RM B2 Video Worksheets TNs

The Roadmap Report Teacher’s Notes
B2 Unit 1: Poplar
The personal
Union
trainer Corresponds
1C with
A newLesson
lifestyle
1A
Introduction 4a Tell Ss they are going to watch a video about a social club that
has opened in London to bring the community together. Put them
Ss watch a video about a community café in London where people
into pairs and ask them to discuss what activities they think the
of all ages come to socialise and make new friends. Ss discuss
centre provides to help people socialise. Elicit feedback from the
statements about friendship and making friends. By the end of
class. Write any new words or phrases on the board and elicit any
the lesson, Ss will be able to discuss their own friendships.
definitions. If they are unsure, read them aloud in a sentence to
provide context.
Supplementary materials
b Ss watch the video to check their ideas. Invite Ss to share the
Warm-up: (optional) Print photos of you doing the two social similar ideas they had.
activities in the warm-up below, to show when you reveal the
answers. Answer:
Mother and baby groups, a kid’s drama club, a children’s choir,
Background information creative art classes, social dancing class
Poplar Union is an arts and community centre in East London that
was opened in 2017. It offers a range of classes such as yoga,
dance and karate, that are all aimed at bringing together the local While you watch
community.
5 Tell Ss to watch the video again and choose the correct answer,
a or b. Once completed, Ss check their answers in pairs, then elicit
Warm-up answers from the class.
On the board, write down three social activities (e.g. playing
football, going to dance classes, etc.) – two that you regularly do Answers:
in your free time and one that you don't (try to make the latter 1 b 2 b 3 a 4 b 5 a 6 a
fun, but believable). Encourage the class to ask you questions to
try and uncover the lie. Then, give Ss time play the game in pairs.
Video script: Poplar Union
H = Hannah B = Beth I1 = Interviewee 1 I2 = Interviewee 2

Before you watch I3 = Interviewee 3 I4 = Interviewee 4 I5 = Interviewee 5
I6 = Interviewee 6 D = Doreen
1 Put Ss into pairs to discuss the questions. Encourage them to
give their reasons why. Invite a few Ss to give feedback after H: Hello, Hannah Jackson, your Roadmap reporter here. We all enjoy
the task. being out with our friends and family, but sometimes, even when
you are surrounded by millions of people in a big city, it can be
2 Tell Ss they are going to look at an infographic about difficult to get out and meet new people. But today, I’m going to be
friendships. Ask them to scan the infographic and to choose the visiting somewhere that was built specially to make it much easier
best sentence to summarise the main idea. Once completed, elicit for people to get together – and I’ll be asking, whether belonging to
this group has really changed their lives.
feedback and encourage students to give their reasons why.
Most of us believe in the benefits of socialising. Meeting friends
and making new ones is good for your health and your happiness,
Answer: no matter how old you are. So today, I’m visiting an arts centre in
a People have fewer friends as they get older, but friendship Poplar, East London, specially built as a creative space to bring the
provides physical and mental benefits. local community together. To tell me more, is its artistic director
Beth Watton. Hi, Beth, it’s Hannah. Lovely to meet you.
3 Ask Ss to read the infographic again and complete the B: Hi, Hannah. Lovely to meet you.
H: So, tell me, what is Poplar Union, exactly?
sentences with ideas in the text. Then, put Ss into pairs to check
B: So, Poplar Union is a community arts centre. We were opened
their answers. Invite Ss to give feedback after the task and ask
coming up for three years ago in January next year, and it was really
them where they found their answers in the text. Ask the class if opened as a space for everyone to come together, try new things,
they are surprised by any of the information. maybe learn some new skills, erm, and make friends.
H: The schedule is jam-packed – there’s something for everyone.
Answers: From mother and baby groups to a kids’ drama club, a children’s
1 feel lonely choir and creative art classes, to name just a few.
2 move away I1: I like coming here because it’s a good, erm, good place to, kind of,
socialise a little bit.
3 with new people
I2: It’s nice when you have your first baby just to go somewhere where
4 to spread you can meet some other mums and, kind of, share experiences.
5 health problems I3: And I just heard about these classes from a friend. So, I wanted to
try something new and meet new people, and that’s the reason
why I came here.
H: With the cafe alongside it, it’s a great community space. Ooh!
What’s going on in here?
B: So, this is our social dancing class. We set it up to encourage people
to get out and about, meet new people and get fit and active.
H: Great! Er, I wonder if I could join in?
B: Yeah, I can introduce you to Doreen. Hi, Doreen, this is Hannah.
PHOTOCOPIABLE © Pearson Education Limited 2020

B2 Unit 1: Poplar Union Corresponds with Lesson 1A
H: Hi! Nice to meet you. After you watch

D: Nice to meet you, too.
H: Well, what sort of dancing are we going to be doing today? 9 In pairs, ask Ss to discuss the questions. Then, invite Ss to give
D: Well, today we’re doing line dancing, but we do do sequence feedback after the task. Encourage Ss to express their opinions
dancing and ballroom dancing.
on given answers.
H: Well, my dancing is really nothing to boast about, but I would love
to give it a try. 10a Ask Ss to think about their own relationships, going through
D: Don’t worry about how much you can do or what you can’t do. Just
the prompts if necessary. Monitor while they take notes, asking
come and enjoy yourself.
H: So tell me, what do you like about coming here? them questions to prompt for more information.
I4: Er, the people. b Put Ss into small groups of three or four. Tell Ss to ask one
H: Yeah? another for extra information. Monitor during the task and
I4: Yeah, yeah – the comradery.
note down any errors or new language. Once completed, write
I5: It’s something to get me out and I enjoy dancing, the company.
You know? No one criticises. We just dance. these on the board and elicit any corrections or definitions from
H: So how do you feel after an afternoon of dancing? the class.
I6: You unwind when you come here.
I4: Yeah, you do. And you feel as though you’ve achieved something.
Like not just sitting around and that, you’ve seen your friends,
you’ve chatted, exercised so …
I6: Yeah, exactly.
I4: … all in all, had a cup of tea, biscuit – it’s nice.
D: By Jove – she’s got it!
H: I feel hot, I feel hot and it puts a smile on your face! Ah, ah that’s
really good.
That was very informative! I got to see what goes on in a social
dancing class, had some fun myself and met lots of interesting
people. Well, being sociable has definitely made me feel better so
I can understand why some people depend on groups like these.
This is Hannah Jackson, your Roadmap reporter, signing off!
6a Ask Ss why they think people go there. Then, ask Ss to read

the sentences and predict which halves match.
b Ss watch the video from 01:02–01:56 to check their answers.
Answers:
1 c 2 a 3 d 4 b
7 Put Ss into pairs and focus their attention on the extract.

Ask them to read what the ladies in the dance class say, then
ask pairs to discuss how it makes them feel. Ask them to think of
three adjectives and their reasons why. Once completed, ask Ss
to come and write their ideas on the board.
Suggested answers:
relaxed, rested, accomplished, healthy, fit, active, social
8a Put Ss into pairs to discuss the question. Elicit answers from

the class after the task.
Answer:
not especially impressive or noteworthy
b Ask Ss to discuss something they are not the best at and would
like to improve. Ask them to think of ways they could do this.
Invite a few Ss to feedback after the task.

B2 Unit 2: Life on the farm Corresponds with Lesson 2A
Introduction 4a Tell Ss they are going to watch a video about a day in the life
of a farmer in the UK and the tasks he undertakes. Put Ss into
Ss watch a video about a day in the life of a farmer and the tasks
pairs to discuss the questions.
he has to do. Ss discuss working with animals then read a short
text about how farming has changed over the years. By the end b Ss watch the whole video to check if their ideas are mentioned.
of the lesson, Ss will be able to discuss a job they would like to do. Elicit answers from the class.
Answers:
1 Getting up at 5.30, when it’s still dark, and doing the milking
Warm-up: Photos of a teacher in class from 100 years ago. 2 Milking cows, feeding the pigs, feeding the chickens,
cleaning the farm
Background information
Yew Tree Farm is a working sheep and dairy farm located in the
English Lake District. You can also stay there as the farmhouse While you watch
doubles as a B&B.
5 Tell Ss to watch the video again. Tell them to listen for the
answers and decide if they are true or false. Play the video. Once
Warm-up completed, Ss check their answers in pairs then elicit answers
Show Ss a photo of a teacher in class from 100 years ago and from the class.
elicit what it shows. Then, ask how the job has changed over the
last century and why, adding their ideas and useful emergent Answers:
language to the board. Next, put students into pairs to discuss 1 T
how their own jobs have changed in the last 100 years. Monitor, 2 F – He has done it all his life.
helping with any new or unfamiliar vocabulary. Bring the class 3 F – It takes two hours.
back together to share their ideas. 4 F – She has been there for over a decade.
5 T
6 T
Before you watch 7 T
8 F – She thinks she wouldn’t like to get up at 5.30 every
1 Put Ss into groups of three or four to discuss the question. morning and that it probably isn’t her dream job.
Encourage them to give reasons for their answers. Invite a few
Ss to give feedback after the task.
Video script: Life on the farm
2a Elicit the meaning of agriculture (the science or practice of
farming, growing crops and taking care of animals to provide H = Hannah J = Johnny L = Leighton
products). Put Ss into pairs and ask them to think of the changes
H: Hello! It’s Hannah Jackson, your Roadmap reporter here. Now it’s, er,
they think have happened to this industry over the last century.
5.30 in the morning, it’s still dark and, believe it or not, I’m just about
Encourage them to think about technology, changes to the to start work. Now, when I was little, I always wanted to work with
climate etc. Invite a few Ss to give feedback after the task. animals. I wanted to be a vet – or a farmer, surrounded by happy
b Ask Ss to read the article to check if any of their ideas are cows and sheep. Now, as you know, I became a journalist instead,
mentioned. but I never stopped wondering what my life would have been like if
I’d followed that path instead. So, to help me find out, I’ve come here
– a working farm in the North West of England – to do a day’s work.
Answer:
So, wish me luck!
A growing population, advancements in technology and
Hi! You must be Johnny.
equipment, motorised equipment, large commercial farms J: Morning, Hannah. I am, nice to meet you.
developing H: I’ve come to be your new farmhand for the day.
J: Brilliant.
3 Ask Ss to read the text and answer the questions. Once H: So, do you get up at this time every morning?
completed, Ss check their answers in pairs then give feedback J: I’ve been getting up at this time for all of my life, so yeah, just doing
the milking.
as a class.
H: Wow, that is very early and the cows are also happy to get up at 5.00
every morning?
Answers: J: They are, they’re happy to be milked. They want the milk taken off
1 The more the population grows, the more farmers have to them and, so we better get going; they’ll be ready to be milked.
produce, and faster. H: Oh, right. OK, lead the way!
2 155 J: Good.
3 Motorised equipment such as tractors, improved housing, H: Setting off with Johnny and his dogs just as dawn is breaking, I’m
time- and cost-efficient machines. slightly nervous about whether I’ll do a good enough job. But I’m
looking forward to my day on the farm. First stop, the milking parlour.
4 They are still often family-run, and farmers still have to wake
It’s amazing with the cows that they kind of know where they’re
up at dawn to feed and herd the animals. going – they sort of take themselves in, don’t they?
5 Because of the growing competition from commercial farms. J: They do, yeah. So, they’ve been coming in and doing this routine all
their life.
H: So, tell me what’s happening now with the cows then.

Roadmap
The Roadmap
Video
Report Teacher’s Notes
B2 Unit 2:
1: The
Life Personal
on the farm
Trainer 1C A new lifestyle
Corresponds with Lesson 2A
J: They’re waiting in turn. They go into the parlour, they’re milked 6a Put Ss into pairs and ask them to predict which order she
there. It’ll take about two hours to do that. does the activities in the images. Ask them to discuss what each
H: Yeah, they do seem very happy to wait in line, don’t they? Wait for
task is.
their turn.
J: Yeah, yeah, they’re used to that. b Play the video from 01:28–04:21 to check their predictions.
H: Yeah.
J: When they’ve finished being milked, they’ll go back out to the pasture. Answers:
So they’ll take it in turns coming in and wander back out to the grass. 1 B 2 D 3 A 4 E 5 C
H: The cows are being milked. What else is there to do?
J: So there’s the chickens to feed, horses need their hay, the pig needs
feeding … so we’ve got jobs to do still. 7 Ss watch the video from 01:28–03:01 and choose the best
H: Oh, so this is Lucy! option to complete the sentences. Once completed, Ss check their
J: Yeah, so she’s been with us maybe ten or more years. She’s quite old answers in pairs then give feedback as a class.
now, so …
H: That’s old for a pig, is it? Answers:
J: Yeah. Yeah, it is. 1 lead themselves
H: Got some bits here. Lucy, look at this! Ooh! Should I put it all down?
2 are used to being
J: Please, that’d be great, Hannah.
H: Really? Oh, wow! How did you get into farming in the first place?
3 one-by-one
J: I was born here. My family have been farming for generations, so I’ve 4 mature
been here forever. 5 less
H: Do the cows live outside?
J: Yeah, well, you know, we’re really happy with the animals being 8a Put Ss into pairs to discuss the question, Once completed,
outside. We think they’re happier and more content and safer out elicit answers from the class. Write the correct definition on the
there, and they’re on their natural diet, which is the grass.
board.
H: They’ve got pretty good views.
J: Yeah, it’s a great view, isn’t it? Yeah, it’s great.
J: If you could pour that in the trough, that’d be great, Hannah. Answer:
H: Ooh, that’s heavy! OK. to start enjoying something or become enthusiastic about
J: It is heavy. something
H: There’s a chicken in there already. Sorry! Sorry, friend!
J: Yeah, just pour it in. b Put Ss into small groups of three or four and ask them to
H: How has farming changed over the years? I can imagine things are
discuss how they got into their hobbies or jobs. Encourage Ss to
quite different today.
ask questions to hear more detail. Once completed, invite a few Ss
J: They are yeah. It used to be a lot more physical, there was a lot more
manual labour, so I miss that a little bit. And when I grew up here, we to give feedback.
used to have 600 sheep and 120 cows. Well, now, we’ve specialised
more just into dairy, so we have 250 cows and very few sheep.
Anyway, I think we’re done here, so if you want to help Leighton in
After you watch
the parlour that would be great. 9 Put Ss into pairs to discuss the questions, giving their reasons
H: Sounds good, point me in the right direction!
why. Once completed, invite a few Ss to feed back after the task.
J: You’re into the parlour – just over there.
H: OK. Hi, you must be Leighton. 10a Put Ss into small groups of three or four. Ask them to think
L: I am.
of an industry or a job that they are interested in and have the
H: Johnny sent me over to see if you needed a hand.
L: Oh, brilliant yeah. Could always do with hands around here. As you
group choose one of them. Ask them to think about the changes
can see the cows are done but they leave quite a mess so I’ll give you that may happen to it over the next century. Encourage them to
that! use the prompts and to discuss the reasons for their ideas.
H: Oh, OK.
b Once completed, invite a few groups to share their ideas with
L: And we’ll get on with it! Come on!
H: Well, that was quite an experience, and it all feels very peaceful now.
the class.
The cows have been milked, the pig’s been fed, the ponies have
been fed, the chickens have been fed and the yard’s been cleaned,
and it’s still only breakfast time! And there’s lots more to do. I’ve been
working since 5.30 am – and I’m not quite sure I’d want to get up at
that time every morning – but working on a farm definitely has its
rewards.
J: Breakfast’s ready!
H: Oh! It’s been good to learn about different ways of working but
maybe working on a farm isn’t the dream job for me after all. This is
Hannah Jackson, your Roadmap reporter signing off. Coming Johnny!

B2 Unit 3: The toy shop Corresponds with Lesson 3A
Introduction Video script: The toy shop

Ss watch a video about a shop that sells and restores traditional
H = Hannah P = Paul
toys. Before watching, Ss discuss traditional toys and the toys
they used to play with. By the end of the lesson, Ss will be able to H: Hi, this is Hannah Jackson, your Roadmap reporter here. Now, many
talk about nostalgic items and whether they think there might be of us fondly remember our childhood toys – that action figure we
shops like this in the future. begged our parents for, that well-loved teddy that went everywhere
with us … perhaps a board game we used to play with our families.
But, in the age of mobile apps and online gaming, is there still a
Supplementary materials place left for simple, old-fashioned toys? Today I’ve come to speak to
Warm-up: Photos of (x3) toys from the past that you think your a traditional toy-maker to try and find out.
P: Good morning!
Ss won't know (e.g. a Slinky, POGs, Tamagotchis, etc.).
H: Oh, hi! You must be Paul!
P: I am, nice to meet you.
Background information H: Hello, lovely to meet you too, I’m Hannah. So, this is your toyshop!
P: It is, yes. Full of good, traditional, wooden toys.
The Toy Works is a traditional toyshop in Cumbria, North West H: I can see that! It is like stepping back in time, isn’t it? Oh, my
England. The shop sells traditional wooden toys that are made on goodness! Sorry, I’ve just spotted this. I would have loved one of
site, such as farms, castles and rocking horses. those when I was a little girl because I loved drama and everything,
so that would have been so fun.
P: Bet you haven’t seen one of these before!
Warm-up H: Oh, yes, I have! I remember those when I was little. Now that takes
Show Ss photos of (x3) toys from the past that you think they me back. Very nostalgic. Very simple …
won't know. Then, elicit one or two ideas about what the first P: Very simple, yeah.
might be, but don't confirm anything yet. Next, put students into H: … but very addictive. Now, you make toys as well, don’t you?
P: I do.
groups to discuss what they think each photo shows and how it
H: Which ones have you made here?
works. Bring the class back together to share their ideas, adding P: I concentrate on making the larger items like the toy farms, castles,
any useful new vocabulary to the board. dolls houses all that sort of thing. This is one which I make here –
little lift out gates in the pigsties.
H: Aww, that’s definitely something that if you got when you were
Before you watch little, you’d really remember that as you grew older.
P: You would. Yes, you would.
1 Put Ss into groups to discuss the questions. Give your own H: Now, as well as making toys you restore them as well, don’t you?
examples of toys you used to play with if necessary. Invite a few P: I do, yes. Would you like to have a look in the workshop?
Ss to give feedback after the task. H: I absolutely would, yay!
P: Right, if you’d like to come this way.
2 In the same pairs, ask Ss to scan the article and then discuss H: OK! Wow! Oh, Paul. This is magical in here, it’s like some kind of fairy
the questions. Encourage Ss to give reasons for their answers. tale. I love it!
P: Santa’s workshop!
Once completed, elicit ideas from the class.
H: Yeah, ha ha! So tell me what is involved in repairing and restoring old
3 Ask Ss to read the article again and answer the questions. toys.
P: Quite often with restoration, people don’t want it looking new.
Once completed, Ss check their answers in pairs then feedback as
They want to preserve the old look about things as well as having it
a class. Ask Ss to point out where they found their answers. working again.
H: OK. Well, is there anything special you’re working on right now?
Answers: P: These buildings here, they’ve come to me to be restored. They were
1 Various companies began making their own, such as made 90 years ago by the lady who owns them, her father made
Mickey Mouse. them when he was 14 with the help of his father, erm, and they’re
2 You could share them with friends and play together. made out of old packing cases. If you look inside, you can see the
writing on them.
3 He is now a character in multiple films.
H: Yeah! So, I also believe that you collect old toys as well, don’t you?
4 TV shows and films
P: I do yes, I have just a few of them over here if you want to have a
5 Family and friends were able to dance and play sports play. These ones here, the Russian folk toys, they’re about 30 years
together in the living room. old but they’re made to designs which go back 150 years probably in
that region.
4a Tell Ss they are going to watch a video about a toy shop H: Really?
that sells and restores old toys. Put Ss into pairs to discuss the P: If you’d like to pass me the leopard. That dates from round about
1900 to 1920.
question then choose one or two Ss to share their answers with
H: So, these are a hundred years old?
the class. P: They are a hundred years old.
b Ss watch the video to check their answers. H: I mean, I love these, but do you think these are still popular with
children now? I mean, can this wooden toy compete with a video
Answers: game?
P: It doesn’t have to compete with a video game. It stands in its own
farms, castles, dolls houses, folk toys, animals
place, really. They’re nice to the touch as well as to look at.
H: Well, thank you so much, Paul, for showing me around your
workshop.
P: It’s been a pleasure.

B2 Unit 3: The toy shop Corresponds with Lesson 3A
H: I do need your help with one thing though. I really need to get a After you watch
birthday present for my nephew. So, what would you suggest for a
seven-year-old boy? 9 Put Ss into pairs to discuss the questions. Encourage them
P: I’ve got just the thing in the shop. Do you want to follow me? to give their reasons why. Once completed, invite a few Ss to
H: Lead the way! Well, I’ve certainly had an amazing time here today,
feedback.
and I’m glad to see that not everyone is ready to stop playing with
traditional wooden toys just yet. And I just hope that my nephew 10a Focus Ss on question 3 from Exercise 9. Elicit some more
enjoys playing with this! This is Hannah Jackson, your Roadmap
ideas and write them on the board. Ask the class if there are any
reporter, signing off.
other items from the past that could be sold in shops like these in
the future. Write any ideas on the board. Then, put Ss into small
groups of three or four. Tell them that they now live 50 years
While you watch from now and have opened a shop to make people feel nostalgic.
Ask them to think of five objects they would sell, things they
5 Ss watch the video again and answer the questions. Once could restore for customers and objects they collect from the
completed, Ss check their answers in pairs. Then, ask Ss to
past. Encourage them to use the items on the board for ideas and
nominate each other to give feedback.
the prompts.
Answers: b Once completed, invite groups to present their ideas to the

1 with old-fashioned toys class.
2 wooden
3 restores
4 don’t have to compete with
5 have remained popular.
6 Put Ss into pairs and ask them to predict the words that
might complete the sentences. Then, Ss watch the video from
00:44–03:11 to check their predictions.
Answers:
1 loved drama 2 dolls houses 3 old look 4 90 5 collects
7a Put Ss into pairs to predict what numbers match each

sentence.
Answers:
1 e 2 a 3 c 4 b 5 f 6 d
8a Put Ss into pairs and ask them to discuss what they think the
phrase means from the context of the extract. Then, elicit some
ideas from the class and write the definition on the board.
Answer:
to strongly remind someone of a past time
b Put Ss into small groups of three or four to discuss the

question. Encourage them to give their reasons why. Then,
choose one or two Ss to share their answers.

B2 Unit 4: Job skills Corresponds with Lesson 4B
Introduction While you watch

Ss watch a video about a woman who has an unusual job in an 4 Tell Ss they are going to watch a video about an area that
area that is being regenerated and about the skills she needs for is being regenerated and a woman who has started a small
her job. Before watching, Ss discuss urban regeneration and how business to help. Ask Ss to listen for the answers. Play the video.
jobs bring people back to an area. By the end of the lesson, Ss Once completed, Ss check their answers in pairs then feedback
will be able to describe an area that needs improvement and how as a class.
they will improve it.
Answers:
Background information 1 because of roads and railways taking over
Moo Canoes is a company based in East London that offers canoe 2 People are moving back, factories are opening up, new jobs
and kayak hire for trips along the city's canals. Founded in 2012, are being created.
their vessels are known for their distinctive cow patterns. 3 She likes being outdoors – it makes her happy and healthy;
she doesn’t like it when the weather’s bad.
4 She uses social media and the internet.
Warm-up
5 young people
Write the following list on the board: crime, unemployment, lack 6 at the weekends and in summer
of affordable housing, poverty, healthcare. Ask Ss to rank these 7 by doing monthly litter picks with volunteers
issues according to how much of a problem they are in their home 8 She created it after a brainstorming session with friends.
town/city (1= a big problem, 5 = not a problem). Then, put Ss into
pairs to compare their lists and discuss any other relevant issues.
Monitor, helping with any new or unfamiliar vocabulary. Bring the Video script: Job skills
class back together, nominating pairs to share the main points of
H = Hannah K = Katy
their discussions.
H: Hello, Hannah Jackson, your Roadmap reporter here. I’m interested in
finding out what kind of skills you need to develop for different kinds
Before you watch of jobs and, today, I’m off to meet someone who has a very different
job to me. To be a good news reporter, you have to be able to spot a
1a Put Ss into pairs and ask them to look at the photo and good story. Most of the time, I’m at my desk on my computer, but the
discuss the questions. Once completed, invite a few Ss to give best way to find something interesting going on, is to just get out there.
feedback. Today, I’ve come to visit one of London’s many canals, some of which
were built around 250 years ago. Once a vital transport network for
b In the same pairs, ask students to scan the article to check the country, the canals were abandoned as roads and railways took
their predictions about the main issues and how they can be over and, as a result, nearby warehouses and factories were left
addressed. Once completed, invite one or two Ss to give feedback. derelict.
So why have I come here? Well, the area is changing – people are
2 Ask Ss to read the statements and decide if they are true or moving in and old warehouses and industrial buildings are being
false according to the article. Once completed, Ss check their turned into flats. After years of neglect, the canals have become
answers in pairs then feedback as a class. exciting, vibrant places to be around again. And, as a result, new jobs
have opened up on the canal. And I’ve come here to check one out.
I’ve come to meet Katy Hogarth from Moo Canoes to find out what it
Answers:
takes to be a canoe instructor.
1 T Hi, Katy! So, we are going to be canoeing up this stretch of the canal
2 T where Moo Canoes runs its classes. This all sounds so much fun but
3 F – They are investing in housing and social programmes. Katy you are here to work, aren’t you? So, what do you like about
4 F – Unemployment, lack of quality healthcare, crime and being a canoe instructor because it is a very different way to make a
education are the four central issues. living?
K: It is fairly unique, yes, but I really enjoy being outdoors – it keeps me
5 T
happy and healthy. It’s wonderful here in the summertime. It can get
a little bit more challenging when the weather’s less favourable.
3 Focus Ss on the photos and ask them to discuss the H: OK, there is something I’d love to find out today. What kind of skills
questions in pairs. Monitor, helping with any new or unfamiliar do you have to develop to be a good canoe instructor?
vocabulary as necessary. Bring the class back together, K: I think the most important thing is patience. People learn at
nominating groups to share their ideas. Add any useful emergent really different rates. Some people grasp it straight away or have
language to the board. transferable skills and other people need a little bit more support.
H: I wonder which one I’ll be. But I suppose one of the things about
being a good instructor is having to be good at canoeing.
K: I don’t know if that’s the most important skill. Obviously, some
personal paddling skills really helps, but you really need to be able to
communicate, get along with people and make sure that everyone
feels safe and supported on the water.
H: So, is it difficult to become a canoe instructor?
K: You don’t have to go to university, but you need to spend a bit of
time developing your own skills in the craft, whichever that may be,
and then you need to do a few courses as well so you’re qualified to
coach and lead people on the water.

B2 Unit 4: Job skills Corresponds with Lesson 4B
H: Right, Katy, well I think it’s time that we put these skills, which you’ve 6 Elicit Katie’s job from the class and the skills they think are
worked so hard to get, into practice. required for this job. Write any ideas on the board. Then, play the
K: OK! Let’s go for it. So, you want these zipped up and clipped up.
video from 01:20–02:48 and ask Ss to check their predictions
These are our buoyancy aids, they’ll keep us safe.
and choose the skills the canoe instructor says she needs. Once
H: Yeah.
K: So, here’s your paddle. Up at the top you’ve got the T-grip. You want completed, elicit answers from the class.
your thumb underneath and your fingers wrapped over the top –
that’s it. And then your other hand is going as close to the blade as is Answers:
comfortable. Alright? patience, good communication, get on well with people,
H: Got it! Alright, I think I’m ready. make people feel safe, take some courses
K: Let’s go for it!
H: Well, Katy that was so much fun and your business is clearly doing
7a Put Ss into pairs. Ask them to read the question and to
very well. So, tell me, what kind of things do you do to let people
know about your business? discuss what they think the definition is. Once completed, elicit
K: The main thing we use really is social media and of course the ideas and write the correct definition on the board.
internet. That’s a really important part of this job actually, is working
out how to market yourself to the right kind of audience. Answer:
H: So, I guess this area, which had become a real wasteland, has qualities that can be passed from one job to another
changed a lot in recent years.
K: It’s been fantastic. There’s lots of young people moving into the
b Put Ss intro small groups of three or four. Ss discuss their own
area. We are really busy, especially at the weekends in summer. It’s
been working really well.
skills, giving reasons for their answers. Once completed, invite a
H: But you also look after the canal as well, don’t you? few Ss to give feedback.
K: Yeah, when we first set up the business there was still a lot of
rubbish in the canals. Lots of it had been there for years, so we work
with a group of volunteers and we do monthly litter picks to clean
After you watch
most of the floating waste. It’s brilliant for the environment and it 8 Put Ss into pairs to discuss the questions. Encourage them to
makes the whole experience more enjoyable for our customers. But
give reasons for their answers. Once completed, invite a few Ss to
actually, the volunteers themselves, we really enjoy working with.
H: Moo Canoes – it’s very, very eye-catching, isn’t it – the cow theme? give feedback.
Where did that come from?
9a Put Ss into small groups of three or four. Ask them to think of
K: It was just a silly rhyme that we wrote down after a brainstorming
session with some friends, but once we started thinking about how an area they know that is run down and could be improved. Have
the brand would look and feel and the marketing side of it, it made a the group decide on one. Ask them to prepare a plan to help revive
lot of sense. It seemed like a great way to get people to interact with the area. Encourage them to use the prompts and to think about
us as a business. the ideas from the lesson. Elicit some ideas from the class and
H: And it rhymes – Moo Canoes. Well, thank you so much, Katy, that write them on the board. Give your own examples if necessary –
was hugely enjoyable. But I do have to say that I am quite pleased to
build new apartments and houses, encourage local people to set
be back on dry land! I don’t think I have the patience or the skills. So,
up interesting businesses, clean up dirty areas etc. Ask them to
I think I’ll stick to being a reporter.
K: It’s been a real pleasure having you down here, thanks so much for make notes of their ideas to share with the class. Monitor during
coming along to have a look and you’re very welcome to come back the task and provide assistance as necessary.
anytime for lesson two!
b Invite groups to share their plans with the class. Have a secret
H: Hmm, I’ll see, but cheers for now! What a fantastic experience. I can
see why being outdoors all day would be a great alternative to a
ballot vote on the best idea.
regular job. But there’s so much more to what Moo Canoes do than
just teaching people how to paddle. I’m so impressed by Katy’s skills
– people skills, the ability to communicate and the ability to think
of new ideas to attract people to the canal – and to market them
successfully.
This is Hannah Jackson, your Roadmap reporter, signing off.
5 Ask Ss to listen for the missing words in each sentence. Explain

there could be between one and three words. Play the video from
the start to 01:20. Once completed, invite Ss to give feedback.
Answers:
1 vital transport network
2 roads and railways
3 warehouses and factories
4 flats
5 new jobs

B2 Unit 5: Money management Corresponds with Lesson 5A
Introduction the words and write a sentence including each word or phrase.
Monitor and correct as necessary. Then, ask one or two Ss to
Ss watch a video about young people and the ways they manage
share their sentences with the class.
their money. Before watching, Ss look at vocabulary related to
spending and read an article about saving money. By the end of
Answers:
the lesson, Ss will be able to suggest ways people can reduce
1 broke 2 break down 3 to budget 4 spendthrifts
their expenditure.
5 set aside 6 outgoings
Supplementary materials 5a Tell Ss they are going to watch a video about young people
Warm-up: Simple percentage breakdown of your monthly and the way they manage their money. Put Ss into pairs to
spending (real or made up), ideally including a 'saving' category. discuss the question. Once completed, invite a few Ss to give
feedback and write their ideas on the board.
Background information b Play the video from the start to 01:04 for Ss to check their
predictions. Once completed, ask the class which ideas were the
Westminster Kingsway College is a further education college in
same as their own.
central London that offers a range of vocational, professional and
academic courses. The college has over 14,000 students from the
Answers:
UK and abroad.
taxes, food, shopping, cabs (taxis)
Warm-up
Video script: Money management
Draw a simple pie chart on the board showing a percentage
breakdown of your monthly spending (real or made up). Write the H = Hannah I1 = Interviewee 1 I2 = Interviewee 2 I3 = Interviewee 3
percentages for each slice, but not the categories they represent. I4 = Interviewee 4 P = Peter
Ask Ss to guess the categories, adding any correct answers to
the board. Next, put Ss into groups to discuss how similar their H: Hello, Hannah Jackson your Roadmap reporter here. In today’s
economic climate, saving money is getting harder and harder. It’s
monthly spending is to your own. Bring the class back together to
affecting everyone, but in the UK, it seems to be hitting young
share their ideas. people hardest. Recent reports say that around two-thirds of
people under the age of 40 are kept awake at night with money
worries. I’ve come to the streets of London to find out whether
Before you watch that really is the case.
Do you think you have enough money?
1 Focus Ss on the questions. Give your own example of whether I1: No.
you think you are a spender or saver and why. Explain to the class I2: No, I’m broke.
what you are saving for, then elicit one or two ideas from the H: Are you really broke?
class. Put Ss into pairs and ask them to discuss the questions. I1: Yes.
Once completed, invite one or two Ss to give feedback. H: OK, so where has all that money gone?
I1: It’s gone in my expenses, my taxes, my food!
2 Put Ss into pairs and ask them to scan the article to find the I3: Food!
answers. Once completed, elicit answers from the class. I4: Shopping and … cabs.
H: And cabs? And nice jackets? Ha ha!
Learning how to look after your money is an important life skill.
Answers: But many people find managing their finances hard to cope with.
1 low salaries, high rental costs and an unwillingness to I could do with some money saving advice myself so I’ve come
reduce spending to Westminster Kingsway College to meet financial advisor
2 Home ownership has fallen by ten percent. Peter Joseph.
3 breaking down what you spend then making small changes Hi, Peter!
P: Hey, morning. Nice to meet you.
H: Hey! Lovely to meet you. So, I’m hoping you’re going to be able to
3 Ask Ss to read the statements and decide if they are true or
give me some tips and advice on looking after my money.
false according to the article. Once completed, Ss check their P: You’ve come to the right place, I do this kind of thing every day.
answers in pairs then invite students to give feedback. Do you want to go to my office?
H: Sounds good! I don’t think I’m a spendthrift but I never seem to
Answers: have any money left at the end of the month, and then I find it
1 T really difficult to save.
2 T P: Cool. I hear this a lot. I’m dealing with young people in the college
who, for the first time in their life, have money and are trying to
3 T
simultaneously spend and save and budget – and I know it’s difficult.
4 F – many are not willing to reduce their outgoings
H: At the moment, then, a lot of my income goes on rent. I would love
5 F – between £5 and £35 to buy my first flat so I want to start setting aside money for a
deposit.
4 Focus Ss on the words in bold in the text. Ask them to complete P: Well, that’s a really big goal. I think there are a lot of things you
the definitions using the correct words. Once completed, Ss need to do between now and then. But let’s start with this – how
check their answers in pairs then feedback as a class. Drill any about we break down your finances and break down your
spending?
pronunciation. Put Ss into pairs and ask them to choose two of

B2 Unit 5: Money management Corresponds with Lesson 5A
H: OK, so I would get a coffee every morning, probably buy that out. While you watch
Erm, then I usually get the bus but sometimes, if I’m running late, I’ll
get a taxi. 6 Ask Ss to listen for the answers to the questions. Play the
P: OK. whole video. Once completed, Ss check their answers in pairs
H: Er, yeah, I do get lunch every day – I’ll just pop around somewhere
then elicit answers from the class.
local and then I probably get a takeaway a couple of times a week
or go out for dinner with friends.
P: So, looking at this, there are a lot of things and a lot of changes we Answers:
can make for you to be saving money to kind of help you out on 1 b 2 a 3 a 4 c 5 c 6 c
your way to buying your first flat.
Peter made me realise that by not buying takeaway coffees, taking 7a Explain these are photos of Hannah during her week of trying
a packed lunch to work and by cutting out the taxis and the fast to save money. Put Ss into pairs to describe what is happening in
food, I can make a real difference to what I can save. He set me a
each photo and how they relate to the changes she made in her
task to record a video diary to monitor my spending habits and
week. Ask Ss to discuss if they helped her save money or not and
report back to him at the end of the week.
H: OK, Peter, if it’s going to save me some money, I’m up for it! why. Once completed, feedback ideas as a whole class.
P: Perfect! b Ss watch the video from 03:01–04:51 to check their answers.
H: MONDAY
OK, hi, Peter! This is my first video vlog for you about spending my
Answers:
money and I think I started the day really well. It’s Monday evening
and I made my packed lunch – I have the evidence here for you. Monday: She made her packed lunch, took coffee to work and
I also made my coffee and took that into work as well – didn’t even walked home. This saved her £10.
go to the shops – erm, and I even walked home as well, so I think Tuesday: She made her coffee and packed lunch, but this
today I’ve saved over £10. So, er, yeah, I’m feeling very happy with made her late for work so she had to take a taxi. She didn’t
myself! save money.
TUESDAY
Wednesday: She is going to get her bike fixed. This will cost
Things didn’t quite go to plan today. Er, they started off really well –
about £100 in the short term, but will save her about £800 a
I made my coffee and my packed lunch – but I obviously spent too
long making those because I was late for work and I ended up year on travel and gym membership in the long term.
having to get a taxi. Thursday: She ordered a pizza. She didn’t save money.
WEDNESDAY Friday: She cooked dinner at home instead of eating out with
It is Wednesday and I’ve decided to get my old bike fixed so that friends. This saved her about £25.
I can cycle into work. That means I won’t have to pay for travel and
I won’t have to worry about my gym membership. So, it will cost me
8a Put Ss into pairs and ask them to discuss the question.
more in the short term, about £100, but over the course of the year
I’ll save roughly £800, which is incredible. I just hope it doesn’t rain
this week! Answer:
THURSDAY to stop doing something
My week had been going really well but I’m embarrassed to say, I did
give in and I got a pizza! b Ask them to think about their own spending and what they
FRIDAY could cut out to save money. Once completed, choose two or
It’s Friday! I’ve made it and I’ve decided to stay home. I’m not three Ss to share their ideas. Ask Ss to raise their hands if they
meeting my friends for dinner. I have cooked this evening so I’ve
chose the same idea.
saved about £25 but I’m going to meet them later so I’m not missing
out on that. And yeah, generally looking back over the week I am
really pleased with how it’s gone. I’m proud of myself of how much After you watch
I’ve saved and I think I’m going to take all of these money-saving
tips into the future. And who knows? Maybe a couple more meals 9 Put Ss into pairs to discuss the questions. Encourage them to
like this and buying my flat won’t be so impossible. give reasons for their answers. Once completed, invite one or two
P: Hey, Hannah. How’s it going?
pairs to give feedback.
H: I’ve had a pretty good week actually! A few ups and downs, but
generally, I’m really pleased with how things have gone. I’ve been 10a Give Ss a real or invented example of your weekly spending,
making my coffees, my lunches, obviously got my old bike fixed,
e.g. rent, bills, food, transport, extras, etc. Tell them to think about
which I’m really excited about!
their own and if they are unsure, to invent it. Ask them to write
P: Perfect! Well done, that’s really, really good. You’re going to save a
lot of money in the long run by cycling from A to B rather than down some notes on what they spend money on, like Hannah did
getting a taxi every now and again like you did beforehand. And in the video. Monitor and assist as necessary.
again, congratulations and well done on making the coffee at
b Put Ss into small groups of three or four and ask them to
home and taking that with you and saving money on the
takeaways and lunches.
compare their lists. Encourage them to make suggestions on
H: Aww, thank you. Well, I wish I’d met you years ago but thank you so small changes that could be made to reduce spending. Once
much for all of your help! completed, ask one or two groups to share some of the ideas
P: No problem at all. Take care, Hannah. they discussed.
H: How well I’ll manage to stick to that budget in the future remains
to be seen, but one thing is clear – small changes to our everyday
spending can have a huge impact on how much we’re able to
save. Whether that’s for a night out with friends, books for your
education or perhaps something even bigger.

B2 Unit 6:
1: The
Honister
personal
Mine
trainer Corresponds
1C with
A newLesson
lifestyle
6A
Introduction 4a Tell Ss they are going to watch a video about the mine
mentioned in the article. Elicit the meaning of working conditions
Ss watch a video about a 300-year-old mine in the UK that
(the situation you work in, especially to do with pay and safety)
also operates as a tourist attraction. Before watching, Ss learn
and write it on the board. Write the following jobs on the board:
vocabulary related to mining and read a short text on its history.
firefighter, window cleaner, electrician. Elicit what the working
By the end of the lesson, Ss will be able to discuss jobs they
conditions might be like for these jobs, e.g. a window cleaner has
wouldn’t like to do.
to work up high, which is dangerous, they work with chemicals
etc. Put Ss into pairs to discuss the question. Once completed,
Supplementary materials elicit ideas from the class and write them on the board.
Warm-up: Photos of the following materials/substances: saffron, b Play the video for Ss to check their ideas.
caviar, gold, diamond and white truffles.
While you watch

Honister Slate Mine in Cumbria is the last working slate mine in 5 Tell Ss they are going to watch the whole video. Ask them to
England. Slate (a dark grey rock used in roofing) has been mined in read the statements, and to choose if the answers are true or
the area since 1728. The mine is also a popular tourist attraction. false. Play the video. Once completed, Ss compare their answers
in pairs, then invite Ss to give feedback.
Warm-up Answers:
Show Ss photos of saffron, caviar, gold, diamond and white 1 F – The landscape shows scars of the industry.
truffles. Elicit what each photo shows and how they are 2 T
connected (they are all valuable materials/substances). Next, put 3 F – Slate was extracted from the main cavern.
students into groups to rank the materials/substances according 4 F – It was done by manual labour.
to how valuable they are (1 = the most valuable, 5 = the least 5 T
valuable). Monitor, encouraging students to explain their 6 F – ‘It might look a bit scary, but can you imagine climbing up
reasoning. Bring the class back together to share their ideas and a mountain every day to go to work, in the mines in the dark
reveal the true ranking (1 diamond, 2 gold, 3 caviar, 4 saffron, for 12 hours? Now that’s terrifying.’
5 white truffles).
Video script: Honister Mine

Before you watch
H = Hannah R = Roland L= Lauren
1 Focus Ss on the picture in the article and ask what it shows
H: Hello, Hannah Jackson, your Roadmap reporter here. I’m in the
(a miner working with a drill ). Elicit the words mining and miner English Lake District, at the summit of one of Cumbria’s highest
and add them to the board, along with their definitions roads, Honister Pass. And at 356 metres above sea level, it’s
(the process of digging coal or other materials out of the ground ; probably not surprising that the views are stunning! But, if you look
someone who works in a mine). Then, put Ss into pairs to discuss a little closer at the rugged countryside around me, you might see
the questions. Invite a few Ss to share their ideas after the task, something else too – the scars of an industry that have defined this
adding any useful emergent language to the board. landscape and its communities for more than 300 years – mining.
I’ve come to England’s last working slate mine to see what it would
2 Focus Ss on the article. Ask them to scan the text then choose have been like to work here all those years ago deep inside the
the best option to summarise it. Elicit answers from the class. mountain. And that’s exactly where Honister mining guide Roland
Thomson has agreed to take me.
Hi, Roland!
Answer: R: Hi, Hannah. But first you need to put one of these on your head.
b H: OK. You do that. Oh, there we are.
R: Good?
3 Put Ss into pairs and ask them to find the answers to the H: Yeah.
questions in the article. Once completed, invite students to R: If you’d like to follow me. We’ll go this way.
give feedback. H: OK. Wow! These tunnels are incredible. It’s so dark and cold,
though. So, I thought, you know, talking about a mine you’d be
going down.
Answers:
R: No, you go in because it’s on the flat – makes it easier to move the
1 coal, iron and limestone rock through the mine.
2 rising costs and overseas competition H: Oh, I see. So, we’re going deep into the mountain.
3 The last deep coal mine shut down. R: Exactly, absolutely.
4 because of the development of new technologies H: Ahh! Wow! Look at this place! It’s incredible.
5 copper, nickel, lithium, natural gases and tungsten R: It’s amazing, isn’t it?
H: It really is – it’s huge! Ha ha! Roland, what is this place? It’s
6 slate for roofs
amazing.
R: Well, you’re standing in the largest slate cavern in the Honister Slate
Mine and you’re standing where that slate used to be.
H: Tell me a little bit more about the working conditions down here
because it’s, er, it’s not the most pleasant, is it?

B2 Unit 6:
1: The
Honister
personal
Mine
trainer Corresponds
1C with
A newLesson
lifestyle
6A
R: No. Going back to the 19th century you’d be working some 12 hours 8 Put Ss into pairs and ask them to discuss the items they see in
a day underground, by candlelight, in an environment that was thick the photos. Allow them to use a dictionary to look up any words
with silica dust with little ventilation and you’d be working from
if necessary. Then, ask Ss to discuss which of these items were
some eight years old as a junior rock hand. Eight years old.
used in the past, and which ones they think are still used today.
H: Eight years old?
R: Yeah. And if you’d like to come with me, I’ll show you how they used Once completed, elicit answers from the class. Write any new
to work underground. As an eight-year-old, this is your new best vocabulary on the board and drill any pronunciation.
friend. This is your drill, not a machine drill, just a pole, and your job
is have this on your shoulder and you will be holding that for some Answers:
12 hours a day while your father would be at this end hitting a target 1 A a high-vis jacket B a hard hat C a pole/manual drill
about the size of a £1 coin in the dark by candle light. D a mallet/hammer
H: Oww, that’s loud.
2 C, D
R: It is. It is loud and what you’re trying to drill is a hole of some
60/80 cm so that we can then blast the slate loose with gunpowder. 3 A, B
H: My goodness.
I found hearing the stories about the dangerous conditions in the 9a In the same pairs, ask Ss to discuss the meaning of the given
mine very moving, and it makes me realise how tough it used to be phrase using the extract for context. Then, elicit answers from
for the men and boys who worked here. the class and write the definition on the board.
R: Right then, Hannah, I’m going to leave you here – I have another
tour to take. Erm, but if you’d like to make your way out through the
Answer:
tunnel here, I promise you’ll get to the exit.
H: OK, well, thank you so much. I’ll see you soon. Bye!
to put yourself in a position you are not used to, or
R: You’re welcome. Bye bye! comfortable with
I’ve been told this way leads to the infinity bridge. I’m meeting
Honister guide Lauren Beaty to find out more. b In the same pairs, ask Ss to discuss the question. Once
L: Hi, Hannah! completed, invite one or two pairs to give feedback.
H: Oh, hi, Lauren! Ha ha! Wow! What an entrance.
L: Ha ha! I’ll come down.
H: OK, I’ll see you in a minute. After you watch
Strung high above the valley, the infinity bridge is a modern-day
tourist attraction for those looking for adventure. Miners would once 10 Put Ss into pairs to discuss the questions. Encourage them
scale the mountain gorges without ropes, but today’s visitors can to give their reasons why. Once completed, invite Ss to give
have the Honister experience more safely. feedback.
Now tell me all about the infinity bridge. Why is it here?
L: So, the infinity bridge is a way for people to experience the Lake 11a Ask Ss to think of a job they would hate to have and their
District in a completely different way. They get to push themselves reasons why. Allow them time to make some notes on what
out of their comfort zones and take on a unique challenge. they know about it using the prompts. Give your own example if
H: And I can see why you call it the infinity bridge. It does seem to go on necessary, e.g. I would hate to be a firefighter, because I’m afraid
and on.
of fire! I wouldn’t like to run into burning buildings, and the hours
L: Yeah, it’s actually the longest of its kind in Europe.
H: So how high up are we? are unsociable so I could be working at any time of day or night.
L: From the valley floor, we’re approximately 600 metres up right now. It is a very physical job and I’m probably not fit enough.
H: Wow. Well thank you so much for telling me a bit about that and …
b Put Ss into small groups of three or four. Ask them to share
it might look a bit scary, but can you imagine climbing up a mountain
the job they thought of and explain their reasons why. Encourage
every day to go to work, in the mines in the dark for 12 hours? Now,
that’s terrifying. Surely any job would be a piece of cake after that. the group to give their own opinions on the jobs in the group.
L: Speaking of cake, should we go and get a mug of tea? c Bring the class back together, nominating groups to explain
H: With some cake?
which job they chose and why.
L: Yes.
H: Oh, that sounds perfect, thank you. This is Hannah Jackson, your
Roadmap reporter, signing off. You lead the way!
6a Put Ss into pairs. Ask them to choose which word matches

which definition.
Answers:
1 cavern 2 drill 3 slate 4 mine 5 ventilation
7 Put Ss into pairs and ask them to predict which words they
think will complete the sentences. Then, play the video from
02:05–03:20 for Ss to check their ideas. Once completed, elicit
answers from the class.
Answers:
1 12 hours 2 eight/8 3 60/80 cm 4 hit 5 gunpowder

B2 Unit 7:
1: The
Cooking
personal
up a small
trainer
business Corresponds
1C with
A newLesson
lifestyle
7B
Introduction While you watch

Ss watch a video about setting up a food business. Before 4 Ask Ss to read through the questions. Then, play the whole
watching, Ss discuss their own opinions about starting a business video and ask them to choose the correct answers. Once
and read about ways to make it successful. By the end of the completed, Ss check their answers in pairs then choose Ss to
lesson, Ss will be able to talk about entrepreneurs who run a give feedback.
successful business.
Answers:
Supplementary materials 1 not sticking with the same job
Warm-up: Photos of the following entrepreneurs: Bill Gates, 2 vegan
Oprah Winfrey, Elon Musk, Vera Wang and Thomas Edison. 3 difficult
4 his cousin
5 online and in store
6 something people recognise and are attracted to
The restaurant in this video is called 'En Root', which is a play on
the adverb en route (meaning 'on the way to or from
somewhere') and the word root (the part of a plant that grows Video script: Cooking up a small business
down into the earth).
H = Hannah HS = Harshil N = Nish
Warm-up H: Hello, Hannah Jackson your Roadmap reporter here. The world of
work is changing fast. Gone are the days when people worked with
Show Ss photos of Bill Gates, Oprah Winfrey, Elon Musk, Vera the same employer from their first day of work to their last. Today,
Wang and Thomas Edison. Then, put Ss into groups to discuss we’re learning to work more flexibly. We may have multiple jobs in
who each photo shows, what they are famous for and how they our lifetime. And that can mean finding creative, and sometimes
are all connected. Bring the class back together to give feedback entrepreneurial, ways to make a living.
(Bill Gates = co-founder of Microsoft; Oprah Winfrey = media Britain is seeing quite a boom in food-related start-ups. Some of
the most creative businesses are cooking up a storm in the kitchen.
executive, talk show host and TV producer; Elon Musk = founder
It seems we love street food culture and can’t get enough to satisfy
of Space X and co-founder of Tesla; Vera Wang= bridal fashion our ‘foodie’ obsession.
designer; Thomas Edison = inventor of the light bulb and film It’s the right time to join the trend and start a food business –
camera; all are famous entrepreneurs). especially if you’ve got something different to offer. So, I’ve come
to meet two cousins, who have done just that, to find out what it
takes to set up a food business from scratch …
Before you watch Oh, hey guys. Hi, it’s Hannah!
HS: Hi, Harshil. Lovely to meet you.
1a Focus Ss on the activity. Elicit one or two ideas and write H: Lovely to meet you.
them on the board. Put Ss into pairs and ask them to think of five N: Hi, Hannah – Nish. Welcome to En Root and, yeah, this is our brand
new little vegan café in South West London where we celebrate
more of their own ideas and to rank them in order of importance.
culinary creations from all over the world!
Once completed, invite a few Ss to give feedback. Ask the class if H: So, yeah, vegan food is a very fast-growing market at the moment
they agree or disagree and why. but, er, what have we got on the menu today?
b Ask Ss to scan the article and see if any of their predictions N: Er, well, for today I think it would be really nice for you to have a
Raja wrap.
from the first activity were mentioned.
H: Well, I’m very excited and looking forward to you making this for me.
2 Ask Ss to read the article again and decide if the statements N: Well, here’s the catch – you’re going to make the wrap yourself!
H: Oh, I’m making it, am I?
are true or false. Ask them to highlight where they find their
N: Yeah!
answers. Once completed, Ss check their answers in pairs then H: OK, sounds good.
feedback as a class. Encourage Ss to say where they found their N: Let’s get culinary creative.
answers. H: Lead the way!
N: Come to the kitchen!
Answers: H: I am really excited to get going. OK! What do we start with?
1 T N: So, here we’re going to take our wrap and we have our raw rainbow
salad that we’ve got to put in first.
2 F – More than 400,000 companies were registered in
H: Oh, that is absolutely lovely. So, er, was it quite easy to set up this
various fields. business or was it harder than you thought?
3 T N: It was quite tough at the beginning, er, naturally as any business
4 T starts, I guess, but since starting and keeping progressing, working
5 F – It is growing at a rapid pace. hard, all the things have aligned and now we’re going forwards. We
do lots of events and private catering and, er, the En Root story and
3 Put Ss into pairs to discuss the questions. Then, invite one or word is spreading far and wide!
H: So, how many years have you been doing this then?
two Ss to give feedback after the task. Encourage them to give
N: So, En Root started three years ago … er, still going on now. And,
their reasons why. yeah, it’s been a good journey.
H: OK, hot sauce time. OK, so recommended is three, is it?
N: Three drops.

B2 Unit 7:
1: The
Cooking
personal
up a small
trainer
business Corresponds
1C with
A newLesson
lifestyle
7B
H: OK, right. Well, I might go for four. 5 Ask Ss to read the sentences and tell them to listen for the
N: Go for four. Get outrageous! correct answers to complete the sentences. Play the whole video.
H: There we go. Oh, should I … ?
Once completed, Ss check their answers in pairs. Then, invite Ss
N: Yeah, you go the same side. So, sides in, you fold over, and the idea
to give feedback.
is to tuck it all in.
H: Oh, that’s good!
N: Yeah, and then flip it! Answers:
H: Ah ha! Well, that looks delicious, Nish. I can’t wait to try it and I think 1 food-related
it’s … yeah, I think it’s lunchtime, isn’t it? 2 fast-growing
N: It is indeed! Bon appetit ! 3 business side
H: Thank you. Mmm … Well, Nish, that was absolutely delicious. Thank
4 homemade
you for showing me how to make that and, er, not that I’ll be able to
do that at home, but I’ll just have to come back to En Root. And I can 5 festivals
taste that hot sauce!
N: Nice. 6a Put Ss into pairs and ask them to put the photos in the
H: Right, well, I’ve tried the food, but now I want to hear a bit more correct order. Once completed, elicit answers from the class.
about the business side. Now I understand you’re both cousins. So,
what’s it like working with family?
Answers:
HS: It’s great actually. Nish is like a friend to me more than anything.
A friend, brother, cousin, so anytime I get to spend working, it’s time
1 F 2 E 3 A 4 D 5 B 6 C
spent with him, so it’s good!
H: Now you’re probably not going to like this question but – who’s the b In the same pairs, ask Ss to match the correct phrase to the
boss? correct photo. Once completed, play the video from 01:46–03:19
N: This guy’s the boss! to check their answers.
HS: This guy’s the boss! Well, I do a lot of the business side and Nish
does a lot of the creative side of things.
Answers:
N: Works in perfect harmony.
H: Well, the business is clearly doing really well but it can’t just be the A Sides in
two of you. B Tuck it in
N: Well, we’re probably going to be taking on more staff as we C Flip it
expand the business and we’ve got plans to take this sauce – our D Fold over
homemade Raja Bonnet Sauce to shops all across London and E Three drops
beyond. We stock it in the store here and we sell it online. So, plan is
F Add the filling
for the sauce to take us onwards and upwards!
H: Ah, OK. So, this is the hot sauce that I had in my wrap. Well, you will
definitely need to expand the business if these hot sauces take off 7a Ask Ss to read the statement. Then, put Ss into pairs to
– which I’m sure they will! discuss the definition. Once completed, invite one or two Ss to
N: Yes, indeed and that’s not all. There’s one more little secret to give feedback and write the definition on the board.
show you!
H: Ooh, I’m intrigued! Answer:
N: Let’s go have a look.
to pursue something independently
N: So, this is what I’ve been meaning to show you, Hannah, this is our
En Root van.
H: Here it is! b In the same pairs, ask Ss to discuss the questions. Invite a few
N: When we’re at events and festivals, people know and they’re Ss to give feedback after the task.
attracted to this big yellow van that they know is celebrating
goodness!
H: OK, so the van has been a great success then? After you watch
N: A grand success! So much so, we’re probably going to buy another
8 In the same pairs, ask Ss to discuss the questions. Encourage
van to do more and more events, markets, festivals next summer.
H: Well, I will certainly be looking out for you out and about then. Well, them to give reasons for their answers. Once completed, invite
thank you so much, Nish, your food is delicious. I love all of your three or four Ss to give feedback after the task.
ideas and it’s been an absolute pleasure. Thank you so much.
N: Thank you, Hannah! 9 Put Ss into small groups of three or four. Ask them to think of a
H: It’s been really inspiring to meet some people who have the famous person or someone they know who started a business
courage to strike out on their own and do something different. which became a success. Encourage them to use the prompts.
And who knows – maybe we’ll all be running our own start-ups in Elicit some ideas from the class and write them on the board. Give
the not too distant future. your own example if necessary, e.g. A very famous businessman in
the UK called Alan Sugar used to sell TV aerials on a market stall
in London. It was unique because it was in a time when no one
else was selling them in his area. He used to work with his dad
and shouted at people passing by to attract their attention. He
decided to start a technology equipment company with his savings
and by selling to the customers he used to sell to. Now, he is worth
over a billion pounds. Ask them to prepare a short talk of two to
three minutes about their entrepreneur to present to the class.

B2 Unit 8:
1: The personal
potter’s wheel
trainer Corresponds with Lessons
1C A new
8A,lifestyle
8B & 8C
Introduction 3a Tell Ss they are going to watch a video about the tea bowls in
the ceremony. Put Ss into pairs and ask them to discuss how they
Ss watch a video about how the bowls used in a Japanese
think they are made and from what material. Encourage them to
tea ceremony are made. Before watching, Ss read about the
use some of the language in Exercise 2. Once completed, ask one
ceremony and the tools used. By the end of the lesson, Ss will be
or two Ss to give feedback.
able to talk about ceremonies or rituals in their own country.
b Play the video for Ss to check their answers.
Answer:
Warm-up: Notes about an interesting habit, custom or ritual in With clay dug from a quarry. They are made on a rotating wheel
your country or one you know well. (a pottery wheel).
The Japanese tea ceremony (also known as the ‘Way of Tea’) is While you watch
the traditional ritual of preparing and serving matcha (green tea).
4 Ss watch the video and answer the questions. Once
There are many different variations, but a full-length ceremony
completed, Ss check their answers in pairs, then invite Ss to give
can last up to four hours and includes a meal and two servings
feedback.
of tea.
Answers:
Warm-up 1 b 2 a 3 b 4 a 5 a 6 b
Tell Ss about an interesting habit, custom or ritual in your country
or one you know well. Encourage students to ask you follow-up
Video script: The potter’s wheel
questions for more information. Then, put Ss into pairs to discuss
their own countries. Bring the class back together, nominating H = Hannah M = Martin
pairs to share the main points of their discussions. Add any useful
or interesting vocabulary to the board. H: Hello, Hannah Jackson here, your Roadmap reporter here. Us Brits
love a good cup of tea, but we’re not the only country that takes tea
making so seriously. An important part of Japanese culture is chado
– the Japanese tea ceremony, which dates back to the 16th century.
Before you watch The ritual involves presenting green tea to a guest, in a very specific
way. But it’s not only how you serve the tea that’s important – the
1 Put Ss into pairs and ask them to look at the images. Ask them
tea bowl itself needs to be just right, too. Today, I’ve come to meet
to discuss each item and what they think they are used for. Once Martin Miles-Moore – a potter who specialises in making these
completed, invite a few Ss to give feedback. Japanese tea bowls.
Martin, thank you so much for letting me come and look around
2a Ask Ss what the article is about (a Japanese tea ceremony ). your studio.
Ask Ss to scan the article to find what tools are used from M: Oh, it’s a pleasure. You’re very welcome.
Exercise 1. Once completed, elicit answers from the class. H: So, I have to ask – why Japanese tea bowls? It’s not really something
you expect to find someone making in the middle of the English
Answers: countryside.
A the tea ladle B the tea bowl C green tea powder M: As a very young man, I studied martial arts and at 14 years old
I witnessed my first Japanese tea ceremony and was completely
bowled away by the experience. I thought it was wonderful.
b Ask Ss to read the article again and to choose the correct H: Japanese tea bowls are unlike ordinary bowls. Their size and shape
answers. Once completed, Ss check their answers in pairs. Then, are defined by strict rules around how they’re used in this ancient
invite Ss to give feedback. ritual. Making the perfect tea bowl takes a great deal of practice. So
today, Martin is going to show me how to get started.
Answers: M: So, what we’re going to make is a winter tea bowl …
1 please guests H: Uh huh.
M: … and it’ll be slightly taller than it is wide.
2 remove outdoor dirt
H: So, what kind of clay are you using here?
3 in front of
M: I’m using a … erm, a clay that we get from Stoke-on-Trent. It’s a … it’s
4 the same bowl a real clay that’s been dug from a quarry and it’s a clay that’s, erm,
5 different shapes that’s actually quite robust. It’s a good strong clay.
H: Mm hmm. Even though you’re clearly thinking about the aesthetics
here, are you also thinking about the function as well?
M: Yes, particularly with a tea bowl you’ve got to think about how the
bowl is used, erm, practically, erm, in the context of a … of a tea
ceremony, so there are ways that the bowl has to be handled. So,
I have to think about how tall the wall of the cup is in relation to
the width of the cup …
H: Yeah.
M: … I have to think about making a small depression to collect the …
the dregs of the green tea powder afterwards. So, yes, all of those
things are going through my mind when I’m throwing it.

B2 Unit 8:
1: The personal
potter’s wheel
1C A new
8A,lifestyle
8B & 8C
H: It’s looking beautiful already. As with all art, what I find amazing is
when you know when to stop. How do you know when it’s finished?
M: For me, perfection is achieved not when there’s nothing more that I
can add to the piece, but actually when there’s nothing left that I can
take away. I like to keep them subtle, erm, and unobtrusive. So, that’s
it – a winter tea bowl.
H: I wouldn’t mind having a cup of tea out of that.
M: Ha ha! Well, more importantly, do you want to have a go at making a
tea bowl yourself?
H: OK! Now it’s my turn to have a go. It’s not quite as easy as it looks!
With a little help from Martin’s steady hand, I’m soon back on the
right track … If I’d have known it was this relaxing, I think I would
have started years ago. … and I can see my tea bowl taking shape.
M: Your last job is to cut this off and we’re going to use the wire. Just be
confident and just gently pull it all the way back. That’s it! Just wiggle
it around a little bit.
H: Ooo! There he goes!
M: And there you go, you’ve made a bowl!
H: And there’s my bowl – my tea bowl. I’m very proud of that.
M: Good.
H: Well, even though I tried my best, I think I’ll need a lot more practice
before I produce something as impressive as this. But now I have my
own beautiful bowl to drink my tea out of. This is Hannah Jackson,
your Roadmap reporter, signing off.
5a Put Ss into pairs and ask them to read the sentences. Then,
Ss predict the order of events.
b Once completed, Ss watch the video from 03:16–03:50 to
check their predictions.
Answers:
D, A, F, B, C, E
6a In the same pairs, Ss read the question and discuss what they
think the phrase means. Once completed, invite one or two Ss to
give feedback.
Answer:
to return to the right path or direction after a period or
disruption or distraction
b In the same pairs, Ss discuss the questions. Give your own

example if necessary. Once completed, invite a few Ss to give
feedback.
After you watch

7a Tell students they are going to walk around the room and
speak to their classmates but must prepare the questions to ask
first. Ask them to write three questions to ask about rituals or
ceremonies in their classmates’ country (or countries). Encourage
them to use the prompts and give your own example if necessary.
Monitor and assist as required.
b Ask Ss to walk around the room and to speak to at least four of
their classmates. Tell them to ask their questions and encourage
students to develop their answers, giving reasons why. Once
completed, put Ss into small groups of three or four to discuss the
ceremonies or rituals they heard about. Then, invite one or two
groups to give feedback.

B2 Unit 9:
1: The personal
mystery of
trainer
Long Meg Corresponds with Lessons
1C A new
9A,lifestyle
9B & 9C
Introduction 3a Tell Ss they are going to watch a video about a famous stone
circle in the UK. Put Ss into pairs to discuss the question. Play
Ss watch a video about an ancient stone circle called Long Meg
the video.
and Her Daughters. Before watching, Ss discuss stone circles
and look at vocabulary related to them. By the end of the lesson, b Elicit answers from the class.
Ss will be able to talk about what they think the stone circles
were for. Answers:
Because Long Meg is the big ‘parent’ stone surrounded by
smaller ‘family’ stones – her daughters.
Warm-up: Photo of an ancient stone circle like Stonehenge.
While you watch
4 Play the video again for Ss to choose the correct answers to
Stonehenge is a prehistoric stone circle in Wiltshire, South West
the questions. Once completed, Ss check their answers in pairs
England. It consists of a ring of standing stones, each 4 m high,
then invite Ss to give feedback.
2.1 m wide and weighing approximately 25 tonnes. It’s believed to
have been constructed between 3000 and 2000 BCE and is one
Answers:
of the most famous landmarks in the UK.
1 standing stones
2 thousands
Warm-up 3 a different type
As an alternative to Ss discussing the questions in Ex 1 in pairs, 4 not decorated
work through them as a class. First, show Ss a picture of an 5 increase sound
ancient stone circle and elicit what it shows. Then, ask if anyone 6 work out the mystery of
has ever been to somewhere like this, encouraging Ss to ask
follow-up questions for more information. Now, ask Ss what they
Video script: The mystery of Long Meg
think stone circles like this were used for, encouraging them to
explain their reasoning. Add any useful/interesting emergent H = Hannah D= Dot
language to the board. Finally, ask why places like this are popular
with tourists, asking follow-up questions to stimulate class-wide H: Hello, Hannah Jackson, your Roadmap reporter here. Today, I’ve
come to this rather mysterious place, deep in the Cumbrian hills, to
debate as appropriate.
see if I can get to the bottom of an ancient mystery. I want to find
out the story of Long Meg and her daughters – a family of standing
stones that come together to form a large stone circle. I can’t help
Before you watch but wonder how they got here and what they were used for. Well,
I’m not likely to find many clues on my own – I need an expert. So,
1 Put Ss into pairs to discuss the questions about the photo. I’ve invited a local archaeologist along to help me. Hi, you must be
Once completed, invite a few Ss to give feedback. Dot. I’m Hannah. Thanks for coming to meet me today.
D: Hi, Hannah, it’s really lovely to meet you.
2a Ask Ss what the article is about (stone circles in the UK ). H: Great! Well, this must be Long Meg and Her Daughters?
Ask them to read the article and to find the answers to the D: It is, yeah. The big stone here – that is Long Meg, and all the stones
questions. Once completed, Ss check their answers in pairs then around her – that’s her daughters.
feedback as a class. Ask Ss to explain where they found their H: Oh, I see, so this is Long Meg? So, she’s, sort of, er, looking over and
answers in the text. looking after all of her daughters?
D: Yeah, she is, yeah.
H: So how old are all the stones and the circle itself?
Answers:
D: We actually had it scientifically dated and it’s 5000 years old.
1 agriculture H: Wow, that’s incredible. So, tell me a little bit more about Long Meg
2 because of the introduction of metal tools then. What else do we know about her?
3 sandstone or granite D: Well, she’s different from her daughters in that, she was made from a
4 because the stones are too heavy for one person to lift red sandstone and her daughters were made from a local granite and
5 burial sites and other historical objects you can see that in the colour and the way, erm, they’ve weathered.
H: So, is there any other evidence that suggests that Long Meg is
different from the other stones?
b Focus students on the words in bold in the text. Put them
D: There is actually. None of her daughters are decorated but as you
into pairs and ask them to choose the correct word to match the can see, Long Meg has a spiral design down here and further up
definitions. Once completed, choose Ss to give feedback and there and that links this stone to a type of rock art that you can find
explain how they know. all over the Irish Sea region – in Ireland and in North Wales.
H: They are very unusual, aren’t they? So, is there anything else special
Answers: about Long Meg?
1 granite 2 spiral 3 archaeologists 4 solstice D: Actually, the shadow of Long Meg lines up precisely with the centre
of the stone circle at the Winter Solstice and we think that maybe
5 weathered 6 sandstone
it was put here to maybe mark an annual event. Maybe a time for
celebration?
H: That is fascinating, wow. Well, here we are in the actual stone circle
now, so tell me more about these stones.

B2 Unit 9:
1: The personal
mystery of
trainer
Long Meg Corresponds with Lessons
1C A new
9A,lifestyle
9B & 9C
D: Well, it’s still a little bit of a mystery but there are quite a few After you watch
theories about why these stones were put here. We think, possibly,
they were part of an ancient trade network from the Lake District, 8 Put Ss into pairs to discuss the questions. Once completed,
erm, over into the West. More recent theories say that, these stone invite a few Ss to give feedback.
circles were actually built for their sound properties. So, if anybody
in the stone centre said something, or if you had drumming in the 9a Put Ss into small groups. Ask them to think about a
centre it would amplify the sound. So, possibly they were used for mysterious place or event that they have heard of. If necessary,
performances or ceremonies.
provide one of the following suggestions:
H: So, lots of theories but no actual concrete evidence about what
these circles are. Do you think we’ll ever solve the mystery of them? The Bermuda Triangle
D: That’s a good question. Sadly, we have no written records from the Teotihuacán
time. All that is left is the stone circle and Long Meg. Stonehenge
H: Well, thank you so much for showing me around and, yeah, I think it’s Khorsabad
quite nice that Long Meg can retain a bit of her mystery. Ha ha!
The Terracotta Warriors
Perfect, thank you so much.
The Marie Celeste
D: Thank you, bye!
H: There might not be a lot of evidence but there are lots of stories. Allow them to research their ideas, online if possible. Ask them to
It was said that if you count all of the stones in the circle correctly create a short, one to two-minute presentation on the mystery
twice and whisper something to Meg, she might say something back using the prompts. Encourage them to think about the theories,
to you. In fact, yeah, I’ve got the time. I’ll give it a go now. Starting the location, the age and any other interesting facts. Monitor
here. One, two, three, four … 118! I’ve counted all of the stones in the
during preparation to provide any assistance.
circle twice, so, let’s see if Meg is going to whisper something back
to me. Long Meg, where are we going next? Ah, no, nothing. I think b Invite groups to present their findings. Then, have a secret
Long Meg is going to keep her secrets to herself that little bit longer. ballot vote on the most interesting mystery.
Well, I’m sorry to say that I haven’t solved the mystery of Long Meg
and Her Daughters – I think I’ll leave that to the experts!
5a Put Ss into pairs to see if they can predict the answers from
anything they remembered from the video.
b Ss watch the video from 01:12–02:21 to check their
predictions.
Answers:
1 5000
2 sandstone
3 Ireland, (North) Wales
4 shadow
5 celebration
6 Ask Ss to read the information, then Ss watch the video from

02:29–03:14 and choose what they hear. Once completed,
Ss check their answers in pairs. Then, invite a few Ss to give
feedback.
Answers:
They are still a mystery; They connected places together;
They boost sound; They may have been used for shows.
7a Put Ss into pairs to discuss the question, using the extract as

context. Once completed, elicit answers from the class and write
the definition on the board.
Answers:
that it can keep its mystery and we will never know
b In the same pairs, Ss discuss the question. Give an example if

necessary, e.g. The Pyramids of Giza in Egypt, Machu Picchu in
Peru, Chichén Itzá in Mexico. Once completed, invite a few Ss to
give feedback.

B2 Unit 10:
1: The
Anpersonal
eco village
1C A new
10A
lifestyle
& 10C
Introduction Answers:
Ss watch a video about a fully sustainable housing village in 1 There are a lot of energy inefficient houses.
the UK. Before watching, Ss discuss how they can live in an 2 They reduce energy consumption and provide space for
environmentally-friendly way and read a text about the problems nature
caused by old housing. By the end of the lesson, Ss will be able to 3 water is not recycled, they are not well insulated, they
design their own eco village. produce carbon emissions
4 It releases carbon emissions.
Supplementary materials 5 by building at least 300,000 new homes and improving
resource efficiency by 25%
Warm-up: Photo of the green recycling logo.
Background information While you watch

Beddington Zero Energy Development (BedZED) is an
4 Ask Ss to read the reporter’s introduction then work in pairs to
environmentally-friendly housing project in Hackbridge, London.
complete it using the words in the box. Elicit feedback from Ss
It was the first large-scale community in the UK designed to
and check answers with the whole class.
create zero carbon emissions.
Answers:
Warm-up 1 a village designed to be completely zero carbon
Show Ss a photo of the green recycling logo and elicit what it 2 wind-cowls to bring in fresh air, steel frames sourced locally
represents. Add the word recycling to the board and elicit ways to to reduce carbon emissions, no energy needed to heat them,
manipulate its form (e.g. recycle, recyclable). Ask Ss whether they thick walls, triple-glazing, low-energy appliances,
think recycling is important and why, and whether they regularly sun spaces, solar panels, greenery to absorb rain water
recycle at home or at work. Then, put them into groups to discuss 3 get inspired and create their own developments
what else they do to be green in their daily lives. Bring the class
back together to share the main points of their discussions,
Video script : An eco village
adding any useful language to the board.
H = Hannah J = Julia
Before you watch H: Hi, this is Hannah Jackson, your Roadmap reporter here. We all
know that one of the biggest issues facing the world today is the
1 Put Ss into pairs to discuss the questions. If necessary, give an environment. Our lifestyles are consuming the world’s resources
example for the first question, e.g. In my house, we use energy- more quickly than the world can develop them. So, perhaps it’s time
efficient lightbulbs. Monitor during the task and write down any to rethink the way we live. Well, that’s exactly what the people
unfamiliar vocabulary. Once completed, invite one or two Ss to who live here have done. This is BedZED – the UK’s pioneering
eco-village. Built in 2002, BedZED was the first of its kind – a village
give feedback. Write the new vocabulary on the board and elicit
designed to be completely zero carbon. The people behind this
any definitions. ambitious project believed they had to act for future generations
2a In the same pairs, ask them to brainstorm the different – and the way to do that was by demonstrating that it’s possible to
areas of a house, or things they do at home, that could be create fully-sustainable housing. This eco village, with its energy-
saving features, was the result. It was an instant hit with those
improved to stop any potential damage to the environment.
who wanted to live in a more environmentally-friendly way. And an
Give your own example if necessary, e.g. I could reduce the inspiration for architects and developers around the world. Here at
amount of waste I throw away. Once completed, invite a few Ss to BedZED I’m hoping to get a glimpse of what the future holds. I’ve
come and write their ideas on the board. come to meet Julia Hawkins, part of the team here who’s agreed to
show me round. Oh, hi Julia!
Suggested answers: J: Hi, Hannah. Nice to meet you!
energy consumption, heating, lighting, electricity usage, H: Hi! Lovely to meet you as well! I am really excited to learn more about
this place. I had no idea this was all here. I’m very impressed.
insulation, water usage and the amount of waste we produce
J: Well, we’re really proud of it! I mean BedZED’s been around for about
17 years now and I think it’s really stood the test of time in being a
b Ask Ss to scan the report to check if any of their ideas in fantastic community, which allows people to live sustainably.
Exercise 2a were mentioned. Write the word sustainable on H: Yeah, well it’s amazing that you guys are doing your bit for the
the board. Elicit the definition (to continue without causing environment. But I do have to ask – why is it called BedZED?
damage to the environment ). Once completed, elicit answers J: There’s a really simple answer to that question. Beddington is the
from the class. local area so it’s just short for Beddington Zero Energy Development
– easy!
3 Ask Ss to read the report again and answer the questions. H: There we go! Oh, OK! Well, I’d love to learn more about this and …
Once completed, Ss check their answers in pairs then invite Ss to can we take a look around?
J: Sure, I’ll show you around!
give feedback.
H: Great! I have to say though, I absolutely love the look of these
houses. They’re very striking, especially the roofs. What are these
things on the top?

B2 Unit 10:
1: The
Anpersonal
eco village
1C A new
10A
lifestyle
& 10C
J: Well, these really groovy things are called wind-cowls, so you can
Answers:
see that they actually turn to face into the wind. You’re getting fresh
air but you’re keeping the heat in.
1 help people in years to come
H: Very clever and they look very funky as well! I like that. So, what 2 the town it is in
other features do these homes have? 3 eye-catching
J: One interesting feature is these steel frames. These were sourced 4 sourced from local suppliers
from Brighton railway station when it was being refurbished. One 5 good insulation
of the key parts of BedZED is making sure that all the materials are 6 help sustain local wildlife
sourced as locally as possible so reducing the carbon emissions that
you get from transporting materials.
H: So, these homes must be very energy-efficient as well. 6 Ss watch the video from the start to 01:13 and listen for the
J: Absolutely, yeah, I mean they hardly need any energy to heat them two missing words to complete the sentences. Once completed,
and in fact, often in the winter, even just human body warmth is invite Ss to give feedback.
enough to keep them warm and cosy.
H: Oh, wow! Do you know what, I have to say, it’s really quite warm Answers:
considering there’s not a radiator in sight. 1 eco village
J: It’s really warm, isn’t it? And you know, one of the reasons for that is
2 future generations
the really thick walls. So, just, just look at that …
H: That’s a chunky wall!
3 sustainable
J: That provides a lot more insulation than your … your normal home 4 energy-saving
and there’s triple glazing, too, which also helps to keep the heat in. 5 environmentally-friendly
H: And the sound out?
J: Absolutely. So, come into the kitchen. 7a Put Ss into pairs. Ask them to think about what they can
H: Ooh, nice, bright and airy! remember from the video and to discuss what the environmental
J: It is! All of the appliances that we’ve fitted are all designed to be
feature in each photo is and how it is sustainable.
low-energy and the light bulbs obviously, low-energy light bulbs,
which also helps keep the bills down. And then if you come through, b Once completed Ss watch the video from 02:10–04:21 to
we’ve got these lovely sun spaces. check their predictions.
H: Ooh, suntrap!
J: So yes, this really keeps the heat in and also there’s sunlight coming
Answers:
in and obviously because it’s south-facing, so you really maximise
A They provide more insulation than a normal home.
the daylight.
H: Very clever! B Energy-efficient lightbulbs use less power but generate the
J: So, if you come out, you can see, you know, lots of the other same brightness.
features of the community. C They convert sunlight into electricity.
H: Yeah! D They take in fresh air but keep the heat in.
J: These solar panels on the windows.
H: Those are solar panels?
8a In the same pairs, Ss discuss the question. Once completed,
J: Yeah.
H: Wow, I would never have known that, they look really funky!
invite one or two pairs to give feedback and write the correct
J: And you can see how much greenery there is and the green roofs definition on the board.
help absorb rain water so if there’s a lot of rain it helps prevent
flooding, as well as providing some places for the birds and bees and Answer:
insects to live, too. to contribute towards something
H: We like that – a home for the birds.
J: We do, yeah. b In the same pairs, ask Ss to discuss the question. Give your own
H: Well, I loved that house. That was really, really interesting – thank
example if necessary, e.g. I recycle, I try to switch as many lights
you. And, er, yeah, I can’t believe there aren’t more places like this to
be honest. off as I can while I’m at home, etc. Once completed, invite a few
J: Well, you’d be surprised that hundreds of people visit BedZED every Ss to give feedback.
year from all over the world and … and they get inspired by what we’ve
done here and then they’ve been creating their own developments,
so it really is still an inspiration for other people to follow.
After you watch
H: Well, that is great news for the future! Thank you so much for today,
9 Put Ss into pairs to discuss the questions. Encourage them to
it’s been an absolute pleasure.
give reasons for their answers. Once completed, invite a few pairs
J: Thank you.
H: Bye! It’s been great to be shown around BedZED today by someone to give feedback.
who’s so passionate about finding solutions to modern-day
problems. I’ve been really impressed and can see that it is possible
10a Put Ss into small groups. Ask them to create their own
to live sustainably. But how quickly can we change the way we environmentally-friendly and sustainable housing complex using
build our homes? Will we all be living sustainably in the near future some ideas from the video and any others they have discussed
– or will most of us still be living in inefficient, expensive to heat, in the lesson. Ask them to prepare a poster to stick on the wall
traditional homes? Where will you be living? including the design of the village. Encourage them to use the
This is Hannah Jackson, your Roadmap reporter signing off. prompts.
b Once completed, Ss stick their posters up and the class votes
5 Ss watch the whole video and choose the correct answers. for the best one.
Once completed, Ss check their answers in pairs then elicit
answers from the class.

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The Roadmap Report Teacher’s Notes

H = Hannah B = Beth I1 = Interviewee 1 I2 = Interviewee 2

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H: Hi! Nice to meet you. After you watch

6a Ask Ss why they think people go there. Then, ask Ss to read

7 Put Ss into pairs and focus their attention on the extract.

8a Put Ss into pairs to discuss the question. Elicit answers from

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Introduction Video script: The toy shop

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Answers: b Once completed, invite groups to present their ideas to the

7a Put Ss into pairs to predict what numbers match each

b Put Ss into small groups of three or four to discuss the

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Introduction While you watch

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5 Ask Ss to listen for the missing words in each sentence. Explain

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While you watch

Video script: Honister Mine

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6a Put Ss into pairs. Ask them to choose which word matches

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Introduction While you watch

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b In the same pairs, Ss discuss the questions. Give your own

After you watch

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6 Ask Ss to read the information, then Ss watch the video from

7a Put Ss into pairs to discuss the question, using the extract as

b In the same pairs, Ss discuss the question. Give an example if

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Background information While you watch

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