Life 4 - B1

The following new and updated features of Life, Second Edition
are based on extensive research and consultation with teachers

and learners from around the world:
Updated global content in the unit themes and reading selections
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■Updated video material featuring additional video support for
vocabulary learning
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■New, specially selected National Geographic photography stimulates
learners’ visual literacy skills
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■Now in all six levels, an extended critical thinking syllabus actively engages
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students in their language learning, encouraging them to develop their own
well-informed and reasoned opinions
ACCESS YOUR FREE LIFE WEB RESOURCES AT:
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■A refined grammar syllabus with increased scaffolding and an enhanced
NGL.Cengage.com/life reference section at the back of the Student Books
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Username: resources
■New “My Life” speaking activities encourage learners to relate the global
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Password: life_teacher content to their own lives
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■New “Memory Booster” activities improve students’ ability to retain
new language
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■An improved Classroom Presentation Tool now includes the Workbook
pages, extra support, and extension activities
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■ he Student Web App includes video and audio for the Student Book and
Workbook, and additional interactive activities
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ON THE COVER
A dance floor in Rio de Janeiro, Brazil.

SAMPLE COPY, NOT FOR DISTRIBUTION
4
Life lG
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Teacher’s Guide
SECOND EDITION
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Mike Sayer
Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Life 4 Teacher’s Guide © 2019 National Geographic Learning, a Cengage Learning Company
2nd Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may
Mike Sayer be reproduced or distributed in any form or by any means, except as permitted by
Gabrielle Lambrick U.S. copyright law, without the prior written permission of the copyright owner.
Fiona Mauchline
Sarah Jane Lewis
“National Geographic”, “National Geographic Society” and the Yellow Border
Design are registered trademarks of the National Geographic Society ® Marcas
Vice President, Editorial Director: Registradas
John McHugh
Publisher: Andrew Robinson For product information and technology assistance, contact us at
Cengage Learning Customer & Sales Support, cengage.com/contact
Senior Development Editor: Derek Mackrell
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For permission to use material from this text or product, submit all
Editorial Assistant: Dawne Law
requests online at cengage.com/permissions
Director of Global Marketing: Ian Martin Further permissions questions can be emailed to
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Senior Product Marketing Manager: permissionrequest@cengage.com
Caitlin Thomas
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Media Researcher: Rebecca Ray, ISBN: 978-1-337-90808-5
Leila Hishmeh
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Senior IP Analyst: Alexandra Ricciardi National Geographic Learning
IP Project Manager: Carissa Poweleit 20 Channel Center Street
Senior Director, Production:
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Boston, MA 02210
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Michael Burggren USA
Production Manager: Daisy Sosa

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Content Project Manager: Beth McNally, National Geographic Learning, a Cengage Learning Company, has a mission to bring
the world to the classroom and the classroom to life. With our English language
Tan Jin Hock
programs, students learn about their world by experiencing it. Through our partner-
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Manufacturing Planner: ships with National Geographic and TED Talks, they develop the language and skills
Mary Beth Hennebury they need to be successful global citizens and leaders.
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Art Director: Brenda Carmichael

Cover Design: Lisa Trager, Brenda Carmichael Locate your local office at international.cengage.com/region
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Text Design: Vasiliki Christoforidou

Compositor: DoubleInk Publishing Services Visit National Geographic Learning online at NGL.Cengage.com/ELT
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Visit our corporate website at www.cengage.com

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CREDITS
Cover: © Getty Images.

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DVD Videos: Unit 1 National Geographic; Unit 2 National Geographic; Unit 3 © The Banff Centre; Unit 4 National Geographic; Unit 5 National Geographic; Unit 6 National
Geographic; Unit 7 National Geographic; Unit 8 National Geographic; Unit 9 National Geographic; Unit 10 National Geographic; Unit 11 Little Moving Pictures; Unit 12 National
Geographic.
Printed in China by CTPS

Print Number: 01 Print Year: 2018

Contents
Student Book Contents iv
Introduction and Unit Walkthrough viii
Units 1 to 12: Notes and Answer Key 9
Student Book Communication Activities153

Grammar Notes and Grammar Summary 156
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Answer Key
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Teacher Development180
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Workbook: Answer Key 187
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SAMPLE COPY, NOT FOR DISTRIBUTION iii

Contents
Unit Grammar Vocabulary Real life (functions) Pronunciation
1
simple present and word focus: love opening and closing direct questions
present continuous feelings conversations short questions
dynamic and stative verbs wordbuilding: adjective +
question forms: direct noun collocations
questions
Culture and question forms: indirect
questions
identity
pages 9–20
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VIDEO: Faces of India page 18 REVIEW page 20
2
present perfect musical styles choosing an event weak forms
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already, just, and yet emotions intonation with really,
present perfect and word focus: kind absolutely, etc.
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simple past describing performances
Performing
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pages 21–32
VIDEO: Taiko master page 30 REVIEW page 32
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simple past and past describing experiences telling stories d and t after -ed endings
continuous wordbuilding: adverbs was and were
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past perfect with -ly
word focus: get
Water
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pages 33–44
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VIDEO: Four women and a wild river page 42 REVIEW page 44
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predictions word focus: job and work making and responding weak and strong
future forms education to requests auxiliary verbs
wordbuilding: prefix re-
pay and conditions
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job requirements
Opportunities
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pages 45–56
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VIDEO: Everest tourism changed Sherpa lives page 54 REVIEW page 56
5
modal verbs a healthy lifestyle describing dishes weak forms
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first conditional word focus: so disappearing sounds

when, as restaurants
soon as, unless, until,
before
Well-being
pages 57–68
VIDEO: Dangerous dining page 66 REVIEW page 68
6
purpose: to, for, and so that word focus: long reacting to surprising news weak form of have
certainty and possibility art showing interest and
wordbuilding: nouns and disbelief
verbs
-ly adverbs in stories
Mysteries
pages 69–80
VIDEO: Encounters with a sea monster page 78 REVIEW page 80
iv
Listening Reading Critical thinking Speaking Writing
an excerpt from a TV program an article about cultural examples getting to know you text type: a business
about Native American culture identity a color quiz profile
two people taking a quiz about an article about how international writing skill: criteria
colors and their meanings globalization you feel for writing
first impressions
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two people talking about an article about listening balance new releases text type: a review
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arts events to music experiences performing writing skill: linking
a man talking about his dance an article about a survey on the arts ideas
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academy performance art arts events
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an excerpt from a radio an interview about drawing conclusions the first time text type: a blog post
program about water underwater discoveries What had happened? writing skill:
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recreation an article about learning a lesson interesting language
interviews about what an unforgettable
happened next experience
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three people talking about their an article about the the author’s view predictions text type: a cover
childhood ambitions future of work planning your calendar letter
three women talking about an article about the the perfect job writing skill: formal
decisions economic boom requests style
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in China
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an excerpt from a radio a news article about the writer’s purpose rules and regulations text type: a formal
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program about healthy eating traditional dishes consequences letter/email

two people discussing the a news article about modern life writing skill:
power of the mind imaginary eating restaurant dishes explaining
an article about modern consequences
lifestyles
two people discussing an an article about flexible speculation or fact? What’s it for? text type: a news story
unusual photo thinking speculating writing skill:
a speaker at a conference an article about one comparing ideas structuring a news
talking about a puzzle of aviation’s greatest surprising news story
an excerpt from a radio mysteries
program about the Nasca lines
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Unit Grammar Vocabulary Real life (functions) Pronunciation
7
used to, would, and in the city stating preferences and rising and falling
simple past wordbuilding: noun ➙ giving reasons intonation
comparative adverbs adjective
comparative patterns word focus: as and like
Living space
pages 81–92
VIDEO: The town with no Wi-Fi page 90 REVIEW page 92
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verb patterns: -ing form vacation activities dealing with problems strong and weak forms
and infinitive travel problems
present perfect and present
perfect continuous
How long?
Travel
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pages 93–104
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VIDEO: Questions and answers page 102 REVIEW page 104
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passives shopping buying things linking
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articles and quantifiers wordbuilding: compound silent letters
adjectives
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Shopping
pages 105–116
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VIDEO: Making a deal page 114 REVIEW page 116
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second conditional medicine talking about injuries sentence stress

defining relative clauses word focus: take and
injuries
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No limits
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pages 117–128
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VIDEO: What does an astronaut dream about? page 126 REVIEW page 128
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reported speech communications technology telephone language contrastive stress
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reporting verbs polite requests with can

and could
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Connections
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pages 129–140
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VIDEO: Can you read my lips? page 138 REVIEW page 140
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third conditional wordbuilding: prefixes in-, making and accepting should have and could
should have and could have un-, im- apologies have
word focus: go sentence stress
Experts
pages 141–152
VIDEO: Shark vs. octopus page 150 REVIEW page 152
COMMUNICATION ACTIVITIES page 153 GRAMMAR SUMMARY page 156 AUDIOSCRIPTS page 180
vi
Listening Reading Critical thinking Speaking Writing
three people talking about an article about what descriptions places text type: a description
different living arrangements New York used to advice of a place
podcast replies about house be like a tourist destination writing skill:
design an article about a small stating preferences organizing ideas
town in Puerto Rico
three people talking about an article about writers reading closely travel companions text type: a text
travel tips returning to their roots favorite activities message
people talking about their an article about the going green writing skill: informal
vacations impact of tourism travel problems style
an excerpt from a radio
program about a wildlife
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conservationist
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market research interviews an article about two ways testing a conclusion shopping now and in text type: customer
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with three people who of going shopping the future reviews
are shopping an article about how to souvenirs writing skill: clarity:
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an excerpt from a radio negotiate a price buying things pronouns
program about impulse
buying
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a podcast about the Marathon an article about life on reading between I’d love to live in … text type: a personal
des Sables another planet the lines medicine email
an excerpt from a TV show two stories about acts of inspirational people writing skill: linking
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about bionic bodies endurance talking about injuries ideas

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four conversations about an article about isolated opinions news stories text type: an opinion
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the news tribes personal essay

four conversations about news an article about communication writing skill: essay
headlines community journalism apps structure
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telephone messages
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an interview with a farmer a review of a book about relevance decisions text type: a website
two stories about difficult Arctic expeditions Where did I go wrong? article
situations an article about the going back in time writing skill: checking
samurai making and accepting your writing
apologies
SAMPLE COPY, NOT FOR DISTRIBUTION vii

Introduction
Introduction
National Geographic treatment of historical events brings them to life, and there
is often a human dimension and universal themes that keep
The National Geographic Society is a leading nonprofit
the events relevant to students and to our time.
organization that pushes the boundaries of exploration to
further our understanding of our planet and empowers us History—or the re-telling of historical events—can also be
all to generate solutions for a healthier and more sustainable influenced by a culture or nation’s perception of the events.
future. Since its beginning in 1888, the Society has funded National Geographic’s non-judgmental and culture-neutral
more than 12,500 exploration and research projects. Life accounts allow students to look behind the superficial events
Second Edition uses National Geographic’s content and and gain a deeper understanding of our ancestors. For example,
principles to inspire people to learn English. A portion of the Unit 12 of Life 4 analyzes the legacy of the samurai in Japan.
proceeds of this book helps to fund the Society’s work. Animals
The animal kingdom is exceptionally generative in terms of
National Geographic topics interesting topics. Life Second Edition provides astonishing
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The topics are paramount and are the starting point for the photos that give a unique insight into the hidden lives of
lessons. These topics have been selected for their intrinsic known and lesser-known animals, offering rare glimpses of
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interest and ability to fascinate. The richness of the texts mammals, birds, bugs, and reptiles in their daily struggle
means that students are so engaged in learning about the for survival. It also informs and surprises with accounts of
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content, and expressing their own opinions, that language animals now extinct, species still evolving, and endangered
learning has to take place in order for students to satisfy species that are literally fighting for their existence.
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their curiosity and then react personally to what they have For example, Unit 6 of Life 4 explores some possible
learned. This element of transfer from the topics to students’ explanations for strange phenomena in the natural world
own realities and experiences converts the input into a and, in Unit 12, the video lesson focuses on interesting
vehicle for language practice and production that fits the
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recognized frameworks for language learning and can be Environment
mapped to the CEFR scales. (Full mapping documents are
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available separately.) It isn’t always possible to find clarity in texts on the

environment and climate change, or trust that they are true
People and places and not driven by a political agenda. National Geographic’s
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Life Second Edition takes students around the globe, objective journalism, supported by easy-to-understand
visuals, presents the issues in an accessible way. The articles
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investigating the origins of ancient civilizations, showing

the drama of natural forces at work, and exploring some are written by experts in their fields. It’s often true that those
of the world’s most beautiful places. These uplifting tales who have the deepest understanding of issues are also able
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of adventure and discovery are told through eyewitness to express the ideas in the simplest way. For example, Unit 8
accounts and first-class reportage. For example, Unit 10 of of Life 4 takes an insightful look at the environmental impact
Life 4 relates the story of the inspirational John Dau, one of global travel.
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of the 27,000 “Lost Boys” of the Sudan, who spent over a

decade walking from one refugee camp to another. He later National Geographic photography
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won a scholarship to study in the US and now runs an NGO.

We live in a world where images are used more than ever to
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Science and technology reinforce, and at times replace, the spoken and written word.
Students learn about significant scientific discoveries and We use our visual literacy to look at and understand images
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breakthroughs, both historical and current. These stories every day of our lives. In particular, photographs tend to
are related by journalists or told by the scientists and prompt emotive memories and help us to recall information.
explorers themselves through interviews or first-person For this reason, the use of photographs and pictures in the
accounts. Students see the impact of the discoveries on classroom is a highly effective learning tool. Not surprisingly
our lifestyles and cultures. Because much of the material then, the Life series makes maximum use of the great
comes from a huge archive that has been developed and photographs that are at the core of National Geographic
designed to appeal to the millions of individuals who content. The photographs in Life Second Edition add impact
make up National Geographic’s audience, it reflects the and serve as an engaging starting point for each unit. Then,
broadest possible range of topics. For example, Unit 10 of in each lesson, photographs form an integral part of the
Life 4 examines whether humans could colonize Mars. written and recorded content and generate meaningful
language practice in thoughtful and stimulating ways.
History There are photographs that:
History can be a dry topic, especially if it’s overloaded • tell a story by themselves
with facts and dates. However, the National Geographic
• draw the viewer in and engage them emotionally
viii Introduction
Introduction
• support understanding of a text and make it memorable them all, you can ask students to watch the videos and
• provoke debate complete many of the exercises on the page in the Student
Book at home. This can form a useful part of their self-
• stimulate critical thinking by asking learners to
study. Students can also watch the videos again after
examine detail or think about what is NOT shown or by
seeing them in class. This is useful for review and enables
questioning the photographer’s motives
students to focus on parts of the video that particularly
• are accompanied by a memorable quotation or caption interest them.
• help learners to remember a lexical set For further variation with the videos, here are more ideas
• help to teach functional language you can use and develop:
• lend themselves to the practice of a specific grammar point • Play the video with the sound down. Students predict
As a first exercise when handing out the new book to your what the narrator or people are saying. Then play with
students, you could ask them to flip through the book, select the sound up and compare.
their favorite photograph, and then explain to the class what • Play the sound only with no video. Students predict
it is they like about it. You will find specific suggestions in the where the video takes place and what is happening on the
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teacher’s notes for using the photographs featured within each screen. Then play the video as normal and compare.
unit, but two important things to note are: • Show the first part of the video, pause it, and then ask
students what they think happens next.
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• Pictures of people or animals can capture a moment, so
ask students to speculate on the events that led up to this • Give students a copy of the video script and ask them
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moment and those that followed it. to imagine they are the director. What will they need to
• Pictures of places aim to capture their essence, so feed film and show on the screen? Afterward, they present
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students the vocabulary they need to describe the details their screenplay ideas to the class, then finally watch the
that together convey this (the light, the colors, the original.
landscape, the buildings). • Write a short text on the same topic as the one in the
c video. However, don’t include the same amount of
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information and leave some facts out. Students read the
National Geographic video text and then watch the video. They make notes on any
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Students’ visual literacy and fascination with moving new information and rewrite the text to include the new
images mean that, in addition to the use of photographs details.
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and pictures, video is also an extremely effective tool in • With monolingual groups, choose a part of the video
the classroom. Each unit of Life Second Edition ends with in which someone is talking. Ask students to listen and
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a National Geographic video. These videos, which can be write down what they say. Then, in groups, ask them to
found on the Classroom DVD, the Student App, and on the create subtitles in their own language for that part of the
Life website, are connected to the topic of the unit and are
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video. Each group presents their subtitles, and the class

designed to be used in conjunction with the video lesson compares how similar they are.
pages. Typically, a video lesson is divided into three parts:
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Before you watch

This section introduces students to the topic of the video National Geographic and critical
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and engages them in a pre-watching task. It also pre-teaches

key vocabulary so that students can immediately engage thinking
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with the video without being distracted by unfamiliar Critical thinking is the ability to develop and use an
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words and the need to reference a lengthy glossary. analytical and evaluative approach to learning.
It’s regarded as a key 21st Century skill. Life Second
While you watch
Edition integrates and develops a learner’s critical
These tasks assist with comprehension of the video itself, thinking alongside language learning for the following
both in terms of what students see and what they hear. The reasons:
exercises also exploit the language used in the video.
• Critical thinking tasks such as problem-solving and
After you watch group discussion make lessons much more motivating
There are two parts to this section. The first is an on-screen and engaging.
exercise called Vocabulary in context, which focuses on • Developing critical thinking skills encourages an
useful words and expressions from the video. The second enquiring approach to learning that enables learners to
allows students to respond to the video as a whole and take discover language and become more independent in their
part in a discussion or task that leads on from the context study skills.
and theme of the video. • Language practice activities that involve critical thinking
The videos are designed to form part of your lessons. require deeper processing of the new language on the
However, if there is insufficient time in class to watch part of the learner.
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction ix

Introduction
In Life Second Edition you will see that there is a graded own well-informed and reasoned opinions. The overall
critical thinking syllabus that starts at Level 1 and runs combination of text analysis (in the C lessons), a guided
through all later levels. The sections entitled “Critical discovery approach to language, and the way in which
Thinking” always appear in the C lessons in each unit, the book makes use of images in the classroom effectively
and are associated with reading the longer texts. These supports this aim.
lessons begin with reading comprehension activities that
test students’ understanding and then may ask them to
apply their understanding in a controlled practice activity.
Once learners have understood the text at a basic level,
Life Second Edition methodology
the critical thinking section requires them to read the text Memorization
again more deeply to find out what the author is trying to An important role for teachers is to help learners commit
achieve and to analyze the writing approach. For example, new language to longer-term memory, not just their short-
students may have to read between the lines, differentiate term or working memory. According to Gairns and Redman
between fact and opinion, evaluate the reliability of (Working with Words, Cambridge University Press, 1986),
the information, assess the relevance of information, or 80% of what we forget is forgotten within the first twenty-
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identify the techniques used by the author to persuade four hours of initial learning.
the reader or consider evidence. Activities such as these
So, what makes learning memorable? The impact of
work particularly well with the C lesson texts in Life
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the first encounter with new language is known to be a
Second Edition because the texts used in these lessons are
key factor. Life Second Edition scores strongly in this area
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authentic. These authentic texts, which have been adapted
because it fulfills what are called the “SUCCESS factors” in
to the level where necessary, tend to retain the author’s
memorization (Simplicity, Unexpectedness, Concreteness,
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voice or perspective, so students can work to understand
Credibility, Emotion, and Stories) by engaging learners
the real argument behind a text. Naturally, these kinds of
with interesting, real-life stories, and powerful images.
reading skills are invaluable for students who are learning
Life Second Edition also aims, through motivating speaking
English for academic purposes or who would like to take
cactivities that resonate with students’ own experiences, to
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examinations such as IELTS. In addition, life in the twenty-
make new language relatable. What is known is that these
first century requires people to develop the ability to assess
encounters with language need to be built on thorough
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the validity of a text and the information they receive,

consolidation, recycling, repetition, and testing. It is said
so this critical thinking strand in Life Second Edition is
that a new language item needs to be encountered or
important for all students.
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manipulated between five and fifteen times before it’s

As well as applying critical thinking to the reading texts, successfully committed to longer-term memory. With this in
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Life Second Edition encourages students to apply critical mind, we have incorporated the following elements in Life
thinking skills in other ways. When new vocabulary or Second Edition:
grammar is presented, students are often expected to use
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a) more recycling of new vocabulary and grammar through

the target language in controlled practice activities. Then
each unit and level of the series
they use the language in productive speaking and writing
b) activities in the Classroom Presentation Tool (CPT) that
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tasks where they are given opportunities to analyze and

evaluate a situation and make use of the new language both start some new lessons with review and recycling of
critically and creatively. In this way, students move from previous lessons
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using lower-order thinking to higher-order thinking; many c) progress tests and online end-of-year tests
of the lessons in Life Second Edition naturally follow this flow
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d) activities in the Review lessons at the end of each unit,

from exercises that involve basic checking and controlled marked “Memory Booster”
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practice to those that are productive, creative, and more

These Memory Booster activities are based on the following
intellectually engaging. This learning philosophy can also
methodologically proven principles:
be seen at work in the way in which photos and videos are
used in the book. Students are encouraged to speculate and • Relatability: learning is most effective when learners
express their opinions on many of the photographs or in apply new language to their own experience.
the After You Watch sections of the video pages. Finally, on • A multi-sensory approach: learning is enhanced when
the writing pages of the units, students are asked to think more than one sense (hearing, seeing, etc.) is involved in
critically about how they organize their writing and the perception and retention. (Language is not an isolated
language they choose to use. They are also guided to think system in memory; it’s linked to the other senses.)
critically to establish criteria by which their writing can then • Repetition and variation: learners need to frequently
be judged. retrieve items from memory and apply them to different
Central to the approach to critical thinking in Life Second situations or contexts.
Edition is the premise that students should be actively • Guessing/Cognitive depth: making guesses at things you
engaged in their language learning. Students are are trying to retrieve aids deeper learning.
frequently invited to ask questions and to develop their
x Introduction
Introduction
• Utility: language with a strong utility value, e.g., exercises per unit at the back of the Student Book. These
a function such as stating preferences, is easier to are suitable for use both in class and for self-study,
remember. according to the needs of the learner. They are also
• No stress: it’s important that the learner does not feel presented as video tutorials for extra support in the
anxious or pressured by the act of remembering. Online Workbooks.
• Peer teaching: this is an effective tool in memory The grammar summary box is followed by grammar
consolidation (as in the adage, “I hear and I forget. I see and practice tasks. Depending on the level, the grammar
I remember. I do and I understand. I teach and I master.”) practice exercises have a differing emphasis on form and
use. In all levels, however, the practice exercises in the
• Individuality: we all differ in what we find easy to
unit favor exercises that require students to think more
remember, so cooperation with others helps the process.
deeply over those involving mechanical production. Where
You probably already use revision and recycling in your appropriate, contrastive and comparative formats are used.
teaching. Our hope is that these exercises will stimulate The first practice exercise is usually linked to the topic of
ideas for other fun and varied ways you can do this, which the lesson and is content rich. Subsequent exercises move
in turn may lead students to reflect on what learning and into real-life contexts and particularly to those that the
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memorization strategies work best for them as individuals. learner can personalize. This gives learners an invaluable
opportunity to incorporate the structures in the context of
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Treatment of grammar their own experiences. The practice exercises are carefully
Target grammar is presented in the first two lessons of designed to move from supported tasks through to more
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each unit in the context of reading or listening texts. challenging activities. This anchors the new language in
These texts are adapted for level as necessary from existing frameworks and leads to a clearer understanding
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authentic sources that use the target language in natural of the usage of this new or revised language. Frequently,
and appropriate linguistic contexts. Such texts not only the tasks provide a real and engaging reason to use the
aid comprehension, but present good models for the target structure, whether by devices such as quizzes,
learner’s own language production through a variety of
c games, and so on, or by genuine exchanges of information
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voices and genres. In general, reading texts have been between students.
used in the first lesson and listening texts in the second. Each lesson ends with a “My Life” speaking task. This
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Where a presentation is via a listening text, written personalized and carefully scaffolded activity enables
examples of the grammar structures are given on the students to create their own output using the target
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page, for example in content comprehension tasks, so that grammar as well as other target language in a meaningful
the student gets the visual support of following the target context. Typical formats for this final task include exchanges
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structures on the page. In both types of presentations, the of information or ideas, pairwork, personal narratives,
primary focus is on the topic content before the learner’s discussion, and task-based activities (ranking, etc.). The
attention is drawn to the target grammar structures.
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emphasis from the learner’s perspective is on fluency within

Learners are then directed to notice target structures by the grammatical framework of the task.
various means, such as using highlighting within the text,
Treatment of vocabulary
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extracting sample sentences, or asking learners to locate

examples themselves. Tasks that revise any related known Life Second Edition pays particular attention to both receptive
and productive vocabulary. All of the authentic input texts
structures are given in the Student Book, Teacher’s Guide,
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have been revised to reduce above-level lexis while retain-

and the CPT package.
ing the original flavor and richness of the text and providing
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At the start of each grammar section is a grammar an achievable level of challenge.

summary box with examples of form and use from the
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Lexis is effectively learned via carefully devised recycling

presentation text, or paradigms where this is clearer (for
and memorization activities. Target vocabulary is recycled
example, in lower levels). This supports the learners
continually throughout each level—for example, the
and is a checkpoint for both teacher and learner alike.
writing and video lessons provide the ideal opportunity
The grammar box summarizes the information learners
to incorporate and review lexis in meaningful contexts.
arrive at through completing discovery tasks and it
Memorization (see page x) is a key feature of exercises
also acts as a focus for tasks that then analyze the
within the unit and in the Review lessons.
form, meaning, and use of the grammar structures, as
appropriate. A variety of task formats have been used Life Second Edition teaches vocabulary in a range of different
to do this, usually beginning with accessible check ways. This eclectic approach takes account of recent research
questions. This approach is highly motivational because and builds on tried and tested methods. There is additional
it actively engages learners in the lesson and allows practice of the vocabulary input (apart from words
them to share and discuss their interpretation of the new occurring in glossaries) in the Workbook. There is also
language. Each grammar box gives a cross-reference frequent practice of useful expressions, collocations, idioms,
to two pages of detailed explanations and additional and phrasal verbs as well as everyday lexis.
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xi

Introduction
The specific sections dealing with new lexical input are: the student. The rich headword entries include phonetics,
definition, part of speech, examples, collocations, word
1 Lexical sets
family, and word family collocates. These are available on
Some of the benefits associated with teaching words in the Student App and on the Life website as PDFs.
lexical sets are:
Learning skills
• learning words in a set requires less effort
There is a comprehensive learning skills syllabus in the
• retrieving related words from memory is easier
Workbook. This covers traditional learning skills, such as
• seeing how knowledge can be organized can be helpful recording new vocabulary, using a dictionary, remembering
to learners new vocabulary, planning study time, and assessing your
• it mirrors how such information is thought to be stored in own progress.
the brain
Assessment
• the meaning of words can be made clearer by comparing
Students and teachers can assess progress in the following
and contrasting them to similar words in the set
ways:
Each unit usually has two or more lexical sets. The lexical
ng
• Each unit in the Student Book finishes with a Review
sets also cover commonly confused words. There is
lesson where students do the exercises and complete a
evidence to suggest that once students have learned one
number of “can-do” statements linked to the objectives of
ni
or more of the words that belong to a group of commonly
the unit.
confused words (e.g., job and work), it’s useful to compare
ar
and contrast these words directly to clarify the differences • There are end-of-year tests that follow the format of
(or similarities) in meaning. Life Second Edition focuses on international exams on the Life website.
Le
these groups of words as and when they come up. • There is a Check! section at the end of each unit in the
Workbook for students to check what they have learned
2 Wordbuilding
(general knowledge as well as language).
There are at least eight of these sections in each level. The
c
hi
independent wordbuilding syllabus offers students another
opportunity to expand their vocabulary. The wordbuilding
Lessons in a Student Book unit
ap
boxes in the units focus on areas such as prefixes, suffixes, Opener: a one-page introduction to the unit that gets
parts of speech, compound nouns, and phrasal verbs, and students interested in the topic
gr
they highlight contextualized examples in the reading or A and B: double-page lessons that teach grammar and
listening texts. The box gives a brief explanation and some vocabulary through reading and listening texts
eo
examples. It’s followed by one or two practice activities. C: a double-page lesson that focuses on reading
Each wordbuilding focus is followed up and extended in the comprehension and critical thinking
Workbook and CPT—giving more practice and introducing
lG
D: a one-page lesson that teaches functional/situational

more words that belong to the same morphological area.
language
3 Word focus E: a one-page lesson that teaches a writing skill and the
na
The word focus sections take high-frequency words and features of a text type
give examples of the different meanings they can have F: a double-page video lesson
io
according to the contexts in which they appear and the

Review: a one-page lesson of practice activities, memory
different words with which they collocate. At higher levels,
at
booster activities, and “can-do” check statements

there is increased exposure to idioms and colloquial usage.
The Workbook and CPT expand the range of phrases and
N
expressions generated by these key words and provide more Components

practice. • Student Book
4 Glossaries • Workbook + downloadable audio
Occasionally, words are important to the meaning of a text • Teacher’s Guide
but are above the level of the student. In such cases, they • Classroom DVD
are glossed. Students aren’t expected to learn these words, • Classroom Audio MP3 CD
but the short and simple definitions provided on the page
• Student Web App
prevent them from being a barrier to understanding.
• Student eBook
5 Word lists
• Online Workbook
Each level has a comprehensive word list that covers all
• Website: NGL.cengage.com/life
of the vocabulary either at the level or above the level of
• Classroom Presentation Tool
xii Introduction
Lesson type
Unit opener
This single page introduces the unit topic and lists the unit contents.
Unit 4 Opportunities
An impactful photograph serves as
an engaging starting point for the
unit and provokes class discussion.
ng
ni
ar
The unit lesson headers let students
see what they will be studying and
Le
stimulate their interest.
Children playing at an entertainment center

c
hi
F E AT U R E S 1 Work in pairs. Look at the photo and the caption. What do you
ap
think the children are doing?

46 Will a robot take
2 Did you want to do any of these jobs when you were a child?
your job?
gr
ballet dancer movie star firefighter soccer player

The future of work
pilot police officer rock star scientist Warm-up exercises get students
48 What’s next? train engineer vet talking about the topic and
eo
We hear from people facing

3 Work in pairs. Look at the words that can describe jobs. Are
introduce them to key vocabulary.
life-changing decisions.
they positive or negative? Which words can describe the jobs in
Exercise 2?
50 A better life?
lG
One reporter’s view of the underpaid boring challenging dangerous

economic boom in China dirty enjoyable exciting responsible
stressful well-paid
54 Everest tourism
4 Each unit opener lesson contains a
na
changed Sherpa lives 27 Work in pairs. Listen to three people talking about their
childhood ambitions. Answer the questions for each person. listening exercise that develops the
A video about the people
who live near Mount 1 Which job did they want to do when they were young? topic.
Everest 2 Which job do they do now or do they plan to do?
io
3 How do they describe the jobs?
5 Work in pairs. Ask and answer the questions in Exercise 4 about

at
your own ambitions.

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45
905657_U04_045-056_HiRes.indd 45 13/02/18 6:41 PM
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xiii

Lessons A and B
Grammar and vocabulary
These double-page lessons focus on grammar and vocabulary, presented through listening and reading texts.
The word focus sections 4a Will a robot take your job?

take high-frequency words
and give examples of the Word focus job and work Reading
different meanings they 1 Look at the sentences. How do we use job and work? 4 Work in pairs. Look at the jobs. Do you think a
robot could do these jobs? Why or why not?
can have according to the 1 A lot of jobs are kind of boring, but my job has
lots of variety.
contexts in which they 2 I’ve worked as a firefighter for ten years—it
electrician
taxi driver
engineer
teacher
clerical worker
telemarketer
nurse
appear and the different can be hard work.
words with which they 2 Complete the sentences with the correct form of 5 Read the article and check your ideas from
job or work. Exercise 4.
collocate. work
1 Where do you ? 6 Read the article again and say:
2 Do you have an interesting job ?
work 1 which jobs are already done by robots.
3 Is your company good to for?
works 2 what the Oxford University study looked at.
ng
4 My sister in the same company
3 one job that is at risk, and one that is not.
as me.
The primary focus is on the 5 A: Is your brother around? 7 Work in pairs. Find predictions in the article about
work
topic content before the B: No, he’s at . these jobs. Do the predictions surprise you? Why
or why not?
learner’s attention is drawn to 3 Work in pairs. Take turns asking and answering
ni
questions 1–3 from Exercise 2. If you don’t have a 1 factory work
the target grammar structures. job, imagine you are someone you know. 2 engineers
3 taxi drivers
ar
WILL A R BOT
28 How likely is it that you’ll lose your job to a robot?
According to Toby Walsh, a professor of Artificial
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Intelligence, it’s hard to think of a job that a computer
TAKE YOUR JOB? won’t be able to do. There are already some factories
where all the work is done by robots, and there will
certainly be more in the future. But what about
teachers, engineers, and electricians? A team at
Oxford University studied 350 different professions
c
and suggested that 35 percent of UK jobs might go
to robots in the next 20 years. In particular, work that
hi is repetitive1 or involves handling small objects will
be at risk of automation.2 On the other hand, jobs
that involve helping other people or having original
ideas will probably always need people. So journalists,
ap
Target grammar is presented nurses, engineers, and teachers won’t be at risk, but
through texts in the first two clerical workers and telemarketers may not be so lucky.
The Oxford study gives the probability for each of the
spreads of each unit. These 350 jobs. Electricians (65 percent) are more at risk than
gr
texts are authentic reading and taxi drivers (57 percent). One global taxi company
says driverless taxis will be on every street corner
listening texts, adapted for eventually. However, a spokesperson for London taxi
level as necessary, which use drivers isn’t convinced. “It won’t happen. Driverless cars
eo
will never be able to work on roads at the same time as

the target language in natural normal vehicles.”
and appropriate linguistic
4b What’s next? repetitive (adj) /rɪˈpetətɪv/ repeating the same thing in the
1
same way many times

contexts. Such texts not only
lG
2
automation (n) /ɔːtɒˈmeɪʃən/ the use of machines to do tasks
aid comprehension, but present automatically A Vocabulary education
good models for the learner’s 1 Work in pairs. Look at the expressions
in the box and tell your partner what
own language production 46 you have done or what you think you
will do.
na
through a variety of voices apply to college
and genres. The main input become an apprentice

take a (training) course
alternates between reading 905657_U04_045-056_HiRes.indd 46 get a degree

13/02/18 6:41 PM
get good / poor grades
io
and listening on these first go to college

graduate
two spreads. retake an exam
A: When I left school, I applied to college.

at
Then I …
B: I got good grades, so I think I’ll graduate
with a good degree. Then I’ll …
B
N
WORDBUILDING prefix re-

Adding re- to the start of a verb means “to
do something again.”
retake, reapply, redo, retrain, reread, rewrite
For more practice, see Workbook page 35.
2 Work in pairs. Ask and answer the

questions. Ask follow-up questions.
The independent wordbuilding syllabus offers 1 Have you ever had to retake an
exam?
students another opportunity to expand their 2 How many times have you reread
your favorite book?
vocabulary. The wordbuilding boxes in the 3 Do you know anyone who has
retrained for a different job?
units focus on areas such as prefixes, suffixes,
Listening
collocations, parts of speech, compound 3 Have you made any important
C
nouns, and phrasal verbs, and they highlight decisions recently? Work in pairs.
Tell your partner about one of
examples from the reading or listening texts. your decisions.
The box gives a brief explanation and some I’ve decided to change jobs. I don’t want to
work in an office any more.
examples. There is an activity for further 4 Work in pairs. Look at the women in
the photos. Discuss where you think
practice and a reference to an activity in the they are from and what they do.
Workbook which introduces more words that

belong to the same morphological area.
48
905657_U04_045-056_HiRes.indd 48 13/02/18 6:41 PM
xiv Introduction
Grammar predictions 11 Cross out the option that is not logical to complete
the sentences.
PREDICTIONS WITH WILL, MAY, and MIGHT
1 Hyundai is building a new factory. They may /
will will / won’t need more workers.
won’t 2 Ravi isn’t very good at his job. He might /
will certainly / definitely might not / won’t get a promotion.
Robots certainly / definitely won’t do these jobs.
3 I’m bored with my job. I think I may / might not /
may (not), might (not)
will probably
will look for a new one.
4 The office changes are not important. They
A variety of task formats are used to lead
probably won’t
might not / will / won’t affect our work. learners to analyze the form, meaning, and use
For more information and practice, see page 162. 5 Don’t worry about your exam! You may /
might / won’t do better than you expect.
of the grammar structures, as appropriate.
8 Look at the grammar box. Underline the future
forms (verb + base form) in the article.
12 Write predictions. Use a form from the grammar
box and the words below. Then compare your
9 Work in pairs. Look at the sentences you have predictions with your partner. Do you agree?
underlined in the article. Which two predictions does 1 My English exam results / (probably /
the writer think are much less certain than the others? definitely) / good / …
ng
10 Circle the appropriate words to complete the My English exam results will probably be good
information about household robots. because I’ve worked hard.
2 Finding a good job / (certainly / probably) /
easy / …
3 People’s salaries / (definitely / might) /
ni
go down / …
4 Unemployment / (definitely / probably) /
get better / …
5 Environmental problems / (definitely / may) /
ar
get worse / …
6 The amount of free time we have / (certainly /
might) / go up / …
Le
Speaking my
13 Work in groups. How likely are you to do the

following in the next two years? Give reasons.
Use future forms from the grammar box in your
The grammar practice tasks within the unit are
c
conversations. Add ideas of your own.
1 buy a motorcycle linked to the presentation text and topic and
2 get a degree
hi
3 get a cat
are thus content-rich in the same way. They
4 get married move from more supported exercises through
5 look for a job
to more challenging tasks.
ap
6 make new friends
T he robots are coming, according to robot

manufacturers. They say that in five or ten
years, we 1 will / won’t all have robots in our
7
8
move to a new house
travel to a foreign country
A: Are you likely to buy a motorcycle in the next
gr
homes. Very soon, robots that can cook and

two years?
fold clothes 2 might not / will be available. In the B: Actually, I might buy one this summer. I’d love
future, there 3 may / won’t even be robots to to take a big road trip across Europe.
babysit our children. Or they 4 may not / might
eo
look after our elderly parents, and we 5 will / won’t

be able to watch them from a computer from
wherever we are. One thing is certain: We 5 29 Listen to an excerpt from a radio program 11 Circle the correct option.
6
might not / won’t be able to live without the help celebrating International Women’s Day. Circle the
correct option to complete the sentences. I finished school last month. I I’m going to take /
of robots in several aspects of our lives.
lG
I take the summer off, but in September 2 I’ll start /

1 Devi is working / studying. I’m starting as an apprentice in a garage. 3 I take /
2 Devi wants to be a boss / a nurse. I’m taking a night class as well. That 4 starts /
3 Elisabeth has / doesn’t have a job. is going to start on October 9th. I’m lucky—some of
4 Elisabeth intends to leave her job / retire. my friends don’t know what 5 they’re going to do /
Unit 4 Opportunities 47 5 Sahera has just started / graduated from university. they do. 6 We’ll meet / We’re meeting next week for
6 Sahera plans to stay in / leave Kabul. the first time since our exams. Actually, I think
7
I’ll send / I’m sending them a message about that
na
6 29 Listen to the excerpt again and correct the right now.

factual mistakes.
1 Devi isn’t going to stay at home forever. 12 Complete the responses with the most appropriate
905657_U04_045-056_HiRes.indd 47 22/02/18 1:40 AM 2 Devi is taking an exam tomorrow. future form. Then work in pairs. Compare and
3 Elisabeth is going to join a new company. discuss your answers.
4 Elisabeth is meeting her new boss on Wednesday. 1 A: Do you have any plans for when you
io
5 Sahera’s friend is going to work in the finish college?

United States. B: Yes, I ’m going to take (take) a year off.
6 Sahera’s friend is leaving Kabul next month. 2 A: I can’t decide what to do.
A final task on each spread allows the learners to create 7 Which of the three women is most certain about her B: It’s OK. I I’ll help (help) you.
at
plans? Who doesn’t know yet? 3 A: Is it true that Samira is leaving?

their own output and is structured so that learners have B: Yeah, she’s getting
next month.
(get) married
Grammar future forms

the opportunity to use the target grammar as well as other 4 A: Did you enroll for evening classes?
B: Yes,’m going (go) to my first class
8 Look at the sentences in bold in the Track 29
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target language, for example vocabulary, in a meaningful audioscript on page 182. Find the following.
tonight.
and personalized context. This final task has a variety of 1

2
something that is scheduled on a calendar
something Devi decides to do as she is speaking
Speaking my
formats such as discussions, personal narratives, task- 3

4
something Devi has arranged to do
something Devi has already planned to do
13 Draw a calendar for the next four weeks. Write in
these things.
based activities (ranking, etc.), and the emphasis from the 9 Read what Elisabeth and Sahera say in the plans you have made (shopping trips, etc.)
audioscript. Underline at least six other sentences
learner’s perspective is on content and fluency rather than about future plans.
arrangements (hair appointments, etc.)
things you are still unsure about (weekend
grammatical accuracy. FUTURE FORMS

activities, etc.)
1 present continuous: I’m taking the exam next month. NOVEMBER

2 will: Just a minute, I’ll get you some. 2–8 9–15 16–22
3 going to: I’m going to start my own business. 6th–7th 10th – dentist
4 simple present: The semester starts in January. Weekend away? 3 p.m.
Clear examples of form and use are given on the page For more information and practice, see page 162.
14 Work in pairs. You need to meet several times for
in a simple summary box. This supports the learners and 10 Look at the grammar box. Match the future forms
(1–4) with the uses (a–d).
a project for your English class. Find dates when
you can get together.
is a checkpoint for both teacher and learner alike as it a a plan or intention decided before the moment of
A: What are you up to next week? Maybe we can get
together early in the week.
speaking 3
summarizes the information the learner will have arrived at b a decision made at the moment of speaking 2
B: OK. But I’m going to the dentist on Monday, so
how about Tuesday?
c an event that follows a regular schedule 4
through completing the discovery tasks. A cross-reference d a fixed arrangement to do something at a
specified (or understood) time in the future 1
is provided to more detailed information and additional
exercises at the back of the book. These are suitable both
for use in class and self-study, according to the needs of the
learners. Unit 4 Opportunities 49
905657_U04_045-056_HiRes.indd 49 13/02/18 6:41 PM
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xv

Lesson C
Reading
This is a double-page reading lesson. The reading text is always on the right-hand page, and the activities on the left.
4c A better life?
Reading 1 When the town starts to grow, the cell phone
companies arrive.
1 How can these things improve your opportunities in 2 The human energy in these new towns is
life? Make notes and then compare with your partner. amazing: the brave entrepreneurs, the quick-
moving builders, the young workers a long
the place you go to school way from home.
the place you live 3 Another young man I met is learning Arabic
the career you choose and is going to work as a translator for Middle
your family Eastern buyers.
2 Read the article quickly. Which paragraph(s) (1–4) 7 Work in pairs. Find other sentences in the article in
which the author shows his view. What is his view?
talk(s) about these topics?
a training and education 4 8 Work as a class. How do the changes described in
b the movement of people 1, 2, 3 the article compare to a place or country you are
ng
c the development of new towns 1, 2 familiar with?
3 Read the first two paragraphs of the article. Put

these things in the order in which they appear in a
Vocabulary pay and conditions
new town in China. 9 Work in pairs. Read the sentences. Think of one job
ni
3 a street stalls to match each description.
5 b cell phone companies 1 In this job, people work long hours. H
7 c clothing stores 2 Employees get four weeks’ paid vacation
ar
1 d construction workers
2 a year. B
e entrepreneurs
4 3 Workers get regular pay raises. M
f stores
6 g women 4 The salary is excellent. M
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5 Employees can choose to work
4 Read the rest of the article. Are the sentences flexible hours. H
true (T) or false (F)? 6 There are lots of opportunities for
promotion. B
1 According to the writer, the early T F
7 Staff members often have to work
development of new towns is
always different. overtime. H
c
2 The majority of Chinese people T F 8 There is a generous pension plan. B
live in rural areas.
10 Put the words in bold in Exercise 9 into three
3 About ten million people a year T F
hi
groups: money (M), hours (H), and benefits (B). Then
move to the cities.
add these words to the groups.
4 Education and training are high T F
priorities for many workers in
ap
clocking in and out H bonuses M
new factory towns. discounts on company company car B
5 It’s difficult to find training T F products B H
part-time
courses in factory towns.
free language classes B wages M
5 Work in pairs. Do you think that the people in the health insurance B
gr
new towns have a better life than they did in their

villages? Why or why not?
Speaking
A better life?
my
Critical thinking the author’s

eo
11 Work in pairs. What four things in Exercises 9 and

10 does the perfect job have? Put them in order,
view 1 to 4. Then compare with another pair.
6 Authors can show things in a positive, negative, or
neutral way. Read these excerpts from the article and
lG
say which one expresses a positive view and which

two are neutral. Which words help you decide?
50
na
Zhujiang New Town in

905657_U04_045-056_HiRes.indd 50 13/02/18 6:41 PM
Guangzhou, China
30
io
We spoke to Peter Hessler about his experience of the population. There are 1.3 billion people in China, and
fast-changing life in China. 72 per cent of them are between the ages of 16 and
64. A majority now live in towns rather than villages.
Critical thinking activities require students How does a new factory town begin? Every year about ten million people move to the
at
cities. Social scientists predict that by 2020 the urban

to engage with the reading texts at a 1
5
The beginning of a new Chinese factory town is
always the same: In the beginning there are many
30
population will be 60 per cent.
deeper level and require them to show construction workers. They are men who have come
from country villages, and they are quickly joined by
What kind of life do people want?
N
real understanding—not just reading entrepreneurs.1 These businessmen sell meat, fruit, Most people in China have seen their standard of
living go up in recent years. Chinese schools have
4
and vegetables from street stalls. Later, the first real
comprehension. This training—in evaluating 10 stores appear. The same businessmen may start to sell 35 been very successful, and the literacy rate2 is over
90 percent. So the next step is to develop higher
texts, assessing the validity and strength of construction materials.
education, because many people are looking for better
What comes next?
arguments, and developing an awareness 2 When the town starts to grow, the cell phone
training or education. There’s a huge number of private
courses in a Chinese factory town: English classes,
of authorial techniques—is clearly a valuable companies arrive. They sell prepaid phonecards to 40 typing classes, technical classes. One young man I
know couldn’t read or write when he left his village.
the workers so that they can call the families they left
skill for those students learning English for
15
behind. When the factories built by the men from the He now works in a factory and spends a quarter of
villages start production, you begin to see women. his wages on training. Another young man I met is
academic purposes (EAP), where reflective After the arrival of the women, clothing stores and learning Arabic and is going to work as a translator
learning is essential. However, it is also 20
shoe stores appear. And eventually, you see public
services, like buses.
45 for Middle Eastern buyers. The new factory towns of
China have grown in order to make products for the
very much part of the National Geographic What does it feel like to be there?
rest of the world. And now, the workers want to be
able to have these products for themselves.
spirit, which encourages people to question 3 The human energy in these new towns is amazing:
the brave entrepreneurs, the quick-moving builders,
assumptions, and develop their own well- entrepreneur (n) /ˌɑntrəprənʊər/ someone who starts new
1
the young workers a long way from home. These new companies
informed and reasoned opinions. opportunities have created an extremely motivated literacy rate (n) /ˈlɪtərəsi reɪt/ the number of people who can
2
25
read and write
Individual portraits in Beijing on Chinese National Day
Unit 4 Opportunities 51
905657_U04_045-056_HiRes.indd 51 13/02/18 6:41 PM
xvi Introduction
Lesson D
Real life
This is a one-page functional lesson focusing on real-life skills.
4d Would you mind …?

Vocabulary job requirements 4 31 Look at the expressions for making and
responding to requests. Listen again and circle the
expressions Rudi and Mark use.
Assistant Researcher
NaturalHistoryNet TV REQUESTS The key expressions are made
Making requests memorable through an activation
ng
Full-time position. Initial 12-month contract. Is it all right if I list you as a reference?
Would it be OK to borrow your suit?
activity.
You will be responsible for
Is it OK to take your car?
• assisting the Research Coordinator on a variety of
Would it be all right if I used your phone?
film projects.
ni
• managing film production materials. Would you mind checking my application form?
• dealing with queries related to current and past Do you mind helping me with my resume?
projects. Could you give me a ride to the interview?
ar
Can you take a look at my cover letter?
You will have
Will you be able to do it today?
• a degree in a relevant subject.
• 1–2 years’ experience in film production. Responding to requests
Le
Of course (not).
• excellent database and research skills.
I’m not sure about that.
You will be Yes, I will.
• organized and independent. Sure, no problem.
• able to meet strict deadlines.
• good at working under pressure. 5 Would you like to get a job like the one in the ad?
Send resume and cover letter to: Why or why not?
c The pronunciation syllabus covers

Anila.Jones@NHNTV.com
hi
Closing date June 15th 6 Pronunciation weak and strong sounds and spelling, connected
auxiliary verbs
speech, stress, and intonation.
ap
1 Read the job ad and find the following: a 32 Listen and repeat the exchange. Notice how
the auxiliary verb will is not stressed in the full
1 duties question and is stressed in the response.
2 deadline for applications
gr
A: Will you be able to do it today?

3 skills and qualifications required
B: Yes, I will.
4 personal qualities required
2 Work in pairs. Choose three jobs you know b 33 Match the questions (1–5) with the
eo
responses (a–e). Then listen and check. Work in

something about. What are the most important
pairs. Practice the exchanges.
requirements of those jobs? Compare your ideas.
1 Are you going to apply for the job? e
Will he help you with your resume? d
Real life making and 2
lG
3 Are they still advertising that job? c

responding to requests 4 Does she meet our requirements? a
5 Will it be an all-day interview? b
3 31 Work in pairs. Listen to two friends, Rudi
and Mark, discussing the position in the ad. a I don’t think she does.
na
Answer the questions. b I think it might.

c No, they aren’t.
1 Does Mark meet all the requirements? d Of course he will.
2 Is his resume ready? e Yes, I think I will.
3 What will he need for the interview?
io
7 Work in pairs. You are going to act out short

conversations in different situations. Turn to
page 155.
at
N
52
905657_U04_045-056_HiRes.indd 52 13/02/18 6:41 PM
The D lessons have clear “Real life”

functional aims.
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xvii

Lesson E
Writing
This is a one-page writing lesson. All the text types that appear in international exams are covered here.
4e I’m enclosing my resume

Every E lesson Writing a cover letter
focuses on and 1 Work in pairs. Which do you think is the most 9125 West 6th St., Coral Springs, Ohio 68776 e
explores a specific common way to apply for a job? Tell your (227) 752-4446 f
July 7, 2017 b
text type. partner.
Angela Jones, NHN TV
a resume
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8334 Bruce St. c
a letter
Brownsville
a personal contact
a phone call Rhode Island 42935
an application form Dear Ms. Jones,
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2 Read the cover letter in reply to the ad on page I am writing in reply to your advertisement in the d Every writing lesson
52. Match the information (a–i) with the parts Daily Herald for the position of Assistant Researcher. includes a model.
of the letter. What information (if any) can you I will graduate with a degree in Digital Media this g
ar
leave out if you send the letter as an email? month from Cleveland University. I have experience
a a reference to your resume in film production and post-production as I have h
b the date worked part-time at my university television station
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c the name and address of the person for the last year.
you are writing to
d the reason for your letter I consider myself to be hard-working and organized
e your address in my work. As part of my job with the university i
f your phone number television station, I was responsible for planning
g your qualifications
c
schedules and program archiving.
h your relevant experience
i your skills I am available for an interview at any time and
hi
available to start work at the beginning of August. I
3 Compare the letter to the style you use in your
country. Answer the questions. am willing to relocate if necessary.
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1 Is the layout different? How? I am enclosing my resume, which gives full details of
2 Does it include the same information? my qualifications, work experience, and skills as well a
3 Is the information in the main part of the as my contact information.
letter sequenced in the same way?
Thank you very much. I look forward to hearing
A different writing
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4 Writing skill formal style from you.

skill is presented and a A formal letter in English uses these features. Yours sincerely,
practiced in every Underline examples of each one in the letter.
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E lesson. 1 concise sentences

2 formal phrases to begin sentences
Mark Nolan
3 no contractions
4 standard phrases to open and close the letter
Students always
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b Rewrite the sentences in a more formal style. 5 Write a cover letter to go with an application for a job
1 I’ll finish my degree soon.
you would like. Follow the layout and style of the finish with a
letter from Mark.
2 Give me a call. productive task.
3 I saw your ad in the newspaper, and I 6 Exchange letters with your partner. Use these
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thought it looked really interesting. questions to check your partner’s letter.

4 I’ve sent you my resume as well.
5 I’ll be free beginning in August. • Is it clear how to contact this person?
6 Thanks a lot. • Is the style appropriate?
• Does the person sound like a good candidate?
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905657_U04_045-056_HiRes.indd 53 13/02/18 6:41 PM
Students are encouraged to take

part in peer review and correction.
xviii Introduction
Lesson F
Video lesson
This is a double-page video lesson. A large, engaging introductory photograph is always on the left-hand page,
and the activities on the right.
4f Everest tourism
changed Sherpa lives
Without Sherpas, it is impossible for
people to climb Mount Everest.
ng
ni
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This section introduces
students to the topic of
the video and engages
them in a pre-watching
c task.
hi
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Before you watch 6 4.2 Work in pairs. Look at the list of things
Sherpas have gained and lost. Circle G or L. Then
1 Look at the photo and read the caption. Where do watch Part 2 of the video again and check your
gr
Sherpa people live? What is the area famous for? answers.
2 Work in pairs. Do you think Everest tourism is 1 education G L

a good thing or a bad thing for Sherpas? Give 2
3
healthcare
clothing
G
G
L
L
There are two parts to
your reasons.
this section. The first is
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4 wealth G L
3 Key vocabulary 5 a simple life G L
6 happiness G L an on-screen exercise
a Read the sentences. The words in bold are used in called Vocabulary in
the video. Guess the meaning of the words.
After you watch context that focuses
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1 Some people work two jobs to increase their

7 What can you remember? Try to answer the
income.
2 My lifestyle is very different from that of my questions. Then compare with the class.
on useful words and
parents’ generation. 1 Who gave Karma Tsering his watch? expressions from the
3 One percent of the world’s population owns
more than half of the world’s wealth.
2 What was the only thing Kancha Sherpa
worried about?
video. The second allows
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4 There are substantial differences between my

first job and my current job—it was a big shock
3 What did Max Lowe say people are losing? students to respond to
at first. 8 Vocabulary in context the video as a whole and
54 5 I’m training to go on the next international
expedition across Antarctica. a 4.3 Watch the clips from the video. Choose take part in a discussion
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6 We live in an agrarian society, and mainly keep

sheep and cows.
the correct meaning of the words and phrases. or task that leads on
b Match the words in bold in Exercise 3a with these
b Answer the questions in your own words. Then
work in pairs and compare your answers.
from the context and
theme of the video.
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905657_U04_045-056_HiRes.indd 54 definitions. 13/02/18 6:41 PM

1 Can you remember a time something happened
a based on farming agrarian to you just by chance?
b an organized exploration or journey expedition 2 Do you think some people in your country take
c the money that you earn from a job income things for granted? What kind of things?
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These exercises assist with d the way a person lives, the typical things he or
she does or owns lifestyle
3 If life feels rushed, what can you do to feel
more relaxed?
comprehension of the e large and important (quantity) substantial
wealth
4 Where do new people usually settle in your
f the money a person has country?
video itself, both in terms 5 Can you name any communities that have had
of what students see and While you watch little contact with the outside world?
what they hear. The tasks 4 4.1, 4.2 Watch the video. Check your ideas
9 Work in pairs. Tourism changed the Sherpa way
of life. What are the effects of these things on
from Exercise 2.
also exploit the language people’s ways of life?
5 4.1 Watch Part 1 of the video again. Circle the
used in the video. correct option to complete the sentences. the internet
the car
1 The Sherpa are one of thirty / seventy ethnic cheaper air travel
groups within Nepal.
2 The name “Sherpa” means “Easterner” / advancement (n) /ədˈvænsmənt/ an improvement in a
“Mountain People.” person’s life
3 The Sherpa culture fundamentally changed ethnic group (n) /eθnɪk ˈgruːp/ a group of people belonging
in 1953 / 1960 when Tenzing Norgay and Sir to the same culture
Edmund Hillary climbed Everest. healthcare (n) /ˈhelθkeər/ medical services
idyllic (adj) /ɪˈdɪlɪk/ peaceful and calm
4 Their lifestyle became much more agrarian /
self-gain (n) /selfˈgeɪn/ getting more money or things
modern.
for yourself
905657_U04_045-056_HiRes.indd 55 13/02/18 6:41 PM
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xix

Review lesson
This one-page review lesson is found at the end of every unit.
Grammar and
vocabulary from
the unit are clearly
signposted and
systematically
reviewed to reinforce UNIT 4 REVIEW AND MEMORY BOOSTER
students’ learning.
Grammar 5 ❯❯ MB Work in pairs. For each of these jobs,
discuss the qualities and qualifications you need,
and the pay and conditions. Then say which job
would be best for your partner and give reasons.
1 2
Engaging images
from the unit aid
the recall of key
vocabulary.
ng
3 4
1 Complete each comment from student chefs with
ni
one or two words or a contraction.
1 “I’m sure nobody will be able to eat this!”
ar
2 “I’m going to change jobs soon.”
3 “This will definitely impress the
customers.” I CAN
4 “I’m going to be the best chef in the talk about stages in education and job training
Le
country one day.” describe different jobs, job requirements, and
Memory Booster 5 “My parents will be so proud of me.”
activities are specifically 6 “This may not turn out as I expected.”
conditions
Every review lesson
designed to enable 7 “My friends won’t believe me when I tell Real life concludes with a
them about my day.”
“Real life” activity
c
students to recall and 8 “I’m going to get take out for dinner tonight.” 6 Work in pairs. Match the beginnings of the
activate new words sentences (1–3) with the endings (a–c). Then act that allows students
2 ❯❯ MB Work in pairs. Find two plans and two
hi
more easily. predictions in Exercise 1. Explain the use of the
out a conversation that includes the requests and to consolidate the
appropriate replies.
verbs in each comment. functional language
1 Could you b
from the unit.
ap
3 ❯❯ MB Work in pairs. Ask your partner about plans 2 Is it all right if I a
he or she has for when your English course ends. 3 Would you mind c
I CAN a borrow your phone?
b help me with this application?
gr
“Can-do” statements make predictions about future events (predictions

with will) c lending me some money?
give students the show different degrees of certainty about
7 ❯❯ MB With your partner, act out similar
opportunity to assess predictions (may, might, could)
conversations for two of these situations.
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ask and answer questions about future plans and

their own learning. arrangements (going to, present continuous) a problem at work
an important exam ahead
Vocabulary a meeting with a new boss
lG
your first day at college

4 Match the verbs (1–5) with the nouns (a–e) to make
expressions about education.
I CAN
1 apply a an apprentice
make and respond to requests
2 become b an exam
na
3 get c from university

4 graduate d good grades
5 retake e to college
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56
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905657_U04_045-056_HiRes.indd 56 13/02/18 6:41 PM

N
xx Introduction
UNIT 1 UNIT 2 UNIT 3
CULTURE AND PERFORMING WATER
IDENTITY
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OPPORTUNITIES WELLBEING MYSTERIES
ni
ar
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c
hi
ap
gr

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LIVING SPACE TRAVEL SHOPPING

lG
na
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at
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NO LIMITS CONNECTIONS EXPERTS
SAMPLE COPY, NOT FOR DISTRIBUTION xxi

Unit 1 Culture and identity
Opener 4
• Elicit a few examples of types of groups students may
1 belong to under each category. Model the activity by
• Ask students to look at the photo and the caption. Ask giving examples of groups you belong to, e.g., I belong
them to discuss the questions in pairs. Elicit a few ideas to a choir—we practice every Thursday.
from the class in feedback.
• Organize pairs to discuss the groups they belong to. In
2 1 feedback, ask students to tell the class what they found
• Tell students they are going to listen to an excerpt from out about their partner.
a TV program on world cultures. Play the recording.
Students listen and check their answers to Exercise 1. EXAMPLE ANSWERS
Let them compare answers in pairs before checking Cultural societies: book club; film club; choir; drama club
with the class.
ng
or amateur dramatics society
Educational classes: language lessons (e.g., Spanish class);
ANSWERS guitar or piano lessons; art or drawing classes
ni
1 North America / the United States Family groups: close or extended family
Hobby groups: gardening; pottery; sewing or knitting;
ar
2 traditional clothes 3 her horse, her clothes
crafts or car maintenance
Online communities: social networking sites
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Background information Sports clubs: golf or tennis club; soccer teams; fan clubs;
gym membership
About sixty members of the Wanapum tribe of Native
Americans live near the Columbia River in the US state
c Please refer to page 180 for Teacher Development notes
hi
of Washington. Their name means “river people”
on using National Geographic topics and texts.
(wana = river, pam = people).
ap
Destiny Buck rides her horse in the yearly Indian princess

competition in Pendleton, Oregon. Horses were originally
gr
used for war, hunting, and transportation, but are now

partners in pageantry and a way to show tribal pride.
Destiny is wearing traditional tribal clothing—a long tunic,
eo
a poncho, and a headdress made of feathers.

lG
3 1
• Play the recording again. Ask students to listen and
complete the sentences.
na
ANSWERS
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1 group identity.
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2 a horse before they learn to ride a bike.

3 belong to this group.
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9a
ng
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c
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Destiny Buck, of the Wanapum tribe of
ap
Native Americans, with her horse Daisy

gr
eo
F E AT U R E S 1 Work in pairs. Look at the photo and the caption. Discuss

the questions.
lG
10 How we see other 1 Where is the girl from?

cultures 2 What is she wearing?
3 The photo shows two things that are important in
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How we think about

cultural groups Native American culture. What do you think they are?
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2 1 Listen to an excerpt from a TV program on world

12 Culture and color cultures. Check your ideas from Exercise 1.
at
Take quizzes about color

3 1 Listen to the excerpt again. Complete the sentences.
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14 A world together 1 People from all cultures need a sense of …

Find out what globalization 2 Many Native American children learn to ride …
really means 3 Wearing the colors of our favorite team says: “We …”
18 Faces of India 4 Work in pairs. Do you belong to any of these groups? Tell your
partner about them or any other groups you know about.
A video about the
photographer Steve McCurry cultural societies hobby groups
educational classes online communities
family groups sports clubs
SAMPLE COPY, NOT FOR DISTRIBUTION 9

1a How we see other cultures
Reading
1 Work in pairs. Look at the hats. Which part of the
world do you think each one comes from?
How we see
2 Read the article and check your ideas from
Exercise 1. other cultures
3 Read the article again. Find three reasons why we
form general opinions of other cultural groups. 2
4 Work in pairs. How do movies, news reports,

and TV shows influence our opinions of other
M y neighbor recently came back
from vacation. I guess he was
in Australia—he’s wearing one of
cultural groups?
ng
those bush hats with corks around
it everywhere he goes. I’m curious
Grammar simple present and baseball cap
ni
about why we identify places by
present continuous things like hats. I mean, baseball caps
ar
are certainly popular in the United
SIMPLE PRESENT and PRESENT CONTINUOUS States, but I went to London on
Le
Simple present vacation and didn’t see anyone
It means that our brain doesn’t work so hard. wearing a bowler hat. And you
[...] people put the things they see in the world into
groups.
c
don’t see many Mexicans with
hi
sombreros or Vietnamese with straw straw hat
Present continuous
hats in everyday life, either.
ap
He’s wearing one of those bush hats.
For more information and practice, see page 156.

The question is, why do we think about
other national groups in this way?
gr
According to psychologists, it’s because

5 Work in pairs. Look at the grammar box. Which
eo
people put things they see in the world

verb form do we use for these things?
into groups. We do this for several
1 things that are permanent or generally true reasons. First, it means that our brain
lG
2 things that are temporary or in progress at the doesn’t work so hard because it bowler hat
time of speaking doesn’t need to analyze every new
na
6 Circle the correct option to complete the sentences. individual thing. Another reason is
that when we understand (or think we
io
1 I work / I’m working for a large cultural

understand) something, we can
organization. My job is usually quiet, but, at the
make predictions about it—we
at
moment, I work / I’m working extra hours—it’s

the busy season. know what kind of behavior to
N
expect. Finally, it seems that we all love

2 We live / We’re living with my parents until sombrero
to feel good about ourselves and the
our apartment downtown is ready. They live /
group we belong to. This is easier when
They’re living just outside the city.
we put others into groups, too.
3 The kids are / are being usually very good, but
they went to bed late last night, and they’re / So is it a good thing or a bad thing to
they’re being naughty today. Sorry! have these general opinions? Perhaps
the first and more important
4 I usually find / am finding this class easy, but question is to ask ourselves if the
I have / I’m having some problems this semester.
things we believe about other
groups are actually true. And in the
case of hats, I don’t think it is! bush hat
10
4
1a How we see other cultures • Read out the question and ask for two or three
ideas from the class. Check that students understand
the word influence (= change the behavior or thinking
Lesson at a glance of someone).
• reading: cultural identity
• Ask students to work in pairs to think of other ways our
• grammar: simple present and present continuous
opinions are influenced. Elicit ideas from the class.
• word focus: love
• speaking: getting to know you
EXAMPLE ANSWERS
Reading Movies tend to stereotype nationalities. In James Bond
1 movies, for example, Mexicans are always having a
festival, Brazilians are always on a beach, and the English
• You could look at the baseball cap as an example with characters are cool but also very dry and reserved.
the class. Elicit where it comes from (the United States). Some movies may choose specific cultural groups as
• Ask pairs to discuss where the other hats come from. “baddies” (e.g., Russian gangsters) or they may use
Do not check answers at this stage. stereotypes (e.g., a romantic Frenchman, an emotional
Italian, a humorless German).
ng
2 2 Movies and TV shows, however, can challenge our views
• Ask students to read the article and to check their ideas in a positive way when they are made by specific cultural
groups. For example, African American director Spike
ni
from Exercise 1. Let them compare answers in pairs
Lee makes movies with positive African American central
before checking with the class.
characters, and director Kimberly Peirce challenged
ar
• Optional step The reading text is recorded. You could gender stereotypes with the movie Boys Don’t Cry, which
play the recording and ask students to read and listen. was about a transgender man.
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News reports often only report bad news, so people in
ANSWERS Europe only hear about war, famine, or corruption in
Africa—they rarely hear positive news stories.
baseball cap – the United States / straw hat – Vietnam /
bowler hat – United Kingdom / sombrero – Mexico / bush
c
hi
hat – Australia
Grammar simple present
ap
and present continuous

3
• Ask students to read the article again and find and note 5
gr
three reasons why we form general opinions of other • Ask students to read the information in the grammar
cultural groups. Let them compare their answers in box and answer the questions.
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pairs before checking with the class. • You could draw students’ attention to the contractions
in the present continuous sentence.
lG
ANSWERS ANSWERS
1 It means that our brain doesn’t work so hard because it 1 simple present 2 present continuous
na
doesn’t need to analyze every new individual thing.

2 When we understand (or think we understand) Refer students to page 156 of the Student Book for further
something, we can make predictions about it—we information and practice.
io
know what kind of behavior to expect.

Please refer to page 180 for Teacher Development notes
at
3 We all love to feel good about ourselves and the group on how to draw a timeline.
we belong to. This is easier when we put others into
N
groups too. 6
• Ask students to circle the correct option to complete
Vocabulary notes the sentences. Let them compare their answers in pairs
curious (about something) = wanting to know (about
something) • In feedback, elicit the fact that for each pair of sentences,
one uses the simple present and the other uses the
analyze = to look at something in detail to find out about it
present continuous. The pairs are designed to show the
difference in meaning and use.
Background information • Please refer to page 156 for Grammar Notes for
The bowler /ˈbəʊlər/ hat was designed by London hat Exercise 6.
makers Thomas and William Bowler in 1840. From the early
twentieth century to the 1980s, it was commonly worn by
British businessmen in the financial heart of London. That’s
why it is still strongly associated with the United Kingdom.

1a How we see other cultures 10a
7 Vocabulary notes
• Explain that this exercise is similar to Exercise 6, but
I’d (would ) love to (+ base form) means “I really want to.”
here students must use the given verb to complete In this context, it's used as a polite and enthusiastic way to
each sentence with either the simple present or present accept an invitation.
continuous forms. Encourage them to use contractions
love + -ing usually means “I really enjoy doing something.”
after pronouns in present continuous sentences.
In 3 and 5, love is used as a noun in fixed expressions.
• Let them compare their answers in pairs before
Note the expressions be in love and fall in love.
checking with the class.
In 8, love is being used as a dynamic verb. It's used to
Please refer to page 156 for Grammar Notes on the describe a temporary situation such as a vacation or trip or
meaning and use of the simple present and present course, and is similar to I’m really enjoying it.
continuous.
8 13
• Look at the grammar box with the class. Then ask • Give new pairs five minutes to prepare ideas. Then ask
students to circle the correct option to complete the rules. them to practice.
Refer students to page 156 of the Student Book for further • You could ask students to practice in pairs for four or
information and practice. five minutes before asking several pairs to come to the
ng
front of the class to perform their exchanges. As students
Please refer to page 156 for Grammar Notes on static speak, note errors which you can write up on the board
and dynamic verbs.
ni
afterward for students to correct.
9
ar
• Ask students to look at the article again and find and EXAMPLE ANSWERS
underline the stative verbs. 1 A: I love walking in the rain.
Le
B: Me too! I love being wet!
10
2 A: We love the summer.
• Ask students to add the stative verbs from Exercise 9
to the table. You could use believe as an example to get
c B: We love it, too. I love being in the garden.
hi
students started. 3 A: Please give Oscar our love.
B: I will. He’ll be happy to hear from you.
ap
• Let students compare answers with a partner before

checking with the class. 4 A: What’s that book about?
B: The story of two strangers who fall in love.
gr
• Then ask students to work in pairs to add the words in

the box to the table. Check answers with the class. 5 A: Are they going to get married?
eo
B: Yes. They are very much in love.

11
6 A: Are you enjoying your course?
• Ask students to circle the correct option to complete the
lG
B: Yes. I’m loving it.

sentences. Elicit the first answer to get students started.
Let students check answers with a partner.
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Word focus love Speaking my
12 14
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• Read out the excerpt from the article and ask students • Elicit two or three possible questions. Then ask pairs to
take two minutes to prepare questions to ask. Monitor
at
when we could use this expression. Possible answers:

giving an opinion in a conversation or discussion, or and help with ideas and vocabulary.
N
making a point in a text. • Ask pairs to take turns to ask and answer questions.
• Ask pairs to discuss when each of the expressions with Use the opportunity to circulate and listen to each pair
love could be used. Elicit ideas from the class in feedback. as they talk. Note down any errors students make as
they speak, especially errors regarding stative verbs,
and use these for error feedback at the end.
EXAMPLE ANSWERS
Possible questions to ask:
1 accepting an invitation
Which / How many clubs do you belong to?
2 it could mean you really enjoy the experience, or it How many hours of sleep a night do you need?
could be ironic—you actually mean “hate”
Is there any food you hate?
3 at the end of a letter to a friend or family member
Do you prefer tea or coffee?
4 neighbors talking to each other Which food / What types of food do you love?
5 Oscar is not with you, but you are talking about him
6 on the front cover of a book or in a trailer for a movie
7 talking about two people
8 when you’re enjoying an experience
11a SAMPLE COPY, NOT FOR DISTRIBUTION

7 Complete the pairs of sentences with the simple 11 Circle the correct option to complete the sentences.
present and present continuous forms of the verbs.
1 Jake’s on the phone. He tells / He’s telling Pat
1 a He doesn’t feel (not / feel) relaxed when about his vacation.
he flies. 2 What do you think / are you thinking of my hat?
b He ’s not feeling (not / feel) very well at 3 Do you remember / Are you remembering last
the moment. summer?
come 4 I hear / I’m hearing you have a new job.
2 a I (come) from Scotland
5 Maria’s at the travel agency. She asks / is asking
originally.
about the dates of the flight.
b I ’m coming (come)—wait for me!
6 I want / I’m wanting to pass my exams the first
3 a My friend ’s looking (look) for a new time.
job in a different company. 7 Sorry, I don’t know / I’m not knowing the answer.
b My friend always looks (look) tired 8 Do you make / Are you making coffee? Great.
after she comes back from the gym.
Word focus love
DYNAMIC and STATIVE VERBS
ng
Dynamic verbs
12 Work in pairs. Look at this excerpt from the article.
People put the things they see in the world into Then look at how love is used in the sentences.
When could you use each expression?
ni
groups.
Just a minute. I’m putting my hat and scarf on. … we all love to feel good about ourselves …
ar
Stative verbs
We know what kind of behavior to expect. 1 I’d love to! Thanks.
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(not are knowing) 2 I love walking in the rain.
3 Lots of love, Jenna
4 We love the summer.
c 5 Please give Oscar our love.

hi
8 Look at the grammar box. Circle the correct option 6 The story of two strangers who fall in love
to complete the rules. 7 They are very much in love.
ap
8 I’m loving it.

1 Dynamic verbs are / are not used in both the
continuous and simple forms. 13 Work in pairs. Write short conversations using
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2 Stative verbs are not normally used in the the expressions in Exercise 12. Then act out your
continuous form / simple form.
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conversations.
9 Underline these stative verbs in the article. A: Do you want to come over for something to eat
lG
after class?
believe belong mean B: I’d love to! Thanks.
need seem understand
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10 Add the stative verbs from Exercise 9 to the table.

Speaking my
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Then add these verbs. 14 Work in pairs. Ask and answer questions using
these stative verbs. Ask one follow-up question
at
contain hate love prefer realize each time. Students’ own answers.
remember like suppose taste wonder
N
1 remember / first English class?

2 clubs / belong to?
Stative verbs 3 hours of sleep a night / need?
Thoughts know, believe , mean , 4 any food / hate?
and mental seem , understand, wonder , 5 prefer / tea or coffee?
processes realize , remember , suppose 6 food / love?
The senses hear, taste A: Do you remember your first English class?
Emotions want, need , hate , B: No, why? Do you?
like , love ,prefer
Possession have, belong , contain

Unit 1 Culture and identity 11
1b Culture and color
Vocabulary feelings Listening
1 Work in pairs. How do you think the people 3 3 Work in pairs. Take the quiz Colors and their
described in sentences 1–3 feel? Choose from these meaning. Then listen and check your answers.
adjectives.
4 3 Listen again and complete the table.
angry cheerful happy lucky positive sad
Color Place Meaning
1 He’s feeling kind of blue today. sad red Western cultures 1 love or anger
2 She began to see red! angry Asian cultures 2 luck and bravery
3 He’s in a black mood today. angry or sad, or both yellow 3 India knowledge
4 China 5 power
2 Circle the correct option to complete the sentences.
orange happiness
ng
Then ask your partner the questions. 6 some Asian 7
cultures 8 love
1 What are two things that make you
black
ni
happiness / happy?
9 Mexico death
2 When was the last time you had good luck / lucky? green 10 everywhere environmentalism
ar
3 Can you tell me if you are brave / bravery?
4 What achievements are you pride / proud of?
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5 Do you think anger / angry is a good thing? 5 Work in pairs. Do these colors mean the same
6 Who do you think is the most power / powerful thing in your culture? What’s your favorite color?
person in the world? Students’ own answers.
c
hi
ap
Colors
&
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and their
meaning
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1
lG
LLook
ook at the photo. Where are the
women going?
a to a birthday party
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b to a wedding
2 Does red mean different things in

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Asian and Western cultures?

a yes b no
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3 Where does yellow mean “knowledge”?

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a China b India
4 Which color means “happiness”

in some Asian cultures?
a orange b pink
5 Do people wear blue at funerals

in Mexico?
a yes b no
6 Who uses green as their symbol?

a environmentalists
b the women’s movement
12
Listening
1b Culture and color
3 3
• Ask pairs to complete the quiz. Play the recording.
Lesson at a glance
Students listen and check their answers.
• vocabulary: feelings
• listening: colors and their meaning 4 3
• grammar: question forms • Ask students to read the information in the table
• pronunciation: direct questions carefully and add any information they can remember.
• speaking: my language course
• Play the recording again. Students listen and complete
the table. Let them compare their answers in pairs.
Vocabulary feelings
1 Vocabulary notes
• Ask students to look at page 12 of the Student Book. Point out these expressions from the listening:
Elicit that this lesson is about color. it is associated with = it is connected in some way with
• Check the meaning of the adjectives in the box. Ask they use … as their symbol = they use a mark, color,
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pairs to read and match the idioms with the adjectives. picture, or shape to represent something
In feedback, check meanings using facial expressions
and examples. 5
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• Discuss the cultural meanings of colors as a class.
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Vocabulary notes
Background information
feel blue = to feel sad
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see red = to become very angry very quickly Color is very important in Chinese culture. Red symbolizes
good fortune and joy, and is the most common color
be in a black mood = to feel very angry, or very sad, or both during Chinese New Year. Green is associated with health,
2 c prosperity, and harmony. Blue symbolizes immortality.

hi
White is the color of mourning. Yellow is considered the
• Use sentence 1 as an example with the class. Elicit that most beautiful color—it represents freedom from worldly
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happy is an adjective. Then look at the options in the cares.

other sentences with the class and ask which option in
each pair is a noun and which is an adjective.
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Extra activity
• Ask students to circle the correct options. Encourage
Write the following phrases on the board and ask students
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them to use dictionaries to check any words they are

in pairs to discuss what they think they mean:
not sure of as they do the exercise.
I’m green with envy! (I’m very envious or jealous.)
• Let students compare answers in pairs before checking
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She’s whiter than white. (She is very, very good.)

with the class.
The company is in the red! (The company is losing money.)
• Finally, ask pairs to take turns to ask and answer the
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questions.
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Vocabulary notes
Adjectives and nouns usually have different suffix endings.
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Adjectives sometimes end in -y or -ful. Nouns sometimes

end in -ness.
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Point out and drill the pronunciation of longer words such

as happiness, bravery, and powerful, where the stress is on
the first syllable.
SAMPLE COPY, NOT FOR DISTRIBUTION 1b Culture and color 12a
Grammar question forms move it markedly up then down in order to show
6 the intonation. This physical demonstration of the
• Ask students to look at the examples in the grammar box intonation pattern will help students visualize what
and answer the question. intonation they should use.
10
ANSWER • Tell students to look at the grammar box. Ask them
subject questions to answer the question in pairs.
Refer students to page 156 of the Student Book for further

ANSWER
information and practice.
subject + verb
7
• Ask students to look at the questions in the quiz in Refer students to page 156 of the Student Book for further
Exercise 3. Look at question 1 as an example with the information and practice.
class and elicit that it’s an object question. Ask students Please refer to page 156 for Grammar Notes on direct
to say what aspects of the question form helped them and indirect questions.
decide the correct answer.
11
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• Let students decide whether each question is an object
• Ask students what they notice about the word order in
or subject question before comparing answers in pairs.
the example answer (it's the same word order as in an
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affirmative sentence, and the auxiliary do is not used).
ANSWERS Then ask them to write questions. Monitor and prompt
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object questions – 1, 2, 3, 5 (point out the use of auxiliary students who have problems.
verbs: are, does, does, and do in these questions)
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• Check answers as a class.
subject questions – 4, 6
ANSWERS
8
c 2 Can you tell me why you are taking this course?
hi
• Elicit the first answer to get students started. Then
3 Do you know when the course ends?
ask students to write questions. Monitor and prompt
4 Do you know how many languages the teacher speaks?
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students who have problems.

5 Can you tell me which other courses you are taking?
• Let students compare answers before checking as a class.
6 Do you know how many students there are in this class?
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ANSWERS (AND AUDIOSCRIPT TRACK 4)

Speaking
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1 Who wears black at funerals? my

2 Which color means happiness in Egypt? 12
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3 What color do some people wear on International • Ask pairs to ask and answer the questions they wrote
Women’s Day? in Exercise 11. You could then ask them to work with
4 Who painted a white dove as a symbol of peace? a new partner to practice asking and answering the
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5 What does red mean in many cultures? questions again.

6 Who lives in the White House?
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13
Please refer to page 156 for Grammar Notes on subject • Ask students to read both sets of four quiz questions
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and object questions. carefully. Elicit the missing word in the first question to
get them started. Let students work individually before
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Pronunciation direct questions checking with a partner.

9a 4 14
• Play the recording. Students listen and notice the rising • Organize the class into groups of four. In each
or falling intonation in the questions from Exercise 8. group, label two students “A” and two students “B.”
Students A should look at the information on page
ANSWER 153 of the Student Book. Students B should look at the
The intonation rises then falls at the end of the questions. information on page 154 of the Student Book.
• Ask the pairs to take turns to ask the questions and
9b 4 answer them. If they can answer correctly, they get five
• Play the recording again for students to listen and points. If they can’t answer, students must give them the
repeat each question. Make sure students have options provided. If they guess correctly, they get three
understood and are trying to copy the pattern. As points. After they finish, find out which pair in each
students listen and repeat, you could hold your group has the most points.
right hand, palm down, in a high position, and

Grammar question forms 11 Write indirect questions for these direct questions.
Begin with the words in parentheses.
QUESTION FORMS: DIRECT QUESTIONS
1 How many hours a week do you study English?
Subject questions (Can you tell me)
Which color means happiness in some Asian Can you tell me how many hours a week you study English?
cultures? 2 Why are you taking this course? (Can you tell me)
Who/What uses green as a symbol?
3 When does the course end? (Do you know)
Other questions 4 How many languages does the teacher speak?
Where are they going? (Do you know)
What does yellow mean?
5 Which other courses are you taking? (Can you tell me)
For more information and practice, see page 156. 6 How many students are there in this class?
(Do you know)
6 Work in pairs. Look at the grammar box.
Which type of question has the same Speaking my
subject–verb word order as affirmative
statements? 12 Work in pairs. Ask and answer your questions from
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Exercise 11. Students’ own answers.
7 Work in pairs. Look at the quiz in Exercise 3
again. Which questions are subject questions? 13 Complete these blue and yellow quiz questions with verbs
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Which are other questions? or question words.
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8 Write questions for these answers. Begin
with the words in parentheses. 1 Where does the
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blue-footed booby live?
1 People in many countries wear black at 2 Who lives in
funerals. (who) the Blue House in
Who wears black at funerals?
c South Korea?
hi
2 Yellow means happiness in Egypt. 3 Do you know
(which color) the name of the country
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where the Blue Nile

3 Some people wear purple on begins?
International Women’s Day. (what color) Which part of the
4
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4 Picasso painted a white dove as a symbol USA is famous for blues

of peace. (who) music?
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5 Red means anger in many cultures.

(what)
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6 The president of the United States lives

in the White House. (who)
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9 Pronunciation direct questions

a
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4 Listen to the questions from Exercise 8.

Does the speaker’s voice rise at the end of
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the questions? Or does it rise, then fall?

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b 4 Listen again and repeat the questions.
QUESTION FORMS: INDIRECT QUESTIONS

Do you know what yellow means?
1 Where are yellow taxi cabs from originally?
2 Which fruit does the California Yellow Fruit Festival
Can you tell me who uses green as a symbol?
celebrate?
For more information and practice, see Which
page 156. 3 event gives a yellow jersey to the winner?
4 Can you tell me where the house that inspired
Vincent van Gogh’s “Yellow House” painting is ?
10 Work in pairs. Look at the grammar box.
What is the order of the subject and verb in
indirect questions? 14 Work in two pairs within a group of four.
Pair A: Turn to page 153 and follow the instructions.
Pair B: Turn to page 154 and follow the instructions.

1c A world together
Reading 6 Work in pairs. Think of at least one more
collocation with each adjective in Exercise 5. Then
1 Complete the definition of globalization. Use the ask and answer questions with the collocation.
same word twice.
Do you like popular music?
Globalization is the idea that companies are now
working in many different countries . The
cultures of those countries are also becoming
Critical thinking examples
more similar. 7 Giving examples is one way of helping to make a
point. Underline examples of these things in the
2 Read the article quickly. Work in pairs. Which article.
paragraph(s) talk(s) about business? Which talk(s)
about culture? 1 how popular culture moves from one country
to another
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3 Work in pairs. Read the article again. Answer the (paragraph 1)
questions. 2 globalization in business
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1 Which two recent experiences demonstrated (paragraph 2)
globalized culture to the author? 3 how national cultures are strong
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(paragraph 1) (paragraph 3)
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2 Which inventions have increased the
8 Work in pairs. How did the author’s examples
connections between countries?
help you understand what globalization is?
(paragraph 2)
3 Which things do some people think have a
c 9 Read the pairs of sentences. Underline the
hi
negative effect on other cultures? example sentence in each pair. Then write another
(paragraph 3) example of your own for each one.
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4 Work in pairs. Does globalization affect you or 1 You can eat great international food in my
someone you know? How? town. There are lots of Thai restaurants.
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Students’ own answers. 2 Internet TV gives you access to shows from

different countries. Brazilian soap operas are
Wordbuilding adjective + noun
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popular here now.

collocations 3 There’s a lot to do at night in my area. We have
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a couple of great theaters.

WORDBUILDING adjective + noun collocations
Speaking
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Some adjectives and nouns often go together. my

national identity, vegetarian food
10 Work in pairs to prepare a survey on how
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“international” other students’ lives are. Use these
at
ideas. Then work on your own and ask at least

5 Look at the wordbuilding box. Complete the two other students your questions.
sentences with these words. Then find the
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collocations in the article and check your answers. clothes food movies
music sports technology
culture market view identity
Are any of your clothes made in other countries?
1 Television is a good example of popular Which international foods do you eat/like?
culture . Students’ own answers.
2 Nowadays, companies sell to a global 11 Share the results of your survey with the class.
market . Which international items are most common?
3 Watching baseball is part of the American Students’ own answers.
national identity .
4 I try to have a positive view of
changes in my life.
14
Which companies do you or people in your family work for?
1c A world together Where were the things you own made? (phones, clothes, etc.)
Who do you speak to when you call a customer service help-
line?
Lesson at a glance Do you use Airbnb, Google, etc.?
• reading: globalization What do you like eating, drinking, or doing in your free
• wordbuilding: adjective + noun collocations time?
• critical thinking: examples
• speaking: how international you feel Wordbuilding adjective + noun
collocations
Reading 5
1 • Look at the wordbuilding box with the class. Elicit
• Ask students to complete the definition. In your other adjectives that collocate with identity (e.g., new,
follow up to this exercise, ask students if they have common, political, personal).
seen references to globalization in the news. Ask any • Ask students to complete the sentences. They can do
students with news stories to share them with the class. this in pairs.
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2 Refer students to Workbook page 11 for further practice.
• Ask students to read the article quickly. You could set a
Vocabulary note
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one-minute time limit. This should encourage students
to look at the first sentence only of each paragraph and Note that culture is uncountable here. The noun is
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to scan the rest. Let students compare answers briefly generally uncountable when describing activities involving
with a partner before checking as a class. the arts (e.g., literary culture, youth culture), but is
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countable when used to describe societies (e.g., people
from different cultures).
ANSWERS
c 6
business – paragraph 2, (also some mention in 3)
hi
culture – paragraphs 1 and 3, (also some mention in 2) • Ask pairs to think of collocations. Elicit one or two
examples to get them started. Let students use
ap
3 5 collocation dictionaries or the internet to find examples.

• Read the questions to the class and make sure that • Optional step Write some elements of the example
gr
students understand all the words (demonstrate = show or answers (see below) on the board and ask students to
give an example of). Ask students to read the article again guess which nouns can go with which adjectives.
eo
and find the answers. Allow students to listen and read

along to the recording if needed. Let students compare EXAMPLE ANSWERS
their answers in pairs before checking with the class.
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popular program/celebrity; global economy/warming;

national anthem/team; positive thinking/contribution
ANSWERS
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1 One day he’s sitting in a coffee shop in London having

a cup of Italian espresso served by an Algerian waiter, Extra activity
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listening to American music playing in the background; A

Elicit and point out other collocations with the nouns.
few days later, he’s walking down a street in Mexico eating
Alternatively, ask students to look in dictionaries or online
at
Japanese food and listening to the music of a Filipino band.

dictionaries to find common collocations.
2 planes, telephones, television, the internet
1 culture: music, literary, youth, Western, traditional
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3 the English language, social media, McDonald’s, Starbucks

2 market: buyer’s, seller’s, main, international, local
3 identity: false, (also: identity card)
Background information 4 view: long-term, short-term, optimistic, negative
Sesame Street is a long-running American children’s
television series. It’s known for its educational content and
its use of “muppets“ (puppet characters created by Jim
Henson).
4
• Ask pairs to discuss globalization. Ask a spokesperson
from each pair to summarize their discussion.
• Optional step If students are short of ideas, use the
following questions to prompt them:
Teacher's notes continue on page 15a.
SAMPLE COPY, NOT FOR DISTRIBUTION 1c A world together 14a

Teacher’s notes continued from page 14a. find students to interview, or pairs could combine into
groups of four, and new pairs could work together. Set a
Critical thinking examples time limit of five to ten minutes and make sure students
change partners at least once. Use the opportunity to
7 circulate and listen to students as they talk. Note down
• Ask students to find and underline ways in which examples any errors they make as they speak, especially errors
are provided in the text. They could do this in pairs. regarding the formation of questions, and use these to
give some feedback on errors at the end.
ANSWERS Example questions:
1 Lines 4 to 12 2 Lines 16 to 19 3 Lines 39 to 46 Where do you usually buy your clothes?
What is your favorite designer brand?
Which international food do you eat most often?
Language note Can you tell me what music you like?
How often do you watch American movies?
This activity focuses on recognizing examples when no
Can you tell me which sports you like watching?
language clue is given. In the first paragraph, the writer
gives a clue (Let me give you some examples), but in the Which company made your cell phone?
other paragraphs, there is no language clue. Make sure
11
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students can differentiate between the point made and
examples to support the point. • Once students have finished, ask them to share
their information with the class. In feedback, elicit
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information from different pairs.
Extra activity
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Vocabulary notes (p. 16, Exercise 1)
Revise the language of giving examples. Elicit the following
punctual = on time
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phrases and write them on the board: for example; for
instance; a common example is; to give an example; such as. courteous = very polite
Ask students to work to rephrase examples from the text the focus of your attention = the person you look at or
using the phrases above. They could do this in pairs.
c listen to at a particular time
hi
8 Vocabulary notes (p. 16, Exercise 4)
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• Discuss the question with the class. Often, formal phrases are impersonal, so they avoid the
personal pronouns I and you. Compare It’s a pleasure to
gr
EXAMPLE ANSWER meet you with I’ve enjoyed meeting you, or It’s been good
talking to you with I’ve enjoyed talking to you. Using
Examples help the reader understand the writer’s point
impersonal expressions creates distance and formality.
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when they are clear and simple, and when they relate
to the reader’s own experience (e.g., most of us have Let me and Allow me to are polite, formal requests.
been to McDonald’s, so we understand this point about In a business context, people generally say How do you
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globalization). do? or, a little less formally, Pleased to meet you, when
meeting someone for the first time. In formal situations,
we only say How are you? if we already know the person.
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9
Note that Thanks for your time is appropriate in a business
• Ask students to read and underline the example
context (e.g., when people have spent time during the
sentences. Let them compare answers with a partner
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working day discussing business matters), but it would not

before eliciting which phrases are underlined. be appropriate to use this in any social context.
at
• Ask students to think of alternative example sentences

for each of the points. In feedback, elicit ideas from Pronunciation notes (p. 16, Exercise 5b)
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different students and ask the class to comment on

In short questions, the auxiliary verb is used. So, if responding
whether they are good examples or not. to a statement in the simple present, the speaker uses do or
does. If responding to a statement using the verb be or in
my the present continuous, the speaker uses am, is, or are.
Speaking
In short questions, the auxiliary verb is stressed. To show
10 interest, the intonation pattern should start high, fall,
• Organize new pairs. Start by eliciting two or three then rise abruptly. If the information is very interesting or
possible questions from the class. Then ask students unexpected, the intonation pattern is more exaggerated.
to take two minutes to prepare questions in their
pairs. Remind them to include both subject and object She lives in a castle. Oh, does she?
questions, and direct and indirect questions. Monitor
and help with ideas and vocabulary. I’m a millionaire. Are you?
• Get individuals to ask at least two other students their

questions. They could either stand up, walk around, and

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ar
A food truck in Mexico City
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c
A W OR L D T OG E T HE R
hi
ap
BY ERLA ZWINGLE
gr
5
eo
1 We are in the middle of worldwide changes in culture. had the same number after only five. Today, the
Popular culture is crossing from one country to internet can connect us all in real time as we watch
another in ways we have never seen before. Let me the same news story as it happens, anywhere in
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give you some examples. One day, I’m sitting in a the world.
5 coffee shop in London having a cup of Italian espresso 30 How do people feel about globalization? It depends 3
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served by an Algerian waiter, listening to American on where they live and how much money they have.
music playing in the background. A few days later, I’m Not everyone is happy about globalization. More
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walking down a street in Mexico—I’m eating Japanese than a fifth of all the people in the world now speak
food and listening to the music of a Filipino band. In some English. Some people believe that there is a
at
10 Japan, many people love flamenco. Meanwhile, in 35 kind of “cultural attack” from the English language,
Europe, Japanese food is incredibly popular. European social media, and McDonald’s and Starbucks. But
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girls decorate their hands with henna tattoos. This is I have a more positive view. I think that cultures
the globalization of culture. are strong and that countries don’t need to lose
2 The globalization of culture continues on from the their national identity. In India, there are more
15 globalization of business. Modern industry now has a 40 than four hundred languages and several different
global market. Businesses make their products in one religions—and McDonald’s serves mutton instead
country and sell them in another. Companies employ of beef and offers a vegetarian menu. In Shanghai,
people on one continent to answer telephone calls the television show Sesame Street teaches Chinese
from customers on a different continent. It’s true that values and traditions. As one Chinese teacher said,
20 buying and selling goods in different countries is not 45 “We’ve got an American box with Chinese content
new. But nowadays, everything happens faster and in it.”
travels farther. In the past, there were camel trains, But there is one thing that is certain—globalization 4
ships, and railways. Then planes, telephones, and is here to stay. And if that means we’ll understand
television brought us closer together. Television had each other better, that’s a good thing.
25 fifty million viewers after thirteen years; the internet

1d First impressions
Real life opening and closing conversations
“You never get a second chance

to make a good first impression.”
• Dress appropriately. A dark blue suit is great for a business meeting;
a red tie or scarf suggests power and energy.
• Be punctual, courteous, and positive.
• Make sure you know the other person’s name. Use it!
• Make the other person the focus of your attention. Sound interested!
Ask questions!
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• Know what you want to say and say it effectively!
• Don’t forget to follow up on your meeting with a phone call or an email.
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ar
1 Read the information above. Then work in 5 Pronunciation short questions
groups and discuss the advice. Which advice
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is appropriate in your country? Which is not a 7 Listen to these conversations. Notice how the
appropriate? Students’ own answers. speakers use short questions to show interest.
1 C: I mostly work on online ads.
2 6 Listen to two conversations at a business
c K: Do you?
hi
skills seminar in the US. Four participants are
role-playing “first meetings.” Which advice in 2 K: I’m in sales.
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the information above do they follow? Discuss C: Oh, are you?

with a partner. 3 L: Oh, yes. My brother goes to Get Fit.
gr
Y: Does he?
3 6 Look at the expressions below for opening
4 Y: It’s almost ready to open, in fact.
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and closing conversations. Listen again and circle

the expressions the speakers use. L: Is it?
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4 Work in pairs. Look again at the expressions b Work in pairs. Practice the exchanges.
for opening and closing conversations. Which
expressions are the most formal?
6 Practice the conversations from Exercise 2 with
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your partner. Look at the Track 6 audioscript on

page 180.
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OPENING AND CLOSING CONVERSATIONS

Opening a conversation 7 Work in groups. Imagine you are a participant
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Let me introduce myself. in the business skills seminar. Do the task below.
Allow me to introduce myself. Use the expressions for opening and closing
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Nice to meet you. My name’s … conversations to help you:

Hello. How are you. I’m …
It’s a pleasure to meet you. First Impressions
I’m very pleased to meet you. Task: You are at a networking event. Introduce
Closing a conversation and moving on yourself to as many people as you can and arrange
Thanks for your time. to follow up with useful contacts. You only have
It’s been good talking to you. two minutes with each person.
Let me give you my card.
Let’s stay in touch. networking (n) /ˈnetwɜːrkɪŋ/ making useful
Why don’t I give you my card? business contacts
Would you like to meet again?
8 Work in pairs. Compare the information you
found out about different people in Exercise 7.
Students’ own answers.
16
4
1d First impressions • Ask pairs to look at the expressions for opening
and closing conversations again and decide which
expressions are the most formal.
Lesson at a glance
• real life: opening and closing conversations
ANSWERS
• pronunciation: short questions
Allow me to introduce myself. “Hello. How are you. I’m ...”
It’s a pleasure to meet you. It’s been good talking to you.
Real life opening and closing Let me give you my card.
conversations
Please see page 15a for Vocabulary notes.
1
• Ask students to look at the text and the photo. Ask:
What kind of text is this? What sort of people is it intended
Pronunciation short questions
for? (a handout for business people with advice on how 5a 7
to make a good impression in a business meeting). • Play the recording. Students listen and note how the
• Organize groups to read the handout and discuss the speakers use short questions to show interest.
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questions. • Play the recording again for students to listen and
Please see page 15a for Vocabulary notes. repeat.
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2 6 5b
• Organize pairs. Students practice reading out the
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• Set the scene by asking: What does “roleplaying a meeting”
mean? (acting it out or practicing it) What does “first exchanges from Exercise 5a, paying attention to the
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meetings” mean? stress and pronunciation of the words.
• Play the recording. Students listen and check the advice • Optional step Encourage fast-finishing students to
in the seminar handout that the speakers follow. Let adapt the exchanges. For example, they could substitute
them compare their answers in pairs before checking
c advertising, marketing, or IT for sales, or they could
hi
with the class. change my friend goes to “Get fit” to my brother has
Spanish lessons or my sister works from home.
ap
ANSWERS Please see page 15a for Pronunciation Notes.

Conversation 1: 6
gr
Be punctual, courteous, and positive.; Make sure you know • Ask pairs to practice the conversations in the
the other person’s name. Use it!; Make the other person the
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audioscript on page 180 of the Student Book.

focus of your attention. Sound interested! Ask questions!;
Know what you want to say and say it effectively! • You could ask one student to read Lucy’s words with
books open to the audioscript page while the other
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Conversation 2:
Be punctual, courteous, and positive.; Make the other person student recalls or improvises responses.
the focus of your attention. Sound interested! Ask
7
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questions!; Know what you want to say and say it effectively!

• Model short questions: nominate a few individuals to
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3 6 read out information and respond by saying: Do you?

and Are you? in an interested and animated way.
• Ask students to read the information in the language
at
box. Play the recording again. Students listen and circle • Ask: What is networking? (meeting people socially and
the expressions the three speakers used. introducing yourself in order to make useful new
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business contacts). Organize students into groups

• Let students compare their answers in pairs before
of at least five. Then ask students to stand up and
checking with the class. In feedback, ask which speakers
“network”—walk around and meet at least four new
gave the best performance.
people. Remind them to be courteous and positive.
Monitor, prompt, and note any examples of good
ANSWERS exchanges and errors to give feedback on at the end.
The first pair gives the best performance. They use courteous,
positive but formal language (How do you do, Pleased to 8
meet you, I do, actually) and use their names. The second • Ask pairs to discuss the information they found out in
pair is friendly and polite but don’t use names and are too Exercise 7. In feedback, ask students which business
informal (How are you? Great, Erm, what about you?). Yuvraj associates were most courteous, positive, or attentive.
talks about himself and does not focus on the other person.
Thanks for your time is not appropriate here and sounds very
rude. The suggestion is that she isn’t going to be very useful
to him!
SAMPLE COPY, NOT FOR DISTRIBUTION 1d First impressions 16a

4
1e About us • Students complete the sentences. Let them compare
Lesson at a glance 5
• writing: a business profile • Organize the class into small groups. Tell the groups to
• writing skill: criteria for writing imagine that they run a small business. Groups must
decide on their company name, field of work, and
some current projects. Monitor and help with ideas and
Writing a business profile vocabulary.
1
6
• Ask pairs to read the information about Go our way!
• Ask students to write a profile to promote the business.
quickly and answer the question. Let them compare
Remind them to include words and phrases they have
learned in the unit.
ANSWERS • Once students have produced a first draft of their

profile, ask them to exchange it with a partner. Their
Individuals, couples, groups, or families looking to book partner should provide feedback and suggestions on
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a vacation whether they want to stay in one place or to
the style and accuracy of the business profile. Students
travel around.
then revise their profiles based on their partner’s
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feedback.
Extra activity
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7
Write the following words from the lesson on the board • When students have completed their final draft, they
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and ask students in pairs to match the words with similar should read their profiles to their group. The group
meanings: must give feedback on the accuracy and clarity of each
agency client company customer expert specialist profile. At the end, ask each group to present their
travel trip
c favorite profile to the class.
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Let students use dictionaries and discuss the differences in
meaning between the words. Extra activity
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Answers: You could ask students to roleplay a conversation based

expert/specialist (they mean the same—people who are on the information in the profile. One student plays
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skilled at or know a lot about something) a customer interested in the profile, while the other
company/agency (an agency is a type of company that plays the entrepreneur who has designed the profile to
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provides a service—travel agency, recruitment agency, etc.) promote the agency. Clients must ask questions about the
information in the profile and the entrepreneurs must
client/customer (a client is a customer in a business
respond and expand on the information.
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context)
trip/travel (a trip is a short journey, but travel is a general,
uncountable word to describe going away)
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Writing skill criteria for writing

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2
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• Students read the information again and circle the

correct options. Let them compare their answers in
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pairs before checking with the class.
3
• Students underline the words in the text. Let them
compare their answers in pairs before checking with
the class.
Vocabulary notes
a travel agency = a company that organizes flights and
travel plans for people
lead the field in + -ing = a way of saying that a company is
the best at doing something
Note also the words covered in the Extra activity that
accompanies Exercise 1.

1e About us
http://www.go_our_way.com
Go our way! About us

We are a professional travel agency with
fifteen years’ experience. We offer advice
for all kinds of travel. We help you find
Travel and vacation specialists the perfect vacation destination. We lead
Expert knowledge of cultures near and far the field in designing personalized trips.
What we do
Our team of experts can recommend the
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best accommodations for your needs.
We work closely with small hotels and
guides in twelve countries. We arrange
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everything from the first to the last day
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of your trip.
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Testimonials
“Go our way! booked everything for us
c for our family trip to Vietnam. Everything

went perfectly.” Sandra Lowe, Boston, MA
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“We used Go our way! to plan the vacation
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of a lifetime last year. Their ideas were just

what we wanted.” Bim Okri, Miami, FL
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Writing a business profile 4 Complete the sentences with some of the verbs
you underlined in Exercise 3.
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1 Work in pairs. Read the information about Go our work

1 Our company can closely with
way! What kind of traveler do you think would be
your staff to help you.
interested in their services?
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2 Let our market researchers recommend the

best strategy for your business.
2 Writing skill criteria for writing help
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3 Our personal banking advisors

Work in pairs. Read the information again. Circle you save money.
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the correct options to describe the information.

5 Work in groups. Imagine you run a small business.
Which features of the text helped you decide your
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Decide on your company name, field of work, and

answers?
some current projects.
1 text type: website / letter
2 style: neutral / formal / informal 6 Work on your own. Write a profile to promote
3 reader: current customers / your business. Use the Go our way! profile and the
possible customers categories in Exercise 2 to help you.
4 purpose: to promote the company / 7 Work in your groups again. Read your profiles and
to advertise a product choose the one that best promotes your company.
5 structure: separate sections of text / Think about the following points:
a sequenced text
• Accuracy Spelling mistakes do not look
3 Underline these things in the text. professional!
1 travel vocabulary • Clarity Does the reader understand exactly
2 verbs that describe what the company does what your business does?

1f Faces of India
A shepherd in Rajasthan, India
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c
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na
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18
4 1.2
1f Faces of India • Play Part 2 of the video, and ask students to match
the beginning of the sentences (1–3) with the endings
(a–c) from memory. Point out that the sentences are
Before you watch paraphrased (not direct quotes).
1 • Play Part 2 again and let students compare their
• Look at the photo with the class. Ask pairs to discuss completed sentences in pairs.
the photo. Pre-teach interesting or key words. Words
students might want to use include: shepherd, mustache, Videoscript 1.2
earrings, turban. Words key to the text include: shepherd,
nomad, villager. Part 2
Steve McCurry There’s no place in the world that has the
EXAMPLE ANSWER depth of culture like India.
The man is a shepherd with a long mustache, and short, Narrator For National Geographic photographer Steve
grey beard. He’s wearing white clothes, a red turban, and McCurry, India is one of his favorite subjects—full of color and
gold earrings. He’s carrying a wooden staff. He has a very culture … including some remote villages.
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bright expression, with bright eyes and a smile. Perhaps Rajasthan is a large Indian state north of Mumbai on the
he’s happy. Pakistan border … home to some nomadic shepherds.
Steve McCurry It’s really like going to another planet …
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the landscape, the way people dress, their traditions, their
Key vocabulary religion, the music, the food, almost everything about it is kind
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2a of strange and also very wonderful. The people are very gentle
• Ask pairs to guess the meanings of the words in bold. and hospitable, so I feel very comfortable in Rajasthan, I feel, uh,
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at home.
Do not check answers at this stage (students will match
words in the next exercise). Narrator Once the big excitement of Steve’s visit calms
down a bit, he is able to walk through the streets and meet the
2b
c villagers.
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• Students match the words in bold from Exercise 2a with Steve McCurry The people here are very interesting
the definitions. and very visual. Some of the nomads are entertainers—snake
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charmers that tell stories, the fortune tellers—so that’s their job, to
• Optional step Give students the opportunity to practice amuse people, but now they’re having to find new ways to make
recognizing and producing these key words before they
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a living.
hear them on the video. You could say the words and ask
I think I’m naturally a shy person, and my first choice is not really
students to repeat, or say the words and ask students to
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to go up and kind of confront people and talk to people and ask

underline the strongly stressed syllables: shepherd, feature, people if I can take their picture. But it’s something that I have
remote, particular, amuse. to do, and once I kind of get warmed up—once I, kind of, the
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wheels start to move, then it becomes very natural, and I’m very
While you watch happy, and I’m very interested in meeting people and talking to
villagers.
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3 1.1 OK, one, two … OK, great, perfect. Tell him I want him to come
• Before setting up the While you watch tasks, check that to New York. I could be his agent—he tells fortunes, he does
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students understand the meaning and pronunciation of magic tricks, he’s a snake charmer. I think we could …
the words in the glossary at the bottom of the page. I think it’s the whole face that tells the story. It’s not just the eyes
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or the other features. I think it’s the totality of the particular look.
• Ask students to read the profile and predict the
Somehow it all kind of works together to tell a story. It’s not
missing information. Then play Part 1 of the video.
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one particular feature—it’s all of them working together. That’s

Let students compare answers with a partner before it—perfect.
checking as a class. Write the missing words on the
board.
Videoscript 1.1
Part 1
Steve McCurry My name is Steve McCurry. I’m a
photographer. I started my photography career in college. When
I got out of school, the first job that came along was working on
a newspaper. But my real ambition was to find a profession in
photography which would allow me to travel and see the world.
I’ve been working almost continually for National Geographic
for thirty years.
SAMPLE COPY, NOT FOR DISTRIBUTION 1f Faces of India 18a

5 1.1, 1.2 7b
• Ask students to concentrate on the appearance of the • Ask students to work individually to prepare answers
people they see in the video as they watch. to the questions. Then ask students to take it in turns to
• Put students in pairs or small groups to describe the ask and answer the questions with a partner.
person they remember best.
EXAMPLE ANSWERS
6 1.2
1 Perhaps this is a place you go to on vacation, a friend’s
• Ask pairs to discuss and complete the sentence. Play the house, a local café.
last section of Part 2 again if necessary to confirm the 2 writing, acting, or performing; a job where you do your
answer. hobby (an archeologist who loves history), or get to stay
in a beautiful place (a hotel manager on a Caribbean
After you watch island)
3 This could be a super-city like Dubai or an amazing
Vocabulary in Context natural place (Ayers Rock/Uluru in Australia).
7a 1.3 4 This could be an unexplained experience, a suspicious
• Explain that students are going to watch some clips situation, or just something a bit unusual, like an outfit
from the video which contain some new words and a person was wearing.
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phrases. They need to choose the correct meaning of 5 for example, running, athletics, team sports, rowing,
the words. and dancing.
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• Play the clips. When each multiple-choice question
appears, pause the clip so that students can choose 8
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the correct definition. You could let students compare • Get students to personalize the topic by telling the
answers in pairs before checking with the class. story of a group they know. This could be people of the
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students’ own nationality, or the sort of clubs or groups
they discussed earlier in the unit (in Exercise 4 on the
Videoscript 1.3
opener page), or even the people in their language class
1 What does like going to another planet mean?
c or school. Organize students into groups to decide
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which place or group they could plan a photoshoot for.
a a long way from home
• Once students have a group in mind, give them five to
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b different from everything I know ten minutes to discuss the questions and plan the shoot.
c difficult to get to Ask different groups to present their ideas to the class.
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2 What does kind of mean?

a extremely Extra activity
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b a little If it’s practical in your classroom (i.e., you have technology

that allows students to project images), you could
c generous
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ask students to follow up by preparing photos for

3 What does feel at home mean? the photoshoot (a maximum of ten photos) and then
presenting them to the class.
a want to go home
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b have a house here

c be very relaxed and safe
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4 What does make a living mean?

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a entertain people
b earn money
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c build homes
5 What does get warmed up mean?
a finish my work
b explain my work
c start my work

Before you watch 6 1.2 Work in pairs. Can you remember what
Steve McCurry says about photographing faces?
1 Work in pairs. Look at the photo and the caption. Do you agree? Choose the correct option or watch
Describe the man’s appearance. What does his the last section of Part 2 again.
expression tell you about him?
It’s the eyes / the strange features / the whole face that
tell(s) the story.
2 Key vocabulary
a Work in pairs. Read the sentences. The words in After you watch
bold are used in the video. Guess the meaning of
the words. 7 Vocabulary in context
1 The shepherd has two dogs to help him move
a 1.3 Watch the clips from the video. Choose
the sheep.
the correct meaning of the words and phrases.
2 I think the eyes are often a person’s most
interesting feature. b Answer the questions in your own words. Then
3 It takes days to get to Rajasthan as it’s work in pairs and compare your answers.
fairly remote.
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4 The local people dress in a very particular way. 1 Can you think of two places where you feel
5 My friend’s funny stories always amuse me. at home?
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2 What do you think is a good way to make
b Match the words in bold in Exercise 2a (1–5) with a living?
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these definitions. 3 Have you been anywhere that felt like
feature another planet?
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a part of the face
4 Have you seen anything or done anything that
b far from other places, difficult to get to
remote you could describe as “kind of strange”?
5 What activities do people do that involve
c special, individual, or different from others
particular c getting warmed up before they start?
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d a person who looks after sheep shepherd 8 Work in groups. Steve McCurry’s photos in the
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e to make someone laugh or entertain someone video focus on the people and especially their
amuse faces to “tell the story” of Rajasthan. Choose
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a place or a group of people you know. Plan a

While you watch photoshoot of ten photos to “tell the story.” Use
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these ideas to help you.

3 1.1 Watch Part 1 of the video. Complete the
• What are the most important features of
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information about Steve McCurry.

the group?
Steve McCurry is a 1 photographer . His first job • Is appearance or activity more important?
was working on a 2 newspaper . His ambition • Do you need to include the place or just
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was to travel and see the 3 world . He has the people?

worked at National Geographic for about
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4 thirty years. fortune teller (n) /ˈfɔrtʃən ˌtelər/ someone who predicts a
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person’s future
4 1.2 Watch Part 2 of the video. Match the hospitable (adj) /hɒsˈpɪtəbl/ friendly to visitors
beginnings of the sentences (1–3) with the
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nomad (n) /ˈnəʊmæd/ someone who moves from one

endings (a–c). place to another to live
snake charmer (n) /ˈsneɪk ˌtʃɑrmər/ someone who
1 Rajasthan is a a shy person. performs with snakes
2 The people of b gentle and
Rajasthan are hospitable.
3 Steve McCurry is c strange and
wonderful.
5 1.1, 1.2 Watch both parts of the video again

and look closely at the people you see. Then work in
pairs and describe the person you remember best.

UNIT 1 REVIEW AND MEMORY BOOSTER
Grammar I CAN
ask and answer questions about things that are always
1 Complete the interview with a prize-winning and generally true, and routines (simple present)
travel writer at the prize-giving event.
ask and answer questions about things happening
Q: What 1 does this prize mean (this prize / mean) now (present continuous)
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to you? talk about possessions and states: thoughts and
A: Actually, I 2 feel (feel) very mental processes, etc. (stative verbs)
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proud of myself. I never 3 expected use different question forms: direct and
(expect) to win. indirect questions
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Q: When you sit down to write, how
do you decide Vocabulary
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4
(you / decide) what to
write about?
A: I 5 don’t know (not / know), really. 5 Write the noun forms of these adjectives.
Sometimes my readers 6 send
c angry brave cheerful happy
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(send) me ideas.
Q: 7 Which places interest (which places / interest) lucky powerful proud sad
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you?
A: Oh, everywhere. Every culture 6 ❯❯ MB Work in pairs. Look at the adjectives in
has Exercise 5. How often do you feel like this? What
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8
(have) something special
about it. kinds of situations make you feel this way?
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Q: 9 Are you working (you / work) on anything Students’ own answers.

at the moment? I CAN
A: I 10 ’m doing (do) some research for
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talk about feelings and personal states

a new book, and I also 11 want
(want) to finish some magazine articles.
Real life
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Q: 12 Can you tell (you / can / tell) me what

the book’s about?
7 Look at the expressions (1–6). Do we use them to
A: At the moment, I 13 ’m thinking (think)
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open (O) or close (C) conversations?

about either Brazil or Vietnam. I love both places.
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1 Hello. How are you? I’m . . . O C

2 Are the sentences about the writer true (T) or 2 Would you like to meet again? O C
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false (F)? 3 Nice to meet you. My name’s . . . O C

1 She’s surprised to win prizes for T F 4 Let me give you my card. O C
her books. 5 Let’s stay in touch. O C
2 She usually writes about what her T F 6 Let me introduce myself. O C
readers want.
8 Work in small groups. You are at an event for
3 She’s writing some articles on Peru T F
the travel industry. Act out conversations with
and Vietnam.
different partners using a suitable expression to
3 ❯❯ MB Work in pairs. Say which tense is used in begin and end the conversation.
each blank in Exercise 1 and explain why. I CAN
4 ❯❯ MB Work in pairs. Each person chooses one introduce myself in formal and informal situations
dynamic and one stative verb from Exercise 1. Ask open and close a conversation
and answer questions using each verb. ask for and give personal information
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UNIT 1 Review and memory 4 ❯❯ MB
booster • Ask students to work in pairs. Each student chooses
one dynamic and one stative verb from Exercise 1 and
then ask and answer questions in pairs, using each
Memory Booster activities verb.
Exercises 3, 4, and 6 are Memory Booster activities. For
more information about these activities and how they Vocabulary
benefit students, see page x.
5
• Ask students to write the noun forms of the adjectives
I can … checkboxes in the box. Let students compare answers in pairs
As an alternative to asking students to simply check the I before checking with the class.
can … boxes, you could ask them to give themselves a score
from 1 to 4 (1 = not very confident; 4 = very confident) for ANSWERS
each language area. If students score 1 or 2 for a language
anger bravery cheerfulness happiness
area, refer them to additional practice activities in the
luck power pride sadness
Workbook and Grammar Summary exercises.
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6 ❯❯ MB
Grammar
• Ask pairs to talk about themselves using the adjectives
1
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in Exercise 5.
• Ask students to complete the interview.
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2 Real life
7
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• Ask students to read the interview again and decide
whether the sentences are true (T) or false (F). Let students • Ask students to look at the expressions (1–6) and
compare answers in pairs before checking with the class. decide whether we use them to open (O) or close (C)
3 ❯❯ MB c conversations.
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• Ask pairs to decide which tense is used in each gap in 8
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Exercise 1 and to explain why. • Organize the class into small groups. Tell students to
act out conversations with different partners in their
group using a suitable expression to begin and end the
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ANSWERS
conversation.
does this prize mean: present simple stative verb
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feel: present simple stative verb

expected: simple past
do you decide: present simple dynamic verb for repeated
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behavior
don’t know: present simple stative verb
send: present simple dynamic verb for repeated behavior
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Which places interest: present simple subject question

has: present simple stative verb
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Are you working: present continuous (dynamic verb)

for something which is in progress around the time of
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speaking
’m/am doing: present continuous (dynamic verb) for
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something which is in progress around the time of speaking

want: simple present stative verb
Can you tell: indirect question
’m/am thinking: present continuous (dynamic verb)
for something which is in progress around the time of
speaking

UNIT 1 Review and memory booster 20a
Unit 2 Performing
Opener Students may confuse the following words:
1 A play is a performance on the stage, while drama (an
• Ask students to look at the photo and the caption. Ask: uncountable noun) refers to plays or the study of plays.
Where are they? What are they doing? Would you like to see A concert is a performance by singers or musicians, a
this event? Why? Why not? Pre-teach masked (= wearing musical is a play with popular songs, music, and dance,
a mask or covering on the face), folk dance (= traditional and an opera is a play with classical music and songs,
dances from a particular region), audience (= the group originally from Italy.
of people watching a play, concert, movie, etc.), and A show refers to a performance with singers, dancers, and
atmosphere (= the feelings or sensations that are created by comedians as well as jugglers, magicians, or mind readers.
an event). It can be a synonym for any other performance such as a
musical or a magic show.
• Ask students to decide which word doesn’t belong in
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each group. Look at the example with the class and
2 08
explain that they have to say why the word doesn’t
fit. Let students compare their answers in pairs before • Tell students they are going to listen to three people
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checking with the class. talking about different events. Play the recording.
Students should listen and circle the words in Exercise 1
• Optional step Once students have completed the
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that the three speakers mention.
task, ask them to use dictionaries to check any
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words they aren’t sure of. Point out and drill the
unusual pronunciation of choir /ˈkwaɪər/, the French with the class.
pronunciation of ballet /ˈbæleɪ/, and the stressed 3 08
syllables in longer words (see notes below).
c • Play the recording again. Students should listen and
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note answers to the questions.
ANSWERS
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1 dance (people) 2 play (people) 3 dancer (types of with the class. In feedback, elicit what words or phrases
performance) 4 act (people) 5 singer (groups of
students heard which helped them find answers.
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musicians) 6 clown (types of performance)
ANSWERS
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Background information The third person is talking about the photo, while the first
person is talking about the theater and the second person
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Ollantaytambo is a village in southern Peru, set among

is talking about a choir competition.
mountains on the Urubamba River. The local people are
largely Incas. Their local festivals combine Inca and Spanish
4
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Catholic rituals.
• Ask pairs to discuss the questions. Set a time limit of
a few minutes. As students speak, listen and notice
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Vocabulary and pronunciation notes interesting things they mention.

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The stressed syllables are underlined in the multisyllabic • In feedback, ask students to say what they found out
words below: about their partner. Praise good language use and
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director = the person who tells actors what to do correct any errors you heard.
choreographer = designs dance moves for dancers Please refer to page 180 for Teacher Development notes on
conductor = keeps musicians in an orchestra playing in monitoring pairwork and groupwork.
time. He or she uses a baton (stick).
musician = a person who plays a musical instrument
comedian = a person who tells jokes
entertainer = somebody who goes on stage to entertain
magician = a person who does magic tricks
choir = group of singers
clown = the funny person in a circus, often dressed
brightly with makeup

Unit 2 Performing
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c
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Masked folk dancers and their audience, Ollantaytambo, Peru

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F E AT U R E S 1 Work in pairs. Which word doesn’t belong in each group? Why?

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1 actor audience dance director

22 Music today dance – all the others are people
2 choreographer conductor musician play
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How we listen to
music today 3 concert dancer musical show
4 act comedian entertainer magician
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24 Learning to dance 5 band choir orchestra singer

6 ballet clown drama opera
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Why do we dance?
2 8 Listen to three people talking about different events.
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26 Living statues Circle the words in Exercise 1 they mention.

Entertainment on the street
3 8 Listen again. Work in pairs. Which person is talking about
30 Taiko master the photo? What are the other two people talking about?
A video about a Japanese 4 Work in pairs. Are you interested in the arts? Discuss
art form these questions.
1 How often do you go to concerts, shows, or the theater?
2 What are your favorite types of events?
3 What traditional events in your country or region do
you enjoy?
4 Do you like taking part in things or do you prefer being in
the audience?

2a Music today
Vocabulary musical styles 5 Work in pairs. Read the article again. Discuss the
questions.
1 Work in pairs. Discuss the questions. Do you like
1 Is it easy to find music stores in your town?
the same kind of music?
Why or why not?
1 What’s your favorite album? 2 Why are there more music websites nowadays?
2 Do you like all the tracks on it? 3 How do we listen to music without buying it?
3 How do you usually listen to music? 4 Why is it now easier to listen to
international musicians?
2 9 Listen to six music clips. Discuss the clips
with your partner. Use some of these words. 6 Are any of the things in the article true for you?
Tell your partner.
catchy cheerful interesting lively
repetitive sad tuneless unusual
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10
3 9 Listen again. Which country do you think THE ONLINE

revolution
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each clip is from? Write the number (1–6) next to
the country.
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The way we listen to and buy music has changed
bhangra – India 2
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enormously in recent years. These days, it’s hard to
bossa nova – Brazil 1
find a music store downtown—so where have they all
Celtic – Ireland 5
gone? The answer, of course, is online. The number
flamenco – Spain 3
reggae – Jamaica 4
c of music websites has grown incredibly quickly since
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internet connections became faster and cheaper. But
township jive – South Africa 6
it’s not only the way we buy music that’s different—
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it’s also what we buy. New vinyl1 records have been
Reading hard to find for years. CD sales have fallen, and MP3
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sales are slowing down. In fact, thanks to musicians’

4 Read the article from a magazine, websites and other streaming websites, we can now
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Music Today. What is the choose the music we listen to without actually buying
article about? Choose the it. These days, our choice is much wider—bands
and singers release their music online direct to the
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correct option (a–c).

listeners—so it has become much easier to discover
a the best live bands different kinds of music from all over the world. One
b becoming a musician
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thing that hasn’t changed so much, however, is our

c changes in how people love of live music. Bands still go on tour and play at
listen to music
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festivals, often giving their audiences unforgettable

experiences.
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vinyl (n) /ˈvaɪnəl/ a kind of plastic used to make records

1
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A musician plays a trumpet on a rooftop in Cyprus.
22
2a Music today
Bhangra /ˈbʌŋɡrə/: a type of popular music that was
invented in the UK by immigrants. It combines traditional
Lesson at a glance music from the Punjab region of India and Pakistan with
• vocabulary: musical styles Western styles such as reggae and jungle.
• reading: listening to music Bossa nova /’bɒsə ˈnəʊvə/: a type of Brazilian music derived
• grammar: present perfect from samba, which emphasizes the melody more than the
• speaking: new releases percussive beat. Astrud Gilberto’s “Girl from Ipanema“ is
the music style’s most famous song.
Celtic /ˈkeltɪk/: Celtic music is a broad grouping of music
Vocabulary musical styles genres, including the folk music traditions of the Celtic
1 people of western Europe. The most well-known types are
• Optional step Ask students to look at the photo and the Irish and Scottish.
caption. Ask: Where is the person? What is he doing? What Flamenco /fləˈmɛŋkəʊ/: this form of music was first recorded
instrument does he have? (trumpet) in the eighteenth century in Andalusia in the south of
Spain. It’s about dancing, handclapping, finger snapping,
• Start by checking that students understand album and vocalizations, as well as singing and guitar playing.
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(= a group of songs released in one collection) and tracks
Reggae /ˈrɛɡeɪ/: a type of Jamaican dance music that
(= individual songs on an album).
originated in the 1960s. It was made popular by Bob Marley.
• Ask students to discuss questions 1–3 in pairs. In
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Township jive /ˈtaʊnʃɪp dʒaɪv/: a type of South African
feedback, find out which pairs like the same kind township music and an African dance form which has
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of music. influenced Western breakdancing and hip-hop.
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EXAMPLE ANSWERS Reading
1 and 2 Students’ own answers
4 10
3 live, on headphones, on a CD player, on a tablet, cell
phone or PC, on vinyl
c
• With books closed, write CD, vinyl, streaming, cassettes,
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download, and MP3 on the board. Establish that they are
all ways of listening to music. Ask students to put them
2
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09 in order from oldest to newest and to say which ones

• Ask students to categorize the words into those are most important to them (order: vinyl, cassettes, CD,
they know and those they don’t know. In feedback, MP3, download, and streaming).
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explain and define words they are unfamiliar with, • Ask students to read the article and circle the correct
or ask students to look them up in a dictionary.
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option. Students can listen and read along to the

• Play the recording of the music clips. Students listen recording if needed. Let students compare answers
and make notes. Ask pairs to discuss the clips and before checking as a class.
lG
say which words they would use to describe them. In

feedback, have a class discussion and decide on the best 5
• Ask students to read the article again and discuss
na
words to use.
questions 1 to 4 in pairs.
Vocabulary notes
io
catchy = easy to remember and which you find yourself

EXAMPLE ANSWERS
at
singing or whistling 1 No, it isn’t easy. They are all downtown.

cheerful = happy 2 Because internet connections are faster and cheaper
N
these days / than before / in the past.

lively = fast and fun
3 We can listen to musicians’ websites and other
repetitive = that repeats the same thing again and again
streaming websites.
tuneless = with no tune 4 Bands and singers from all over the world release their
music online.
3 09
• Read through the list of countries and types of music 6
with the students. Point out some of the unusual
• Ask students to discuss the question in pairs. This
pronunciations.
activity aims to personalize the topic and get students
• Play the recording again. Ask students to listen and to share experiences. Find out differences of opinion in
decide which country they think each clip is from. feedback.
Tell them to write the number next to the country. Let
students discuss their answers in pairs before checking
with the class.
SAMPLE COPY, NOT FOR DISTRIBUTION 2a Music today 22a

Grammar present perfect 12
7 • Ask students to complete the sentences. Tell them to
• Ask pairs to look at the sentences in the grammar box write the present perfect form of the verb in parentheses
and answer the questions. Go through the answers with and write their own information in the spaces. Provide
the class. an example of your own to get students started (e.g., I
haven’t listened to Pink Floyd for ages.).
ANSWERS • Ask students to compare their sentences before sharing
with the class.
I/you/we/they have/haven’t + past participle
He/she/it + has/hasn’t + past participle
13 11
fall, go = irregular (fallen, gone)
• Read the information in the language box with the
class. Point out the position of just, yet, and already in
Please refer to page 158 for Grammar Notes for Exercise 7. the sentences.
Refer students to page 158 of the Student Book for further • Ask students to match the comments (1–4) with the
information and practice. responses (a–d) and complete the sentences with
already, just, and yet. Play the recording to let students
8 check their answers.
ng
• Ask students to work individually to underline present
perfect sentences in the article. Let them compare their Please refer to page 158 for Grammar Notes on just, yet,
and already.
ni
answers in pairs before checking as a class.
• Ask students to find at least one sentence to match each Refer students to page 158 of the Student Book for further
ar
of the rules a–d. Note that there may be more than one information and practice.
example for some of the rules.
Le
• Tell students to circle the correct options in each
sentence a–d.
Speaking my
14
9
c • In this activity, students essentially repeat the
hi
• Ask students to complete the text with the present conversations in Exercise 13 but substitute new nouns
perfect form of the verbs. Elicit the first answer to get
ap
from the prompts.
them started. Let them compare their answers in pairs • Give students two minutes to prepare ideas for
before checking with the class. questions to ask. Give some examples, e.g., Have
gr
• In feedback, ask students to give reasons why the you heard the new Drake album? Have you seen Les
present perfect is used. Misérables?
eo
Please refer to page 158 for Grammar Notes for Exercise 9. • When students are ready, organize them into pairs to
improvise conversations. It’s a good idea to mix pairs at
lG
this stage so students have new partners. You could mix

10 pairs two or three times so they get lots of practice at
• Ask students to complete the sentences with the present
na
using language from the lesson.

perfect form of the verbs. Elicit the first answer to get
• Optional step As students speak, note any errors
them started. Let students compare answers in pairs
especially with the present perfect and time adverbials.
io

Write up errors at the end for pairs to correct.
at
11
• Optional step Start by eliciting the rules of use of
N
for and since from students. Ask students to give you

examples of times they can go with.
• Ask pairs to write F or S next to each expression. Elicit
the first answer to get them started. Compare answers
as a class.
Please refer to page 158 for Grammar Notes on for and since.
23a Unit 2 Performing SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar present perfect 11 Work in pairs. Are these expressions used with for
or since? Write F or S next to each expression.
PRESENT PERFECT
1986 S a couple of days F
CD sales have fallen.
a while F ages F
One thing that hasn’t changed is our love of live music.
Where have they all gone? I was a child S July S
lunchtime S a few months F
centuries F last Monday S
7 Work in pairs. Look at the grammar box. How do 12 Write the present perfect form of the verbs. Then
we form the present perfect? Which verbs have complete the sentences so that they are true for
irregular past participles? you. Work in pairs and compare your sentences.
8 Underline four more present perfect sentences in 1 I haven’t listened (not / listen) to
the article. Then circle the correct options in these for ages.
sentences (a–d). 2 I ’ve lived (live) in this town
a We know / don’t know exactly when the activities for .
ng
or situations started. 3 I ’ve been (be) in my current job/class
b The activities or situations started in the past. since .
ni
They have / don’t have an effect on the present. 4 I ’ve known (know) my best friend
c The present perfect is used with for / since and since .
ar
the point of time when the activity started.
d The present perfect is used with for / since and a ALREADY, JUST, and YET
Le
period of time. The nearest record store has just closed.
I haven’t bought any music online yet.
9 Complete the text with the present perfect form of
the verbs.
c I’ve already listened to some music sites.
hi
have become
ap
Digital downloads of albums 1
(become) the most popular way to buy 13 11 Match the comments (1–4) with the
music in recent years, but not everybody responses (a–d). Complete the sentences with
gr
2 has lost (lose) interest in vinyl records. already, just, and yet. Then listen and check.
Sales of vinyl records 3 have risen (rise)
eo
1 Have you heard Shakira’s new single? d

significantly since 2007. Many buyers are 2 Do you want to borrow the new James Bond
younger fans who 4 have realized (realize) that DVD? a
lG
music sounds better on vinyl. The price of a 3 Have you seen the musical Wicked yet ?
typical pop CD 5 hasn’t gone up (not / go up) b
na
4 I’ve just bought tickets to see Stomp

for a while, but some collectors 6 have paid
(pay) thousands of dollars for original vinyl in Chicago! c
io
records. a No, thanks. I’ve already seen it. I saw it at

the movies.
at
b Yes, we have. It’s even better than the movie.

10 Complete the sentences with the present perfect
N
c Really? Is that show still running?

form of these verbs. yet
d No, not . Is it as good as her last one?
be happen record sell
Speaking my
1 Fado singer Mariza has sold over a
million records worldwide. 14 Work in pairs. Act out conversations as in
2 Charanga bands have been part of Cuban Exercise 13. Use these ideas.
culture since the 1940s.
3 What has happened to MTV since YouTube an album / a song / a track
began? a book / a magazine / a comic
4 How many albums has your favorite a musical / a show / a play / a concert / a movie
band recorded ? an exhibition / a festival
Adele’s new album has just come out. Have you heard
it yet?
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 2 Performing 23

2b Learning to dance
Vocabulary emotions Listening
1 What kind of things can change your mood? Circle 3 Work in pairs. Discuss the questions.
the correct option to complete the sentences.
1 What kind of dances are traditional in your
1 That music is so cheerful—it always puts me in region or country?
a bad / good mood. 2 Have you ever been to a dance class or learned
2 That song’s so sad. I feel like crying / smiling a dance?
every time I hear it. 3 Do you enjoy dancing?
3 It’s a really funny movie. I can’t stop crying / 4 Do you dance on special occasions? Which ones?
laughing when I think about it. 5 Is there a dance or kind of dance you’d like to
4 I love dancing because it makes me feel sad / be able to do?
cheers me up.
4 12 Listen to a dance teacher, Bruce Daley,
ng
2 Work in pairs. Tell your partner what changes talking about his career. Correct the factual errors
your moods. Use some of the expressions in bold in these sentences.
ni
in Exercise 1.
1 Bruce opened the studio when he started
ar
I don’t go out dancing very often. But when I do, it dancing professionally.
puts me in a good mood. 2 A lot of young kids began coming when big TV
Le
shows started.
3 Two of Bruce’s older students became
professionals last year.
c4 Once, a very happy young man came to class.

hi
ap
gr
eo
lG
na
io
at
N
A dancer at Montreal’s Palais des Congrès
24
Listening
2b Learning to dance 3
• Ask pairs to discuss questions 1–5. In feedback, ask
Lesson at a glance students what they found out about their partner, and
encourage any students with interesting experiences to
• vocabulary: emotions
share them with the class.
• listening: a dance academy
• grammar: present perfect and simple past 4 12
• speaking: performing
• Ask students to read the sentences carefully. Play the
recording. Students listen and correct the errors. There’s
Vocabulary emotions one error in each sentence. Let students compare
1 answers in pairs before checking with the class.
• Optional step With books closed, write Learning to
dance on the board. Elicit as many different kinds of ANSWERS
dance as you can from your class and write them on 1 Bruce opened the studio when he retired from dancing
the board: ballet, salsa, jive, samba, tango, flamenco, professionally.
ballroom, waltz, etc. 2 A lot of older people began coming when big TV shows
ng
started.
• Ask students: Have you ever learned to dance? What type of
3 Two of Bruce’s older students got married last year.
dance was it? When? Where? What happened?
ni
4 Once, a very angry and stressed-out young man came to
• Ask students to read the sentences and circle the correct class.
ar
options. Let students compare their answers in pairs
Le
Pronunciation notes
Vocabulary notes
In natural speech, the auxiliaries has and have are reduced
put (somebody) in a good/bad/positive/happy mood = “the to /həz/ and /həv/ in present perfect sentences. Because
music put me in a good mood” means “I felt positive and
c they are generally unstressed, the schwa sound /ə/ is used.
hi
happy because of the music.” Note, however, that in yes/no questions (Has he been …?)
feel like + -ing = to want to do something; here, it is used and in short answers (Yes, he has.), the auxiliaries has and
ap
to talk about showing emotions, e.g., I want to cry, laugh, have are stressed. Note also that have in have to is stressed
shout, scream. because it’s the main verb. However, it’s pronounced /haef/
gr
can’t stop + -ing = to continue doing something for a long not /haev/.
time, e.g., laugh or cry. When practicing the sentences, encourage students to
eo
make (somebody) cry/smile/laugh = to cause somebody to reduce other vowel sounds (e.g., in for, of, and to) to /ə/,
do something (he made me cry = he’s to blame). Note that and reduce been to /bɪn/.
we use the base form without to after make.
lG
cheer somebody up = to make/cause a person to feel

happy
na
2
io
• Organize pairs to tell each other what changes their

moods. Remind students to use the language from
at
Exercise 1.
N
• Give students two minutes preparation time first to

prepare a few things to say, and to practice writing and
using the new phrases correctly.
• In feedback, ask students to tell the class what they
found out about their partner. Correct any errors
students made using the new phrases.
SAMPLE COPY, NOT FOR DISTRIBUTION2b Learning to dance 24a

5 12 9
• Ask students to read the sentences. Play the recording • Put students in pairs to discuss the differences first
again. Students listen and note whether the sentences before having a class discussion. Monitor how confident
are true (T) or false (F). Let students compare answers they are about the rules.
in pairs before checking with the class.
• In feedback, ask students to justify their answers by ANSWERS
saying what they heard. 1 a She danced professionally in the past, but she no
longer dances professionally. Either she has stopped
Vocabulary notes dancing or she is no longer alive.
b She is still dancing professionally.
mood = the way a person is feeling
2 a They went to New York for a week but are no longer
affect your mood = to change your mood or make it
in New York.
different
b They went to New York less than a week ago and are
Note the difference between affect (a verb) and effect still there.
(a noun) (e.g., Dancing affects your mood. / Dancing has
3 a It is no longer summer, so the show is no longer at the
an effect on your mood.).
Royal Theater.
b It is still summer, and the show is still at the Royal Theater.
6
ng
• Ask pairs to discuss the questions. Elicit ideas and write
up interesting ones on the board. 10 13
ni
• Ask students to circle the correct options. Let them
compare answers in pairs but don’t check with the class
ar
EXAMPLE ANSWERS
at this stage.
2 join a club/class, find friends online
Le
3 go out with friends, invite friends over for a meal
• Play the recording so that students can hear and
confirm their answers. In feedback, discuss the answers
4 listen to music, watch TV, eat chocolate, exercise, talk to
friends, meditate, be creative
with the class and ask students to justify why they have
c chosen each form.

hi
Please refer to page 158 for Grammar Notes for Exercise 10.
Grammar present perfect and
ap
simple past Pronunciation weak forms

11a 14
gr
7
• Look at the grammar box with the class. Ask students to • Optional step Ask students to look at the text in
eo
circle simple past forms and underline present perfect Exercise 10 as they note the strongly stressed syllables.
forms. Ask students to tell you how the present perfect • Play the recording. Students should listen and note how
forms are made (have + past participle).
lG
the verb have is not stressed.

rule. Let them compare answers in pairs.
11b
na
• Ask pairs to practice saying the four sentences. Make

Please refer to page 158 for Grammar Notes on simple sure they work on the strong and weak stress patterns
past and present perfect forms. in their pronunciation.
io
Refer students to page 158 of the Student Book for further 12

at
information and practice. • Ask students to match the pairs of verbs with the
N
sentences, then use the present perfect and the simple

8
past form of the verbs to complete the sentences.
• Ask students to find and underline or circle verb forms
in audioscript Track 12 on Student Book page 180. Let Please refer to page 158 for Grammar Notes on simple
students compare answers in pairs and discuss which past and present perfect forms of verbs.
verbs are used in both forms.
Speaking my
ANSWERS
13
present perfect: ‘ve taught, has (all) changed, have found,
(have) made, ’ve seen, has been, ’ve (ever) done / past: • First ask pairs to prepare questions. Monitor and help
spoke, opened, retired, were, changed, started, got with ideas and vocabulary. Explain that students can
married, became, was, came, left, ended, gave begin with any of the three questions on the page but
The verbs in bold have different simple past and past their follow-up questions should all be wh- questions.
participle forms: • Organize the class into new pairs. Students take turns to
pp / sp; seen / saw; been / was/were; done / did; spoken / ask questions. Note students’ use of the present perfect,
spoke; become / became; come / came; given / gave and write up errors at the end for pairs to correct.

5 12 Listen again. Are the sentences true (T) or 10 13 Circle the correct options to complete the
false (F)? text. Then listen and check.
1 Bruce runs dance classes for T F
Bruce 1 was / has been my teacher for about
professional dancers.
two years now. 2 I started / I’ve started coming
2 Bruce’s first students were T F
here during a bad time at work. Bruce’s classes
older people.
are great—3 I never had / I’ve never had so
3 Many people have found a T F
much fun! 4 I met / I’ve met all kinds of people
new social life at his studio.
here. Some of them 5 became / have become
4 Bruce has seen how dancing T F
really good friends. At first, I 6 didn’t know /
can change people’s moods.
haven’t known how to dance. But I soon
5 Bruce has had two careers T F 7
realized / have realized that you can’t get
through dance.
embarrassed—you just have to dance! Everyone
6 Work in pairs. Can you think of other activities here 8 felt / has felt the same way at some point.
people do to:
1 make them feel young? keeping fit 11 Pronunciation weak forms
ng
2 meet people?
3 have a social life? a 14 Listen to four sentences from Exercise 10
4 change their mood? again. Notice how the verb have is not stressed in
ni
present perfect statements.
ar
Grammar present perfect and b Work in pairs. Practice saying the four sentences.
simple past
Le
12 Match the pairs of verbs with the sentences. Use
the present perfect and the simple past form of
PRESENT PERFECT and SIMPLE PAST the verbs to complete the sentences.
Dancing has been my life, really.
c
hi
And starting this school was the best thing I’ve ever done. never try / go not buy / not enjoy
My injuries ended my career as a dancer ten years ago. not be / break see / go
ap
But opening the school gave me a new career as a teacher.
For more information and practice, see page 158. 1 I first saw River Dance in April,
gr
and I ’ve gone three times since then!

7 Look at the grammar box. Circle the simple past 2 I ’ve never tried zumba, but I went
eo
verbs and underline the present perfect forms. to an aerobics class a few months ago.
Then circle the correct option to complete the rule: 3 Jack hasn’t been in the show since he
lG
We use the present perfect / simple past when we broke his ankle.
say—or it is clear from the situation—when didn’t buy
4 We tickets for Enrique
na
something happened.
Iglesias this time. We didn’t enjoy his last
8 Underline the present perfect forms and circle the concert.
io
simple past verbs in the Track 12 audioscript on page

180. Which ones have different simple past and past
Speaking
at
my
participle forms?
N
9 Work in pairs. Look at the pairs of sentences. Explain 13 Work in pairs. Ask questions with Have you
ever ...?, Did you (ever) ... when ...?, and When was
why the two different verb forms are used.
the last time you ...? Ask follow-up questions using
1 a Anya Paseka danced professionally for years. the simple past and where, what, who, why, or when.
b Anya Paseka has danced professionally
for years. act in a play play an instrument
give a speech sing in front of an audience
2 a The students went to New York for a week.
perform in public tell a joke
b The students have gone to New York for
a week.
A: Have you ever acted in a play?
3 a The show was at the Royal Theater B: Yes, I acted in Macbeth in high school.
all summer. A: What part did you play?
b The show has been at the Royal Theater B: Actually, I was Lady Macbeth.
all summer.

2c Living statues
Reading Word focus kind
1 Look at the photo and write three sentences 7 Read the two examples from the article. Say if kind is an
to describe it. adjective (A) or a noun (N).
2 Work in pairs. Compare your sentences and 1 … you’ll see a special kind of display … A N
discuss what you think it feels like to be a 2 … not everyone is so kind and generous … A N
living statue.
8 Complete the sentences with these expressions.
3 Read the article. Underline the parts of the
a kind of really kind of
article that tell you:
How kind that kind of thing
1 what a living statue does.
2 where you can see living statues. 1 Flowers! How kind !
ng
3 what similar art forms in history there 2 Grunge is a kind of rock music that started in
have been. the 1980s in the USA.
ni
4 what it feels like to be a living statue. 3 I love going to exhibitions and that kind of thing .
4 It’s really kind of you to lend me the money.
4 Work in pairs. Read the article again and
ar
discuss these questions.
Critical thinking balance
Le
1 Who is the main audience for this kind
of performance? 9 Work in pairs. Discuss the questions.
2 What are the main differences between
living statues and tableaux vivants?
c
1 What kind of reader is the article for?
hi
2 Does the article change your opinion of living
3 What makes a living statue successful?
statues? How?
ap
5 Find these words in the article. Look at how the 3 Is there anything you want to know about living
words are used and try to guess their meaning. statues that the article doesn’t tell you?
gr
Then replace the words in bold in the sentences

(1–4) with these words.
10 According to the article, this type of street performance
eo
is not popular with everyone. Discuss the questions.

illustrate (line 15) begging (line 29) 1 Who thinks negatively about living statues? What
lG
resident (line 26) react (line 45) three points does the person make?
2 What does the performer from Hollywood say about
1 Sadly, we see a lot of people who one of these points?
na
are asking people for money in the 3 Do you think the author gives equal importance to
street nowadays. begging both views?
io
2 The audience was shouting at him,

but he didn’t say or do anything in
Speaking
at
react my
response!
3 The pictures in the book show what the 11 Work in pairs. Prepare six questions for a survey on
N
story is about really well. illustrate prices and art events in your country. Use these ideas.
4 We spoke to a person who lives in Then ask and answer your questions in groups.
this area about the traffic problems.
resident street performers / art exhibitions / museums / concerts
free of charge / tickets / admission fee / donation
6 Would you like to be a street performer? too expensive / about right / not enough
Why or why not? What kind would you be?
Tell the class.
Do you ever give money to street performers? How much is
living statue musician magician
about right?
pavement artist sand sculptor 12 Share the results of your survey with the class. What was
the majority opinion about paying for art?
26
5
2c Living statues • Ask students to find the words in the list in the article.
• Tell students to replace the words in bold in
Lesson at a glance sentences 1–4 with the words in the list. Elicit the
first answer to get students started. Let students
• reading: performance art
compare their answers in pairs.
• word focus: kind
• critical thinking: balance
• speaking: a survey on the arts
Vocabulary notes
Check that students are familiar with the following
vocabulary in the reading text:
Reading a trick = here, a clever way to get what you want
1 reward the payment = to do something positive in return

for receiving money
• Ask students to look at the photo. Ask: What does the
aching = feeling a pain from standing in one position
photo show? (a living statue) Have you seen living statues
before? Where? What have they been dressed as? Why do
people dress as living statues? (to get money from tourists) 6
ng
What do you think of living statues? • Optional step Ask: What other types of street entertainer
can you think of? Students may suggest singers, dancers,
• Ask students to write three sentences to describe the
and musicians.
ni
photo.
• Elicit or introduce the words busker (= a general word
ar
2 for a singer or musician who asks for money from
• Ask pairs to compare sentences and discuss what people while performing in the street), magician (= a
Le
it feels like to be a living statue. In feedback, elicit person who does magic tricks, e.g., with cards), pavement
students’ ideas. artist (= someone who draws pictures with chalk on
a pavement), and sand sculptor (= a person who uses
EXAMPLE ANSWERS
c sand to make sculptures in the street, for example, sand
hi
sculptures of sleeping dogs or famous people’s heads).
The photo shows a man wearing a jacket and bow tie. His
• Ask students to say what sort of street entertainer they
ap
skin and clothes are painted silver or grey. He is holding
something in his hand and seems to be standing very still. would like to be and why.
It probably feels strange being a living statue. You would
gr
probably feel stiff and uncomfortable, and you may get a Word focus kind
backache. You may want to scratch an itch. You can watch
7
eo
people walking past.

• Ask students to read the examples and say if kind is an
adjective or noun. In feedback, ask students when they
lG
3 15 have seen the word kind being used and to give their
• Ask students to read the article and underline the own examples.
appropriate parts of the article.
na
• Let students compare their answers in pairs. In Vocabulary notes

feedback, elicit answers from the students.
io
kind = an adjective used to describe someone who shows

• Optional step The reading text is recorded. You could they care and thinks about other people
at
play the recording and ask students to read and listen. kind = a noun meaning a type of person or thing (e.g.,
oranges are a kind of fruit)
4
N
• Ask students to read the article again and discuss

8
questions 1–3 in pairs.
• Ask students to complete the sentences with the
expressions in the box. Let them compare answers in
ANSWERS pairs.
1 tourists
2 Living statues dress as famous characters, but tableaux
vivants showed religious scenes or scenes from
mythology.
3 entertaining the crowd and earning money
SAMPLE COPY, NOT FOR DISTRIBUTION 2c Living statues 26a

Teacher's notes continued from page 26a.
Critical thinking balance Vocabulary notes (p. 28, Exercise 4)

9 With regular adjectives, we use very to make them
• Ask pairs to discuss the questions about the article. stronger; pretty, or quite to make them weaker; and not
In feedback, ask students to justify their ideas and very to make them negative. Often, we use not very as a
opinions. polite, soft way to make an adjective negative. Compare
The movie wasn’t very interesting with The movie was
uninteresting. The first sentence is not so negative and
EXAMPLE ANSWERS seems more polite.
1 somebody who is interested in travel or the arts. With extreme adjectives, we use absolutely to make them
2 and 3 Students’ own answers stronger (e.g., absolutely brilliant).
We can use really with both regular and extreme
10 adjectives to make them stronger.
• Ask students to work in pairs to discuss questions 1–3.
In feedback, ask students to justify their ideas and Vocabulary notes (p. 28, Exercise 5)
opinions.
ng
fascinating = very interesting
ANSWERS marvelous, terrific, amazing, brilliant = very good

awful, terrible = very bad
ni
1 Joan Castells:
You can’t move past the crowds on the pavement; not hilarious = very funny
ar
really entertaining people; It’s an easy way of earning thrilling = very exciting
money spectacular = very entertaining (usually used to describe
Le
2 Nobody gets rich doing this an event when there are amazing things to see)
3 Yes, the author gives equal importance to both views. unforgettable = so good you will never forget it
c
hi
Pronunciation notes (p. 28, Exercise 6)
Speaking my
ap
The intonation pattern rises sharply over the stressed
11
adverbs as you say them, then falls after the strong stress
• Organize pairs. Ask students to prepare questions about in the adjectives. The wider and more emphasized the
gr
the cost of enjoying art using the list provided for ideas. pattern, the stronger the feeling behind the expression of
Read the example questions and elicit one or two other the adjectives, so note that the intonation pattern is likely
eo
questions to get students started. to be more exaggerated with extreme adjectives.

• Optional step If required, give students prompts to
It sounds really dull.
lG
encourage questions such as: What public places and

cultural events are free in your country? What places and
events should be free? What sort of places would you pay to Roger Whitehead is absolutely hilarious.
na
visit? What places would you only visit if they were free?
Do you think people have a right to see nationally important
objects for free? Background information (p. 29, Exercise 2)
io
• Once students have prepared six questions, organize Baz Luhrmann /ˈbæz ˈlʊərmən/ was born in Sydney
at
students into groups to ask and answer the questions. Australia in 1962. His most recent movie is The Great
• Reunite pairs who prepared together and ask them to Gatsby (2013) with Leonardo DiCaprio.
N
compare results and think about how to present them to Strictly Ballroom (1992) tells the story of the struggles of an
the class. Australian ballroom dancer to become a ballroom champion.
Romeo+Juliet (1996) stars Leonardo DiCaprio and is a
Please refer to page 180 for notes on Teacher Development modern interpretation of Shakespeare’s play set in California.
for organizing pairs and groups. Moulin Rouge! (2001) is a musical set in Paris starring
Nicole Kidman.
12
Australia (2008) stars Nicole Kidman and Hugh Jackman in
• Ask pairs to share the results of their survey with the a romantic epic set in nineteenth-century Australia.
class. Find out the majority opinion of the class about
Bollywood is a term commonly used to refer to the Indian
paying for art.
movie industry, which is based in Mumbai (once called
Bombay).
Marlon Brando was an American movie star.

Living The subject of the displays was often religious or from
statues
mythology. In some places, they were part of royal2
20 occasions. In the Catalan region of Spain, tableaux vivants
have been a popular tradition since the early eighteenth
century. Nowadays, Catalonia is also famous for its
modern living statues. In fact, there are so many of them
Entertainment on the street on the streets of Barcelona that the city council decided
25 to control the number and give out only thirty licenses for
15 fifteen locations. Local resident Joan Castells explained,
“You can’t move past the crowds on the pavement, and
G o sightseeing in many cities today and among

the famous buildings, street markets, and other
attractions, you’ll see a special kind of display: living 30
most of them are not really entertaining people, they’re
just begging.” Now, each licensed artist can perform
either in the morning or in the afternoon.
statues. These street performers—who are sometimes
So why do so many people want to be living statues?
5 dressed as famous characters from history or from
ng
Joan Castells says, “It’s an easy way of earning money.
popular culture—have become a common sight in
All you need is some makeup and a costume.” But
tourist areas of Paris, London, Barcelona, Hollywood,
according to one of the living statues in Hollywood,
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and other cities. The performance involves standing
35 “Preparation takes ages—and so does getting clean at
completely still1 for long periods of time.
ar
the end of the day. It’s also extremely difficult to stay
10 This kind of performance has a long history. It has completely still for long periods. I can’t even move my
Le
existed in various forms since the sixteenth century. eyes or show that I’m breathing.” And although it’s
The French used the term tableaux vivants, “understood” that if you take a photo, you leave
which means “living pictures.” A 40 some money, not everyone is so kind and generous.
group of actors stood in positions
c “Nobody gets rich doing this,” said the living statue
hi
15 to illustrate a scene, but they from Hollywood.
didn’t speak or move during
ap
Perhaps they don’t get rich, but every performer has
the display.
some tricks to encourage people to give them money.
45 Every time a tourist throws them a coin, they react
gr
with a quick, small movement. Perhaps they wave or

turn their head or touch the person. The statue comes
eo
to life for just a moment, entertaining the crowd and

rewarding the payment. And maybe giving the tired and
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50 aching performer a chance to move into a new, more

comfortable position.
na
1
still (adv) /stɪl/ not moving
2
royal (adj) /ˈrɔɪəl/ connected to a king or queen
io
at
N
A living statue in São Paulo, Brazil

2d What’s playing?
1
l a m e n
F Festival c o 2
who’s
laughing
now?
THE
CITY
3
THEATER
FROM TRADITIONAL DIANS
TO MODERN LAS VEGAS’S TOP COME
MIAMI IN AN ALL-NEW SHOW
MARCH 1–15
“terrific” “hilarious”
IN AID
OF COMIC
“spectacular” RELIEF “unforgettable”
“a thrilling experience”
“fascinating”
One night only. 9 pm March 5th
IN THEATERS NOW
ng
Real life choosing an event Vocabulary describing
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1 Work in pairs. Look at the ads. Which event would performances
ar
you most like to go to? Which would you not like to
4 Look at the sentences in Exercise 2. Write the
go to? Tell your partner.
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adverbs used before these adjectives. Which
2 16 Read the comments. Then listen to two people adjectives have stronger meanings?
making plans to go out. Write the number of the absolutely : amazing, hilarious
ad (1–3) next to the comments. Which event do the
c 1
2 really , pretty , not very :
hi
speakers decide to go and see? interesting, good, funny
ap
a It sounds really interesting. 3

5 Work in pairs. Which adverbs can you use with
b Apparently, it’s absolutely amazing. 1
these groups of adjectives?
It looks pretty good. 2
gr
c
d Roger Whitehead is absolutely hilarious. 2 A fascinating spectacular terrible
He’s not very funny. 2
eo
e terrific thrilling unforgettable

3 16 Look at the expressions for choosing an event.
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Listen again and circle the expressions the speakers use. B boring depressing disappointing
dull entertaining
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CHOOSING AN EVENT
Suggestions and responses Details of the event 6 Pronunciation intonation with really,
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Do you feel like going out What’s playing?

absolutely, etc.
tonight? Who’s in it?
at
Do you want to go to the What else is playing / a 17 Listen to the sentences from Exercise 2
theater? happening?
again. Notice how the speaker stresses both the
N
Would you like to see a movie? Who’s it by?

adverb and adjective in the affirmative statements.
Do you like the sound of that? Where / When /
What time is it at /
Yeah, why not? b Work in pairs. Practice these exchanges. Pay
Yes, sure. showing?
attention to your intonation.
I like the sound of that. What’s it about?
I don’t really like him. 1 A: Was it a good festival?
I’m not in the mood for B: Yes, it was absolutely amazing.
anything depressing. 2 A: How was the show?
It doesn’t really appeal to me. B: Oh, very entertaining!
That sounds great.
7 Work in pairs. Invite your partner to see the event
that you would most like to go to in Exercise 1.
Include words from Exercises 4 and 5. Use the
expressions for choosing an event to help you.
28
5
2d What’s playing? • Ask pairs to match the two groups of adjectives with
the group 1 adverbs (really and absolutely) or the group
2 adverbs (really, pretty and (not) very) from Exercise 4.
Lesson at a glance
Compare answers as a class.
• real life: choosing an event
• vocabulary: describing performances
• Check the meaning of the words in this exercise by asking
• pronunciation: intonation with really, absolutely, etc.
students to say which regular adjectives with very mean
the same as the extreme adjectives (e.g., very
interesting = fascinating). See Vocabulary notes on page 27a.
Real life choosing an event
1 ANSWERS
• Ask students to look at the ads. Ask: What are they List A: really, absolutely (e.g., absolutely fascinating)
advertising? (1 = dance festival; 2 = comedy show; List B: really, pretty, (not) very (e.g., pretty boring)
3 = movie). Explain top comedians (= best comedians),
all-new (= completely new), and in aid of (= to support).
Note that the adjectives in quotation marks are taught Pronunciation intonation with really,
later in the lesson. absolutely, etc.
ng
• Ask pairs to discuss the questions. In feedback, ask 6a 17
some students which event their partner would like to • Play the recording. Students listen and note how the
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go to and why. speaker stresses both the adverb and adjective in the
ar
2 16 affirmative statements (e.g., really interesting).
• Read the comments a–e to the class. Explain hilarious • Play the recording again for students to listen and
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(= very funny). repeat. Please see page 27a for Pronunciation Notes.
• Play the recording. Students listen and write the
Audioscript 17 (strong stresses shown)
number of the ad (1–3) next to the comments. Let
students compare answers in pairs before checking c
hi
with the class. a It sounds really interesting.
ap
b Apparently, it's absolutely amazing.

3 16
c It looks pretty good.
• Ask students to read the expressions. Then play
gr
d Roger Whitehead is absolutely hilarious.

the recording. Students listen again and circle the
expressions the speakers use. e He's not very funny.
eo
• Optional step Read out the expressions and ask 6b

students to listen and repeat in order to practice the • Organize the class into pairs to practice the exchanges.
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pronunciation.
• Optional step Ask students to repeat the exchanges
two or three times until they get the stresses and the
Vocabulary describing performances
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intonation pattern right. Monitor, prompt, and point out

4 examples of good or weak pronunciation that you hear.
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• Ask students to look at the sentences in Exercise 2 and

write the adverbs used before the adjectives. Elicit the 7
at
first answer to get students started (really interesting). • Ask pairs to do the roleplay. Tell them to spend two
Let students compare their answers in pairs. minutes preparing individually first. Students must
N
decide which phrases from the lesson to choose to use.

• In feedback, point out that the adjectives in item 1 have
stronger meanings than those in item 2 (e.g., • Monitor closely and note any errors of form or
hilarious = very funny). Please see page 27a for intonation. In feedback, write some incorrect sentences
Vocabulary notes. up and ask students to correct them.
• Optional step Let stronger students improvise
dialogues, but allow weaker students to prepare and
write their dialogues first.
SAMPLE COPY, NOT FOR DISTRIBUTION 2d What’s playing? 28a

5c
2e A portrait of an artist • Ask students to rewrite the sentences using the words
in parentheses. Ensure students understand that they
will need to make some other changes to verbs and
Lesson at a glance punctuation as necessary. Elicit the first sentence to get
• writing: a review students started. Let students compare answers in pairs
• writing skill: linking ideas before checking with the class.
Writing a review ANSWERS

1 1 They have had box office success even though they are
unusual movies.
• Ask students to discuss the question with a partner. In
feedback, ask some students to say what they found out 2 I enjoyed Romeo+Juliet but I didn’t understand all the
dialogue.
about their partner’s favorite artist or performer.
3 In spite of praising Luhrmann’s earlier movies, the critics
2 did not like Australia.
• Write Baz Luhrmann on the board. Ask: What do you know 4 I’ve seen all of the movies. However, I haven’t seen any
about Baz Luhrmann? Have you seen any of his movies? of the operas.
ng
5 His last movie was absolutely amazing, so I’m looking
• Ask students to read the review of Baz Luhrmann
forward to seeing the next one.
and to circle the correct options. Let students compare
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answers in pairs before checking answers with the class.
Please see page 27a for Background information.
6
ar
• Ask students to think of an artist to describe and to
3 make notes under the headings. Set a time limit of five
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• Ask pairs to read the review again. Tell them to minutes and monitor to help with ideas and vocabulary.
underline the information which is factual and circle the • Optional step Students may need to research
opinions. Then ask students to find two direct quotes. information. One way of doing this is to put students
c in small groups as they prepare. Tell them to ask each
hi
ANSWERS other about their artist and to use shared knowledge
to make notes. Another way is to allow students access
ap
Direct quotes from Luhrmann:

to information on digital devices. Depending on your
“putting on a show“
school, this might mean allowing students to use their
gr
“achieving so many of the dreams I had as a kid—from going

cell phones, or using classroom or library computers.
to the Oscars to getting a letter from Marlon Brando.“
• Once students have ideas, ask them to write their
eo
reviews. Encourage students to use simple past and

4 present perfect forms as well as linking words. Tell
lG
• Ask students to read sentences a–c and decide which them to write on a separate piece of paper. This will
one best describes the review. You may wish to check make it easier for students to swap and read each
the meaning of thrilling (= very exciting). other’s reviews later in the lesson.
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• In feedback, elicit ideas from students as a class.

7
• Ask students to check their work carefully by reading it
io
Writing skill linking ideas

through and answering the questions. At this stage, you
5a
at
could go around and look at students’ work, prompting

• Ask students to look at the table and answer the them to correct any errors you notice.
N
question. Then ask students to complete the table with • Optional step Ask students to exchange their work
words from the review. In feedback, point out that the with a partner. Their partner reads it and gives
words in the first three columns express a contrast, and feedback. This could involve writing comments
the words in the fourth column express a consequence. or questions on the work, or giving oral feedback.
5b Students could then make improvements to their work
• Ask students to circle the correct options. In feedback, before allowing others to read and assess it.
ask students to say how although and despite are used in 8
a sentence. • Ask students to read three or four of their classmates’
Please refer to page 158 for Grammar Notes on linking reviews and to use the questions to review their work.
words. In feedback, ask students what they learned from the
profiles.
• Optional step Put the reviews on the classroom walls.
Ask students to walk around and write brief comments
under each profile.

2e A portrait of an artist
Writing a review 5 Writing skill linking ideas
1 Who is your favorite performer or artist? a Look at the table. Which group of words can replace each
Tell your partner about this person and highlighted word in the review? Write the words from the
why you like him or her. review in the table.
2 Read the review of Baz Luhrmann’s work. in spite of even though in contrast, because of this,
What kind of information about despite while but for that reason,
Luhrmann is included? Circle the correct although however, so
options (a–d). on the other therefore
hand consequently
a his influences nevertheless
b his plans for the future
c his private life
ng
d his work b Circle the correct option to complete the sentences.
1 Although / Despite his name is Mark, everyone calls
3 Work in pairs. Read the review again.
ni
him Baz.
Find three facts and three opinions. Then
2 Although / Despite working mainly in Australia, he has
ar
find two direct quotes from Luhrmann.
had international success with his movies.
Le
4 Which sentence (a–c) best describes the c Rewrite the sentences using the words in parentheses.
review? Explain your choice.
Make any changes to verbs and punctuation as necessary.
a It summarizes several different
opinions.
c
1 They have had box office success despite being unusual
hi
movies. (even though)
b It only talks about negative things.
2 I enjoyed Romeo + Juliet in spite of not understanding all
ap
c It’s a personal point of view.

the dialog. (but)
3 Although they praised Luhrmann’s earlier movies, the
gr
critics did not like Australia. (In spite of)

4 I’ve seen all of the movies, but I haven’t seen any of the
eo
Baz Luhrmann is a director whose operas. (However)

movies include Strictly Ballroom, Romeo + Juliet, 5 His last movie was absolutely amazing. Because of this,
lG
Moulin Rouge!, and Australia. I have seen every I’m looking forward to seeing the next one. (so)
one of his movies, and in my opinion, Luhrmann’s
work just gets better and better. He says that
6 Write a review of an artist whose work you like. First,
na
look at the headings and make notes. Then write about

“putting on a show” has always come naturally to
150 words. Use a variety of adjectives and linking words.
him and that Bollywood is his biggest influence.
io
Although he is best-known as a movie director, Basic biographical information

Luhrmann has also directed opera. Consequently,
at
Facts (life, work)

his movies are usually exciting, energetic, and Opinions (mine, others)
spectacular. They have had box office success
N
despite being unusual: in Romeo + Juliet, the

actors speak in verse; In Moulin Rouge!, they sing
7 Use these questions to check your review.
their lines. On the other hand, the epic Australia • Have you used linking words correctly?
wasn’t so popular with the critics. Nevertheless, • Have you expressed clearly why you like this
as an ordinary movie fan, I thought it was artist’s work?
absolutely fantastic. Luhrmann says
the high point of his career has 8 Read some reviews your classmates have written. Use these
been “achieving so many of the questions to check your classmates’ reviews.
dreams I had as a kid—from • What did you learn about the subject from reading
going to the Oscars to getting the review?
a letter from Marlon Brando.” • Do you agree with the opinions expressed in the review?
To me, his movies have the
power of dreams. They
take you into thrilling,
unforgettable worlds.

?? Taiko
2f Section Head
master
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
Taiko is an art form that brings

together sound, body and mind.
30
Videoscript 2.1
2f Taiko master
Part 1
Narrator Two thousand years ago, Japanese warriors used
Before you watch drums to make their enemies fear them. People used to mark
1 village boundaries by how far the sounds of drums traveled.
• Ask pairs to look at the photo and the caption and They even used to do their daily activities to the beat of
discuss the questions. drums.
Slowly over the years, the sound of the drums went away—
EXAMPLE ANSWERS until now.
Now, far from Japan in the United States, a new audience
1 He is hitting a large drum with sticks.
is listening to this ancient drum. The art is called “taiko,”
2 Perhaps he feels strong and confident, free, and and it has come from the villages of Japan to the city of San
powerful. Francisco.
3 It means that when playing the drum you use both Sarita The essence of taiko is that it’s not just people
your body and mind to produce sound: you need to drumming. It’s the unity of the drummers amongst themselves.
be athletic and rhythmical (body) and concentrate on
what to do and play (mind). In this way, a good sound is
Videoscript 2.2
ng
produced.
Part 2
ni
Background information Narrator In San Francisco, the movement of the body
has now been added to traditional taiko drumming. It’s now an
ar
In Japan, the word taiko refers to lots of different types of art form that brings together sound, body, and mind. During a
drums, but internationally the term is used to describe the performance, the energy of all of these parts goes into the beating
spectacular performances by an ensemble of performers
Le
of the drums.
hitting big drums. This is called kumi-daiko in Japan.
Historical evidence suggests that taiko drumming was
Seiichi Tanaka Your self and the drum, totally get together.
Into the drum ... your self ... and drum come to you ... both
introduced to Japan from China and Korea in the sixth
century.
c mutual.
hi
Narrator In the early 1900s, traditional taiko drumming
was popular in Japanese-American communities. But, by the
ap
Key vocabulary mid-1900s, people were losing interest. Then, in 1968, Seiichi
2a Tanaka arrived and brought a new interest and a new style of
drumming.
gr
• Ask pairs to guess the meanings of the words in bold.

Seiichi Tanaka I was just fresh off the boat. So a whole
Do not check answers at this stage (students will match
bunch of “fresh off the boat” people get together and play drums.
eo
words in the next exercise).

Leigh Tanaka Sensei is a real pioneer. He’s made a dozen or
2b so groups back in the sixties and seventies into something like
lG
800 groups now spread all over this country and Canada.
• Students match the words in bold from Exercise 2a with
the definitions. Seiichi Tanaka All energy from the Mother Nature
through your body, come to my body—here ... go through to the
na
drumstick ... BAM!

While you watch Narrator Taiko drummers sometimes have to play through
3
io
2.1 pain and tiredness while practicing and performing. At that

• Check students understand the meaning and point, some drummers feel that they can really express their
at
pronunciation of the words in the glossary section. feelings and energy.

Leigh It’s almost as if you are standing outside of your body
N
• Optional step You could ask students to watch the

kind of looking in. And you hit this point where you’re just
whole video first. Set a focus task. Ask: Which country
completely free.
are the drummers in? (Japan).
Sarita The essence of taiko is giving your 110 percent. You
• Ask students to read sentences 1–4 and check they have to always give, because if you don’t give and everyone else
understand them. is giving, then you’re draining from them.
• Play Part 1 of the video and ask students to choose Narrator Here in San Francisco, taiko came from the old
whether each sentence is true (T) or false (F). Let world of Japan and was born again. Grand Master Seiichi Tanaka
students compare answers with a partner before is giving North America the chance to enjoy the energy and
checking with the class. excitement of traditional taiko drumming.
SAMPLE COPY, NOT FOR DISTRIBUTION 2f Taiko master 30a

4 2.2 Vocabulary notes
• Ask students to watch Part 2 of the video and put the Note the vague language used by the speaker here. It’s
events in the history of taiko drumming (a–d) into the used when the speaker is unsure about an exact number
correct order. Let students compare their answers in or isn’t interested in being exact.
pairs before checking with the class. something like = approximately
5 2.1, 2.2 or so = or one or two more / a few more
• Ask pairs to circle the correct options to complete the
sentences. 6b
• Students work individually to complete the sentences.
• Play the whole video again for students to check.
Let students compare sentences with a partner before
Alternatively, and especially if you played the whole
inviting a few students to share their sentences with the
video at the start, you could just go through the
class.
answers.
EXAMPLE ANSWERS
After you watch
1 I think I’ve been to Greece on vacation / eaten Japanese
Vocabulary in context food / played badminton a dozen or so times.
ng
6a 2.3 2 In this school, there are something like a few hundred /
• Explain that students are going to watch some clips a thousand students.
ni
from the video which contain some new words and 3 I felt better when my cold / the storm / the wild animal
phrases. They need to choose the correct meaning of the went away.
ar
words. 4 Many people in America in the early days were just
fresh off the boat.
Le
appears, pause the clip so that students can choose
the correct definition. You could let students compare 7
answers in pairs before checking with the class. • Organize the class into new pairs. Give students one
c minute preparation time individually first. Then ask

hi
students to take turns to discuss how art forms have
Videoscript 2.3
changed. Monitor and prompt students as they speak.
ap
1 What does went away mean?

a got louder
gr
b were played
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c disappeared
2 What does fresh off the boat mean?
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a a good traveler
b a new arrival
na
c a young man
3 What does a dozen or so mean?
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a about twelve
b lots of
at
c several
N
4 What does something like mean?

a approximately
b at least
c more than
5 What does at that point mean?
a because of this
b soon
c then

Before you watch 5 2.1, 2.2 Work in pairs. Circle the correct option
to complete the sentences about taiko. Then watch
1 Work in pairs. Look at the photo and the caption. the whole video again and check your answers.
Discuss the questions.
1 Japanese warriors used drums to make their
1 What is the man doing? enemies attack / fear them.
2 How do you think he feels? 2 The essence3 of taiko is that it’s not just people
3 What do you think the caption means? drumming. It’s the unity4 of the audience /
drummers amongst themselves.
2 Key vocabulary 3 In San Francisco, the movement of the body /
the human voice has now been added to
a Work in pairs. Read the sentences. The words in traditional taiko drumming.
bold are used in the video. Guess the meaning of 4 Taiko drummers sometimes have
the words. to play through pain and tiredness /
1 After the meeting, my mind was full of ideas. with 50 percent of their energy while practicing
2 Text messages introduced a new style of and performing.
writing. 5 Seiichi Tanaka is giving North America the
ng
3 When you’re driving late at night, tiredness chance to enjoy the energy and excitement of
can be a serious problem. a completely new form of music / traditional taiko
4 I like music that has a fast beat drumming.
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5 Ringo Starr was the famous drummer in
After you watch
ar
The Beatles.
6 I’m not feeling well today. I don’t have the
Le
energy to go to class. 6 Vocabulary in context
b Match the words in bold in Exercise 2a with a 2.3 Watch the clips from the video. Choose
these definitions.
c the correct meaning of the words and phrases.
hi
a a regular sound beat
b Complete the sentences in your own words.
b a musician who plays the drums drummer
ap
Then work in pairs and compare your sentences.

c power and force energy
d your thoughts, feelings, memories, etc. 1 I think I’ve a dozen or so times.
gr
mind 2 In this school, there are something like

e a way of doing something style students.
eo
f the feeling of being sleepy tiredness 3 I felt better when went away.
4 Many people in [place] in
lG
[time] were just fresh off the boat.

While you watch
7 Work in pairs. Discuss traditional art forms from
3 2.1 Watch Part 1 of the video. Are the
na
your country. How have they changed in recent

sentences true (T) or false (F)? decades?
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1 Japanese warriors1 used drums T F

2,000 years ago. 1
warrior (n) /ˈwɔːriər/ soldier, fighter
at
2 The sounds of drums told people T F 2

boundary (n) /ˈbɑʊndri/ the outside limit of an area or a
where a village boundary2 was. place
N
3 The sound of drums in Japan has T F 3

essence (n) /ˈesəns/ the basic quality
never gone away. 4
unity (n) /ˈjuːnɪti/ a state of being whole and complete
4 Taiko drumming is now popular T F
in San Francisco.
4 2.2 Watch Part 2 of the video. Put the events

(a–d) in the history of taiko drumming into the
correct order (1–4).
4 a About 800 groups started in the United
States and Canada.
1 b Japanese-American communities enjoyed
traditional taiko drumming.
2 c People lost interest in taiko drumming.
3 d Seiichi Tanaka arrived in the United States.

Grammar I CAN
talk about things that have happened in a time period
1 Read part of a blog by a visitor to Japan. Find up to or including the present (present perfect)
ten places in the blog where words are missing.
use the correct tense when talking about things that
Complete the blog post with these words. have happened in the past (present perfect and
simple past)
didn’t for for has just
since since was went yet
Vocabulary
5 Work in pairs. Circle the people who are usually
involved in each performance. Then choose four
types of performer and tell your partner about
performers you know.
ng
1 Movie: actor, director, magician
2 Concert: clown, conductor, musician
3 Ballet: choreographer, comedian, dancer
ni
4 Musical: living statue, singer, orchestra
ar
6 ❯❯ MB Work in groups. In two minutes, write
the names of as many art events as you can. Then
Le
for discuss them, using the words in the box.
I’ve lived in Japan three months now, 1
and I’m really enjoying it. I know any 2 didn’t

boring depressing disappointing
Japanese before I came, but I’ve learned
c entertaining fascinating marvelous
hi
some I got here, including the word 3 since
matsuri, which means “festival.” One of terrible terrific unforgettable
ap
my favorite pastimes is going to matsuri.

I got home from the Nango summer jazz 4 just 7 ❯❯ MB Work in pairs. Describe what kind of
festival—it was great to sit around in the music makes you do the following:
gr
sunshine listening to amazing music!

Last week, we to Tenjin matsuri here in 5 went cry feel happy feel sad laugh smile
eo
Osaka. It been part of Osaka summer 6 has

events about a thousand years, and 7 for
lG
some performances have hardly changed 8 since I CAN

then—the traditional kagura music, for talk about performers and performances
example, which I loved. There also an 9 was
describe different types of music
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amazing puppet show. Tomorrow there’s

a big procession of boats on the river. give my opinion about art events
I haven’t been on the river, so I’m really 10 yet
io
looking forward to that. Real life

at
2 Answer the questions about the blog in Exercise 1. 8 Work in pairs. Circle the correct option in
N
the questions.
1 When did the writer learn Japanese?
2 What time of year was it when the writer wrote 1 Do you want to go / going out tonight?
the blog post? 2 Would you like to see / seeing a movie?
3 What did the writer see at the Tenjin festival? 3 Do you / Would you like the sound of that?
4 How many times has the writer been on the 4 Who’s in / on it?
river in Osaka? 5 Who’s it by / for?
6 What’s it about / of ?
3 ❯❯ MB Work in pairs. Underline the present
perfect verbs and circle the simple past verbs in 9 Work in pairs. Act out a conversation for choosing
the blog post. Explain why each is used. an event. Use the questions in Exercise 8, adding
more information.
4 Work in pairs. Tell your partner about a festival
you have been to. I CAN
ask for and give information about arts events
32
UNIT 2 Review and memory ANSWERS
booster Present perfect verbs:
I’ve lived: for + a period of time
Memory Booster activities I've learned: the activity started in the past and has an
effect on the present
has been … for: for + a period of time
more information about these activities and how they
benefit students, see page x. have hardly changed since: since + point of time when the
activity started
haven’t been … yet: negative used with yet
I can … checkboxes simple past verbs:
As an alternative to asking students to simply check the I didn’t know: for a finished period of time, i.e., “before
I can … boxes, you could ask them to give themselves I came”
a score from 1 to 4 (1 = not very confident; 4 = very I got here: it’s clear from the situation when this happened
confident) for each language area. If students score 1 or
I just got (home): recent event with an effect on the
2 for a language area, refer them to additional practice
present, used with just
activities in the Workbook and Grammar Summary
exercises. it was (great): simple past of be—it’s clear from the
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situation when this happened
went (to Tenjin Matsuri): we say when the activity happened
Grammar
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I loved: it’s clear from the situation when this happened
1 There was also: simple past of be—it’s clear from the
ar
• Ask students to read the excerpt from a blog. Tell them situation when this happened
to complete the blog with the words in the box.
Le
2 4
• Ask pairs to discuss festivals they have been to.
• Ask students to read the blog again and answer the
questions.
c
Vocabulary
hi
ANSWERS 5
ap
1 After he/she arrived in Japan three months ago. • Ask pairs to circle which two people are usually
2 It was summer. involved in each performance. Then ask students to
gr
3 traditional kagura music and a puppet show

choose four types of performer and discuss examples of
each one.
4 None—the writer hadn’t been on the river yet.
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6 ❯❯ MB
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3 ❯❯ MB • Divide the class into groups. Give a time limit of two

• Ask pairs to find and underline the present perfect minutes for students to write a list of art events. Then
verbs and circle the simple past verbs in the blog in tell students to discuss the events and try to use all of
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Exercise 1. Then tell them to discuss why each form is the words in the box while doing so.
used.
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7 ❯❯ MB
• Ask pairs to discuss what type of music makes them
at
cry, feel happy, feel sad, etc.

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Real life
8
• Ask pairs to circle the correct options.
9
• Ask pairs to decide who is Student A and who is
Student B. Students act out the conversation in Exercise
8, giving answers to the questions and adding more
information.

Unit 3 Water
Opener Vocabulary notes
1 diving = swimming underwater with a mask, fins (see
• Ask students to look at the photo and the caption first. photo on page 38) and an oxygen tank
Ask: Where are they? (= at sea) Who are they and what are jet-skiing = looks like a scooter on the surface of the sea
they doing? (= they are a sailing crew on a yacht during kayaking = going on a river, lake, or sea in a long, narrow
a race). Use the visual to teach yacht and sailing. The boat using paddles
crew is the group of people working on a boat. rowing = making a boat move by pulling on oars (long
• Ask students to work in pairs to discuss questions 1–3. In pieces of wood that make the boat move)
feedback, elicit interesting personal experiences and words snorkeling = swimming on or just under the surface of the
to describe the experience. Alternatively, have a whole water with a snorkel (a tube that lets you breathe)
class discussion. windsurfing = you stand on a board with a sail and use the
ng
wind to move you
EXAMPLE ANSWERS white water = part of the river that looks white as it flows
fast over rocks
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1 They might be thinking: I feel sick, This is fun, This is scary,
I want to win the race. They might be thinking about the white-water rafting = going down the river on a raft
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weather / the sea / getting back to land. stream (= very small, narrow river)
2 Students’ own answers
pool (smaller and where water gathers naturally) and lake
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3 Possible words: exciting, thrilling; scary, frightening; (= larger area of freshwater enclosed by land)
dangerous, demanding, challenging; tiring, exhausting
sea (e.g., Mediterranean) and ocean (e.g., Atlantic or Pacific)
Background information c
hi
Pronunciation notes
This dynamic photo shows the large crew of an ocean- Note the strong stresses: diving; jet-skiing; kayaking
ap
going, racing yacht at work. The crew’s complicated /ˈkaɪækɪŋ/; rafting; rowing /ˈrəʊɪŋ/; snorkeling; water-
actions and movements are needed to control the boat skiing; windsurfing
gr
and keep it moving at a high speed.

3
Please refer to page 181 for Teacher Development notes for
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• Organize the class into pairs to discuss the question.

managing the opener.
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EXAMPLE ANSWERS
2 18
Jet-skiing and windsurfing are usually done on the sea,
• Pre-teach the vocabulary in the boxes. Ask students
diving is usually in the sea, and snorkeling is best done in a
na
to work in pairs to explain the words to each other shallow, quiet sea.
and to check unfamiliar words in their dictionary.
Waterskiing can be on the sea or a large lake.
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Alternatively, use pictures or gestures to make sure they

Rowing can be on a lake but is often on a long, wide river.
understand the words.
Kayaking and rafting are popular on fast-flowing rivers,
at
• Play the recording. Students listen and circle the although kayaking can also be done on slower rivers, lakes,
activities and places they hear. Let students compare and on the sea near the coast.
N
answers in pairs before checking with the class. In

feedback, you could practice the pronunciation of the
4
words.
• Ask students to stay in their pairs to discuss the
questions. As students speak, monitor and note
interesting things they mention.
• In feedback, ask a few students to say what they
found out about their partner. Point out any errors or
examples of good language use that you heard.
EXAMPLE ANSWERS
swimming, surfing, water polo, sailing, wakeboarding,
canoeing, dragon boat racing, kitesurfing, cave diving,
fishing
33a
Unit 3 Water
ng
ni
ar
Le
c
hi
A sailing crew battles a storm during a yacht race.
ap
gr
F E AT U R E S 1 Work in pairs. Look at the photo and the caption. Answer

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the questions.
34 The story behind 1 What do you think the people are thinking?
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the photo 2 Have you ever tried this activity? If not, would you like to?
When things go wrong in 3 How many words can you think of to describe
this experience?
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the water
2 18 Listen to the introduction to a radio program. Look at the
36 Return to Titanic
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two groups of words. Circle the activities and places you hear.
The truth about a famous
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underwater discovery Activities

diving jet skiing kayaking rafting
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38 Love and death in rowing snorkeling waterskiing windsurfing

the sea
Places
An article by marine
lake ocean pool river sea stream waterfall
ecologist Enric Sala
42 Four women and a 3 Work in pairs. Where do you think is the best place to do the
activities in Exercise 2?
wild river
A video about a trip down 4 Can you think of other sports and leisure activities connected
a dangerous river with water? Do you do any of these activities? Where do you do
them? Tell your partner.
I go swimming in a lake near here, but only in the summer.

3a The story behind the photo
A B
ng
ni
ar
Le
Listening 4 Pronunciation d and t after -ed endings
1 Look at the photos (A–C). Match the captions (1–3) a
c 21 Listen to this sentence from the second
hi
with the photos. story. Notice how the speaker links the -ed verb
ending to the t at the start of the next word. Do
ap
1 diving in an underground lake in Mexico C you hear one sound or two?

2 snorkeling with a whale shark in the
gr
Indian Ocean A I actually learned to dive while I was on vacation

3 white-water rafting on the Zambezi River B in Mexico.
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2 19 Listen to the people in two of the photos b 22 Listen and repeat the sentences you hear.
talking about their experiences. Are the sentences
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true (T) or false (F)? Vocabulary describing

1 The girl was rafting for the first time. T F experiences
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2 The raft was approaching some T F

rapids. WORDBUILDING adverbs with -ly
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3 She saw a hippo near the riverbank. T F Some adverbs are formed by adding -ly to adjectives.
4 The boy learned to dive because T F
at
Sometimes there is a spelling change.

he was bored. add -ly: loud ➙ loudly
5 He went diving in a dangerous T F
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drop -e, add -ly: gentle ➙ gently

cenote. drop -y, add -ily: lucky ➙ luckily
6 He wasn’t concentrating on what T F
he was doing.
3 20 What do you think happened next? Choose 5 Look at the wordbuilding box. Underline the
one of the options (a–c). Then listen to the whole adverb in these sentences. What is the adjective
story and check your ideas. from which the adverb is formed?
1 a The hippo attacked the raft. 1 The hippo suddenly saw us.
b A crocodile jumped into the river. 2 We reached the river bank safely.
c The raft sank. 3 I found the way out of the cave easily.
2 a His air ran out, and he had to go to the surface. 4 The crocodile jumped noisily into the water.
b His mother saw a sea snake just behind him. 5 Fortunately, nobody was hurt in the accident.
c He almost got lost. 6 I got into the pool very carefully.
34
run out of gas, it means we don’t have any more); got
3a The story behind the photo lost (= couldn’t find his/her way back).
• Play the recording. Ask students to listen and check their
ideas. Let students discuss their answers in pairs before
Lesson at a glance checking with the class.
• listening: what happened next?
• pronunciation: d and t after -ed endings Extra activity
• vocabulary: describing experiences
• wordbuilding: adverbs with -ly Ask students to work in pairs to invent their own
alternative ending to one of the stories.
• grammar: simple past and past continuous
• speaking: the first time
Pronunciation d and t after -ed endings
Listening
4a 21
1
• Play the recording. Students listen and notice how the
• Check that students understand the vocabulary in the speaker links the -ed verb ending to the t at the start of
captions and find out if they know about the places the next word. In feedback, point out that there is only
mentioned.
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one /t/ sound. This is elision—a feature of English
• Ask students to match the captions (1–3) with the which means that /d/ and /t/ are not produced as two
photos (A–C). Let students compare their ideas in pairs. separate sounds when they meet at word boundaries.
ni
In feedback, ask students to justify their choices. • Optional step Ask students to practice saying the
ar
• Explain what “the story behind the photo” means (= the sentence.
story that is connected with a photo) and ask students
4b 22
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to predict what the three stories connected with these
photos might be. • Play the recording. Students listen and repeat the
sentences.
c
hi
Whale sharks are harmless, slow-moving sharks. They Vocabulary describing experiences
eat only small organisms that they filter from the water 5
ap
around them. They are the world’s biggest fish and can
• Ask students to read the information in the
reach 12 meters in length.
wordbuilding box. Elicit examples of other common
gr
The Zambezi is Africa’s fourth largest river. It starts in adverbs ending with -ly that students can think of
Zambia and flows east to reach the Indian Ocean in
(quietly, quickly, happily, etc.).
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Mozambique.
• Ask students to underline adverbs and work out which
2 19 adjective each one is formed from. Let students compare
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answers in pairs before checking with the class.

• Ask students to read the sentences and make sure they
understand the words: rapids (= fast-moving water); ANSWERS
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riverbank (= edge of the river on each side); hippo

Adjectives are:
(= hippopotamus; a large, dangerous African animal
that lives in rivers and has a big mouth). For cenote see 1 sudden; 2 safe; 3 easy; 4 noisy; 5 Fortunate; 6 careful
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Background information below.

Refer students to Workbook page 27 for further practice.
at
• Play the recording. Students listen and circle true (T)

or false (F). Let students compare answers in pairs. In Vocabulary notes
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feedback, have a class discussion and ask students to

justify answers. Adverbs of manner (e.g., safely, carefully, easily) tend to
go after the verb (e.g., He arrived safely).
Background information Note that the suffix -ly does not change the stress of the
word, e.g., fortunate and fortunately.
The Yucatan Peninsula of Mexico has many cenotes
Note that not all words that end in -ly are adverbs. The
/sɛˈnoʊteɪz/. These are underground caves full of water,
following are all adjectives: friendly, lovely, elderly, lonely, silly.
that connect to the sea. The water is often very blue, still,
and deep. Cenote is a Spanish word and not commonly Note that some adverbs are irregular: well (from the
used in English. adjective good); fast and hard (same as the adjectives fast
and hard).
3 20
• Ask students to read the options and circle what they
think happened next. Check sank (= past of sink—go
down under the water); ran out (= past of run out—if we

3a The story behind the photo 34a
6 • Ask students to write sentences. Elicit the first answer
• Ask pairs to think of activities they can do in the to get them started. Let students compare answers in
manner of each adverb. In feedback, elicit ideas from pairs before checking with the class.
students and ask the rest of the class to comment on
how suitable the examples are. ANSWERS
1 I had problems, so my teacher helped me.
EXAMPLE ANSWERS 2 We saw some bears while we were hiking.
angrily: shout, argue, walk out of a room 3 I fell down while I was running for the bus.
calmly: speak, look after a baby, carry on working 4 He wasn’t looking at the road, so he almost had an
bravely: fight, argue, suffer pain accident.
happily: open your presents, sing in the bath
Please refer to page 160 for Grammar Notes for because, so,
politely: apologize, ask for information, say no when, and while conjunctions.
secretly: make a promise, go away, ask someone to marry you
12
• Read the example questions with your class. Ask
Grammar simple past and past students what other questions you could ask: What
continuous
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were you doing? What did you do next? When did you last
7 see it?
• Ask students to look at the sentences in the grammar • Ask pairs to take turns to read out a situation and think
ni
box and answer the question in pairs. Note that all of questions to ask.
ar
the sentences are in the audioscript. Go through the • Give students time to prepare lots of questions. Then
answers with the class in feedback. ask them to practice short conversations and to repeat
Le
them two or three times.
ANSWERS
1 past continuous 2 simple past EXAMPLE ANSWERS
c 2 Where did you meet her? / What was she doing? / What
hi
Please refer to page 160 for Grammar Notes for the simple did you say? / Where was she going? / When did you last
past and past continuous forms. see her?
ap
Refer students to page 160 of the Student Book for further 3 Were you hurt? / What did you do?/ How did it happen?
information and practice. / Where were you going at the time?
gr
4 What was their news? / What did he say? / How did you
react?
8
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5 What did she see? / What was she doing at the time? /
• Ask students to underline the key event in the questions
How did she react? / Did she call the police?
about the rafting story in Exercise 1. Let them compare
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• Ask students to match the questions (1–2) with the Speaking my
na
answers (a–b). In feedback, point out how we form the

two different past tenses. 13
• Ask pairs to decide who is A and who B, then give them
9
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a few minutes to prepare.

• Students B interview Students A. When they have
at
rules. In feedback, ask students to give reasons why the

finished, ask them to change roles.
present perfect is used.
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• Monitor students’ performance and note errors with

past forms for feedback at the end.
10
• Ask students to complete the text about Photo A with EXAMPLE ANSWERS
the simple past and past continuous forms of the verbs. When did you first try this? / Where were you?
Elicit the first answer to get them started. Let students / What happened? / How did you feel while you were
compare answers in pairs before feedback. doing it? / How did you feel after? / How good at it are
you now? / Do you want to do it again?
11
• Elicit the rules for using the linking words. Ask students
to give you examples of how to use them.
35a Unit 3 Water SAMPLE COPY, NOT FOR DISTRIBUTION

C 9 Circle the correct option to complete the rules.
1 We often ask questions in the simple past /
past continuous about activities at the time
of the key event.
2 We often ask questions in the simple past /
past continuous about actions after the key event.
10 Complete the text about Photo A with the simple

past and past continuous forms of the verbs.
While I 1 was working (work) in the Maldives, I

2 heard (hear) that there were whale sharks
in the area. Whale sharks are the world’s biggest
fish, and they aren’t dangerous! I 3 bought
(buy) a snorkel and 4 set out (set out) with
some friends on a boat. Almost immediately, a
whale shark 5 swam (swim) past the boat. It
ng
6 was moving
(move) really quickly, but we
7 managed (manage) to catch up with it.
ni
We all 8 got (get) into the water and
6 Work in pairs. Think of at least two activities you 9 spent (spend) about two minutes with
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can do in the manner of each adverb. the shark. Afterwards, I 10 felt (feel)
absolutely wonderful!
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angrily calmly bravely
happily politely secretly
11 Write sentences with the simple past and past
Grammar simple past and c continuous forms of the verbs. Use because, when,
hi
while, or so.
past continuous
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1 I / have / problems / my teacher / help me.

2 We / see / bears / we / hike.
SIMPLE PAST and PAST CONTINUOUS 3 I / fall down / I / run / for the bus.
gr
Simple past 4 He / not look / at the road / he almost / have /

It jumped into the water about a meter away from an accident.
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our boat.
My mom realized pretty quickly that I was missing, and 12 Work in pairs. Ask and answer questions about
lG
she came after me. the sentences using the simple past and the past
Past continuous continuous tenses.
We were going around a small island.
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1 I lost my wallet.
The sun was shining in through an opening in the roof.
When did you realize you lost it?
For more information and practice, see page 160. Were you shopping at the time?
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2 I met an old friend in the street.

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7 Work in pairs. Look at the grammar box. Which 3 A car ran into me.
verb form do we use to talk about these things? 4 A friend of mine got some good news.
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5 My neighbor saw a robbery.

1 an unfinished and continuing activity or
background situation
2 a short completed action or a sequence of actions Speaking my
8 Underline the key event in these questions (1−2) 13 Work in pairs.

about the rafting story in Exercise 1. Then match Student A: Think about an interesting thing that
the questions with the answers (a–b). happened the first time you tried something new.
1 What were they doing when they saw the hippo? Answer your partner’s questions.
2 What did they do when they saw the hippo?
Student B: Ask ten questions and decide if your
a They tried to get away. 2 partner had a good or bad experience.
b They were coming down the river. 1
What were you trying to do?
Did you have any special equipment?
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 3 Water 35

3b Return to Titanic
Reading 2 Work in pairs. Read the interview again. Answer
the questions.
1 23 Read the interview with the man who
1 What was the secret mission that Ballard was
discovered the wreck of Titanic. Match three of
involved with?
the questions (a–e) with the paragraphs (1–3).
2 How did Ballard and his team feel when they
Then listen and check your answers.
found Titanic?
a Did you know you were looking at Titanic 3 How did Ballard feel when he returned to the
when you saw the first pieces of debris? 2 wreck in 2004? Why?
b How did you discover Titanic? 1
c How long did it take to locate Titanic? 3 Work in pairs. Do you think the remains of Titanic
d Tell me about the experience of seeing Titanic should be left on the ocean floor? Or should they
again in 2004. 3 be removed and put in a museum? Tell your
partner.
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e When did you find out about how Titanic sank?
ni
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R E T U R N to
T I TA N I C
Le
c
hi
On April 15, 1912, the largest passenger steamship ever built hit an iceberg and sank in the North Atlantic Ocean.
Titanic had left Southampton, England, five days earlier and was on her first voyage.
ap
In 1985, the explorer Dr. Robert Ballard found the wreck of Titanic. He went back to Titanic nineteen years later
gr
to see how it had changed.
1 It was during the Cold War. I was on a secret 3 I saw champagne bottles with the corks still in. The box holding the
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mission when we found Titanic. The US Navy bottles had disappeared long ago. Suddenly, I noticed a woman’s shoe.
had agreed to pay for our new underwater Nearby, I saw a pair of smaller shoes—perhaps they’d belonged to a child.
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video technology. In return, we had agreed to I felt that the people who had died here in 1912 were speaking to me
use the technology to look for two submarines again. But I knew that other people had been there since my first visit.
that had disappeared in the 1960s. Hollywood filmmaker James Cameron had been there. A couple from
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2 Not at first, because many ships had sunk in New York had even got married down there. I was disappointed. It was
exactly what I didn’t want to happen. I’d asked people to treat Titanic’s
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that area. When we realized it was Titanic,

remains with respect. The story of Titanic is not about the ship—it’s about
we jumped for joy. Then we realized we
the people.
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were celebrating something where people

had died.
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36
Vocabulary notes
3b Return to Titanic
her first voyage = the ship's first journey—note that ships
are often referred to in the feminine: she, her
Lesson at a glance jumped for joy = were very excited and happy
• reading: underwater discoveries treat … with respect = to behave in a way that shows you
• grammar: past perfect admire or have positive feelings toward something
• speaking: what had happened
3
• Organize the class into pairs to discuss the questions.
Reading
• Ask students: Do you know of any shipwrecks in or near
1 23
your country? What happened to them? What effects do they
• With books closed, ask: How much do you know about the have on the marine environment?
true story of Titanic? Ask students to write down what
they know in one minute. Ask students to compare their Extra activity
ideas in pairs. In feedback, write up any interesting facts
on the board. Go back to them at the end of the lesson to Have a class debate. Organize the class into two teams.
confirm whether they are true or not. Team A prepares five reasons why Titanic should be raised
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from the seabed. Team B prepares five reasons why Titanic
• Ask students to look at the photo and read the caption. should be left at the bottom of the sea. Each team then
Ask: What can you see in the photo? Where is Titanic now? presents their reasons. End with a class vote to decide
ni
How does the photo make you feel? which team has won the debate.
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• Give students a moment to read the questions and
make sure students understand: wreck (= what remains
Extra activity
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of a boat, plane, or car after a crash or disaster); debris
(= broken pieces of wood, stone, or metal); locate (= find). Play “past participle tennis.“ Write the following list of
verbs in a column on the board: run, begin, sit, stand,
• Ask students to read the interview quickly and match
three questions with the paragraphs. Let students check
c wear, find, make, drive, feel, ride, read, write, speak,
catch, break, fall.
hi
their answers in pairs before listening to the recording
Organize the class into pairs. Student A serves the first verb
to check their answers.
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“run,” Student B returns the serve with “ran,” and Student

A then wins the point by saying the past participle “run.”
Background information It’s 15–0. Student B then serves the next verb. Students play
gr
Titanic was built in Belfast in Northern Ireland in 1912. until somebody wins the first game, scoring the game as in
The ship hit the iceberg four days into its crossing from tennis (in tennis, one person must win four points to get a
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the port of Southampton on the south coast of England game (scored 15–0, 30–0, 40–0, “game”). Students continue
to New York. 2237 people were on board and 1517 people until they run out of “balls” or verbs.
died in the icy seas. A disproportionate number of men
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died because women and children were placed in lifeboats

before the men, and there weren’t enough lifeboats for
all the passengers.
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James Cameron directed the movie Titanic (1997), which

starred Leonardo DiCaprio and Kate Winslet.
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2
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• Ask students to read the interview again and answer

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questions 1–3. Let them compare their answers in pairs.
ANSWERS
1 He was on a secret mission to look for two missing US
submarines that had disappeared in the 1960s.
2 They jumped for joy at first, then realized that they
shouldn’t be celebrating something where people had
died.
3 He felt disappointed because he’d asked people to treat
Titanic’s remains with respect and he felt this hadn’t
happened.
SAMPLE COPY, NOT FOR DISTRIBUTION 3b Return to Titanic 36a

Grammar past perfect 8
4 • Start by asking students to read the text quickly without
• Ask students to put each group of events in the order worrying about the blanks. Ask: What had happened
they happened. Tell them to refer back to the interview to Captain Morgan’s ship? (It sank after hitting rocks.)
to check their answers. Briefly check that students have You may wish to make sure students understand:
got the order correct before asking them to discuss archeologist (= person who studies objects belonging to
which verbs are in the simple past here, but are in the ancient times); cannon (= a big, heavy gun on old ships).
past perfect in the text. Elicit answers and discuss why • Ask students to write the correct form of the verbs in
the past perfect is used. parentheses to complete the text. Let them compare
ANSWERS
agree (x2), disappear (x2), sink, die (x2), belong, be (x2),
get married, ask Sir Henry Morgan (1635–1688) was a Welsh pirate. He
The past perfect simple is used for things that happened operated at a time when there was conflict between
before Ballard’s discovery. England and Spain over the land and trade in the
Caribbean. As a result of his actions against the Spanish he
became rich and was knighted by the English king.
ng
5
• Ask students to read the sentences in the grammar box Please refer to page 160 for Grammar Notes for Exercise 8.
and underline the event that happened first in each
ni
sentence. Let students check their answers in pairs
Speaking my
ar
before checking with the class. Elicit the correct option
to complete the rule in the sentence. 9
Le
• Optional step In feedback, ask students: In 1, which • Organize the class into groups of two pairs. Students
verb/event comes first in the sentence? (went) In 1, which read the puzzles and follow the instructions.
verb/event comes first in real time? (had changed)
c ANSWERS
hi
Please refer to page 160 for Grammar Notes on using
Ask the students to refer to the Communication activities
past perfect.
ap
at the back of the Student Book for the solutions. Pair A
should go to page 153 and pair B to page 154.
gr

10
6 • Ask pairs to take turns completing the sentence in as many
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• Ask students to circle the correct options. Let students ways as they can using the past perfect.
compare their answers in pairs before checking with the
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class.
7
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• Ask students to write their own answers to the

questions. Let students compare their answers in
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pairs before checking with the class. Tell students to

refer back to the interview to help them if they can’t
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remember the information.

• Optional step You could start students off by
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discussing the first answer with the class before they

prepare answers for the other questions.
EXAMPLE ANSWERS
1 The ship hadn’t seen the iceberg in time. / They didn’t have
the advance warning systems that modern ships have.
2 They hadn’t put enough lifeboats on the ship.
3 People hadn’t treated Titanic’s remains with respect.
4 They had decided it was a romantic place.
5 He had decided to make a movie about the disaster.

Grammar past perfect 8 Complete the text with the simple past and past
perfect forms of the verbs.
4 Put each group of events (a–c) in the order they
actually took place (1–3). Which of the verbs in the
sentences are in the past perfect in the interview?
Why?
1 a Ballard jumped for joy. 3
b Many people died. 1
c Ballard realized the wreck was Titanic. 2
2 a James Cameron went to the wreck. 2
b Ballard noticed a shoe. 3
c The box for champagne bottles
disappeared. 1
PAST PERFECT
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1 He went back to Titanic nineteen years later to see how
it had changed.
2 I saw some shoes that had belonged to a child.
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Captain Henry Morgan 1 was (be) one of
For more information and practice, see page 160. the most famous pirates of the seventeenth century.
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In 2010, archeologists 2 began (begin) to lift
5 Look at the grammar box. Underline what cannons from a ship they 3 had discovered (discover)
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happened first. Then circle the correct option to two years earlier, near the coast of Panama. The
complete this sentence. archeologists 4 felt (feel) confident that the
We use the past perfect to show that an event took
c ship was Morgan’s main ship, Satisfaction. This ship
and several others 5 sank (sink) in 1671 when
hi
place before / after another event in the past. hit
they 6 (hit) rocks. Three years later,
ap
6 Circle the correct option to complete the sentences. after Morgan 7 had become (become) extremely rich
from pirate attacks, he 8 retired (retire) from
1 When Titanic hit the iceberg, it was / had been at pirate activities to become the governor of Jamaica.
gr
sea for four days.

2 When Titanic hit the iceberg, it sank / had sunk.
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3 By the time they sounded the ship’s alarm, it

was / had been too late. Speaking my
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4 By the time a rescue boat came, many people

died / had died. 9 Work in two pairs within a group of four. Read
5 When Ballard used video technology, he found / these puzzles. Then follow the instructions.
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had found the wreck.

Pair A: Turn to page 153. Pair B: Turn to page 154.
6 By the time Ballard returned to the site, several
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people visited / had visited it. A A ship came across a yacht in the middle of the
at
ocean. There were no other ships or boats in

7 Use the past perfect to answer the questions with
the area. The bodies of several people were
your own ideas. Then work in pairs and compare
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floating in the water nearby.

your answers.
1 Why did Titanic collide with an iceberg?
B A man was on vacation on his yacht. He fell off
2 Why did so many people die when the
ship sank? the yacht into deep water. He couldn’t swim,
3 Why was Ballard upset in 2004? and he wasn’t wearing any gear to help him
4 Why do you think a couple got married at the float. The yacht kept moving until his friends
wreck site? realized he had disappeared. They found him
5 Why do you think James Cameron visited several hours later. Why hadn’t he drowned?
the wreck?
10 Work in pairs. Complete this sentence in as many
ways as you can. Use the past perfect. Take turns
beginning another sentence with By the time.
By the time this lesson started, ...

3c Love and death in the sea
Reading Critical thinking drawing
1 Work in pairs. Discuss the questions. conclusions
1 Where is the best place to go swimming? 5 We can sometimes draw conclusions from a piece of
A pool, a lake, the ocean, …? writing even if the author does not state these things.
2 What kinds of problems can swimmers have in Read the sentences. Which three are conclusions (C)
each place? and which one is stated in the text (S).
2 Enric Sala is a marine ecologist. Read the article he 1 The Costa Brava is a dangerous place
wrote for World Ocean Day. Answer the questions. for swimmers. C
2 Enric Sala has recovered from the
1 What happened to Enric Sala? experience now. C
2 Why did this happen to him? 3 He was lucky to be alive after the experience. S
ng
3 How has the experience changed him? 4 The experience has made him wiser. C
3 Find the expressions in the article. What do they 6 Work in pairs. Do you agree with the conclusions
ni
mean? Circle the correct option. in Exercise 5? Give reasons for your answers.
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1 a couple of times (line 1)
on a few / many occasions Word focus get
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2 my heart races (line 5)
I feel angry / afraid 7 Look at the verbs in bold in these sentences. Find
3 I decided to call it a day (line 18) expressions with get in the article that have the
I decided to stop / try again
c same meanings as the verbs. Then rewrite the
hi
4 I was having a hard time (line 35) sentences with get.
it took a long time / it was difficult for me
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1 I entered the pool.

5 I decided to let myself go (line 37)
2 The weather didn’t improve.
I decided to try again / stop swimming
gr
3 I couldn’t reach the shore.

6 I have learned my lesson (line 50)
4 I wasn’t moving toward the land.
my bad / good experience taught me something
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5 We receive so much from nature.

4 Discuss the questions with your partner. 6 We put the bird in a cage, but it escaped.
lG
1 Sala talks about three decisions he made. 8 Write six more sentences with the expressions
What were the decisions, and what were the with get from the article. Write about your
consequences of each one? own experiences.
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2 Sala describes how he feels about the ocean.

Do you think what he says is unusual? Why or
Speaking
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my
why not?
3 Do you think the title of the article is a good 9 Think about an experience you had where you
at
one? Why or why not? learned a lesson. Use these ideas to think about
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the details. Work in small groups. Tell each other

about your experiences.
what lesson you learned

the place / situation
any other people involved
what happened
why / how it happened
how the experience changed your behavior
afterward
A: I almost got into an accident once when I was

driving and I was really tired.
B: Where were you going?
38
4
3c Love and death in the sea • Ask pairs to discuss the questions. In feedback, ask
different pairs to summarize their thoughts for the class.
This activity will probably lead to some debate.
Lesson at a glance
• reading: an unforgettable experience
ANSWERS
• critical thinking: drawing conclusions
• word focus: get 1 The first decision was to go swimming despite the storm.
• speaking: learning a lesson The consequence was that he had to fight against the sea
and swallowed lots of seawater and sand.
The second decision was to turn back. The consequence
Reading was that he was hit by waves and caught in the surf
zone, and he couldn’t get back.
1
The third decision was to give up fighting against the
• Ask pairs to discuss the questions. In feedback, elicit
sea. Fortunately, the consequence was that he was
ideas from the class. carried to the shore and survived.
2 He speaks about the sea as if it were a person. The
EXAMPLE ANSWERS feelings he expresses are very intense and romantic.
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A (natural) pool or a lake: 3 Students’ own answers
(+) still and calm, easy to swim in, often an attractive
location, can do water sports on a big lake
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Extra activity
(–) cold, perhaps very deep, could be plants and fish, could
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be bad for your health if you swallow the water Write the following words from the article connected with
A (human-made swimming) pool: the sea on the board: wave, surf, shallow, deep, surface,
stormy, salty, sand, shore, beach, current, calm.
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(+) safe, good changing facilities, not too cold, lanes
(–) busy, have to pay, restrictions on diving and activities Ask students to check the words in their dictionaries and
you can do, not always open, chlorine hurts your eyes to say how they connect with the sea.
The sea:
c
hi
(+) fun, challenging, salt helps you float, can do lots of Vocabulary notes
games and activities and water sports
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(–) dangerous, difficult to swim in, can be polluted, fish and surf zone = an area of foam or white water where the
seaweed can be a problem, often cold, salt hurts your eyes waves move onto land
gr
bodysurf = to ride on the waves, using your body as a board
2 24 shore = or ”seashore“ is any land on the edge of the sea

eo
• Ask students what a marine ecologist does (he or she beach = a piece of land on the edge of the sea made up of
sand or stones where you can sit or walk
is interested in protecting underwater environments).
lG
Then ask them to read the article quickly and find current = the strong movement of water in one direction or
answers to the questions. Students can listen and read another (cf. tide = the movement of the sea into and away
from the shore depending on the phases of the moon)
along to the recording if needed.
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in a foot of water = in a very shallow part of the sea (a

• Let students compare their answers in pairs. In
foot = 12 inches or about 30 centimeters)
feedback, elicit answers from students, and ask them to
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like a beaten dog = similar to a dog that has been hit for
say which parts of the text deal with each question.
doing something wrong
at
surface = top (of the sea)

ANSWERS
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1 He tried to swim out to sea during a storm, realized it

was too difficult, so he tried to swim back but found he Critical thinking drawing conclusions
couldn’t reach the beach. (paragraph 2) 5
2 He didn’t respect the sea—it was a moment of Catalan • Start by explaining draw conclusions (= decide what to
bravado to go into the sea when it was too stormy.
believe about something after you have looked at all the
(paragraph 2)
facts).
3 He has learned his lesson, feels lucky to be alive, and
respects the sea now. He does not go swimming when it • Ask students to read sentences 1–4 and say which three
is dangerous. (last paragraph) things are conclusions and which one is stated in the
text. In feedback, ask students to justify their opinions.
3
• Ask students to read the text again, find the
expressions, and circle the correct options to show their
meanings. Let them compare their answers in pairs

3c Love and death in the sea 38a
Vocabulary notes
Background information Get is a very common verb in English and it has a range of
uses. These uses are all connected with ”change.“
World Ocean Day is celebrated every year on June 8th. It’s
recognized by the United Nations and aims to celebrate Change of position (usually when the change of position
the oceans and to highlight problems such as pollution involves a short or small movement): get into/out of;
and over-fishing. get on/off; get away from; get up/down. Here, get (plus
prepositions) replaces verbs such as enter/exit, arrive/leave,
Enric Sala is Catalan. Catalans come from Catalonia, a
take, fetch, bring, escape.
region of northeast Spain around the city of Barcelona.
The Costa Brava is the Mediterranean coastline of the Change of possession: get (a present/prize/trophy/salary).
region. Catalonia is an autonomous region of Spain with Here, get replaces verbs such as receive, win, earn.
its own distinctive language and culture. Change of state: get better/worse, get ill, get old, get
tired. Here, get is a synonym of become.
6
• Ask students to work in pairs to discuss the conclusions
in Exercise 5 and give reasons. In feedback, ask students Speaking my
to justify their opinions. 9
• Organize the class into small groups. Ask students to
ng
EXAMPLE ANSWERS tell each other about their experiences, then agree on
1 Yes; because the weather can make it dangerous to which experience they would like to talk about. The
ni
swim there. story could be based on something they have read or it
2 No; because he says his heart still races when he thinks could be invented.
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about it. • Ask students to make brief notes using the prompts in
3 Yes; because he has recovered enough to tell the story preparation for telling the story. Monitor and prompt
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and goes swimming again when the weather is OK. with ideas and vocabulary. Make sure students are
4 Yes; because he used to go swimming every day, but now writing notes, not complete sentences.
he knows he should only go when the conditions are right.
c
hi
Word focus get
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7
• Ask students to read the sentences, then find
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expressions with get in the article with similar meanings

to the verbs in bold. Let students compare their answers
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lG
ANSWERS
1 got into 2 got worse 3 get to
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4 getting any closer to 5 get 6 got out
8
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• Ask students to write six of their own sentences using

at
the expressions with get. Ask them to share their

sentences with a partner, adding information to show
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the context.
EXAMPLE ANSWERS
I got into my car this morning and drove to school.
I get a lot of support from friends.

Love
24
&
and death in the sea
The ocean has almost killed me a couple of times. 25 I pushed myself up, but once again, waves were
It wasn’t her fault; it was mine, for not respecting coming and I couldn’t rest or breathe. I was
her. I still remember the last time—a stormy day caught in the surf zone, with waves pushing me
off the Costa Brava of Spain, in early summer out and a current2 pulling me in. I wasn’t getting
5 2008. Every time I think about it, my heart races. any closer to the beach.
The place where I used to swim every day was hit 30 The ocean is our mother, sister, and home, and as
by a storm with strong eastern winds. The clear such I love her. We get so much from the sea. She
blue waters of summer quickly changed into a gives us life, oxygen, and food. Without the ocean
dirty soup of sand and cold gray water. Waves were and all the life in it, our planet would be much
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10 breaking in all directions. But beyond the surf poorer. We should thank the sea, the ocean, every
zone, the sea seemed swimmable. In a moment of 35 day. But on this day, I was having a hard time
ni
Catalan bravado,1 I put on my bathing suit, mask, feeling grateful.
and fins, and got into the water. It was crazy, but I
ar
did it. I swallowed sand and salt while I was trying After a few more attempts, I decided to let myself
to swim through the surf zone. Fighting against go and give up the fight. I took a deep breath.
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15
the water, I swam—I still don’t know why—for The next wave took me down and forward. I hit
twenty minutes. The storm got worse, and I 40 the bottom with my back. I rolled over, hit my
decided to call it a day. I turned to swim back. head, and after what seemed the longest minute
Then I realized I couldn’t get to the beach. c of my life, I found myself lying in a foot of water.
hi
I crawled3 out of the water and onto the beach.
20 Waves were breaking all around me. I tried to I’d got out, but I’d lost my mask, snorkel, and one
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bodysurf one wave to the shore, but it took me 45 fin. My whole body was sore. I sat on the beach,
down under the water. When I came up, I turned watching the ocean and feeling lucky to be alive. I
gr
around and a second wave hit me just as hard, walked back home slowly, like a beaten dog.
taking me down again. I hit the sandy bottom.
Some days the sea wants us and some days she
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doesn’t. Since that day, I have not been to the ocean

50 when she does not want me. I have learned my
lG
lesson. I now thank the ocean every day the surface

is calm, the waters are clear, and diving is easy.
na
1
bravado (n) /brəˈvɑːdəʊ/ false bravery
2
current (n) /ˈkʌrənt/ a strong movement of water in the sea
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or a river
3
crawl (v) /krɔːl/ to move slowly on your hands and knees
at
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3d No way!
Real life telling stories 4 25 Look at the expressions for telling stories.
Listen to the stories again. Circle the expressions
1 Work in groups. Which of these statements (a–d) the speakers use.
are true about you? Tell your group.
a When I’m in a group, I listen more than I talk. TELLING STORIES
b I’m always telling funny stories about things Beginning a story
that happen to me. Did I ever tell you about …?
c I’m no good at telling stories, but I’m a I remember once …
good listener. A couple of years ago, …
d People say I exaggerate, but they always laugh You’ll never believe what happened once …
at my stories. Saying when things happened
after we saw …
2 Look at the photo below. Which group of words after a few days
ng
(A or B) do you think are from the story of the a couple of weeks later
photo? Then work in pairs. Compare your ideas one day
ni
and explain your reasons. all of a sudden
suddenly
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A looking after it food and water immediately
empty cage searched everywhere then
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taking a bath the next thing was
while I was …
during the night
B learned to fly jump in the air
c
hi
a lid on a tank above the kitchen sink
5 Only one of the stories is true. Which one do you
there was some water in it
think is true? The answer is on page 44.
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3 25 Listen to two stories. Which story matches

6 Pronunciation was and were
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the photo? What would a photo of the other story

show? a 26 Listen to the sentences from the stories in
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Exercise 3. Notice the sound /ə/ in was and were.
b 26 Listen again and repeat the sentences.

lG
Pay attention to how you say was and were.
7 Work in pairs. Choose one of the stories

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from Exercise 3. Take a role each. Look at

the Track 25 audioscript on page 181 and
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prepare your role. Then close your books and

practice the conversation. Change roles and repeat
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with the other story.

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8 Work in pairs.
Student A: Tell your partner about three
surprising or embarrassing things that happened
to you or to someone you know. One of the things
should be untrue.
Student B: Try to guess which of your partner’s

stories is untrue.
A: Did I ever tell you about the time I found some
money?
B: No, you didn’t.
40
3d No way!
”Bathing Parrot“ Photograph by Cesar Badilla.
During a boat trip across the Gulf of Papagayo, this nice
Lesson at a glance parrot decided that he couldn’t stand the heat of the
• real life: telling stories Guanacaste summer and decided to take a bath.
• pronunciation: was and were (Guanacaste is a province of Costa Rica located in the
northwestern part of the country, along the coast of the
Pacific Ocean.)
Real life telling stories
1
Pronunciation was and were
• With books closed, write No way! on the board. Say it
out loud and ask students what it means (= under no
6a 26
circumstances; not at all; I don’t believe it) and when
they might say it (when we are surprised by something). • Play the recording. Students listen to the sentences
from the stories in Exercise 3 and note the weak
• Ask students to read the statements. Pre-teach exaggerate pronunciation of was and were.
(= to say something in a way that makes it more
important, or more extreme than it actually is, e.g., to 6b
ng
26
say after ten minutes in a line: I’ve been here for hours!). • Play the recording again. Students listen and repeat.
• Organize the class into groups to discuss which Make sure they are producing was and were with a weak
ni
statements are true for each student. /ə/ sound.
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2 Pronunciation notes
• Ask students to match the correct set of words with the
Le
In these sentences, was and were are auxiliary verbs
photo. Tell them to look up words they are not sure of. Let
helping to form the past continuous. The main verb is
them compare their answers before checking as a class.
stressed and the auxiliaries are unstressed. As a result, they
Vocabulary notes
c
reduce to a weakly stressed /wəz/ or /wə/.
hi
cage = a metal, enclosed place where birds are kept as pets 7
ap
lid = a top or covering (of a box, trash can, etc.) • Organize pairs. Ask students to decide on roles, then
tank = a large glass box for keeping fish or reptiles give them a couple of minutes to try to memorize the
gr
conversations by looking at the audioscript Track 25.

3 25 Then tell students to close the books and practice.
eo
• Play the recording. Students listen and match the story • Write some prompts in a list on the board for students
with the photo. You could ask students to work in pairs to look at as they act out the conversations.
to describe what they would expect the photo for the
lG
• Prompts for story 1: goldfish, huge, tank active, lid, empty,

other story to look like.
jumped, sink, Fortunately
• Prompts for story 2: parrot, open, got out, remembered,
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ANSWERS
filled up, rushed, searched, “Polly!”, panic, guess what,
Story 2 ; A photo for Story 1 might show two fish splashing teacup
io
in some water in a sink.

• Encourage students to try the conversation two or three
times. If they can’t remember much the first time, allow
at
4 25
them to look at the audioscript again before giving it
• Give students a few moments to read through the another go. Remind them to concentrate on the correct
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expressions in the box. Play the recording again. pronunciation of was and were.
Students circle the expressions they hear.
• Let students compare their answers in pairs before 8
checking with the class. • Organize pairs. Give students two or three minutes to
• Read out the expressions and ask students to listen and prepare stories. Tell them to note down at least three
repeat in order to practice the pronunciation. things that have happened to them or someone they
know, and to make sure that one event is not true.
5 Monitor and help with vocabulary and ideas.
• Have a brief class discussion and vote on which story is • When students are ready, tell them to take turns to
true. tell their stories. In feedback, find out which students
guessed the untrue event in their partner’s stories.
ANSWER
The first story is true. It happened to the author. The lid
partially covered the tank, but they had knocked it off
anyway. Both fish survived and were lucky not to have
been eaten by the family cat!
SAMPLE COPY, NOT FOR DISTRIBUTION 3d No way! 40a

4b
3e What a weekend! • Ask students to circle the verbs and adjectives. Let them
class.
Lesson at a glance
• writing: a blog post Vocabulary note
• writing skill: interesting language
Again, these words have stronger, more dramatic
meanings than the synonyms. Pouring means raining very
Writing a blog post heavily; packed means completely crowded so you can’t
move; staring means looking in a very intense way, often
1
in shock or disbelief. Clutching means holding something
• Organize pairs. Ask students to discuss the questions. very tightly because you are afraid of losing it. Washed
In feedback, build up a list of the kind of things people up, here, means that the tide has carried things onto the
write about in blogs. shore.
EXAMPLE ANSWERS 4c
Personal blogs: what they’ve been doing, photos, thoughts • Students read the sentences and replace the words in
ng
and feelings, interests, travel, personal opinions bold with these more common words. Ask students to
Professional blogs: advice and tips, information about a use the context to help them work out the meaning of
company or product, feedback on meetings or conferences any unfamiliar words. Let them compare ideas with a
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partner.
ar
2
Vocabulary notes
• Ask students to read the post and answer questions 1–3.
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Let them compare their answers in pairs before Note, again, the extreme, dramatic nature of the
checking with the class. words. Raced means ran very fast and in an excited way;
exhausted means completely tired; boiling hot means
ANSWERS
c extremely hot; scrambled up means climbed up but in
hi a desperate way on hands and knees; wandered means
1 It’s about an unusual experience on the beach that walked slowly and in a very relaxed way; collapsed means
ap
the writer and his family had last weekend. (They saw fell down because you were completely exhausted.
people who were picking up sneakers that had washed
up on the beach.) 5
gr
2 The things you take to the beach: towels, swimsuits, • Ask students to think about a particular weekend. Ask
sunglasses, sun hats, etc.
them to make some brief notes about the main events
eo
3 Ellie, Louis, and Oscar are the blogger’s three children. to help them tell their story. Remind students that the
story needn’t be on a recent weekend or they could
lG
3 make it up.
• Ask students to put the events of the story (a–g) in order.
Let them compare their answers before checking as a class.
6
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• Ask students to write a first draft of a blog or media

post about their weekend. Ask them to check the verbs
Writing skill interesting language
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and adjectives and see if they can use more interesting,

4a dramatic words.
at
• Ask students to find and underline verbs in the blog

which are different from the verbs in bold in the 7
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sentences in Exercise 3. Let them compare their answers • Ask students to use the questions to assess their work
before checking as a class. and make any changes needed in order to produce a
final draft.
ANSWERS 8
a rushed b came out e jumped • Ask pairs to read their partners’ finished blog posts.
f grabbed g headed They must try to suggest two more verbs or adjectives
that their partner could use. Encourage pairs to use
a thesaurus or dictionary to help them find more
Vocabulary notes interesting or dramatic words to use.
Note that the verbs in the blog are more dramatic and
interesting than the verbs used in the sentences. Rushed,
jumped into, and grabbed mean ran, got into, and picked
up, but in ways that are hurried and excited—there’s no
time to lose!

3e What a weekend!
Writing a blog post
1 Work in pairs. Do you read or write any blogs? The calm after the storm
What kinds of things do people write about in
It was pouring rain all weekend, so we
personal blogs? And in professional blogs?
spent almost the whole time indoors
2 Work in pairs. Read the post and answer the trying to entertain the kids. Then,
questions. unexpectedly, the sun came out late
on Sunday afternoon. We grabbed our
1 What is the topic of this post? beach gear, jumped into the car, and
2 What do you think beach gear refers to? headed down to the bay. When we
3 Who do you think Ellie, Louis, and Oscar are? got there, we realized that everyone
had had the same idea! The beach
3 Put the main events of the story (a–g) in the
ng
was packed. But everyone was staring
correct order.
out over the water and picking stuff
7 a Ellie, Louis, and Oscar ran to the water. up off the sand. Ellie, Louis, and Oscar
ni
3 b The sun started to shine. rushed down to the water’s edge, full of
1 c There was a storm. excitement. It turned out that a ship had
ar
2 d A ship lost a cargo of sneakers. lost its cargo in Saturday’s storm. Five
5 e They got into the car.
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containers of sneakers had washed up
4 f They picked up things to take to the beach. on the beach! Everyone was clutching
6 g They went to the beach. odd shoes, looking for the other one
4 Writing skill interesting language c to make a pair! What a strange end to

hi
the weekend!
a Compare the post with the sentences in Exercise 3. Written by James 28 Feb., 23:17
ap
Which verbs does James use instead of the verbs in See older posts
bold? Why?
gr
b Circle the verbs and adjectives that James uses

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instead of these words.

lG
raining full of people looking

arrived holding
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c Read the sentences. Replace the words in bold

with these words.
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fell down ran really tired walked

at
1 The kids raced along the street. ran

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2 I felt exhausted after my walk. tired

3 The weather was boiling hot. really
4 I wandered along the beach, enjoying the
silence. walked 6 Write a first draft of a blog post about your
5 At the end of the game, we collapsed on weekend. Then look at the vocabulary you used.
Use interesting language in your post.
the sand. fell down
5 Think about a recent weekend when something 7 Check that your post:
unusual happened. Make notes of the main events. • uses different past verb forms correctly.
Add notes with background information. • uses interesting vocabulary to tell the story.
8 Work in pairs. Exchange posts. Can you suggest

two more verbs or adjectives that your partner
could use?

3f Four women and a
wild river
Amber Valenti and some of her team on their trip

down the Amur River
ng
ni
ar
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c
hi
ap
gr
eo
lG
na
io
at
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42
Videoscript 3.1, 3.2
3f Four women and a wild river
Part 1
Amber Valenti The concept of the Nobody’s River project
Before you watch was to travel and explore the Amur River, which is the third-
1 longest free-flowing river left on this awesome planet we live on.
• Ask students to look at the photo and the caption and And what we wanted to do was both experience it ourselves and
read the information. Students discuss the questions then also bring the story back to our community.
in pairs. Extend the range of questions: What kind of Well, it started out as the people I wanted to invite were all
experience will the women have? What might they see? What women. I love adventuring with boys too, but there is something
problems might they have? really fun about ladies’ trips and so we thought, well, maybe we
can tell this through a female perspective. And then as we were
• Check students understand the meaning and pursuing sponsors after that we realized what a huge advantage
pronunciation of the words in the glossary section. that was because people are hungry for that voice.
Part 2
EXAMPLE ANSWERS
Amber Valenti The moments where we could just not take
Possible reasons for doing the trip: exciting, challenging, life or ourselves very seriously are really memorable for me.
seeing the world, having an adventure, learning new skills,
ng
learning about new cultures It really was joyful and light frequently, though it was also very
intense frequently as well.
Possible reasons for not doing it: dangerous, long time
away from home, difficult conditions to live in, need to be I’m a very passionate conservationist. I am very passionate
ni
adventurous and strong and athletic particularly about clean water and rivers. The best way to help
people become conservationists is to help them fall in love with a
ar
place and so our goal with showcasing a river was to help them
Key vocabulary connect to the human aspect of it and then through that just let
Le
them fall in love with it all on their own.
2a
• Ask students to guess the meanings of the words in
bold. Do not check answers at this stage (students will
c
hi
match words in the next exercise).
2b
ap
• Students match the words in bold in Exercise 2a with

the definitions.
gr
While you watch

eo
3 3.1, 3.2
lG
• Ask students to watch both parts of the video and

choose the words. Let students compare answers in
na
pairs and give reasons for their choices before checking

as a class.
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ANSWERS
at
All four words are possible depending on the students'

opinion.
N

3f Four women and a wild river 42a
4 3.1 4 What does take ourselves seriously mean?
• Ask students to watch Part 1 of the video again and a deal with our problems
complete the sentences in pairs. Let students compare b take care of ourselves
c think we are important
Let students paraphrase answers—the exact words are
not needed. 5 What does all on their own mean?
a all at the same time
5 3.2
b when they were alone
• Ask students to watch Part 2 of the video and answer
the questions in pairs. Let students compare their c without help
answers in pairs.
Vocabulary notes
ANSWERS Awesome is a very common way in American English to say
1 joyful and light: getting into the kayak head first, that an experience or sight is fantastic or amazing. It’s less
dancing with the Mongolian men, chatting in their common in other English-speaking cultures.
sleeping bags / intense: the thunderstorm Using really fun in this way is also an example of informal,
2 ships, cranes, industry American English.
ng
3 because she thinks it’s the best way for people to
become conservationists 7b
• Ask students to complete the sentences. Elicit one or
ni
6 two ideas for the first sentence to get them started. Let
students compare sentences with a partner.
ar
• Discuss the question with the class. Find out if they
have changed their minds about whether they would
Le
like to make the trip or not. EXAMPLE ANSWERS
1 I think learning English / windsurfing is awesome.
After you watch 2 In my experience, traveling on your own / meeting new
Vocabulary in context c people is really fun.

hi
3 I can’t organize everything / redecorate the house all on
7a 3.3 my own.
ap
• Explain that students are going to watch some clips 4 People today are hungry for a real connection with
from the video which contain some new words and nature / new experiences.
gr
phrases. They need to choose the correct meaning of the 5 I think that politicians / scientific experts take
words. themselves very seriously.
eo

appears, pause the clip so that students can choose 8
lG
the correct definition. You could let students compare • Have students answer the question in pairs. Then
answers in pairs before checking with the class. discuss the question with the class.
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Videoscript 3.3 EXAMPLE ANSWER

The river goes along the borders of countries so no one
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1 What does awesome mean? country can claim it. Also, no country has exploited the
a amazing river by building dams or bridges.
at
b enormous
N
c wild Extra activity

2 What does really fun mean?
Organize the class into groups. Tell each group they are
a very different going to travel around the world and can only take the
b very enjoyable clothes they are wearing now and five other things. They
must agree on which are the five most essential things to
c very strange take. Example answer: passport, international credit card,
3 What does are hungry for mean? smartphone, spare underwear, boots.
a don’t know about
b need food
c want to hear

Before you watch 4 3.1 Watch Part 1 of the video again. Work in
pairs. Complete the sentences with the information
1 Work in pairs. Look at the photo and the caption. you hear.
Then read the information. Would you like to
1 Amber Valenti wanted to explore the Amur River
make this kind of trip? Why or why not?
and also to bring the story back to their community.
Amber Valenti was the leader of a kayak trip 2 The people she wanted to invite on the trip
down the Amur River in Mongolia, Russia, and were all women .
China. The river is one of few major rivers that 3 Having an all-woman trip was an advantage
flow from their start to the ocean without dams or with pursuing sponsors .
reservoirs. The Amur River begins in Mongolia,
and part of its 2,800 kilometers marks the border 5 3.2 Watch Part 2 of the video again. Work in
between Russia and China. The trip took two pairs. Answer the questions.
months to complete. 1 Amber Valenti describes moments of the trip as
“joyful and light” and “intense.” What scenes
2 Key vocabulary in the video show this?
2 What kinds of things do you see when they
a Work in pairs. Read the sentences. The words in
ng
reach the mouth of the river?
3 Why does Amber Valenti want people to fall in
the words.
love with the “human aspect” of the river?
ni
1 The concept of this new TV show is to explain
6 After watching the video, do you feel differently
ar
how everyday objects work.
2 We found a sponsor to give us most of the about your answer to Exercise 1?
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money we need for our expedition.
3 The most memorable vacation I’ve ever had After you watch
was in China.
4 I’m passionate about protecting animals.
c 7 Vocabulary in context
hi
5 Conservation is a big part of the work of the
World Wildlife Fund. a 3.3 Watch the clips from the video. Choose
ap
6 The best aspect of my job is meeting people. the correct meaning of the words and phrases.
b Match the words in bold in Exercise 2a with b Complete the sentences in your own words. Then
gr
these definitions. work in pairs and compare your sentences.

eo
a difficult to forget memorable 1 I think … is awesome.

b having strong feelings about something 2 In my experience, … is really fun.
lG
passionate 3 I can’t … all on my own.

concept 4 People today are hungry for … .
c idea
5 I think that … take themselves very seriously.
aspect
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d one part of a problem or situation

e someone who supports people’s activities with 8 Work in pairs. The trip described in the video was
money, equipment, etc. sponsor filmed for a documentary called Nobody’s River.
io
f the protection of natural places, plants, From what you have learned, why do you think
at
and animals conservation the filmmakers chose that title?

N
While you watch free-flowing (adj) /ˌfriːˈfləʊɪŋ/ when a river or water

moves naturally
3 3.1, 3.2 Watch the whole video. Work in intense (adj) /ɪnˈtens/ extremely strong or powerful
pairs. Which of these words do you think describe joyful (adj) /ˈdʒɔɪfəl/ very happy and cheerful
the experience the women had? Give reasons for perspective (n) /pərˈspektɪv/ a point of view
your answers. showcase (v) /ˈʃəʊkeɪs/ to explain or show something in a
positive way
dangerous enjoyable frightening relaxing

Grammar 4 ❯❯ MB Work in pairs. What are these places? Can
you think of two more places with water? How
1 Choose the correct options to complete the story. many examples of each place can you name?
1 2
3 4
ng
5
ni
❯❯ MB Work on your own. Choose two activities
“I 1 learned / had learned to surf a few years ago when I
2
was / had been in my teens. My dad 3 paid / was paying for you think best match each category (1–3). Then
ar
the course, because I 4 just passed / had just passed some work in pairs. Explain your reasons.
Le
important exams. It 5 was / had been a sunny weekend in June.
diving jet skiing kayaking rafting
Anyway, the whole first day 6 went / was going by and I 7 didn’t
rowing snorkeling waterskiing windsurfing
manage / hadn’t managed one successful ride. All my friends
were watching / watched, and of course I 9 was wanting /
c
8
1 people find this relaxing
hi
wanted to impress them. I eventually 10 was paddling / paddled 2 people do this to get a thrill
out for my last attempt of the day as the sun 11 set / had set over 3 it’s best to do this with other people
ap
the bay. I 12 scrambled / had scrambled onto the board, and—for

the first time—I 13 didn’t fall off / wasn’t falling off right away. I CAN
gr
I 14 just got up / had just got up on my feet on the board when use adverbs to describe experiences
someone almost 15 crashed / was crashing right into me! But I
talk about water sports and activities
eo
16
stayed / was staying on!”
Real life
lG
2 ❯❯ MB Make notes about the main events from

the story in Exercise 1 using single words. Then 6 Work in groups. Tell a story starting with this
close your book and work in pairs. Exchange your
na
sentence. Take turns adding a sentence to the story,

notes with your partner. Retell the story using your using one of these expressions.
partner’s notes.
io
“Did I ever tell you about the time my cat ate my

I CAN homework?”
at
talk about a sequence of events in the past

a few … later, one day,
N
(simple past, past perfect)

after a few …, suddenly,
describe the background to past events
(past continuous)
all of a sudden, the next thing was
during the …, then
Vocabulary 7 ❯❯ MB Use one of these first sentences and tell

3 Circle the correct options to correct the sentences. another story.
a He checked the exam answers very carefully / “I remember once, I was waiting at the bus stop.”
suddenly. “A couple of years ago, I went for a job interview.”
b She usually drives quite secretly / slowly.
I CAN
c I sat calmly / badly in the dentist’s chair.
d She politely / suddenly had a brilliant idea. tell a story
e He politely / dangerously asked a stranger for say when things happened in a sequence of events
directions.
Page 40, Exercise 5: Story A is true.
44
booster • Ask students to choose the two activities that best
match each category (1–3). Then ask them to work in
pairs to compare answers and explain their reasons.
Memory Booster activities
Exercises 2, 4, 5, and 7 are Memory Booster activities. For ANSWERS
more information about these activities and how they Students’ own answers—it can vary greatly depending on
benefit students, see page x. each person’s point of view.
I can … checkboxes
Real life
As an alternative to asking students to simply check the
I can … boxes, you could ask them to give themselves 6
a score from 1 to 4 (1 = not very confident; 4 = very • Organize students into groups. Tell students to tell a
confident) for each language area. If students score 1 or story by taking it in turns to add a sentence, using one
2 for a language area, refer them to additional practice of the expressions in the box.
exercises. 7 ❯❯ MB
ng
• Tell students in their groups to choose one of the
Grammar sentences and use it to repeat the story-telling activity
ni
from Exercise 7.
1
ar
• Ask students to circle the correct form of the verbs to
complete the story. Let students compare answers in
Le
pairs before eliciting answers from the class.
2 ❯❯ MB
• Ask students to try to remember main events from the
story in Exercise 1 and make notes. c
hi
• Then ask students to work in pairs and exchange notes
ap
with their partner. They should use those notes to retell

the story to each other.
gr
Vocabulary
eo
3
• Ask students to circle the correct options to complete
the sentences. Let students compare answers in pairs
lG

4 ❯❯ MB
na
• Ask pairs to identify the places in the photographs and

think of two more places with water, and then think of
io
examples for each of them.

at
ANSWERS
N
1 lake 2 swimming pool 3 river 4 waterfall

Possible answers: ocean, sea, stream, reservoir, pond, canal
Students’ own answers for examples for each one.

Opener 4 27
• Tell students they are going to listen to three people
1
talking about their childhood ambitions. Play the
• Ask pairs to look at the photo and the caption and recording. Students should listen and answer the
discuss the question. In feedback, elicit ideas. questions for each person.
ANSWERS with the class. In feedback, elicit the answers.
The children are roleplaying—pretending to be medical
professionals at the teddy bear hospital.
ANSWERS
Speaker 1
2
1 superhero or firefighter 2 office worker
• Ask students: What jobs did you want to do as a child?
ng
3 firefighter: exciting, dangerous, dirty, challenging;
Elicit as many job types as you can from the class and office worker: safe
write them on the board. Speaker 2
ni
• Ask students to look at the list of jobs, and check their 1 train engineer 2 accountant 3 train engineer: in
meanings. Organize students into groups to share their charge, responsible; accountant: not very exciting, not as
ar
memories before eliciting experiences from the class. boring as many people think it is
Speaker 3
Le
Vocabulary and pronunciation notes 1 soccer player 2 nurse 3 soccer player: well-paid,
famous; nurse: not well-paid, quite stressful, enjoyable
vet = a veterinary surgeon (animal doctor)
Note the stress: pilot police officer scientist
c
hi
Vocabulary notes
3
ap
When I was little/small = a way of saying “When I was a

• Ask pairs to categorize the words into positive or
young child …”
negative. In feedback, take time to check the meaning of
gr
be just like (somebody) = to be the same as (somebody)

any unfamiliar words or ask students to check them in
dictionaries. I’m not likely to be = there’s not much probability that I
eo
will be
• Optional step Practice the pronunciation of the words
be in charge of (people) = to be the manager (of people)
with the students. The strong stress is on the first
lG
syllable of each word except for: enjoyable, exciting,

responsible. 5
• Ask pairs to ask and answer the questions about their
• Ask students to say which words can be used to
na
own ambitions. As students speak, monitor and note

describe the jobs in Exercise 2.
interesting things they mention.
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ANSWERS • In feedback, select students to say what they found

out about their partner. Then point out any errors or
at
Positive: challenging, enjoyable, exciting, responsible, examples of good language use.

well-paid
N
Negative: underpaid, boring, dangerous, dirty, stressful
Vocabulary notes
underpaid = the opposite of well-paid
Students might confuse the following:
challenging = a challenging job is difficult to do but the
implication is that it is also interesting
responsible = in a responsible job you have to make
decisions or be in charge of people and situations
stressful = a stressful job is one where you feel worried or
tired because it is difficult or you work too much
45a
ng
ni
ar
Le
c
hi
Children playing at an entertainment center
ap
gr
F E AT U R E S 1 Work in pairs. Look at the photo and the caption. What do you
eo
think the children are doing?

46 Will a robot take
2 Did you want to do any of these jobs when you were a child?
lG
your job?
ballet dancer movie star firefighter soccer player
The future of work
pilot police officer rock star scientist
na
48 What’s next? train engineer vet
We hear from people facing

io
3 Work in pairs. Look at the words that can describe jobs. Are
life-changing decisions.
they positive or negative? Which words can describe the jobs in
at
Exercise 2?
50 A better life?
N
One reporter’s view of the underpaid boring challenging dangerous

economic boom in China dirty enjoyable exciting responsible
stressful well-paid
54 Everest tourism
changed Sherpa lives 4 27 Work in pairs. Listen to three people talking about their
childhood ambitions. Answer the questions for each person.
A video about the people
who live near Mount 1 Which job did they want to do when they were young?
Everest 2 Which job do they do now or do they plan to do?
3 How do they describe the jobs?
5 Work in pairs. Ask and answer the questions in Exercise 4 about

your own ambitions.

4a Will a robot take your job?
Word focus job and work Reading
1 Look at the sentences. How do we use job and work? 4 Work in pairs. Look at the jobs. Do you think a
robot could do these jobs? Why or why not?
1 A lot of jobs are kind of boring, but my job has
lots of variety. electrician engineer clerical worker nurse
2 I’ve worked as a firefighter for ten years—it taxi driver teacher telemarketer
can be hard work.
2 Complete the sentences with the correct form of 5 Read the article and check your ideas from
job or work. Exercise 4.
1 Where do you work ? 6 Read the article again and say:
2 Do you have an interesting job ?
ng
work 1 which jobs are already done by robots.
3 Is your company good to for?
works 2 what the Oxford University study looked at.
4 My sister in the same company
3 one job that is at risk, and one that is not.
ni
as me.
5 A: Is your brother around? 7 Work in pairs. Find predictions in the article about
ar
B: No, he’s at work . these jobs. Do the predictions surprise you? Why
or why not?
Le
3 Work in pairs. Take turns asking and answering
questions 1–3 from Exercise 2. If you don’t have a 1 factory work
job, imagine you are someone you know. 2 engineers
c 3 taxi drivers
hi
WILL A R BOT
ap
28 How likely is it that you’ll lose your job to a robot?

According to Toby Walsh, a professor of Artificial
gr
Intelligence, it’s hard to think of a job that a computer
TAKE YOUR JOB? won’t be able to do. There are already some factories
eo
where all the work is done by robots, and there will

certainly be more in the future. But what about
teachers, engineers, and electricians? A team at
lG
Oxford University studied 350 different professions

and suggested that 35 percent of UK jobs might go
na
to robots in the next 20 years. In particular, work that

is repetitive1 or involves handling small objects will
io
be at risk of automation.2 On the other hand, jobs

that involve helping other people or having original
at
ideas will probably always need people. So journalists,

nurses, engineers, and teachers won’t be at risk, but
N
clerical workers and telemarketers may not be so lucky.

The Oxford study gives the probability for each of the
350 jobs. Electricians (65 percent) are more at risk than
taxi drivers (57 percent). One global taxi company
says driverless taxis will be on every street corner
eventually. However, a spokesperson for London taxi
drivers isn’t convinced. “It won’t happen. Driverless cars
will never be able to work on roads at the same time as
normal vehicles.”
1
repetitive (adj) /rɪˈpetətɪv/ repeating the same thing in the
same way many times
2
automation (n) /ɔːtɒˈmeɪʃən/ the use of machines to do tasks
automatically
46
5 28
4a Will a robot take your job? • Ask students to read the article and check their ideas
from Exercise 4. Students can listen and read along to
the recording if needed.
Lesson at a glance
• word focus: job and work
• reading: the future of work
ANSWERS
• grammar: predictions yes: clerical worker, telemarketer
• speaking: predictions possibly: electrician, taxi driver
no: engineer, nurse, teacher
Word focus job and work 6

1 • Ask students to read the article again and note answers
• Ask students to look at the examples. Ask: What’s the to points 1–3.
difference between job and work? • Let students discuss their answers in pairs before
Vocabulary notes
ng
Job is a countable noun which is used to describe what ANSWERS
you do for a living (I’m a builder. It’s my job.). It can also be 1 jobs in factories
used to describe a task that you have at work (Today’s job
ni
2 how likely 350 different professions are to lose their job
is to prepare a contract.) or outside work (Today’s job is to to a robot
tidy the garden.).
ar
3 work that is routine or involves handling small objects;
Work can be used in the following ways: jobs that involve helping other people or having
Le
• as a verb which means to do a job (I work as a teacher.) original ideas
or to perform a task (I’m working in the garden.).
• as an uncountable noun used to describe a job you are 7
paid to do (I start work at 9.) or an activity that involves
c • Ask pairs to look at the article again and find
hi
effort (I have a lot of work to do.). predictions. Elicit the first answer to get students
Note these expressions involving work: at work (= in the started. Discuss the answers. Encourage students to use
ap
place where I work); out of work (= not having a job); off their own words when expressing the predictions in
work (= not working today). class feedback.
gr
• Ask students to discuss the following: According to the

2 information in the article, what do you think will happen in
eo
• Ask students to complete the sentences with the correct the future to your job, or the job you’d like to do?
form of job or work. Let students compare their answers
lG
ANSWERS
3 1 There will certainly be more factories in the future
where all the work is done by robots.
na
• Organize the class into pairs. Ask students to take turns

2 Engineers won’t be at risk of losing their jobs to robots.
to ask and answer questions 1–3 from Exercise 2.
3 Driverless taxis will be on every street corner eventually /
io
• If your students are still in school or college, you could “It won’t happen. Driverless cars will never be able to
do this as a roleplay. Tell them to imagine that they have work on roads at the same time as normal vehicles.”
at
their dream job. They should answer the questions as if

they have this job.
N
Vocabulary notes
Reading Artificial Intelligence = AI; the intelligence of robots,
4 computers, and machines
• Ask students to look at the picture and elicit the word at risk = in danger; here, in danger of being lost
robot. Ask what job the robot is doing (it’s putting parts driverless cars = cars which work automatically without a driver
together in a factory). eventually = in the end, after some time
• Make sure students understand and can pronounce
the words in the list, particularly: electrician, engineer.
(Electricians fix electrical problems; engineers design or
operate machines, but an engineer can also be used to
describe road, railway, or bridge designers, or someone
who drives a train.)
• Ask students to discuss the jobs in pairs. Ask: Do you think
a robot could do these jobs? Ask students to justify their
reasons. Do not check answers at this stage.

4a Will a robot take your job? 46a
Grammar predictions EXAMPLE ANSWERS
8 1 My English exam results will probably be good because
• Ask students to read the grammar box and then I’ve worked hard / had a really good teacher.
underline examples of the future forms in the article. 2 Finding a good job probably won’t be easy because
Let students compare their answers in pairs before unemployment is high at the moment.
checking with the class. 3 People’s salaries might go down in the next few years
Please refer to page 162 for Grammar Notes on will, may, because the economy isn’t strong.
and might. 4 Unemployment will probably get better because a new
factory has been opened in town.
Refer students to page 162 of the Student Book for further 5 Environmental problems may get worse because people
information and practice. continue to use fossil fuels.
6 The amount of free time we have will certainly go up
9 because the government intends to cut working hours.
• Ask pairs to look at the sentences they’ve underlined in
the article and to find the two predictions that are much
less certain than the others. Speaking my
13
ng
ANSWERS • Organize the class into groups. Give students a few
35 percent of UK jobs might go to robots minutes to prepare individually and monitor to help
ni
clerical workers and telemarketers may not be so lucky with ideas and vocabulary.
ar
• When students are ready, ask them to tell each other
10 about their predictions. Prompt them to use a range of
Le
• Ask students to circle appropriate options to complete different ways of predicting.
the text. Let them compare their answers in pairs before • As students speak, monitor their performance, and
checking with the class. prompt them to produce good sentences. Note errors
c with the language of prediction for feedback at the end.

hi
11
• Ask students to cross out the option that is not logical, EXAMPLE ANSWERS
ap
leaving two possible correct answers for each sentence.

2 I might get a degree in science. I’ve always been
Let students compare their answers in pairs before interested in that subject.
gr

3 I might get a cat. My daughter wants one.
12 4 I probably won’t get married. I don’t have a boyfriend!
eo
• Ask students to write predictions. Encourage them to 5 I’ll definitely look for a job. I’m not happy where I am.
include a reason for each prediction, as in the example 6 I may make new friends in this course. There are some
lG
sentence. Let them compare their answers in pairs really nice people in the class.
before checking with the class. 7 We’ll probably move to a new house. We want to move
to the coast.
na
• Ask students to discuss whether they agree with the

8 I probably won’t travel to a foreign country. I don’t have
predictions. They could do this in pairs, or as a class.
much money.
io
at
N
47a Unit 4 OpportunitiesSAMPLE COPY, NOT FOR DISTRIBUTION

Grammar predictions 11 Cross out the option that is not logical to complete
the sentences.
PREDICTIONS WITH WILL, MAY, and MIGHT
1 Hyundai is building a new factory. They may /
will will / won’t need more workers.
won’t 2 Ravi isn’t very good at his job. He might /
will certainly / definitely might not / won’t get a promotion.
Robots certainly / definitely won’t do these jobs.
3 I’m bored with my job. I think I may / might not /
may (not), might (not)
will look for a new one.
will probably
probably won’t
4 The office changes are not important. They
might not / will / won’t affect our work.
For more information and practice, see page 162. 5 Don’t worry about your exam! You may /
might / won’t do better than you expect.
8 Look at the grammar box. Underline the future
forms (verb + base form) in the article.
12 Write predictions. Use a form from the grammar
box and the words below. Then compare your
9 Work in pairs. Look at the sentences you have predictions with your partner. Do you agree?
underlined in the article. Which two predictions does
ng
1 My English exam results / (probably /
the writer think are much less certain than the others? definitely) / good / …
My English exam results will probably be good
ni
10 Circle the appropriate words to complete the
information about household robots. because I’ve worked hard.
ar
2 Finding a good job / (certainly / probably) /
easy / …
Le
3 People’s salaries / (definitely / might) /
go down / …
4 Unemployment / (definitely / probably) /
c get better / …
hi
5 Environmental problems / (definitely / may) /
get worse / …
ap
6 The amount of free time we have / (certainly /

might) / go up / …
gr
Speaking my
eo
13 Work in groups. How likely are you to do the

lG
following in the next two years? Give reasons.

Use future forms from the grammar box in your
conversations. Add ideas of your own.
na
1 buy a motorcycle
2 get a degree
io
3 get a cat
at
4 get married
5 look for a job
N
6 make new friends
T he robots are coming, according to robot

manufacturers. They say that in five or ten
years, we 1 will / won’t all have robots in our
7
8
move to a new house
travel to a foreign country
A: Are you likely to buy a motorcycle in the next
homes. Very soon, robots that can cook and
two years?
fold clothes 2 might not / will be available. In the B: Actually, I might buy one this summer. I’d love
future, there 3 may / won’t even be robots to to take a big road trip across Europe.
babysit our children. Or they 4 may not / might
look after our elderly parents, and we 5 will / won’t
be able to watch them from a computer from
wherever we are. One thing is certain: We
6
might not / won’t be able to live without the help
of robots in several aspects of our lives.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 4 Opportunities 47

4b What’s next?
A Vocabulary education
1 Work in pairs. Look at the expressions
in the box and tell your partner what
you have done or what you think you
will do.
apply to college
become an apprentice
take a (training) course
get a degree
get good / poor grades
go to college
ng
graduate
retake an exam
ni
A: When I left school, I applied to college.
ar
Then I …
B: I got good grades, so I think I’ll graduate
Le
with a good degree. Then I’ll …
B
WORDBUILDING prefix re-
c
hi
Adding re- to the start of a verb means “to
do something again.”
ap
retake, reapply, redo, retrain, reread, rewrite

gr
2 Work in pairs. Ask and answer the

eo
questions. Ask follow-up questions.

1 Have you ever had to retake an
lG
exam?
2 How many times have you reread
na
your favorite book?

3 Do you know anyone who has
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retrained for a different job?

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Listening
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C 3 Have you made any important

decisions recently? Work in pairs.
Tell your partner about one of
your decisions.
I’ve decided to change jobs. I don’t want to
work in an office any more.
4 Work in pairs. Look at the women in

the photos. Discuss where you think
they are from and what they do.
48
Vocabulary notes
4b What’s next?
Verbs beginning with re- indicate repetition (“do it
again”) or restoration (“go back”). While the examples
Lesson at a glance in the lesson (retake, retrain, etc.) carry the meaning of
“do again,” words like reduce, reject, and revert carry the
• vocabulary: education
meaning of “go back.”
• wordbuilding: prefix re-
Note that some verbs such as repeat, revise, and restore
• listening: decisions
add re- to a verb that is no longer in current use or has
• grammar: future forms
been adapted from a Latin word.
• speaking: planning your work
Listening
Vocabulary education
3
1
• Ask pairs to talk about important decisions they have
• Optional step With books closed, ask students to
made. You could prompt students by giving some
describe a typical educational route in their country.
examples of your own first (e.g., I’ve decided to change my
• Check the meaning of the phrases in the box. car. / I’ve started learning a new foreign language.).
ng
• Ask students to discuss their own path in education
in pairs. Ask any students who have taken unusual 4
education paths to share them with the class. • Ask pairs to discuss where the women in the photos
ni
are from and what they do. Follow-up questions: What
are they wearing? Do you find anything surprising about
ar
Vocabulary notes
the photos? What do you think the recording will be about?
apply = to formally write to ask if you can enter a course Don’t confirm the students’ ideas at this stage.
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or get a job
apprentice = a person in on-the-job training, usually for a
EXAMPLE ANSWERS
skilled job such as an electrician or engineer
graduate = to leave university with a degree
c A: she is wearing a headscarf and is likely to be from a
hi
Muslim community; works in a petrol station
retake an exam = to do an exam again because you didn’t
B: looks European; older; works in a cheese shop or a
ap
pass it the first time
cheese stall in a market; perhaps Dutch or German
C: a group of Muslim women; they seem to be graduating
gr
Background information from college or university
In the US, the word college is used to mean university,

eo
so He’s in college in the US means the same as He’s at

Background information (p. 49, Exercise 5)
university in the UK.
lG
West Sumatra is a province of Indonesia. It lies on the west

coast of the island of Sumatra and has a population of five
Wordbuilding prefix re- million. Its capital is Padang and 97% of the population is
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2 Muslim.
• Read the information in the wordbuilding box with the Kabul is the capital of Afghanistan, a Muslim country
where access to work and education is limited for women.
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class. Ask students if they can think of other verbs with

re-, for example: replay, remake, review, reboot, redesign, International Women’s Day (IWD) is on March 8th every
at
recycle, and reuse. year. The focus of International Women’s Day is to

celebrate women and their economic, political, and social
• Get pairs to ask and answer the questions.
N
achievements. In some countries, it’s a time when women’s

Refer students to Workbook page 35 for further practice. rights issues are discussed.
SAMPLE COPY, NOT FOR DISTRIBUTION 4b What’s next? 48a

5 29
ANSWERS
• Tell students they are going to listen to an excerpt from
1 (present continuous for an arrangement)
a radio program about International Women’s Day. I’m meeting the bank manager on Wednesday; she’s
Play the recording. Students listen and circle the correct leaving next week
options. Let students check their answers in pairs 2 (will + base form for a decision made at the time of
before checking with the class. Please see page 48a for speaking)
Background information. Just a moment, I’ll get you some; maybe I’ll take some
cheese for him to taste; I guess I’ll take some time off
6 29
3 (going to + base form for something already planned)
• Ask students to read the sentences carefully and correct I’m going to take the severance package … I’m going to
any they can from memory. start my own business; Many of the graduates are going to
• Play the recording again. Students listen and correct work as teachers; My friend is going to continue her studies
the factual mistakes. Let them compare their answers in in the United States; I’m going to stay here in the city
pairs. 4 –
ANSWERS 10
1 Devi isn’t going to stay in this job forever. • Ask students to read the grammar box and match the
ng
2 Devi is taking an exam next month. future forms (1–4) with the uses (a–d). Let students
3 Elisabeth is going to start her own business. compare answers in pairs before checking with the class.
ni
4 Elisabeth is meeting the bank manager on Wednesday. Refer students to page 162 of the Student Book for further
5 Sahera’s friend is going to study in the United States. information and practice.
ar
6 Sahera’s friend is leaving Kabul next week. 11
Le
• Ask students to read the text briefly and answer a gist
7 question: What is the speaker planning to do? (work as an
• Discuss the questions as a class. apprentice in a garage and do an evening course).
c
• Ask students to read the text and circle the best options.
hi
ANSWERS Let students compare their answers in pairs before
ap
Devi and Elisabeth have decided what to do.
Sahera hasn’t yet. Please refer to page 162 for Grammar Notes on which
future form to use.
gr
Grammar future forms 12

eo
8 • Start by checking words in the exchanges (a year off = a

• Ask students to find the words in bold in the first year spent not working).
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excerpt of audioscript Track 29 on page 182 of the • Ask students to complete the responses. Let students
Student Book. Check that students can recognize the compare their answers in pairs before checking with the
four forms: present simple, will + base form, present class.
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continuous, and going to + -ing. • Optional step Ask fast-finishing students to write their
• Ask students to match the sentences in bold from the own exchanges using future forms.
io
audioscript with points 1–4. Let them compare their

Speaking
at
my
ANSWERS 13
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1 It starts in January. 2 I suppose I’ll tell him soon. • Ask students to look at the example calendar. Ask: What
3 I’m taking the entrance exam next month. month is it? What is the person doing on the 6th? Then ask
4 I’m going to change my job. students to write their own calendar and fill it in.
9 • Support students by eliciting things to do from three
categories—personal plans, arrangements dependent
• Ask students to look at the second and third excerpts
on others, and uncertain things. Build up a short list on
in audioscript Track 29 on page 182 of the Student
the board, then ask students to copy and add their own
Book. Tell them to find and underline at least six other
ideas. The idea is to make sure students have ideas that
sentences like those in Exercise 8. Let students compare
demand going to (personal plans), the present continuous
(arrangements), and might or may (uncertain things).
• In feedback, ask students to tell you what the form is
and which rule in Exercise 8 each sentence matches. 14
• Organize the class into new pairs. Monitor and comment
on and correct your students’ use of future forms.
49a Unit 4 Opportunities SAMPLE COPY, NOT FOR DISTRIBUTION

5 29 Listen to an excerpt from a radio program 11 Circle the correct option.
celebrating International Women’s Day. Circle the
correct option to complete the sentences. I finished school last month. I I’m going to take /
I take the summer off, but in September 2 I’ll start /
1 Devi is working / studying. I’m starting as an apprentice in a garage. 3 I take /
2 Devi wants to be a boss / a nurse. I’m taking a night class as well. That 4 starts /
3 Elisabeth has / doesn’t have a job. is going to start on October 9th. I’m lucky—some of
4 Elisabeth intends to leave her job / retire. my friends don’t know what 5 they’re going to do /
5 Sahera has just started / graduated from university. they do. 6 We’ll meet / We’re meeting next week for
6 Sahera plans to stay in / leave Kabul. the first time since our exams. Actually, I think
7
I’ll send / I’m sending them a message about that
6 29 Listen to the excerpt again and correct the right now.
factual mistakes.
1 Devi isn’t going to stay at home forever. 12 Complete the responses with the most appropriate
2 Devi is taking an exam tomorrow. future form. Then work in pairs. Compare and
3 Elisabeth is going to join a new company. discuss your answers.
4 Elisabeth is meeting her new boss on Wednesday. 1 A: Do you have any plans for when you
ng
5 Sahera’s friend is going to work in the finish college?
United States. B: Yes, I ’m going to take (take) a year off.
6 Sahera’s friend is leaving Kabul next month.
ni
2 A: I can’t decide what to do.
B: It’s OK. I I’ll help (help) you.
7 Which of the three women is most certain about her
ar
plans? Who doesn’t know yet? 3 A: Is it true that Samira is leaving?
B: Yeah, she’s getting (get) married
Le
next month.
Grammar future forms 4 A: Did you enroll for evening classes?
B: Yes,’m going (go) to my first class
8 Look at the sentences in bold in the Track 29
c tonight.
hi
audioscript on page 182. Find the following.
ap
1 something that is scheduled on a calendar
2 something Devi decides to do as she is speaking
Speaking my
3 something Devi has arranged to do 13 Draw a calendar for the next four weeks. Write in
gr
4 something Devi has already planned to do these things.

eo
9 Read what Elisabeth and Sahera say in the plans you have made (shopping trips, etc.)
audioscript. Underline at least six other sentences arrangements (hair appointments, etc.)
lG
about future plans. things you are still unsure about (weekend
activities, etc.)
FUTURE FORMS
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1 present continuous: I’m taking the exam next month. NOVEMBER

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2 will: Just a minute, I’ll get you some. 2–8 9–15 16–22
3 going to: I’m going to start my own business. 6th–7th 10th – dentist
at
4 simple present: The semester starts in January. Weekend away? 3 p.m.

N

14 Work in pairs. You need to meet several times for
a project for your English class. Find dates when
10 Look at the grammar box. Match the future forms
you can get together.
(1–4) with the uses (a–d).
A: What are you up to next week? Maybe we can get
a a plan or intention decided before the moment of
together early in the week.
speaking 3
B: OK. But I’m going to the dentist on Monday, so
b a decision made at the moment of speaking 2
how about Tuesday?
c an event that follows a regular schedule 4
d a fixed arrangement to do something at a
specified (or understood) time in the future 1

4c A better life?
Reading 1 When the town starts to grow, the cell phone
companies arrive.
1 How can these things improve your opportunities in 2 The human energy in these new towns is
life? Make notes and then compare with your partner. amazing: the brave entrepreneurs, the quick-
moving builders, the young workers a long
the place you go to school way from home.
the place you live 3 Another young man I met is learning Arabic
the career you choose and is going to work as a translator for Middle
your family Eastern buyers.
2 Read the article quickly. Which paragraph(s) (1–4) 7 Work in pairs. Find other sentences in the article in
which the author shows his view. What is his view?
talk(s) about these topics?
4 8 Work as a class. How do the changes described in
ng
a training and education
b the movement of people 1, 2, 3 the article compare to a place or country you are
c the development of new towns 1, 2 familiar with?
ni
3 Read the first two paragraphs of the article. Put
Vocabulary pay and conditions
ar
these things in the order in which they appear in a
new town in China. 9 Work in pairs. Read the sentences. Think of one job
Le
3 a street stalls to match each description.
5 b cell phone companies 1 In this job, people work long hours. H
7 c clothing stores
c 2 Employees get four weeks’ paid vacation
hi
1 d construction workers
2 a year. B
e entrepreneurs
ap
4 3 Workers get regular pay raises. M

f stores
6 g women 4 The salary is excellent. M
5 Employees can choose to work
gr
4 Read the rest of the article. Are the sentences flexible hours. H
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true (T) or false (F)? 6 There are lots of opportunities for

promotion. B
1 According to the writer, the early T F
7 Staff members often have to work
lG
development of new towns is

always different. overtime. H
2 The majority of Chinese people T F 8 There is a generous pension plan. B
na
live in rural areas.

10 Put the words in bold in Exercise 9 into three
3 About ten million people a year T F
groups: money (M), hours (H), and benefits (B). Then
io
move to the cities.

add these words to the groups.
4 Education and training are high T F
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priorities for many workers in clocking in and out H bonuses M

new factory towns.
N
discounts on company company car B

5 It’s difficult to find training T F products B H
part-time
courses in factory towns.
free language classes B wages M
5 Work in pairs. Do you think that the people in the health insurance B
new towns have a better life than they did in their
villages? Why or why not?
Speaking my
Critical thinking the author’s 11 Work in pairs. What four things in Exercises 9 and
10 does the perfect job have? Put them in order,
view 1 to 4. Then compare with another pair.
6 Authors can show things in a positive, negative, or
neutral way. Read these excerpts from the article and
say which one expresses a positive view and which
two are neutral. Which words help you decide?
50
4
4c A better life? • Ask students to read the rest of the article carefully to
find out whether the sentences are true (T) or false (F).
Let students compare their answers in pairs before
Lesson at a glance checking with the class.
• reading: the economic boom in China
• critical thinking: the author’s view Vocabulary notes
• vocabulary: pay and conditions
• speaking: the perfect job street stalls = temporary shops in a market or on a street
higher education = study at colleges and universities
Reading 5
1 • Ask students to work in pairs to discuss the question.
• Ask students to work individually to make notes. Start You could ask them to refer back to the article to find
them off by eliciting one or two ideas first. information to support their views.
• Organize the class into pairs. Ask students to compare
and discuss their ideas. In feedback, elicit ideas from ANSWER
ng
the class. Yes, they have the opportunity to be better paid, have
more possessions, have a better education, and have a
EXAMPLE ANSWERS more exciting life / No, they may fail to get a job and be
ni
exploited, and they may miss their traditional ways of life,
A good school can help you to achieve your full potential
their family, and their friends.
ar
and make good life choices; a good teacher can inspire
and guide you; effective discipline allows students to
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learn.
Critical thinking the author’s view
Living in a city or in the country can affect your choices
and your attitudes; the people you meet and the role 6
models you have are affected by where you live; in a poor
or dangerous place, you are more likely to get involved in
c • Ask students to read the excerpts and say which one
hi
expresses a positive view and which two are neutral.
crime or have lower expectations than in a wealthy, safe
place.
ap
ANSWERS
The career you choose affects your wealth, but also how
you feel about yourself and others; your career may affect 1 neutral 2 positive (amazing, brave, quick-moving)
gr
where you live, what sort of lifestyle you have, whether 3 neutral
you travel or not, who you meet.
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A loving family usually means you are confident and 7

secure; problems with your family can lead to personal
• Ask students to read the article again and find more
problems; family can help financially and practically in
lG
making good life choices; family can be inspiring and sentences in which the author shows his view. Let
supportive or can set bad examples and provide no students compare ideas and discuss what the author’s
support. view is before checking as a class.
na
Please refer to page 181 for Teacher Development notes on EXAMPLE ANSWERS
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pre-class preparation.
These new opportunities have created an extremely
motivated population.
2 30
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Most people in China have seen their standard of living

• Ask students to predict what the article is about from
N
go up in recent years. Chinese schools have been very

the title and the photos. successful, and the literacy rate is over 90 percent.
• Ask students to read the article quickly and match the There’s a huge number of private courses in a Chinese
paragraphs with the topics. Students can listen and read factory town: English classes, typing classes, technical
along to the recording if needed. Let students compare classes. One young man I know couldn’t read or write
their answers in pairs before checking with the class. when he left his village. He now works in a factory and
spends a quarter of his wages on training.
3
• Ask students to read the first two paragraphs of the 8
article and put things in the order in which they appear • Ask students to discuss the question as a class.
in a new town in China. Let students compare their
SAMPLE COPY, NOT FOR DISTRIBUTION 4c A better life? 50a

Vocabulary pay and conditions an initial contract = the contract you get at first
9 assisting = helping
• Ask pairs to decide which jobs the sentences describe. strict deadlines = dates that you must finish a task by that
• In feedback, make a note of words students aren’t sure can’t be changed or missed
of so that you can focus on these words in the next resume = a summary of a person’s qualifications,
exercise. experience, and personal details
cover letter = the formal letter you send with your resume
10 to apply for a job in which you say why you want a job
• Ask students to categorize the words into the three and why you are suitable for it
groups and to add the other words. Point out that some
words may go in more than one column.
Vocabulary notes
Both salary and wages mean the amount of money you
are paid for doing a job. However, salary is used for full-
ng
time career jobs and usually refers to a monthly or annual
payment, whereas wages is used for part-time, short-term,
or manual jobs and usually refers to a weekly or one-off
ni
payment.
flextime = when workers can choose when they start or
ar
finish, e.g., working from 7 a.m.–4 p.m. or 9 a.m.–6 p.m.
overtime = extra hours you can or must work—often paid
Le
at a higher rate
bonuses = payment given for doing good work or because
the company has been profitable
clocking in and out = in factory jobs, workers sometimes
c
hi
have to place a card in a machine when they arrive and
leave in order to show how many hours they have been
ap
present
part-time = working shorter hours or fewer days—not
gr
full-time
pension plan = a plan that employers and employees
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pay into over a long period—at 65 or 70 years old the

employee then gets a pension (money you get when you
lG
retire)
Speaking my
na
11
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• Ask pairs to discuss what things from Exercises 9

and 10 make a perfect job. Encourage students to
at
concentrate on all areas of a job, not just money.

• At the end, ask each pair to summarize their discussion.
N
EXAMPLE ANSWERS
excellent salary, opportunities for promotion, flextime,
and lots of paid vacation
51a Unit 4 OpportunitiesSAMPLE COPY, NOT FOR DISTRIBUTION

A better life?
Zhujiang New Town in

Guangzhou, China
ng
30
ni
We spoke to Peter Hessler about his experience of the population. There are 1.3 billion people in China, and
fast-changing life in China. 72 per cent of them are between the ages of 16 and
ar
64. A majority now live in towns rather than villages.
How does a new factory town begin? Every year about ten million people move to the
Le
1 The beginning of a new Chinese factory town is 30 cities. Social scientists predict that by 2020 the urban
5 always the same: In the beginning there are many population will be 60 per cent.
construction workers. They are men who have come
c What kind of life do people want?
hi
from country villages, and they are quickly joined by
entrepreneurs.1 These businessmen sell meat, fruit, Most people in China have seen their standard of 4
ap
and vegetables from street stalls. Later, the first real living go up in recent years. Chinese schools have
10 stores appear. The same businessmen may start to sell 35 been very successful, and the literacy rate2 is over
gr
construction materials. 90 percent. So the next step is to develop higher

education, because many people are looking for better
eo
What comes next? training or education. There’s a huge number of private

2 When the town starts to grow, the cell phone courses in a Chinese factory town: English classes,
lG
companies arrive. They sell prepaid phonecards to 40 typing classes, technical classes. One young man I
15 the workers so that they can call the families they left know couldn’t read or write when he left his village.
behind. When the factories built by the men from the He now works in a factory and spends a quarter of
na
villages start production, you begin to see women. his wages on training. Another young man I met is
After the arrival of the women, clothing stores and learning Arabic and is going to work as a translator
io
shoe stores appear. And eventually, you see public 45 for Middle Eastern buyers. The new factory towns of
services, like buses. China have grown in order to make products for the
at
20
rest of the world. And now, the workers want to be
What does it feel like to be there?
N
able to have these products for themselves.

3 The human energy in these new towns is amazing:
the brave entrepreneurs, the quick-moving builders, 1
entrepreneur (n) /ˌɑntrəprənʊər/ someone who starts new
the young workers a long way from home. These new companies
25 opportunities have created an extremely motivated 2
literacy rate (n) /ˈlɪtərəsi reɪt/ the number of people who can
read and write
Individual portraits in Beijing on Chinese National Day

4d Would you mind …?
Vocabulary job requirements 4 31 Look at the expressions for making and
responding to requests. Listen again and circle the
expressions Rudi and Mark use.
Assistant Researcher
NaturalHistoryNet TV REQUESTS
Making requests
Full-time position. Initial 12-month contract. Is it all right if I list you as a reference?
Would it be OK to borrow your suit?
You will be responsible for
Is it OK to take your car?
• assisting the Research Coordinator on a variety of
Would it be all right if I used your phone?
film projects.
• managing film production materials. Would you mind checking my application form?
• dealing with queries related to current and past Do you mind helping me with my resume?
ng
projects. Could you give me a ride to the interview?
Can you take a look at my cover letter?
You will have
ni
Will you be able to do it today?
• a degree in a relevant subject.
• 1–2 years’ experience in film production. Responding to requests
ar
Of course (not).
• excellent database and research skills.
I’m not sure about that.
Le
You will be Yes, I will.
• organized and independent. Sure, no problem.
• able to meet strict deadlines.
• good at working under pressure.
c
5 Would you like to get a job like the one in the ad?
hi
Send resume and cover letter to: Why or why not?
ap
Anila.Jones@NHNTV.com
Closing date June 15th 6 Pronunciation weak and strong
auxiliary verbs
gr
1 Read the job ad and find the following: a 32 Listen and repeat the exchange. Notice how
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the auxiliary verb will is not stressed in the full

1 duties question and is stressed in the response.
lG
2 deadline for applications

A: Will you be able to do it today?
3 skills and qualifications required
B: Yes, I will.
4 personal qualities required
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2 Work in pairs. Choose three jobs you know b 33 Match the questions (1–5) with the
responses (a–e). Then listen and check. Work in
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something about. What are the most important

pairs. Practice the exchanges.
requirements of those jobs? Compare your ideas.
at
1 Are you going to apply for the job? e

Will he help you with your resume? d
Real life making and 2
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3 Are they still advertising that job? c

responding to requests 4 Does she meet our requirements? a
5 Will it be an all-day interview? b
3 31 Work in pairs. Listen to two friends, Rudi
and Mark, discussing the position in the ad. a I don’t think she does.
Answer the questions. b I think it might.
c No, they aren’t.
1 Does Mark meet all the requirements? d Of course he will.
2 Is his resume ready? e Yes, I think I will.
3 What will he need for the interview?
7 Work in pairs. You are going to act out short
conversations in different situations. Turn to
page 155.
52
4 31
4d Would you mind … ? • Play the recording again. Students listen and circle the
expressions used. Let students compare their answers
Lesson at a glance
• vocabulary: job requirements
Language and pronunciation notes
• real life: making and responding to requests
• pronunciation: weak and strong auxiliary verbs When making requests, politeness and tentativeness are
expressed by using long phrases and conditional forms.
Could you … ? is more tentative than Can you … ? and
Vocabulary job requirements Would you … ? is more tentative than Will you … ?
1 Would it be all right if I … ? is a very tentative way of
• Ask: When did you last respond to a job ad? What was the ad asking permission to do something. Similarly, Would you
for? What information do you usually find in a job ad? mind … + -ing? is a tentative way of asking someone else
to do something for you. In both cases, the speaker is
• Ask students to look at the ad. Ask: What is it? What’s requesting something where the answer might be “no.”
the job? Make sure students understand duties (= the
Intonation plays a large part in making polite requests.
things you must do in your job) and deadline (= the end Make sure that students attempt a wide intonation
ng
date before which you must do something, e.g., send in pattern. Their voice should start relatively high and should
an application, write an essay). go up at the end.
• Organize pairs to read the ad and find the things in the
ni
list. Please see page 51a for Vocabulary notes. 5
ar
• Ask students to discuss the question as a class or in pairs.
ANSWERS
Le
1 assisting the Research Coordinator, managing film Pronunciation weak and strong
production materials, dealing with queries auxiliary verbs
2 June 15th
6a 32
3 a degree in a relevant subject, preferably 1–2 years’
c
hi
experience in film production, excellent database and • Play the recording. Students listen and note the
research skills pronunciation of will.
ap
4 should be organized and independent, able to meet • Play the recording again. Students listen and repeat.
strict deadlines, good at working under pressure
gr
6b 33
2 • Ask students to match the questions (1–5) with the
eo
• Organize the class into pairs. Ask students to choose responses (a–e). Play the recording. Students then listen
three jobs and write notes on the most important and check.
lG
requirements. Select pairs to present their ideas to the • Organize pairs. Students should practice reading
class. out the sentences, paying attention to the stress and
pronunciation of the words.
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Real life making and responding

to requests 7
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• Organize pairs. Ask students to turn to

3 31
page 155 of the Student Book and follow the
at
• Optional step Write the following on the board: resume, instructions. Remind them that the more formal the
application form, cover letter, professional clothes, reference. situation, the more they will need to use tentative
N
A reference is someone who gives you a reference, i.e., language and also a wide range of intonation in their
they formally say or write why you should or should conversations.
not be offered a job.
• Refer students to the useful expressions box on page 52
• Tell students they are going to listen to two friends of the Student Book for phrases which will help them
discussing the position in the ad from Exercise 1. Play prepare. Monitor closely and help with ideas.
the recording. Students should listen and answer the
questions. Let them compare their answers in pairs • Let stronger students improvise dialogues, but allow
before checking with the class. weaker students to prepare and write dialogues first.
ANSWERS
1 yes 2 no 3 professional clothes, a suit

4d Would you mind … ? 52a
4b
4e I’m enclosing my resume • Ask students to rewrite the sentences. Students can use
the model cover letter to help them. Let students compare
Lesson at a glance
• writing: a cover letter
ANSWERS
• writing skill: formal style
1 I will finish my degree soon.
2 I look forward to your call.
Writing a cover letter
3 I am writing in reply to your advertisement in the
1 newspaper.
• Brainstorm what students know already. For example, 4 I am enclosing my resume, which gives my contact
opening with Dear Sir or Madam, ending with Yours details.
faithfully, formal language such as I look forward to 5 I am available from the start of August.
hearing from you, not using abbreviations, and the 6 Thank you very much.
position of the address and date. Ask students: Have you
ever written a cover letter? If so, why?
5
• Start by checking the words (see Vocabulary notes below).
ng
• Students must decide which job to apply for and follow
• Ask pairs to discuss the most common way to apply for the layout style in the Student Book to write cover
a job. letters. Monitor and help with ideas and vocabulary.
ni
• With an adult class, ask how students have applied for • Prepare a selection of job ads suitable for your students
ar
jobs. (newspaper or online resources).
Vocabulary notes 6
Le
personal contact = somebody you know, perhaps in the • Ask students to swap letters with a partner. Students
company you want to work for, who can recommend you use the questions to check their partner's letter and give
as an employee
c
feedback. Students then revise their letters based on
hi
application form = form companies ask you to complete their partner’s comments.
when applying for a job—it asks for name, personal
ap
details, qualifications and experience, and reasons for

applying for the job. Writing notes
Note the following aspects of a formal application letter
gr
2 in English.
• Ask students to read the cover letter and match the
eo
Position of the address and date: sender’s address with

information (a–i) with the parts of the letter. Then ask each line aligned to the right and in the top right corner;
them to work in pairs to discuss the question. receiver’s address aligned to the left and below the
lG
sender’s address; includes receiver’s name but not sender’s

ANSWERS name above address; date goes below sender’s address.
Set opening and closing phrases: Dear Sir, Dear Madam,
na
In an email, you can leave out the addresses and the date.
or Dear Sir or Madam, is followed by Yours faithfully, at
the end. Note that we don’t use any punctuation in the
3
io
addresses but we do use commas after the opening and

• Organize pairs from different countries, if possible, closing phrases. If the receiver’s name is used, first names
at
to discuss the questions. are avoided and titles are used: Dear Mr. James, Dear Ms.
Smith. Ms. is now generally used with women. At the end,
N
Yours sincerely, is used if the receiver’s name is used.

Writing skill formal style
Formal language: I am writing in reply to and I look
4a forward to hearing from you, no abbreviations, no
• Ask students to find and underline examples of colloquial language (avoiding phrasal verbs, personal
features 1–4 in the letter. Let students compare their language, etc.). Note that I look forward to hearing from
answers before checking them as a class. you is almost always used in a cover letter. Write I look
NOT I’m looking because it is more formal.
ANSWERS
1 I will graduate with a degree in Digital Media this
month from Cleveland University.
2 I am writing in reply to … ; I consider myself to be … ;
I am available for an interview … ; I am enclosing my
resume; I look forward to hearing from you.
3 I am writing; I will graduate, I have worked; I am
available; I am willing; I am enclosing
4 Dear Ms. ... ; Yours sincerely,
53a Unit 4 Opportunities SAMPLE COPY, NOT FOR DISTRIBUTION

4e I’m enclosing my resume
Writing a cover letter
9125 West 6th St., Coral Springs, Ohio 68776 e
1 Work in pairs. Which do you think is the most
(227) 752-4446 f
common way to apply for a job? Tell your
partner. July 7, 2017 b
Angela Jones, NHN TV
a resume 8334 Bruce St. c
a letter
Brownsville
a personal contact
a phone call Rhode Island 42935
an application form Dear Ms. Jones,
2 Read the cover letter in reply to the ad on page I am writing in reply to your advertisement in the d
ng
52. Match the information (a–i) with the parts Daily Herald for the position of Assistant Researcher.
of the letter. What information (if any) can you I will graduate with a degree in Digital Media this g
ni
leave out if you send the letter as an email? month from Cleveland University. I have experience
a a reference to your resume in film production and post-production as I have
ar
h
b the date worked part-time at my university television station
Le
c the name and address of the person for the last year.
you are writing to
d the reason for your letter I consider myself to be hard-working and organized
e your address
c
in my work. As part of my job with the university i
hi
f your phone number television station, I was responsible for planning
g your qualifications
schedules and program archiving.
ap
h your relevant experience

i your skills I am available for an interview at any time and
gr
available to start work at the beginning of August. I

3 Compare the letter to the style you use in your
country. Answer the questions. am willing to relocate if necessary.
eo
1 Is the layout different? How? I am enclosing my resume, which gives full details of
my qualifications, work experience, and skills as well a
lG
2 Does it include the same information?

3 Is the information in the main part of the as my contact information.
letter sequenced in the same way?
na
Thank you very much. I look forward to hearing

4 Writing skill formal style from you.
io
a A formal letter in English uses these features. Yours sincerely,

at
Underline examples of each one in the letter.

N
1 concise sentences
2 formal phrases to begin sentences
Mark Nolan
3 no contractions
4 standard phrases to open and close the letter
b Rewrite the sentences in a more formal style. 5 Write a cover letter to go with an application for a job
you would like. Follow the layout and style of the
1 I’ll finish my degree soon.
letter from Mark.
2 Give me a call.
3 I saw your ad in the newspaper, and I 6 Exchange letters with your partner. Use these
thought it looked really interesting. questions to check your partner’s letter.
4 I’ve sent you my resume as well.
5 I’ll be free beginning in August. • Is it clear how to contact this person?
6 Thanks a lot. • Is the style appropriate?
• Does the person sound like a good candidate?

4f Everest tourism
changed Sherpa lives
Without Sherpas, it is impossible for
people to climb Mount Everest.
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
54
• Ask students to watch both parts of the video and
4f Everest tourism changed check whether their ideas in Exercise 2 were right.
Let students compare answers with a partner before
Sherpa lives checking as a class.
Before you watch ANSWERS

1 Students’ own answers
• Ask students to look at the photo and the caption and
discuss the questions. You could do this as a whole class
or in pairs or small groups. You could extend the range of Videoscript 4.1, 4.2
questions: What is the person in the picture doing/carrying/
feeling? Would you like to climb Everest? Why? / Why not? Part 1
Conrad Anker The Sherpa are one of seventy ethnic
groups within Nepal, and they migrated over from Tibet. Their
EXAMPLE ANSWERS
name means “Easterner.” So, they came over the mountains and
Sherpa people live in Nepal / in the Himalayas / near they settled the higher regions of the Himalayas. And, just by
Mount Everest. chance of living where they have, they’ve become connected to
The area is famous for mountaineering. mountain climbing.
ng
The Sherpa culture fundamentally changed in 1953, sixty years
ago, when Tenzing Norgay and Sir Edmund Hillary climbed
ni
Background information Everest. And at this point, it went from their very rural idyllic
lifestyle to one being in the twentieth century, and now the
Originally nomadic, Sherpa are an ethnic group from
ar
twenty-first century.
the mountainous eastern region of Nepal, high in the
Himalayas. Karma Tsering When Hillary summited Everest, he gave the
Le
Sherpas watches as a bonus. We learned how to tell time using those
In 1953, Sherpa Tenzing Norgay and New Zealander
watches.
Edmund Hillary were the first men to reach the summit of
Mount Everest, the world’s highest mountain. Anker Within the span of three to four generations, they’ve
c gone from a very much agrarian, pastoral society with few things
hi
that we take for granted, to a society now that has connected
2
with cell phones, and the internet, and jet travel, and interaction
• Ask pairs to discuss the question and give reasons.
ap
between many more humans.

Don’t give answers at this stage (they will hear
information in the video). Part 2
gr
Max Lowe The changes that I saw just in the last ten years
EXAMPLE ANSWERS were pretty substantial. As far as what people told me they
eo
had seen, as far as change, education was a big one; healthcare:

It’s good because it gives them work and money, and there’s a dentist there; there’s medical clinics; the clothing is
maintains their way of life. / It’s bad because it introduces better. Kancha Sherpa, who, was actually on the 1953 expedition,
lG
too many outside influences, and changes their traditional he was a really interesting guy to talk to. He has seen pretty
way of life. much the whole field of changes that have occurred.
na
Kancha Sherpa The change has been good because it has

brought wealth. Life now feels a little rushed but the people here earn
Key vocabulary
an income. My only worry is global warming because it doesn’t snow
io
3a much on the mountain anymore.

• Ask students to try to guess the meanings of the words Lowe A lot of the Lamas and people who still are practicing
at
in bold. in the region, they really lamented the fact more than anyone else
just because people are moving away from the old religious ways
N
3b of life. And they told me at least that with all this endless self-
• Students match the words in bold from Exercise 3a with gain available, people are losing focus on the purity and kind
the definitions. of simple life that they once had. People are losing the ability to
• Let students compare answers with a partner before focus on true happiness.
checking as a class. The influx of tourism has brought a lot of money into the region.
And with that, a lot of people recognize that they can go much
further as far as advancement now that they have this connection
While you watch with the outside world.
4 4.1, 4.2
• Before setting up the While you watch tasks, check that
students understand the meaning and pronunciation of
the words in the glossary at the bottom of the page.

4f Everest tourism changed Sherpa lives 54a
5 4.1 Videoscript 4.3
• Ask students to watch Part 1 of the video again and
circle the correct option to complete the sentences. Let 1 What does settled mean?
students compare their answers in pairs before checking a had to leave
with the class. b moved through
6 4.2 c built houses and started to live in
• Organize pairs to discuss what the Sherpas have gained 2 What does by chance mean?
and lost. a because of the risk
• Ask students to watch Part 2 of the video and check b with hard work
their answers in pairs. c without planning
3 What does take for granted mean?
After you watch
a feel lucky to have
7
b forget that we’re lucky to have
• Ask students to try to answer the questions from
memory. Let students compare their answers in pairs c worked hard to get
4 What does rushed mean?
ng
and then check the videoscript as a class.
a really slow
ANSWERS b too quick
ni
1 When Hillary summited Everest, he gave the Sherpas c very relaxing
ar
watches as a bonus.
5 What does the outside world mean?
2 His only worry is global warming—it doesn’t snow much
a foreign countries
Le
on the mountain anymore.
3 People are losing the ability to focus on true happiness. b life in the mountains
c the internet
Vocabulary in context c 8b
hi
8a 4.3 • Students work individually to prepare answers to the
ap
• Explain that students are going to watch some clips questions. They then discuss the questions in pairs.
from the video which contain some new words and
gr
phrases. They need to choose the correct meaning of the EXAMPLE ANSWERS
words. 1 meeting my spouse; winning a lottery or prize
eo
• Play the clips. When each multiple-choice question 2 water; electricity; education; medical services
appears, pause the clip so that students can choose 3 sit down, breathe deeply, take a day off, have a chat
lG
the correct definition. You could let students compare with a friend
answers in pairs before checking with the class. 4 and 5 Students' own answers
na
Vocabulary notes 9
just by chance = accidentally, unexpectedly, without • Ask students to discuss the questions with a partner.
io
planning
take for granted = if you take something for granted, EXAMPLE ANSWERS
at
you don’t think about how lucky you are to have it, e.g.,
In the West, people take running water for granted—not the internet: makes the world a smaller place—we know
N
realizing how few people have it. what is happening in the world; we can communicate with
people anywhere
the outside world = this phrase implies foreign places that
you know little about or that feel very foreign and exotic the car: independent travel; people commuting further to
work
cheaper air travel: people traveling; people moving to live
in different places; new ideas coming to remote places

Before you watch 6 4.2 Work in pairs. Look at the list of things
Sherpas have gained and lost. Circle G or L. Then
1 Look at the photo and read the caption. Where do watch Part 2 of the video again and check your
Sherpa people live? What is the area famous for? answers.
2 Work in pairs. Do you think Everest tourism is 1 education G L

a good thing or a bad thing for Sherpas? Give 2 healthcare G L
your reasons. 3 clothing G L
4 wealth G L
3 Key vocabulary 5 a simple life G L
6 happiness G L
a Read the sentences. The words in bold are used in
After you watch
1 Some people work two jobs to increase their
income. 7 What can you remember? Try to answer the
2 My lifestyle is very different from that of my questions. Then compare with the class.
parents’ generation. 1 Who gave Karma Tsering his watch?
ng
3 One percent of the world’s population owns 2 What was the only thing Kancha Sherpa
more than half of the world’s wealth. worried about?
ni
4 There are substantial differences between my 3 What did Max Lowe say people are losing?
first job and my current job—it was a big shock
ar
at first. 8 Vocabulary in context
5 I’m training to go on the next international
Le
expedition across Antarctica. a 4.3 Watch the clips from the video. Choose
6 We live in an agrarian society, and mainly keep the correct meaning of the words and phrases.
sheep and cows.
c b Answer the questions in your own words. Then
hi
b Match the words in bold in Exercise 3a with these work in pairs and compare your answers.
definitions.
ap
1 Can you remember a time something happened

a based on farming agrarian to you just by chance?
b an organized exploration or journey expedition 2 Do you think some people in your country take
gr
c the money that you earn from a job income things for granted? What kind of things?
d the way a person lives, the typical things he or 3 If life feels rushed, what can you do to feel
eo
she does or owns lifestyle more relaxed?

e large and important (quantity) substantial 4 Where do new people usually settle in your
lG
f the money a person has wealth country?

5 Can you name any communities that have had
little contact with the outside world?
While you watch
na
4 4.1, 4.2 Watch the video. Check your ideas

9 Work in pairs. Tourism changed the Sherpa way
io
of life. What are the effects of these things on

from Exercise 2.
people’s ways of life?
at
5 4.1 Watch Part 1 of the video again. Circle the

the internet
N
correct option to complete the sentences.

the car
1 The Sherpa are one of thirty / seventy ethnic cheaper air travel
groups within Nepal.
2 The name “Sherpa” means “Easterner” / advancement (n) /ədˈvænsmənt/ an improvement in a
“Mountain People.” person’s life
3 The Sherpa culture fundamentally changed ethnic group (n) /eθnɪk ˈgruːp/ a group of people belonging
in 1953 / 1960 when Tenzing Norgay and Sir to the same culture
Edmund Hillary climbed Everest. healthcare (n) /ˈhelθkeər/ medical services
idyllic (adj) /ɪˈdɪlɪk/ peaceful and calm
4 Their lifestyle became much more agrarian /
self-gain (n) /selfˈgeɪn/ getting more money or things
modern.
for yourself

Grammar 5 ❯❯ MB Work in pairs. For each of these jobs,
discuss the qualities and qualifications you need,
and the pay and conditions. Then say which job
would be best for your partner and give reasons.
1 2
3 4
ng
ni
1 Complete each comment from student chefs with
ar
one or two words or a contraction.
will
Le
1 “I’m sure nobody be able to eat this!”
3 “This will definitely impress the
customers.”
to c I CAN
hi
4 “I’m going be the best chef in the talk about stages in education and job training
country one day.” describe different jobs, job requirements, and
ap
5 “My parents will be so proud of me.” conditions

6 “This may not turn out as I expected.”
won’t
Real life
gr
7 “My friends believe me when I tell

them about my day.”
going to
eo
8 “I’m get take out for dinner tonight.” 6 Work in pairs. Match the beginnings of the
sentences (1–3) with the endings (a–c). Then act
2 ❯❯ MB Work in pairs. Find two plans and two out a conversation that includes the requests and
lG
predictions in Exercise 1. Explain the use of the appropriate replies.

verbs in each comment.
1 Could you b
na
3 ❯❯ MB Work in pairs. Ask your partner about plans 2 Is it all right if I a

he or she has for when your English course ends. 3 Would you mind c
io
I CAN a borrow your phone?

at
make predictions about future events (predictions b help me with this application?
with will) c lending me some money?
N
show different degrees of certainty about

predictions (may, might, could)
7 ❯❯ MB With your partner, act out similar
conversations for two of these situations.
ask and answer questions about future plans and
arrangements (going to, present continuous) a problem at work
an important exam ahead
Vocabulary a meeting with a new boss
your first day at college
4 Match the verbs (1–5) with the nouns (a–e) to make
expressions about education.
I CAN
1 apply a an apprentice
make and respond to requests
2 become b an exam
3 get c from university
4 graduate d good grades
5 retake e to college
56
booster • Ask pairs to discuss what qualities and qualifications
are needed to do each of the jobs shown in the photos,
along with the pay and conditions. They should then
Memory Booster activities decide which job would be best for their partner and
Exercises 2, 3, 5, and 7 are Memory Booster activities. For give reasons.
benefit students, see page x. ANSWERS
Students’ own answers
As an alternative to asking students to simply check the Real life
I can … boxes, you could ask them to give themselves
a score from 1 to 4 (1 = not very confident; 4 = very 6
confident) for each language area. If students score 1 or • Ask pairs to match the beginnings of the sentences with
2 for a language area, refer them to additional practice the endings. Pairs should then act out a conversation
activities in the Workbook and Grammar Summary which includes the requests and appropriate replies.
exercises.
ng
7 ❯❯ MB
Grammar • Students continue to work with the same partner to act
ni
1 out similar conversations for two of the situations in the
box.
ar
• Ask students to complete the comments with one word
or a contraction. Let students compare answers in pairs
Le
before eliciting answers from the class.
2 ❯❯ MB
• Ask students to answer the questions about the future
c
hi
forms that are used in the text. Then tell them to write
two similar questions to ask their partner.
ap
ANSWERS
gr
Plans:
eo
4 “I’m going to be the best chef in the country one day.”

8 “I'm going to get take out for dinner tonight.”
lG
Predictions:
1 “I’m sure nobody will be able to eat this!”
3 “This will definitely impress the customers.”
na
5 “My parents will be so proud of me.”

6 “This may not turn out as I expected.”
io
7 “My friends won’t believe me when I tell them about

my day.”
at
N
3 ❯❯ MB
• Ask students to work in pairs to discuss the future
plans and arrangements they have for when their
English course ends.
Vocabulary
4
• Ask students to match the verbs with the nouns to
make expressions about education. You could then ask
them to write sentences that include the completed
expressions.

Unit 5 Well-being
Opener 4
1 • Organize the class into pairs to discuss the questions.
Give them a short time limit (e.g., five minutes) and
monitor to hear what students are saying, and to prompt
say what foods they can see.
those who run out of ideas. In feedback, encourage
• Ask students to find the foods listed in the word box students with anything interesting to say to share it with
and discuss the questions. You could ask students to the class.
work in pairs or do this activity as a class.
• Optional step Have the students practice the ANSWERS
pronunciation of the words. The stress is on the first
syllable of all the words.
ng
ANSWERS Extra activity 1
Students’ own answers Ask students to think of their favorite food and discuss it
ni
in small groups. Ask:
2 What type of food is it? How healthy is it?
ar
• Ask pairs to discuss questions 1–3. Elicit ideas from pairs What do you think the recommended portion size would be?
Le
but don't comment on them at this stage. How often do you eat it?
What does it taste like?
ANSWERS
c
hi
Extra activity 2
Tell students to write down exactly what they had for
3
ap
34
breakfast. For example, two cups of coffee with a little
• Tell students they are going to listen to an excerpt from sugar and a lot of milk. Organize the class into pairs. Each
a radio program about food. Ask pairs to predict what
gr
pair must describe their breakfast to each other and decide

the portion sizes for each type of food should be before who has eaten the healthiest breakfast, and the most
they listen. Check that students understand poultry appropriate portions of each food type. In feedback, find
eo
(= meat from birds, such as chickens), brownies (= a type out who ate the best/biggest/healthiest/lightest breakfast.
of rich chocolate cake, served in squares), clenched fist
lG
(= your whole hand when your fingers are closed

tightly), palm (= the inside, flat part of your hand,
between the fingers and wrist).
na
• Play the recording. Students complete the table with

information they hear in the recording. Let students
io
compare their answers in pairs before checking with

the class.
at
N
57a
Unit 5 Well-being
ng
ni
ar
Le
Some fruit and vegetables are thrown
c
hi
away because they are “too ugly” to sell.
ap
F E AT U R E S 1 Find these foods in the photo. Which ones do you eat? How often
gr
do you eat them?

eo
58 Pizza with a pedigree

apple carrot green pepper pear
Traditional dishes get red pepper squash sweet potato
lG
special status.
60 Imaginary eating 2 Work in pairs. Discuss the questions.

na
Discover the power of 1 How much do you know about the different food groups you
your mind! should eat each day?
io
2 How do you decide what is the right size of a portion of food?

62 A caffeine-fueled 3 Does everyone need to eat the same amounts?
at
world 3 34 Work in pairs. What do you think the portion sizes of these
N
An in-depth look at the role types of food are? Listen to an excerpt from a radio program about
of caffeine in modern life food. Complete the table.
Type of food Size of portion
66 Dangerous dining
cereal / rice / pasta / potato your clenched fist
A video about an unusual meat / poultry / fish the palm of your hand
Japanese delicacy snacks: popcorn / chips two handfuls
sweets: brownies / cake two fingers
4 Discuss the questions with your partner.

1 Does any of the information in Exercise 3 surprise you?
2 How much attention do you pay to your diet?
3 In what ways can food and diet affect your health?

5a Pizza with a pedigree
Reading Grammar modal verbs
1 Work in pairs. Discuss the questions. MODAL VERBS
1 What are the traditional dishes of Obligation No obligation
your country or region? have / has to, must don’t / doesn’t have to
2 How often do you eat or make Prohibition
these dishes? must not
3 How often do you eat or make dishes Permission No permission
from other countries? Which ones? can, is / are allowed to can’t, is / are not allowed to
4 What’s your favorite pizza? What’s Recommendation
on it? should should (not)
2 Work in pairs. Read the article Pizza with For more information and practice, see page 164.
ng
a pedigree. Answer the questions.
1 What is a geographically indicated 3 Look at the grammar box. Answer these questions.
ni
food product? 1 Which modal verbs from the box are in the article?
2 What are some of the other foods in
ar
Underline the modal verbs in the article.
the same group as Pizza Napoletana? 2 What verb form follows the modal verbs in the box?
Le
3 What are the rules for an “authentic” 3 Two of the modal verbs in the article do not express rules.
Pizza Napoletana? Which ones?
c
hi
F O O D
ap
gr
35
Pizza with a pedigree1
eo
Pizza has a long history in Italy. The word “pizza” first appeared
lG
in an AD 997 manuscript from Gaeta, a southern Italian

town. But there is pizza—and there is Pizza Napoletana.
The two, experts say, have as much in common as virgin
na
olive oil has with ordinary cooking oil. Pizza Napoletana

is one of an elite2 group of geographically indicated food
io
and drink products—foods associated with a particular

place, so much so that they are named for the place.
at
Other well-known examples are Champagne, Kobe beef,

and Parmesan cheese (from Parma, Italy).
N
The products usually have to meet certain requirements

in order to be certified. For example, sparkling wine has
to come from the Champagne region of France for it to be
labeled “Champagne.” Kobe beef has to be produced in Japan’s
Hyogo prefecture, a region around Kobe City. The cattle also have
to pass strict3 tests, and only 3–4,000 head of cattle qualify each year.
The specifications for a “real” Pizza Napoletana are very complicated—
it takes almost as long to read them as it does to make the pizza. The pizza
can’t be over 35 centimeters (13.8 inches) in diameter, and the crust can’t be more
than 2 centimeters (0.8 inches) thick. The ingredients must include a special type of
flour and up to 100 grams of San Marzano tomatoes. And the cheese has to be fresh 1
pedigree (n) (adj) /ˈpedɪgriː/ a documented
“Mozzarella di Bufala.” Of course, you don’t have to know anything about how to history
make it to enjoy eating it. Everyone should try an authentic Pizza Napoletana at least
2
elite (adj, n) /ɪˈliːt/ a small group of the best
3
strict (adj) /strɪkt/ precise and rigorous
once—see if you can taste the difference!
58
Extra activity
5a Pizza with a pedigree
Write on the board: It is important to protect the status of
traditional foods. Discuss.
Lesson at a glance Have a class discussion about what reasons there are for
• reading: traditional dishes protecting the status of food, and ask students whether
• grammar: modal verbs they think food status should be protected.
• pronunciation: weak forms
• speaking: rules and regulations Grammar modal verbs
3
Reading • Ask students to look at the grammar box. Ask: Which
1 verbs do we use to express obligation? Which express
permission? Which advise or recommend? Elicit answers.
• Optional step Ask students to say what they think
the title means. In feedback, point out the following: • Ask students to answer the questions and follow the
pedigree is normally used to refer to the line of ancestors instructions.
of animals (a pedigree dog is one whose ancestors
have been recorded for a long time and are all of the ANSWERS
ng
same breed), so it suggests a certain quality. Pedigree is 1 verb forms: can’t, must, has to, should, don’t have to
used here to refer to authentic traditional foods with 2 the base form of the verb
ni
a traceable history. It also alliterates with “pizza” so it 3 do not express rules: should, don’t have to
makes a fun heading.
ar
• Organize the class into pairs to discuss questions 1–4. Please refer to page 164 for Grammar Notes on modal
In feedback, ask one or two students to briefly describe
Le
verbs.
their traditional dishes.
ANSWERS
c
hi
Background information (p. 59, Exercise 7b)
ap
2 35 Eggs do not have to be kept in the fridge, but they will

last longer there, provided you don’t put them in the door.
• Optional step Ask students to look at the photo. Ask:
gr
They should be kept nearer the back of the fridge, where

What is it? What ingredients can you see? Would you like to the temperature is more constant.
eat it? Why? / Why not?
eo
Washing rice doesn’t wash away significant amounts

• Ask students to read the text and answer questions 1–3. of precious nutrients. The amount lost is minimal. Rinsing
Let students compare their answers in pairs before rice actually rids the grains of surface starches, prevents
lG
checking with the class. clumping, and gives a clean, fresh taste.
• Optional step This reading text is recorded. You could Fish is better eaten sooner rather than later—it’s fresher,
choose to ask students to listen and read the text. has more flavor, and fish soon goes bad and starts to smell
na
if you leave it.

• Ask students to tell the class which products have
protected status in their country. Eating food that isn’t properly cooked could make you
io
sick. If you are cooking a burger, sausage, or a portion

of chicken or pork, cut into the middle and check to see
at
ANSWERS that there is no pink meat left. Beef or lamb can be served
1 Geographically indicated food products are foods that pink, but only if very fresh and carefully prepared.
N
are associated with a particular place, so much so that

they are named for the place
2 Champagne, Kobe beef, and Parmesan cheese
(from Parma, Italy)
3 The diameter, thickness of crust, ingredients, and the
use of ingredients are regulated.
Vocabulary notes
crust = the hard brown pizza base

5a Pizza with a pedigree 58a
4 Pronunciation weak forms
• Give students a moment to read the labels and prompts 7a 37
and check any words they’re not sure of. • Play the recording. Point out that to, when it’s unstressed,
• Ask students to write sentences from the prompts. is pronounced /tə/ with a weak schwa sound.
Make sure they are clear that they must circle the • Play the recording again. Students listen and repeat.
correct modal to use before writing a sentence.
• Ask students to check in pairs before checking with Audioscript 37
the class.
1 You’re not allowed to take durian on buses in Singapore.
ANSWERS 2 Only qualified chefs are allowed to prepare fugu.
2 People with nut allergies can’t eat this product. 3 You have to ferment hakarl first.
3 You shouldn’t eat more than the recommended daily 4 You don’t have to peel potatoes before you boil them.
intake of salt.
4 You are not allowed to sell the four items (in the Pronunciation note
multipack) separately.
5 You have to heat this product before serving. The weak /ə/ is the most common sound in English. You
could point out that many of the function words of
ng
6 Diabetics shouldn’t eat/drink/use this product.
English, or those which carry little meaning, are weakly
stressed in continuous speech, e.g., and, a, the, for, at, you,
5
ni
do, have, are, and was.
• Ask pairs to discuss the questions. In feedback,

7b
ar
encourage any students with experience of eating any
of the foods listed in the box to tell the class about them. • Ask students to work in pairs to discuss whether they
Le
Do not comment on answers as students will find out have to or don’t have to do the things in the list. Remind
more when they listen to the recording. students to be aware of weak forms as they are speaking.
Please see page 58a for Background information.
6 36
c
hi
• Tell students they are going to listen to eight short
conversations about the food items in Exercise 5. Play Speaking my
ap
the recording. Students listen and complete the notes. 8

Let students compare their answers in pairs before • Elicit some ideas for each topic. Check key words,
gr
checking with the class. e.g., table manners (= polite ways of behaving when you
• Follow up this activity by asking students to talk about are eating at the table).
eo
which of the notes 1–8 they think are true and which are • Organize the class into pairs. Each pair must work
false. (They are all generally thought to be true.) together to prepare ideas. Give the pairs a few minutes
lG
to prepare their ideas. Monitor and help with ideas and

Background information vocabulary.
The durian /ˈdjʊriən/ is the fruit of several tree species native
na
to southeast Asia, where it’s very popular. It’s large, spiky, EXAMPLE ANSWERS
and has a strong, rotten smell. The flesh is thick, like custard. 1 school times, school uniform, be quiet in class
io
Fugu is the Japanese word for pufferfish. They are 2 number of calories, type of ingredients, ingredients like
poisonous because they contain tetrodotoxin, which nuts that could be dangerous to people who are allergic
at
must be carefully removed to avoid contaminating the 3 on a bus, in a movie theater, in the street (in some
flesh. Chefs must do a three-year course before they are countries)
N
qualified to prepare fugu in a restaurant. The liver is both 4 eat with your mouth closed, ask for things—don’t reach
the tastiest and most poisonous part of the fish. for them, pass things to other people, don’t start eating
Hakarl is fermented shark meat. The meat is traditionally until everybody is ready, keep your arms close to your
covered with sand and left for two to three months to dry body, use the right fork and knife
out, then hung up for four to five months. It has a strong
smell of ammonia.
Mayonnaise /ˈmeɪəneɪz/ is a creamy dressing made of oil, 9
egg yolk, and either vinegar or lemon juice. • Ask new pairs to take turns to share and discuss their
Chili con carne is a spicy stew containing chili peppers, ideas.
meat (usually beef), and often tomatoes and beans. It’s a • Write up short sentences with errors you heard during
Texas speciality. Con carne means “with meat“ in Spanish. the activity. Ask pairs to correct them.
Steak tartare is originally a French dish made from finely
chopped or minced raw beef or horsemeat, with onions Please refer to page 182 for Teacher Development notes on
and capers. organizing pairs and groups.
59a Unit 5 Well-being SAMPLE COPY, NOT FOR DISTRIBUTION

4 Read these statements from food packaging. 3 hakarl: you have to
Write sentences using one of the modal verbs in ferment it first
parentheses. 4 potatoes: you don’t have to
peel them
1 Not suitable for vegetarians 5 oysters: you can’t

eat them in the warm summer months
(shouldn’t / don’t have to)
6 eggs: you should
Vegetarians shouldn’t eat this product. avoid using raw eggs in mayonnaise
7 red beans: you must
2 NOT SUITABLE FOR PEOPLE WITH boil them for 15 minutes
NUT ALLERGIES 8 steak: you can
(don’t have to / can’t) eat it raw
3 DO NOT EAT MORE THAN THE ferment (v) /fərˈment/ to leave food or drink to undergo
a natural chemical reaction by yeast, bacteria, or other
RECOMMENDED DAILY INTAKE OF SALT microorganisms
(can / shouldn’t) peel (v) /pi:l/ to remove the skin from fruit or a vegetable
ng
4 MULTIPACK OF FOUR – NOT FOR
7 Pronunciation weak forms
SALE SEPARATELY
ni
(don’t have to / not allowed to) a 37 Listen to the sentences from conversations
ar
1–4 in Exercise 6. Notice how to is not stressed.
5 Heat before serving Repeat the sentences.
Le
(can / have to)
b Work in pairs. Decide if you do or don’t have to do
these things. Discuss with your partner.
6 NOT RECOMMENDED FOR
DIABETICS c keep eggs in the fridge
hi
(allowed to / shouldn’t) wash rice before you cook it
ap
eat fish on the day you buy it

5 Work in pairs. Look at these food items. Discuss cook meat until it isn’t pink
the questions.
gr
durian eggs fugu hakarl Speaking my

eo
oysters potatoes red beans steak

8 Work in pairs. Write down at least two ideas for
lG
1 Have you ever eaten any of these food items? each topic.
2 Do you know of any special treatment these
1 rules you had to follow when you were in
things need before you can eat them?
na
elementary school
6 36 Listen to eight short conversations about the 2 information that should be on food labels
food items in Exercise 5. Complete the notes for 3 places where you’re not allowed to eat hot food
io
each item. 4 table manners

at
1 durian: you aren’t allowed to 9 Work with a new partner. Compare your ideas
take it on buses in Singapore from Exercise 8. Do you both agree?
N
2 fugu: Only qualified chefs are allowed to

prepare it A: When we were in elementary school, we had to line
up outside the classroom.
B: Oh, yes! So did we!
fugu (puffer fish)
durians hakarl (shark meat) oysters
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 5 Well-being 59

5b Imaginary eating
Reading and listening
1 Work in pairs. Discuss the statements.
Do you agree with them? Give examples
to support your arguments.
1 Believe in yourself: The difference between
a winner and a runner-up is in attitude,
not skill.
2 Willpower: You can achieve anything if you
think you can do it.
3 Train your mind: People who consider
themselves to be lucky have more lucky
moments.
ng
2 Read the article Imaginary eating. What does the
ni
imaginary eating technique involve?
ar
39 Listen to two people discussing the news
article. Are these sentences true (T) or false (F)?
Le
1 Jack believes the claims in T F
the article.
2 Lin is open-minded about T F
the idea of imaginary eating.
c
hi
eating
3 Both of them agree that T F
ap
willpower is important.
4 Jack plans to try T F
out the technique.
gr
38
5 Lin eats too many chips and T F
snacks. Christine Dell’Amore
eo
6 Jack is going to buy some T F National Geographic News

chocolate.
lG
Obesity rates are climbing fast, so we need to find

4 39 Listen to the conversation again. new techniques to help people control overeating.
Match the beginnings of the sentences (1–6) According to new research, “imaginary eating” could be
na
with the endings (a–f). one such technique. It’s based on the idea that if you
1 I’ll believe it e are less interested in a certain food, you will eat less of
io
2 If you don’t train your mind, f it. But how do you reduce your interest? A psychologist
I won’t find out d in the United States reports that if you just imagine
at
3
4 When I want to eat a snack, c eating a specific food, your interest in it will drop. Often
N
5 I’ll never need to buy chocolate again a people try not to think about food when they need to
6 As soon as it starts working, b lose weight. But avoiding these thoughts might not
be a good strategy. With imaginary eating, if you force
a if this technique works.
yourself to think about chewing and swallowing food,
b I’ll let you know.
c I’ll try imagining that I’m eating it. you’ll actually reduce your desire to eat.
d unless I try. Comments
e when I see it.
f you won’t be able to lose weight. Rpineapple23
5 Work in pairs. Read the comment at the end This study is just more proof of how powerful our
of the article again. Do you agree with the brain is. The better we are at using that power when
comment? With your partner, write a comment making decisions and controlling certain behaviors, the
to add to this section. healthier we will become.
REPLY RECOMMEND
60
Extra activity
5b Imaginary eating
Use the opportunity to teach a set of eating verbs: chew,
swallow, bite, taste, and lick. Use gestures to teach these
Lesson at a glance words.
• reading and listening: the power of the mind
• grammar: first conditional 3 39
• vocabulary: a healthy lifestyle • Ask students to read sentences 1–6 carefully first. Then
• speaking: consequences play the recording. Students listen and decide whether
each sentence is true (T) or false (F).
Reading and listening 4 39
1 • Optional step Ask students to read the two parts of the
• Ask pairs to discuss the statements. In feedback, find sentences carefully first and try to remember or guess
out which statements the students agreed with. how to join them.
• Use the feedback to make sure students understand the • Play the recording again. Students listen and match the
key phrases in the statements. two halves of the sentences.
ng
Vocabulary notes
5
• Ask students to discuss the comment in pairs. Tell them
believe in yourself = being confident in yourself in a
ni
to think of their own comment to write. Elicit ideas in
positive way
feedback.
ar
willpower = the strength of your mind to control the
decisions you make and achieve the things you want to
EXAMPLE ANSWERS
Le
achieve
train your mind = to teach yourself to think in a particular I don’t agree with this idea—I think it is more important to
way eat a balanced diet.
c I think this makes sense—by concentrating on what we do,

we are able to control what we do.
hi
EXAMPLE ANSWERS I find this hard to believe—when I imagine eating
ap
something I always want to eat it more!
1 Believe in yourself: Many top athletes don’t win until
they really believe they can. I think this could work—perhaps by imagining we are
doing it, we can trick our body and make us think we’ve
gr
2 Willpower: It takes willpower to give up addictive

already eaten it.
foods.
eo
3 Train your mind: If you think you will do well in your

exam, you are more likely to be calm and positive and
do well than if you have a negative mindset.
lG
avoid = here, to make a decision not to do or eat

something
2 38
fatty food = food with a high fat content
na
• Ask students to guess what the article is about from the

title and the photograph. heavy meals = foods like potatoes or steak, which feel
heavy on the stomach and take a long time to digest
io
• Tell students to read the text quickly and to answer

junk food = food with a lot of fat, salt, and sugar, and
the question. Let students listen and read along to the
poor nutritional value
at
recording if needed. Let students compare their answers

in pairs before checking with the class. snacks between meals = things like potato chips or
N
chocolate that people eat between breakfast and lunch, or

between lunch and dinner
ANSWER
Note the use of phrasal verbs:
It consists of imagining you are eating a specific food
cut down on = to have less of
because research shows that you want to eat the food less
if you imagine eating it. cut out = to stop eating/doing completely
give up = to stop doing something you do regularly (note
that the particle is stressed on give up)
Vocabulary notes take up = to start (an activity, e.g., a hobby or sport)
overeat = to eat too much
chew = to use your teeth to break your food into smaller
pieces before you swallow it
swallow = to make food go down your throat
SAMPLE COPY, NOT FOR DISTRIBUTION 5b Imaginary eating 60a

Grammar first conditional ANSWERS
6 avoid: fatty food, heavy meals at night, junk food, snacks
• Ask pairs to look at the two sentences in the grammar between meals
box. Ask them to discuss the questions. change: bad habits
cut down on: computer and TV time, fatty food, heavy
ANSWERS meals at night, junk food, snacks between meals
a If + present simple, will + base form without to cut out: fatty food, heavy meals at night, junk food, snacks
b at the start or in the middle, joining the two clauses between meals
c We use a comma when if is used at the start. give up: bad habits, junk food, smoking
d Sentence 2 refers to future possibility and sentence learn: a new sport, relaxation techniques
1 refers to something which is generally true. quit: bad habits, smoking
e If you are less interested in a certain food, you will eat reduce: computer and TV time, stress
less of it. (something which is generally true) take up: a new sport, an outdoor activity
If you just imagine eating a specific food, your interest
in it will drop. (something which is generally true) 10
If you force yourself to think about chewing and • Ask students to write first conditional sentences using the
ng
swallowing food, you’ll actually reduce your desire to
vocabulary from Exercise 9. Elicit ideas from students.
eat. (future possibility)
ni
Refer students to page 164 of the Student Book for further EXAMPLE ANSWERS
information and practice. If you avoid heavy meals at night, you’ll sleep better. / If you
ar
cut down on fatty food, you’ll lose weight. / If you give up
7 smoking, you’ll live longer. / If you reduce stress, you’ll feel
Le
• Ask students to look at the way the first conditional is happier. / If you take up a new sport, you’ll get fit. / If you
formed in the grammar box. Then elicit the form of the cut out snacks between meals, you’ll improve your appetite.
first sentence from the class; it is generally true.
• Ask students to complete the sentences. Let students
c Speaking my
hi
check their answers in pairs before discussing what the
sentences refer to. 11
ap
• Organize new pairs. Ask students to read the situations

8 and make a list of all the possible consequences. Elicit
gr
• Read the information in the second grammar box with possible negative consequences as well as positive ones.
the class. Check that students are clear about the form
• As students prepare, monitor and help with ideas and
eo
and meaning of these time markers.

vocabulary. Make sure students have plenty of ideas
• Ask students to circle the correct options. Let students noted down before moving to Exercise 12.
lG
check their answers in pairs before checking with the

class. EXAMPLE ANSWERS
Please refer to page 164 for Grammar Notes on when, as
na
1 (+) feel healthier, eat more nuts and fruit, lose weight,
soon as, unless, until, and before. have more energy, save money (–) miss going to burger
joints, etc.; shopping and cooking takes longer
io

2 (+) it will make life more interesting; feels exciting and
information and practice. new (–) stressful, may not like it as much, have to make
at
new friends, new things to learn

Vocabulary a healthy lifestyle 3 (+) fun, shared experiences, independence from parents
N
9 (–) more expensive than being at home, arguments,

untidy place, miss home
• Ask students to work in pairs to match the verbs with
4 (+) fun, exciting, new adventures, new friends (–)
the nouns. Tell them to use their dictionaries to check
dangerous, scary, may have an accident, expensive
any words they don’t know as they do the exercise.
Please refer to page 182 for Teacher Development notes on 12
using learner dictionaries to check words Please see page • Organize new pairs again, then join to make groups of
60a for Vocabulary notes. four. Model the activity with three students. Start by
using the example and playing the role of Student A.
Demonstrate that the answers do not have to be true.
• Ask students to swap roles when they cannot think of
an answer.

Grammar first conditional 8 Jack and Lin are discussing Lin’s efforts to eat
more healthily. Circle the correct options.
FIRST CONDITIONAL
1 You won’t change as soon as / unless you make
1 If you don’t train your mind, you won’t be able to an effort.
lose weight. 2 I’ll weigh myself before / unless I start my diet.
2 I’ll never need to buy chocolate again if this 3 I’ll keep trying before / until I see a change.
technique works.
4 You won’t see any results unless / when you
For more information and practice, see page 164. try hard.
5 If / Unless you give up easily, you won’t achieve
your target.
6 Work in pairs. Look at the grammar box. Answer
6 I’ll follow the diet unless / until I lose ten kilos.
the questions.
a Which verb forms are used to make the
first conditional?
Vocabulary a healthy lifestyle
b Where can if go in conditional sentences? 9 Work in pairs. Match each verb with one or more
c Look at the position of if in the sentences. When nouns to make strategies for a healthy lifestyle.
ng
do we use a comma (,)? Add ideas of your own.
d Which of the sentences refers to future
possibility and which refers to something that is Verbs Nouns
ni
generally true? avoid a new sport
e Find three sentences with the first conditional
ar
change an outdoor activity
pattern in the article. Do the sentences refer cut down on bad habits
Le
to future possibility or to something that is cut out computer and TV time
generally true? give up fatty food
learn heavy meals at night
7 Complete the sentences with the simple present
and will + base form. Which sentences refer to c quit junk food
hi
reduce relaxation techniques
future possibility and which refer to something take up smoking
ap
that is generally true? snacks between meals

1 If you believe (believe) in yourself, you stress
gr
’ll be (be) more successful.

2 I ’ll need (need) a lot of willpower if
10 Think of a specific result for each strategy
eo
I want (want) to give up chocolate.

from Exercise 9. Write sentences with the
3 If you don’t buy (not buy) snacks, you
won’t be able (not be able) to eat them. first conditional.
lG
4 If you find (find) any more If you avoid heavy meals at night, you’ll sleep better.
information, will you let (you / let) me
na
know?
5 I ’ll give up (give up) junk food if you
Speaking my
io
do (do), too. 11 Work in pairs. Make a list of all the possible

6 If I don’t try (not try) it, I ’ll never know consequences you would face in these situations.
at
(never know).
7 Will we eat (eat) less if we 1 giving up junk food
N
use (use) smaller plates? 2 changing your job / studies

3 sharing an apartment with friends
4 taking up extreme sports
WHEN, AS SOON AS, UNLESS, UNTIL, BEFORE
When 12 Work in groups of four. Student A is going to do
As soon as one of the things in Exercise 11. The rest of the
Unless + simple present, will + base form group asks questions. Keep answering questions
Until as long as you can, then swap.
Before
A: I’m going to give up junk food.
For more information and practice, see page 164. B: What will you eat when you want a snack?
A: Don’t worry. If I want a snack, I’ll eat nuts or
some fruit.
C: And what if you find out you’re allergic to nuts?

5c A caffeine-fueled world
Reading 8 Work in pairs. Discuss the questions.
1 Do you think the writer is successful in his or
1 Work in groups. Discuss the questions.
her purpose?
1 Is your lifestyle very different from that of your 2 Did you change your ideas about caffeine after
parents’ generation? In what way(s)? reading the article?
2 How much tea, coffee, or other caffeinated 3 In what way has the article influenced your
drinks do you have in a normal day? opinion of caffeine?
2 Read the article on page 63 quickly. Circle the

correct option to complete the sentence. Word focus so
The article is about caffeine and children / 9 Look at how so is used in the article. In which
daily life / sugar. sentence can we replace so with as a result? What
ng
can replace so in the other sentence?
3 What are the effects of caffeine? Complete the table.
1 Why are these drinks so popular?
ni
Harmful effects Beneficial effects 2 It raises blood pressure and so increases the
changes your mood makes you less tired risk of heart disease.
ar
1 raises blood relieves
pressure 3 pain 10 Work in pairs. Complete the sentences. Then write
Le
two-line exchanges using some of the sentences.
increases the reduces
2 risk 4 asthma Act out your exchanges.
of heart disease symptoms 1 I’ve had five cups of so far today.
c2 Thank you so much for
hi
you’ve done.
4 Complete these sentences with words from
ap
3 I’m so happy you .

the article.
4 me so I know when to expect
1 Caffeine is an ingredient in tea, coffee, soft you.
gr
drinks, energy drinks, and chocolate. 5 No, I don’t so.

2 Caffeine is a drug that changes your 6 Oh, that’s ! So did I!
eo
mood .
3 Several countries put health warnings on
Speaking my
lG
energy drinks.
4 People today have changed to a less natural 11 Complete the slogans about modern life with these
work pattern .
na
words. Where do you think the slogans are from?

5 Caffeine is popular with people who need to
stay awake . all close day night on today
io
5 Work in pairs. Do you think anything the writer 1 We never close .

at
says is true about your own lifestyle? What? 2 See the movies of tomorrow today .
all
N
3 Open hours.
Critical thinking writer’s purpose 4 “Always on ” broadband.
5 Late- night shopping every Thursday.
6 What is the writer’s main purpose in this article? 6 All day breakfast served here.
Give reasons for your answer.
12 Work in small groups. These things are typical of a
to entertain / to inform / to persuade the reader 24-hour society. Discuss the questions.
7 Look at the list of features that are typical of 1 Are the things positive or negative?
informative texts. Find examples in the article. 2 Which ones affect you? In what way?
1 the simple present 5 specific examples 3 What are some of the consequences for you or
2 the third person 6 quotes, often from for other people?
3 questions and experts
24-hour shopping shift work
answers 7 linking words to
difficulty sleeping smartphone addiction
4 facts show how ideas are
eating take-out food tiredness
connected
62
5
5c A caffeine-fueled world • Organize new pairs. Ask students to discuss the
questions. In feedback, ask pairs to share what they
found out about each other with the class.
Lesson at a glance
• reading: modern lifestyles
• critical thinking: writer’s purpose
Critical thinking writer’s purpose
• word focus: so 6
• speaking: modern life • Discuss the question with your class. Ask students to
quote from the article to back up their point of view.
Reading 7
1 • Ask students to look at the article again and find
• Ask students what the lesson title “A caffeine-fueled examples of features which are typical of informative
world” means. Elicit ideas and suggestions before texts. Let students compare their answers in pairs.
pointing out that it refers to the fact that so many
people drink coffee, particularly in the morning, to help ANSWERS
them wake up and get moving.
ng
1 used throughout, especially in paragraphs 1 (think, are,
• Ask groups to discuss the questions. You could guide is, gets, seem), 2, 3, 5, and 6
the students’ discussion on the first question by giving 2 the first person (I) is never used
ni
them headings to consider: food, free time, relaxation, 3 Why are these drinks so popular? The answer is their
work, daily routines, and exercise. secret ingredient—caffeine.
ar
4 Caffeinated drinks make you less tired and more alert;
2 40 most babies in the developed world are born with tiny
Le
• Give students two minutes to read the article on page 63 amounts of caffeine in their bodies; it raises blood
quickly and circle the correct option. You could play the pressure and so increases the risk of heart disease.
recording and ask students to read and listen. 5 In most European countries, manufacturers have to
c label cans with warnings. In France and Denmark, you

hi
are not even allowed to sell some energy drinks.
6 “Caffeine helps people try to ignore the natural human
ap
A Catch-22 situation = a set of problems from which you rhythms,” Czeisler says. He warns us that ”there is a
can’t escape because each problem has to be solved before heavy, heavy price to pay” for all this extra alertness;
gr
you can solve any of the others. Catch-22 was a phrase according to Czeisler, the modern desire for caffeine is
invented by novelist Joseph Heller in his novel of the same a “Catch-22 situation.” ”The main reason that people
eo
name. want caffeine is to stay awake,” he says. “But the main

reason that people can’t stay awake is they don’t get
3 enough regular sleep—because they use caffeine.”
lG
• Ask students to read the text again and complete the 7 In fact; However; On the other hand; And; Consequently
table. Let them compare their answers in pairs or
Please refer to page 164 for Grammar Notes on In fact,
na
groups before checking as a class.

however, on the other hand, and consequently.
Vocabulary notes 8
io
increase the risk of (something) = to make it more likely • Organize the class into pairs. Students discuss the
at
that (something bad will happen), e.g., getting a disease questions.

relieve pain = to make the pain less
N
reduce = to make lower or less ANSWERS

asthma = a medical condition that makes it difficult to 1 Yes.
breathe 2 and 3 Students' own answers
symptom = something that shows you have a disease, e.g.,
coughing is a common symptom of asthma
4
• Ask students to complete the sentences with words
from the article. Let them compare their answers in

5c A caffeine-fueled world 62a
Teacher's notes continued from page 62a. 10
• Ask pairs to complete the sentences with their own
Word focus so
ideas. Elicit one or two examples to get students started.
9
• Once students have ideas, ask them to create and act
• Ask students to read carefully the two examples from the out two-line exchanges. Monitor and point out any
article that use so. Discuss the questions with your class. errors. Ask students with good ideas to act out an
exchange or two for the class.
ANSWERS
1 We can replace so with very or really.
EXAMPLE ANSWERS
2 We can replace so with as a result.
1 tea/coffee 2 what/all/everything 3 came 4 Call/
Text/Message 5 think 6 remarkable/amazing/a
coincidence
Vocabulary notes
Here are the uses of so:
1 A
s an adverb meaning ”very,” especially when the
Speaking my
speaker wishes to emphasize what they are saying: It’s 11
so expensive! / Thanks so much. • Ask students to complete the slogans (slogan = a
ng
2 T
o express consequence or result. When expressing short phrase that’s easy to remember and is used to
consequence, so is less formal than words like advertise). Let them check their answers in pairs before
ni
consequently, as a result, or therefore. It can join two checking with the class.
clauses: He felt tired, so he drank more coffee. Or, it
ar
can be used at the start of a reply to show that one
statement is a consequence of the previous one: “I feel Background information
Le
really tired.” “So it might be a good idea to get a coffee We never close and Open all hours are seen on signs
before you drive.” outside shops that are open for 24 hours or only close for
3 T
o emphasize a fact by saying what the result is, using short periods.
the structure so + adjective … that: It was so hot that
c Late-night shopping is seen on signs outside
hi
we all jumped in the pool. supermarkets—in this case, it means that the shop stays
4 T
o avoid repeating what has just been said: I think so, I open late (until 8 or 9 p.m. perhaps) on Thursdays.
ap
don’t suppose so, If you say so, Please do so. All day breakfasts served here is seen on signs outside
5 T
o agree with somebody in a short answer: So do I! So cafés. The full English breakfast (bacon, eggs, sausage,
gr
am I! etc.) is popular in the UK, so some cafés offer it at all times

6 N
ote that so also has a range of uses not practiced in the of the day.
eo
word focus: as a comparative (It’s not so long as you’d

think); as a statement of purpose (so (that): We stayed 12
indoors so (that) we wouldn’t get sunburned; so as (not) • Ask students to work in small groups to discuss the
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to: He ate the food so as not to look rude), and in set questions.
phrases such as and so on (= etcetera), like so (= in this
way), and So what? (= questioning whether something is
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important). ANSWERS
Students' own ideas
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I’ll try that = I’ll order that even though I’m not sure I’ll like it.
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come with = is included on the plate and in the price

I’ll have … = I’d like…in a restaurant. Note that saying
I want… is not appropriate in a restaurant.

Point out that bland doesn’t mean having no taste—it
means being simple and boring in taste.
spicy = having a lot of taste from spices like paprika, chili, etc.
sweet = there is sugar in it
baked = cooked in an oven (like bread)
boiled = cooked in hot water (like potatoes)
fried = cooked in hot oil (like an egg)

A caffeine-fueled world by T.R. Reid
40
Over the centuries, people have created many On the other hand, there’s research that suggests that
traditions around preparing and drinking tea and caffeine may have benefits for human health. It helps
coffee. Just think of the Japanese tea ceremony relieve pain, reduces asthma symptoms, and increases
or British afternoon tea. Why are these drinks so 30 reaction speed.
5 popular? The answer is their secret ingredient— And it seems we need coffee—or another caffeinated
caffeine. In the modern world, we also get caffeine drinks—to get us out of bed and back to work.
from many canned energy drinks. And the more Charles Czeisler, a neuroscientist at Harvard Medical
modern our world gets, the more we seem to need School, explains that people traditionally went to
caffeine. 35 sleep following sunset and woke up after sunrise. Then
10 Caffeinated drinks make you less tired and more the way we worked changed, and people did more
alert.1 This double power is part of the reason why jobs indoors. Consequently, we had to adapt. Electric
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caffeine is the world’s most popular mood-changing light and caffeinated food and drinks allowed people
drug. It is the only habit-forming drug we routinely to follow a less natural work pattern. Without caffeine,
serve to our children (in soft drinks and chocolate 40 the 24-hour society of the developed world simply
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15 bars). In fact, most babies in the developed world couldn’t exist.
are born with tiny amounts of caffeine in their bodies.
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“Caffeine helps people try to ignore the natural human
Most people don’t think about their caffeine intake rhythms,” Czeisler says. He warns us that “there is a
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being harmful. However, it raises blood pressure heavy, heavy price to pay” for all this extra alertness.
and so increases the risk of heart disease. That’s 45 Without enough sleep—the traditional 8 hours out
20 why the use of caffeine is considered to be a problem of each 24 is about right—the human body will not
by scientists and public health authorities. In the
c function at its best, either physically, mentally, or
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United States, for example, many canned energy emotionally.
drinks carry warnings. In most European countries, According to Czeisler, the modern desire for caffeine is
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manufacturers have to label cans with warnings. In 50 a Catch-22 situation. “The main reason that people want
25 France and Denmark, you are not even allowed to caffeine is to stay awake,” he says. “But the main reason
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sell some energy drinks. that people can’t stay awake is they don’t get enough
regular sleep—because they use caffeine.”
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1
alert (adj) /əˈlɜrt/ awake and paying attention
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The Shibuya Crossing in Tokyo,

Japan, is always busy.
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5d Eating out
Vocabulary restaurants 6 Work in pairs Which of the four dishes do the
customers order? Would you order the same?
1 Work in pairs. What are the most important things
to consider when eating out? Does it depend on 7 Pronunciation disappearing sounds
what kind of occasion it is?
a 42 Listen to the sentences with these words.
the atmosphere in the restaurant Cross out the part of the word that is not
the food choice and/or quality pronounced—the disappearing sound—in each
the prices and/or value for money word. Listen again and repeat the sentences.
the service
1 interesting 3 traditionally
2 savory 4 vegetables
2 Put these stages of eating out (a–f) into a logical
order (1–6). b Cross out the disappearing sounds in these words.
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Then work in pairs. Write sentences with the
a make a reservation 1
words for your partner to read aloud.
b have an appetizer 3
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c have dessert 5 chocolate natural restaurant
d have the main course 4
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separately technique
e look at the menu 2
f pay the check 6
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8 Write a list of six food dishes, vegetables, fruit, or
3 Are these comments usually said by a customer (C) other food that are either from your country or
or a waiter or waitress (W)? that you have eaten. Make notes to describe each
c item. Use the expressions for describing dishes to

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1 Are you ready to order? C W help you.
2 What’s that made from? C W
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3 What do they taste like? C W 9 Work in groups of three. Take turns describing
4 I think I’ll try that. C W your mystery foods. Who can guess each one
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5 Can I take your order now? C W the fastest?

6 And I’ll have the same. C W
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7 And for your main course? C W plantain fritters akkra

8 Does it come with vegetables? C W
9 And what about you, sir? C W
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Real life describing dishes

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4 41 Listen to the conversation in a Jamaican

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restaurant. Check your answers from Exercise 3.
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41 Work in pairs. Look at the expressions for

describing dishes. Listen to the conversation again.
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How are the dishes in the photos described?
ackee and saltfish goat curry

DESCRIBING DISHES
It’s / They’re a sort / type / kind of:
baked / boiled / fried dish
fruit / meat / fish / vegetable
It’s / They’re made from:
a kind of bean / meat / vegetables
It tastes / They taste:
bland / hot / salty / spicy / sweet
It’s / They’re a bit like:
fresh cod / potatoes / lamb
64
6
5d Eating out • Ask students to say which four dishes were ordered,
and which one they would have chosen.
Lesson at a glance
ANSWERS
• vocabulary: restaurants
• real life: describing dishes Both customers start with akkra.
• pronunciation: disappearing sounds The woman (Customer 1) chooses ackee and saltfish.
The man (Customer 2) chooses goat curry.
Vocabulary restaurants
1 Pronunciation disappearing sounds
• Organize the class into pairs to discuss the questions. In 7a 42
feedback, elicit students’ ideas and experiences. • Write comfortable on the board and ask: How many
syllables are there in this word? Point out that there are
Vocabulary note only three syllables because “or” is not pronounced
(/ˈkʌmftəb(ə)l/).
The service means how quickly, politely, and well waiters
• Play the recording. Students listen and cross out the
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take your order and serve you food and drinks.
disappearing sound in each word.
2 • Check the answers, then play the recording again.
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• Ask students to use dictionaries for words they are Students listen and repeat.
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unsure about before ordering the stages.
ANSWERS
3
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1 interesting 2 savory 3 traditionally 4 vegetables
• Organize pairs to discuss the comments and decide
whether the customer (C) or the waiter /waitress (W)
7b
would say them. Don’t check the answers at this stage. The
c • Ask students to cross out the disappearing sounds, then
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listening activity in Exercise 4 will provide the answers.
write sentences with the words for their partners to
Please refer to page 63a for Vocabulary notes for Exercise 3.
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read aloud.
• Notice the stress and pronunciation of the words.
Real life describing dishes
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4 41 Pronunciation notes
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• Play the recording. Students listen and check their Note that the disappearing sounds are in unstressed
answers to Exercise 3. syllables, and could equally be pronounced as very slight /ə/
sounds. So, savory could be pronounced: /ˈseɪvərɪ/ or /ˈseɪvrɪ/.
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5 41 English is a stress-timed language. A feature of the

• Start by asking students to look at the expressions for language is that it has very strong main stresses, and
syllables with no stress are said to be “eaten.” If your
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describing dishes in the box.

students have a syllable-timed first language, get them
• Play the recording again. Students listen and note how to first count the “beats” they think each word has. By
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the dishes are described. Let students compare their recognizing the strong stresses, they should better notice
answers in pairs before checking with the class. which syllables are stressed weakly or not at all.
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ANSWERS 8
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plantain fritters: Plantain is a kind of banana, and a fritter • Ask students to prepare a list of six foods either from
is a fried dish. their country or that they have eaten, and make notes to
akkra: It’s made from a bean called black-eyed peas. describe each item.
ackee and saltfish: Ackee is a fruit traditionally served with
saltfish. EXAMPLE ANSWER
goat curry: It’s like lamb, but the flavor’s a bit stronger. This fruit (kiwi) is a kind of large green edible berry. It’s
oval, and about the size of a hen’s egg. It tastes a bit like
strawberries and custard.
Ackee and saltfish is internationally known as Jamaica’s 9
national dish. Ackee is a type of fruit that was introduced • Organize groups of three. Students describe their foods
to Jamaica from West Africa in the eighteenth century. and the rest of the group guess which dish or food item
they are describing.
Please refer to page 63a for Vocabulary notes for Exercise 5.
• Note any errors of form or pronunciation. Write some
incorrect sentences on the board for pairs to correct.
SAMPLE COPY, NOT FOR DISTRIBUTION 5d Eating out 64a

Language notes
5e We look forward to your
We can use phrases such as as a result, consequently, or, more
reply formally, in consequence, to introduce the consequence of
an action. The phrases link two clauses or two sentences.
We use mean and lead to as verbs showing the
Lesson at a glance consequence of an action. They are often preceded by
• writing: a formal letter/email This, a word referring back to a previous statement. Mean
• writing skill: explaining consequences is followed by a noun or clause.
Writing a formal letter/email 3b

• Ask students to complete the sentences. Let them compare
1 their answers in pairs before checking with the class.
• Optional step Ask students: In what situations do you
write formal letters or emails? Have you ever written a
formal letter? If so, why?
4
• Ask students to read the formal letter quickly and circle
• Break the class into pairs to prepare to write. Students
the correct option.
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must choose one of the four situations to react to. Then
2 they work together to write notes. Monitor and help
• Ask pairs to read the letter again and answer the with ideas and vocabulary.
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questions about each paragraph. Let them compare 5
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• Students work individually to write their letters. They
should refer to the structure of the example letter in
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ANSWERS Exercise 1 to help them. They can use the questions in
1 the supermarket is throwing out huge amounts of fresh Exercise 2 to guide them.
food every day
• Once students have produced a first draft of their letter,
2 people who need the food
c ask them to exchange it with a partner. Their partner
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3 Will your supermarket consider working with them should provide feedback and suggestions on the style
[charity organizations] to pass on unwanted food to
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and accuracy of the letter. Students then revise their
people who need it?
letters based on their partner’s suggestions.
4 reducing the price of food when it reaches its
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sell-by-date 6
• When they have completed their final draft, students
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Language notes “send” their letters to their partner.

• Students take on the role of the addressed person and
Remind students that they looked at a formal style letter
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decide whether to take any action. Partners write a

in Unit 4. You could point out and review some of the
features of a formal letter:
short reply to the letter.
The letter begins Dear Sir (Dear Madam if to a woman,
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or Dear Sir or Madam if the gender isn’t known). If the

Extra activity
person is known, we write Dear Mr./Ms. Smith. Ask students to roleplay the response. For example, one
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The letter concludes with Yours faithfully, (if the name is person plays the employer or college president, and
unknown) or Yours sincerely, (if the name of the person the other plays the complaining employee or student.
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you are writing to is known). Students must say why they are complaining and respond
appropriately.
The letter begins with We because the person writing is a
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representative of a group of people.

Examples of formal language include: In our view, As you
may know, In addition, and We look forward to reading
your reply.
Writing skill explaining consequences

3a
• Ask students to find as a result, mean, and lead to in the
letter. For each word, they underline the cause and
circle the consequence that the word refers to.

5e We look forward to your reply
Writing a formal letter/email 3 Writing skill explaining consequences
1 A group of students has written to the manager of a Find these words in the letter. They link causes
a local supermarket. Read the letter quickly. What and consequences. For each word, underline the
is its purpose? Choose the correct option (a–c). cause and circle the consequence.
a to ask about prices in the supermarket 1 as a result (paragraph 1)

b to complain about the supermarket’s actions 2 mean (paragraph 2)
c to invite the supermarket to stock new products 3 lead to (paragraph 4)
b Complete the sentences with these words.

Dear Sir or Madam, Sometimes more than one option is possible.
1 We are writing to express our shock at the news that as a result consequently lead to
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your supermarket is throwing out huge amounts mean result in therefore
of fresh food that is still OK to eat every day. As a
1 We object strongly to this plan. Therefore ,
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result, you are contributing to the huge food waste
problem in our country. we will not be able to support it.
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2 We welcome the new community kitchen.
2 As you may know, many people can’t afford to This will result in more people eating a
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buy enough food to feed their families every week. hot meal.
If your supermarket donates the food to the less 3 The prices have gone up. As a result , fewer
fortunate instead of throwing it away, this will mean people will shop here.
fewer people have to go hungry.
c
4 New price policies mean we’ll be able
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to buy more.
3 There are several local charity organizations that
5 We suggest lowering prices as this could
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could use this unsold food. Will your supermarket lead to more customers coming in.
consider working with them to pass on unwanted
6 We reduced our prices and consequently
food to people who need it? Most food is still of
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increased the number of customers.

good quality for some time after its sell-by date, and
therefore should not be thrown out. 4 Prepare a letter with your reaction to one of these
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situations. Make notes before you start. Use the

4 In addition, if your supermarket reduces the price
questions in Exercise 2 to guide you.
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of food as it approaches its sell-by date (as some of

your competitors do), more people will be able to • Your college is going to close the student
buy it. This will lead to less waste and more profit cafeteria.
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for you. • Your favorite TV show is being canceled.

• Your employer or school has banned junk food
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We look forward to your reply. and vending machines.

• Your local swimming pool is being closed.
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Yours sincerely,
11th Grade Students 5 Write your letter. Follow the structure of the
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Springfield High School paragraphs in Exercise 2. Use these questions to

check your letter.
2 Read the letter again. Work in pairs. Answer the • Is the style correct for a formal letter?
questions about each paragraph. • Is the purpose of the letter clear?
• Is it clear what action the person who the letter
Paragraph 1 What action are the students is addressed to needs to take?
writing about?
Paragraph 2 Who can the supermarket help? 6 Exchange letters with your partner. Read your
Paragraph 3 What question do the students partner’s letter. Take the role of the person it is
have? addressed to. Are you going to take any action as a
Paragraph 4 What alternative do the students result of the letter? Write a short reply to the letter.
suggest?

5f Dangerous dining
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c
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A fugu restaurant on a busy street in Osaka
66
5f Dangerous dining
Before you watch 4 5.1

1 • Ask students to watch Part 1 of the video again with the
sound ON. Let students compare their answers in pairs.
• Ask students to look at the photo and the caption. Elicit
what sort of fish it is—students should remember fugu 5 5.2
from earlier in the unit. • Ask students to watch Part 2 of the video with the sound
• Ask pairs to write six words connected to the picture. In OFF. Let students compare their ideas in pairs.
feedback, elicit lists of words. • Play the second part of the video with the sound ON.
Students compare what they predicted to what the
EXAMPLE ANSWERS speakers say.
fugu, fish, dangerous, Japan, Japanese, restaurant, night,
lights, dark ANSWERS
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Key vocabulary
2a Videoscript 5.2
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• Ask students to guess the meanings of the words in
bold. Do not check answers at this stage (students will Part 2
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match words in the next exercise). Narrator Tom Caradonna has come to Tokyo for the
complete fugu experience, and he’s brought his friend, Aki.
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2b Wisely, Tom has chosen to eat at the famous Matsumoto
• Students match the words in bold in Exercise 2a with restaurant. This fugu restaurant is 120 years old, and it’s well-
the definitions. known for its careful preparation of puffer fish. That’s important
c when you’re taking risks with a toxin that is 1,000 times stronger
than cyanide!
hi
While you watch
Tom Caradonna I’ve heard stories about people dying by
3 5.1
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trying the fugu, but it hasn’t really concerned me.

• Before setting up the While you watch tasks, check Narrator Even though Tom isn’t too worried to try fugu,
to see that students understand the meaning and there is a big risk. Over the years, hundreds of people have died
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pronunciation of the words in the glossary section at the from eating it. Chef Hayashi is the one who must prepare the fish
bottom of the page. safely so that Tom and Aki don’t get sick.
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• Ask students to watch Part 1 of the video with the sound Chef Hayashi It’ll be fine, don’t worry. I’ve been doing this
OFF, and discuss the questions. You could do this in pairs for 53 years. I took the exam in 1949 and passed. This is my fugu
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or as a whole class activity. Do not comment on answers at chef license.

this stage (students will check their answers in Exercise 4). Narrator After World War II, there were many deaths from
eating fugu. Many Japanese people were very hungry, and some
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looked for food in restaurant rubbish. Sometimes they found

EXAMPLE ANSWERS fugu which had been thrown out. When they cooked and ate
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1 Japan the fish, they got sick or died. Eventually, General Douglas
2 fugu MacArthur, who led the US forces in Japan, created strict controls
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and regulations. Fugu chefs had to get licenses for preparing and
3 part of it has poison in it
serving puffer fish. Even with more regulations, fugu killed 2,500
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Japanese people between 1945 and 1975.

Videoscript 5.1 Regulations and education have cut the number of deaths to
only three annually, but many diners still get sick.
Part 1 Hidenori Kadobayashi About 70 percent of the
Narrator Fish is a major food in Japan. Every morning, poisonings happen in private homes where people catch and
thousands of fish sellers crowd the famous Tsukiji seafood prepare fugu on their own and get poisoned. That’s most
market in Tokyo. Here, no product has a higher price than the common.
one that’s the most dangerous—the puffer fish, or fugu.
Eating this fish is like playing a dangerous game. If a person
6 5.1, 5.2
gets a piece that has poison in it, he or she may die! Despite
the danger, fugu appears on more than 80 menus in the Ask students to watch the whole video and circle the
Asakusa restaurant area of Tokyo. The puffer is so ugly, it’s correct options to complete the sentences. Let students
cute, but it doesn’t fool most diners. compare their answers in pairs.
SAMPLE COPY, NOT FOR DISTRIBUTION 5f Dangerous dining 66a

After you watch 7b
Vocabulary in context • Ask students to complete the sentences, then compare
them with a partner.
7 5.3
• Explain that students are going to watch some clips from EXAMPLE ANSWERS
the video which contain some new words and phrases.
1 I saw an ad for a vacation with a complete festival/
They need to choose the correct meaning of the words.
travel/adventure experience.
• Play the clips. When each multiple-choice question 2 One thing that concerns me is next month’s exam/the
appears, pause the clip so that students can choose weather.
the correct definition. You could let students compare 3 The last time I got sick was when I was very young/when
answers in pairs before checking with the class. I was on vacation.
4 Yes, my email account was hacked once and the
Vocabulary notes hackers asked my parents to send them money.
fool (somebody) = If something fools you, it makes you 5 Students' own answers
think that it is different from what it is
for the complete experience = in order to experience 8
something as well and as fully as you can • Ask pairs to answer the questions. Check answers as a
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class.
Videoscript 5.3
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ANSWERS
1 What does fool mean?
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1 It must be very tasty!
a appeal to 2 No, but perhaps only prepared by qualified people. /
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b frighten Yes, it’s dangerous!
3 Yes, I want to know why everyone loves to eat this fish. /
c trick
No, I’m too scared!
2 What does for the complete experience mean?
c
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a to catch fugu with local fishermen 9
b to eat all types of fugu dishes • Ask students to work in new pairs to prepare a survey.
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c to report on deaths from fugu Go through the example with the class, then ask pairs to
3 What does concerned mean? write three similar sentences for activities that include
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risk.
a helped
• As students prepare, monitor and help with vocabulary
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b included and ideas.

c worried • When students are ready, ask them to circulate around
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4 What does get sick mean? the room, asking their classmates for their opinions.
a become ill
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b die
c enjoy the meal
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5 What does private homes mean?

a people’s houses
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b secret places
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c small restaurants

Before you watch 4 Nowadays, only about three people die every
year, mostly from poisoning at home /
1 Look at the photo and write six words connected in restaurants.
to it. Then work in pairs. Compare your list with
your partner’s. After you watch
2 Key vocabulary 7 Vocabulary in context
a Read the sentences. The words in bold are used in a 5.3 Watch the clips from the video. Choose
the video. Guess the meaning of the words. the correct meaning of the words and phrases.
1 Sugar is a major cause of people’s problems b Complete the sentences or answer the questions in
with their teeth. your own words. Then work in pairs and compare
2 Some frogs have poison on their skin. your answers.
3 Check the regulations before you enter the
competition. 1 I saw an ad for a vacation with a complete …
4 Lots of people go on vacation annually. experience.
5 If you feel nervous, breathe in and out slowly. 2 One thing that concerns me is …
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3 The last time I got sick was …
b Match the words in bold in Exercise 2a with 4 Do you know anyone who has been fooled by
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these definitions. an internet scam?
a something that can kill you if you eat or 5 Do people in your country eat mainly in
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drink it poison restaurants or at home?
b every year annually
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8 Work in pairs. Answer the questions below.
c take air into your lungs breathe
d official rules regulations 1 Why do you think people eat fugu?
e important, big major
c 2 Do you think eating fugu should be banned?
3 Would you like to try fugu? Why or why not?
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While you watch 9 Work in pairs to prepare a survey on risk-taking.
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Look at the example below and write three similar

3 5.1 Watch Part 1 of the video with the sound
sentences for activities that include risks. Then ask
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OFF. Discuss the questions. your classmates their opinions.

1 Which country are the people in?
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The best way to avoid getting sick from fugu is...

2 What kind of food can you see?
3 What do you think could be dangerous about a by going to a well-known restaurant.
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this food? b not to eat it.

c to take anti-toxin medicine.
4 5.1 Watch Part 1 of the video again with the
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sound ON. Check your ideas from Exercise 3 and anti-toxin (n) /ˌæntɪˈtɒksɪn/ a substance/medicine that can
find out the name of the food. treat a problem caused by a toxin
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cyanide (n) /ˈsaɪənaɪd/ an extremely poisonous chemical

5 5.2 Watch Part 2 of the video with the sound toxin (n) /ˈtɒksɪn/ a kind of poison
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OFF. Work in pairs. What do you think the diners

(Tom and Aki) and the chef are saying to each
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other? Then watch with the sound ON and check

your ideas.
6 5.1, 5.2 Watch the whole video. Circle the

correct option to complete the sentences.
1 A lot of people died from eating fugu after /
during World War II.
2 At this time, licenses for catching and selling /
preparing and serving fugu were introduced.
3 There were 2,500 / 10,500 deaths from fugu
from 1945 to 1975.

Grammar 5 ❯❯ MB Find four things you can eat in Unit 5.
Think of two ways to describe each one. Then
1 Read the conversation between two friends who work in pairs. Try and guess your partner’s things.
are cooking. Circle the correct options.
6 ❯❯ MB Work in pairs. Tell your partner if you
A: Do you know how to make risotto? never, always, or sometimes do these things when
B: Oh, yes. 1 I show / I’ll show you if you want. you eat out. Explain your reasons.
A: OK, great. 2 Can / Must I use this pan?
B: Yes, sure. You 3 have to / don’t have to ask. make a reservation leave a tip
A: When the onion 4 is / will be ready, do I add the have an appetizer look at the menu
rice? have dessert order a drink
B: Yes, then the water. But you 5 will / have to add it have a main course pay the bill
slowly. Don’t add more until the rice
6
absorbs / will absorb it.
I CAN
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A: OK, that’s all the water. 7 Am I allowed to /
Should I stir it all the time now? use phrasal verbs to talk about a healthy lifestyle
B: Yes, because you 8 must / can’t let it stick to the talk about food and dishes
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pan. If it 9 sticks / will stick, it will burn. And talk about eating in a restaurant
the risotto 10 can’t / has to rest for a while before
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you eat / you’ll eat it.
Real life
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A: 12
Am I allowed to / Do I have to taste it?
B: Of course you are. You made it! 7 Complete the description of a seafood dish with
these words. There is one extra word.
2 Work in pairs. Answer the questions about the
conversation in Exercise 1. c
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fruit kind made raw tastes
1 Are the friends making a hot or a cold dish?
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2 Why is it important to add the liquid slowly? Ceviche is a Latin American dish. It’s a
1 kind of seafood dish. It’s 2 made
3 Why is it important to stir all the time?
by using the juice of citrus fruit , in this
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3 ❯❯ MB Work with a new partner. Take turns case limes, to cook a mixture of 4 raw fish
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stating an intention and starting a chain. and seafood.
buy a bike quit smoking

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cut down on snacks join a gym

give up / start eating meat take a vacation
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A: I think I’ll buy a bike.

B: If you buy a bike, you’ll get more exercise.
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A: Yes. And if I get more exercise, …

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I CAN
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ask and answer questions about obligation, prohibition,

permission, and recommendation (modal verbs)
talk about the future results of present and future
actions (first conditional) 8 ❯❯ MB Work in groups. Prepare descriptions
of as many dishes from the list as you can. Then
Vocabulary compare your descriptions with other groups.
Look at page 155 to find out more about each dish.
4 Match the phrasal verbs with the verbs that mean
the same. Then write three sentences describing a baklava bibimbap borscht couscous
change that leads to a healthy lifestyle. dhal fondue guacamole kebab
lasagna satay sushi tortilla
1 cut down on a stop
2 give up b reduce
I CAN
3 take up c start ask about and describe different dishes
68
UNIT 5 Review and memory Vocabulary
booster 4
• Ask students to match the verbs about change with
phrasal verbs that mean the same. Then tell them to
Memory Booster activities write three sentences describing a change that leads to a
Exercises 3, 5, 6, and 8 are Memory Booster activities. For healthy lifestyle. Encourage students to use the phrasal
more information about these activities and how they verbs in their sentences.
5 ❯❯ MB
• Ask students to find four things they can eat in Unit
I can … checkboxes 5. Tell them to work in pairs to describe the things for
As an alternative to asking students to simply check the their partner to guess.
a score from 1 to 4 (1 = not very confident; 4 = very
6 ❯❯ MB
confident) for each language area. If students score 1 or • Ask pairs to take it in turns to tell their partner how often
2 for a language area, refer them to additional practice they do each of the things in the box when they eat out.
activities in the Workbook and Grammar Summary Encourage them to explain their reasons.
exercises.
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EXAMPLE ANSWERS
Grammar
I sometimes make a reservation when we eat out in a
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1 restaurant, but usually my husband does it.
• Ask students to read the conversation and circle the I never have an appetizer—I don’t want to eat too much
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correct options. so I save myself for the dessert instead!
I usually leave a tip, because I think it’s important to show
2
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your appreciation of the service in a restaurant.
• Ask students to read the conversation in Exercise 1 I always pay the bill by credit card. It’s easier that way and
again and answer the questions in pairs. it means I have a record of how much I paid.
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ANSWERS
1 hot
Real life
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2 If you don’t add the liquid slowly, the rice won’t absorb 7
the liquid. • Ask students to complete the description of a seafood
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3 If you don’t stir it all the time, it will stick to the pan. dish with the words in the box.
8 ❯❯ MB
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3 ❯❯ MB • Ask students to work in groups to prepare descriptions

• Ask students to work with a new partner. Tell them of as many dishes from the list in the box as they can.
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to take it in turns to state an intention and start a Groups then compare their descriptions with other
conversation “chain” using the first conditional and the groups. At the end, refer students to Student Book page
155 to find out more about each dish.
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prompts in the box.

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Unit 6 Mysteries
Opener 4
1 • Ask students to discuss the questions in pairs before
eliciting ideas from the class.
discuss the questions in pairs. You could choose to
elicit some ideas from students and have a whole class
EXAMPLE ANSWERS
discussion. Do not comment on ideas at this stage bags, clothes, watches, etc.: to make money (students may
(students will find out more when they listen). mention fake designer goods, e.g., fake Louis Vuitton
handbags and fake Levi jeans)
2 43 eyelashes: to look good—also hair extensions or wigs
• Play the recording. Students listen and check their ideas money: to buy things they wouldn't be able to buy
from Exercise 1. Check answers with the class. otherwise
paintings: there have been many cases of forgeries of
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valuable paintings, or of painters making new paintings
ANSWERS
and pretending they are by a well-known artist.
1 It’s a photo.
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passport: to make money, pretend to be someone else,
2 Cows are sitting on the sand on a beach while people e.g., to enter a country illegally
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are parasailing over the beach or sea in the background.
3 and 4 Students' own answers
Extra activity
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Use the opportunity to extend this area of vocabulary.
Background information Write the following words on the board: fake, false,
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counterfeit, trick, pirate, and imitation. Ask students
Andalusia (or Andalucía) is the southernmost region of which nouns in Exercise 4 these words collocate with, and
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Spain. It’s very hot much of the year, but on the coast it which other nouns they often collocate with.
can be very windy as winds blow in from the Atlantic. As
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Answers:
a result, the region is famous for many wind and water
sports. fake collocates with all the words
counterfeit money/passports
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Parasailing is an activity where a person wearing a kind of

parachute is pulled through the air by a boat. imitation watches
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trick photography
pirate DVDs
Vocabulary notes
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Photoshop = to change a digital photo using special

software so that it looks real but isn’t
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make (something) out = to see (something) with difficulty
3 43
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• Optional step Ask students to read the sentences and

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guess or remember what the words in bold refer to.

Point out that the words in bold are pronouns, used to
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replace nouns in order to avoid repeating them.

• Play the recording again. Students listen and note what
the words in bold refer to. Let students compare their
ANSWERS
1 the photo 2 the cows
3 the background 4 the people (in the photo)
5 in the place where the picture was taken—the coast of
Andalusia
69a
Unit 6 Mysteries
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Sunbathing cows in Andalusia, Spain

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F E AT U R E S 1 Work in pairs. Look at the image. Discuss the questions.

1 Does it look like a painting or a photo?
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70 Flexible thinking 2 What is happening?

How good are you at puzzles 3 What does it make you think about?
and solving mysteries? 4 Do you think the image has a message? What?
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72 Desert art 2 43 Listen to a conversation about the image. Check your ideas
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from Exercise 1.
The mysterious Nasca lines
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in Peru 3 43 Listen to the conversation again. What do the words in bold

refer to?
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74 Lost and found?

1 Do you think the photographer Photoshopped it?
Current theories about 2 I’m surprised he didn’t frighten them.
Amelia Earhart’s 3 I can’t make it out.
disappearance 4 They’re parasailing.
5 It’s really popular there.
78 Encounters with a
sea monster 4 Work in pairs. Why do people sometimes make fake photos?
Why do people make fake versions of the items in the box?
A video about strange
creatures in the water bags clothes eyelashes money
paintings passports watches

6a Flexible thinking
Listening and reading 3 44 Work in pairs. Listen to a speaker at a
conference. She asks her audience to do the puzzle
1 Work in pairs. Do you like doing puzzles? Read in Exercise 1. What is the mystery she also talks
the puzzle and try to find the answer. about?
4 44 Listen again and complete the sentences.

1 How good are you at flexible and creative
thinking?
2 Does the promise of a reward make you work
Changing to artwork harder ?
3 Imagine I offer half of you some money to do
this task more quickly .
THE CANDLE PUZZLE 4 I’m going to see how long it takes you so that
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we can find out the average time .
Your task is to attach the candle to the wall so 5 The people with the reward of money
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that the wax doesn’t drip on the floor below. will be quicker, right?
You only have the candle, a box of thumbtacks, 6 The people in the first group need more time to
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and some matches. How do you do it? find the answer .
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5 Read the article and find the answer to the mystery
2 Compare your ideas for the candle puzzle with the speaker mentioned. Work in pairs. When is a
another pair. Then turn to page 155 to find out the reward useful? When is it not useful?
answer. Was it easy or difficult to figure out?
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FLEXIBLE THINKING
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and
REWARDS
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45
P
eople often think that a reward can make flexible thinking. When the task doesn’t have a clear
people work harder. However, that’s not answer, concentration doesn’t help. In fact, your brain
always true. Basically, it depends on the type needs to be relaxed and open so that it can look at
of task or work. Rewards are great for making people the problem in different ways. In the workplace, the
concentrate, and concentration helps with tasks reward is usually money. So businesses need to think
that have a clear set of rules, such as doing math carefully about the relationship between work and
problems or working in computer programming. pay—because it’s true that people work harder for a
But concentration doesn’t help with creative and reward, but only in some kinds of work.
70
4 44
6a Flexible thinking • Give students time to read the sentences first. Make
sure students understand the meaning of: average
(= a number expressing the typical value in a set of
Lesson at a glance
data), a reward (= something, e.g., money, that you give
• listening and reading: flexible thinking someone for doing something well or for helping you).
• word focus: long
• grammar: purpose: to, for, and so that
• speaking: what’s it for?
the sentences.
5 45
Listening and reading • Ask: Why do you think people might work more slowly if you
1 offer them a reward? Elicit ideas and predictions.
• Optional step Ask students to say what they think the • Ask students to read the article and discuss the
unit title, Flexible thinking, means. Elicit ideas. (Answer: questions in pairs. In feedback, elicit ideas from
a flexible person/thinker is able to make changes or students.
deal with a situation that is changing.) • Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
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• Organize pairs to read the puzzle and guess what the
answer might be. You could start by reading out the
puzzle to the class, and checking any unfamiliar words. ANSWERS
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A reward is useful for helping people concentrate on tasks
Vocabulary notes that have a clear set of rules.
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Use the pictures to check: candle, thumbtack, and matches, A reward is not useful when the task doesn’t have a clear
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and use gestures to help teach attach and drip. answer and requires flexible or creative thinking.
attach = to fix, put (on a wall) so it doesn’t move
wax = the material we make candles from
drip = when water, oil, wax, etc. drips, it falls to the floor
c
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in small repeated amounts (drops)
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2
• Ask each pair to join another pair. Tell students to
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share their ideas first before turning to page 155 of the

Student Book to find an explanation for the puzzle.
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• In feedback, ask whether students worked out the

answer to the puzzle.
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ANSWER
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Students refer to Student Book page 155.
3
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44
• Tell students they are going to listen to a speaker at
at
a conference. Play the recording. Students listen and

answer the question.
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ANSWER
If you offer someone a reward, they may work more
slowly.
SAMPLE COPY, NOT FOR DISTRIBUTION 6a Flexible thinking 70a

Word focus long ANSWERS
6 1 infinitive
• Ask students to read the sentences and decide whether 2 a noun, the -ing form of the verb
long refers to time (T), distance (D), or something 3 subject + verb
else (S). Let students compare their answers in pairs
4 why / what for
before discussing as a class.
Please refer to page 166 for Grammar Notes on talking
Vocabulary notes
about purpose.
Note the following:
Long can be an adjective (a long way) or an adverb (Have
you been waiting long?).
We can say a long time and a long distance. So, note these 9
time collocations: a long day, long hours, a long wait, a • Ask students to read the article Flexible thinking and
long life, a long while.
rewards again to find and underline patterns expressing
Note that be long is used in negative sentences and purpose. Let students compare their answers in pairs
questions to ask or talk about whether something will before checking with the class.
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take a long time to happen, e.g., How long are you going
to take? I have a train to catch! 10
All day/night/year long is a way of emphasizing that it’s • Ask students to circle the correct option. Let students
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the whole of a period of time. compare their answers in pairs before checking with the
distance: a long way, a long walk. class. In feedback, ask students to explain their choices.
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Long can also measure a large amount from one end to
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another: long hair, long legs, a long line, a long tunnel or,
of writing, something with a lot of words or pages: a long • Ask students to match the beginnings of the sentences
essay/book/speech/list. (1–8) with the endings (a–h). In feedback, make sure
students have matched the sentence halves correctly.
As long as can have two meanings. Both are adverbial.
The first is simply a way of saying “the amount of time
c Then ask students to complete the sentences with to, for,
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needed,” In item 7, however, the phrase is used to or so that. You could ask students to do this in pairs or
introduce a condition that will make something else ask them to work individually before checking with a
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happen or be true. partner.

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7 Speaking my
• Organize pairs. Give students a minute or two to
12
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prepare ideas. Then ask students to take turns to start

conversations. The aim is to have short exchanges • Organize groups of four or five. Ask students to sit
together in their groups, ideally in a circle.
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as in the example, so model one or two example

conversations first with a confident student. • Ask students to read the list of words. You could extend
it by brainstorming other objects from the class and
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EXAMPLE ANSWERS writing them on the board (e.g., wallet, watch, sunglasses,
tablet, key, ID card).
2 A: I visited Australia once—it took a long time to get
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there but it was great. • Ask students to take turns making sentences and trying
B: Really? I’ve always wanted to go there. to guess which word their classmates are describing.
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3 A: I could sleep all day long. Make sure students understand they are competing
with the other members of their group to guess the
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B: Oh, I couldn’t. I like to do as much as I can in a day.

item first.
4 A: I found Titanic too long—you know, the movie.
B: Yeah. And everybody knew the ship was going to sink! • As students speak, monitor and notice how well they
use ways of expressing purpose. Note any errors, and,
in feedback, write them up on the board for students to
Grammar purpose: to, for, and correct in pairs or as a class.
so that
8 Please refer to page 182 for notes on Teacher Development
for collecting and correcting errors.
• Ask students to read the grammar box carefully and
note the difference in the forms. Let them discuss the
answers in pairs.
71a Unit 6 Mysteries SAMPLE COPY, NOT FOR DISTRIBUTION

Word focus long 10 Circle the correct option to complete the sentences.
1 We worked together for / to solve the
6 Read the sentences and say if the expression
problem faster.
with long refers to time (T), distance (D), or
2 The box was useful for / to holding the candle.
something else (S).
3 We looked at the key for / so that the answers.
1 How long did it take you to T D S 4 I went to the conference so that / to find out
do the puzzle? more about the brain.
2 Is it a long way from here T D S 5 I sit near the front so that / to I can hear better.
to your house? 6 The speaker used pictures for / to make the
3 How long does the essay T D S explanation clearer.
need to be? 7 Lots of people do sudoku so that / to keep their
4 I’m just going to get a coffee. T D S brain active.
I won’t be long. 8 I’m learning Chinese for / so that I can work
5 I love sunbathing. I could T D S in China.
do it all day long.
6 I can’t finish this book. It’s T D S 11 Match the beginnings of the sentences (1–8) with
the endings (a–h). Then complete the sentences
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just too long.
7 You can stay at my house as T D S with to, for, or so that.
long as you don’t mind 1 I want to learn another language so that
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sleeping on the sofa. d
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2 My friend called me to b
7 Work in pairs. Tell your partner about these things.
Add follow-up comments. 3 I write everything down to c
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4 We download the homework to our phones
1 something it took you a long time to do so that g
2 a place a long way from here that you have for h
5 Are you going to Colombia
visited
c 6 This notebook is to e
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3 something you could do all day long
7 Would you like to meet for a
4 something you thought was too long
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8 Did you get many chances to f

A: When I first started learning English, it took me
forever to learn how to pronounce “daughter.” a coffee after class?
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B: Oh, I had the same problem with “vegetable”! b ask my advice about his course.
c help me remember it.
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d I can enjoy traveling more.

Grammar purpose: to, for, and e keep my passwords in.
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so that f speak Italian on your trip?

g we can study on the bus.
PURPOSE: TO, FOR, and SO THAT h work or on vacation?
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Imagine I offer half of you some money to do this

more quickly. Speaking my
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We all work for money, don’t we?

Thumbtacks are for attaching things to other things. 12 Work in small groups. Choose one of the items
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I’m going to see how long it takes you so that we can from the list and say why we need it. The other
find out the average time.
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students in your group have to try to guess the

For more information and practice, see page 166. item and add another reason why we need it.
A: We need this to find our way around a
8 Work in pairs. Look at the grammar box. Answer strange place.
the questions. B: We need it so that we don’t get lost? A map?
A: Yes!
1 Which verb form follows to?
2 What can follow for? boots a calculator
3 What follows so that? a credit card a dictionary
4 Do the sentences answer the question how or glasses good exam results
why / what for? a guard dog hot food
a map a passport
9 Look at the article Flexible thinking and rewards.
a picture frame a professional qualification
Underline the patterns like those in the
a suitcase a window
grammar box.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 6 Mysteries 71

6b Desert art
Vocabulary art
1 Complete the sentences with these words.
diagram drawing figure
line pattern shape
1 This looks like a child’s drawing of a

horse.
2 That cloud is in the shape of a heart.
3 Can you draw a ten-centimeter straight
line without a ruler?
4 I can see a figure at the door, but I don’t
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know who it is.
5 I prefer shirts with a striped pattern .
6 This diagram explains how to solve the
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puzzle.
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Listening
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2 Look at the photo and read the caption. Match the
questions (1–3) with the exchanges (a–c).
1 What are they? b c The mysterious Nasca lines in Peru
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2 Where are they? a
3 How big are they? c 5 Which theory do you think is most likely? Discuss
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your ideas with your class.

a A: They must be in a desert because there aren’t
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any plants or anything there.

B: Yes, it looks really dry. Grammar certainty and
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b A: They might be roads.

B: No, they can’t all be roads. That’s clearly a
possibility
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spider. CERTAINTY AND POSSIBILITY

c A: There’s a plane above it.
In the present
B: Yeah, so they must be pretty big.
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must (not)
+ base form
might (not) / may (not) / could
3 46 Work in pairs. What do you think the + be + -ing
can’t
answers to the questions in Exercise 2 are? Listen
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and check your ideas. In the past

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must (not)
4 47 What do you think the purpose of the lines may (not) / might (not) / could +have + past participle
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was? Listen to another excerpt. Complete the can’t / couldn’t

sentences.
1 The Nasca people couldn’t have seen the
patterns from the air. 6 Look at the grammar box. Underline the patterns in
2 Maria Reiche was convinced that the lines must the sentences in Exercises 2 and 4.
have been a type of calendar .
3 Other people thought the lines may have been 7 Look at the grammar box again. Circle the correct
ancient Inca roads . option to complete the rules.
4 The strangest idea was the lines could have
space 1 We use must to say if something is or was
guided creatures from .
possible / probable.
5 The Nasca people can’t have known the lines
2 We use might, may, and could to say if something
would still be visible centuries later.
is or was possible / probable.
3 We use can’t and couldn’t to say if something is or
was impossible / improbable.
72
6b Desert art
The Nasca (or Nazca) lines were created by the Nasca
people somewhere between 400 and 650 AD. The Nasca
Lesson at a glance culture flourished in southern Peru between 100 and
800 AD. Their culture is well-known for its ceramics and
• vocabulary: art
textiles as well as the lines. The dry, windless climate and
• listening: Nasca lines remote location has helped preserve the lines.
• grammar: certainty and possibility
Maria Reiche (1903–1998) was a German archeologist who
• pronunciation: weak form of have
began researching the Nasca lines in 1940. She was active
• speaking: speculating in trying to protect the lines from encroachment. The lines
were declared a UNESCO World Heritage Site in 1995.
Vocabulary art 5
1 • Discuss students’ ideas as a class.
• Ask students to complete the sentences. Let students
EXAMPLE ANSWERS
class.
Most likely to least likely: part of traditional or religious
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beliefs linked to the water; a type of calendar (Reiche’s
Listening idea); ancient Inca roads; a guide for creatures from space!
2
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• Ask students to look at the photo of the Nasca
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drawings. Ask: What can you see? What do you know about Background information
the Nasca lines? Other theories that have been put forward include:
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• Ask students to match the questions (1–3) with the They are lines created to be seen by their gods in the sky.
exchanges (a–c). Elicit ideas in feedback. They form a kind of observatory, to point to the places
on the distant horizon where the sun and other celestial
3 46
c bodies rose or set at the solstices.
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• Ask pairs to say what they think the answers to the They are giant, primitive looms, or frames, used to
questions in Exercise 2 are. Encourage students to use fabricate the extremely long strings and wide pieces of
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vocabulary from Exercise 1: drawing, shape, line, etc. textiles typical of the area.
• Tell students they are going to listen to an excerpt
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from a radio program about the Nasca lines. Play the

recording. Students should listen and check their ideas.
Grammar certainty and possibility
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6
ANSWERS • Ask students to look at the examples in the grammar
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box. Point out the patterns.

1 They are enormous drawings on the ground; there are
• Ask students to find and underline examples of the
lines and shapes, some are in the shape of animals,
some are human figures.
patterns in Exercises 2 and 4. Let them compare their
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2 in the Nasca desert in southern Peru
3 huge—the biggest of the drawings is about two Please refer to page 166 for Grammar Notes on certainty
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hundred meters across and possibility.

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Vocabulary notes information and practice.
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enormous/huge = very big 7

visible = you can see them • Ask students to look at the grammar box again and
circle the correct option to complete the rules.
4 47 • Go over the rules again with students to consolidate
• Ask pairs to speculate about what the purpose of the what they have learned.
lines was. Elicit ideas in feedback, but don’t confirm Please refer to page 166 for Grammar Notes on might, may,
any answers at this stage. and could.
• Ask students to read the sentences. Explain that they
are going to listen to another excerpt from the radio
program. Play the recording. Students listen and
complete the sentences. Let students compare their
SAMPLE COPY, NOT FOR DISTRIBUTION 6b Desert art 72a

8 5 a: Is Joe around? We’ve got a meeting.
• Ask students to complete the sentences with present b: Well, his computer is still on, so he can’t have gone out.
modal forms from the grammar box. Elicit the first
answer to get students started. Let students compare 6 a: Why is Phil wearing odd socks?
their answers in pairs before checking with the class. b: He might have got dressed in a hurry this morning.
9 11b
• Ask students to complete the sentences. Point out that • Organize pairs to practice the exchanges from
the situations here are all past—elicit the form needed Exercise 10. Monitor and notice errors with form and
and elicit the first answer to get students started. Let pronunciation.
students check their answers in pairs before checking
with the class. Speaking my
10 12
• Ask students to read the conversations, decide on • Organize new pairs and ask them to read the situations.
which modal to use, and fill in the blanks. You may Check any words students are unsure of or ask students
need to make sure students understand the term odd to check them in their dictionaries.
socks (= two socks that do not make a pair, e.g., different • Ask students to work with their partner to think of
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colors worn at the same time). situations when someone might say these things.
• Let students compare answers in pairs before checking • In feedback, briefly elicit situations students thought of.
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answers as a class.
EXAMPLE ANSWERS
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Pronunciation weak form of have 1 An electrical device failed to work or ran out of battery
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11a 48 (e.g., phone, tablet, baby monitor).
• Play the recording. Students listen and check their 2 Somebody has not been invited for an interview or not
answers from Exercise 10. They should notice how have received a reply for a job they applied for.
is pronounced and whether they can hear the h. Make
c 3 arriving at a house with lights on
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sure students understand they should focus on have, not 4 something lost—a bag, a key, a phone
has, haven’t, or hasn’t in this exercise. 5 He didn't stop at the post office to get the package.
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6 Somebody has finished their exam early.

ANSWERS 7 Somebody is late.
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Have is an auxiliary verb. It is pronounced /(h)əv/ in these 8 Somebody can’t find their money.
sentences.
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Vocabulary notes
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Pronunciation and form notes plug in = to connect something to the electricity supply
When speculating about the past, we use this sentence application = the form or letter you send for a job or place
structure: at college
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modal + auxiliary have + past participle of main verb pick up = to stop somewhere to get something
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can’t have forgotten. stuck in traffic = when there are a lot of cars on the road
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There’s a strong stress on the modal and on the past and your car isn’t moving
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participle, which means that the auxiliary verb has weak

stress. It links with the modal verb and reduces to a barely 13
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heard /əv/ sound (e.g., /ka:ntəv/). • Ask students to improvise conversations based on the
situations they thought of in Exercise 12. Encourage
Audioscript 48 them to use modal verbs to express certainty or
possibility.
1 a: Why hasn’t my sister returned my phone call? • Optional step If your students need preparation time
b: Well, she can’t have forgotten. She never forgets things. before improvising, use one of the ideas in the Teacher
Development notes.
2 a: Is Sandra here? I haven’t seen her today.
• Note how well students use the language of
b: Yes, she’s here. She might be getting a coffee. speculation. At the end, praise good use of language
3 a: Who’s Tom talking to? and discuss errors as a class.
b: It must be his father. He said, “Hi, Dad.” Please refer to page 182 for notes on Teacher Development
4 a: Why did the plane arrive late? on preparation time.
b: I don’t know. It could have taken off late.

10 Complete the conversations using the correct
option and the verb in parentheses. Use a present
or past modal form.
1 A: Why hasn’t my sister returned my phone call?
B: Well, she can’t / may have forgotten (forget).
She never forgets things.
2 A: Is Sandra here? I haven’t seen her today.
B: Yes, she’s here. She can’t / might
be getting (get) coffee.
3 A: Who’s Tom talking to?
B: It may / must be (be) his
father. He said, “Hi, Dad.”
4 A: Why did the plane arrive late?
B: I don’t know. It could / might not
have taken off (take off) late.
5 A: Is Joe around? We have a meeting.
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B: Well, his computer is still on, so he can’t /
must have gone out (go out).
6 A: Why is Phil wearing odd socks?
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B: He can’t / might have got dressed (get
dressed) in a hurry this morning.
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11 Pronunciation weak form of have
a 48 Listen to the conversations from
c Exercise 10 and check your answers. Is have in

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past modals pronounced /hæv/ or /həv/? Is the h
pronounced?
8 Complete the sentences with present modal forms.
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More than one answer is possible. b Work in pairs. Read the conversations aloud. Pay
attention to your pronunciation of have.
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1 This drawing has eight legs. Insects have six legs.

So it can’t be an insect.
Speaking
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2 “What are the straight lines?” “I’m not sure. They my

might be paths.”
3 “What’s the plane doing?” “It might be 12 Work in pairs. Look at the comments and think of
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photographing the lines, but I can’t see a camera.” situations when you might say these things.
4 It’s summer in Europe now, so it must be 1 You must have forgotten to plug it in.
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winter in Peru. 2 They may have lost your application.

5 I’d like to walk along the lines, but they 3 They must be at home.
might not let people do that.
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4 You might have dropped it on the way here.

6 The figures are so big that a plane must be 5 He must have forgotten to pick it up.
at
the only way to see them properly. 6 She can’t have finished so quickly.
7 They might be stuck in traffic.
N
9 Complete the sentences about the Nasca lines with 8 You must have spent it on something.
the past modal form.
1 The lines must have meant something very 13 Imagine you are in the situations in Exercise 12.
special to the Nasca people. (must / mean) Have conversations that include the comments.
2 We know water can’t have been easy to Take turns starting your conversations.
find. (can’t / be) A: Oh, no! The battery of my phone is dead.
3 The water in the area might have disappeared . B: You must have forgotten to charge it. Do you
(might / disappear) want to use mine?
4 People might have made the drawings for A: Thanks a lot.
fun. (might / make)
5 The animal drawings couldn’t have been
roads. (couldn’t / be)
6 The animals must have lived in the region.
(must / live)

6c Lost and found?
Reading Wordbuilding nouns and verbs
1 Work in pairs. Look at the photo and the title WORDBUILDING nouns and verbs
Where is Amelia Earhart? Discuss these statements. Some nouns and verbs have the same form. They can
Which of them do you think could be true? have similar or unconnected meanings.
1 Amelia Earhart was a famous pilot. land – similar; book – unconnected
2 She flew across the Atlantic Ocean. For more practice, see Workbook page 51.
3 In the photo, she’s just landed her plane.
4 She lived until she was one hundred years old.
7 Look at the wordbuilding box. Find these words
2 Read the first article quickly. Check your ideas in the two articles. Are they used as nouns (N) or
from Exercise 1. verbs (V)?
1 fly (line 1) V 5 contact (line 13) N
ng
3 Work in pairs. Read the second article. Answer
the questions. 2 land (line 3) V 6 plan (line 23) V
3 books (line 8) N 7 test (line 26) V
ni
1 What is the theory talked about in the article?
2 Which modern scientific technique might give 4 records (line 11) N 8 remains (line 34) N
ar
an answer to the Earhart mystery?
3 If the new project is successful, what will it prove? 8 Work in pairs. Look at the same words in these
Le
4 What is the biggest problem for the researchers sentences. Is the meaning similar to the meaning of
on the new project? the word in Exercise 7?
4 Find these words in the articles. Look at how the

c 1 Do you have any plans for the weekend?
hi
words are used and try to guess their meaning. 2 We always book our hotel rooms in advance.
Then replace the words in bold in the sentences 3 I tried to contact them yesterday without success.
ap
(1–4) with these words. 4 Everyone did badly on yesterday’s English test.
gr
attempting (line 2) financing (line 30) Critical thinking speculation

samples (line 24) distinguish (line 59)
or fact?
eo
1 My grandparents are paying for my studies.

9 Read the definitions. Then decide if the sentences
lG
2 It’s easy to see the difference between a leg

from the articles report speculation (S) or fact (F).
bone and an arm bone.
3 The doctor took small amounts of my blood to Speculation is having a theory or guessing about
na
do tests. something.
4 The cyclist is trying to break the world record. Facts are items of information that we know to be true.
io
5 Work in groups. Discuss the questions. 1 Amelia Earhart […] was S F

attempting a round-the-world
at
1 The piece of bone “might have been from flight in 1937.

one of Earhart’s fingers.” Are there any other
N
2 Earhart could have landed on S F

possibilities? a different island.
2 Is it certain that any saliva on the envelopes is 3 About 99 percent of the genome S F
Earhart’s? How do you know? is identical among all humans.
3 Do you think the project will be successful?
10 Find one more fact and one more speculation in
6 Work in pairs. Complete the summary. the articles. Then work in pairs. Do you agree with
The new project aims to provide a way of your partner’s choices?
testing 1 Earhart’s DNA . The success of the
project depends on several things. Firstly, that
human
Speaking my
the bone is from a 2 , not a turtle.
Secondly, that Earhart’s saliva still exists on 11 Work in groups. Think of at least three news
3 envelopes . And thirdly, that there is enough stories you have heard about recently. Suggest as
saliva to 4 test . many reasons as you can for what has happened.
74
Please refer to page 182 for notes on Teacher Development
6c Lost and found? on guessing words in context.
Vocabulary notes
Lesson at a glance
fly solo = fly alone
• reading: testing a theory
extracted = taken from
• wordbuilding: nouns and verbs
• critical thinking: speculation or fact?
• speaking: comparing ideas 5
• Ask groups to work together to discuss the questions.
• In feedback, elicit students’ ideas, and note and correct
Reading their use of past modals to speculate.
1
• Ask students to look at the photograph and the title. ANSWERS
• Ask: What do you know about Amelia Earhart? Elicit 1 The piece of bone may be from a turtle.
information and summarize it under two headings: 2 No, because much of Earhart’s correspondence was
Facts and Guesses. Encourage students to use the dealt with by her secretary.
ng
language of speculation to make guesses. 3 Students’ own answers
• Ask pairs which of the statements could be true. Elicit
ideas but don't check answers at this stage.
ni
6
2 49 • Ask pairs to work together to complete the summary.
ar
• Ask students to read the first article quickly and check
Le
their answers from Exercise 1. Students can listen and
read along to the recording if needed. Let students Amelia Mary Earhart (/ˈɛərhɑːrt/) was born in July 1897 and
compare answers in pairs before checking with the class. went missing on July 2nd, 1937. She had become famous
c
in 1928 as the first woman to fly across the Atlantic.
hi
ANSWERS However, she was little more than a passenger on that
flight, which was piloted by a man. She used her fame
Statements 1 and 2 are true.
ap
to raise money to continue her flying career. In fact, she
Statement 3 could be true, but people are waving so it’s was a successful businesswoman who launched successful
more likely to be false. ranges of clothing and luggage, and helped set up an
gr
Statement 4 isn’t true: she never arrived on the island of airline. In 1932, she flew across the Atlantic solo, which
Howland, so we can assume she died on her flight there. proved to be her greatest achievement. She broke many
eo
other long-distance flying records before her fateful final

flight in 1937.
3 50
Earhart’s legacy in the USA and around the world is
lG
• Ask students to read the second article and answer

considerable. She is a feminist icon, and an inspiration for
questions 1–4. Students can listen and read along to the
many young women.
na
There are lots of conspiracy theories about her

disappearance. One TV program claimed she had changed
her name to Irene Craigmile Bolam and was living in New
io
ANSWERS Jersey. However, the real Ms. Bolam denied this. It has also
1 The theory that Earhart landed on Nikumaroro. been claimed that the Japanese captured and executed
at
her or forced her to work for them during WWII, making

2 DNA sampling
propaganda broadcasts as Tokyo Rose.
N
3 It will prove that a bone found on the island of

Nikumaroro is Earhart’s—and that she died there.
4 There may not be enough DNA on the letters.
4
• Ask students to underline the words in the articles,
discuss the words’ meanings, and then use them to
rewrite the sentences. Let students compare their
answers in pairs before discussing as a class.
• Point out the words in the glossary.
ANSWERS
1 financing 2 distinguish 3 samples 4 attempting
SAMPLE COPY, NOT FOR DISTRIBUTION 6c Lost and found? 74a
• Ask students to find another fact and another
Wordbuilding nouns and verbs speculation in the article and check them with a partner.
7
• Tell students to read the information in the EXAMPLE ANSWERS
wordbuilding box. Ask them to give you examples Fact: Researchers have spent millions of dollars
of common nouns and verbs with the same form investigating the case …
(e.g., dance, play, cook). Speculation: … she was captured while on a secret mission
• Ask students to find the words in the articles and say to the Japanese-controlled Marshall Islands …
if they are nouns or verbs. Let students compare their
Speaking my
8
11
• Ask pairs to read the sentences and decide whether the
• Organize groups. Brainstorm news stories from
meaning of each of the words is similar to the meaning
students and write any useful ones up on the board in
of the word in Exercise 7. Check the answers with the
short note form.
class.
ng
• Once groups have thought of stories to discuss, ask
ANSWERS them to take turns to introduce different topics in their
groups, using Did you see that … ? Students take turns
ni
1 yes (to plan something is similar to make a plan)
to speculate about each story.
2 no (to book = to reserve; a book = something you read)
ar
• Note errors and interesting or successful uses of
3 yes (contact = when you call or signal someone; to
language. Concentrate on how students use modals to
contact = to call, to write)
Le
speculate. In feedback, point out good examples and
4 no (to test = to find out if something works; a test =
any errors.
something you do to find out how good you are)
c
hi
Critical thinking speculation or fact?
9
ap
• Read the definitions with the class. You could elicit

ways of fact-checking from students: by looking at
gr
news reports, by looking up the fact in a reference

book or online, by asking someone who experienced or
eo
witnessed the events.

• Ask students to circle whether the statements are
lG
speculation (S) or fact (F). Make sure students refer to

the definitions rather than just consider the sentences
in isolation. Ask pairs to discuss the sentences before
na
eliciting ideas.
io
at
N

Where Is
Amelia Earhart?
ng
Three Theories
ni
10 The official US opinion is that Earhart ran out of fuel
49 by John Roach
ar
and crashed in the Pacific Ocean. The radio records
from a US Coast Guard ship suggest that she must
Le
Amelia Earhart, the first woman to fly solo across the have been near Howland when contact was lost.
Atlantic Ocean, was attempting a round-the-world
Another theory says that Earhart could have
flight in 1937. She planned to land on the tiny Pacific
15 landed and later died on a different island, called
Ocean island of Howland, just north of the equator.
c
Nikumaroro. Nobody lived there.
hi
5 She never arrived. Exactly what happened to her and
And another theory says she was captured while on
her navigator,1 Fred Noonan, is still one of aviation’s
ap
a secret mission to the Japanese-controlled Marshall

greatest mysteries. Researchers have spent millions of
Islands in the North Pacific, then eventually returned
dollars investigating the case, and several books have
gr
20 to the USA with a new identity.

been published that look at the different theories.
eo
Lost and found?

definitely hers and that might contain is that the envelopes probably don’t
lG
her DNA. The remains of Earhart, her contain much DNA. The project needs
The missing pilot

navigator Noonan, and their twin-engine a big sample to distinguish between
plane were never found. But in 2009, 60 Earhart’s DNA and that of other living
na
40 researchers discovered a piece of bone on people, because about 99 percent of the

50
Nikumaroro, which they believed might genome4 is identical among all humans.
io
by Ker Than have been from one of Earhart’s fingers. To make sure that the DNA from the
Amelia Earhart’s dried saliva2 could help However, some scientists have suggested letters belonged to Earhart, the team
at
solve the mystery of the aviator’s 1937 that the Nikumaroro bone isn’t human at 65 will compare it to DNA from Earhart’s
disappearance. Scientists plan to create a 45 all but may be from a turtle.
N
relatives who are still alive and also DNA

genetic profile by taking samples of her The new Earhart DNA project will be extracted from another letter, written by
25 DNA from letters she wrote. This could organized by Dongya Yang, a genetic Earhart’s sister.
then be used to test recent suggestions archeologist at Simon Fraser University
that a bone found on the South Pacific in Canada. Yang will work on four
island of Nikumaroro is Earhart’s. 50 letters Earhart wrote to her family. It is
1
navigator (n) /ˈnævɪˌgeɪtər/ the person
Justin Long is a Canadian whose family believed that Earhart must have who plans the direction of a plane
or ship
30 is financing part of the DNA project. He sealed3 the envelopes herself. 2
saliva (n) /səˈlaɪvə/ the liquid in your
makes the point that at the moment, However, geneticist Brenna Henn of mouth
anyone who finds pieces of bones Stanford University, USA, said she knows 3
sealed (adj) /siːld/ closed safely so that
can say that they are Amelia Earhart’s 55 of no other case where DNA has been it’s hard to open
remains. According to Long, Earhart’s collected from old letters. The problem
4
genome (n) /ˈdʒiːnəʊm/ the genetic
35 letters are the only existing items that are information of each living thing

6d You must be joking!
ng
ni
ar
Real life reacting to surprising 4 April Fools’ Day (April 1st) is a day when people in
many countries try to trick each other. Do you do
Le
news anything similar in your country?
1 51 Listen to three conversations about news
5 Pronunciation showing interest and disbelief
articles. Choose the correct headline (a or b) in
c
hi
each case. a 52 Listen to these expressions for reacting
to surprising news. Notice how the speaker’s
ap
1 a ESCAPED SHEEP TAKE OVER LONDON PARK
intonation rises to show interest and falls to
b SHEEP IN GLOBAL WARMING SHOCK show disbelief.
gr
2 a FALSE BANK NOTES ALERT 1 Oh, yeah?

eo
b 2 Come off it!

USA TO JOIN THE EURO ZONE
lG
b 53 Listen to the other expressions for reacting to

3 a FUEL PRICES TO DOUBLE NEXT WEEK
surprising news. Repeat the expressions.
na
b GAS PRICES FALL 50 PERCENT c Work in pairs. Take turns responding to these
statements.
2 Can you remember? Answer the questions for
io
each story. 1 I’m setting off on a round-the-world trip

at
on Monday.
1 What is the problem?
2 I found a wallet full of money in the street
N
2 Does the second speaker believe the first speaker?

this morning.
3 What is the date?
3 I’m starting a new job tomorrow.
3 51 Look at the expressions for reacting to
6 Work in pairs. Choose one of the other April Fools’
surprising news. Listen to the conversations again.
Day headlines from Exercise 1. Decide what the
Put the expressions in order (1–9).
hoax—the trick—is. Make notes about the main
points of the story. Invent as many details as you
REACTING TO SURPRISING NEWS wish. Practice telling the story with your partner.
9 Are you serious? 4 That can’t be right!
6 Are you sure? 7 They must have made 7 Work with a new partner. Take turns listening and
2 a mistake.
reacting to your stories. Use the expressions for
Come off it!
1 5 You must be joking!
reacting to surprising news to help you. Don’t forget
Oh, yeah?
8 3 You’re kidding me!
to show interest or disbelief with your intonation.
Really?
76
Pronunciation showing interest and disbelief
6d You must be joking! 5a 52
• Play the recording. Students listen and note how the
Lesson at a glance speaker's intonation rises to show interest and falls to
• real life: reacting to surprising news show disbelief.
• pronunciation: showing interest and disbelief • Students listen and repeat.
5b 53
Real life reacting to surprising news • Play the recording. Students listen and note the rising
1 51 and falling intonation.
• Ask students when they might say the phrase in • Play the recording again. Students listen and repeat.
the unit title, You must be joking! (when reacting to
surprising news—it suggests that you can’t believe Audioscript 53 (and pronunciation notes)
what has just been said).
• Ask students to read the six news headlines. Check any
unfamiliar vocabulary. Then ask: What do you think the Are you serious?
ng
stories are about? Are any of the headlines surprising? Why?
• Play the recording. Students listen and circle the best Are you sure?
headline for each of the three news items.
ni
Come off it!
ar
Vocabulary notes
take over = to take control of Oh, yeah?
Le
alert = warning
Note the concise style used in headlines. The present simple Really?
is used when talking about the past (Sheep take over
park), the passive is used a lot and reduced by removing
c That can’t be right!
hi
the auxiliary verb (Gas prices fall NOT have fallen), and the
infinitive is used to express the future (Fuel prices to double They must have made a mistake.
ap
NOT Fuel prices are going to double).

You must be joking!
gr
2
• Organize the class into pairs. Ask them to discuss
eo
questions 1–3 for each story. You’re kidding me!
5c
lG
ANSWERS • Organize the class into pairs. Ask students to take turns
Story 1: saying and responding to the statements, paying careful
1 Sheep are reflecting the sun back into the atmosphere attention to their intonation.
na
because they are white and causing global warming.

2 no 3 April 1st
6
io
Story 2: • Organize pairs. Ask each pair to choose one of the three
1 Green twenty-dollar bills are forged.
headlines in Exercise 1 that didn’t match to the stories
at
on the recording. They must create a hoax story and

2 yes 3 April 1st
practice telling it.
N
Story 3:
1 The young woman has filled her father's car with
• Provide students with other news headlines to prepare
gas—but it’s a diesel car. and tell hoax stories about. Here are some possibilities:
2 yes 3 April 1st New proof of Loch Ness monster
New “motion email” uses body recognition system
3 51 Killer bees move north across America—thousands dead
• Play the recording again. Students listen and put the Spaghetti tree harvest in Italy hit by bad weather
expressions in the order they hear them. In feedback,
check that the students are clear about how the phrases 7
are used. • New pairs take turns to tell their stories.
4 • As students speak, monitor closely, and prompt
students to use intonation correctly to show interest
• Ask groups to discuss what people do on April Fools’
or disbelief.
Day (or perhaps another similar occasion) in their
country. In feedback, have a class discussion.

6d You must be joking! 76a
6e In the news
Georgia, Armenia, and Azerbaijan are three small countries
south of Russia in the Caucasus region between the Black
Lesson at a glance Sea and the Caspian Sea.
• writing: a news story
• writing skill: structuring a news story Vocabulary -ly adverbs in stories
• vocabulary: -ly adverbs in stories 3a
• Ask students to read the text again and find and
Writing a news story underline the adverbs. Tell them to match them with the
1 meanings. Let students compare their answers in pairs
• Ask pairs to look at the headline and the photo of the
• Point out the stress in the adverbs.
fiber optic cable and predict what the story might be
about. Tell students to read the story and tell their 3b
partners whether they believe the story is true or not • Ask students to cross out the options which are not
(it is a true story). In feedback, ask students to give possible. In one case both options may be possible.
ng
reasons.
3c
Writing skill structuring a news story • Ask pairs to decide which of the sentences in Exercise
ni
2a 3b fit into the story and where they fit in the text.
ar
Remind students to think about how the events and
• Ask students to read the introductory sentence again
background details are organized.
and answer the questions in pairs. Let students compare
Le
their answers in pairs before checking with the class. Please refer to page 166 for Vocabulary and Grammar
Notes on adverbs of manner.
ANSWERS
c ANSWERS
hi
1 A woman accidentally cut through an underground cable.
2 an elderly Georgian woman 3 in Georgia 3 Internet services were gradually restored across the
ap
region. This could go after“… temporarily affected.”

2b 5 Hopefully, the police will release the woman because of
her age. This could go after “… three years in prison.”
gr
• Ask students to read the main paragraph and find the

information. Let students compare their answers in
4
eo

• Ask students to think of an April Fools’ story and to
make notes under the question headings (What? Who?
lG
ANSWERS
Where?, etc.). If students struggle with ideas, you could
1 She was digging for metal when her shovel damaged an suggest they write a version of one of the April Fools’
underground cable.
na
stories in the listening texts in lesson 6d.

2 Internet services to Armenia were cut off; An automatic
system detected the damage; A security team went to 5
io
the spot; The woman was arrested. • Ask students to write an introductory sentence. Tell
3 The woman was digging for metal; Georgia provides them to look at the example in the story about the
at
90 percent of Armenia’s internet; Web users in the Georgian woman. In pairs, let students compare and
nation of 3.2 million people were left with no internet; comment on each other’s introductory sentence.
N
landslides or heavy rain may have left the cable exposed

on the surface; The woman has been called “the shovel- • Ask students to make notes about their stories and to
hacker” by local media. order them carefully.
6
2c • Ask students to write their stories. Get them to check
• Ask students to read the text and note how the events their use of adverbs. Ask pairs to comment critically on
and background details are organized. each other’s work.
• Allow them time to revise it and produce a final draft.
ANSWER
The main events are in chronological sequence. 7
Background information is inserted after the main event it • Ask pairs to exchange their final story and use the
relates to. questions to assess their partners’ work.

6e In the news
Writing a news story
1 Work in pairs. Read the news story. Do you think
it is true or not? Explain your reasons to your GEORGIAN
partner. WOMAN
2 Writing skill structuring a news story CUTS
a Work in pairs. Read the introductory sentence in OFF WEB
the news story again. Answer the questions. ACCESS TO
1 What happened?
2 Who was involved?
WHOLE OF
3 Where did it happen? ARMENIA
ng
b Read the main paragraph and find:
ni
1 how the woman cut the cable.
2 four things that happened after she cut the cable.
ar
3 two pieces of background information.
Le
c Read the main paragraph again. How are the An elderly Georgian woman accidentally cut through
events and background details organized? an underground cable and cut off internet services to
the whole nation of Armenia.
3 Vocabulary -ly adverbs in stories cThe woman, 75, was digging for metal near the
hi
Georgian capital Tbilisi when her shovel damaged
a Find these adverbs (1–5) in the story. Then match
ap
the cable. Unfortunately, Georgia provides 90 percent
the adverbs with their meanings (a–e). of Armenia’s internet. Web users in the nation of
3.2 million people were left with no internet for up
gr
1 accidentally a at once
to five hours. Large parts of Georgia and some areas
2 unfortunately b by mistake
of Azerbaijan were also temporarily affected. The
eo
3 temporarily c for a short time damage was discovered by an automatic system, and a
4 immediately d it seems security team immediately went to the place where the
lG
5 apparently e we are sorry cable was cut. The cable is protected, but apparently,
to say landslides or heavy rain may have left it exposed on
the surface. The woman, called “the shovel-hacker” by
na
b Cross out any options that are not possible. Both

local newspapers, was arrested for damaging property.
options may be possible.
She may have to spend up to three years in prison.
io
1 Apparently, / Quickly, this type of incident is

increasing in Georgia.
at
2 Fortunately, / Incredibly, nobody was hurt. 5 Write an introductory sentence to summarize

N
3 Internet services were amazingly / gradually your story. Then number your notes in the order
restored across the region. you will write about them. Include at least three
4 Software providers say hackers deliberately / adverbs where appropriate.
sadly damaged the service.
5 Hopefully, / Slowly, the police will release the 6 Work on your own. Write your story in about
woman because of her age. 150–200 words. Write an interesting headline.
c Work in pairs. Decide which of the sentences in 7 Work in pairs. Exchange your stories. Use these
Exercise 3b fit into the story and where they fit. questions to check your partner’s story.
• Did the headline make you interested in
4 You are going to write an April Fools’ story or a reading the story?
news story that is not true. This can be invented
• Are the facts of the story clear?
or a story you have heard. First, make notes about
• Do you think the story is true?
the main events and the background details. Think
about what? who? where? and also why? and how?

6f Encounters with a sea monster
ng
What could that be?
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
78
• Ask students to watch Part 1 of the video with the sound
6f Encounters with OFF and then discuss the question. You could do this in
pairs or as a whole class activity.
a sea monster
ANSWERS
Before you watch Students’ own ideas
1
• Ask students to look at the photo and the caption. Ask: 4 6.1, 6.2
What can you see? Elicit ideas.
• Ask students to watch both parts of the video with the
• Ask the whole class to share what they know about the sound ON. Ask students whether they guessed correctly
monsters. any of what Bob Iverson was saying to the reporter.
Then ask them to decide whether the statements are true
EXAMPLE ANSWERS or false. Let students compare their answers in pairs.
Dracula: Count Dracula is a vampire introduced in Dracula,
a novel written by Irish author Bram Stoker. In the novel, Videoscript 6.1, 6.2
Dracula moves from Transylvania to England to find new
blood and spread the curse of the undead. Part 1
ng
The Loch Ness monster: Loch Ness is a long, deep lake Bob Iverson In August of 1997, I was sitting there, just
in Scotland. Legend has it that there is a monster in the looking out over the water. The water was absolutely dead flat
ni
loch. There are photographs showing what seems to be calm, even calmer than it is now. All of a sudden, three or four
a dinosaur-like monster but nothing has been proved humps came up and then they went down and then they were up
ar
despite many investigations. and then they were down. That caught my attention. Then I saw
Godzilla: This is a fictional giant monster originating from it two or three hundred yards up towards the green buoy there
Le
a series of tokusatsu movies of the same name from Japan. and that’s what really made me wonder what it was because of
It first appeared in Ishiroˉ Honda’s 1954 movie Godzilla. It the speed going from that point to that point. And it was gone.
looks a bit like a T. rex dinosaur. Bought to life by nuclear
Part 2
c
weapons testing, it destroys cities.
Shrek: Shrek is a friendly, green ogre. Shrek first appeared Narrator Seven years later only seven miles away, another
hi
in a fairy tale picture book before the making of a 2001 unlikely monster spotter was on her sundeck.
American computer-animated fantasy-comedy movie. He is
ap
Marjory Neal It happened, I would say, anywhere between

voiced by Mike Myers. twenty and thirty feet behind the mooring buoy, that’s when I
Bigfoot: Bigfoot is the name given to a mythological ape- first saw it. It went right across my view and then all of a sudden
gr
like creature that is said to inhabit forests, mainly in the it went down. But there was nothing else out here and it left this
Pacific Northwest of the United States. Many consider massive wake.
eo
sightings to actually be a bear (or a man in a gorilla suit). I knew I wasn’t dreaming when I saw the wake. It took up the
total view that we can see from our deck.
lG
Key vocabulary Narrator A few miles east and twenty years before, another
encounter. And this time at point blank range.
2a Richard Smith It was March and it was a nice clear day, so
na
• Ask students to read the sentences and work in pairs to I came out here with a friend visiting.
guess the meanings of the words in bold. As we were going out, there were two humps in the water. So I
io
headed off towards it, and it submerged. I judged roughly where

2b it had disappeared, turned the motor off, and let it coast towards
at
• Students match the words in bold from Exercise 2a it. And while we still, while we were moving, it came up again,
with the definitions. Let students compare answers with two humps in the water like tractor tires. We could have touched
N
a partner before checking as a class. the thing we were so close.

Narrator Three upstanding citizens, three remarkable
While you watch stories. But are there more plausible explanations before we cry
“sea monster”?
3 6.1
• Check that the students understand the meaning and
pronunciation of the words in the glossary section at the
bottom of the page.

6f Encounters with a sea monster 78a
5 6.1, 6.2 Vocabulary notes
• Read the questions to the class. Ask students to watch
That caught my attention = if something catches your
the whole video and make notes individually for each attention, you stop to look at it because it is interesting
speaker. This is an exercise in collaborative listening, to
at point blank range = originally the term referred to the
show students that they will hear and listen for different
range at which a bullet fired from a gun wouldn’t miss
things, and can build up a more complete picture by (i.e., very close!)
sharing knowledge with others.
20 to 30 feet = 6 to 9 meters (1 foot = about 30
• Pause the video to enable students to make notes. Don’t centimeters)
check answers at this stage as students will compare
their notes in the next exercise.
Videoscript 6.3
6
• Ask groups of three to share information and build up 1 What does all of a sudden mean?
their notes. You have the option of playing the video a at the same time
again if students have a lot of gaps in their notes. b slowly and quietly
c very quickly, with no warning
ANSWERS
ng
2 What does that caught my attention mean?
Bob Iverson:
1 in his garden looking out over the water
a I didn’t understand.
ni
2 calm water, dead flat 3 two or three hundred yards b I noticed it.
away c It looked at me.
ar
4 it went up, then down, up, then down, and then it was 3 What does wonder mean?
gone
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Marjory Neal:
a believe
1 on her sundeck 2 no information b identify
3 twenty or thirty feet behind the mooring buoy c question
4 went across her view, then went down leaving a massive
c 4 What does anywhere between twenty and thirty mean?
hi
wake
a approximately twenty or thirty
ap
Richard Smith:
b less than twenty or thirty
1 in a boat 2 a nice, clear day
3 very close (“at point blank range”) c more than twenty or thirty
gr
4 disappeared, then came up again 5 What does at point blank range mean?
a a long way away
eo
b at an unknown distance
After you watch
lG
c extremely close
7
• Ask students to remain in their groups of three to discuss 8b
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their ideas for further possible explanations. In feedback, • Ask students to work individually to complete the
elicit ideas and decide which ones are most believable. sentences in their own words. Tell them to compare
their sentences with a partner.
io
EXAMPLE ANSWERS
at
Plausible explanations for “Nessie”: an unusually large eel EXAMPLE ANSWERS

(long, snake-like fish), the wake of a large bird taking off 1 I was on my way to class once when, all of a sudden, it
N
from the water, a Greenland shark, smaller animals such as started to rain / I fell over.
otters seen in such a way that they look bigger, misshapen 2 Sometimes when I watch TV, I wonder what is
trees in the water, a mirage or optical effect on the water, happening to the world / whether there isn’t anything
gases coming from the water, a hoax better to do.
3 I spend anywhere between 10 to 12 / 13 to 82 hours
studying English each week.
Vocabulary in context
4 Students' own answers
8a 6.3
• Explain that students are going to watch some clips from 9
• Ask students to discuss the questions in pairs or as a
class. Elicit students’ views.
the correct definition. You could let students compare

Before you watch 5 6.1, 6.2 Work on your own. Watch the video
again. Make notes to answer the questions for each
1 How much do you know about these monsters? speaker.
Compare your ideas with the class.
1 Where was the eyewitness?
Dracula The Loch Ness monster Godzilla 2 What were the weather or water conditions like?
Shrek Bigfoot 3 How far away from the eyewitness was
the monster?
4 What did the monster do?
2 Key vocabulary
6 Work in groups of three. Compare your notes. Is
a Work in pairs. Read the sentences. The words in there any information still missing? If you need to,
bold are used in the video. Guess the meaning of watch the video again and check.
the words.
1 Don’t take the boat out past the red buoy. After you watch
2 Police talked to several eyewitnesses who saw
the accident. 7 Work in groups of three. Read what the reporter
says at the end of the video. Discuss your ideas for
ng
3 Do camels have one hump or two?
4 Can you turn off the boat’s motor, please? It’s possible explanations.
very noisy.
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“… three remarkable stories, but are there more plausible
5 It’s surprising how quickly submarines can explanations before we cry ‘sea monster’?”
ar
submerge underwater and disappear.
6 There were lots of seabirds following the wake 8 Vocabulary in context
Le
of the ferry.
b Match the words in bold in Exercise 2a with these the correct meaning of the words and phrases.
definitions.
c b Complete the sentences in your own words.
hi
a an engine motor
b a colored object that floats in water to indicate Then work in pairs and compare your sentences.
ap
danger for boats buoy 1 I was on my way to class once when, all of a
c people who see something happen, especially a sudden, …
gr
crime, etc. eyewitnesses 2 Sometimes when I watch TV, I wonder …

d something that has a round shape and that 3 I spend anywhere between … hours studying
eo
sticks out hump English each week.

e the waves behind something that moves 4 A news story about … caught my attention
lG
through water wake last week.

f to go under the surface of water submerge
9 Would you believe a friend if he or she told you a
na
story like the ones in the video? Why or why not?

While you watch
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3 6.1 Work in pairs. Watch Part 1 of the video plausible (adj) /ˈplɔːzəbl/ believable, likely
remarkable (adj) /rɪˈmɑːrkəbl/ unusual, extraordinary
with the sound OFF. You will see Bob Iverson
at
sun deck (n) /ˈsʌndek/ a flat wooden area in a garden

explaining something he was an eyewitness to.
tractor (n) /ˈtræktər/ a large farm vehicle
What do you think he’s saying to the reporter?
N
4 6.1, 6.2 Watch both parts of the video with

the sound ON. You will hear a total of three
eyewitness reports from Bob Iverson, Marjory
Neal, and Richard Smith. Are these statements true
(T) or false (F)?
All three eyewitnesses .
a saw the monster on different days. T F
b saw three or more humps. T F
c were in different places. T F
d were alone at the time. T F

Unit 6 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Circle the correct options in the text about 4 Complete the sentences with an adverb ending in
Stonehenge. -ly. The first letter is given.
1 I’d love to come for lunch, but unfortunately ,
I’m busy that day.
2 You need to reply to this letter i mmediately .
It’s urgent.
3 Oh, no. I’ve accidentally deleted the email.
How did that happen?
4 I’m working temporarily as the manager
while my boss is away.
5 We checked our records, and apparently the
package was mailed on May 2nd.
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6 I think the boys arrived late deliberately to
miss the test.
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5 ❯❯ MB Work in pairs. Answer as many questions
ar
Stonehenge dates from 3–4,000 years ago. Although as you can. The words in bold are in Unit 6.
there 1 are / might be no written records from that
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period, some people think Stonehenge 2 can’t have / 1 What is fake money?
might have been part of King Arthur’s court. Others 2 What do you understand by the expression
say invaders from Denmark 3 couldn’t have / “flexible thinker”?
could have built it or that it 4 can / could be the ruins of
c 3 When might you get a reward?
hi
a Roman building. The larger stones weigh 25 tons, 4 Name two activities you could do all day long.
and they come from about 30 kilometers away from 5 How many shapes can you name?
ap
the site. The smaller stones originate from Wales, 230 6 Are lines always straight?
kilometers away. 7 Give examples of how to use record as a noun
gr
and as a verb.
Stonehenge 5 is / may be in the shape of a circle. The 8 Is a hoax a person?
stones are placed 6 so that / to they match the sun’s
eo
highest and lowest points in the sky. This has led i CAn
people to suggest that it 7 can’t have / could have been a use adverbs ending in -ly in stories
lG
scientific observatory or that it was designed 8 for / to

talk about different types of drawings
help aliens land. On the other hand, others believe it
talk about mysteries and puzzles
can / may be a kind of cemetery—a place 10 for /
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so that burying people. Every year brings new

theories about the true purpose of Stonehenge. Real life
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6 Complete the expressions for reacting to news.

at
2 Answer the questions about the text in Exercise 1. You must be

1
N
1 What are three theories about the origins of joking!

Stonehenge? 2 You’re kidding me!
2 What is known about the stones? 3 That can’t be right!
3 What are three theories about the purpose of 4 Are you serious?
Stonehenge? 5 Are you sure?
3 ❯❯ MB Work in pairs. Which theory about 7 Work in groups. Write surprising sentences about
Stonehenge do you think is the most likely? Why? yourself (true and false). Take turns reading your
sentences aloud. Use appropriate expressions to
i CAn
react to the sentences about the other people and
use expressions of purpose correctly try to find out which sentences are true.
talk about events in the present and past that
are certain or possible (modal verbs) i CAn
reacting to surprising news
80
booster 4
• Ask students to complete the sentences with an adverb
ending in -ly.
Exercises 3 and 5 are Memory Booster activities. For more 5 ❯❯ MB
information about these activities and how they benefit • Ask pairs to answer as many of the questions as they
students, see page x. can. Point out that the words in bold are all from Unit 6.
I can … checkboxes EXAMPLE ANSWERS

1 fake money = counterfeit; These are notes and coins
that people have copied illegally to make their own
money.
confident) for each language area. If students score 1 or 2 A flexible thinker is someone who can solve problems
2 for a language area, refer them to additional practice that don’t have a clear answer.
activities in the Workbook and Grammar Summary 3 You might get a reward when you do something
exercises. well and receive something in return, e.g., you find
ng
something and return it to its owner.
4 Students’ own answers, for example: sleep, sunbathe,
Grammar
ni
relax, watch TV.
1 5 Students’ own answers, for example: circle, rectangle,
ar
• Ask students to circle the correct options in the text square, triangle, oval, sphere, star, cube, diamond,
about Stonehenge. Let students compare answers in pentagon, hexagon, etc.
Le
pairs before eliciting answers from the class. 6 no
7 Students’ own answers, for example: She broke the
2 world record. (noun); She has some cycling records.
• Ask students to read the text again and answer the
c (noun); He recorded a new song. (verb); Can you
hi
questions. record the game for me tonight? (verb)
8 No, a hoax is a thing, a plan to deceive someone.
ap
ANSWERS
1 It might have been part of King Arthur’s court; Invaders Real life
gr
from Denmark could have built it; It could be the ruins

of a Roman building.
6
• Ask students to complete the expressions for reacting
eo
2 The larger stones weigh 25 tons and they come from

about 30 kilometers away from the site. The smaller to news.
stones originate from Wales, 230 kilometers away.
lG
Stonehenge is in the shape of a circle and the stones are

7
placed so that they match the sun’s highest and lowest • Ask students to write surprising sentences about
points in the sky. themselves (true and false). Then organize the class into
na
3 It could have been a scientific observatory; It was groups and ask students to take turns to read out their
designed to help aliens land; It may be a kind of sentences. The other students should use appropriate
io
cemetery. expressions to react to the sentences. Encourage them to

ask questions about the sentences and then guess which
at
3 ❯❯ MB are true.
N
• Ask pairs to discuss the theories about Stonehenge and

say which of the theories they think is the most likely.
Encourage them to give reasons for their ideas.

Unit 7 Living space
Opener 3
1 • Ask groups of four or five to discuss the questions. If
you have students from different countries in your class,
• Ask students to look at the photo and discuss the
you could extend this to a whole class discussion about
questions in pairs. Elicit answers from the class.
how the home is used as a private or social place in each
culture.
EXAMPLE ANSWERS
1 It’s a small tropical fish inside what looks like a soda can. ANSWERS
2 Perhaps it has made this its home. Though this is not Students’ own ideas
a natural habitat for the fish, it looks like a fairly safe
place for a small fish to live in.
Background information (p. 82, Exercise 5)
ng
Background information New York began as a colony called Nieuw Amsterdam,
which was founded by Dutch farmers in the middle of the
ni
The yellow goby lives in the western Pacific, making its
seventeenth century. It was located on the southern tip of
home in coral reefs. It’s only 3.5 cm long but it’s fiercely
the island of Manhattan. In 1664, the British took control of
ar
defensive of its territory.
the island and the colony and renamed the city New York,
after the Duke of York. The city grew gradually northwards,
Le
2 54 and its new streets were laid out in a grid pattern. Then in
• Tell students they are going to listen to three people talking the nineteenth century, enormous numbers of immigrants
about different living arrangements. Ask students to read from Europe began arriving and the city expanded at an
sentences a–f carefully and check any words they are not
c alarming rate. The growth has continued to this day.
hi
sure of (cramped = too small and very crowded; share an New York is made up of five boroughs, of which the
apartment = live in an apartment with other people). island of Manhattan is the most well-known and built-up.
ap
Broadway, a road that dates back to the seventeenth

century, runs in a straight line from the southern tip of
number of the speaker next to the correct sentence. Let Manhattan to the bridge over to the Bronx at the top of the
gr
students compare their answers in pairs before checking island. In the heart of Manhattan lies Central Park, which
as a class. covers an area of approximately 3.5 km2. Fifth Avenue, the
eo
city’s grandest boulevard, runs alongside the park.

Vocabulary notes
The American War of Independence began in 1775 when
lG
my own place/space = a place that belongs to me or a American colonists rebelled against the British crown.
place where only I live In 1776, independence was declared and the USA was
get along well = to have a good relationship formed. The war continued until 1783 when the British
na
Point out the difference between house (used to describe were defeated and USA became independent. George
the building) and home (used to describe the place as Washington, the general who led the American army in
io
somewhere that you live in). the war, became the first president.
at
Extra activity
N
Ask students to look at sentences a, b, e, and f in Exercise

2 and say which are true for them and why.
81a
Unit 7 Living space
ng
ni
ar
Le
c
hi
Off the Izu Peninsular, Japan,
ap
a yellow goby looks at the camera.

gr
eo
F E AT U R E S 1 Work in pairs. Look at the photo. Discuss the questions.

1 What can you see in the photo?
lG
82 Before New York City 2 Do you think this is the fish’s natural habitat, a temporary
What came before the city? shelter, or a permanent home?
na
84 Homes around the 2 54 Listen to three people talking about different living
arrangements. Write the number of the speaker (1–3) next to the
world
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statements that summarize their comments.

An architect talks about 3 a I can’t wait to leave my parents’ house and get
at
homes. some independence.
N
3 b My family’s great, but I’d like to have my own home

86 Sweet songs and and some privacy.
strong coffee 2 c My roommates aren’t here much, so it’s just like having
Visit a community in my own place.
Puerto Rico. 1 d It’s cramped and noisy, but at least you’re never lonely.
2 e Sharing an apartment with friends is not as easy as I
90 The town with no thought it would be.
1 f I love living with my mom and dad and brothers. I
Wi-Fi
won’t leave until I get married.
A video about an unusual
town 3 Work in groups. Discuss the questions.
1 Which room do you spend the most time in at home?
2 How do different family members use different rooms?
3 Do you often have friends over to your house?

7a Before New York City
Vocabulary in the city Reading
1 Work in pairs. What kind of place is New York City? Try to 4 Work in pairs. Discuss the questions.
describe New York in three words. Then read the article and check your
ideas.
2 Complete the sentences about New York City using the words in
the box. 1 What do you think the area that
is now New York City was like
atmosphere blocks built-up financial before the city was built?
neighborhoods public transportation residents skyscrapers 2 What kind of people do you
think lived there?
1 There’s an excellent public transportation system to get
you around the city. 5 Read the article again. Work in
2 It has an important business and financial district. pairs. Answer these questions.
ng
3 Even though most of it is really built-up , there are still a 1 What’s the connection between
lot of open spaces. Eric Sanderson and the top
ni
4 The views from the skyscrapers are spectacular, especially at image below?
night. 2 What did Sanderson aim to
ar
5 There’s lots to do, for both tourists and residents . do with his project?
6 Some neighborhoods are more dangerous than others.
Le
3 Why do you think the appearance
7 The atmosphere is exciting and lively. of the beaver in 2007 was
8 The streets divide the city into blocks . important for Sanderson?
3 Write sentences about places you know with the words
c
hi
from Exercise 2.
ap
Before Computer-Generated Image

gr
New York
eo
By Peter Miller
lG
55 How did a place become like that?”

na
Of all the visitors to New York City in recent In fact, long before the skyscrapers came to
years, one of the most surprising was a beaver dominate the view, this place was a pristine1
io
that appeared one morning in 2007. Although wilderness2 where animals like beavers, bears,
beavers used to be common in the area in the and turkeys would move freely through
at
seventeenth century—when people used to forests, marshes, and grassland. There used to
N
hunt them for their fur—there haven’t been be sandy beaches along the coasts, and ninety
any for more than two hundred years. kilometers of fresh-water streams.
For ecologist Eric Sanderson, the beaver’s At the end of Sanderson’s project, he built a 3D
appearance was especially interesting. For computer model of the area. (See the top photo
ten years, Sanderson has been in charge of a on the right.) You can pick any spot in modern
project to show what the area used to look New York and see what used to be there. Take
like before the city changed it completely. As Fifth Avenue, for example. A family named
Sanderson says, “There are views in this city Murray used to have a farm here. In 1782 (during
where you cannot see—except for a person— the American War of Independence), the British
another living thing. Not a tree or a plant. soldiers landed nearby. “I’d like every New
1
Yorker to know that they live in a place with
pristine (adj) /prɪsˈtiːn/ pure, as new
2
amazing natural potential—even if you have to
wilderness (n) /ˈwɪldərnəs/ an area in a
look a little harder to see it,” says Sanderson.
completely natural state
82
EXAMPLE ANSWERS
7a Before New York City
The atmosphere in the restaurants downtown is exciting
and cosmopolitan.
Lesson at a glance There’s an extensive public transportation system—there
• vocabulary: in the city are trains and buses to all the suburbs.
• reading: from farms to skyscrapers My capital city has got a new financial district.
• grammar: used to, would, and simple past The neighborhoods in the north are crowded and dangerous.
• speaking: places
Extra activity
Vocabulary in the city
Ask students to compare their own towns or cities to New
1 York using the words in Exercise 2.
• Show images of New York and then ask students to
New York is a lot more built-up than my city.
say what they saw and what words or thoughts came
to mind. You could build up a list of facts and opinions
about the city, or a list of descriptive adjectives (both Reading
positive and negative).
ng
4 55
• Organize students into pairs to think of three words to • Ask students to read the questions carefully and to
describe the city. discuss them in pairs. In feedback, elicit ideas but do
ni
not comment at this stage.
EXAMPLE ANSWERS
ar
• Students read the article and find answers to the
busy, noisy, world-famous, exciting, crowded, questions. They can listen and read along to the
Le
international, cosmopolitan, dangerous, modern, recording if needed. Let them compare their answers in
non-stop, an exciting place pairs before checking as a class.
2
c ANSWERS
hi
• Pre-teach the words in the box before asking students to 1 It was a “pristine (= unspoiled and pure) wilderness” of
use them to complete the sentences. Use a large visual forests, marshes, and grassland. There used to be sandy
ap
of modern New York, and elicit and check the words. beaches along the coasts and 90 kilometers of fresh-
water streams.
• Read the words to the class and ask which ones aren’t
gr
nouns (built-up and financial are adjectives). 2 A family called Murray used to have a farm on what
is now Fifth Avenue, and in 1782, the British soldiers
• Ask students to complete the sentences. Tell them to use
eo
landed near there.

the context of the sentences to work out the meaning
of words they are unsure of. Let students compare
lG
answers in pairs. 5
• Students read the article again and, in pairs, answer the
questions in their own words. Let them compare their
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Language notes answers in pairs before checking as a class. Please see

built-up = crowded with buildings and with few open spaces page 81a for Background information.
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skyscrapers = very high buildings

ANSWERS
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residents = the people who live in an area

neighborhood = an area of a city with its own identity 1 Sanderson, who is an ecologist, built a 3D computer
N
model of Manhattan Island to show what the area was

atmosphere = the (positive or negative) feeling of a place
like before the city of New York was built. The image
block = an area of buildings in a city with streets on four sides shown with the article is of this “pristine wilderness.”
2 For ten years, Sanderson has been leading a project to
Please refer to page 183 for Teacher Development notes on visualize what the area of New York used to look like
using visuals to elicit and check new words. before the city transformed it.
3 The beaver symbolized the New York that Sanderson
3 was trying to recreate with the map.
• Ask students to write their own sentences using
the words from Exercise 2. Let them compare their
sentences in pairs.
• Elicit a few sentences from different students and discuss
how accurate the class thinks the descriptions are.

7a Before New York City 82a
Grammar used to, would, and ANSWERS
simple past 1 New York used to be a lot greener than it is now.
6 2 The early residents didn’t use to live in a large city.
• Ask students to read the information in the grammar 3 People used to farm the land.
box. Point out the affirmative, question, and negative 4 Farmers used to hunt wild animals for food.
forms of used to. 5 What used to be in the area where Fifth Avenue is now?
• Ask students to underline the sentences in the article
with used to and would.
10
• Ask students to discuss the question in pairs before
checking with the class. • First, ask students to read the text quickly for general
understanding without trying to fill in the blanks. Ask:
ANSWERS How has the city changed since the speaker first arrived in
New York? (It’s friendlier, less polluted, and less chaotic.)
Past habits: people used to hunt them for their fur;
beavers, bears, and turkeys would move freely • Ask students to work individually to complete the text.
Past states: beavers used to be common in the area; what
Check answers with the class.
the area used to look like; There used to be sandy beaches;
11
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see what used to be there; A family named Murray used to
have a farm here • Ask students to complete the sentences so that they are
true for them personally.
ni
7 • Organize pairs and ask them to share their sentences.
Encourage students to ask their partner follow-up
ar
• Ask students to work individually to look at the article again
questions to develop the conversation. Circulate around
and find examples of single actions in the past. Let students
the class to monitor and prompt, noting errors involving
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check their answers in pairs before checking as a class.
would and used to for error feedback at the end.
ANSWERS
EXAMPLE ANSWERS
Examples of single past actions using the simple past:
c
hi
a beaver … appeared one morning in 2007; he built a 3D 1 Before I worked / studied here, I used to have a job in a
computer model; the British soldiers landed nearby supermarket.
ap
simple past 2 When I was in elementary school, I used to / would play

with dolls / I’d cry a lot. Computer-Generated Image
3 I remember my first vacation. I went to France and had
gr
8 a fantastic time.
• Ask students to look at the grammar box and match the 4 Whenever I had exams at school, I used to get really
eo
sentences with used to (1–4) with the uses (a or b). Then nervous.
ask them to match the sentence with would to its use 5 The first time I went to school alone, I got lost.
lG
(a or b). Let students check their answers in pairs before 6 As a child, I used to / would play soccer in the streets
checking as a class. with my friends all the time.
Please refer to page 168 for Grammar Notes on used to,

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would, and simple past. Speaking my

12
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Pronunciation note • Ask students to choose two places from the list. Tell
at
Used to is pronounced /ju:stə/. them to write notes for each place about how the place
has changed from what it was in the past. Students
N
Refer students to page 168 of the Student Book for further could compare changes to the same street, school, or
information and practice. town over time, or contrast their first home/school/
town with the different home/school/town they have
9 now.
• Ask pairs to rewrite the sentences. Check the answers • As students make notes, monitor, and help with ideas
as a class. and vocabulary.
• Ask students to say in which sentences they could use
would instead of used to (in sentences 3 and 4 because 13
these are habits or repeated actions, not states). • Organize the class into pairs and ask them to share the
information they have prepared. Remind students to
use used to and would as they speak. Monitor as they
speak and use the opportunity to note any errors which
you could write up at the end for students to correct.
83a Unit 7 Living space SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar used to, would, 9 Work in pairs. Rewrite the sentences using used to
+ base form.
and simple past
1 New York was a lot greener than it is now.
USED TO 2 The early residents didn’t live in a large city.
1 People used to hunt beavers for their fur.
3 People farmed the land.
2 The Murray family used to have a farm here. 4 Farmers hunted wild animals for food.
3 There didn’t use to be any skyscrapers. 5 What was in the area where Fifth Avenue is now?
4 What did New York use to look like?
10 Complete the text with the simple past, used to, or
WOULD would form of the verbs. In some cases, you can use
5 Beavers, bears, and turkeys would move freely. more than one form. Answers may vary.
For more information and practice, see page 168. I remember when I first 1 moved (move)
to New York from California with my parents. Every
6 Look at the grammar box. Underline the day for the first month, I 2 would stand (stand)
sentences in the article with used to and would. in the street and stare up at the skyscrapers. They
Do they refer to past habits and states or to
3 were (be) taller than anything I’d ever
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single actions in the past? seen. The streets 4 were (be) much busier
than in California, and I 5 used to run (run)
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7 Work in pairs. Look at the article again. Find from one side to the other holding my mother’s hand.
three examples of single actions in the past. For the first few months, we 6 didn’t used to go
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What is the verb form? (not / go) farther than four blocks from home. My
parents 7 didn’t own (not / own) a car, so
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8 Look at the grammar box. Match the sentences on Sunday mornings we 8 would take (take)
with used to (1–4) with the uses (a or b). Then the subway to Central Park. We 9 would have
match the sentence with would with its use. (have) breakfast at a great deli, and then we
a past state 2, 3, 4 c 10 used to go (go) skating.
hi
b past habit (repeated action) 1, 5
ap
11 Complete the sentences with the simple past, used to,

or would so that they are true for you. Then work in
gr
pairs. Compare your sentences and ask follow-up

questions.
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1 Before I worked/studied here, I …

2 When I was in elementary school, I …
lG
3 I remember my first vacation. I …

4 Whenever I had exams at school, I …
5 The first time I went to school alone, …
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6 As a child, I …
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Speaking my
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12 Choose two places from the list. How have the places
N
changed? Make notes for then and now.

• my street • my school
• my home • my city / my town
• my classroom
my street: then – lots of cars; now – only residents
13 Work in pairs. Tell each other about the places you

chose in Exercise 12. Use used to and would. Decide
which places have changed the most and whether they
are better now than they were in the past.
A: There used to be a lot of cars on my street, but now only
residents can park on it.
B: What do visitors do? Can they drive up to your house?
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 7 Living space 83

7b Homes around the world
A B
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Homes carved into rock in Cappadocia, Turkey A ger belonging to Tuvan nomads in western Mongolia
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C D
ar
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c
hi
ap
gr
eo
A wooden house on stilts in southern Cambodia Modern terraced houses in Sabah, Borneo
lG
Listening 4 56 Listen again and complete

the sentences.
na
1 Look at the photos of four homes. What are they made of?
1 Traditional houses usually survive
bad weather conditions better
bricks d b a c
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cloth rock wood

than modern ones.
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2 Rock homes heat up less quickly

2 Think of a question you’d like to ask each homeowner. Then than brick houses .
work in pairs. Tell your partner.
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3 You can put up a ger much faster

3 56 Marta Ferreira presents the TV series Home Planet. Read than a brick or wooden house .
the questions (a–e) that viewers have sent in to the program’s 4 You can live much more safely
website. Then listen and match Marta’s podcast replies (1–5) above the water .
with the questions. 5 Modern houses are getting smaller
and smaller .
a Why are you so interested in traditional house design? 1 6 Unfortunately, sometimes
b We live in a new house that my dad calls a “box.” What do modern houses are also
you think of the design of modern houses? 5 built badly.
c Why are some types of house more common in some areas 7 Modern houses don’t work as
of the world than in others? 4 efficiently as traditional houses .
d You mentioned shelters in your last program. What’s the
difference between a shelter and a home? 2 5 Work in pairs. Which of the homes in
e I’d like to stay in a ger, but they look kind of basic. What the photos would you like to spend
are they really like? 3 time in? Why?
84
3 56
7b Homes around the world • Pre-teach key words in this listening activity.
• Tell students they are going to listen to Marta Ferreira,
Lesson at a glance the presenter of a TV series called Home Planet. Tell
• listening: house design
students to read the viewers’ questions (a–e). Ask
• grammar: comparative adverbs
students to predict what Marta might say to answer
• grammar: comparative patterns
each question.
• speaking: advice • Play the recording. Students listen and match Marta’s
podcast replies (1–5) with the questions. Let them
compare their answers in pairs before checking as a class.
Listening
1 Vocabulary notes
• Ask students to look at the photos and the captions architect = a person who designs buildings
and discuss what the homes are made of. Check the
shelter = a place that provides protection from danger or
meaning of the key words in the captions (nomads = bad weather, but is very basic and isn’t a home
people who travel; stilts = high wooden legs; terraced =
igloo = a house made from ice and snow
arranged in connected rows of houses).
ng
chimney = the hole or tube in the roof that smoke from
• Ask: What features of houses can you see in the photos? a fire escapes through
Brainstorm as many words as you can from students,
ni
nomad/nomadic = people who travel, often following
e.g., roofs, windows, doors, walls.
herds of animals rather than settling and farming
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flood = when a lot of water covers the land (often after
heavy rain)
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Cappadocia is a region in central Anatolia in Eastern stilts = long, wooden legs
Turkey where there are amazing rock formations. Since
efficiently = uses materials or resources (e.g., electricity)
Roman times, people have carved out homes in the rock,
in a way that produces good results by using the available
and some people live in rock houses even today.
c time, money, supplies, etc. in the most effective way
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A ger (or yurt) is a portable, wooden-framed structure
which has walls that are covered in thick material called Please refer to page 183 for Teacher Development notes
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felt, which is made from wool. A ger is traditionally

on pre-teaching key words before listening.
used by Turkic and Mongolian nomads in the steppes, or
grasslands, of Central Asia. As it’s cold on the steppes, gers 4 56
gr
often have a fire and chimney but no windows.

• Ask student to read the sentences and predict what
The Mekong River flows slowly through Laos, Vietnam,
eo
information might go in each blank.

and Cambodia. There are many houses built on stilts in
its shallow waters. The stilts mean that the houses don't • Play the recording again. Students listen and complete
the sentences with the missing words.
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flood as the water rises and falls.

Sabah is one of thirteen member states of Malaysia and is
5
located in the north of the island of Borneo.
na
• Ask students to discuss the question in pairs or groups.

2
EXAMPLE ANSWERS
io
• Ask students to note down a question for each of the

homes and to share it with their partner. Elicit a few The houses on stilts are in a beautiful spot for fishing and
at
ideas in feedback. going around in boats; the ger might be fun to put up or
take down, can be moved to other locations, and is a great
• Optional step To create interest and to get students to
N
place to socialize; the rock houses are probably warm and

think about what they are about to listen to, ask them cozy, and fascinating to explore.
what they hope to find out from listening to somebody
talk about traditional house design.
EXAMPLE ANSWERS
Photo A: What tools did you use to build the house?
Photo B: Where did you get the cloth/wood from?
Photo C: How do you heat the place in winter?
Photo D: What are your neighbors like?

7b Homes around the world 84a
Grammar comparative adverbs Grammar comparative patterns
6 10
• Ask students to look at the examples in the grammar • Ask pairs to read the information in the second
box. Point out the forms: grammar box and answer the two questions.
more/less + adverb (than)
(not) as + adverb + as. ANSWERS
• Ask students to underline the comparative adverbs 1 Sentences describing change: 1 and 2
in the sentences in Exercise 4. Let them compare their 2 Sentence describing two related things: 3
Please refer to page 168 for Grammar Notes on Please refer to page 168 for Grammar Notes on
comparative adverbs. comparative patterns.
Pronunciation notes information and practice.
Note the strong stress on the adverb, and the weak /ə/
11
sound in -er and than in natural speech:
• Ask students to read the short excerpts first with a focus
/ə/ /ə/
question: What concerns do Josef and Sandra have? (Josef:
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A brick house heats up much faster than a rock house.
things go wrong as the building gets older; Sandra:
Note the weak stress on as:
rents are getting higher.)
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/ə/ /ə/
• Ask students to underline comparative patterns. Let
Modern houses don’t work as efficiently as traditional houses.
them compare their answers in pairs before checking as
ar
Refer students to page 168 of the Student Book for further a class.
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information and practice. 12
7 • Ask students to complete the comparative patterns then
• Ask pairs to discuss the questions before opening up
c
hi
the discussion to the class. my
Speaking
13
ap
ANSWERS
• Organize groups of four. Read number 1 to the class.
All three sentences mean the same thing. The audio says:
gr
They [rock homes] heat up less quickly than brick houses. • Ask students to think of what advice they would give.
Remind students to use comparative patterns while
speaking.
eo
8
• Ask students to complete the text about house sales and • Point out the use of will and won’t to give advice here.
Write You’ll + base form and You won’t + base form on
lG
rentals with the comparative form of the adverbs. Elicit

the first answer. Let students compare their answers in the board.
pairs before checking as a class. • Elicit examples from the groups. Write errors with
na
comparative patterns on the board and ask groups to

9 correct them.
• Read the example sentence to the class and elicit other
io
possible sentences based on the prompt (Older people EXAMPLE ANSWERS

drive less carefully than young people; Young people drive as
at
2 work harder; concentrate better in class; do your

carefully as older people).
homework more carefully or conscientiously
N
• Ask students to write comparative sentences that best 3 eat out less often; shop more carefully
show their view for each prompt.
4 eat smaller portions; choose your food more carefully;
• Ask pairs to discuss whether they agree or disagree don’t eat as much
with each others’ views.
• Monitor students use of comparative forms.
EXAMPLE ANSWERS
2 Girls do as well in exams as boys. / Girls (don’t) do as
well as boys in exams. / Girls do better than boys in
exams. / Girls do less well than boys in exams.
3 Children learn more/less quickly than adults. / Children
(don’t) learn as quickly as adults.
4 Women (don’t) work as hard as men. / Women work
harder/less hard than men.

Grammar comparative adverbs Grammar comparative patterns
COMPARATIVE ADVERBS COMPARATIVE PATTERNS
Adverb Comparative forms Modern houses are getting smaller and smaller.
quickly / easily more quickly / easily (than) House prices are going up more and more quickly.
less quickly / easily (than) And the higher the stilts, the safer you are.
not as quickly / easily as
as quickly / easily as For more information and practice, see page 168.
Note: well ➙ better, badly ➙ worse, fast ➙ faster

10 Work in pairs. Look at the grammar box. Which
For more information and practice, see page 168. sentences describe change? Which sentence
describes two related things?
6 Look at the grammar box. Underline the 11 Read what two people say about where they live.
comparative adverbs in the sentences in Exercise 4.
Underline comparative patterns similar to the ones
7 Work in pairs. Read the three sentences. Do they in the grammar box.
mean the same thing? Do you agree with the Josef: As this building gets older, things go wrong
ng
sentences? more and more often. But living in an apartment
1 A brick house heats up more quickly than a building is really good because I don’t have to
ni
rock house. worry about repairs and things. Everyone pays an
2 A rock house heats up less quickly than a brick amount each month, so the greater the number of
ar
house. residents, the lower the monthly payment is.
Sandra: We’re all students. So for us, the cheaper
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3 A rock house doesn’t heat up as quickly as a
brick house. the place, the better. We don’t have as much
money as people who are working. Rents are
8 Complete the text about house sales and rentals
with the comparative form of the adverbs. c getting higher and higher, but you can still rent
more cheaply than buy.
hi
12 Complete what this person says. Use comparative
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Home Properties About Contact patterns from the grammar box above.
gr
Frances: I love having a garden, but it’s a lot of

Last year, townhouses sold 1 more quickly work—so the 1 smaller, the better (small / good),
eo
(quickly) than apartments, but one-bedroom I think. With a big garden, I find that as the
apartments did 2 better (well) with young plants get 2 bigger and bigger (big), the garden
gets 3 more and more (more) overgrown.
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buyers. The number of large houses for rent rose

3 faster (fast) than other types of home.
Sales of large apartments did 4 worse Speaking my
na
(badly) than in previous years. So what does this 13 Work in groups of four. Discuss ways of doing these
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mean for you? You can now rent a large house things. What advice would you give someone who
5 more cheaply
(cheaply) than ever before, wanted to do each one?
at
but if you’re trying to sell yours, you probably 1 learn English more quickly
won’t find a buyer 6 as easily
N
(easily) as in 2 do better on exams

previous years. Renting it out is a good alternative, 3 live more cheaply
so come and talk to us today. 4 eat more healthily
A: I think you can learn English more quickly if you
go to live in an English-speaking country.
9 Write sentences comparing the pairs of things. Then B: I agree. You won’t learn as quickly if you stay at
look at your partner’s sentences. Do you agree? home. You won’t meet native English speakers as
easily, for example.
1 young people / older people (drive carefully)
Older people drive more carefully than young people.
2 girls / boys (do well on exams)
3 children / adults (learn quickly)
4 women / men (work hard)

7c Sweet songs and strong coffee
Reading 5 The economic crisis has greatly affected
business.
1 Think of one word to describe your hometown. 6 The historical area of the city around the
Tell the class. old market is worth visiting.
2 Read the article about a town in Puerto Rico.

What is the article mainly about? Circle the correct Critical thinking descriptions
option (a–c).
7 The writer aims to paint a picture of Adjuntas in
a daily life and work the reader’s mind. Which descriptions in the article
b festivals and holidays helped you to build a mental picture of Adjuntas?
c people and traditions Underline words and phrases in the article.
3 Which paragraph gives information about: 8 Work in pairs. Compare the words you have
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a what life used to be like in Adjuntas? 3 underlined with your partner. Do you think the
b a traditional activity that people still do? 4 writer has been successful in her aims?
c a new activity that people have learned
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to do? 2
9 Add descriptions to each sentence to help the
reader build a mental image. Then exchange
what the town looks like? 1
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d
sentences with your partner.
4 Work in pairs. What do you think of Adjuntas as a
Le
1 The village is in the forest.
place to live? Or a place to go on vacation? The tiny village is in the heart of the dense forest.
2 The houses are small.
Wordbuilding noun ➙ adjective
c
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3 You can walk through the streets.
WORDBUILDING noun ➙ adjective
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We can make adjectives from nouns by adding a suffix 4 The village center is full of people.
such as -al or -ic. Spelling changes are sometimes needed.
gr
nature ➙ natural, person ➙ personal, artist ➙ artistic

5 People are working everywhere you look.
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6 From one building, you can hear music.

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5 Look at the wordbuilding box. Underline the

adjectives in the article that are formed from these
nouns.
na
1 romance (line 12) 2 nation (line 18) Speaking my

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6 Complete the sentences with adjectives formed by 10 Work in pairs. Choose a place that you both know
adding -al or -ic to the nouns. well and that is attractive to tourists. Plan and
at
practice a short presentation to persuade people

to visit the destination. Use descriptions that help
N
benefit center coast economy energy

fact history nature origin person people to imagine the place. Talk about:
• the best things to see.
1 The farmer never stops working. He’s • the best things to do.
energetic and enthusiastic. • the best places to eat.
2 The coastal part of the island is quite flat,
and the central part is mountainous.
11 Work in small groups. Give your presentations.
Ask and answer follow-up questions.
3 Opening the forest park was beneficial for
the villagers and the wildlife. A: … and finally, don’t leave the area without trying
4 We saw lots of birds in their natural the food at the Golden Lion. It’s delicious and
habitat. not expensive.
B: Can you tell me what kind of restaurant the
Golden Lion is?
86
Wordbuilding noun ➞ adjective
7c Sweet songs and strong coffee 5
• Ask students to read the information in the wordbuilding
Lesson at a glance box. Ask them to find the two adjectives in the article.
• reading: a little town in Puerto Rico Refer students to Workbook page 59 for further practice.
• wordbuilding: noun ➞ adjective
• critical thinking: descriptions 6
• speaking: a tourist destination • Ask students to complete the sentences with adjectives
formed by adding -al or -ic to the nouns. Let students
compare their answers in pairs before checking as a
Reading class.
1
• Ask students to suggest one word to describe their Vocabulary notes
hometown. Elicit words from the class. energetic = very active
2 beneficial = has a good effect on someone or something
• Ask students to read the article about a town in Puerto Note that we use historic to say that something is
ng
Rico to find out what the text is mainly about. Tell important to history (a historic event) and historical to say
students to circle the correct option (a–c). Let them something is connected to history (a historical character).
ni
Critical thinking descriptions
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7
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Puerto Rico is a tropical archipelago, or large group of
small islands, comprised of the main island of Puerto Rico
• Ask students to find and underline examples of the key
and other smaller islands including Vieques, Mona, and features of descriptions in the text. Elicit the first idea to
Culebra. It’s in the Greater Antilles in the Caribbean Sea get students started. Let students compare their answers
near Cuba and Jamaica.
c in pairs before checking as a class.
hi
The indigenous Taíno people had inhabited the islands for
EXAMPLE ANSWERS
centuries before the arrival of Christopher Columbus in
ap
the fifteenth century. It was then a Spanish colony for 400 a dreamy atmosphere …
years until 1898, when the islands became a territory of a coffee town … high in the mountains of Puerto Rico
gr
the USA. Puerto Ricans are American citizens and the US the smell of food cooked at roadside barbecues
Congress is responsible for deciding many of Puerto Rico’s
the beautiful horses that parade through town on holidays
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laws. However, Puerto Ricans do elect their own governor.

the large, elegant square, with its romantic fountains and
stone benches
3 57
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Grandmothers are everywhere in Adjuntas

• Ask students to read the article again and decide which
Lala Echevarria … still lives in a small, tidy home.
paragraph gives information about each of the points … remembers when the first car arrived in Adjuntas, …
na
a–d. They can listen and read along to the recording if used to spend all my time carrying water, finding firewood,
needed. Let them compare their answers in pairs before looking after the chickens and the cows, … would wash
checking as a class. our clothes in the river, and … used to cook on an open fire
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we kids would sit on the floor to eat

Vocabulary notes
at
the dozens of photographs of four generations of her family

dreamy atmosphere = a feeling about the place that is men meet to swap stories and have a drink … working-
N
relaxed and unreal class men clapping, tapping, and nodding to the music.
elegant = attractive in a beautiful, simple, and stylish way His dark brown eyes shone with recognition. He nodded
his head, smiled
tidy = clean and with everything in the right place
swap stories = tell stories to each other
clapping, tapping, and nodding = moving flat hands
together to make a noise, moving feet up and down, and
moving heads up and down in time to the music
4
• Organize pairs. Ask students to discuss the questions
and give reasons for their answers.

7c Sweet songs and strong coffee 86a
Speaking my
8 10
• Ask pairs to compare the words they have underlined. • Ask pairs to choose a place in their country to describe.
In feedback, ask students to say how well the writer has In multinational classes, encourage students to choose
created a picture in their mind. somewhere they have both visited.
• Ask pairs to plan their presentation. Encourage
EXAMPLE ANSWERS students to use some adjectives from the lesson to
The writer has been successful. Point out the number and improve their descriptions.
range of descriptive adjectives (dreamy, elegant, romantic),
the way active verbs are listed to suggest a range of activities 11
or movements (carrying water, finding firewood, looking after • Organize groups of four, and mix students so that they
the chickens; clapping, tapping, and nodding), and the way are not with the partner they prepared with.
would and used to are used to evoke nostalgia for a time past. • Students take turns to give their presentation. Students
listen and make notes as their classmates speak.
9 Encourage students to ask follow-up questions after
•  Ask students to add detail to each sentence so that it each presentation.
ng
creates a picture. You could start by eliciting alternative
ways of adding to the first sentence.
ni
• When students have written some sentences, ask them
to share their ideas in pairs. Elicit some of the students’
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best sentences in feedback.
Le
c
hi
ap
gr
eo
lG
na
io
at
N

SWEET
SONGS
STRONG COFFEE
ng
By Linda Gómez
ni
ar
57
T
Le
1 here’s a dreamy atmosphere to Adjuntas, the first car arrived in Adjuntas. “As a child,
a coffee town in the Valley of the 35 I used to spend all my time carrying water,
Sleeping Giant, high in the mountains finding firewood,1 looking after the chickens
of Puerto Rico. And there’s love—the love
c and the cows,” she said. “There were sixteen
hi
5 of the people for their land and its customs. of us. We would wash our clothes in the river,
People say their families have lived here “since and we used to cook on an open fire. At meal
ap
forever.” You feel this love in the streets, 40 times, we kids would sit on the floor to eat.”
with the smell of food cooked at roadside Dofia Lala was working as a maid when she
gr
barbecues. You see it in the beautiful horses met and married the love of her life, Mariano
10 that parade through town on holidays. And the mechanic. They had thirteen children and
eo
you feel it as you sit in the large, elegant shared 44 years before he died in 1983. She
square, with its romantic fountains and stone 45 shows me the dozens of photographs of four
benches. generations of her family that now fill her
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2 Several decades ago, this love of the land tiny home.

15 also led the local people to prevent a mining People in Adjuntas play old traditional songs 4
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development in the surrounding mountains. in little shops like Lauro Yepez’s place, where
They used money from the area’s successful 50 men meet to swap stories and have a drink.
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coffee production for a national park—El When I was there, Tato Ramos, a local singer,
Bosque del Pueblo. The park opened in 1998 appeared. He began to sing in a flamenco
at
20 and runs a reforestation program allowing style that hasn’t changed for centuries. The
young and old to plant trees. “Learning to shop quickly filled with working-class men
N
manage the forest has been a kind of new 55 clapping, tapping, and nodding to the music.
life for us,” said Tinti Deya, a local resident. Ramos improvised songs on topics requested
“It’s another world where we’re like children by shop customers. “This is a forgotten art,”
25 doing everything for the first time, except in said Yepez. “People give him a topic and he
our case we’re grandmothers.” composes a song, in proper rhyme.”
3 Grandmothers are everywhere in Adjuntas, 60 Later, I played the recording I’d made for 5
and they’re all respectfully addressed as Dofia. my 88-year-old Spanish father, who has
Lala Echevarria, an 85-year-old great-great- Alzheimer’s disease. His dark brown eyes
30 grandmother, was born on the oldest street shone with recognition. He nodded his head,
in town, where she still lives in a small, tidy smiled, and said, “Oh, yes, this I remember,
home. Dofia Lala grew up before electricity 65 this I remember …”
and running water, and remembers when 1
firewood (n) /fɪərˈwʊd/ wood that is used as fuel

7d To rent or to buy?
ng
ni
ar
Le
Victoria Park, Hong Kong
Real life stating preferences c

hi
4 Work in pairs. Can you remember the reasons for
the customer’s preferences? Compare your ideas.
and giving reasons
ap
Then check in the Track 58 audioscript on page 185.

1 Work in pairs. Write a checklist of things you
gr
should think about when you are looking for 5 Pronunciation rising and falling intonation
somewhere to live. a
eo
59 Listen to this question. Notice how the

2 58 Work in pairs. Listen to a conversation at a intonation rises, then falls.
lG
a real estate agency. Does the woman mention the Would you rather live in a city or a town?
things on your checklist? What four things does
she specify? b 60 Listen and repeat the questions.
na
1 Do you prefer playing baseball or basketball?

3 58 Look at the expressions for stating
2 Would you rather have tea or coffee?
preferences. Listen to the conversation again.
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3 Do you prefer summer or winter?

Complete the expressions.
4 Would you rather go by car or by bike?
at
5 Do you prefer math or science?

STATING PREFERENCES
N
6 Would you rather eat fish or meat?

I think I’d rather rent than buy ,
for now anyway. c Work in pairs. Add at least six more pairs of items
I’d prefer something small , but not too to the list in Exercise 5b. Take turns asking and
small . answering about your preferences.
So, two bedrooms, and preferably with an
elevator
6 Work in groups of three. Where would you rather
. live? Ask and answer questions using these
Would you rather look at
ideas. Explain your reasons. Do you think your
new places or older ones?
preferences will change in the future?
To be honest, I prefer cities to
towns . 1 In a new house or an old one?
I don’t have a car. I prefer to walk or 2 In a city or in a town?
ride my bike . 3 In a city center or in the suburbs?
4 By the coast or in the mountains?
5 In a historic area or a new development?
88
4
7d To rent or to buy? • Ask pairs to remember the reasons for the speaker’s
preferences.
Lesson at a glance • Allow students to look at audioscript 58 on page 185
of the Student’s Book to check their answers.
• real life: stating preferences and giving reasons
• pronunciation: rising and falling intonation Please refer to page 168 for Grammar Notes on stating
preferences.
Real life stating preferences and giving Pronunciation rising and falling intonation
reasons
5a 59
1 • Play the recording. Students listen and note the rising
• Organize pairs to write the checklist. Elicit ideas and falling intonation of the example sentence. Check
from the class first. Ask pairs to choose the two most the answers by writing the sentence on the board along
important things on their checklist. with an intonation arrow, or by saying the sentence and
moving your hand to show how the intonation goes up
EXAMPLE ANSWERS then down.
ng
Cost (rent, bills, local taxes); location and safety (Is it a safe
area? Is it far from work or school?; appearance (Is the 5b 60
property in good condition? Is it attractive and appealing?); • Play the recording. Students listen and repeat.
ni
local amenities (Is it near stores, the movie theater, sports • Organize pairs. Ask students to take turns asking
center, nightlife? Is it on a bus route or train line?);
ar
and answering the questions, paying attention to the
neighbors (noisy?); size and number of rooms; features
intonation.
(A garden? A backyard? A balcony? Central heating?)
Le
2 58 Audioscript 60
• Tell students that they are going to listen to a
c
hi
conversation at a real estate agency. Pre-teach some 1 Do you prefer playing baseball or basketball?
of the words in the listening activity.
ap
• Ask students to predict the sort of questions they would 2 Would you rather have tea or coffee?
expect to hear a customer ask a realtor. Elicit a few ideas
3 Do you prefer summer or winter?
gr
(e.g., How much is it? How many bedrooms are there? Is

there a backyard? What are the local amenities like?).
4 Would you rather go by car or by bike?
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• Play the recording. Students listen and, in pairs, note

answers to the questions. Let them compare answers in 5 Do you prefer math or science?
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pairs before checking as a class.

6 Would you rather eat fish or meat?
ANSWERS
na
5c
1 in the center of town 2 to rent
• Ask pairs to add at least six more questions to the list in
3 two bedrooms 4 an elevator
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Exercise 5b.
• Organize new pairs to ask and answer the questions.
at
Vocabulary notes
realtor = a person who sells or rents out property EXAMPLE ANSWERS
N
privacy = the freedom to do things without other people Do you prefer staying in or going out? / Would you rather
watching you watch a movie or listen to music? / Do you prefer Indian
budget = how much money you have or want to spend food or Chinese food? / Would you prefer to have no
homework or lots of homework? / Do you prefer beach
A studio is a small apartment, often with a single room
vacations or sightseeing vacations? / Would you rather
that functions both as the bedroom and living room.
read a real book or an ebook?
3 58
6
the expressions in the language box. • Organize groups of three to interview each other about
their preferences.
SAMPLE COPY, NOT FOR DISTRIBUTION7d To rent or to buy? 88a

Word focus as and like
7e A great place 4
• Ask students to read the sentences and circle the correct
Lesson at a glance option. Let them compare their answers in pairs before
• writing: a description of a place checking as a class. Then ask pairs to read the text again
• writing skill: organizing ideas to find other examples.
• word focus: as and like
ANSWERS
1 It is similar to
Writing a description of a place
2 I am
1
• Introduce the theme of neighborhoods by asking students 5
to think about the neighborhood where they grew up. • Ask students to read the text again and, in pairs, match
Ask: Where was it? What sort of area was it? What sort of the examples of as and like with the meanings.
amenities were there in the neighborhood? What were the people
like? Give students two or three minutes to think about Please refer to page 168 for Grammar Notes on as and like.
how to describe their neighborhood, then organize pairs
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to share their thoughts. 6
• Ask students to read the text and circle the correct • Ask students to complete the sentences with as and like.
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option. In feedback, ask what words or phrases Let students compare answers in pairs before checking
revealed the type of text. as a class.
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• In feedback, ask students to say what meanings of like
2 or as are used in each sentence.
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• Ask students to work individually to make notes on how 7
the writer describes the different categories. Let them
• Read the words to the class and check any words
c students aren’t sure of. Then ask students to make notes

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about their own neighborhood under the headings in
ANSWERS
Exercise 3.
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streets and buildings: historic; streets are picturesque;
• Organize pairs to compare notes and suggest changes
gorgeous buildings
and corrections. Monitor closely at this stage and help
shops: fascinating old shops
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students improve their work.

facilities: variety of bars, restaurants, community centers;
great parks, an excellent public library, and good schools 8
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local residents: a real sense of community; a mix of older • Ask students to decide on an order of paragraphs.
residents and new arrivals Remind them that a possible order is: 1 introduction,
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atmosphere: a lot of charm; almost like living in a small town 2 good points, 3 bad points, and 4 conclusion.
• Ask students to write their descriptions.
Vocabulary notes
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9
picturesque = visually attractive; like a picture • Ask students to use the questions in Exercise 9 to check
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gorgeous = extremely attractive their description.

locals = people who live in the local area • Allow students time to revise their work and produce a
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final draft.
Writing skill organizing ideas 10
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3 • Ask students to exchange their final piece of work with

a partner. Students read and respond to the work. You
• Ask students to work individually to read the text
could ask students to consider what they like and/or
again and match the paragraphs with the headings. Let
dislike about the place and ask them to give reasons
students compare their answers in pairs.
why they would like to move there or not.
• Discuss the extra question (What are the bad points?)
with the class. You could follow up by asking students
whether to describe negative points before or after
positive points, and ask them to speculate what bad
points there might be.

7e A great place
Writing a description of a place Word focus as and like
1 Read the text. Where do you think it’s from? 4 Work in pairs. Look at these two excerpts from the
Choose one of the options (a–c). text. Circle the correct option. Then find two more
examples of as and like with the same meanings.
a a personal blog
b a real estate agent’s website 1 … and, like many other historic downtown
c a tourist information website neighborhoods, it has …
It is similar to / It has many historic downtown
2 Work in pairs. How does the writer describe neighborhoods.
these things?
2 As a person who lives in a city, I know …
streets and buildings shops facilities I am similar to / I am a person who lives in a city.
local residents atmosphere
5 Work in pairs. Find two other examples of as and
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like in the text. Match the examples with these
meanings.
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1 because as
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2 for example like
Sandgate
Let’s move to …
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6 Complete the sentences with as and like.
1 As a lifelong resident of my town,
I take pride in our community.
Is it possible for a place to be too perfect?
c 2 I love modern shopping malls like
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1 Sandgate is in the heart of the city, and like many this.
other historic downtown neighborhoods, it has a as
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3 It’s ideal a vacation destination.

lot of charm. The streets are picturesque, full of 4 Our public library is like a palace.
fascinating old shops in gorgeous buildings. Like
5 all good cafés, the one in my
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2 As there’s so much to do within walking distance, neighborhood has a great atmosphere.

you won’t need to use a car very often. There’s 6 The old buildings, like the town hall,
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the usual variety of bars, restaurants, community are beautiful.

centers, and so on that you’d expect in a city. For
families, there are great parks (like Greenfields), an
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7 You are going to write a description of your own

excellent public library, and good schools close by.
neighborhood. Make notes using the headings in
3 As a person who lives in a city, I know that city Exercise 3. Use these words or your own ideas.
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people can often have a reputation for being cold

and unfriendly. In Sandgate, however, there’s a real a good range of … close to … easy access to …
sense of community. The locals—a mix of older
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elegant excellent kind of limited

residents and new arrivals—say it’s almost like
modern unfriendly welcoming
living in a small town.
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House prices are reasonable for this type of area

4 8 Decide on the order of the paragraphs in your
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and, really, Sandgate seems to be perfect both as

a place to live and a place to visit. description. Then write about 150–200 words.
9 Use these questions to check your description.

3 Writing skill organizing ideas • Are your ideas clearly organized into
Read the text again. Write the number of the paragraphs?
paragraph (1–4) next to the heading. There is one • If you’ve included as or like, have you used
extra heading. them correctly?
• Does your description give the reader a clear
a What kind of place is Sandgate? 1
picture of your neighborhood?
b What are the bad points?
c Overall opinion? 4 10 Read a description a classmate has written about
d What kind of people live there? 3 his or her neighborhood. Would you like to move
e What can you do there? 2 there or not? Give your reasons.

7f The town with no Wi-Fi
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Two satellite dishes in the USA
90
7f The town with no Wi-Fi
Part 2
Before you watch
Michael Holstine
1
A cell phone on Mars would be the brightest radio object
• Start by asking what Wi-Fi is (= a set of standards for to us in the sky. In order to protect the radio atmosphere
wireless local area networks; a technology that allows in this area, Congress created the National Radio Quiet
people to access the internet at home, at work, in cafés, Zone, and that’s an area that’s 13,000 square miles. There’s
etc., without their device being connected by a cable). actually a long list of modern conveniences that we can’t
• Ask pairs to discuss the questions before checking as a utilize here, and that generally shouldn’t be utilized in the
whole class. community. Gasoline engines cause a problem, we only
use diesels on site. Wi-Fi modems, cordless telephones,
ANSWER no cellular phones, the automatic door opener at the local
Students’ own ideas
store, no digital cameras.
Joyce Nelson, Quiet Zone Resident
I really enjoy it because it’s quiet, it’s peaceful, it’s
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Key vocabulary beautiful. All these electronic technician things that these
2a kids are sitting pushing buttons on, don’t happen here.
Only way you can do that is at home.
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• Ask students to guess the meaning of words in bold
using the context of the sentence to help them. Let them Karen O’Neil
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compare answers in pairs. Don’t provide answers at It would be very difficult to create a radio quiet zone these
this stage. days, because in order to create it you would have to walk
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into an area and take things away from people. But living
2b here, people have grown up without it, and they‘ve built
• Tell students to match the words in bold in Exercise 2a their homes and they‘ve built everything around the idea
with the definitions a–e. Let students compare answers
c that they will be wired, they won’t have wireless systems.
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in pairs before checking as a class.
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While you watch

3 7.1, 7.2
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• Optional step Check through the words in the glossary

section before playing both parts of the video.
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• Ask students to watch the whole video and match the

people to their descriptions. Let students compare their
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answers in pairs.
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Part 1
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Artie Barkley, Quiet Zone Resident

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What I like best about living in the quiet zone, and it kind
of tells the whole story, the quietness. Some people, they
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come here, they’ll say, “What do you do?,” Well I just say
“I’m doing it right now, you know.” And I say, “Just listen
to nature all around you.”
Michael Holstine, Business Manager NRAO Green
Bank, West Virginia, is a very unique place. I find it ironic
sometimes that we are working with technology here
that’s world class, it’s world leading, but yet no one here
has a cell phone.
Karen O’Neil, Site Director NRAO
So a radio telescope works just like an optical telescope, in
that if you build it or have it in an area where there’s a lot
of radio noise, the signals that you are trying to look for
would be obliterated by that radio noise in the same way
you can’t see the Milky Way in downtown New York City.

7f The town with no Wi-Fi 90a
4 2 What does world class mean?
• Ask pairs to discuss the questions. Tell them to share a among the best in the world
ideas and their knowledge. Students may not remember b found around the world
all the details, so just elicit what they remember.
c the only example in the world
ANSWERS 3 What does just like mean?
1 Quiet Zone (QZ) means no cell phones, etc.
a better than
2 NRAO uses a radio telescope in Green Bank for listening b in the same way as
for signals from space. c together with
4 What does in the community mean?
5 7.1 a by people who live here
• Ask students to watch Part 1 of the video again and b inside the NRAO base
complete the blanks in the sentences. Let students
compare their ideas in pairs. c in the shops
5 What does be wired mean?
6 7.2
a be continually connected
• Ask students to watch Part 2 of the video again and
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b be monitored by the NRAO base
note answers to the questions. Let students compare
their ideas in pairs. c only use technology connected by cables
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7b
ANSWER
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• Ask students to note their answers to the questions.
2 because you’d have to walk into an area and take Tell them to compare their sentences in pairs.
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things away from people
ANSWERS
After you watch Students’ own answers
c
hi
8
7a 7.3
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• Explain that students are going to watch some clips from class. Elicit students’ views.
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They need to choose the correct meaning of the words. EXAMPLE ANSWERS
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1 The residents of Green Bank all seem happy. They praise

appears, pause the clip so that students can choose the peace and quiet or say how amazing it is to work
the correct definition. You could let students compare in a place with high technology without using new
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answers in pairs before discussing as a class. technology themselves.

• Optional step You may wish to remind students that 2 Students’ own answers
they also saw “kind of” in the Vocabulary in context
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exercise in Unit 1. There, however, it was used before

an adjective and had the meaning “a bit,” for example,
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I'm kind of tired.

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Vocabulary notes
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just like = like, here, means “similar to,” and just means
exactly, so “in exactly the same way as” is the best
definition.
Videoscript 7.3
1 What does kind of mean?

a is a type that
b generously
c more or less

Before you watch 5 7.1 Watch Part 1 of the video again. Check
your ideas from Exercise 4. What do the people
1 You’re going to watch a video about a town in the say?
USA that has no Wi-Fi or cell phones. What would be
1 Artie Barkley says he just listens to
the main change in your life if you didn’t have nature .
Wi-Fi or a cell phone? Would it be good or bad?
2 Karen O’Neil says if you have a radio
telescope in an area of lots of radio noise,
2 Key vocabulary the signal you’re looking for is destroyed.
a Work in pairs. Read the sentences. The words in 3 Michael Holstine says that to protect
bold are used in the video. Guess the meaning of the the radio atmosphere, Congress created the
words. National Radio Quiet Zone.
1 Jack built his house to his own design— 6 7.2 Watch Part 2 of the video again.
it’s certainly unique! Answer the questions.
2 I’d love to have a telescope to see the stars at night.
1 Which ONE of these modern conveniences
3 I can’t call you from the beach because there’s
is it OK to use in Green Bank? Circle it.
no signal.
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4 Earth is the only planet in the Solar System with a gasoline engines cell phones
breathable atmosphere. diesel engines automatic door
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5 I remember before cordless phones—you had to Wi-Fi modems openers
stand next to the phone on the wall. cordless phones digital cameras
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b Match the words in bold in Exercise 2a with 2 Why would it be difficult to create a new
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these definitions. radio quiet zone?
a a piece of equipment that makes distant things
After you watch
seem closer telescope
c
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b radio waves that are sent or received signal
c one of a kind, unlike any others unique 7 Vocabulary in context
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d the air in a certain place or area atmosphere

e without a cable or wire attached to it cordless a 7.3 Watch the clips from the video. Choose
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While you watch b Answer the questions in your own words.

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Then work in pairs and compare your answers.

3 7.1, 7.2 Watch the whole video. Match the
1 How many world-class athletes can
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people you see to their descriptions.

you name?
1 Artie Barkley a Site Director of NRAO 2 Do any of your friends look just like
2 Joyce Nelson b Business Manager of
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someone famous?
NRAO 3 What’s life like in your community?
3 Michael Holstine c resident of the Quiet Zone
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4 Karen O’Neil 8 Work in pairs. Discuss the questions.

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4 Work in pairs. Discuss the questions. 1 Do the residents of Green Bank seem happy
to live there? Give your reasons.
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1 What does quiet zone mean exactly? 2 How would you feel about living in a quiet
2 What does the NRAO do in Green Bank? zone like Green Bank?

Grammar Vocabulary
3 Work in pairs. Which word doesn’t belong in each
group? Cross it out, and explain why it doesn’t
belong.
1 bricks igloo wood
2 run-down skyscrapers traffic
3 apartment house neighborhood
4 built-up polluted residents
5 garden town city
4 ❯❯ MB You are a real estate agent with an

important house to sell—your own. Make notes
on your home and the area that it’s in. Decide on
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a price. Then try to sell your home to one of your
1 Look at the photo of rooftop golf. Then complete classmates.
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the text. Use comparative forms and patterns of
adjectives and adverbs. Use the simple past and I CAN
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used to form of the verbs. talk about cities
talk about places to live
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I’d never heard of rooftop golf before. I suppose
that as cities get 1 bigger and bigger
(big / big), people live a long way from golf courses. Real life
When I was a kid, I 2 used to live
c
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(live) in an apartment building with a basement 5 Match the questions and answers (a–f). Circle the
parking garage. During the day, the garage correct option in each answer.
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3 was (be) almost empty, so

used to play 1 What’s wrong with this apartment? f
A:
we 4
(play) soccer there.
better 2 Are you looking for a roommate? a
A:
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Obviously, we played 5
3 I can show you a fantastic beach house. c
A:
(well) on a real field and we couldn’t kick the ball
4 A:
This apartment is nice. Are you going to
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6 as hard as (as / hard / as) when we

didn’t mind take it? e
played outside, but we 7
5 A: I’m not interested in looking around the
(not mind). Having the garage meant we could
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more often downtown area. b

play 8 (often). These
6 A: Are you going to live near your job? d
days, gyms seem to be 9 more and more popular
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(more / more / popular) in cities. I suppose people a B: I’d rather / I prefer to live on my own.
spend a lot of time sitting at desks or in cars. And b B: Where would you rather go / to go?
the less active (less / active) they are, c B: I’d rather / I prefer the country to the coast.
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11 the less healthy (less healthy) they feel. d B: I prefer living / live near my family.
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Gyms have taken the place of open spaces in a lot of e B: I’d rather / I prefer visit a few more places
cities. first.
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f B: I’d rather / I’d prefer a bigger kitchen.

2 Answer the questions about the text in Exercise 1.
1 What are the advantages and disadvantages of 6 ❯❯ MB Work in groups. Ask and answer
playing soccer in a parking garage? questions about your preferences. Give reasons
2 Why are gyms popular in cities? for your answers.
I CAN fruit or cake rice or pasta

jazz or pop snow or sun
talk about past states and past habits (used to, would)
mornings or evenings spring or fall
compare things and describe a process of change
(comparative adverbs, comparative patterns with
adverbs and adjectives) I CAN
ask about preferences
state preferences and give reasons
92
booster 3
• Ask pairs to discuss which word is the odd one out in
each group and say why.
Exercises 4 and 6 are Memory Booster activities. For more 4 ❯❯ MB
information about these activities and how they benefit • Ask students to work individually for a few minutes
students, see page x. to make notes about their home, the area it’s in, and a
selling price. Then organize the class into pairs and tell
students to take turns to try to sell their home to their
partner.
Real life
confident) for each language area. If students score 1 or 5
2 for a language area, refer them to additional practice • Ask students to circle the correct options and then
activities in the Workbook and Grammar Summary match the two parts of the exchanges. Let them
exercises.
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compare answers in pairs before checking with the
class.
Grammar
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6 ❯❯ MB
1
• Ask students, in groups, to ask and answer questions
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• Ask students to complete the text. Tell them to use
about their preferences. Encourage them to give reasons
comparative forms, patterns of adjectives and adverbs,
for their answers.
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and the simple past and used to form of the verbs. Let
students compare answers in pairs before eliciting
answers from the class.
2 c
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• Ask students to read the text in Exercise 1 again and
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answer the questions.

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ANSWERS
1 Advantages: they could play more often, it’s convenient
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Disadvantages: they couldn’t play as well there as on

a field, and they couldn’t kick the ball as hard as when
they played outside.
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2 People spend a lot of time sitting at desks or in cars and

this means they are less active and feel less healthy.
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Unit 8 Travel
Opener Vocabulary notes
1 The best parts = the parts I liked the most
It takes forever = it takes a long time
• Ask students to look at the photo and discuss the
questions in pairs. Elicit answers as a class.
on learning to relax while listening.
EXAMPLE ANSWERS
1 It looks like a research trip or a vacation in Antarctica 3 61
where tourists see and photograph wildlife. The people • Play the recording again. Students listen and note the
are wearing warm weather gear and have state-of-the- travel tips. Let students compare their answers in pairs
art cameras so it suggests a very specialist tourist trip. before checking as a class.
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2 No, it’s probably a once-in-a-lifetime trip. It’s a long way • Ask students to discuss the tips with their partner and
to travel and must be very expensive. Conditions might say whether they think each tip is a good idea or not.
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be difficult or dangerous.
3 Students’ own answers ANSWERS
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Speaker 1: Just take a small backpack with the essentials.
Speaker 2: The key to a good trip is good planning.
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Background information Speaker 3: Once the flight starts, take your watch off and
relax.
The photo shows the Kapitan Khlebnikov, a Russian
icebreaker that now operates as a cruise ship offering
c 4
hi
excursions to the Arctic and Antarctic.
• Organize groups to talk about places students have
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2 61 been to. You could model this activity first by asking

Have you been to … ? questions around the class, and
• Tell students they are going to listen to three people
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asking follow-up questions, e.g., When did you go? What

talking about travel and then ask them to read the list.
Check any words (and their pronunciation) which did you do/see? Who did you go with? Why did you go there?
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students may not be familiar with (delay = when you Point out this activity reviews the present perfect form
have to wait because a bus or plane is late; luggage (Unit 2).
/ˈlʌɡɪdʒ/ = suitcases and bags that you take on
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vacation; trip = a short journey or a journey taken for

pleasure; weekend away = when you go somewhere,
e.g., a hotel by the beach, for Saturday and Sunday).
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number of the speaker next to the things they talk
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about. Let students compare their answers in pairs

before checking as a class.
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Unit 8 Travel
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Tourists take photos of an
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emperor penguin on the frozen

Amundsen Sea in Antarctica.
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F E AT U R E S 1 Work in pairs. Look at the photo. Discuss the questions.

1 What kind of vacation do you think this is?
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94 Vacations and 2 Do you think the people take this kind of trip often? Why or
memories why not?
3 Would you like to take a trip like this?
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Writers return to their roots.

2 61 Listen to three people talking about travel. Write the number
96 Walking for wildlife
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of the speaker (1–3) next to the things they talk about.

Mike Fay: a personal
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approach to saving being on planes 3 planning 2

wild places business trips 3 an around-the-world trip 1
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day trips 2 taking local buses and trains 1

98 All aboard! delays 3 traveling for work 3
luggage 1 weekend trips 2
A report on global tourism
102 Questions and 3 61 Listen again. Each speaker shares a travel tip. What are their
answers tips? Discuss the tips with your partner.
A video about National 4 Which countries or cities have you been to? Find people in your
Geographic Explorers’ lives class who have had similar experiences to you.
A: Have you been to Vietnam?
B: Yes, we visited Vietnam last year.
A: Me too! Where did you go?

8a Vacations and memories
Vocabulary vacation activities
1 Work in pairs. Why did you choose the
destination of your most recent vacation?
saw the place on TV

followed a friend’s recommendation
wanted to visit somewhere new
wanted to return to a place I know
went to visit family/friends
my parents chose the destination
2 Work in pairs. Match the activities (1–6)
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Vacations
with the examples (a–f). What do you enjoy
doing when you go on vacation? Give your
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own examples.
1 taking it easy and memories
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2 going sightseeing
3 having new experiences
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Three writers return to the lands their families came from.
4 being active
5 learning new things 62
6 spending time with friends or family 1
cLucy Chan
hi
a hiking in the mountains 4 I step off the train in Hong Kong and follow the crowd
b lying on the beach 1 to Mong Kok, an area that has some of the city’s most
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c playing board games 6 famous night markets. Brightly lit red, white, and
d riding on a camel 3 yellow signs are swinging above the market stalls. I’m
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e taking a painting class 5 not very good at reading Chinese characters, in spite of
f visiting famous monuments 2 being born in Hong Kong. Stall holders call out to me.
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I’m too embarrassed to speak. Back home in Sydney, I

learned to say a few words, but right now my mind is
Reading blank. I should have brought my phrasebook with me.
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3 Look at the photo with the article. Which of 2 Liz Mullan

these things (a–c) do you think it shows? Arriving at Belfast International Airport is always
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emotional. It feels like home. We head north to some

a a coastline
of Europe’s highest ocean cliffs. After a couple of hours,
b a market
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we’re standing on the Giant’s Causeway. The wind almost

c a village
blows us off the rocks into the North Atlantic Ocean. I look
at
4 Work in pairs. Read the article. Where does west toward home and imagine sailing across this wild
ocean to Canada, like my great-grandfather did in 1890.
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each person live? Where are they traveling to?

We had planned to walk along the coast like last time, but
5 Work in pairs. Circle the correct writer for it’s raining hard, so we decide to find a restaurant and hot
each statement below—Lucy Chan (C), Liz food. Maybe tomorrow will bring the sun.
Mullan (M), or Frank Rosselini (R). Which 3 Frank Rossellini
writer:
When I was a child, my parents always promised to take
1 hasn’t been to this C M R me to Sicily one day. Finally, now that they are both in
places before? their eighties, we have managed to get here. In this tiny
2 has problems with C M R village, we sit down to a dinner with lots of aunts, uncles,
the language? and cousins. Eating together is still the most important
3 is traveling with C M R part of the day here. After enormous plates of sausage,
his or her parents? pasta, salads, and homemade bread, everyone enjoys
4 has to change his C M R telling us stories of the friends and family members who
or her plans? Why? left for New York decades earlier. It feels great to be here,
and I think about coming back again in the future.
94
4 62
8a Vacations and memories • Ask students to read the article and, in pairs, find
answers to the questions. They can listen and read
along to the recording if needed. Let them compare
Lesson at a glance
their answers in pairs before checking as a class.
• vocabulary: vacation activities
• reading: writers return to their roots
ANSWERS
• grammar: verb patterns: -ing form and infinitive
• listening and speaking: travel companions Lucy Chan was born in Hong Kong, but her home is
Sydney; her destination is Mong Kok in Hong Kong.
Liz Mullan is from Canada; her destination is Belfast.
Vocabulary vacation activities Frank Rossellini is from New York; his destination is Sicily.
1
• Ask: When and how often do you go on vacation? What sort 5
of vacation do you enjoy? Where do you usually go? Where • Ask pairs to circle the correct writer for each statement.
did you go for your last vacation? Check answers as a class.
• Organize pairs to discuss the question and options.
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Vocabulary notes
2
my mind is blank = I can’t think of anything
• Organize pairs to match the activities with the
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examples. Let students compare their answers in pairs wild ocean = uncontrolled ocean/sea
before checking as a class. enormous = very big
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• Follow up by asking students to say which activities decade = ten years
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they enjoy on vacation.
• Ask students to add to the list of example vacation Background information
activities, e.g., swimming, surfing, playing beach games,
going cycling, taking photos, sunbathing.
cMong Kok is one of the major shopping areas of Hong
Kong—a maze of narrow streets with unique shops,
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markets, and restaurants.
Vocabulary notes
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The Giant’s Causeway is an area of about 40,000 unusual
taking it easy = relaxing interlocking basalt stone columns, the result of an ancient
sightseeing = looking at interesting and famous places volcanic eruption. It’s located on the coast of Northern
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hiking = walking long distances Ireland and is a World Heritage site. Legend has it that a
giant built it to enable him to walk across the water to
Students are likely to know most of these phrases, but use
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fight another giant.

gestures to show and check meaning.
Sicily is part of Italy. It’s an island off Italy’s southern coast
Point out the -ing form in these sentences. This is the in the Mediterranean.
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gerund—it’s used when a verb phrase is acting like a

noun. It’s used as the subject of the sentence (Hiking is
fun; Being active is good for you) or after prepositions or Extra activity
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some verbs (I’m interested in learning new things; I enjoy

playing board games). Ask your students if they or family members are originally
from another country. If so, ask if they have been back to
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the original country and what their experiences were.

Reading
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3
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• Ask students to look at the photo and answer the

question.

8a Vacations and memories 94a
Grammar verb patterns: -ing form and 9 63
infinitive • Start by asking students to read the conversation
6 quickly for understanding. Ask: Where are they?
(Mexico) What does Matt want to do? (go paragliding)
• Tell students to read the grammar box carefully and
note the patterns. Ask them to circle the correct option • Ask students to complete the conversation with the
to complete sentences 1 and 2, and then to find an correct form of the verbs. Let students compare answers
example of each use in the article. in pairs.
• Let students compare their answers and examples in • Play the recording. Students listen and check their
pairs before checking as a class. answers.
ANSWERS Listening and speaking my

Examples of -ing form in the article after certain verbs: 10 64
imagine sailing, enjoys telling
• Start by asking students to read the beginning of the
as the subject of a sentence: Arriving, Eating together
sentences 1–8. Check that students understand I don’t
after prepositions: good at reading, in spite of being, mind (= it’s not important to me), I can’t afford (= I
think about coming back
haven’t got enough money), and I can’t stand (= I hate).
ng
Examples of infinitive after certain verbs: learned to
say, planned to walk, decide to find, promised to take, • Tell students they are going to hear different people
managed to get making statements about vacations. Play the recording.
ni
after adjectives: embarrassed to speak, great to be Students listen and complete the sentences.
ar
• Follow up by asking students to discuss the two
Please refer to page 170 for Grammar Notes on questions with their partner.
Le
verb patterns: -ing form and infinitive. 11
Refer students to page 170 of the Student Book for further • Ask students to complete the sentences in Exercise
information and practice. In the grammar summary, there is
c 10 in their own words. You could elicit three or four
example endings to get students started.
hi
a list of verbs with the patterns they take.
• Ask students to stand up and walk around and share
7
ap
their sentences. Set a time limit. Tell students to meet as

• Ask students to read the article again to find which many people as they can and find someone with similar
option in each sentence is not true. Let students interests.
gr
compare their answers in pairs before checking as • When students have found a partner with similar
a class.
eo
interests, ask them to sit down together. You may need

• Note the aim here: this task shows which verbs use to step in here and help to organize pairs.
which patterns. Getting students to think about
lG
meaning encourages them to repeat the verb pattern 12

several times. This is less mechanical than having • Ask students to work with their “travel companion” to
students refer to a decontextualized list of verbs and decide what kind of vacation to take. Set a five-minute
na
focus solely on form. time limit and tell them to decide where and when
to go, how to get there, where to stay, and what to do
io
8 there.
• Ask students to circle the correct options. Let students • Once students have planned their vacations, ask them
at
compare their answers in pairs before checking as a to present their vacation plans to the class.
class. In feedback, ask students to explain their choices.
N
• Note how well they use verb patterns. Note any

• Follow up by getting students to discuss with their errors and write some of these up on the board during
partner whether they agree or disagree with the feedback for students to correct in pairs.
statements.
95a Unit 8 Travel SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar verb patterns: -ing 9 63 Complete the conversation with the -ing
form and infinitive form of the verbs. Then listen
form and infinitive and check.
VERB PATTERNS: -ING FORM and INFINITIVE Rose: Hi there. I’m Rose.
-ing form
Matt: Hi. I’m Matt.
I imagine sailing across this wild ocean to Canada. Rose: Is this your first time in Mexico?
Eating together is important. Matt: No, actually. We come every year. We love
1 staying (stay) here.
I’m not very good at reading Chinese characters.
Rose: So do we. We keep 2 coming (come)
infinitive to find
back year after year. It’s hard 3
My parents always promised to take me to Sicily.
(find) somewhere with everything you need
I’m too embarrassed to speak.
for a vacation—great beaches, fantastic
For more information and practice, see page 170. weather, and something for everyone to do.
Matt: I know. Actually, there’s a paragliding class
later—I’d like 4 to try (try) that.
6 Look at the grammar box. Circle the correct option
Rose: My friends want 5 to do (do) that,
to complete these sentences. Then find an example
lying
ng
of each use in the article. too! To be honest, 6 (lie) by the
pool is my idea of a vacation.
1 We use the -ing form of the verb after certain Matt: Oh, I get kind of bored with 7 doing
ni
verbs, as the subject of a sentence, and after (do) that after the first day or two. I need
adjectives / prepositions. to move (move) around and do
ar
8
2 We use the infinitive form of the verb after things.

certain verbs and after adjectives / prepositions.
Le
Rose: Well, why not? It’s a different way of
9 relaxing (relax), I suppose.
7 Each option in these sentences is grammatically Matt: Yes, that’s right. Well, if you decide
possible, but one option isn’t true, according to the
article. Which one?
c 10 to go (go) paragliding with your
hi
friends, we’ll see you there!
1 Lucy Chan described / finished / mentioned going
ap
to the market.
2 Liz Mullan adores / avoids / loves going to
Listening and speaking my
gr
Ireland. 10 64 Listen to people talking about vacations

3 Liz Mullan expected / intended / threatened to and complete the sentences. Work in pairs. Do
eo
walk along the coast. you think they would be good travel companions
4 Frank Rossellini’s parents planned / refused / for you? Which person would you prefer to go on
wanted to travel to Sicily.
lG
vacation with?
5 Frank Rossellini fails / hopes / intends to return to
1 I kind of like being in the sun.
the village.
2 I don’t mind walking long distances.
na
8 Circle the correct option to complete the sentences. 3 I’d like to see somewhere spectacular.
Then work in pairs. Tell your partner which 4 I can’t afford to go away for more than a week.
io
sentences you agree with. 5 I’m really into trying extreme sports.
6 I don’t like sleeping outdoors.
at
1 Traveling / To travel by train is usually pleasant. learning other languages.

7 I’m interested in
2 Good hotels are easy finding / to find.
N
8 I can’t stand sharing a room.

3 Walking / To walk can be a good way of seeing a
new city. 11 Think about how you would complete the
4 Sleeping / To sleep on a plane can be difficult. sentences in Exercise 10. Then talk to people in
5 Some hotels are too expensive staying / your class and find someone who would make a
to stay in. good travel companion.
6 I’m interested in trying / to try new things
on vacation. 12 Work with your travel companion and decide
7 Going / To go on a trip with friends is what kind of vacation to take. Tell the class:
always fun. • where and when you would go.
8 I get fed up with spending / to spend every day • how you would get there.
on the beach. • where you would stay.
• what you would do there and why.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 8 Travel 95

8b Walking for wildlife
Mike Fay, a conservationist
whose work makes a difference
trekked1 10,000 kilometers in Africa and
North America
counted giant redwood trees in North America,

elephant populations in central Africa
ng
created 13 national parks in Gabon
ni
ar
protected thousands of elephants
from poachers2
Le
survived a malaria attack, an
elephant attack, a plane crash
c
hi
flew over the African
continent for an aerial survey3
ap
uploaded thousands of
gr
photos to Google Earth

eo
helped create a marine park

off the Gabon coast
lG
na
Listening 4 65 Listen to the excerpt again and circle the

correct options to complete the sentences.
1 What kind of work do a conservationists do? What is
io
1 Recently, Fay has been flying / walking

their main goal?
across Canada.
at
2 Look at the information about Mike Fay. Do you think 2 Mining companies in western Canada have
N
he’s a typical conservationist? Why or why not? been looking for / processing gold and oil.
3 Mining companies have been replanting /
Probably not, because he’s trekked 10,000 kilometers, and destroying vast areas.
has had some dangerous and exciting experiences. 4 In Gabon, people have been asking / trying
3 65 Listen to an excerpt from a radio program about to set up mines near parks.
Mike Fay. Complete the sentences. 5 Work in pairs. Would you like to spend a year
1 Mike Fay’s work is about saving the last working with Mike Fay? Why or why not?
wild places on Earth.
2 He has spent a total of more than two
years of his life on treks. 1
trek (v) /trek/ to make a long and difficult journey
3 He’s walked in Africa, the United States,
2
poacher (n) /ˈpəʊtʃər/ someone who catches and kills
and Canada . animals illegally
3
survey (n) /ˈsɜːrveɪ/ the measuring and recording of the
4 He is worried about how seven billion people will
details of an area of land
affect the planet.
96
8b Walking for wildlife
Malaria is a disease carried by mosquitoes, which kills a lot
of people.
Lesson at a glance Gabon /ɡəˈbɒn/ is a French-speaking country on the west
• listening: a wildlife conservationist coast of Central Africa. It’s on the equator.
• grammar: present perfect and present perfect Mike Fay was born in New Jersey in the USA in 1956. The
continuous National Geographic Society has sponsored him on the
• grammar: How long? MegaTransect during which he spent 455 days walking
• speaking: favorite activities across Africa, and the MegaFlyover in which he and his
pilot flew 70,000 miles across Africa at low altitude taking
photographs.
Listening
1
on activating schema.
• Ask the questions to the whole class and elicit answers
from students. 3 65
• Follow up by asking students to name well-known • Tell students they are going to listen to an excerpt from
ng
conservationists in their country or well-known a radio program about Mike Fay. Ask students to read
conservation projects. the sentences carefully. Ask what sort of information
they are listening out for (e.g., a noun in 1, a number in
ni
ANSWERS 2, a country in 3, a number or an adjective in 4).
ar
A conservationist is somebody whose job involves trying • Play the recording. Students listen and complete the
to protect natural environments. Conservationists might sentences. Let students compare their answers in pairs
Le
campaign to stop people or companies from cutting down before checking as a class.
trees, killing wildlife, or polluting water supplies. They
might work to stop plants or animals from going extinct. 4 65
c • Play the recording again. Students listen and circle the

hi
correct options. Let students compare their answers in
Vocabulary and pronunciation notes pairs before checking as a class.
ap
Point out conservation (= the protection of natural • Check students are clear on the meaning of any new
habitats) and to conserve the environment. Note words.
gr
the strong stress on the third syllable: conservation,

conservationist.
Vocabulary notes
eo
2 a mine = a deep hole under the ground, constructed by

people to find minerals such as coal, gold, or silver
• Ask students to look at the photo of Mike Fay and to
lG
read the information about him. Ask the questions to dig up (areas) = to use machines to remove the ground
the class. They will find out more about him in the next wilderness = wild areas where man hasn’t changed the land
exercise.
na
• Use the glossary to check the meaning of these words 5

from the text before students read. • Organize pairs to discuss the questions. In feedback,
io
discuss students’ ideas with the whole class.

at
Vocabulary notes
Point out that trek can be a noun as well as a verb. It’s
N
used to describe difficult overland journeys, usually on

foot, or with animals, and involving going across land with
no roads.
aerial survey = taking photographs from the air in order to
map a piece of land. The verb (to survey) carries a different
stress from the noun (a survey).
marine park = a protected area in the sea

8b Walking for wildlife 96a
Grammar present perfect and present ANSWERS
perfect continuous 1 How long have you had this camera? = present perfect
6 because the action is incomplete and it uses a stative
• Ask pairs to read the examples in the grammar box and verb
answer questions 1 and 2. Elicit answers as a class. 2 How long have you been traveling alone? = present
perfect continuous because it’s an incomplete action
which is repeated and has duration
ANSWERS
3 How long did it take you to get there? = simple past
1 present perfect: has/have + past participle of main verb because it’s a finished past action
present perfect continuous: has/have + been + -ing form
of main verb
Please refer to page 170 for Grammar Notes on How long?
2 The present perfect expresses completion and result.
The present perfect continuous expresses repeated Refer students to page 170 of the Student Book for further
activity. information and practice.
Please refer to page 170 for Grammar Notes on when to 11

use the present perfect and present perfect continuous. • Ask students to match the questions (1–5) with the
ng
answers (a–e). Then break the class into pairs to
Refer students to page 170 of the Student Book for further continue the conversations and improvise dialogues.
ni
• As students act out improvised or scripted dialogues, listen
closely and note any errors or examples of good language
7
ar
use. Write some examples on the board showing incorrect
• Ask: What problems has Mike discovered recently? language the students used and elicit corrections and
(poaching elephants, fishing in the marine park)
Le
comments from the class.
• Ask students to complete the text. Let them compare
Speaking my
Please refer to page 170 for Grammar Notes on when to c
hi
12
use the present perfect and present perfect continuous. • Start by asking the questions in the Student Book to
ap
8 the class. Elicit a few responses from students.

• Ask students to write questions from the prompts. • Ask pairs to take one minute to think of things to say
gr
Elicit the first answer to start. Let students compare using the prompts. Then tell them to speak with their
their answers in pairs before checking as a class. partner. Encourage students to use How long … ? in
eo
their follow-up questions. Monitor and note any errors

of use with present perfect forms.
ANSWERS
lG
• Select students to share their partner’s interests. Note

1 What have you been doing recently?
to the students any errors you heard with the use of
2 Have you been preparing for any new trips?
present perfect forms.
na
3 How have you been feeling since the plane crash?

4 How many photos have you taken in your career?
EXAMPLE ANSWERS
5 How long have you been traveling alone?
io
I’ve been interested in birdwatching since 2012 /

6 Have you been anywhere dangerous lately?
for ten years.
at
I’ve always/never loved working with my hands.

9
N
• Ask students to match the activities (1–6) with the

results (a–f). Check answers with the class and then
ask students to write the sentences.
Grammar How long … ?

10
• Ask students to read the examples in the grammar box
and say which verb form is used in each question and
why. Let students compare answers in pairs before
checking as a class.

Grammar present perfect and 9 Match the travel preparation activities (1–6) with
the results (a–f). Then write two sentences.
present perfect continuous
I’ve been buying vacation clothes. I’ve spent a
PRESENT PERFECT and PRESENT PERFECT fortune.
CONTINUOUS
1 buy vacation clothes b
Present perfect 2 look for cheap flights f
When you’ve walked across half of Africa and you’ve 3 talk to travel agents a
walked up the west coast of North America, where do 4 download tourist information e
you go next?
5 pack my suitcase c
They’ve destroyed hundreds of square kilometers of
6 practice useful phrases in Thai d
wilderness.
Present perfect continuous a be on the phone all morning
Recently, he’s been walking again, this time b spend a fortune
across Canada. c run out of space
He hasn’t been taking it easy! d not learn many
What has he been doing since then? e print a couple of pages
Stative verbs like be, have, know, and like are not usually
ng
f not find any
used in the continuous form.
For more information and practice, see page 170. Grammar How long?
ni
ar
6 Work in pairs. Look at the grammar box. Answer HOW LONG …?
the questions. How long have you had this camera?
Le
How long have you been traveling alone?
1 How do we form the present perfect? How do
How long did it take you to get there?
we form the present perfect continuous?
2 Which verb form emphasizes the duration
c For more information and practice, see page 170.
hi
or repetition of an activity? Which verb form
emphasizes an action or an activity that is 10 Look at the grammar box. Which verb form is used
ap
complete? in each question? Why?

7 Complete the text with the present perfect or 11 Match the questions (1–5) with the answers (a–e).
gr
present perfect continuous form of the verbs. Then work in pairs and continue the conversations.
eo
This year, Mike Fay 1 has been working (work) in 1 How long have you been coming to this
Gabon. He 2 has been checking (check) the situation resort? b
lG
in the national parks, and he 3 has discovered 2 How long did the flight from Quito take? a
(discover) some problems. For example, poachers 3 How long have you known each other? d
4 have been killing 4 How long did you spend in Canada? c
na
(kill) elephants again. Fay

5 has been talking
(talk) about ways of controlling 5 How long have you been waiting for the
poaching with the Gabonese government. As a bus? e
io
result, the Gabonese president 6 has sent a About ten hours non-stop.
at
(send) soldiers to several of the parks. So far, b For the last four or five years.
the poachers 7 haven’t returned (not / return). c I was there for a couple of months.
N
Meanwhile, for the past few years, foreign ships d Not long—we met on vacation this spring.
8 have been fishing
(fish) in the marine park. The e Only a few minutes. But I think we just
Gabonese government 9 have been trying (try) to missed one.
find ways of dealing with this problem.
Speaking my
8 Write questions for Mike Fay with the present
perfect and present perfect continuous forms of 12 What kinds of activities are you interested in?
the verbs. How long have you been doing them? Work
in pairs and tell your partner. Ask follow-up
1 What / you / do / recently? questions. Use some of these ideas.
2 you / prepare for / any new trips?
3 How / you / feel / since the plane crash? I’ve been … since/for …
4 How many photos / you / take / in your career? I’ve always/never …
5 How long / you / travel / alone?
6 you / be / anywhere dangerous lately?

8c All aboard!
Reading Critical thinking reading
1 Work in pairs. Discuss the questions. closely
1 Do many tourists come to your country or region? From 6 According to the article, are these
which countries? statements true (T) or false (F)? Or is there
2 What do these tourists do? Adventure tourism, not enough information in the article (N)?
backpacking, cultural sightseeing, ecotourism, or other
1 The tourism industry T F N
vacation activities?
has been declining in
3 What are the advantages of this tourism? Are there any
recent years.
disadvantages?
2 There are fewer T F N
2 Read the article quickly. What is it about? Choose the best Magellanic penguins
option (a–c). since cruises started
ng
visiting Patagonia.
a It describes extreme activities tourists can do. 3 Climbers on Everest T F N
b It compares the positive and negative effects of tourism. cause problems for
ni
c It talks about the impact of tourists on their destinations. the local wildlife.
ar
3 Read the article again and complete the table. 4 The Balearic Islands T F N
government is trying
Le
Destination Number of tourists Impact an eco tax for the
1 Patagonia 2 6,000 Falling numbers of first time.
on a single cruise ship 3 Magellanic 5 The writer believes T F N
c
penguins that tourists need to
hi
Himalayas: consider their impact
on the environment.
ap
4 Mount Everest 5 1,000 6 equipment / trash

in the climbing season left on the mountain 7 Work in pairs. Underline the sections of
gr
Negative effects on the article that helped you decide about

7 Balearic Islands 8 13 million 9 Local environment the sentences in Exercise 6. Do you agree
eo
with each other?

4 Work in pairs. Answer the questions with information from 8 Work as a class. Discuss the questions.
lG
the article.
1 Do you think an eco tax on tourists is
1 When did the tourism industry start to be successful? a good idea?
na
2 Why are cruises bad for the environment? 2 What is your answer to the final
3 What have groups been doing to improve the question in the article?
io
environment on Everest?
4 What action has the government of the Balearic Islands
Speaking my
at
taken, and why?

9 Work in pairs. Look at these activities.
N
5 Find these words in the article. Look at how the words are
used and try to guess their meanings. Then complete the Decide if they have a good or bad
sentences (1–4). impact on the environment. Which ones
does your family do?
pollution (line 12) charge (line 41) 1 flying to distant vacation destinations
equipment (line 24) ecotourism (line 50) 2 recycling household waste
3 traveling by car
1 Airlines usually charge you a lot of money if your 4 turning off lights and electrical
luggage is over the weight limit. appliances
2 You don’t need much equipment for surfing—just a 5 saving water
surfboard and a wetsuit. 6 using eco-friendly cleaning products
3 Ecotourism is a way of enjoying a vacation without
damaging the environment. 10 Work in groups. How easy is it for you
4 Plastic is a major cause of pollution in the oceans. and your family to live a green lifestyle?
98
ANSWERS
8c All aboard!
1 in the last twenty years in particular
2 Cruise ships drop about 90,000 tons of waste into
Lesson at a glance the oceans every year; each ship produces as much
• reading: tourism air pollution as five million cars; cruises visit the same
• critical thinking: reading closely places over and over again, so the damage is repeated.
• speaking: going green 3 Clean-up teams have been organizing expeditions to
pick up the trash left on Everest.
4 The government of the Balearic Islands has decided
Reading to charge tourists an eco tax of two euros a day to
1 maintain the quality of the beaches, the roads, and the
countryside.
• Ask students what the title All aboard! means (It’s what
someone shouts to tell passengers that they need to get
on a ship, bus, or train, because it will be leaving soon). 5
• Organize pairs to discuss questions 1–3. Set a short time • Ask students to find the words in the article and
limit to keep students focussed. underline them. Then ask them to complete the
sentences with the words. Let students compare their
ng
• Elicit experiences and opinions from students.
EXAMPLE ANSWERS
ni
Vocabulary notes
1 and 2 Students’ own answers
to charge money = to ask people to pay money
ar
3 Advantages: provides money and jobs for local people;
makes sure places are protected; puts a place on the equipment = the things you need to do a job or a task
Le
map—promotes a country in a positive way; improves a challenge = a difficult but rewarding thing to do
local infrastructure; makes the place more lively, with ecotourism = tourism that is good for the environment
stores and restaurants and bars; an opportunity to
pollution = when the air, land, or water is made dirty
meet people from different cultures
c Note that all the words above (except for challenge) are
hi
Disadvantages: overcrowding; pollution; too much
uncountable nouns.
development and construction; natural places can be
ap
ruined; high prices, particularly house prices, can affect You could also check the following words and phrases:
local people; some tourists can be noisy or thoughtless rapidly = very fast
gr
distant = far away

2 66 decade = ten years
eo
• Read the three options (a–c) first with the class. Explain Note the verbs to impact / affect the environment and
extreme activities (= dangerous sports like climbing) and the nouns to have an impact / effect on the environment.
impact (= how things change because of tourists). Both words mean to change something in a significant
lG
• Ask students to read the article quickly and circle the way (here, a negative way, but both words can be used to
best option. Encourage them to skim the text rather describe a positive change).
na
than reading carefully.

• Optional step The reading text is recorded. Instead of Background information
io
asking the students to skim the text, you could ask them
Patagonia is a sparsely populated region at the southern
to cover the text and listen to the recording once to end of South America, shared by Argentina and Chile.
at

The Magellanic penguin is a South American penguin,
3
N
named after Portuguese explorer Ferdinand Magellan,

who first spotted the birds in 1520.
• Ask students to read the article again and complete
the table. Let students compare their answers in pairs Mount Everest is the world’s highest mountain and is part of
before checking as a class. the chain of mountains in Asia called the Himalayas.
The Balearic Islands are near Spain’s eastern coast, and are
4 part of Spain. The best known of these islands are Ibiza,
• Ask students to answer the questions with information Majorca, and Minorca.
from the article. Let them compare their answers in
pairs or groups before checking as a class.
SAMPLE COPY, NOT FOR DISTRIBUTION 8c All aboard! 98a

Speaking my
Critical thinking reading closely 9
6 • Check any unfamiliar words (recycling = using
• Exercises in which students must recognize true, false, or something again, often for a different purpose).
not given are commonly tested in exams. • Ask pairs to discuss the environmental impact of the
• Students should read the sentences without looking activities, and say which activities their family does.
back at the text, and decide whether they think they are
true (T), false (F), or if there is not enough information EXAMPLE ANSWERS
in the article to say (N). 1 Flying to distant vacation destinations leaves a big
• Then ask students to look at the text again and find or carbon footprint—a lot of fuel is used and a lot of
confirm their answers. Tell them not to read the whole carbon dioxide and other pollutants are released.
article again, but to locate and read closely the relevant 2 Recycling household waste is good because it saves trees
sections. Do not check answers at this stage as students and other raw materials and avoids the dumping of
will compare and justify their answers in the next exercise. materials.
3 Traveling by car uses gas—a fossil fuel—which causes
7 pollution and is therefore bad for the environment.
ng
• Tell students to work in pairs. Ask them to underline the 4 Turning off lights and electrical appliances saves
sections of the article that helped them to decide about the electricity—it’s good for saving natural resources.
sentences in Exercise 6 and then to compare their answers.
ni
5 Saving water is good for the environment.
8 6 Using eco-friendly cleaning products is good because
ar
they avoid chemicals and other pollutants that can harm
• Discuss the questions as a class. wildlife.
Le
EXAMPLE ANSWERS 10
1 An eco tax might be good because it will raise money • Organize groups of four and ask them to discuss the
to protect the environment, make tourists more aware
c question.
hi
that they are having an impact on the environment, and
potentially reduce the number of tourists. • Note errors or successful uses of present perfect forms
by students. In feedback, point out good examples of
ap
2 Students’ own ideas

language use and correct any errors.
gr
eo
lG
na
io
at
N

All
ABOARD!
ng
ni
A plane comes in to land on the
ar
Caribbean island of Saint Martin.
66
Le
The tourism industry started to grow rapidly in the middle of the last century, and it’s been growing
ever since. In the last twenty years in particular, more and more people have been traveling to
c
distant places around the world. It’s a wonderful thing, to be able to travel to destinations we had
hi
previously only read about or seen on television. But what kind of impact do large numbers of
ap
5 people have on these places?
A voyage to the end of the Earth? Let’s all go to the beach

gr
A large cruise ship can carry as many as six thousand What happens when a region of about a million
eo
passengers at a time, with about twenty-four million people is visited by thirteen million tourists every
people going on cruises every year. Cruise ships drop year? The Balearic Islands in the Mediterranean Sea
lG
10 about ninety thousand tons of waste into the oceans 35 have been dealing with this situation for decades.
every year, and each ship produces as much air Where have the fresh water, the food, the gas, and the
pollution as five million cars. The effects of this are electricity for thirteen million tourists come from?
na
made even worse by the fact that cruises visit the same And how have the islands maintained the quality
places over and over again, so the damage is repeated. of the beaches, the roads, and the countryside?
io
15 In Patagonia, this has been having an effect on wildlife. 40 Recently, the government of the Balearic Islands
For example, the number of Magellanic penguins has decided to charge tourists an eco tax of two euros a
at
been falling for some years now. day. This has been tried once before, but it wasn’t a
success. However, the challenges have been getting
N
Climbing to the top of the world greater every year. The money from the tax is used
45 to reduce the negative effects of tourism on the local
Far fewer people go climbing or trekking in the environment.
20 Himalayas than take a cruise, but in the short climbing
season each May, about a thousand people try to climb
Mount Everest. At times, there are actually lines of
Difficult choices
climbers on the route to the top. The difficult conditions So should we travel or simply stay at home? Many
mean that everyone needs to take a lot of equipment with destinations offer low-impact tourism—such as
25 them. Unfortunately, for the last few decades, climbers 50 ecotourism. It’s time to ask ourselves some difficult
have been leaving their equipment on Everest. In recent questions. Can we really visit the world’s beautiful
years, clean-up teams have been organizing expeditions places without destroying them?
just to pick up this trash. The teams are made up of local
and international climbers. One group has brought over
30 eight tons of trash down from the mountain!

8d Is something wrong?
Vocabulary travel problems 3 67 Look at the expressions for dealing
with problems. Can you remember who said
1 Work in pairs. Have you ever had any travel what? Write G (guide) or T (tourist) next to the
problems involving these things? Tell your partner. expressions. Then listen to the conversations again
Which of these problems can a tour guide help and check.
you with?
DEALING WITH PROBLEMS
baggage allowances hotel rooms
boarding passes passport control I wonder if you could help us. T
car rentals train schedules Is something wrong? G
Can I help? G
customs checks travel documents
flight delays travel sickness Our luggage hasn’t arrived. T
food poisoning Which flight were you on? G
How did that happen? T
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Do you know where our bags have gone to? T
WORDBUILDING compound nouns (noun + noun) When’s the next flight? T
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We can use two nouns together to mean one thing. It’s about my wife. T
How long has she been feeling like this? G
ar
baggage allowance, hotel rooms
Is there anything you can do? T
I’m afraid the luggage has gone to Los Angeles. G
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Don’t worry. We’ll arrange everything. G
I’ll ask the hotel to call a doctor. G
c
hi
4 Work as a class. Are the problems solved? How?
ap
5 Pronunciation strong and weak forms

a
gr
68 Work in pairs. Look at the position of to

in these sentences. Listen to the sentences. In
eo
which sentence is to strong /tuː/? In which one is

it weak /tə/?
lG
1 Do you know which airport our bags have

gone to?
2 Yes, I’m afraid the luggage has gone to
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Los Angeles.
b
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69 Listen and repeat these questions. Use

strong or weak forms of at, from, and for. Then
at
work in pairs. Ask the questions and give your

own answers.
N
1 Which hotel are you staying at?

2 Are you staying at the Ocean Hotel?
Real life dealing with problems 3
4
Where have you traveled from?
Why haven’t we heard from the airline?
2 67 Listen to two conversations between a 5 What have we been waiting for?
tour guide and tourists. Write the number of the 6 Are you waiting for the manager?
conversation (1 or 2) next to the problem they talk
about (a–f). 6 Work in pairs. Take the roles of a tourist and a tour
guide. Choose from the problems in Exercise 2 and
a The person has missed his/her flight home. act out two conversations. Use the expressions for
b Someone has had an accident. dealing with problems to help you.
c The luggage hasn’t arrived. 1
d The flight has been delayed.
e The person has lost his/her plane tickets.
f Someone is sick. 2
100
4
8d Is something wrong? • Discuss the questions with the class and elicit answers
from different students.
Lesson at a glance
EXAMPLE ANSWERS
• vocabulary: travel problems
• real life: dealing with problems 1 The tour guide says the problem is solved—the bags
• pronunciation: strong and weak forms will arrive tomorrow morning on the next flight
and will be delivered to the hotel—but the tourist
is still concerned because all their clothes are in the
Vocabulary travel problems suitcases.
2 The tour guide arranges for a doctor and the tourist is
1
happy with that and says thank you (but his wife is still
• Give students a moment to read the compound nouns unwell).
in the box carefully. Check that the students know all
the words. Let students use dictionaries to look them up
or provide definitions and examples. Pronunciation strong and weak forms
• Ask pairs to discuss the questions. 5a 68
ng
• Read the wordbuilding box to your class. Elicit • Draw students’ attention to the position of to in the
examples of other noun + noun compound nouns sentences. Play the recording. Students listen and say
connected with travel (e.g., information desk, ticket office,
ni
when to is strongly or weakly stressed.
budget airline, bus station).
ar
Refer students to Workbook page 67 for further practice. ANSWERS
Le
1 strongly stressed 2 weakly stressed
Vocabulary notes
baggage allowances = how much baggage (in number,
size, and weight) you are allowed to take on a plane Audioscript 68
boarding pass = the pass the airline gives you at check-in
c
hi
that allows you to get on the plane 1 Do you know where our bags have gone to?
ap
food poisoning = when you eat something and it makes 2 Yes, I’m afraid the luggage has gone to Los Angeles.
you sick
travel documents = passport, visa, ticket Pronunciation notes
gr
travel sickness = an unpleasant feeling you get in your Ordinarily, prepositions are weakly stressed when
stomach when you are traveling
eo
they come in the middle of a sentence. However, they

At an airport, check-in is where you show your ticket and are strongly stressed when they come at the end of
leave your luggage, passport control is where they look a sentence. Note how prepositions at the end of a
lG
at your passport and allow you to go to the departure wh- question are stressed.
lounge, and customs checks are where you get off the
plane and they ask you to stop and open your bag. 5b 69
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• Play the recording. Students listen and repeat.

Real life dealing with problems • Organize the class into pairs to practice the questions.
io
2 67 Tell them to improvise answers.

at
• Tell students that they are going to listen to two short 6

conversations between a tour guide and tourists. They
N
• Ask pairs to choose a situation from Exercise 2 and to

must match each conversation with the problem they prepare a conversation. Tell them to try to use as many
talk about (a–f). Give students a moment to read the of the “dealing with problems” expressions as they can
problems and check any unfamiliar words. in their dialogue.
• Play the recording. Let students compare answers in • Ask students to roleplay their conversation. Select pairs
pairs before checking as a class. to act out their dialogue.
3 67
• Ask students to match the speakers with the
expressions from what they can remember of the awesome = fantastic, great
conversations. Play the recording again so that students jet-lagged = feeling tired because her biological clock is
can check their answers. different from the time in the country she is in
Please refer to page 170 for Grammar Notes on making

offers and asking for help.

8d Is something wrong? 100a
2c
8e Hello from Mexico City! • Ask students to look back at the text and find other
examples of places where words have been omitted.
Lesson at a glance
ANSWERS
• writing: a text message
• writing skill: informal style See answers for 2a
2d
Writing a text message
• Ask students to rewrite the sentences. Elicit how to
1 rewrite the first sentence and write it on the board. Let
• Ask: When might we start a text message with "Hello from students compare answers in pairs before checking as a
Mexico City!"? (when on vacation); How do we start an class.
informal text message? (Hi; Hello); What information do we
include in a text message? (short factual info); What is the ANSWERS
style? (abbreviations; reduced sentences and words; use
1 The city is huge and lively!
of emoticons)
2 I haven’t been inside the Leon Trotsky Museum because
ng
• Ask students to read the message and answer questions it is closed.
1–4. Let them compare their answers in pairs before
3 I visited the Museo del Palacio de Bellas Artes. It was
checking as a class. Please see page 100a for Vocabulary
ni
stunning!
notes.
4 I took lots of selfies in the Zocalo.
ar
5 I can’t understand the Mexican accent, but I'm trying!
ANSWERS
6 I had a text from Jung—she’s arriving on Sunday.
Le
1 Dallas, Mexico City 2 could be both
3 people awesome; Mexico much less crowded than Seoul
2e
4 She's been shopping, visited the pyramids, taken a tour
• Ask students to rewrite the sentences as though they
of a museum, been on a boat trip, and then slept for a
c are text messages. Start them off by eliciting the first
hi
long time.
reduced sentence. Let students compare answers in
ap
Writing skill informal style
2a ANSWERS
gr
• Ask students to read the message again and look for 1 Weather sunny & very hot.
the features of informal style (ask students to find one
eo
2 Been touring typical places—exhausting!

example of each feature). Let students compare their
3 People here very kind & have helped a lot.
lG
4 Tried street food—delicious!

5 Not heard from Anton yet.
ANSWERS
6 Taking bus to Oaxaca cos flying too expensive.
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Lynne uses all the features in her message, except

contractions:
abbreviations: cos (because) 3
io
comment in parentheses: (wow!); (awesome!) • Ask students to decide on a place and to write notes.
exclamation marks: Dallas!!!; (wow!); (awesome!) Monitor and help with ideas and vocabulary.
at
informal expressions: Hi; made it; wow; awesome 4

N
listing items: So far have: been shopping ...

• Ask students to decide who to write the message to and
leaving out words: (I) Finally made it; after (an) 18-hour to start writing using Lynne’s text message as a model.
delay; (The) Weather (has) been rainy but (the) people (are)
awesome. Mexico (is) much less ...; So far (I) have; Then (I) 5
slept all day; (because I was) jet-lagged
• When students have finished their messages, ask them
symbols: sweat from forehead face after Dallas!!!; to “send” them to other students in the class. Ask
unhappy face after jet-lagged
students to write comments on the bottom of the text.
2b 6
• Ask students to read the example and put the missing • Organize the class into pairs. Students tell their
words in the sentence. partner about the text they received. Tell them to try to
remember the information in the text as they speak.
ANSWER
Finally, I finally made it to Mexico City after an 18-hour
delay in Dallas!!!

8e Hello from Mexico City!
Writing a text message
1 Read the message from Lynne. Answer the questions.
1 Where has Lynne come from and where is
she now?
2 Who do you think the message is for? Friends,
family, or both?
3 What does Lynne say about the people and
the city?
4 What has she been doing?
Hi everyone!
Finally made it to Mexico City after 18-hour
ng
delay in Dallas!!! Weather been rainy but
people awesome. Mexico much less crowded
ni
than Seoul! So far have: been shopping
ar
in Roma Norte, visited the pyramids at
Teotihuacán (wow!), taken a tour of the Frida
Le
Kahlo Museum (awesome!), had a boat trip
e Rewrite the sentences. Leave out words where
along the canals of Xochimilco. Then slept all possible.
day & night cos jetlagged.
c 1 The weather is sunny, and it has been very hot
hi
sometimes.
ap
2 I’ve been touring all the typical places—it’s

2 Writing skill informal style exhausting!
3 The people here are very kind, and they have
gr
a Read the message again. Which of these features of helped me a lot.

informal style does Lynne use? 4 I tried some street food—it’s delicious
eo
5 I haven’t heard anything from Anton yet.

abbreviations informal expressions 6 I’m taking a bus to Oaxaca because flying is too
lG
comments in parentheses listing items expensive.

contractions leaving out words
exclamation marks symbols 3 Choose a place you have visited or would like to
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visit. Make notes. Use the questions in Exercise 1

b Look at this excerpt from the message. The words as a guide.
io
I and an are missing. Mark their positions in the

4 Decide who to write to. Write a message describing
at
complete sentence.
your trip. Use some of the features of informal
style from Exercise 2a and leave out words that are
N
Finally made it to Mexico City after 18-hour delay not necessary.

in Dallas!!!
5 Send your message to someone in your class. Then
read the message you have received. Use these
c Mark the places in the message where Lynne has questions to check your classmate’s message.
left out words. What are the words?
• Is everything clearly expressed?
d Rewrite these as complete sentences. • Are there any sections you do not understand?
1 city huge & lively 6 Work in pairs. Tell your partner about the message
2 not been inside Leon Trotsky Museum cos closed you have received.
3 visited Museo del Palacio de Bellas Artes -
stunning! A: I got a message from Daisuke the other day.
4 took selfies (lots) in the Zócalo B: Oh! How’s he doing?
5 can’t understand Mexican accent (trying!)
6 text from Jung - arriving Sunday

8f Questions and answers
ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
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Cory Richards on the Cordillera Blanca in Peru
102
4 8.1
8f Questions and answers • Tell students they are going to watch Video 8.1. Play the
video. Let students compare their answers to Exercise 3
Before you watch in pairs.
1
• Ask pairs to discuss the questions. Discuss ideas with
Videoscript 8.1
the class. “Uh, the one thing I wouldn’t leave home without …”
“Mmm, eh …”
EXAMPLE ANSWERS “That’s a good question.”
1 They travel the world and go to places other people “Phew.”
don’t go. They do research, they find out about
unknown areas, and they are often involved with the John Francis, ecologist You know, when I’m packing if
conservation of plants, wildlife, and the way of life I don’t have a camera or my binoculars, then I feel nude.
of traditional people and their languages. They take Andrés Ruzo, geologist I’ve got a habit of carrying like
photos and make movies. They often work outdoors in a rosary and a knife.
dangerous and inhospitable places. Carlton Ward, photographer My GPS. Without a
ng
2 Items: cameras, binoculars, good boots, climbing GPS, we would be still paddling in circles somewhere.
equipment, waterproof clothing, maps, GPS systems, Amy Dickman, zoologist I always take DVDs. It’s very
sunglasses, knife, camping and/or survival equipment. sad, but it just gives me something to look at that’s nothing to do
ni
3 To see the world, because they have a sense of with the field, and just have a break at the end of the day.
adventure, to get away from ordinary life, to pursue Eric Patterson, biologist There’s a lot of times where
ar
their interest in science or geography or geology, to the power goes out. My headlamp has become sort of an
help protect and conserve the environment. essential tool even though I might not have thought so at first.
Le
Lee Berger, paleoanthropologist It’s my hat. I’ve
got a hat that I wear all the time, and I wouldn’t … It’s my lucky
Key vocabulary
hat, and so I make my discoveries with my hat on.
2a
c Chris Thornton, archeologist Sunblock. I am very,
hi
• Ask students to guess the meaning of words in bold very white.
using the context of the sentence to help them. Let them
ap
Kuenga Wangmo, archeologist I wear this … It’s

compare answers in pairs. Don't check answers at this supposed to protect you.
stage.
Aziz Abu Sarah, humanitarian Items —I don’t care
gr
2b about anything. I need to make sure I have a local with me.

That’s the one thing I would never give up on.
eo
• Ask students to match the words with the definitions.

Cory Richards, photographer You don’t want to
Let students compare answers in pairs before checking
leave home without a pencil, a camera, a paintbrush. One thing
as a class.
lG
I would not leave home without is a vehicle or a way to record

that which I am experiencing.
Vocabulary notes
na
Use gestures to show the meaning of binoculars and 5 8.1

paintbrush. • Ask students to watch the video again and circle the
io
Sunblock and sunscreen are both used to describe the items the explorers mention. Let students compare their
different creams you put on your skin to avoid getting red, answers in pairs before checking as a class.
at
burning, and getting skin damage.

6
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• Ask pairs to discuss the questions.

While you watch
Video 1: What item would you not leave Vocabulary notes (p. 103, Exercise 9a)
home without? find yourself = we use this expression to describe a
situation where somebody travels, takes a course, or just
3 changes direction in order to find out what they want to
• Refer students to the items in question 2 of Exercise do in life and what sort of person they are.
1, e.g., cameras, binoculars, good boots, climbing
equipment, waterproof clothing, maps, GPS device,
sunglasses, knife, and camping or survival equipment.
Ask students to say which item is most essential.
• Ask students to read the sentences and guess which
item is being described. Elicit ideas but don’t check
answers as students will find out more from the video.

8f Questions and answers 102a
Video 2: Why is it important to explore? answers in pairs before discussing as a class. Please see
page 102a for Vocabulary note.
7 8.2
• Ask students to read what the explorers in the video
say and guess the missing word in each sentence. Videoscript 8.3
• Play Video 8.2. Students watch and listen and check 1 What does the power goes out mean?
their answers.
a I’m really tired
b there’s no gas
Videoscript 8.2
c we have no electricity
Lee Berger, paleoanthropologist 2 What does a local mean?
Oh … I … that’s not hard to say.
a a map of the area
Catherine Workman, conservation
biologist Mmmm, that’s tough. b a person from the area
Laly Lichtenfeld, big cat c a place to stay
conservationist Mmmm, let me think about that one for 3 What does human nature mean?
a minute.
a experiencing wild places
John Francis, ecologist Exploration is in people’s
ng
blood—some more than others, I think. But if you have questions b our education
and you don’t pursue them, then to me it’s a life unlived. c the way we are
ni
Emily Ainsworth, anthropologist It’s part of human 4 What does find yourself mean?
nature to be curious and to want to learn more about the world.
ar
a feel happy
Juan Martinez, environmentalist It’s where you
find yourself, or you find new things, where you grow. b understand who you really are
Le
Laly Lichtenfeld It keeps life exciting. I mean that’s what c want to live
exploring is about. 5 What does drives people mean?
Clare Fieseler, marine ecologist That’s what drives
people to, like, the highest mountain and the deepest crevices,
c a makes people want to go
hi
and I don’t think that will ever stop. b takes people in a car
c works as a driver for explorers
ap
Enric Sala, marine ecologist Without exploration,
there would be no progress. Exploration is trying to learn why
and how and where. 9b
gr
Lee Berger We think we know this place, but we don’t. We • Ask students to answer the questions in their own
think we know ourselves, but we don’t. We think we understand words. Then ask them to work in pairs and compare
eo
how things work, but we don’t. their answers.

Catherine Workman By knowing what’s out there, we
lG
care about what’s out there. EXAMPLE ANSWERS

Cory Richards If we have more to care about, then we 1 Students’ own answers
engage more fully with our world and more fully with our 2 It is human nature to fall in love, to have ambitions,
na
human family and we act, you know, with love. to get angry.
Lee Berger That’s why exploration is so fundamentally 3 Artists: desire to create something, to be famous;
io
important. Business people: desire to be rich, to lead people.
8
at
8.2
10
• Play video 8.2 again. Ask students who they think gave
N
the most interesting answer. • Ask students to discuss the questions in pairs or as a
After you watch
EXAMPLE ANSWERS
Vocabulary in context 1 I wouldn’t leave home without my cell phone because
9a 8.3 it’s a way of communicating with people, has a GPS
• Explain that students are going to watch some clips from system to help me know where I am going, and a
the video which contain some new words and phrases. camera to record my journey.
They need to choose the correct meaning of the words. 2 It’s a good idea to travel because you see new places,
meet new people, and find out what it is like to be in
• Play the clips. When each multiple-choice question new places.

Before you watch 4 8.1 Watch the first video. Check your ideas
from Exercise 3.
1 Work in pairs. You’re going to watch two videos
of National Geographic Explorers giving their 5 8.1 Watch the video again. Circle the items
personal answers to questions. Before you watch, the explorers mention.
discuss these questions.
binoculars camera DVDs
1 What kind of work do explorers do? Where do family photographs GPS hat
they work? headlamp knife local person
2 What items might they need to take with them paintbrush pencil sunblock
when they’re exploring? sunglasses
3 Why do you think people become explorers?
6 Work in pairs. Which of the items in Exercise 5
2 Key vocabulary surprised you?
a Work in pairs. Read the sentences. The words in
bold are used in the video. Guess the meaning of Video 2: Why is it important to explore?
the words. 7
ng
8.2 Read what the explorers in the video say.
1 If you want to watch animals in the wild, a pair What do you think the missing word is? Then
of binoculars is very useful. watch the video and check your ideas.
ni
2 I’d get really burned if I didn’t use sunblock. 1 John Francis, ecologist
ar
3 I’m not very good with a paintbrush—I prefer “If you have questions and you don’t
doing pencil drawings. pursue them, then to me it’s a life unlived.”
Le
4 Children are curious about the world. 2 Laly Lichtenfeld, big cat conservationist
5 I’ve been making good progress in Italian since “It keeps life exciting, I mean that’s
I started classes. what exploring is about.”
b Match the words in bold in Exercise 2a with these c 3 Enric Sala, marine ecologist
hi
definitions. “Without exploration, there would be no
progress
ap
.”
a a tool to paint with paintbrush 4 Lee Berger, paleoanthropologist
b cream that protects your skin from “We think we understand how things work,
gr
the sun sunblock but we don’t.”

c equipment with lenses for looking at things
eo
far away binoculars 8 8.2 Watch the second video again. In your

d improvement and development progress opinion, who gave the most interesting answer?
lG
e interested in something and wanting to learn

about it curious
After you watch
na
While you watch 9 Vocabulary in context

io
a 8.3 Watch the clips from the videos. Choose

Video 1: What item would you not leave the correct meaning of the words and phrases.
at
home without?
b Answer the questions in your own words. Then
N
3 Read what four of the explorers say about why work in pairs and compare your answers.
they choose the items they take with them. What
do you think they are talking about? 1 Does the power ever go out where you live?
What do you do when that happens?
1 John Francis, ecologist 2 Do you think it’s human nature to be curious?
“...if I don’t have a camera or my What else is human nature?
binoculars then I feel nude.” 3 What kind of thing do you think drives artists?
2 Carlton Ward, photographer What about business people?
“without a GPS , we would be still
paddling in circles somewhere” 10 Work in pairs. Discuss the questions.
3 Amy Dickman , zoologist 1 What would you not leave home without if you
“ DVDs , just to have a break at the end were traveling?
of the day” 2 Why is it a good idea to travel?
4 Chris Thornton, archeologist
“ sunblock . I’m very, very white.”

Grammar Vocabulary
4 Match nouns from A and B to make travel
vocabulary. Then write questions with the
expressions.
A B
baggage flight control sickness
boarding passport allowance checks
customs travel delays pass
5 ❯❯ MB Work in pairs. Which of these activities

1 Complete the article about Thomas Cook with would you do in a coastal resort, a big city, a
the correct verb tense or form. Use simple past, nature reserve, and a campground? Give your
ng
present perfect, present perfect continuous, -ing reasons.
form or infinitive.
be active learn new things
ni
Before 1872, people 1 didn’t travel (not / go sightseeing spend time with friends
travel) for pleasure very much. Then a man named have new or family
ar
Thomas Cook 2 changed (change) experiences take it easy
everything when he 3 formed
Le
(form) a travel agency, Thomas Cook & Son.
to provide I CAN
Cook aimed 4 (provide)
educational and cultural tours. His son was use travel vocabulary appropriately
successful in 5 expanding (expand) the c
hi
talk about vacation activities
business around the world. At first, foreign travel
ap
was expensive, but incomes

6 have risen (rise) since those days. Real life
Nowadays, many millions of ordinary people expect
gr
to go 6 Read these sentences from a conversation at an

7
(go) on vacation at least
airport. Put the sentences (a–h) in order (1–8).
once a year. In the twentieth century, travelers
eo
preferred 8 to book (book) trips with a A: What? How did that happen? 3
travel agencies. For the last few years, travel agencies b A: Well, let’s look again. Calm down. 7
lG
9 have been struggling (struggle) because most c A: Well, did you look through all your
people 10 have been making (make) their own bags? 5
d A: Is something wrong? 1
na
plans online. Thomas Cook, however, is still one of

the biggest travel companies in the world. e B: Yes, I have. I’ve even checked the
suitcase. 6
io
2 Work in pairs. Answer the questions about the f B: I’ve been worrying so much about
article in Exercise 1. everything, and now this! 8
at
1 How has travel changed since the time of g B: I think I’ve lost the boarding passes. 2
N
Thomas Cook? h B: I don’t know. I thought they were in my

2 Why do you think the travel agency Thomas pocket, but they aren’t there now. 4
Cook & Son was successful? 7 ❯❯ MB Work in pairs. Act out conversations.
3 ❯❯ MB Write four true or false sentences about Conversation 1: Student A is a tourist and Student B
yourself with these verbs. Then work in pairs and is a tour guide. Student A has lost his/her passport.
say if your partner’s sentences are true or false. Conversation 2: Student A is an airline employee
and Student B is a customer. The flight is canceled.
have been learning have seen
am interested in trying want to go I CAN
talk about travel problems
I CAN ask for and give explanations
use verb patterns correctly (-ing form and infinitive)
talk about recent activities and experiences
(present perfect simple and present perfect continuous)
104
104 Unit 8 Travel SAMPLE COPY, NOT FOR DISTRIBUTION
Unit 8 Review and memory 5 ❯❯ MB
booster • Ask pairs to discuss which of the activities you do
in a coastal resort, a big city, a nature reserve, and a
campground. Encourage them to give reasons for their
Memory Booster activities answers.
more information about these activities and how they ANSWERS
Students’ own answers. You could do any of the activities
in any of the places—it is mainly down to personal
I can … checkboxes experience and preference.

I can … boxes, you could ask them to give themselves Real life
confident) for each language area. If students score 1 or 6
2 for a language area, refer them to additional practice • Ask students to read the sentences and put them into
activities in the Workbook and Grammar Summary order.
exercises.
ng
7 ❯❯ MB
Grammar • Ask pairs to act out conversations similar to Exercise
ni
7. You may wish to ask students to work with a new
1 partner and repeat the conversations in a different role.
ar
• Ask students to complete the article with the correct
verb tense or form. Let students compare answers in
Le
pairs before eliciting answers from the class.
2
• Ask students to read the article in Exercise 1 again and
c
hi
answer the questions in pairs.
ap
ANSWERS
1 people didn’t travel for pleasure very much, now they
gr
do; foreign travel was expensive, now it isn’t; travelers

used to prefer booking trips with travel agencies, now
eo
many people make their own plans online

2 because incomes rose and ordinary people started
traveling for pleasure; it offered organized educational
lG
and cultural tours that appealed to people; in recent

years many millions of ordinary people now expect to
have at least one vacation a year
na
3 ❯❯ MB
io
• Ask students to work individually to write four true

or false sentences about themselves using the verbs in
at
the box. Then ask students to work in pairs to read out

N
their sentences and say if their partner’s sentences are

true or false.
Vocabulary
4
• Ask students to match nouns from A and B to make
travel vocabulary. Let students compare answers in
pairs before writing questions with the expressions.
ANSWERS
baggage allowance; boarding pass; customs checks; flight
delays; passport control; travel sickness/delays

Unit 8 Review and memory booster 104a
Unit 9 Shopping
Opener 3
1 • Ask pairs to discuss the questions. Point out that there
are some suggestions in the box, but students can also
• With books closed, write shopping on the board and
use their own ideas.
ask students to work in pairs to think of collocations,
e.g., shopping mall, shopping center, go shopping, do the • Optional step Tell students to look at the questions
shopping, go window shopping, shopping list, shopping cart, and listen to you give your answers. Speak for about
shopping bag. one minute, telling the class about your best and worst
present, and what things you buy for yourself and
• Ask pairs to look at the photo and the caption, and
for others in your family. At the end, ask students to
compare the place shown in the photo with where they
summarize with a partner what you talked about.
usually go shopping.
EXAMPLE ANSWERS
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EXAMPLE ANSWERS
The mall in the picture is probably bigger and more The best present I’ve been given was a watch from my
luxurious/interesting/expensive/exotic than where they girlfriend—it’s special because it was the first thing she
ni
usually shop. It’s more likely to have top designer brands and gave me.
a wide range of different types of shops.
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4
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• Ask each pair to prepare five questions to ask about
shopping habits. Make sure both students write the
The Galleria Vittorio Emanuele is located in Milan and is one questions down as they will each need to use them
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of the world's oldest shopping malls. It is named after Vittorio when they conduct the survey. Monitor and offer
Emanuele II, the first king of the Kingdom of Italy, and it was support with vocabulary and question formation.
hi
built between 1865 and 1877. It now contains many luxury
shops as well as restaurants, bars, and cafés. The central • Ask students to walk around and interview at least
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octagonal space is covered by a beautiful domed glass roof. three other people. After a few minutes, ask students to
sit down in their original pairs and share their findings.
gr
2 70 Select pairs to summarize their findings for the class.

• Tell students that they are going to listen to a market
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researcher interviewing some people who are shopping. EXAMPLE ANSWERS

Ask them to look at the table carefully and say what How often do you go shopping? / Where do you usually
lG
type of information is missing (nouns). Pre-teach couple go shopping? / How much do you spend on new items
(= two) and She’s really into (= She really likes). every week? / What sort of shops do you enjoy going to? /
Do you shop online?
• Play the recording. Students listen and complete the
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information. Let students compare their answers in

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Vocabulary note
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She’s really into = She’s very interested in

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Extra activity
Ask students if they have any traditions in their families,
such as buying special presents on birthdays, anniversaries,
or at other times.

Unit 9 Shopping
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Galleria Vittorio Emanuele, Milan, Italy

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F E AT U R E S 1 Work in pairs. Look at the photo and the caption. Compare

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this place with places you usually go shopping.

106 Shopping trends
2 70 Listen to a market researcher interviewing some people
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How do you do your who are shopping. Complete the table.

shopping?
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Interview What? Who for?

108 Spend or save? 1 the latest iPhone mom
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Do you buy on impulse? 2 a couple of nice shirts himself

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3 some jewelry each other

110 the art of the deal
How to negotiate a price
3 Work in pairs. Discuss the questions.
114 Making a deal 1 What’s the best (or worst) present anyone has ever
A video about shopping in given you?
the oldest market in Morocco 2 What kind of things do you and your family or friends buy
for each other?
3 What kind of things do you prefer to buy for yourself?
4 Work in pairs. Prepare a survey on shopping habits. Ask at least

three other people your questions. Then compare the results.

9a Shopping trends
Reading 2 Read what a farmer and a store manager say about
selling their products. Answer the questions.
1 Work in pairs. How do you prefer to shop?
1 What kind of products do they talk about?
Tell your partner and give reasons.
2 What kind of shopping do they talk about?
at markets (indoor or outdoor) 3 Where do they sell their products?
in department stores
3 Read the article again. Find one advantage to
in malls
customers and one to sellers for each kind of
in small local shops
shopping.
online
4 Work in pairs. Can you think of any disadvantages
to each kind of shopping?
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Shopping trends
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71
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Nate McGregor
Californian farmer
“Farmers’ markets are becoming more and more popular
c
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these days; some are even tourist attractions. People enjoy
buying fruit, vegetables, meat, and dairy directly from
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the growers. I have a stall in the downtown marketplace

three times a week. When I sell directly to consumers, they
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pay less, and I still get a good price. That’s because the
vegetables don’t have to be packaged and I don’t have to
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pay a wholesaler1 to distribute and sell my products. The

customers are happy because the vegetables are fresher
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and better quality than in the supermarket, so they keep

for longer. A lot of supermarket stuff has to be eaten
within a couple of days.”
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Mark Noble,
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manager at Costco store

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“These days, lots of people have busy lives, and online

shopping is a growing area for us. It’s especially popular
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with people who buy the same things in the same amounts
every week. At first, online shopping was used mainly by
our regular customers, but since we introduced our mobile
phone app, more new accounts have been set up.
Customers can browse the entire Costco selection, which
offers thousands of items not found at their local store.
With the app, you can save time and money. Food and
household items are delivered to the customers’ homes for
a small charge, or people can pick them up in the store. A
new free delivery service is being launched nationwide at
the moment, and with that we’ll be able to improve our
service to customers even more.”
1
wholesaler (n) /ˈhoʊlseɪlər/ a company that buys products in large
quantities from the maker and sells them to different stores
106
Vocabulary notes
9a Shopping trends
stall = a shop in a market
distribute = to send to different places
Lesson at a glance household items = (laundry detergent, cleanser, etc.)
• reading: two ways of going shopping
• grammar: passives 3
• speaking: shopping now and in the future • Ask students to read the article again to find one
advantage to customers and one to sellers for each kind
Reading of shopping. Let them compare their answers in pairs
1
• Organize pairs to talk about their shopping habits. In
feedback, ask students what they found out about their
ANSWERS
partner, and find out which places to shop are most shopping in farmers’ markets:
popular with students in your class. advantage to the customer—they pay less;
advantage to the seller—they still get a good price, they
don’t have to pay a wholesaler
EXAMPLE ANSWERS
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online shopping:
Possible reasons for shopping in the following places: advantage to the customer—they can browse items not
at markets (indoor or outdoor) = fresh produce, local food, found at their local store; the shopping can be delivered
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hands-on/enjoyable experience, can talk to seller to their home;
advantage to the seller—more new accounts have been
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in department stores = good for buying designer brands,
convenient to have different products in one shop set up since they introduced the new cell phone app.
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in malls = great experience, all shops in one place, can buy
anything you want, easy to drive to 4
in small local shops = hands-on experience, enjoyable • Ask pairs to think of possible disadvantages to each
c
experience, can talk to seller, not far from home, kind of shopping. Set a five-minute time limit. Elicit
supporting local community
hi
ideas from the class.
online = easy, convenient, cheap, easy to compare prices,
ap
can see a very wide range of products, products delivered
EXAMPLE ANSWERS
farmers’ markets: not very regular (often just once a
2 71
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week); lack of range of items; have to travel to and from

• Ask students to look at the title. Check that they the market; often outdoors (not good on cold, wet days);
understand the word trend (= a gradual change or
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products can be more expensive

development that produces a particular result over online shopping: can’t see and touch product before you
time), and ask students to say what the text is about. buy it; may have problems trying to return it; it’s a less
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• Ask students to read the article and note answers to sociable experience; you may have to pay for delivery
questions 1–3. They can listen and read along to the
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ANSWERS
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1 Nate McGregor (farmer): food, vegetables, supermarket

stuff
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Mark Noble (store manager): food, household items

2 Nate McGregor: shopping in farmers’ markets
Mark Noble: online shopping
3 Nate McGregor: farmers’ markets
Mark Noble: Costco stores (a supermarket)
SAMPLE COPY, NOT FOR DISTRIBUTION 9a Shopping trends 106a

Grammar passives • First, students must complete their sentences with the
correct passive form. Monitor and check the sentences
5
have been completed correctly as students work.
• Tell students to read the information in the grammar You could ask As and Bs to work together in pairs to
box. Ask students to find examples of the passive forms support each other.
in the grammar box and answer the questions. Let
students compare answers in pairs. • Ask students to share their sentences with their partner.
Their partner must guess whether the sentences are true
or false.
ANSWERS
Simple passive: was used ANSWERS
Modal passive: has to be eaten
Student A: Student B:
Continuous passive: is being launched
1 is demanded 1 is spent
1 We form the passive with the appropriate form of the
2 will be owned 2 will be spent
verb be, plus the past participle form of the main verb.
3 will; be accepted 3 will be built
2 By is followed by the "agent" (the people or things that
do the action of the main verb). 4 are expected 4 is being requested
5 will be made 5 will be shared
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Refer students to page 172 of the Student Book for further (sentence 3 is false) (sentence 3 is false)
11
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6
• Organize groups of four. Tell them to imagine that they
• Ask students to find and underline three more examples
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are the makers of a new bag for people of their own age
of the passive in the article. Let students compare their group. Using the list of prompts, they must decide the
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answers in pairs before checking as a class. details for the bag.
• In feedback, ask students to describe and name the • Encourage students to make notes, and find suitable
different passive forms they find, and say whether the images online.
action or the person doing the action is emphasized.
c
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Please refer to page 172 for Grammar Notes on the passive
12
voice. • Allow groups time to plan how they are going to
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present their product to the class. Encourage all

7 members of the group to be involved.
gr
• Ask students to read the text briefly. Ask: What is direct • Invite groups to present their design. Let students ask
trade? (this is a system which is particularly used in the questions about the product after each presentation.
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coffee industry, where coffee roasters buy coffee beans • Ask students to vote for the best bag design.
directly from the growers without using the traditional
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middlemen or wholesalers; it results in more money for Background information (Exercise 9)

the coffee growers, and is thus considered more ethical).
Nokia is a Finland-based company, but the Nokia 1100
• Ask students to read the text again and circle the correct
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and 1101 cell phones were developed in California. They

options. Let students check their answers in pairs before have now been discontinued, but they are still the biggest-
checking as a class. selling cell phones the world has ever known. The secret of
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their success is that they were very simple and cheap.

8 Tetris is a video puzzle game which was originally
at
• Ask pairs to write the passive forms. Tell them to ignore developed in Moscow in 1984.
the italicized options.
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Agatha Christie was an English author of detective fiction.

Her most famous fictional detectives are Poirot and Miss
9 72
Marple.
• Ask students to circle the options they think are correct Justin Bieber is a Canadian singer, songwriter, and actor.
in Exercise 8. Play the recording. Students listen and He was discovered and launched to international stardom
note the correct answers. after posting a video of himself singing on YouTube.
Picasso was a Spanish cubist and surrealist painter of the
Speaking my twentieth century.
10
• Ask pairs to decide who is student A and who is
student B, turn to the relevant pages, and follow their
own instructions.
107a Unit 9 Shopping SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar passives 8 Work in pairs. Write the passive form of
the verbs.
PASSIVES
1 Since its launch in 2003, 250 million
At first, online shopping was used mainly by our regular customers. Nokia 1101 mobile phones / Apple iPods
A new free delivery service is being launched nationwide have been sold (sell).
A lot of supermarket stuff has to be eaten within a couple of days. 2 With 400 shops around the world,
For more information and practice, see page 172. clothing brand Ralph Lauren / Mango
has been / is worn (wear) by more
people than any other.
5 Work in pairs. Look at the grammar box. Find a simple 3 The work of J.K. Rowling /
passive, a modal passive, and a continuous passive. Then
Agatha Christie has been translated
(translate) into more languages than
1 How do we form the passive? Think about the auxiliary any other author.
verb and the form of the main verb. 4 Solitaire / Tetris has been adapted
2 What kind of information follows the word by? (adapt) for 65 different systems,
making it the most successful
6 Work in pairs. Underline three more passive forms in
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computer game ever.
the article Shopping trends. Does the use of the passive 5 The first music video by Justin Bieber /
emphasize the action or the person who does the action? Lady Gaga has been viewed (view) on
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YouTube over 500 million times.
7 Circle the correct options to complete the text about a
6 A painting by Picasso / van Gogh
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company that sells coffee. was bought (buy) at auction for
Le
$106 million in 2010.
9 72 Circle the options you think are
c
We started direct trade about four years ago. This means correct in Exercise 8. Then listen
and check. How many answers did
hi
that more of the final price 1 pays / is paid to the growers.
We have a simple system. First, the coffee beans 2 take / you get right?
ap
are taken to a central collection point by each grower.

When the loads 3 have weighed / have been weighed, Speaking my
gr
the growers 4 get / are got the correct payment. At the 10 Work in pairs. Find out about shopping
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moment, we 5 are using / are being used a standard now and in the future.
shipping company to transport the coffee to Europe. But
Student A: Turn to page 153 and follow
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we 6 are reviewing / are being reviewed our arrangements

the instructions.
and next year, probably, specialized firms 7 will contract /
will be contracted to handle shipping. Once in Europe, the Student B: Turn to page 154 and follow
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coffee can pack and sell / can be packed and sold within
8 the instructions.
a week. 11 Work in groups of four. You are the
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makers of a new bag for people of your

at
own age group. Decide on the following

details for your bag. Find images online or
N
make your own.

• what it will be/look like
• where/how it will be made
• where/how it will be sold
• who it will be aimed at
• how much it will cost
• why people should buy it
12 Present your product to the class. Vote on

the one you’d most like to buy.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 9 Shopping 107

9b Spend or save?
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c
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Vocabulary shopping (1) Listening
ap
1 Work in pairs. Have you ever bought anything on 4 73 Listen to an excerpt from a radio program
gr
impulse? Tell your partner about it. that discusses what’s in the news. Check (✓) the
examples of impulse buying that are mentioned.
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2 Match the beginnings of the sentences (1–8) with

the endings (a–h). Check the meaning of any ✓ Buying lots of things when you only need
words in bold you are not sure about. bread or milk.
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✓ Buying things you can’t afford to buy.

1 The checkout is where you go h Buying things online.
2 When things have a special offer, f
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✓ Spending too much when you’re hungry.

3 At most supermarkets, they help you g
4 Fridges, washing machines, and TVs a 5 73 Listen to the excerpt again. Correct factual
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5 You can often get good deals e errors in four of the sentences.
6 Cheap and expensive items c
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1 Samira has written articles on impulse buying.

7 It isn’t a good idea to b
2 Most of us have spent more than $500 on a
A budget is a way of figuring out d
N
8
purchase that wasn’t necessary!
a are electronics. 3 You should always have a budget when you
b buy things that you can’t afford. need to buy expensive things.
c can both be good value for money. 4 The researchers found that males under
d how much money you can spend. twenty-one are more likely to buy on impulse.
e on products by buying online. 5 Many people use shopping as a way of
f the price is lower. managing their money.
g to bag your purchases. 6 If you make a list, you can avoid impulse buying.
h to pay for your shopping.
6 Work in pairs. Think of three ways people can
3 Work in pairs. Ask and answer questions with the control their impulse buying.
words in bold in Exercise 2.
How do you choose which checkout line to get in at the
supermarket?
108
Listening
9b Spend or save? 4 73
• Tell students they are going to listen to an excerpt from a
Lesson at a glance radio program. Play the recording. Students listen and check
• vocabulary: shopping (1) (✓) the examples of impulse buying that are mentioned.
• listening: impulse buying
5 73
• grammar: articles and quantifiers
• Ask students to read the sentences carefully. Play the
• pronunciation: linking
• speaking: my things
recording again. Students listen and correct the factual
errors. Let students compare their answers in pairs
Vocabulary shopping (1)
1 ANSWERS
• Use the opportunity to brainstorm and review money 1 has read (not written), 2 Five percent of us (not Most)
words, e.g., money, cash, notes, coins, credit card, debit card, 3 correct 4 correct
check, receipt. 5 managing their mood (not money), 6 correct
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• Explain that on impulse means suddenly and without
any planning. Ask students to discuss the question in
pairs. In feedback, select students to share an interesting Vocabulary notes
ni
story they heard from their partner. stick to that amount = don’t spend more than that
ar
quantity (of money)
2
have a snack = have something light to eat (e.g., a piece of
• Ask students to match the beginnings of the sentences
Le
fruit, a sandwich, a bag of potato chips)
(1–8) with the endings (a–h). Elicit the first match to get
them started. Let students compare answers in pairs 6
c• Ask students to think in pairs of ways people can
hi
control their impulse buying. In feedback, discuss
Vocabulary notes
students’ ideas with the whole class.
ap
checkout = in a supermarket, this means the place where

your items are scanned and you pay the person at the cash
EXAMPLE ANSWERS
register
gr
have a budget and stick to it; eat before going to the

special offer = shops use this term to make it seem
supermarket to buy food; make a list before you go
"special" that an item is at a lower price than usual
eo
shopping; don’t go shopping when you are tired or in a

a good deal = at a good/low/competitive price bad mood; ask yourself whether you really need something
budget = your household budget is how much money you can before you buy it
lG
spend every week or month on food and household goods

afford = if you can afford something, you have enough
na
money to be able to pay for it

value for money = when the quality or quantity of
something is good when you take into account how much
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you have paid for it

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purchases = things you buy / have bought

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3
• Ask pairs to take turns to form and ask questions using
the words in bold in Exercise 2. Start by asking a few
questions to the whole class first.
EXAMPLE ANSWERS
Do you look for special offers when you go to a
supermarket, or do you always buy the same things?
Is there an expensive item you want to buy but can’t afford?
SAMPLE COPY, NOT FOR DISTRIBUTION 9b Spend or save? 108a

Grammar articles and quantifiers Pronunciation note
7 When a word ends with a consonant sound and the
• Ask students to look at the words in bold in the next word starts with a vowel sound, it sounds as if the
grammar box, and say which article (a/an, the, or no consonant sound leaves the end of the first word and joins
article/zero article) is used in each situation (a–d). the start of the second word.
ANSWERS 11b 75
a a/an (sentence 4) c the (sentence 2) • Ask students to underline the words which start with
b the (sentence 2) d zero article (sentence 3) vowel sounds in sentences 3–4 in Exercise 10. Tell them
not to worry about vowel sounds at the start of sentences.
Please refer to page 172 for Grammar Notes on articles Check that students have underlined the correct words.
and quantifiers. • Play the recording. Students listen and repeat the
sentences, focusing on the linking.
Pronunciation notes
A and an are normally unstressed and pronounced /ə/ and Audioscript 75
/ən/. When unstressed, the is pronounced /ðə/ unless it
ng
comes before a vowel sound when it’s pronounced /ði/. 3 If‿ I have ‿ a little money ‿ at the end ‿ of the month, I buy
something nice.
ni
4 You can save lots ‿ of money ‿ if you buy ‿items on ‿ sale.
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8 Pronunciation note
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• Ask students to read the ideas for saving money and The word money ends with a vowel sound when said in
complete the sentences with the correct articles. isolation. However, when followed by a vowel sound in
natural speech, a consonant sound is used, so a /j/ sound
• Ask pairs to check their answers and decide which of
joins money to at and if.
c
the rules in Exercise 7 applies to each use of the article.
hi
Please refer to page 172 for Grammar Notes for Exercise 8. my
Speaking
ap
9 12
• Tell students to read the information in the grammar • Ask students to prepare sentences using the quantifiers.
gr
box and discuss the questions in pairs. Elicit answers Explain that the sentences can be true or false. Monitor
from the class. and help with ideas and vocabulary.
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• Ask pairs to take turns to read out a sentence and have

ANSWERS a conversation about it.
lG
1a several 1b a little 2 with both countable nouns and • As students speak, listen closely and note your
uncountable nouns students’ errors or examples of good language use.
Focus on their use of articles and quantifiers. In
na
Please refer to page 172 for Grammar Notes on several, feedback, write five or six sentences containing errors of
a little, and lots of. use on the board and ask students to correct them.
io

at

N
10
• Ask students to read the sentences and circle the
correct quantifiers.
• Ask pairs to check their answers and suggest another
possible quantifier for each sentence. Then check
answers with the class.
Pronunciation linking
11a 74
• Play the recording of the two sentences from
Exercise 11. Students listen and note the linking.

Grammar articles and quantifiers QUAntIFIERS
1 Several websites have articles about impulse buying.
ARtICLES
2 If we can save a little money, that’s good.
1 They’re based on a study by some scientists. 3 … come back with lots of things you hadn’t intended
2 The study divided people into two groups—men and to buy.
women. 4 … you’re more likely to buy lots of food.
3 … plan your shopping and you’ll save money.
4 So I just need to make sure I have a snack before I go? For more information and practice, see page 172.

9 Work in pairs. Look at the grammar box. Answer
the questions.
7 Work in pairs. Look at the words in bold in the
grammar box. Which article (a/an, the, or zero 1 Look at sentences 1 and 2. Which quantifier is
article) is used when: used with:
a a countable noun?
a we mention something for the first time? b an uncountable noun?
b we mention something that is known (because it 2 Look at sentences 3 and 4. When do we use the
has already been mentioned, for example)?
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quantifier lots of ?
c there is only one of something?
d we are talking about something in general? 10 Circle the correct quantifier. Then suggest another
ni
possible quantifier for each sentence.
8 Read the ideas for saving money. Complete the
ar
sentences with the correct article (a/an, the, or 1 I don’t think I need to go shopping. We have
zero article (-)). plenty of / many food for the week.
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2 I bought a couple of / a little magazines. I can
read them on the train.
TOP Saving Tips

3 If I have a little / one or two money at the end of
c the month, I buy something nice.

hi
4 You can save several / lots of money if you buy
items on sale.
ap
1 Save your small change in a jar.

2 Unplug - electrical appliances when 11 Pronunciation linking
gr
you’re not using them.

a 74 Listen to these sentences from Exercise 10.
3 Buy - products that are close to their
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Notice how the speaker links the words that start

sell-by date. with a vowel to the final consonant of the previous
4 Don’t get a credit card. If you have one, word.
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cut it up.
1 I don’t think ‿ I need to go shopping.
5 Compare - prices before you buy an 2 I can read them ‿ on the train.
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expensive item.
b 75 Underline the words that start with vowels
6 Keep -/the receipts and add up the amount of
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in the other sentences in Exercise 10. Then listen

money you spend every day.
and repeat the sentences.
at
7 Take - lunch from home instead of

buying - sandwiches or - snacks.
Speaking
N
my
8 Don’t buy - books—borrow them from the
library. 12 Work in pairs. Make true (or false) sentences with
these quantifiers about things you own, have
bought, or have been given. Tell your partner and
ask follow-up questions.
a little a couple of a few lots of

one or two plenty of several some
A: I have some wood I found on the beach.

B: Do you? Why did you decide to keep it?

9c The art of the deal
Reading Wordbuilding compound
1 Work in pairs. Do you like bringing souvenirs adjectives
back from vacation? Discuss why you think people
bring back items like the ones in the box. WORDBUILDInG compound adjectives
Compound adjectives are adjectives made of more
brochures from galleries, museums, etc. than one word. The hyphen shows that the words form
decorative objects: pictures, ceramics, etc. one adjective.
duty-free goods duty-free goods, two-day lemon festival
locally made products For more practice, see Workbook page 75.
postcards
T-shirts with slogans
used tickets
5 Look at the wordbuilding box. Then work in pairs.
Answer the questions.
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2 Read the article quickly. Decide what kind of 1 The world-famous marketplace is famous around
the world. What do the other compound
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shopping experience (a–c) the article describes.
adjectives in Exercise 4 mean?
a buying crafts direct from the maker
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2 Can you name examples of:
b choosing souvenirs for friends and family
a a well-known athlete?
c looking for bargains in local markets
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b a best-selling book?
3 Work in pairs. Read the article again. Answer the c old-fashioned clothes?
questions.
c
Critical thinking testing a
hi
1 Who are the three main people in the article
and why do they go to Morocco? conclusion
ap
2 What two things does Sam buy and how much

does he pay for them? 6 The writer concludes: “Mohamed will be proud.”
gr
3 Which is Sam’s best purchase? Look at the article again and underline the pieces
of advice Mohamed gives to Sam.
4 Look at the words (1–8). Find the things that
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are described with these words in the article. 7 Circle the pieces of advice that Sam follows. How
Complete the phrases. Then think of more things effective was the advice? How do you know?
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that can be described using these words.

1 beautiful old city Speaking my
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2 world-famous marketplace
3 freshly squeezed juice 8 Work in pairs. Describe typical souvenirs that
people take home from your country.
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4 deadly looking swords

5 hand-dyed fabrics
9 You are a market trader. Choose four of these
at
6 massive copper lamps

objects. Find or draw a picture of each object and
7 tall blue bottle
think how you will describe it. Think about its
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8 bright yellow Moroccan slippers

origin, age, and material, and any interesting facts
about it. Decide on a price for each object.
boomerang bottle box clock

coin figure hat lamp
rug stamp sword watch
10 Work in groups. Choose objects from Exercise 9

that you want to buy. Visit different traders and
find out about the objects you want. Then choose
which trader you will buy from.
This rug is beautiful. How much is it?
110
4
9c The art of the deal • Ask students to read the article, find the phrases, and
complete them. Let them compare their answers in
Lesson at a glance pairs before checking as a class.
• reading: how to negotiate a price
• wordbuilding: compound adjectives Vocabulary notes
• critical thinking: testing a conclusion
massive = very big
• speaking: souvenirs
fabrics = cloth material used for clothes, curtains, etc.
babouches = Moroccan men’s slippers
Reading
1
• Organize pairs. Ask students to discuss the questions.
Morocco is a country in North Africa which lies between
the Mediterranean Sea and the Sahara Desert. Marrakech
EXAMPLE ANSWERS is its fourth largest city. Its medina or old fortified city is
to read when they get home centered on a large square called the Jemaa el-Fna. The
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to decorate their homes, to show friends, as gifts souk lies nearby. It’s a traditional and ancient market of
narrow winding alleys.
to buy things that are difficult to find at home
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to buy things that are more expensive at home
to send to friends, to put on the wall Wordbuilding compound adjectives
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to wear 5
to remind themselves of the place
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• Ask students to read the examples in the wordbuilding
box. Ask students to discuss the questions in pairs.
2 76 Refer students to Workbook page 75 for further
• Ask students to read the article quickly and circle the
c
hi
correct answer (a–c). Set a one-minute time limit.
• Check the meaning of some of the difficult words: figs, ANSWERS
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dates, lamp, etc. 1 freshly squeezed = the oranges have recently been
squeezed (to release their juices)
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Vocabulary notes deadly looking = the swords look like they could kill
date = a sweet, brown fruit that grows on palm trees and someone easily
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is common in North Africa hand-dyed = it has been dyed by an individual

fig = a sweet, soft fruit with brown or green skin and lots craftsperson
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of very small seeds inside—it grows on a fig tree and is 2 possible answers:
often sold dried a Usain Bolt, b Harry Potter and the Sorcerer's Stone
chest = a big strong heavy box c a top hat, a three-piece suit
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lid = the top or cover (here, of a box) that you can open
and close Critical thinking testing a conclusion
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stalls = shops in a market 6

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carts = stalls on wheels that sellers move around • Ask students to read the article again and underline the
pieces of advice. Elicit the first answer to get students
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3 started. Let students compare their answers in pairs

• Ask students to read the article again and answer before checking as a class.
questions (1–3). They can listen and read along to the
recording if needed. Let them compare their answers in ANSWERS
pairs before discussing as a class. 1 The first thing you say is “Too much – bezaf” and then
walk away.
ANSWERS 2 When you see something you like, maybe a lamp, you
1 Andrew McCarthy, the writer; Sam, his eight-year-old ask about something else instead. Then, as you walk
son; and Mohamed, a friend who owns a shop in New out, you ask, “And how much is that lamp?” as though
York. They go to Morocco to bargain for and buy things you’d just noticed it.
in the souk. 3 Don’t always give an offer. Make them continue to
2 He buys a tall blue bottle for 200 dirham ($24) and a lower the price.
wooden box for 1300 dirham. 4 Wear something Moroccan.
3 the box
SAMPLE COPY, NOT FOR DISTRIBUTION9c The art of the deal 110a
7 • Ask students to choose three objects from Exercise 9 that
they want to buy. Prompt students to choose different
• Ask students to circle the advice followed. Let them
objects from each other.
discuss answers and the questions in pairs.
• Tell half the class they are traders and half the class
they are customers. Explain to customers that they are
ANSWERS
going to visit different traders and try to buy their three
The pieces of advice Sam followed (see numbered advice selected objects. Then tell customers to find and sit with
above): a new partner (a trader). They should then try to buy
1 He didn’t bid for the box the first time he saw it. any objects their partner has which are on their list of
3 He rejected the merchant’s first offer and bargained. things to buy.
4 He wore Moroccan slippers. • After three or four minutes, students change pairs. After
The advice was effective because he bought both items changing pairs three or four times, stop the activity and
for less than the asking price, and the second item for find out how many students have bought all the items
significantly less. The shopkeeper also tells him, “You’re
on their list and for how much.
very good” before shaking hands to finalize the deal.
• If you have time, tell students to change roles.
Customers are now traders, traders are customers.
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Speaking my The new customers must visit traders and try to buy
8 their objects.
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• Tell pairs to take turns describing a typical souvenir that
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people take home from their country. In feedback, select
pairs to describe one or two of the items and see if any
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pairs chose the same objects.
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• Hand out four blank pieces of paper to each student.
Tell students to choose and draw four objects and to c
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think about how to describe them. Remind students to
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think about compound adjectives and word order.

• Organize the class into pairs to compare ideas and to
advise each other on prices and adjectives to use before
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moving on to the roleplay in Exercise 10.

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The
Art
of the Deal
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by Andrew McCarthy
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76
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I’M IN MARRAKECH, the bustling1 heart of perfume bottle. “Four hundred dirham,” the shopkeeper
Morocco, with my son, Sam. He’s eight. We’ve come here with says. Fifty dollars. Sam says nothing. I can’t tell whether he’s
Mohamed, a friend who owns a shop in our neighborhood too shy or is practicing what Mohamed has taught him.
in New York. Sam can often be found in Mohamed’s shop,
c He eventually agrees to pay 200 dirham—about $24. I’d
hi
5 looking for a bargain.2 They argue about prices and chat about 40 say the bottle is worth $10, at most. Clearly, he needs
swords, camels, or the desert. “You need to come to Morocco, more practice at this. “Just to get started, Dad,” Sam tells
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to Marrakech,” Mohamed told me. “I’ll show you around and me as he pays for the bottle.
teach Sam how to really get a bargain!” So here we are. We spend a few days sightseeing around Marrakech, but
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We meet up with Mohamed over a cup of mint tea in the Sam is really interested in only one thing. Late one afternoon,
10 beautiful old city of Marrakech. We’re sitting in an area 45 it’s just the two of us. We return to the shop where Sam
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next to the exotic stalls of the souk3—Marrakech’s world- saw the treasure chest. “You have returned. Very good.”The
famous marketplace. Market sellers with carts offer freshly shopkeeper opens his arms. He places the chest on the floor.
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squeezed juice—others sell dates or figs. Later, as we Sam opens the lid. He runs his fingers over it.
wander around, Mohamed introduces us to olive sellers, The shopkeeper speaks. “Give me 2,500.”
15 tile makers, and rug merchants. He also begins the first of
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50 Sam shakes his eight-year-old head. “Eight hundred.”

his lessons in bargaining for Sam.
“I like your babouches,” says the man. Sam’s wearing a pair of
“The price of everything in Morocco is open to discussion, bright yellow Moroccan slippers. He ignores the comment.
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Sam. When you hear a price, the first thing you say is ‘Too
“You’re very good. I’ll take 1,800 dirham,” the shopkeeper
much—bezaf,’ and then walk away.”
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announces.
20 “But what if I like it?”
55 “One thousand.”
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“When you see something you like, maybe a lamp, you

Both are silent. Neither blinks.4 What happens next
ask about something else instead. Then, as you walk out,
happens fast.
you ask, ‘And how much is that lamp?’ as though you’d just
noticed it and aren’t really that interested in it.” “Fifteen hundred, and it’s yours.”
25 We turn a corner into another narrow street in the souk. “Twelve hundred.”
“Don’t always give an offer. Make them continue to lower 60 “Thirteen hundred.”
the price. Oh, and wear something Moroccan,” Mohamed “Yes!”
continues as we enter a fairly large shop. Most of the stalls The man holds out his hand. Sam grabs it. The deal is
in Marrakech sell mainly one type of thing, but not this done. Mohamed will be proud.
30 one. Decorative and deadly looking swords hang beside
soft hand-dyed fabrics; large camel bones covered in 1
bustling (adj) /ˈbʌslɪŋ/ energetic and busy
writing sit beside massive copper lamps. It is here that Sam 2
bargain (n) /ˈbɑːrgɪn/ something that has a lower price
spots a beautiful box. “Look, a treasure chest!” It’s made of than usual
3
souk (n) /suːk/ the name in some countries for a market
wood, and painted red and gold. He opens the lid, then 4
blink (v) /blɪŋk/ to open and close your eyes very quickly
35 closes it. “Cool.” Then he spots a tall blue bottle—an old

9d It’s on sale
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Real life buying things 4 Pronunciation silent letters
1 77 Work in pairs. Listen to two conversations. Answer
c a 78 Listen to these words. Notice how
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the questions for each conversation. the crossed-out letters are silent. Repeat
the words.
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1 What kind of store is it?

2 What does the customer want? gift-wrapping receipt
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3 Does the customer buy the item? right though
2
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77 Look at the expressions for buying things. Listen to

the conversations again. Circle the option the speaker uses. b 79 Say these words and cross out the
Identify the speakers. Write C (customer) or S (salesperson) silent letters. Then listen and check.
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next to the expressions.

answer bought design friendly
hour listen weigh
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BUYING THINGS
Can I look at / Could I see this silver chain? C 5 Work in pairs. Take the roles of a
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It’s on sale / It’s reduced, actually. It’s 20 percent off. S customer and a salesperson. Choose
I wanted / I was looking for something lighter. C two of these items and act out two
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Can she bring it back / return it if she doesn’t like it? C conversations. Use the expressions for
Excuse me, do you work in this department? C
buying things to help you.
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What’s / Do you have the reference number or the model name?

S
an item of furniture for your new home
Let me see if it’s in stock / we have any on order. S
clothes for your father for his birthday
How much do you charge / does it cost for delivery? C
S toiletries for your sister
We accept payment / You can pay by credit card or in cash.
a book for a friend
a kitchen appliance for your brother
Vocabulary shopping (2) sportswear for yourself
3 Work in pairs. Can you remember the question and response

for each word? Check your answers in the Track 77
audioscript on page 187.
return exchange receipt gift-wrapping

reference number model name in stock available
delivery checkout
112 SAMPLE COPY, NOT FOR DISTRIBUTION

Vocabulary notes
9d It’s on sale
return = to take it back
exchange = to change it for an identical or similar item
Lesson at a glance receipt = the piece of paper that shows you have bought
• real life: buying things something
• vocabulary: shopping (2) gift-wrapping = colored or patterned paper used to wrap
• pronunciation: silent letters a present or gift
in stock = in the store or warehouse
Real life buying things available = the store has it there for you to buy
1 77 checkout = the area where you pay for your purchases in
a store
• Ask students to look at the photo and name as many
different things they can see in one minute. Check to
make sure students know the following words: shopping Please refer to page 184 for Teacher Development notes
bag, customers, products, items for sale, prices, information on learning words in the context of a sentence.
counter.
Pronunciation silent letters
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• Tell students they are going to listen to two
conversations. Play the recording. Ask students to listen 4a 78
and answer the questions. Let them compare their • Play the recording. Students listen and note the
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answers in pairs before checking as a class. pronunciation of the words with silent letters.
• Ask students to practice saying the words. Alternatively,
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ANSWERS play the recording again and ask students to listen and
repeat.
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Conversation 1: 1 a jeweler’s shop 2 a silver chain
3 yes
Conversation 2: 1 a furniture shop 2 a sofa
4b 79
3 yes, we assume so
c • Ask students to decide which letter is silent in each
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word and to practice saying the words. Play the
recording. Students listen, check, and repeat.
2
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77
• Give students a moment to read though the box, then Pronunciation notes
play the recording again. Students should listen, circle
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Silent letters are a feature of English. There often appears

the options, and identify the speakers.
to be little or no reason why words have silent letters.
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In many cases, they reflect ancient spellings from a time

Vocabulary shopping (2) when the spelling and pronunciation actually matched.
3 The word know, for example, retains the k because it was
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once pronounced in old English, and the word ghost has

• Ask pairs if they can remember the question and a silent h because a medieval typesetter misspelled “gost”
response for each word in the box. Tell them to check when printing a version of the Bible. Features to point out
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their answers in audioscript 77 on page 187 of the are the use of gh in English words, which are usually not
Student Book. pronounced, and the silent h before some vowel sounds
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(e.g., hour, heir).

ANSWERS
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Conversation 1:
5
• Ask pairs to choose two items from the list and to
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Can she return it if she doesn’t like it, though?

choose their roles. Tell them to write down useful
Yes, she can exchange it within ten days.
words and phrases they might need to act out the two
That’s as long as she has the receipt, of course.
conversations, e.g., specific phrases from the language
Can you gift-wrap it for me?
box and/or items from Exercise 3, e.g., Can I try it on?
Well we don’t actually do gift-wrapping … Do you have it in size 10? It fits you. (useful for buying
Conversation 2: sportswear); Can I try it out? What make is it? (useful for
Do you have the reference number or the model name? appliances).
Yes, it’s Byunk. The number is 00 389 276. • With less confident classes, ask students to write the
Right, let me see if it’s in stock. dialogue in full first. This allows you to monitor, help
The website said “available” this morning … them prepare, and correct errors. Ask students in pairs
What about delivery? How much do you charge for to practice reading out the dialogues before covering the
delivery? dialogues for the next step.
Can you tell me your zip code? The charges go by area. • When students are ready, ask them to act out their
And do I pay here or … ? conversations. Monitor and listen for errors.
Checkout is by the customer service desk.
SAMPLE COPY, NOT FOR DISTRIBUTION 9d It’s on sale 112a

3b
9e For sale • Ask students to read the sentences and replace the
nouns with pronouns to avoid repetition. Elicit the first
answer to get students started. Let students compare
Lesson at a glance their answers in pairs before checking as a class.
• writing: customer reviews
• writing skill: clarity: pronouns
ANSWERS
1 ...They were much darker than I expected.
Writing customer reviews 2 ...and we had to send all of them back.
1 3 ...She loves it.
• Start by writing customer reviews on the board and 4 ...and I’m happy to recommend them.
eliciting what it means (it refers to the comments
customers who have bought a product or used a Please refer to page 172 for Grammar Notes for Exercise 3b.
service make), and examples of what type of thing
people might write (they may use negative or positive 3c
adjectives—excellent, awful, etc.—they might give • Ask pairs to read the sentences, decode what the
“stars” or other ways of grading a service—they might pronouns refer to, and decide whether to replace the
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use expressions like I’d recommend …). pronoun with a noun.
• Ask students to discuss the questions in pairs. In
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feedback, elicit interesting experiences from the class. ANSWERS
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1 it = a gray jacket (mentioned earlier and clear)
2
2 they = the sender (understood from context and clear)
• Ask students to read the customer feedback and answer
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3 it = the package (mentioned earlier and clear)
the questions. Tell them not to worry about the words
4 it = my address: I provided my address and a phone
in bold at this stage. Let students compare their answers
number. The courier said he couldn’t find my address.
c
hi
ANSWERS 4
• Start by eliciting situations to write about. Ask: When
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1 first = seller, PetTown; second = product, a shirt

did you last buy something online or in a store? What was it?
2 The first customer ordered two ID tags but after two
Would you recommend it, and why? Make sure all students
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weeks they hadn’t arrived.

have got something to write about before asking them
The second customer was slightly surprised when she
to prepare for the task.
washed the blue shirt with other items and the items
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came out pale blue. • Ask students to read the headings. Then set a five-
3 In both cases the feedback is positive (despite the fact minute time limit and ask students to prepare notes.
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that both customers initially experienced a problem).

5
• Ask students to write their recommendations, then use
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Vocabulary notes the two questions to check their ad.

tags = a tag is a sort of label that is worn around the neck • Allow students time to revise their work and produce a
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to identify animals (soldiers also wear ID tags) final draft.

a perfect fit = exactly the right size
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6
• Ask students to read other student reviews and find out
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Writing skill clarity: pronouns if anyone has had a similar shopping experience.
3a
• Ask students to look at the pronouns in bold in the
customer feedback and decide what they refer to.
Let students compare their answers in pairs before
ANSWERS
they = two ID tags, they = the company, They = the
company, them = the company, it = the shirt, they = other
items, it = the shirt
Please refer to page 172 for Grammar Notes on pronouns.

9e For sale
Writing customer reviews 3 Writing skill clarity: pronouns
1 Work in pairs. Do you read customer reviews a Work in pairs. You can avoid repetition of nouns
when you buy things online? Have you ever in your writing by using pronouns—as long as it
changed your mind about a purchase after is clear which noun each pronoun refers to. Look
reading reviews? at the pronouns in bold in the customer reviews.
What do they refer to?
2 Work in pairs. Read the customer reviews from
two online shopping sites. Answer the questions. b Work in pairs. Read the sentences. Replace the
nouns with pronouns to avoid repetition.
1 Which review is about a product and which is
about a seller? 1 I felt that the colors of the rug in the online
2 What problems do the customers mention? photo weren’t accurate. The colors of the rug
3 Are the reviews positive or negative? were much darker than I expected.
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2 Two of the glasses were broken on arrival, and
we had to send all the glasses back.
3 My daughter received this game as a gift. My
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daughter loves the game.
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4 This seller has always provided excellent
service, and I’m happy to recommend the seller.
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c Work in pairs. Read the sentences. What do the
pronouns refer to? If the sentence is not clear,
c replace the pronoun with a noun.

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1 I bought a gray jacket online. When it came,
I wasn’t happy with the quality.
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2 I ordered the books for delivery, but they left

my zip code off the address label.
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I have no hesitation in recommending PetTown. 3 The tracking information said the package had
I ordered two ID tags, but after two weeks, they been sent, but it never arrived.
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hadn’t arrived. When I emailed the company, they 4 I provided my address and a phone number.
immediately sent replacement tags via express The courier said he couldn’t find it.
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mail at no extra charge. they were courteous and

efficient, and I would buy from them again. 4 Prepare a customer review for something you
have bought or about a seller. Use these headings
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and make notes where relevant. Decide how many

stars to give and if you recommend the product or
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seller.
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condition delivery fit/quality

item standard of service
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5 Write your recommendation. Use these questions

to check your ad.
• Did you use pronouns clearly?
• Is your feedback useful to other customers?
Bought this nice shirt at an even nicer 20% off.

6 Display your review in the classroom. Read the
other reviews and find out if anyone has had a
I wasn’t disappointed. Great quality material and it’s
similar shopping experience.
a perfect fit. Good for work and for social occasions.
Slightly surprised when I washed my white shirts with
it—they came out pale blue! This is the first time it’s
happened with your products, however, and is the
only reason I’m not giving it five stars. I do recommend
the product, but care must be taken when washing.

9f Making a deal
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c
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In Morocco’s oldest market – a souk in Fez
114
5 9.1, 9.2
9f Making a deal • Ask students to watch Parts 1 and 2 of the video with the
sound ON, and note answers to questions 1–3. Let students
Before you watch compare their answers in pairs.
1
• Ask students to look at the photo and the caption. Tell
ANSWERS
pairs or small groups to discuss the questions. Do not 1 fez 3 Some customers are easier because they don’t
comment on ideas at this stage. bargain too much.
EXAMPLE ANSWERS
1 A customer at a market stall in a souk or bazaar is
using a card machine to pay for something. The seller is Part 1
taking the card payment.
Narrator The souk in the city of Fez is Morocco’s oldest
2 Both men are probably happy with the deal they have market. In one of its small stalls, a craftsman is making patterns
just made. on a metal tabletop. But all around him, people are making deals.
3 Tourist goods: ornaments, traditional crafts, leather This is business, Moroccan-style.
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bags, jewelry, etc.
Sales in the souk happen face-to-face—it’s very personal and
very busy! The vendors have everything a shopper could
want. Sandals are next to fish bowls, and nearby, birds in
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Background information cages watch the scene. One vendor sells kaftans, others sell
slippers or jewelry. Across the alley, a man sells dates and
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The photo pictures a scene in Fez. Fez is the second largest
city in Morocco, with a population of over one million. Its apricots to hungry shoppers. In the souk, there really is
something for everyone.
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souk is at the heart of its medina (or old town), which is
called Fés el-Bali. A quarter of a million people live and
Part 2
work in this section of the city, which is about 1,200 years
old. It’s said to be the world’s largest car-free urban area. Narrator And in the city of Fez, a certain kind of small red
chat is very easy to find. The fez was created here and named after
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the city. A visit to the souk is a lesson in Moroccan bargaining
Key vocabulary culture. For visitors, the question is not “What should I buy?” but
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“How should I buy it?” That’s where they get a real education in
2a
making a deal.
• Ask the students to guess the meanings of the words in
Vincent, tourist You have to start yourself at one third or
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bold in pairs.
something and then you bargain up to 50 percent, and that’s your
2b maximum.
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• Ask students to match the words in bold in 2a with Consuela, tourist And they go down twice as hard as we
go up with the price. So, then you get at half the price they say at
the definitions. Let students compare answers in pairs
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first.
Vincent But it’s really a game. The Moroccans are very good
3 at bargaining and they say they are the best in the world.
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• Ask students to put the amounts in order of size, Ahmed, tour guide You know, here in Moroccan culture,
starting with the largest. Elicit the first answer to get for everything you should bargain. We don’t have really a fixed
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students started. Let students compare answers in pairs price.

before checking as a class. Narrator In the souk, shopping is an exercise in bargaining.
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Here, it’s the natural thing to do, and just about everyone does it.
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However, visitors who want to practice making a deal here had

While you watch
better be careful! They ought to know a few things first.
4 9.1 Beginners at bargaining pay more. How much more?
• Check through the words in the glossary section before Ahmed Sometimes 20 to 30 percent more ... over than the
playing the video. price what the Moroccan people pay. So you should always
• Ask students to watch Part 1 of the video with the for example, if he charges you 1,000 dirham, you give him 600
sound OFF and make a note of the things they see dirham, then you go up, he goes down, and then you can arrange
for sale. Play Part 1 of the video. Elicit answers from between you.
the class and if any were the same as their answers to Narrator Vendors aren’t trying to cheat customers. It’s like a
Exercise 1 question 3. test to find out who’s the best bargainer.
Mohcine, vendor Some customers pay more than another
ANSWERS one … we find customers more easy … they don’t bargain too
much.
tables, plates, containers, eggs, slippers, chickens, sandals,
birds, clothes, dried fruit, baskets, salad vegetables
SAMPLE COPY, NOT FOR DISTRIBUTION 9f Making a deal 114a

6 9.3 Vocabulary in context
• Ask students to watch Part 3 of the video with the 8a 9.4
sound ON, and circle the correct option to complete the • Explain that students are going to watch some clips
answers. Let students compare their answers in pairs. from the video which contain some new words and
phrases. They need to choose the correct meaning of
Videoscript 9.3 the words.
Part 3
Narrator The real test for any bargainer is the carpet the correct definition. You could let students compare
shop. This is where the sellers really pressure customers to buy answers in pairs before discussing as a class.
something.
Carpet seller Excuse me, you want to buy a camel for the Vocabulary notes
price of a donkey? Impossible. No, that’s too low, believe me,
that’s too low. believe me = we use this expression to emphasize that we
feel strongly about what we have just said or are about to say
Chris, tourist Once you end up in a shop, you sit there
drinking tea, and you say “I don’t want to buy anything.” But you’re/I’m/we’re/she’s like … = in informal speech speakers
then it’s like, “Well, just offer a price, offer a price.” You know, use “like” to introduce things we say or do in a narrative
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“500? What’s your best price?” And you’re like, “We don’t want in a dramatic way: e.g., I’m like “No way!”
to buy it.” And they’re like, “Oh, OK, 300.”
Narrator But it’s all part of the game.
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Videoscript 9.4
Chakib, carpet vendor Well, we ask a little bit high
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price because everyone comes with an intention to bargain. They 1 What does face-to-face mean?
know that in Morocco they bargain a lot, so of course we leave a
step to make discounts and haggling the price. a after an argument
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Narrator Some shoppers enjoy the challenge too. b in person
Gonnie, carpet shopper The secret is looking very c in silence
careful at how they do it. And watch them, how they move. And
c 2 … and just about everyone does it.
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then go step by step, and see where you end.
a almost
Narrator There is one thing that all tourists should watch
b not
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out for: they shouldn’t buy too much!

Bo, tourist The thing is, they make it so cheap for you. c only
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While they start up so high, and at the end it sounds so cheap, 3 What does believe me mean?
you know, it’s only one sixth of the price or one eighth of the
price, but, for this money, I can’t leave it!
a honestly
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Narrator For some visitors to Fez, it may be difficult to b I’m sorry

leave without buying more than they planned. One thing here is c I think
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certain—at the souk, everyone can make a deal!

4 What does you're like mean?
a you feel the same
After you watch
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b you say
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c you think
• Ask pairs to discuss the question and give reasons.
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In feedback, elicit ideas. 5 What does step by step mean?

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a to your lowest price

EXAMPLE ANSWERS b upstairs
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it was fun; they enjoyed it and saw it as a game; they c slowly

weren’t comfortable because they felt they couldn’t leave
6 What does watch out for mean?
without buying anything; they felt too much pressure
a be careful of
b see as soon as possible
c take a look at
8b
• Ask students to complete the sentences in their own
words. Tell them to compare their sentences in pairs.
9

Before you watch 5 9.1, 9.2 Work in pairs. Watch Parts 1 and 2 of
the video with the sound ON. Answer the questions.
1 Work in pairs. Look at the photo and the caption.
1 What’s the name of the small red hat described
in the video?
1 What’s happening in the photo? 2 Complete what these people say about
2 Why do you think both men are smiling? bargaining in the souk with words from
3 What kind of things do you think you can buy Exercises 2 and 3.
in the souk? a Vincent (Dutch tourist): “You have to start
yourself at one third or something.”
2 Key vocabulary b Consuela (Dutch tourist): “So, then you get
at half the price they say at first.”
a Work in pairs. Read the sentences. The words in c Ahmed (Tour guide): “We don’t really have
bold are used in the video. Guess the meaning of a fixed price.”
the words. 3 What does Mohcine, the jewelry seller, say
1 When you buy things on sale, you can often get about some customers?
really good discounts.
6 9.3 Watch Part 3 of the video. Circle the
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2 I’m just going to look at the stuff in the market.
correct option to complete the answers.
I have no intention of buying anything.
3 We’ll need to take two taxis—there are 1 What happens if a customer says they don’t
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eight of us, and the maximum number want to buy anything?
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of passengers is five. The seller offers a lower price / a different item.
4 The hotel tried to cheat us—they charged us for 2 What should all tourists make sure they
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four nights instead of three! don’t do?
5 The price to rent the bus is fixed. They shouldn’t pay more than something is worth /
It’s the same if we have ten people or twenty. buy too many things.
b Match the words in bold in Exercise 2a with these c

hi
definitions. After you watch
ap
a to be dishonest cheat 7 Work in pairs. How do you think the tourists felt
b reductions in price discounts about their experiences in the souk? Give reasons
gr
c can’t be changed fixed for your answers.

d a plan intention
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e the top limit maximum 8 Vocabulary in context

3 Work in pairs. Which is bigger, a half or an eighth? a
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9.4 Watch the clips from the video. Choose

Put the amounts in order of size, (1–5, 5 is smallest). the correct meaning of the words and phrases.
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a half 1 a sixth 4 an eighth 5 b Work in pairs. Answer these questions.

a quarter 3 a third 2
1 Do you prefer to take classes online or face-to-
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face? Why?
2 What is something a visitor to your country
While you watch
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should watch out for?

4 3 What is something you learned how to do step
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9.1 Watch Part 1 of the video with the sound

OFF. Make a note of the things that you see for by step?
sale. Make a whole-class list and compare that
9 Work in pairs. Do you prefer bargaining or fixed
with your ideas from Exercise 1 question 3.
prices? Give your reasons.
craftsman (n) /ˈkrɑːftsmən/ someone who makes quality

items by hand
dates (n) /deɪts/ a kind of fruit that grows on palm trees
dirham (n) /ˈdɪəˈræm/ the money used in Morocco
haggling (n) /ˈhæglɪŋ/ bargaining, discussing a price to come
to an agreement
vendors (n) /ˈvendərz/ sellers

UnIt 9 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Complete the shopping tips with articles or 5 Work in pairs. What could a salesperson or
quantifiers where necessary. More than one option customer say using each of these words?
may be possible.
delivery exchange gift-wrapping
THE GREEN GUIDE: TELEVISIONS in stock receipt return
The days when 1 - TVs came in only a

2 couple of types—color or black and white—
6 ❯❯ MB Work in pairs. Take turns giving a
definition or example of one of these things for
are gone. Today’s TVs have been developed to give
3 the best possible picture quality, with
your partner to identify.
4 -/several different viewing options that can be
budget checkout purchases
set by the user.
special offer on sale value for money
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Many people get 5 a new TV because they
want 6 a bigger screen. However, bigger It's a way you can figure out how much you can afford
TVs use a lot of 7 - energy. A 52-inch LCD
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to spend.
uses twice the power of a 32-inch model. Last year, new
7 ❯❯ MB Work in pairs. Choose one of the stores in
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statistics were published by the United States Department
of Energy. They said the amount of 8 - the photos and name six things you can buy there.
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power used by TVs in America could supply electricity
to all homes in 9 the state of New York for A B
a year. One major factor in TV power use is the picture
setting. 10 Few people realize what a difference
c
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the settings can make. Electricity use can be cut by up
to 50 percent if you change to 11 an efficient
ap
setting.
I CAn
gr
2 Work in pairs. Read the information in Exercise 1 talk about shopping

and find:
ask for and give product and sales information in a store
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1 one positive and one negative thing about talk about things we buy for ourselves and others
modern TVs.
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2 one way of reducing the amount of energy

your TV uses. Real life
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3 ❯❯ MB Work in pairs. Underline the passive 8 Complete the questions and statements.
forms in the text in Exercise 1. Why are the passive Then write customer (C) or salesperson (S).
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forms used in the text? 1 We accept payment by card or in cash. S

2 Can I bring it back if I don’t like it
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4 ❯❯ MB Write sentences about some products and

when I get home? C
their raw materials. Use these verbs in the passive. stock . S
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3 Let me see if this model is in

Then work in pairs. Take turns reading your sentences. charge
4 How much do you for
grow import make delivery? C
5 Do you have the reference number ? S
manufacture mine produce
6 Can I look at this watch? C
1 a bar of chocolate: cocoa beans Ghana 7 It’s reduced—it’s 20 percent off . S
2 a pair of jeans: cotton Egypt 8 Excuse me, do you work in this
3 perfume: flowers France department? C
4 cell phone batteries: lithium Chile
9 ❯❯ MB Work in pairs. Take turns being the
A bar of chocolate is made from cocoa beans. Cocoa customer and the salesperson in a store. Act
beans are grown in Ghana. out conversations in which you buy a tablet, a
computer, a motorcycle, and some perfume.
I CAn
use the passive I CAn
use articles and quantifiers buy and sell items in a store
116
Unit 9 Review and memory booster EXAMPLE ANSWERS
delivery: There’s no charge for delivery. (S)
Memory Booster activities How much do you charge for delivery? (C)
exchange: You can exchange it within ten days. (S)
Exercises 3, 4, 6, 7, and 9 are Memory Booster activities.
Can I exchange it if it doesn’t fit? (C)
For more information about these activities and how they
gift-wrapping: We do gift-wrapping. (S)
How much does it cost for gift-wrapping? (C)
in stock: Let me see if it’s in stock. (S)
I can … checkboxes Have you got this TV in stock? (C)
As an alternative to asking students to simply check the receipt: Here’s your receipt. (S)
I can … boxes, you could ask them to give themselves Did you give me a receipt? (C)
a score from 1 to 4 (1 = not very confident; 4 = very return: You can return it within two weeks. (S)
confident) for each language area. If students score 1 or Can I return it if the person doesn’t want it? (C)
activities in the Workbook and Grammar Summary 6 ❯❯ MB
exercises. • Ask pairs to take turns to give a definition or example
of one of the things listed in the box for their partner to
Grammar
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identify.
1
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• Ask students to complete the shopping tips with articles EXAMPLE ANSWERS
or quantifiers where necessary. Let students compare budget: this is the amount of money you can spend
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answers in pairs before eliciting answers from the class. checkout: the place where you pay for things in a shop
2 purchases: the things you have bought
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special offer: when something is sold at a cheaper price
• Ask students to read the shopping tips in Exercise 1
on sale; when you get something for a reduced price
again and answer the question in pairs.
value for money: the amount of money you spend is right
c
for the quality or quantity of what you have bought
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ANSWERS
1 Positive: picture quality, viewing options, big screens 7 ❯❯ MB
ap
Negative: use lots of energy • Pairs take turns to choose one of the stores in the
2 change to a more energy-efficient picture setting photos. Their partner then has 30 seconds to name
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six things that you can buy there.

3 ❯❯ MB
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• Ask pairs to underline the four passive forms in the text EXAMPLE ANSWERS
in Exercise 1 and say why the passive form has been
A: TV, DVD player, speakers, cables, remote control
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used in each case.

B: jacket, jeans, T-shirt, sneakers, scarf, sweater
4 ❯❯ MB
Real life
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• Ask students to write sentences about some products

and their raw materials. Tell students to use the passive
8
form of the verbs in the box.
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• Ask students to complete the questions and statements.

• Ask pairs to take turns to read a sentence without Then tell them to write customer (C) or salesperson (S)
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saying the subject. The other student tries to complete by each one.
the sentence.
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9 ❯❯ MB
EXAMPLE ANSWERS • Using the phrases from Exercise 8 as a reference, ask
2 This (pair of jeans) was manufactured in Egypt. pairs to take it in turns to be the customer and the
3 This (perfume) was produced in France. salesperson in a shop. They should act out four separate
4 This (lithium) was imported from Chile.
conversations in which they take turns to buy a tablet,
a computer, a motorcycle, and some perfume.
Vocabulary
5
• Ask pairs to discuss what a salesperson or a customer
could say using each of the words in the box.

Unit 10 No limits
Opener 3 80
1 • Play the recording again. Ask students to make notes
under the three headings. Let them compare their
• Ask students to look at the photo and the caption. Ask:
answers in pairs.
What can you see? Where are they? What are they doing?
What do you think the “Marathon des Sables” is?
ANSWERS
• Discuss the question. You could ask students to work
1 The audio mentions a 52-year-old and a 47-year-old.
in pairs or you could choose to do this activity with the
whole class. 2 The audio mentions 42 kilometers (the distance of a
regular marathon), 200 kilometers (the distance covered
in the Marathon des Sables), and 160 kilometers.
EXAMPLE ANSWERS 3 Students’ own answers
getting lost in the desert; hard to run in the sand; getting
ng
a sunburn or sun stroke; dehydration; dangerous snakes or 4
other animals
• Pre-teach any words that are unfamiliar to students.
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Organize the class into small groups. Ask them to
2 80 discuss the questions.
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• Tell students they are going to listen to an excerpt from
a podcast. Play the recording. Students listen and find EXAMPLE ANSWERS
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out which of their ideas from Exercise 1 are mentioned.
Let students compare their answers in pairs.
2 People push their bodies to the limit for fun, to get fit,
ANSWERS
c to find out how physically strong and strong-minded
hi
they are, and for the sense of personal achievement.
carrying your food with you; carrying a heavy backpack; 3 Dangers include getting sick and risking injury.
ap
high temperatures; have to go up massive sand dunes;

very long distance to run
Vocabulary notes
gr
Vocabulary notes bungee jumping = jumping from a cliff or crane or

building attached to a rubber cord
eo
hitting = reaching
BASE jumping = parachuting or wingsuit flying from a fixed
struggle up = to go up with great difficulty structure or cliff; BASE = stands for the four categories of
lG
fixed objects from which BASE jumpers can jump: building,

antenna, span (or bridge), and earth (or cliff)
Background information cave diving = swimming underwater in dark caves
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A standard marathon is actually 42.195 kilometers. The free climbing = rock climbing in which the climber only uses
Marathon des Sables (Marathon of the Sands) takes place climbing equipment such as ropes to protect against injury
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every year in southern Morocco, in the Sahara Desert. It’s during falls and not to help with their progress upward
considered to be the toughest foot race on Earth. The first
push your body to the limit = to do something athletic
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event was in 1986. Competitors run over 250 kilometers

until your body is exhausted or capable of no more
in six stages over six days. Lahcen Ahansal from Morocco
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has won the race ten times and his brother, Mohamad
Ahansal, has won it six times.
117a
Unit 10 No limits
In the annual Marathon des Sables in southern Morocco,
keeping the sand out of your face can be a problem.
ng
ni
ar
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c
hi
ap
gr
eo
F E AT U R E S 1 Work in pairs. Look at the photo and the caption. What other
lG
problems do you think runners like this face?

118 Leaving Earth
2
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80 Listen to an excerpt from a podcast about the Marathon des

Could we live on Sables. How many of your ideas from Exercise 1 are mentioned?
another planet?
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3 80 Listen to the excerpt again and make notes about these

120 The superhumans things. Does ultrarunning appeal to you? Why or why not?
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Find out about the latest 1 the age of the runners

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advances in medicine. 2 the distances

3 anything else that interested you
122 Two journeys,
two lives 4 Work in groups. Discuss the questions.
Read about two people 1 Other extreme sports include bungee jumping, BASE jumping,
who have endured cave diving, and free climbing. Have you tried any of them?
tough experiences. 2 Why do you think people push their bodies to the limit?
3 Can you think of any dangers in pushing your body
126 What does an astronaut to extremes?
dream about?
A video about the first
British woman in space

10a Leaving Earth
Reading 2 Work in pairs. Read the article. Answer the questions.
1 Which planets does the article mention?
1 Work in pairs. Discuss the questions.
2 Where are the planets?
1 Do you think the human race will ever live on 3 Which planet do scientists already know
another planet? something about?
2 What kinds of things might make life on 4 Why is the color blue important when looking
another planet difficult for humans? at planets?
L E A V I N G
EARTH
ng
ni
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81
Professor Stephen Hawking has said that the Meanwhile, astronomers are searching for
human race has no future if it doesn’t go into
c Earth-like planets outside our solar system.
hi
space. The planet we currently know most They hope to take images of planets in
about is Mars. Two crewless1 spacecraft have Alpha Centauri, the closest star system
ap
already landed on the surface and have sent to Earth. According to Chris Lintott, an
a lot of information to scientists on Earth. astrophysicist at Oxford University, it would
gr
But if we sent astronauts to Mars, would they be hugely exciting if we could get images
eo
be able to survive? How easy would it be to set from Alpha Centauri. From only a tiny image,
up a base? We already know there would be astronomers could figure out the planet’s
orbit and its size and color. If a planet is
lG
some difficult challenges. Communication with

Earth would have a 20-minute delay, food and blue, this might mean it has water and an
water would only be provided every few months, atmosphere—and where there’s water,
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and astronauts couldn’t go outside the base if there’s life.

they didn’t wear a spacesuit. It all sounds more Of course, getting to such a distant planet is
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like science fiction than something that might a different question—it makes a trip to Mars
at
actually happen. sound easy by comparison.

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1
crewless (adj) /ˈkruːləs/ without any people working on board
118
Vocabulary notes
10a Leaving Earth
hugely = extremely
tiny = very small
Lesson at a glance Note the space words: spacecraft, astronaut, spacesuit,
• reading: life on another planet base (= initial place from which you start a mission or
• grammar: second conditional journey), planet, solar/star system (= a set of planets
• speaking: I’d love to live in … around a sun or star), planet’s orbit (= the repeated path it
follows when going around the sun or a star), atmosphere
(= the chemical makeup of the “air” on a planet).
Reading
1
• Organize pairs to discuss the questions. In feedback,
elicit students’ ideas. Do not comment on students’ Mars, the “red” planet, is the fourth planet from the sun
ideas at this stage. and the second-smallest planet in the solar system, after
Mercury. It’s the closest planet to Earth.
EXAMPLE ANSWERS Alpha Centauri is a star system 4.37 light-years from our solar
system. It consists of three stars, and, because it looks like one
ng
1 Humans might one day live on another planet, but it bright light, it’s the third-brightest “star” in the night sky.
would be difficult.
2 lack of oxygen or water; high (or very low)
ni
temperatures and pressures; distance from our planet;
lack of vegetation or other life; very high or very low
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levels of gravity
Le
2 81
• Ask students to read the article and answer the
questions. Let them listen and read along to the
c
hi
ap
ANSWERS
gr
1 Mars, Earth, planets in Alpha Centauri

2 Mars and Earth are in our solar system, the others are
eo
in Alpha Centauri
3 Apart from Earth, scientists know a lot about Mars
lG
4 a blue planet might have water and an atmosphere

and therefore life
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at
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SAMPLE COPY, NOT FOR DISTRIBUTION 10a Leaving Earth 118a

3 7
• Organize groups to discuss questions 1–2. • Organize pairs to discuss the comments and questions
In feedback, elicit students’ ideas. from Exercise 6.
• Tell students to substitute might for would in some of the
EXAMPLE ANSWERS sentences and see if it changes their understanding of
1 Students might agree and argue that we would fail to the comments.
survive on another planet because of the way we would • As students speak, note how well students manipulate
exploit its mineral wealth and damage its environment, second conditional forms.
or because of the way we would compete politically
between nations to claim bits of a new planet for our • In feedback, elicit a few opinions from students.
own nations.
8
2 for: find new places, improve technology, and scientific
knowledge, improve understanding of the universe and • Ask students to complete the sentences. Then let them
our place in it compare and discuss their answers in pairs.
against: money is needed on Earth, nothing to be
9
discovered as universe is too big and the distances to
travel are too far • Ask pairs within a group of four to play a guessing
game. Pair A turns to page 153 in the Student Book and
ng
follows the instructions. Pair B turns to page 154.
Grammar second conditional • Give students one or two minutes to think of examples
ni
4 for each category and to write at least four clues for part
• Ask students to read the grammar box carefully and 1. As students work, monitor and encourage them to
ar
note the forms in bold. Tell students to answer the use the second conditional.
questions and compare their understanding in pairs. • After a few minutes, ask the pairs of students to take
Le
turns to read out their sentences. The other pair has to
ANSWERS guess the job, person, etc.
1 simple past (sent, turned out) and past form of modals,
c • As students speak, note how well they use second
hi
e.g., can (could) conditional forms. Note any errors and write them up
2 when if is at the beginning of the sentence, after the for pairs to correct at the end.
ap
first clause
3 would be able to, couldn’t , could (they are all modal Speaking my
gr
verbs)
10
• Ask students to think of a place they would like to live
eo
5 in. They should keep the place a secret while they write
• Ask students to look at the sentences from the article five reasons why they want to live there.
lG
again and answer questions 1 and 2 in pairs. • Now organize groups. Tell students to take turns to
tell their group the reasons why they want to live in a
ANSWERS place without saying the name of the place. The other
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1 the present and the future students must guess the place.
2 hypothetical (improbable or impossible) situations
11
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• Discuss the questions as a class.

at
Please refer to page 174 for Grammar Notes on the second

conditional form.
N

6
• Ask students to complete the comments about space
exploration with the second conditional. Elicit the first
answer to get them started. Let students compare their
Please refer to page 174 for Grammar Notes on the second
conditional form.
119a Unit 10 No limits SAMPLE COPY, NOT FOR DISTRIBUTION

3 Work in groups. Do you agree with these online 7 If you were (be) in charge of NASA,
comments about space exploration? Give your what would you spend (spend)
reasons. money on?
8 If there was/were (be) life on another
1 “We can’t take care of Earth, so we’ll never be planet, would they contact
successful on another planet.” (contact) us first?
2 “I don’t understand why we need to go
into space. We should spend the money on 7 Work in pairs. Look again at the comments in
improving life on Earth.” Exercise 6. Say which statements (1–5) you agree
with and answer the questions (6–8).
Grammar second conditional 8 Complete the sentences with endings that are
true for you. Then work in pairs and compare
SECOND CONDITIONAL
your sentences.
But if we sent astronauts to Mars, would they be able
to survive? 1 If I were a tourist on a space trip,
Astronauts couldn’t go outside the base if they didn’t a I’d …
wear a spacesuit. b I wouldn’t …
ng
It would be hugely exciting if we could get images from c I could …
Alpha Centauri. d I might …
ni
For more information and practice, see page 174. 2 If I lived on a base on Mars,
a I’d …
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b I wouldn’t …
4 Work in pairs. Look at the grammar box. Answer c I could …
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the questions. d I might …
1 Which verb form follows if in the second
conditional? 9 Work in two pairs within a group of four. Play a
2 When is a comma used in a second
c guessing game.
hi
conditional sentence? Pair A: Turn to page 153 and follow the
3 Which verbs can be used before the base verb
ap
instructions.
in the main clause?
Pair B: Turn to page 154 and follow the
gr
5 Work in pairs. Look at how the second conditional instructions.

patterns are used in the article. Answer the
eo
questions.
Speaking my
1 Does the second conditional refer to situations
lG
in the past or in the present and the future? 10 Work on your own. Think of a place you’d like to
2 Does the second conditional refer to real or to live. Write down five reasons why you’d like to
hypothetical situations? live there. Then work in groups. Take turns telling
na
your group the reasons, but don’t say the place.

6 Complete the comments about space exploration Can they guess before you give all the reasons?
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with the second conditional.

A: I’d love to live in . I’d go to all the
1 I ’d consider
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(consider) training as an local soccer games.

astronaut if I had (have) the right B: And if I lived in , I’d never be cold
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qualifications. again.
2 I ’d pay (pay) be a space tourist if it
wasn’t/weren’t so (not / be) so expensive. 11 Think about your answers to these questions. Then
3 Being in space would be (be) OK if you tell the class.
were able to (be able to) have Skype chats
1 If you could start a new life, what things would
with people on Earth.
found you change and how?
4 Even if we (find) Earth-like
2 What would you miss about your old life?
planets, we wouldn’t be able to (not / be able to)
travel there.
5 If I were/was (be) on a long space journey,
I ’d miss (miss) my family.
6 What would happen (happen) if you
didn’t get along (not / get along) well with the
rest of the crew on a spacecraft?
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 10 No limits 119

10b The superhumans
ng
ni
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c
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Listening 4 Work in pairs. How do you think life might be
ap
different for someone with a bionic device?

1 Work in pairs. Look at the photo. What do you
gr
think it shows?
Grammar defining relative
2 82 Listen to a preview of a TV program. clauses
eo
Check (✓) the topics you hear mentioned.

DEFINING RELATIVE CLAUSES
lG
✓ blades and wheelchairs

With relative pronouns
Olympic medals
1 Tonight, there’s a documentary that features some
✓ Paralympic athletes
na
famous Paralympians.
✓ progress in medical science
✓ a robotic exo-skeleton With optional who/that
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2 The Paralympians (who / that) you mentioned use

3 blades and wheelchairs.
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82 Match the beginnings of the sentences

3 The range of devices (that) the program describes is
(1–6) with the endings (a–f). Then listen again
N
growing.
and check.
1 The Paralympics is a sports event for people f
2 The TV program features some athletes a
3 A bionic device is one e 5 Look at the grammar box. Circle the correct
4 Amanda Boxtel uses a robotic structure b option.
5 Amanda Boxtel works with an organization d 1 In sentence 1, a documentary is the subject / object
6 There’s no limit to the things c of the verb features.
a whose devices are bionic. 2 In sentence 2, the Paralympians is the subject /
b that supports her body. object of the verb mentioned.
c bionic devices will be able to do. 3 In sentence 3, the range of devices is the subject /
d that promotes bionic technology. object of the verb describes.
e that uses electronics. 4 When who or that refers to the subject / object, we
f who have a disability. can leave it out.
120
Grammar defining relative clauses
10b The superhumans 5
• Ask students to look at the examples in the grammar
Lesson at a glance box, and point out the use of which, who, and that.
• listening: bionic bodies • Ask students to circle the correct option to complete the
• grammar: defining relative clauses rules 1–4. If necessary, remind students of the difference
• vocabulary: medicine between the subject (it does the action of the verb) and
• speaking: health experiences object (it receives the action of the verb).
Listening
1 Please refer to page 174 for Grammar Notes on defining
• Organize pairs. Ask students to look at the photo and relative clauses.
discuss the question. Elicit ideas in feedback, but do not
comment at this stage.
2 82
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Vocabulary notes
• Ask students to read the list before they listen and check
(✓) any unfamiliar words (blades = here, the long curved device = machine or piece of equipment
ni
metal “legs” that Paralympic athletes use for running exo-skeleton = a frame on the outside of the human body
when they have lost a leg). limb = an arm or a leg
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• Play the recording. Students listen and check (✓) the
things they hear mentioned. Let students compare their
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answers in pairs before checking as a class. Vocabulary notes (p. 121, Exercise 7)
implants = things you put inside the body through surgery
3 82
• Ask students to match the beginnings of the sentences
c prosthetic = artificial
hi
hips = the two joints (= parts where two bones meet) at
(1–6) with the endings (a–f). Elicit the first match to get
either side of your body at the top of the leg
students started.
ap
mimics = imitates or copies

• Play the recording again. Students listen and check their
answers.
gr
Vocabulary notes (p.121, Exercise 11)

4
eo
Something (e.g., a cut, a wound, an injury) heals (= gets

• Ask students to discuss the question in pairs. Discuss better); someone (usually a doctor or nurse) treats (=
students’ ideas with the whole class. applies medicine) and cures (= makes better) a patient.
lG
Appointment is formal (with a doctor, dentist, bank

EXAMPLE ANSWERS manager, etc.); date is informal and usually romantic (with
They would have to get used to putting it on and taking it a potential boyfriend/girlfriend).
na
off; they would have to learn how to operate it properly; Hurt is a verb; pain is a noun.
they might need to make sure it is charged; potentially, Healing is the natural process which leads to a patient
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they would have better movement; it might be liberating. being better; treatment is what the doctor gives a patient
to help him or her get better.
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Monitoring means watching and checking carefully;

controlling isn’t used in this context—we can control a
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Bionics is the study of mechanical systems that function like machine (i.e., operate it), control people or a country
living organisms or parts of living organisms. It is a science (i.e., be in command of them), or control our activities or
in its early stages of development. However, significant emotions (i.e., keep them at the correct level).
breakthroughs include the artificial heart (developed in Painful means that you feel physical pain; hurtful describes
2004), the cochlear implant (which helps deaf people hear), a comment or action which upsets someone emotionally.
a silicon retina (which helps the blind see), and the i-Limb
Hand, a commercially available bionic hand.
Paralympian is the term used for athletes who have a
disability and compete in the Paralympic Games.
Amanda Boxtel—on February 27th, 1992, a freak skiing
accident rendered Amanda Boxtel a paraplegic. She was
24 and was paralyzed from the waist down. She’s currently
Executive Director for the Bridging Bionics Foundation,
which aims to bridge human mobility with exo-skeletons
and bionic technology. She lives near Aspen, Colorado.
SAMPLE COPY, NOT FOR DISTRIBUTION10b The superhumans 120a

6 12
• Ask students to read the sentences in Exercise 3 again • Organize small groups. Tell students to use a dictionary
and find all the examples of defining relative clauses. Tell to check any unfamiliar words.
students to divide the sentences into two categories —those • Tell students to use relative pronouns when defining
with relative pronouns, and those with optional relative the words. Write some useful phrases on the board first
pronouns. Ask students to add relative pronouns to those to help them, e.g., It’s something you use to …, It’s a place
sentences that don’t have them. In feedback, discuss whether where …, It’s someone who …, It’s a vehicle which ….
the relative pronoun can be omitted in each sentence.
• Organize new pairs and ask students to take turns
• Ask students to find further examples in audioscript 82 choosing a word and giving a definition of the word.
on page 187. Note any errors with relative pronouns and clauses, and
write some on the board for pairs to correct.
7
• Ask students to look at the diagram of a bionic body. Ask:
What bionic parts can you see? What do they allow people to do? EXAMPLE ANSWERS
A surgeon is a doctor who does operations in a hospital.
• Ask students to complete the information for each numbered
An injection is something you get in your arm.
part with the relative pronouns in the box. Let students Botox is a chemical that is used to get rid of wrinkles.
compare their answers in pairs before checking as a class. An operating room is a place where surgeons operate.
ng
Please see Vocabulary notes on page 120a.
A blood test is a medical procedure which checks your
8 blood for illness.
ni
The ER (emergency room) is a hospital department where
• Ask students to write pronouns in the correct optional
people who have had accidents go.
ar
place in the sentences. Point out that the first answer
A scan is a medical procedure that takes an image of the
has been provided as an example. Let students compare inside of our bodies.
Le
An ambulance is a vehicle which takes people to a hospital.
Stitches are pieces of thread that doctors use to close an
ANSWERS injury.
2 I thought that the treatment I got was very good.
c A donor is a person who agrees to give their body parts to
hi
3 The injections that the nurse gave me didn’t hurt much. science or medicine when they die.
4 The other patients who I met had similar injuries. Crutches are sticks that people use to walk with after they
ap
have broken their leg.

5 The hospital ward that I was in had only one other
patient. Surgery is a procedure where doctors cut into patients and
gr
repair something that is wrong.

A radiographer is a person who does X-rays.
9 83
eo
A ward is a place where patients in a hospital lie in bed.

• Ask students to cross out the optional pronouns in the A paramedic is a medical expert who goes in an
sentences. Let students compare their answers in pairs. ambulance to help people when they have been hurt.
lG
• Play the recording. Students listen and check their answers. First aid is something which people give to injured people
as soon as they have had an accident.
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Pronunciation sentence stress

10 83 Speaking my
io
• Play the recording again. Students listen and note the 13

fact that the relative pronouns aren’t stressed. As a
at
• Tell students to choose two of the words from Exercise

result, the vowels have short sounds in each relative
12 that relate to their personal experiences. Ask pairs to
pronoun, and that is reduced to /ðət/.
N
use the words to talk about their own experiences.

• Play the recording again. Students listen and repeat the
sentences.
Vocabulary medicine
11
• Organize the class into pairs. Ask students to circle the
best option for sentences 1–7. Please see Vocabulary
notes on page 120a.

6 Look at the sentences in Exercise 3. Find the 1
relative pronouns. Add a relative pronoun to
the sentences that don’t have them.
7 Look at the diagram of a bionic body.

Complete the information for each
2
numbered part with the words in the box.
Use two words twice. 3
when where who that whose

4
1 implants in the ears that allow
people who are deaf to hear
2 prosthetic arms that can 5
receive signals from the brain
3 temporary artificial hearts for people
who are waiting for transplants
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4 the first replacement hips—from a time
when bionics was an idea from
science fiction
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5 healthy area of bone where the
ar
bionic limb is attached
whose 6
6 bionic limbs movement
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mimics the body’s natural steps
8 Read the comments from a hospital patient. Vocabulary medicine

Write who or that in the correct place.
c
11 Work in pairs. Circle the correct option.
hi
who
1 The doctor I spoke to was very positive.
1 It’s just a small cut. It will treat / heal naturally.
ap
2 I thought the treatment I got was

2 What time is your doctor’s appointment / date?
very good.
3 They can’t cure / heal this yet, but they can relieve
3 The injections the nurse gave me didn’t
gr
the symptoms.
hurt much.
4 Where does it hurt / pain?
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4 The other patients I met had similar

5 The healing / treatment has some unpleasant side effects.
injuries.
6 The doctor is controlling / monitoring the patient’s
5 The hospital ward I was in had only one
lG
condition.
other patient.
7 The injection isn’t hurtful / painful.
9 83 Cross out any optional words in
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these sentences. Then listen and check

12 Work in groups. Take turns choosing a word and then
give a definition of the word.
your answers.
io
Botox is something that celebrities use to make themselves look

1 I know someone who has a bionic arm.
younger.
at
2 The hospital that we go to isn’t far away.

3 Cochlear implants are devices that surgeon injection Botox
N
improve hearing. operating room blood test first aid

4 Wheelchairs are often used by patients paramedic scan ambulance
whose legs are paralyzed. stitches donor crutches
5 The doctor who we saw in the film is a surgery radiographer ward
pioneer in bionics. X-ray ER (emergency room)
10 Pronunciation sentence stress

83 Listen to the sentences from
Speaking my
Exercise 9 again. Notice how the relative 13 Work in pairs. Choose two of the words from Exercise 12
pronouns are not stressed. Then listen again and talk about your own experience.
and repeat.
I’ve never been in an ambulance.

10c Two journeys, two lives
Reading 6 Work in pairs. What do the expressions with take
mean in these sentences?
1 How much do you know about these people?
1 The Yukon Arctic Ultra takes place every
Circle the option (a–c) you think links them.
two years.
a They broke “unbreakable” records. 2 Diane Van Deren took up running after an
b They were successful in spite of difficulties. operation to cure her epilepsy.
c They became rich and famous in their 3 Diane Van Deren couldn’t take off her boots
chosen careers. because they had frozen to her feet.
4 John Dau’s plane to New York took off from
J.K. Rowling Marie Curie Nairobi airport.
Nelson Mandela Stephen Hawking
7 Work in pairs. Using the information in the stories
2 Work in pairs. You are going to read about two and your own understanding of them, discuss the
ng
people who overcame obstacles in their lives. questions with your partner.
1 Why did Diane Van Deren and John Dau begin
ni
Student A: Read about Diane Van Deren.
their journeys?
2 Did they make their journeys through choice
ar
Student B: Read about John Dau.
or necessity?
Le
Make notes to answer these questions. 3 What have they achieved for themselves and
1 Who? 4 Distance covered? others as a result of their journeys?
2 Where? 5 Time taken?
3 When? 6 Food and drink?
c
Critical thinking reading
hi
3 Tell your partner about the story you read. Use between the lines
ap
your notes to help you. Ask your partner at least

one question about his or her story.
8 Work in pairs. Read the quotes. Who do you think
said each one—Diane Van Deren or John Dau? Give
gr
4 Now read your partner’s story. Is the story what your reasons.
eo
you expected to read? Did anything surprise you? 1 “I think people refuse to try things because
they fear failure.”
Word focus take
lG
2 “All I have to think about is my body.”

3 “There have been many impossible situations
5 Look at these excerpts from the stories. What do in my life, but I keep trying.”
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the expressions with take mean or refer to? Circle 4 “You can’t give up.”
the correct option (a–c).
9 Do you know of other people who have overcome
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1 Diane Van Deren was […] taking part in the obstacles to achieve something in unexpected ways?
Yukon Arctic Ultra.
at
a leaving b participating c winning

2 Van Deren […] had an egg-sized piece of her Speaking my
N
brain taken out.

a removed b repaired c returned
10 You are nominating an inspirational person
for a prize. Choose someone from one of these
3 [… ] a journey that had taken him more than
categories. Make short biographical notes about
half of his life.
the person and the reasons why you find him or
a distance b speed c time
her inspirational. Then give your presentation.
4 Dau […] took care of a group of younger
children. • art or music • science and medicine
a controlled b watched over c played with • business • sports and adventure
• movies and • technology
television
122
1 Diane Van Deren 1 John Dau
10c Two journeys, two lives 2 at the Yukon Arctic 2 Sudan, Ethiopia, and Kenya
Ultra race, in the Arctic 3 1987 (for the first journey,
Lesson at a glance 3 from February 15–26th, four years later for the
2009, in the middle of return journey)
• reading: acts of endurance
winter 4 1,600 kilometers
• word focus: take
4 700 kilometers 5 weeks (for each of the two
• critical thinking: reading between the lines
5 approximately eleven journeys involved)
• speaking: inspirational people
days 6 no food or drink (on the
6 frozen fruit and nut first journey—it’s not
Reading bars mentioned in relation to
the return journey)
1
• Ask students to circle the option (a–c) that links them.
Encourage students to use relative clauses as they speak. 3
• Students take turns to tell their stories from the notes.
• In feedback, have a class discussion and ask students
Encourage students to ask questions about the story
what they know about each person—in particular, what
they hear. In feedback, ask some students which
ng
difficulties they overcame in order to become successful.
questions they asked their partner and what they found
out about their partner’s inspiring person.
ni
J.K. (Joanne) Rowling (born in 1965) is a British novelist, 4
ar
screenwriter, and movie producer who is best known as • Students read each other’s stories and comment on
the author of the Harry Potter fantasy series. She had the anything they find surprising.
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idea for Harry Potter in 1990. During the next seven years,
as she wrote the first novel in the Harry Potter series, her
mother died, her first child was born, she divorced her first
Word focus take
husband, and she found herself living in relative poverty 5
in Edinburgh, Scotland. The first novel in the series, Harry
c • Optional step Write take on the board and brainstorm
hi
Potter and the Sorcerer’s Stone, was published in 1997. expressions that use the word take.
Marie Skłodowska Curie (1867–1934) was a Polish and
ap
• Ask students to look at the excerpts from the stories

naturalized-French physicist, and chemist who did research
and circle the correct option (a–c). Let them check their
in radioactivity. She was the first woman to win a Nobel
gr
Prize. Her family had lost their property and money

because they were involved in nationalist Polish uprisings. 6
eo
As a result, Marie had to work as a governess (a private

• Organize pairs. Ask students to work out what the
teacher of young women) to fund her studies. Her mother
and one of her sisters died when she was young. expression with take means in each sentence.
lG
Nelson Mandela (1918–2013) became the first black

South African president, and held that position from ANSWERS
1994 to 1999. He spent 27 years in prison during the 1 takes place = happens
na
apartheid period (a period of racial segregation in South 2 took up = started doing something new (e.g., a hobby
African history which lasted from 1948 to 1991). Mandela or sport)
io
was released from prison in 1990 to take part in the

3 take off = to remove (clothing, etc.)
negotiations that led to an end to apartheid and the start
4 took off = left the ground; started flying (in a plane)
at
of black majority rule.

Stephen Hawking (1942–2018) was an English theoretical
N
physicist who worked in the fields of general relativity and

quantum mechanics. His book A Brief History of Time is a Vocabulary notes
best-seller. He had a form of motor neuron disease which Note the use of phrasal and prepositional verbs with take:
had almost totally paralyzed him. He communicated using
the plane took off = an intransitive phrasal verb (it takes
a single cheek muscle attached to a speech-generating
no object)
device. A movie about his life, The Theory of Everything,
was made in 2014. he took off his boots / he took his boots off = a separable,
transitive phrasal verb (it takes an object—his boots)
he took up a sport / an activity = started (a hobby or sport)
2
he took up a challenge / an offer / a post = accepted and
• Organize pairs. Ask students to decide who is going to
did these things
read which text.
• Ask students to read their selected texts and make notes
to answer questions 1–6.
ANSWERS

10c Two journeys, two lives 122a
Speaking my
7 10
• Organize pairs to discuss the questions. Tell them to • Ask students to decide on an inspirational person they
refer back to the stories to support the points they make. think is worthy of a prize, and they would like to talk
• In feedback, have a whole class discussion. about. Ask them to prepare notes and then to present
what they know and think of the person to the class. If
EXAMPLE ANSWERS you have a large class, you could organize the students
into groups of five or six and ask them to give their
1 Diane began her journey because, following an
presentations within their groups.
operation on her brain, she realized she could run
without stopping for hours. John began his journey as a Please refer to page 184 for Teacher Development notes
refugee, walking for weeks to escape the soldiers who on how to give feedback after a fluency activity.
had destroyed his village.
2 Diane though choice; John through necessity Vocabulary notes (p. 124, Exercise 1)
3 Diane became the first woman to complete the Yukon
a cut = the skin is broken by something sharp
Arctic Ultra Race; John escaped with his life and
has made a new life in the USA—he has now been a bruise /bru:z/ = a black and blue mark that appears on
the skin when a part of the body has been hit or knocked
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sponsored to study there.
a sprain = an injury to a joint or muscle when it’s been
pulled or twisted
ni
Critical thinking reading between a break = when the bone has broken
the lines
ar
an allergic reaction = a medical condition in which you
8 become ill or covered in red marks as a reaction to
Le
something you eat, breathe, or touch, e.g., nuts or dairy
• Organize pairs. Ask students to discuss the quotes and
products, as well as bites and stings
give reasons why they think Diane or John said each of
them. a blade = the sharp metal part of a knife
c trip = to fall after catching your foot on something

hi
ANSWERS wasps = small flying insects that can sting you
1/2: Diane is perhaps more likely to say these things—she bees = flying insects that make a buzzing noise, make
ap
has chosen to take up a really tough challenge which honey, and can sting you
she could have failed and which necessitates having to
gr
concentrate on keeping your body going.

3/4: John is perhaps more likely to say these things—the
eo
situation he was in (escaping death and almost starving) stitches = if a cut is deep, a doctor may sew the edges
was extreme, and he did keep trying and never gave up together with thread—these short pieces of thread are
on his journey. called stitches
lG
bandage = a small thin piece of cloth or plastic that is

9 sticky on one side, that you stick over a cut
na
• Start by asking students to name some famous people itchy = a sensation on the skin that makes you feel that
who have overcome obstacles. Have a class discussion. you need to scratch it
• Note that this activity sets up the final speaking stage.
io
antihistamine cream = a cream that is used to treat an

As a conclusion, ask students to talk about and choose allergic reaction
at
the person they would like to make a presentation wrist = the joint that connects the hand to the arm
about.
N
Examples for Exercises 9 and 10:
Bill Gates (his first company failed); Steven Spielberg
(he was rejected by film school); Albert Einstein (his first
teacher thought he was lazy); Richard Branson (he has
dyslexia); Michael Jordan (he was dropped by his high
school basketball team); Walt Disney (he was rejected by
300 banks before one agreed to lend him money to set up
Disneyland in California)

Diane
Van Deren
84
On February 15, 2009, Diane Van Deren was one of a
dozen runners taking part in the Yukon Arctic Ultra, a
700-kilometer race across the frozen Arctic in the middle
of winter. Not a single woman had ever completed
5 it. With temperatures of 30 degrees below zero and
only seven hours of daylight each day, it’s probably the
hardest race in the world. But then, there is no woman
like Diane Van Deren.
Twelve years earlier, Van Deren, a former professional Somehow, Van Deren remained positive through it all.
ng
10 tennis player, had an egg-sized piece of her brain taken This was perhaps helped by another curious result of her
out. It was part of a treatment for epilepsy.1 The operation operation. “I have a problem with short-term memory. I
was successful, and she noticed an unexpected result: 25 could be out running for two weeks, but if someone told
ni
She could run without stopping for hours. me it was day one of a race,” she jokes, “I’d say, ‘Great,
let’s get started!’”
ar
At the start of the Arctic Ultra, icy winds froze Van
15 Deren’s water supplies, so she had nothing to drink for On February 26, 2009—exactly twelve years after her
Le
the first 160 kilometers. She kept going by sucking on surgery—Van Deren crossed the finish line of the Arctic
frozen fruit and nut bars. On the eleventh day, the ice 30 Ultra. She was one of eight people who finished—and
beneath her feet cracked open and she fell up to her the first and only woman.
shoulders into a freezing river. She managed to climb
c
hi
20 out, but it was hard to continue. Her boots had frozen
to her feet. 1
epilepsy (n) /ˈepɪˌlepsi/ an illness affecting the brain
ap
John
gr
eo
Dau
lG
85
na
In 2001, John Dau boarded a plane to New York. It was

the beginning of one trip but the end of a journey that
io
had taken him more than half of his life. In 1987, aged
thirteen, Dau had run away from his home in southern
at
5 Sudan, escaping from the soldiers who came to destroy

his village. He met up with a small group of boys like
N
himself, and together they walked for weeks to reach

a refugee camp2 in Ethiopia. “I had no shoes and no
clothes; at night, the desert was so cold. We thought
had to dive into water full of crocodiles,” Dau recounts.
10 about our parents all the time,” remembers Dau. The
Thousands of boys were killed or caught, and only
boys had no food and nothing to drink. “We chewed
18,000 of them arrived in Sudan. But the area was soon
grass and ate mud to stay alive.”
attacked again, so Dau and the other “Lost Boys” of
The boys walked by night and slept by day. Eventually 25 Sudan set off south again, this time to a camp in Kenya.
they reached the camp, where Dau spent the next four By now, Dau had walked more than 1,600 kilometers.
15 years. As one of the older boys, Dau led and took care of
Ten years later, Dau was one of a handful of “Lost Boys”
a group of younger children that eventually numbered
who were sponsored to study in the USA. A new kind of
1,200. But Dau was forced to run again when soldiers
journey was about to begin.
came to the camp. Along with 27,000 other boys, he
set off to walk back to Sudan. To get there, they had to 2
refugee camp (n) /ˌrefjʊˈdʒiː kæmp/ a temporary home for
20 cross the Gilo River. “Soldiers were shooting at us, so we people who have left their country of origin

10d First aid
Vocabulary injuries
1 Work in pairs. Complete the chart with the things
that cause these injuries. Some things can cause
more than one kind of injury. Add at least one
more cause of each injury.
Cuts and Sprains and Allergic

bruises breaks reactions
1, 2, 3, 5 2, 3, 5 4, 6
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5 Pronunciation and
1 blades and knives 4 insect bites
ni
2 falling off something 5 tripping a 87 Listen to these expressions. Notice how and
3 falling down 6 wasp and bee stings is not stressed.
ar
2 With your partner, decide what is the best cuts and bruises bites and stuff
Le
treatment for each injury in the chart. sprains and breaks go and see Rosana
wasp and bee stings
Real life talking about injuries

c b 87 Listen to the expressions again. Notice how
hi
3 86 Work in pairs. Look at the expressions for and is linked to the word before it and how the d
ap
describing injuries. Which expressions do you isn’t pronounced. Repeat the expressions.
think refer to the injuries in Exercise 1? Then listen
c Match words from A with words from B. Practice
gr
to three conversations and check.

saying the pairs of words.
eo
TALKING ABOUT INJURIES A day doctors eyes food

Describing injuries fruit hands mind rich
lG
I feel kind of sick. It’s just a sprain.

I got stung. It’s painful. B body drink ears famous
It doesn’t hurt. That looks nasty!
na
It hurts when I move it. You might have broken knees night nurses nuts
It looks kind of swollen. something.
6 Work as a class. You will be assigned a role as a
io
It might need stitches. It’s nothing.

patient or a doctor.
Giving advice
at
If I were you, I’d go to the emergency room. 1 Patients: Choose one of the injuries from the
I would keep an eye on it. 1
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box below. Visit each doctor and describe your

I wouldn’t just ignore it. 3
You should put some antihistamine cream on it. 2 problem.
You’d better clean it right away. 1 Who gives the best advice?
Why don’t you go and see Rosana? 3
Doctors: Listen to each patient and give advice.
It might be worth getting it X-rayed. 3
It’s probably best to get it looked at. 3
Which is the most difficult case to treat?
Have you tried putting cream on it? 2
a deep cut on your thumb from a kitchen knife
a painful ankle after jumping off a trampoline
4 86 Listen to the three conversations again.
feeling sick after being stung by a wasp
What advice is given in each case? Write 1, 2, or 3
cuts and bruises after a biking accident
next to each piece of advice.
strange skin rash after eating at a restaurant
neck and shoulder pain after a horse-riding
accident
124
Pronunciation and
10d First aid 5a 87
• Play the recording while students look at the
Lesson at a glance expressions in the box. Students listen and note the
• vocabulary: injuries pronunciation of and (see Pronunciation note below).
• real life: talking about injuries • Play the recording again. Students listen and repeat.
• pronunciation: and
Pronunciation note
Vocabulary injuries Before a vowel sound, the /d/ in and is pronounced (e.g.,
chips and eggs). In this example, there is linking—the /d/
1 sound at the end of “and” joins the vowel sound at the
• Optional step Elicit the following body parts by start of “eggs.” Before a consonant sound, the /d/ in and is
pointing: head, skin, knee, wrist, ankle, shoulder. Discuss generally not pronounced in fast, natural speech (e.g., fish
injuries common to these parts of the body. and chips).
• Check that students understand the headings in the Note the intrusion of a consonant sound between a vowel
chart. Organize pairs to complete the chart. Please see sound at the end of the preceding word and the /ə/ sound
in and: go_w_and
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Vocabulary notes on page 123a.
2 5b 87
ni
• Give pairs time to discuss and decide what is the best • Play the recording again. Ask students to note the
way to treat each problem. Elicit ideas. linking. Students listen again and repeat.
ar
• If students need more support, write some of the
Pronunciation note
Le
answers below on the board and ask students to match
them with the different injuries. When weakly stressed, as in these expressions, and is
pronounced /ən(d)/.
EXAMPLE ANSWERS
c
hi
Put a bandage on it. (small cuts, stings, and bites) 5c
Put ice/cream on it. (stings, bites, bruises) • Ask students to match words from box A with words
ap
Take medicine/antihistamine. (stings, bites, food poisoning) from box B to make common pairs by joining them
Go to the hospital. (a serious injury) with and.
gr
Take it easy. (a bruise, a sprain) • Let them check their answers with a partner, then
practice saying the common pairs. Encourage them
eo
to place equal emphasis on the nouns, with a weak

Real life talking about injuries pronunciation of and.
lG
3 86
• Ask students to decide which expressions for Describing ANSWERS
injuries refer to which injuries in Exercise 1. Let them
na
day and night; doctors and nurses; eyes and ears; food and
compare their answers in pairs. drink; fruit and nuts; hands and knees; mind and body;
• Tell students that they are going to listen to three rich and famous
io
conversations in which someone has a medical problem.

Play the recording. Students listen and check their 6
at
answers. Please see Vocabulary notes on page 123a. • Organize the class into patients and doctors. After
N
preparation time, ask students to roleplay the situation

4 86
described. Ask students to swap partners.
• Play the recording again. Students listen and note
• Ask students to tell the class which case they thought
the advice given.
was the most difficult to treat.
• After listening, ask students to compare answers in
pairs. Please refer to page 184 for Teacher Development on how
to manage a roleplay.
Please refer to page 174 for Grammar Notes on
expressions for giving advice.
Vocabulary note
rash = an area of small red spots on your skin caused by an
allergic reaction or disease
SAMPLE COPY, NOT FOR DISTRIBUTION 10d First aid 124a

Writing skill linking ideas
10e What do you think? 4a
• Ask students to write the highlighted words in the
Lesson at a glance email in the chart. Let students compare their answers
in pairs. Remind students to add a comma where
• writing: a personal email
necessary.
• writing skill: linking ideas
Please refer to page 174 for Grammar Notes for Exercise 4a.
Writing a personal email 4b
1 • Ask students to complete the sentences with
• Organize pairs and ask them to discuss who they tend expressions from Exercise 4a. Let students compare
to talk to if they need advice in each of the situations. their answers in pairs.
• Ask students about other problems they may need
advice for (homework, technology, money worries, etc.) 5
and who they usually talk to. • Ask students to think of a problem and write a few
notes about it. Then ask them to write an email
modeled on the email from Kate. Encourage students to
ng
EXAMPLE ANSWERS
use contractions and as many of the expressions from
car trouble: mechanic, friend, father Exercise 4a as they can.
ni
health worries: doctor, nurse, pharmacist
personal or relationship problems: partner, close friend, 6
ar
parents, counselor, psychiatrist • When students have finished their emails, ask them to
difficulties at work or school: manager, colleague, check their written work carefully by thinking about the
Le
personnel department, friends, family, teacher, classmates two questions in the Student’s Book.
• Ask pairs to comment critically on each other’s work.
2 Ensure students are not paired with the person they
• Ask students to read the email and circle the best option
c intend to “send” their email to.
hi
(a–c). Check the answer with the class. • Allow students time to revise their work and produce
ap
a final draft. Tell them to “send” their email to someone

Background information in the class.
gr
Vanuatu, officially the Republic of Vanuatu, is an island

nation in the South Pacific Ocean. It has been independent
7
since 1980. • Students must read the email they have received
eo
carefully and write and send a short response, also

3 in an informal style.
lG
• Ask students to discuss the question and find and

underline words or expressions in the email which
illustrate the writer’s chosen style.
na
ANSWER
io
The style of the email is informal.

at
It uses informal expressions: Hi there; Thanks so much … !;

I bet you wish you were me; The thing is; By the way; Take
N
care
It uses abbreviations: I’m; I’ve been; It’s; I’d; wouldn’t
It uses personal questions: What do you think? Did you
manage to sell your car?
It shortens sentences by removing the subject: Hope all is
well with you.

10e What do you think?
Writing a personal email 4 Writing skill linking ideas

1 Who do you talk to when you need advice about a Look at the chart. Each group of words can link
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these things? Work in pairs. Compare your ideas. ideas in the same way. Use the highlighted words
from the email to complete the chart.
ni
car trouble personal or relationship problems
1 clearly obviously
health worries difficulties at work or school
of course
ar
naturally
2 Read the email. What is the writer’s purpose? 2 in fact actually
Le
Circle the best option (a–c). What advice would to be honest
you give Kate? 3 Before I forget, By the way,
a to ask for information about a job opportunity
c Incidentally,
So,
hi
b to get in touch with an old friend 4 Anyway,
c to ask for some help making a decision Well,
ap
5 All the same, The thing is

Even so,
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Hi there, However,
Thanks so much for the get well card! I’m feeling a
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lot better now, actually. And I’ve been meaning to

b Complete the sentences with expressions from
write to you for a while—I want your advice about
Exercise 4a. Remember to add a comma where
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something.
necessary. More than one answer is possible.
I have the chance to spend a year away, on a project Answers may vary.
in the South Pacific. (I know, it sounds like paradise—I 1 Your problem sounds familiar. I had to make a
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similar decision once, actually .

bet you wish you were me!) It’s a job in a community
health clinic on Vanuatu. I’d have to do some training 2 It’s a long way to go. You’d miss your family at
first, of course .
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if I took the position, of course. I can do basic first

aid, but I’d need to know more than that. 3 I hope I’ve helped you a little! By the way,
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how’s your sister?

The thing is, I’m not sure if I should go. It would So,
4 That’s what I did. I hope I’ve
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mean giving up the job I have now, obviously. But

been of some help.
I wouldn’t mind that—it’s not a great job! And I’ve
5 It could be interesting. Obviously, it’s going
often thought about a career in nursing …
to be difficult.
So what do you think?
Hope all is well with you. By the way, did you manage 5 Think about a problem you need help with. Write
to sell your car? an email to someone in your class.
Take care, 6 Use these questions to check your email. Then
Kate send your email to the person you have chosen.
• Have you used a variety of linking expressions?
3 Is the style of the email formal, neutral, or • Have you used linking expressions correctly?
informal? Underline the words or expressions that
show this. 7 Write a reply to the email you have received.

10f What does an astronaut
dream about?
ng
ni
ar
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c
hi
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gr
Helen Sharman,
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the first British

astronaut to go
lG
into space
na
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at
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The Mir space station
126
While you watch
10f What does an astronaut
dream about? 3 10.1
• Play Part 1 of the video and ask pairs to think about
what astronaut Helen Sharman dreams about. Elicit a
Before you watch few ideas from the class.
1
• Look at the photo with the class. Ask students what ANSWERS
they can see in the photo. Check that students know the
I’m floating in space; My crewmates are floating in the
words: space, astronaut, gravity, space station, spacecraft, space station; I miss my family / friends back on Earth; I
weightless, stars, planets, solar system, and spacesuit. feel connected with my crewmates / space / Earth.
• Ask pairs to discuss the question. Elicit ideas in
feedback. Make this lighthearted—students may
well have amusing answers. Videoscript 10.1, 10.2, 10.3, 10.4
Part 1
EXAMPLE ANSWERS
Helen Sharman On the odd occasion that I do remember
They might dream about traveling through space, looking
ng
my dreams, quite often I have a dream where I’m back in space.
back at Earth, being weightless, or meeting aliens. Or they And I’m floating down one of the very long Mir modules. So I
might feel homeless and dream about life back on Earth, would be going past at a nice sort of slow rate, really sedate. And
ni
for example, they may imagine their favorite meal. then there’s a window approaching. And as I look out and see
the Earth, with some blue sea and the gorgeous brilliant white
ar
clouds and that curvature of the Earth. My eyes are used to the
Key vocabulary bright lights inside the space station, so I don’t see the stars. So it
Le
2a just looks black on top. And then floating the opposite direction,
coming to join me, is first Sergei and then my other crewmates
• Have pairs of students use the context to guess the
who are up there. And we just stay around this window. And
meanings of the words in bold.
ctogether we don’t say anything in my dream. We’re just there and

I can hear them breathing, and I can feel their warmth because
hi
2b
we’re really quite close to each other and we’re all just looking
• Students should match the words in bold in 2a with the out of the window.
ap
definitions.
Part 2
• Give students the opportunity to practice recognizing
gr
and producing these key words before they hear them in Helen Sharman Everybody talks about how beautiful
the Earth looks. I always felt in a strange way, both at once
continuous speech in the video. You could say the words
disconnected and connected to the Earth because I really didn’t
eo
and ask students to repeat, or say the words and ask feel like I was part of it any more, and I was actually looking back
students to underline the strongly stressed syllable: float at the Earth. And yet I knew that that was my home. That was
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/ fləʊt/, crewmates, disappointed, connected. where I wanted to return. I absolutely wanted to go back.
Part 3
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Helen Sharman Astronauts just look out and see physical

Dr. Helen Sharman, who was born in 1963, is a British geography. And we talk about the countries that we can see, and
chemist who became the first British astronaut and the of course you’re looking at them in different orientations. And
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first woman to visit the Mir space station in 1991. After then after a day or two, you stop talking about that and you’re
responding to a radio advertisement asking for applicants starting to talk about the things that you’re missing on Earth. It’s
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to be the first British astronaut, Helen Sharman was all to do with the people that you remember back on Earth: our
selected for the mission live on television, ahead of nearly families, our friends. And when we go over countries, we don’t
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13,000 other applicants. The program was known as think about the geography below us, we think about the people
Project Juno and was a cooperative Soviet Union–British who are there and, hopefully, future meetings that will happen.
mission co-sponsored by a group of British companies.
Part 4
The Mir Space Station orbited Earth from 1986 to 2001.
It was run by the Soviet Union and later by Russia. At the Interviewer
time it was the largest artificial satellite in orbit. It was So, how does that dream end?
succeeded by the International Space Station. In Russian, Helen Sharman
Mir can mean “peace” or “world.”
I just remember then usually I gently wake up and that’s it, yes.
And I’m always very disappointed that I’ve woken up because I
wanted to be back in space.
4 10.1
• Play Part 1 of the video again and ask students to circle
the correct options. Let students compare answers with a
partner before checking as a class.

10f What does an astronaut dream about? 126a
5 10.2 3 What does at once mean?
• Play Part 2 of the video and ask students to complete a at one time
the sentences. Let students compare their completed b at different times
sentences in pairs before checking with the class.
c at the same time
6 10.3 4 What does absolutely mean?
• Play Part 3 of the video and ask students to note a in no way
answers to the questions. Let students compare their b kind of
c totally
ANSWERS 5 What does to do with mean?
1 at the start, countries they can see; then, things you’re a about
missing on Earth—people, families, friends b happening to
2 people who are in the countries and future meetings c together with
6 What does gently mean?
7 10.4
a happily
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• Ask students to discuss the question in pairs. Play
b politely
Part 4 of the video so students can check predictions.
c softly
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After you watch 9b
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8 • Ask students to complete the sentences. Then ask
• Ask pairs to discuss their personal reactions. Elicit ideas students to compare sentences with a partner.
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in feedback.
EXAMPLE ANSWERS
EXAMPLE ANSWERS 1 I only eat out / go away for the weekend on the odd
The overall message: you’ll never forget being in space;
c occasion.
hi
when we’re away we think of people we left behind; as 2 I don’t think that what you study / where you live has
humans, it’s people we tend to think about anything to do with a person’s success.
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3 If you asked me whether I’d like to give up my job

/ live on a tropical island, my response would be
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Vocabulary in context “absolutely!”

9a 10.5 4 On a cold night, it’s nice to feel the warmth of an open
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fire / a hot water bottle.

• Explain that students are going to watch some clips from
the video which contain some new words and phrases. 5 I find it hard to read and listen to music at the same
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time.
6 It’s best to tell someone gently if you don’t want to go
• Play the clips. When each multiple-choice question out with them / be friends with them.
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answers in pairs before checking with the class. 10
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• Organize students into groups to discuss the questions.

The aim here is to get students to personalize the topic
Videoscript
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10.5 by talking about their own experiences. Pre-teach

nightmare (= a bad dream).
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1 What does on the odd occasion mean?

• In feedback, ask different groups to present their ideas
a strangely
to the class.
b usually
c very rarely
2 What does warmth mean?
a body heat
b kindness
c love

Before you watch 5 10.2 Watch Part 2 of the video. Complete the
sentences with one word.
1 Work in pairs. What do you think astronauts
1 Everyone says the Earth looks beautiful .
might dream about?
2 Helen Sharman felt disconnected and
connected to the Earth.
2 Key vocabulary 3 She knew it was her home .
a Work in pairs. Read the sentences. The words in 4 She wanted to return / go back .
6 10.3 Work in pairs. Watch Part 3 of the video.
the words.
Answer the questions.
1 The best part of being a flight attendant is the
1 Astronauts talk about different things at the
great crewmates I get to work with.
start of a space trip and after a couple of days.
2 Stones don’t float on water, but pieces of wood
What do they talk about?
usually do.
2 What do they think about when they go over
3 Since I left home, the thing I miss most is my
different countries?
dad’s cooking. He makes great pizza!
4 I’ve visited China so many times, and have a 7
ng
10.4 Work in pairs. How do you think Helen
lot of friends there. I feel really connected to Sharman feels when she wakes up? Watch Part 4
the country. of the video and check your ideas.
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5 We’d read amazing reviews of the movie, and
when we saw it, we weren’t disappointed. It
After you watch
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was fantastic.
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b Match the words in bold in Exercise 2a with these 8 Work in pairs. Compare your personal reactions to
definitions. the video. Do you think the animation went well
with Helen Sharman’s words? Did anything surprise
a to move slowly on the surface of water or in air
float c you? What was the overall message for you?
hi
b members of a team on a ship, plane, or 9 Vocabulary in context
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spacecraft crewmates
c to feel sad about things or people you aren’t a 10.5 Watch the clips from the video. Choose
miss
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with now the correct meaning of the words and phrases.

d feeling unhappy with something that wasn’t as
b Complete the sentences in your own words. Then
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good as you’d hoped disappointed

e linked or associated with a thing, place, or work in pairs and compare your sentences.
person connected 1 I only … on the odd occasion.
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2 I don’t think that … has anything to do with a

While you watch person’s success.
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3 If you asked me … , my response would be

3 10.1 Work in pairs. Watch Part 1 of the video. “absolutely!”
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What do you think astronaut Helen Sharman 4 On a cold night, it’s nice to feel the warmth
dreams about? of …
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5 I find it hard to … and … at the same time.

4 10.1 Watch Part 1 of the video again. Circle the 6 It’s best to tell someone gently if …
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correct option.
10 Work in small groups. Discuss the questions.
1 She dreams about the liftoff from Earth /
being in space. 1 How often do you dream?
2 She floats toward a door / a window. 2 Do you usually have dreams or nightmares?
3 She sees / doesn’t see the stars. 3 Do you remember your dreams?
4 Sergei and her other crewmates are / aren’t in 4 Some people say dreams have meanings. Do
the dream. you know of any common interpretations?
5 She looks out of / wants to leave through the 5 What do you think of the idea of interpreting
window. dreams?

Grammar 4 ❯❯ MB Work in pairs. Discuss reasons for and
against making BASE jumping illegal in the place
1 Look at the photo of BASE jumping. Complete in the photo. Use terms from Exercise 3. What’s
the comments about the activity with the second your conclusion?
conditional.
1 You ’d feel absolutely terrified if it Vocabulary
was/were the first time you did this.
(feel / be) 5 Complete the sentences with one word. The first
2 If I got to the top of the cliff, I letter is given.
definitely would jump off. (get / jump) 1 This cut on my finger is taking forever to
3 If you were the last person left on the h eal .
cliff top, would you turn around and 2 These machines monitor the patient’s
go back? (be / turn around) condition.
4 I wouldn’t be able to do this if you
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3 The treatment is uncomfortable, but it’s not
took me there. (not be able to / take) p ainful .
5 You could kill yourself if something 4 Has she made an a ppointment to see the
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went wrong. (can kill / go) doctor?
6 If I looked over the edge, I ’d feel 5 Ouch, this bright sunlight hurts
ar
my
sick. (look / feel) eyes!
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6 Doctors t reated several people for burns
after the fire.
6
c ❯❯ MB Work in pairs. Answer the questions in
your own words.
hi
1 How might you sprain your ankle?
ap
2 What would you do if a bee stung you?

3 What kind of things are people allergic to?
gr
4 Have you ever broken a bone?

5 Do you know anyone who is afraid of
eo
injections?
6 How serious is food poisoning?
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I CAN
talk about the body and injuries
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talk about medicine and emergency medical

treatments
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2 Work in pairs. Read the comments again. Which Real life

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ones do you agree with?

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7 Circle the correct option. Then decide what injury

3 ❯❯ MB Work in pairs. For each of these things,
or illness each piece of advice could refer to.
agree on a definition and an example. Then
compare with another pair. 1 You should get / getting an X-ray.
2 You’d better call / calling an ambulance.
1 an adrenaline junkie 3 It might be worth go / going to the doctor.
2 bravery 4 Have you tried take / taking antihistamines?
3 a dangerous place 5 If I were you, I’d put / putting some cream on it.
4 extreme sports
5 a life-threatening situation 8 ❯❯ MB Work in pairs. Act out two conversations
using advice from Exercise 7.
I CAN
talk about improbable situations in the present or I CAN
the future (second conditional) describe injuries and give first-aid advice
give descriptions or definitions of things that include
essential information (defining relative clauses)
128
booster • Ask pairs to discuss whether BASE jumping should be
illegal where the photo was taken. Encourage them to
use terms from Exercise 3.
Exercises 3, 4, 6, and 8 are Memory Booster activities. For Vocabulary
5
• Ask students to complete the sentences with one word.
I can … checkboxes 6 ❯❯ MB
As an alternative to asking students to simply check the • Ask pairs to answer the questions.
a score from 1 to 4 (1 = not very confident; 4 = very ANSWERS
exercises.
Real life
ng
7
Grammar
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• Ask students to circle the correct options. Then tell them
1 to decide what injury or illness each piece of advice
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• Ask students to look at the photo and complete the could refer to. Let them compare answers in pairs.
comments with the second conditional. Let students
8 ❯❯ MB
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compare answers in pairs before eliciting answers from
the class. • Ask pairs to act out two conversations using the advice
from Exercise 7. You could then ask students to change
2
c partners and repeat the activity.
hi
• Ask pairs to read the comments again and discuss the
question.
ap
ANSWERS
gr

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3 ❯❯ MB
• Tell pairs to agree on a definition and an example for
lG
each of the things in the list. They then compare their

ideas with another pair.
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EXAMPLE ANSWERS
1 somebody who loves doing exciting things (e.g., BASE
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jumping, bungee jumping, white-water rafting)

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2 something you demonstrate when you dare to do

something dangerous or difficult (e.g., a soldier who
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risks his life to save someone)

3 a place where you could be injured or die (e.g., a
remote jungle, the Arctic, the edge of a high cliff)
4 sports that involve danger (e.g., ski jumping, sky diving,
cliff diving)
5 a situation in which somebody might die (many
examples)

Unit 11 Connections
Opener 3 88
1 • Tell students they are going to listen to four different
• With books closed, start by brainstorming the different people answering questions about the news. Play the
sections of a newspaper or news website with your class recording. Students listen and compare the comments
to establish students’ existing knowledge. with their own ideas from Exercise 2.
• In feedback, find out if students can remember how
• Read the news website sections to the class and check
the speakers responded.
any words students are unfamiliar with.
• Ask pairs to look at the photo and the caption and ANSWERS
discuss the question.
1 I get the headlines direct to my phone so that I can keep
up with business news.
EXAMPLE ANSWER
2 I don’t usually click on headlines unless they’re about
ng
It could appear on the main page or in the world news celebrities.
section if the discovery that she is a speaker of a unique 3 Also, celebrity interviews are always fun to read but
language is considered to be of great importance.
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I don’t believe everything I read because journalists
However, it’s more likely to appear under “features.“ sometimes change people’s words.
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4 I sometimes send a story to friends if it’s something that
makes me laugh.
Vocabulary notes
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comment and analysis = in this section of the newspaper
or news website, journalists give their opinions about Vocabulary notes
world events and explain a story in detail
c catch up with the news = find out the news that you have
hi
features = the section that concentrates on particular
not heard yet or have missed
interests (e.g., cooking, gardening, fashion)
ap
bookmark an article = make a note of it electronically so
that you can find it again
Background information gossip column = a newspaper column that tells stories
gr
about celebrities and their private lives

The woman speaks a dialect of Koro. It’s a Tibeto-Burman
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language spoken in the East Kameng district at the

western end of Arunachal Pradesh, India. 4
• Organize new pairs. Ask students to look at audioscript
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2 88 on page 188 of the Student Book and find and

• Organize pairs. Ask students to complete each sentence note the questions. Then ask them to add two more
in at least two different ways. Tell them to use their own questions of their own.
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ideas. • When they are ready, ask students to interview

three people, asking them the four questions in the
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EXAMPLE ANSWERS audioscript and the two questions they prepared. Let
students compare their answers with their partner
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1 I always hear about the news as soon as it happens. /

I don't have to buy a newspaper every day. before reporting back to the class.
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2 the story is really interesting or relevant to me. / it's the

weekend and I have more time. EXAMPLE ANSWERS
3 it probably isn’t all true. / the writer may have got their Which are the most popular newspapers or news websites
facts wrong. in your country?
4 I think it’s very funny or if I think they will find it Do you always believe what you read on news websites?
interesting. / I have time. When did you last read a newspaper?
129a
Unit 11 Connections
ng
ni
ar
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c
hi
This woman speaks Koro, a language
that has just been identified by linguists.
ap
gr
F E AT U R E S 1 Work in pairs. Look at the photo and the caption. Which of

these parts of a news website do you think this photo would
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130 Uncontacted tribes appear in?

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How a viral video revealed a business section homepage

controversial story celebrity news national news
comment and analysis politics and society
na
132 Sending a message current affairs sports section

What’s the best way to get entertainment technology
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your message across? features world news

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134 Spreading the news 2 Work in pairs. Read the comments about the news. Think of at
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An article about the impact least two ways to complete each comment.
of social networks 1 “I get the headlines direct to my phone so that …”
2 “I don’t usually click on headlines unless …”
138 Can you read my lips? 3 “I don’t believe everything I read because …”
A video about what it’s like 4 “I sometimes send a story to friends if …”
to have difficulty hearing
3 88 Listen to four people answering questions about the news.
Compare their comments with your ideas from Exercise 2.
4 Work in pairs. Look at the Track 88 audioscript on page

188. Add two more questions to the four questions in the
audioscript. Then work on your own and ask at least three
other people your questions. Compare your results.

11a Uncontacted tribes
Reading 3 Work in pairs. Find this information in the article.
1 what happened when the photos were published
1 Work in groups. Look at the title and the photo.
2 what Survival and Science disagree about
3 who has had experience with contacting
1 What do you think the photo shows? isolated tribes
2 In which parts of the world would you expect 4 who has collected information about isolated
to find uncontacted tribes? tribes for many years
5 what kind of life the Awá man had in the forest
2 Work in pairs. Read the article. What kind of
organization is: 4 Work in pairs. Read the Awá man’s comments at
the end of the article. Do you think he agrees with
1 FUNAI?
Science or with Survival? Give your reasons. Who
2 Survival?
do you agree with?
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3 Science?
One of the world’s last uncontacted tribes
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ar
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c
hi
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gr
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Uncontacted TRIBES
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na
89
S ome years ago, the Brazilian department for at contact. He said at the time that he wouldn’t let a single
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Indian affairs (FUNAI) published photos of Indian die. “But,” he said, “when the contact came, the
an uncontacted Amazonian tribe. FUNAI said diseases arrived, the Indians died.”
at
that the tribe was under threat from exploitation1

The authors of the article in Science said that isolated
of the Amazonian forest. Around the same time, a
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tribes aren’t viable4 in the long term. However, FUNAI

documentary showed video of the same tribe. The
said that the populations of the tribes they had been
photos went viral, leading to a reaction worldwide.
monitoring via satellite images had increased over a
Many online commentators asked what was being done
30-year period.
to save the tribe. Some people also asked if contact with
the outside world was actually a bad thing. Speaking to Survival, an Awá man from Brazil’s north-
eastern Amazon said that when he’d lived in the forest,
Several years after the viral video, the subject was still
he’d had a good life. If he met one of the uncontacted
controversial. An article in the magazine Science said that
tribes, he’d tell them that “there’s nothing in the
it was possible to contact isolated2 Amazonian tribes safely.
outside for you.”
However, the NGO3 Survival disagreed. It quoted Sydney
Possuelo, a former head of FUNAI who was talking about 1
exploitation (n) /ˌeksplɔɪˈteɪʃn/ the unfair use of someone
his experience with these tribes. He said that originally he for another person’s benefit
2
isolated (adj) /ˈaɪsəˌleɪtɪd/ apart from others, alone
had believed it would be possible to make safe contact and 3
NGO (n) abbreviation of nongovernmental organization
that he had organized one of the best prepared attempts 4
viable (adj) /ˈvaɪəbl/ able to be successful
130
ANSWERS
11a Uncontacted tribes
1 The photos of an uncontacted Amazonian tribe went
viral, (leading to a reaction worldwide).
Lesson at a glance 2 whether or not uncontacted Amazonian tribes can be
• reading: uncontacted tribes contacted safely
• grammar: reported speech 3 Sydney Possuelo, a former head of FUNAI
• speaking and writing: news stories 4 FUNAI
5 a good life
Reading
4
1
• Organize the class into pairs. Ask students to read
• Start by asking students what uncontacted tribes are the Awá man’s comments and discuss the questions.
(= a tribe is a group of related people who live Encourage them to support their opinions with reasons
together—uncontacted means that nobody from the and reference to the article.
outside world has met them).
• Organize groups of three or four to discuss the photo, EXAMPLE ANSWERS
ng
the headline, and the questions. In feedback, select
Science said that it was possible to contact uncontacted
students to share their ideas briefly. Do not comment at
Amazonian tribes safely, but Survival said that contact
this stage (students will find out more when they read
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could lead to disease and death. The Awá man seems very
the article). likely to agree with Survival—he values the “good life”
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of the uncontacted tribes and believes “there’s nothing in
EXAMPLE ANSWERS the outside” for members of the tribes, and would advise
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them not to have contact with the outside world.
1 The photo seems to show members of a tribe. They have
few clothes and primitive weapons. Student’s own opinions about who they agree with.
2 Parts of the Amazon basin, remote islands in the Indian
Ocean, perhaps very remote parts of other continents.
cBackground information
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2 89 The Awá or Guajá tribe is shown in the photo. It is a
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group of indigenous people of Brazil living in the eastern

• Ask pairs to look at the names of the three organizations
Amazon rainforest, near the Peruvian border. The tribe
and guess what sort of organizations they might be. was shown on the BBC in an episode of the series Human
gr
Ask students to read the article, and make notes about Planet. There are approximately 350 members in the tribe
the roles of each organization. Students can listen and and 100 of them have no contact with the outside world.
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read along to the recording if needed. Elicit answers as They are considered highly endangered due to conflicts
a class. with logging interests in their territory.
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Sydney Ferreira Possuelo (born 1940), is a Brazilian

ANSWERS explorer, social activist, and ethnographer who is an expert
on Brazil’s remaining uncontacted indigenous peoples.
1 FUNAI is the Brazilian department for Indian affairs.
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Until 2006 he was head of the FUNAI Department of

(It deals with issues involving indigenous Amazonian
Unknown Tribes, a governmental bureau which helps
people, and it published photos of an uncontacted
protect the land and lifestyle of uncontacted tribes.
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Amazonian tribe and said that the tribe was under

threat because of logging.)
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2 Survival is an NGO (non-governmental organization).

3 Science is a magazine. (The magazine has featured
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articles on uncontacted Amazonian tribes.)
3
• Ask students to read the article again and find the
information in pairs. You may need to check isolated
(= living away from other people—note that it’s in the
glossary). Other words from the article to check here are
threaten or be under threat (= be a danger to their way of
life) and went viral (= a lot of people saw it online).

11a Uncontacted tribes 130a
Grammar reported speech Speaking and writing my
5
9
• Ask students to read the example sentences in the
• Tell students they are going to act out a news item.
grammar box. Tell them to circle the correct option
Organize groups of four. Ask each group to split into
to show what was said in direct speech. Discuss the
two pairs. Pair A must follow the instructions on page
question in feedback.
153 of the Student Book. Pair B follows the instructions
Please refer to page 176 for Grammar Notes on on page 154.
reported speech. • Give pairs five minutes to prepare their dialogue.
They must try to turn the information in the story into
6 questions and answers (between rescuer and survivor,
• Ask pairs to look at the sentence and circle the correct or between Adam and Corey). For example, the first
option. In feedback, refer students to the grammar conversation could be:
reference on page 176 for a more detailed explanation of A: Where are you?
when backshift happens. B: I don’t know—I’m lost.
A: What can you see?
B: Just some hills.
reported speech.
ng
A: Do you have your phone?
Refer students to page 176 of the Student Book for further B: Yes, I do.
information and practice. A: Can you take a photo and send it to me?
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B: Sure.
7
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• Ask students to work individually to write the direct 10
• Once students have prepared their dialogue, ask them
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speech as reported speech. Elicit changes to the first
sentence to get them started. Let them compare their to act it out for the other pair in their group. You could
answers in pairs before checking as a class. (Note that in ask students to act it out a second time to help the other
pair remember or note down what they say.
all the sentences backshift is likely because they are not
general truths and the words said and asked are showing c
hi
• Once each pair in each group has acted out dialogues
that the sentences were said a significant amount of and taken notes, tell them to work with the same
ap
time before the reporting.) partner they worked with in Exercise 9 to write down
the dialog they heard from the other pair in their group.
ANSWERS Monitor and prompt, and make sure students are using
gr
1 The camera operator said (that) she’d been filming from

reported speech in their news reports.
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a plane that morning.

11
2 The camera operator said (that) they hadn’t spoken to
• Select pairs to read out their news report. You could
the people in the video.
lG
vote on the best news report, the one that uses reported
3 The FUNAI spokesman said (that) they’d publish the
speech most accurately, and/or the one that is closest to
photos the following day.
the original story.
na
4 The FUNAI spokesman said (that) a million people had

seen those photos in only three days. • Let students compare their news reports to the original
5 A viewer asked how long it had taken to make the film. news items on page 153 or page 154 of the Student
io
6 Several viewers asked if they could watch the video Book.

online.
at
7 The spokesman said (that) the movie was being shown Background information
N
that night. Note that this activity comes from an idea in Dialogue
8 The interviewer asked if they would go back again the Activities by Nick Bilbrough.
following year.
8
• Ask students to read the text quickly for gist first. Ask:
What is the text about? Was the “first contact” positive or
negative? (generally negative)
• Ask students to read the text again and complete the
text with the correct form of the verbs for reported
speech. Let them compare their answers in pairs before
discussing as a class.
131a Unit 11 Connections SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar reported speech 8 Read about the first contact some tribes had with
outsiders. Complete the text with the correct form
REPORTED SPEECH of the verbs for reported speech.
1 FUNAI said (that) the tribe was under threat.
2 He said at the time (that) he wouldn’t let a single
Indian die.
3 FUNAI said the populations had increased over a
30-year period.
4 Commentators asked what was being done to save
the tribe.
5 People asked if contact with the outside world was a
bad thing.
5 Look at the grammar box. Circle the actual words

(direct speech) the people used. What has changed
ng
in the reported speech?
1 FUNAI said, “The tribe is / was under threat.”
ni
2 He said, “I won’t let / wouldn’t let a single
Indian die.”
ar
3 FUNAI said, “The populations have increased /
Le
had increased over the last 30 years.”
4 Commentators asked, “What is being done /
was being done to save the tribe?”
5 People asked, “Is / Was contact with the outside
c In the Survival video Stranger in the Forest,
hi
world a bad thing?”
tribal people of Brazil spoke of their experiences
6 Work in pairs. Look at this sentence from the
ap
of first contact. One man said that his father

article. Circle the correct option. 1 had made (make) friends with three outsiders
and then he 2 had become (become) sick. Another
gr
The authors of the article in Science said that isolated man explained that they 3 had never had (never
tribes aren’t viable in the long term.
eo
have) contact with diseases like measles or malaria

before—although there 4 were (be) diseases
When we report words that are still true at the
lG
in the forest, they 5 didn’t kill (not kill) people.

time of reporting, we need to / don’t need to change
the verb form. He said a lot of useful knowledge about forest life
6 had been (be) lost because older tribespeople
na
7 Write the direct speech as reported speech, 7 had died (die). The final speaker said that
changing the tenses correctly. Make changes to the his tribe 8 was suffering
(be suffering) as a result of
io
pronouns and time expressions as necessary. contact with outsiders and asked the filmmakers how
they 9 could stop (can stop) this from happening.
at
1 The camera operator said, “I’ve been filming

from a plane this morning.”
N
2 The camera operator said, “We didn’t speak to

the people in the video.”
3 The FUNAI spokesperson said, “We’ll publish
Speaking and writing my
the photos tomorrow.” 9 You are going to act out a news item. Work in two
4 The FUNAI spokesperson said, “A million pairs within a group of four.
people have seen these photos in only three
days.” Pair A: Turn to page 153 and follow the instructions.
5 A viewer asked, “How long did it take to make
Pair B: Turn to page 154 and follow the instructions.
the film?”
6 Several viewers asked, “Can I watch the 10 Work in your group again. Act out the dialog.
video online?” Then write a short news story about what
7 The spokesperson said, “The movie is being happened to the other pair.
shown tonight.”
8 The interviewer asked, “Will you go back again 11 Compare your report with the original news item.
next year?”
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 11 Connections 131

11b Sending a message
ng
ni
ar
Le
c
hi
Novice monks smile as they pose
ap
for a New Year’s photo, Bodh Gaya, India.

gr
Vocabulary communications Listening

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technology 3 Work in pairs. Read the headlines. What do you think

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the stories are about? Write one sentence for each

1 Work in pairs. Which of these things do headline.
you use? Which apps or companies do you
na
prefer for each one? a 3

Firm fires workers by text
instant messaging social media
io
search engines video messaging b 4

YouTube or
at
2 Work in pairs. Complete the questions in “UFO-tube”?

N
your own words. Then ask and answer the

questions.
c 2 d
1 Do you follow anyone on ? How to enjoy Email alert
2 Do you know how to upload videos to tomorrow’s warns of
? eclipse of traffic
3 Do you prefer calling or
your friends? the sun chaos
4 Do you take many ?
e 1
Tweet your way around the world
4 90 Listen to four conversations about the headlines.

Write the number of the conversation next to the
headline. There is one extra headline.
132
Listening
11b Sending a message 3
• Organize pairs. Ask students to read the headlines and
Lesson at a glance predict what the stories might be about. Tell them to
write one sentence for each headline. In feedback, elicit
• vocabulary: communications technology
a few ideas from the class, but do not comment at this
• listening: talking about news headlines
stage.
• grammar: reporting verbs
• pronunciation: contrastive stress 4 90
• speaking: personal communication
• Tell students they are going to listen to four
conversations about the headlines. Play the recording.
Vocabulary communications Students listen and match the four conversations with
technology the correct headlines. Let students check their answers
1
• Ask pairs to look at the ways of communicating and 5 90
discuss the questions. Elicit answers from the class. • Ask students to read sentences 1–4 and the options
ng
carefully. Play the recording again. Students listen
Background information and circle the correct options. Let them compare their
ni
Instant messaging (IM) is a type of online chat that offers
real-time text communication over the internet (WeChat,
Grammar reporting verbs
ar
WhatsApp, Snapchat).
A search engine is a computer program used for finding 6
Le
information on the internet (Google, Bing, Yahoo).
• Ask pairs to look at the reporting verbs and patterns
The term social media refers to technology platforms that in the grammar box. Then ask them to answer the
allow people to interact with each other online. Facebook
questions. Elicit answers from the class
is the biggest social media network on the internet (other
c
hi
examples: Twitter, Snapchat, Instagram).
Video messaging services allow you to communicate with
ANSWERS
ap
people around the world by video conferencing, phone 2 a noun or pronoun

or text (Skype, Facebook Messenger, WhatsApp, ooVoo, 3 infinitive with to
Google Hangouts).
gr
Some other well-known sites/apps: Refer students to page 176 of the Student Book for further
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Flickr is a website that allows you to store, edit, and share information and practice.
digital photos.
YouTube is a website that allows users to upload and 7
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watch videos. • First, ask students to match the sentences with the
LinkedIn is a social networking site for professionals. reporting verbs in the grammar box. Then ask them
to rewrite the sentences, changing the direct speech
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2 into reported statements. Let students compare their

• Ask students to complete the questions individually. answers in pairs before checking as a class.
io
Then tell students to ask and answer the questions with

EXAMPLE ANSWERS
at
a partner. Alternatively, you could tell students to work

in pairs to prepare questions before splitting pairs and 2 ask—Joseph asked Dalia to set up his email account.
N
asking students to work with a new partner to ask and 3 invite—Amy invited Joseph to come and watch the
answer the questions. movie on their new TV.
4 tell—Dalia told Amy to plug in the battery charger first.
EXAMPLE ANSWERS 5 offer—Joseph offered to put those photos on the
1 Twitter/Instagram computer for Dalia.
2 Flickr/Instagram/YouTube 6 tell/promise—Amy told Joseph not to worry. She
promised to switch it off when she was finished.
3 texting/Skyping/messaging
4 videos/photographs/pictures
reporting verbs.

11b Sending a message 132a
Please refer to page 132a for teacher notes for
Pronunciation notes
Exercises 5, 6, and 7.
English is a stress-timed language, so strong stresses tend
8 to be very strongly stressed (and unstressed words are
• Ask students to read the reported comments, and then pronounced noticeably weak in comparison). It’s therefore
write the actual words the people used. Let students important to get your students to exaggerate the stress
when contrasting information.
EXAMPLE ANSWERS Audioscript 92

1 Would you like to join my group online? / Do you want
to join my group online? 1 a : How much did the coffee cost?
2 Dalia, could/can/would you send me a link with the b: What? You asked me to get tea.
address? 2 c : We need to send a text about this.
3 Joseph, remember to sign out of your account. / Joseph,
don’t forget to sign out of your accounts.
d: What? I thought you said send an email.
4 I can/could help you set up your email account. 3 e : I’m going home now.
5 Delete the tweet, Joseph. / Joseph, I think you should f: Really? You said you were staying.
ng
delete the tweet. 4 g : I heard that story on the news yesterday.
6 I’ll upload the video for you.
h: Really? It wasn’t in the papers.
ni
9 Speaking my
ar
• Tell students to read the information in the grammar
box. If necessary, ask students to look again at the rules
11
Le
and patterns for say + that and ask + if/whether in the • Read the instruction to your class and hand out four
grammar box in lesson 11a. small pieces of paper to each student to write on. You
could ask students to write for the person sitting on
• Ask students to find and underline the reported
thoughts in audioscript 90 on page 188 of the Student
c their left/right/opposite/in front. This way you ensure
hi
an even distribution of messages (you want everybody
Book. Let them compare their answers in pairs before
in the class to get messages).
ap
• Give students a minute or two to think of things to write.

ANSWERS
gr
I didn’t realize social media could actually be useful for EXAMPLE ANSWERS
anything! offer: From Ana: I can carry Marta’s heavy bag for her.
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I thought it was today. invitation: From Tina: Would you like to go for a coffee,
I wondered if you did. Sarah?
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I didn’t think that you could do that. promise: From Roberto: Don’t worry, Mark. I’ll buy a cake
I know who you mean. for your birthday!
request: From Daniel: Can I borrow your pen, please,
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I didn’t know you followed him online.

Karl?
io
Pronunciation contrastive stress 12

10a 91 • Once students have prepared four pieces of paper, put
at
• Play the recording. Students listen and note how the students in pairs. Tell them to exchange all four pieces
N
words in bold are stressed in order to show contrast. of paper and read them carefully. Alternatively, collect
Organize the class into pairs to practice the dialogues. all the pieces of paper and hand them out randomly
Encourage students to strongly stress the words in bold. to students in the class. Make sure everybody has four
pieces of paper each.
10b 92 • Students must now walk around the class and pass on
• Play the recording. Students listen and repeat. the information on the pieces of paper. Set a time limit.
Encourage students to stress the words that show Provide an example to get students started: Hi, Marta!
contrast, as in the recording. Ana has offered to carry your heavy bag for you.
• As students speak, listen carefully and note any errors
with reported speech.
• At the end of the activity, find out which students were
able to deliver all their information. In feedback, at the
end, write five or six sentences with errors on the board.
Ask students to correct the errors in pairs.

5 90 Listen to the conversations again. 8 Read the reported comments. Write the actual
Circle the correct option (a–c). words the people used.
1 The journalist asks her followers . 1 Dalia invited me to join her group online.
a to meet her for breakfast 2 I asked Dalia to send me a link with the
b to send in photos address.
c to suggest things to do 3 I reminded Joseph to sign out of his account.
2 The website reminds readers . 4 Dalia offered to help me set up my
a not to bookmark the eclipse page email accounts.
b not to use telescopes 5 I told Joseph to delete the tweet.
c to check the weather 6 Joseph promised to upload the video for me.
3 The company told people .
a not to show up for work REPORTING VERBS: THOUGHTS
b not to use text messages
Verbs like realize, think, know, and wonder have the
c to come to work early on Monday
same pattern as say + that and ask + if/whether.
4 The politician has invited aliens . I thought you were coming earlier.
a to come to his house Joseph wondered if/whether you had forgotten.
ng
b to come to a meeting
c to watch his video For more information and practice, see page 176.
ni
Grammar reporting verbs 9 Look at the Track 90 audioscript on page 188.
ar
Underline reported thoughts with the verbs realize,
REPORTING VERBS: PATTERNS think, wonder, and know.
Le
ask / tell / remind / invite someone (not) infinitive
10 Pronunciation contrastive stress
promise / offer (not) infinitive

a
c 91 Listen to these exchanges from two of the
hi
conversations in Exercise 4. Notice how the words
in bold are stressed. Repeat the exchanges.
ap
6 Work in pairs. Look at the grammar box. Then

1 A: It’s a great idea to use social media for
something like that.
gr
1 Underline the reporting verbs in the sentences B: I didn’t realize social media could actually
in Exercise 5. How many verbs are there? be useful for anything!
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2 What follows the reporting verbs in the 2 C: It says here there’s an eclipse tomorrow.
sentences in Exercise 5—a verb, a noun, or the Did you know?
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word that? D: Tomorrow? I thought it was today.

3 Which verb form is used for the reported words?
b 92 Listen to four other exchanges. Repeat
na
7 Match the words in these sentences with the the exchanges.

reporting verbs in the grammar box. Then write
io
sentences reporting what the people said.

Speaking my
1 Dalia to Amy: “Don’t forget to turn off
at
your phone.” 11 Think of an offer, an invitation, a promise, and a

request for other people in the class. Write each
N
Dinah reminded Amy to turn off her phone.

2 Joseph to Dalia: “Can you set up my one on a piece of paper. Make sure you include
email account?” your name and the name of the other person.
3 Amy to Joseph: “Come and watch the movie on from Francesca: I’ll help Belinda upload her video.
our new TV.”
4 Dalia to Amy: “Plug in the battery 12 Work in pairs. Exchange your pieces of paper.
charger first.” Then find the people and report what your
5 Joseph to Dalia: “I can put those photos on the partner said. Then report each person’s reaction to
computer for you.” your partner.
6 Amy to Joseph: “Don’t worry. I’ll turn it off A: Hi, Belinda. Francesca has offered to help you
when I’m finished.” upload your video.
B: Oh, great!

11c Spreading the news
Reading 7 Work in pairs. How is the community journalism
described in the article different from traditional
1 Work in pairs. How many different things do you local journalism?
use your phone for?
2 Work in pairs. Are you familiar with these terms? Critical thinking opinions
What do you think they mean? Read the article
8 Work in pairs. Look at the question in the title
quickly and underline the terms. Check your ideas.
of the article again. Do you think the writer
internet access community journalism successfully answers this question?
the digital divide traditional media 9 Read these excerpts from the article. The writer is
media organizations affordable technology expressing her opinion. Which words or phrases
tell you this? What is her opinion in each case?
3 Read the article again. Find information about
ng
these things. Compare with your partner. 1 It seems clear that the digital divide is also a
problem for media organizations.
ni
1 internet access in different places 2 Obviously, this has great benefits for rural
2 cell phone ownership in different places communities.
ar
3 HablaGuate 3 Clearly, community journalism works.
4 CGNet Swara
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10 Underline two places in the article where the
4 Work in pairs. Answer the questions using author gives the opinion or view of other people.
information from the article. What two phrases does she use to introduce the
1 What kind of technology is used by the c opinion or view?
hi
community journalism projects described? 11 Which sentence (a–c) best summarizes the writer’s
ap
2 What kind of news stories don’t usually appear view of the digital divide?
in traditional news media?
3 What happens to the stories received by CGNet a The digital divide is a problem that needs to be
gr
Swara before they are shared? solved as soon as possible.

4 How successful is CGNet Swara? b The digital divide doesn’t exist any more,
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since so many people have cell phones.

5 Work in pairs. Find how these words are used in c The digital divide has resulted in successful
lG
the article and decide if they are adjectives, nouns, alternative ways of connecting communities.
or verbs. Then try to think of another word that
could replace them.
Speaking
na
my
1 rural (line 6) 4 debate (line 31)
2 enables (line 28) 5 highlighting (line 54) 12 Work in two pairs within a group of four. You are
io
3 links (line 30) 6 issue (line 54) going to find out about new apps for phones.
at
6 Look at how the words in bold are used in these Pair A: Turn to page 153 and follow the instructions.
sentences. Which words in Exercise 5 have a
N
similar meaning? You may need to change the Pair B: Turn to page 154 and follow the instructions.
form of the word.
13 Tell the other students in your group about the
1 Living in a small country village, we are a long most useful apps on your phone. Which one do you
way from the city. rural
use most?
2 Our class is going to discuss the main ideas of
the film we watched today. debate
3 There are some serious environmental
problems around the factory. issues
4 The highway connects the two cities.
links
5 The news reports emphasize the fact that
nobody was hurt in the accident. highlight
6 There’s a bus twice a day that makes it
possible for us to get to school. enables
134
ANSWERS
11c Spreading the news
1 In many cities around the world, internet access is
almost 100 percent; in rural areas, internet access is
Lesson at a glance much lower than 100 percent—in some rural areas of
India, for example, it’s less than one percent.
• reading: community journalism
• critical thinking: opinions 2 Over three billion people in the world have access to cell
phones; in Guatemala, a country of fifteen million people,
• speaking: apps for phones
there are twenty-two million registered cell phones.
3 HablaGuate is a Guatemalan project that enables people
Reading to send their stories to a community website from their
cell phones. It links communities, making it easier to
1 debate and participate in the kind of local issues that
• Ask pairs to look at the photograph and discuss the don’t usually make headlines in the traditional media.
question. During feedback, discuss things students use Following its success in Guatemala, it has been adapted
their phone for. for other countries in Central America.
4 CGNet Swara is an Indian current affairs network based
EXAMPLE ANSWERS around news that is sent on cell phones. To listen to the
stories on CGNet Swara, users phone the network and
ng
call people, text people, take photos, edit photos, upload choose an option on a menu to hear audio clips.
and download photos, shoot videos and upload or
download them, play games, go online and visit websites,
ni
check and send emails, play music, listen to podcasts, read Background information
books, get directions and use GPS, check the time, keep
ar
a diary for appointments, check dates on a calendar, set Guatemala is a country in Central America. Habla means
reminders, make and track to-do lists, set an alarm clock, “speak” in Spanish, so the name of the website means
Le
calculate numbers, record voice memos, track diet and “speak Guatemala.”
exercise, etc.
4
2
c• Ask pairs to discuss. In feedback, use follow-up
hi
questions, e.g., Why not? and Where does it say that in the
• Organize pairs to discuss the terms in the box. Monitor
article?, to encourage students to justify their answers.
and note which words students have problems with.
ap
• Ask students to read the article and underline the

ANSWERS
terms. Let students discuss the meaning of the phrases
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again, using the context to help them. In feedback, ask 1 cell phones 2 local issues 3 they are fact-checked
students to say what information in the article helped 4 very successful: Since 2010, more than three hundred
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explain the terms. thousand stories have been sent to the network, of
which about five thousand have been fact-checked and
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shared; the national media are now featuring some of

ANSWERS the stories from the CGNet Swara
internet access = being able to go online (on the internet)
na
the digital divide = the gap between those who have and Please refer to page 185 for Teacher Development notes on
those who don’t have communications technology reading texts as a springboard for student interaction.
media organizations = newspapers, magazines, TV and
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radio news stations, websites, etc. 5

• Tell pairs to find the words in the text. Then ask them
at
community journalism = investigating and giving news to

your community using cell phone technology to decide whether each word is an adjective, verb, or
noun, and to think of a word that could replace it.
N
traditional media = (non-digital) newspapers, magazines,

TV and radio news stations
affordable technology = technology that is not expensive Vocabulary notes (and answers)
1 rural (adj) = in the country or countryside; not urban
3 93 (countryside)
• Ask students to read the article and find and note 2 enable (v) = to make something possible (allow/let)
information. Let students compare their answers in 3 link (v) = to bring two things together (join/connect)
pairs before checking as a class. 4 debate (v) = to state different opinions about a subject
• Optional step The reading text is recorded. You could (discuss)
play the recording and ask students to read and listen. 5 highlight (v) = to bring people’s attention to something
(emphasize/illuminate)
6 issue (n) = a problem or concern that needs to be
discussed and solved (problem/concern)

11c Spreading the news 134a
Vocabulary notes
6 It seems clear, Obviously, Clearly, = phrases used when the
• Ask students to read sentences 1–6 and discuss with opinion expressed is generally understood to be certainly
a partner which words in Exercise 5 have a similar true (at least in the opinion of the writer)
meaning to the words in bold. As he/she says, According to Choudhary, = phrases used to
say this is the opinion of a specific person or group
Vocabulary notes Other possible phrases: Naturally, Of course, Undoubtedly;
You could also check the following words and phrases In Choudhary’s opinion, As far as he/she is concerned
from the article:
overcome = to succeed in dealing with or solving a problem 10
lack of = shortage of (when there aren’t enough or aren’t • Ask students to underline two examples in the article
any) where the author gives the opinion or view of other
registered cell phones = if it’s registered, then it’s officially people. Let students compare answers in pairs before
recorded as being owned by somebody checking as a class.
current affairs = things that are happening in the world
today ANSWERS
ng
owe (money) = if you have bought something or borrowed 1 As she says, (line 36)
money, then the amount of money you must pay or pay 2 According to Choudhary, (line 41)
back is money you “owe”
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11
7
ar
• Discuss with the class which sentence (a–c) best
• Organize pairs to discuss the question.
summarizes the writer’s view.
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• In feedback, elicit students’ ideas and open up the
discussion to the whole class. my
Speaking
12
EXAMPLE ANSWER
c
hi
Ordinary people are involved in community journalism, not • Organize the class into groups of four. Ask each group
trained journalists; it’s very local and community-based; it’s to divide into an A pair and a B pair.
ap
for a specific group of people to access, not for the local • Ask pairs to read the instructions in the Student Book. Give
community as a whole, as is the case with traditional local pairs time to prepare. Help with ideas and vocabulary.
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TV or newspapers; it’s produced inexpensively or at no cost,

and is completely free to access. • In their groups ask pairs to take it in turns to describe
their three apps to the other pair. Note any errors and
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good use of language.

Critical thinking opinions • After they have heard the descriptions of the three
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8 apps, each pair guesses which of them is made up. In

• Discuss the question with the class. feedback, point out good examples of language use and
correct errors.
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EXAMPLE ANSWER
ANSWERS
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Arguably, yes. The writer provides two examples from

communities in different parts of the world who have Pair A’s apps: app 3 (clean clothes app) does not exist.
at
started community-based schemes involving cell phones to Pair B’s apps: app 2 (late homework excuses) does not
overcome the problem of not having access to news and exist.
N
information online.
13
9 • Students take it in turns to tell the group about the most
• Ask students to read the excerpts from the article and useful apps on their phones.
discuss the questions. • This speaking activity gives an opportunity for students
to naturally revise and practice the use of relative
ANSWERS clauses and conditional forms.
Words which tell you that she is expressing her opinion are
underlined; words and phrases which give her opinion are
in bold.
1 ... , it seems clear that the digital divide is also a
problem for media organizations.
2 Obviously, this has great benefits for rural communities.
3 Clearly, community journalism works.

news
SPREADING
ng
ni
the
ar
Men in Kyrgyzstan using
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their cell phones
Can we overcome the digital divide?
93
c
hi
T hese days, the popular view is that we’re all debate and participate in the kind of local issues
ap
connected, all of the time, by the internet. But that don’t usually make headlines in the traditional
are we? On the one hand, we have people who live in media. Obviously, this has great benefits for rural
cities. In many cities around the world, internet access communities. Following its success in Guatemala,
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5 is close to 100 percent. On the other hand, we have 35 Andrade adapted the idea for other countries in
those who live in rural areas. Even in richer countries, Central America. As she says, affordable technology—
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the number of rural households with internet access is like cell phones—enables people to become active in
much less than 100 percent. And in some rural areas local affairs that affect their lives.
lG
of India, for example, it’s less than one percent. This Halfway across the world, another journalist had a similar
10 situation is what is known as the digital divide—the gap 40 idea. Shubhranshu Choudhary used to report for the
between those who have and those who don’t have
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BBC in his home country, India. According to Choudhary,

the communications technology that gives them easy the best people to report on local issues are local people.
access to information. It seems clear that the digital
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He set up CGNet Swara, a current affairs network based

divide is also a problem for media organizations. around news sent on cell phones. Since 2010, more
at
15 Fortunately, lack of internet access doesn’t always 45 than three hundred thousand stories have been sent to
mean that people can’t connect to the wider world. the network, of which about five thousand have been
N
That’s because there is one type of technology that fact-checked and shared. To listen to the stories, users
over three billion people do have access to—the cell call the number of the network and choose an option on
phone. And the great advantage of cell phones is that a menu. For example, one story was from a man who
20 you don’t need the internet to use them. Cell phones 50 reported that elephants were causing problems for his
connect people to their friends and family, but they village. Another audio clip was from a woman who called
can also help to connect communities. In fact, a new in with the news that a local company had finally paid its
type of community journalism can exist thanks to cell workers the wages they were owed. This was a direct
phone technology. result of her previous story highlighting the issue. What’s
25 Let’s look at Guatemala—a country of fifteen million
55 more, the national media are now featuring some of the
people with twenty-two million registered cell phones. stories from CGNet Swara.
Guatemalan journalist Kara Andrade developed a Clearly, community journalism works. And although
project, HablaGuate, that enables people to send their the digital divide may be a problem for more traditional
stories to a community website from their cell phones. media organizations, some local communities have
30 HablaGuate links communities, making it easier to 60 found ways of overcoming it.

11d Can I take a message?
Real life telephone language 3 95 Work in pairs. Listen to the conversations
about the phone calls. Answer the questions.
1 94 Listen to two telephone calls. Note down
1 Who is going to call Roger back?
the information.
2 How many messages does the secretary give Jess?
1 Who is the call for?
2 Who is the call from? 4 Pronunciation polite requests with can
3 What is the call about? and could
2 94 Look at the expressions for telephone a 96 Listen to four requests. Notice how the
messages. Listen to the telephone calls again. speaker’s voice rises at the end in order to
Check (✓) the expressions the speakers use. sound polite.
TELEPHONE LANGUAGE b Work in pairs. Practice making requests with can
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and could and these ideas.
Introductions
This is a message for Anna Price. ✓ 1 give me your name / number / address
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Could I speak to Jess Parker, please? ✓ 2 leave my name / number / address
Is Jess there? 3 ask him/her to call me back / get in touch /
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Can I take a message? ✓ give me a call
I wonder whether I could leave a message. 4 make an appointment
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Message content 5 stop by
Can you ask her to call me?
It’s about the apartment. ✓ 5 Work in pairs. You are going to leave a message
I’m returning her call. ✓
cfor someone in your class. Use the expressions for
hi
I’d like to speak to her as soon as possible. telephone messages to help you.
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Caller’s details
My number is 96235601. ✓ Student A: Choose a classmate (Student C).
Can I have your name, please? Decide what your message is. Call Student B and
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Who’s calling? ✓ leave the message for Student C.

Endings
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I’ll try to call you later. ✓

Student B: Take the message for Student C.
I’ll call back.
Then change roles and repeat the telephone call.
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I’ll let her know that you called. ✓

She’ll get back to you. ✓ 6 Work in a new pair with the classmate you took
the message for. Give this person the message.
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136
Pronunciation polite requests with can
11d Can I take a message? and could
4a 96
Lesson at a glance • Tell students they are going to listen to four requests.
• real life: telephone language Play the recording. Students listen and note how the
• pronunciation: polite requests with can and could speaker’s voice rises at the end.
• Check the answers, then play the recording again.
Students listen and repeat.
Real life telephone language
1 94 Pronunciation note
• Optional step With books closed, start by writing A sharply rising intonation pattern shows interest and
secretary and voicemail on the board. Ask students to therefore politeness—the sharper it rises the more
say what phrases secretaries use when answering interested the speaker.
the phone, and what they might expect to hear in a
voicemail message. 4b
• Tell students they are going to listen to two telephone • Organize pairs to make requests using the prompts.
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calls. Play the recording. Students listen and note Monitor and correct students’ pronunciation and
information for 1–3 for each call. Let students compare intonation as they practice.
answers in pairs.
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• Extend this activity into practicing short conversations
in pairs. Elicit and practice a three-line dialogue based
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ANSWERS on the first set of prompts before asking students to
Call 1: make up further mini-dialogues, e.g.,
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1 Anna Price 2 Roger A: Could you give me your name, please?
3 the apartment for rent downtown B: Yes, of course. It’s Christian.
Call 2: A: Thanks very much.
1 Jess Parker 2 Roger Lee 3 returning her call
c
hi
EXAMPLE ANSWERS
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2 94 1 Could you give me your name / number / address?

• Ask students to read the expressions for telephone 2 Can I leave my name / number / address?
messages. Check take a message (= write down what a 3 Could you ask him / her to call me back / get in touch /
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caller wants to say to another person) and return a call (= give me a call?
call a person back in response to a call they made to you). 4 Can I make an appointment?
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5 Can I stop by?

• Play the recording again. Students listen and check (✓)
the expressions they hear. In feedback, elicit answers.
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5
Language notes • Ask students to read the instructions. In pairs, students
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decide who is A and who is B. Student A then prepares

Note the use of can and could when making requests. Could
is considered more polite and tentative. I wonder whether I a message to leave for another student (Student C) and
thinks about how to express it.
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could … is used because it’s very polite and tentative.

Note the use of ’ll when making offers and promises. • When Student As are ready, ask them to roleplay a
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telephone conversation in which they pass on their

3 95 message to Student B in their pair. A nice idea is to
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get students to sit back to back while acting out the

• Tell the students that they are now going to listen to the
conversations (this mimics the fact that you can’t see
conversations about the phone calls where the message
who you are talking to when phoning). Tell Student B
is being passed on. Play the recording. Students listen
to note down the message for Student C as Student A
and note answers to the questions in pairs.
gives it to them.
ANSWERS • Ask students to swap roles. Student B prepares a
message for another Student C and then relays it
1 Tony 2 two to Student A.
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• Ask students to work with a new partner and pass
on the message they noted down.

11d Can I take a message? 136a
Vocabulary notes
11e A point of view
These days = used to say that this is what is happening
generally now
Lesson at a glance Firstly, = used to start a list of a series of statements (often
• writing: an opinion essay followed by secondly, thirdly, finally)
• writing skill: essay structure In addition, = used to add more points or different views
To sum up = In conclusion; used to introduce the
conclusion
Writing an opinion essay
1 4
• Ask students to look at the title of the essay and elicit • Ask pairs to choose an essay title from the list and write
two or three initial responses from the class to get them the introduction together. In the introduction, they must
involved in the topic. Find out, if possible, whether say whether they agree with the title and briefly give
students would broadly say yes or no in response to the reasons for their view.
question it asks. • Once students have written a short introduction
• Organize pairs to discuss their view and make notes on together, give them five minutes to prepare notes to
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at least two reasons for their answer. Ask a few pairs to support and add detail to their opinion. They must
share their opinions and reasons in feedback. decide which of the ideas can go together in paragraphs
2 and 3. Monitor and help with ideas and vocabulary at
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2 this stage.
• Ask students to read the essay and note answers to the
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questions. Let students compare answers in pairs. In 5
feedback, find out whether the essay included students’ • Once students have prepared appropriate notes,
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ideas from Exercise 1. ask students to individually write paragraphs 2 and
3 followed by the conclusion. Remind them to use
Vocabulary note expressions from Exercise 3b.
c
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stay in touch = keep / not lose contact with people, even
6
when they are far away, by calling, texting, messaging, etc.
• When students have finished their essays, ask them
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to check their written work carefully using the three

Writing skill essay structure questions in the Student Book.
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3a • Put students in pairs again at this stage, and ask them

• Ask students to match the functions (a–d) with the to comment critically on each other’s work.
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paragraphs (1–4). Let students compare their answers in • Allow students time to revise their work and produce a
pairs before checking as a class. final draft.
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3b 7
• Ask students to read the essay again and find the • Ask students to exchange their final piece of work with a
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expressions to complete the chart. Elicit the first different partner. Students read and respond to the work.
expression to get students started. Let students compare
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their answers in pairs before checking as a class. Please refer to page 185 for Teacher Development notes on
editing and proofreading written work.
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11e A point of view
Writing an opinion essay 3 Writing skill essay structure
1 Work in pairs. Look at the title of the essay. a Match the functions (a–d) with the paragraphs (1–4).
Discuss the question and make notes on at a additional opinions / other opinions / examples 3
least two reasons to support your answer. b concluding statement referring to the ideas in the
essay 4
2 Work in pairs. Read the essay and answer
c general statement and short response to the title 1
the questions.
d statement to support your response 2
1 Do you agree with the writer of the essay?
2 Does the essay include the ideas you had b Write the words and expressions from the essay that are
in Exercise 1? used for these functions.
3 What (other) ideas does the essay include?
Starting a paragraph These days,
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DOES THE INTERNET MAKE IT EASIER Firstly,
FOR PEOPLE TO KEEP IN TOUCH?
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In addition,
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To sum up,
1 These days, there are many different apps
that allow you to communicate with other
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Giving your opinion I think
people. I think this makes it easier to stay in
touch with friends and family, and also to make In my opinion,
new friends.
c I believe
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2 Firstly, many people now have constant access to
the internet via smartphones as well as tablets Contrasting opinions I disagree
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and PCs. This means that if you send someone

a message, they will see it right away. I think
Giving examples For example,
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that you stay in touch more easily when you can

communicate quickly.
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3 In addition, there are lots of different apps 4 Work in pairs. You’re going to prepare an essay with four
available. For example, you can share photos, paragraphs. Choose one essay title. Write the introduction
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videos, and links with people as well as text (paragraph 1) together. Make notes and decide which
messages. It’s also very easy to have video chats. ideas can go in paragraphs 2 and 3.
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You can do all of these things either for a small • Do people spend too much time online these days?
charge or completely for free. Some people say • Is it a good idea to have one day a week off the
it’s not “real” conversation, but I disagree. In internet?
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my opinion, it’s the same as writing letters used • Do children under the age of ten need cell phones?
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to be.
5 Work on your own. Write paragraphs 2 and 3 to follow
4 To sum up, I believe that the number of apps on
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your introduction. Then write the concluding paragraph.

the internet and the low cost make it very easy
Use expressions from Exercise 3b.
to keep in touch with people.
6 Use these questions to check your essay. Then exchange
your essay with a new partner.
• Have you organized your essay correctly?
• Is your opinion clearly expressed?
• Have you used expressions from Exercise 3b correctly?
7 Work in pairs. Ask your new partner about one thing he

or she wrote in their essay.

11f Can you read my lips?
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Learning sign language at school
138
11f Can you read my lips?
Before you watch EXAMPLE ANSWER

1 The video is trying to demonstrate what it's like for a
• Ask groups to discuss the questions. Elicit ideas in hard of hearing or deaf person to try to understand
feedback. what someone is saying. The only way they can try to
understand is by watching the movement of the person's
• Optional step Use gestures to show the meaning of the lips. It's demonstrating how hard this is.
three phrases.
Videoscript 11.1, 11.2, 11.3
EXAMPLE ANSWERS
1 People who are hard of hearing use a hearing aid. It’s a Part 1
device that goes in the ear which amplifies or redirects “So when I was really young, probably kindergarten or first
sound waves so that the person wearing it can hear grade, I have a much older brother and we’d go out to recess
them. and there was this older guy, he might have been in fifth or sixth
2 People who are deaf or very hard of hearing use sign grade, that always used to pick on us. And I didn’t really know
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language to communicate. Sign language involves using what to do about it …”
your fingers and hands to represent words so that a “Today we went to a high school and I pet and held many
deaf person can see what you are saying. animals …”
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3 Lip-reading is a skill deaf people learn—they can “I was posing for a picture with all of my girlfriends when all of a
recognize what people are saying from the movement sudden one of them reached over …”
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of their lips. “Can you read my lips?” “Can you read my lips?”
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Rachel Kolb Can you read my lips? Can you read her lips?
“My dog Clementine loves bread. She stole a loaf off the counter
Key vocabulary …”
2a
• Ask students to read the sentences and guess the c
Part 2
hi
meaning of the words. Let them compare answers in Rachel Can you read his lips?
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pairs. Do not check answers at this stage (students will “I have two dogs—one boxer, she’s seven and a half and one mix
match words in the next exercise). breed who’s eight …”
Rachel I am deaf but my world is a hearing one. I rely on the
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2b visual not the auditory. The word “lip-reading” implies reading,

• Ask students to match the words with the definitions. like a book whose text is legible and clear. But the human face isn’t a
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Let students compare answers in pairs before checking book and lip-reading isn’t reading. People mumble. People talk fast
as a class. and laugh loudly. People cover their mouths. People have accents.
But real conversations don’t take place in a studio.
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Vocabulary notes Part 3

recess /ˈrisɛs/ = break from an organized activity Rachel I’m putting together a puzzle without all the pieces. I
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lock in on your mouth. I try to grasp with one sense information

auditory /ˈɔːdɪt(ə)ri/ = a technical word for hearing—e.g.,
intended for another. There have been times when I’ve questioned
auditory nerves (in the ear), auditory memory (I remember
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why I even try to lip-read, to wade through this swamp when I

sounds)
could just use sign language. Some deaf people choose to do just
legible /ˈlɛdʒəbəl/ = you can read it—the opposite is often
at
that.
used: his handwriting is illegible It’s like a different world, a world filled with rich expression and
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mumble /ˈmʌmbəl/ = to speak quietly in a way that is not culture. When people sign they come alive. But I know I want both
clear worlds. Communication is never a given.
grasp /ɡrɑːsp/ (an idea) = to understand—it involves having “Tuesday I woke up and then…“
to really think hard to get it “And then she just pulled my dress down and …”
wade /weɪd/ = when water is up to your waist (in a river or “When I was little my family got a cat …”
the sea) and you walk—this is wading
“… just hit him in the face …”
“… a snake, a guinea pig …”
While you watch “Last winter I learned how to ski. I only cried twice.”
Rachel But when the lip-reading works, when I focus on one
3 11.1 legible face and launch into a conversation something clicks.
• Tell students to watch Part 1 of the video. Ask students Right then I feel something extraordinary.
to work in pairs to discuss what they think the video is Human connection.
demonstrating. Now can you read my lips?

11f Can you read my lips? 138a
4 11.2 Videoscript 11.4
• Ask students to watch Part 2 of the video and note
answers. Let students compare their answers in pairs 1 What does lock in on mean?
before checking as a class. a close
b focus on
ANSWERS c use a key on
Things that make lip-reading difficult: people mumbling, 2 What does a given mean?
talking fast and laughing loudly, facial hair, lips like
sphincters, people covering their mouths, accents a something easy to understand
b something someone gives to you
5 11.3 c something you can expect
• Read questions 1 and 2 to the class. Ask students 3 What does launch into mean?
to watch Part 3 of the video and note answers. Let a join
students compare their answers in pairs before checking
b start
as a class.
c understand
4 What does something clicks mean?
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ANSWERS
1 She says she wants to do both, and doesn't state a clear a everything starts to work properly
preference for one over the other, but she seems to be b I hear what people say
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more passionate about lip-reading.
c people listen to me
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2 When it works well, she “feels something extraordinary
—human connection.” 8b
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• Ask students to answer questions in their own words,
6 11.3 and then discuss the questions with a partner. In
• Ask students to watch Part 3 of the video again and feedback, invite a few students to share an example
answer the question.
c with the class.
hi
ANSWER EXAMPLE ANSWERS
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1 I started a new job and loved it—it just clicked for me.
Now can you read my lips?
2 It feels embarrassing/uncomfortable.
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3 Yes, I totally agree. You have to work hard and have a

After you watch clear plan or ambition to be successful. It isn’t a given.
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7
• Ask pairs to say what they learned. In feedback, elicit 9 11.5
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ideas and have a class discussion. • Play part of the video again. Students watch and say
what the girl is signing.
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ANSWERS • Ask students to work in small groups to try to

Students’ own answers communicate ideas using sign language.
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EXAMPLE ANSWERS
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You could model the signing activity by describing how

8a 11.4 you went to a store yesterday and bought some sweets
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• Explain that students are going to watch some clips from and a can of lemonade.
the video which contain some new words and phrases. Start by showing yesterday by pointing over your shoulder/
They need to choose the correct meaning of the words. behind you. Mime walking by moving two fingers as if
• Play the clips. When each multiple-choice question they were legs. Mime opening a door to go into a store.
Mime handing over money. Mime eating sweets. Mime
opening a can.
answers in pairs before discussing as a class.
10
• Ask pairs to look at the sign language spelling chart
and practice spelling their names.
11
• Tell students to continue to work in their pairs and take
turns to spell words using sign language.

Before you watch 4 11.2 Watch Part 2 of the video. Write down
the things that can make lip-reading difficult.
1 Work in groups. Why do people use these three Compare your answers with the class.
things? How much do you know about them?
5 11.3 Watch Part 3 of the video. Answer the
1 a hearing aid questions.
2 sign language
3 lip-reading 1 Does Rachel Kolb prefer to lip-read or to sign?
2 What does she say happens when lip-reading
2 Key vocabulary works well for her?
a Work in pairs. Read the sentences. The words in 6 11.3 Watch Part 3 again. What is the girl,
bold are used in the video. Guess the meaning of Rachel Kolb, saying at the end of the video?
the words.
1 We used to play the same games every recess After you watch
when I was a kid. 7 Work in pairs. What did you learn from this video?
2 The art exhibition was also an auditory
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experience, because each room had different
8 Vocabulary in context
music playing.
3 This note from Jim isn’t very legible—I can’t a
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11.4 Watch the clips from the video. Choose
figure out what he wrote. the correct meaning of the words and phrases.
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4 Some children mumble because they are too
shy to speak loudly in front of the class. b Answer the questions in your own words. Then
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5 Some people don’t accept the concept of climate work in pairs and compare your answers.
change, but I don’t think it’s hard to grasp. 1 Can you remember a time when something
6 We had to wade across a river, but luckily clicked for you?
nobody fell in.
c 2 How does it feel to launch into an explanation
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b Match the words in bold in Exercise 2a with of something, then realize you don’t really
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these definitions. understand it?

3 Being successful in life isn’t a given. Do you
a describing sounds and hearing auditory agree with this statement?
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b a period of play between lessons at school

recess 9 11.5 Work in small groups. Watch part of the
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c to walk with difficulty through something video again. What do you think the girl is signing?
wet wade Take turns telling the group about something that
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d to understand something that seems difficult has happened to you recently using only signs.
grasp How successful are you?
e written clearly enough to be understood
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legible 10 Look at the signs below. Practice spelling your

name.
f to speak too quietly and not clearly enough to
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be understood mumble
11 Work in pairs. Take turns spelling words for your
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partner to guess.
While you watch
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3 11.1 Work in pairs. Watch Part 1 of the

video. Discuss what you think the video is
demonstrating.

Grammar Vocabulary
1 Work in pairs. Underline six reporting verbs in 4 Work in pairs. Give an example of the kind of
the article below. Change the reported speech to story you would read about in these sections of a
direct speech. news website.
1 business section 5 national news
2 celebrity news 6 politics and society
3 entertainment 7 sports section
4 home page 8 world news

the endings (a–d).
1 I usually text b
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2 I’ve never followed a
3 It’s really easy to upload d
4 My friend takes c
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a anyone on Twitter.
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b my friends because it’s quicker than
calling them.
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Worries over lives lived online c photos of all her meals with her phone!
d videos these days.
T he executive chairman of Google, Eric Schmidt, once said

that there were only two states for children: “asleep or
c 6 ❯❯ MB Work in pairs. What do you think are the
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online.” Recent studies claimed that vulnerable young people most common ways of staying in touch with these
groups of people? Why?
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could become addicted to the online world and be unable to

cope with the challenges of the real world. One study reported
that many teenagers used social media late into the night, ex-work colleagues immediate family
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damaging their sleep. The study said this would increase the friends old school friends
risk of anxiety and depression in teenagers. Teenagers who grandparents people you met on vacation
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tried “unplugging” for a week told researchers that they had

enjoyed the break, but they were worried about conversations I CAN
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they had missed. Meanwhile, some organizations asked why talk about news media
the government wasn’t looking at ways of educating young
talk about communications technology
people more on this matter.
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2 Work in pairs. Read the article again. Answer the Real life
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questions.
7 Work in pairs. Put the sentences from one half of a
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1 What are the main risks associated with being telephone conversation (a–d) into a logical order.
online for young people?
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Then act out the conversation, adding the other

2 How did some teenagers feel when they didn’t person’s words.
go online for a week?
3 a It’s about the books he ordered. He asked
3 ❯❯ MB Work in pairs. Tell your partner about me to call him.
three stories you have read or heard recently in the 2 b OK. Well, could I leave a message?
news. Say: 4 c Yes. He can reach me at 555–6481 until
about five this afternoon.
• where you read or heard the stories. 1 d Is Adam Meyer there, please?
• why you remember them.
• what people involved in the stories said. I CAN
I CAN leave, take, and pass on telephone messages
report people’s words (reported speech)
use appropriate verbs to report people’s words
(reporting verbs)
140
booster • Ask students to work in pairs to tell their partner about
three stories they have read or heard recently in the
news. Encourage them to cover the three points listed.
Exercises 3 and 6 are Memory Booster activities. For more Vocabulary
information about these activities and how they benefit
students, see page x.
4
• Ask pairs to give an example of the kind of story you
would read about in the listed sections of a news
I can … check boxes website.
I can … boxes, you could ask them to give themselves ANSWERS
activities in the Workbook and Grammar Summary 5
exercises. • Ask students to match the beginning of the sentences
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with the endings.
Grammar 6 ❯❯ MB
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1 • Ask pairs to discuss the most usual ways of staying
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• Ask students to read the news article and underline six in touch with the listed groups of people. Encourage
reporting verbs. Then tell them to work in pairs to write students to give reasons for their ideas.
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the words that were originally used in the direct speech
in each case.
EXAMPLE ANSWERS
ANSWERS
c ex-work colleagues: email, social reunions, conferences,
phone calls
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1 “There are only two states for children: asleep or friends: texts, instant messaging, Facebook, Snapchat,
online.”
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meeting up, parties and other social events, phone calls
2 “Vulnerable young people can/could become addicted grandparents: cards, letters, postcards, phone calls, family
to the online world and be unable to cope with the events
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challenges of the real world.”

immediate family: chatting, texts, instant messaging,
3 “Teenagers who used social media late into the night phone calls
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can/could damage their sleep.”

old school friends: social networking sites, email, texts
4 “This will increase the risk of anxiety and depression in
people you met on vacation: social networking sites,
teenagers.”
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instant messaging, phone calls, meeting up

5 “I’ve enjoyed the break, but I’m worried about
conversations that I’ve missed.”
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6 “Why isn’t the government looking at ways of Real life

educating young people more on this matter?”
7 ❯❯ MB
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• Ask pairs to put the sentences into a logical order. Then

2 tell them to act out the conversation, adding in the other
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• Ask pairs to read the news item again and answer the person’s words. You could ask them to change roles and
questions. repeat the conversation.
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ANSWERS
1 Vulnerable young people could become addicted to the
online world and be unable to cope with the challenges
of the real world. One study reported that teenagers
who used social media late into the night could damage
their sleep. The study said this would increase the risk of
anxiety and depression in teenagers.
2 Teenagers who tried “unplugging” for a week told
researchers that they had enjoyed the break, but they
were worried about conversations they had missed.

Unit 12 Experts
Opener 3 97
1 • Ask students if they can remember the answers to
• Organize the class into groups. Ask students to look at the interviewer’s questions. Play the recording again.
the photo and the caption, and discuss the questions. Students listen and check their ideas. Let students
Use the opportunity to teach key words (ferry = a boat compare their answers in pairs before checking with
that takes people, animals, or goods across a short the class.
space of water; mainland = the main part of a country
excluding its islands). ANSWERS
1 We move them over to a small island for the summer,
EXAMPLE ANSWERS where there’s plenty of grass for them to eat. The thing
is, we can only fit a few in the boat, so we have to go
The man might be a shepherd or sheep farmer, or he back and forward a few times.
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might be a boat owner or fisherman who is helping to
2 We normally go and get them to bring them back to
move some sheep.
the main island for the winter. We fetch them before
He’s standing in a small fishing boat or ferry. He’s taking
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the bad weather starts, usually in September.
sheep somewhere in the boat (perhaps from one island to
another).
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4
• Organize groups. Pre-teach any key words (grain =
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Background information seeds from crops such as wheat or rice). Ask each group
The Scottish Hebrides /ˈhɛbrdiːz/ are an archipelago of
to read and discuss the problem. Set a time limit. Ask
groups for their suggested solutions before revealing
islands off the west coast of Scotland. The Inner Hebrides
are close to mainland Scotland and the Outer Hebrides
c the answer.
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are a little further away. The Gaelic language, and Gaelic • Point out that the problem is that he can go across the
music and literature, thrive on the islands. The adjective
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river in the boat as often as he likes, but he can’t always
Hebridean is used to describe people and things relating leave certain animals or crops alone. Say: If the fox and
to the island.
the chicken are left together, the fox will eat the chicken. If the
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In the photo, sheep are being moved from the harbor in chicken and the corn are left together, the chicken will eat the
Valtos on the Isle of Lewis (in the Outer Hebrides) over to corn. So, how does the man do it?
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the nearby island of Pabay where there’s fresh grazing.
ANSWER
2 97
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The man can leave the fox and the grain together, so he
• Tell students they are going to listen to an interview
takes the chicken across the river. He leaves the chicken on
with the man in the photo. Play the recording. Students
the other side of the river and goes back across.
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listen and check their ideas from Exercise 1. Let them

Then he takes the fox across the river, and since he can’t
leave the fox and chicken together, he brings the chicken
io
class. back.
Again, since he can’t leave the chicken and the grain
at
ANSWERS together, he leaves the chicken. This time he takes the

He’s a Hebridean sheep farmer. He owns or works with the grain across and leaves it with the fox.
N
sheep. He’s taking the sheep to an island with plenty of The man then returns to pick up the chicken and heads
grass for the summer. across the river one last time.

Unit 12 Experts
ng
ni
ar
Le
c
hi
ap
Sheep in the Scottish Hebrides islands

gr
eo
F E AT U R E S 1 Work in groups. Look at the photo and the caption. What do you
think the man’s job is? What is he doing?
lG
142 The man who ate

2 97 Listen to an interview with a farmer from the Hebrides.
his boots Check your ideas from Exercise 1.
na
Looking back at the mistakes

of some British explorers 3 97 Can you remember the answers to the interviewer’s
questions? Listen to the interview again and check.
io
144 Experts in the wild 1 Why do you need to move the sheep like this?
at
Listen to two stories about 2 When do you bring them back?

unexpected trouble.
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4 Work in groups. Can you figure out the solution to this farmer’s
problem? When you’re finished, check the answer on page 155.
146 The legacy of the
samurai A farmer has a fox, a chicken, and a bag of grain. He needs to cross
a river. He has a boat, but he can only carry one other thing with
Find out about Japan’s him in the boat. Remember that foxes eat chickens, and chickens
famous warriors. eat grain. How does he get everything across the river?
150 Shark vs. octopus
A video about an encounter
between a shark and
an octopus

12a The man who ate his boots
Reading 3 Read the whole review. Are these sentences true (T)
or false (F)?
1 You are going to read a review of a book about
1 The British explorers learned a lot T F
Arctic expeditions called The Man Who Ate His
from the local Inuit people they met.
Boots. Work in pairs. Discuss the questions.
2 Tents were an appropriate type of T F
1 What kind of environment is the Arctic region? shelter for Arctic conditions.
2 What might go wrong on an expedition to 3 The British wore adequate clothing T F
the Arctic? for the weather in the Arctic.
3 How much do you know about the lifestyles of 4 The British pulled their own sleds T F
people who live in the Arctic? rather than use dog teams.
5 The British used fresh vegetables T F
2 Read the first paragraph of the book review. to treat scurvy.
Work in pairs. Find the following information.
ng
1 the reason for the British expeditions
4 What do you think the title of the book refers to?
Tell your partner.
2 what happened to the expeditions in the end
ni
3 two words to describe the British explorers
ar
Le
98
c
The Man Who Ate His Boots is a fascinating account of expeditions
hi
that went wrong. The book tells the story of the nineteenth-century
British search for a route to Asia via the Arctic (the Northwest
ap
Passage). Author Anthony Brandt describes many attempts by

both land and sea that ended in failure and tragedy, including the
gr
1845 expedition led by Sir John Franklin. Brandt shows how these
brave, yet sometimes foolish, British explorers could have avoided
eo
starvation,1 frostbite,2 and even death if they had copied the survival
techniques of the local Inuit. Some of the more surprising details the
book reveals include:
lG
Tents
The British had seen how the Inuit built igloos, but they still used
na
tents. Tents freeze in sub-zero temperatures, and they don’t keep the
people inside them warm. If the British had built igloos, they would
io
have been warm even in the worst Arctic weather.

Clothing
at
Frostbite was common among the British but rare among the Inuit. If
N
the explorers had worn sealskin and furs like the Inuit, they wouldn’t
have suffered from frostbite.
Dog teams Read this amazing book and find
Why didn’t the British use dog teams to pull their sleds?3 British out what these explorers had to
explorers pulled their sleds themselves right into the early do to survive.
twentieth century. It cost Scott and his men their lives on their return
from the South Pole in 1912. 1
starvation (n) /stɑːrˈveɪʃən/ death or loss of
Salad strength caused by not eating
2
frostbite (n) /ˈfrɒs(t)baɪt/ severe damage to
The British did get something right, however, when Captain Edward
the body caused by freezing conditions,
Parry grew salad vegetables in boxes on board his ship. It was known
usually affecting toes and fingers
that fresh vegetables and fresh meat prevented scurvy,4 although at 3
sled (n) /sled/ a wooden object for
that time the reason for this—not enough vitamin C—hadn’t been
transporting people and things across snow
discovered. Parry’s men wouldn’t have stayed healthy if they hadn’t 4
scurvy (n) /ˈskɜːrvi/ an illness caused by lack of
eaten the salads. vitamin C, which affects the mouth and teeth
142
12a The man who ate his boots
Anthony Brandt is the editor of the Adventure Classics series
published by National Geographic Society Press, and the
Lesson at a glance books editor at National Geographic Adventure magazine.
His book The Man Who Ate His Boots was published in 2010.
• reading: what explorers have to do to survive
The search for the Northwest Passage—a sea route
• grammar: third conditional
connecting the northern Atlantic and Pacific Oceans—
• speaking: decisions began as early as the fifteenth century with a British
expedition under the explorer John Cabot. It was
important to countries like Britain because, at that time,
Reading Spain and Portugal controlled sea routes east toward
1 Asia, so they were desperate to find their own separate
• Optional step With books closed, start by writing the route to the rich markets of that region.
book title The man who ate his boots on the board. Ask: In the first half of the nineteenth century, there were
What sort of book do you think this is? What is it about? numerous expeditions by sea and overland which mapped
Where do you think it is set? out much of northern Canada and Alaska.
Sir John Franklin, a Royal Navy officer, set out to find the
• Organize pairs. Ask students to discuss questions passage in 1845 with a well-equipped two-ship expedition.
ng
1–3. In feedback, build up a list of possible answers to The expedition was confident of success but the ships
questions 2 and 3 on the board. disappeared. Later expeditions found evidence which
• Check some key words that are in the text and not in suggested that the ships had become ice-locked and
ni
the glossary (igloos = buildings made of ice or snow; unable to move, that the crew might have died of lead
poisoning or botulism (a serious illness caused by eating
ar
sealskin = the skin or fur of a seal).
preserved food that contains harmful bacteria), and that
some of the men could have died trying to get to safety by
Le
EXAMPLE ANSWERS walking across the ice.
1 It’s cold, hostile, remote, inhospitable, and in winter it’s Roald Amundsen, who was Norwegian, set out on a
covered in snow and is dark. In summer, the days are three-year expedition from 1903 to 1906 and became the
very long but it’s still very cold and covered in snow.
c first explorer to finally complete the journey through the
hi
2 Getting frostbite; getting lost in a place without roads Northwest Passage. Since that time, the Northwest Passage
or signs; running out of food—starvation; becoming has been crossed a number of times, but it remains a
ap
stuck in snowdrifts; falling through the snow or ice; commercially unviable route. That may change, however,
being attacked by polar bears; mode of transportation as the ice melts and it becomes easier for ships to cross
breaking down. the Arctic.
gr
3 Traditionally, the people of the far north lived in igloos, Robert Falcon Scott was a British polar explorer, most
hunted seals and fish with harpoons, wore sealskins and famous for his attempt to lead the first expedition to the
eo
snow shoes, and traveled long distances seeking food. South Pole in 1912. Amundsen’s expedition reached the
Today, few follow this traditional lifestyle. Pole before him, and Scott and his men died on the return
journey. Scott’s men used ponies on their expedition
lG
(which soon died) whereas Amundsen used dogs.

2 98 Sir William Edward Parry was an English rear-Admiral who
na
• Ask pairs to read the first paragraph of the book review attempted unsuccessful voyages to the Northwest Passage
and find the information. Students can listen and read in the 1820s and to the North Pole in 1827.
along to the recording if needed. Check answers with Inuit are the indigenous peoples of Canada, Alaska,
io
Greenland, and Siberia. An Inuk is an Inuit person.

the class.
at
4
ANSWERS
• Ask pairs to discuss what they think the title of the
N
1 to find the Northwest Passage, which is a route to Asia book refers to.
from the Atlantic via the Arctic
2 Most of the expeditions ended in failure and tragedy.
EXAMPLE ANSWER
3 brave, foolish
It probably refers to a British explorer who got lost or ran
out of food, so he ate his boots (which are made of animal
3 leather so may be edible).
• Ask students to read the whole review and decide
whether the sentences are true (T) or false (F). Let them
class.

12a The man who ate his boots 142a
Grammar third conditional ANSWERS
5 1 The British didn’t wear furs. They got frostbite.
• Tell students to read the example sentences in the 2 The men were exhausted. They didn’t use dogs to pull
grammar box. Ask them to work in pairs to decide their sleds.
which verb forms are used to form the third conditional. 3 The men didn’t take only essential items. The sleds were
In feedback, elicit ideas from the class. heavy.
4 One expedition got stuck on the ice. They didn’t speak
ANSWERS to local people.
1 If + had + past participle, would + have + past participle 5 The expeditions didn’t follow local customs. They
2 would(n’t) + have + past participle … if + had(n’t) + past weren’t successful.
participle
10
Refer students to page 178 of the Student Book for further • Tell pairs to match pairs of sentences. Then ask them
information and practice. to work together to write new third conditional
6 sentences. Tell them they can change the verbs used
in the sentences as long as the meaning is as similar as
• Ask students to look at the sentences in the grammar
ng
possible.
box again and answer the questions in pairs.
ANSWERS
ni
ANSWERS
2 We could have asked someone for information if we’d
1a no 1b no 2a yes 2b yes
ar
taken a phrase book.
3 If a local man hadn’t given us a map, we wouldn’t have
7
Le
found our way to the castle.
• Ask students to find and underline two more third 4 If we’d planned things better, the trip wouldn’t have
conditional sentences in the book review. Elicit answers been a disaster.
in feedback and ask students to point out the forms.
c 5 We’d have got into the museum for free if we’d had
hi
our student IDs with us.
ANSWERS 6 If we’d checked the weather forecast, we’d have taken
ap
appropriate clothes.
1 British explorers could have avoided starvation,
frostbite, and even death if they had copied the survival
gr
techniques of the local Inuit.

2 If the explorers had worn sealskin and furs like the Inuit, Speaking my
eo
they wouldn’t have suffered from frostbite. 11

• Start by reading out the task.
Please refer to page 178 for Grammar Notes on the third
lG
conditional. • Give students two minutes to think of a situation to talk

about. You could write some situations on the board to
8 help students if you feel they might not be able to come
na
• Ask students to read the sentences carefully and check up with ideas by themselves, e.g., changing school;
any unfamiliar words. Then ask them to complete the getting a first or new job; deciding to marry or have
io
sentences. Monitor and help with any problems. Let children; joining a club or taking a course; a difficult
students compare their answers in pairs before checking work decision; deciding what color to paint a room;
at
as a class. deciding to buy a car.

• Ask students to prepare answers to the questions.
N
9 Monitor and help.

• This exercise checks that students are clear about
the hypothetical nature of the third conditional. Ask 12
students to say what actually happened. You could do • Organize the class into pairs. Students take turns to
this activity with the whole class or let students discuss talk about the decisions they have made and to ask
answers in pairs first. and answer questions. Monitor carefully and note both
good uses and errors in the way students use the third
conditional. Share some of these examples in feedback,
asking students to identify and correct any errors.
143a Unit 12 Experts SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar third conditional 7 Find two more third conditional sentences in the
book review.
THIRD CONDITIONAL
8 Complete the sentences using the third conditional and the
1 If the British had built igloos, they would have verbs in parentheses.
been warm even in the worst Arctic weather.
2 Parry’s men wouldn’t have stayed healthy if 1 If the British had worn (wear) furs, they
they hadn’t eaten the salads. wouldn’t have got (not / get) frostbite.
2 The men wouldn’t have been (not / be) exhausted if they
’d used (use) dogs to pull their sleds.
3 If the men had taken (take) only essential items
5 Work in pairs. Look at the grammar box. the sleds wouldn’t have been (not / be) so heavy.
Which verb forms are used to make the 4 One expedition wouldn’t have got (not / get) stuck on
third conditional? the ice if they ’d spoken (speak) to local people.
5 If the expeditions had followed (follow) local
6 Work in pairs. Look at the grammar box
customs, they would have been (be) successful.
again. Answer the questions.
1 a Did the British build igloos? 9 Look at your completed sentences in Exercise 8. Say what
ng
b Were they warm in the worst actually happened.
Arctic weather? 1 The British didn’t wear furs. They got frostbite.
ni
2 a Did Parry’s men stay healthy?
b Did they eat salads? 10 Work in pairs. Match the pairs of sentences. Then write a
ar
new sentence using the third conditional.
1 We forgot to check our flight times. c
Le
If we hadn’t forgotten to check our flight times, we wouldn’t
have missed the plane.
c
2 We couldn’t ask anyone for information. d
hi
3 A local man gave us a map. b
4 We didn’t plan things very well. a
ap
5 We didn’t get into the museum for free. f

6 We didn’t check the weather forecast. e
gr
a The trip was a disaster.

b We found our way to the castle.
eo
c We missed the plane.

d We didn’t take a phrase book.
lG
e We didn’t take appropriate clothes.

f We didn’t have our student ID with us.
na
Speaking my
io
11 Think of times in your life when you had to make a

at
decision. Think about the answers to these questions.

1 Was it easy or difficult to decide what to do?
N
2 How did you decide?

3 What would have happened if you had done something
different?
12 Work in pairs. Tell your partner about your decisions. Ask

your partner follow-up questions. Would you have done
the same things?
A: When we were sophomores in high school, we had to choose
which foreign language to study.
B: Oh, so did we. What were your options?
A: French or German. And if I’d chosen German instead of
French, …
An Inuit man eating narwhal skin.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 12 Experts 143

12b Experts in the wild
Listening 3 Work in pairs. You are going to listen to the stories
of two difficult experiences Emma (E) and Beth (B)
1 Work in pairs. Discuss the questions. had. Before you listen, match the words below to
their definitions (1–4).
1 Have you ever been camping? If so, what did
you take with you? What was it like? mammoth tracker trumpeting tusks
2 If you haven’t been camping, would you like
to? Give your reasons. 1 two long teeth on the outside of the mouths of
some animals tusks
2 Work in pairs. Read about Emma Stokes and Beth
Shapiro. Answer the questions. 2 a person who shows you the way in a wild
place tracker
1 What do they do? 3 an extinct animal, similar to an elephant
2 What kind of places have they traveled to? mammoth
ng
3 What kind of things could cause problems in 4 the noise made by elephants trumpeting
those areas?
4 99 Work in pairs. Listen to the stories. What
ni
was the difficult experience in each story?
ar
5 99 Work in pairs. Look at the events from the
two stories. Decide if they are about Emma (E) or
Le
Beth (B).
1 She got her gear and got out of E B
c the tent.
hi
2 She had to take her mosquito net E B
off her face to eat.
ap
3 She was bitten by mosquitoes. E B

4 The trackers woke her up by E B
gr
shouting.
5 They made a meal of rice and fish. E B
eo
6 When she went back, three of E B

Emma Stokes is a wildlife researcher who has led the tents were destroyed.
lG
projects to protect gorillas and tigers. She often has

to cut paths through the forest and set up a camp. 6 Work in pairs. What would you have done if you
Her first ever expedition was to the Central African were Emma or Beth?
na
forest, where she had an unexpected experience.

Grammar should have and
io
could have
at
7 Work in pairs. Read the comments. Who do you

N
think said each one—Emma or Beth?

1 “We could have died.”
2 “We couldn’t have avoided the insects.”
3 “We should have checked the area before
we camped.”
4 “We should have gone there at a different time
of year.”
5 “We shouldn’t have put up our tents there.”
Beth Shapiro is a biologist and an expert on extinct

mammal species. Much of her work is done on
expeditions. She often goes to Siberia, where she
hopes to find mammoth bones or tusks. On her first
visit there, however, living animals caused the problem.
144
4 99
12b Experts in the wild • Play the recording. Ask pairs to listen to the stories
and say what was the difficult experience in each story.
Lesson at a glance Elicit answers as a class.
• listening: unexpected problems
• grammar: should have and could have ANSWERS
• wordbuilding: prefixes in-, un-, im- Emma: setting up camp in the wrong place and nearly
• speaking: where did I go wrong? being trampled by elephants
Beth: trying to cope with the huge number of mosquitoes
Listening
1 Vocabulary notes
• Optional step With books closed, write camping on bones = the hard, white parts that form a frame (skeleton)
the board, and elicit words and expressions students inside a body
connect with camping. Depending on your students’
exhausted = extremely tired and with no energy
experiences, a possible list might be: (put up a) tent,
heavy steps = steps that are loud and make a deep
go to a campsite, (sing songs around a) campfire, camping
ng
impression in the ground (opposite: light steps)
equipment, sleeping bag, getting wet.
mosquitoes = small, buzzing insects that are usually found
• Ask students to work in pairs to discuss the questions.
ni
in hot countries and carry malaria
remote = far from other cities, towns, or people
ar
EXAMPLE ANSWERS
screaming = making a loud, high noise out of pain or
Reasons for camping: fun, outdoors, can go anywhere, not fright
Le
expensive, adventurous, can do it with friends
Reasons against camping: hard work, uncomfortable, no
5 99
fun in bad weather
c • Ask students to read sentences 1–6. Check any

unknown words (gear = equipment, things you carry
hi
2 with you; mosquito net = a thin cover you put over
• Ask students to guess what Emma Stokes and Beth Shapiro
ap
yourself when sleeping in a tropical climate to prevent

might do as a job from the photos. Then ask students to read insects from touching and biting you).
the introductory texts and answer the questions in pairs.
• Ask students to work in pairs to decide whether each
gr
statement is about Emma (E) or Beth (B). Elicit ideas

ANSWERS before playing the recording.
eo
1 Emma is a wildlife researcher. Beth is a biologist.

2 Emma travels to places with difficult conditions such as
6
lG
the Central African forest. • Ask pairs to discuss the question. Elicit ideas in
Beth often goes on expeditions, particularly to Siberia. feedback, and note whether your students are able to
3 Forests in Central Africa—heat, insects, tropical diseases, use would/could have done accurately to describe the
na
wild animals experiences.

Siberia—cold, problems with traveling in wild places
io
such as vehicle breakdown or finding accommodation, EXAMPLE ANSWERS

wild animals
Would have left the gear / screamed / panicked / run away
at
as fast as possible / stayed still and tried to hide.

3 Would have left the place / screamed / panicked / tried not
N
• Ask pairs to match the words to their definitions before to eat anything / taken insect repellent.
listening. Elicit answers as a class.
Background information Grammar should have and

A mammoth is a large, hairy, extinct elephant which
could have
once lived in large numbers in what is now northern 7
Europe. They went extinct 4,500 years ago. A mummified • Ask students to read the comments and decide who
mammoth (or mammoth mummy) is one that has been might have said them. Elicit the first answer to get
frozen in the earth, which means that hair, skin, and other students started. Let them compare their answers in pairs.
body parts may have survived, and not just the skeleton.
EXAMPLE ANSWERS
1 Emma 2 Beth 3 both 4 Beth 5 Emma

12b Experts in the wild 144a
8 11b 100
• Ask students to look at sentences 1–5 in Exercise 7 again • Play the recording again. Students should listen and
and match them with the meanings (a–d). Let them repeat.
9 on repetition and substitution drills.
• Ask students to read the information in the grammar
box. Explain the use of these forms to students. Then Word building prefixes in-, un-, im-
ask students to circle the best option to complete
sentences 1–6. Let them compare their answers in pairs.
12
• Ask students if they can think of any examples of their
Please refer to page 178 for Grammar Notes on should have own of words beginning with in-, un-, or im- (e.g.,
and could have. insensitive, unknown, impatient).
• Ask students to replace the words in bold with an
Refer students to page 178 of the Student Book for further adjective beginning with in-, un-, or im-. Let students
information and practice. compare their answers in pairs before checking with
10 the class.
ng
• Ask students to read the text briefly. Ask: What was Refer students to Workbook page 99 for further
the problem, and what happened in the end? (The writer information and practice.
ni
became very sick. A local healer offered some local
medicine, which the writer didn’t want to take, but Vocabulary notes
ar
when he/she did, got better.) The most common way of making an adjective negative
• Ask students to complete the story with the correct is to add the prefix un-. The prefix in- is less common, and
Le
forms. Let them check their answers in pairs before is usually used in front of adjectives which begin with the
vowels a, e, or o (e.g., inaccurate, inedible). Note, though,
that it can be used in front of consonants (e.g., insane,
Pronunciation should have and could have c indecent).

hi
The prefix im- is used in front of words beginning with m
11a 100 (e.g., immoral, immobile) as well as adjectives beginning
ap
• Play the recording. Students listen to the sentences from with p (e.g., impossible).
Exercise 10 and note the weak form of have /(h)əv/. Less commonly, the prefixes ir- and il- are used, typically in
font of words beginning with r (e.g., irrelevant, irregular)
gr
Students should also note the way should and could link
with the unstressed have. or l (e.g., illegal, illogical).
However, just because a word begins with p, r, or l
eo
Audioscript 100 doesn’t mean you have to use im-, ir-, or il-. For example,
unpopular, unreserved, and unlucky are all correct.
lG
1 I ate something I shouldn’t have eaten.

2 I couldn’t have felt any worse, actually!
Speaking my
na
3 I suppose I should have had some medicine with me,

13
but I didn’t.
• Ask students to read the activities and corresponding
io
4 I should have taken it right away, but I didn’t because problems. Check that students know the meaning of
it smelled so bad. blurry (= unclear and hard to see).
at
5 I really think I would have died without it, though. • Tell students to write down one or two solutions for
N
each problem. Monitor and help with vocabulary and

Pronunciation notes ideas at this stage.
In these sentences, the strong stress is on should or could, • Organize pairs or small groups to discuss the problems
with a secondary stress on the main verb. This means that and say what advice they recommend for each one.
the auxiliary verb have is reduced to /(h)əv/ or even just
/ə/. There is also linking between /d/ and the schwa sound: 14
/’ʃʊdəv/ or /’kʊdəv/. As a result, students often don’t hear
• Organize the class into new pairs. Ask them to compare
have in these structures, and find it hard to reproduce the
sound. the advice given and decide which was the best advice.
Note also how the negative form (couldn’t have / shouldn’t
have) sounds like one word. There is linking after the /d/
sound and /t/ sound: /’ʃʊdəntəv/; /’kʊdəntəv/.

8 Look at the sentences in Exercise 7 again. Match 11 Pronunciation should have and could have
the sentences (1–5) with the meanings (a–d).
a 100 Listen to the sentences with could have and
a This was the right thing to do, but we didn’t should have from Exercise 10. Notice the weak form
do it. 3, 4 of have /həv/.
b This was the wrong thing to do, but we
did it. 5 b 100 Listen again and repeat the sentences.
c This was possible, but it didn’t happen. 1
d This was impossible, and it didn’t happen. 2 Wordbuilding prefixes in-,
SHOULD HAVE and COULD HAVE
un-, im-
should (not) WORDBUILDING prefixes in-, un-, im-
have + past participle
could (not)
We can add in- and un- to the beginning of some
For more information and practice, see page 178. adjectives to mean “not.” We can also use im- before
some adjectives that begin with the letters p or m.
an inappropriate place, an unexpected experience, It was
9 Look at the grammar box. Circle the best option to impossible.
ng
complete the sentences.
1 We would / should have brought more water—
ni
I’m really thirsty now.
2 The elephants came so close we almost could / 12 Look at the wordbuilding box. Replace the words
ar
couldn’t have touched them. in bold with an adjective beginning with in-, un-,
3 We’ve run out of food. We should / shouldn’t or im-.
Le
have known this would happen. 1 We might see an elephant today, but it’s
4 If I’d followed you, I should / could have got not likely. unlikely
there more quickly.
c 2 The guide is great even though he’s not
hi
5 I should / would have asked what was in the experienced. inexperienced
drink before I drank it. 3 In my country, it’s not polite to speak while
ap
6 If we’d taken the other road, we wouldn’t / you’re eating. impolite

shouldn’t have got lost. 4 I hate sleeping in a tent—it’s cold and not
gr
comfortable. uncomfortable
10 Complete the story with should (not) have, could 5 Don’t worry about what to wear. The invitation
(not) have, and past participle forms.
eo
says it’s not formal. informal

6 My colleague is friendly, but he’s not patient.
impatient
lG
Speaking my
na
13 Look at the activities below, and the problems you

io
may have when doing them. Write one or two

solutions for each one. Then talk to other students
at
and find out what advice they would give for one
of the problems.
N
Activity Problem
doing homework can’t find information
I’m an anthropologist, and once when I was working in packing a suitcase don’t have enough room
a remote area of Brazil, I ate something taking photos come out blurry
1
I shouldn’t have eaten (eat). I was pretty sick. making a meal burning everything
2
I couldn’t have felt (feel) any worse, actually! I going to visit a friend getting lost
suppose 3 I should have had (have) some medicine
with me, but I didn’t. Anyway, the curandeira—the local
14 Work in pairs. Compare the advice you were given
healer—brought me the strongest of their local
and decide which was the best advice.
medicine. 4 I should have taken (take) it right away,
but I didn’t because it smelled so bad. Of course,
because of this I got much worse. So, the next day, I
accepted the medicine. And after a few terrible days, I
got better. I really think 5 I could have died (die)
without it, though.

12c The legacy of the samurai
Reading Critical thinking relevance
1 Work in pairs. How much do you know 6 Work in pairs. Which of these sentences could be included
about the samurai? as additional information? Where should the sentences go in
the article?
1 Who were the samurai?
2 Where were they from? 1 His words might easily have been spoken by a Bushido
3 When did they live? master from three centuries ago.
4 What did they do? 2 The samurai promised to be loyal to these men, who
needed soldiers to protect and increase their power.
2 Work in pairs. Look at these words. 3 Samurai also played go, a board game about land
Make connections between them. conquest.
4 The classic movie Seven Samurai by Japanese director
army enemies generals
ng
Akira Kurosawa has been described as one of the most
martial arts opponents soldiers
influential movies ever made.
sword warrior weapon
ni
An army is made up of soldiers. Word focus go
ar
3 Read the article about the samurai. 7 Look at these excerpts from the article. What do the
Le
Check your answers from Exercise 1. expressions with go mean? Circle the correct option (a–c).
Find the words in Exercise 2.
1 The original samurai were soldiers who went into battle
riding horses.
4 Read the article. According to the article,
c
a fought b sat c traveled
hi
are these statements true (T) or false (F)?
2 Things didn’t go well for the samurai.
1 The early samurai were T F
ap
a didn’t move b were fine c weren’t good

similar to European 3 Samurai fighting skills went into decline.
knights. a improved b influenced others c weakened
gr
2 The samurai eventually T F 4 The “samurai” is asked if he would like to go back in time.
died out following their a return home b return to the past c start again
eo
defeat in battle.
3 Samurai soldiers had a T F 8 Work in pairs. What do the expressions with go mean in
lG
wide range of cultural these sentences?

interests.
1 The battle plan went wrong and ended in disaster.
4 The military skills of the T F
na
2 The battle went on for six days non-stop.

samurai have been lost.
3 The number of injured soldiers is going up daily.
5 The legacy of the samurai T F
4 Suddenly, everything went quiet.
io
has spread outside Japan.

5 We’ve decided to go ahead with our plan.
at
5 Find these words in the article. Look at

how they are used and try to guess their Speaking my
N
meaning. Then replace the words in bold

in the sentences (1–4) with these words. 9 Would you like to go back in time and experience life in a
different age and country? Or would you prefer to live in the
unarmed (line 38) lone (line 52) future? Think about these points.
appeal (line 50) fierce (line 61)
• when and where
• why that time appeals to you
1 I don’t understand the attraction of
appeal • your role or position in that society
war movies.
• opportunities
2 That boxer is frightening. He’s so
fierce • possible dangers
intense and aggressive.
3 We fought without any weapons. 10 Work in groups. Ask questions to find out about your
unarmed classmates’ time-traveling choices. What is more popular—
4 The police say they’re looking for the past or the future?
a single, unaccompanied gunman.
lone
146
ANSWERS
12c The legacy of the samurai
1 They were the elite warriors of Japan.
2 Japan
Lesson at a glance 3 from the tenth century to the nineteenth century (1860s)
• reading: military experts 4 The original samurai went into battle riding horses and
• critical thinking: relevance fought their opponents following ancient traditions.
• word focus: go Later, they trained for hand-to-hand fighting, socialized
• speaking: going back in time with artists, writers, and philosophers, went to the
theater, and did flower arranging and the tea ceremony.
Reading 4
1 • Ask students to read the article again and decide
• Organize pairs to discuss the photo and questions 1–4. whether the statements are true (T) or false (F). Let
Then have a class discussion. Elicit as much as you can students compare their answers in pairs before checking
from students but do not comment at this stage. with the class.
2 5
ng
• In pairs, students discuss the words. • Tell students to find the words in the article. Then ask
students to discuss what the words mean. Monitor and
ni
EXAMPLE ANSWERS prompt students to work out the meaning from context.
soldiers fight their enemies; opponents are enemies; a • Ask students to replace the words in bold in sentences
ar
sword is a weapon; generals lead armies; martial arts are a 1–4 with the words in the box.
type of fighting; soldiers do their duty when they fight
Le
Vocabulary notes
You could also ask students to find, underline, and guess
Vocabulary notes
c
the meaning of these phrases in the text:
hi
army = the fighting force of a nation elite = regarding a group of people in society who are (or
enemies = people who are against you and want to harm feel) superior to other people
ap
you a double identity = having two different identities—here,

generals = very senior officers responsible for organizing a a warrior and a man of art
gr
battle plan during war a code of ethics = a set of moral rules to follow
martial arts /ˈmɑrʃəl ɑrts/ = traditional fighting sports
eo
designed to develop the skills of a fighting man (in

the text, the traditional Japanese martial arts of sword Background information
fighting (kendo), archery (kyudo), and hand-to-hand, The decline of the samurai as the warrior class in Japan
lG
unarmed fighting (jujitsu) are mentioned). Judo and was hastened by the need to modernize the Japanese
karate are other well-known Japanese martial arts. army and navy. In 1873, a Western-style conscripted army
opponents = people competing against you (e.g., in sports was created by the emperor and the samurai lost their
na
involving organized fighting such as boxing, wrestling, and right to be the only warriors, to wear the katana (their
martial arts) traditional robe) in public, and to execute anybody who
io
soldiers = the individual people who make up an army showed them disrespect.
weapon = something you fight with (e.g., a gun or a The Jedi are knights in the Star Wars movies.
at
sword /sɔːd/—a long, sharp weapon made of metal).

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Critical thinking relevance

6
3 101
• Ask students to read the sentences carefully and decide
• Ask students to read the article and find answers to which could be included as additional information in
the questions in Exercise 1. Students can listen and the article. Let them compare their ideas in pairs then
read along to the recording if needed. Elicit answers work together to decide where in the text the sentence
in feedback. might be placed.
• Ask students to find the words in Exercise 2. Encourage • In feedback, elicit ideas and ask what the sentence adds
students to look at the context of each of the words. to the text and how relevant it is.
on the importance of relevance.

12c The legacy of the samurai 146a
Teacher's notes continued from page 146a. Pronunciation sentence stress
6a 103
ANSWERS
• Play the recording. Students listen and note which of
1 This sentence could come after: “Here we teach the the words in black are stressed in the sentences in the
spirit of winning, but it’s not so much defeating an “making and accepting apologies” language box.
opponent as overcoming one’s own self. These days, it
seems everyone is looking for someone to blame rather • Play the recording again. Students listen and repeat.
than focusing on himself. Our message here is that if you
try hard, at kendo or anything else, you will enjoy life.”
Audioscript 103 (and answers)
2 This sentence could come after: … the rich landowners
might not have decided to employ private soldiers, and 1 I’m really sorry you went to all this trouble.
the samurai might never have existed.
There’s no need to apologize—it’s not a problem.
3 This sentence could come after: Samurai generals did
flower arranging and went to the theater. It’s my fault. I’ll make you something else.
4 This sentence could come after: The samurai have 2 I couldn't help it—I slipped.
inspired hundreds of movies, video games, comic books, Don’t blame me—this floor is slippery.
and TV dramas.
Look, it was an accident! It could have happened to
ng
anyone.
Word focus go It’s not your fault. Sorry I got upset.
7
ni
3 I’m so sorry I kept you waiting.
• Ask students to discuss the expressions with go and to Don’t worry about it—that bus is terrible.
ar
circle the correct option (a–c).
Sorry about that!
8
Le
It's just one of those things—buses are unreliable!
• Organize pairs. Ask them to explain the meaning of the
expressions with go. Pronunciation notes
c It’s important for students to attempt the strong stress.

hi
ANSWERS The stronger the stress, the more sincere the apology will
seem.
1 progressed in a bad way; when a problem happens and
ap
causes the failure of something

2 continued without stopping (for a period of time) 6b
gr
3 is rising • Give students two minutes to read the situations and

4 became silent think of what they could say in response. Once students
eo
have had time to think, elicit a few ideas from the

5 continue; carry on
whole class. You could model exchanges with several
students, paying attention to the correct stress, in order
lG
to show the class what to do.

Vocabulary notes
• Organize pairs. Students take turns to practice reading
na
Go has many meanings. It can mean move or travel (go out the sentences and to respond appropriately. Monitor
upstairs, go home, go ahead), happen (go badly, go and comment on how well students are approximating
wrong), change condition (go rotten, go deaf), pass time
io
the strong stresses.

(the hour went fast), etc.
at
have a go = try
EXAMPLE ANSWERS
1 I’m so sorry. I didn’t know. / Sorry about that!
N
Speaking my 2 There’s no need to apologize—no problem.

3 Sorry about that!
9 4 Don’t worry about it—I’ll be fine.
• Ask students to work individually. Give them a few 5 It’s my fault. I’ll get some.
minutes to prepare notes to answer each of the points given.
6 There’s no need to apologize—no problem.
10 7 Sorry about that!
• Organize students into groups of four or five to ask each 8 There’s no need to apologize—no problem.
other questions and discuss their ideas. In feedback,
ask one student from each group to summarize the
discussion for the class.
The following teacher notes relate to lesson 12d on page 148.

Samurai identity
The sword of a samurai is a symbol of authority
and luxury. It was both a weapon and an art
20 object. This double identity mirrored the samurai
themselves. As well as being warriors, they used
to socialize with artists, writers, and philosophers.
Samurai generals did flower arranging and went
to the theater. But of all their cultural activities,
25 the tea ceremony was the most important. It was
a slow and calm tradition. It took place in a small
room where swords were forbidden, even to
samurai. It must have been very inviting to battle-
weary soldiers.
30 Bushido
Bushido is the warrior’s code. It was first
ng
written down as a kind of self-help manual
during the long period of peace when samurai
ni
fighting skills went into decline. The martial
35 arts tradition continues in Japan to this day.
ar
Millions of Japanese children still practice the
classic skills of sword fighting (kendo), archery4
Le
(kyudo), and hand-to-hand, unarmed fighting
(jujitsu) at school. But Bushido is also a code of
ethics: honor, loyalty, and sacrifice. As Terukuni
c
40
Uki—a martial arts teacher—explains, “Here
hi
we teach the spirit of winning, but it’s not so
ap
101 much defeating an opponent as overcoming

one’s own self. These days, it seems everyone
The Legacy of the 45 is looking for someone to blame rather than

gr
focusing on himself. Our message here is that if

you try hard, at kendo or anything else, you will
SAMURAI
eo
enjoy life.”
Samurai today
lG
50 The continuing appeal of the samurai is due to

na
a simple fact: He is one of the world’s greatest

Samurai history action figures. He’s the lone swordsman who
The samurai (the word means “one who serves”) were kills dozens of enemies in the name of duty and
io
the elite1 warriors of Japan for nearly seven hundred individual glory. The samurai is the cowboy, the
at
years. In the tenth century, the rulers2 in Kyoto tried 55 knight, the gladiator, and the Star Wars Jedi
5 and failed to organize a conscript3 army. If they had all rolled into one. The samurai have inspired
N
succeeded, the rich landowners might not have decided hundreds of movies, video games, comic
to employ private soldiers, and the samurai might never books, and TV dramas. Each spring, in Japan,
have existed. The original samurai were warriors who men put on samurai armor and act out famous
went into battle riding horses and who fought their 60 samurai battles. These “weekend” samurai
10 opponents following ancient traditions. If they had look fierce and realistic, but with their plastic
ever met European knights, their customs would have goggles and swords, they wouldn’t have been
seemed familiar. Later, as the armies became larger a threat to the real thing. One of the “samurai”
and the fighting more violent, most samurai trained for is asked if he would like to go back in time.
hand-to-hand fighting. However, during a long period 65 “Hmm,” he replies. “They seem like better
15 of peace, things didn’t go well for the samurai and times, but I don’t think they were, really. It was
eventually, in the 1860s, they lost their position of power. live or die.”
1
elite (adj) /eɪˈliːt/ referring to the richest and most powerful 3
conscript (n) /ˈkənskrɪpt/ a soldier who is called up to fight
people in a society by the authorities
2
ruler (n) /ˈruːlər/ the leader of a country 4
archery (n) /ˈɑːrtʃəri/ a sport using bows and arrows

12d I’m so sorry!
Real life making and accepting
apologies
1 Work in pairs. Do people apologize a lot in your
culture? Would you apologize in these situations?
• arriving late for a meeting
• forgetting someone’s name
• serving food a guest doesn’t like
• not liking the food someone cooks for you
• taking someone’s chair in a restaurant
• asking someone to repeat something you
didn’t hear
ng
• losing or breaking something that belongs to
someone else
ni
• handing in some work after the deadline has
passed at college
ar
2 You are going to listen to three conversations
Le
in which people make apologies. Look at the
expressions below for making and accepting
apologies. What do you think the three
conversations are about?
c
hi
3 102 Listen to the three conversations and check
ap
your ideas from Exercise 2.

6 Pronunciation sentence stress
4 102 Listen to the conversations again. Then
gr
a 103 Look at the language box again. Listen

to the expressions for making and accepting
eo
1 What is the problem? apologies. Notice which word is stressed in each

2 How is the situation resolved? statement. Repeat the expressions.
lG
b Work in pairs. Take turns speaking and responding

MAKING AND ACCEPTING APOLOGIES
using an appropriate expression. Pay attention to
na
1 the words you stress.

I’m really sorry you went to all this trouble.
There’s no need to apologize—it’s not a problem. 1 Excuse me. This is a no-smoking area.
io
It’s my fault. I’ll make you something else. 2 I’m so sorry. I forgot to bring your book back.
3 Excuse me. That seat is taken.
at
2
I couldn’t help it—I slipped. 4 You should have told me you didn’t eat garlic!
5 Why is there no milk left?
N
Don’t blame me—this floor is slippery.

Look, it was an accident! It could have happened to 6 I’m really sorry I didn’t tell you I was coming!
anyone. 7 Excuse me. Please wait until the waiter shows
It’s not your fault. Sorry I got upset. you to a table.
3 8 Sorry, we don’t accept credit cards.
I’m so sorry I kept you waiting.
Don’t worry about it—that bus is terrible. 7 Work in pairs. Choose one of the problems in
Sorry about that! Exercise 1 or use your own idea. Decide what
It’s just one of those things—buses are unreliable! your relationship is and take a role each. Prepare a
conversation that includes at least one apology.
5 Work in pairs. Do you think all of the expressions 8 Act out your conversation in front of another pair.
would be appropriate in all three situations? Why Can they identify the situation and the relationship?
or why not?
148
ANSWERS
12d I’m so sorry!
1 1: the host has served the vegetarian guest meat
2: one of the couple has dropped some glasses
Lesson at a glance 3: one person has arrived late because the bus was late
• real life: making and accepting apologies 2 1: The guest leaves the meat and eats the vegetables.
• pronunciation: sentence stress 2: It isn’t resolved.
3: It’s just one of those things.
Real life making and accepting
apologies 5
1 • Ask pairs to discuss whether they think all of the
expressions for making and accepting apologies would
• Encourage a personal response to the topic by asking:
be appropriate to use in each of the three situations.
When did you last say sorry? What did you say? How did you
feel when you said it? Elicit as many different ways of saying
sorry from the students as you can, e.g., I’m so sorry, I’m ANSWERS
ever so sorry, Excuse me, I do apologize, I beg your pardon, In general, the phrases could be used in all three
ng
Pardon me, Apologies. situations. However, in the first conversation, there is an
element of formality and politeness (a dinner party host
• Students read the situations and decide whether they and guest) which means that they are unlikely to use
would apologize in each case.
ni
phrases that involve refusing to accept blame (I couldn’t
• Organize pairs. Ask students to discuss what they help it; Don’t blame me) or very informal phrases (Sorry
ar
would do in the different situations. In feedback, if you about that; It’s just one of those things).
have a mixed nationality class find out which students Similarly, very polite phrases (I’m really sorry you’ve
Le
are from the most ”apologetic” cultures. gone to all this trouble) would probably not be used in
conversations 2 and 3.
2
• Ask students to read the expressions in the language box
c Vocabulary notes
hi
carefully. Check that students know these terms (slipped =
fell because the floor was wet; slippery = used to describe Making an apology: I’m really sorry you’ve gone to all this
ap
a surface on which it is easy to slip and fall because it is trouble; I’m so sorry to keep you waiting; Sorry about that!
wet or oily; upset = angry or in tears; unreliable = if a bus is Accepting an apology: There’s no need to apologize—it’s
unreliable it doesn’t arrive on time or breaks down a lot).
gr
not a problem; It’s not your fault. Sorry I got upset; Don’t
• Ask students to predict what the three conversations worry about it—that service is terrible; It’s just one of
eo
might be about. Elicit ideas but don’t comment at this those things—buses are unreliable!
stage. Accepting fault: It’s my fault. I’ll make you something else.
lG
Refusing to accept fault: I couldn’t help it—I slipped; Don’t

3 102 blame me—this floor is slippery; Look, it was an accident!
• Play the recording. Students listen and check their ideas It could have happened to anyone.
na
from Exercise 2. Let students compare their answers in

pairs before checking with the class. Please refer to page 147a for the teacher notes for Exercises
6a and 6b.
io
ANSWERS
7
at
1: “not liking the food someone cooks for you” (one

person doesn’t eat meat) • Ask pairs to choose one of the problems in Exercise 1,
N
2: “breaking something that belongs to someone else” or to think of their own idea. Students decide what their
(one person slips and breaks nice glasses from Italy) relationship is and take a role each.
3: “arriving late for a meeting” (the bus was late) • Tell students to prepare a conversation which includes
at least one apology. If students need more support,
encourage them to script the conversation and then
4 102
practice it.
• Ask students to read the questions carefully. Then play
the recording. Students answer the questions. Let them 8
compare their answers in pairs before checking with the • Join pairs of students. Each pair acts out their
class. conversation while the other pair listens and tries to
identify the situation and relationship. Alternatively,
ask some pairs to come to the front of the class to act
out their conversations.
SAMPLE COPY, NOT FOR DISTRIBUTION 12d I’m so sorry! 148a

ANSWERS
12e How to behave …
In general, the text is well-written—the writer of the
website article has already checked all the things.
Lesson at a glance Students may, however, note the repetition of nouns and
• writing: a website article noun phrases. The writer should use pronoun reference
• writing skill: checking your writing more.
4b
Writing a website article
• Ask students to find them in the first line and to say
1 what it refers to.
• Organize pairs. Ask students to discuss any experiences
of strange or different things in English-speaking ANSWER
countries. In feedback, elicit anything interesting.
them = families in the US
• Alternative activity: Think of some things that guests in
your house are expected to do—What should a guest bring?
What should a guest wear? Should a guest remove his/her 4c
shoes? What should he/she talk about? • Ask students to replace the rest of the highlighted
ng
words in the article with the pronouns in the box. Elicit
2 the first answer to get students started. Let students
ni
• Ask pairs to work together to predict the advice they check their answers in pairs before discussing as a class.
might find in the article. You may want to clarify that
ar
the website gives information for the foreign students ANSWERS
rather than advice for the host families. Elicit a few ideas
Le
these things = they; in their home = there; a gift from a
but don’t comment at this stage. guest = the same; American = their; the photos = them;
Taking the photos = This; a tourist = one
3
• Ask students to read the article to check whether their
c
hi
ideas are mentioned. Tell them not to worry about the Please refer to page 178 for Grammar Notes on pronouns.
highlighted words at this stage. Let students compare
5
ap

• Organize groups. Tell the groups that they are going
to write an article for students coming to their country.
gr
ANSWERS
Ask students to brainstorm ideas using the different
Take a small gift for your hosts.
listed categories. Monitor and help with ideas and
eo
Show an interest in American culture.

vocabulary.
Take some photos from home so you can talk about the
lG
photos to your hosts. 6

Don’t behave like a tourist—normal life is what you are • Ask students to work individually to choose three to
there to experience!
five ideas from the list they made in Exercise 5 and
na
Be punctual, polite, and sociable.

write their article. They can refer to the structure of
the example article to help them. Note the use of the
io
Writing skill checking your writing imperative (Take … Don’t behave …) and will for the
future in expressions such as will expect you to …
4a
at
• Ask students to read the list. Make sure students 7

N
understand all the terms (linking words = and, but, • Ask students to check and revise their work with
nevertheless; organization = the order of ideas, arguments, reference to the list in Exercise 4a.
and paragraphs; relevance = whether any piece of
8
information needs to be in the text or not (see the
Critical Thinking section in lesson 12c); style = whether • When they have completed their final draft, students
the register is appropriately formal or informal, and should exchange their articles with other members of
whether the correct type of vocabulary or set phrases their group for critical feedback.
are used).
• Ask students to note which things the writer has
checked. Let them compare their answers in pairs

12e How to behave …
Writing a website article 4 Writing skill checking your
writing
1 Work in pairs. Have you ever spent time in an English-
speaking country? If so, tell your partner three things (apart a Look at this list of seven things that you
from the language!) you found strange or different there. should use to check your writing. Has
the writer of the website article already
2 You are going to read an article from a website that arranges checked all the things?
host families for foreign language students in the United States.
What advice do you expect to find there? Tell your partner. grammar spelling
linking words style
3 Read the article. Work in pairs. What do you think of the
organization vocabulary
advice? Does any of it surprise you?
relevance
ng
b The writer can improve the article by
http://www.homestayfamily.com avoiding some words that are repeated.
ni
Look at the first line of the article. Who
or what does them refer to?
ar
c Replace the other highlighted words in
Le
the article with these words. There is
one extra word.
c one She the same their

hi
them there they This
ap
5 Work in groups. You are going to

write an article for students coming to
gr
your country. Brainstorm ideas. Use

these categories or ideas that are more
eo
relevant to your culture.

• celebrations
How to behave with a homestay family
lG
• dress
• food
I’ve stayed with several families in the US, and each of them
• formality
na
has been different. But there are some key things I can pass on
• greetings
about getting the best out of your stay. I hope these things are
• house rules
io
useful!
• meal times
Even though you are a paying guest in their home, take a small • money
at
gift for your hosts. You’d expect a gift from a guest, I’m sure.
6 Work on your own. Choose three to five
N
It is not just about learning English. American people will ideas from your list in Exercise 5. Write
expect you to show an interest in American culture. an article of 150–200 words.
Take some photos from home so that you can talk to your
7 Use the list in Exercise 4a to check and
hosts about the photos. Taking the photos will also give you
revise your article.
more opportunities to actually speak English, too.
You’re not a tourist, so don’t behave like a tourist. Your host 8 Exchange articles with the other
family will be getting on with normal life. That is what you are members of your group. Which were
there to experience! the most common topics?
And finally, remember the importance of being punctual (two

o’clock means two o’clock!), polite (be careful with expressions
you’ve picked up from pop music and movies!), and sociable
(join in with things—at least the first time).

12f Shark vs. octopus
A giant Pacific octopus

interacts with a scuba diver
ng
in the North Pacific Ocean.
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N
150
12f Shark vs. octopus
The giant Pacific octopus is adapted to cold, oxygen-rich
water. It can weigh over 70 kilos and is found in the North
Before you watch Pacific Ocean.
1 The spiny dogfish shark can grow to a meter in length and
• Ask students to look at the photo and the caption. Ask: live for a hundred years. Once very common, it’s now in
What can you see? Elicit ideas, but don’t comment at this decline due to overfishing.
stage. A prawn is a small, edible shellfish, and a crab is a type of
shellfish that often walks sideways and has ten legs and
• Ask small groups to discuss the questions. two large claws.
EXAMPLE ANSWERS
2 Frightened, worried, careful, cautious, intrigued,
amazed Part 1
3 Most people tend to guess that a shark would be more Narrator Here’s a giant Pacific octopus in an equally giant
dangerous as they are hunters and killers with sharp aquarium tank. The giant Pacific octopus is from a group of
ng
teeth. animals known as octopods, meaning “eight legs or arms.”
4 Students’ own ideas Now, there are also sharks in this tank as well. This is a spiny
ni
dogfish shark, known to be a fierce predator. Usually, dogfish
sharks eat fish, but they have been known to attack and eat an
Key vocabulary
ar
occasional octopus.
2a Could this octopus be in danger of being eaten? Well, don’t
Le
• Ask students to read the sentences and guess the dismiss that idea yet.
meaning of the words in bold. Let them compare The giant Pacific octopus is an extraordinary creature. It can
answers in pairs. Don’t provide answers at this stage. camouflage itself from predators by transforming its skin color to
2b c match its surroundings. And if that doesn’t work, it can release

a dark ink at an attacker, and escape by forcing water out of its
hi
• Ask students to match the words in bold in Exercise 2a body, which enables it to move away quickly.
ap
with the definitions in Exercise 2b. Let students compare The spiny dogfish shark got its name from two sharp spines on
answers in pairs before checking with the class. its fins, which contain a mild poison. Dogfish sharks are known
to travel in large schools, or packs, like dogs.
gr
Pronunciation notes When bodies of sharks began appearing at the bottom of the
tank, the aquarium staff became worried about the sharks’
eo
predator /ˈprɛdətər/
welfare.
camouflage /ˈkæməˌflɑːʒ/
The giant octopus usually dines on fish and small sea
lG
creatures like prawns and crabs, so no one expected the

humble octopus to be responsible for the dead sharks.
While you watch
But they soon discovered what was happening.
3 12.1, 12.2
na
• Ask students to watch both parts of the video and check Part 2
Narrator Each of the octopus’s flexible arms contains two
io
ideas from Exercise 1 question 4 (What do you think

might happen in a meeting between an octopus and a shark?). rows of suckers, used for catching prey. In its mouth is a beak
which it uses to kill prey and tear it into pieces … including, it
at
Play the whole video.

seems, fearless sharks.
• In feedback, elicit answers.
N
The aquarium staff had learned something new about the

giant Pacific octopus. They hadn’t expected it to be an expert
ANSWER shark-killer.
The octopus kills the sharks. Well, it’s clear that we can pronounce the octopus the winner
in this fight.
There definitely was a dangerous animal in this aquarium
tank. But the danger had eight legs—and powerful suckers.
SAMPLE COPY, NOT FOR DISTRIBUTION12f Shark vs. octopus 150a

4 12.1, 12.2 3 What does doesn’t work mean?
• Ask students to read the summary and write the a has no chance
missing words they can remember or work out. Let b has no effect
students compare their answers in pairs.
c has no job
• If necessary, play the video one more time for students
4 What does got its name from mean?
to check their answers.
a calls itself this after
5 12.1 b has a new name like
• Organize the class into A and B pairs. Ask students to c is called this because of
read their note taking form.
5 What does dines on mean?
• Ask students to watch the first part of the video again,
and make notes about their animal. Play Part 1 of the a eats
video again. b is eaten by
• Let partners compare their answers. c kills
6 What does it’s clear that mean?
ANSWERS a happily
ng
Student A: b luckily
1 fish (sometimes octopus) c obviously
ni
2 from two sharp spines on its fins
3 a fierce predator, travels in packs 6b
ar
Student B: • Ask students to note their own, personal answers to
4 camouflage, releasing ink, fast movement questions 1–3. Tell them to work in pairs to compare
Le
5 fish, prawns, crabs their sentences.
EXAMPLE ANSWERS
After you watch
c 1 So, Anyway, Right
hi
Vocabulary in context 2 / 3 Students’ own ideas
ap
6a 12.3
• Explain that students are going to watch some clips 7
gr
from the video which contain some new words and • Organize the class into small groups to brainstorm the
phrases. They need to choose the correct meaning of the names of animals. Give them two minutes to come up
eo
words. with a list, and then briefly elicit some of their ideas.
• Play the clips. When each multiple-choice question Find out which group has the longest list.
appears, pause the clip so that students can choose • Once students have their list, ask them to categorize
lG
the correct definition. You could let students compare them into predators and prey, and connect them in
answers in pairs before discussing as a class. a food chain. Check food chain (= the order in which
na
one organism eats or preys on the next: for example,

Vocabulary notes nectar in flowers ➞ insects ➞ small birds ➞ eagles; grain
➞ mouse ➞ cat).
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Now, = a discourse marker used to give emphasis to a

comment
at
transform = to change completely into something else EXAMPLE ANSWERS

Classic predator and prey relationships:
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mouse (prey) – cat (predator)

Videoscript 12.3 antelope – lion
1 What does now mean? bison – wolf
vole – owl
a immediately
seal – killer whale
b well
c at the moment
2 What does transforming mean?
a changing
b losing
c painting

Before you watch started to appear at the bottom of the tank. The
3 staff were worried. But then they
1 Work in groups. Look at the photo and the caption. discovered that the 4 octopus was attacking
Discuss the questions. the 5 shark . Nobody had expected this
to happen. The octopus was more dangerous than
1 What do you know about this animal?
the sharks!
2 How would you feel if you were the diver? Why?
3 Which animal would frighten you more: an 5 12.1 Work in pairs, Student A and Student B.
octopus or a shark? Why? Watch Part 1 of the video again. Make notes about
4 What do you think might happen in a meeting your animal. Then tell your partner.
between an octopus and a shark?
Student A: the spiny dogfish shark
2 Key vocabulary 1 usual food
a Read the sentences. The words in bold are used in 2 how it gets its name
1 We have a tank with eight different kinds of 3 usual behavior
ng
tropical fish in it.
2 Mice can be killed by several predators, such as Student B: the giant Pacific octopus
foxes and birds.
ni
4 three ways it keeps itself safe from predators
3 A tiger’s stripes help to camouflage it as it
ar
moves through grass and bushes.
4 Polar bears are the same color as their
Le
surroundings in winter, when everything 5 usual food
is white.
5 Some animals release a strong smell when they
are in danger.
c
After you watch
hi
b Match the words in bold in Exercise 2a with
ap
these definitions. 6 Vocabulary in context

a to use patterns and colors so that it’s difficult to
gr
be seen camouflage
b the place where you are and the things that
eo
are there surroundings b Answer the questions in your own words. Then

c to allow a liquid or gas to escape release work in pairs and compare your answers.
d animals that kill and eat other animals to
lG
survive predators 1 What other words can you use to get someone’s
e a large container of water to keep fish and attention when you start to speak?
na
similar animals in tank 2 Think of some well-known inventions

or products. Do you know how they got
their names?
While you watch
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3 What do you usually do when a piece of

at
3 12.1, 12.2 Watch both parts of the video and technology doesn’t work?
check your ideas from Exercise 1 question 4. Are 7 Work in small groups. Brainstorm as many animals
N
you surprised? as you can in two minutes. Then discuss the

4 12.1, 12.2 Try to complete the summary of connections between them—which are predators
what happened in the tank. Watch the video again and which are prey? How many animals can you
to check your answers if necessary. connect into a food chain?
The spiny dogfish shark is a predator, but the

octopus is not its usual prey. If it was, the
aquarium staff wouldn’t have put them in the
same 1 tank . But then, dead 2 sharks

Grammar I CAN
talk about things that did not happen
1 Complete the article about the photo with the (should have and could have)
correct form of the verbs.
talk about the hypothetical results of things that
did not happen (third conditional)
Vocabulary
4 Write adjectives with the correct prefix that mean
the same as:
1 not appropriate inappropriate
2 not comfortable uncomfortable
3 not experienced inexperienced
ng
4 not formal informal
5 not likely unlikely
ni
6 not patient impatient
7 not possible impossible
ar
This is one of the most famous photos of the rare snow 8 not expected unexpected
leopard. What makes it so extraordinary? Firstly, patience.
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The photographer, Steve Winter, spent ten months on 5 Write sentences with four of the adjectives from
this assignment. If he 1 had been (be) Exercise 4.
in a hurry, he 2 wouldn’t have got (not get) his
6
shots. Secondly, dedication. Steve camped out for six
c ❯❯ MB Work in pairs. Tell your partner about a
hi
weeks at 30 degrees below zero, conditions in which time when:
he 3 could have frozen (freeze) to death! Next, • something went wrong.
ap
cooperation. Steve credited the knowledge of local experts • something went on for longer than you
Tashi Tundup and Raghu Chundawat, without whom he expected.
gr
4 wouldn’t have been able

(not be able) to go ahead with • something went up in price or number very
the project. Finally, the animal itself. Steve says the photo quickly.
eo
“was a real collaboration between the snow leopard and

myself.” And it’s true. Imagine how differently the photo I CAN
could have turned out (turn out) if the snow leopard
lG
5
use negative prefixes correctly
6 hadn’t gone (not go) hunting, slowly and talk about things with expressions with go
silently, on that snowy night.
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2 Read the article again. Are the statements below

Real life
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true (T) or false (F), according to the information given? 7 Work in pairs. Complete the exchanges with these
at
1 Steve Winter was able to get T F expressions. Then continue the conversations.
this photo quite quickly.
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a Don’t worry about it. b It’s not your fault.

2 Steve Winter nearly died on T F
c Well, don’t blame me.
this assignment.
3 Winter needed help to find T F
1 A: I’m so sorry I forgot to call you last night.
the leopard.
B: a I wasn’t home, anyway.
4 The photo shows the leopard T F
while it’s hunting. 2 A: Oh, no. We don’t have any orange juice left.
B: c I don’t even drink it.
3 ❯❯ MB Work in pairs. Read the sentences about
Steve Winter. Discuss what would/might/could 3 A: I’m really sorry about getting upset
have happened if the situations had been different. yesterday.
B: b I shouldn’t have yelled!
1 His first camera was a gift from his father on
his seventh birthday. I CAN
2 Steve didn’t get any shots until he moved make and accept apologies
higher up the mountain.
152
Unit 12 Review and memory 5
booster • Ask students to write sentences with four of the
adjectives they wrote in Exercise 4. Tell students to
compare their sentences in pairs.
Exercises 3 and 6 are Memory Booster activities. For more EXAMPLE ANSWERS
information about these activities and how they benefit I imagine that sleeping in a cold tent was very
students, see page x. uncomfortable.
If you are inexperienced in survival techniques, you should
never go on an expedition alone.
I can … check boxes It’s unlikely that Steve Winter enjoyed every minute of
As an alternative to asking students to simply check the those ten months.
I can … boxes, you could ask them to give themselves I would be really impatient if I had to wait for months to
a score from 1 to 4 (1 = not very confident; 4 = very photograph an animal.
activities in the Workbook and Grammar Summary 6 ❯❯ MB
• Ask pairs to discuss things that have happened to them
ng
exercises.
in the past. Encourage them to use a range of tenses,
conditional forms, and adjectives from Exercise 4.
Grammar
ni
1
Real life
ar
• Ask students to complete the article about the photo
with the correct form of the verbs. Let them compare 7
Le
answers in pairs before checking with the class. • Ask pairs to complete the exchanges with the
expressions in the box. Then tell them to act out the
2 mini-dialogues and continue the conversations.
• Ask students to read the article again and decide
c
hi
whether the statements are true (T) or false (F)
according to the information given.
ap
3 ❯❯ MB
gr
• Ask pairs to read the sentences and discuss what would

/ might / could have happened if the situations had been
eo
different for Steve Winter.
ANSWERS
lG
1 If his father hadn’t given him a camera, he might not

have become a photographer.
na
2 If he hadn’t moved higher up the mountain, he

wouldn’t have been able to get any shots.
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Vocabulary
at
4
N
• Ask students to write adjectives with the correct prefix

which mean the same as the listed phrases.

ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N

UNIT 1b, Exercise 14, page 13 2 By 2030, a mobile device will be owned
Pair A: The blue quiz by three out of four people globally. (own,
Ask Pair B the quiz questions without the options. future)
3 By 2030, cash will no longer
Give them 5 points if they can answer the question
be accepted in most stores in Europe.
immediately. Give them 3 points if they need to hear
the options. The answer is in bold. (accept, future)
4 More and more brands are being expected to
Pair B will then ask you the yellow questions. show that their products are ethical. (expect,
present continuous)
1 Where does the blue-footed booby live?
5 In the next few years, over a quarter of
a in South Africa
all purchases will be made following
b in Australia and New Zealand
recommendations on social media. (make,
c on the west coast of Central and South America
future)
The color comes from the fish the birds eat.
2 Who lives in the Blue House in South Korea? UNIT 10a Exercise 9, page 119
a the president Pair A
b the king
ng
c the prime minister 1 Think of one example for each of these
It’s the official residence, and it has a blue-tiled roof. categories. Write at least four clues for two of
ni
your examples using the second conditional.
3 Do you know the name of the country where the
ar
Blue Nile begins? a job an animal a person
a Sudan b Ethiopia c Uganda
Le
It originates in Lake Tana, then joins the White job – airline pilot; If we did this job, we’d spend a
Nile to form the Nile River. lot of time traveling.
4 Which part of the US is famous for blues music?
c 2 Read the sentences to Pair B. They must guess
hi
a the West Coast your job, person, etc. Be prepared to give extra
b the Deep South clues. Then swap.
ap
c the Midwest
Blues singers sing about their difficult life or bad luck in UNIT 11a Exercise 9, page 131
love. These people can be said to “have the blues.”
gr
Pair A
UNIT 3b Exercise 9, page 37 Read the news story. Write a short dialog between
eo
the man and a rescuer. Practice your dialog so that

Pair A
you are ready to act it out for Pair B. Then turn
lG
Read the solution to puzzle A. Pair B will ask you back to page 131.
questions to discover the answer to this puzzle.
Then ask Pair B questions to discover the answer to A walker who got lost in the hills was rescued this
na
puzzle B. Then turn back to page 37. weekend after taking a photo with his phone and
emailing it to the Volunteer Rescue Service. The
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Solution to puzzle A man had fallen and was injured, but with no maps,
The people on the yacht decided to have a diving he couldn’t tell the rescuers where he was. He took
at
competition. When they were all in the water, they the photo after advice from the rescue team, who
discovered they had forgotten to put a ladder down recognized the location immediately.
N
the side of the yacht. They couldn’t get back onto the
yacht, so they drowned.
UNIT 11c Exercise 12, page 134
UNIT 9a Exercise 10, page 107 Pair A
Read the notes. Practice describing the apps with
Student A
a partner and make up names for the apps. Then
Complete the sentences with the passive form of the verb
tell Pair B about them.
in parentheses. Then read the sentences to your partner.
Student B must say whether they agree or disagree with 1 audio clips of different sounds—when you
the statement, and why. Then swap. need to invent a reason to end a conversation
2 food app—tells you how many calories in food
1 Same-day shipping is demanded by over
3 clean clothes app—tells you when clothes are
80 percent of online shoppers nowadays. (demand,
dirty and need washing
simple present)

Communication Activities 153
UNIT 1b, Exercise 14, page 13 3 Larger and larger stores will be built
Pair B: The yellow quiz to meet increasing demand from shoppers.
(build, future)
Pair A will ask you the blue questions. You will get 5
4 Delivery in 1–3 hours is being requested
points if you can answer the question immediately.
by over 60 percent of online shoppers
You will get 3 points if you need to hear the options.
nowadays. (request, present continuous)
Then ask Pair A the yellow questions. 5 Personal information will be shared with
retailers by the majority of shoppers in the
1 Where are yellow taxi cabs from originally?
next few years. (share, future)
a Chicago b New York c Washington
Mr. Hertz started the Yellow Cab Company (in 1915) UNIT 10a Exercise 9, page 119
because yellow is easy to see from a distance. Pair B
2 Which yellow fruit does the California Fruit 1 Think of one example for each of these
Festival celebrate? categories. Write at least four clues for two of
your examples using the second conditional.
a the banana b the lemon c the pineapple
ng
There are lemon festivals in California every year. a job a famous person an animal
3 Which sport gives a yellow jersey to the winner?
ni
job – airline pilot; If we had this job, we’d spend a
a golf b horse racing c cycling lot of time traveling.
ar
More than 100 years ago, a newspaper gave money to
2 Listen to Pair A’s sentences. Guess the job,
Le
pay for the Tour de France. The leader’s jersey is the
person, etc. Then swap.
same color as the paper the newspaper was printed on.
4 Can you tell me where the house that inspired Van UNIT 11a Exercise 9, page 131
Gogh’s “Yellow House” painting is?
c Pair B
hi
a in Holland b in Spain c in France Read the news story. Write a short dialog between
ap
Adam and Corey. Practice your dialog so that you

Van Gogh spent the summer of 1888 in Arles, in are ready to act it out for Pair A. Then turn back to
the south of France. page 131.
gr
UNIT 3b Exercise 9, page 37 A message in a bottle that was put into the Atlantic
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Pair B Ocean in Florida has reached Ireland. Adam Flannery,

Ask Pair A questions to discover the answer to puzzle A. aged 17, found the bottle, which had been sent by
lG
Then read the solution to puzzle B. Pair A will ask you high school student Corey Swearingen. The message
questions to discover the answer to this puzzle. gave Corey’s contact information and asked the
finder to get in touch with details of where the bottle
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Solution to puzzle B ended up.

The man had fallen into the Dead Sea. This is actually
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a saltwater lake. The salt density is so high that you

can easily float on the surface of the water. UNIT 11c Exercise 12, page 134
at
Pair B
N
Read the notes. Practice describing the apps with

UNIT 9a Exercise 10, page 107 a partner and make up names for the apps. Then
Student B tell Pair A about them.
Complete the sentences with the passive form of 1 how much sunscreen?—tells you how sunny it is
the verb in parentheses. 2 late homework excuses—gives you different
Then listen to your partner’s sentences. Decide if you agree things to say to your teacher
or disagree with each statement, and say why. Then swap. 3 positive messages—sent to your phone each
day: “I’m wonderful,” etc.
1 The amount of money that is spent by
the middle class around the world will triple by
2030. (spend, simple present)
2 By 2030, over $500 billion will be spent via
mobile payments, compared to $75 billion in 2016.
(spend, future)
154
Communication Activities
UNIT 4d Exercise 7, page 52 UNIT 5 Review Exercise 8, page 68
Student A: Choose a number (1–12). You are going to Baklava
make this request. A rich, sweet pastry with chopped nuts and syrup or
Student B: Look at your partner’s number. Choose an honey. From Turkey, the Caucasus, and Central Asia.
appropriate situation (a–d) for this request. You are Bibimbap
going to respond to the request. A Korean dish of rice served in a bowl with
Act out a conversation in this situation. Use the vegetables, meat, egg, and sauce on top.
expressions on page 52 to help you. Take turns Borscht
making requests and responding. A soup popular in many Eastern and Central
European countries. Main ingredient: beetroot.
Request
Couscous
1 You want to sit down.
From North Africa. A dish of semolina served with a
2 The phone number on a letter isn’t clear.
meat or vegetable stew.
3 You don’t know where the company
buildings are. Dhal
An Indian soup dish made from spiced beans or
ng
4 You want an application form sent in the mail.
5 You don’t have a pen. lentils. Often eaten with rice or flat bread.
6 You need a taxi.
ni
Fondue
7 You need to know the time.
Popular in Switzerland and France. Pieces of bread
8 You want help with an application form.
ar
are dipped into a dish of melted cheese.
9 You need a ride somewhere.
Guacamole
Le
10 You want to leave your coat somewhere.
11 You want to wash your hands. A Mexican dip made from mashed avocados.
12 You want to use the phone. Kebab
Situation
c Cubes of meat (or fish) on a skewer, cooked over an
hi
open fire. Originally from Central and Western Asia.
a You’re with a friend.
ap
b You’re in the reception area of a company. Lasagna

c You’re in an interview. An Italian dish of pasta sheets layered with cheese,
meat, and tomato sauce and baked in the oven.
gr
d You’re on the phone.

Satay
eo
Originally from Southeast Asia. Small strips of meat

Unit 12 Exercise 4, page 141 cooked over a fire on wooden skewers. Usually
lG
The man can leave the fox and the grain together, so served with a peanut sauce.
he takes the chicken across the river. He leaves the
Sushi
chicken on the other side of the river and goes back
na
From Japan. Small balls of rice served with fish,

across.
vegetables, or egg.
Then he takes the fox across the river, and since he
io
can’t leave the fox and chicken together, he brings the Tortilla
chicken back. 1 A type of flatbread made from corn or wheat in
at
Mexico and Central America.

Again, since he can’t leave the chicken and the grain
2 A potato omelet from Spain.
N
together, he leaves the chicken. This time he takes the

grain across and leaves it with the fox. UNIT 6a Exercise 2, page 70
The man then returns to pick up the chicken and The secret to this trick is to realize that the box can be
heads across the river one last time. used not only for holding the thumbtacks, but also for
holding the candle. First, empty the thumbtacks from
the box, and place the candle in the box. Then use
thumbtacks to fasten the box to the wall.

Communication Activities 155
GRAMMAR SUMMARY UNIT 1
Simple present and present continuous Stative and dynamic verbs
Grammar notes (p. 10, Exercise 6) Grammar notes

The aim of this controlled accuracy practice is to focus on Dynamic or action verbs involve the performance of an
the uses of the simple present and present continuous action: running, throwing, cleaning, etc. By contrast, stative
which students most commonly confuse. verbs do not express an action—they express existence,
Form thoughts, beliefs, etc. It becomes complicated when verbs
that are usually stative verbs are used dynamically. For
At this level, the form and use of these basic tenses is example, I think chocolate is delicious is stative because it is
revision, so students can be expected to use the forms an opinion (not an action), but I’m thinking about going to
accurately. Encourage students to write and use contracted Spain on vacation is an active mental process (the thought
forms (e.g. I’m not, You aren’t, and He isn’t). is actively going through your head).
Meaning and use
In each of the paired sentences 1–3, the difference
is between permanent (always true) and temporary Question forms: direct questions
ng
(true now). Point this out. In 2a, for example, until our
apartment is ready shows that this is only a temporary Grammar notes
ni
situation which will end or change soon.
There are two main ways of asking questions: directly and
In sentence 4a, a habit or routine is being expressed— indirectly. Both types of question have the same meaning,
ar
something that happens regularly and repetitively. In 4b, the but we use indirect questions when we want to be more
present continuous is most likely as we see this as a temporary polite, more formal, or less confrontational.
Le
situation—one that can be changed. If we choose to write I
Students often have problems with word order here.
have some problems this semester (a possible sentence), the
Having learned What time is it?, it is tricky to remember to
implication is that the problem is permanent.
invert is and it when making the indirect question: Do you
c know what time it is? Be aware of this and provide plenty

hi
of written and spoken practice. A quick and easy way of
Question forms: indirect questions prompting students to self-correct is to cross your hands at
ap
the wrist, which visually shows students they have failed to

Grammar notes invert subject and verb correctly.
In object questions: who and what are followed by the
gr
singular form of the verb even if the answer is plural (e.g.,

Who uses green? Environmentalists.); which is followed by Subject and object questions
eo
a noun and can therefore be either singular or plural (e.g.,

Which color means …? / Which colors mean …?). Grammar notes
lG
Note that the rules for subject and object questions apply in In an object question, the question word is the object of
all tenses: Who painted a white dove as a symbol of peace? the sentence. In a subject question, the question word is
the subject. Common errors include omitting the auxiliary
na
in object questions (What it means?) or getting the subject

Simple present and present continuous continued and auxiliary word order wrong (Where they are going?).
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Students sometimes apply object question rules to subject

Grammar notes (p. 11, Exercise 7) questions (Which color does it mean happiness?).
at
In sentence 1a, the situation is generally true, but in 1b, Object questions follow a regular pattern as shown in the
it’s a situation that’s only true now—something happening following table:
N
at the moment. Some students may have learned that

Question Auxiliary Subject Main verb
verbs like have, feel, and love are stative verbs and never
word (or modal) verb
used in continuous tenses. Tell them that this isn’t always
the case—it depends on the context. There’s a tendency What does yellow mean?
in modern English to use verbs like love, like, need, and Where are they going?
want in continuous forms to emphasize temporariness and What can you see?
immediacy. For example, McDonald’s advertising campaign Subject questions, in which the question word is the
uses the slogan I’m lovin’ it! subject of the sentence, are simple in that they follow the
In sentence 2a, the situation is permanent, i.e., same pattern as an affirmative sentence:
unchanging. In 2b, this action is happening now.
Question word Auxiliary and/or main verb
In sentence 3a, the speaker chooses the present continuous
because the phrasal verb looking for talks about an action. Which color means happiness?
In 3b, look refers to someone’s appearance or state. What uses green as a symbol?
Who can swim?
is crying?
156
Exercises 4 Write questions for these answers.
1 Where do people where white at funerals?
1 Complete the exchanges with the simple present
People wear white at funerals in East Asian
or present continuous form of the verbs.
countries.
1 A: They have (have) really 2 When did Hong Kong become independent
good seafood here. It’s what I usually from the UK? Hong Kong became
eat (eat) when I come independent from the UK in 1997.
(come) here. 3 How many European countries use the euro?
B: Oh, I’m vegetarian. I don't eat (not / About half the European countries use the euro.
eat) seafood. 4 What does "Ciao" mean in English?
2 A: Oh, no! It 's raining (rain) again! Ciao means both “hello” and “goodbye” in
B: Yeah, I’m afraid it rains (rain) a lot English.
here at this time of year. 5 Which two South American countries don't have
3 A: You work (work) at the university, a coast? The two South American countries
right? that don’t have a coast are Paraguay and Bolivia.
B: Normally, yes. But I 'm not working (not /
ng
work) there at the moment. I 'm taking 5 Look at the interview with a travel writer. Write
(take) a year off. I 'm writing (write) a the questions.
book, actually. I’m about halfway through.
ni
1 How did you become a travel writer?
2 Complete the sentences with the simple present or I became a travel writer by writing about my
ar
present continuous form of the verbs. travels on a blog. A magazine saw it and liked
what I did and asked me to write for them.
Le
1 I don't remember (not / remember) my first day 2 What are the qualities you need to be a travel writer?
of school. The qualities you need to be a travel writer
2 We prefer (prefer) the blue hats to the are a love of travel, independent thinking, and
red ones.
c cultural sensitivity.
hi
3 Kate isn’t sure about going to the conference, 3 What are you working on at the moment?
but she 's thinking (think) about it.
ap
At the moment, I’m working on an article about

4 They’re in the kitchen. They 're having some of the smaller ethnic cultures in Southeast
(have) lunch. Asia.
gr
5 Ben doesn't realize (not / realize) what he 4 Who usually chooses your destinations?
needs (need) to do. I usually choose my destinations. However,
eo
6 I think (think) this jacket sometimes a magazine will ask me to go to a

belongs (belong) to Lauren. particular place.
lG
5 How do you prepare for a trip?

3 Choose the correct options to complete this excerpt
from a book about the world’s cultures. I prepare for a trip by reading as much as
possible about the place I’m visiting and getting
na
The word “culture” 1 comes from / is coming from advice from other authors who know the place.
the Latin “colere," which 2 means / is meaning
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to cultivate and grow. Culture 3 is / is being the 6 Rewrite the direct questions as indirect questions.
characteristics, knowledge, and behavior of a
at
1 What language do they speak in Mauritius?

particular group of people. This 4 includes /
Do you know what language they speak in Mauritius?
is including language, religion, cuisine, social
N
2 Where is Robert Fisher’s office?

habits, music, and arts. Today, cultural diversity
Could you tell me where Robert Fisher's office is?
across the planet 5 increases / is increasing faster
3 Which terminal does the flight leave from?
than ever. This is because people 6 move / are
moving more easily and freely around the planet. Do you know which terminal the flight leaves from?
At the same time, and as a result, more and more 4 Where did Julia go?
Could you tell me where Julia went?
people, especially the younger generation, 7 feel /
are feeling that they 8 don’t belong / aren’t belonging to 5 Do people usually bow when they meet?
Do you know whether/if people usually bow
a particular culture.
when they meet?
6 Why do you need a new passport?
Can you tell me why you need a new passport?

Grammar Summary 157
Present perfect Present perfect and simple past
Grammar notes (p. 23, Exercise 7) Grammar notes (p. 25, Exercise 10)
Aspects of form to point out in feedback: 1 has been = used with for to describe something that
1 Have is an auxiliary verb. The third-person form changes began in the past and continues now
to the irregular has. 2 I started = we know when: during a bad period of work
2 To form the negative, not is added to the auxiliary. It’s (a specific time in the past)
almost always reduced to n’t. 3 I’ve never had = in my life up to now, but we don’t
3 To form the regular past participle you add -ed to the know exactly when
verb (which is identical to regular simple past forms). See 4 I’ve met = with a result now / we don’t say when
the inside back cover of the Student’s Book for a list of 5 have become = with a result now / we don’t say when
irregular verbs.
6 didn’t know = At first refers to a specific past time
7 realized = soon refers to a specific past time
Present perfect
ng
8 has felt = at some time up to now, we don’t say when
The use of just in this text means only (not recently).
Grammar notes (p. 23, Exercise 9)
ni
1 have become = to describe something that started in
the past that has an effect on the present Present perfect and simple past form of verbs
ar
2 has lost = same reason as above
Grammar notes
Le
3 have risen = to describe a period of time up to the present—
using since to describe the point in time when it started Students should recognize that the simple past is used
4 have realized = to describe something that started in when we say “when” (e.g., last month, in April, a few
the past that has an effect on the present
c months ago, When). The present perfect is used when we
don’t refer to a finished past time, and often with words
hi
5 hasn’t gone up = to describe a period of time up to the
like for, since, and yet.
present using for to describe the length of period
ap
Note that go has two participles (been and gone).

6 have paid = to describe something that happened in a
Compare Tom’s been to Paris (it’s an experience in his life)
period up to the present, but we don’t know exactly when
with Tom’s gone to Paris (he’s in Paris—or on his way—
gr
now, and is still there).

For and since
eo
Grammar notes Linking words

lG
for + a period of time. Show this visually: Grammar notes

<-------------------------->
a couple of days Some linking words (e.g., although, even though, while)
na
join clauses. They can go at the start of the first clause (e.g.,
since + a point in time. Show this visually: 1986
Although he is best-known as a movie director, Luhrmann
io
has also directed opera) or the second clause (Luhrmann

has directed opera, although he is best-known as a movie
Just, yet, and already
at
director).
Grammar notes Some linking words (despite, in spite of) use a gerund (an
N
-ing form) instead of a verb + subject. They can go at the

Just, yet, and already are adverbs regularly used with start of either clause (They have had box office success
the present perfect form. Just and already go between despite being unusual; Despite being unusual, they have
the auxiliary have and the past participle. Yet is used in had box office success).
negative sentences and goes at the end of a sentence.
Some linking words (e.g., however, consequently,
just = it happened recently; not … yet = it hasn’t nevertheless) join sentences. They go between the
happened but we expect it to soon / in the future; sentences and are followed by a comma (Luhrmann has
already = it has happened earlier than expected. also directed opera. Consequently, his movies are usually
exciting). They are used in more formal, written contexts.
Although and even though have similar meanings and
Present perfect and simple past
uses. However, we tend to use even though when the
contrast is surprising (Even though he was a professor of
Grammar notes
linguistics, he failed the oral exam).
A simple way of looking at this is to ask whether we say
“when” or not. If “when” is important, then it’s a past
event (and we use the simple past). If “when” is not stated
or important, then we use the present perfect.
158
Exercises 4 Choose the correct option to complete the
sentences.
1 Complete the sentences with the present perfect 1 I’ve lived in this part of Melbourne
form of the verbs in parentheses. Use contractions
for two years / in 2005.
where possible.
2 My sister's been a music teacher in 2000 /
1 The concert has started (start). since 2000.
2 They 've made (make) lunch for us. 3 I haven’t seen my cousins for 1995 / since 1995.
3 My sister hasn't bought (not buy) any vinyl 4 We went to Japan since three years /
records. three years ago.
4 Have you finished (finish) writing 5 Have you seen her yesterday / today?
your report? 6 I’ve worked in this office since two years /
5 We 've known (know) each other since 2015. for two years.
6 Has he seen (see) this band 7 We’ve started dance classes last month /
play live before? this month.
7 Our neighbors aren’t here. They 've gone 8 My parents saw the show in February /
(go) on vacation. since February.
ng
8 I haven't been (not go) to a ballet for a long time.
5 Complete the sentences with the present perfect or
2 Read the sentences (1–6). Choose the correct option simple past form of the verbs in parentheses.
ni
(a–b) to explain each sentence. has been
1 Our teacher never (go) to
ar
1 I’ve broken my arm. France.
a My arm is better. 2 My piano lesson started (start) at
Le
b My arm is still broken. ten o’clock.
2 They’ve recorded three albums. 3 Have you ever seen (see) a musical?
a We know when this happened. 4 She didn't work (not work) yesterday because
b We don’t know when this happened.
c she was very tired.
hi
3 They’ve gone on vacation. 5 My brother got (get) married two
a They’re at home now. weeks ago.
ap
b They’re on vacation now. 6 We 've already read (read) this

4 She’s lived here for three years. book.
gr
a She lives here now. 7 Did you go (go) to any concerts

b She doesn’t live here any more. last month?
eo
5 Sally’s been to Mexico.

a She’s there now. 6 Complete the conversation with the present
perfect or simple past form of these verbs.
lG
b She’s home now.

6 I’ve traveled a lot.
do enjoy go not be
a I’m talking about a general experience.
na
have open hear not see

b I’m talking about a specific time.
3 Put the word in parentheses in the correct place in A: What 1 did you do over the
io
the sentences. weekend?

went
at
B: I 2 to a concert.
1 Have you eaten? (already) A: Lucky you! I 3 haven't seen a band play live for
N
2 The play has started. (just) years.

B: This was a band called The Dotcoms.
3 The train hasn’t arrived. (yet) 4 Have you heard of them?
4 He’s had coffee. (just) A: No. 5 Did you enjoy the concert?
B: Yes. It was amazing! I 6 had a great
5 We’ve seen this movie. (already)
time.
6 Has she woken up? (yet) A: Wow! Where was it?
B: It was at the new concert hall. It 7 opened
7 I haven’t sent the message. (yet)
last month.
8 My brother has heard the album. (just) A: Oh, I 8 haven't been there. Is it nice inside?
B: It’s great!

Grammar Summary 159
Past continuous Because, so, when, and while
Grammar notes Grammar notes

The past continuous is formed with was/were + verb + -ing Because, so, when, and while are conjunctions that join
form (the present participle). two sentences. Because gives a reason. So expresses a
When telling a story, we use the simple past to describe consequence.
finished actions in the past, and to describe actions or A simple way of explaining when and while is to say
events in sequence. We use the past continuous to set the that we use when with finished events in past time, and,
scene for a story by describing the situation (We were living therefore, with the simple past; and we use while with
in Spain when …) or the background events (Birds were longer actions, and, therefore, with the past continuous.
singing and trees were blowing in the wind …) at the time I met Joe when he got off the bus. (= a finished event at a
of the story. We also use the past continuous to describe moment in past time)
a longer action that is interrupted by an event (We were
I met Joe while he was walking home. (= an interrupted
crossing the road when a sports car raced past us).
longer action)
A timeline is a good way to contrast the two uses. Write
ng
However, note that native speakers sometimes interchange
the following on the board:
when and while, e.g., When we were sitting on the beach,
surprised the crocodile Jim’s phone went off. / He sat by himself while he ate his
ni
lunch.
ar
Past perfect
Le
PastNow
Were going
Grammar notes
We were going around a small island when we surprised
In narratives, the past perfect is used to refer back to
a crocodile
c something that happened before. It allows the speaker to
hi
break up a sequence of events. Compare I woke up early,
Simple past and past continuous had a shower, and ate breakfast with I had a shower and
ap
ate breakfast. I had woken early that day. It adds variety

Grammar notes (p. 35, Exercise 9) and interest to narratives.
gr
Students sometimes misunderstand the past perfect and

Timelines can help to show the difference in meaning: think of it as a “distant” past, and say, for example, When
1
eo
I was very young, I had lived in India. The past perfect

saw the hippo can only be used in contrast to another past to show that
it is an earlier event. A timeline is useful to show the
lG
PastNow X
difference:
What were they doing?
2 belonged to a child saw some shoes

na
X X
saw the hippo What did they do next? Past Now
I saw some shoes that had belonged to a child.
io
X X
PastNow
at
Simple past and past perfect

Simple past and past continuous
N

3 had discovered took place before archeologists began to
1 the background situation lift cannons (two years previously)
6 an unfinished and continuing activity, i.e., it was moving 5/6 the ship had sunk and hit rocks (long) before the
before the storyteller saw it and continued moving after archeologists rediscovered it.
2 to 10 (except 6): the simple past is used as these are the Note that it’s possible to use the simple past (sank/hit)
events of the story—they are short completed actions or because the context is clear without the past perfect.
sequences of actions
7 had become happened before he retired
Note again that it’s possible to use the simple past
(became) here. When we relate past events in the same
order they actually happened, we don’t have to use the
past perfect.
160
Exercises 5 Read the sentences and underline the action in
bold that happened first.
1 Complete the story with the simple past or past 1 He sat down and watched TV.
continuous form of the verbs in parentheses.
2 They went out on the boat after the storm had
One weekend last summer, I 1 decided (decide) passed.
to go for a walk in the mountains. It was a perfect 3 Before we had our ice cream, we went for a
day—the sun 2 was shining (shine) and it wasn’t too swim.
hot. But while I 3 was walking (walk), I suddenly 4 He didn’t have his phone because he’d lost it.
4 saw (see) a huge bear on the path ahead 5 The movie had ended by the time we arrived
of me. I was terrified! I 5 was trying (try) to decide at the theater.
what to do when the bear 6 turned (turn) 6 They’d met each other many times before they
around and 7 ran (run) away. I started their business.
8 didn't know
(not know) I was so scary! 7 Sophie felt very excited because she hadn’t
been to a ballet before.
2 Use the prompts to write questions with the tense 8 By the time we found the store, it had closed.
in parentheses.
6 Complete the text with the past perfect form of
ng
1 What / he / do / when / saw the lion? (past
these verbs. Use contractions where possible.
continuous)
What was he doing when he saw the lion?
ni
be be change find
2 What / he / do / when / the lion walked go lose spend
ar
toward him? (simple past)
What did he do when the lion walked toward him? had been
Dario and Federica 1 only
Le
3 Who / you / speak to / when / your phone married for three days when Federica lost her
battery died? (past continuous) wedding ring. It happened on the first day of their
Who were you speaking to when your phone battery died? honeymoon. They 2 'd spent the whole day
4 What / you / do / when / your phone battery
c on the beach and then they 3 'd gone back
hi
died? (simple past) to the hotel. While Federica was getting ready
What did you do when your phone battery died?
for dinner, she realized that she 4 'd lost
ap
5 What / they / do / when / the storm started? her ring. She felt terrible because it 5 had been
(past continuous) very expensive. The young couple went back to
gr
What were they doing when the storm started?

the beach the next day, but they couldn’t find the
3 Match the questions from Exercise 2 with these ring. Then Federica remembered something: the
eo
answers. day before, she 6 'd changed her clothes behind a

big rock at the end of the beach. So she went back
lG
1 e 2 a 3 c 4 d 5 b to the rock. Luckily, the ring was still there—she

couldn’t believe she 7 'd found it!
a He ran away!
na
b They were swimming in the ocean. 7 Complete the sentences with the simple past or
c I was speaking to my boss. past perfect form of the verbs in parentheses.
io
d I borrowed my friend’s phone.

e He was sitting on the grass. 1 Tania hadn't been (not be) to Bangkok before,
was
at
so she (be) really excited.

4 Complete the sentences with the simple past or 2 He wasn't (not be) hungry because he
N
past continuous forms of the verbs in parentheses. 'd eaten (eat) a big breakfast.
3 My cousins didn't come (not come) to my
1 The sun was shining (shine) when we birthday party because I 'd forgotten (forget)
went (go) outside. to send them an invitation.
2 While I was running (run) around the park, I 4 The game had already started (already start)
lost (lose) my phone. got
when we (get) there.
3 They were watching (watch) TV when she 5 I didn't want (not want) to go to the movie
got (get) to their house. theater with my friends because
4 Thomas was sleeping (sleep) when the I 'd already seen (already see) the movie.
mailman rang (ring) the doorbell. 6 Paco didn't know (not know) the time because
his watch had stopped (stop) working.
7 The restaurant was (be) very busy, but
luckily we 'd reserved (reserve) a table.

Grammar Summary 161
Will, may, and might
Grammar notes
In simple terms, will, may, and might are used when the
speaker is not sure. Will is used when the speaker is sure.
Modal verbs are usually followed by an infinitive without
to. So, It might change NOT It might to change.
Will and will not are usually expressed in the short form:
It’ll …, It won’t … Make sure students use short forms
while speaking—using long forms is usually inappropriate
as it over-emphasizes what the speaker is saying.
Note that certainly, definitely, and probably go after will but
before won’t, so It will certainly … but It certainly won’t … .
ng
Future forms
ni
Grammar notes
ar
Students often find choosing which future form to use in
English very difficult. That is because the choice of which
form to use often comes down to the “intention” of the
Le
speaker. If asked Do you have any plans for tonight? a
speaker can choose to say I think I’ll eat out, I’m eating
out, or I’m going to eat out, depending on whether they
want to emphasize the spontaneous decision, the fixed
c
hi
arrangement, or the decision made.
Consequently, it’s important to stress that English speakers
ap
tend to use will when an intention is made at the moment

of speaking, and going to is used when the intention is
gr
made before that moment.

The difference between going to and the present
eo
continuous is more subtle. Arrangements are always

intentions, so it’s possible to say both I’m having dinner
with friends at 8 or I’m going to have dinner with friends
lG
at 8. However, English speakers tend to choose the shorter

form. Intentions aren’t always arrangements, however. So,
for example, I’m going to sleep for 12 hours tonight! is an
na
intention but it’s not arranged—it would be odd to say I’m

sleeping for twelve hours tonight.
io
at
N
162
Exercises 4 Read the sentences (1–5). Choose the correct
option (a–b) to explain each sentence.
1 Correct the mistakes in these sentences. 1 I’m getting a new computer tomorrow.
1 They might to go out for a meal later. a I plan to buy a new one.
will definitely b I’ve already chosen and ordered one.
2 James definitely will be late to the meeting. 2 I’ll have some coffee, please.
may not a I’d already decided to have this.
3 Some students mayn’t pass their exams. b I’ve just decided that I want this.
3 He’s going to retake his exam.
4 I think you’ll to find a new job soon.
a He’s just decided to do this.
2 Put the words in order to make predictions with b He plans to do this.
will / won’t. 4 We leave at 6:45 tomorrow morning.
a The train leaves at this time.
1 snow / it’ll / over the weekend b We plan to leave at this time.
It'll snow over the weekend . 5 He’s moving to another country for work.
2 be / will / open / the store a He plans to do this.
The store will be open .
ng
b He already has his contract.
3 forget / certainly / their vacation / won’t / they
They certainly won't forget their vacation . 5 Choose the correct options to complete the email.
ni
4 be able to / find / she / our house / won’t
She won't be able to find our house . Hi Rob,
ar
5 be able to / finish / the report / today / we’ll I’m so excited because yesterday I booked a plane
We'll be able to finish the report today . ticket for Australia! 1 I’m moving / I’ll move there for a
Le
year! 2 I’m working / I’m going to work in Melbourne
for the first six months, but I still need to find a job.
3 Chiara is starting a new job. Look at her
predictions about the job and complete the
c Then, when I have some money, 3 I’m going to travel /
hi
I’m traveling around the country for six months. The
sentences with will/won’t, may/might, or may not / only annoying thing is the time of my flight—
mightn’t.
ap
4
it’s leaving / it leaves at 4 a.m.! But there are hotels
near the airport, so I think 5 I’m booking / I’ll book
confident less confident
gr
a room on the internet. I hope everything’s OK with

good things: good things: you. 6 Are you doing / Will you do anything this
learn new things good food in restaurant
eo
weekend? Would you like to meet up?

meet new people can travel abroad Anders
can speak French
lG
bad things: bad things: 6 Complete the conversations with the correct future
can’t walk to work have to work late form. Sometimes more than one form is possible.
na
anymore tiring 1 A: Sorry, Adrien is busy right now.

not know anyone there B: OK, I 'll come (come) back later.
io
not have many days off 2 A: Do you want to go out tomorrow night?
B: Sorry, I 'm going (go) to the theater. I’ve
at
1 My new job may be tiring, but I’m sure already bought a ticket.
I 'll learn a lot of new things.
N
3 A: What are you doing tonight?

2 I won't know anyone at first, but B: I 'm going to study (study) because I have an
I 'll meet new people. exam soon.
3 I 'll be able to speak French, and I 4 A: Are you hungry? How about going out for
might be able to travel abroad for work. dinner?
4 There might be good food in the B: No, it’s OK—I 'll make (make)
restaurant. something to eat.
5 The office isn’t near my home, so I won't be able to 5 A: When do you need to be at the station?
walk to work anymore. B: My train leaves (leave) at 8:23, so I
need to be there at about 8:15.

Grammar Summary 163
Modal verbs In fact, however, on the other hand,
and consequently
Grammar notes
Note that modal verbs are usually followed by an infinitive Grammar note
without to. So, The ingredients must include a special type Contrast: however and on the other hand are used to
of flour NOT The ingredients must to include a special type contrast two sentences. They go at the start of the second
of flour. Have to is a semi-modal because it functions like a sentence and are followed by a comma. They are formal,
modal verb but it conjugates like an ordinary verb. written uses.
You are allowed to has the same meaning as can. It Consequence: consequently and therefore are used
expresses permission. You aren’t allowed to has the same to express a consequence. They go at the start of the
meaning as can’t. It expresses prohibition. sentence that shows the consequence and are followed
by a comma. They are formal, written uses.
Note that have to and must have very similar meanings. In fact means “in reality”—it’s used to emphasize the truth
We tend to use must for a personal obligation (I must of something you say, especially one opposite to what
wash my hair) and have to for rules and impersonal
ng
might be expected or what has been said before.
obligations (You have to drive on the left).
Students sometimes confuse mustn’t (a prohibition) and
ni
don’t have to (no obligation). Make sure students are
aware that they have different meanings. For example,
ar
contrast You mustn’t wear leather shoes in the gym—it’s
bad for the floor with You don’t have to wear leather
Le
shoes in the office—some people wear sneakers.
When, as soon as, unless, until, before

c
hi
Grammar notes
ap
The important point about form to get across to students

is that English uses the present form after if, unless, and
gr
time markers, even when talking about the future. So, If

I see Jo later, I’ll tell her NOT If I will see Jo … When I get
eo
there, it’ll be late NOT When I will get there …

The first conditional expresses a condition which is seen as
possible. It will be contrasted with the second conditional,
lG
used when the condition is seen as unlikely, in a later unit.

when = at that time; as soon as = immediately after;
until = up to a point in time; before = at an earlier time;
na
unless = if not
io
at
N
164
Exercises 4 Choose the correct option to complete the first
conditional sentences.
1 Correct the mistakes in these sentences. 1 If he does / will do more exercise, he gets /
doesn't have
1 She hasn’t to go to work today. he’ll get fitter.
2 If the train doesn’t / won’t arrive soon, I’m being /
2 I can to make you a sandwich.
Should I I’ll be late for work.
3 Do I should come back later? 3 You feel / You’ll feel better if you eat / you’ll eat
Does he have healthier food.
4 Has he to go to the meeting?
to
5 We aren’t allowed park here. 5 Match the beginnings of the sentences (1–6) with
must not the endings (a–f). Then complete the endings of
6 You don’t must use your phone here. the sentences with the correct form of the verbs in
2 Read the signs. Complete the sentences with the parentheses.
correct modal form. Write all the possible answers. 1 If she doesn’t leave soon, d
1 TICKETS NEEDED BEFORE ENTRY 2 They’ll have a picnic in the park next to their
You must / have to buy a ticket house f
ng
before you enter. 3 You can’t go out b
2 TABLETS AND PHONES ALLOWED ON 4 You’ll feel sick e
5 Can you call me c
ni
THIS FLIGHT
You don't have to turn off your tablets or 6 I think he’ll drive to the station a
ar
phones on this flight. a if there isn't too much traffic.
3 NO PARKING (not be)
Le
You can't / mustn't / b until you finish all your homework.
aren't allowed to park here. (finish)
4 THIS FILM IS NOT RECOMMENDED FOR c as soon as you get this message?
CHILDREN
c (get)
hi
Children can't see this film. d she 'll miss her bus. (miss)
ap
5 EXAM IN PROGRESS: BE QUIET! e if you eat all that chocolate! (eat)

You must / have to speak quietly. f unless it rains . (rain)
gr
3 Complete the text with modal verbs and the verbs 6 Complete the conversation with the correct form
in parentheses. Use affirmative and negative forms of these verbs.
eo
of the modal verbs.

eat exercise follow go
School lunches are very popular in the US. Most
lG
lose not do not feel not lose

children 1 have to pay (pay) for school lunches, but
they don’t cost a lot. However, poorer families
A: How are you?
na
2 don't have to pay

(pay)—the school lunches are free.
B: I’m fed up! I’m trying to lose weight, but
There are strict rules about school lunches. For nothing’s working!
io
example, every meal 3 must include (include) A: Well, I’m sure if you 1 eat healthy
meat or fish, fruit and vegetables, and bread, food, you 2
will lose some weight. And you
at
potatoes or other grains. Another rule is that need to exercise, too.

school cafeterias 4 can't sell (sell) food and B: I try to eat healthily, but I never have time to
N
drinks with a lot of sugar and salt. exercise!

A: But you 3 won't lose weight if you
Children 5 don't have to (eat) school lunches if they 4 don't do any exercise.
don’t want to. They 6 can bring (bring) a bag
B: All right! I’ll ride on my exercise bike before I
lunch from home. There are many rules for the 5
go to bed tonight.
types of food to give children in their bag lunches.
A: No, that’s the worst time to exercise! If you
For example, children 7 have to eat (eat) fruit exercise
6
in the evening, you
every day and they 8 can't have (have) junk food 7 won't feel sleepy afterwards. And sleep is
like potato chips and candy.
also important for losing weight …
B: OK, so I’ll go for a run at lunchtime instead.
A: Great. But remember—unless you
8 follow a regular fitness program, you’ll
never lose weight.

Grammar Summary 165
Purpose: to, for, and so that Adverbs of manner
Grammar notes Vocabulary and grammar notes

The following forms can all be used to talk about purpose. Note that adverbs of manner (e.g., quickly, rapidly, slowly)
Infinitive of purpose: we can use to + infinitive: I locked don’t go at the start of sentences. Viewpoint adverbs like
the door. Why? To keep burglars out. amazingly generally do go at the start of sentences. Other
words are wrong because of context—you can’t damage
For is used with nouns or -ing to talk about the purpose of
something sadly or release somebody slowly.
an object or action: I went to the supermarket. Why? For
some apples. / It’s a can opener—it’s for opening cans. Many adverbs are formed by adding -ly to an adjective.
Note that when an adjective ends with -y it changes to -i
Watch out for common errors. You can’t say: I went to
(for example, temporary ➞ temporarily).
the supermarket for shopping. And you can’t say for +
infinitive: I locked the door for to keep burglars out. incredibly = unbelievably
So that is followed by a clause and we often use it with amazingly = very surprisingly
modal verbs: I locked the door so that no burglars could gradually = slowly, step by step
ng
get in. deliberately = on purpose (not accidentally)
Note that in order to + infinitive and so as to + clause are
more formal ways of expressing purpose.
ni
ar
Certainty and possibility
Le
Grammar notes
Modal verbs are always followed by an infinitive without to.
We use be + -ing (a present participle) when expressing
c
hi
certainty or possibility about things happening now, around
now, or as a future plan (compare present continuous).
ap
We use have + past participle (been, done, gone, etc.)

when expressing certainty or possibility about past events
(compare present perfect forms).
gr
Note that past participles were discussed in Unit 2 when

eo
the students studied the present perfect form.

lG
May, might, and could
Grammar notes
na
Might, may, and could have very similar meanings when

expressing possibility. You cannot usually use can to express
io
possibility (an error students often make). We only use

the modal can to make general statements about what’s
at
possible, e.g., It can be very cold in Toronto in winter.

We cannot use couldn’t when expressing improbability.
N
Similarly, mustn’t is not used to express impossibility. Point

out to students that modals have many meanings, and
often the past form or negative form of a modal can have
a very different use to the present or affirmative form.
Not is generally shortened to n’t in can’t and couldn’t, but
might not and mightn’t are both used, and may not (but
not mayn’t) is used.
166
Exercises 4 Read the sentences (1–4). Choose the correct
the endings (a–g). Then complete the endings of 1 John must be asleep.
the sentences with the infinitives of these words. a I’m sure John is asleep.
b It’s possible that John is asleep.
ask buy catch get give see watch 2 That can’t be my phone. Mine’s in my pocket.
a It’s impossible that it’s my phone.
1 I’ve joined a gym b b It’s possibly not my phone.
2 She’s going to the supermarket e 3 Your keys might be in your bag.
3 He bought some flowers f a Your keys are definitely in your bag.
4 I went to the station c b It’s possible that your keys are in your bag.
5 We opened the box a 4 That woman with Frank could be his wife.
6 I turned on the TV g a I’m certain that she’s Frank’s wife.
7 Emilia called d b I think it’s possible that she’s Frank’s wife.
a to see what was inside. 5 Read the pairs of sentences. Rewrite the first
b to get more exercise. sentence using a present modal verb.
ng
c to catch my train.
d to ask me a question. 1 It’s impossible that that’s Martin’s car. His car
is in the garage.
ni
e to buy some food for dinner.
That can't be Martin's car .
f to give to his wife.
ar
g to watch my favorite series. 2 I’m sure it’s cold outside. It’s snowing!
It must be cold outside .
Le
2 Rewrite three of the sentences in Exercise 1 with so 3 It’s possible that they aren’t at home. Their car
that. isn’t outside their house.
They might not be home .
1 We opened the box so that we could see what was inside."
c
2 I turned on the TV so that I could watch my favorite series.
4 I’m sure you know each other very well. You’ve
hi
been friends for a long time.
3 I've joined a gym so that I can get more exercise. You must know each other very well .
ap
3 Choose the correct options to complete the 6 Choose the correct options to complete the
conversation.
gr
conversation.
A: You look tired! A: Are we close to the castle ruins yet?
eo
B: Well, I’m waking up at 5:30 a.m. these days. B: I think we 1 may go / may be going the wrong
A: Why? way. What did the guidebook say?
B: 1
To do / For doing yoga before I go to work.
lG
A: It said the ruins are near a small lake.

A: I’m not surprised you’re tired! Well, you should B: Oh—we passed a lake about five minutes ago!
go to bed early 2 for / so that a good night’s A: So, we 2 must drive / must have driven past the
na
sleep. road we need to take!

B: I’d like to, but I’m always too busy in the B: OK, oh, look—there’s the lake. We 3 can’t be /
io
evening to have an early night. For example, can’t have been far away now.
I’ve also started an online language course B: What’s the name of the road we’re looking for?
at
3
for improving / to improve my German! I’m A: Old Hill … Oh, hold on—it 4 might be /
always up until late studying grammar. might have been this one.
N
A: Maybe you’re doing too much. I have a great B: No, that’s Field Lane.
app on my phone that could help you. It’s A: Well, we’re near the lake, so the road 5 must be /
4
for organizing / to organize my day. must have been close.
B: Sounds interesting. Can you show it to me B: Look at the top of that hill. I can see something.
5
for / so that I can see how it works? I’m not sure, but it 6 might be / must be part of
A: Sure, but I don't have time now. My phone’s the ruins. Drive up that way!
just told me that I have to take the car to the B: OK. … Hmm—we 7 must go / must have gone the
garage 6 to / for a tune up. See you soon. Bye! wrong way again. That’s a gas station!
A: Maybe the guidebook is wrong! There
8
can’t have been / might have been a castle here!

Grammar Summary 167
Used to, would, and simple past Comparative patterns

In English we use used to + infinitive to talk about past Note that in this section adjectives (getting smaller) and
states and habits, and would + infinitive to talk about adverbs (more quickly) are being compared. The repetition
past habits (but not past states). They are used as an of the comparative adjective or adverb or the repetition of
alternative to the simple past when we want to emphasize the words more or less emphasize the comparison.
that something was true in the past but is not true now. Two related things can be compared using the the … , the
Students at this level are likely to have come across used to … structure. Note how it’s formed:
before, but the use of would for past habits may be new the harder, the better (with just the comparative)
to them. The bigger they are, the harder they fall. (comparative
Using used to and would often makes a story or text feel followed by a clause)
nostalgic—we are looking back to a lost time. The steeper the path, the better the walk. (comparative
Note that we tend not to repeat used to in a story as it followed by nouns)
ng
can sound clumsy. We often use it once, then change to
the simple past or would + infinitive, e.g., I used to live in
Warrington. It was a small town in those days, and a lot of Stating preferences
ni
people worked in the local factory. Or: We used to get up
early. We’d have a quick breakfast, then we’d run out of Grammar notes
ar
the house and into the fields.
When stating general preferences, we use I prefer (I prefer
We can only use used to + infinitive to talk about the past. living in towns).
Le
A frequent mistake is to say: I use to go to school every
When stating specific preferences in one particular
day. The correct sentence in the present is: I usually go to
situation we use I’d prefer or I’d rather (I’d prefer to walk
school every day.
home this evening; I’d rather take a taxi).
c
Used to behaves like a regular verb, e.g., I didn’t use to live
Note that I’d prefer is followed by to + infinitive (I’d prefer
hi
in Paris and Did you use to live in Paris? Like any regular
to walk) whereas I’d rather is followed by the base
verb, the verb use loses its past form when the auxiliary is
infinitive (I’d rather stay here).
ap
used.
gr
As and like
Comparative adverbs
Grammar notes
eo
Grammar notes
As and like have a range of meanings. Here are a few:
Note that irregular adverbs have specialized comparative
lG
As
forms (like irregular adjectives) and aren’t used with more or
less, e.g., We did better/worse than last time. However, the 1 Comparing: He’s as tall as me; She’s just as intelligent
standard adverb form is used with as … as when saying two (as me); It’s the same as mine.
na
things are equal: We didn’t do as well/badly as last time. 2 “in the same way”: I wrote the essay as you suggested;
Note the use of intensifiers: much, a lot, and far can be We followed the old road just as the merchants had
done.
io
used to intensify, or strengthen, the comparative, e.g., He

played far better than anyone else. 3 Having a job, role, or use: I work as an electrician; He
at
used it as a bottle opener.

We use as … as to say that two things are of equal value:
Paul is as tall as Jim. (= They are of equal height.) 4 “when” or “while”: As we were driving home, we saw
N
an accident.
5 “because” (a reason): As it was late, we went home.
6 Referring to what is known: As I was saying, the hotel is
a long way from the beach.
Like
1 “similar to”: He is/looks like my uncle; It smelled like
cheese.
2 “for example” (such as): I love small animals, like rats and
mice.
3 “as if”: Adam sounded like he was upset; She finished
the race like a professional athlete.
4 Used in informal speech when pausing or drawing
attention to things (in modern American idiom): It was,
like, huge!; Like, we left early.
168
Exercises 4 Complete the sentences with the correct
comparative form of the adverbs in parentheses.
1 Complete the sentences with the correct form of Sometimes, you will need to use irregular
used to and these verbs. comparative forms.
1 Jack always wins when they race. Jack runs
do drive live love
faster than John. (fast)
not be not feel
2 Ruth is the most hardworking person in her
family. Ruth works harder than her
1 I used to live in Lima when I was young.
2 What did you used to do on brothers. (hard)
the weekends when you were a child? 3 Your motorcycle is really noisy. Your
used to love motorcycle runs less quietly than mine.
3 We going to the theater
when we lived in Argentina. (quietly)
4 There didn't used to be any houses here 4 The last flight is the Fastair flight. The Fastair
when I was young—it was all fields. flight arrives later than all the
5 I didn't used to feel worried when I had an others. (late)
exam at school. 5 Katy is a very slow worker. Sarah doesn’t work
ng
6 We used to have a lovely house by the more slowly than Katy. (slowly)
water. 5 Complete the sentences so that they mean the
ni
2 Circle the sentences in which used to can be same as the sentences in Exercise 4. Use (not) as …
as and the verbs and adverbs in parentheses.
ar
replaced by would.
1 I didn’t use to like classical music when I was a 1 John doesn't run as fast as Jack.
Le
teenager, but now I love it. (run fast)
2 We used to visit Los Angeles often before we 2 Ruth’s brothers don't work as hard as her.
had children. (work hard)
3 When I was younger, I used to believe in UFOs,
c 3 Your motorcycle doesn't run as quietly as
hi
but I don’t any more. mine. (run quietly)
4 The other flights don't arrive as late as the
ap
4 Sean used to play basketball every day when

he was a teenager. Fastair flight. (arrive late)
5 Katy doesn't work as quickly as Sarah.
gr
3 Complete the conversation with used to, would, or (work quickly)

the simple past form of the verbs in parentheses.
6 Match the statements (1–6) with the replies (a–f).
eo
A: You’ve been to Singapore, haven’t you?

B: Yes, I 1 used to go (go) there often for 1 I could only find this birthday cake. Is it too
lG
work when I was living in Malaysia. Are you big? b

going to visit? 2 I want to get fit, but jogging is so hard! f
3 There’s so much traffic on the roads
na
A: Yeah, next month. Any recommendations?

B: Well, I 2 left (leave) Malaysia these days. a
in 2012. Things might be different now. But, 4 What time should we go for lunch? c
io
I remember we 3 used to eat (eat) in a 5 The price of housing is so high here at the
moment. d
at
great Italian restaurant. It was by the river.

I can’t remember the name, but they 6 Why are you taking another course? e
N
4 used to make (make) fantastic pizza. a I know—more and more people are driving.
A: OK, I’ll look for it. Anything else? b It’s fine—the bigger, the better!
B: Well, I remember I once 5 visited c The earlier the better—I’m already feeling
(visit) the zoo with my company. It hungry!
was excellent. I think they always d Yes, it’s getting harder and harder to find
6 used to take/took (take) visitors there. somewhere to live.
A: OK, thanks. Any other advice? e The more qualifications you have, the easier it
B: Yes—use public transportation! The subway is is to get a job.
great. I never 7 used to drive (drive) when f The more you run, the easier it’ll get.
I was there.

Grammar Summary 169
Verb patterns: -ing form and infinitive How long?

We can use the -ing form (or gerund) as the subject of a Depending on their first language, some students may
sentence, after prepositions, and after certain verbs. get confused between the use of the present perfect with
We use the infinitive after certain verbs and after How long. In many languages, the present simple is used
adjectives. when referring to events spanning the past up to the
present. In English, this isn’t possible. Compare:
Students simply have to learn and remember which verbs
are followed by -ing and which are followed by to + How long have you been here? = from a past time to now
infinitive. Note that likes and dislikes are usually followed How long are you here for? = from now to a future time
by -ing (hate doing, enjoy doing). Also note that there In English, if the present simple is used with How long,
is a tendency to use verb + infinitive when the action of it’s being used to ask about the future. For example, How
the second verb comes after the first, e.g., I hope to win, I long does this movie last? I have to catch a bus in a hour.
agreed to leave, I learned to drive.
ng
Making offers and asking for help
Present perfect and present perfect continuous
ni
Grammar notes
Grammar notes
ar
Note that the guide uses will + infinitive to make offers:
You could use timelines to check the meaning of the (We’ll arrange everything; I’ll ask the hotel to send for
present perfect and present perfect continuous. Draw and a doctor).
Le
label the following:
Note also the polite expressions used to ask for help:
has/have + past participle of the main verb (I wonder if you could help us?) and to apologize
(I’m afraid the luggage has gone to Rome.).
c
hi
X? X? X?
Past Now
He has walked across half of Africa.
ap
The actions are completed (in the past but we don’t

say when) and the result is that the speaker has these
gr
experiences now, in the present.

has/have + past participle of be + -ing form of the main
eo
verb (a present participle)

lG
?
Past Now
Recently he’s been walking again.
na
The activity has duration and happened in the recent

past—it may or may not be completed. The present
io
perfect continuous is used with repeated activities

that start in the past and continue to now (e.g., I’ve
at
been working here for two months), or if we don’t use

a duration marker such as “two months” it describes
N
repeated activities that are recent (Recently/Lately, I’ve

been going to the gym a lot).
170
Exercises 4 Write statements and questions with the present
perfect continuous form.
1 Choose the correct option to complete the 1 I / live / here / since / 2015.
sentences. Sometimes, both options are possible. I've been living here since 2015.
1 Would you like going / to go to the movies 2 She / not wait / long.
tonight? She hasn't been waiting long.
2 He’s pretending being / to be sick so that he 3 you / work / all day?
doesn’t have to go to work. Have you been working all day?
3 She’d prefer not speaking / not to speak to 4 They / swim / for / about an hour.
anyone at the moment. They've been swimming for about an hour.
4 I love to swim / swimming in the ocean at night. 5 he / play video games / all morning?
5 I hate to have / having to rush in the morning. Has he been playing video games all morning?
6 I recommend visiting / to visit the history
museum. It’s fascinating. 5 Choose the correct option to complete the sentences.
1 I’ve already eaten / been eating, so I don’t need
2 Complete the conversation with the correct form any dinner.
of the verbs in parentheses.
ng
2 He’s had / been having that car for ages.
A: I’m going on vacation soon! 3 I haven’t seen / been seeing Jack for three years.
B: Oh, you’re so lucky. I’d really love 4 She’s studied / been studying all afternoon and
ni
1 to go (go) away somewhere! Where now she needs a break.
ar
are you going? 5 Sorry. Have you waited / been waiting for long?
A: To Spain. I’m going to spend all day 6 We haven’t known / been knowing each for long.
Le
2 lying (lie) on the beach! What are you 7 I travel a lot. I’ve visited / been visiting ten
going to do over the summer? countries.
B: Well, I can’t afford 3 to travel (travel) very
far, but I’m hoping 4 to go (go) camping
c 6 Complete the conversation with the present perfect
hi
somewhere near here. or present perfect continuous of the verbs in
A: At least you won’t have to get on a plane. parentheses. Sometimes both forms are possible.
ap
I can’t stand 5 flying (fly)! A: You look tired. What 1 have you been doing?
B: Really? Well, when you’re on the plane, just (you / do)?
gr
avoid 6 thinking (think) about where you B: I 2 've been searching (search) on the internet
are. Just relax and imagine 7 sitting (sit) for hours for a vacation destination. And I still
eo
on a beach. 3 haven't found (not find) anywhere!

A: I’ll try. Well, anyway, I’m going to enjoy A: What about the usual place you go?
lG
8
not working (not work) for a few weeks! B: Oh, I 4 haven't been (go) to that resort for
the last five years. I’m bored with it!
3 Complete the text with the correct form of these A: Well, why don’t you go on a bicycle trip?
na
verbs.
B: A bicycle trip?! I’m not sure …
drive eat get take use visit walk
5
Have you been (you / go) on one before?
io
A: Yes. I went on an organized tour around Rajasthan

last year. It was the most amazing vacation
at
If you’re interested in 1 taking a break from

modern life, then La Posada del Inca Eco-Lodge I6 've ever had
(have)!
N
may be the place for you. It’s on one of the most

beautiful islands on Lake Titicaca, in Bolivia. B: Really? It sounds very tiring!
2 Driving here is impossible because it is a A: It was fun! And I made new friends. We
car-free island. This means it’s great 3 to visit
7 've stayed (stay) in touch since our
if you enjoy 4 walking , especially as the trip. I 8 've already booked (already book) my
views are spectacular. It is possible 5 to eat next bike trip with the same company.
all your meals in the hotel; the food is simple but B: How long 9 has it been doing (it / do) these
delicious. The rooms don’t have fridges, TVs, or tours?
Wi-Fi, but they do have hot water and heating. It A: Oh, for a long time. They’re very good. You
is difficult 6 to get an internet connection on should come with me! You’d love it!
the island, so if you really need 7 to use the B: Well, yes, but I 10 haven't had (not have)
internet, you’ll have to climb up to the restaurants much time to exercise recently.
near the top of the hill. A: That’s OK. I’m going in six months. You can
start riding your bike tomorrow!

Grammar Summary 171
Passives Several, a little, lots of

The passive voice in English is formed by conjugating the several = a number of (but not many)
verb be into its present, past, or future form and adding a little = a small amount of
the past participle of the main verb. It can be used with
lots of = an informal way of saying a lot of
modals (should be done, has to be done) and there is an
infinitive form (to be done).
The passive is used to show interest in the person or Pronouns
thing that experiences an action rather than the person
or thing that performs the action. In other words, the
most important thing or person becomes the subject of
Grammar note
the sentence. Consequently, the passive is used when the Note the use of they and them to refer to “the company.”
subject is unknown or unimportant (e.g., Warwick Castle You can use a plural pronoun when the singular noun
was built in the twelfth century—who built it is of no does not specify an individual person.
ng
importance to the speaker), and in formal or academic Similarly, English speakers use plural pronouns instead
texts (e.g., Meaning is conveyed in few words—here, we of he/she when the sex of a person is not known or not
are interested in “meaning,” not who or what conveys
ni
relevant, e.g., The average English teacher is very hard-
it). If we want to introduce who or what performs the working. They genuinely care about their students’
action of the verb, we use the agent with by (e.g., The
ar
progress.
supermarket was opened by the mayor.)
Le
Grammar notes (p. 113, Exercise 3b)
A/an and the
1 They (subject pronoun) refers to “the colors of the rug.”
Grammar notes
c 2 Them (object pronoun) refers to “the glasses.”
hi
3 She (subject pronoun) refers to “my daughter.”
When we first mention new information we use a (or an
It (object pronoun) refers to “this game.”
if the noun begins with a vowel). When mentioning the
ap
same thing again, we use the, e.g., An old lady booked 4 Them (object pronoun) refers to “this seller“ (note
into a hotel. The old lady stayed in the hotel for the next that although “seller“ is singular, you can use a plural
gr
thirty years. pronoun when the singular noun does not specify an
individual person).
We use the when there is only one of the thing we are
eo
mentioning, e.g., the sun, the environment.

lG
A/an, the, and zero article

na
1 mention something for the first time

io
2 talking about something in general

3 talking about something in general
at
4 mention something for the first time

5 p
rices = talking about something in general;
N
an item = mention something for the first time

6 r eceipts = because we are talking about something in
general;
the amount = mention something which is known
7 talking about things in general
8 b
ooks = about something in general;
the library = mention something which is known
(but we could also write a library if we don’t know
which one)
172
Exercises 4 Complete the text with the, a(n), or – (zero article).
1 A cash machine in 2 - New York
1 Are the sentences correct? If not, correct any had to be turned off because it was giving out too
mistakes with the passive.
much money. 3 The machine, in one of
1 My new book can found online or in ✓ 4 the busiest subway stations, was giving
bookstores. been 5 - ten-dollar bills instead of
2 The hole in the roof still hasn’t be repaired! 6 - five-dollar bills. As soon as 7 -
3 Your order was been sent to you ten days ago. people realized what was happening, 8 a
4 The show is watched from millions of people line developed. Within thirty minutes, news of
all over the world.was by what was happening appeared on 9 the
5 Our friends’ food being brought to the table internet, and even more people arrived. But not
when we arrived. long after, 10 an employee from the bank
came to turn it off.
2 Choose the correct options to complete the text.
5 Complete the second sentences with these
Great meal at Rexo! quantifiers so that they mean the same as the first
This new Mexican restaurant 1 has mentioned / sentences.
ng
has been mentioned quite a lot on the radio recently,
so I decided to try it. I love Mexican food anyway! a couple of a little plenty of
ni
We arrived at around 8 p.m. It was really busy, but several too much
we 2 gave / were given a table after just five minutes.
ar
While our table 3 was prepared / was being prepared, 1 There’s more traffic than we want in this town.
we 4 looked / were looked at the menu. There’s a There’s too much traffic in this town.
Le
great selection, and the prices are good. 2 There are one or two good stores on this street.
After 5 we’d ordered / we’d been ordered, our There are a couple of good stores in
food 6 was brought / brought quickly. Everything was this street.
delicious. We only had one complaint. We’d asked for
c 3 I have some money left, but not very much.
hi
some tap water. But when we paid, we saw that $2 I have a little money left.
4 We won’t be late—we have more time than we
ap
7
had added / had been added for the water.
This didn’t seem fair—tap water is free in all the need.
other restaurants in town! But overall, I’m sure Rexo We won’t be late—we have plenty of
gr
will be a success and their delicious food will 8 enjoy / time.

be enjoyed by everyone! 5 Four or five new restaurants have opened near
eo
my apartment.
3 Rewrite the information in the passive. Don’t Several restaurants have opened
lG
include the agents in parentheses. near my apartment.
1 (The supermarket) has just delivered the 6 Choose the correct options to complete the
na
shopping. conversation.
The shopping has just been delivered .
A: OK, we’ve spent 1 a lot of / much money now.
io
2 (The technician) is fixing my computer.

Let’s go home.
My computer is being fixed .
at
B: Not yet. I still need to get 2 a couple of / lots of

3 Will (you) invite Sonia to the party?
things—just a new dress and some shoes.
Will Sonia be invited to the party?
N
A: Really? You already have 3 many / plenty of

4 (We) didn’t finish the work.
pairs of shoes at home—more than you need, in
The work wasn't finished .
my opinion.
5 (You) can’t use cell phones here.
B: Yes, but I 4 don’t have any / have not any shoes
Cell phones can't be used here.
that match my new coat!
6 (The manager) had called the police.
A: I see. Well, 5 how much / how many time do you
The police had been called .
need? I’m getting hungry. I only had 6 a little / a
7 Do (you) accept credit cards?
couple of breakfast.
Are credit cards accepted ?
B: I won’t be long—I promise. Why don’t you go
8 (People) don’t use the new shopping center.
isn't used to the café over there? Then I can have 7 a little /
The new shopping center .
little time to myself.
A: All right. I’ll see you in 8 a few / few minutes.

Grammar Summary 173
Second conditional Expressions for giving advice
Grammar notes Grammar note

Note that some of these expressions used for giving advice
The second conditional form is If + simple past, would +
are followed by the base form (If I were you, I’d … ; You
base form, OR would + base form + if + simple past.
should … ; You’d better … ; Why don’t you …), some
Note that we can also use other modal verbs (could, are followed by the infinitive (It’s probably best …), and
might) instead of would. Note also that in the examples in others are followed by -ing (It might be worth … ; Have
the box, could and couldn’t are used to talk about ability you tried …).
(they could be changed to weren’t able to and would be
able to). That’s why could(n’t) can be used in both the
result clause and the if clause. Might is used to mean it’s Linking ideas
possible that (the word could can also have this meaning).
Grammar notes (p. 125, Exercise 4a)
We use both the first and second conditional to hypothesize
about the present or future. If the speaker sees the The words in rows 1 and 2 in the table can also be used at
ng
condition as possible, he or she uses the first conditional, the start of a sentence—in this case, they are followed by
e.g., If I win the marathon, I’ll celebrate for weeks. (The a comma.
ni
speaker is a marathon runner and sees winning as a real The expressions in rows 3, 4, and 5 are usually used at the
possibility.) If the speaker sees the condition as impossible start of sentences.
ar
or unlikely, he or she uses the second conditional, e.g., If
1 clearly, naturally, of course, obviously = as most would
I won a marathon, I’d eat my hat. (The speaker is not a
expect or understand
Le
marathon runner and sees winning as highly unlikely.)
2 in fact, to be honest, actually = used for emphasizing
Often, the second conditional form is used to hypothesize
what is really true or what really happened
about something that is completely impossible:
3 B
efore I forget, Incidentally, By the way = used to add
If I were you, I’d study more.
c relevant but less important information
hi
If I could fly, I’d go somewhere warm.
4 Anyway, Well, So = used to change the subject or return
ap
to a subject
Second conditional form 5 A
ll the same; Even so; However; The thing is = used for
introducing a fact that seems surprising after what was
gr
Grammar notes said previously

It’s correct to use were in all persons when expressing the
eo
second conditional (If I were you, … If Joe were here … ,

If there were life on other planets, … , etc.). However, it’s
lG
also common among native speakers to use was instead.

The best option for students is to learn that both was
and were are correct with the first and second person in
na
second conditional sentences.

io
Defining relative clauses

at
Grammar notes
N
A defining relative clause gives essential information

about something (as opposed to a non-defining relative
clause, which gives additional information).
Relative pronouns replace the subject or object of a
relative clause. We use who (with people), which (with
things), whose (with possessions), where (with places), or
when (with time).
With defining relative clauses (but not non-defining
relative clauses), it’s possible to replace who or which with
that, especially in spoken English.
The relative pronoun can be omitted if it replaces the
object of a relative clause, e.g., I enjoyed the movie I saw.
174
Exercises 4 Circle the correct relative pronoun or pronouns. Then
cross out the relative pronoun(s) that can be omitted.
1 Match the beginnings of the sentences (1–8) with 1 Is that the athlete what / who won the gold
the endings (a–h).
medal?
1 If I were you, d 2 Those are the books that/ who I borrowed from
2 People wouldn’t feel so stressed e the library.
3 If my sister didn’t buy so many things, b 3 This is the website that / who has a lot of good
4 Which sport would you do c recipes.
5 If Paul didn’t drink so much coffee, f 4 My boss doesn’t like the report that/ who I
6 If my parents lived closer, a wrote for him.
7 I wouldn’t have to use public transportation h 5 I’ve just seen someone that / who I know.
8 If space travel were cheaper, g
5 Complete the sentences with a relative clause.
a I could visit them more often.
b she’d have more money. 1 This is a hotel. Leo is staying here.
This is the hotel where Leo is staying .
c if you had more free time?
d I’d find another apartment. 2 The doctor has already seen those people.
ng
e if they didn’t work so much. Those are the people
f he might sleep better at night. (who/that) the doctor has already seen .
ni
g would more people try it? 3 This man is Will. His wife likes running
h if I had a car. ultramarathons.
ar
Will is the man whose wife likes running
2 Choose the correct form to complete the sentences. ultramarathons .
Le
1 If you were / would be a millionaire, what would / 4 The first woman won a gold medal at the
did you buy first? Olympic Games in 1900.
2 People would feel / felt happier here if it were / 1900 was the year in which the first woman won
would be sunnier. c a gold medal at the Olympic Games .
hi
3 If we lived / would live in the countryside, we’ll / 5 I got a lovely present from my sister. This is it.
ap
we’d be able to see the stars at night. This is the lovely present (that) I got from my sister .
4 If I hadn’t / didn’t have so much work to do,
I’d go / I went to bed earlier. 6 Complete the text with the phrases (a–f) and a
gr
5 I can / could buy a new car if I’d save / I saved relative pronoun or adverb if necessary.
more money.
eo
a she grew up
6 My dad would have / had more friends if he’d be / b she was attacked
he was friendlier. c story has inspired people
lG
7 Would / Did you take a job for less money if it d was based on her life story
was / would be closer to home? e lost her arm
na
8 If I lived / I’d lived closer to my job, I could / can f was living in a hotel nearby
walk there.
Bethany Hamilton is an American professional
io
3 Complete the sentences to make second surfer 1 who lost her arm in a shark
conditionals. attack at the age of just sixteen and
at
2 whose story has inspired people

all around
1 I don’t exercise, so I’m not very fit.
N
the world. On October 31, 2003, Bethany was

If I exercised more, I 'd be fitter.
surfing at a local beach in Hawaii when she was
2 She doesn’t have his number, so she can’t call
attacked. She lost sixty percent of her blood on
him.
had the way to hospital, but luckily she was saved
If she his number, she
could call him. by the medical team there, including one doctor
3 who was living in a hotel nearby
. The attack was
3 You’re tired because you don’t get enough
terrible, but Bethany was surfing again within a
sleep.
got month, and in 2005, less then two years after the
You wouldn't be tired if you
day 4 she was attacked , she won
enough sleep.
her first national surfing competition. Bethany
4 He doesn’t study, so he won’t pass his exams.
studied became well known around the world when a
If he , he 'd pass his exams.
film 5 based on her life story came out.
5 I’m sick, so I can’t go to work.
Bethany is now married and has a child. Her
If I weren't sick sick, I 'd go to work.
wedding was by the ocean on an island in Hawaii
6 where she grew up .

Grammar Summary 175
Reported speech Reporting verbs

The basic rule for reported speech is that the verb in direct We use reporting verbs to report a request (ask), an order
speech “backshifts,” or moves one tense back, (so present or instruction (tell), an invitation (invite), an offer, or to
to past, past to past perfect, can to could, will to would, remind someone to do something.
etc.), e.g., The form is: verb + object (noun or pronoun) + (not) to +
“I live in Brazil.” infinitive
He said that he lived in Brazil. Promise and offer have different forms. They do not
If the speaker uses past perfect or modals such as could, include the object after the verb, e.g., I promised to
would, and might in direct speech, the same forms are download the photos (for her); I offered to carry the bag
used in reported speech. (for her). The form is: verb + (not) + infinitive.
Students also need to note that pronouns change, and
words like this, these, and here sometimes change to that,
ng
those, and there, and time markers often change, e.g.,
“I am playing tennis here this morning.”
She said she was playing tennis there that morning.
ni
ar
Reported speech (backshift)
Le
Grammar notes
In reported speech, we use backshift sometimes, but not
always. Here are some guidelines:
c
hi
1 If a situation is still true, backshift is not used. So, if,
two minutes ago, your friend Tom said, “I feel tired,”
ap
you would report it as: Tom said he feels tired (because

he probably still does). If Tom said “I feel tired” a while
ago, or if it’s clearly no longer true, you would report
gr
it with backshift, i.e., During the trip, Tom said he felt

tired. / Tom said he felt tired a few minutes ago, but he
eo
seems fine now.

2 For general truths, backshift is optional: The expert said
lG
that the Awá are / were an indigenous people (both

sentences are possible).
3 Sometimes backshift is optional because it depends
na
on what the speaker wants to say. Compare Tom said

he lives in a big house (because it’s still true) with
Tom said he lived in a big house (it’s still true but the
io
speaker’s more interested in the fact that he’s reporting

something said earlier).
at
N
176
Exercises 4 Complete the sentences with these reporting verbs.
1 Choose the correct option to complete the reported asked invited offered
speech sentences. reminded said told
1 “I love the hotel.” 1 “I can lend you some money.”

He said he loved / he’d loved the hotel. She offered to lend me some
2 “We arrived late.” money.
They said they were arriving / they’d arrived late. 2 “Would you like to go to the theater?”
3 “You might not enjoy the film.” He invited me to go to the theater.
She said I might not enjoy / 3 “Do you need some help?”
might not have enjoyed the movie. She asked if I needed some help.
4 “We’re leaving soon.” 4 “Don’t forget to call me later.”
They said they were leaving / left soon. I reminded him to call me later.
5 “I can’t come.” 5 “It’s a good movie.”
He said he couldn’t come / can’t came. He said that it was a good
2 Put the words in order to make reported questions. movie.
ng
There is one extra word that you don’t need. 6 “I don’t want to stay.”
I told her that I didn’t want to
1 Jo asked (had / seen / if / the movie / been / I)
ni
stay.
She asked if I had seen the movie .
5 Choose the correct option to complete the
ar
2 Barbara asked (did / lived / I / where)
She asked where I lived . sentences. Both options are possible in one
Le
3 Tina asked me (Luke / if / was / had / to / I / sentence.
spoken) 1 He asked me to help / I help to fix his car.
She asked me if I had spoken to Luke . 2 They reminded us to / that we bring our
4 Enzo asked (leaving / why / were / being / we)
c dictionaries.
hi
He asked why we were leaving . 3 I wondered what to cause / was causing the
5 Jaime asked (was / where / hungry / I / if) delay.
ap
He asked if I was hungry . 4 He realized to leave / that he’d left his bag at
3 Complete the story with the reported speech form home.
gr
of the direct speech. 5 We invited to go / them to go on vacation with us.

6 She promised to call / that she’d call right away.
eo
I was on the train last week when I saw my old boss.

I said “Hi.” He asked 1 if he knew 6 The direct speech in these sentences is spoken to
lG
me . I told him that 2 we had worked you. Complete the reported speech. Use the simple
together , but that we 3 hadn't seen each past form of the reporting verbs in parentheses.
other for years. He said that 4 he
na
1 “Don’t leave your bag there.” (tell)

remembered and asked me 5 how I She told me not to leave my bag there.
was . I said 6 I was fine , 2 “Did I forget my passport?” (wonder)
io
but that 7 I was looking for a job . He I wondered if I had forgotten my passport.
asked me 8 if I would like an interview
at
3 “I’ll never lie to you again.” (promise)

that day . I said that 9 I She promised to never lie to me again.
couldn't , but that 10 I'd be free
N
4 “Oh, dear. We’ve left the map at home.”

the next day . In the end, he gave me a job! (realize)
1 “Do I know you?” They realized they had left the map at home.
2 “We worked together.” 5 “Can you give me your email address?” (ask)
3 “We haven’t seen each other for years.” He asked me to give him my email address.
4 “I remember.” 6 “Would you like me to carry your bag?” (offer)
5 “How are you?” He offered to carry my bag.
6 “I 'm fine.” 7 “Don’t forget to close all the windows.”
7 “I’m looking for a job.” (remind)
8 “Would you like an interview today?” She reminded me to close all the
9 “I can’t.” windows.
10 “I’ll be free tomorrow.” 8 “Maria will love the present.” (know)
I knew Maria would love the present.

Grammar Summary 177
Third conditional Pronouns

The third conditional refers to improbable or impossible English uses pronouns to avoid repeating nouns in a text.
situations in the past and their hypothetical results. This includes subject pronouns (they, it), object pronouns
Concept check questions are a clear way of showing and (them), and possessive pronouns (their).
checking the meaning and use of third conditional forms. One is used as a pronoun to replace a singular countable
To check further, write the following example on the noun.
board, label the form, and ask questions, e.g., This and that are used as demonstrative pronouns when
If the explorers had worn sealskin, they wouldn’t have referring to something that has just been mentioned.
suffered frostbite. The same is a pronoun that means the identical thing.
If + had + past participle, wouldn’t + have + past participle
Did they wear sealskin? (no)
Did they suffer frostbite? (yes)
ng
Should have and could have
ni
Grammar notes
ar
We use could (or might or may) + have + past participle to
Le
speculate about the past. We use it to say that a past event
was possible but didn’t happen.
We use should + have + past participle to express past
regrets (I should have worked harder) or to criticize the
c
hi
past actions of others (You should have worked harder).
We use would + have + past participle to talk about
ap
hypothetical actions that did not happen. So, We would

have brought more water (but we didn’t); I would have
gr
asked what was in the drink (but I didn’t).

eo
lG
na
io
at
N
178
Exercises 4 Complete the sentences with should have or
shouldn’t have and these phrases. Use the correct
1 Read the sentences (1–4). Choose the correct form of the verb.
park more carefully invite so many people
1 If you’d called me, I would have helped you. check it more carefully stay up so late last night
a You didn’t call me. have a bigger breakfast tell us earlier
b I helped you.
2 If I hadn’t been so rude, we wouldn’t have had 1 Your report was full of mistakes.
an argument. You should have checked it more carefully .
a We didn’t have an argument. 2 Our house is a mess after the party.
b I was rude. We shouldn't have invited so many people .
3 I wouldn’t have gone to Scotland if you hadn’t 3 John just called to say he can’t come.
recommended it. He should have told us earlier .
a I went to Scotland 4 I was already hungry at 11 a.m.
b You didn’t recommend Scotland. I should have had a bigger breakfast .
4 You wouldn’t have been so cold if you’d 5 We all feel exhausted this morning.
ng
brought a warm coat. We shouldn't have stayed up so late last night .
a You brought a warm coat. 6 I got a parking ticket last week.
b You were cold. should have parked more carefully
ni
I .
2 Match the beginnings of the sentences (1–6) with 5 Complete the sentences with could have or
ar
the endings (a–f). Then complete the main clauses couldn’t have and the correct form of the verb in
with would have or wouldn’t have.
Le
parentheses.
1 If I’d had my umbrella with me, d 1 Why didn’t you wear a helmet when you went
2 If you hadn’t bought that expensive new car, a skiing? You could have hurt (hurt) yourself.
3 If I’d known how boring this job was, e
c 2 It’s normally very hot at this time of year. We
hi
4 If you’d been more careful, b couldn't have known (know) it would be so cold.
5 If they hadn’t booked such a cheap hotel, c 3 I think he could have won (win) the race,
ap
6 If we hadn’t forgotten to bring the map, f but he hadn’t trained hard enough.
a we would have been able to afford a 4 Thanks for all your help organizing the trip.
gr
vacation. I couldn't have done (done) it without you.

b you wouldn't have broken the window.
eo
c they would have had a better vacation.

6 Complete the conversation with could have, couldn’t
have, should have, or shouldn’t have and the correct
d I wouldn't have got wet.
lG
form of the verbs in parentheses.

e I wouldn't have come to work here.
f we wouldn't have got lost. A: Did you read about the woman who survived in
na
the wild for a week after her car broke down?

3 Complete the sentences to make third conditionals. B: Yes, I saw that. She was twenty kilometers from
Use contractions where possible. the nearest town. And she walked into the forest
io
1 We didn’t pay attention and we got lost. to find help and then got lost. I think it was a
mistake to leave the car. She 1 should have stayed
at
If we had paid attention,

we wouldn't have got lost. (stay) there. They 2 could have found (find) her
N
2 We didn’t take more water because we didn’t more quickly that way.
know how hot it was. A: I agree. And I think she 3 shouldn't have left
If we 'd known how hot it was, (leave) home without telling her friends and
we would have taken more water. relatives where she was going. The article says
3 My phone didn’t work, so I couldn’t call for nobody knew where she was!
help. B: OK, but she 4 couldn't have known (know) her
If my phone had worked, car would break down.
I could have called for help. A: I always tell someone if I’m going on a long
4 I went to Kenya. I met my husband there. trip. She 5 should have told (tell) at least one
If I hadn't gone to Kenya, person—that’s obvious.
I wouldn't have met my husband. B: OK. But even then, it 6 could have taken
(take) a long time to find her. She was really in
the middle of nowhere.
A: That’s true.

Grammar Summary 179
TEACHER DEVELOPMENT UNITS 1–2
Unit 1 Unit 2
How to draw a timeline Organizing pairs and groups
1 Put students in pairs to prepare. Make sure students
1 Start with a line and mark on it the past, present, and
are with a new partner, not the same partner they have
future:
been working with throughout the lesson.
Past Now Future 2 Split the pairs when forming groups to do an activity.
A way of doing this is to number students (e.g., in a
2 Show single actions or events with a X on the line: X
class of 16, if you point to students and say 1, 2, 3, 4,
3 Show repeated actions with a series of Xs: X X X X X 1, 2, 3, 4, etc., making sure that students in pairs get
4 Show events or situations that are always true with a different numbers, you will form four groups of four).
continuous line: | | 3 At the end of the activity, put students in pairs
5 Show events or situations that are temporary and have again with the person they prepared with. This is an
duration with a wavy line: opportunity to share and compare findings or prepare a
report or summary for the feedback stage.
ng
Compare the following:
| |
ni
Past Now Future Monitoring pairwork and groupwork
I live in central London. 1 Have a clear goal as students are speaking in pairs or
ar
groups. Part of your role is to prompt, help out, and
perhaps participate, but it’s just as important to play the
Le
role of a listener and assessor. Think about whether you
Past Now Future want to just listen for content (i.e., interesting things
I’m living in London. students say which you could mention in feedback),
c listen for errors (i.e., examples of good or bad language

hi
use from students), or a mixture of both.
X X X 2 Monitor pairs and groups at random. Rather than
Past Now Future
ap
spending too much time answering a difficult question

I go to London every day. or helping one struggling pair, stop the whole class, ask
a volunteer to re-explain the task, then start everybody
gr
off again.
Topics and texts 3 Monitor unobtrusively, listening in rather than
eo
interrupting. Stay behind pairs or keep a little distance

Here are some ideas to help you make the most of the from them.
topics and texts in Life:
lG
4 Signal your role. Make sure everybody is clear that you

1 Do a flick test. Tell students to look at the contents are giving them all equal amounts of attention. This
of the book and ask: Which of these topics seem may mean carrying a clipboard and noting down things
interesting to you? Why? Which topics do you know students say, or by smiling, praising, and commenting on
na
something about? Which topics are new to you? things students say.
Elicit ideas. Then ask students to work in pairs to flick 5 Notice body language, interest, and attention. If your
io
through the book and find three or four topics or texts students are not engaged in the speaking task (or can’t
that they think will be interesting. In feedback, ask why. think what to say or aren’t working well with their current
at
This activity creates interest and a sense of anticipation partner), don’t be afraid to cut the activity short, perhaps
of what is to come. by switching to a whole class discussion. Another solution
N
2 It’s useful to explore students’ own knowledge before is to change pairs halfway through a speaking activity. Ask
asking them to read texts. For example, before reading students to tell their new partner what they have talked
the text on globalization, ask students to name as about already before continuing the discussion.
many a global companies as they can, and to tell you
if they are a good thing or a bad thing. Alternatively,
ask students if they buy coffee, lunch, or clothes from
international outlets or local ones.
3 Ask students to discuss or reflect on issues raised, or to
share personal experiences similar to those described.
4 Ask students to go online to find out more about the topics,
the writers and the photographers mentioned in the text.
180
Unit 3 Unit 4
Managing the opener Pre-class preparation
The aim of the opening speaking task in Life 4 is to create Students are often asked to discuss opinions or share
interest in the topic, get students talking, and sometimes personal experiences before doing an extended reading or
to introduce key, useful vocabulary for the unit. While listening activity. To make the most of this stage, students
the Student’s Book generally suggests initial tasks are to need to prepare some ideas and vocabulary to use.
be done in pairs, remember that they can often be done Instead of using class time for this preparation, you can
in groups, or as a whole class discussion, so do vary the ask students to prepare before the lesson by assigning the
approach from unit to unit. preparation for a lead-in task as homework at the end of
Whole class discussions give you an opportunity to focus the previous lesson.
quickly and easily on individual students in a way that Here are useful tasks to assign:
pair work may not. When students are talking in pairs, 1 Ask students to make notes in response to a topic or
intervention from the teacher can disrupt the pair’s flow. series of topic headings, or ask students to make notes
Whole class discussions allow you to elicit language and in response to a set of questions. Asking students to
ng
experiences quickly and in a more focused way, saving prepare before the lesson in this way saves class time.
time in class, and making sure students are on task. They It also gives students time to really think about what to
ni
are useful if you want to focus on eliciting and explaining say and research words or phrases to use. In the lesson
new words. you can go straight into discussion.
ar
2 Ask students to bring in photos or personal possessions
to talk about in class which are relevant to a topic. For
Le
example, if your topic is vacations, ask students to bring
in something that reminds them of their last vacation.
3 Ask students to look up and prepare a lexical set of
c
words, or a set of expressions, which are relevant to the
hi
lesson you are teaching next. For example, choose six to
eight expressions from the text you are going to read
ap
in class, give or send them to students, and ask them to

find out what they mean, how they are connected, and
what the lesson will be about.
gr
eo
lG
na
io
at
N

Unit 5 Unit 6
Organizing pairs and groups Collecting and correcting errors
Pairwork Here are three things to do to ensure that you deal with
errors yet still allow the discussion to flow:
1 When checking the answers to exercises or the answers
to reading or listening tasks, adult learners tend to feel 1 Have a piece of paper to write any errors you hear as
happy working with the person next to them. Often this you monitor students. This could be a blank sheet of
is someone they know and like working with. If your paper on a clipboard, or a notebook which you can
students sit in a semicircle, you could vary the pairs by carry around.
asking the person on the end to move across the class 2 Have a clear aim in mind. If students are supposed to be
from the far right to the far left. If your students sit in practicing certain forms, then concentrate on how they
rows, you could vary pairs by asking students to turn use these forms.
around to work with the person behind them.
3 Write four or five chunks or sentences on the board with
2 In contrast, when doing a speaking or writing activity, errors you noticed in them. Do this anonymously—don’t say
a roleplay, or interview, for example, it’s a good idea which student made the error. Ask students to work in pairs
ng
to mix pairs so that students work with someone new. to correct the errors and go over any rules if necessary.
Give everyone a number and ask them to find a partner
ni
(e.g., in a class of 12, number students 1 to 6, then
1 to 6, and ask 2s to sit together, 3s to sit together, Guessing words in context
ar
etc.). Alternatively, ask students to stand up and find
someone they haven’t worked with for a while. 1 Ask students to find and underline unfamiliar words in
a text they have read. Tell them to cross out words they
Le
Group work can easily guess and words they think they don’t need to
1 You can mix students into groups in the same way and know. Tell them to choose four or five words or phrases
for the same reasons as with pairwork (e.g., in a class of they really want to know, either because they are key
12, number students 1 to 3, then 1 to 3, 1 to 3, 1 to 3,
c to understanding the text or because they seem to be
hi
and you get four groups of three). If in rows, ask pairs useful words. The aim here is to encourage students to
to turn around to work with the people behind. be selective about what they need to learn instead of just
ap
looking up every unknown word in a dictionary.

2 If students are in groups, make sure they can hear
everybody. Ask them to draw their chairs into a circle, or 2 Ask students to say what part of speech unknown words
gr
to find space in the classroom and stand in a circle. It’s are, and to say how they know this from the context.
worth planning pairwork and group work carefully, and 3 Ask students to look at the words around the
taking time to make sure everybody is comfortable and
eo
underlined unknown words and to say how these

ready before starting on an activity. words help them to work out the meaning. Then,
finally, ask students to provide a synonym or
lG
paraphrase for the underlined unknown word based

Using learner dictionaries to check words on the context.
na
1 Use a set of learner dictionaries for students to look up

the words. Alternatively, ask students to use an online
dictionary. Preparation time
io
2 When students meet new vocabulary in the word boxes, 1 Get students to script one or two conversations first.
Tell them to practice the conversations, first by reading
at
ask them to predict the part of speech, meaning, and

pronunciation of words first before using the dictionary them, then by covering and remembering them, then by
covering them and changing them as they talk. Students
N
to find out if their guesses were correct.

should then be ready to try other exchanges unscripted.
3 Encourage students to find out about their dictionaries.
Dictionary training is important as some words are hard 2 Ask students to prepare ideas for a conversation in
to track down. Show, for example, that cut out will be note form—this could be five or six words on a piece
shown under the general heading cut—but that it has of paper to use. Students then improvise by using the
a number of meanings. Show that students can use the words as prompts.
symbols in the dictionary to locate its word stress, its 3 Set a structure for the conversation: give students a
part of speech, and, sometimes, its frequency. role; tell students their exchange must have three or
4 Organize tasks for students to do with their dictionaries five lines; tell students they must include certain words
in pairs or groups. For example, ask each student to or phrases. This keeps students on task.
look up two words and phrases, then explain them to 4 Ask students to prepare and practice a conversation
the group. with one student, then change pairs and attempt to
improvise the same exchange with another student.
182
Unit 7 Unit 8
Using visuals to elicit and check new words Learning to relax while listening
1 To illustrate the meaning of concrete items 1 Prepare students visually. Show a suitable picture before
(e.g., skyscraper, tram), using a visual of the items, ask: they listen, so students can visualize the speaker. Similarly,
What can you see? Elicit the word if possible, and say you can show images of the things people talk about in
the word so students can repeat it before writing it on the audio (South American buses, international airports)
the board for them to copy. so students can “see” what is being talked about.
2 To set a context to elicit less concrete items 2 Prepare students lexically. Pre-teach key words and phrases
(e.g., built-up, residents), using a visual of blocks of students will need to know before they listen (check the
apartments in a crowded city, ask: How do you describe pronunciation as well as the meaning). Another idea is to
a part of a city with a lot of buildings and no green choose five or six chunks of language from the recording
areas? (built-up) What do you call people who live in and write them on the board, e.g., round-the-world trip,
the apartment blocks? (residents) the best bits were when … , a couple of weekends away, I
3 As a way of brainstorming vocabulary, an image can be lose a whole …. Ask students to predict the listening from
ng
used to prompt students to use language they already the phrases. You can also ask them to extend some phrases
have. It also provides an opportunity for students to to make them meaningful, e.g., I lose a whole hour each
experiment with new language, or to paraphrase words day commuting to work. As students listen, the fact that
ni
they do not know. As a teacher, you can then rephrase they have learned these chunks gives them something to
and model correctly what they have attempted to say. catch and hang on to as they listen.
ar
For example, using a visual of blocks of apartments 3 Set a simple first-listening task so that students don’t need
in a crowded city, ask: What adjectives describe this to worry about not catching every word. This may mean
Le
place? What are people doing in this place right now? asking students to recognize the topic people are talking
Brainstorming language introduces the topic, creates about, rather than any detail, or it may mean asking them
interest, and enables students to activate vocabulary. to say how many speakers there are, or where they are, or
It recycles previous learned language, encourages
c how they are feeling, or why they are speaking.
hi
students to learn from each other, and highlights gaps 4 Create a positive environment for listening. Make sure
in their knowledge that can be addressed in the lesson. students are sitting comfortably and are ready to listen.
ap
Announce that you are about to press play. Tell students

to sit back and close their eyes if they want to as they
Pre-teaching key words before listening
gr
listen and don’t ask students to write anything while

they are listening.
1 Choose five or six key words or phrases from the script
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and write them on the board before students listen. 5 Put students in control. Ask one student to be in charge
Choose words or phrases that are key to the topic or of the device you are using to play recordings. The
understanding, rather than focusing only on the most rest of the class tells that person when to start playing
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difficult words. Elicit the meaning of the words from the recording, when to pause it, when to rewind, and
the class or ask them to look them up in a dictionary. whether they want to listen again.
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2 Consider pre-teaching chunks of language rather than

isolated words (e.g., both a shelter and a home; with a
chimney). This provides more context to help students Activating schema
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guess meaning, but it also helps with the listening as “Activating schema” is a term used to describe ways of
they can hear and comprehend whole pre-learned accessing the individual learner’s existing knowledge of
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chunks as the recording plays. the information being learned.

3 Use the key words to make a pre-listening task. Ask
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• Use visuals connected to the text material (e.g., the

students to predict the content of the listening from the picture of Mike Fay in the Student’s Book) or more loosely
key words or ask how the key words relate to each other. connected (e.g., bring to the class a hiking boot or a
picture showing logging in a forest). Use the visual material
to find out what your students know about the topic, and
what experiences they have connected with the topic.
Make an explicit link between the topic of the text and
students’ own lives and experiences.
• Ask students what they would like to know about the
topic of the text. Ask: What do you want to know? What
information do you expect to read/hear?
• Before reading or listening at length, you could ask students
to read a background text, watch a short video clip, or
listen to others discuss the topic of the listening or reading.

Unit 9 Unit 10
Learning words in the context of a sentence 4 Manage the classroom space efficiently. Ensure pairs
of students aren’t sitting too close to each other. Tell
Learning and recording new words within the context of
students to turn their chairs so that they are facing each
a sentence can help students to understand meaning and
other, or tell them to stand up and find a separate area
use of a word, as well as making it more memorable. Here
of the room in which to act out their roleplay. Often
are suggestions for helping students to learn words in
it’s a good idea to change partners or ask students to
context:
change roles in order to provide a variety of interaction
1 Choose words to teach that are connected by topic and further practice.
(e.g., words connected with shopping) or by part of
5 Bring the roleplay to a conclusion. In order to give a
speech (e.g., a set of adjectives).
sense of completion, remember to give brief feedback
2 Ensure students look at words in their context. Do this on the content of what students were saying, as well as
by asking students to find and underline words in a text identifying some errors that you may have noted with
or audioscript, or to put selected words back into the the use of the target language.
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sentences where they were originally used, or to replace
other words in sentences with the words you want to
teach. How to give feedback after a fluency activity
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3 Ask students to focus on how a word works in a In a fluency activity, students are likely to be concentrating
sentence. Ask: What part of speech is it? Why is it used?
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on communication rather than the use of particular
What other word could you use? language forms. As a result, don’t stop students to correct
4 Enable students to practice using the new words in them as they speak, as this may inhibit their fluency. Only
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context. Ask them to write new sentences, including interrupt students if there is a language breakdown, or
personalized sentences, with new words, or ask them to you have an interesting comment or useful phrase to
improvise a dialogue using the new words. briefly contribute.
5 Ask students to record new words in their notebooks in
cAs students speak, monitor pairs or groups, and listen
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meaningful sentences or phrases. for both the content of what they are saying (i.e., the
interesting things they say) and their language use. Note
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or remember any interesting content points, as well as any

Unit 10 really good phrases that are used or any errors that are
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made.
In feedback, you can choose to concentrate on the
How to manage a roleplay
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content of what students said if you feel that this will be

most rewarding for them. In other words, just ask what
Roleplays are an invaluable chance for students to practice
they found out or discussed. However, this is also an
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their communication skills in as realistic a situation as

opportunity to help students to broaden or improve their
possible. Here are some tips to help students prepare and
language use. Here are three ways to do this:
act out roleplays in the classroom:
1 While students are speaking, note down five short
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1 Provide lots of preparation time. Preparation enables

sentences or phrases that you hear, two of which
students to be clear about their role and what they
are structurally correct and three of which are not.
need to say. Students could prepare individually (e.g.,
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If possible, choose phrases featuring language that

each student notes down three or four things to say
students have just studied. Write the phrases on the
before getting together with their partner to speak)
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board and ask students to work in pairs to decide which

or in pairs (e.g., students work together to prepare or
are incorrect and to correct them.
even write out what they are going to say).
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2 Write a selection of phrases that students said during

2 Provide model language for students to use. Write
fluency practice (which may or may not be correct) on
specific language prompts on the board or remind
the board. Ask students to think of better or different
students to refer to their notes on recently studied
ways of saying them. This is a way of not just repairing
language. Encourage them to actively include this
but improving what students say.
language when speaking.
3 Write a selection of model phrases that students didn’t
3 Set clear time limits and goals. Before students start
say but could have said. Ask students to think of when
to speak, tell them how long the activity will last, how
they might have used these phrases during their activity.
many people they must speak to, and what information
they need to find out (if relevant).
184
Unit 11 Unit 12
Reading texts as a springboard for student Repetition and substitution drills
interaction A repetition drill involves clearly but naturally saying a
A reading text offers an invaluable opportunity to piece of target language and getting your students to
generate student interaction and discussion. repeat it.
1 Write five or six key phrases or chunks of language 1 Select and shorten some useful language. Use some
from the text on the board. Ask students to discuss and short sentences, in context, from the audioscript in this
predict the meaning of the phrases in isolation before lesson.
reading the text to find how the phrase or chunk is 2 Say the first sentence with books closed. Students must
used in context. Students then discuss meaning in pairs listen to you and repeat. This focuses students’ attention
again. This task helps students to pre-learn words, on the sounds.
predict content, read intensively and, importantly, it gets 3 For efficiency, use clear visual signals. Use a sweeping arm
students talking about meaning and context. gesture to get the whole class to repeat. Use an open
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2 Ask students to read a text and find out all they can gesture, pointing toward a student to get the individual
about a broader area. So, a task for a text about wine- to repeat. For each phrase you drill, first ask the whole
making might be: What did you find out about wine- class to repeat, then ask three or four individuals to
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making? Such a task requires students to verbalize, and repeat.
summarize in their own words, what they can remember 4 Give specific feedback. Correct students who make any
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about a text. This generates authentic speaking practice, mistakes with form and pronunciation.
and leads to students sharing information and correcting
A substitution drill requires students to think about
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or adding to what their partner says.
meaning, and obliges them to manipulate the form more.
3 Ask students to provide information from the text to
For example, for the language point in this lesson, say, I’m
justify their choice of answer. This might involve quoting
ill—what did I do wrong? or I failed my exam—what did
directly from the text, paraphrasing sections of the text,
c I do wrong? Students give you ideas, e.g., you ate a very
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or referencing the text by saying where they found the
hot curry or you didn’t wear a coat; you didn’t study or
information. This leads to discussion and cooperation
you went to a lot of parties. Write up these ideas as short
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between students, and in turn a closer reading of the text.
prompts on the board (e.g., eat a curry, wear a coat; study
hard, go to parties). Now say, for example, You shouldn’t
have eaten the curry, and get the class to repeat. Do this
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Editing and proofreading written work with a few more phrases, then ask students to make their
own sentences and practice with a partner.
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1 Ask students to work together to think of ideas,

research information, and prepare notes. Widen this As well as written prompts, you could use picture prompts,
collaboration by getting different pairs or groups mime prompts, or realia prompts. For example, for the
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to share their notes, or comment on and add to any “failed exam” context, bring in and show pictures of
information that has been gathered. somebody going to a party, sitting in a library, lying on a
2 When students are writing, let students sit in a circle or beach, etc., and get students to make sentences from the
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around a table as they write so they can easily ask each other pictures.
for words they don’t know, for spellings, or corrections.
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3 A typical editing and proofreading process would be:

First draft ➞ Writer reads and revises carefully ➞ Editor The importance of relevance
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reads and makes comments ➞ Writer produces second

draft ➞ Writer reads and revises carefully ➞ Editor reads 1 Ask students to look at the title and sub-headings of
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and makes final comments ➞ Writer produces final an article or essay, and predict what information they
draft. Get students to follow this process by swapping are about to read. After students have read the text,
drafts and commenting on each other’s work. ask whether specific sentences are relevant to what the
article or essay is about, or not.
4 Ask students to do a final check on each other’s pieces of
writing before submitting their work. You will need to set a 2 Ask students to predict what information they expect to
list of things for proofreaders to check for. read in a particular paragraph. Then ask them to read it
and say whether their predictions were right. Ask: What
5 Students need a natural response to their work. So, if it’s relevant information could you add to the paragraph?
an article or essay, students should read each other’s work What information could you remove?
and say whether they agree with its content or arguments.
If it’s a letter or an email, they could write a reply. 3 Remove sentences from a text and ask students to say
where they should go. This requires students to read
6 Explain how editing is beneficial to the editor. By editing a text very intensively and to consider how relevant
others’ work students gain critical thinking skills, become each piece of information is. This task type is commonly
good at recognizing errors, and are exposed to a range of used in examinations and is therefore a useful skill for
writing styles and different language uses. Students also students to practice.
become familiar with what is required for graded work.

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Workbook: answer key
Unit 1 4 Whose synesthesia mixed color, hearing, touch, and smell?

Wassily Kandinsky.
5 What color does Mark’s sister associate with “Tuesday”?
1a (pages 4 and 5) Brown.
1
5
1 baseball 2 California
1 Do you taste the words you hear?
2 2 Do words have color for you?
1 e 2 d 3 a 4 c 5 b 3 Can you read without tasting words?
4 Which senses do you mix up?
3 (Student’s own answers)
1 are asking 2 ‘m eating 3 ‘re making 4 seems
5 ‘m living 6 love 7 go 8 ’m sitting
6
1 Can you tell me what time it is?
4
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2 Could you tell me your zip code?
1 have 2 love 3 am making 4 is getting 5 speak 3 Can you tell me if/whether the banks are open today?
6 am learning 7 study 8 don’t believe 9 play 4 Do you know where I can catch the downtown bus?
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10 sounds 11 dress 12 don’t agree 5 Can you tell me how this machine works?
6 Do you know how long you will be here?
5
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7 Could you tell me if/whether there is a reduced price for
1 agree 2 hope 3 Do (you) recognize 4 don’t remember students
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5 Are (you) thinking 6 are (you) taking 7 seems 8 Can you tell me why you’re taking six classes?
8 doesn’t taste 9 is expecting
7
6 1 luck 2 happy 3 power 4 sad 5 brave 6 angry
2 I’m wearing / I’m not wearing
c
hi
3 I remember / I don’t remember 1c (page 8)
4 I’m thinking / I’m not thinking
1
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5 I need / I don’t need

6 I feel / I don’t feel or I’m feeling / I’m not feeling 1 d 2 b 3 a 4 c
7 I prefer / I don’t prefer
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8 I get up / I don’t get up 2

9 I know / I don’t know 1 a 2 a 3 c 4 c 5 b
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10 I understand / I don’t understand

3
7 1 They wanted to find out what people enjoyed so much
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1 opinion 2 behavior 3 predictions 4 curious about these games.

5 in the case 6 everyday 2 A real-world character.
3 Video games increase people’s happiness and positive
8
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feelings about themselves.

1 f 2 b 3 g 4 e 5 d 6 a 7 h 8 c
4
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1b (pages 6 and 7) 1 is turning into 2 ’s going on 3 find out 4 turns out
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1 1d (page 9)
1 No.
1
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2 Two or more of their senses get mixed up.

3 No. It doesn’t really have any serious effects on his 1 O: It’s a pleasure to meet you.
day-to-day life. 2 C: Let me give you my card.
4 Mark’s synesthesia means that he tastes words. Kandinsky’s 3 O: May I introduce myself?
synesthesia mixed color, hearing, touch, and smell. 4 C: Let’s stay in touch.
5 Seeing days of the week in color. 5 C: It’s been good talking to you.
6 Our brains. 6 O: I’m very pleased to meet you.
2 2
1 taste 2 hears 3 hearing 4 touch 5 smell 1 May I introduce myself?
2 It’s a pleasure to meet you. or I’m very pleased to meet you.
3 3 It’s been good talking to you. or Let’s stay in touch.
1 What condition does Mark have? 4 Let me give you my card. or Let’s stay in touch.
Synesthesia.
2 Who else in his family has the same condition? 3
His sister. 1 for 2 on 3 at 4 in 5 for 6 at
3 Which sense gives Mark problems?
Taste.
Workbook: answer key 187

4a have gotten, I’ve never seen, I’ve just arrived, I’ve already
1 d 2 c 3 b 4 e 5 a heard, I’ve never experienced, We’ve been
4b 5
2, 5 1 We’ve / We have been here for … we’ve / we have seen
2 I’ve / I have performed every night since
5 3 We’ve / We have never had
1 Are you? 2 Is it? 3 Yes, I do. 4 No, I can’t. 5 Are they? 4 My friend has lived here for … I’ve / I have decided
5 I’ve / I have always wanted … Since … I’ve /
1e (page 10) I have become
6 I haven’t / have not heard
1a
6
1 letter 2 informal 3 known 4 to give information
1 Have you seen Billy Elliot yet?
1b 2 Don’t book me a ticket. I’ve already bought mine.
1 About our work: b 3 I can’t meet you later. I haven’t finished my work yet.
2 Satisfied customers: a 4 We’ve just been to see Lady Gaga. Wow!
3 About us: c 5 I arrived this morning and I’ve already seen dozens
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of performances.
2 6 I’m not sure what that means! I’ve just started
1 I am working on a new product this year. or This year, I am learning Spanish.
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working on a new product.
2 I can also help you with new projects. or Also, I can help 8
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you with new projects. 1 cheerful 2 unusual 3 lively 4 catchy 5 repetitive
3 We are currently advising a national company. or 6 sad 7 tuneless 8 interesting
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Currently, we are advising a national company.
4 We are completing a major contract at this time. or At this 2b (pages 14 and 15)
time, we are completing a major contract.
1
5 In addition to this, we have offices in all major cities.
6 We work in television, too.
c 1 cry 2 laughing 3 Cheer up 4 laugh, cry
hi
5 bad mood 6 smile, smile
3
2
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1 designer 2 consultant 3 special 4 dyes

5 developing 6 allergic 7 passion 8 colorful 1 F (He’s not in a circus or anything.)
9 continually 10 painter 2T
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3T
Wordbuilding / Learning skills / Check! 4 F (He was on the wire for 45 minutes.)
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(page 11) 3
1 heard of 2 ’s done 3 ’s walked 4 felt 5 decided
1
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6 went 7 ’ve made

1 impression 2 identity 3 Americans 4 culture
5 media 6 food 4
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a was, made
2 b have (you) decided
1 special 2 vegetarian 3 positive 4 worldwide 1 a: haven’t laughed
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5 famous 6 serious 2 b: have invited

3 a: saw
7
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4 b: haven’t thought
1 spelling 2 baseball 3 hotel 4 death 5 email 5 b: booked
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GLOBALIZATION 6 a: saw, was

7 a: ’ve just finished, laughed
Unit 2 8 b: has bought
5
2a (pages 12 and 13) 1 began 2 was 3 didn’t study 4 felt 5 ’ve learned
1 6 ’ve been 7 made 8 spoke 9 understood 10 have had
1 Kristen 2 Alvaro 3 Theo 4 Carmen 5 Tara 7a
2 1 play 2 tell 3 give 4 sing 5 make 6 write 7 star
1 T 2 N 3 T 4 F 7b
3 2 Authors write plays.
1 acrobat 2 juggler 3 living statue 4 puppeteer 3 Comedians tell jokes.
4 Musicians play instruments.
4 5 Ordinary people sing karaoke.
nine verbs: I’ve known, I haven’t lived, I’ve felt, My paintings 6 Politicians give speeches.
7 Rock bands make albums.
188 Workbook: answer key

2c (page 16) 2
1 The missing sentences are: 2 a, 3 c, 5 e.
1 because it’s about people’s lives on one day, Ravi Shankar was a classical Indian musician who’s had huge
July 24, 2010 success over many decades. I’ve followed his work since I
2 one of drama and romance saw him on TV a few years ago. Despite being from a classical
3 ordinary people Indian background, he’s had mainstream success in the West.
4 no This began decades ago when he met George Harrison, of
5 movie director Kevin Macdonald’s the Beatles. In 1956, he began playing Indian classical music
6 on YouTube on tour in Europe. Because of this, the popularity of Indian
classical music increased. I enjoy the music he had made up
2 until he passed away. Although I don’t know much about
1 July 24, 2010 2 90 minutes 3 400 4 40 5 4,500 classical Indian music, I love his work. I like it because it
6 81,000 7 192 sounds beautiful and unusual to me. It’s really different from
Western music. There’s recently been an explosion in the kind
3 of music we can hear, and I enjoy it all!
c
Wordbuilding / Learning skills / Check!
4
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1 N 2 N 3 A (page 19)
1 tourist
5
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2 director, entertainer, painter
1 What kind of 2 kind of 3 the same kind 3 consultant, participant
4 comedian, magician, librarian, politician
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4 the right kind 5 How kind 6 certain kinds of
2d (page 17) 2
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1 -er
1 Do you want to, Would you like to 3
2 Do you feel like, Are you interested in
c 1 librarian 2 painters/artists 3 tourists 4 photographer
hi
2 5 participants/contestants
Possible answers:
7
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Yeah, why not?

I like the sound of that. 1 photos 2 entertainers 3 reggae 4 flamenco
I’m not in the mood. 5 orchestra 6 Romeo + Juliet 7 magician 8 ideas
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9 new 10 good
3 PERFORMING
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1 What’s on? 2 Who’s it by? 3 Who’s in it?

4 When’s / What time’s it on? 5 What’s it about?
Unit 3
4
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2 It was absolutely / really awful. 3a (pages 20 and 21)

3 It was really / very boring. 1
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4 It was really / very good.

5 It was really / very disappointing. a 2 b 1
6 2
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1 bored 2 amazing 3 disappointed 4 moved 1 B 2 H 3 W 4 H 5 W 6 W 7 B

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5 depressing 6 fascinating
3
1 saw 2 best moment 3 solve the problem
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2e (page 18) 4 amount of work you have to do

1a 5 increased by twice as much 6 was successful
1 because of this 2 both options are correct
3 both options are correct 4 In contrast, 5 but 4
1 When did the sports fishermen see some oceanic whitetips?
1b 2 When did Brian Skerry spot a shark?
a Despite being from a classical Indian background, he’s had 3 How did he know that it was a whitetip?
mainstream success in the West. 4 What were Skerry and his assistant going after at the end of
b In 1956, he began playing Indian classical music on tour in the assignment?
Europe. Because of this, the popularity of Indian classical 5 What happened on the eighth day?
music increased. 6 What was Skerry doing when the weather improved?
c Although he died in 2012, his music is still popular today.
d While he loved Matisse and Picasso, he didn’t believe in 5
owning art. 1 saw … were surfing
e Although I don’t know much about classical Indian music, 2 was climbing … dropped
I love his work. 3 was … was coming up … were jumping
4 started … were filming

5 got … packed up … went 3 had gone “plastic-bag free”
6 were sailing … got 4 is 300 times greater than tap water
5 they can get it from the tap
6a
1 climbed down 2 decided to 3 looked dangerous 4
4 dropped Tom’s 5 learned to 6 turned deep 1 become 2 met 3 received 4 obtain
7 5
1 immediately / suddenly 2 easily / safely 3 carefully 1 d 2 b 3 e 4 a 5 c
4 immediately / noisily 5 immediately 6 badly
7 fortunately 8 carefully / safely 3d (page 25)
1
3b (pages 22 and 23) 1 During 2 After 3 suddenly 4 While 5 later 6 then
1
1 iceberg 2 submarine 3 yacht 4 rocks 5 cannon
6 (ship)wreck
2
1 when 2 As 3 While 4 when 5 when 6 As
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2
c
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3
All the words – except tornado and waves – are in 3e (page 26)
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the program. 1
4 a 1 b 13 c 15 d 4 e 12 f 8 g 6 h 2 i 5 j 11 k 9
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1 a 2 b 3 c 4 c l 10 m 3 n 14 o 7
5 2a
1 bridges had disappeared
c 1 arrived in 2 sad 3 met some friends 4 full of people
5 went 6 amazing 7 exciting 8 starting
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2 farmland had turned into desert
3 rivers had changed course 2b
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4 roads had disappeared

5 sand had moved to new areas 1 spectacular 2 bumped into 3 packed
6 trees had washed away 4 made my way 5 familiar faces
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6 3
1 fabulous, impressive, magnificent, spectacular
1 most residents had left the area
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2 electrifying, exciting, exhilarating, thrilling

2 at what had happened
3 busy, crowded, full, packed
3 there had been trees
4 move on, set off, take off, travel
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4 roads and bridges had disappeared

5 where people had had farms 4
6 how much had changed Model answer:
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7 On Saturday evening, we all got dressed up and went to

dinner in the spectacular dining room. The whole thing was
1 managed 2 were 3 had become 4 had already died
a re-creation of dinner on the Titanic. The dining room was
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5 were able to 6 had tried

packed, and it was thrilling to see everyone in authentic
8 costumes. We bumped into some people we had met earlier,
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1 d 2 b 3 c 4 e 5 a or 1 d 2 c 3 e 4 b 5 a and they joined our group. The food was amazing too, and
the whole thing was very moving.
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3c (page 24) Wordbuilding / Learning skills / Check!

1 (page 27)
Italy
1
2 closely, easily, exactly, extremely, finally, immediately,
1 from an underground water reserve incredibly, naturally, normally, professionally, recently,
2 to extract the water, bottle it, and sell it as drinking water unexpectedly
3 He had written a letter to the newspaper about banning
bottled water. 2
4 The town decided to become “bottled-water free.” 1 extremely 2 recently 3 natural, normal, professional
5 after national and international newspapers wrote articles 4 exactly 5 incredible 6 easily, immediately
about the story
3
3 The student includes the following things:
1 they didn’t want to buy their own water in bottles example sentences; how he/she feels about something; other
2 fight the water company … ban bottled water completely students; reminders to do things; test scores; vocabulary;
writing (entry for Nov. 10th)

5 4
1 rain 2 bottled 3 fresh 4 running 5 hot 6 boiling 1 Lorna’s brother is finishing school/starting an
7 salt 8 cold apprenticeship soon.
2 Lorna will be back in Vancouver in May or June.
X F L H H N I E K O 3 She’s going to look for a new job in Vancouver.
4 She hasn’t found somewhere to live in Vancouver.
H R I R U N N I N G 5 She might be able to stay with Brett.
A E B S E L A Z B I 6 She promises to bring her brother a Hollywood mug.
R S O Q V O B U O T 5
1 a 2 d 3 c 4 b 5 d 6 a 7 c 8 b
E H I P N H O T Y S
O A L Z I P T E W A
6
1 I’m going to look for a new job.
R A I N W A T E R L 2 I’m starting my new job next week.
P L N I E U L T T T 3 I’ll meet you tonight.
4 The bus leaves at eight o’clock.
E B G S U A E N B O
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5 My friend is going to drop out of college.
6 My friend is taking an exam tomorrow.
Y U V C O L D X R U
7 I’ll help you study.
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8 The exam takes place at the end of June.
Unit 4 7
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1 miles 2 email 3 I’ll 4 fail 5 oil 6 feel
4a (pages 28 and 29)
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1
4c (page 32)
1 jobs 2 working 3 work 4 jobs 5 work 6 job 1
7 work 8 job
c
1 flextime 2 pay raise 3 staff discounts 4 promotion
5 part-time work 6 paid vacation
hi
2
Speaker 1: education
2
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Speaker 2: home, work 1 b 2 b 3 c

Speaker 3: health 3
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Speaker 4: environment, languages

1 F 2 T 3 T 4 F 5 F 6 T
3 4
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1 S 2 S 3 S 4 NS 5 S 6 NS 7 NS 8 NS

1 people who grew up with the internet
4 2 He doesn’t believe in making plans. Plans are for
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1 will 2 won’t 3 will 4 definitely (also certainly) old people.

5 certainly (also definitely) 3 If you don’t have an open mind, you might miss
an opportunity.
5
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4 because the people in the program are 21 years old

1 probably 2 might (also may, could) 5a
3 could (also may, might) 4 may (also might)
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5 could (also may, might) 1 a 2 b 3 b 4 a
6
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4d (page 33)
1 a 2 b 3 a 4 b 5 b 6 a 1
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1 well organized 2 self-confident 3 independent

4b (pages 30 and 31) 4 methodical 5 creative 6 conscientious
1
2
1 leave school 2 stay in school 3 pass an exam
4 retake an exam 5 go to university 6 become an 1 d 2 a 3 b 4 c
apprentice 7 get a degree 8 drop out of college 3
2 1 Can or Could
1 café 2 waitress 3 works there 4 her twenties 2 Would it be all right if or Would it be OK if
5 single 3 Could you or Can you
4 Is it OK to or Is it all right to (also Can I or Could I)
3 5 Would you mind or Do you mind
1 Vancouver
2 Los Angeles 4e (page 34)
3 to let him know her plans
4 It’s been great, but she’s not going to stay there forever. 1a
c

1b 3
1 Dear Mr. Brown, 1 make lunch 2 make a mess 3 makes me sick
2 I am writing in reply to your advertisement. 4 make you a drink 5 make sense 6 make up my mind
3 I am enclosing my application form.
4 I am an enthusiastic person, and I enjoy working 4
with people. 1 north 2 Aboriginal people 3 collecting
5 I have several years’ experience in this area.
6 I am available for an interview at any time.
5
7 I look forward to hearing from you. ants, leaves, water lilies, grass
8 Yours sincerely, 6
2 c
outgoing, energetic 7
some experience in catering or retail
hard-working 1 You can’t camp in the park.
authorized to work in the U.S. 2 You have to picnic in designated areas.
3 You can’t swim in the river.
3
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4 You should carry water with you.
Model answer: 5 You don’t have to show identification to enter.
Dear Mr. Kapoor, 6 You shouldn’t approach wild animals.
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I am writing in reply to your advertisement ref 119/XG for 7 You have to / You should / You must report any incidents
servers. I am attaching my application form. with wild animals.
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I am an enthusiastic and hard-working person, and I enjoy 9
working with people.
1 had to carry 2 had to wear 3 weren’t allowed to go
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I have worked as a server both here in the U.S. and in my
home country, Brazil. I have several years’ experience in both 4 had to stay 5 could do 6 didn’t have to sleep 7 were
restaurants and cafeterias. allowed to eat
I am available for an interview at any time and am also
available to start work at once.
c 5b (pages 38 and 39)
hi
I look forward to hearing from you. 2
Yours sincerely,
1 a goal 2 individuals 3 resolutions 4 intrepid
ap
Manuel Santos
5 challenges 6 a platform
Wordbuilding / Learning skills / Check! 3
gr
(page 35) 1 Jodi Cobb 2 Børge Ousland 3 Robert D. Ballard

1
eo
4
1 c 2 b 3 e 4 d 5 a 6 f 7 g 1 If you eat a healthy meal, you’ll feel better afterward.
2 2 If I watch a movie, I’ll enjoy myself.
lG
3 If you find a new route to work, you’ll save money.

2 repeat 3 reply 4 review 5 return 4 If you take chewing gum with you, you won’t / will not
4 smoke.
na
5 If you don’t buy chocolate, you won’t eat it.

Possible answers:
6 You’ll live longer if you have a good diet.
Job titles: ballerina, firefighter, movie star, pilot, police officer,
io
rock star, scientist, soccer player, engineer, vet 5

Pay and conditions: badly paid, dirty, responsible, stressful, 1 You won’t achieve anything unless you take risks.
at
well-paid 2 Your friends will help you as soon as you ask them.
Describing jobs: boring, challenging, dangerous, enjoyable, 3 You’ll be successful when you plan things carefully.
N
exciting 4 You won’t know what you can do until you try.
Job requirements: degree, experience, qualifications, skills 5 You’ll make a lot of mistakes before you succeed.
5 6
1 new 2 ambition 3 intend 4 college 5 hard-working not part of a healthy lifestyle: cutting down on relaxation,
CHINA avoiding outdoor activities, taking up smoking
Unit 5 7
1 b 2 d 3 c 4 a
1 5c (page 40)
1 make 2 up your mind 3 them a nice meal 4 simple 1
steak 5 a suggestion 6 me hungry 1 electric 2 high 3 indoor 4 night 5 irregular
2 2
a a simple steak b a suggestion c them a nice meal 1 c 2 a 3 b 4 b 5 c 6 b
d me hungry e make up your mind

3 Wordbuilding / Learning skills / Check!
a
(page 43)
4 1
1 d 2 b 3 a 4 e 5 f 6 c 1 gone up 2 put up 3 take up 4 speed up 5 grow up
2
5d (page 41) 1 come down 2 get … down 3 slow down
1 4 take … down 5 bring down
1 What’s that made of? 4 Does it come with
2 What do they taste like? vegetables? 3
3 I think I’ll try that. 5 I’ll have the same. 1 writing the same idea in different ways
2 thinking about who the reader is
2 3 listing useful linking words
1 need to 2 don’t need to 3 have to 4 have to
5
3 Across 2 plantain 5 fugu 6 salt
1 baked 2 fish 3 hot 4 bland Down 1 caffeine 2 pizza 3 appetizer 4 junk food
ng
4
1 D 2 A 3 M 4 A Unit 6
ni
5a 6a (pages 44 and 45)
ar
1 comfortable 2 evening 3 national 4 traveling 1
They’re lining up at a check-in desk at the airport before their
Le
5e (page 42) flight.
1a 2
1 opening times 2 prices 3 cafeteria
c 1 tipping, baseball, and waiting in line
hi
1b 2 waiting for a bus, waiting in a store, waiting to buy tickets
1 The swimming pool doesn’t open until 9 a.m. Therefore 3 the last person in the line
ap
people can’t swim before they go to work. 4 You only find out which gate to go to when the gate opens.
2 Taking away discounts for retired people means that they 5 The lines aren’t as long.
can’t afford to use the center very often. 6 No
gr
3 The multi-ticket scheme is too complicated. Consequently, 3

people don’t take advantage of offers.
1 culture 2 arrive 3 behave 4 advance
eo
4 Opening the cafeteria to the public will result in more

people using the center. 4
5 The price increase has led to fewer students using the 1 long time 2 too long 3 as long as 4 all night long
lG
center. 5 long enough 6 long

2 5
na
Model answer: 1 so that 2 for 3 for 4 for 5 to 6 so that 7 to 8 for
Dear Sir,
We are writing to express our concern at the recent changes to 6
io
Newton Community Fitness Center. We are concerned about 1 b: Why did you decide to take the exam? So that I could / To
three aspects of these changes: prices, opening times, and the improve my resume.
at
cafeteria. 2 d: Why has Rich gone to town today? For / To pick up / So

In our view, the multi-ticket scheme is too complicated. that he can pick up the tickets for his vacation.
N
Consequently, people don’t take advantage of offers. The 3 c: What’s that new machine in your kitchen? It’s for making /
price increase has led to fewer families using the center. We So that I can make / To make vegetable and fruit juice.
also note that taking away discounts for retired people means 4 e: Why are you waiting here? For / To see / So that I can see
that they can’t afford to use the center very often. the cycle race when it goes by.
In addition, the swimming pool doesn’t open until 9 a.m. 5 a: Why are you in a hurry? So that I can / To get home before
Therefore people can’t swim before they go to work. it rains.
Finally, we feel that opening the cafeteria to the public will 6 f: What’s “Fit-trak”? It’s an app for counting / so that you can
result in more people using the center. count / to count how far you walk.
We request that you review these changes to the services that
the fitness center provides to its users. 7
Yours sincerely, 1 c: Let’s go to the beach tomorrow. It looks as if / as though /
PH Singh like it’s going to be sunny.
Newton Students’ Association 2 f: This line is really long. It looks as if / as though / like
we’ll be here for hours.
3 a: Why is the car making that noise? It sounds as if / as
though / like a part is falling off.

4 h: Why are you so red? You look as if / as though / like The first two stories are true. The third story is almost true.
you’ve been for a run. The last story was what the author’s friend told her mother
5 b: Paco is very happy today. He looks as if / as though / in 1971 and was believed!
like he had a nice weekend.
6 e: Jenna and Tara have already left the office. It looks as if / 2
as though / like they’ve finished their work. 1 off 2 right 3 mistake 4 joking 5 kidding 6 sure
7 d: Susan said she’s busy on Sunday. It sounds as if / as
though / like she’s not coming to lunch. 6e (page 50)
8 g: Your vacation photos are great. It looks as if / as though /
like you had a good time. 1a
c
6b (pages 46 and 47) 1b
1 An unbelievable three bolts of lightning struck a house last
moai = statue pukao = “hat” night, but fortunately, nobody was hurt. Neighbors called
the fire department after the first bolt of lightning started a
2 small fire. The fire department responded immediately to
1 It is 3,000 kilometers from the coast of Chile. the call. According to the owner of the house, it all happened
ng
2 More than 800. extremely quickly. The area was temporarily affected as the
3 volcanic stone lightning cut off electricity. Later, firefighters said the man
4 About 400 hundred years old.
ni
was incredibly lucky.
5 No, only some of the moai have hats.
6 no 2
ar
1 temporarily 2 immediately 3 fortunately
3 4 extremely 5 quickly 6 incredibly
Le
1 F (The mystery of Easter Island is not really how people
arrived there, but it is connected to what those people did— 3
they made huge stone statues.) 1 extremely 2 Fortunately 3 temporarily 4 incredibly
c
2T 5 immediately 6 quickly
3T
hi
4 F (The pukao must have been added after the main figure 4
was carved.) 1 Incredibly, nobody knows what happened.
ap
5T 2 Sadly, this is not the first time this has happened.

3 The man spoke sadly about the incident.
4 4 Things are gradually returning to normal.
gr
1 must 2 could 3 must 4 can’t 5 could 6 must 5 We were incredibly shocked by the news.
5
eo

1 may have seen 2 can’t have been 3 must have been
(page 51)
lG
6 1
1 must have been 2 can’t have been 3 must have had 1 R, C 2 R, C 3 R, C 4 R, C 5 I, C 6 R, C 7 R, C 8 R, U
4 might have been 5 might have been 6 could have called 9 R, C 10 R, U 11 R, C 12 R, C 13 R, C 14 R, C
na
8 2
1 c 2 e 3 d 4 b 5 a 1 a cook, b cook 5 a call, b call
io
2 a caused, cause 6 a fire, b fire

6c (page 48) 3 a stopped, b stops 7 a fall, b fall
at
1 4 a email, b email
3
N
Wallabies are eating poppies and then becoming so

disoriented that they run around in the fields erratically, 1 b 2 d 3 c 4 a
creating paths that resemble crop circles.
4
2 1 Where did (or does) it happen?
2 extraterrestrial 3 physical 4 wallabies 5 wallabies 2 When did (or does) it happen?
6 poppies 7 wallabies 8 poppies 9 wallabies 3 Who was (or is) involved?
10 humans 11 patterns 12 hoaxers 13 tools 14 patterns 4 What happened (or happens) exactly?
3 5 How did (or does) it happen?
6 Why did (or does) it happen?
b, c
5
4
1 There is enough information to answer all the questions.
1 b 2 c 3 a 1 the north of the Philippines
2 October
6d (page 49) 3 environmentalists, students, campaigners
1 4 A wildlife group monitors the road with the help of local
students.

5 Frogs are increasingly under threat as humans move into 2 They were looking for a place where they could have a
their habitat. better life than in their large German city.
6 to avoid frog deaths 3 Some wanted to live more peacefully, some more cheaply,
2 There is enough information to answer all the questions. or less stressfully.
1 Holland 4 They grow food, make things to sell locally, some also work
2 this month in regular jobs.
3 producers
4 An unusual new ice cream is going on sale 3
5 The main ingredient is camel’s milk. 1 Toni works harder than Sandra.
6 Camel’s milk has less fat and more vitamins than 2 My parents cook better than me.
normal milk. 3 Toni doesn’t drive as carefully as Sandra.
4 Andrew didn’t pass his exams as easily as Brian.
6 5 My brother speaks English worse than my sister.
1 Polynesia 2 Chile 3 Denmark 4 Australia 6 Most people can’t run as fast as Usain Bolt.
PERU
4
1 the more active I am, the happier I am
Unit 7 2 is getting bigger and bigger
ng
3 more and more quickly
4 the bigger the apartment, the better it is
ni
5 is getting messier and messier
1 6 farther and farther
ar
1 blocks 2 residents 3 Public transportation
4 atmosphere 5 skyscrapers 6 financial 7 built-up 7c (page 56)
Le
2 1
Used to can replace the simple past in sentences 1, 2, 4, 1 Tokyo 2 Dhaka 3 Mumbai 4 São Paulo 5 Delhi
and 5. 2
3 c The name refers to 19 cities that will have more than
hi
1 This area didn’t use to have so many skyscrapers 20 million people in the 21st century.
ap
(before). 3
2 The pollution here used to be much worse than it is now.
4 The atmosphere didn’t use to be so relaxed (in the past). 1 b, c 2 a, b 3 a, b
gr
5 There didn’t use to be as many crowded neighborhoods. 4

4 1 Tokyo 2 Lagos 3 Mumbai 4 Los Angeles
eo
Would can replace used to in sentences 2 and 5.

7d (page 57)
5
lG
1
1 When I was young, we lived next to my school.
2 My friends and I would play in the street. 1 rent 2 to have 3 walking or to walk 4 to stay 5 prefer
3 There was a lot of traffic along this road. 6 watching … reading or to watch ... to read 7 have
na
4 I didn’t like my neighbours. 2

5 We wouldn’t go out if it was raining.
Possible answers:
io
7 2 d I prefer swimming because going to the gym is too tiring.

1, 3, and 4 are true. 3 g I’d rather / I’d prefer to / I prefer to have one long vacation
at
2 Timbuktu is a World Heritage Site now. because you can travel farther.
5 It was invaded by Moroccan forces in the 16th century. 4 c I’d prefer a job nearer to home because commuting is very
N
expensive.
8 5 e I’d rather / I’d prefer to / I prefer to rent than buy because I’m
1 learning 2 collection 3 location 4 River not sure if I’ll stay here.
5 Camel 6 gold 7 scholars 6 f I prefer reading the news online as it’s more up-to-date.
7 a I prefer small stores because big stores are less friendly.
8 h I prefer driving a small car as it uses less gas.
7b (pages 54 and 55)
1 7e (page 58)
1 F (There are more than 2,000 abandoned villages.)
2T 1
3 F (It’s a three-hour walk to Matavenero from the nearest town.) a 3 b 5 c 7 d 2 e 1 f 6 g 4
4 F (Some of the new arrivals find that they have to work
harder than they expected and more than half actually
2
leave before a year.) 1 d, e 2 a, g 3 b, c, f
2 3a
1 Residents left to move to cities or to other countries. 1 as = because
2 like = such as

3b 6 doing
1 As 2 like 3 As 4 like 5 as
(page 59) You can:
2 go on a tour with a local guide in Monument Valley
1 3 go up in a hot-air balloon in Monument Valley
1 artistic 2 beneficial 3 central 4 coastal 5 go sightseeing in the Old Town in Prague
5 economic 6 energetic 7 factual 8 financial 6 take a walking tour in London
9 historical 10 musical 11 national 12 original
13 professional 14 romantic 15 traditional 16 typical 2
1 westerns
2 2 Navajo families
1 musical 2 historical or romantic 3 financial 3 because a trip to Monument Valley is all about the scenery
4 professional 5 artistic 6 typical 7 national 4 since the 1990s
5 In the last few years, airlines have been adding more flights
3
ng
and more connections.
1 A 2 V 3 V 4 A 5 V 6 N 6 in tomorrow’s article
4 3
ni
1 N 2 A 3 N 4 V 5 V 6 A 1 ’ve/have been walking … ’ve/have seen
2 has been telling … ’s/has met
ar
5
3 ’ve/have been taking … ’s/has just run out
1 NewYork 2 estate 3 international 4 ger 5 habitat 4 ’ve/have been waiting … ’ve/have paid
Le
6 brick 7 outdoors 8 rent 9 skyscrapers 5 ’ve/have been exploring … ’ve/have found
NEIGHBORS 6 haven’t had … ’ve/have been sightseeing
4
Unit 8 c
2 We’ve been traveling since seven. or We’ve been traveling
hi
for eight hours.
8a (pages 60 and 61) 3 We’ve been coming here for ten years.
ap
4 I’ve been reading this book since I arrived.

1 5 I’ve driven over 1,000 miles.
gr
1 riding 2 playing 3 visiting 4 going 5 hiking 6 lying 6 We’ve stayed in three hotels on this vacation!
2 5
eo
1 trip 2 traveled 3 trips 4 trips 5 travel 6 travel 1 How long have you been lying on the beach? All day.
2 How long have you been traveling? Since seven o’clock. or
3 For eight hours.
lG
1 a 2 a 3 a, b 4 c 3 How long have you been coming here? For ten years.
4 How long have you been reading that book? Since I arrived.
4
na
1 excitement 2 problems 3 half 4 places 5 family

6 bus 8c (page 64)
1
io
5
low-cost airlines, delays, standards, ticket, flexibility, resorts,
1 Flying 2 to buy 3 finding out 4 to decide insurance, toothache, package vacations
at
5 speaking 6 relaxing 7 to go 8 Staying

2
6
N
1 companies/ones/airlines 2 tickets 3 insurance

1 traveling 2 going 3 to take 4 to go 5 to see
6 getting 7 Waiting 8 flying 3
7 1 b 2 a 3 b
1 mentioned 2 wanted 3 happy to 4 imagine
5 get tired of 6 worried about 4
8 1 d 2 b 3 c 4 a
1 I expected to see my uncle. 5
2 We enjoyed going to the museum. 1 and things 2 a few things 3 worst thing
3 The guide was really good at explaining things. 4 sort of thing 5 best thing 6 important thing
4 Can you afford to live here all year?
5 I rarely plan to visit new cities. 6
6 We refused to stand for the whole train trip. airlines = companies
article = report
9 package deals = package vacations
1 worrying 2 to have 3 to pack 4 visiting 5 to find

budget = low-cost Things to pack: hand luggage, insect repellent,
queries = questions money belt, sunscreen, travel pills
At the airport: arrivals hall, baggage claim, departure lounge
8d (page 65) 2
1 1 insect repellent 2 youth hostel 3 campsite
1 baggage allowance 2 boarding pass 3 car rental 4 baggage claim 5 hand luggage 6 money belt
4 food poisoning 5 hotel room 6 passport control 7 sunscreen
7 travel documents 8 train schedule 3
2 1 trip, trip 2 travel, traveled, travel or traveling
1 train schedule 2 passport control 3 hotel room 4
4 boarding pass 5 baggage allowance
6 food poisoning 7 car rental 8 travel documents 1 tour 2 voyage 3 tour 4 voyage
3 5
1 delays 2 sightseeing 3 board games 4 camel
1 b 2 f 3 e 4 c 5 a 6 d
5 weather 6 ticket 7 ecotourism 8 destination
ng
4
1 at, at 2 from, from 3 for, For
Unit 9
ni
8e (page 66)
ar
1a 1
Le
1 No way! 2 Wow! 3 Cool! 4 Awesome!
1 a, b 2 a, b 3 a, c 4 c
1b 2
1 thx 2 xoxo 3 LOL 4 BF 5 GF
1 c 2 b 3 a 4 c 5 b
1c
c
hi
3
2 The beach is gorgeous!
1 are being assembled 2 contains 3 will be bought
3 The trip was exhausting!
ap
4 have been made 5 are used 6 include

5 I love it here!
7 has often been associated 8 are being substituted
1d
gr
4
1 The food here is delicious.
1 nice = opinion, plain = factual, gold = factual
2 I’ve been on a bumpy camel ride.
eo
2 beautiful = opinion, traditional = factual, hand-woven =

3 I’ve never been so hot in my life!
factual
4 I’m taking it easy today because I did too much yesterday.
3 gorgeous = opinion, antique = factual, silk = factual
5 You’ll find photos in the usual place online.
lG
Adjectives that give opinions come first.

1e 5
1 Weather here fantastic.
na
1 large, tiny 2 19th-century, old

2 Lying by the hotel pool since we arrived.
3 hand-made, mass-produced 4 blue 5 Italy
3 Thinking of staying an extra week cos it’s so beautiful.
6 plastic, wool
4 Have arranged to go on a couple of day trips.
io
5 Had a terrible flight. Long delay, seats uncomfortable, 6

and no food!
at
1 The factory makes mass-produced plastic toys.

2 2 It’s a 19th-century silk wall hanging.
N
3 We bought a blue wool rug at the sale.

Model answer:
4 She usually wears large gold earrings.
Hi Sue!
5 It’s a tiny Italian box.
Had a terrible flight. Long delay, seats uncomfortable, and no
6 We’ve got some old metal chairs in the garden.
food! But, anyway, the weather here is fantastic. Never been so
hot in my life! Hotel great—been lying by the hotel pool since
we arrived. People seem friendly and food here delicious! 9b (pages 70 and 71)
Thinking of staying an extra week cos it’s so beautiful. 1
Love,
1 special offer 2 purchases 3 afford 4 budget 5 value
Milla
for money 6 goods 7 checkout 8 deals
(page 67) 1 a 2 one or two 3 online banking 4 cash machines
5 several 6 too many 7 a few 8 a little 9 plenty of
1 10 the 11 any 12 the world 13 a little 14 one or two
Accommodations: budget hotel, campsite, guest house, 15 some 16 dates
youth hostel

3 2 Mainly positive.
1 It should be unique and secret. 3 One glass bowl was broken when it arrived
2 a security expert 4 No.
3 numbers and uppercase letters DVD player
4 the ten most commonly used passwords 1 Both.
2 Mainly negative.
4 3 The cable keeps falling out of the back of the player; the
1 I saved lots / a lot of money … remote control stopped working after two days.
2 … studying, time management is … 4 No.
3 … working as a waitress …
4 … there were too many people there. 2a
5 … in a few minutes. Glass bowls DVD player
6 … gave me (some) really good advice … they – the bowls it – the DVD player
7 … buying electrical goods. it – the photo they – the seller
8 I need a few more days … they – the company them – the seller
this – feedback/review
5a them – the seller
ng
1 each other 2 yourselves 3 each other 4 each other
5 himself 6 her 7 themselves 2b
1 When the bowls came, one of them was in fact broken.
5b
ni
2 I decided to post this review to warn people not to buy
1 himself 2 myself 3 each other 4 herself 5 himself from this seller.
6 each other
ar
2c
6a 1 The sweater fits me perfectly, and I love the color. I think
Le
1 an 2 reflected 3 and 4 beautiful 5 his 6 looked it is good value for money.
2 The vacuum cleaner came with some instructions, but they
9c (page 72) aren’t in English so we can’t understand them.
2
c 3 I ordered this bag online. But when it came, it wasn’t what
I expected.
hi
1 c 2 a 3 b
3
ap
3 Model answers:
1 a 2 b, 3 b, 4 5 6 b, 7 c, I bought a DVD from this seller. When it came, I noticed it was
8 c, scratched. It didn’t play, so I emailed the seller and they sent me
gr
a replacement DVD. The replacement is fine, but I don’t think I

4 can recommend this seller.
eo
1 How much did it cost you? I ordered a pair of these leather boots because they were on
2 I’ve spent far too much money today. sale. I’m very pleased with them because they are a perfect
3 She always uses too much perfume, I think. fit and the leather is good quality. All in all, I’m happy to
lG
4 I haven’t had much time to go shopping recently. recommend this product.

5 Oh, that’s much too expensive!
6 I can get this much cheaper online. Wordbuilding / Learning skills / Check!
na
(page 75)
9d (page 73)
1
io
1 1 world-famous: actor, brand

1 Can I look at one? 2 deadly-looking: knife, weapon
at
2 It’s on sale for $30. 3 hand-dyed: leather, silk

3 No, I want something more modern. 4 eight-year-old: boy, child
N
4 Yes, where’s the dining room section?

5 Do you have the reference number? 2
6 How much do you charge? 1 paper 2 Hand 3 two 4 full 5 vacuum 6 old 7 24
7 Yes, you can pay by credit card or in cash. 8 life
2 3
1 in stock 2 cash registers 3 exchange 4 delivery Possible answers:
5 reference number 6 receipt … return borrow: b, c, d
merchant: a, b, c, d
3 mass-produced: a, b, c, d
eighth foreign neighbors sight receipt whale
5
9e (page 74) a coins b receipt c earrings d spices e cash register
f carpet g orange juice h calculator
1
Glass bowls
1 Both.

Unit 10 6
1 a 2 c 3 c 4 a 5 c 6 b
10c (page 80)
1 had to … would you go
2 could take … would be
1
3 would you miss … would be b
4 moved … would be 2
5 ’d / would find … went … ’d / would welcome … Both the movie and the photo are about brain activity/
’d / could probably do … ’d / would have to power.
6 would be … ’d / would love … had
3
2 1 They look at how movies deal with science.
1 would 2 would 3 could 4 might 5 would 6 might 2 The main character takes a special pill that lets him use 100
3 percent of his brain power.
3 He writes a book. He learns to speak Italian. He becomes a
1 Would you go 2 ’d / would be 3 wouldn’t go 4 paid
master of martial arts.
ng
5 weren’t 6 ’d / would love 7 ’ll/will probably get
8 drops 9 ’ll/will buy 4
4 1 true 2 functions 3 hidden 4 inefficient 5 limitless
ni
1 clothes 2 car technology 3 food 4 air conditioning 5
ar
5 daily routines The three things the character did are things that we could
5 all manage to do—if we used our own limitless brain power
Le
more efficiently.
1 woman 2 woman 3 woman 4 man 5 man
6 6
1 b 2 a 3 d
1 wouldn’t enjoy: man
7 c
hi
2 ’d / would feel … wore: woman
3 lived … ’d / would gain: woman 1 invite 2 steal 3 lead 4 borrow 5 carry 6 react to
4 ’d / would avoid … got up: woman
ap
7 travel by
7 8
gr
1
d 2 a 3 b 4 c a 4 b 6 c 2 d 3 e 5 f 7 g 1

eo
10d (page 81)

1 1
1 Body Heat 2 Cold Water 3 Hot Air
lG
1 He’s been stung by a wasp.

4 High Altitude 5 Diving Deep 6 Lack of Oxygen 2 She’s cut herself / her finger.
7 Blood Loss 8 Starvation 9 Dehydration 3 He’s fallen off his skateboard.
na
2 4 He’s gotten food poisoning.

5 He’s fallen off the wall.
1 45 days 2 7 days 3 10 minutes 4 40 percent
6 She’s tripped.
5 42°C 6 bigger lungs and more red blood cells
io
3 2
at
1 b, e, f 2 c, e, f 3 c, d, e, f 4 a, e 5 a, e, f 6 c, d, e, f
1 The nurses who/that looked after me were very
professional. 3
N
2 The operation (that) I had was a simple procedure. a 7 b 3 c 5 d 1 e 6 f 2 g 4

3 The injection (that) the nurse gave me didn’t hurt much.
4 The nearest pharmacy that opens late is in the town 4
center.
5 The doctor who/that works in our local clinic is great. Answers will vary.
6 The ankle (that) I broke last year still hurts. In questions 1, 2, 4, and 5 the verb should be in the base form
4 (e.g., get it looked at).
1 b That’s the patient (who) I read about. In question 3, the verb “ignore” is most natural. It should be
2 d This is the place where I fell and broke my arm. in the base form.
3 c I can name several famous people who have had cosmetic
surgery. In questions 6 and 8, the verb should be in the -ing form
4 e I talked to the surgeon who operated on me. (e.g., getting it looked at).
5 f That’s the hospital where they do heart transplants. In question 7, the verb should be in the infinitive form
6 a It was noon when I came out of the hospital. (e.g., to get it looked at).

5 6
1 quick and easy 2 name and address 3 big and small Possible answers:
4 black and white 5 nice and friendly 6 young and old 1 an insect that can sting you
2 something a mosquito could do to you
10e (page 82) 3 something that could cut you
4 a person who treats illness
1a 5 a person who has to leave their home because of war
Incorrect options: 1 However; 2 All the same; 3 Actually; 6 a race that is 42 kilometers (26 miles) long
4 By the way, Incidentally; 5 before I forget 7 a person who travels in space
1b
He’s asking Jack if he should take part in an
ultramarathon. He asks Jack because Jack knows him Unit 11
better than anyone.
1c
1
1 of course
1 sports section 2 business section 3 world news
ng
2 To be honest
3 Anyway, Naturally, Obviously, Of course, Well 4 national news 5 opinion
4 Anyway, Even so, Of course, Obviously, Well 6 entertainment 7 politics and society 8 front page
2
ni
2 1 Richard Leakey is a Kenyan conservationist.
1 I don’t know what I would do in your position.
ar
2 Paula Kahumbu is the Chief Executive of WildlifeDirect.
2 Even so, if you have the right training, you can do it.
3 As I understand it, you will do the race next year if you 3
Le
decide to do it. 1 c 2 b 3 c 4 c 5 b
4 That will give you plenty of time to prepare and to see if it
is a good idea. 4
5 I’m sure you won’t regret it.
c 1 Jo Makeba said (that) social media had developed.
hi
5 By the way, we’ll probably stop by and visit you next 2 The host asked what exactly WildlifeDirect was.
month, if we go to Seattle. 3 The host said (that) he remembered hearing the story about
the gorillas.
ap
3 4 Jo Makeba said (that) people had reacted to stories by

Model answer: signing petitions or joining public marcheds.
gr
Hi Ali, 5 Jo Makeba said (that) she thought that was a small
I’m sorry it’s taken me awhile to reply to your email. I’ve minority.
been thinking about what you said, of course! 6 Jo Makeba said (that) Paula had also been involved in a
eo
To be honest, I’ve never been faced with this kind of situation, series of wildlife documentaries.
so I don’t know what I would do in your position. You are
the only person who knows what your body is capable of. 5
lG
Obviously, doing a race like that is going to be a big challenge. 1 You said (that) you didn’t watch the news.
Even so, if you have the right training you can do it. 2 You told me (that) you knew how to upload photos.
As I understand it, you will do the race next year if you 3 You asked me if I had seen that program before.
na
decide to do it. That will give you plenty of time to prepare 4 You said (that) the documentary had just finished.
and to see if it is a good idea or not. It seems like a great 5 You said (that) you would tell me when the news came on.
io
opportunity, so if I were you I would seriously consider it.

Well, it’s up to you in the end. 6
a 4 b 1 c 5 d 2 e 6 f 3
at
By the way, we’ll probably stop by and visit you next month
if we go to Seattle. I’ll let you know a couple of days in
advance. If you haven’t made up your mind, we can talk 11b (pages 86 and 87)
N
about the ultramarathon more then.

Regards, 1
Jack a 1 b 3 c 2, 3 d 4 e 1, 2 f 5
2
1 While phones could talk to phones, and computers could
(page 83) talk to computers, you couldn’t send a simple text message
between the two systems.
1 2 He wrote the software that allows phones and computers to
1 thoughtful 2 careful 3 cheerful 4 powerful communicate with each other.
5 harmful 6 useful 7 beautiful 3 After you download the free software online, you won’t
need to use the internet again.
2 4 Any organization that wants to use text messaging can
1 stressful 2 successful 3 thoughtful use it.
4 peaceful 5 wonderful 6 colorful
3
economical, freely available, reliable, simple

4 11e (page 90)
1 signal 2 network 3 send a text message 1
4 internet connection 5 write software 6 cable b
7 downloading … online 8 keyboard 9 contact list
10 launch a website 2
5 a
1 Ken Banks promised he would find a solution. a after but most of them only need to read it (paragraph 2)
2 The company invited Ken Banks to tell them about his b after There are several main reasons why people decide to
ideas. improve their English skills. (paragraph 1)
3 The phone company offered to give all their customers ten c after Often, companies say English is a requirement for new
free texts. employees. (paragraph 2)
4 The website asked the public to donate text
messages. b
5 The doctor told the patients not to be late for appointments. a 4 b 3 c 1 d 2
6 The officials reminded all hospitals to make arrangements
for their visits the following week. 3
ng
1 In addition, 2 For example, 3 To sum up,
6 4 I believe that 5 These days,
1 didn’t realize ... couldn’t 2 didn’t know … worked
4
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3 thought … could 4 wondered … ’d / had sent
Starting a paragraph
ar
First,
11c (page 88) In conclusion,
1 Nowadays,
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1 teen 2 three 3 87 To sum up,
Giving your opinion
2 I believe (that)
who, three, salt, name, give, stand, new, yellow, I, two, five
c I think (that)
hi
In my opinion,
3 Contrasting opinions
1 T 2 F (He analyzed 200 words.) 3 F (Some of the words
ap
I disagree (with)
we use most frequently have hardly changed their sounds On the other hand,
and forms.) 4 T Some people say (that)
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Giving examples
4 For example,
The computer takes a lot less time to look at the data. It
eo
For instance,
also highlights patterns that might be difficult to see. such as
5 5
lG
1 c 2 a 3 b, c The sentences match title a.

6 a 2 b 4 c 1 d 3
na
1 Time 2 the time 3 have time 4 time 5 years’ time 6

6 all the time 7 spend time 8 modern times Model answers:
io
Nowadays, lots of people study English using technology.

11d (page 89) They use computers, laptops, and their phones. In my opinion,
at
technology helps students a lot.

1 First, students can watch videos and read newspapers easily
a This is a message for Nils Davis. A online. In addition, they can do courses online.
N
b I’m afraid Dan’s in a meeting. In traditional courses, they can communicate with their teacher
c It’s about the delivery of phone chargers. A outside the classroom by email.
d My name’s Jill and my number is 555-6129. A Second, it’s easy to speak to other people using
e Can I take a message? technology. There are special apps that connect students in
f Yes, who’s calling? different countries.
g I’ll try and call you later. A In conclusion, all these reasons show that it is easier for
h I’ll let him know that you called. English students than it used to be. I think it will continue to
2 get easier as more apps are developed.
1 b 2 e 3 f 4 h
3a (page 91)
1 I … you 2 you … me 3 I … my 4 you … me your
5 him 6 her 1
1 switch off 2 come up with 3 keep up with
4 find out 5 turn up 6 set up 7 sign out of
8 sum up 9 catch up 10 reach out to

2 3
1 out of 2 up with 3 out 4 up 5 up 6 up with 1 Tim Berners-Lee wouldn’t have worked on hypertext
if he hadn’t wanted to share information with
5 other researchers.
1 translators 2 dictionaries 3 vocabulary practice 2 If Alexander Fleming had cleaned his dishes, penicillin
4 grammar practice 5 practice exams wouldn’t have grown on them.
3 Dian Fossey would never have gone to Africa if a friend
6 hadn’t invited her on a safari.
1 text 2 broadband 3 software 4 media 5 headline 4 If Wangari Maathai hadn’t started the Green Belt Movement,
6 news 7 viral 8 signal millions of trees wouldn’t have been planted.
4
W T L R G O P E T E
1 antibiotics, Fleming
H E A D L I N E V Y 2 Green Belt Movement, Wangari Maathai
3 forward slashes after “http:,” Tim Berners-Lee 
C X R P I N E N I S 4 Dian Fossey, her murder
5
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I T S O F T W A R E
1 a 2 b 3 a 4 b 5 a 6 a 7 b 8 b
P W U Q P Z S V A A
ni
R S K T T I A M L S 12b (pages 94 and 95)
1
ar
L C A Z L L Q E G L
1 b 2 a 3 d 4 e 5 c
T S I G N A L D D C
Le
2
Q B G Z N M U I I T 1 As masses of people relocated throughout Cambodia, they
often created communities and farmland that affected
U B R O A D B A N D
c elephant habitat.
At the same time, with rain forests shrinking, hungry
hi
elephants came onto farmland, destroying crops.
Unit 12 Desperately poor farmers fought back, killing elephants to
ap
protect their land and livelihood.

2 They were essential in the construction of the Angkor Wat
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temple and are depicted in honor on its walls.

1 3 When farmers were arrested for clearing the forest, they
1 e, g 2 a, c 3 d, f 4 b, h could no longer feed their families.
eo
1 If Tim Berners-Lee hadn’t invented the internet, (The government had still not established schools in these
personal computers wouldn’t have become so popular. areas and) farmers were very concerned that their children
could not read or write.
lG
social networking wouldn’t have been possible.

2 If Alexander Fleming hadn’t discovered penicillin, 3
antibiotics wouldn’t have been developed.
1 a, b 2 a, c 3 b, c 4 a, b 5 c
na
millions of people would have died from infections.

3 If Dian Fossey hadn’t studied mountain gorillas, 4
most of them would have been killed. 1 Cambodia’s elephants could have died out completely.
io
she wouldn’t have been murdered. 2 In theory, the conflict between people and animals
4 If Wangari Maathai hadn’t won the Nobel Peace Prize, shouldn’t have happened.
at
a documentary would not have been made about her work. 3 The Cambodians couldn’t have built Angkor Wat without
millions of trees wouldn’t have been planted. using elephants.
N
2 4 Conservation efforts should have re-established respect for

1 Personal computers wouldn’t have become so popular if elephants.
Tim Berners-Lee hadn’t invented the internet. 5 Conservationists should have paid more attention to
Social networking wouldn’t have been possible if Tim human needs.
Berners-Lee hadn’t invented the internet. 6 The government should have provided schools.
2 Antibiotics wouldn’t have been developed if Alexander 5
Fleming hadn’t discovered penicillin. 1 You should have studied harder.
Millions of people would have died from infections if 2 Someone could have broken in.
Alexander Fleming hadn’t discovered penicillin. 3 He should have taken his tablets.
3 Most mountain gorillas would have been killed if Dian 4 You should have bought a bigger one.
Fossey hadn’t studied them. 5 We couldn’t have done it without her.
Dian Fossey wouldn’t have been murdered if she hadn’t 6 You should have used your GPS.
studied mountain gorillas.
4 A documentary would not have been made about Wangari
Maathai’s work if she hadn’t won the Nobel Peace Prize. 12c (page 96)
Millions of trees wouldnt have been planted
if Wangari Maathai hadn’t won the Nobel Peace Prize. 1
a, b
2 e Talk to your student about life in the student’s own country.
1 polar bear, lion This helps you to anticipate what problems the
2 chameleon, octopus student might have during the student’s visit. (3)
3 It squirts a cloud of black ink at the predator. f Treat the student as you would expect your own child to be
4 The octopus took it out of the jar. treated if they are abroad. (1)
5 An octopus got into their tank and ate them. g We’ve had quite a few foreign students stay since the
6 They saw a trail of water on the floor. last few years, and each time it was been an enjoyable
experience. If you’re thinking about becoming a host
3 family, here are a few tips for you. (2)
1 c 2 c 3 b h You can ask your student to help with things as setting the
table if that’s what your own children do, but don’t expect
4 them to help you with the homework. (2)
1 surfing 2 on 3 crazy 4 to 5 back 6 hungry
7 away 8 out 4
Model answer:
5 Tips for host families
1 going for a walk 2 gone out for lunch 3 going out for a We’ve had quite a few foreign students stay in the last few
coffee 4 go for a run 5 go for a swim 6 go for a pizza
ng
years, and each time it has been an enjoyable experience. If
you’re thinking about becoming a host family, here are a few
12d (page 97) tips for you.
ni
Treat the student as you would expect your own child to be
1 treated if they were abroad.
ar
1 help MA 2 things AA 3 trouble MA 4 accident AA Respect their privacy even though they are in your home. For the
duration of their stay, their bedroom is their own private space.
2 Make sure that you explain your household and family rules
Le
1 e 2 c 3 f 4 b 5 a 6 d very clearly at the beginning.
Find out if there is anything your student can’t eat, either for
4 religious reasons or because they dislike a particular food
1 Not only did you forget to call me, but you also turned off
c
item or dish.
hi
your phone. You can ask your student to help with things like setting the
2 Not only did she lose my umbrella, but she also forgot to table if that’s what your own children do, but don’t expect
ap
tell me. them to help you with housework.

3 Not only did he break my vase, but he also Talk to your student about life in their own country. This helps
didn’t apologize. you to anticipate what problems they might have during
gr
4 Not only did they arrive late, but they also brought their visit.
uninvited guests. And finally, be patient with them when they speak
eo
5 Not only did the octopus work out how to get into the jar, English. If you’ve never tried to learn a language yourself, then
but it also ate the shrimp. you could try taking a short course, so that you know how
it feels!
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12e (page 98)

1a (page 99)
na
1 vocabulary 2 style 3 linking words 4 grammar

5 spelling 6 relevance 1
1b 1 inaccurate 2 inconclusive 3 incredible 4 ineffective
io
5 inefficient 6 unexpected 7 inexpensive 8 unnecessary

1 photos/pictures, trip 2 He, His
9 inoffensive 10 impatient 11 impolite 12 impossible
at
3 although / but 4 would have never gone

13 intolerant 14 untrue
5 families/family
N
2 2
1 c 2 b 3 c 4 a 5 b 6 c
g
3 4
1 tent 2 sword 3 suitcase 4 octopus 5 chicken
a And finally, be patient with them when they speak
6 sled 7 grain
English. If you never try to learn a language yourself,
TRACKER
you try taking a short course so that you know
how it feels! (2)
b Find out if there is anything your student can’t eat, either
for religious reasons or because they dislike a particular
food item or plate. I don’t like eggs, for example. (2)
c Make sure that you explain your household and family
rules very clearly at the begginning. (1)
d Respect their privacy in spite of they are in your home.
For the duration of their stay, their bedroom is there own
private space. (2)

ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
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at
N

ng
ni
ar
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c
hi
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gr
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na
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at
N

ng
ni
ar
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c
hi
ap
gr
eo
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na
io
at
N

ng
ni
ar
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c
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gr
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na
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at
N

ng
ni
ar
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c
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N

ng
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ng
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N

Life 4 - B1

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Life 4 - B1

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The following new and updated features of Life, Second Edition

are based on extensive research and consultation with teachers

A dance floor in Rio de Janeiro, Brazil.

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

SAMPLE COPY, NOT FOR DISTRIBUTION

Production Manager: Daisy Sosa

Art Director: Brenda Carmichael

Text Design: Vasiliki Christoforidou

Visit our corporate website at www.cengage.com

Cover: © Getty Images.

Printed in China by CTPS

SAMPLE COPY, NOT FOR DISTRIBUTION

Student Book Contents iv

Introduction and Unit Walkthrough viii

Units 1 to 12: Notes and Answer Key 9

Student Book Communication Activities153

SAMPLE COPY, NOT FOR DISTRIBUTION iii

VIDEO: Taiko master page 30 REVIEW page 32

first conditional word focus: so disappearing sounds

VIDEO: Dangerous dining page 66 REVIEW page 68

VIDEO: Encounters with a sea monster page 78 REVIEW page 80

program about healthy eating traditional dishes consequences letter/email

SAMPLE COPY, NOT FOR DISTRIBUTION v

VIDEO: The town with no Wi-Fi page 90 REVIEW page 92

second conditional medicine talking about injuries sentence stress

reporting verbs polite requests with can

VIDEO: Shark vs. octopus page 150 REVIEW page 152

about bionic bodies endurance talking about injuries ideas

the news tribes personal essay

SAMPLE COPY, NOT FOR DISTRIBUTION vii

available separately.) It isn’t always possible to find clarity in texts on the

investigating the origins of ancient civilizations, showing

of the 27,000 “Lost Boys” of the Sudan, who spent over a

won a scholarship to study in the US and now runs an NGO.

video. Each group presents their subtitles, and the class

Before you watch

and engages them in a pre-watching task. It also pre-teaches

SAMPLE COPY, NOT FOR DISTRIBUTION Introduction ix

the validity of a text and the information they receive,

manipulated between five and fifteen times before it’s

a) more recycling of new vocabulary and grammar through

tasks where they are given opportunities to analyze and

d) activities in the Review lessons at the end of each unit,

practice to those that are productive, creative, and more

emphasis from the learner’s perspective is on fluency within

extracting sample sentences, or asking learners to locate

have been revised to reduce above-level lexis while retain-

At the start of each grammar section is a grammar an achievable level of challenge.

Lexis is effectively learned via carefully devised recycling

SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xi

D: a one-page lesson that teaches functional/situational

according to the contexts in which they appear and the

booster activities, and “can-do” check statements

expressions generated by these key words and provide more Components

Children playing at an entertainment center

think the children are doing?

ballet dancer movie star firefighter soccer player

We hear from people facing

One reporter’s view of the underpaid boring challenging dangerous

3 How do they describe the jobs?

5 Work in pairs. Ask and answer the questions in Exercise 4 about

your own ambitions.

905657_U04_045-056_HiRes.indd 45 13/02/18 6:41 PM

Student Book Contents iv

Introduction and Unit Walkthrough viii

Units 1 to 12: Notes and Answer Key 9

Student Book Communication Activities153