supermarkets. nine. That’s what’s in fields around the world every single year.
One morning, when I was feeding my pigs, I noticed a The first biscuit we’re going to lose before we even leave the
particularly tasty-looking sun-dried tomato loaf that used to farm. That’s a problem primarily associated with developing
crop up from time to time. I grabbed hold of it, sat down and world agriculture, whether it’s a lack of infrastructure,
ate my breakfast with my pigs. That was the first act of what I refrigeration, pasteurization, grain stores, even basic fruit crates,
later learned to call freeganism, really an exhibition of the which means that food goes to waste before it even leaves the
injustice of food waste, and the provision of the solution to fields. The next three biscuits are the foods that we decide to feed
food waste, which is simply to sit down and eat food, rather to livestock, the maize, the wheat and the soya. Unfortunately,
than throwing it away. That became, as it were, a way of our beasts are inefficient animals, and they turn two-thirds of
that into faeces and heat, so we’ve lost those two, and we’ve

only kept this one in meat and dairy products. Two more we’re Go one step up, and you get to farmers, who throw away
going to throw away directly into bins. This is what most of us sometimes a third or even more of their harvest because of
think of when we think of food waste, what ends up in the cosmetic standards. This farmer, for example, has invested
garbage, what ends up in supermarket bins, what ends up in £16,000 in growing spinach, not one leaf of which he
restaurant bins. We’ve lost another two, and we’ve left ourselves harvested, because there was a little bit of grass growing in
with just four biscuits to feed on. That is not a superlatively amongst it. Potatoes that are cosmetically imperfect, all going
efficient use of global resources, especially when you think of the for pigs. Parsnips that are too small for supermarket
billion hungry people that exist already in the world. specifications, tomatoes in Tenerife, oranges in Florida,
bananas in Ecuador, where I visited last year, all being
5
discarded. This is one day’s waste from one banana
• Tell students: In Part 3, Tristram is going to show us some plantation in Ecuador. All being discarded, perfectly edible,
examples of food waste by talking about packaged food, bread because they’re the wrong shape or size.
crusts (the parts at the end of a loaf of bread) and spinach.
6
Ensure they understand these words, and then tell them to
read the three questions. • Tell students: In this part of the talk, Tristram is going to explain
• 7.3 Play Part 3 of the talk. Tell students to watch/listen how we can stop food waste. Tell them to read sentences 1–3
once through and note their answers, then play it a second to see if they can guess any of the answers.
time, pausing at key points for them to check their answers. • 7.4 Play Part 4 of the talk for students to answer the
questions and check any they have already answered. Play it
g
Answers a second time, pausing at key points. Check the answers.
in
1 at a supermarket 2 13,000 3 grass
rn
Answers
TED Talk Part 3 script 7.3 1 corporations and governments 2 a vase of water
a
3 fed ‘waste’ food to
Le
Having gone through the data, I then needed to demonstrate
where that food ends up. Where does it end up? We’re used to
seeing the stuff on our plates, but what about all the stuff that TED Talk Part 4 script 7.4
ic
goes missing inbetween? We, the people, do have the power to stop this tragic waste of
ph
Supermarkets are an easy place to start. This is the result of my resources if we regard it as socially unacceptable to waste
hobby, which is unofficial bin inspections. Strange you might food on a colossal scale, if we make noise about it, tell
a
think, but if we could rely on corporations to tell us what they corporations about it, tell governments we want to see an end
gr
were doing in the back of their stores, we wouldn’t need to go to food waste, we do have the power to bring about that
sneaking around the back, opening up bins and having a look change.
eo
at what’s inside. But this is what you can see more or less on Fish, forty to sixty percent of European fish are discarded at
every street corner in Britain, in Europe, in North America. It sea, they don’t even get landed. In our homes, we’ve lost touch
lG
represents a colossal waste of food, but what I discovered with food. This is an experiment I did on three lettuces. Who
whilst I was writing my book was that this very evident keeps lettuces in their fridge? Most people. The one on the left
na
abundance of waste was actually the tip of the iceberg. When was kept in a fridge for ten days. The one in the middle, on my
you start going up the supply chain, you find where the real kitchen table. Not much difference. The one on the right I
io
food waste is happening on a gargantuan scale. treated like cut flowers. It’s a living organism, cut the slice off,
Can I have a show of hands if you have a loaf of sliced bread stuck it in a vase of water, it was all right for another two
at
in your house? Who lives in a household where that crust – weeks after this.
N
that slice at the first and last end of each loaf – who lives in a It has kicked off globally, the quest to tackle food waste.
household where it does get eaten? OK, most people, not Feeding the five thousand is an event I first organized in 2009.
everyone, but most people, and this is, I’m glad to say, what I We fed five thousand people all on food that otherwise would
see across the world, and yet has anyone seen a supermarket have been wasted. Since then, it’s happened again in London,
or sandwich shop anywhere in the world that serves it’s happening internationally, and across the country. It’s a
sandwiches with crusts on it? I certainly haven’t. So I kept on way of organizations coming together to celebrate food, to
thinking, where do those crusts go? This is the answer, say the best thing to do with food is to eat and enjoy it, and to
unfortunately: 13,000 slices of fresh bread coming out of this stop wasting it. For the sake of the planet we live on, for the
one single factory every single day, day-fresh bread. In the sake of our children, for the sake of all the other organisms
same year that I visited this factory, I went to Pakistan, where that share our planet with us, we are a terrestrial animal, and
people in 2008 were going hungry as a result of a squeeze on we depend on our land for food. At the moment, we are
global food supplies. We contribute to that squeeze by trashing our land to grow food that no one eats. Stop wasting
depositing food in bins here in Britain and elsewhere in the food. Thank you very much.
world. We take food off the market shelves that hungry people
depend on.

7 VOCABULARY IN CONTEXT 9
• 7a 7.5 Tell students that they are going to watch

some clips from the talk which contain new or interesting Exam tip
words or phrases. They should choose the correct meaning Stating and supporting an opinion
for each one. Play the Vocabulary in context section. Pause It is common in many spoken exams for students to have
after each question on screen so students can choose the to give their opinion on a subject and explain why they
correct definition, then play the answer. If you like, you can think that way. It is therefore useful to bring together for
ask students to shout out the answers. If helpful, either you students some typical ways of responding:
or the students could give an additional example before Stating your opinion: I think/ In my opinion, …
moving on to the next question. Giving and explaining your reasons: One reason I think this is
that … Another reason is that … It’s also true to say that …
Answers For example: I think the store will be successful. One reason is
1 global = b (all over the world) that the food is cheaper. If the food is safe and tastes good,
2 household = c (home) and it’s cheap, a lot of people will buy it. Another reason (the
3 invested = a (spent) store will be successful) is that …
4 resources = b (things we need)
5 tackle = c (deal with)
• Tell students to work in pairs to discuss the questions. Tell
them they should state their opinion for each one and
g
• 7b After students have watched, put them in pairs and give make sure they can give at least two reasons for their
in
them a few minutes to complete and discuss the sentences. opinion. Check ideas around the class, asking pairs to give
rn
Go around and help students by correcting or giving them their opinion and reasons for it on the questions.
the English they need.
Extension
a
• When students have finished, ask volunteers to share their
Le
answers with the class. Give feedback about new language You could ask students to treat the third question as a mini
that came up, and correct any errors. project, finding out about food waste at their school and
suggesting ways of reducing it. Tell students to think about
ic
these questions: What and how much do people throw away?
Suggested answers
ph
Where did you see it happen? Encourage them to take photos.

1 Global warming / Hunger / Enough water …
Tell them to make a short presentation to explain what
a
happens at their school and support their ideas with

3 … education / transport / health.
gr
evidence: At our school, there’s a lot of food waste. For example,

4 … water / paper / clean air.
we took this photo of a rubbish bin in the café. In the second
5 … litter / traffic / not enough young people.
eo
part of the presentation, they can list two or three solutions,

i.e. things people can do to reduce food waste.
CRITICAL THINKING Supporting evidence p89
lG
CHALLENGE
8
Put students in pairs and give them a few minutes to explain
na
• Go through the Critical thinking box and say that Tristram which things on the list they would and wouldn’t do, and
made statements like Supermarkets waste food and then he why. Go around and help students by correcting or giving
io
used photos to support these statements. Point out that it’s them the English they need. When students have finished, ask
at
often not enough just to give an opinion or to state your volunteers to share their answers with the class. Give
idea about something; you need to support these feedback about new language that came up and correct
N
statements with examples, either verbally or with images or any errors.

both.
• Read item 1 aloud and ask students which example Tristram Homework
used (in a–d) to support this statement. Then tell students Set Workbook Lesson 7D exercises on page 82 for
to do 2–4 on their own, and check answers as a class. Replay homework.
parts of the talk if necessary to help students remember.
Answers
1 c 2 a 3 d 4 b

7E What’s it like? pp90–91 Audioscript
Answers in bold.
46
Girl What kind of food should we have?

SPEAKING p90 Boy 1 How about a barbecue?
Information about the photo Boy 2 At least three vegetarians are coming to the party. If we
The photo shows one of the street food outlets at have a barbecue, what will the vegetarians eat?
Rasapura Masters, an upmarket food court in Singapore Girl We could cook vegetables on the barbecue, too.
which aims to bring the best street food to all. These food Boy 1 Or haloumi. The vegetarians might enjoy halloumi.
courts (called hawker food courts) are a growing Boy 2 Halloumi? What’s that?
phenomenon in Singapore, and they are seen as a tourist-
Boy 1 It’s a kind of cheese. It comes from Cyprus, and it’s
friendly way to offer different types of street food. The
popular in the Arab World and in Greece. It goes well
outlet here is a noodle bar.
with vegetables cooked on the barbecue – peppers,
corn, mushrooms.
1
Boy 2 What does it taste like?
• Ask students to look at the photo and answer question 1.
Boy 1 It’s a little salty.
Then ask them to speculate on which country the photo
was taken in, and to discuss question 2. You could also Girl That sounds great. But not everyone likes cheese. Let’s
g
brainstorm with them different kinds of restaurants and the have some fish too.
in
kinds of food that they can get in them. Boy 2 Well, OK, but vegetarians don’t eat fish, either.
rn
• For question 3, put students into pairs and give them one or Girl Yes, OK. So we’ll have plenty of bread and different
two minutes to draw up a list of food that they would serve types of salad. Everyone eats salad – even the people
a
at a party. Ask volunteers to share with the class some of who eat meat, right?
Le
the items on their list. Boy 2 OK. And maybe some chicken.
Boy 1 And burgers ... What about drinks?
ic
Answers
Girl Why don’t we ask people to bring their own drinks?
1 noodles and lettuce/cabbage
ph
2 See Information about the photo above. Boy 2 That’s a great idea. I’ll put that on the invitation. If we
3 Students’ own answers ask people to bring their own, then everyone will be
a
happy with the choices.

gr
2 Boy 1 Right. What about plates, knives and forks?

eo
• Introduce the expressions in the Useful language box, Girl I’ll get those. I can get some cheap ones at the supermarket.
paying special attention to the ‘Making suggestions’ 3
lG
category. Put students into pairs. Tell them that they should
• Tell students to read through the sentences and choose the
imagine they are planning a party. Can they take the
correct options if they can.
sentence stems under ‘Making suggestions’ and write out
na
full sentences? Give them a couple of minutes to do this. • 46 Then play the recording again for them to finish
their choices and check their answers. Check answers by
io
• Come back together and ask students to offer some of their

asking individual students to read out the sentences. As
sentences. Check that students using the -ing form about
each student reads a sentence, ask the class if they agree
at
What/How about … and the infinitive in all the other

with the choice.
constructions. Note that What/How about … can also be
N
followed by nouns: What about the plates? Do we have

enough? Answers
46 Tell students that they are going to listen to some
1 barbecue 2 cheese 3 salty 4 salad 5 drinks
•
6 supermarket
people talking about a party. Play the recording, asking
students just to tick the expressions from the Useful
language box that they hear. Go over the answers as a class, 4
asking students to give the expression and if possible the
words that follow it in the conversation. Teaching tip
Providing a context
Answers It can be challenging for students to come up with creative
Students should tick all the expressions except I think we ideas without a context. In this case, you can help students
should have …, Maybe we should … and It’s really good by telling them a little bit about the type of party it is that
with … they are planning. By giving some context it will make the
situation appear more realistic. This will make it easier for
students to generate vocabulary fitting to the situation.

• Brainstorm some ideas for the party with students. Here are
Answers
some different kinds of parties you can use:
1 Place Auguste Baron (Paris)
a theme party: What kind of theme, e.g. animals, a colour
2 19:30-22:30 Sunday to Thursday, 19:30-23:00 Friday and
(only red food, etc.)
Saturday
a ‘potluck’ meal in class: What time of day will it be? Who
3 very welcoming and relaxing
will bring what?
4 simple and vegetarian
a picnic in the park: Where will it be held and what will be
5 no, very cheap
served? What if it rains?
6 yes, definitely
an ‘awards’ party: What kind of awards will be given out to
students, e.g. best smile, funniest student, hardest worker.
8 WRITING SKILL Writing a review
What will be served?
• Students now work in pairs or groups to plan the party they • Ask students to read the review more carefully to find
have chosen. You could have different types of party, one whether the information in the bullet points is in the
per group. Give them some time to make notes about what review.
food and drinks they want to have. • If students worked in pairs for Exercise 7, they could work in
the same pairs here, but swap roles so each student has the
Fast finishers chance to read the review.
Groups who finish quickly could either write a menu for their • When they have finished, check answers by reading each of
party to give to their guests or they could write an invitation
g
the bullet points and asking for a show of hands as to
to the party to practise the writing from Unit 5. whether each piece of information is in the review or not.
in
5
rn
• In the same groups, students should come to an agreement Answers
Students should tick all of the information except ‘bad
a
as to where and when their party will happen. They should
points about it’.
Le
also agree on a menu for the party. Remind them to use the
language from the Useful language box, and go around the
room while they are talking to see if they are using the 9
ic
target language, and to take notes of any problems for • Before doing the group work, look at the sentence stems in
ph
feedback. the Useful language box with the students. Ask volunteers
• If there is time, some of the groups can share their party to complete some of the stems with information from the
a
ideas with the class. review.

gr
• Brainstorm some more adjectives that can be used to

describe restaurants and write them on the board, e.g.
WRITING A restaurant review
eo
pp90–91
casual, charming, crowded, trendy, popular, formal,
6 old-fashioned.
lG
• Ask students to form pairs to answer the questions. Give • When students are talking about what kind of food the
them a few minutes to discuss the questions, then open to restaurant has, ensure they know the order of adjectives
na
the class. before food, e.g. They serve many spicy Mexican dishes / It’s
• For question 1, categorize the restaurants into types on the famous for delicious Moroccan food.
io
board, e.g. expensive restaurants, fast food restaurants, • Before students get into groups, ask them to think
at
Indian restaurants. individually of a restaurant they know and check that they
• For question 2, list the types of casual or street food on the can answer some of the questions in Exercise 7 about it.
N
board, and have a class vote to find which type is most Give them a couple of minutes to think of a place and to
popular. think of the answers to the questions.
• For question 3, ask pairs which restaurant they chose. They • Put students into small groups. Student A should give the
should also come up with three reasons why their name of their restaurant. Going around the circle, each of
restaurant is a good choice. Again, you could have a class the other students asks one question about the restaurant.
vote here to decide which one is the most popular. Each student should have a chance to ‘present’ their
restaurant.
7
• Tell students to look at the review on page 151 and to scan

it quickly to answer the questions.
• If you wish, ask students to do this in pairs, with one
student reading out the questions and the other finding the
answers in the review.
• Check answers around the class.

10

and reminding them of the language they have studied.
higher if they organize their review in a similar way to the
• Students are now going to write their restaurant review. Tell
them that they can write about the restaurant they
‘presented’ in Exercise 9 or they can write about one of the
others they heard about in their groups.
• Students can write their reviews in class or you can give
them as homework.
11
• Ask students to exchange their reviews. Each student

should read their partner’s review and check that it answers
g
the questions in Exercise 7. They should also check that it
in
uses some of the expressions from the Useful language box,
and contains some/all of the information in Exercise 8.
rn
• Students discuss each other’s work in their pairs.
a
Le
Homework
ic
homework.
• If you are short of time, students could write their
ph
reviews for homework and then discuss them in the

next lesson.
a
gr
eo
lG
na
io
at
N

8 Buyer’s choice

Unit at a glance 8A Why we buy pp92–95

Students will
• talk about why we buy things and how they get to us
• read about a company that’s saving the surf The woman in the photo is shopping at a shoe market in
• learn about making new products from old ones Hefei, China, a city about 290 miles (468 kilometres) west of
Shanghai. She has many options to choose from, and that’s
• watch a TED Talk about saving an island paradise no surprise. Today, China is the world’s leading footwear
• persuade people to make a change manufacturer. According to one source, the country makes
over sixty percent of the shoes worn worldwide. In addition
8A Vocabulary
to footwear, China also leads the way in making many of the
A product’s life, e.g. produce, manufacture, recycle
world’s electronics, such as mobile phones, tablets and
Listening
laptops. The country does more than produce goods for
A fashion podcast about a clothing company
g
personal use, though. It’s also a leading manufacturer of solar
that cares
in
panels, which it hopes will help reduce its (and the world’s)
Grammar
reliance on energy sources such as coal and oil.
rn
Second conditional
a
LEAD IN
Le
Compound nouns, e.g. billboard, tourist attraction
Reading • Read, or ask a student to read, the unit title aloud. Explain
Saving the surf that in this unit the focus is on talking about shopping,
ic
Pronunciation making choices and recycling.
• Focus students’ attention on the photo, or project it
ph
Compound noun stress

Critical thinking using the CPT, and ask a student to read the caption
Identifying supporting information aloud. Ask What does this shop sell? (women’s shoes)
a
Where were they probably made? (China), What other

gr
8C Grammar things does China make and sell to the world? (See ideas
Defining relative clauses
eo
above in Information about the photo.)

8D TED Talk • Finish the lead in by asking What does our/your country sell
lG
Our campaign to ban plastic bags in Bali, Melati and to the world? and encouraging class discussion.
Isabel Wijsen
na
Content words VOCABULARY A product’s life p93

Critical thinking
io
1
Understanding a speaker’s authority
• Before students start their discussion, explain that the final
at
8E Speaking question is about having too many options (choices). The

N
How to persuade photo shows a lot of shoes, but in some shops you might
Writing have too many choices of drinks or toothpaste. It can be
A persuasive blog post difficult to choose the right one. To help students respond
Writing skill to the question, write or project this sentence:
Using persuasive language _____ would be the most important thing to me.
• Put students in pairs and give them a few minutes to
discuss the questions. Go round the class and help students
by correcting or giving them the English they need.
answers with the class. Give feedback about new language
2
• Go through the words in the box with students, checking

that they know their meaning and pronunciation. Then tell
them to work on their own to complete the activity.

134 Unit 8 Buyer’s choice
• Tell students to check their answers in pairs and help each the verb form. Model the word pairs with the class: produce
other if there are any problems. /prəˈdu:s/ product / ˈprɒdʌkt/, advertise /ˈædvəˌtaɪz /
• Language notes. The verbs produce and manufacture are advertisement /ədˈvɜ:tɪsmənt /.
similar in meaning: both mean ‘to make or build something’. • Put students in pairs. Tell them to discuss the questions,
Manufacture is often used to talk about large-scale using information from Exercise 3 to help them with the
production, e.g. of cars or clothes. The verb throw away is a first one. Invite a few individual students to share their
separable phrasal verb. (See Unit 3C.) answers with the class.
• Check answers as a class by calling on different students to
5
read a sentence aloud.
• Go over the meaning of the question here by saying: When
Answers you buy something, it can affect your wallet, i.e. how much
money you have; it can affect the environment, i.e. the way it’s
2 advertises 3 material 4 design 5 pick, grows produced and whether it’s thrown away; it can affect your self-
g
6 produce, manufacture* 7 sell esteem, i.e. how you feel about yourself; and it can affect your
in
* The verbs are interchangeable here, so accept community, i.e. where you live.
manufacture, produce as well. • Then give students a few minutes to write a couple of
rn
sentences about each item.
a
3
Le
Exam tip
Background information Timed writing exercises
ic
Kuyichi is a Dutch clothing company that sells casual Students who are preparing for standard exams need lots
clothing (T-shirts, sweaters, jeans) for men and women. of practice doing timed writing exercises. These learners
ph
Unlike many other fashion retailers, Kuyichi’s clothing is may get more formal practice organizing and composing
made from sustainably sourced, organic cotton. The certain kinds of paragraphs and essays in the Writing
a
company does this because the large-scale production of section of this book, but during other lessons, doing freer
gr
cotton causes ‘a lot of pollution and poverty’ around the timed writing exercises can help build writing fluency and
world, especially in poorer countries. Kuyichi wants to increase students’ self-confidence. You can introduce a
eo
make comfortable, stylish clothing, and aims to do so in a timed writing exercise to vary the pace of the lesson and
way that is socially conscious and environmentally friendly. give some quiet time after discussion.
lG
To find out more about this shop online, just use the
search term ‘Kuyichi’. • When students have finished writing their sentences, put
na
them in small groups to discuss how shopping choices

• Tell students that they are going to read about a company affect the points given.
io
called Kuyichi, and give them some information about the

at
shop. Suggested answers

• Tell them to read sentences 1–8 about the company and your wallet: clearly the decision on how much to spend
N
to choose the correct word(s). Then put them in pairs and affects how much money you have left; sometimes people
tell them to take turns to read sentences 1–8 aloud to spend too much on some items and end up with not
check answers. You can then invite volunteers to read out enough money to buy food or pay for electricity.
the sentences. Make sure that they know each one starts the environment: the energy used to produce goods
with Kuyichi. Tell them they will learn more about Kuyichi affects the environment, as does the waste from factories.
later on. When we buy goods from the other side of the world,
more energy is used in transporting them.
Answers your self-esteem: we sometimes buy things to make us
1 designs 2 grow 3 recycled 4 manufacture feel good, for example, an expensive pair of shoes or
5 advertises 6 sells 7 throw away 8 recycle trousers may do more than make us look good, they may
make us feel good too.
4 MY PERSPECTIVE your community: if we choose to shop online or in huge
• In Exercise 2, students learned the verbs produce and out-of-town supermarkets, local shops may struggle to
advertise. In the questions in this activity, the nouns product survive and close down.
and advertisement are used, which have different stress from
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 8 Buyer’s choice 135

LISTENING p94 Answers
6 the Netherlands: north-western Europe; famous for canals,
tulips, windmills, Van Gogh
• Books closed. The listening is about the company Kuyichi.
Put students into pairs and give them two minutes to come Turkey: eastern Europe/western Asia; famous for Hagia
up with as many sentences as they can about Kuyichi. What Sophia, Istanbul, Turkish delight, carpets
do they remember about the company? Ask volunteers to Kyrgyzstan: central Asia; very mountainous, formerly part
give you one sentence at a time. of the Soviet Union
• Books open. (Or project the photos from Exercise 6, covering China: east Asia; famous for pandas and the Great Wall of China
up the text below them.) Focus attention on the photos, and ask
India: south Asia; famous for Bollywood and the Taj Mahal,
students to cover the text with pieces of paper. Keeping students
and for curries
in pairs, assign each pair a number from 1 to 6. They then look at
the photo that corresponds to their number and prepare/say Tunisia: northern Africa
(to each other) a couple of sentences about the photo, e.g. Macedonia: eastern Europe; formerly part of Yugoslavia
There’s some kind of big machine in the photo. It’s outside in a field.
Then ask some volunteers to share their sentences with the class.
• Tell students that they are going to listen to a fashion podcast
• Ask students to look at a–f in Exercise 6. Explain that the about Kuyichi. Tell them that when they hear the place names
phrases describe the steps that Kuyichi goes through when in the table mentioned, they should complete the sentences.
g
manufacturing a shirt, as well as what happens after they
sell the shirt. Note: In both items a and b, tell students to
in
the Netherlands Kuyichi __________ the Netherlands.
focus on the second verb in each phrase: produce and sell. Turkey, Kyrgyzstan, Kuyichi __________ from these places.
rn
(In other words, they won’t see the words design and China
advertise depicted in the photos.)
a
Tunisia, India, Kuyichi __________ in these places.
• Ask them to match the photos and labels, then check
Le
Macedonia
around the class.
• 47 Play the recording. Have the students listen and
ic
Answers complete the sentences. Then check the answers as a class.
b 5 c 1 d 6 e 2 f 4
ph
Possible answers:
Kuyichi is based in/is from the Netherlands.
a
7 Kuyichi buys cotton from these places.

gr
Kuyichi works with factories in these places.

Teaching tip • Now ask students to read through a–i in Exercise 7. Because
eo
Planning for the listening task there are a lot of steps to listen for and they come close
Students often learn best when they are actively together in the audio, you may want to give them another
lG
engaged with the content of a listening text. You can answer just to get them started.
help them with this by setting up a plan for what to • Play the recording again for students to fill in their answers.
na
listen for. Look for certain content that recurs in a (Play it an additional time if necessary.) Then go over the
listening text and set the purpose for students to listen answers as a class.
io
for this content. In this particular listening, many country

names are mentioned, so you can build an introductory
at
Answers
listening task around that. h 1 g 2 c 3 a 4 f 5 b 6 e 7 d 8 i 9
N
• Optional step. Introduce the following country names Audioscript 47

to students by writing them on the board or projecting
Answers in bold.
them with the CPT: the Netherlands, Turkey, Kyrgyzstan,
China, India, Tunisia and Macedonia. Ask Where in Today’s show is all about fashion so don’t go
Agata
the world are these countries? What do you know about anywhere! Here’s Pietro who’s going to tell us about a
them? clothes company from the Netherlands, Kuyichi.
Pietro Hi, Agata. I love Kuyichi, first because you’ve got to love their
clothes, but also because they want to do good in the world.
If you look at their advertisements, you’ll see phrases like
‘pure goods’ and ‘love the world’. And these aren’t just words
in advertisements. They really try to do good in the world.
Agata And how do they do that?
136 Unit 8 Buyer’s choice SAMPLE COPY, NOT FOR DISTRIBUTION

Pietro First, they pay a fair price for the cotton they use. They advertising the company. Put each poster on the wall so
buy it directly from the people who grow it in students can see each other’s work. They could try to find images
Turkey, Kyrgyzstan, Europe, China and India. of Kuyichi advertising online to see how similar their ads are.
Agata That’s good. What else do they do?
Pietro They also use cotton material from old clothes.
GRAMMAR Second conditional p95
Agata Oh, so they recycle old material?
Pietro Right. So that means less waste and less pollution.
And that’s good for the world. 10
Agata Nice. • Language note. The second conditional is formed with the
past simple in the if clause and would/wouldn’t + infinitive
Pietro And for me one of the main things is this: they design in the result clause. This conditional is used to talk about
really cool clothes. I like wearing them. If they didn’t situations that are unlikely, imaginary or impossible.
look good, I wouldn’t wear them.
• Ask students to read sentences a–c in the Grammar box.
Agata And I have to say, the clothes do look good, Pietro! Ask if they describe real events and elicit that they don’t.
Pietro Heh, heh. Thanks, Agata. Then tell students to choose their answers to sentences 1–7
Agata Where do they make their clothes? below the box. Check answers around the class.
They work with factories in Tunisia, Turkey, China,
Pietro
g
Answers
India and Macedonia to produce Kuyichi clothes.
in
1 aren’t 2 isn’t 3 look 4 wears 5 not very
And like the cotton farmers, they pay their workers fairly.
6 a situation that isn’t real 7 likely
rn
Agata So where can we get Kuyichi clothes?
They are in some stores, but the company also sells
a
Pietro
Le
a lot of its clothes online. If you wanted to buy some
tomorrow, that would probably be the easiest way. Ask students to do Exercises 1–2 on page 143 now, or set
them for homework.
Agata OK, great. Is there anything else you’d like to tell us about
ic
Kuyichi?
ph
Pietro Just one more thing. They ask customers not to throw 1
away their old clothes. Instead, they want them to 1 You would see happy workers if you visited the factory.
a
recycle their old clothes or give them to charity. 2 If they designed cool clothes, people would buy them.
gr
Agata They sound great. If more companies were like Kuyichi, 3 If I gave you this shirt, would you wear it?
eo
the world would be a better place. Thanks, Pietro! 4 Would David wear his new jacket if he came to the party?
Pietro Thank you, Agata. 2
lG
1 wouldn’t buy, were

8 2 had, would use
• 47 Ask students to read through the items and guess the 3 would buy, didn’t cost
na
answers. After they have finished, play the recording for 4 Would you come, asked
students to check their guesses. Go over the answers as a class.
io
11
at
Answers • Tell students that they are going to unscramble the words
1 the Netherlands 2 ‘love the world’ 3 Turkey
N
to form sentences in the second conditional. There are eight

4 waste 5 look good 6 China 7 easiest 8 wants sentences in total. For four of them, Student A should write
down the answers (1, 3, 5, 7); for the other four, Student B
9 should write down the answers.
• Go through the instructions with students then put them in • To make this more fun, you could do this activity as a race,
pairs to make a list of the good things that Kuyichi does. with the pair that finishes first the winners. Check their
When they have done that, they should discuss whether sentences by having the winning pair read out their
these would make them more likely to shop at Kuyichi. sentences, alternating, and other students in the class
• Open the discussion to the class. should correct them if necessary.
Extension
Put students into pairs or small groups to come up with an
advert for Kuyichi. Give each group one of the company’s
slogans: pure goods, love the world, 100% organic cotton. Each
group then needs to incorporate the slogan into a poster

Answers Grammar reference and practice
1 If we didn’t advertise, we wouldn’t sell anything. Ask students to do Exercises 3–5 on page 143 now, or set
2 If you didn’t throw away your old clothes, you could them for homework.
recycle them.
3 They would grow cotton if they didn’t grow corn. Answers to Grammar practice exercises
4 The store would sell more if it were bigger. 3
5 If I designed a coat, you could make it. 2 If I had some money, I could buy new clothes.
6 We could sell our products for less if we sold them online. 3 If you didn’t have any money, I could pay for those shoes.
7 I would buy more clothes if they used recycled materials. 4 If it rained tomorrow, we wouldn’t go swimming.
8 Clothes would be cheaper if they didn’t have to travel so far. 5 If she didn’t have to work tomorrow, she’d go shopping.
4
1 will 2 had 3 wait 4 didn’t 5 would look
Fast finishers
5
Ask students to put their hand up when they finish the 2 have 3 didn’t care 4 worked 5 will you do
exercise. The first two or three could think of another second 6 wouldn’t choose
conditional sentence related to the topic and then write it as
a jumbled sentence, as in the exercise. Then, when another
13
student puts their hand up to say they have finished, any
g
student who has written a new sentence could pass it to the • Ask students to work alone to match the two parts of the
in
student who has just finished. You would have to monitor this sentences. Then check around the class by asking
carefully. volunteers to read out the full sentence.
rn
• Then go through the sentences again, asking whether each
12
one is first or second conditional. Which ones are describing
a
• Focus students’ attention on the second grammar box and situations that are possible/likely? Which ones are
Le
tell them they are now going to look at the difference describing situations that are unlikely/unreal?
between the first and second conditional. You could ask if
ic
anyone would like to volunteer the difference; accept any Answers
reasonable answers for the moment.
ph
1 f, first (likely) 2 a, first (likely) 3 c, second (unreal)

• Tell students to read the sentences in the Grammar box and 4 b, second (unreal/unlikely) 5 e, first (likely)
answer the questions. Check answers around the class. 6 d, second (unlikely)
a
gr
Answers 14
eo
1 first conditional = a, second conditional = b

2 the one in sentence a • Optional step. Read out the following to students, or write
it on the board: Many big cities use billboards for advertising.
lG
3 first conditional: present simple in the if clause and will/

won’t + infinitive in the result clause; second Some people think the billboards are ugly – a kind of ‘visual
conditional: past simple in the if clause and would/ pollution’. Do you agree or disagree? Are there any ways that
na
wouldn’t + infinitive in the result clause billboards are helpful? Give students a moment to think
about the questions. Then put them in small groups to
io
discuss them. After their discussions, ask the class Do you

• Optional step. If your students have difficulty in seeing the think billboards should be banned? Have a class discussion
at
difference between the two conditionals, use these two and add the results on the board.
N
scenarios to make it clearer. • Tell students they are now going to read a short article
Scenario 1: ask students to imagine they are studying their about different cities around the world and their approach
grammar homework with a classmate. They are making to keeping or banning advertisements on billboards.
progress on the homework, but it is challenging. They have a
friend named Sam who is very good at English grammar, so Exam tip
they say: If we need help with our homework, we’ll call Sam. They
Scanning
haven’t called Sam, but it is possible they will in the future.
Scanning is reading a text quickly to locate specific
Scenario 2: the scenario is the same. They know that Sam is information within that text. It can help students with
very good at English grammar, but they don’t know how to reading comprehension. With many reading texts, you may
reach him. They don’t have his telephone number so they be able to practise scanning by asking students to focus
can’t call or text him, so they say: If we had Sam’s number, on particular names, numbers, etc. For this text, the focus
we’d call him. As they aren’t able to call him, this conditional could be on cities, as follows.
is describing an impossible situation. It can also describe an
unlikely future situation.

• Write the following six cities on the board: Chennai,
Grenoble, London, New York, Sao Paulo, Tehran. Tell 8B Saving the surf pp96–97
students to scan the article quickly to find out which cities
are currently banning billboards. (Sao Paulo, Chennai,
VOCABULARY BUILDING Compound
Grenoble. Tehran did it temporarily, but we can assume that
currently they have advertising on billboards.)
nouns p96
• Ask students to read through the article more carefully and 1
choose the correct answers. When they have finished, go • Books closed. Write the compound nouns classmate and
over the answers as a class. department store on the board and underline the two parts
(i.e. class and mate, department and store). Point out that
Answers these are compound nouns, that is, two words used
1 you’ll 2 walk 3 would 4 took 5 weren’t together to express a single idea.
• Language note. Compound nouns are two words used
15 together to express a single idea. A compound noun might
• Before students get into pairs, help them by giving them be made up of two nouns (classmate, billboard), or other
these sentence stems to get them started: If I could change combinations such as adjective + noun (whiteboard) or verb
my town/city, I’d … / If my town/city had no advertising, it … / + noun (swimming pool). Compound nouns can be a single
If advertising were stopped, people … word (billboard), two words (swimming pool) or two words
g
with a hyphen (self-discipline). Students need to learn these
• Put students into pairs and tell them to think of at least two
in
by checking in a good dictionary. The first word describes
sentences for each item. Ask volunteers to share some of
the second, e.g. swimming describes the type of pool.
rn
• Read the information in the Vocabulary building box with
a
16 MY PERSPECTIVE the students. Then tell them to match the words in 1–5
Le
• Ask students to stand on the left of the classroom if they with those in a–e to form compound nouns.
think billboards should be allowed in their town/city, and
on the right if they think billboard advertising shouldn’t be Answers
ic
allowed. The students then form into small groups with 1 c shopping bags 2 a air pollution 3 e sea life (or sealife)
ph
others of the same opinion. 4 b rainforests (or rain forests) 5 d recycling programme
• Using their ideas from Exercise 15, each group prepares a
a
short presentation. Each student in the group could take 2 PRONUNCIATION Compound noun stress
gr
one argument to present, with another introducing and • Tell students they are going to listen to the five compound
concluding the presentation. nouns to find out which word – the first or second – is
eo
• Ask each group to give the presentation to the class. At the stressed.
end, ask if anyone has changed their mind, and why.
lG
• 48 Play the recording and ask students to mark the

stress on the words in Exercise 1.
Homework • Students can then practise saying the compound nouns
na
• Set Workbook Lesson 8A exercises on pages 86–89 for with a partner.

homework.
io
• As a follow-up to Exercise 16, the groups could make Answers

at
their presentation into a poster outlining the arguments. 1 shopping bags 2 air pollution 3 sea life
You could then display these in the next lesson for 4 rainforests 5 recycling programme
N
everyone to look at.

The stress is on the first word, or the normally stressed
syllable of the first word.
3
• Tell students to complete the sentences with the
compound nouns.
Answers
1 shopping bags 2 sea life 3 air pollution
4 rainforests 5 recycling programme

• Optional step. Tell students to read sentences 1–5 again 5
and to put a plus sign (+) if something is good for the
• Tell students to skim the article quickly to check their
environment, and a negative sign (–) if it’s not. Then tell
answers to Exercise 4.
them to explain their answers to a partner. Ask different
students to share their answers. • Tell them to read sentences 1– 6 and to see if they can
choose the correct options after just skimming the article.
Extension • 49 Tell students to read the article more carefully and
Note: You could do this game now, or save it and do it at the check their answers. Then check the answers around the
end of the reading lesson. class.
• To give students additional practice with compound nouns,
make a list of ten compound nouns students learn in this Answers
lesson and others that they may know. Write them on the 1 surfing (lines 1–4) 2 garbage (lines 5–7)
board. 3 skateboards (lines 12–17) 4 fishermen (lines 27–29)
• Put students in pairs or small groups. Tell the group to take 5 love (lines 42–46) 6 Paris (inset box)
20 small slips of paper. They should divide up each
compound noun and write each part on a separate slip of 6
paper. • Tell students this is another scanning exercise. The aim is to
• Once they’ve divided up all ten words, they should shuffle find specific answers to the questions. They don’t need to
the slips thoroughly. Then they should place the papers face
g
re-read the entire passage.
down in four rows of five.
in
• First, tell students to read questions 1–5 and make a note of
• They assign one student in the group to be scorekeeper. any answers they remember. Then tell them to scan to check
rn
The first student to play should turn over two papers. If the their ideas and to answer any other questions. Time this step.
two words form a possible compound noun, the student
a
• When the time is up, ask them to go through again and
takes both papers and gets a point. For extra points, the
Le
underline the sentences that gave them the answers. To
student should try to do both of the following: say whether check, read each question out and ask different students to
the noun is written as one word or two, and then try to use answer, giving the line numbers of where they found the
ic
the compound noun in a sentence. For each done correctly, answer too.
the student gets one point. That student then gets to take
ph
another turn.
Answers
• The same player keeps turning over papers until he/she
a
1 plastic trash (lines 5–6)

turns over two papers that don’t match. When papers don’t
gr
2 Kneppers and Stover’s business partner (lines 9–13)

match, the student should turn them back over and it’s the
3 It means the waves in a native Chilean language. (lines
eo
next student’s turn.

14–16)
• At the end, the student with the most points is the winner. 4 Because there is no easy way to get rid of them (lines
lG
For additional practice, put students in new groups to play 24–25)

again. 5 The US, Chile, Japan and Switzerland (lines 39–41)
na
READING p96 7
io
4
at
Exam tip
• Tell students to read the title of the text, look at the photo
Identifying referents
N
and read the caption. Elicit ideas of what the text may be
A common reading comprehension exercise in standard
about.
exams asks students to match a pronoun or a possessive
• Language note. In the caption, the phrase is made out of is adjective (its, his) with the word or phrase in the text it
used. Explain the meaning with some example sentences: refers to. For example, I have a new skateboard. It was made
What is your coat made out of? It is made out of wool. The in Chile. Here, the pronoun It refers to new skateboard.
skateboard is made out of old plastic fishing nets. (The term Usually, the word or phrase the pronoun refers to comes
fishnet is used in the text; this is US English and the more before the pronoun, either in the same sentence or a
common British term is fishing net.) sentence just before. Point out to students, though, that
• Then tell students to work in pairs to try and work out the this word or phrase won’t always be the noun (phrase) that
meaning of each compound noun in the box. (Remind is nearest to the pronoun, as in this example: Ben and Dave
them of the general rule that the first word describes the sell skateboards. For them, it’s the perfect job. Here, them
second. Thus, a fishnet is a net used to catch fish.) Give refers to Ben and Dave, not skateboards. Students can
students a few minutes to do this. practise identifying referents in texts that they read in class
• Then ask students: What kind of company does the article talk or for homework. Sometimes, identifying the referents can
about? Take ideas from the class and put them on the make the text easier to understand.
board, but don’t accept them yet.
140 Unit 8 Buyer’s choiceSAMPLE COPY, NOT FOR DISTRIBUTION

• Project or write this sentence on the board: Ben and Dave Extension
are from the US, but Ben and Dave live in Chile. Point out the If there is time, you can close out this lesson by doing the
repetition of Ben and Dave, and ask students if they can following.
improve the sentence. If possible, elicit Ben and Dave are
from the US, but they live in Chile. If necessary, explain that
they is a pronoun and point out which words it replaces. When?
• Read through the information with the students, then tell
them to do 1–4, and then check answers as a class.
Wh
at?
Wh
e re
?
Answers
1 b 2 c 3 a 4 b
Wh
y?
Fast finishers
Wh
o?
For more practice, ask fast finishers to find other pronouns in
the text and decide what they refer to. You could also do this How?
as a class for extra practice, pointing out the following
pronouns for students to identify the referents: line 22 they
g
(workers on fishing boats), line 24 It (dropping nets into the sea),
in
line 27 them (old nets), line 29 This (leaving old nets at Bureo’s • Project or draw the graphic organizer on the board.
recycling centres). Students can use a diagram like this to help them
rn
summarize the most important details from an article or
a
CRITICAL THINKING Identifying supporting story.
Le
information p96 • Begin by writing the word Bureo in the centre. This is what
the article is mainly about. Then brainstorm with the class
8 / 9 the kind of Wh-questions you might ask to help you
ic
• Read the information in the box with the students. Then remember important details about the company, e.g. Who
ph
look at sentence 1. Ask What extra information does the (started Bureo?) Why (did they start the company?) What (does
writer give to make his point clearer? Guide students to the company do?) Where (is the company? can you buy their
a
see that adding the information between the dashes product?) How (is the company doing; is it successful?)
gr
(plastic bags, etc.) helps explain what kind of trash is in Students can write these questions near the Wh-word in
the water. For sentences 2 and 3, ask What extra the chart.
eo
information is given? • Put students in pairs and tell them to take turns asking and
• Language note. Draw students’ attention to the word one answering the questions together.
lG
(sentence 2) and which (in sentence 3). Both words are • As a follow-up, you can ask students to use the information
pronouns. Students will learn more about relative pronouns in their diagram to create a thirty-second advertisement
na
like that, which, who on page 98. Ask students what one and about Bureo. They can act this out or create a short video
which refer to. (Chile, Bureo) advert.
io
• Ask students to underline the supporting information and

check answers around the class. Homework
at
Set Workbook Lesson 8B exercises on pages 90–91 for

N
Answers homework.
1 plastic bags, bottles and boxes
2 one of their favourite surfing destinations
3 which means the waves in a native Chilean language
• Ask students to complete Exercise 9, and then check

answers as a class.
Answers
a 2 b 3 c 1

8C New things from • Optional step. If you feel that your students need more
explanation of relative clauses, you could describe them as a
old ones pp98–99 way of combining two sentences about the same subject/
object into one sentence. Write on the board: Kevin Ahearn is
Information about the photo a friend of mine. He loves the ocean and surfing. Cross out the
subject He and insert the relative pronoun who to
The photo shows paper pandas made by the French artist demonstrate how we can link the sentences to answer the
and sculptor Paulo Grangeon. They were made for the question Who is Kevin Ahearn?, i.e. Kevin Ahearn is a friend of
project originally called 1600 pandas, which was a mine who loves the ocean and surfing.
collaboration between Paulo Grangeon and the World This shows the use of subject relative clauses (i.e. the relative
Wildlife Fund France. It was called 1600 pandas because at pronoun is the subject of the clause). You could also show
that time there were only that number of pandas left in object relative clauses. Write on the board: Bureo makes
the wild. The project is now called 1600+ pandas because skateboards. People want to buy those skateboards. Cross out
the number has increased. those skateboards and add that or which before people to
form the relative clause: Bureo makes skateboards which
GRAMMAR Defining relative clauses pp98–99 people want to buy. Then show that we can omit which by
putting it in brackets: … (which) people want to buy.
g
in
1 Ask students to do Exercises 6–9 on page 143 now, or set
• Language note. Relative clauses are like adjectives: they them for homework.
rn
modify nouns. Unlike adjectives, they follow the noun that
they are modifying, and they are whole clauses rather than
a
individual words. Defining relative clauses are used to
Le
6
identify or give essential information about the noun. 1 that 2 which 3 who 4 that 5 that 6 who
• Remind students of Exercise 7 in the last lesson, where they 7
ic
looked at pronouns such as it and they. Tell them that they 1 e 2 a 3 f 4 b 5 d 6 c
ph
are going to look at a different type of pronoun now. 8

• Put students into pairs to look at the pronouns in bold and 2 Old to New is a shop that/which sells upcycled furniture.
a
decide what they refer to. Go over the answers as a class. 3 Di Garcia is a/the designer who designed my shirt.
gr
4 China Square Central is a shopping centre in Singapore

Answers which/that has a weekend market for selling used things.
eo
who = a friend, that = a fishnet recycling programme, 5 The Sato family are our neighbours who own several
which = a factory in Chile clothing shops.
lG
9
2 / 3 2 We saw a lamp that/which used to be a coffee can. The
na
lamp we saw used to be a coffee can.

• Ask students to read the extract in the Grammar box again
3 We know a/the designer who made my desk. The
and choose the correct answers.
io
designer we know made my desk.

• Check answers around the class. 4 I bought a table which/that wasn’t expensive. The table I
at
bought wasn’t expensive.

Answers
N
1 before 2 people, things 3 important

4
• Focus students’ attention on the two sentences in Exercise 3. Background information

Ask them to underline the relative clause in each sentence.
Asher Jay is an artist who uses her love of design to create
(that makes it easy to get rid of old nets, (that) many fishermen use)
projects that raise money for wildlife conservation. She has
• Say that we can leave out the pronoun in the second sentence. travelled all over the world, from Colombia to Spain to East
Then ask them to identify the verb in the relative clause in item Africa. Local First is an organization that believes that
1 (makes) and then its subject (that). Ask them to identify the people are important. As friends and neighbours, we can
verb in item 2 (use) and its subject (many fishermen). create a strong and engaged community by supporting
• Now ask them to answer the question, and check they all our local businesses, events, farms, etc. Arthur Huang is an
understand. engineer who believes we can lessen our impact on the
environment by reusing rubbish and other materials. For
Answer example, he has made a box out of recycled materials. The
the object of the relative clause box can also be used as a backpack or stacked with other
boxes to make a storage unit.

• Read through the first item with the students to check they
Answers
understand. The first answer is given. Then give them some
(Object relative pronouns given in brackets as it is not
time to answer the rest of item 1 and items 2–4 in pairs.
incorrect to include them.)
• Check the answers as a class by asking volunteer pairs to 1 no pronoun (that/which) 2 which/that 3 who/that
read the complete sentences out. 4 no pronoun (that/which) 5 no pronoun (that/which)
6 who/that
Answers
1 a, c 2 b, a 3 b, a 4 a, b
7
Extension Background information

Write these phrases on the board: a famous shop/a well-
Erica Domesek is a designer who runs a website that
known organization/a popular singer. Ask students to work in
shows people how to upcycle old clothes and other things
pairs to write a sentence using a relative clause to describe
to create something new. She has been called the ‘queen’
each one, e.g. Ikea is a famous shop that sells furniture. After
of the DIY (Do It Yourself ) movement because she
they have written their sentences, ask some volunteers to
encourages and inspires people around the world to rely
share their ideas with the class.
less on shop-bought merchandise and more on their own
Alternatively, make it into a class/group game: instead of inner creativity and skill to make things they need in their
writing sentences with the name of the shop, organization, lives.
g
singer, etc., they write This is a famous shop that sells furniture.
in
In pairs, they write four sentences about the same shop
• Optional step. Give students two or three minutes to think
rn
(singer, etc.), starting This is a famous … that/who … . One of
of all the items they use or enjoy during the day that they
the students in the pair reads their first sentence aloud to the
feel they cannot live without. Their list could include
a
class/group, after which one student can guess which shop it
anything from phones to favourite food to favourite music.
Le
is. If the student is right, he/she gets a point. If he/she is
After they have their lists, ask How many of the items on your
wrong, the pair then reads out their next sentence, e.g. This is
list come from a shop? How many are homemade? Then
a famous shop that started in Sweden, at which point another
ic
explain that they are going to read about Erica Domesek,
student can guess what it is. If no one has guessed after all
who encourages people to make homemade objects and
ph
four sentences, the original pair of students get a point each,

recycle or repurpose things that they already have.
and another pair reads their sentences. The student with the
• Before students start the activity, point to the website name
a
most points at the end is the winner.

gr
(psimadethis.com) and model how to read it aloud (PS I

5 made this). Remind them that they met the abbreviation PS
eo
• Tell students that this exercise focuses on whether the in Unit 5E. If necessary, explain that upcycle means ‘to create
relative pronoun can be omitted or not. Tell them to read something new from old things’.
lG
through the sentences to underline the relative clauses and • Allow students to work in pairs to complete this exercise.
circle the pronouns. Remind them they can omit pronouns that are the object of
na
• When they have done that, tell them to decide whether the the relative clause. Go over the answers as a class.
relative pronoun can be omitted, i.e. if it is the object of the
io
relative clause, and cross out those that can. Answers

• Check by reading each sentence aloud, stopping when you 1 no pronoun (that/which) 2 who/that 3 who/that
at
get to the pronoun and asking students to put up their 4 no pronoun (that/which) 5 that/which 6 who/that
N
hands if it can be omitted. Continue once you have seen 7 that/which 8 no pronoun (that/which)
how accurate students are.
8
Answers
The pronouns can be crossed out in 3 (that), 4 (that), Teaching tip
5 (which) and 6 (that).
Saving time in class
Sometimes you won’t have time to complete all the items
6 in an exercise. When this is the case, you can shorten the
• Ask students to work alone to complete the sentences and time required by splitting up the items in the exercise so
then to join with a partner to compare their answers. Make that each student only does part of the exercise. This is
sure they write nothing when the pronoun is an object. particularly useful if the exercise is a written one.
• Go over the answers as a class, asking students to read out
their answers. Keep in mind that some items have more • Tell students that we often use relative clauses to define
than one possible answer, and accept/elicit all of them. things, and this exercise gets them to make definitions.

• As there are twelve items in this exercise, you may not want pairs pictures of objects they are unlikely to know in English
each student to write a definition for all twelve words. You and/or a list of objects.
can allocate three or four items to each student by
numbering the items and allocating, e.g. items 1 to 3 to the 9 CHOOSE
students at the back on the right of the classroom. The idea is for students to make their own choice of activity
• Once individual students have written their definitions, put here. However, you might want to make the decision for
students into mixed groups so that they can share their them, in which case explain why. Alternatively, you may
answers. decide to let students do more than one task. You could
Suggested answers different task – or you could have a vote on which task the
cash: This/Cash is money that you can use to pay for things / whole class should do. For the vote:
coins and notes that you keep in your pocket. • put students in pairs or groups to decide which they prefer.
checkout: This/A checkout is the place that you go to in a • take a vote on each task.
shop to pay. • if the vote is tied, ask one student from each side to explain
clothes shop: This/A clothes shop is a shop/place that sells
clothes.
Note: for Option 1, you will need to ask your students to do
credit card: This/A credit card is a small plastic card that some research before the lesson.
you can use to buy things / that you can use instead of
g
money.
in
• Option 1 – writing. Ask students before the lesson to find
furniture shop: This/A furniture shop is a shop/place that two or three photos of upcycled products on the internet.
rn
sells furniture. They should bring the photos to class, and write one or two
a
online shop: This/An online shop is a website that sells sentences about each one to describe them, using relative
Le
things online. clauses. Then have a class session where students hold up
salesperson: This/A salesperson is a person/someone who their photos and describe the product to the class.
• Option 2 – pair work. Individual students should write a
ic
works in a shop and sells things.
description of three shops or other places where they like to
second-hand shop: This/A second-hand shop is a place
ph
buy things. Without saying the names, they should describe

that sells used things.
each one using at least one relative clause while a partner
a
security guard: This/A security guard is a person who tries to guess their names.
gr
checks buildings, banks, etc. • Option 3 – poster presentation. Students should research
shopping centre: This/A shopping centre is a large building another product like Bureo skateboards that comes from
eo
or area that has a lot of different shops. recycled materials, either in class or before the class. Either
supermarket: This/A supermarket is a shop that sells individually or in groups, students create a poster with a
lG
groceries and household things. picture and a few sentences explaining it, using at least one
relative clause.
na
Exam tip
Homework
io
Defining things and concepts • Set Workbook Lesson 8C exercises on pages 92–93 for
In spoken exams students are often given a photo or homework.
at
picture to describe, or a theme to discuss. It’s easy to panic • You might want to tell students to watch the track called
N
if there’s an item in the photo or a concept that the Unit 8 TED Talk on the Perspectives website before they
student does not have the English to express. In this case, come to the next class.
being able to avoid the specific word(s) by providing a
definition is a useful skill. For example, if a student has to
describe a garden scene with a lawnmower in it, and
doesn’t know the word for lawnmower, it is perfectly
acceptable to talk about ‘a machine that cuts grass’.
Extension
As a way of practising the skill of defining, you could make
Exercise 8 into a game. Instead of having students write
definitions that include the name of the item, they could
write definitions starting This (see Suggested answers above).
Then, individual students read out a definition at random, and
the rest of the class/group has to decide which object is
being defined. You can extend this further by giving students/
144 Unit 8 Buyer’s choiceSAMPLE COPY, NOT FOR DISTRIBUTION

8D Our campaign to ban AUTHENTIC LISTENING SKILLS Content
words p100
plastic bags in Bali pp100–101 As well as teaching aspects of phonology and listening skills,
these tasks also:
LEAD IN • allow students to read and hear new language before they
• Tell students they are going to watch a TED Talk about listen to the whole text.
saving the environment in Bali. Point to the girls in the • allow students to tune in to the speaker’s voice and style.
photo and say: This is Melati and Isabel Wijsen. They are
sisters. We are going to listen to their talk. 1
• Ask a student to read the title of the talk aloud. Then put • Read the information in the Authentic listening skills box
these sentences on the board or project them: Many cities with the students.
and countries have banned smoking in all restaurants. You • Tell students to read the short text on the page. Introduce
can’t smoke in them any more. Ask students what they think the word generate (make or produce). Ask students what
the verb ban means. (stop something, usually by passing a they notice about all of the underlined words and phrases.
law) (Most are nouns, verbs and numbers.)
• Then point again to the sisters in the photo and ask • 50 Play the short extract for students to listen for the
students to guess why the two girls wanted to ban plastic underlined stressed words. Guide students to see that the
g
bags in Bali. Accept any reasonable answers for the speaker stresses these words to make a point, i.e. how much
in
moment. plastic people use each day and how little they recycle.
rn
• Ask the class: How much plastic rubbish does Bali produce, a
the DVD to introduce the talk and the speakers, and play lot or a little? Do most people recycle plastic bags? How much
a
the About the speakers section. Then do the vocabulary do people recycle? Tell students to take turns practising
Le
exercise. reading the extract aloud. Encourage them to do this with
TED Talk About the speakers 8.0 feeling – the speaker is using important statistics to get her
ic
listeners’ attention.
Melati and Isabel Wijsen are from Bali, a tropical island
ph
paradise in Indonesia. In 2013, they started a campaign 2

called Bye Bye Plastic Bags.
• Explain to students that the paragraph on the page is a
a
They were inspired by the ideas of Mahatma Gandhi, an continuation of the paragraph in Exercise 1. Tell them to
gr
Indian leader who recommended peaceful action to change read the paragraph and ask about anything they don’t
the world. understand, e.g. the word drain (waste pipes that carry
eo
Their work led to a plastic bag ban on the island – but only water and other waste away). Then tell students to try to
after they talked about doing a hunger strike. As a result of guess the answers to some of the missing words, and to
lG
this project, the two sisters have become friends with the compare ideas with a partner.
island’s governor and continue to ask the question: how can • 51 Play the extract. Tell students to check their answers
na
they make a difference in the world? so far and write the other words they hear to complete the
The Wijsens’ idea worth spreading is that when kids apply paragraph. You may have to play the extract a second (or
io
their energy and perseverance to improve the world, they can third) time so that students can write what they hear.
at
bring about amazing changes. • Check answers with the class. Then ask What happens to
most plastic bags in Bali? (They end up in the sea.) Tell
N
Answers to About the speakers students to take turns practising reading this extract aloud
1 paradise = c (a very beautiful or peaceful place) with feeling.
2 campaign = a (a series of actions to achieve a result)
3 inspired = a (made to want to do something) Answers
4 ban = b (the complete removal of something) 1 island 2 all 3 Bali 4 rivers 5 ocean
5 hunger strike = c (a time when you show disagreement 6 burned
by refusing to eat)
6 governor = b (a leader of a state, school or other
organization) WATCH pp100–101
• After they finish, write the key words from the About the video, you may want to watch the whole talk all the way
speakers section on the board and ask students to retell it through with only some brief checking questions. A version
aloud, or ask them to write as much of what it said as they of this is on the DVD and is labelled as TED Talk with activities.
can. Correct as necessary. At the end of each section, there is a short gist question(s).

MW We know that changes the image you may have of our
island. It changed ours, too, when we learned about it,
Part 1
when we learned that almost all plastic bags in Bali end
1 Most plastic bags in Bali
up in our drains and then in our rivers and then in our
b are thrown away or burned as litter.
ocean. And those that don’t even make it to the ocean,
2 Hawaii, Rwanda, Oakland and Dublin all
they’re either burned or littered.
c stopped using plastic bags.
3 In India Melati and Isabel decided to IW So we decided to do something about it. And we’ve been
a stop eating as part of their fight against plastic bags. working for almost three years now to try to say no to
Part 2 plastic bags on our home island. And we have had some
Which sentence best explains what happened? significant successes.
b The girls’ campaign very quickly succeeded and the IW We started researching, and let’s just say, the more we
problem was solved. learned, there was nothing good about plastic bags. And
you know what? We don’t even need them.
3 MW We were really inspired by the efforts to say no to plastic
• Books closed. Prepare for this exercise, and revise the bags in many other places, from Hawaii to Rwanda and to
second conditional briefly, by asking students: Imagine that several cities like Oakland and Dublin.
on your way to school, you often see students eating sweets IW And so the idea turned into the launch of ‘Bye Bye Plastic Bags.’
and crisps and dropping the packets on the ground. What
g
MW The volunteer team includes children from all over the
would you do?
in
island, from both international and local schools. And
• Books open. Put students in pairs and give them a few together with them, we started a multi-layered approach,
rn
minutes to discuss the questions. When they have finished, based on an on- and off-line signature petition, educational
ask volunteers to share their answers with the class. and inspirational presentations at schools; we raise general
a
awareness at markets, festivals, beach clean-ups, and last
Le
4
but not least, we distribute alternative bags, bags like net
• Tell students they are going to watch Part 1 of the talk. bags, recycled newspaper bags or hundred percent organic
ic
Summarize it for them: tell them the sisters are going to material bags, all made by local initiatives on the island.
explain why they started their campaign to ban plastic bags
ph
and how they did it. In other words, they are going to talk It’s not always easy. Sometimes it does get a little bit hard
about the problem (write this word on the board), and then to walk your talk.
a
explain their solution (write this word on the board). Tell IW But last year, we did exactly that. We went to India to give
gr
students to read the notes and to see if they can guess any a talk, and our parents took us to visit the former private
of the answers. house of Mahatma Gandhi. We learned about the power
eo
• 8.1 Play Part 1 of the talk once or twice. Remind of hunger strikes he did to reach his goals. Yes, by the end
students that when the sisters speak, they don’t have to of the tour, when we met our parents again, we both
lG
understand everything. Pause at key points so students can made a decision and said, ‘We’re going on a hunger strike!’
write the answers. MW And you can probably imagine their faces. It took a lot of
na
• Take answers from the class, repeating the parts of the talk convincing, and not only to our parents but to our friends
that clarify them if necessary. Turn on the subtitles if and to our teachers as well. Isabel and I were serious about
io
needed. doing this. So we met with a nutritionist, and we came up

with a compromise of not eating from sunrise to sunset
at
• Project or write on the board: What was the problem? What

was the sisters’ solution? Tell students to use the notes to every day until the governor of Bali would agree to meet
N
answer the questions. with us to talk about how to stop plastic bags on Bali.
5
Answers
• Summarize Part 2 of the talk for students. The sisters started
1 garbage 2 recycled 3 no 4 inspired
a hunger strike. In Part 2, they explain what happened next.
5 hunger
They also explain the results of their campaign. Tell students
to read items 1–5 and to ask about anything they don’t
TED Talk Part 1 script 8.1 understand.
• 8.2 Play Part 2 of the talk once or twice for students to
MW = Melati Wijsen, IW = Isabel Wijsen
choose the correct answer.
MW Bali – island of gods. • Take answers from the class, repeating the parts of the talk
IW A green paradise. that clarify the answers. Turn on the subtitles if needed.
MW Or ... a paradise lost. Bali: island of garbage.
Answers
IW In Bali, we generate 680 cubic metres of plastic garbage a
1 meet 2 promised 3 shops and restaurants
day. That’s about a fourteen-storey building. And when it
4 kids 5 at the airport
comes to plastic bags, less than five percent gets recycled.

TED Talk Part 2 script 8.2 Both ‘Welcome to Bali, do you have any plastic bags to
MW = Melati Wijsen, IW = Isabel Wijsen declare?’
IW Our ‘mogak makan’, as it is called in Bahasa Indonesia, Both Om shanti shanti shanti om. Thank you.
started. We used social media to support our goal and • Project or write these questions on the board: 1) They
already on day two, police started to come to our started their hunger strike. Then what happened? 2) The sisters
home and school. What were these two girls doing? put a sticker on the door of some stores and restaurants. Why?
We knew we weren’t making the governor look his 3) How old were the sisters when they started their campaign?
best by doing this food strike – we could have gone to What do they believe about kids? Tell students to use the
jail. But, hey, it worked. Twenty-four hours later, we answers in items 1–5 to answer the questions in their own
were picked up from school and escorted to the office words.
of the governor.
6 VOCABULARY IN CONTEXT
MW And there he was – waiting for us to meet and speak,
being all supportive and thankful for our willingness • 6a 8.3 Tell students that they are going to watch
to care for the beauty and the environment of Bali. He some clips from the talk which contain new or interesting
signed a promise to help the people of Bali say no to words or phrases. They should choose the correct meaning
plastic bags. And we are now friends, and on a regular for each one. Play the Vocabulary in context section. Pause
basis, we remind him and his team of the promises he after each question on screen so students can choose the
has made. And indeed, recently he stated and correct definition, then play the answer. If you like, you can
g
committed that Bali will be plastic bag free by 2018. ask students to shout out the answers. If helpful, either you
in
IW Also, at the International Airport of Bali, one of our moving on to the next question.
rn
supporters is planning to start a plastic bag-free policy
by 2016.
a
Answers
MW Stop handing out free plastic bags and bring in your
Le
1 do something about it = b (take action)
own reusable bag is our next message to change that 2 walk your talk = c (do as you say)
mindset of the public. 3 Go for it! = b (Act now!)
ic
IW Our short-term campaign, ‘One Island / One Voice’, is all 4 be the change = c (live in the way that)
ph
about this. We check and recognize the shops and 5 Make that difference = a (Cause a change.)
restaurants that have declared themselves a plastic bag-
a
free zone, and we put this sticker at their entrance and • 6b After students have watched, put them in pairs and
gr
publish their names on social media and some give them a few minutes to complete and discuss the
important magazines on Bali. And conversely, that sentences. Go around and help students by correcting or
eo
highlights those who do not have the sticker. giving them the English they need.
MW So, why are we actually telling you all of this? Well, • When students have finished, ask volunteers to share their
lG
partly, it is because we are proud of the results that, answers with the class. Give feedback about new language
together with our team, we have been able to reach. But that came up, and correct any errors.
na
also because along the way, we have learned that kids

can do things. We can make things happen. Isabel and I Suggested answers
io
were only ten and twelve years old when we started this. 1 … hunger / endangered species (animals that are
We never had a business plan, nor a fixed strategy, nor
at
dying) / rubbish in beautiful places.

any hidden agendas – just the idea in front of us and a 2 … Bill Gates / Nelson Mandela. (Students’ own answers)
N
group of friends working with us. All we wanted to do 3 Students’ own answers
was stop those plastic bags from wrapping and 4 Students’ own answers
suffocating our beautiful home. Kids have a boundless 5 … Angelina Jolie / Mark Ruffalo / Ellen MacArthur. (See
energy and a motivation to be the change the world Unit 9D.)
needs.
IW So to all the kids of this beautiful but challenging world:
go for it! Make that difference. We’re not telling you it’s
CRITICAL THINKING Understanding a
going to be easy. We’re telling you it’s going to be worth
it. Us kids may only be 25 percent of the world’s
speaker’s authority p101
population, but we are one hundred percent of the 7
future. • Read the Critical thinking box with the students. Ask if they
MW We still have a lot of work to do, but know that we still can give an example of someone with authority in a field
not stop until the first question asked when arriving at from their discussion in Exercise 6.
the Bali airports will be ...

• Ask students to read the instructions and then the three day. That’s about a fourteen-storey building. Photos and facts
options. Then ask the class which answer is best. help to interest your listeners and describe the problem
clearly.
Answer State your solution(s) and explain why each is a good idea.
c, they have authority because they have done something So what can we do about this problem? One solution is … We
that has made a difference. think this will help because … Another thing we can do is …
Describe your campaign. How will you tell others about it
and get people involved? Mention any people you will ask
CHALLENGE for help.
• Put the problem/solution chart on the board. (Don’t list all Close your talk with a sentence to inspire people: Join us
ideas under ‘Possible solutions’ for students to see. Give the and make a difference! You can change the world, so go for it!
first one. The others in italics are suggested ideas for you.) Thank people for listening. Ask if there are any questions.
• The group should discuss their ideas and put together their
The problem: A lot of Possible solutions
talk. So that the work is divided fairly, assign each person in
people …
the group a role, e.g. The group leader and notetaker leads
buy water in plastic Don’t buy bottled water. Recycle the group’s discussion, makes sure everyone is participating,
bottles. bottles. and takes notes on the group’s ideas. The researcher is
go shopping and get Bring your own bag(s) to a store. responsible for researching facts and photos to be used in
g
new bags. Find ways to reuse old shopping the talk. The secretary is responsible for putting together the
in
bags in your home. slideshow for the final talk.
throw away old clothes Sell or donate your used items, or • Remind students that in the talk they watched, the speakers
rn
or shoes. do a ‘clothes swap’ with a group took turns talking. The group should decide who will say
of friends. what, and practise their talk.
a
Le
buy from companies Don’t buy from these companies. • At first, ask students to give their talks to another group.
that pay or treat their When they listen, they should take notes on what the
people badly. problem is and what solutions the speakers propose. At the
ic
eat food that has been Buy organic food or food that a end, listeners can say what they think of the group’s ideas,
ph
grown with a lot of local farmer has grown, or start and add any others they have.
chemicals. your own vegetable garden. • Finally, once they have had some practice, you can ask
a
groups to give their talk to the class.

Other:
gr
• Introduce the idea of changing and improving the world by Homework

eo
rethinking your shopping/spending/recycling habits, and Set Workbook Lesson 8D exercises on page 94 for
read the information in the Challenge box aloud. Then look homework.
lG
at two or three problems in the chart, brainstorm some

possible solutions with the class, and add them to the chart.
na
• Put students in groups of three. Then put these questions

on the board, and tell the groups to answer them.
io
What change does your group want to make? Choose a

problem from the board or think of your own.
at
Why is it important to make this change?

N
If people make this change, how will it help your community

(or the world)? Explain how things are now and what will be
different in the future.
Describe your campaign. How will you tell others about it and
get people involved, e.g. use social media, send email to
government officials, create an advertisement?
Who will help you, e.g. your parents, your teachers, your city’s
mayor, a celebrity?
8
• Tell students to use their answers to the questions above to
prepare a short talk in which they explain their ideas. Tell
them to use the following procedure:
Start by stating the problem, and explain why it’s a
problem. As part of this, use statistics and photos (like the
sisters did): We produce 680 cubic metres of plastic garbage a

8E Call to action pp102–103 Audioscript
Answers in bold.
52
We’re voting next week about the question of banning cars

SPEAKING p102 from the high street between Stratford Street and Broad
Street. The plan that we suggest is to make those two blocks
1
of the high street into a pedestrian zone.
• Books closed. Write the phrase pedestrian zone for
students and see if they know or can guess what pedestrian Our town centre shopping area is an important part of
means (on foot, or person on foot). Tell them that zone the local economy, and also a leisure area for everyone who
means area, and ask them to try to explain what a uses it – from teenagers to families with young kids and
pedestrian zone is (an area for pedestrians, i.e. no cars are grandparents.
allowed).Then show them a photo of a car-free zone. Some Let me explain why I think we should close two blocks of the
options to choose from (and there are many): Fez, Morocco high street to traffic.
(the Central Market), New York City, USA (Times Square), Research shows that people who shop centrally enjoy
Buenos Aires, Argentina (Calle Florida), Siena, Italy (Piazza walking, but don’t like the car and bus traffic. They also
del Campo), or Melbourne, Australia (Bourke Street). Ask don’t like the air pollution that comes from cars and buses in
them What do you think of this place? Would you like to visit? the area. If we closed some roads to cars, more shoppers
Why or why not? would shop in the centre.
g
• Books open. Put students into pairs to discuss the
Think especially of families who have young children. They
in
questions. After they have finished, ask students to offer the
just want a nice place to go shopping. If we made a
pros and cons for closing city streets and write them on the
pleasant central space that families liked, our town
rn
board. You should keep these up or record them
would be a happier place.
somewhere because you may need them later (if you do
a
the extension activity suggested on page 150). Closing roads to traffic is the right thing to do. Allowing cars
Le
to spoil our shopping area is wrong. People who shop in
the town centre have a right to feel safe on the streets
Suggested answers
ic
and to breathe clean air.
Benefits: safer for pedestrians, better air quality, quieter
For these reasons, I recommend closing two blocks of the high
ph
Problems: may be more difficult to reach the area, people

street. Next week, please vote ‘yes’ to the plan that will make a
who can’t walk very well may not be able to use it, no
new central pedestrian zone. If we vote ‘yes’, our town will be a
a
passing customers for the shops, deliveries for the shops

better place to live and shop. Thank you!
gr
are more difficult

3
eo
2 • Go over the expressions in the Speaking strategy box.

Explain that there are three different ways to persuade
lG
Exam tip another person of your argument: through logic (by using
Using context to infer meaning factual information that has already been proven), through
na
We hear and see language in particular contexts. Students emotion (by using words that appeal to people’s feelings
need to learn to make educated guesses about answers about something) and by morals (by using the idea that
io
based on the context they are seeing or hearing the something is morally better than the alternative). Have a
class vote by asking students to raise their hands: Which
at
language in. Once students start engaging in this kind of

activity, it can be a real confidence booster as they start to way of persuading do you think is better: logic, emotion or
N
see how much they can work out before they read or listen morals? Put the results on the board.
to a text. Practice in this can be as easy as encouraging • Give students a moment to match the quotations to one of
students to read the exercise and try to guess answers the strategies. Go over the answers as a class.
before they read or listen to the input text.
Answers
morals, emotion, logic
• Tell students to read the paragraph and guess the answers,
based on their discussion in Exercise 1.
• 52 Then play the recording for students to check their 4
guesses and complete the paragraph. Check by asking • Read through the different situations with the students.
individual students to read a sentence at a time. Split the class into small groups and give each group one of
the three situations. Students should then brainstorm ideas
Answers for how to solve these problems.
1 cars 2 shopping 3 walking 4 families • Come back together as a class. Ask for volunteers to tell you
5 shopping area 6 feel safe some of their ideas for each of the three problems and write
them on the board.

• As an alternative to the upcycling situation, if students have • At the end of the discussion period, ask each student to write
already done a lot of work on that, you could ask them to their decision (but not their names) on a piece of paper, i.e.
brainstorm the topic of pedestrian zones, seeing if they can yes or no to closing streets to cars. Collect the papers and
add to the pros and cons they discussed in Exercise 1. (Or add up the votes. Which side won more of the votes overall?
you could leave this for the Extension below.)
5 WRITING A persuasive blog post p103

• Put students into small groups and ask each group to
6
choose one of the ideas from Exercise 4, and note down the
pros and cons from the discussion, using the ideas on the • Write several types of street performers on the board, e.g.
board and any others they have. musicians (buskers), magicians, acrobats, mimes, dancers,
human statues. Ask students if they know what these
• Then tell each group to make a brief presentation for the
performers do. Can they think of an example of each one?
class, to try to persuade their classmates of their idea. Tell
Have they ever seen one?
them to not only use the language of persuasion, but to also
give supporting reasons for why they think the way they do. • Put students into pairs to discuss the two questions. For the
first question, they could make a list of the different areas of
Fast finishers the town/city and what kinds of performers they have seen
Any groups who finish quickly can choose one of the other there. They should share their answers with the class. For
ideas and make a second presentation, then decide on the the second question, ask them to discuss the pros (they are
g
one they feel is most persuasive to present to the class. fun to watch, they bring in business, they provide an
in
income for the people who are performing) and cons (they
Extension
can be loud, they take up space in busy areas, they ask
rn
• If you want to give students the opportunity to further people for money) of having street performers.
explore the topic of pedestrian zones and also to practise
a
using the speaking strategies more, you could set up this
Le
7
mini-debate activity. First, divide students into three groups: • Refer students to the blog post on page 152. Ask them to skim
environmentalists, shop owners and local residents. Give through the blog to find out what the writer thinks about
ic
each of them the information below (orally or in writing) so street performers. (He/She likes them.) If there are any words or
that they know their position for the role play.
ph
phrases that students don’t know, they can ask you now.
Environmentalists: you want to make the town centre into a • Now tell students to answer the six questions. They could
a
pedestrian zone. You strongly believe that this will make life do this in pairs: one student asks questions 1–3 while their
gr
easier for pedestrians and local residents, will encourage partner finds the answers in the blog post and notes them
people to walk more, and will cut down on air pollution and down, then they swap for questions 4–6. Ask the class the
eo
traffic accidents. six questions and invite responses, continuing until you get
Shop owners: You are against the idea of a pedestrian zone a full answer for each.
lG
in your area. It will impact your businesses negatively. Right

now, many customers drive to shop in the centre and a car Answers
na
ban will affect this. Also, you will not have an easy way to 1 The blogger loved the street performers.
receive deliveries of goods to your shops. 2 He/She thinks they should allow street performers.
io
Local residents: You are not sure what to think. On the one 3 By saying other cities have street performers, and that
hand, having no cars will make life quieter and cleaner and they would be good for the local economy.
at
it will be safer for children. On the other hand, it will make 4 By asking how the reader felt the last time they saw a
N
shopping less convenient because you won’t be able to great street performer, and talking about the emotional
park close to the shops. How about the people who usually connection.
drive to work in the shops … what will they do? 5 By saying it’s wrong to stop people from doing honest
• Once students understand their roles, put them in groups of work.
three. Each group should contain one environmentalist, one 6 Students’ own answers
business owner and one local resident. Tell them to start their
discussion by introducing themselves and explaining their 8 WRITING SKILL Using persuasive language
position on the question briefly. Then tell them to take a few • 8a Students are now going to match the sentences with
minutes to debate the idea of making the town centre a the strategies in the Writing strategies box. First, go over the
pedestrian zone. They should try to persuade their partners. strategies with the students and make sure they understand
(Remember, when students are trying to persuade one each one.
another, they can also use the pros and cons that they
• Put students into pairs to work on the matching. Go over
generated in Exercise 1 on the topic of closing streets to cars.)
the answers as a class. Point out that the points in the
Writing strategies box are in a sensible order.

Answers Homework
1 c 2 a 3 e 4 b 5 d • Set Workbook Lesson 8E exercises on pages 95–96 for
homework.
• 8b Ask students to think about what they like in the area • If you haven’t had time to do the writing in class, ask
where they live. Give them a minute or two to come up students to write their blogs for homework. Allow
with ideas and then discuss them with the class. Next, ask enough time at the beginning of the next lesson for
them What’s missing in your area? What would you like to see them to exchange and discuss their blogs.
that isn’t there now? You can suggest some ideas to get
them started, e.g. an outdoor market, shopping centre,
swimming pool.
• Put students into groups to list at least three improvements.
• 8c Now ask students (in the same groups) to think of a
logical, an emotional and a moral argument for each of the
improvements they suggested in Exercise 8b. When they
have finished, ask each group to present one of their
suggested improvements, with all the arguments, to
the class.
g
in
Exam tip
Using examples
rn
To be a good writer, you need to explain your ideas clearly
a
to your readers. One way you can do this is by providing
Le
examples to show what you mean. These markers signal to
the reader that you are now going to give some evidence
to support your main argument. You can introduce this
ic
into the writing for this unit.
ph
9
a
• Write or project these sentences on the board, underlining

gr
the target structures to show students how they are used:

Many cities are creating pedestrian zones. For example, / For
eo
instance, in Bogota, Colombia, some main streets are closed to

cars at the weekend.
lG
There are many different kinds of street performers in my city,

such as dancers and musicians.
na

page 152 for help. Remind them of the structure of the blog
io
by reading out the advice at the back of the book and

at
reminding them of the language they have studied.

N
higher if they organize their blog in a similar way to the

• Tell students to choose one of their ideas from Exercise 8 to
write into a full blog post, using the structure in the Writing
strategies box. Students can write their blogs in class or you
can give them as homework.
10
• Ask students to exchange their blogs. Each student should
read their partner’s blog and check that it follows the
structure in the Writing strategies box, and that it uses the
three ways of persuading.
• Students discuss each other’s work in their pairs, saying
whether or not they were persuaded by the arguments in
their partner’s blog. If not, they should explain why.


Unit at a glance 9A Work should be fun!

• talk about jobs
• read opinions about school and work Information about the photo
• learn about the knowledge and skills needed for life The women pictured are making fishing nets in Vinh Hy, a
• watch a TED Talk about using things carefully village in south-eastern Vietnam. The women and their
husbands, like many people in this community, work in the
• write an email asking for information about a class
fishing industry as net makers, fishermen and fish sellers.
9A Vocabulary Vinh Hy is not only known for its seafood, though. The
Jobs, e.g. software developer, architect, chef village’s picturesque beaches, and its proximity to a
Listening popular national park, have begun to attract tourists to the
A conversation about an explorer’s career and area in increasing numbers. To accommodate these
g
what students want to do in life visitors, resorts have opened in the region in recent years,
in
Grammar and more locals now work in the hospitality industry as
rn
Past perfect hotel and restaurant staff and tour guides.
a
Le
Dependent prepositions, e.g. ask for, agree with LEAD IN
Reading • Focus students’ attention on the photo or project it using
Does school prepare you for the world of work? the CPT. Ask one student to read the caption, then tell them
ic
Critical thinking a bit more about Vinh Hy, explained above. You can read the
ph
Identifying tone information to the class as it is or simplify and explain it. Tell
9C Grammar students to take some notes on what you tell them and
a
Reported speech then ask What jobs do many people in this Vietnamese village
gr
have? (fishermen, net makers, hotel and restaurant staff,

9D TED Talk tour guides, other jobs related to tourism).
eo
The surprising thing I learned sailing solo around the

• Then ask students Which jobs are common here? They
world, Dame Ellen MacArthur
respond with the names of jobs. You might want to
lG

introduce this language to talk about the different
Weak forms
industries people work in: Many people work in ____ tech /
na
9E Speaking banking / business / fashion / entertainment / manufacturing

Talking about careers, skills and interests / tourism / government / medicine / retail.
io
Pronunciation • Language note. All in a day’s work (the title of this unit) is
Question intonation used to express the idea that something difficult or
at
Writing unpleasant is an expected part of a given job.

N
A formal email
Writing skill
Indirect questions VOCABULARY Jobs p105
1 MY PERSPECTIVE
• Tell students to read the questions and think about their
answers. Point out that the title of the lesson is Work should
be fun!
• Put students in pairs and give them a few minutes to
discuss the questions. Go round the class, helping as
needed and taking a note of any errors or language
problems to address in feedback.
answers with the class.

152 Unit 9 All in a day’s work
2 something like People really need doctors.) Then tell pairs to
compare their answers on page 154, to see how the jobs
• Ask students to work in pairs. Tell them to cover a–j and to
rank through the whole world.
say, or guess, what each person does, e.g. a software
developer writes computer programmes. 4
• Then tell the pairs to uncover a–j and to match the jobs and • Go through the jobs in the box with the class and check
definitions. They should match the ones they know first, they understand them all. Then put the chart below on the
and then try to work out what the others might be. board, and explain each category:
• Check answers as a class by inviting different students to emergency services jobs = helping in a dangerous or life-
complete this sentence (which you put on the board): A(n) threatening situation such as a fire
_____ is someone who _____. (A software developer is
office or desk jobs = working in an office and doing most
someone who designs computer programmes.)
work while sitting
trades = skilled but not professional or academic jobs, e.g. a
g
Answers
plumber or electrician
in
1 d 2 a 3 c 4 j 5 f 6 e 7 i 8 g 9 h
10 b retail jobs = sales jobs, usually in a shop
rn
other = any that don’t fit the categories above
a
Extension emergency office / trades retail other
Le
Ask students to create flashcards of the jobs in Exercise 2 (and services jobs desk jobs jobs
more jobs if you wish): on each card (or slip of paper) they
should write a job on one side, e.g. architect and the
ic
corresponding definition on the other, e.g. designs buildings,
ph
or the translation into the students’ native language. In pairs • Tell students to work with their partner to list the jobs in the
or small groups, they should mix up their cards and then quiz chart, and then to think of one more job for each category.
a
each other. • Go over answers with the class, and write additional ideas in
gr
the chart.
Teaching tip
eo
Using flashcards to review vocabulary Answers

Flashcards are a useful aid to studying and reviewing Other possibilities that students may include are in
lG
vocabulary, and they are something that can be made very brackets.
quickly and easily by students in each vocabulary lesson. 1 firefighter, paramedic, police officer (ambulance driver,
na
To use these most effectively, encourage students to create coastguard)

three piles the first time they go through them: 1) words 2 chief executive, manager, office worker (clerk,
io
they got immediately, 2) words they remembered after a receptionist, personal assistant)
few moments, 3) words they couldn’t remember or got 3 construction worker, factory worker* (electrician,
at
wrong in some way. Tell students to put the cards back plumber, mechanic)
N
together with pile 1 at the bottom, 2 in the middle and 3 4 salesperson, shop manager (sales representative,
at the top. This ensures that they review words they don’t cashier, travel agent)
know more quickly. 5 cleaner, reporter (postman/woman, teacher, librarian)
* this could be considered ‘other’
3
• Read the instructions and ensure that students understand • Language notes. A chief executive is often referred to as
that they rank the jobs based on demand in their country, CEO (chief executive officer). The title is pronounced by
i.e. those that are needed the most. saying each letter: C-E-O. A salesperson might work in a
• Alternatively, instead of ranking all ten jobs, students could shop, but a person with this job title might also work in an
focus on the top five only. Another option would be to give office ‘in sales’.
students the answers for jobs 2, 5, and 9, and then they fill • Optional step. To preview some of the language that
in the other seven. comes up in Exercise 5, ask students these questions about
• Tell students to rank the jobs from 1–10 individually first, the jobs they have just worked with: Which jobs in Exercises
and then to compare with a partner and explain their 2 and 4 are dangerous? Which are difficult? Which are well
answers. Why, for example, did they list a certain job as paid? Which are low paid?
number 1? Why is it so important? (They might say

Unit 9 All in a day’s work 153
5 Tomas Let’s see. I’ll Google him. ... OK, here he is. Let’s see … it
says he was interested in science as a young boy. By the
Give students a few minutes to discuss the questions. Go
time he was a teenager, he’d decided he wanted to be a
round the class, helping as needed. When students have
scientist. And he’d already had a job working in a fish
finished, ask volunteers to share their answers with the class.
shop before he started university.
Julia Wow – so is it too late for me? I haven’t decided exactly
LISTENING p106 what I want to do yet!
6 Tomas Well, it says he hadn’t worked as a photographer before
he got a job as an assistant photographer. He learned
Background information that later – and now that’s a big part of his work. So it
may not be too late for you.
Anand Varma is a natural history photographer who has
been interested in the natural world from a young age. He Julia Yeah … I guess his job needs a lot of different skills, and
worked as a teenager at an aquarium store (where you can he’s learned them by trying different things.
buy fish as pets and all the equipment needed to look after Tomas I don’t think I’d want to be away from my family so
them) and at that time also developed an interest in much.
photography. He studied biology in college and then by Julia So what job would you like?
chance later worked on a story for National Geographic
Tomas I’d like job that pays well. I don’t care if it’s boring or
magazine. His current work of photographing nature
g
not. I wouldn’t mind going to college, but I don’t want to
combines his interest in research, biology and
in
study for more than four years. So, I don’t want to be a
photography.
doctor or a lawyer – definitely not a vet. Too much work!
rn
Julia I think work should be fun – it should be an
• Optional step. Tell students they are going to listen to two
a
adventure. I don’t care what I do so much, but I don’t
Le
people talking about what’s important to each of them in a
want it to be boring. And I wouldn’t mind helping people.
job. Ask students What’s important to you in a job? What
would you need for ‘the perfect job’? Put them into pairs and Tomas Maybe you should consider a job in the emergency
ic
give them time to discuss this with a partner. If they have services – paramedic, firefighter, police officer – I’m sure
those are exciting jobs.
ph
already talked about this in their Exercise 5 discussion, skip

this step or keep it very short. Volunteers can share their Julia Yeah, they probably are … I don’t know. I think I want to
answers with the class. Did any of them choose the words do something … different.
a
that are in Exercise 6 (adventure, fun, etc.)?

gr
Tomas Not me. I want to do something safe.

• 53 Play the recording for students to match the words
eo
with Julia and Tomas. Go over the answers as a class, then 7

ask students who they feel they are most like in terms of job • Before playing the recording again, give students time to
lG
aspirations. read through all of the items so that they are familiar with
the content before they listen. Tell them that fish shop refers
na
Answers to an aquarium shop, not fish as food.

adventure – J, fun – J, money – T, safety – T, staying near • 53 Play the recording again for students to write their
io
family – T answers, then give them a few moments to compare them

with a partner.
at
Audioscript 53 • Play the recording a third time for students to check any
N
answers that differed, and for them to make notes to correct

Answers in bold.
the false items. Check around the class.
Julia Look at this picture. That’s such a cool job!
Tomas That’s a job? What’s he doing? Answers
Julia Well, he’s a science photographer and explorer, so … 1 NG (though she says It should be an adventure, so
yeah, he’s doing his job. He’s taking photos of honeybees students could argue T)
at a lab. His work might help us stop their population 2 NG
from getting smaller. I’d love to have a job like that – 3 T
doing something interesting that can help make a 4 T
difference. That would be so cool. 5 F (I don’t think I’d want to be away from my family so
much.)
Tomas I know what you mean, but … not many people can
6 F (I don’t want to be a doctor.)
have that kind of job. Most people need to work at a
7 T
normal job – you know, a construction worker or
8 F (Tomas says that about Julia.)
manager or something.
9 NG
Julia So how do you get a job like that? 10 F (I don’t care if it’s boring or not.)

Extension GRAMMAR Past perfect pp106–107
Anand Varma has also given a TED Talk called The first 21 days To prepare for teaching the following exercises, see Grammar
of a bee’s life, which students may be interested in looking at. reference on page 144.
8 MY PERSPECTIVE 9
• Books closed. Put students into pairs and give them a • Language note. The past perfect is formed with the past
minute to make a list of the jobs from the Vocabulary form of the verb have (had) and the past participle. The past
section that they remember. Come back together as a class perfect is used, often with the past simple, to talk about
and compile a single list on the board. (You can go around completed past events. Used together, the clause using the
to different pairs and ask each to submit an item for the list.) past perfect indicates the event that happened first.
• Ask pairs to agree to work on one of the jobs on the list. Tell • Focus students’ attention on the sentences in the Grammar
them that they are going to think of four or five qualities or box and tell them the words in bold are examples of the
skills that are necessary to do their job well. past perfect. Then ask them to tell you how it is formed.
• Books open. Write on the board: A teacher needs to _____
and ask students to choose an item from the list on page Answer
106 to complete it, e.g. A teacher needs to be organized. Ask had/hadn’t + past participle
if any students can supply a quality not from the list, e.g. A
teacher needs to be patient.
• Ask students which other tense uses the past participle (the
g
• Give students time to work in their pairs to write four or five
present perfect) and brainstorm some common past
in
sentences about the job they chose. Then ask volunteers to
share some of their ideas with the class. participles. Remind students that there is an irregular verb
rn
list on page 148.
Extension
a
10 / 11
• Write or project these sentences from the listening onto the
Le
board: • Ask students to read through the three sentences in the
Julia wants a job that’s fun and different. grammar box again and write 1 over the event that
happened first in each case and 2 over the event that
ic
Tomas wants a job that’s safe.
happened second.
Tell students that they are now going to talk about the kind
ph
of job that they want. • Then they can choose the correct words to complete items
1–4. Go over the answers as a class.
• Hand out or write this information on the board:
a
gr
I want a job that …

allows me to travel. Answers
1 before 2 before 3 didn’t have 4 before
eo
makes my parents proud of me.

helps other people.
lG
pays a lot of money. • Now ask a volunteer to answer the question in Exercise 11.
doesn’t expect me to work overtime.
won’t mean that I have to move far away.
na
Answer
Add to this list with additional ideas if you wish. past simple and past perfect
io
• Give students time, working alone, to choose the one item

on the list that is their highest priority when looking for a • Optional step. If you feel some more explanation would
at
job (or something else if they feel strongly about it). benefit your students, write these sentences on the board:
N
• Put students into groups of four. Each student (starting with The film started at 8:00. I arrived at the cinema at 8:15.
Student A) will have a chance to tell their group which item
By the time I arrived at the cinema, the film had already
they chose, e.g. A job that helps other people is most
started.
important to me.
Explain to students that both of these events happened in
• The other students (B–D) then have one minute to discuss
the past and that the first event to happen was the film
different ideas with the aim of choosing one job for Student
starting. The first event is in the past perfect, the second in
A based on what his/her priority is. While they are
the past simple.
discussing, Student A remains silent.
• Mention also that the following time adverbs often occur
• Once the minute is up, the students must agree on a single
with the past perfect: after, before, by the time, just, already
choice and tell Student A, who will then tell everyone
and yet.
whether he/she likes the suggestion or not.
• The activity is finished when every student has received a
suggestion for their ‘perfect job’.

Grammar reference and practice Teaching tip
Ask students to do Exercises 1–4 on page 145 now, or set Using timelines
them for homework. Timelines are a helpful tool when you are trying to
illustrate how English describes time and refers to events
Answers to Grammar practice exercises in time in relation to one another. A timeline gives
1 students a visual cue that will help them to understand the
1 had learned 2 had decided 3 took 4 had not been material more easily. Timelines can:
5 needed 6 had already decided 7 did 8 had 1) simplify explanations of how tenses work.
worked 9 got 10 went 2) give students a visual to show how tenses work.
2 3) show the different aspects of verbs in time (whether
1 did you decide 2 Had you tried / Did you try* 3 did they are permanent or temporary events, repeated or
you take 4 had you been 5 you got one-time events, etc.).
* It is possible sometimes to use the past simple for the 4) use universal symbols that are easy to understand.
first event with before or after, but students are unlikely to Here, students will be using timelines to show the order of
know this. events that happened in the past.
3
2 Yes, I had tried to find a job in marine biology before • Put students into pairs and give them a minute or two to
I finished university.
g
study the timeline at the bottom of the page. Tell them to
3 I realized that I needed money because I had decided to
in
ask any questions about content that they don’t
travel to New Zealand. understand.
rn
4 I got the research job when I had worked in New Zealand
for six months. Background information
a
5 After I (had) got my PhD, I went to Sri Lanka to help
Le
build a marine conservation research and education The Cannes Film Festival started in 1946 and is held
centre. annually in Cannes, France. It is an honour to show a film in
the festival as it is by invitation only. Films from all over the
ic
4
world are shown and judged. The highest and most
1 didn’t answer 2 asked 3 correct 4 Did you get it?
ph
prestigious award given at the festival is the Palme d’Or

5 correct
(Golden Palm).
a
12 The Presidential Medal of Freedom is the highest award

gr
one can receive in the United States. It is given to people

• Remind students that the past perfect action comes before (scientists, artists, activists, athletes, teachers, etc.) who
eo
the past simple action when they are used together. Explain have contributed significantly in some way to the US or
that the past perfect can come after the past simple in a the world.
lG
sentence though.
• Look at item 1 with the students to ensure they know what
• Go over the first item as a class. Then put students into pairs
na
to do, then ask them to complete items 2–5.

to make sentences with the past simple and past perfect.
Go over the answers as a class.
io
Answers
2 1, 2 3 2, 1 4 1, 2 5 2, 1
at
Answers
2 Cousteau had been in the navy for two years when he
N
13
travelled around the world.
• Language note. Notice that the verbs used in the timeline 3 Cousteau had given 20 years of his life to the ocean
of Jacques Cousteau’s life are in the present tense (even when he received money from the National Geographic
though the events happened in the past). This is a particular Society for his work.
use of the present tense called the historical or narrative 4 Cousteau had (already) written the book The Silent
present and it is often used when writing about historical World before he made the film.
events in chronological order (such as in a timeline). 5 Cousteau had (already) been a TV star for more than 15
Students will also see the historical present used in years before he received the Medal of Freedom.
newspaper headlines. 6 By the time he died, Cousteau/he had shared his love of
the ocean with millions of people around the world.

14
• Students are now going to make timelines of their own lives.

9B What do you want to
To start them off, give them some categories they can use to
help them come up with events for their timelines, such as:
be when you grow up?
pp108–109
transitions (starting a new school, joining a club)
school events (school trips, special classes, sporting events)
funny stories (times spent with family and friends) VOCABULARY BUILDING Dependent
trips and holidays (family holidays, summer break from prepositions p108
school)
accomplishments (learning to do something, hobbies, 1
awards won) • Books closed. Project or write this sentence on the board:
family events (birthdays, brothers and sisters being born) Maria talked her teacher. Then ask students Is this sentence
• Tell students how many events they should put on their correct? (No) Ask a volunteer to come to the board and
timeline (five or six items is a good start). Students should correct it, i.e. add to after talked. Then underline the phrase
start with the earliest event in their lives and move forward. talked to in the sentence.
• You could give this as homework and finish the activity in • Point out to students that many commonly used verbs in
the next lesson. (See below.) English are followed by prepositions, e.g. you talk to your
teacher; you look at a website; you listen to music.
g
15 / 16
in
• Once students have completed their timelines, put them building box with the students. It reinforces what you’ve
into pairs to look at each other’s timeline. already said and it adds some information.
rn
• Tell them that they should make two or three sentences • Tell students to read sentence 1. Ask them which word in
a
each about their partner’s timeline, following the models in the box they would use to complete it. (for)
Le
the book, using the past simple and past perfect. They
should then compare these with each other and correct any Teaching tip
errors in the sentences.
ic
Using dictionaries to check grammar
• Still in their pairs, each student should recommend a future Tell students that good dictionaries contain far more
ph
job that they think would be appropriate for their partner. information than just translations/definitions of words. For
Go round the class helping where necessary and noting example, with dependent prepositions, if students aren’t
a
errors or language difficulties for feedback. sure which preposition collocates with a given verb, they
gr
Fast finishers can look up the verb in their dictionary. Most print and
electronic dictionaries will give sample sentences in which
eo
Students can write a short paragraph describing the major

events in their partner’s life. the verb + preposition combinations are highlighted.
lG
Homework • Tell students to complete items 2–6, and then check

• Set Workbook Lesson 9A exercises on pages 98–101 for answers with the class by asking different students to
na
homework. read a sentence aloud.

io
• If you decide to set Exercise 14 as homework, tell

students to ask their family members for ideas about Answers
at
what they should put on their timelines. (Parents can be 1 for 2 with 3 from 4 on 5 to 6 on
especially helpful when trying to remember events from
N
one’s early years.) Students can then write their timeline

Exam tip
at home for discussion in the next lesson.
Using flashcards to review collocations
Dependent prepositions, and other combinations of
words, are often tested in standard exams in gap-fill
exercises, so students need to know these. Students can
use flashcards to study and review collocations, like those
in Exercise 1. On each card, they should write part of the
phrase on one side with a key word deleted, e.g. apply
______ a job and the missing word on the other side, i.e.
for. Students can mix up their cards and test each other, or
use them to study on their own.

READING p108 • 54 Then tell them to read through each profile and
choose the best answer to complete the sentence.
2 MY PERSPECTIVE
• Say the sentence aloud to the class. Then tell those who Answers
agree to raise their hands and note the number on the 1 useless (Learning facts about Ancient Rome and Ancient
board. Tell those who disagree to raise their hands and note China was interesting, but I haven’t used them in my job,
the number on the board. Note also any ‘don’t knows’. lines 8–10)
• Ask a couple of volunteers of the largest group on the board 2 mind (… she’d learned how to think. I agree with her, lines
to explain their viewpoint to the others to persuade them. 12–13 ; All of these things help us to understand our place
Then ask the others to say if they are persuaded and explain in the world and to learn to think clearly, lines 15–16)
why/why not. You could ask each group to try to persuade 3 after she left (When I got my first job, my boss said it was
the ‘don’t knows’. the beginning of my education, lines 24–25)
4 job skills (Playing sports at school definitely provided me
3
with a lot of teamwork skills, lines 29–31)
• Read the information in the box. Then tell students they are 5 discover what’s interesting (School helps you learn what
going to read an article in which the people have different you like and don’t like, lines 37–38)
points of view (opinions) about school. 6 don’t learn their jobs at (Does a paramedic learn to drive
• Tell students to read the title of the article, and ask them an ambulance at school? … Never, lines 42–44)
g
how you might answer this question.
in
6
Answers • Read the instructions. Tell students that they need to scan
rn
yes, no, maybe the text to find whose opinion is given in each sentence.
a
Point out that the sentences paraphrase (restate in different
Le
4 words) what people say in the text. Go over with students
• Tell students to read the title of the article again and then to what this means.
look at each person’s name and job in bold, e.g. Lydia, • Ask a student to read item 1 aloud. Then ask To help you find
ic
software engineer. Ask students Think about each person’s the answer, what key words in sentence 1 could you scan for in
ph
job. How do you think they will answer the question in the title the reading? (history, critical thinking skills.) Tell students to
– yes, no or maybe? Write your answer next to each name. underline these words. Then tell students to scan the text to
a
• Point out to students that in almost all cases, students will find where the words are used. In the case of sentence 1,
gr
have to infer (guess) each person’s answer from what he or history is stated explicitly in lines 5 and 13. Critical thinking
she says. If students aren’t sure if the person is saying yes, no skills is paraphrased.
eo
or maybe, tell them to skip that profile and read another • Ask students who said sentence 1. (Sophia) Sentence 1 says:
person’s. Two people each will say yes, no and maybe, so tell History helped me develop my critical thinking skills. Sophia
lG
students to try to answer the ones they are certain about says: When we study history, we learn about people, politics,
first, and then go back to those they were unsure of. mistakes in the past … All of these things help us … learn to
na
• Tell students to skim the article to check their answers and think clearly.
to answer questions 1–3. • Ask students to do items 2–5. Set a time for them to
io
• Check answers as a class. Ask students to explain what a complete this exercise.
• Check answers as a class by inviting different students to
at
person said that made them choose a given answer. (If they
aren’t sure, the next two exercises will clarify.) read a sentence and saying whose opinion it is, and how
N
they know.
Answers
1 Lydia and Aslan 2 Sophia and Paul Answers
3 Daniela and Danh 1 Sophia (When we study history, we learn about people,
politics, mistakes in the past … All of these things help us
… learn to think clearly.)
• Language note. Your students may notice that Danh says
2 Lydia (Learning facts about Ancient Rome and Ancient
math, not maths (line 39). This is the US English equivalent, and
China was interesting, but I haven’t used them in my job.)
is one of the many items of vocabulary that differ in US English
3 Danh (You probably need to study biology to discover if
from British English, usually in spelling (color/colour),
you are interested in it or not. School helps you learn what
pronunciation (tomato /təmeɪtəʊ/ / tomato /təmɑ:təʊ/) or
you like and don’t like, and then you can decide on the
in being completely different words (truck/lorry, pants/trousers).
right career.)
5 4 Aslan (I forgot about school when I started working.)
5 Daniela (If you want to be a chef, then school is a great
• Tell students to look at sentences 1–6 and see if they can
start, but then you need something more – you need to
answer any before reading again.
learn all about food.)

Exam tip Answers
Understanding a paraphrased sentence 1 The most negative in tone is Aslan. The short, bald,
A paraphrased sentence has the same meaning as the negative answers to his questions (I don’t think so. Never)
original, but it uses different words, and it is typically are negative and also antagonistic: they may make the
expressed in simpler language: reader want to disagree.
The original: Does school prepare you for the world of 2 The warmest in tone is Sophia. The use of her
work? grandmother’s words and the positive vocabulary such
as great, clearly, definitely make the reader feel positive
The paraphrase: Will your education help you get a job?
towards the writer.
When students are asked to do a matching exercise like 3 Daniela and Danh have a factual tone in that they look
Exercise 6 in an exam, they should read and make sure at both sides of the argument. Phrases such as It
they understand the original sentence or question, and depends and However indicate a balanced argument.
underline key words or phrases in it. Then they should
quickly search the passage for similar words and phrases.
8
• Ask students which two people answered no to the

CRITICAL THINKING Identifying tone question in the title. (Lydia and Aslan)
p108
• Then tell students to look at the statements in 1 and 2.
7 Whose no answer does opinion 1 respond to (Lydia’s or
g
Aslan’s)? How about opinion 2?
in
• Read the information in the Critical thinking box with the
students. Then project or write these sentences about two
rn
people’s jobs on the board: A: I work with some really creative Answers
and interesting people and I’m learning so much from them. 1 Aslan 2 Lydia
a
B: You’re lucky. My job is about as interesting as a bowl of plain
rice. Ask students which person, A or B, feels positive about
his/her job? (A) and which person is more negative? (B) Le
Fast finishers
If any students complete this exercise quickly, ask them to
ic
Encourage students to suggest how they can tell this, and write a one- or two-sentence response to one of the other
elicit that it’s often the words and phrases used. (A uses the
ph
writers in the text. The response can agree or disagree with

words creative, interesting people, learning so much. B what the writer says. Then, when everyone has finished the
compares his job to a bowl of plain rice; in other words
a
exercise, the fast finishers can read out their responses for
saying that his job is boring.)
gr
other students to say which text/writer they are addressing.

Extension
eo
Exam tip
• Have a debate on the question in the title of the text: Does
Understanding tone
school prepare you for the world of work?
lG
When students read certain kinds of texts, particularly

opinion pieces, it will be important for them to understand • Put students in A/B pairs. Student A should argue that
school does prepare you for work and think of two reasons
na
how the author feels about the topic. Very often, the writer
will use a certain tone to convey his or her feelings and will why. (Students can use ideas from the reading and add
use this to try to persuade readers to see things from his or their own, too.) Student B should argue that school does not
io
her point of view. Readers can usually infer (guess) how prepare you for work and think of two reasons why. Give
at
the writer feels by the words and expressions he/she uses. students a few minutes to make some notes.
Encourage students to get an idea of whether the overall • When students prepare their statements, remind them that
N
tone is positive or negative by looking at the number of they should start off by stating their opinion and then
positive words and phrases in comparison with negative explain it with their two reasons, e.g. In my opinion, school
ones, and also at the amount of grammatical negation does/doesn’t prepare you for the world of work for two reasons.
used (not, never, no) as this often adds to a negative tone. First …, Second …). Tell students to practise what they’re
going to say.
• Tell students to read and answer questions 1–3, then check • Tell each pair to get together with another pair. Pair 1 will
their answers with a partner. If they haven’t got the same be A and B; Pair 2 will be C and D. Project or write on the
answer, encourage them to go back to the text and pick out board these instructions:
the positive and negative words and phrases to check. • Student A: Give and explain your opinion.
• Then tell the pairs to discuss question 4. Note that it is • Student B: Argue against your partner’s opinions using your
asking whose opinion the students agree with, i.e. whose own ideas. To start, use this expression: I can see what you’re
answer to the question in the title of the text. saying, but … You and Student A have two minutes total to
debate.

• Students C and D: You are the judges. Listen and take notes
on what Students A and B say. At the end decide whose 9C She said it wasn’t just
argument was better? Why?
• Tell students to change roles. Now Students C and D should about the money pp110–111
explain and debate their opinions. Students A and B should
be the judges. GRAMMAR Reported speech pp110–111
9 MY PERSPECTIVE To prepare for teaching the following exercises, see Grammar
• Put students in pairs and give them a few minutes to reference on page 144.
discuss the questions. Go around the class, helping them by 1
correcting or giving them the English they need.
• When students have finished, ask volunteers to share their Background information
answers with the class. Also give feedback about new
Spaniard Carmen Jorda, the daughter of a former racing
language that came up, and correct any errors.
car driver, has been driving since she was ten years old,
entering her first competition when she was twelve. She
Homework turned professional in 2010 and it is her dream to race
Set Workbook Lesson 9B exercises on pages 102–103 for Formula 1 cars.
homework.
g
• Tell students to work in pairs to look at the photo, caption
in
and quote. Ask them When did Carmen start racing? When
rn
did driving become her job? (Teach full time if necessary.)
a
Answers
Le
She started racing at twelve. Driving became her job when
she was twenty.
ic
ph
• Language note. Reported speech is used to report to a

a
third party what another person has said, but remember

gr
that it is only when the reporting verb, e.g. say, tell, is in a

past tense that we change the tense of the reported verb,
eo
i.e. we use ‘backshift’. For example, if a person says I’m going

home the reported speech would be She said (that) she was
lG
going home (with the present continuous backshifting to

the past continuous). However, if the reporting verb is in
na
the present, we say She says (that) she’s going home.

• Optional step. If you feel your students need some
io
preparatory work, write or project this sentence on the

board: Carmen started racing cars at the age of twelve. Then
at
ask a student to read it aloud, and say What did [Marco] just
N
say? Write on the board He said that … and see if any

students can supply the reported version. (Note that it isn’t
incorrect if they say He said that Carmen started racing … so
don’t correct it but just write the backshifted version on the
board.) Complete the sentence on the board He said that
Carmen had started racing at the age of twelve and ask them
what the change is (started ‡ had started). Explain to
students that when we report to a third party, we usually
change the verb. In this case, the verb shifts from past
simple to past perfect
• Ask students to read the examples in the Grammar box and
note the changes in the verbs. Ask them also to identify the
pronouns used in both columns and note any changes they
see. Then ask them to answer the questions. Go over the
answers as a class.

5
Answers
1 It becomes past simple. • Tell students that they are going to listen to an interview
2 It becomes past perfect. with a footballer. For the first listening, they are going to
3 It becomes past perfect. listen for the questions that the interviewer asks in order to
4 It becomes could. complete them. Before you play the recording, ask if
5 I becomes she (as it is women speaking in both cases) students can guess the missing words in the questions.
and you becomes I. • 55 Play the recording so that students can check their
guesses and complete the questions. Play it a second time if
Note that the Grammar reference page shows the use of non- necessary. Go over the answers as a class.
backshift with the past simple, but at this stage, focus on
backshift only. Answers and audioscript 55
Answers in bold.
Boy Thanks for agreeing to talk to me. As you know, on
Ask students to do Exercises 5–7 on page 145 now, or set the school website we have an article every week
them for homework. about a student who is doing something amazing.
You’ve been very successful playing football both for
Answers to Grammar practice exercises the school and the city league. (1) Are you thinking
g
5 about becoming a professional footballer?
in
1 my work was 2 me (that) he had learned
Girl Yes, I am. There are probably more opportunities for boys
3 they had worked hard 4 me (that) they would
rn
who play football, but girls can be professional, too.
be happy 5 she wanted to go
Boy (2) What do you enjoy the most about the game?
a
6
Le
1 ‘I’ll see you next week.’ Girl I really love being part of the team – working together.
2 ‘I’m interested in languages.’ Boy (3) How long have you played it?
3 ‘We/They started learning kung fu last year.’
ic
4 ‘He/She practises every day.’ Girl Probably since I was about three.
ph
5 ‘I’ll get a job to pay for college.’ Boy Wow – long time. (4) Who introduced you to football?
7 Girl My dad. He loves it.
a
1 she wanted 2 had (really) enjoyed Boy (5) Will you go to college or university?
gr
3 the previous/the last 4 had taught

5 had discovered 6 couldn’t hurt Girl Definitely. I’d like the experience of playing university
eo
football. I think I could learn a lot.

3 / 4 Boy Do you think (6) you can get a scholarship?
lG
• Ask students to look at the three parts of Carmen’s quote Girl I think there’s a chance.
and to change them into reported speech, using backshift. Boy Great. Now, I wonder if I could ask you about …
na
They can check their answers in pairs before you check as a

class. 6
io
• Ask students if they can remember any answers to the

at
Answers
questions, and run through any they can give.
1 She said she had entered her first go-kart race at the
N
age of 12 ... • 55 Tell students to listen for the answers to the questions.
2 She said she had continued with her studies Say that they don’t need to get the answers written down
and university ... word for word. They should just focus on getting the key
3 She said she had started driving full time at age 20. words that they hear. Play the recording as they write down
the key words. (For answers, see next exercise.)
• Give students time to read through the sentences in 7
Exercise 4. Point out that they are all direct speech, and
• Put students into pairs. Tell them they are going to report
students have to complete the reported versions. Put
the interview in Exercise 5, using some direct speech and
students into pairs to compare their answers and then go
some reported speech. (As students have not yet learned
over the answers as a class.
how to report questions, these are in direct speech.)
• Tell Student A in each pair to start by reading out question 1
Answers
from Exercise 5, preceded by He asked … (as in the
1 had taken 2 had received 3 had been 4 had,
example), and Student B uses his/her notes to answer the
her, trained 5 could, could
question, using reported speech. Then they swap roles for
question 2, and so on. Alternatively, you could suggest they

do the activity twice, swapping roles after the first time. from the table entirely and get students to practise telling
Remind students that we don’t always use that to introduce their partner their sentences without writing the reported
the reported speech. version down.
• Go round the class helping where necessary as students do
the activity, and taking notes of any problems with reported 9 CHOOSE
speech to address in feedback. Check answers round the The idea is for students to make their own choice of activity
class by asking different pairs to say each question/answer here. However, you might want to make the decision for
exchange aloud. them, in which case explain why. Alternatively, you may
Answers divide the class into groups and have each group do a
(Reported answers only, as the questions remain the different task – or you could have a vote on which task the
same.) whole class should do. For the vote:
1 She said (that) she was. She said (that) there • put students in pairs or groups to decide which they prefer.
were probably more opportunities for boys who played • take a vote on each task.
football, but (that) girls could be professional too. • if the vote is tied, ask one student from each side to explain
2 She said (that) she really loved being part of the team. which is best and take the vote again. You can decide if
3 She said (that) she had probably played it since she was there is still no change.
about three.* Note: if students do Options 2 or 3, you might ask them to do
g
* After since, we often find the past simple more natural. some research at home first.
in
4 She said (that) her father had introduced her to football Instructions for each activity:
(and that he loved it).
rn
• Option 1 – pair work. Put students into groups of four, and
5 She said she would, (that) she would like the experience then ask them to do the first part of the activity in pairs.
of playing university football (and she thought (that)
a
They could then either work as a whole group or change
Le
she could learn a lot). pairs within the group to report their partner’s answers. Tell
6 She said (that) she thought there was a chance (of them not to try to report the questions.
getting a scholarship).
• Option 2 – writing. Students use a published interview/
ic
interview online to practise reported speech. With this
ph
8 option, ensure that you go round the class helping them,

• Ask students to take a couple of minutes to write down and indicating any sentences that they might not be able to
a
three things they did last weekend or have done today. report at this stage.
gr
• When they have finished, put them into groups of three and • Option 3 – presentation. Tell students that the modal verb
go through the instructions and the model with them. Tell should doesn’t change in reported speech, so if someone
eo
them that the point is for C to tell A what he/she said to B. says You should get into the routine of getting up early, the
• Give the groups a few minutes to go through each student’s reported version would be simply X said that I should get
lG
three questions. into the routine … Give students some phrases they can use
to report advice, e.g. X said it was a good idea to …, Y told
na
Extension me that if I wanted to …, I should … .When students have

• To give students more practice, put this table on the board. the information from the adults they spoke to, they should
io
Tell them to think of things these four different people have write the reported speech versions, then present them to
said to them recently and to write down the sentences in each other in small groups.
at
the ‘direct speech’ column.

Extension
N
Direct speech Reported speech • Set up a game of celebrity interviews. Put students into
mother/ pairs with one student playing the part of the interviewer
father and the other the celebrity. Together they should decide
which celebrity the second student is. Tell them that the
classmate interviewer is going to conduct an interview, asking the
best friend famous person five questions. Write these questions on the
teacher board:
brother/sister 1 Where are you from?
2 What did you do to become famous?
• Next, ask them to change their sentences into reported 3 What are you doing now?
speech and tell their partner what their mother/father/ 4 What have you achieved in your career?
teacher said to them. To make this exercise more 5 (one more question that the students come up with)
challenging, you could remove the reported speech column
• Go over the questions with the class before they begin.
Point out that the celebrities should answer question 1 in

the present simple, question 2 in the past simple, question
3 in the present continuous, and question 4 in the present 9D The surprising thing
perfect. Brainstorm some possible answers with the class.
(It’s important to experiment with different verb forms so I learned sailing solo
students get plenty of practice backshifting into reported
speech.) around the world pp112–113
• Students conduct their interviews. After they have finished, Background information
each pair gets together with another pair. The interviewer in
each pair should report back to the group what he/she Ellen MacArthur has the title Dame, which she was
learned from the celebrity using reported speech, e.g. She awarded in 2005 after she broke the world record time for
said that she became famous through YouTube. She told me sailing around the world. She was 28, and the youngest
that she had got over 500,000 followers. Students should be person to receive this award. In the UK, awards of this type
careful not to say the celebrity’s name. (honours) are given to people who have made a significant
• After all of the sentences about the celebrity have been contribution to public life, in Ellen’s case to the world of
read, the listening pair should guess the identity of the sport. The honour of Knight (for men) or Dame (for
famous person, and then the second pair reports on their women) is one of the highest. It is not only famous people
celebrity. who receive honours: anyone who has made a significant
contribution to their community, for example, can be
nominated and may receive an award.
g
Homework
in
homework. LEAD IN
rn
• You might want to tell students to watch the track called • Tell students they are going to watch a TED Talk about
Unit 9 TED Talk on the Perspectives website before they sailing around the world, and what it taught the sailor, Ellen
a
MacArthur. Explain that Ellen sailed solo (alone) around the
Le
world. Ask Do you think that was easy or hard?
• Focus students’ attention on the quote and ask them to
ic
translate it, or say what they think it means in English
(or both).
ph

a

gr

eo
Ellen MacArthur broke the world record for the fastest

lG
person to sail alone around the world in 2005, when she was
28 years old. As a schoolgirl, she saved her money to buy a
boat and learned to sail, and at 17, she left school to begin her
na
apprenticeship as a sailor.
Ellen says that when she sailed alone, her world was finite –
io
she had to carry everything she needed, including food,

at
drinking water, clothes and toothpaste. She says that our

world is the same – we have only the fuel, food, air and water
N
that planet Earth provides – no more.

So, in 2010, Ellen left her job of being a professional sailor and
started the Ellen MacArthur Foundation, which works with
education and businesses to help change the world’s
economy. Her goal is a world that doesn’t produce any
waste. Ellen believes that we can and must learn to use Earth’s
finite materials carefully.
Ellen MacArthur’s idea worth spreading is that we live in a
world of infinite possibilities, but finite resources – and this
requires creative thinking about our global economy and our
individual lifestyles.

Answers to About the speaker • 56 Play the extracts, and tell students to listen to the
1 broke the world record = c (did something better speaker and underline the weak forms.
or faster than everyone else)
2 apprenticeship = b (training to learn a profession) Answers
3 finite = a (having a limited amount; not endless) 1 a, and 2 the, to, as
4 foundation = b (an organization that gives money for a
special purpose) 2
5 economy = a (system of money and of making, buying • Tell students to read the two sentences and identify
and selling things) possible weak forms.
6 materials = c (what we use to build and make things)
• 57 Play the extracts and ask students to underline the
weak forms they hear. Check around the class then tell
• After they finish, write the key words from the About the students to take turns reading each sentence aloud.
aloud, or ask them to write as much of what it said as they Answers
can. Correct as necessary. 1 (the)*, as, the 2 the, of, as, the, for, the
* This occurrence of the would normally be pronounced
AUTHENTIC LISTENING SKILLS Weak with the vowel sound /i:/ as it precedes a vowel. This
g
could be considered a reduced version as the vowel is
forms p112 more like /ɪ/ than /i:/.
in
rn
these tasks also:
WATCH pp112–113
a
Le
through with only some brief checking questions. A version
• allow students to tune in to the speaker’s voice and style. of this is on the DVD and is labelled as TED Talk with activities.
ic
1 At the end of each section, there is a short gist question(s).
ph

• Remind students that at the start of the TED Talk in Unit 8 answers, then play the answer.
they focused on content words (i.e. nouns, verbs, adjectives,
a
adverbs). These words are often stressed in a sentence

gr

because they convey meaning. Part 1
eo
• Then read the information in the Authentic listening skills Which sentence best explains what this part of the TED
box with the students. Point out that very often smaller Talk is about?
lG
words, like those listed in the box, are unstressed. b Ellen's childhood and how she grew up to be a sailor
Part 2
na
Teaching tip Choose the thing Ellen talks about.

Weak forms and schwa 1 b the weather and things she saw
io
In any sentence in English, there are likely to be a number of 2 a the things she needed on her trip
unstressed words, usually the function words in the sentence, Part 3
at
i.e. those that play a grammatical rather than a semantic role, Choose the best ending to the sentences.
N
such as prepositions, conjunctions, auxiliary verbs and 1 Living on planet Earth is like living on a boat because …
articles. It is important that students realize that, while we a both have limited amounts of the things we need.
may not always hear these words clearly, it is still possible to 2 Ellen left her job as a sailor because she wanted to …
understand most of what a speaker is saying because it is the c learn more about the future of energy.
content words that convey meaning. You can illustrate this Part 4
for students by projecting or writing on the board Sofia Choose the thing Ellen talks about.
wants ___ get ___ job. Then ask students What does Sofia 1 b solutions
want? Tell them to guess based on the content words. Then 2 a changes during her great-grandfather's life
ask What words are missing from the sentence? (to, a) 3 a a plan for the future
3
• Tell students to read the two sentences and identify words
that may be weak. If they have difficulty in identifying them, • Tell students they are going to watch Part 1 of the talk.
ask which words in the sentences give the meaning. Once Summarize it for them: In this part of the talk, Ellen will
students have identified those, any of the others could be explain how she became interested in sailing.
weak.

• Tell students to read through questions 1–4 and to ask • Take answers from the class, repeating the parts of the talk
about anything they don’t understand. that clarify the answers. Turn on the subtitles if needed.
once through. Play it a second time for students to answer Answers
the questions. Remind students that when Ellen speaks, a climbed 2 b saw 4 c hit 1 d blown 3 e took 6
they don’t have to understand everything. f broke 7 g finished 5
Answers From that first meeting to the finish line of the race, it was
1 b, c, d 2 a, b 3 a 4 b, d everything I’d ever imagined. Just like in my dreams, there were
amazing parts and tough parts. We missed an iceberg by twenty
feet. Nine times, I climbed to the top of her ninety-foot mast. We
were blown on our side in the Southern Ocean. But the sunsets,
When you’re a child, anything and everything is possible. The the wildlife and the remoteness were absolutely breathtaking.
challenge, so often, is hanging on to that as we grow up. And After three months at sea, age just 24, I finished in second
as a four year old, I had the opportunity to sail for the first time. position. I’d loved it, so much so that within six months I decided
I will never forget the excitement as we closed the coast. I will to go around the world again, but this time not at a race: to try to
g
never forget the feeling of adventure as I climbed on board the be the fastest person ever to sail solo nonstop around the world.
in
boat and stared into her tiny cabin for the first time. But the It’s hard to explain, but you enter a different mode when you
most amazing feeling was the feeling of freedom, the feeling head out there. Your boat is your entire world, and what you
rn
that I felt when we hoisted her sails. As a four-year-old child, take with you when you leave is all you have. If I said to you all
it was the greatest sense of freedom that I could ever imagine.
a
now, ‘Go off into Vancouver and find everything that you will
I made my mind up there and then that one day, somehow,
Le
need for your survival for the next three months,’ that’s quite a
I was going to sail around the world. task. That’s food, fuel, clothes, even toilet roll and toothpaste.
So I did what I could in my life to get closer to that dream. Age That’s what we do, and when we leave we manage it down to
ic
ten, it was saving my school dinner money change. Every the last drop of diesel and the last packet of food. No
ph
single day for eight years, I had mashed potato and baked experience in my life could have given me a better
beans, which cost 4p each, and gravy was free. Every day I understanding of the definition of the word ‘finite’. What we
have out there is all we have. There is no more.
a
would pile up the change on the top of my money box, and

gr
when that pile reached a pound, I would drop it in and cross And never in my life had I ever translated that definition of
off one of the hundred squares I’d drawn on a piece of paper. finite that I’d felt on board to anything outside of sailing
eo
Finally, I bought a tiny dinghy. I spent hours sitting on it in the until I stepped off the boat at the finish line, having broken
garden dreaming of my goal. I read every book I could on that record.
lG
sailing, and then eventually, having been told by my school I

5
wasn’t clever enough to be a vet, left school age seventeen to
begin my apprenticeship in sailing. • Read the question in the instructions aloud. Make sure that
na
So imagine how it felt just four years later to be sitting in a students understand the meaning of amazing (incredible,
something so great that you feel surprised and very happy)
io
boardroom in front of someone who I knew could make that

dream come true. I felt like my life depended on that moment, and tough (very difficult).
at
and incredibly, he said yes. And I could barely contain my • Give students a couple of minutes to categorize the
experiences, before checking as a class. Ask them to justify
N
excitement as I sat in that first design meeting designing a boat

on which I was going to sail solo nonstop around the world. their answers.
4
Suggested answers
• Tell students they are going to watch Part 2 of the talk. Mostly tough: a, c, d, e Mostly amazing: b, f, g
Summarize it for them: Ellen is going to describe her experiences
sailing around the world. Say that they are in items a–g. 6
• Go through the verbs in the box and items a–g with the
students, who should ask about any words they don’t • Tell students they are going to watch Part 3 of the talk.
understand. Then tell them to use the verbs in the box to Summarize it for them: Ellen will talk mostly about how the
complete the list of experiences. world’s resources – things like oil, coal, clean water – are finite.
• Check answers as a class. Then tell students they are going • Explain to students that there is a factual (not grammatical)
to listen to Part 2 of the talk, and they should number the error in each of the six sentences. In this exercise, they need
experiences from 1–7, in the order Ellen describes them. to identify the mistake and correct it.
• 9.2 Play Part 2 of the talk. Tell students to watch/listen • Tell them to read sentences 1–6 and to ask about anything
once through, then play it a second time if necessary. they don’t understand. You might want to focus on these

words and phrases: the global economy (the way in which And I quickly realized it wasn’t just about energy. It was also
the world’s economies are connected because of the materials. In 2008, I picked up a scientific study looking at
buying and selling of goods and resources that countries do how many years we have of valuable materials to extract
with each other), great-grandfather (your grandfather or from the ground: copper, 61; tin, zinc, 40; silver, 29. These
grandmother’s father), coal mine (a hole in the earth from figures couldn’t be exact, but we knew those materials were
which people take coal – a type of black rock that people finite. We only have them once.
burn for fuel), copper, tin, zinc and silver (different metals we
7
get from the earth).
• 9.3 Play Part 3 of the talk. Tell students to watch/listen • Tell students they are going to watch Part 4 of the talk.
once through. Play it a second time. Tell students to listen Summarize it for them: In 2010, Ellen left her job as a sailor,
and make corrections to sentences 1–6. Tell students that and she started the Ellen MacArthur Foundation. Its goal is a
Ellen will not state the answers directly. They will have to world that doesn’t produce any waste. In Part 4, Ellen talks
infer (guess) what she is saying. Pause the talk at key points about this.
so students can make changes to sentences 1–6. • Tell students to read sentences 1–6 and to ask about
• Take answers from the class, repeating the parts of the talk anything they don’t understand. Remind them that not
that clarify the answers. Turn on the subtitles if needed. given means that Ellen does not mention it in her talk. You
may wish to introduce these words and phrases to help
students with item 1: packaging (the plastic used to cover
Answers
items that are sold in stores), dissolve in water (break down
g
2 continue → stop 3 teach → learn from
and disappear in water), car engine (the machine in a car
in
4 owned → worked in 5 180 →118
that makes it go), circuit board (an important piece of
6 not limited → finite
rn
equipment used in computers and other machines).
a
TED Talk Part 3 script 9.3 once through, then play it a second time. Tell students to
Le
write their answers (T, F or NG) next to each sentence.
Suddenly I connected the dots. Our global economy is no
different. It’s entirely dependent on finite materials we only • Take answers from the class, repeating the parts of the talk
ic
have once in the history of humanity. And it was a bit like that clarify the answers. Turn on the subtitles if needed.
seeing something you weren’t expecting under a stone and
ph
having two choices: I either put that stone to one side and Answers
learn more about it, or I put that stone back and I carry on 1 T
a
with my dream job of sailing around the world. 2 NG

gr
3 T
I chose the first. I put it to one side and I began a new journey
4 F (When he was 45, we built the first computer – this
eo
of learning, speaking to chief executives, experts, scientists,

means people in general.)
economists to try and understand just how our global
5 T
lG
economy works. And my curiosity took me to some

6 NG
extraordinary places. This photo was taken in the burner of a
na
coal-fired power station. I was fascinated by coal, fundamental

to our global energy needs, but also very close to my family. My TED Talk Part 4 script 9.4
great-grandfather was a coal miner, and he spent fifty years of
io
his life underground. This is a photo of him, and when you see If we could build an economy that would use things rather
at
that photo, you see someone from another era. than use them up, we could build a future that really could
work in the long term. I was excited. This was something to
N
I remember sitting on his knee listening to his mining stories. work towards. We knew exactly where we were headed. We
He talked of the camaraderie underground, and the fact that just had to work out how to get there, and it was exactly with
the miners used to save the crusts of their sandwiches to give this in mind that we created the Ellen MacArthur Foundation
to the ponies they worked with underground. It was like it was in September 2010.
yesterday. And on my journey of learning, I went to the World
Coal Association website, and there in the middle of the What if packaging was so nontoxic it could dissolve in water
homepage, it said, ‘We have about 118 years of coal left.’ And I and we could ultimately drink it? It would never become
thought to myself, well, that’s well outside my lifetime, and a waste. What if engines were re-manufacturable, and we
much greater figure than the predictions for oil. But I did the could recover the component materials and significantly
maths, and I realized that my great-grandfather had been reduce energy demand. What if we could recover components
born exactly 118 years before that year, and I sat on his knee from circuit boards, reutilize them, and then fundamentally
until I was eleven years old, and I realized it’s nothing in time, recover the materials within them through a second stage?
nor in history. And it made me make a decision I never What if we could collect food waste, human waste? What if
thought I would make: to leave the sport of solo sailing we could turn that into fertilizer, heat, energy, ultimately
behind me and focus on the greatest challenge I’d ever come reconnecting nutrients systems and rebuilding natural
across: the future of our global economy. capital?

Is it actually possible? I believe yes. When you look at the 10
lifetime of my great-grandfather, anything’s possible. When
• Give students a few minutes to discuss the questions. Go
he was born, there were only 25 cars in the world; they had
round the class, helping as necessary and making notes for
only just been invented. When he was fourteen, we flew for
problems to discuss in feedback.
the first time in history. Now there are 100,000 charter flights
every single day. When he was 45, we built the first computer. • When students have finished, ask volunteers to share their
Many said it wouldn’t catch on, but it did, and just twenty answers with the class.
years later we turned it into a microchip of which there will be • Optional step. Turn the second question into a timed
thousands in this room here today. Ten years before he died, writing fluency exercise. When students answer, remind
we built the first mobile phone. It wasn’t that mobile, to be them that they should start off by stating what their dream
fair, but now it really is, and as my great-grandfather left this job is, and then explain how they could use it to make the
Earth, the internet arrived. Now we can do anything, but more world a better place with two examples. Put this language
importantly, now we have a plan. on the board to help get them started: Someday, I want to
be a(n) … In this job, I could make the world a better place in
Thank you.
two important ways. First …, Second …
8 MY PERSPECTIVE
CHALLENGE
Give students a few minutes to discuss the questions. Go
• Tell students to preview the questions and ask about
round the class, helping as necessary. Ask volunteers to share
anything they don’t understand.
g
• 58 Play the extract, and tell students to listen and take
in
9 VOCABULARY IN CONTEXT notes. Replay it as needed. Then students compare their
notes in pairs or small groups and discuss the questions.
rn
some clips from the talk which contain new or interesting • Go over the answers with the class.
a
words or phrases. They should choose the correct meaning
Le
for each one. Play the Vocabulary in context section. Pause Answers
after each question on screen so students can choose the 1 travelled less, did less, used less
ic
2 It’s a system that can’t work.
ask students to shout out the answers. If helpful, either you 3 To build an economy that would use things rather than
ph
or the students could give an additional example before use them up.
moving on to the next question.
a
gr
Answers Audioscript 58
1 freedom = b (the right to do what you want) And the more I learned, the more I started to change my own
eo
2 tough = c (difficult) life. I started travelling less, doing less, using less. It felt like
3 global = c (world) actually doing less was what we had to do. But it sat uneasy
lG
4 focus on = b (look closely at) with me. It didn’t feel right. It felt like we were buying ourselves
5 curiosity = c (desire to know more) time. We were eking things out a bit longer. Even if everybody
na
6 use up = a (take all of something) changed, it wouldn’t solve the problem. It wouldn’t fix the
system. It was vital in the transition, but what fascinated me
io
• 9b After students have watched, put them in pairs and was, in the transition to what? What could actually work?
at
give them a few minutes to complete and discuss the It struck me that the system itself, the framework within which
sentences. Go around and help students by correcting or we live, is fundamentally flawed, and I realized ultimately that
N
giving them the English they need. our operating system, the way our economy functions, the
• When students have finished, ask volunteers to share their way our economy’s been built, is a system in itself. At sea, I
answers with the class. Give feedback about new language had to understand complex systems. I had to take multiple
that came up, and correct any errors. inputs, I had to process them, and I had to understand the
system to win. I had to make sense of it. And as I looked at our
Suggested answers global economy, I realized it too is that system, but it’s a
1 … go on holiday with friends / live on my own / stay system that effectively can’t run in the long term.
out late at night.
2 Students’ own answers Homework
3 Students’ own answers Set Workbook Lesson 9D exercises on page 106 for
4 … saving the environment / education for every child / homework.
energy, like wind power or solar power.
5 … a bag of pens / an allowance of 500 minutes on my
phone / some tissues …

9E What does a UX CA They help to design products – things like computer
games – so that people enjoy using them. Someone
designer do? pp114–115 might have a great idea for a game, but if the game
controls aren’t comfortable for the user, then the game
won’t be fun.
SPEAKING p114 Boy Wow, that’s pretty cool. Where do UX designers work?
1 CA A lot of UX jobs now are in app development, or
anything online – banking, shopping, music services.
• Ask students to look at the workplace in the photo and tell Those apps need to work well for users.
you if they think it looks interesting or not, and whether
they’d like to work there. Ask them to give reasons. Boy I’ve always been interested in the way software
works. What skills do UX designers need?
• Optional step. Bring in some photos of interesting or
quirky office spaces. For each one, ask students What do you CA Good question. UX designers always work as part of a team
see in the photos? Would you want to work here? Why or why – you need team-working skills. Obviously computer skills
not? What might be a challenge of trying to work here? are important, too. A lot of UX engineers have a background
in art and design – so you should take art classes.
2
Boy Art is one of my favourite subjects. But I never
• Tell students they are going to listen to a conversation thought I would use it for a job. Are UX designers well
g
between a student and a careers adviser. Explain what this paid?
in
is if necessary. CA When you start out, probably not. A lot of people want
• 59 Play the recording and ask students to choose the to be UX designers. But if you work hard and stay with it,
rn
best words to complete each sentence. Go over the you can have a comfortable income. You won’t earn as
answers as a class.
a
much as a doctor or lawyer.
Le
• Play the recording a second time, asking students to note Boy It sounds really interesting.
any other information they catch. Ask volunteers to share
this with the class. CA Would you like to find out more about it? I think we can
ic
find someone for you to write to, to find out more about it.
ph
Answers Boy That would be great!

1 enjoys 2 easy to use 3 banks 4 art 3
a
• Point out the language in the Useful language box. Tell

gr
Audioscript 59
students that they will hear the recording one last time in
eo
CA = careers adviser order to identify the phrases in the box that they hear.
CA So, we’re here today to discuss some career options, so • 59 Play the recording while students tick the phrases
lG
you can start thinking about what classes you want to they hear. Go over the answers as a class.
take in the next few years.
na
Boy Yes. Honestly, it feels too soon to me … Answers

Students should tick the expressions in bold in the
CA Well, maybe. But on the other hand, if we think and talk audioscript above.
io
a bit about it now, it may make some of your decisions

at
easier. Are there any jobs you’re interested in?

4 PRONUNCIATION Question intonation
Boy Well, honestly, not really … I mean, I love gaming –
N
• 60 Books closed. Play the five questions so that

computer games – but …
students can just listen to the intonation (rising-falling
CA OK, we can start with that. What about computers in pattern) of the questions.
general – how have your information technology
• 4a Books open. Play the questions again, stopping after
classes been?
each one so students can decide whether it is a fall or rise.
Boy Fine. I mean, I get good marks in information
technology. I like the class. Answers
CA Oh, that’s good. Have you ever heard of the job of UX 2 rise 3 fall 4 fall 5 rise
designer?
Boy UX designer? • 4b Play the questions again for students to repeat the
CA User experience designer. questions after them.
Boy I don’t think so. Is it a computing job? 5
CA Usually, yes. • Put students into pairs and ask them to decide who is A and
Boy What does a user experience designer do? who is B. They then turn to page 154 to get the information

about their jobs for the role play, looking only at their own • 7b/c Individually, students choose one of the jobs on page
information. (If you have time, you could copy the 154 and write three questions to ask about the job, e.g.
information on page 154 onto two different slips of paper, Where does a personal trainer work? Tell them they will be
one for A and one for B. That way, the two students writing an email asking about this job.
wouldn’t see each other’s information at all.) • Optional step. You can give students some other choices
• Tell them to take turns asking each other about their jobs. of jobs, e.g. animal shelter worker: a person who helps clean
The student asking the questions can refer to the Useful animal cages, walk dogs; production assistant in films: a
language box while the other looks at page 154, then they person who runs errands on the set of a movie and helps
swap roles. Go round the pairs checking and helping where with other minor tasks.
necessary. • They should then transform their three questions into
indirect questions, using each introductory phrase once, as
shown in the exercise. Check the questions around the
WRITING A formal email p115
class.
6
Fast finishers
• Explain to students that we can write formal emails or Any students who finish Exercise 7 quickly could transform
formal letters. The content is likely to be much the same, the questions in Exercise 4 into indirect questions, which
but with a formal email we don’t include either address or might also be useful for their own writing.
the date.
g
• Tell students to turn to page 152 and give them a few 8
in
minutes to read through Ignacio’s email to Mr Danoff. Then • Explain the task. Tell students to refer to the model text on
they should turn back to the checklist and tick the
rn
information that the writer includes. Students could do this email by reading out the advice at the back of the book.
a
in pairs, with one student reading out the checklist and the • If you are going to give students a mark, tell them it will be
Le
other reading the email. higher if they organize their email in a similar way to the
• Check students’ answers then ask What do you think of this model and use language they have learned.
email? Is it well written? Is anything left out?
ic
• Tell students to write their formal email, including their
three indirect questions. You could ask them to follow a
ph
Answers couple of the indirect questions with direct questions, as in

Students should tick: the reason for writing, some the model, e.g. Could you tell me what the working hours are?
a
information about the writer, questions about how to Does the job involve evening work? Give students time to
gr
learn more about UX design, a request for a reply. write the formal email in class or you can assign it as
homework.
eo
7 WRITING SKILL Indirect questions 9

lG
• 7a Ask students to read the three questions, then to scan

• Ask students to exchange their emails. Each student should
the email and underline how Ignacio asks them.
read their partner’s email and check that it follows the
• Then bring students’ attention back to the unit and tell
na
structure in the model, uses indirect questions and gives all

them to read about indirect questions in the Writing the necessary information.
strategies box. Reinforce the idea that we use these
io
• Students discuss each other’s work in their pairs, discussing

questions when we want to sound more polite.
and correcting any errors.
at
• Ask them to explain what the differences are between

direct and indirect questions. Point out the use of if when
N
Homework
the direct question is a yes/no question (Do I need ‡ … if I
need), the statement word order, i.e. subject + verb (I need,
homework.
the most useful subjects are) and the introductory phrases
(Could you tell me …?). Point out also the fact that we don’t • If you haven’t had time to do the writing in class, ask
use a question mark if the indirect question starts I’d like to students to write their emails for homework. Allow
know. enough time at the beginning of the next lesson for
them to exchange and discuss their emails.
Answers
1 Could you tell me what the most useful subjects are?
2 Do you know if I need a university degree to work in UX
design?
3 I’d like to know if there’s a website or magazine that
would teach me about the business.

10 Remote control

Unit at a glance 10A Inventions: past,

Students will
• learn about how technology helps us explore the world
present, future pp116–119
around us – and ourselves
• hear about the history of communication technology
• read about how artificial intelligence is changing how The Robot Series is a collection of images staged and taken
we think about technology by photographer Thomas Jackson. In each picture in the
series, the same robot is engaged in a human activity
• watch a TED Talk about how to control someone else’s
(mowing the lawn, doing laundry, playing cards, hugging
arm with your brain
a tree). In a world in which people now regularly interact
• express and support opinions with and talk to machines, it’s not hard to imagine a future
10A Vocabulary in which robots, like the one in Jackson’s photos, do
g
Technology, e.g. digital, equipment, electronic chores, play games and appreciate nature.
in
Listening Just how far off might a future populated by intelligent,
rn
A lecture about the history of communication self-aware machines be? According to some, it’s closer
technology than we think. In the last few years, machines have sat and
a
Grammar passed university entrance exams (most recently in Japan)
Le
The passive and participated in TV games shows (like Jeopardy). And
Pronunciation now, thanks to advances in artificial intelligence (AI) and
ic
Stress in passive verbs machine learning, more sophisticated devices are on the
way. Next generation smart machines are being built to
ph

Word families, e.g. develop, development, developer ‘learn from experience’ (unlike conventional machines
Reading which are programmed to execute a limited number of
a
Playing against computers that learn operations). Technology giant Google is also working on
gr
Critical thinking developing robots that will be able to download different

personality traits so that the machines will be able to
eo
Counterarguments
adapt to unique situations. Though many of tomorrow’s
10C Grammar machines won’t necessarily look like the one in The Robot
lG
The passive with by + agent Series, it’s very possible that they will ‘think and behave’
10D TED Talk very much like a human.
na
How to control someone else’s arm with your brain, To find out more about Thomas Jackson’s photos, use the
Greg Gage search term ‘the robot series Thomas Jackson’.
io

at
Reduced forms
Critical thinking LEAD IN
N
Analyze how a message is delivered • Focus students’ attention on the photo or project it using
the CPT, and ask one student to read the caption.
10E Speaking
• Then ask these questions and elicit ideas from the class:
Talking about pros and cons: looking at two sides
What job is this robot doing? (It’s mowing the lawn/cutting
in an argument
grass.) What other jobs do robots and machines do these
Writing
days? (Answers here will vary. Some ideas might be moving
A formal letter of suggestion
and transporting things in warehouses, building jobs, some
Writing skill
service and retail jobs.) Ask students if all machines doing
Writing politely
these look the same. (You could talk about automatic
checkouts at the supermarket, driverless cars, etc.)

170 Unit 10 Remote control
VOCABULARY Technology p117 • Tell students to work on their own to read the information
again and match each word in bold with the correct
1
category (a–g). To help them, remind them that, very often,
• Put students in pairs and give them a few minutes to words that end in -ment, -tion, and -ology are nouns.
discuss the questions. When they have finished, ask • Tell students to check answers with a partner, and then
volunteers to share their answers with the class. check answers around the class.
• If you have access to the internet, do a search for Thomas
Jackson’s The Robot Series (see Information about the photo Answers
on page 170) and show the class the photos. Ask what the a 1 (technology), 2 (inventions), 5 (equipment), 7 (tools)
robot is doing in each image. Then ask: In the future, do you b 6 (developments), 10 (progress)
think there will be human-like machines? c 8 (process)
d 4 (control)
Answers e 9 (research)
g
1 It’s a robot operating a lawn mower. Students should f 3 (digital), 11 (electronic)
in
recognize the lawn mower. g 12 (switch off/on)
2 Students’ own answers but possible advantages may be
rn
that robots are cheaper and faster, and that they can
a
free humans from boring jobs. Disadvantages may be 3
Le
that there are fewer jobs available for people, some • Tell students to work with their partner to complete the
people will lose their jobs, and everything made by sentences, using each word from Exercise 2 once only, and
robots will be exactly the same. then check answers around the class.
ic
ph
2 Answers
• Tell students they are going to read three different facts 1 technology, control, digital 2 developments,
a
about technology and focus attention on the three equipment 3 inventions, progress 4 Research,
gr
paragraphs. Tell them to read through the three paragraphs tools 5 process 6 switch off, electronic
quickly and then ask volunteers to summarize the main
eo
idea in each paragraph, i.e. technology is anything that Fast finishers

helps us do something, animals use technology too, and
lG
Ask fast finishers to start discussing the question in item 1,

technology has some disadvantages. and also the question in item 3. As more students finish, they
can join the pairs discussing the questions until everyone has
na
had a chance to discuss them and you can ask individual
Jane Goodall (1934–present) is a British scientist and students to share their opinions with the class.
io
researcher best known for her pioneering work studying

Extension
at
chimpanzees in Africa in the 1960s. At that time, many

people in the scientific community believed that animals • Copy the questions below and blank out the underlined
N
like chimps (who are humans’ closest relative) did not words.
possess intelligence. Goodall famously showed the 1 Name an important invention created in the last hundred
opposite to be true when she recorded chimps making years? Why is it important?
tools from tree branches and using these to catch termites 2 Name an important social development that has happened
(a kind of insect chimps eat). in the last twenty years. Why is it important?
3 In your opinion, who should control the internet: a group of
• Tell students to look at the words in bold in the three countries, a group of companies, no one? Why?
paragraphs, and to circle any they know or are familiar with. 4 You are going camping next week. What equipment/tools
Help them with any that they don’t understand. should you bring? Explain your choices.
• Optional step. Project or print out the reading with the 5 How do you change the ringtone on your phone? Explain the
twelve words removed. Write the twelve items on the process. (First you …)
board. Then tell students to write the correct word in each 6 Have you made progress in English this term? Why?/Why
gap (1–12), using each word only once. (Because some of not?
the words in bold will be familiar to students, an exercise
like this allows them to test their knowledge.)

Unit 10 Remote control 171
7 Scientists are doing research into these three areas. Which • Keep students in pairs for the second question. Ask them to
project would you give money to? Why? a) space travel b) choose a device from the board and answer the question
curing cancer c) increasing the average lifespan to 120. about that specific device. Give them a minute to come up
• Tell students to complete each question with the correct with as many problems as they can, e.g. pairs who chose
word from Exercises 2 and 3. After students have completed remote control might say that it makes people lazy, that it
the sentences, point out to them that progress (item 6) causes arguments and that it makes it too easy to change
collocates with make. Make progress means improve. Also TV channels so you never watch anything from start to
point out that research (item 7) collocates with do. Do finish. After the minute is up, ask different pairs to report
research means investigate or study something closely. back to the class.
• Tell students to read the questions and to think about their • The other two questions are about ways of communicating.
answers. Then put them into small groups and tell each Give students time to discuss them with their partner. After
group to write the numbers 1–7 on different slips of paper, they have finished both questions, take a class survey to see
to mix up the papers and place them face down on the how students communicate most often, i.e. phoning,
desk. In each group, ask one person to be the scorekeeper. texting, emailing or via some kind of app or social media
platform.
• One person begins by turning over a slip of paper and
answering the question that corresponds to the number. 6
The speaker has a maximum of one minute. When they
• Put students into pairs to look at the pictures of ways of
have finished, the group members should answer these
communicating. Check that they are aware of how each
g
questions (which you should write on the board): Did the
one can be used to communicate, particularly smoke
in
speaker answer the question fully in one minute? Did he or she
(sending smoke signals to distant villages) and bird (with
speak clearly? If most of the people say yes to both
rn
messages tied to their legs or attached around their neck).
questions (they can write their answer on a piece of paper
Check also that they understand that cell phone is the
and give it to the scorekeeper), the speaker gets a point.
a
American English equivalent of mobile phone. (The lecturer
Le
• The piece of paper with that number then goes back into they will be listening to is American and uses cell phone.)
the pile and another student takes a turn. Keep playing for
• Point out the timeline at the bottom of the page. Explain
fifteen minutes. At the end, the student with the most
ic
that this timeline shows the different ways humans have
points wins.
communicated with each other throughout history. Give
ph
them time to look through the timeline and then try to put
LISTENING p118 the seven items in the pictures into the gaps. They will
a
probably have to guess some of them. Don’t check their

gr
4 MY PERSPECTIVE answers yet.

• Tell students to rank the technologies individually and then
eo
compare their ideas with a partner. 7 / 8

• Tell students they are going to listen to a lecture about the
lG
• Say each choice (phone, TV, etc.) aloud and ask students to
raise their hands if they ranked it number 1. Keep a note on history of communication. They should listen first just to
the board and decide which one is the most important to check and correct their answers to Exercise 6.
na
students. • 61 Play the recording for students to check their
• Ask students to suggest other technologies they often use, guesses. Were they correct?
io
e.g. air conditioning, a FitBit or similar activity tracker, the

at
Xbox or a similar gaming system, GPS, car, bus, subway, Answers

various kitchen appliances like a microwave oven, rice 1 smoke 2 bird 3 telephone 4 cell phone
N
cooker, refrigerator. 5 text message 6 smartphone 7 next big thing

• Write these on the board and ask students where they
would put them in their ranking. Are any of them more Audioscript 61
useful than the six in the book?
P = Presenter, L = Lecturer
5 P Good morning. Communicating with people all over the
• Ask students the first question and ask volunteers to tell you world is seen as perfectly normal today, but it hasn’t always
which devices they use. Put them on the board and add been like that. Professor Jacob Rosen is going to tell us about
from this list: camera, DVD player, gaming system the development of communication technology in his lecture
(PlayStation, etc.), laptop, printer, remote control, smartphone, today.
TV. Tell students that these are commonly used electronic L Scientists believe that the first form of communication across
devices. Ask Which two devices would you find hardest to live long distances was probably smoke. Some experts believe the
without? Give them some time to work alone. Then put first smoke message was sent about ten thousand years ago.
them into pairs so that they can discuss their ideas. Finally, Aboriginal Australians used smoke just to say ‘We are here’ to
ask volunteers to tell you their two items and the rationale anyone around them. Aside from sending a person to carry a
behind their choices. message, the next form of long-distance communication
172 Unit 10 Remote controlSAMPLE COPY, NOT FOR DISTRIBUTION

was probably the bird. Two thousand years ago, the Roman
Answers
army used birds to send messages, but they were probably
1 We are here.
used before that time, in ancient Persia. The Romans
2 the Roman army and the Persians
probably also had the first mail service, at least in Europe,
3 the Romans
which started before the year 100, and from the 1400s, mail
4 Russia, Germany and England
services in Europe began to appear. In 1860 and 1861, mail
5 Mr Watson, come here, I want to see you.
was carried by riders on horses nearly 3,000 kilometres across
6 There was no network before then.
the United States. Each horse and rider went between eight
7 in the 1990s
and forty kilometres, then passed the mail to the next rider.
8 Merry Christmas
But, in 1861, this system was replaced by the telegraph – a
9 magic
method of sending messages along an electric wire.
This technology was developed in the 1830s by scientists in
Russia, Germany and England, and allowed people to send Teaching tip
messages over longer distances than ever before. Encouraging self-evaluation
The next big invention was the telephone. The technology It’s good for students to get into the practice of evaluating
was developed by many people, including Italian inventor how they did after finishing a listening task. Make a point
Antonio Meucci, but the first telephone, as we know it today, now and then of asking How did you do? Was it easy or
was made in 1876. And the first phone call? Inventor difficult? What, if anything, was challenging? Ask students
what things make listening difficult in general, e.g. when
g
Alexander Graham Bell said to his assistant, ‘Mr Watson,
the speaker talks quickly or has a thick accent, when there
in
come here, I want to see you.’ It was nearly a hundred years
before the modern cell phone was invented. Motorola, a is too much unfamiliar vocabulary, when the topic is
rn
Japanese company, produced the first cell phone in 1973, but unfamiliar, when they aren’t interested in the topic.
it wasn’t very useful at first, because the first cell phone Brainstorm ideas for tackling these different challenges,
a
network wasn’t switched on until 1979. e.g. they should listen for the content words, listen at
Le
home, taking notes each time and seeing how long it
Email was invented in the 1960s, but it didn’t become takes to reconstruct the listening text.
popular until the 1990s, when more and more people began
ic
using the internet. After the invention of email, the next
• Point out that this listening text was about quite a complex
ph
important step in phone technology was probably the text

message. The first text message over a cell phone network topic and in a (possibly) less familiar form of English. Ask if
they had difficulty with it. If they did, play the recording
a
was sent in 1992. It said ‘Merry Christmas’. The text message

again and ask them to take notes. Then, in pairs, using their
gr
is now one of the most popular forms of communication.

notes, the timeline and the answers to Exercise 8, ask
The latest big development in communication technology
eo
volunteers to reconstruct the lecture.

was in 2007, when Apple launched the iPhone – the world’s
first smartphone. 9
lG
Every new technology seems like magic. The first telephone Put students into small groups to discuss the question. How
seemed impossible to people at the time. The first smartphone many ideas can they come up with? If they need more
na
was the same – people were amazed. But now cell phones are structure to be able to discuss the question, give them a few
used by schoolkids every day. What will the next new ideas and ask them to tell you which one (from those listed
io
technology be? Who knows – but it will be amazing. below) they think is most likely to be developed first and why:
at
• Give students time to read through the questions in wearable health device: this clothing or accessory will monitor
Exercise 8 to familiarize themselves with them. your health and allow you to contact your doctor/hospital as
N
• Tell students to look at items 1, 5 and 8 in particular (which soon as something goes wrong.
ask about typical or first messages). Put them into pairs and personal translation device: this portable device will
have them guess what they think a typical smoke signal instantaneously translate any foreign language into your own
message would be. Also ask them to guess what they think language so you can communicate with anyone.
the first telephone and text messages were. (They might virtual reality worlds: computers will create three-dimensional
remember from their first listening.) lifelike environments that humans will be able to interact with.
• Play the recording a second time and give students time to
make notes of their answers. As there are a lot of items in GRAMMAR The passive pp118–119
this exercise, you may want to divide the class into groups
of three and ask each student to take three questions
(either in sequence, e.g. 1, 2, 3 or at intervals, e.g. 1, 4, 7).
• When they have listened again, they can discuss the 10
answers in their pairs or groups before you check them • Before looking at the passive sentences in the Grammar
around the class. box, revise some terminology using an active sentence.
Write on the board: Steve Jobs started Apple in 1971. Ask
students to identify the verb first (started) and then the

subject of the sentence (Steve Jobs). Circle the subject and • Tell students not to worry about the agent for now. They
underline the verb. Remind students that the subject will be looking at this in the next grammar lesson.
usually comes before the verb in an affirmative sentence.
• Then ask students to read the sentences in the Grammar Grammar reference and practice
box, to underline the verbs and circle the subjects. Check Ask students to do Exercises 1–4 on page 147 now, or set
the answers as a class. them for homework.
Answers Answers to Grammar practice exercises

Students should underline is seen, was sent, was made, was 1
sent. 1 is used 2 made 3 was given 4 Did you use
Students should circle Communication all over the world, 5 was discovered 6 found
The first smoke message, The first telephone, The first text 2
message. 1 was buried 2 are not known 3 hoped 4 explored
5 are used 6 are studied 7 do not start 8 is used
11 3
• Explain to students that the sentences they’ve looked at in 1 P: unknown or unimportant 2 A: subject 3 A: subject
the Grammar box are all passive. Tell them not to worry just 4 P: obvious 5 P: obvious 6 A: subject
yet about the difference between passive and active, but to 4
g
focus on the form of the passive. 2 Where is the equipment stored?
in
• Tell students to read the sentences in the Grammar box 3 What is this machine used for?
rn
again and answer the questions. Then check the answers 4 How many maps were made?
together. 5 When was this photo taken?
a
6 Which cave was explored?
• To make sure the form is clear for students at this stage,
write a simple passive sentence on the board, e.g. The first
text message was sent in 1992 and label the subject (the first 13
Le
ic
text message), the past of to be (was) and the past participle • Tell students to read the two parts of all the sentences to
(sent). get an idea of the meaning. Together, they form a brief
ph
description and history of smartphones.

Answers • Give students a few minutes to match the parts of the
a
1 to be, past 2 before sentences and check answers by asking individual students
gr
to read out a full sentence each.

eo
12
• Tell students they are now going to compare an active Answers

lG
sentence and a passive one. Read out the two examples for 1 c 2 g 3 e 4 a 5 h 6 d 7 f 8 b
them. Ask them to identify the subject and object in a.
na
14
• Tell students to answer the questions, in pairs if you wish,
and then discuss the answers. • Students are going to complete the article with verbs in the
io
passive. First, ask them to read through the paragraph and

check that they understand it. Help where necessary.
at
Answers
1 a is active, b is passive 2 a 3 the first phone call • Then give them a few minutes to go back and fill in the
N
4 It becomes the subject in the passive. verbs. Go over the answers as a class.
• To check for comprehension, have students write one
• If you feel that your students need more explanation before question about the RATAN-600 radio telescope. Put them in
turning to the Grammar reference and practice pages, do a pairs and have them take turns answering their partner’s
transformation of active to passive on the board. Be careful not question.
to suggest, though, that the passive is just another way of
expressing the active; they should realize that there are specific Answers
reasons for using the passive. You need to illustrate that the 1 was turned on 2 was built 3 was received
object of the active sentence becomes the subject of the 4 was shared 5 was sent 6 is studied
passive sentence and the verb changes to the past participle
and is preceded by a form of to be. Show this diagrammatically: 15 PRONUNCIATION Stress in passive verbs
subject verb object • 15a Tell students to read through the five sentences
active: Steve Jobs started Apple in 1971. silently and underline the passive verb phrases. They should
passive: Apple was started in 1971 (by Steve Jobs). look up when they are finished.
subject verb agent
174 Unit 10 Remote control SAMPLE COPY, NOT FOR DISTRIBUTION
• 62 Tell them to listen for the part of the passive verb
phrase that is stressed in each sentence. Play the recording. 10B Can tech teach us?
(Make sure that students realize that they should be pp120–121
focusing just on the form of to be or the past participle –
they needn’t worry at this point about which syllable in the
multisyllabic participles.) VOCABULARY BUILDING Word families p120
1
Answers • Read the Vocabulary building box with the students and ask
1 was received 2 wasn’t produced 3 are sent if they can think of any basic word families. They should
4 is made, is broadcast, is sent 5 is studied know a few, e.g. work (v), work (n) and worker (n), or enjoy
(v), enjoyment (n) and enjoyable (adj).
• 15b Now ask students to complete the rule. Check by • Focus attention on the table. Tell students to look at the
asking a student to read it out. word families in the chart (which are just verbs and nouns).
Point out that the verb develop has two related noun forms:
Answers developer (e.g. a software developer – a person who makes
the past participle, (form of ) be or not software). Ask students what the other noun form is. They
should be able to work out that it’s development based on
Note that sometimes in negative clauses the two parts
the other nouns listed in the chart. Students also learned
might be quite equally stressed.
g
this word on the Vocabulary page.
in
• Remind students that they learned the suffixes -er and
• 15c 62 Play the recording again for students to listen
-ment in Unit 7, and tell them to write the correct noun or
rn
again to the stresses. This time, ask them to mark the verb form in the table. Check answers by asking different
stressed syllable on the participles with more than one
a
students to say the verb and noun forms.
syllable.
• Put them into pairs to practise saying the sentences aloud,
paying attention to the stress. Le
Answers
1 development 2 improvement 3 achiever
ic
16 4 equip 5 disappointment 6 entertainer
ph
• Ask students to choose one of the items in the box and to

2
note a few ways that it is used.
a
gr
• Then tell them to write four or five short sentences about Background information
the item and the different ways it can be used. They don’t
eo
have to use the passive in all of their sentences, but they If students are unfamiliar with the concept of AI, explain
should use it at least twice. that an intelligent device (like a smartphone) is capable of
lG
doing things like understanding and answering questions.

Fast finishers Many machines today, even so-called ‘smart devices’, are
Anyone who finishes quite quickly could write a few sentences programmed to execute a limited number of operations.
na
about another piece of technology of their own choice. However, a new generation of machines is being designed
to ‘learn from experience’. This kind of ‘thinking machine’ is
io
17
able to do far more, as students will read about in the
• Put students into small groups and tell them to take turns
at
article on page 121.

to read their sentences to the others in the group.
N
• They should then pool ideas to come up with more ways of

• Look at the title of the short paragraph with the class. Ask
using the items discussed.
students to tell you anything they know about artificial
intelligence (AI).
Homework
• Tell students to read the paragraph and to write a word
Set Workbook Lesson 10A exercises on pages 110–113 for
from the table in Exercise 1 in each gap. If the word is a
homework.
verb, they will have to put it in the correct form.
• Students can check their answers in pairs before you go
over them with the class.
Answers
1 developers 2 achievements 3 disappointment
4 entertainment 5 improved/developed
6 equip /develop

• Optional step. To check comprehension of the completed read the paragraph this time. When everyone has finished,
text, project or write these questions on the board and tell ask the class: This time, was reading the paragraph different
students to answer them with a partner: (easier, harder, faster)?
When were intelligent machines first created? (in the 1950s)
What were these early machines able to do? (play games and Suggested answers
do maths) The game of Go / was invented in China / more than 2,500
Early scientists thought they could create a ‘thinking machine’ years ago / and is one of the world’s oldest / – and most
within twenty years. Were they successful? (no – it was harder complicated – / board games. / It is played / with black and
than they expected) white pieces called stones / on a board / with a pattern of lines.
What type of entertainment became popular in the 1970s?
(computer games) 4
What kind of intelligent equipment is used regularly today? • Tell students to skim the article quickly to get a sense of
(smartphones) what it’s about. Then tell them to separate the first
paragraph into chunks and check their ideas with a partner.
READING p120
Suggested answers
3 When / Fan Hui lost / a game of Go / in October 2015, /
history was made: / it was the first time / a human Go
g
• Tell students to cover the instructions and the box, and to
look only at the paragraph just below the box. champion / was beaten / by an artificial intelligence (AI) /
in
– a computer programme that can think. / And in March
• Tell students to read the short paragraph. When you say go,
rn
2016, / history was repeated / when Lee Sedol / – one of
they should begin. As they finish, they should look up. Make
the world’s top players / – was defeated. / As Fan watched
a note of how long it takes students to read the paragraph.
a
AlphaGo / make an important move against Lee, / he
When everyone has finished, ask what the paragraph is
Le
thought: / ‘That wasn’t / a human move.’ / Then he said, /
mainly about (the game of Go).
‘So beautiful, / so beautiful.’
• Tell students to uncover the box and to read the
ic
information. Project or write the sentence from the box on
• 63 Finally, tell students to read the article. To ensure
the board. Explain how this technique works and why it’s
ph
useful. that they do so at a steady pace, time them, e.g. give them
a maximum of two minutes to read the text. If you wish,
a
repeat this step so that students practise moving their eyes

Exam tip
gr
quickly over the familiar material and reading faster.

Chunking while reading
eo
Research shows that reading groups of words, rather than 5

reading word by word, helps us read faster and understand • Tell students to read the five sentences and check they
lG
more of what we read. One technique to help build understand everything. Remind them that they should scan
reading fluency is to get students to break sentences into the article here for specific information.
na
‘chunks’, as is done in the sample sentence in the box. Note

• Tell them to scan and underline information in the text that
that there is no one correct way to divide up a text, though
supports each statement in 1–5. Check answers around the
io
it is most intuitive to keep phrases, i.e. noun phrases, verb

class.
phrases, etc. in one chunk, so chunks are likely to be
at
between three and six words. Punctuation, such as full

stops, commas and dashes, is also an indicator of where Answers
N
there is likely to be a break. Sometimes, it also helps to 1 … history was made: (line 2)
read a text aloud to get a sense of where you might 2 Then he said, ‘So beautiful, so beautiful.’ (lines 8–9)
naturally pause between groups of words: e.g. The game of 3 AlphaGo is different. (lines 12–13)
Go / was invented in China / rather than The game of Go was 4 … the AI developed its own style of play and learned to
/ invented in China. ‘think’ ... like a real Go player (lines 16–18)
5 After he was beaten by AlphaGo, Fan began to play the
game in a different way and he improved. (lines 22–23)
• Look again at the paragraph below the tip box, and read Lee … said ‘I have improved already. It has given me new
the paragraph aloud for the class at a normal speed so that ideas.’ (lines 24–26)
students get a sense of where the pauses might be. (Don’t
emphasize these pauses in an unnatural way, though.) Tell
6
students to add breaks to the paragraph. Then tell them to
check their ideas with a partner. • Tell students to read the instructions and sentences 1–3,
• Tell students they are going to read the short paragraph and to choose their answers.
again. When you say go, they should begin, looking up as
they finish. Make a note of how long it takes students to

• Tell them to read through the article again to check, and life. For example, think about cars. This invention has improved
then to compare with a partner. Go over the answers our lives, but these machines also cause a lot of pollution
together. because they burn oil. Today, billions of people drive cars. This is
a big problem for our planet.
Answers • When the pairs have finished, tell each pair to get together
1 b (… make an important move … ‘That wasn’t a human with another one, and tell students to take turns sharing
move’ lines 7–8) their opposing viewpoints to sentences 1–3 with the group.
2 c (Through the process of sometimes losing and sometimes As part of this exercise, ask students Which opinion do you
winning, the AI developed its own style of play … lines agree with? Why? Ask volunteers to share their answers with
15–17) the class.
3 a (After he was beaten by AlphaGo, Fan began to play the
game in a different way and he improved. lines 22–23; Lee 8 MY PERSPECTIVE
… said ‘I have improved already. It has given me new • Read the task aloud, and brainstorm with the class some
ideas.’ lines 24–26) things they have to do on a regular basis, e.g. clean their
room, do homework, study for an exam. Write these ideas
on the board.
CRITICAL THINKING Counterarguments p120
• Tell students to choose an idea from the board or think of
7 their own. Then give them a few minutes to outline their
g
• Ask a student to read the Critical thinking box aloud. Then ideas. Tell them to explain how they would approach the
task from start to finish, and how an intelligent machine
in
ask students these questions: Why do you think the author
wrote the article about AlphaGo – what was their purpose? (to might do the same thing. Are their actions mostly similar or
rn
tell people about AlphaGo; what it is and how it works, and different?
to explain how it has helped players improve their game.) In • Put students in small groups and tell them to discuss their
a
general, is the article about AlphaGo mostly positive or ideas. Ask the group to share the most interesting idea with
negative? How do you know? What did you notice in the text?
(The article is mostly positive. One of the players describes
9
Le
the class.
ic
AlphaGo as ‘beautiful’ and as having a ‘style of play’ in which
it appears to think and feel like a real person. The passage • Put students into pairs and read the instructions aloud.
ph
also quotes Fan and Lee saying that AlphaGo helped them Brainstorm some possible problems with the class and put
improve their game and develop as players.) these on the board. The problems can be a community
a
issue, e.g. Traffic in this city is terrible. The streets near school
gr
Exam tip are dirty. Or they can be more global, e.g. There isn’t enough
food for everyone in the world and too many people are
eo
Reading critically
starving.
The article on page 121 is not an opinion piece trying to
lG
persuade readers to take one side in an argument. In many • Tell students to choose a problem with their partner and to
ways, the tone of the article is straightforward and factual. invent an intelligent machine that could help solve the
problem. In their poster, they should explain what the
na
Nevertheless, the author of the article had a purpose for

writing, and with this in mind, he/she made decisions machine does and how it will help. Encourage students to
about what information to include in and leave out of the give their AI a name. Tell students to use the vocabulary and
io
text, and how to present this information. These choices grammar they’ve learned in this unit.
at
will ultimately influence readers’ perception of AlphaGo Extension

and AI. When we read critically, we are aware that even
N
Put students into groups of six (three pairs each) to present

when a text appears to be an unbiased presentation of the
their AI. Give each pair three minutes at the most to explain
facts, it may still be just one view on the subject. With this
their idea. Those listening should imagine that they are
in mind, students should be encouraged to ‘play devil’s
businesspeople looking for ‘the next big thing’. They should
advocate’ when they read certain texts, i.e. to think about
listen to the other two presentations, and at the end, decide
the subject from the opposite viewpoint. Doing this can
which one they would invest in and explain why.
help students understand the matter being discussed in a
deeper, more meaningful way, and help them decide how
Homework
they feel about it, which will be useful in some higher level
Set Workbook Lesson 10B exercises on pages 114–115 for
exams, when they get to them.
homework.
• Put students into pairs to read sentences 1–3 and to think

of possible arguments against each statement. They should
explain each. To help them to get started, do one with the
class, e.g. for item 3: Developments in technology aren’t
always a form of progress and don’t always improve human

10C Using tech to take • Tell them to answer the questions, with a partner if they
want, then check answers around the class.
control pp122–123 Answers

1 the passive 2 Vodafone, adults 3 with by
GRAMMAR The passive with by + agent 4 when the agent is important, or is new information
pp122–123
To prepare for teaching the following exercises, see Grammar • Language note. If necessary, remind students that we do
reference on page 146. not usually use the agent in a passive sentence when the
agent is unknown, obvious or unimportant. We use the
1 agent when the information is new or important.
Background information Grammar reference and practice

M-Pesa (M stands for ‘mobile’ and pesa means ‘money’ in Ask students to do Exercises 5–7 on page 147 now, or set
the Swahili language) is a mobile phone money-transfer them for homework.
service. It allows users to load money onto their phones
and use that money to pay for things. It has been Answers to Grammar practice exercises
extremely successful because people without bank 5
g
accounts can now deposit, withdraw and transfer money In 2011, the Wireless Heart Health project was started by
in
easily. It also cuts down on crime because people are the Chinese government to help rural patients with heart
carrying less cash with them.
rn
problems. Patients are connected by a small wire to a
smartphone with equipment that records information
a
• Books closed. If you think it’s necessary, do a quick review about their heart. Then the information from the phone is
Le
of how to form the passive, asking students to tell you the checked by a doctor, so any advice or a change of
rules. In this lesson, students are going to learn about what medicine can be given if necessary.
ic
happens to the subject of an active verb when the verb is 6
made passive. 1 First sentence: a huge earthquake; second sentence:
ph
• Write on the board: What percentage of people have a bank sending things to Haiti; third sentence: Dara Dotz; fourth
account? / access to clean drinking water? / a mobile phone? sentence: a 3D printer/doctors.
a
Put students in pairs and ask them to answer the questions 2 doctors (fourth sentence)
gr
about their own country, guessing if necessary. Then ask 7

them what they think the answers would be for Kenya, a 2 It was first made in the second century by the Chinese.
eo
country in East Africa. 3 Some parts of the wood are removed.

• Books open. Ask students to open their books and read 4 The material is then washed and dried.
lG
the data about Kenya. Are they surprised by any of the 5 The water is taken out of it by a large machine.
answers? Then ask students to read the paragraph about 6 The paper is cut into sheets for printing.
na
M-Pesa and answer the questions. Check the answers round 7 It is made into books, newspapers, etc.
the class and ask students if they think M-Pesa is a good 8 Paper products are sold by newsagents and other
io
idea. shopkeepers.
at
Answers 3
N
1 a mobile phone • This exercise gives students practice in when to use by +

2 to pay bills, buy things, get cash agent and when to omit it. Give them time to read the
3 Tanzania, Afghanistan, South Africa, India, Romania, sentences and cross out the agent when it isn’t necessary.
Albania Tell them they should cross out by as well.
4 adults who don’t have a bank account • Go over the answers as a class, asking individual students to
read out an item and explain their answers.
Fast finishers
Students who answer the questions quickly can use their
mobile phones or other mobile devices to look up the exact
figures for their country for the items in the box, i.e. portion of
the population who have a bank account, etc.
2
• Now ask students to read the examples in the Grammar

box, focusing on the phrases in bold. Tell them that these
include the agent of the passive sentence.

Have a class vote to see which story is most popular. (See
Answers
Homework on page 180.)
1 by cleaners – It’s obvious who cleans the museum.
2 by the students – It’s obvious who does homework. • Now ask students to match the stories and headlines. Check
3 The agent is likely to be necessary here to explain who as a class.
did the ‘helping’.
4 by a publisher – It’s obvious that books are published by Answers
publishers. a 2 b 1 c 3 d 5 e 4
5 Who taught him to drive is likely to be important.
6 by someone – The agent is unknown.
• Optional step. There are three sentences in these
paragraphs that use a passive verb. Tell students to race to
4 find the verbs: you say Go! and students can start looking.
• Tell students that headlines in newspapers and online are As soon as someone finds one of the sentences, they call
often in an abbreviated style in which articles and other Stop! and everyone has to stop while you check that they’re
grammatical words are often omitted, and the present correct. Do this twice more until all three sentences have
tense of verbs is used when the sentence might refer to the been found. They are: b Two men were caught … d …
past. In this exercise they are going to rewrite the headlines farmers’ plants are often eaten … e Children … were given.
in full sentences in the passive, so they will need to add the
6
grammatical words and the by + agent where necessary.
g
• Go over the first item together with students. Ask them to
in
circle the subject (emergency services) and underline the Exam tip
rn
object (British climbers) of the active verb in the headline. Key word transformations
Point out that when you have additional descriptive International and local exams often set ‘key word
a
information about the object, i.e. here in Italian Alps, it transformation’ tasks, in which one grammatical structure
Le
should stay together with the object when it becomes the has to be transformed to another, usually using a ‘key word’
subject in the passive sentence, and point this out in the given to students and/or only using a given number of
ic
example. words. In these exercises, students should be careful to use
• Optional step. If you feel that your students might struggle the key word and to stick to the number of words allowed,
ph
with adding in the articles, etc., you could transform the but they should also be careful to check that they have
headlines into full active sentences with the class first, made all the transformations correctly. For example, if they
a
rather than as newspaper headlines, deciding on the are transforming direct to reported speech, have they
gr
appropriate tense, present or past simple, i.e. changed pronouns and adverbs as well as the verbs? If
Emergency services rescued British climbers in the Italian Alps. they are transforming active to passive, have they used the
eo
A ‘robot suit’ helps disabled people to walk. correct form of the verb be, and have they included the
A doctor used an iPad to save a man’s life. agent if necessary?
lG
A laptop connects a village in the Andes Mountains to the

outside world. • Tell students they are now going to look at the underlined
na
Farmers use iPods to scare birds. sentences from Exercise 5 and rewrite them in the passive,
• Give students time to rewrite the news headlines as full starting with the words given. Remind them to include the
io
sentences, paying attention to insert articles like a/an and agent if necessary.
at
the where appropriate. Go round and help students as • Give them a few minutes to do this individually, while you
necessary. circulate through the class helping as necessary. Go over
N
the answers as a class, and ask them how the focus of the
Answers sentences changes with the passive.
2 Disabled people are helped to walk by a ‘robot suit’.
(accept were helped too) Answers
3 An iPad was used (by a doctor) to save a man’s life. 1 The device is worn by disabled people to help them
4 A village in the Andes Mountains is connected to the walk.
outside world by a laptop. 2 The emergency services were then contacted (by their
5 iPods are used by farmers to scare birds. (accept were friend).
used too) 3 ... the man’s life was saved by this quick action.
4 ... scary sounds were recorded on an iPod by some
5 farmers in the Kasigau region.
5 The computers are used by the kids for their studies and
• Tell students to read the five short articles following on from
to communicate with the outside world.
the headlines, ignoring the underlining. After everyone has
finished reading, ask Which story do you find most The passive changes the focus of the sentence onto the
interesting? Which one would you like to learn more about? object of the active verb.

Extension • put students in pairs or groups to decide which they prefer.
Put students into pairs to role play interviews about the • take a vote on each task.
articles, with one student playing the part of a reporter and • if the vote is tied, ask one student from each side to explain
one playing the part of a person from one of the news stories. which is best and take the vote again. You can decide if
Some options for characters the students could play: there is still no change.
a – a representative from the company that invented the Instructions for each activity:
robot suit or a person who has used the robot suit in a • Option 1 – writing. For this option, you could start by
beneficial way brainstorming different kinds of technology and putting
b – one of the men who was caught in bad weather in the them on the board. Then give them some verbs that could
Alps easily be used in the passive when talking about
c – the man who became ill while cycling or the doctor who technology, e.g. buy, invent, power, replace, sell, use. If you
helped him want, you could show some examples, e.g. The iPad is used
d – a Kenyan farmer by millions of people, young and old. It’s sold by Apple. Give
e – a government representative or one of the students that students a few minutes to write their sentences. They could
uses a laptop to communicate with the outside world then work in pairs to peer-check their writing.
Each pair should choose one of the stories and then write a • Option 2 – guessing game. Give individuals a few minutes
short dialogue. They should use at least two or three examples to think of about three items and make a few notes to
of the passive in their conversation, e.g. for a, Reporter: We describe them. They then take turns to describe their items,
g
heard that a robot suit was developed by your company. Can you using the passive where possible, and guessing each other’s
in
tell us about it? Company representative: Sure. The suit is worn items. Tell students they get a point either for guessing
by disabled people. It helps them to walk. Ask for volunteers to correctly what the item is or if their partner doesn’t guess
rn
perform their dialogues in front of the class. the item, and also for any correct passive sentence they use.
a
7 You may need to go round the pairs acting as judge of the
Le
passive sentences.
• Remind students of reasons for using the passive (agent
unknown, unimportant or obvious; focus more on the You can easily combine Options 1 and 2 by having students
compose their sentences alone and then read their
ic
object of the active verb/subject of the passive verb) and
tell them they are going to have to decide whether or not sentences aloud to a partner who tries to guess the device
ph
to transform the sentences/clauses into the passive, and being talked about.
then to rewrite those they consider necessary. With weaker • Option 3 – group work. Once students have got their ideas
a
classes, you could discuss as a class first whether each together in their groups, they can describe the item to the
gr
sentence should be changed into the passive or not. class. Encourage them to describe it using the present, and
• Give students a few minutes to discuss the sentences in then use the future to say how it will benefit people. If you
eo
pairs, and decide whether to rewrite them, then to make wish, give students the pattern for the passive in the future,
the changes. Elicit answers from the class. e.g. It will be sold by…
lG
Answers Homework
na
1 This should change: laptops are used in a lot of lessons. • Set Workbook Lesson 10C exercises on pages 116–117
The focus is technology, therefore on laptops, and the for homework.
io
agent is obvious. • Either ask all the students to research the most popular
story from Exercise 5, or ask students to research any of
at
2 No, the focus is on parents.

3 Yes: The emergency services were called and the woman the stories, and bring some information to share in the
N
was rescued from the river. We don’t know who called the next lesson.
services. It’s obvious the woman was rescued by the • You might want to tell students to watch the track called
emergency services, so we don’t need to focus on them. Unit 10 TED Talk on the Perspectives website before they
4 Yes: … it is bought by a lot of older people. The focus is on come to the next class.
the phone, but the agent is also known and important.
5 No, the focus is firmly on writers rather than on their
books.
8 CHOOSE

10D How to control AUTHENTIC LISTENING SKILLS Reduced
forms p124
someone else’s arm with As well as teaching aspects of phonology and listening skills,
these tasks also:
your brain pp124–125 • allow you to pre-teach some vocabulary.
LEAD IN • allow students to tune in to the speaker’s voice and style.
• Tell students they are going to watch a TED Talk about using
a computer to allow you to control someone else’s 1
movements. Point to the man in the photo and say This is • Remind students that in Unit 9 they looked at reductions
Greg Gage. We are going to listen to his talk. Greg is a within words, i.e. reducing vowel sounds to the schwa in
neuroscientist. Explain that a neuroscientist works with the fluent speech. This section is about reducing two words
brain. The term came up in Unit 5, also in the TED Talk. into one.
• Ask a student to read the title of the talk aloud. Then tell • Read the information in the Authentic listening skills box.
students to look at the photo and ask: What is Greg doing to Note that 1) people don’t always reduce these phrases in
the woman? (He is attaching her to the computer.) spoken English, but it’s very common; 2) students don’t
• Focus students’ attention on the quote and ask them to have to say the reduced forms, but it’s important for them
g
translate it, or say what they think it means in English (or to recognize them when they listen and 3) reduced forms
in
both). are not used in formal writing. Say each full and reduced
• 10.0 Tell students they are going to see a short text on phrase with the class.
rn
the DVD to introduce the talk and the speaker, and play the • Books closed. Explain that students are going to hear three
a
About the speaker section. Then do the vocabulary exercise. different clips of Greg speaking. Each clip will be said twice.
Le
They should listen and write what they hear in their
notebooks.
Greg Gage is a brain scientist and engineer who believes that • Language note. In rapid speech I’m going to is often
ic
schools should teach more neuroscience. According to Greg, reduced to I’m gonna or even more to Imun-uh. (Greg says
ph
neurological disorders are very common in the world and So now Imun-uh move away …)
we need more people to try to understand and cure them. 64 Play the extracts twice. You can pause after one and
•
a
In his TED Talk, Greg explains how neurons in the brain play it again, or play the recording straight through twice.
gr
discharge electrical messages. They travel down the spinal Then give students a couple of minutes to compare their
cord and control the body by making muscles move. answers in pairs.
eo
To demonstrate, he attaches electrodes to two students so • Books open. Tell students to check their answers on the
that the signals from their brains can go into a computer – page. Point out the reduced forms.
lG
and to another person’s body.

2
Greg Gage’s idea worth spreading is that we can use DIY
na
neuroscience equipment to help more people understand and • Tell students to read the extract and to underline any of the
participate in brain science. to phrases that they think will be reduced.
io
• 65 Play the extract for students to check their

at
Answers to About the speaker answers. Play it twice if necessary, then check answers
1 neuroscience = c (the study of the brain) with the class.
N
2 neurological disorder = a (a problem with the brain) Answers and audioscript 65

3 neurons = a (brain cells that send messages to parts of
the body) So I just need to hook you up. All right. So I’m gonna find
4 discharge = c (release an amount of energy) your ulnar nerve, which is probably right around here. You
5 spinal cord = b (nerves in the back that go from the don’t know what you’re signing up for when you come up. So
head down through the neck) now I’m gonna move away and we’re gonna plug it in to
6 muscles = c (parts of your body that connect the bones our human-to-human interface over here.
and make you move) 3
7 electrodes = a (electrical connectors)
• Tell students that in the experiment they’ll see, Greg
8 signals = b (messages)
uses a computer to enable one person to control
another’s arm.
• After they finish, write the key words from the About the • Give them a couple of minutes to discuss the question in
speaker section on the board and ask students to retell it pairs, before asking volunteers to share their answers with
aloud, or ask them to write as much of what is said as they the class.
can and correct as necessary. Explain DIY – do it yourself – if
needed.

WATCH pp124–125 neuroscience so that in the future, they may be thinking
If you are short of time, or want a different approach to the about possibly becoming a brain scientist. And so when I was
video, you may want to watch the whole talk all the way a graduate student, my lab mate Tim Marzullo and myself
through with only some brief checking questions. A version decided that what if we took this complex equipment that
of this is on the DVD and is labelled as TED Talk with activities. we have for studying the brain and made it simple enough
At the end of each section, there is a short gist question(s). and affordable enough that anyone that you know, an
Pause after each question on screen so students can give their amateur or a high school student, could learn and actually
answers, then play the answer. participate in the discovery of neuroscience. And so we did
just that. A few years ago, we started a company called
Answers to gist questions on DVD Backyard Brains and we make DIY neuroscience equipment
Part 1 and I brought some here tonight, and I want to do some
Choose the thing Greg talks about. demonstrations. You guys want to see some? All right. So I
1 b The high cost of scientific equipment need a volunteer. So right before – what is your name?
2 a His company that makes inexpensive scientific SK Sam.
equipment GG ll right, Sam, I’m going to record from your brain. Have you
3 b How your brain controls your arm had this before?
4 The sound of electrical signals in your body
Part 2 SK No.
GG I need you to stick out your arm for science, roll up your
g
What happens in the experiment?
c The signal from the woman’s brain goes to her arm and sleeve a bit. So what I’m going to do, I’m putting electrodes
in
to the man’s arm, and causes both arms to move. on your arm, and you’re probably wondering, I just said I’m
rn
going to record from your brain, what am I doing with your
4 arm? Well, you have about eighty billion neurons inside
a
your brain right now. They’re sending electrical messages
Le
• Tell students they are going to watch Part 1 of the talk. back and forth, and chemical messages. But some of your
Summarize it for them: In this part of the talk, Greg will talk neurons right here in your motor cortex are going to send
about why studying neuroscience is important, and he will
ic
messages down when you move your arm like this. They’re
show a tool he made. Tell students to read questions 1–5 going to go down across your corpus callosum, down onto
ph
and to see if they can guess any of the answers. your spinal cord to your lower motor neuron out to your
• 10.1 Play Part 1 of the talk. Tell students to watch/listen muscles here, and that electrical discharge is going to be
a
once through. Then play it a second time, pausing at key picked up by these electrodes right here and we’re going to
gr
points if necessary, for students to choose their answers. be able to listen to exactly what your brain is going to be
• Take answers from the class, repeating the parts of the talk doing. So I’m going to turn this on for a second. Have you
eo
that clarify the answers. Turn on the subtitles if needed. ever heard what your brain sounds like?
SK No.
lG
Answers
GG Let’s try it out. So go ahead and squeeze your hand. So
1 isn’t 2 Twenty 3 neurons 4 brain
what you’re listening to, so this is your motor units
na
5 her brain’s electrical activity

happening right here. Let’s take a look at it as well. So I’m
going to stand over here, and I’m going to open up our app
io
TED Talk Part 1 script 10.1 here. So now I want you to squeeze.
at
GG = Greg Gage, SK = Sam Kelly, MG = Miguel So right here, these are the motor units that are happening
N
Goncalves from her spinal cord out to her muscle right here, and as she’s
doing it, you’re seeing the electrical activity that’s happening
GG The brain is an amazing and complex organ. And while here. You can even click here and try to see one of them. So keep
many people are fascinated by the brain, they can’t really doing it really hard. So now we’ve paused on one motor action
tell you that much about the properties, about how the potential that’s happening right now inside of your brain.
brain works because we don’t teach neuroscience in schools.
5
And one of the reasons why is that the equipment is so
complex and so expensive that it’s really only done at major • Tell students they are going to watch Part 2 of the talk.
universities and large institutions. And so in order to be able Summarize it for them: In this part of the talk, one person’s
to access the brain, you really need to dedicate your life and brain signals are going to make another person’s arm move.
spend six-and-a-half years as a graduate student just to • Optional step. Play this part of the talk once through with
become a neuroscientist to get access to these tools. the audio turned off so that students can just focus on
And that’s a shame because one out of five of us, that’s what’s happening on screen without having to listen. You
twenty percent of the entire world, will have a neurological can periodically ask the class what is happening, e.g. What
disorder. And there are zero cures for these diseases. And so it is Greg putting on the man’s arm? What is the woman doing
seems that what we should be doing is reaching back earlier with her arm? What is happening to the man’s arm?
in the education process and teaching students about • 10.2 Play Part 2 of the talk. Tell students to watch/listen
once through.
182 Unit 10 Remote control SAMPLE COPY, NOT FOR DISTRIBUTION
• Tell students to read sentences 1–5. Play Part 2 a second GG OK, do it again?
time. Tell students to write T or F, and to change the false MG A little bit.
sentences to make them true. If necessary, play it a third
time, pausing at key points for students to check their GG A little bit? So relax. So hit it again. Oh, perfect, perfect. So
answers. relax, do it again. All right, so right now, your brain is
controlling your arm and it’s also controlling his arm, so go
ahead and just do it one more time. All right, so it’s perfect.
So now, what would happen if I took over my control of
your hand? And so, just relax your hand. What happens?
Answers
Ah, nothing. Why not? Because the brain has to do it. So
1 F The electrical activity in the woman’s brain makes the
you do it again. All right, that’s perfect.
man’s arm move.
2 F The signal from the woman’s brain travels to the man’s Thank you guys for being such a good sport. This is what’s
arm. happening all across the world – electrophysiology! We’re
3 T going to bring on the neuro-revolution.
4 F When she moves her arm a second time, the man’s Thank you.
arm does move.
5 F It doesn’t move when Greg moves the woman’s arm. 6 VOCABULARY IN CONTEXT
g
some clips from the talk which contain new or interesting
in
words or phrases. They should choose the correct meaning
GG Do you guys want to see some more? That’s interesting, for each one. Play the Vocabulary in context section. Pause
rn
but let’s get it better. I need one more volunteer. What is after each question on screen so students can choose the
your name, sir? correct definition, then play the answer. If you like, you can
a
ask students to shout out the answers. If helpful, either you
Le
MG Miguel.
GG Miguel, all right. You’re going to stand right here. So when moving on to the next question.
you’re moving your arm like this, your brain is sending a
ic
signal down to your muscles right here. I want you to move
Answers
ph
your arm as well. So your brain is going to send a signal

1 complex = b (not simple)
down to your muscles. And so it turns out that there is a
2 volunteer = c (a person who helps freely)
a
nerve that’s right here that runs up here that innervates

3 try it out = a (attempt to use it)
gr
these three fingers, and it’s close enough to the skin that
4 squeeze = b (press strongly)
we might be able to stimulate that so that what we can do
eo
5 weird = a (strange)
is copy your brain signals going out to your hand and
inject it into your hand, so that your hand will move when
lG
your brain tells your hand to move. So in a sense, she will • 6b You may have looked at the quote at the beginning of
take away your free will and you will no longer have any the lesson, but students should have a better idea of what it
na
control over this hand. OK? You with me? means now. Ask for volunteers to try to explain free will and
agent, or to translate the two. (free will is the ability to act
So I just need to hook you up. So I’m going to find your
io
freely, agent is someone or something that causes another

ulnar nerve, which is probably right around here. You don’t
person or thing to act)
know what you’re signing up for when you come up. So
at
now I’m going to move away and we’re going to plug it in • 6c After students have watched, put them in pairs and give
N
to our human-to-human interface over here. them a few minutes to complete and discuss the sentences.
Go around and help students by correcting or giving them
OK, so Sam, I want you to squeeze your hand again. Do it the English they need.
again. Perfect. So now I’m going to hook you up over here
so that you get the – It’s going to feel a little bit weird at
answers with the class. Give feedback about new language
first, this is going to feel like a – You know, when you lose
your free will, and someone else becomes your agent, it
does feel a bit strange.
Suggested answers
Now I want you to relax your hand. Sam, you’re with me? 1 … a new club / judo / an online English course.
So you’re going to squeeze. I’m not going to turn it on yet, 2 … give the answer / collect up everyone’s homework /
so go ahead and give it a squeeze. model a role play with her.
So now, are you ready, Miguel? 3 Students’ own answers
MG Ready as I’ll ever be. 4 … maths / psychology / economics.
GG I’ve turned it on, so go ahead and turn your hand. Do you
feel that a little bit?
MG Nope.

CRITICAL THINKING Analyze how a message
is delivered p125 10E Who’s in control? pp126–127
7
SPEAKING p126
• Say to students: Greg wants more people, especially high
school and college students, to learn about neuroscience. After 1
watching his talk and seeing the tool he made, will more
people want to learn about neuroscience? Why?/Why not? Background information
• Read the information in the tip box with students. Then tell Self-driving cars (or driverless cars, or autonomous cars) are
students to read the instructions and choose the best no longer confined to the pages of science fiction, but are
answer. Ask a volunteer to tell the class his or her answer almost with us. As of May 2017, they were not allowed on
and explain it. roads without a driver, but that is likely to change. The cars
navigate using a number of different technologies, e.g. radar,
Answer computer vision, GPS. Self-driving cars can be completely
c autonomous, or the driver can choose to intervene at a
number of different levels. There are thought to be a number
8 MY PERSPECTIVE of benefits of self-driving cars, including freeing the driver
up from the boredom of motorway driving, but the greatest
Tell students to read the questions and ask if there’s anything
g
benefit is believed to be safety, given that about 90% of car
they don’t understand, then to make some notes on how
in
crashes are caused by human error.
they would respond. Remind them that they should think
rn
about how they deliver the message in terms of how they
could persuade. Put students into pairs here if you feel that • Ask students What is a self-driving car? How do you think it
a
will help them. works? Put students into pairs and give them time to discuss
Le
the questions. It’s OK if they don’t know the answers; this is
9
merely a warm-up activity designed to get them talking
• Put students into pairs. If they are already in pairs, either tell about the topic.
ic
them to find new partners or to form groups of four. • Put students into pairs. Ask them if they’d like to ride in a
ph
• Tell students to explain their ideas to their partner(s), self-driving car or not. After students have discussed the
remembering to try to use persuasive ways of delivering the question for a minute or two, have a class vote. Are students
a
message. open to the idea of riding in a self-driving car?

gr
• Tell pairs to discuss how the ideas were delivered, and then 2
open the discussion to the class.
eo
• Tell students that they are going to listen to two people

CHALLENGE talking about the pros and cons of self-driving cars. Split
lG
• Put students in groups of four to discuss the questions and half the class into the ‘pro’ group and the other half into the
prepare a short presentation for the class. Students can start ‘con’ group. Each group should listen for the two reasons
na
by discussing ideas in the group. If possible, they can also that fall into their category.
ask other students who attend the same school for their • 66 Play the recording. Ask students to listen for key
io
thoughts. They can do this by talking to people in person, words and then give them some time to construct their
online or a combination of both. answers. You may want to play the recording a second time
at
• Tell students they will have a set time, e.g. three minutes, for as the answers appear very close together.
N
their talk. As mentioned in earlier units, when students work • Go over the answers as a class and write them on the board.
on presentations, it is helpful to assign them roles (team
notetaker, photo researcher, secretary, etc.) and to remind Answers
them to decide who in the group will say what during their Pros: safer than traditional cars because drivers can make
talk. mistakes; they can fall asleep.
• When students listen to their classmates, tell them to take Cons: The computer could make a mistake; the car could
notes on which tool or piece of equipment the group would take you to the wrong place.
like to have for their school and what reasons are given.
• At the end, tell students to review their notes, and have a
class vote on the one idea they think would be most useful Audioscript 66
for the school. Answers to Exercise 4 in bold.
Girl I’m not sure self-driving cars are a good idea.
Homework
Set Workbook Lesson 10D exercises on page 118 for Boy Yeah, I know what you mean.
homework. Girl Are they really safe? Don’t computers sometimes
make mistakes?

Boy Of course they do. But I guess there are two sides to text messaging
that argument. On the one hand, a computer PRO: It’s a fast way to communicate.
driving a car might make a mistake. But on the CON: When you’re typing fast, it’s easy to make mistakes and
other hand, we know that people driving cars make miscommunicate.
mistakes all of the time. social media
Girl Yeah, that’s true. I guess one good thing about PRO: You can make a lot of friends on social media.
them is that you’re safer if you accidentally fall asleep. CON: You can have relationship problems (like cyber bullying)
online.
Boy You’re right. But that can be a problem if the car
controlling someone else’s arm with your brain
takes you to the wrong place!
PRO: We might be able to use this technology to help people
Girl That’s true. with disabilities/false arms.
3 CON: Nobody likes to feel out of control.
Put students into small groups. Either give them about three artificial intelligence
minutes to come up with as many pros and cons as they can, PRO: Robots can do boring jobs that humans don’t like to do.
or assign ‘pros’ to half the groups and ‘cons’ to the other half, CON: Robots will put less-skilled workers out of work.
so that each group thinks only of one aspect. Invite volunteers smartphones
to share some of their ideas with the class. PRO: It’s very convenient to have so much information in a phone.
CON: They mean that people are available all the time.
g
Suggested answers Each group as a whole should choose one of the items to talk
in
Pros: Computers cannot become distracted like human about. Give them a few minutes for the two pairs to come up
rn
drivers; most crashes are a result of human error; with their pro or con statements. After each statement, they
passengers in self-driving cars can use the time to do should give a sentence or two explaining their rationale or
a
other tasks (like answer emails); disabled and elderly giving an example from personal experience, in order to
Le
people can get around easily in self-driving cars; there convince the judges. If you want to give the judges something
won’t be any problems with drinking and driving. to do during this planning stage, you can have them help out
Cons: People will need to learn a new technology; self-
ic
the pro/con pairs with their arguments. Then, when you start
driving cars could put people (like taxi drivers) out of work; the game, the judges can rotate to a new group and listen to
ph
GPS devices are not always accurate; the technology is at and judge something that they haven’t heard before.
risk of hacking; self-driving cars would be expensive.
• After their arguments are in place, each pair should take
a
turns to read their statements for or against their item. After

gr
4 they have finished presenting, the judges should choose a

• Focus students’ attention on the Useful language box, going winning side and explain their choice. If there’s time, they
eo
through the different ways of looking at two sides of an can choose a different item to discuss.
argument, talking about pros and talking about cons with
lG
5
them. Explain that they are going to hear the conversation
from Exercise 2 again. They should listen for the expressions
na
in the Useful language box that they hear, and tick them. Teaching tip
• 66 Play the recording. Students should tick the Fluency practice
io
expressions that they hear. Go over the answers as a class. One way students can improve their oral fluency is by
at
being pushed to speak beyond their comfort zone. The

Answers optional step below has them speaking for a minute on a
N
See expressions in bold in the audioscript. given topic. This kind of practice is helpful because it
pushes students to move beyond short utterances and to
use longer sentence structures; it will elicit the vocabulary
• For the second part of this exercise, students are going to that students need to know (you can see if they can do it);
discuss the pros and cons of different kinds of technology. it encourages them to work on smooth, uninterrupted
Put students into groups of five or six students. Two speech, which is a hallmark of fluency; it builds students’
students in each group should argue for the ‘pro’ side and confidence.
two for the ‘con’ side. The remaining student(s) will act as
the judge(s). They should listen to each side and choose the
most convincing arguments. You can assign these roles or • Put students into pairs to discuss the questions. Give them
the students can decide for themselves. time to think about each one and make a few notes on it. Then
• To get students started, hand out or project onto the board either give them a couple of minutes to discuss each one, or
one pro and con for each of the following items and tell you can assign a single question to each pair and give them a
students that they should add two more pro and con bit more time (three or four minutes) to spend on it.
statements to each list: • Optional step. Instead of a straight discussion, you can use
this exercise for fluency practice. Put the students in pairs

and give them time to make notes on the questions. Then important to use polite language. Under Explaining
ask them to decide who will go first. Each student should differences in opinion, you can point out that the language
choose one of the topics and talk for a minute non-stop first acknowledges the other person’s opinion before
about it, taking turns. They should time each other. At the presenting a differing opinion. Also, under Making a
end of the class, ask What was most challenging about the suggestion, the language is a little more tentative or polite,
activity? What did you learn? using modal verbs to soften opinion.
• Students tick the expressions in the box that appear in the
letter.
WRITING A formal letter of suggestion p127
6 Answers
• Tell students they are going to read a letter making a They are all used except for It might be possible to …
suggestion. Give them time to read the letter on page 153
and to answer the questions. They could do this in pairs, • 8c Put students into pairs and explain that they have to
with one student reading out the questions and the other think of suggestions for changing the rules in Exercise 7,
finding the answers, swapping after question 2. using the language in the Useful language box. They should
• Go over the answers to questions 1–4 as a class, asking then write a polite introduction for a letter about each rule.
students to support their answers with expressions from • Check students’ ideas and invite them to write their
the letter. suggestions on the board.
g
in
9
Answers
1 the new ‘no-phones’ rule in the café area • Explain the task. Tell students to refer to the model text on
rn
2 He understands that loud conversations are annoying and page 153 for help. Remind them of the structure of the
a
that using a phone when ordering or paying for food is rude. letter by reading out the advice at the back of the book.
Le
3 He doesn’t think that texting when someone is sitting • If you are going to give students a mark, tell them it will be
alone bothers anyone. higher if they organize their letter in a similar way to the
4 The ‘no-phones’ rule should be replaced with a ‘use model and use language they have learned.
ic
technology politely’ rule. • Point out to students the following before they write:
ph
1 They should write out their reasons for opposing the rule
7 before they begin to write their letter. They can choose from
a
• Tell students that they are going to read about three the ones on the board. As these ideas are the backbone of
gr
different school rules that have been proposed. They are their letter, they want to make sure that the arguments are
going to come up with the pros and cons for each rule. clear.
eo
• Put students into pairs or small groups. Give them a few 2 For each argument they present, they should back it up
with a personal story or other kind of information that
lG
minutes for each rule to think of as many pros and cons as

they can. They should appoint someone to write down the supports their point.
key words of their ideas so that they’ll be able to talk about 3 Because this is a formal letter, students should be careful
na
them later. (Remind them that they can use the language they not to use overly casual or familiar language.
learned in the Speaking lesson to talk about pros and cons.)
io
• Tell students to write their formal letter. By now, they have

• After they have finished, elicit different ideas from the pairs/ much of the language they will need on the board or in
at
groups. You may want to write some of the ideas on the their notes from Exercise 8. Give them time to write the
board so that students can refer to them in Exercises 8 and letter in class or you can assign it as homework.
N
9. You should end up with at least two or three pros and

cons for each statement. 10
• Ask students to exchange their letters. Each student should

8 WRITING SKILL Writing politely read their partner’s letter and check that it follows the structure
• 8a Tell students to turn back to the letter on page 153 and in the model, gives all the necessary information and is polite.
underline the polite phrases. Then check as a class. • Students look at each other’s work in their pairs, discussing
and correcting any errors.
Answers
1 I’m writing about the new ‘no-phones’ rule ... Homework
2 While I understand ..., Also, I can see that ... • Set Workbook Lesson 10E exercises on pages 119–120
3 Can I suggest that ...? for homework.
4 Yours sincerely.
• If you haven’t had time to do the writing in class, ask
students to write their letters for homework. Allow
• 8b This is a good time to go through the expressions in the enough time at the beginning of the next lesson for
Useful language box and explain that when you are giving them to exchange and discuss their letters.
an opinion that is in opposition to someone else’s, it’s

Communicative activities
Teacher’s notes A: I’m relaxing at the beach. Do you want to come and join me?
B: Yes, I love the beach. OR No thanks. I’m not really into the
beach.
1.1 Come and join me! A: (If they say no) Oh come on! (It’s fun. / It’s a really good film!
/ I’m cooking your favourite food!)
Activity
B: No, sorry. I can’t. OR OK, That sounds good. I’m coming now.
Whole class: mingling; speaking and listening • Put students into pairs and ask them to practise accepting
and saying no to the invitations.
Aim • Tell students to walk around and speak to as many other
To call friends and ask them to do an activity students as they can.
• Tell students to sit down in pairs. Ask them to tell their
Language partner how many people said yes and who is doing their
g
Present simple to talk about likes and dislikes, present activity.
in
continuous to talk about things you are doing now • Ask the class who did the best job of making their activity
sound fun.
rn
Time
a
Extension
30 minutes (or longer if you do the extension activity)
Le
Ask students to write their own cards with one thing they are
doing now that is fun and one other thing they like doing.
Preparation Then, repeat the activity.
ic
Make copies of the cards and cut them up. With classes of
ph
more than sixteen students, make two sets of cards.

a
Procedure
gr
• Give students a card each and ask them to look at it

secretly. Tell them to ask you if they do not understand any
eo
of the words on their card. Tell them to imagine they are

doing the first activity written on the card.
lG
• Tell students to pretend to call each other and invite

friends to join them in their activity. The objective is to get
na
as many friends as possible doing their activity. Students

respond yes only to the second activity on their cards, i.e.
io
the one next to the smiley face, but they can be persuaded
to join other activities. If a friend says no, the student
at
inviting has to try to persuade him/her. Each student can

N
only say yes three times, i.e. to three different activities.

• Write or project the conversation below on the board. Ask a
volunteer to bring their card and model the conversation
with you. You start the conversation (A). The student (B)
should agree if the activity they are asked to do is on their
card next to the happy face. They should say no if the activity
is not on their card. Ask for two more volunteers and ask
them to model the conversation. Make sure they understand
that the objective is to persuade friends to do their activity.
A: What are you doing?
B: I’m (watching a film / chatting with friends / watching
a football match). What are you doing?

PHOTOCOPIABLE © National Geographic Learning Communicative activities 187
1.2 How well do you know me? 2.1 I remember it well!
Activity Activity
Pair work: sentence completion Pair or group work: writing a dialogue
Aim Aim
To use adjective complements to talk about how you feel To create a dialogue about the past
Language Language
Adjective complements Past simple, used to, past continuous
Time Time
20–30 minutes Approximately 45 minutes
Preparation Preparation
Make a copy of the worksheet for each student. Make a copy of the worksheet for each pair or group.
g
in
Procedure Procedure
• Give each student a copy of the worksheet and ask them • Give each pair or group a worksheet and ask them to
rn
to complete the ‘You’ column with things or activities that decide who will record the answers.
make them feel the emotion in the first column. (Step A)
a
• Explain the situation: they are twenty years in the future,
Le
• Copy the first couple of rows of the worksheet on the board and they are meeting for the first time since they were
and do a model for yourself. at school together. They have to create a dialogue about
• Put students into pairs and ask them to complete the what things were like when they were younger.
ic
second column for their partner, guessing what they • Ask students to read the first sentence stem and discuss
ph
might say. (Step B) what to write. They can do more than just finish the stem.
• Tell students to ask and answer questions from the worksheet Model it on the board if you wish, e.g. Remember when we
a
in their pairs and see if they predicted any correctly. (Step C) were kids and we all lived in [Tarragona]? We all lived only a
gr
You could model the dialogue with a student first. few minutes from each other. Give a time limit of two to
• As a follow up, ask them to repeat the activity with another three minutes.
eo
student. • Tell them to fold the paper where shown so what they
• To finish the activity, ask the class what the most common have written is hidden, and pass their papers to the next
lG
answers are and share information. (Step D) pair/group. You could ask them to pass it to the group on
their right, and each group does the same. They must not
na
look at the previous group’s writing on the new paper

they get.
io
• Tell them to read the next sentence stem and continue

their original discussion, but on the new paper. They pass
at
this to the next pair/group. They repeat this until all the
N
boxes have been completed.

• Tell students to hand back their papers to the original
groups.
• Pairs or groups should take turns to read the stories to the
rest of the class and vote on the best/funniest/strangest
dialogue.

188 Communicative activities PHOTOCOPIABLE © National Geographic Learning
2.2 Buy my house 3.1 Health and lifestyle app
Activity Activity
Pair work, group work / whole class: speaking Pair or group work: create and present an app that checks a
person’s health and lifestyle
Aim
To describe and ask questions about a house Aim
To ask and answer questions about health and lifestyle
Language
Vocabulary for describing a house Language
How much, many?; countable and uncountable nouns
Time
45–60 minutes Time
45–60 minutes
Preparation
Make a copy of the worksheet for each student. Plan groups: Preparation
g
you can either do this activity in groups of about seven or Make a copy of the worksheet for each student in the class
in
eight, asking students to talk to every other student in their
group, or you can do this as a class mingling activity, asking Procedure
rn
students to switch partner every five minutes or so, and then • Put students into pairs or groups of three or four and tell
coming together as a whole class. them to read the worksheet. They have four areas they
a
have to think about: Activity, Mental Health, Diet, Sleep
Procedure
• Explain the situation to the students: they are all house Le
and relaxation. (An alternative here would be to divide the
class into four and have each group design one area, i.e.
ic
owners who want to sell their house and buy a new one. part of the app.) Tell students to talk to each other and
decide what information the app should collect for each
ph
• Go through the questions to check they understand them

all, and discuss what information they can write. They don’t area, e.g. number of hours they sleep, what they eat, how
have to write about a real house, but they can be creative. often they exercise, etc.
a
They can just write notes and key vocabulary here. Give • Tell students to create questions the app would ask the user.
gr
students about five minutes to make notes about their Help with a couple of sample questions if necessary, e.g.
eo
house. (Step A) How much water do you drink every day? A lot (3+ glasses)
• Model the activity with a student first, including some Some (2 glasses) A little (1 glass) They should also consider
lG
bargaining over the price. It is important that students try the information the app will give the user. They also decide
to make enough money from selling their house to buy on the design of the app and how the user will use it, e.g.
the new house they want. will it come up on the phone each day? What visuals will it
na
• Put students in pairs to ask and answer about their houses. have? (Step A) (This could lead to a poster presentation.)
• Tell students to prepare to present their app to the class.
io
(Step B) They should take notes about the houses they hear
about. After five minutes, clap your hands and ask students They should decide which member of their group will
at
to find a different partner. Do the same after another five present which aspect of the app. If possible, they should
minutes. After students have spoken to everyone in their demonstrate it by asking a volunteer the relevant questions
N
group/class, tell students to decide on which house they and showing on the board how it would appear.
want to buy. (Step C) • Tell groups to present to the class and ask the audience to
• Then put students into groups of three or four and ask them listen and think of questions. Allow time for questions after
to tell each other which houses they liked the most and each presentation. (Step B)
why, and to say which house they decided to buy. (Step D) • Ask the students to tell the class what they liked about
• If you have time, ask one person from each group to tell the each app.
class which houses were most popular and why.

3.2 Let’s do something! 4.1 Dominoes
Activity Activity
Group work: organize an event for a group of people Pair or group work: speaking
Aim Aim
To plan and describe an event for different groups of people To compare things related to education
Language Language
Expressions for giving opinions, asking follow-up questions, Comparative and superlative adjectives, comparative forms
explaining ideas
Time
Time 30–45 minutes
30–45 minutes
Preparation
Preparation Make a copy of the domino cards and the questions for
g
Make a copy of the worksheet for each group. each group. Cut the domino cards up so that you have a set
in
for each pair/group.
Procedure
rn
• Start by eliciting from students different groups of people Procedure
in their town/city who sometimes get help from other • Revise the different forms for comparisons. Refer students
a
people, e.g. retired people, children, homeless people. to pages 46, 47, 50 and 134 in their books.
What problems do these people have and what might
make them happier? Le
• Tell students that they have to make comparative
sentences using the subject and adjective on the cards,
ic
• Put students into groups of three or four and ask them to e.g. English is better than science because you don’t have to
ph
read the first part of the worksheet and decide which group do experiments. (For my language they use their own
of people to help. (Step A) If they want to choose Group D, language.)
they should check with you whether it is appropriate.
a
• Hand out the cards to the pairs or groups. If students are

gr
• Ask students to work through the questions (Step B) and in pairs, they should take half the cards each. If they are
monitor to feed in vocabulary. Encourage students to use in groups, each player should have the same number
eo
online dictionaries if they have access. Give them about of cards.

fifteen minutes for this step. • They toss a coin or similar to decide who goes first and
lG
• When students have finished Step B, reorganize the groups then play dominos. Player A puts a card on the table,
so that the students are working with different partners. and then Player B puts down a card with a different subject
na
(One way of doing this is to assign a letter to each student next to it, e.g.
in the groups, i.e. A, B, C, D, and then ask them to regroup
maths interesting geography difficult
io
so that all the As work together, all the Bs, etc. If these
groups are then too large, you can split them in half.) Tell Player A then makes a comparison between maths and
at
students to use the expressions in the Useful language geography using the adjective between the subjects, i.e.
boxes on pages 42–43 of their books to help them here,
N
interesting. If they make a correct comparison, they take

and demonstrate an exchange (Step C), e.g. their card back and put it aside. If they can’t make a correct
A: We believe that older people often need company so we’re comparison (you can give a time limit here), their card is put
organizing an afternoon dance for them. into a separate pile.
B: While I agree with you that they often need company, some • Then Player C puts down a card next to geography / difficult,
of them might not be active enough to dance. with a different subject, and Player B makes a comparative
Encourage students to discuss and ask questions about sentence with the adjective between them, i.e. difficult. The
each other’s ideas. Give them about fifteen minutes for game continues around the group until all the cards have
this stage. been used once.
• When they have finished this stage bring the whole class • Clarify the rule that students cannot play a card if the
together and ask students to tell the class what ideas they subject is the same:
liked and why. (Step D)
English bad English important
English is worse than English because it is more important.

• The student with the most cards at the end is the winner.
They can repeat the game as many times as they want.
4.2 What we think about
• Afterwards, hand out the questions to groups and ask them education
to share their real opinions. Tell them that after they have
finished they will tell the class some of the things they said Activity
so they should be ready to do that. Pair or group work: card game – agree or disagree
• Ask one or two people from each group to ask another
group what they discussed for one of the questions, Aim
e.g. What did you say for number 1? To give opinions about education
Language
Vocabulary related to education
Time
30–45 minutes
Preparation
g
Make a set of discussion cards for each group of students
in
and an ‘agree’ and a ‘disagree’ card for each student. There are
rn
empty boxes if you want to extend the activity. (See Fast
finishers below.)
a
Le
Procedure
• Students work in groups of three or four. The aim of the
game is to predict other people’s opinions on statements
ic
about education.
ph
• Demonstrate the activity with a student before you hand

out the cards. Give the student an ‘agree’ card and a
a
‘disagree’ card. Then turn over a statement card and read it

gr
aloud. Tell the student to guess if you agree or disagree with

the statement on the card. They should then put the card
eo
they choose face down on the table. Tell the student if you
agree or disagree and give a reason, and then turn up the
lG
card the student placed on the table. If the student guessed

correctly, they get a point. The student then takes a turn to
na
read out the next statement card and you have to guess
their opinion. The goal is to get as many points as possible.
io
• Put students into groups of three or four and give each group
a set of statement cards and enough ‘agree’ and ‘disagree’
at
cards for each student in the group. Ask one student in each
N
group to keep score. Allow about 20–25 minutes for the

game.
• After they finish the game, each group should choose up
to eight statements and adapt them to make them true for
their opinions, e.g. Private schools are worse than public
schools or Private schools are not always better than public
schools.
Fast finishers
If one group finishes before the others, give them the four
‘Your idea …’ cards and ask each student to write their own
statement about education. They can then continue to play
the game with the new statements.

5.1 Find someone who … 5.2 In our country …
Activity Activity
Group or whole class: find someone who … Group work: writing (or creating a video)
Aim Aim
To find out information about students in the class and To describe social etiquette and local traditions in your country
compare experiences
Language
Language Vocabulary to talk about people in your life, customs and
Present perfect and past simple traditions
Time Time
30–45 minutes 45–60 minutes
Preparation Preparation
g
Make a copy of the worksheet for each student. Make a copy of the worksheet for each student. Think about the
in
technology you have available if you want students to make
Procedure videos. You could also assign some of the work for homework if
rn
• Tell students they are going to find people who answer you want to use technology. Students can finish their videos or
yes to the activities on the worksheet. When they find create online quizzes or information sheets after the lesson.
a
someone who says yes, they should find out as much
information as possible. They should try to find different
people for each experience.
Procedure
Le
• Ask students what they know about customs when
ic
• Model an exchange with a student and make sure they meeting people in other countries and how families and
young people might behave differently in social situations.
ph
are clear on the question forms they need to use,

including follow-up questions to get more information Review useful language.
when they get a yes reply, e.g. • Hand out the page to students and read the problem with
a
the students. Ask them what these videos, factsheets and

gr
A: Have you been to a birthday party in the last two months?

B: Yes, I have. quizzes might include. Write some ideas on the board.
eo
A: When was it? • Put students into groups and ask them to choose which
output they want to produce, i.e. a quiz, a factsheet (which
B: It was two weeks ago. It was my sister’s sixteenth birthday.
lG
could be a poster) or a video, if the technology is available.

• In a relatively small class, ask students to stand up and walk
• Ask them to discuss the content of the information they
around to complete the activity. In a larger class, students
na
want to include. You could tell one person in each group

can complete the activity in groups. (Step A) When they
to take notes.
find someone who answers yes to a question, they should
io
ask another student the next question. • Students complete their factsheet, quiz or video. This
could be something they complete at home, or together
at
• When they have finished put students into groups of four

after the class.
or six, and ask them to exchange information about what
N
they found out from the follow-up questions. (Step B) • Students should then show other groups their product.
Ask students to ask questions about anything they don’t
• Ask students to find out if they have any experiences in
understand and to say what they like about the product.
common in their groups and to ask questions to find out
more information. Refer them to the worksheet to help
clarify the activity.
• Ask the class to work together and share information
about common experiences. (Step C)

6.1 Best vs worst 6.2 Prefix roulette
Activity Activity
Pair work / whole class: speaking Group work: vocabulary board game
Aim Aim
To decide with a partner which school rules are the best To predict the negative prefixes for a range of high
and worst, and to present the decisions frequency words
Language Language
Modal verbs: have to, must, mustn’t, can, can’t, don’t have to, Negative prefixes: in-, dis-, im- and un-
should, shouldn’t to discuss rules
Time
Time 30 minutes
45–60 minutes
Preparation
Preparation
g
Make one copy of the roulette wheel and one copy of the
in
Make one copy of the worksheet for each pair. gamemaster’s lists for each group; only the gamemaster sees
these lists. The players will need counters – they can use
rn
Procedure small items they have in their bags, e.g. small erasers, coins,
• Divide the class into pairs. Give each pair a copy of the etc. The gamemaster will need to be able to time each ‘go’, so
a
worksheet. if your classroom doesn’t have a clock with a second hand,
Le
• Tell students that they have five minutes to read all the rules you could ask students in advance to work out how to use
first, without marking the worksheet. If there’s anything the stopwatch function on their phones.
ic
they don’t understand, they should check at this point.
Procedure
ph
• Then ask pairs to decide together which are the six best
rules and the six worst rules. They should tick the six best • Divide the class into groups of four or five students and
ask each group to elect one member as the gamemaster
a
and put a cross by the six worst. (Step A)

– someone who has good organizational skills and will be
gr
• Once pairs have agreed on the rules, ask them to choose

able to keep the game running smoothly.
either the best or worst rules for their school and to copy
eo
these six items onto a separate sheet of paper. They should • Provide each group with a roulette wheel and counters if
agree on two more rules of their own and add them to the necessary. Ask the gamemaster to make a quick scoresheet,
lG
list. (Step B) Allow about ten minutes for this and tell i.e. a piece of paper with the player’s names at the top. Give
students that by the end of this stage they should both have each gamemaster the words for Round 1.
• Explain the game to the class: the gamemaster reads out
na
identical lists copied down.

• Students now prepare a short presentation of no more than a word, e.g. usual. The gamemaster then says Please place
your counters! The players have ten seconds to place their
io
two minutes explaining to the rest of the class why they chose
the rules they did and what effect these would have on a counters on the negative prefix that they think can precede
at
school. (Step C) Explain that each pair should prepare and the word.
• After ten seconds the gamemaster says Time’s up! and
N
present their presentation together. They can make some notes

next to their lists and use the prompts given on the worksheet. indicates the correct answer by saying, e.g. Pietro and Anna,
Encourage them to practise their presentations first. you are correct. Explain that this is better than the gamemaster
• At this point, you may wish to write some supporting reading out the correct answer because other groups may
language for the students on the board, such as: hear the answer.
We chose to talk about good/bad rules. • After each word, the gamemaster records the scores with
a mark for each player in their column on the scoresheet.
Our rules were …
• There are three rounds of roulette. In each round there
The rule we most liked/disliked was … because …
are ten words. At the end of each round, the gamemaster/
This rule would cause problems because … scorer adds up the scores and announces the winner, who
• Call on pairs to deliver their presentations to the class. In then becomes the gamemaster for the next round. Hand
order to encourage active listening, allow the class to ask out the words for the next round to each gamemaster.
one or two questions about each pair’s choice of rules. Repeat this after Round 2.
• An alternative to the whole class presentation is to put two
pairs together to present to just one other pair.

7.1 Design a menu! 7.2 That’s not going to happen
Activity round here!
Pair work/whole class: speaking; individual work: writing Activity
Aim Individual work: reading and writing; pair work: speaking
To choose a menu for a partner, trying to predict their taste

Aim
preferences, then reporting back to the class
To agree or disagree with given predictions about students’
Language town/city/country, to compare and defend their opinions
Food vocabulary from Unit 7
Language
Time Making predictions with will, won’t, going to, might and
30–45 minutes might not.
Preparation Time
Make one copy of the worksheet for each student. 30–60 minutes
g
in
Procedure Preparation
• Before you hand out the worksheets, explain to students
rn
Make one copy of the worksheet for each student.
that this is a prediction/guessing game about food, so they
a
must not comment on whether they would like or not like Procedure
Le
the different dishes on the worksheet at the beginning. • Hand out one worksheet to each student. Ask them to
• Revise with students that meals in restaurants are often read through the predictions and to decide for each one
made up of a starter, main course and dessert. Explain that whether they agree or disagree. They then tick or put a
ic
each student is going to choose a special menu for their cross in the Stage 1 tick box, cross out the incorrect word
ph
partner from a new restaurant. The dishes are a mixture of in the sentence and complete it with their reason for
interesting combinations of the food in Unit 7. agreeing/disagreeing. If they wish to write more for any
a
• Put the students into pairs and give each student a copy of particular prediction, there is additional space at the
gr
the worksheet. Give students a few minutes to read the bottom of the worksheet. Allow up to fifteen minutes for
different dishes individually, and then to choose and copy students to complete Stage 1.
eo
a menu for their partner. (Step A) Students put the name • Assure students at this point that neither their partner’s
of their partner on the menu that they are designing. They opinions nor the class majority vote at the end mean that
lG
should not look at each other’s menus. their individual opinions are right or wrong, and say that all
• When each student in the pair has finished, they show opinions expressed in the class should be respected.
na
each other their worksheets and rate each other’s in the • Once students have finished, put them into pairs and
tick boxes, i.e. a number of points (or a minus point) for tell them to proceed with Stage 2. Here they look at the
io
each choice. (Step B) Encourage them to look at the menus predictions with their partner, reading out their reasons.
together so this becomes a discussion activity. Allow up to If they agree with their partner, they tick the Stage 2 box.
at
ten to fifteen minutes for them to look at both menus. If they disagree they put a cross in it. If they listen to their
N
• Each partner totals up their score and then prepares a short partner and change their mind about the prediction, they
text, following the model at the bottom of the worksheet, to put a C (for change) in the Stage 2 box. Allow ten minutes
share with the class. (Step C) Allow five minutes for the for this stage.
writing and between ten and twenty minutes for students to • In Stage 3, read out the predictions one by one, or ask for a
share with the class, depending upon the number of students volunteer to read them out, and the whole class votes on
you have. For this step, you may wish to provide the following whether they agree or disagree. Count up the votes for each
additional language on the board for anyone who needs it: student to complete the Stage 3 sections of their worksheet
_______ can’t have gluten/lactose. with the majority decision. Allow ten minutes for this stage.
_______ can’t stand ________ because it’s too (salty/sweet/ • Finally, invite one or two students to share their reasons for
sour/bitter/spicy). agreeing or disagreeing with the class and allow any
______ loves _______ but wasn’t sure about the resulting class discussion for another ten minutes or so.
______combination.
Extension
As a follow-up activity, students could design their own
perfect menu.

8.1 That’s exactly what it means! 8.2 Who? Where? When? Why?
Activity Shopping habits
Group work: listening, speaking Activity
Individual: writing; pair work: speaking, writing
Aim
To identify the correct definitions of vocabulary items from Aim
false ones
To interview a partner about their shopping and recycling
habits
Language
Vocabulary from Unit 8 on shopping and products Language
Defining relative clauses, second conditional
Time
30–50 minutes
Preparation
g
Make a copy of the three ‘Definition and word facts’ tables Preparation
in
(A, B and C) for each group of six or seven students.
Make one copy of the worksheet for each student.
rn
Procedure
• This is a version of ‘Call my bluff’, which you may have Procedure
a
heard on the radio. • Hand out a copy of the worksheet to each student. Give
Le
them five minutes to fill in the gaps individually. (Step A)
• Put students in groups of six or seven students. In each group
Tell them not to answer the questions, though. The rules
there should be three readers and three players. In groups of
on the worksheet are for another student’s responses,
ic
seven, there is a separate gamemaster, but in groups of six the
not their own.
ph
gamemaster can also take on the role of one of the readers.

The gamemaster tallies the score at the end of each round. • Correct the exercise as a class.
a
• Give the readers (A, B and C) in each group a copy of the

Answers
gr
corresponding ‘Definition and word facts’ tables (A, B and C).

Tell them that they are going to read out the definitions and 1 that/which 2 which/that 3 would 4 could
5 who 6 be 7 were 8 that/which
eo
facts in the tables. Only one of A, B and C in each case is

correct (the one that is ticked), but each student has to read
lG
out their information as if it is true. • Point out that in 1, 2 and 8 they could omit the defining
• The rest of the students in each group are players. They pronoun.
na
should have a piece of paper each to record their answers. • Tell students that they now have five minutes to think
• The readers and gamemaster should sit in front of the about how they would answer the questions. (Step B)
io
players, making sure the players can’t see their cards. Starting They should still not write anything on the worksheet.
with the first word (production line), Reader A reads out the If they wish to make notes on a separate piece of paper
at
definition, then Reader B, then Reader C. The definition with or in their notebooks they can.
N
a tick is the correct one. The other definitions are meant to • Put students into pairs and tell them to ask and answer the
trick the players – but each reader must try to look like they questions with their partners. They should write their partner’s
are telling the truth. The fun for the readers is that they will responses under each question. (Step C) Allow about ten
know when they are not telling the truth. minutes for each pair to ask and answer the questions.
• The gamemaster then asks the players to record the • Individually, students should write a short paragraph in
definition/word fact that they think sounds true, i.e. by the space provided on the worksheet comparing (some of )
writing A, B or C next to 1 on their papers. When all the their answers to their partner’s. (Step D) Encourage them to
players have answered, the reader with the correct answer use but and however to contrast ideas. Allow five minutes
stands up. The gamemaster awards a point to the players or so for this.
who got the correct answer and keeps a record of this. • When individual students finish, invite them to read their
• The game continues until all twelve words have been read. paragraphs to you and ask them a follow-up question. If the
The player with the most points is the winner. whole class finishes, invite volunteers to read their paragraphs
to the class, taking additional questions if they wish to. This
final phase might last anywhere from five minutes to twenty
or more, depending upon the size of your class.

9.1 What am I? 9.2 Testbuilder
Activity Activity
Group work: speaking Pair work: grammar review
Aim Aim
To describe a range of jobs while avoiding certain key words To make a test for another pair on (one of ) the two grammar
areas of Unit 9
Language
Vocabulary related to jobs and professions Language
Past perfect and/or reported speech
Time
30 minutes Time
30 minutes
Preparation
Make one copy of the worksheet for each group of students. Preparation
g
Cut out each worksheet to make a set of cards. Make one copy of the worksheet for each pair.
in
Procedure Procedure
rn
• Divide the class into groups of three to five students. Each • Put the students into pairs. Give each pair a worksheet
group nominates someone to keep the score. Give each and ask them to look at and answer the first four questions.
a
group a set of cards and tell them to place the cards face (Step A) These questions are designed to remind students
down in the centre of the group.
• Tell students to take turns to pick up a card. Each card has a Le
about the different question formats that are often used
in tests. This should only take about five minutes.
ic
job at the top of it. The player has to elicit the job from the • Correct the questions.
ph
rest of the group by describing it without using the name

itself, any word derived from it, or the three additional Answers
‘taboo’ words on the card. These are words that would
a
1 complete/fill in 2 a 3 T 4 X There is ‡

make it too easy for the other players to guess. For
gr
There are, you puts ‡ you put

example, if the job were writer, the student presenting it
eo
would not be able to use writer, write and e.g. book, word • Direct students’ attention to pages 106 and 110 of their
processor or editor. (This word is not one on the cards.) books, where there are Grammar boxes for the past perfect
lG
Once the student has finished describing the job, other and for reported speech respectively, and also to the
students in the group can ask questions, but only yes/no Grammar reference section on page 144. Explain that they
questions. Students should take turns to guess the job.
na
should choose one structure and make a test with eight

• At the end of each round, the student in the group who questions that is designed to test another pair’s knowledge
correctly guesses the job gets a point, as does the student
io
of the structure. (Step B) For students who feel confident

who has described it. If nobody guesses the job in two enough, or who struggle to make eight questions on one
at
minutes, that card is put aside without any points being of the structures, allow them to work with both structures.
awarded. Allow about fifteen minutes for this step.
N
• The secretary records the points and the next player takes • Students may need support while writing the tests. Go
a card. The game continues until all the cards are gone. round the class and check their questions to make sure
• If a student doesn’t recognize a job when they take the card, they work and are correct. Tell students to write the
they simply put that card on the bottom of the pile and pick answers to their own test on a separate piece of paper.
another one from the top. If they don’t recognize the next Note: designing a test may be a new activity for the
card, they miss their turn and the next student goes. students. It will be challenging for them, so they may slip
• The student at the end of the game with the most points into their first language. This doesn’t matter as the focus of
is the winner. the task is using the grammar rather than speaking.
• When students have finished writing their tests, tell each
pair to swap with another pair and do the other pair’s test.
(Step C) Allow them about ten minutes to do this, then ask
them to return the tests to their originators, who correct the
other pair’s answers, and give them their score out of eight.

10.1 Design your own survey! 10.2 Well, what do you know!
Activity Activity
Individual: writing; pair work: speaking Pair work: speaking
Aim Aim
To design and conduct a survey To practise completing passive sentences and then play a
true/false guessing game
Language
Vocabulary related to technology Language
The passive; vocabulary of inventions and technology
Time
30 minutes
Preparation
Make one copy of the worksheet for each student. Preparation
g
Make copies of cards A1, A2 and A3 for half the class and
in
Procedure copies of B1, B2 and B3 for the other half. Cut the cards out.
• Hand out one worksheet to each student. Explain that they
rn
are going to write a survey for their partner on technology. Procedure
Tell them that their partner may not necessarily be the • Put the class into pairs, A and B. Give the students in each
a
person sitting next to them. pair cards A1 and B1 respectively.
• Draw students’ attention to the ideas in the first column,
but explain that these are optional. If they want to write Le
• Students will be competing against each other. Round 1: tell
them to try to complete the sentences individually with one
ic
questions on other aspects of technology, they may. word in each gap, usually a passive or part of a passive, or a
ph
• To encourage a variety of question types and forms, put preposition. At this point they do not touch the T/F letters.
some useful stems on the board for reference, e.g. Allow them to use hard copies of dictionaries if available or
their books to check the passive. Tell them they have ten
a
Do you …?
minutes only to complete the sentences.
gr
Have you …?
• Hand out cards A2 and B2 respectively. Students read out their
Which …?
eo
sentences to each other to check that they have completed

What …? them correctly. They receive one point for each correct answer.
lG
How often do you …? Encourage students to read the whole sentences out one by
Have you ever …? one. The checking stage should take only about five minutes.
na
In your opinion, what …? • Now tell students to decide (or guess) whether each of their
Can you …? sentences is true or false by circling the appropriate letter.
io
Are you familiar with …? Again, they are competing against each other so there
Allow ten to fifteen minutes for students to write their should be no collaboration at this point. Allow students five
at
questions. minutes for this part (as they will have thought about this
when completing the sentences anyway). When students
N
• As individual students finish, put them in pairs and ask them

have made their guesses, hand out cards A3 and B3.
to conduct their surveys with each other. Allow about ten
Students should listen to each others’ guesses and say
minutes for this. If you have time, you could ask them to
whether they are right or wrong, and give them the extra
change partners when they have finished and conduct the
information. Again, students receive 1 point for each correct
survey again. They may have to write the answers on a
answer. This part should take about ten minutes, so Round 2
different sheet of paper, or you could make more than one
should take about ten to fifteen minutes in total.
copy of the worksheet per student if you think you’ll have time
for this. An alternative option here is to arrange with another • The winning student has the most points overall from
teacher for your students to interview another class. both rounds.
• An alternative online version is to allow students to use the
Extension internet to inform their guesses. After fifteen minutes
online, hand out the answer cards and students correct
When the students have conducted their surveys, ask
each other’s sentences and predictions as above.
them to write a short report or deliver a short presentation
explaining the five most interesting facts they discovered
about their partner.

1.1 Come and join me!
NOW … NOW … NOW … NOW …

watch a film skateboard hike listen to music
J skateboard J hike J play football J chat with friends
g
in
NOW …
NOW … NOW … NOW …
rn
cook for friends
chat with friends play a video game go shopping
a
J play video
Le
J watch films J go shopping J listen to music
games
ic
a ph
gr
eo
NOW … NOW …
NOW … NOW …
lG
have a picnic watch a sports

play football relax at the beach
match
na
J watch sports
J cook for friends J have a picnic
matches J have pizzas
io
at
N
NOW …
NOW … NOW … NOW …
go to a concert
have a pizza surf go bowling
J relax at the
J surf J go bowling J go to a concert
beach

1.2 How well do you know me?
A Think of things that make you feel different emotions and complete the first column for you.
B Predict (or guess) things for your partner and write them in the second column.
When do you … You Partner’s name ________
get really bored?
feel really happy?
get a little upset?
g
in
get nervous?
a rn
Le
feel afraid?
ic
ph
get excited?
a
gr
feel a little worried?

eo
lG
get a little sad?

na
get really frightened?

io
at
N
C Ask your partner questions to see if any of your predictions were correct.
A: Do you feel really bored when ?
B: Yes! You got that right!
OR
A: Do you feel bored when ?
B: No, that’s not my answer.
A: Oh, OK. When do you feel bored?
B: I feel bored when I .
D Find out what makes other people in your class feel different emotions.

2.1 I remember it well!
Remember when we were kids and we all lived in …
Do you remember at the weekend we used to …
At school we used to …
g
And at school we loved …
in
a rn
Le
But we didn’t use to … ic
ph
Do you remember the time in school when we were …

a
gr
eo
Suddenly, the teacher came in and …

lG
na
After that we …
io
at
N
Do you also remember all the fun things we did after school? We used to …
Yeah! That was great. And we looked so different! Do you remember we used to wear/ have …
Oh yeah! I can’t believe how much we’ve changed. Well, it was great to see you! Let’s keep in touch!

2.2 Buy my house
A You want to sell your house and buy a different house with the money you make. Complete the
information about your house below. You can be creative!
1
Where is it?
2
How many bedrooms does it have?
3
How many bathrooms does it have?
4
What other rooms does it have?
5
What materials did the builders use?
6
How big is it?
7
How old is it?
g
8
What cool things or places are near your house?
in
9
What other interesting facts are there about your house?
rn
10 How much do you want to sell it for?
a
Le
B Now, ask other people in the class about the houses they are selling. Ask questions to get more
ic
information if you can. If you think the house is expensive, ask them for a cheaper price.
ph
C Have you spoken to everyone? Can you afford the house you want to buy with the money you will make
from your house sale? Choose the house you want to buy, but don’t tell anyone yet.
a
gr
D Work in new groups and discuss which houses you liked the most and what house you want to buy. Tell
your friends why you want to buy it.
eo
lG
Notes
na
io
at
N

3.1 Health and lifestyle app
A Preparation
You are going to design an app to check the health and lifestyle of teenagers. Then you will present your ideas
to your class.
1 Think about what information your app will have in Activity Mental health
each area. For example, in Activity it could collect
information about how much exercise the person does
in total, what kind of activity they do, how many hours
they spend on different activities, etc. Make a list of
ideas for each area.
2 How will your app work? Discuss this in your groups. Diet Sleep and relaxation
3 Write questions your app will ask the user to create their
profile and get daily information about the different Z
Z Z
areas. Use the example questions below to help you.
Prepare to explain why you are including these
questions.
4 What information will the app give the user? How often?
g
What will the information look like, i.e. will it use graphs,
in
tables, diagrams?
rn
5 What is the name of your app? What will it look like?
Decide on the name and design in your groups.
a
Example questions
For general information about habits to create a Le
Our questions
ic
profile:
ph
How many/much … do you (verb) each

a
day/week/month?
gr
What type of (exercise/food, etc.) do you (verb) … ?

eo
How do you (relax) … ?

lG
Do you …
na
Change these into the past simple to get specific

io
information about what the person did in one day/

week/month, etc.
at
N
B Presentation
Prepare to present your app to the class. You should explain:

• the name and image of your app (and why you chose that name and created that design)
• how the app works
• the questions it asks and why
• what information the app will give the user
• why you think people will use this app
Listen to the presentations and think of at least one question to ask each group. Tell each group what you liked
about their app.

3.2 Let’s do something!
A Read the descriptions of the groups of people on the cards below. Your school wants to do something to help
these people. They have asked you to design an event that will make one of these groups happy. The best idea
will get money to make the activity happen! Choose which group you want to help.
Group A Group B
Older, retired people living alone in your Teenagers from different countries who are
town/city. studying in your town/city for a year. They
miss home and feel lonely.
g
Group C Group D
in
rn
Young children in your town/city who do Your choice! You can think of a group of
not have much money. They do not have people in your community that need help.
a
Le
many opportunities to do different activities
or travel. Some do not live with their
ic
families.
a ph
gr
B In your groups, design your event. Discuss these questions.

eo
1 Where in your town/city will you hold the event?

lG
2 What will the event be? Describe it.

3 How much will it cost?
na
4 How will it help your group feel happier?

Each person must be ready to explain your idea to another group. Make notes and practise explaining your ideas.
io
at
C Work with a new group. Explain your ideas, then ask questions about each other’s ideas and tell each other at
least one thing you like about your ideas.
N
D As a class, share ideas and discuss what things you like about each group’s ideas. Which group should get the
money?

4.1 Dominoes
maths interesting maths easy science hard
science good English bad English important
my language difficult my language useful technology serious
g
in
rn
physical physical
technology interesting interesting easy
education education
a
Le
ic
ph
art hard art good music bad

a
gr
eo
music important geography difficult geography useful

lG
na
io
history serious history interesting computing useful

at
N
computing important literature serious literature interesting
What do you really think? Discuss these questions in your groups. Prepare to present your ideas to the class!
1 What are the most important skills to learn in school?
2 What subjects are the most difficult and why?
3 What two new subjects would you introduce to your school? Why?
4 What two subjects would you stop having in your school? Why?
5 How will schools be different in the future?

4.2 What we think about education
Getting good Maths and

Private schools are We should not have
grades is the most languages are the
better than public to study maths and
important thing to most important
schools. science.
do at school. subjects at school.
School subjects
Teenagers are
Music and art are We don’t do should be more
better at learning
just as important as enough physical practical and
than young
science and maths. activity at school. focused on work
children.
and getting a job.
g
in
In the future, more
For me, explaining
rn
schools will be School now is more Project work is
something by
online and we will fun than it was for more effective than
a
speaking is easier
learn by watching our parents. It was traditional ways of
Le
than writing about
videos and doing more serious then. learning.
it.
online exams.
ic
ph
Travelling and Learning

We should learn
a
experiencing things We should have something new by

gr
more computer
out of school is just longer summer doing it is easier
skills and fewer
as educational as holidays. than learning by
eo
traditional subjects.
going to school. reading about it.
lG
Your idea … Your idea … Your idea … Your idea …

na
io
at
N
AGREE AGREE AGREE AGREE
DISAGREE DISAGREE DISAGREE DISAGREE

5.1 Find someone who …
A Ask other students about the experiences below. Find out as much information as you can.
Find someone who … Name
has been to a birthday party in the last two months.
has appeared in a film or a video.
has stayed awake all night.
has been to a family party with more than fifty people.
g
in
has met someone from a different country at a party.
rn
has celebrated a traditional festival in a different country.
a
has spoken in public at a party. Le
ic
ph
has organized a party for someone they know.

a
gr
B Work in groups and tell each other what you found out about the people in your class.
eo
What experience do you have in common with other people in your group? Ask questions to find out more information.
lG
A: I think we have both been to a party with more than fifty people. What was the party for?
na
B: It was my grandmother’s birthday.

io
at
A: Really? How old was she?

N
C Discuss the experiences with the class. What are the most common experiences?

5.2 In our country …
The problem
There are lots of quizzes, factsheets and videos online that give tips and
information about social customs in different countries for families and friends,
business travellers and people moving to a new country. The problem is that
there is very little for teenagers. How can they know what to expect and how to
behave when they visit a different country?
Your job
You are going to create either a very short video (one to two minutes), a short quiz
g
or a factsheet about social customs for teenagers who are coming to visit your
in
country or live in it. Think about the following questions:
rn
• What is it like to be a teenager in your country. (Is it fun? Is it serious? Are you
a
usually close to your family? Do you have a lot of freedom?)
• What typical things do teenagers do in their free time? Le
ic
• How do you greet and say goodbye to people: other teenagers, adults,
ph
teachers? (kiss, hug, shake hands, etc.)

a
gr
• What should you do if you are invited to a meal with adults? (Do you have to
take a gift? What should you wear? Are you expected to contribute to the
eo
conversation or not?)
lG
na
Work with your group and discuss what you will include. Make some notes.
io
Then create your video, quiz or factsheet.

at
Share it with other people in your class.

N

6.1 Best vs worst
A Here are some school rules. Discuss the rules in pairs. Decide which are the six best rules and tick (✓) them. Decide
which are the six worst rules and put a cross (✗) by them.
❏ Students have to eat everything served at lunch.

❏ Badly behaved students have to stand in the corner.
❏ You can help your classmates during exams.
❏ Students can’t be in groups of more than four at break times.
❏ You have to stand up when a teacher enters class.
❏ You can’t wear sandals to school.
❏ You can’t dance anywhere in the school.
❏ You can have break-time snacks of fresh fruit only.
g
in
❏ Students don’t have to do homework.
rn
❏ Students have to cook their own lunches.
a
❏ You can take a short sleep when you need to.
❏ Each student has to teach one class every term. Le
ic
❏ You can’t sing in the school building.
ph
❏ Students must wear a uniform.

a
❏ Students have to sit in a different place every day.

gr
❏ You mustn’t use your phone except in emergencies.

eo
❏ Students can’t call anyone their best friend.

lG
❏ You have to spend break times outside even when it’s cold.
na
❏ All students must do one physical activity class a day.

io
❏ You have to help younger students with their work.

at
N
B Now write out either the six best or six worst rules. Give your list a heading: either The best school rules or The
worst school rules. Together, add two more rules to the list.
C Prepare a short presentation to explain to the rest of the class which rules you chose. Say:
• which rule you agreed on the most quickly.

• why the rules are fair or not fair.
• which rules are your own.
• how they will make the school better or worse.

6.2 Prefix roulette
dis im
g
in
rn
in un
a
Le
ic
a ph
gr
eo
lG
Gamemaster questions
na
Round 1 Round 2 Round 3

io
Questions Answers Questions Answers Questions Answers

at
perfect imperfect fair unfair expected unexpected

N
agree disagree possible impossible employed unemployed

able unable successful unsuccessful organized disorganized
formal informal advantage disadvantage reliable unreliable
certain uncertain complete incomplete polite impolite
clear unclear appear disappear fortunately unfortunately
visible invisible like dislike friendly unfriendly
happy unhappy realistic unrealistic honest dishonest
fit unfit patient impatient trust distrust
correct incorrect likely unlikely experienced inexperienced

7.1 Design a menu!
A It’s your partner’s birthday and you’re going to choose a special menu for him/her from a new and modern
restaurant … but how well do you know your partner’s tastes? Look at the options below and pick two choices
from each. Copy them into your partner’s personal menu below.
Starters Main course Desserts

- apple and avocado salad with - french fries with fried eggs - watermelon and grilled halloumi
lemon juice - vegetable curry and rice kebab
- oranges, olive oil and a sprinkle of - grilled fish with roast potatoes - banana and coffee ice cream
sea salt - iced tea with strawberries and
- pasta with broccoli and garlic
- salad with feta cheese and wild honey
- chicken and noodle pie with
berries - blackberry pie
cinnamon
- roast onion and apple on toast - chilli cheese with sweet tomato
- futuristic kebab with meat grown
- kiwi and grape smoothie in a laboratory jam
- peanut flavour potato crisps - barbecued meat with bitter - pineapple jelly
g
- spicy prawn soup chocolate sauce - extra milky cappuccino with
in
- green olives - red pepper stuffed with rice chocolate powder
rn
- black coffee
a
’s special menu! I can’t
eat it!
I don’t
like it.
Le I’ll try
it.
I’d like
that.
I’d love
it!
ic
Starters (-1 point) (0 point) (+1 point) (+2 points) (+3 points)
ph
1 ❒ ❒ ❒ ❒ ❒
a
2 ❒ ❒ ❒ ❒ ❒
gr
Main course
eo
1 ❒ ❒ ❒ ❒ ❒
2 ❒ ❒ ❒ ❒ ❒
lG
Dessert
na
1 ❒ ❒ ❒ ❒ ❒
2 ❒ ❒ ❒ ❒ ❒
io
at
Total Points Scored: ___

N
B When you have finished the menu, ask your partner to rate it using the check boxes to the right. Then calculate
your score.
C Prepare a short report to share your results with the class. For example:
I put the spicy prawn soup for one of Basia’s starters, but I was wrong. She can’t eat prawns, so I lost a point there. I got the apple and
avocado salad right though - she loves avocados! For the main course I chose the pasta and kebab for her, but she doesn’t like pasta
very much. She wanted to try the kebab, so I scored some points there. I know she likes pineapple, so I put the pineapple jelly on her
menu. I thought she liked black coffee, but I was wrong about that. In total I scored five points.

7.2 That’s not going to happen round here!
First decide whether you agree with each of the predictions below about your local area and complete Stage 1 with
a tick (✓) or a cross (✗) in the box and give your reason. There is space at the bottom of the worksheet if you want to
write more. Then follow your teacher’s instructions for Stage 2 and Stage 3.
1 There are going to be more cars on the roads here in the future.
Stage 1 I agree/disagree because .
Stage 2 I agree/disagree with my partner about this.
Stage 3 The class voted for/against the statement.
2 In ten years, there won’t be as many jobs in this area.

3 There might not be as many small shops in the area as bigger stores and online shopping will become more
g
and more popular.
in
rn
a
4 There will be more crime on the streets of towns and cities in this area.
Stage 1 I agree/disagree because
Stage 2 I agree/disagree with my partner about this. Le .
ic
ph
5 People might not have as many holidays here in the future.

a

gr

eo
6 There is going to be more English used on TV and in day-to-day conversations here in the future.
lG

na

io
7 People here are going to be interested in learning other languages (not English) in the future.
at

N

You can write additional reasons for agreeing/disagreeing with any of the predictions here:

8.1 That’s exactly what it means!
Definitions and word facts A
1 production line A production line is a line of finished products waiting to be sold.
2 online shopping The first thing bought online was a CD in 1994. ✓
3 throw away You throw something away when you recycle it instead of putting it in the rubbish.
4 manufacture This word is a combination of the phrase Manchester factories.
5 cotton Cotton comes from the Arabic word qutun. ✓
6 cash Cash only refers to money in the form of metal coins.
7 campaign Campaign means ‘a series of actions to achieve a goal’. ✓
8 bag The word bag came first from the Latin word bagus then from the French baque.
9 designer The s in this word is pronounced the same as the s in snake.
10 environment Environment comes from the French environ meaning ‘around, about’ and means ‘the world
around us’. ✓
11 shopping spree A shopping spree means that special products are given away free.
g
12 charity Every charity needs to have a uniform and a symbol.
in
rn
Definitions and word facts B
a
1 production line A production line is a series of stages that make a product. ✓
2 online shopping
3 throw away Le
The first example of online shopping was in 2004 from Harrods in London.
Throw away means the same as throw up.
ic
4 manufacture This word comes from the Latin manu which means hand and factum which means something
ph
made. ✓
5 cotton Cotton first came from sheep on the Cottony Island (Scotland), which is famous for white wool.
a
6 cash Cash only refers to money in the form of paper.

gr
7 campaign Campaign comes from the French campagne and means ‘to protect the countryside’.
eo
8 bag Bag is usually a noun but can also be a verb meaning ‘to put something in a bag’. ✓
9 designer The g in this word is a hard /g/ sound.
lG
10 environment When we talk about our natural environment we usually mean the other planets and stars too.
11 shopping spree If you go on a shopping spree you spend a lot of money and buy a lot of things. ✓
na
12 charity Charities have to give all their money to governments, who decide how to spend it.
io
at
Definitions and word facts C

N
1 production line A production line is a line of workers waiting to start work.

2 online shopping Ray Tomlinson, who invented email, first bought food for his dog online in 1974.
3 throw away Throw away sometimes has a similar meaning to throw out. ✓
4 manufacture This is an Old English word meaning men-of-action (or people that make things).
5 cotton Cotton is in fact produced by the cotton spider not the cotton plant itself.
6 cash Cash can refer to metal or paper money. ✓
7 campaign Campaign means sleeping in tents.
8 bag The first recorded example of a bag was in one of Shakespeare’s plays in 1611.
9 designer The g in this word is completely silent (it is not pronounced). ✓
10 environment Stones are not part of the natural environment because they are not alive.
11 shopping spree A shopping spree is when you buy things with another person’s credit card.
12 charity If you work for a charity, you can still earn money. ✓

8.2 Who? Where? When? Why? Shopping habits
A Complete these questions with words from the box.
be could that that were which who would
1 Is there a shop you enjoy visiting more than others? Why?

2 Is there a shop you really don’t like spending time in? Why?

3 If you were given 1,000 euros to spend on clothes today, what you buy? Why?

4 If you either grow all your own vegetables or make all your own clothes, which would you
g
choose? Why?
in

rn

a
5 Tell me about someone you know recycles a lot. What do they do?

Le
ic
6 If you won a lot of money on a TV show to give to an environmental cause, which would it Why?

ph
7 Would you ban plastic bags in your city if you in charge? Why?
gr

eo

8 Tell me about something you did to save water, electricity, or gas.
lG

na
B How would you answer these questions? Spend a few minutes thinking about this but don’t write anything on the
io
worksheet. You can make notes on a separate piece of paper.

at
C Work in pairs. Interview your partner and write their answers, in English, on this worksheet under each question.
N
D Write a short paragraph comparing your answers with your partner’s. Use words such as but and however to make
contrasts between things.
I would ban plastic bags if I could, but Daniella wouldn’t. However, when she does get a bag, she uses it for other things, such as
carrying her gym shoes to school.
Try to write about at least four of the questions above.

9.1 What am I?
SOFTWARE
DEVELOPER NURSE DOCTOR ACCOUNTANT
_______________ _______________ _______________ _______________
programmer hospital nurse numbers
computer doctor ill money
apps help hospital maths
SECONDARY
SCHOOL TEACHER CHEF ARCHITECT DENTIST
_______________ _______________ _______________ _______________
school cook design teeth
g
classes kitchen building mouth
in
teach restaurant plans toothache
… and no actions! … and no sounds!
a rn
FIREFIGHTER
_______________
LAWYER
_______________
Le
CLEANER
_______________
MANAGER
_______________
ic
fire law clean boss
ph
burn legal dirty tell

fire engine court cloths in charge
a
… and no actions!
gr
eo
lG
FACTORY
PARAMEDIC WORKER REPORTER SALESPERSON
na
_______________ _______________ _______________ _______________

emergency manufacture newspaper sell
io
ambulance building story door

at
doctor inside write marketing

N
CONSTRUCTION PROFESSIONAL ELECTRONIC POLICE

WORKER FOOTBALLER ENGINEER OFFICER
_______________ _______________ _______________ _______________
build goal electrical arrest
building stadium hardware blue light
builder ball computers crime
… and no famous … and no police
player’s names! car sounds!

9.2 Testbuilder
A Look at the following examples of question types and answer/complete them.
1 A gap-fill question is one where you have to the gaps.
2 A multiple-choice question is one where you
a have a number of answers to choose from.
b have no answers to choose from.
c can choose if you want to answer the question or go home.
3 A true/false question is one where you circle or write the letters T/F. Write T or F.
4 There is also questions where you puts a ✓ or an ✗ if the grammar is correct or incorrect,
and you correct the grammar.
g
B In pairs, choose the past perfect or reported speech and write eight questions to test another pair on that
in
grammar topic. You can use all the test types above, i.e. gap-fill, multiple choice, true/false, finding and correcting
grammar mistakes. Put the answers to your questions on a separate piece of paper!
a rn
TEST
Le
ic
Our test on (date) ______________ By ______________ and _______________
a ph
gr
eo
lG
na
io
at
N
C When you have finished writing your test, pass it to another pair for them to complete. You complete the test they
have written.

10.1 Design your own survey!
Design a survey to find out how your partner feels about and uses technology. Write your own questions. If you need
ideas, there are optional ideas in the boxes but you do not have to use them.
Optional ideas Your questions Your partner’s responses

A question about using 1
smartphones?
A question about the apps 2

that they use?
A question about sending 3

emails?
g
in
rn
A question about social 4
a
media?
Le
ic
A question about digital 5
ph
devices: laptops, PCs or

tablets?
a
gr
eo
A question about their 6

digital devices breaking?
lG
na
A question about using 7

io
technology in an
emergency?
at
N
A prediction or opinion 8
about robots?
A question about digital 9

devices they want in the
future?
A question about being 10

able to use different
systems, programmes or
write code?

10.2 Well, what do you know!
A1 Complete these sentences yourself.
1 The World Wide Web (WWW) __________ invented in 1989. T/F
2 The inventors of YouTube __________ employed by PayPal. T/F
3 Bill Gates and Steve Wozniak founded Microsoft __________ 1975. T/F
4 Instagram is owned __________ Facebook. T/F
5 Firefox is a web browser that __________ used for free. T/F
6 The __________ PlayStation was sold in the USA in 1994. T/F
7 The creator of eBay was __________ in France. T/F
8 Disney was b__________ by Pixar in 2006. T/F
B1 Complete these sentences yourself.

1 YouTube __________ invented in 2005. T/F
2 The first mobile phone was m__________ in 1983. T/F
3 The first smartphone was created __________ IBM in 1992. T/F
g
4 WhatsApp __________ owned by Google. T/F
in
5 The word emoji is made __________ the Japanese words e (picture) and moji (character). T/F
6 The company Nintendo was founded __________ 1889. T/F
rn
7 Over 30 million WhatsApp messages __________ sent each day. T/F
8 The __________ Star Wars film was shot in 1977. T/F
a
A2 Correct B’s sentences. Le
B2 Correct A’s sentences.
ic
1 was 1 was
ph
2 (m)ade 2 were
3 by 3 in
a
4 is 4 by
gr
5 from 5 is
6 in 6 first
eo
7 are 7 born
8 first 8 (b)ought
lG
A3 Score B’s guesses.

na
1 T (by Jawad Karim, Chad Hurley and Steve Chen)

io
2 F (It was made in 1973 by Martin Cooper, a senior engineer at Motorola.)

3 T (It was called the Simon Personal Communicator but only 50,000 were sold.)
at
4 T
5 T
N
6 T (It originally sold playing cards.)

7 F (It is closer to 30 billion.)
8 T (by George Lucas)
B3 Score A’s guesses.

1 T (by Tim Berners-Lee)
2 T
3 F (Bill Gates and Paul Allen founded Microsoft in 1975. Steve Wozniak was a co-founder of Apple.)
4 T (Instagram was bought by Facebook for one billion dollars.)
5 T
6 F (It was sold in Japan in 1994.)
7 T (Pierre Morad Omidyar USA/Iranian was born in France.)
8 F (It is the other way around - Disney bought Pixar.)

Workbook answer key
1 Who are you? 17
1 goes 2 studies 3 wants 4 is 5 does, mind, thinks
1A He’s really into music 6 hopes 7 practises 8 creates
18
Vocabulary
1 b 2
d 3
b 4 c 5 b 6
c
1 19
1 bald 2 tall 3 a beard 4 curly 5 blonde 6 glasses 1 likes, listens 2 plays 3 are, write 4 sings, is 5 are/’re
2 practising 6 can’t, am/’m studying 7 want 8 don’t know,
1 f 2 c 3 e 4 a 5 d 6 b am/’m learning
3 20
1 friendly 2 sociable 3 confident 4 talented 5 easygoing 1 Is 2 Are 3 Do 4 Does 5 Am 6 Is 7 Do 8 Are
6 nervous 7 popular 8 intelligent 9 cheerful 10 relaxed
4 1B How are you feeling?
1 nasty 2 lazy 3 serious 4 shy 5 nervous Vocabulary building
6 loud 7 weak
1
g
5 1 Are you angry about your results?
in
1 active 2 intelligent 3 kind 4 funny 5 hard-working 2 She’s worried about the test.
6 nasty
rn
3 Do children get frightened easily? / Do children easily get frightened?
6 4 They’re nervous about the presentation.
Logical: 3, 5, 6, 7 Not logical: 1, 2, 4, 8
a
5 We’re excited about our holiday.
Le
7 6 The students seemed bored by the lecture.
1 ’s/is helpful 2 ’re/are active 3 are loud 4 ’s/is lazy
5 ’s/is talented 6 ’re/are funny 7 is nasty 8 ’m/am easy-going 7 I become upset when I watch the news on TV.
8 He looks angry about something.
ic
8
Positive personality traits: affectionate, generous, organized, patient, 9 Is Karen afraid of big dogs?
ph
polite Negative personality traits: annoying, careless, impatient, rude, Reading

selfish
a
2
9
1 b 2
c 3 a 4 b
gr
1 Homer: lazy, careless, selfish 2 Marge: kind, helpful, affectionate,

patient 3 Bart: rude, clever, funny, annoying 4 Lisa: talented, 3
eo
intelligent, hard-working, polite, neat 1 Japan 2

Finland 3 Canada 4 South Korea
4
Pronunciation
lG
a 5 b 1 c 2 d 3 e 4
10
1 goes 2 acts 3 enjoys 4 watches 5 misses 6 sees 1C I expect my friends to understand
na
7 calls 8 laughs Grammar
Listening 1
io
1 to play 2 to travel 3 talking 4 exercising 5 crying 6 to
11 see 7 to visit 8 to speak
at
1 friendly 2 music 3 shy 4 sport 5 fit 6 writing
7 cool 8 reading 2
N
1 to study 2 to argue 3 helping 4 going 5 to write 6 to

12 speak 7 seeing 8 going
1 Julie wants 2 Anthony is 3 Anthony is painting 4 Anthony
thinks 5 Julie likes 6 Julie likes 7 Anthony and Julie want 3
1 to read 2 studying 3 telling 4 exercising 5 laughing
13 6 to share 7 to get 8 to come 9 to look
1 false 2 false 3 true 4 true 5 true
4
14 1 going 2 correct 3 correct 4 to eat 5 correct 6 to talk
1 The passage explains why we like some things. 7 correct 8 spending
2 People like something not only because it looks, smells, sounds or
tastes good but also because they have certain ideas or experiences 5
of it. 1 Jean hates being late for class.
2 He hopes to have a job before he graduates.
15
1 c 2 d 3 a 4 c 5 c 6 a, c 3 I need to stop at the shop.
4 Does he want to come with us?
Grammar 5 She loves reading about history.
16 6 Emily avoids checking her email after dinner.
This is taking place right now: 1, 2, 4, 6 7 He prefers eating a salad for lunch.
This is a general truth: 3, 5 8 Do you enjoy studying difficult subjects?
218 Workbook answer key SAMPLE COPY, NOT FOR DISTRIBUTION

6 8
1 going 2 to call 3 to ask / asking 4 to buy 5 to laugh / 1 Ana Cristina Molina 2
Mexico City 3 year 10 4 history and
laughing 6 to eat / eating English 5 the piano 6 English 7 music festivals 8 favourite
7 singer
1 a 2 a 3 b 4
a 5 a 6 a 7
b 8 b 9
8 name from student/pupil subjects play love/like
1 helping / to help 2 to visit 3 to spend 4 to study 5 to really about into hearing
waste 6 using 7 watching 8 watching / to watch 9 to 10
watch 10 to go Students’ own answers
9
Review
Students’ own answers
1
1D Half a million secrets popular cool confident active talented intelligent kind
helpful
2
1 1 d 2 e 3 f 4 b 5 a 6 c
1 2004 2 3,000 3 half-million 4 two 5 three 6 four
3
Watch 1 like 2 go 3 often see 4 buys 5 often looks
6 are drinking 7 want 8 forget
2
1 make 2 shares 3 collects 4 send 5 takes 6 are 4
g
shaking 1 a 2 d 3 b 4 d 5 b 6
c 7 a
in
3 5
1 c 2 f 3
e 4 b 5
a 6 d 1 I would like to buy a new jacket.
rn
4 2 They usually like to talk online. / They usually like talking online.
3 She hates to shop for clothes. / She hates shopping for clothes.
a
True: 4, 5 False: 1,2,3,6
Le
5 4 Do you like to help your sister learn English? / Do you like helping
1 b 2 a 3
c 4 b 5 a 6 c your sister learn English?
5 What does he want to read before bed?
ic
Vocabulary in context 6 I want to tell you about the end of the film.
6
ph
1 e 2 b 3 c 4 a 5
d
a
1E What are you into? 2A Different places

gr
Speaking
Vocabulary
1
eo
1
1 Are you into music?
1 wall 2 apartment 3 bedroom 4 kitchen 5 city
2 I’m not that interested in gaming. 6 quiet 7 bathroom
lG
3 I love to watch basketball.

2
4 Do you have a favourite team? 1 walls 2 kitchen 3 dining room 4 living room
na
5 I’m really into skating. 5 bedroom 6 bed 7 bathrooms 8 garden

6 Wow that’s cool! 3
io
7 I don’t mind hip-hop. 1 decorations 2 chairs 3 a sofa 4 a light 5 a refrigerator

8 I can’t stand pop music. 6 a door 7 stairs 8 a table 9 a window
at
2 4
N
1 A: Are you into, B: I love to, I’m really into 1 window/windows 2 refrigerator 3 sofa 4 table 5 art

2 A: Do you have a favourite, B: I play, I love to 6 stairs 7 door 8 lights
3 A: Are you into, B: I don’t mind, I can’t stand 5
4 A: Do you have a favourite, B: I’m really into, I love to 1 i 2 f 3 a 4 k 5 c 6 h 7 j 8 e 9 g
10 d 11 b
5 A: Are you into, B: I’m not that interested in, I’m really into
6
3
1 lively 2 crowded 3 traditional 4 shopping 5 suburban
6 historic 7 modern
4
7
1 c 2 b 3 a 4 b 5
a 6
c
5
8
1 oven 2 cupboard 3 cabinet 4 carpet 5 floor 6 cushion
Writing 7 bookshelf 8 ceiling 9 sink 10 curtains 11 toilet
12 wardrobe 13 tap 14 drawer
6
1 g 2 c 3 e 4
a 5
h 6 f 7
b 8 d 9
1 traditional 2 floor 3 carpets 4 ceiling 5 curtains
7 6 cupboards 7 drive 8 sinks 9 toilet
1 b 2 c 3
a 4 c 5 a 6 b
SAMPLE COPY, NOT FOR DISTRIBUTIONWorkbook answer key 219

Pronunciation 4 was meeting with his study group
10 5 was studying in the library
1 b 2 b 3 a 4 b 5 a 6 b 6 was eating lunch with his friend David
7 was attending his English class
Listening
3
11 1 arrived 2 was relaxing 3 asked 4 was
1 O 2 F 3 O 4 F 5 F 6 O 7 O 8 F listening 5 cleaned 6 heard 7 saw 8 were eating
12 4
Topics mentioned: 1, 4, 5, 7, 8 1 were walking 2 noticed 3 made 4 asked 5 was
13 playing 6 met 7 forgot 8 was watching
1 d 2 b 3
a 4 c 5
d 6 b 5
14 1 I did the laundry while my mother was making dinner.
1 b 2 a 3 b 4 b 5 c 6 a 2 I was making lunch when my phone rang.
3 She fell off while she was riding a/her bike.
Grammar
4 We were running down the street when the bus left the station.
15 5 Claire was shopping for a new sofa when she found a great sale.
Present simple: become, go, have, live, look, move, speak, work
6 While they were saving money for a new house they won the
Past simple: was/were, changed, flew, grew, made, saw, took, thought lottery.
16 7 Jaime was reading a book when his mum called.
g
need are working saw was had cost was was 8 I broke my/the laptop while I was playing the game.
had got decided was are planning
in
6
17 2 was studying 3 were you living 4 was living 5 was
rn
1 moved, lived 2 went, took 3 worked, drove 4 became, working 6 was staying 7 was hoping 8 were
spent 5 decided, moved 6 thought, did not/didn’t enjoying 9 was hearing 10 wasn’t, building 11 was
a
want 7 was 8 changed, realized working 12 was working
Le
18 7
Suggested answers: 1 a 2 a 3 b 4 b 5
a 6 b 7 b
1 How did you get to the cinema?
ic
8
2 Did he go to the concert yesterday? 1 a 2 b 3 a 4 a 5 b 6 b 7 a 8
a
ph
3 Do you think cities need green spaces and public parks?

4 Where did you use to live? 2D Magical houses, made of bamboo
a
5 Why didn’t you want to live in a historic house? Authentic listening skills
gr
6 What was your friend’s house like? 1

19 1 b 2 a 3 c 4 a 5 c
eo
1 used to 2 used to 3 used to 4 use to 5 used to
6 didn’t use to 7 did, use to 8 use to 9 did, use to Watch
lG
2
2 My space True: 1, 3, 6 False: 2, 4, 5
Vocabulary building 3
na
1 1 Elora draws a picture of her dream home.

1 invitation 2 exploration 3 investigation 4 location 2 Her mother builds a home that looks like a fairy mushroom.
io
5 education 6 direction 3 Her father plants a bamboo called Dendrocalamus asper niger.

4 Elora sees one of the buildings from the Green School in Bali.
at
Reading
5 Elora realizes how bamboo is important and thinks about what else
N
2 she can do with it.

1 c 2 h 3
b 4 d 5 f 6 i 7
a
4
3 1 b 2
a 3 b 4 c 5
b 6 c
1 F 2 NG 3 T 4 NG 5 T 6 NG
4 Vocabulary in context
Paragraph 1: a Paragraph 2: a Paragraph 3: b Paragraph 4: b 5
5 1 d 2 e 3 a 4 b 5 c
1 b 2 a 3 c 4 c 6
2C A unique style
Grammar 2E Special things, special places
1 Speaking
was planning was not expecting was running was moving 1
was thinking was working was making sure 1 because 2 The reason 3 so 4 Since
2 2
2 was having breakfast with his uncle Students’ own answers
3 was taking the bus to school
3
4
Students’ own answers 3 Health and happiness
Writing 3A Treating the whole person
5 Vocabulary
1 c 2 e 3 d 4
a 5 f 6 b 1
6 1 a 2 a 3 b 4 b 5
a 6 b 7 b
When she went there: 2 What Laura did there: 6 What it looks like: 4 2
Where it is: 1 How old it is: 3 Who lives there: 5 1 f 2 h 3 b 4 g 5 e 6 c 7 d 8 a
7 3
1 family 2 years 3 tower 4 gates 5 special Body parts: chest, foot, mouth, shoulder, stomach
6 designed 7 saw 8 garden Illness: backache, flu, pain, seasickness, virus
8 4
1 Barcelona 2 month 3 100 4 castle 5 large 1 head 2 shoulder 3 arm 4 elbow 5 knee 6 foot
6 Gaudi 7 unusual 7 leg 8 finger
9 5
Students’ own answers 1 medicine 2 pain 3 happiness 4 injuries 5 broken
10 6 viruses 7 illnesses 8 healthy 9 hospital
Students’ own answers 6
1 b 2 f 3 d 4
e 5 c 6
a
g
Review
7
in
1 1 a 2 b 3 a 4 b 5
a 6 b 7 a 8 a 9 b 10 b
1 stairs 2 chairs 3 refrigerator 4 decorations
rn
5 table 6 light 7 windows 8 sofa 8
1 brain 2 heart, blood 3 lungs 4 accident, bone 5 toe
2
a
6 chin 7 wrists, ankles 8 recover
1 b 2 c 3 a 4 c 5 b 6 c
Le
9
3 accident back wrist fingers bones lung recovered
1 When do you moved did you move to your new apartment? I was
ic
move moved in last week. Pronunciation
2 Do you saw Did you see anything interesting at the shops? No, I 10
ph
didn’t saw see anything new. 1 b 2 c 3 a 4 b 5

a 6
c
3 Did you took take the metro to the train station? No, I taked took
a
the bus. It’s faster. Listening

gr
4 Did you drew draw this picture of your grandparents? Yes, I did. I 11
drawed drew it last night. 1 c 2 b 3 a 4 b 5
a 6
b 7 c
eo
5 I readed read a good article in the sports magazine last night.
12
Really? Did you enjoyed enjoy it?
c
lG
6 I didn’t used use to like to dance, but now I love it! Really? What
change changed your mind? 13
1 b 2 d 3
c 4
b 5 b 6
a
4
na
14
infinitive past simple past continuous 1 true 2 false 3 false 4 true 5 false 6 false
grow grew was/were growing 7 true 8 true
io
watch watched was/were watching

Grammar
at
dance danced was/were dancing

15
N
make made was/were making

Countable (in any order): arm, eye, ear, hand, leg, hospital, patient,
buy bought was/were buying injury
fly flew was/were flying Uncountable (in any order): skin, medicine, health, exercise, the flu, air,
leave left was/were leaving water
ride rode was/were riding 16
travel travelled was/were travelling 1 a 2 b 3 a 4 b 5
b 6 a 7 b
become became was/were becoming 17
1 How much 2 How many 3 How much 4 How many
live lived was/were living 5 How much 6 how many 7 how much 8 how many
think thought was/were thinking
18
1 some/a little 2 some/a little/much 3 any/many
5
4 much/any 5 some 6 any 7 not, any 8 not, much/any
1 wasn’t eating 2 was taking, decided 3 were sleeping,
stopped 4 Weren’t, trying / didn’t, go shopping 5 was looking, 19
found 6 were riding, talked/were talking 7 Were, bothering / Did, 1 a lot of 2 how many 3 how much 4 a lot of 5 much
bother, studied/were studying 6 much 7 how many 8 much 9 much

3B Painless Watch
1 The circus arrives in Brookfield, New York.
1
2 There is an announcement that it is looking for a doctor.
1 healthy, well unwell, ill illness, sickness 2
discover, find mix,
combine entire, whole think, believe 3 angry, upset attempt, try 3 John gives the lion tamer mouth-to-mouth.
several, some typical, normal 4 John goes to Madigan Army Medical Center.
5 John speaks to specialists and reads every medical textbook he can.
Reading
6 John writes the Bible of Pain.
2 3
1 d 2 b 3
c 4 a 5
c He used other names like Masked Marvel and Bull Walker.
3 He worked at a circus.
1 b 2 c 3 a 4 c 5 a He had two jobs while he was in the circus.
4 He wanted to help patients feel better.
a 4 b 3 c 2 d 1 e 2 f 4
4
1 saved 2 a secret 3 of the world 4 a doctor
3C What makes us happy?
5 in charge 6 No one 7 eight years 8 goal
Grammar
Vocabulary in context
1
Separable (in any order): carry out (do), take off (clothing), put on 5
g
(music), bring back, write down, pick up, keep up 1 a 2 b 3 b 4 a 5
a 6 b
in
Inseparable (in any order): look around, sit down, deal with, eat out, go 6
in, belong to, wake up. Students’ own answers
rn
2
1 brought back 2 filled in/wrote down 3 handed it in/gave it in 3E Opinions about health and happiness
a
4 took her hat 5 pass, on 6 pick up 7 turned, down Speaking
Le
3 1
1 a 2 c 3 c 4 a 5 b 6 a 7 b 8 a 9 c Saying what you think: I believe …, I think …, In my opinion …
ic
4 Disagreeing: Are you kidding?, I’m not sure about that., Sorry, but I
1 d 2 c 3 e 4
g 5 f 6
h 7 a 8 b don’t think so. I don’t agree. Really?
ph
5 Asking follow-up questions: Could you explain that a bit more?, Why do
1 Get on 2 gets along with / got along with 3 hang out you say that? Conceding a point: Well, that’s true …, You’re right that …
a
4 looks after 5 deal with 6 give up 7 work out 8 putting on 2

gr
6 Suggested answers:
1 I picked my friend up from the train station. / I picked up my friend 1 I believe … / I think …/ In my opinion …
eo
from the train station. 2 I’m not sure about that / Sorry, but I don’t think so.
2 Let’s hang out with Gina and Ruby on Friday. 3 I don’t agree / Sorry, but I don’t think so.
lG
3 Rae deals with her pain by doing yoga. 4 Well, that’s true …
4 Suneeta is looking after her neighbour’s cat while he’s on holiday. 5 in my opinion
5 Please sit down. 6 I’m not sure about that / Sorry, but I don’t think so.
na
6 My mum left a voicemail message for me, so I called her back. 7 you’re right that
7 He spoke about the need to eat well and exercise. 8 I don’t agree / Sorry, but I don’t think so.
io
8 Did you look around the museum? 9 I believe / I think

at
7 10 Really? I’m not sure about that / Sorry, but I don’t think so / I don’t
1 She put on her favourite earrings. / She put her favourite earrings on. agree
N
2 I turned on the TV. / I turned the TV on. 11 I’m not sure about that / Sorry, but I don’t think so / I don’t agree
3 I get along with my new flatmate. 12 Well, that’s true
4 He gave up too easily. 3
5 I was hanging out with my brother while he studied. 1 h 2 g 3
c 4 a 5 d 6 b 7 f 8 e
6 She was looking into buying a new car. 4
7 I worked out yesterday. Students’ own answers
8 Remember to take out the rubbish. / Remember to take the rubbish out. 5
9 Tell him to take it off. Students’ own answers
8 Writing
1 a 2 a 3 b 4
a 5 b 6 a 7 a 8 a 6
3D The amazing story of the man who gave us modern 1 While it’s true that fast food is unhealthy, I think it’s very convenient.
pain relief 2 I believe that food labels should be easier to understand.
Authentic listening skills 3 In my opinion, smokers should not get any healthcare.
4 For me, junk food is sometimes acceptable.
1
1 lion tamer 2 was a medical student 3 doctors 4 14,000, 17.5 5 One reason I think this is that social media makes us feel jealous.
5 understand pain 6 pain clinics 6 We don’t exercise because gym membership is too expensive.
7 Yes, you’re right, but some people can’t exercise.
7 Listening
While it’s true that I think One reason I think this is because
10
I believe in my opinion For me
1 c 2 a 3 b 4 b 5
c 6 a
8
11
1 T 2 F 3 T 4 F 5 NG 6 T
c
9
12
1 c 2 a 3 b 4 b 5
a 6
c
Review 13
1 easier 2 stressful 3 less 4 more 5 best 6 options
1
1 knee 2 throat 3 happiness 4 unwell 5 virus Grammar
6 glasses 7 chin 8 medicine
14
2
1 bigger 2 more comfortable 3 brighter 4 better 5 more
1 knee 2 elbow 3 legs 4 feet 5 fingers 6 back
interesting 6 larger 7 cooler 8 more expensive
7 shoulders 8 stomach
15
3
1 better 2 harder 3 more regularly 4 more often 5 more
1 many/a lot of 2 How many 3 A few/Some 4 a lot of/many
attentively 6 more clearly 7 earlier 8 faster
5 many/a lot 6 many 7 a lot of/many 8 many/a lot of
16
4
1 Our school is the best school in the whole city.
1 wrote down, many/a lot of/a few 2 How many, hand in 3 put,
g
some/any, on 4 bring, any/some, back 5 How much, pick up 2 The building is nicer and bigger than the other schools near here.
in
6 A lot of/Some/Many, spoke about 7 How many, sit down 3 Our teachers are better than teachers in other schools.
5 4 The library is the quietest place in the school.
rn
1 look around 2 speak about 3 wake up 4 deal 5 Our computer lab has the fastest computers.
with 5 complain of 6 grow up 6 My class is better than the other classes.
a
7 We work harder than other classes because we like learning.
4 Learning
Le
8 We also have the best football team.
9 My class gets higher grades than other classes.
ic
4A How we learn 17
Vocabulary 1 What is the oldest university in the world?
ph
1 2 What country has the largest number of students?

1 map 2 dictionary 3 homework 4 university 3 Where is the biggest school in the world?
a
5 teacher 6 library 7 classroom 4 How big is the smallest school in the world?

gr
2 5 Who is the oldest high-school graduate in the US?

1 class, lesson 2 dictionary 3 pass, fail 4 school 6 Who is the youngest high school graduate in the US?
eo
bus 5 homework 6 library 7 teaches, university 7 Where do students have the longest and shortest summer holidays?
3 8 Where do students receive the most homework?
lG
1 be creative 2 hard-working 3 primary school 4 notebook

5 develop skills 6 an education 7 online learning 4B Outdoor classroom
8 good grades 9 take exams
na
Vocabulary building
4
1
1 c 2 e 3 g 4
b 5 f 6 a 7
i 8 d 9
h
io
1 useful 2
careful 3 beautiful 4 skillful 5 careless 6 thankful
5
at
1 education, skills 2 attend, primary, secondary Reading

3 desks, board / blackboard 4 state, private 5 size/sizes
N
2
6 tests, grades
1 c 2 a, c 3 c 4
d 5 b
6
3
1 attend 2 creative 3 primary 4 classes 5 desks
1 c 2 a 3 d 4 b
6 students 7 teacher 8 online learning 9 study
10 education 11 develop 12 free 13 education 4
Paragraph 1: c Paragraph 2: a Paragraph 3: b Paragraph 4: d
7
Science: biology, chemistry, physics
4C Skills for life
Maths: algebra, geometry
Grammar
Social sciences: geography, history
After school: drama club, orchestra, sports 1
1 so 2 such 3 so 4 such 5 so 6 so 7 such 8 such
8
1 biology 2 ancient history 3 sports team 4 drama club 2
5 band 6 social sciences 7 chemistry 8 algebra 9 orchestra 1 long enough 2 as easy as 3 as important as 4 too long
5 big enough 6 important enough 7 so fun 8 such an
Pronunciation interesting
9 3
1 hopeful 2 stressful 3 thankful 4 careless 5 useful 1 b 2 c 3 c 4 b 5 c 6 a

4 for any information you can provide. I look forward to hearing from
1 so cold 2 as old as 3 correct 4 fast enough 5 correct you. 5 Yours sincerely, 6 Dario Cafolla
6 too slow/so slow 7 hot enough 8 correct 9 such a bad 6
5 1 Sound Studios 2 music production 3 five days 4 sound
1 a 2 a 3 b 4
a 5 b 6 b 7
a 8 a editing 5 Dario Cafolla 6 formal
6 7
1 too/so 2 such 3 as old as 4 isn’t as popular you’re your First Second ! ? informations information for
5 so 6 enough 7 brave enough from Your Yours
7 8
1 The tea was cool enough to drink. Students’ own answers
2 The peppers were too hot.
Review
3 We have enough vegetables to make a salad.
4 There were enough people to play the game in class. / There were 1
enough people in class to play the game. 1 b 2 c 3 b 4 d
5 My interview at the school tomorrow is so important. / My interview 2
tomorrow at the school is so important. 1 desks 2 notebooks 3 online learning 4 state schools
6 Our teacher gave us such an easy test. 5 primary school 6 private school
7 Josh is as tall as his father. 3
8 I can run as fast as Leo can. / Leo can run as fast as I can. Adjective Comparative Superlative
g
8 bad worse the worst
1 a 2 b 3 a 4
a 5 a 6 b 7 a
in
old older the oldest
useful more useful the most useful
rn
4D Don’t eat the marshmallow!
big bigger the biggest
a
hard-working more hard-working the most hard-working
1
Le
interesting more interesting the most interesting
1 two out of three 2 One out of three 3 A great percentage
4 two out of three 5 one
Adverb Comparative Superlative
ic
Watch
fast faster the fastest
ph
2 late later the latest

1 c 2 b 3 a 4 a 5 b 6
c
hard harder the hardest
a
3
well better the best
1 c 2 d 3 e 4
a 5 b
gr
recently more recently the most recently

4
slowly more slowly the most slowly
eo
They knew how to wait. They grew up to be successful. They had

good grades. They were happy. quietly more quietly the most quietly
lG
Vocabulary in context 4
1 so enjoyable 2 isn’t as enjoyable as 3 best 4 better
5 5 more useful 6 is as important as 7 too hard 8 important
na
1 100 per cent 2

were in trouble 3 make it to 4 In other words enough
5 go into 6 producing
io
4E Such a cool subject! 5 Family and friends

at
Speaking 5A The people in my life

N
1 Vocabulary
1 look the most useful 2 too boring 3 think it’s useful enough
4 more interesting 5 isn’t as useful as this 6 looks more exciting 1
7 isn’t it expensive 8 think it’s useful enough 9 is the best choice 1 a family 2 boy 3 woman 4 married 5 daughter
6 father 7 parents 8 husband
2
1 single 2
divorced 3 parents 4 children 5 men 6 women
3
man/boy: father, brother, husband, uncle, son
Writing woman/girl: mother, sister, wife, aunt, daughter
4 either: cousin, partner, stranger, classmate, friend
1 a 2 b 3 b 4 a 5 a 6 b 4
5 1 h 2 d 3 g 4 b 5 a 6 c 7 f 8 e
1 Dear Sound Studios, 2 I saw your poster for the five-day music 5
production course when I was at the train station this morning. I’m 1 d 2 c 3 e 4 f 5 b 6
a
writing because I’d like some more information. 3 First, is the
6
course suitable for complete beginners? Second, is there a focus on
sound editing or do you mainly cover mixing techniques? 4 Thanks 1 c 2 a 3 b 4 d 5 d 6 c 7 b 8
c 9
b

7 5C Stop me if you’ve already heard this one
1 shake 2 wave, say hello 3 partner 4 strangers
Grammar
5 neighbour 6 teammates 7 best friend 8 classmate
1
8
1 already 2 since 3 for 4 already 5 yet, already 6 yet, yet
1 brother 2 stepfather 3 stepbrother 4 stepsister
7 for 8 already
5 half-sister 6 sister-in-law 7 nephew
2
9
have (you ever) heard has studied has learned has shared has
1 brother-in-law 2-3 nieces/nephews 4-5 mother-in-law/father-
taught has set has focused
in-law 6 stepmother 7-8 stepbrothers/stepsisters 9-10 half-
brother/half-sister 11
ex-wife 12 stepfather 3
1 f 2 g 3 d 4 b 5 a 6 c 7 e
Pronunciation
4
10 1 She has already called three times.
1 /ɪd/ 2 /d/ 3 /ɪd/ 4 /d/ 5 /d/ 6 /t/ 7 /ɪd/ 8 /d/ 2 Have you revised for the test yet?
3 I’ve just got home from school.
Listening
4 The students have never been to another country.
11
5 We have cousins that we haven’t even met!
Yes: 2,4,5, 6 No: 1,3,
6 Jana has studied English since 2017.
12
7 Renato has been my best friend for five years.
1 celebration 2 known 3 offered 4 yet 5 proud
6 healthy 7 emotional 5
g
in
13
1 a 2 c 3 b 4 a 6
rn
1 I have/I’ve lived in Bangalore for three years.
Grammar 2 I have/I’ve already listened to that song twice!
a
14 3 She has not/hasn’t been rock climbing since last year.
Le
1 have, had 2 asked, has 3 Have, haven’t 4 known, 4 Alex has been my friend since she [or I] was / we were four years old.
have 5 studied, had 6 worked, Have 5 We’ve just gone/been to the beach.
15 6 Nate has already eaten breakfast.
ic
1 Celia has not/hasn’t seen her parents all day. 2 Yuri and Natasha 7 They’ve just finished taking the test.
have not/haven’t seen any/a lot of really good films. 3 Our teacher
ph
8 I haven’t talked to my/our/your/his/her/their/the new neighbour yet.

hasn’t/has not given us any/a lot of homework this weekend. 4 My
friends have (already) called. 5 I have/’ve met my best friend’s sister. 9 How long have you known Jack and Sally?
a
16 7
gr
1 have/’ve taken 2 have/’ve visited 3 have been 4 have/’ve 1 a 2 b 3 a 4 a 5 a 6 a 7 b 8

a
seen 5 have walked 6 have been 7 have/’ve kayaked 8
eo
8 (have) skied 9 have taken 10 have/’ve never travelled 11

have 1 b 2 b 3 b 4
a 5 a 6 b 7
a 8 a
not / haven’t eaten 12 haven’t / have not been 13 have not /
lG
haven’t been 14 have/’ve always wanted 5D Why we laugh

17 Authentic listening skills
1 Have you ever read/Did you ever read 2 Haven’t they told/Didn’t
na
1
they tell 3 Didn’t you see/Haven’t you seen 4 Did anyone do/
1 little girl 2 unusual 3 screaming 4 song 5 was based
Has anyone done 5 Have you rubbed/Did you rub 6 Did you
6 sense of humour
io
hear/Have you heard 7 Haven’t you ever noticed/Didn’t you ever

notice 8 Didn’t you say/Haven’t you said Watch
at
5B Coming of age 2
N
1 c 2 a 3 b 4 c 5 a 6 b
Vocabulary building
3
1 1 False 2
True 3 False 4 True 5 True
1 cultural 2 traditional 3 emotional 4 musical
5 natural 6 national 4
1 b 2 f 3 g 4
h 5 c 6 d 7 e 8 a
Reading
Vocabulary in context
2
1 tradition 2 aboriginal 3 ancestral 4 desert 5
5 grandfather 6 skills 1 a 2 b 3 c 4 a 5 c
3 5E Invitations
1 c 2 b 3
a 4 a 5 c 6 a
Speaking
4
True: 1, 4, 6 Not given: 3, 5 False: 2 1
1 are you busy next Saturday I’m not sure sure, I’d love to
2 Are you around on Sunday It depends I’ll have to ask my parents
3 I can’t make it, but thank you for inviting me.

4 Are you doing anything on Tuesday night I don’t think so That
sounds great 6 Do your best
5 I need to check my schedule Thanks for inviting me, but I’m afraid 6A The best I can be
I’m busy.
Vocabulary
2
1 A, Are you around/free/busy next Saturday? 1
2 S, I need to check my schedule 1 friendly 2 nervous 3 afraid 4 worried 5 relaxed
6 shy 7 angry 8 lazy
3 Y, Sure, I’d love to
4 S, It depends. 2
POSITIVE: accept, accepting, perfect, perfection, success, succeed,
5 Y, That sounds great! successful
6 N, Thanks for inviting me, but I’m afraid I’m busy. NEGATIVE: fail, failed, failure, imperfect, imperfection, reject,
7 S, I’ll have to ask my parents. unsuccessful
8 A, Are you doing anything on Tuesday night? 3
9 N, Sorry, I can’t make it, but thank you for inviting me. 1 g 2 c 3 f 4 b 5 d 6
a 7 e
10 A, Are you around/free/busy on Sunday? 4
11 S, I (don’t) think so.
Noun Verb Adjective
12 N, I’m definitely not.
failure accept imperfect
3 imperfection fail perfect
perfection reject successful
g
Writing success succeed unsuccessful
in
4
rn
1 ASAP 2
RSVP 3 PS 5
1 be 2 has 3 was 4 have to, is 5 ’s / is 6 is
5
a
7 has 8 had to
1 date 2 begin 3 offer 4 say 5 apologize 6 make it
Le
7 enjoy 6
1 c 2 a 3 b 4 c 5
b 6 a 7 a 8 c
6
1 Jason 2 a surprise party 3 Pablo 4 Sunday the 18th 5 7
ic
10pm 6 at the tennis club 7 We’re celebrating his success at the 1 accept 2 imperfect 3 failure 4 perfect 5 reject
ph
tennis finals 8 Mike 6 Successful 7 imperfections

7 8
1 successful 2 failed 3 imperfections 4 successful
a
1 gives a greeting 2 says thank you for the invitation

3 apologizes 4 says no to the invitation 5 explains why he can’t go 5 perfect 6 imperfect 7 unsuccessful 8 perfect 9 rejected
gr
6 hopes people enjoy the street party 9

eo
8 1 My father’s car is in perfect condition.

Students’ own answers 2 The group rejected Miguel’s idea.
3 Minato made an unsuccessful attempt at skiing last winter.
lG
Review
4 Is economic or academic success more important?
1 5 They have to accept responsibility for their actions.
na
1 grandmother 2 stranger 3 classmate 4 sister 5 aunt
6 Kanna is a perfect example of a hard-working student.
6 uncle 7 brother 8 cousin 9 neighbour 10 teammate
io
2 Pronunciation
1 aunt uncle 2 cousins 3 brothers sisters 10
at
4 grandmother grandfather 5 strangers 6 classmates 1 Students have to show a student ID to enter the library.

7 teammates 8 say hello / greet people
N
3 No, you don’t have to complete the essay today.

3 4 I don’t have to get up early, but I do.
1 have documented 2 have observed 3 have studied 4 have
spotted 5 have noticed 6 have made 7 have noticed Listening
4 11
1 I have just ridden my bike for fifteen minutes. 1 a 2 c 3 d
2 She has already planned the party
12
3 He’s just built a new house. 1 d 2 a 3 b
4 She’s already graduated from university.
13
5 How long have you lived in Denmark? 1 a 2 c 3 b 4 c 5
b 6 a 7 c
6 How long has she been at school in London?
14
7 Has she been on holiday yet? 1 b 2 c 3 a 4 b
8 We have known Alice and Rosie since they were children.
5 Grammar
1 yet 2 for 3 already 4 just 5 since 6 have 15
travelled 7 has felt 8 for 1 c 2 e 3 b 4
a 5 d

16 5 If you want to keep your information private, you can to change
1 At our school students don’t have to wear a uniform. the settings. ➞ If you want to keep your information private, you can
2 Students shouldn’t/should not use social media every day. change the settings.
3 Our coach says we must not/mustn’t eat just before a match. 6 And when you are online too much, you take a break for a day or
4 You don’t have to have a password to use the wifi. two. ➞ And when you are online too much, you should / must take
a break for a day or two. / And when you are online too much, take a
5 We don’t have to be quiet
break for a day or two.
6 I can’t/cannot call you tonight
5
7 You shouldn’t/should not close your social media account.
1 If you want to relax,
8 Students don’t have to pay to use the pool.
2 When you’re in the cinema,
9 They can’t/cannot take drinks into the classroom.
3 If you like films,
17 4 When you’re at a film festival,
1 must 2 can’t 3 have to/must 4 don’t have to 5 can
5 If you watch a film in English,
6 can’t 7 must 8 should 9 shouldn’t 10 have to/must
6 When you see a film you like,
18
7 When you see a film you don’t like,
1 should 2 can’t/must not/can 3 don’t have to 4 should
5 can’t/must not/mustn’t 6 have to / must 7 can 8 shouldn’t 6
1 take 2 when 3 can 4 shouldn’t
19
1 a,b 2 b 3
a,c 4 a 5 a 6 b,c 7
a 8 b 9 a 7
1 Go to the Miraflores neighbourhood when you go to Lima
6B Finding new ways 2 If you want to relax, turn off your phone.
g
3 When I take the bus, I always stand.
in
Vocabulary building
4 When my father comes home, he watches the news.
1
rn
5 I make coffee for my family when I get up.
dis im in un 6 If you are hungry, you can make a sandwich.
a
agree mature active finished 7 If you like ice cream, you should try this flavour.
Le
connect perfect correct kind 8 If you talk during a test, you fail the test.
honest proper direct lucky
successful 8
like
ic
1 If you go to Barcelona, you should visit the Pedrera.
2 If you like sweet things, try some churros.
ph
Reading 3 When you arrive, take a walk along Las Ramblas.

4 You should take photos if you visit the Sagrada Familia.
2
a
5 If you love seafood, take the metro to a restaurant in Barceloneta.

1 T 2 F 3 T 4 NG 5 NG 6 T 7 F
gr
6 You should go to the/a beach when you want to relax.

3
9
eo
1 d 2 a 3 d 4 b 5 d 6
a 7 a
4
lG
1 c 2 d 3 a 4 b 6D Teach girls bravery, not perfection

6C Unexpected art Authentic listening skills
na
Grammar 1
1 but in my heart 2 But in my mind 3 however 4 but
1
io
she 5 but it’s not enough 6 but

1 succeed 2 can use 3 can learn 4 can’t pass 5 improves
6 tastes 7 learn 8 can be
at
Watch
2 2
N
1 a painting party is 1 win 2 brave perfect 3 risk 4 failed 5 trial and

2 they laugh about it with a friend error 6socialize 7 accepted
3 If someone needs a break, 3
4 they often share a photo of it online Order: 4,1,5,3,2
5 if the painting isn’t perfect 4
3 1 difficult 2 delete 3 my code 4 me 5 brave 6 be
1 d 2 a 3 f 4 g 5 b 6 e 7 h 8
c comfortable with
1 If you use social media be careful about what you post. ➞ If you use
social media, be careful about what you post. 5
2 If they don’t want the photo online, you shouldn’t to post it. ➞ If 1 ran 2 negotiate 3 supportive network 4 potential
they don’t want the photo online, you shouldn’t post it. 5 courageous 6 struggling
3 If you post comments don’t write anything inappropriate or unkind. 6E Giving advice
➞ If you post comments, don’t write anything inappropriate or unkind.
4 When you receive a friend request from someone you don’t know Speaking
don’t accept it. ➞ When you receive a friend request from someone 1
you don’t know, don’t accept it. 1 Why don’t you 2 If try 3 I’m not sure, but I think You might
4 If you might want to try 5 that may work for you
6 When you should
2 6
1 how video why tutorials 2 really dinner aren’t 1 b 2 c 3 a 4 a 5 b 6
c
try 3 exactly not think might 4 useless can’t 7
not might 5 so much may you 6 What don’t try ACROSS: 1 fast food 5 unhealthy 7 grilled 8 boiled 9 fried
3 DOWN: 1 frozen 2 delicious 3 terrible 4 chilli powder
1 Y 2 N 3
Y 4 N 5 N 6 Y 6 fresh 7 huge
4 8
Students’ own answers 1 c 2 b 3 a 4 c 5 a 6 b 7 b 8
c 9 a 10
b
Writing Pronunciation
5 9
1 topic 2 problem 3 solution 1 4 solution 2 5 solution 1 waste 2 rice 3 Peas 4 meat 5 bake 6 beef
3 6 conclusion 7 hurry 8 cook
6
True: 2, 4, 6 False: 1, 3, 5 Listening
7 10
1 a problem 2 good news 3 advice 4 No problem. 5 costs 1 b 2 c 3 b 4 a 5
a 6
c
nothing 6 too much 7 for free 8 too expensive 9 don’t 11
worry 10 wonderful c
8 12
g
Students’ own answers 1 b 2 a 3 c 4 a 5 c 6 b 7 c
in
9
Grammar
rn
13
Review 1 will not eat/won’t eat 2 will be 3 will open
a
1 4 ’ll call/will call 5 will arrive 6 will burn 7 will print
Le
1 I’m shopping for the perfect gift for my girlfriend. 8 won’t have/will not have
2 He didn’t revise and failed the test. 14
1 Will we have a big party for Sarah this year?
ic
3 The actor was in two unsuccessful films.
4 The weather is perfect today. / The weather today is perfect. 2 Will we invite all of her friends and family / family and friends?
ph
5 There is perfection in nature. 3 Will our parents help prepare the food?
6 The pie he made was a success. 4 Will Ana help with the decorations?
a
7 This product claims it can fix skin imperfections. 5 Will we send the invitations by email?
gr
8 Don’t be afraid to fail. 6 Will David bake a cake?

7 Will Zach arrange music for dancing?
2
eo
1 f 2 a 3 c 4 d 5 e 6 b 15
1 will give 2 will add 3 will have 4 isn’t going to be
3
lG
5 You’ll want 6 is not going to cause 7 are going to see

8 will eat 9 will be able
4
16
na

1 is going to prepare/will prepare 2 will help 3 will start
5 4 will/’ll begin 5 will/’ll heat 6 will/’ll stir 7 will/’ll add
io
Students’ own answers 8 is going to cook/will/’ll cook 9 will/’ll combine

10 is/’s going to serve/will/’ll serve
at
7 Tell me what you eat 17

N

7A Food and flavours from around the world
7B The greatest human success story
Vocabulary
Vocabulary Building
1
1 e 2 b 3 d 4 f 5 c 6 a 1
2 1 disappearance 2 farmers 3 development 4 accomplishment
1 breakfast 2 milk, bananas 3 soup, (cheese) sandwich, 5 planners 6 acceptance
lunch 4 pizza, dinner 5 fish, rice 6 cake, sugar
Reading
3
2
1 sour 2 vegetable 3 spice 4 salty
1 d 2 c 3 c 4 d 5 b
5 drink 6 dessert 7 meat
3
4
1 b 2 a 3 e 4 c 5 d
1 chilli powder 2 strawberries 3 french fries
4 Apples 5 vegetables sweet ice cream 6 prawns 4
7 Chocolate bitter 1 c 2 a 3 f 4 g 5 d 6 e 7 h 8 b
5
1 potatoes 2 spicy 3 sweet 4 flavour
5 bitter 6 dessert 7 fruit 8 pasta 9 Prawns 10 beef

7C A taste of honey Writing
Grammar 4
1 restaurant 2 dishes 3 flavours 4 small 5 loud 6 lots of
1
7 Prices 8 recommend
1 When, you’ll 2 could, if 3 If, they’ll 4 may, if 5 could,
when 6 If, will 7 could, if 5
1 f 2 h 3 a 4
b 5 d 6 c 7 e 8
g
2
1 If , 2 if 3 if 4 If , 5 if , 6 if 7 If , 6
1 b 2 b 3 b 4
a 5 a 6 b 7 a
3
1 When the flat is dirty, Lara will clean it. 7
2 He will do yoga and meditation when he is upset. Students’ own answers
3 When you learn to swim, you’ll go to the pool more often. 8
4 You’ll love this music when you listen to it! Students’ own answers
5 Khalid won’t come with me when I go to the cinema on Saturday. Review
6 When I go to Canada, I won’t visit Toronto.
1
7 When you go to the meeting with your teacher, she’ll help you with
1 vegetables 2
coffee 3 tomatoes 4 strawberries 5 chicken
your essay.
6 prawns 7 pasta 8 chocolate 9 curry 10 beef
8 When I get hungry on my flight, I’ll have a banana and some tea.
2
4 1 c 2 f 3 b 4 d 5 g 6
h 7 a 8
e
1 If 2 When/If 3 When 4 When might 5 will 6 When
g
7 might 8 When 9 If 3
in
1 It’s 2 We’ll need/We will need 3 is/’s going
5 4 It’s going to take/It takes/It will take 5 We’ll mix/We will mix
1 eat 2 I’ll go 3 could 4 won’t 5 see 6 if 7 get
rn
6 We’ll put/We will put 7 That’s 8 we’ll divide 9 we’ll
8 might want 9 go roll 10 We’ll cook/We will cook
a
6 4
Le
1 If, I’ll/I will 2 don’t, she’ll/she will 3 When/If, wake 1 They will take the exam tomorrow.
4 When, might/may/could 5 If, going, call 6 don’t, won’t see
2 When she goes to the library, she won’t return her books.
7 might/may/could, if
3 If I don’t drive to school tomorrow, I will take the bus. / If I don’t take
ic
7 the bus to school tomorrow, I will drive.
1 a 2 a 3 b 4
a 5 b 6 a 7 b
ph
4 They’re going to play music together tonight.

8 5 If he doesn’t follow the recipe, his cake might taste bad.
6 Marla won’t take a maths class next term.
a
7 We may need two extra chairs if Anderson and Lea come to the
gr
7D The global food waste scandal

meeting.
eo
5
1 1 you’ll 2 I 3 won’t 4 see 5 might 6 learn 7 may
1b 2b 3c 4a 5b buy 8 not pass
lG
Watch
8 Buyer’s choice
na
2
1 sit down and eat 2 good, fresh 3 cut down forests 8A Why we buy
4 the fields 5 tell people 6 one day
io
Vocabulary
3
at
1, 3, 5, 6, 7, 8 1
1 department store 2 shop online 3 shopping centre 4 price
4
N
5 shoppers 6 save money

1 f 2 e 3 g 4
b 5 d 6
a 7
c
2
Vocabulary in context 1 market 2 customer 3 expensive 4 cheap 5 price
5 6 shopping centre 7 department store 8 spend money
1 global 2
households 3 invested 4 resources 5 tackle 3
1 spend 2 price save 3 expensive 4 customer 5 online
7E What’s it like? 6 department 7 centre 8 sale
Speaking 4
1 manufacture 2 material 3 option 4 advertise 5 recycle
1
6 throw away 7 design 8 produce/product
1 Why don’t we 2 How about 3 It’s a kind of
4 I think we should have 5 it’s a little salty 6 sweet 5
7 kind of sour 8 It’s delicious 9 it’s a really popular 1 f 2 e 3 g 4 i 5 a 6 h 7 c 8 d 9
b
10 it’s really good for 11 We could cook 6
12 why don’t we ask people to bring 1 throw away 2
sell 3 growing 4 pick 5 designs
2 6 options 7 material 8 recycle 9 pick
3 1 d 2 b 3
f 4
c 5 a 6 e
8 2
1 grown 2 pick 3 option 4 design 5 manufacture 1 who/that 2 that/which 3 that/which 4 that/
6 sell 7 recycle 8 throwing 9 advertise 10 material which 5 who/that 6 who/that 7 that/which
9 3
1 displays 2 Antique 3 delivered 4 exchange 5 billboards 1 c 2 g 3 f 4 h 5 a 6
d 7 b 8 e
6 afford 7 an advertisment 4
1 The chair that/which/– we bought on sale is so ugly.
Pronunciation
2 He’s the teacher who/that gave me advice about my career.
10
3 Being a chemist is a job which/that/– I would consider.
1 fish 2 bags 3 skate 4 recycling 5 surf 6 fishing
7 esteem 8 electric 4 Beans are a nutritious food that/which have a lot of protein
5 My father is making a potato recipe that/which/– he found on the
Listening internet.
11 6 The book is about a man who/that sailed around the world on a
1 b 2 c 3 d 4
b 5 b 6 d 7 a 8 d small boat.
12 5
1 c 2 a 3 b 4 b 5 c 6 a 7 b Correct: 4,7 Incorrect: 1 food that has/food which has 2
restaurant
that has 3 People who go/People that go 5 job which pays/job
Grammar that pays 6 woman who wanted/woman that wanted
13 6
Second conditional: 2, 3, 6, 7 1 She has a brother who goes to school in Bangkok.
g
2 Everyone laughed with the woman who told the funny joke. /
in
14
1 f 2 c 3
e 4 h 5 g 6
a 7 b 8 d Everyone laughed with the funny woman who told the joke.
3 The soup that she made for dinner was delicious.
rn
15
1 could buy, saved 2 taught, could make 3 did not 4 I met the girl that is our new neighbour.
a
manufacture, would increase 4 would be, bought 5 would 5 An omnivore is an animal that will eat any type of food. / An animal
Le
save, shopped 6 had, would probably spend 7 offered, would that will eat any type of food is an omnivore.
find 8 would eat, served 6 They removed the big tree that fell down during the storm.
16 7 Cola is not a drink which I often buy.
ic
1 If shoppers didn’t have so much choice, it wouldn’t be 8 She has an uncle who is a nurse.
overwhelming.
ph
7
2 If we didn’t order shoes and sweaters online, they wouldn’t need to 1 which/that 2 who/that 3 that/which/– 4 who/that
be shipped to our homes. 5 that/who 6 which/that 7 that/which
a
3 If people didn’t feel better after buying something new, they 8

gr
wouldn’t buy lots of unnecessary things. Students’ own answers

4 If personal shoppers were cheap, many/more people could hire
eo
them. 8D Our campaign to ban plastic bags in Bali

5 If shops didn’t aim to sell what they think people want, they Authentic listening skills
lG
wouldn’t make much money.

1
6 If designers weren’t so creative, they wouldn’t be able to come up
1 International, supporters 2 Stop, free, reusable, next message
with such amazing things.
na
3 check, this sticker, not have

8B Saving the surf Watch
io
at
1 True: 2,5,7 False: 1,3,4,6

1 billboards 2 video games 3 TV shows 4 shopping 3
N
centre 5 website 6 Air pollution 7 supermarket 8 sea 1 help reduce 2

did well 3 nothing 4 give a
life 9 rainforests talk 5 teachers 6 sunrise 7 bring their own
Reading 4
DID and DO: hunger strike, social media, remind the governor of his
2 promise, check and recognize shops and restaurants that don’t have
1 teenager 2 advertiser 3 video game 4 aware 5 TV plastic bags
show 6 website 7 product 8 awkward
Correct (C): 2,3 Incorrect (I): 1,4,5,6 5
4 1 b 2 c 3 d 4
e 5
a
1 b 2 a 3 a 4 b 7 c
d 5 b 6 6
8C New things from old ones
Grammar 8E Call to action
1 Speaking
1 a 2 c 3 b 4 b 5 b 6 c 7 c 8 a 1
1 Science has proven that smoking causes cancer. L
2 My heart tells me that we should take care of animals. E
3 If we recycled more of the plastic we use, then less rubbish would Pronunciation
go into the sea. L
7
4 Leaving our children a healthy planet is the right thing to do. M Rising: 1,4,7 Falling: 2,3,5,6,8
5 How would you feel if there was advertising everywhere you went? E
6 It’s wrong to let people suffer from curable diseases. M Listening
7 Think of the animals that live in the sea. They get trapped in the 8
rubbish and die. E 1 c 2 a 3 b 4 c 5 b 6 a
8 Research shows that the Earth is getting warmer. L 9
2 1 c 2 b 3 a 4 c 5 a 6 b 7 a
1 c my heart tells me that 2 d research shows that 3 Think 10
of a 4 It’s wrong to b 1 b 2 b 3 b 4
c 5 d 6
b
3
Students’ own answers Grammar
4 11
Students’ own answers 1 PP 2
S 3 P 4 PP 5 S 6 P 7 PP 8 S 9 PP
12
Writing 1 go to school go to university 2 have shower put on
5 clothes 3 prepare soil plant seeds 4 try hard lose
1 i 2 g 3 f 4 h 5 b 6 c 7
e 8 d 9 a game 5 read book see film 6 read job ad update CV 7 get
promotion enjoy job 8 identify error fix software bug
g
6
Order: 7,5,1,6,3,2,4 13
in
1 had planned, had ordered 2 had been, had prepared 3 had
7
cleaned, had served 4 had learned 5 had helped
rn
14
1 texted, had you received 2 had given, went 3 ate,
a
Review
had finished 4 had prepared, worked 5 cooked,
Le
1
had bought 6 created, had seen 7 Had you met,
1 b 2 a 3
d 4 e 5
c
introduced 8 Hadn’t you done, went
2
ic
1 advertise 2
manufactured 3 recycle 4 produces 9B What do you want to be when you grow up?
5 designed 6 grew
ph
Vocabulary building
3
1 they wouldn’t buy phones so often 1
a
1 c 2 e 3 a 4 b 5 d
2 If smartphone makers didn’t feel so much pressure to make them better
gr
3 smartphones wouldn’t become outdated Reading

eo
4 if the designers didn’t test a prototype

2
5 We wouldn’t be able to buy new smartphones 1 c 2 b 3 c 4 b 5 a 6 a
lG
6 If the software wasn’t loaded onto the phone

3
4 1 d 2 e 3 b 4 c 5 a
1 b 2 d 3 a 4 f 5
e 6 c
na
4
5 1 b 2 c 3 b 4 a
io
5
at
9C She said it wasn’t just about the money

N
9A Work should be fun! Grammar

Vocabulary 1
1 1 was 2 asked me 3 I’d travelled 4 said 5 told
1 h 2 l 3 c 4 k 5
j 6 e 7
a 8
i 9
b 10 g me 6 he’d been 7 said 8 asked me
11 d 12 f 2
2 1 a 2 b 3 a 4 b 5
b 6 a 7 a 8 a
1 artists 2 waiter 3 receptionist 4 guide 5 farmers 3
6 businesspeople 7 cooks 8 teachers 1 would 2 told me was travelling 3 She had visited 4 the
3 next day 5 asked, was writing 6 told Mei to, their 7 she’d
1 b 2 e 3 h 4 g 5 a 6 f 7
d 8 c 9 i been 8 I’d been 9 told us, could
4 4
1 b 2 a 3
c 4 b 5 c 6
a 1 He told them they couldn’t eat the salad.
5 2 He said he was going to buy some eggs.
1 lawyer 2 doctor 3 chief executive/CEO/manager/boss 3 She said that she could tell our teacher I’d be late. / She said she
4 salesperson 5 chef/cook 6 manager 7 construction worker could tell our teacher that I’d be late.
8 cleaner 4 He told me he was planning to travel to Asia.
6 5 They told me they worked on that project.
1 d 2 c 3 a 4 b 5
d 6 b 7
c 8
a
6 She said she had watched the news the previous night. 3 I’ve always been interested in architecture
7 They said they couldn’t eat dinner with their parents. 4 Where do professional gamers work?
8 I asked him if he would help. 5 Are teachers paid well? / Are teachers well paid?
5 6 One of my favourite subjects is history.
Direct speech Reported speech 7 What skills do salespeople need?
present simple past simple 2
present continuous past continuous Rises: 1,2,7,8 Falls: 3,4,5,6
past simple past simple/ past perfect 3
present perfect past perfect 1 e 2 a 3 b 4 d 5 c
will/won’t would/wouldn’t 4
can/can’t could/couldn’t 1 I like singing
6 2 I love social media
Correct: 2,3,4 Incorrect: 1 told me he 3 What does an online reputation manager do?
7 4 So, where do online reputation managers work?
1 The reporter said (that) it was 10pm on a cool Saturday in Los 5 So, what skills do online reputation managers need?
Angeles.
5
2 The reporter said (that) the van would be open for the next few Students’ own answers
hours.
3 Thereporter said (that) Kogi BBQ had been popular since 2008. Writing
g
4 The reporter said (that) two friends had had the idea of serving 6
in
Korean barbecue together with Mexican tacos. 1 Ms Dixon 2 Alvaro Costa 3 a travel writer 4 yes 5 no
5 The reporter said (that) many thought it was good enough to queue for. 6 formal
rn
8 7
1 gave, lawyer 2 was trained, doctor 3 was going 1 a 2 b 3 a 4 b 5
a 6 b
a
to help, secondary school teacher 4 told us, electronic 8
Le
engineers 5 couldn’t, dentist 6 designed, a software developer, Students’ own answers
7 could, accountant 8 prepared and cooked, chefs
9 Review
ic
1 John said (that) he couldn’t print his project from that computer. 1
ph
2 She said (that) she had/’d lived in Copenhagen until she was/had 1 store manager 2 paramedics 3 cleaners 4 dentist
been at secondary school. 5 Firefighters 6 accountant
a
3 She said (that) the previous day she had/’d walked from their school 2
to the library. / She said (that) she had/’d walked from their school to
gr
1 electronic engineer 2
chief executive 3 police officer
the library the previous day. 4 factory workers 5 doctors nurses 6 firefighters
4 My parents said (that) they had/’d turned the lights on.
eo
3
5 He said (that) he couldn’t take the history exam that day. 1 had/’d graduated 2 had/’d completed 3 had/’d worked
lG
4 had/’d completed 5 had/’d been 6 had/’d worked

9D The surprising thing I learned sailing solo around the world
4
Authentic listening skills 1 had/’d enjoyed 2 grew sold 3 had/’d found 4 ate
na
1 5 wanted 6 had/’d decided

I will never forget the excitement as we closed the coast. I will never 5
io
forget the feeling of adventure as I climbed on board the boat and 1 a 2 b 3 a 4 b
stared into her tiny cabin for the first time. But the most amazing
at
feeling was the feeling of freedom, the feeling that I felt when we
hoisted her sails. 10 Remote control
N
Watch 10A Inventions: past, present and future

2 Vocabulary
Order: 3,4,1,5,6,2
1
3 1 machine 2 tablet 3 camera 4 video
True: 1,2,5,6 False: 3,4 games 5 printer 6 texts 7 programme software
4 2
1 b 2 a 3 c 4 b 5 a 6
c 1 f 2 b 3 d 4
a 5 g 6 c 7 e 8 h
Vocabulary in context 3
1 b 2 b 3 c 4 a 5
c 6 b
5
1 d 2 c 3 f 4 a 5 b 6 e 4
1 NG 2 T 3 F 4 T 5 T 6 T 7 F 8 NG
9E What does a UX designer do? 5
1 install 2 energy 3 explore discover 4 green
Speaking technology 5 produces 6 engineered 7 partner with
1
6
1 How much do nurses earn?
1 invention, design 2 spacecraft, explore, discovered 3 green,
2 What does an image consultant do? technology, energy, producing, electric, partnering with, engineer, install
Pronunciation 2
1 be seen 2 are thought 3 found 4 is
7
used 5 spent 6 was planned and built
1 is stored 2 were used 3 was developed 4 was made
5 is found 6 are invented 7 was driven 8 was launched 3
1 was written 2 was used 3 was climbed 4 was
Listening worn 5 was made 6 was prepared 7 were fed 8 was
8 decorated
1 d 2 f 3 c 4 a 5 e 6 b 4
9 1 was seen by 2 was found by 3 were sent by 4 ’s / is owned
1 c 2 b 3
a 4 e 5
d by 5 be paid by 6 be made by 7 were called by
10 5
c Unnecessary agents: 3 by people 5 by scientists 6 by the
company that made it 8 by someone
11
1 b 2 d 3 b 4 c 5 a 6 d 6
1 The president is elected by the people.
Grammar 2 Some of the money was spent by the actor.
12 3 The lost key was found by my brother.
1 use 2 are developed 3 create 4 are 5 was 4 The problem was solved by a team of students.
reported 6 use 7 are owned 5 The emergency services/Emergency services were contacted by a
13 woman.
g
1 were published 2 were read 3 were purchased 4 are read 6 The children/Children are given shirts to wear at the competition.
in
5 are bought 6 were bought 7 are priced 8 are created 7 The project is given to the best candidate.
8 The messages/Messages are sent to students when school is
rn
14
1 was sent/received, was sent/received 2 is earned 3 are sent/ cancelled.
a
received, are sent/received 4 are not/aren’t responded, are not/ 9 The exam results/Exam results are announced by/in the local
aren’t responded 5 are linked, are caused newspaper.
15
1 62% of 16- to 24-year-olds in the UK prefer print books.
7
Le
Suggested answers:
ic
2 In the past, libraries chained books to the shelves in order to stop 1 Because of work done by engineers, in 2015 more than 91% of the
them from being stolen / people from stealing them. world had better sources of water to drink.
ph
3 Bill Gates bought the most expensive book ever purchased, 2 The power of the sun is used by energy companies to bring
Leonardo Da Vinci’s Codex Leicester, for $30.8 million. electricity to people in sub-Saharan Africa.
a
4 Print books are preferred over digital books by 92% of US college 3 Solar panels that turn to face the sun for as long as possible each day
gr
students. were developed by Eden Full, a student at Princeton University.

5 More books are read per capita (by people) in Iceland than in any 4 Text to Change is an innovative project that is used by young people in
eo
other country. Africa to share their thoughts about politics and advice for the future.
6 People buy nearly half of all magazines on Friday, Saturday and Sunday. 5 Food packaging is recycled to reduce waste and protect the
lG
7 The first electronic book was patented in 1949, because a Spanish environment.
teacher wanted to reduce the number of books her students had to carry.
10D How to control someone else’s arm with your brain
na
10B Can tech teach us? Authentic listening skills

1
io
Vocabulary building
1 going to 2 going to going to 3 want to 4 going to
1 5 going to
at
1 development 2 engineering 3 production 4 achievement
5 developers 6 disappointment 7 achievers 8 improvements Watch
N
Reading 2
True: 1,2,5 False: 3,4,6
2
Not mentioned: b, d 3
1 graduate 2
Backyard Brains 3 brain 4 squeeze 5 can
3
a 1, 3 b 3 c 4 d 2, 3 e 2 4
1 b 2 a 3 c 4 b 5
c
4
1 were developed 2 were designed 3 be performed 4 be Vocabulary in context
pollinated 5 are not expected/will not be expected/won’t be
5
expected 6 be solved
1 a 2 c 3 b 4 b 5
a
5
1 wing 2 RoboBee 3 per second 4 honeybee 5 longer 10E Who’s in control?
10C Using tech to take control Speaking
Grammar 1
1 One good thing about studying online, P
1 2 One bad thing about studying online, C
1 by 2 were 3 was created 4 created
3 Studying online is good P
by 5 was 6 invented
4 & 5 On the one hand but on the other hand B
6 Studying online can be a problem C
2
1 d 2 a 3
b 4 c
3
4
Writing
5
While I understand that some people are noisy, I think most people are
not.
2 I can see that it’s annoying, but I think we can find a solution.
3 Can I suggest that we try a different set of rules?
4 It might be possible to do this another way.
6
1 the new ‘no laptops’ rule in the library
2 students to read the books that are in our school library
g
3 (I can see that it’s a problem when) some students only check social
media
in
4 ‘serious study’
rn
5 No checking social media in the library!
6 to use their laptops to research and write essays
a
7
Le
1 writing 2 can see 3 but I think 4 While 5 I do not think
6 suggest 7 would stop 8 would allow 9 considering
ic
8
ph
Review
a
1
1 equipment 2
gr
developments 3 progress 4 invention
5 research 6 process
eo
2
1 e 2 c 3 a 4 b 5
f 6 d
lG
3
1 is predicted 2 are spent 3 are used 4 are shared
5 are preferred 6 is expected
na
4
1 was seen 2 gave 3 spent 4 saw
io
5
at
N

Grammar practice answer key
1 Who are you? 4
1 1 use 2 used 3 used 4 use 5 use 6 used 7 used 8 use
2 Does he play football? No, he doesn’t.
5
3 Do they know Beatriz? Yes, they do.
4 Are we ready? Yes, we are. 1 a chair/sofa, a table lamp
5 Am I late? No, you’re not. / No, you aren’t. 2 The chair used to be a (lorry) tyre. The lamp used to be a
watering can.
6 Do you like school? Yes, I do.
7 Does she study languages? Yes, she does. 6
8 Do you two want some help? No, we don’t. 1 My parents were living in Jakarta.
2 We were staying in a hotel and looking for a house.
2
3 I was walking to school and thinking about my homework.
1 am studying 2 is trying 3 are staying 4 are having 5 are taking
6 is expecting 7 is talking 8 am getting 4 They weren’t looking for a new house.
g
5 You weren’t trying to sell your houseboat.
3
in
7
1 are watching 2 plays 3 am studying 4 are you doing, are making
rn
5 enjoy, don’t listen 6 takes 7 Do you buy 8 are just sitting, is raining 1 met 2 was preparing 3 found 4 were staying
a
4 8
Le
1 ’m knowing → I know 2 correct 3 stay → are staying 1 did your parents find 2 was driving 3 saw 4 stopped 5 was driving
4 ’re preferring → prefer 5 correct 6 correct 7 correct 6 shouted 7 stopped 8 asked 9 was looking 20 called 11 told
8 finish → am finishing 12 loved 13 rented
ic
5 3 Health and happiness
ph
1 b, c 2 a, b 3 b, c 4 a, b 5 b, c 6 a, c 1
a 6 b 1, 3 c 2, 4
a
6
Note that sickness and illness can be both countable and uncountable,
gr
1 I hope to talk to my sister. depending on context. Here, sickness is uncountable and illness is
2 She wants me to explain my feelings. countable.
eo
3 We don’t mind talking about emotions.

4 You hate sharing your feelings. 2
lG
5 He would like to know more about it. 1 any, some 2 some, any 3 many, few
6 My friend is lazy but she seems to get good marks.
3
na
7 1 any 2 a little 3 some 4 much 5 many 6 isn’t any

io
1 reading, to read 2 meeting, to meet 3 to enjoy, enjoying

4 to go, going 5 waiting, to wait 4
at
1 How many 2 How many 3 How much 4 How much 5 How many
N
5
1
2 many → much 3 much → a lot of 4 few → little 5 a few → a little/
1 see 2 didn’t 3 recycled 4 were 5 move 6 found some 6 much → many
2 6
1 Did you see 2 didn’t 3 Was 4 was 5 showed 6 interviewed 1 eat out 2 pick up 3 lie down 4 turn down 5 put on 6 take off
7 lived 8 Didn’t he have 9 did 10 wanted 11 went
7
3
2 I need to stop at the pharmacy to pick some medicine up.
1 Did you build the house by yourself?
4 Could you turn the music down?
2 Was the shipping container free?
5 I’m tired, so I just want to put a film on and relax.
3 Was it easy to find a shipping container?
6 Would you like to take your coat off?
4 Was it easy to move the container?
5 Did you connect the house to the electricity supply?

8 5 Family and friends
1 How do you deal with pain? 1
2 Write down the name of this medicine. / Write the name of this 1 been 2 Has, taken 3 Has, seen 4 Has, played 5 Have, kissed
medicine down. 6 Have, met
3 Who carried out the research? / Who carried the research out?
4 He complained of a headache. 2
5 Which nurse is looking after you? a hasn’t b have, 5 c have, 1 d haven’t, 6 e has, 4 f hasn’t, 3
6 Please fill in this form. / Please fill this form in.
3
9 1 ever 2 have 3 went 4 never 5 Have 6 have/has* 7 haven’t
1 after 2 up 3 on 4 to 5 down 6 off 8 has
* Either is possible: my family has = the speaker is thinking of the family
10 as a unit, therefore singular; my family have = the speaker is thinking of
the family as a number of individuals, therefore plural.
1 call 2 up 3 in 4 out 5 lie
4
4 Learning
2 didn’t ever go → have never/haven’t ever been 3 They never met →
1 They’ve never met 4 Has he enjoyed → Did he enjoy 5 We’ve missed
2 I think … languages are more important than science / science is → We missed 6 she learned → she’s learned
more important than languages.
5
g
3 I think … reading is harder than writing / writing is harder than
reading. 1 Sarah has just gone out.
in
4 I think … information on the internet is more interesting than 2 We’ve known each other since primary school.
rn
information in books / information in books is more interesting than 3 I haven’t seen Jaime yet.
information on the internet.
4 It hasn’t rained for three weeks.
a
5 I think … speaking is easier than listening / listening is easier than
5 We’ve already seen that film.
Le
speaking.
6 I think … studying late at night is better than studying early in the 6
morning / studying early in the morning is better than studying late
1 for 2 for 3 since 4 since 5 for 6 since
ic
at night.
ph
7
2
1 has lived, for 2 have known, since 3 have been, since
1 The hardest 2 the worst 3 The most important 4 the best
4 have had, for 5 haven’t seen, since 6 have met, for
a
5 the most popular 6 the biggest

gr
8
3
1 A already B yet 2 A just B yet 3 A already/just B just/already
eo
1 I study better in the morning than at night.

4 A yet B just
2 Davina finished the science exam more quickly than I did.
lG
3 Our group worked harder than the other groups on the project.
6 Do your best
4 He did worse in his science test than in his maths test.
1
5 They learned German faster than they learned French.
na
1 can’t 2 have to 3 Should 4 must 5 mustn’t 6 Can 7 shouldn’t

6 I asked the teacher to speak more slowly.
8 don’t have to
io
4
2
at
1 (the) best 2 the latest, the most slowly 3 (the) hardest, (the) worst
1 Do you have to wear a uniform?
2 We must arrive on time for the class.
N
5 (suggested answers)
3 You can’t use this computer.
1 Playing sports isn’t as relaxing as watching TV.
4 They can’t use the phone after midnight.
2 Taking a test is as stressful as writing an essay.
5 Do we have to pay for this?
3 School lunch isn’t as tasty as lunch at home.
6 Shouldn’t we wait for Alex?
4 The weekend isn’t as busy as weekdays.
5 Taking the bus is as enjoyable as walking. 3
6 Speaking English isn’t as easy as reading English.
2 don’t have to 3 can’t/mustn’t 4 should 5 mustn’t/can’t 6 must
6
4
1 enough time 2 too wet to play 3 enough space in the classroom
2 don’t must → mustn’t 3 not have to → don’t have to
for two more desks 4 was too difficult for me to complete in an hour
4 don’t have to → mustn’t 5 should to → should
5 enough textbooks for the whole class 6 too short to join the
6 don’t have to → can
basketball team
5
7
1c 2a 3e 4b 5f 6d
1 so 2 so, such 3 so, such 4 such, so

236 Grammar practice answer key
6 10
1 When I have time, I paint. 2 They may buy some Turkish honey if they find it in town.
2 If something is imperfect, it can be beautiful. 3 If the bees are happy, they might make a lot of honey.
3 When we make mistakes, we learn from them. 4 When he finishes reading the book, he’ll know more about bees.
4 If we practise, we develop our skills. 5 She might interview a beekeeper if she finds one.
5 When you relax, you enjoy your work more.
8 Buyer’s choice
7
1
1 If you want to learn about painting, take a class.
1 You would see happy workers if you visited the factory.
2 Try to see some street art when you go to Paris.
2 If they designed cool clothes, people would buy them.
3 If you need to finish something, accept imperfection.
3 If I gave you this shirt, would you wear it?
4 Ask for help if you aren’t sure what to do.
4 Would David wear his new jacket if he came to the party?
5 If you have time, visit the art galleries.
2
8
1 wouldn’t buy, were
1 go 2 try 3 know 4 can find 5 google 6 get
2 had, would use
7 Tell me what you eat 3 would buy, didn’t cost
1 4 Would you come, asked
1 will 2 ’ll 3 will 4 will 5 Will
g
3
in
2 2 If I had some money, I could buy new clothes.
3 If you didn’t have any money, I could pay for those shoes.
rn
1 We may grow more food in laboratories.
2 There will be a lot more people. 4 If it rained tomorrow, we wouldn’t go swimming.
a
3 Will there be enough fish? 5 If she didn’t have to work tomorrow, she’d go shopping.
Le
4 What will the population be?
4
5 They won’t eat fast food.
1 will 2 had 3 wait 4 didn’t 5 would look
ic
3
5
ph
2 ’re not going to / aren’t going to 3 Are … going to 4 is/’s going to

5 Is … going to 2 have 3 didn’t care 4 worked 5 will you do 6 wouldn’t choose
a
4 6
gr
1 Is … going to be 2 are going to eat 3 is going to have 1 that 2 which 3 who 4 that 5 that 6 who
4 Are … going to serve 5 ’m/am not going to
eo
7
5 1e 2a 3f 4b 5d 6c
lG
a3 b4 c1 d5 e2
8
6 2 Old to New is a shop that/which sells upcycled furniture.
na
1 In the next 50 years, people will live on Mars. 3 Di Garcia is a/the designer who designed my shirt.
2 By the year 2100, most of our food will come from factories. 4 China Square Central is a shopping centre in Singapore which/that
io
3 People like healthy food so fast food is going to be less popular. has a weekend market for selling used things.
5 The Sato family are our neighbours who own several clothing shops.
at
(There is present evidence here.)

4 Farming is difficult, so fewer people are going to become farmers.
9
N
(There is present evidence here.)

5 After we end the problem of hunger, the world will be a better place. 2 We saw a lamp that/which used to be a coffee can. The lamp we saw
used to be a coffee can.
7 3 We know a/the designer who made my desk. The designer we know
2 You will have delicious honey if you visit Kars. made my desk.
3 If they leave their villages, people will forget their traditions. 4 I bought a table which/that wasn’t expensive. The table I bought
wasn’t expensive.
4 If I make a salad, will you stay and have dinner with us?
5 Will Hannah teach us some recipes if we ask her?
8 1
1 won’t 2 might not 3 meet 4 may 1 had learned 2 had decided 3 took 4 had not been 5 needed
6 had already decided 7 did 8 had worked 9 got 10 went
9
2 ’ll see, don’t meet 3 leave, ’ll arrive 4 ’ll bring, ask 5 ’ll be, don’t take
6 want, ’ll come

2 6
1 did you decide 2 Had you tried / Did you try* 3 did you take 1 First sentence: a huge earthquake; second sentence: sending things
4 had you been 5 you got to Haiti; third sentence: Dara Dotz; Fourth sentence: a 3D printer/
* It is possible sometimes to use the past simple for the first event with doctors.
before or after, but students are unlikely to know this. 2 doctors (fourth sentence)
3 7
2 Yes, I had tried to find a job in marine biology before I finished 2 It was first made in the second century by the Chinese.
university. 3 Some parts of the wood are removed.
3 I realized that I needed money because I had decided to travel to 4 The material is then washed and dried.
New Zealand. 5 The water is taken out of it by a large machine.
4 I got the research job when I had worked in New Zealand for six 6 The paper is cut into sheets for printing.
months.
7 It is made into books, newspapers, etc.
5 After I (had) got my PhD, I went to Sri Lanka to help build a marine
8 Paper products are sold by newsagents and other shopkeepers.
conservation research and education centre.
4
1 didn’t answer 2 asked 3 correct 4 Did you get it? 5 correct
g
1 my work was 2 me (that) he had learned 3 they had worked hard
4 me (that) they would be happy 5 she wanted to go
in
rn
6
1 ‘I’ll see you next week.’
a
2 ‘I’m interested in languages.’
Le
3 ‘We / They started learning kung fu last year.’
4 ‘He / She practises every day.’
5 ‘I’ll get a job to pay for college.’
ic
ph
7
1 she wanted 2 had (really) enjoyed 3 the previous / the last
4 had taught 5 had discovered 6 couldn’t hurt
a
gr
10 Remote control

eo
1
1 is used 2 made 3 was given 4 Did you use 5 was discovered
lG
6 found
2
na
1 was buried 2 are not known 3 hoped 4 explored 5 are used

6 are studied 7 do not start 8 is used
io
3
at
1 P: unknown or unimportant 2 A: subject 3 A: subject 4 P: obvious

5 P: obvious 6 A: subject
N
4
2 Where is the equipment stored?
3 What is this machine used for?
4 How many maps were made?
5 When was this photo taken?
6 Which cave was explored?
5
In 2011, the Wireless Heart Health project was started by the Chinese
government to help rural patients with heart problems. Patients are
connected by a small wire to a smartphone with equipment that
records information about their heart. Then the information from the
phone is checked by a doctor, so any advice or a change of medicine
can be given if necessary.

238 Grammar practice answer key
g
in
arn
Le
ic
aph
gr
eo
lG
na
io
at
N

g
in
arn
Le
ic
aph
gr
eo
lG
na
io
at
N

Perspectives - Pre Intermediate - TB

Uploaded by

Copyright:

Available Formats

You might also like

Perspectives - Pre Intermediate - TB

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Perspectives - Pre Intermediate - TB

Uploaded by

Copyright:

Available Formats

Perspectives PRE-INTERMEDIATE

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

SAMPLE COPY, NOT FOR DISTRIBUTION

English language programs, students learn about their world by experiencing

Locate your local office at international.cengage.com/region

Visit National Geographic Learning online at NGL.Cengage.com/ELT

Printed in Greece by Bakis SA

SAMPLE COPY, NOT FOR DISTRIBUTION

1 Who are you? 16

2 Where the heart is 31

7 Tell me what you eat 116

Buyer's choice 134

9 All in a day's work 152

Remote control 170

Communicative activities 187

Workbook answer key 218

Grammar practice answer key 235

SAMPLE COPY, NOT FOR DISTRIBUTION

Personality A conversation Present simple It’s written all over

1 Who are you?

2 Where the heart is Le

Vocabulary Tip: identifying the

Synonyms Pronunciation events

3 Health and happiness

Education A conversation Comparatives Nothing’s impossible

Suffixes -ful Linking and

How’s it going? A news show about Present perfect From child to

5 Family and friends

4 SAMPLE COPY, NOT FOR DISTRIBUTION

Verb patterns: Frank Warren Talking about An

Past continuous Giving reasons A description

Latif Nasser’s idea worth spreading is disagreeing

life, an essential part of the human Organizing

experience that all of us – including points in an

The amazing story of the man who

Comparative Joachim de Posada Asking about An enquiry

too, enough, Joachim de Posada’s idea worth making

‘marshmallow test’ could potentially be Using polite

show signs of patience and

Present perfect Sophie Scott Talking about Informal

SAMPLE COPY, NOT FOR DISTRIBUTION 5

Goals and A radio show Modal verbs: Not so fast

6 Do your best

Food, drink A conversation Predictions and The most important

7 Tell me what you eat Le

Compound nouns stress

8 Buyer’s choice information

Jobs A conversation Past perfect Does school prepare

career and what of work?

Dependent Tip: understanding

9 All in a day’s work

Technology A lecture about The passive Playing against

6 SAMPLE COPY, NOT FOR DISTRIBUTION

Zero conditional Reshma Saujani Giving advice An advice

First conditional Tristram Stuart Planning a A restaurant

The Wijsens’ idea worth spreading is

perseverance to improve the world, Using

they can bring about amazing changes. persuasive

1 Who are you?

2 Where the heart is Le

3 Health and happiness

6 Do your best

7 Tell me what you eat Le

8 Buyer’s choice information