Unit

CONTENTS Work and money 43

4
Student’s Book overview 2 Revision 2 53
Unit
Workbook overview 4 5 Interesting stories 56
Unit
Teacher’s Book overview 5 6 Sporting greats 66

Digital components 5 Revision 3 76

Unit
Yearly Plan 6 7 Virtual world 78

Teaching notes
Unit
8 Crime doesn’t pay 87

Starter unit 10 Revision 4 97

Unit
Changing lives 12 CLIL and Projects 100
1
Unit
The world around us 21 Editing your Work 104
2
Revision 1 30 Extra Reading 109
Unit
Fashion followers 33 Answer Keys 110
3

Alejandra Ottolina

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 Student’s Book overview

The Student’s Book includes: • A ‘CLIL and Projects’ section (to be used every
two units).
• A two-page Starter unit.
• A two-page section including texts for students
• Eight ten-page units.
to edit.
• A revision section every two units.
• Four extra reading texts with activities.
• ‘Upgrade for Exams’ sections after each revision.
• A ten-page Language Database.
• Six Student A-B ‘Communication Activities’.

Unit
8 Crime doesn’t pay 8
The Reading texts, which are highly
Vocabulary is presented
Vocabulary 1 1 Reading 1

informative, introduce the new

Verb collocations 7 Look at the poster. What do you know about animal smuggling?
1 Look at the phrases in purple. Which ones can you use to What sort of animals do people smuggle?

Watch out for

through pictures and
describe pictures 1–5?
yournews
ANIMAL SMUGGLERS!
language in contexts suitable to the
MENU
arrest a suspect • do community service • commit a crime •
solve a crime • go on trial • suspect someone • catch a criminal • Sleeping snakes in a suitcase
pay a fine • find someone guilty/not guilty • look for clues • Customs officers in Jakarta arrested two
Imagine this situation. You’re at the airport waiting to

recorded on the Audio

men
suspected of having animals in their suitcases.
question a suspect • investigate a crime collect your suitcase. A man is standing next to you. The men were trying to fly from Indonesia
to
He picks up a large leather a. It can’t be a person. It

age of the students. These texts are

3 Dubai. When airport officials looked in the
men’s
2 suitcase from the baggage might be an animal. bags, they found 40 pythons. The snakes
had
carousel. His bag moves. b. I don’t know and I don’t been given drugs to make them sleep. The
suspects were questioned by airport authorities

CDs so that students can

What do you think? care.
and the pythons were taken to the animal
a. There must be something He picks up the bag and The bag moves again. quarantine centre at the airport.

recorded on the Audio CDs.

alive inside his bag. looks around him. He looks What do you do? ......................................... ............... read
more >
b. It’s none of my business. nervous. a. Call a customs officer. Tiger smuggling in Thailand
You look closely at the Who is he? b. Nothing. Police caught a 31-year-old woman trying

practise pronunciation.
suitcase. It moves again. a. He might be an animal to smuggle a baby tiger into Thailand.
smuggler. WORD CHECK
What could it be? The tiger cub was inside a suitcase with
b. Sorry, I’ve got no idea. • smuggler a toy
4 tiger. Although the woman had drugged
the
• customs officer animal to keep it quiet, airport officials
5 • quarantine centre noticed
that one of the two tigers was moving when
THE CORRECT ANSWER TO ALL THESE QUESTIONS IS ‘A’. • punishments they scanned her suitcase. The smuggler
went
to prison for six years.
......................................... ............... read
Animal smuggling is cruel. Animal smuggling is a crime. more >
Many of the animals that people smuggle Buying and collecting smuggled animals is
are endangered species, such as monkeys illegal. Punishments can include heavy

The Word check box includes words

and crocodiles. They should not be removed fines and imprisonment. We need YOUR
animal
from their natural habitat. help to stop you
Animal smuggling is increasing. smuggling. If
A large number of the animals die during
It’s the second most profitable see something
the journey because they travel in boxes,
illegal activity in the world. Only drug suspicious,
suitcases or even inside people’s clothes. REPORT IT!
smuggling makes more money.

students may not know for them

2 2.35 Listen and repeat.
8 Read the text quickly and check your 2. Why is animal smuggling increasing?
3 Underline the actions in exercise 1 that are answers to exercise 7. 3. What should you do if you see something

There is usually a listening

2.36 Listen to James and Rachel. What crime
done by criminals.
5 suspicious at an airport?

to guess the meaning through

are they talking about? 9 Read again and listen. Are the
2.37

4 Complete the story with the correct form of statements true or false? Correct the Find words and phrases 1–5 in the text and
6 Work in pairs. Ask and answer the false ones. match them with definitions a–e.
some of the verbs in exercise 1.

activity with the new

question. 1. Many smuggled animals are very rare. 1. baggage carousel 4. natural habitat
Perhaps, the most mysterious crimes in British history

context or by using a monolingual

were the Jack the Ripper murders. Five women 2. The journey kills many animals. 2. endangered species 5. heavy fines
were killed in Whitechapel, East London, in 1888. Have you ever 3. Animal smuggling is more profitable than 3. profitable
seen someone drug smuggling.
The police never (1) ... these crimes. They (2) ... for commit a crime?

vocabulary leading to a
and found many valuable clues. They also (3) ... many
Yes, I have. I once 4. Criminals smuggle dangerous animals. a. large sums of money paid as punishments
saw a man steal
5. The woman was smuggling two tigers b. where animals live in the wild

dictionary, thus fostering students’

suspects but nothing helped them. The detective who a handbag.
investigated the cases, Inspector Frederick Abberline, into Thailand. c. where you get your bags in an airport
never even (4) ... anyone. No one ever (5) ... a fine or What did you do? d. species at risk of dying completely
Answer the questions.

pair-work speaking task.

even (6) ... on trial. e. making lots of money
1. What are the punishments for animal smuggling?

88

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89
thinking in the target language.
M17 389 Phases4SB 088 097 U8.indd 89 23/5/18 12:05 p.m.

Look! boxes are included throughout

the unit to help students by providing 8
Each unit includes an
PRONUNCIATION \d\ \D\
a. That can’t be her dog. 6 Look at pictures 1–5. Write sentences using Listening

language and learning tips.

A. 2.38 Listen and repeat the sounds and b. He must be a famous actor. modals of deduction and possibility.
Crime news
words. c. She may be French.

extended Listening text to

\d\ during, do, Dubai, standing, crocodile, detective d. He might be an actor. 3 7 Listen to the four news stories. Put the
2.40
1
\D\ leather, although, them, their, mother, rather e. She must be French. 2 crimes in order.
f. That could be Sheila’s dog. a. terrorism c. an art theft
B. 2.39 Listen and repeat the sentences. b. a bank robbery d. a car theft
LOOK!

develop listening skills.

8 2.40 Listen again and answer the questions.
Grammar 1 Modals have different meanings, eg:
must is used to express deduction and 1. Where was the bank robbery?

The Pronunciation box in every

also obligation. could is used to express 2. When will the men appear in court?
Modals of deduction and possibility ability in the past and possibility. 3. Have the police arrested all the members of
4 5 the gang?
modals of deduction and possibility
4. Why can police carry guns now?
There must be something alive inside his bag. 4 Choose the correct words. 5. Does everybody agree with the new measures?
1. He must / can’t be guilty. He was abroad the day

unit focuses on sounds, stress

It can’t be a person. Why? Why not?
of the robbery.
He might be an animal smuggler. 6. How did the police discover the plan to steal
It may be an animal. 2. There could / must be a dog in that bag. I think
some works of art?
It could be a snake. it’s barking.
7. Where was Mary Wade’s car stolen from?
3. You must / can’t be hungry. It’s 5 pm and you

and intonation. The activities in the Upgrade

haven’t had lunch yet.
UPGRADE
1 Look at the sentences in the table and 4. He might / can’t be from the USA. He speaks
9 2.40 Listen again. Are the statements true,

complete the rules. Choose the correct words. false or not mentioned?
English with an American accent.
a. We use ... when we believe something is 1. The robbers stole ten million dollars from a bank
5. Ask John. He can’t / might know the answer. Jack Hey, look! That’s Vince Vogue, the actor.
impossible. in London.
6. The film is terrible. You might / can’t like it. Cath Who?

box offer further opportunities

b. We use ... , ... and ... when we believe 2. The bank robbers may serve some time in prison.
Jack Vince Vogue. He’s in Crime Squad
something is possible. 3. Many people entered the Parliament to complain
c. We use ... when we believe something is
5 Look at the picture and complete the on TV.
about the new law.
sentences with the correct modal verb. Cath No, it (1) can’t / must be him!
definitely true. 4. The Minister for Justice has never spoken to
Jack Why not? He (2) might / can’t live

for students to practise what

the press.

Grammar is presented with

near here.
2 Match deductions 1–3 with meanings a–c. Cath No way! Vince Vogue lives in California.
5. Robbers wanted to steal some paintings belonging
1. He must be a smuggler. to the crown.
Jack Well, he (3) must / could be here making
2. He might be a smuggler. 6. Police are fighting car thefts in Greater London
a film.
3. He can’t be a smuggler. effectively.

they have learnt so far and can

Cath He (4) can’t / may be Vince! He’s wearing

clear grammar tables. Graded

a. I’m almost certain he’s not a smuggler. glasses.
Work in pairs. Ask and answer the
b. I think it’s possible he’s a smuggler. Jack He (5) must / might wear glasses in
questions.
c. I’m almost certain he’s a smuggler. 1. The smartphone ... be Jan’s. Her’s is red. real life. Hey, look he’s coming this way.
2. The sunglasses ... be Pete’s. Jan never wears Vince

be used with fast finishers.

Excuse me. I don’t know this area.

exercises help students practise

3 Match sentences 1–6 with deductions a–f. them. I (6) must / can’t be lost. Can you What was the last
1. She speaks French and has a French passport. 3. The money ... be Jane’s, but it ... be Pete’s too. help me? crime news you
heard about? It was about a
2. She used to live in Paris. 4. The camera ... be Pete’s. He hasn’t got one. Jack Of course. Are you Vince Vogue,
robbery in a supermarket.
3. Joanne hates dogs! A dog bit her when she 5. The tablet ... be Pete’s or it ... be Jane’s. They’ve the actor? Three men wearing masks
Vince Yes, I am. You (7) must / can’t watch stole all the money.

the form and meaning of the new

was a child. both got exactly the same one. What
4. I think Sheila likes dogs, but I’m not sure. 6. The necklace ... be Jane’s. It’s identical! Crime Squad. happened to
the criminals?
5. I think I saw him on television yesterday.
6. He’s in that new film we saw last week!
Language Database pages 126 & 127

grammar structures. 90 91

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The Speaking section Speaking Writing

8 The Writing section provides
makes use of functional 1
Witnessing a crime
Listen to Ethan and Jasmine. When was
2.44

the bike stolen?

2 2.44 Listen again and complete the dialogue.
A narrative
5 Read the text and cross out seven
unnecessary words.
LOOK!
Using adjectives makes your narrative more
interesting:
a really dark street
models of different text types.
language in everyday A specific language point is
a shadowy figure
a cloudy night
Hi Jasmine, guess what ...
someone has stolen my bike!

JOE’S
You’re joking! When did it (1) ...? 6 Use the adjectives in purple to replace nice

situations. The texts are highlighted in each unit to help

It happened last night. in the text.

blog
Really? Tell me (2) ... happened? kind • pretty • friendly • tastiest • lovely
Well, they stole it (3) ... outside my house.
Mrs Franks is a really (1) nice woman. She lives in
That sounds awful!

recorded on the Audio CDs. students improve their writing.

ARCHIVES / CONTACT Search a (2) nice cottage in our village with her pet Labrador
I know! I heard a noise and (4) … I looked
out of my window, my bike wasn’t there. Spot, who is a really (3) nice dog. She’s a very good
Ethan cook and she makes the (4) nicest cakes I’ve ever
What did you do?
Jasmine 16th October
eaten. She always gives me a cake when she has
Well, I (5) ... it to the police.
I have to tell you about what it happened last made some, which is really (5) nice of her.
Good for you – it’s really important to report crimes.
Saturday night. I was walking for home from a
I agree. I (6) ... the police find my bike. party with Anton. We were going down a dark
street when we heard an alarm. Suddenly, we
saw a shadowy figure to climbing over a wall Writing Task
behind a supermarket.
3 Practise the dialogue and act it out. 1 Plan
The figure jumped down from the wall and but Make notes for a narrative describing a

The steps included

ran towards us. It was a foggy night, but we crime you witnessed and include:
could see that it was a man, probably in the
The context: when it happened, who you
his thirties. He was quite small and he was
Speaking Task were with, what you were doing

The carefully structured

wearing black clothes and carrying a some
big bag. If it hadn’t been so foggy, we would The crime: describe what happened and

in the Speaking Task

4 Prepare a dialogue between you and a friend. have seen him more clearly. He ran past us what you saw
STEP 1 STEP 2 and disappeared into the night. Action: say what happened next and

Writing Task provides students

Choose a crime from the fact files or use your Think about what you and your friend say. We thought he might to be a thief, so I what you did
own ideas to describe what happened. My (bike) was stolen. pulled out my phone and called the police
to describe what we had seen. We suspect 2 Write

help students prepare

I can’t believe it. Really?
You’re joking! That sounds awful! the man had committed a robbery in the Use the text, your notes and this
CRIME: CRIME: Tell me what happened. That’s absolutely incredible.
supermarket. It was pretty scary!
structure:

with enough scaffolding for

steal / phone vandalize / school Paragraph 1: The context
STEP 3
WHEN: WHEN: >> Continue reading Paragraph 2: The crime

and practise their own

Work in pairs. Take turns to act out
yesterday last weekend Paragraph 3: Action
the dialogue.
WHAT

their written production.

WHAT 3 Check
HAPPENED: HAPPENED:
stolen from bag, on the modal verbs, the third conditional

dialogues.
vandals broke the
metro, needed to send a windows crime verbs, crimes and criminals
message, phone not there adjectives to make your narrative more
ACTION: interesting
ACTION: head teacher reported it
told a security guard to the police Posted 13:28

94 95

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The Culture section 8

Famous laws and lawmakers
Progress check The exercises in the
highlights an aspect of
2. She might / can’t be Ann’s sister. They look

The United States of America Bill of Rights

quite similar.
Verb collocations

Progress check revise

3. It could / must be his book. It’s got his name in it.
1 Match beginnings 1–6 with endings a–f. 4. He can’t / may like football. I can’t remember.

life in different English- A

1. The woman was found guilty ... 5. He can’t / might be the robber. He’s too tall.
fter the Declaration of Independence in 1776,
2. The vandals have to do ... 6. You must / can’t be thirsty. It’s very hot outside.
the leaders of the new United States wrote the
3. I had to pay ...

the language presented

Constitution. Although the Constitution had plenty
4. Interpol have arrested ...
of rules for governing, there weren’t any rules about Third conditional
5.

speaking countries.
citizens’ rights. And some of the 13 states had only agreed A security guard caught ...
to accept the Constitution if some rules about citizens’ 6. The investigator is looking ... 4 Rewrite the sentences using the third
rights were added later. The Constitution could only be conditional to show alternative past events.

in the unit.
changed if Congress voted to make amendments. James a. a £100 fine because I parked my car illegally. 1. I didn’t work hard, so I didn’t pass the exam.
Madison was given the job of writing the amendments a crime and everyone is entitled to a trial by jury in a b. for clues in the crime scene. 2. I worked hard, so I passed the exam.

The texts are recorded on

about citizens’ rights. In 1791, Congress passed them public court with a defence lawyer. Moreover, everyone c. and sentenced to three years in prison. 3. He didn’t go to the concert, so he didn’t
and they became law. These Ten Amendments are called has the right to remain silent when they are questioned d. five men for drug smuggling. meet Sue.
The United States Bill of Rights. and cannot be tried for the same crime twice. The courts e. community service for six months. 4. You walked past the shop, so you saw
are not allowed to impose excessive bail or fines, or give f. a woman stealing mobile phones. the robbers.

the Audio CDs.

The Bill of Rights gives citizens the right to have whatever
religious beliefs they want, freedom of speech and
freedom to publish what they think, as well as freedom
to have peaceful demonstrations. It also declares that
everybody has a right to keep a weapon for self-defence.
The government cannot take anybody’s private property
and cannot search anybody’s house without a court order.
Nobody can be held in prison unless they are charged with
2.45 Read and listen. Match explanations
1 saw a thief use a gun to steal all the money
1–5 with numbers and dates a–e.
1. The date of the Declaration of Independence.
2. The original number of states in the USA.
3. The date when The Bill of Rights became law.
4. The number of amendments in The Bill of Rights.
5. The number of amendments to the US
Constitution so far.
a. 13 d. 1776
b. 27 e. 1791
c. 10
2 Read again. Are the statements true, false
or not mentioned?
1. The Constitution of the USA was called
The Bill of Rights.
2. Some states in the USA wanted rules about
citizens’ rights in the Constitution.
cruel or unusual punishments. 5. I lived in Tokyo, so I learned Japanese.
There have now been 27 amendments to the US Crimes
Constitution. But only the first ones – the Ten
Amendments – are known as The Bill of Rights. 2 Complete the sentences with only one word.
The Bill of Rights still guarantees fair trials and freedom 1. The neighbours of Alfriston woke up this Integration
of speech so that the US government cannot abuse its morning to find terrible images of street ... :
Complete the text with the correct form of
power over the people. graffiti on walls and doors and burnt
the verbs in brackets.
telephone boxes.
2. Two of my classmates witnessed a ... . They The police (1) … (investigate) a recent increase in
3. The Bill of Rights gives US citizens the right to
pickpocketing on buses in Birmingham. In February,
keep a gun. 57 cases (2) … (report) in local police stations. 57 people
from a shoe shop.
4. The Bill of Rights gave women the vote. got their wallets stolen and 20 more (3) … (not have) their
3. There were three ... in London last month. smartphones when they got off the bus.
5. Because of The Bill of Rights, US citizens can’t be
Fortunately, the police caught the criminals Last week, Edna Thomas (4) … (witness) a pickpocket
tried twice for the same crime.
when they were sending a ransom note. in action. She explained that one man (5) … (get on) the
4. NCIS is an American TV series that shows how bus at the same time as her. He looked ordinary. He was
3 ABOUT YOU Is there a set of laws or wearing a pair of jeans and a T-shirt. The bus was full, so
a group of special agents investigate the ... of
principles like The Bill of Rights in force in he (6) … (stand) up. ‘Suddenly, I saw him. I didn’t realize
marines. They study the bodies carefully and look
your country? What is it called? what he (7) … (do), but when he got off at the next stop,
for clues.
the woman next to him shouted that her purse was
5. Don’t carry your backpack on your back. There’s missing,’ said Edna. Then, she told reporters, ‘If I (8) …
a lot of ... on public transport. (realize), I (9) … (shout). Perhaps, he would have got off
WEBQUEST
the bus without stealing anything.’
Investigate a set of laws or principles in
Modals of deduction and possibility
force in the UK. What is it called? Why was
it created? Is it still in force today? 3 Choose the correct words.
1. He must / can’t be Australian. He doesn’t
speak English.

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M17 397 Phases1TB4 001 005 Portada Overview.indd 2 20/07/18 11:17

 Revision 4
The Revision sections Vocabulary

consist of a vocabulary START When somebod

and grammar review

y

The Upgrade for Exams

invents a c…, Befo
usually draw
pap
they manufacre a product is
it on tured massive
experts have ly,
Upgrade for Exams
5 Rewrite the sentences beginning with If. 7 er first
Listen.again and tick (✓) the correct
various prob to s…
2.46

from the previous two

1. I didn’t phone my friends last Saturday because statements.
lems. 1 Read the text and decide if each sentence is correct or incorrect.

sections provide additional

I was ill. 1. The listeners phone in to ask Dr Sutton questions.
2. Alice stayed in bed because she had 2. According to Dr Sutton, there are different factors

Why not go to MIT?

a stomach ache. that cause juvenile delinquency.
3. We were all absent, so the teacher got angry. 3. There doesn’t seem to be a connection between

units through reading

Fred is

practice through
4. The children didn’t have breakfast at home drugs and delinquency.
In this picture,
because the power went out.
slowly
4. Dr Sutton says that communication problems
recovering In many films and TV series, the smartest characters
laughing ... a we are
5. The dog barked because there was may also cause delinquency.
… his Results are are said to have a degree from MIT. So much so, that
video about funny
a stranger in the garden. 5. The most typical crimes are hacking and murder.
a…
and listening exercises.
regularly to MIT has become a metaphor for high intelligence
dressed up as dog a accident
6. According to Dr Sutton, prisons are the best place

international exam-type
Listening injuries. i… the
design of prod quotient. But what is the world-famous MIT?
a clown. for delinquents.
ucts. MIT stands for Massachusetts Institute of
2.46 Listen to a radio programme and
7. Community service keeps the young delinquent
6 busy and controlled. Technology. This is teaching and research university
answer the questions. in Cambridge, USA. It is well known as a breeding
8. If we realize that a member of our family is

exercises.
1. Who is Dr Sutton? ground for technology and technologists. It was
having trouble with the law, we should never
2. What is he answering? founded in 1861, in response to the increasing
ask the police for help.
industrialization of the United States.

More recently, MIT has helped to advance the digital age as many of the staff members or students have been involved
Whe the crim When you are
Collaborative Taskf…ng…, inal was f… for spee given a
in the creation of various computer games or other software.
the people ding, you But MIT is also characterized by some other interesting facts, for example the Brass Rat and the Grad Rat. The first is
present at the should not com
YOUR FAVOURITE GAMES
a class ring that is redesigned each year by a group of students. The second is the ring that graduates wear. Both rings
Mark was started clap court
n. plai

The Collaborative Task gives

You should ping to feature the university mascot, the beaver, which is considered the engineer of the animal world.
sentenced to apologize.just
show their app
d… c… serv roval. If you want to do a degree in astronautic engineering, earth, atmospheric and planetary science or architecture, MIT can
He must clean ice. be a very interesting option. Of course, studying at this university can be quite costly. However, loans may be an excellent
1 IDEAS
the local hospital up 3 WRITING tool for financing your MIT education.

students the chance to work

a. Choose
wall
two of your favourite games and complete Check your work carefully and
s.them:
the table about write your final version on a
poster. Make sure you use the 1. MIT is a reflection of low standards in the 2. What app would you like to invent?
Game Characters Aim Why you like it How often you play it correct tenses and linkers. American educational system. a. Somebody will soon invent a new app.

in groups and produce a text

2. MIT is a high quality research university. b. I’d really like to invent one.
H… is a rela
FINISH modern crim tively
e because
When the
saw my neigpolice
3. We don’t know when this university was founded.
4. The Brass Rat is a ring that graduates wear.
c. Probably a free app to do all kinds of
homework.

b. Investigate when and where they were designed.

in the past we in the video hbour 5. The university doesn’t hold a mascot in their 3. Have you ever downloaded a free app?
have so mucdidn’t of a. Yes, it has.

that integrates the language

tradition.
the CCTV cam
technology.h they accused era, 6. MIT offers free education to any person who is
willing to study there.
b. No, never actually.
c. Yes, we will all download one.
98 2 GROUP WORK him 7. The institution offers loans for those who can’t 4. Do you prefer computer games or video games?
of t… .
4 PRESENTATION
afford a full education there. a. I’m afraid I’m not a very technological

learnt so far, using various

Discuss your ideas and vote for Show your poster to the person and I don’t like either.
M17 389 Phases4SB
the most interesting games. Use class and explain what you
098 101 R4.indd
98
the information in ‘a’ and ‘b’ to have found out about your 2 Read the questions and choose the correct b. No, I’m not a very technological
write a draft about them. Get favourite games. Has any answers. person.
photos or drawings to illustrate other group described the 1. When was the first smartphone sold? c. Video games are often played online.

tools and formats.

your work. same games? Vote for the a. It was produced and sold.
5/18/18
most original poster. 12:51 PM b. Not a very long time ago, actually.
c. Yes, it was sold here.

100 101

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The Communication Activities

Communication Activities – Student A CLIL and Projects
Science

section, divided into Student A Animal migration

1 Look at the picture and make up a story. Pay 3 Imagine your partner is your best friend.
special attention to the use of tenses and linkers He/She has just received a phone call. Follow
nt B
ities – Stude
to express sequence. Tell your partner the story. the instructions to act out the dialogue:

tion Activ
Then listen to your partner’s story and take Ask who it was.

Communica
and B, provides six motivating
down notes. Use them to write a description of Congratulate your partner and ask for details about
the interview. (When, what time, where, etc.)
the situation.
Offer to go with him/her. . You
Ask about the clothes with your best friend
e you arehe/she will wear and give
call. Follow
the
story. Pay
3 Imagin
some
received a
advice. (Kind of clothes,
justthe
phoneetc.)
colour,
ue:
make up a

pair-work tasks that improve

have
Wish your friend bestact of luck
outand dialog
theask him/her
picture and to where you applied
1 Look atl the to the use of tenses and r instru
to phone ctions
you after the jeweller’s
the interview. in the
ion Say it was from ago. Explain what you read
specia attent Tell your partne Many species in the animal kingdom
ss sequence. r’s story for a job a week
linkers to expre partne the job. migrate, including birds, fish, mammals and
listen to your You have got a photo
4
advertisemen of a
t celebrity
offering and someabout the
a and give details etc.)
the story. Then
reptiles. They often travel great distances to
them to write information about him.partner
Use both towhat answer
time, your
The migration cycle may happen every

communication skills and

down notes. Use Thank your where, but make reach another part of the world. Humpback
and take ion. (When,
interview.to help him/her
partner’s questions toguess you
go withwho time the seasons change, once a year, or
of the situat r for offering own. Give a
reason. whales swim more than 8,000 km in one
description the celebrity Thank him/he
is. Avoid giving the
to gomost
on yourtelling you
perhaps just once in the animal’s lifetime.
you prefer e what clothes direction, while one species of bird flies
it clear For example, Scottish salmon are born
information at advice and describ
the very beginning.
Agree on the r 11,000 km non-stop in just eight days. in freshwater rivers. Then they may swim
will wear and
why. to phone him/he

foster lively interactions.

and promise Animals migrate because they need to find thousands of kilometres north to find food
your partner
Thank Timberlake
Real name: Justin Randall interview.
food (some plants or animals may only be in the Atlantic Ocean. When it’s time for the
Imagine you have put up a notice on the school after the
1981 available in a certain area at particular times
2 Date of birth: January 31st, salmon to reproduce, it swims back to the
and some
noticeboard asking for a singer for your rock Place of birth: Memphis, Tennessee, USA of a celebrity of the year), a better climate (the winter may
photo to answer your
river where it was born. After it lays its eggs
have got a

Four CLIL texts and Projects

band. Read the profiles of the two candidates. Status: married4toYouJessica Biel (actor, model
about her. Use both who be very cold) or the best place to reproduce. there, it dies.
information him/her guess
You have got some information and your partner child r’s questions to help
and producer) – 1partne telling
has got some additional information. Discuss the andAvoid
actoris. giving the most
producer
Profession: singer, songwriter,
candidates’ qualities. Then choose the singer. l the celebrity very beginn
ing.
on the schoo fundraising
Interests: golf and inform ation at the
money for charity
put up a notice
e you have rockof his latest performances: Rock in Rio

present interesting topics for

your One
2 Imaginboard a singer for a
asking for
Name: Susan ates. ten Grammy Awards Ariana Grande-Buter Project: Animal migration
notice of the two candidAwards:
Real name:
the profiles
Nickname: Sue
band. Read and your June 26th, 1993
information Date of birth:
Age: 16 , USA STEP 1 STEP 3
schoolgot some
Youathave
Experience: only nal information. e birth: Boca
Raton, Florida
got some additio ies. Then Place ofhave Investigate three migrating animals and Edit your work carefully. Make sure it is tidy and
partner has 5choos
The following women been nominated for the

students to investigate further

and at family parties, especially
ates’ qualit Status : single make notes. Use some of these questions clear. Make a presentation to your classmates.
relatives and neighbours
Discus s the candid Woman of the Year award.singer,
Use the notes to discuss
actress
Profes sion: as a guide:
Favourites: Rihanna . –
and Justin with your partner who should win and fights
andlswhy,
MONARCH BUTTERFLY
theissinger
my favourite song ‘Needed Me’ ts: She loves
anima • Which animals migrate?
and what the prize Interes
should be.l ill-trea reportshe
Then tment; your
ble organization. • Where do they live? When?
MIGRATION
Comments: ‘I sing well and I love acting.’
agains t anima a charita
Name: Susan decision to the class and see if everybody
‘Kids Who Care’, agrees. • Do they live in nests? If so, how do

in groups, thus stimulating

founded n’ rous Woma
Nickname: Sue ‘Dange they make them?
to be 17 next latest hits: y Award
Name: Daniel Age: 16 – I’m going One of her and a Gramm • When do they migrate? Why?
Nickname: Dan month Barbra Nichols Teen Choice Award
Awards: AMeg Spencer
at family
only at school,
ated for the
is innce:
October 72 – Birmingham 32 – Stratford
Age: 17 – my birthday
Experie Christmas
especially at innanhave been nomin to discuss STEP 2

team work and collaboration.

and singing
Experience: Musicparties,
ing wome
Justin – Rescued her two dogs and her Gave up working
es: Rihanna and in follow company and. Use the notes
lessons since 9. Left the band
Favourit songs with my 5 The
grandson when a fire broke out international
Year award
of thea charity organization win and why,
Get together in groups and compare the
Woman to
’
three years ago. Ready
‘I always a their
forsing songs on the
her kitchen.
Internet. opened
should information. Choose the most interesting
d some – partne r who your
be. Then report
She ended up in hospital, but the help poor mums.
demo! friends! We uploade music well and I love actingbaby and her dogs are fine. Now, with your
ody agrees.
She teaches themshoulddifferent skills animals and draw a comparative chart. Also,
andnts: ‘I sing pop
from the hospital bed, she knitsand what
prize
thethey
and see if everyb
Favourites: Elvis, Adele
Comme Queen. My favourite so that can sell food or make
ry roles.’ clothesthe class mark their migration itinerary on a map of
decision to
song is ‘Rolling in the seconda
onlyDeep’ by Adele. sweaters to earn money to rebuild to earn a living.
the world.
Meg Spencer
Comments: ‘I love acting and dancing too.’ her kitchen.
s
Name: Danie
l
Barbra Nichol
am
32 – Stratford
– 72 – Birmingh in an
Nickname: her Gave up working
two dogs and company and
Age: 17 singing Rescued her in international to
Music and a fire broke out organization
102 Experience: the drums grandson when opened a charity 103
9. Played her kitchen. help poor mums. different skills
lessons since left ) ‘If I do in hospital, but
the
with brother’s band, Spanish (only English She ended up Now, She teaches
them
sell food or make
and sang in dogs are fine. so that they can
began to sing baby and her bed, she knits
M17 389 Phases4SB 102 117 extras.indd 102 because they it well.’ from the hospital clothes18/05/18
a living. M17 389 Phases4SB 102 117 extras.indd
to earn09:31 103 18/05/18 09:31
I want to do n money to rebuild
something, and Quee sweaters to earn
Elvis, Adele the Deep’ by Adele few
Favourites: g in a her kitchen.
song: ‘Rollin and dancing too. I took er.’
Favourite summ 107
‘I love acting dancer in
Comments: s with a well-known
dancing lesson
18/05/18 09:32

107
102 117 extras.indd
M17 389 Phases4SB

The Editing your Work Editing your Work

section provides six texts

d. Write a blog about the qualities of successful
people.
Correction code c. Investigate famous people who had a harsh childhood.
Choose one and write about his/her life.
^ word missing WW wrong word TR transfer from L1
T
Many of us thinks that, if our early years
Alex’s blog

containing grammar, spelling

wrong tense WV wrong verb C/S comparative are difficult, we don’t stand chance of success
P punctuation V verb form or superlative form later in adulthood. Fortunately, are people like ARCHIVES / CONTACT Search
CAP capitalization WO word order RED redundant Chris Gardner, multi millionare, philanthropist
PREP preposition STR structure REF reference and motivational speaker who life is a source of
9th May
PL/SING SP UN REP unnecessary repetition

and vocabulary mistakes for

plural or singular form spelling inspiration for we, young people.
Chris he was a traumatic childhood. His I have been reading and thinking about success
stepfather used to be physically abusive to his and I want to share my findings with you. Success
Correct these writing pieces. mother and sisters. Like result, he and his is a matter of skill or good luck?

students to spot and correct

brothers and sisters was placed in homes. Is true that opportunities play an important role
b. Write a story starting: ‘When the clock struck eight…’
in our life because allow we move forward the
a. Imagine it’s the end of the year. Send an email to His adult life also was difficult. For support his
When the clock struck eight, we all sat at dinner more easily towards our goals, to our objectives
your best friend telling him/her what you have wife and son, he worked as a salesman of medical and aims. Success very depends of our assets
table as usual. The sound of the grandfather scanners but he earned a few. His wife wasn’t
achieved this year and your resolutions for the and qualifications. Takes hard-work, self-
clock that stood in the wall in the entrance hall tolerate his failures and moved to New York to

using the correction code

coming year. discipline, dedication and commitment for to
was important for all of us. My Dad used to say, work in a pizza shop, leaving Chris the custody succeed professionally.
New message ‘this clock is a symbol of order in our family: of your son. It was hard for both of them. Life for
Successful people have been studied over last
them was very hard. Chris could not pay the rent
Recipients: Pat CC CCO breakfast at 7, tea at 5, dinner at 8.’ forty years and research shown that share
so he and his son were homeless. They eat in soup similar qualities. All successful people have clear

given. This section aims at

Subject: Hello! Wasn’t the grandfather clock only in style. It kitchens and sleep in flophouses. goals because they know what want from the
Dear Pat: was literally our Grandpa’s clock. ‘Dates back start and they work hardly to achieve them.
One day Chris saw a man in a red Ferrari. He
Hello! How are you? I’m writing to wish you merry Christmas and a to 1750, he used to explained proudly, and it is asked them about his job. He was a stockbroker. Take the famous case of Steve Jobs who he
happy new Year. Has been a good year for you? Living in the countryside the more accurate time- keeping technology.’ At that moment Chris decided he was going to wanted to get a computer in the hands of
must to be a different experience. You used to live in city like me, with

raising students’ awareness

‘But, Grandpa, we live in the Digital era’, we became a stockbroker himself. That man was Bob EACH every ordinary person and finally fulfil
buildings all around and without any tree near your house!
Bridges, who introduced Chris to the world of his objective. Of course, he had to go for hard
complained. times and failures but he didn’t never give up his
At school it was a successful year for me. I passed already all my exams finance and offered her training programmes.
including maths. You know I never have been good with it. One day we were playing hide and seek in the dream.
At the club I have make many friends. I took in hockey at the beginning house. Our parents had gone to the cinema and Finally, Chris gave up his job like salesman and
Successful people have the ability also for

of grammar, vocabulary and

of the year and we win several championships. I don’t love hockey but became a top trainee. In 1987 he started his own
was a young girl baby-sitting us that evening. anticipate trends and for look ahead of their
I enjoy the team spirit. The girls they are fun and our coach is very company with only one desk and 10.000 dollars. time. As can see into the future they can plan my
supportive. He is a supportive coach. The girl she hadn’t no control on us.
From then on, his life has been story of financial course of action strategically as they can foresee
I have started write my New Year resolutions. It’s an old custom at I hid behind the clock. At one moment, my eventual drawbacks.
success. In 2002 his autobiography published
home. brother pulled me out of my hiding-place. I

spelling issues.
and in 2006 the film under the same title Ambitious people not only have great confidence
Next year I going take up French. One of our hockey friends French and resisted, we shouted, and, suddenly the clock fell ‘In Pursuit of Happyness’ was a ticket-office in themselves but trust others as well. They know
she offer teaching me. Too I’m going take swimming lessons. My friends to floor making a terrible noise. The baby-sitter that empire isn’t built buy one man and that,
success.
invite me often to swimming pools and watch them all having fun in
stood standing in despair. My sisters began therefore, they need the collaboration of others.
the pool while I sit. I’m going to overcome my fear of the water. Is a final Before died his wife, he decided change his life
decision! shout and cry: ‘father and grandpa not forgive style, so he became a philanthropist and donate We all want to be successful and very few of us
Now is your turn to share your New Year’s resolutions with me. us.’ We all went to bed feeling guilty. large sums of money to the homeless. Nowadays have the willingness to take the risks and the
he works like inspirational speaker and help responsibility that it entails. Is the easiest for the
Write to me soon. Bye for now. At breakfast time nobody didn’t speak. We majority of us think success is a matter of luck.
people to overcome obstacles and achieve their full
Love expected a good telling off. ‘Well, told Dad But is really?
potential. His teaching motto is ‘If Chris could do
Sue breaking that deadly silence, perhaps was time it, you can do it too.’
Send for clock to go. We live in a digital era now.’
Comments 50

108 109

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Extra Reading
The Extra Reading section
includes four reading texts
Changing From early suffering
presented in different formats lifestyles to adult success

and dealing with varied

It is common knowledge that our childhood years shape our lives.
If we look around, we can see that a stressful upbringing has left
many people impaired and unable to live up to their full potential
while others, however, have grown stronger.

topics. They are followed by The famous Walt Disney, for example, never got to play games as
a little boy because his despotic father was an advocate of physical
punishment and hard work. He used to drag young Walt out of bed
very early in the morning to deliver newspapers to his clients and

productive activities which

would never give him an allowance for his work on their farm.
To get some pocket money, Walt used to sell drawings to his
Walt Disney neighbours.

help develop students’ reading

Then there is Eminem, the King of hip hop, who
has sold 176 million albums. He was raised in underprivileged
neighbourhoods where he was bullied and beaten. He was
abandoned by his father and neglected by his paranoid mother, who

comprehension skills. They

would leave him alone in the house to play bingo. He dropped out of
school and took up several jobs to help his mother pay the bills. 1 Answer the following questions. 4 Find in the text words for meanings 1–6.
1. Do all the people from traumatic environments 1. __________: form, create
Why could they defy their stressful upbringings and achieve great
overcome their early suffering? 2. __________: incapable

also include a Glossary to help

success? Some psychologists explain that people who had a
2. Why was Walt Disney’s childhood difficult? 3. __________: a fixed or available amount
traumatic childhood develop the ability that facilitates creativity.
3. What was traumatic about Eminem’s childhood? 4. __________: pull slowly or heavily
These children grow up feeling that nothing is under control,
4. Why is moderate stress good for us? 5. __________: brought up
so risk-taking is easier for them than for those brought up in Eminem
6. __________: frightening and causing worry
controlled environments. In addition, they have more tolerance to
2 Find in the text synonyms or ideas similar to

students read independently.

frustration because the skills they used to overcome their early suffering
‘a difficult childhood’. 5 Write an email to a friend and tell him/her
helped them to prosper in adult life.
about some changes in your life using used
This doesn’t imply that living in a traumatic environment is good. It simply signals 3 Rewrite the following sentences using used to and didn’t use to.
the importance of stress in our lives. Some neuroscientists say that moderate stress to, didn’t use to, did… use to …?.
enables us to explore new possibilities and land on new solutions. 1. Walt didn’t play games as a little boy.
2. His father was tough and despotic. Your turn
3. Did Walt deliver newspapers on rainy days?
4. Did Eminem’s mother go to the bingo? Investigate a celebrity who had a difficult childhood
5. Did he pay his mother’s bills? and prepare his/her story to share with the class.

110 111

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The Language Database Language Database de las

obras reproducidas en e

The two Audio CDs

ste e
retes je
in térp mp
lar.
los Pro
S Question tags 2 Complete using zero conditional. de hib

summarizes the grammar

y i
If you mix white and red, you get pink. es da
• or la
Question tags are short questions at the end of statements.
1. I always feel terrible if ... .
ut re
Ted isn’t in the classroom now, is he? sa pr
lo

include the audio for

od
2. You gain weight if ... . e
• We form question tags with an auxiliary verb (eg, be,
d

uc

3. If you freeze water, ... .

r,

ció
to

structures in the book and

have, can) + a personal pronoun.
4. If they come home, ... .
uc

She doesn’t know where the money is, does she?

,r
d
ro

5. If you touch a fire, you ... .

eg

ISBN 978-987-XXX-XXX-X
lp

•
rab

We normally use a negative question tag with a

the texts in the book as

de

Pack ISBN 978-987-XXX-XXX-X

ac

positive statement, and a positive question tag with

os

ión

1 Tense review © Macmillan Publishers S.A., 2018

ech

a negative statement.

provides additional grammar

, pr

Everyone will be here soon, won’t they? Con autorización de Macmillan

der

3 Complete the sentences with the correct

ésta

Larry doesn’t speak Russian, does he? Publishers Limited

los

form of the verbs in brackets. Use the present

mo,

well as the listening and

• The meaning of a question tag depends on the
todos

simple or the present continuous.

can

intonation: we use a rising intonation if we are asking

My sister Lisa loves (love) sport. She often

practice. This section can be

je, ejecu
Reservados

a real question; we use a falling intonation when we

(1) (play) basketball and tennis with her
want the other person to agree with us.
friends, and she also (2) (go) swimming

pronunciation activities.
You’ll attend the meeting, won’t you? four times a week. In fact, she (3) (swim)
ción pública, radio

In this case, we want to confirm if we are right or not. at the moment – she (4) (train) for a

used in class to supplement

competition next month, so she needs to practise.
This programme is awesome, isn’t it?
We get on well, but we’re very different –
In this case, we want the interlocutor to agree with us. I (5) (not like) sport at all, I prefer
• The question tag for I am is aren’t I? computers and technology. I sometimes

each unit in the book and/or

• (6) (watch) football matches on TV,
difus

After imperatives, we usually use will/would you?

or can/can’t/could you? when we want people to though. Right now, I (7) (wait) for Lisa to
ió n

do things. come home and play computer games with me!

y cu

Turn off the light, will you?

alq

4 Complete the sentences with some of

at home to help students with

uie

1 Write a question tag at the end of each the verbs in purple. Use the past simple
ra

statement. affirmative and negative.

Audio CD 1
otr

There are many people in that room, aren’t there? Patrick Howarth
ou

make • study • win • become • take • drop • get

so

1. They didn’t accept the offer, ...? Patricia Reilly

homework and self-study.

Johnny didn’t make (not) friends at school.
no

2. You are leaving tomorrow morning, ...?

a

Daniel Morris
ut
1. Jack into trouble with his
or
3. She’s done the job on her own, ...?
iza
teacher again. Series consultant: do
4. Simon lives in a small town, ...? de
2. We (not) the first prize in Alejandra Ottolina es
5. They can’t reach the town on time, ...?
tos
the competition. nog fo
3. My dad
ram
a gap year before as.
S Zero conditional he went to university.
• In general, we use the zero conditional when we want 4. That pop group (not) rich
to talk about the result of a situation. The condition is and famous until last year.
always true. M17-397-Phases4-Audio CD.idml.indd 1 3/8/18 12:38 PM
If Jane is late, she usually phones me. 5 Rewrite the sentences using when and while.
• We also use this structure to talk about general truths, She broke her nose while she was playing hockey.
possible answers, habits and to give instructions. (when) When she broke her nose, she was
Plants die if we don’t water them regularly. playing hockey.
• To form zero conditional sentences, we use if +
present simple + present simple (result).

118

M17 389 Phases4SB 118 128 database.indd 118 18/05/18 09:37

M17 397 Phases1TB4 001 005 Portada Overview.indd 3 20/07/18 11:17

 Workbook overview

The Workbook includes:

• Practice activities for all the units in the Student’s Book.
• Four Worksheets which provide further reading practice.
• A Digital Competence worksheet at the end of each unit.

The Upgrade exercises

Unit
8 Crime doesn’t pay Listening UPGRADE

are intended for

Vocabulary 1 5 22 Listen and put the events in the A. Read the text and choose the correct
correct order 1–7. Be careful! Two events answers.
Verb collocations 3 Complete the text with the words or phrases did not happen.
below. Use the verbs in the correct form.
1 Order the letters to make crime phrases. a. Anti-trafficking officers started watching ‘Well one thing is for sure,’ Detective
Mactaggart said slowly, ‘the thief

students who need

1. og no ilart arrest a suspect • look for clues • question him • the man secretly.
(1) ... be a woman.’ ‘How can you be
2. od cmuiytomn resveic do community service • pay a fine • suspect b. Anti-trafficking officers stopped the man so sure of that?’ Morgan, his assistant
3. ayp a neif and opened his suitcase. asked. ‘Because he’s left a footprint
4. reatsr a pstcuse c. One of the animals bit an officer’s hand. outside the window and it’s very big,’
5. Mactaggart answered. ‘The criminal

more challenge.
ptcusse moonese d. Someone drugged baby mammals and
Three bicycles disappeared from the local (2) ... be a woman with very large feet,’
6. itomcm a mriec put them in flat cages. his assistant suggested. ‘I suppose that’s possible,’
7. school door last week. Fortunately, the police
nfid eoomnes lyitgu
this morning when a e. The baby mammals yawned. Mactaggart agreed. ‘Anyway this man or woman
(1) with big feet must (3) ... red hair,’ he said suddenly.
8. oneusqit a essptuc f. The man bought endangered baby
neighbour, Mr John Parker, phoned 911 to report ‘Really? What tells you that?’ Morgan asked.
9. vesetanigi a meirc that he had seen a young man who was trying to mammals on the black market. ‘Well, there’s a red hair here on the carpet,’ said
open the padlocked chain on a bicycle outside one g. The man tried to smuggle snakes and Mactaggart. ‘That (4) ... be a human hair,’ Morgan
2 Match the questions 1–7 with the answers of the biggest supermarkets in town. turtles to China and Vietnam. said. ‘The criminal (5) ... have a dog with red hair.’
a–g. The officers have already (2) h. The man went to Bangkok airport. ‘No. It’s definitely a human hair,’ the detective said
1. When does a criminal do community service? but he has refused to cooperate. He hasn’t answered putting down his magnifying glass. ‘Anyway,’ he
i. They found endangered animals. added sighing, ‘if (6) ... here a bit faster, we (7) ...
2. Must all criminals pay a fine? any questions, not even his name or address. Now
this person with big feet and red hair.’ ‘It’s not my
a couple of detectives are working on the case.
3. Where must detectives look for clues? urgently. 6 22 Listen again and choose T (true), fault the criminal got away,’ Morgan said angrily. ‘If
First, they must (3)
4. Who is in charge of questioning a suspect? you (8) ... all that time looking for your magnifying
Of course, the young criminal will be released if the F (false) or NM (not mentioned). glass, and if we (9) ... the police station sooner, we’d
5. When do the members of the jury find police don’t get evidence, but if they do, he may 1. The man had just one suitcase full (10) ... the criminal with their red dog.’
the accused guilty? (4) , (5) or
of animals. T / F / NM
6. What do detectives need to solve a criminal serve a sentence for robbery.
2. Some of the animals were dead. T / F / NM

The Vocabulary and Grammar

case? When an officer asked Mr Parker why he had 3. The man was on a plane when the
7. Do all criminals go on trial? (6) the young man, he A B C
officers arrested him. T / F / NM
explained that the man had been looking at a 1. mustn’t can’t shouldn’t
bicycle for a long time and then had looked at both 4. The man had never smuggled snakes
a. No. Sometimes there are previous instances at 2. can must could
sides of the road trying to make sure nobody was or lizards to China. T / F / NM
which agreements are signed. 3. have to have having
looking at him. Of course, the young man did not 5. Leopards and panthers are around

practice exercises correspond to Dictation exercises are

b. Usually when the offence is not very serious. notice that Mr Parker was standing at his bedroom 4. could not might not must not
the same price on the black market
Murderers and bank robbers do time in prison. window, watching everything he did! 5. might must can’t
in Bangkok and Dubai. T / F / NM
c. Basically evidence, and if possible they should 6. you’d drive you drove you had
6. There is a lot of wildlife trafficking
discover the MO (modus operandi) and the reasons driven
in Thailand. T / F / NM
7. caught

the topics presented in the same

that led to the crime. would have were

provided for students

d. No, only those that have committed minor crimes caught catching
and do not need to be in prison. 8. didn’t waste haven’t wasted hadn’t
e. A police officer or a lawyer. wasted
f. When there is enough clear evidence that he/she 9. were leaving would have left had left

sections in the Student’s Book. to further practise their

is responsible for the crime. 10. were catching would have have caught
g. In the crime scene. caught

B. 23 Listen and check your answers.

Dictation
7 24 Listen and write in your folder.
spelling and to help them
75
80
develop their listening skills.
M17 393 Phases4WB 065 084 U7 U8.indd 80 19/06/18 12:30
M17 393 Phases4WB 065 084 U7 U8.indd 75 19/06/18 12:29

8
The Reading section Reading
1 Match the verbs 1–4 with a–d.
Writing
A narrative
The Writing section follows
provides a passage related the same guided approach
1. dig a. a building 1 Read the email and choose the correct words.
2. carry out b. a tunnel
3. empty c. the safety deposit boxes New message
4. rent d. a successful robbery

to the theme of the unit, presented in the Student’s

Recipients: Meg CC CCO
Subject: A strange event
2 Read the text. How many robberies are described? Hi Meg,

Getting in the bank

Something really strange happened two days ago. It was 2 pm when I
was sitting (1) in / at my desk answering some emails. As you know, you

followed by comprehension Book.

People often think of bank robberies
as scary, dangerous events, where
people walk into banks with guns and
take money. But there are other ways
safety deposit boxes were
stored. The robbers took an
estimated $6.5 million.
can see the street (2) of / from the window in my study. Anyway, it was a
lovely autumn day, not that cold. I was just (3) watching / looking at the
trees with their golden leaves moving in the wind. Suddenly, I heard a loud
earth from the building every day.
crash coming from the street. I (4) sat down / stood up and looked out
of the window. A lanky guy in his twenties (5) has / had just smashed the

activities. This page may

into banks.
On 4th January 2011, bank robbers
in Argentina carried out a successful
bank robbery in Buenos Aires. The
The police investigating the crime
were impressed by the clever and
organized way the criminals had
carried out the robbery. However, the
public were not so impressed. There
People thought the building belonged windscreen of a new car parked opposite my house. I dialed 999 on my
to a construction company, and so
mobile and ran outside. Even though I was scared, I shouted for help.
they didn’t think this was strange. I looked in the car. There (6) was / has been a black laptop on the front seat
Again, the police didn’t find out about and a really expensive-looking smartphone on the floor. (7) Where / When
the robbery until Monday morning, the police arrived, they contacted the owner of the car (8) which / who

be used with fast finishers

robbery happened over the New Year
weekend, and no one knew about it
for a day or two.
The robbers emptied over 100 safety
were reports that alarms at the bank
were ringing several times during
the night, but police only looked at
the bank from the outside. The doors
when the bank opened after the was really grateful to me. He owns a vegetarian restaurant by the coach
station where they serve fresh salads and delicious fruit cocktails. The man
weekend. The police described the
has invited me (9) going / to go there for a free lunch any time with a friend.
scene as ‘something you see in the
Would you like to come this coming Saturday?
movies.’ This was the biggest bank

and at any time during

Let me (10) to know / know!
were shut, so they decided not to robbery in Brazil’s history.
deposit boxes, taking the savings Rita
investigate. If they had gone inside But before all this, there had been a
of many Argentinians, who were
the building, they would have found robbery in England using the same
extremely angry to hear about the Send
the thieves. method. The Baker Street Robbery
events. The police discovered that the

the class.
thieves had spent about six months
digging a 30-metre tunnel into the
bank, which had lights and an air
supply. They had rented a nearby
building in July the year before,
and had started to dig a tunnel
which came out exactly where the
In a similar story in Brazil, six years
earlier, thieves stole about £36
million, after tunnelling into a bank
through a 200-metre tunnel. This
tunnel also started from a nearby
house. Neighbours reported seeing
workmen taking large amounts of
of 1971 took place at Lloyds Bank
in London. Again, the robbers had 2 Read the email again and correct the wrong information.
rented a building near the bank, and 1. Rita was in the kitchen at 2 pm two days ago. 4. Rita’s mobile was having signal issues at that
tunnelled about 15 metres to get to time.
the bank. This robbery is still unsolved 2. We learn that the incident happened in Rita’s house.
today and must continue to be very 5. The car parked opposite her house was hers.
irritating for the British police. 3. A woman had smashed Rita’s front window.

The Writing guide steps help

3 Read the text again and answer the questions.
1. When did the robbery on 4th January 2011 hit the
news?
3 Write a narrative about a crime that you witnessed. Follow these steps:
5. When did the police find out about the robbery?
Answer the questions and make notes: Write a first draft. Use the notes you made and the
model text in exercise 1 to organize your ideas into

students with the preparation

you with?
2. How long had the robbers spent digging the tunnel? 4 Match the words 1–4 with the phrasal verbs Where were you? Who were paragraphs. Enhance your work using interesting
happened? adjectives.
a–d. What were you doing? What
like? Check your work and write the final copy.
3. Why were the police investigating the crime 1. completed, accomplished a. looking into What did the criminal look
impressed? 2. discovered b. found out What did this person do?

of their own text.

3. investigating c. get to What did you do?
4. How much money did the thieves steal in Brazil? 4. reach d. carried out How did you feel afterwards?

81 82

M17 393 Phases4WB 065 084 U7 U8.indd 81 19/06/18 12:30 M17 393 Phases4WB 065 084 U7 U8.indd 82 19/06/18 12:30

The Unit check section 87

STORYBOARDS
The Digital Competence
revises the main worksheets at the end of each
Unit check 2. He lives on the same road as Jill, so perhaps Let’s discuss!
he knows her. (might) A storyboard is a useful tool
1 Write the words in bold in the correct place. 1 Read and answer. sequence of scenes in a film,
for showing the
1. The young criminal didn’t have to pay a fine. He 1. What is a storyboard used for? animation or
3. I don’t recognize this music but it’s possibly TV programme. It can be
used to visualize
was sentenced to do suspects service. 2. Have you ever made a story board? What was it about?

vocabulary and grammar unit include a collaborative

the scenes and find any possible
Beethoven. (could) problems
before filming starts. A storyboard
very basic or very detailed can be
CC CCO 2. Has the lawyer announced when Peter Brown is but it should
going on clues?
4. The police have arrested our neighbour. He is Let’s analyze! always show what will happen
on set and
almost certainly a suspect. (must) which cast members will
2 Look at the example of a storyboard. Then answer the questions. be in the scene.

from the unit. project where students use

3. That room with the big one-way mirror is used for
questioning not guilty.
4 Complete the sentences with the correct
An unusual story

form of the verbs in brackets.

4. The detectives are still at the crime scene because
1. If you (finish) your work on time,

online tools for production and

they haven’t found enough trial yet.
the teacher (not get) angry with
you last week.
5. Morris Smith hugged his wife when he was
2. I (not lose) my mobile if I
declared community. At the train station. At the train station. On the platform.
(pay) more attention when I was Sound of the train moving away. Katie running down the stairs. Train Katie checking her watch. In the

interaction.
Empty platform. moving away in the background. background, Nick is running down
on the bus. the stairs, carrying a briefcase.
3. The thief (not escape) if the
2 Complete the sentences with some of the window (not be) open.
words below.
4. If we (phone) the police quickly
drink-driving • theft • murder • vandalism • hacking • enough, they (catch) the robbers
kidnapping • robbery but they arrived too late.

1. He is a professional. Unfortunately,
what he does best. He has great computer skills!
He will end up in prison, though.
2. Neighbours at the small village of Rottingdean
were surprised this morning when they found
great signs of all over the village
walls and doors. Although nobody saw or heard
anything, a group of detectives are working on the
case and trying to gather clues.
3. Surprisingly, two young women were accused of
bank last Friday and taken to court.
The magistrate found them guilty and they will
have to serve a ten-year sentence!
4. A was reported at the local school.
Books and computers were missing from the
school library.
3 Rewrite the sentences using the words in
brackets.
1. She never smiles, so I’m sure she isn’t happy. (can’t)
is
5 Cross out the unnecessary words in the text. On the train. Suitcase in view. On the train.
Katie and Nick sit down next to each Focus on Katie looking shocked. Focus on Nick’s briefcase. Katie’s
other. (Dialogue) Looking for Nick. handbag has disappeared.
Someone’s toy tiger started a big of police operation
in Hampshire last week and stopped play at a nearby
cricket ground and golf club. 1. Who are the cast members? 3. Can you understand the story without the script?
The police received calls from members of the public 2. Where will the first scene filmed? 4. What do you think happens next?
on the Saturday about a white tiger which it had
escaped and was ‘hiding in a field’ near Hedge End. Let’s do it!
Armed police officers stood near to the field while
as a CSI was about to take thermal images from a STEP 1 STEP 4
hovering helicopter. Animal experts from a nearby Create a detective story and organize the different Share the link with your teachers(s) and
zoo were also ready to give that help. scenes. Use some of the suggested vocabulary. classmates.Choose the best storyboard in the class.
The police officers they saw that the ‘wild animal’
was not moving and the CSI in the helicopter did not STEP 2 USEFUL LANGUAGE:
detect its body heat. Then the tiger fell onto its side Go online and search for a storyboard-creator
as a rush of air from the question a suspect / catch a suspect / pay a fine /
tool.
helicopter knocked it over. solve a crime / investigate a robbery / go on trial /
At that stage, the team realized commit a crime/an offence / suspect someone /
such the tiger was a life-size toy. STEP 3
arrest a suspect / find someone guilty / look for/find
Create your storyboard. Remember to explain
It was a real blunder! clues
what will happen on set, who the characters are
and any sound effects.

83 84

M17 393 Phases4WB 065 084 U7 U8.indd 83 19/06/18 12:30 M17 393 Phases4WB 065 084 U7 U8.indd 84 19/06/18 12:30

The Workbook audio, which includes the tracks for the listening activities and the dictations, is provided in
mp3 format to be downloaded from the Student’s Resource Centre at www.macmillan.com.ar/phases.

M17 397 Phases1TB4 001 005 Portada Overview.indd 4 20/07/18 11:19

 Teacher’s Book overview

The Teacher’s Book includes: • Complete answer keys to the Language Database
and the Workbook, including all the Workbook
• The Yearly Plan.
audioscripts.
• Unit-by-unit notes with answers to all the
exercises and audioscripts.
• Useful ideas on how to exploit the Communication
Activities, the ‘Editing your Work’ and the ‘Extra
Reading’ sections.
Suggested extra activities
and cultural notes provide
8
5 2.36 Play the track for students to listen to

James and Rachel and ask what crime they are

9 2.37 Play the track for students to listen and

read in detail to be able to state if the statements

Lesson 2 Grammar 1
Modals of deduction and possibility
you with many ideas and
information to enrich
talking about. are true or false. Give them a few minutes to Aims
correct the false statements and check orally. 1 Ask the class to re-read the text on page 89 and
Audioscript/Answer To express deduction and possibility using modals. find sentences with modal verbs. Elicit what they
James Hey, Rachel. Have you ever seen the police arrest Answers mean. Then have students look at the sentences
To contrast the sounds \d\ and \D\.
someone? 1 true; 2 true; 3 false (Animal smuggling is less profitable in the grammar table to complete the rules.
Rachel No, I haven’t. Why? than drug smuggling.); 4 false (Criminals smuggle To listen to crime news and do comprehension

your lessons.
Check the answers orally.
James Well, last night I was at the shopping centre doing endangered animals.); 5 false (The woman was smuggling work.
some shopping with my mum. one tiger into Thailand.) Answers
Rachel OK ... What happened?
10 Ask students to read again and answer the
Initial phase a can’t; b might, may, could; c must
James Well, I was in a clothes shop looking at jeans and
questions. Discuss the answers orally. Revise should. Elicit problems that students’ friends
I saw some men stealing leather jackets. LANGUAGE TIP
Rachel Really?
have. Ask the class to give advice with should +
Answers bare infinitive to solve those problems. Model first, Modal verbs are special verbs that can be used
James Yeah. So, I told a security guard.
1 The punishments are heavy fines and imprisonment. eg: Teacher: ‘A friend of mine can never make ends
Rachel Good for you! to talk about ability, ask for permission, make
2 Because it is the second most profitable illegal activity meet.’ Student A: ‘He should buy second-hand
James And the security guard caught the men. Then he requests and offers. They can also show the
in the world. 3 You should call a customs officer.
phoned the police and the police came and arrested clothes to save money.’ Student B: ‘He should list speaker’s attitude as they may show if we believe
11 Ask the class to find words and phrases 1–5 in what he spends money on and try to cut down on the

Workbook references are

them. something is certain, probable or possible (or
Rachel How exciting! the text and match them with definitions a–e. most expensive items.’ not). may and might both express possibility but
Give them five minutes to do this and check the latter shows that we are not really certain; in
6 Invite students to work in pairs and take the answers orally. fact, it expresses remote possibility.
turns to ask and answer the questions as in Answers Core

included when appropriate.

the example. Model first.

Each lesson is divided into

Workbook page 75
1 c; 2 d; 3 e; 4 b; 5 a
Pronunciation 2 Ask the class to match deductions 1–3 with
\d\ \D\ meanings a–c. Check orally and write the
PHASES EXTRA answers on the board to avoid mistakes.
Reading 1 A
8
2.38 Pronounce both consonantal sounds,

Remember that in order to memorize new making sure students notice the difference in Answers
Watch out for animal smugglers!

three stages: Initial phase,

vocabulary, students need to repeat the words manner and place of articulation. While \d\ is 1 c; 2 b; 3 a
7 Pre-reading: Draw students’ attention to the in different contexts, is a practice,
so for further produced with the tip of the tongue on the ridge 3 Proceed in the same way with the sentences
poster and headings. Ask what they know about ht that ‘crime’
Highligwith
elicit
in examples
purple. theaction
words while
and phrases in behind the upper teeth, \D\ is produced with the tip in this matching exercise. Check students’
animal smuggling, if it is a common crime in the phrases refers11.to any illegal
of the tongue between the upper and lower front
exercise
that If students
someone.are reluctant to make work orally.
their town/country, what sort of animals people false friend act of killing teeth. Then play the track for the class to listen
sentences
the on their own, help them through
‘murder’ is

Core and Closing phase.

Unit smuggle and why. For example, in different pay
Crime doesn’t these questions: ‘How do you identify your and repeat the sounds and words. Answers
countries, it seems to be a fad to keep someAnswers ity service; 1 e; 2 c; 3 a; 4 f; 5 d; 6 b

8 luggage 3 do commun
in the baggage carousel?’ ‘What do
species of small monkeys, like the spider 1 look for clues; 2 arrest a suspect; B 2.39 Play the track for students to listen and
5people
commit ausually
crime do while they wait for their
monkey, as pets regardless of the fact that these 4 go on trial; to listen carousel?’
ts baggage repeat the sentences, making sure you get

Clear aims are included at the

luggage toforget to the LOOK
Lesson 1
track studen
animals are protected by law. This is so because2.35 Play ‘What the the right sound quality.
2 do people in your country do to protect Draw students’ attention to the Look! box and the
they are endangered and need a special habitat and repeat.endangered species?’ ‘Can you in mention local Audioscript meaning of must and could. Then ask what all
Aims for the preservation of the species. Taking them
crime. to underli
endangered ne the actions
species?’ ‘What kind sof smuggling
about class criminals. Discus
1 Their brother’s difficult decision was surprising. modals have in common: they are followed by a
away from
colloca tions
their habitat is a synonym 3 Invite the activity
of cruelty. youby
done
To learn verb
Finally, elicit verbs
and do
crime students
aboutwhich think they areexercise 1 that
aredo think is profitable in your 2 During the fight, nobody dared to say a word. bare infinitive except had, ought and used that are

beginning of each lesson.

g poster country?’
s orally. ‘Why?’ ‘What natural habitats can you 3 Although Diana’s leather bag was rather expensive, followed by to infinitive.
To read a warnin
likely to find in the poster. the answer
n work. identify in your town?’ ‘And in youracountry?’ it was undeniably awful.
comprehensio activities. go on trial;
pay fine
8 Askd the
in pair work
class to read the text quickly and checkAnswers ‘Have youcommit
ever been fined?’
a crime; ‘What for?’ ‘What 4 Why do you think there aren’t many of those animals
To be engage ity service;
do communillegal actions are punished with heavy fines?’ left in the desert? PHASES EXTRA
their predictions.

phas e
InitialMIXED
t Invite the class to say when they could say the
TEACHING TIP ant? For differen
ABILITIES phrases about tions so import
PHASES EXTRA following: ‘He must be rich.’ ‘She can’t be telling
the board these Why are collocafirst place, they disamb
iguate
Read outAll
write on are mixed-ability
or classes and discuss
complete them in some way.
the classittois not always possible to adapt
Closing phase
reasons. In
the r these two Ask students to read the text on page 89 and the truth.’ Elicit examples: ‘He’s got a luxurious
crime forHowever, instance, conside.’ ‘This country has
g. Forstudents elicit more examples with each sound. car.’ ‘She wasn’t in the city the day the incident
meaninHave hischoose
wealthfour sentences from the

Teaching tips are included

what they mean:texts and work at two or even three
reading In the first happened, so she didn’t take part in it.’
t pay: crime will ces: ‘He lost
senten‘sleeping snakes’old ‘tigergs.’
andbuildin smuggling’ cases and
different
... pay’ levels
doesn’the
(crimewithin same class. One easy us wealth of riches, fortune, large Possible answers
1 ‘crime a person ) an enormoparaphrase’ them. meansModel one, egone, ‘Theitsmuggler
wayely ofnot
dealing
benefit with readingincomprehension
prison) when ce, ‘wealth the second \d\: standing, don’t, idea, removed, die, smuggled
ultimat be sentenwent to prisonwhile in years.’ ‘The smuggler
for six was 4 Ask students to read the sentences and choose
mixed-ability
bars’ (be behind is anbars:
issue is to pre-teach
be escaping
from unknown amoun ts of money, ing valuable. \D\: that, they, clothes, with
2 ‘be ... (be on the run: behind the bars of forsometh
six years.’ ‘The smuggler was
vocabulary,
... the run’ which you are positive that weaker a large supply are important the correct words. Check the answers on the
3 ‘be students means years tions

to help you make the most

be convictedplace,to sixcolloca in prison.’ ation board.
the police)
won’t be able to guess
caught red-ha
from context.
nded: In the second ts process inform ess
to(be help studen awaren
The best way nded’ integrate everybody
4 ‘be ... red-ha act of doing something
wrong) is to ask because they them build
stronger this.officers
) as they help Answers
in thestudents to help you dopolice when reading language.
caught boys in blue: in the target 1 can’t; 2 could; 3 must; 4 might; 5 might; 6 can’t
... blue’ (the hands’ (take
the law and fluency
5 ‘the boys
into one’s own someone in
one’s
6 ‘... the law

of each class.
one’s own hands: punish police or the court)
into t involving the
own way withou if they PHASES EXTRA in exercise
1
les and discuss other actions
ualized examp ts who the
Elicit context phrases in their L1. Ask studen
88 stole an old 89
know of similar ces: ‘Two young boys are done by.
the police.
Example senten were soon caught by a
but Now they are Possible answers a police officer; solve
a crime: by
lady’s purse doesn’t pay.
learnt that crime bars for a crime arrest a suspect:
by
suspect someone
: by a police
of being behind
They078 : by
a detective;
M17 397 Phases1TB4 099 U07 08 R4.indd 88 19/07/18 17:21 M17 397 Phases1TB4 078 099 U07 08 R4.indd 89 19/07/18 17:21
ed his catch a criminal
in prison!’ ‘Tired tted, Tom Barnes confess the
police officer,
victim and people in general; the jury; look
commi .’ ‘When officer, the guilty/not guilty:
he had not bank in London d of murder, find someone police officer
robbed the a police officer; a suspect: a
brother had s accuse detective; question a crime: by
a detective
the three brother more than for clues: a investigate
police caught had been on the run for and sometim
es a lawyer;
the hacker
the young men in a motor home.’ ‘As
make a
a month, living he could only
red-handed, s.’ ‘When with the
was caught serious charge te the story
to avoid more his class comple exercise 1.
confession in blue all aroundwith 4 Have the the verbs in
saw the boys out of some of
the kidnapper the door and came criminal correct form s on the board.
opened caught the
house, he just Check the answer
‘When the police promised
his hands up.’ Mrs Brown’s car, Mr Brownme to ; 5 paid; 6 went
Answers ed; 4 arrested
who had stolen into his own hands someti had had.’ looked; 3 question
law t his wife 1 solved; 2
to take the the bad momen
for
make him pay
PHASES EXTRA
ts to talk about d.
invite studen
To personalize, crimes that are still unsolve
Core important local of the verb collocations
in
1 Insist on the
use
Vocabulary
ations exercise 1.
Verb colloc purple and
phrases in
to look at the orally and
1 Ask the classwith pictures 1–5. Check g of all
match them tand the meanin 87
they unders
make sure

19/07/18 17:21

87
4 078 099 U07 08 R4.indd
M17 397 Phases1TB

Digital components

At the Teacher’s Resource Centre, you can find: At digital.macmillan.com both teachers and
students can access:
• The digital Teacher’s Book.
• Unit tests, a mid-year test and an end-of-year • the Digital Student’s Book with the embedded
test (all in PDF and Word format, to be easily audio for all the listening exercises, plus a self-
customized). correcting interactive language Quiz at the end
of each unit, a Video Activity for each Culture
• Photocopiable material: extra worksheets for fast
section and additional Skills Activities for each
finishers and speaking tasks.
Collaborative Task in the Revision sections.
• All the audio files (including the audio for the tests)
• an eReader with two factual texts and two original
in mp3 format to download and use on mobile
fiction texts with comprehension questions and
devices.
glossary plus audio recordings.
At the Student’s Resource Centre, you can find:
• All the audio files for the Workbook activities
in mp3 format to download and use on mobile
devices. Students can access without registration.

M17 397 Phases1TB4 001 005 Portada Overview.indd 5 20/07/18 11:19

 Yearly Plan

Cross-
Unit Grammar Vocabulary Pronunciation Comprehension Production curricular
links
Starter unit have got: all Adjectives, Verb to be all Strategies: Functions:
persons, all the weather, forms does/ Listening Asking for and giving personal information
forms can: films, music, doesn’t is/isn’t for specific Talking about routines and actions in progress
all persons, IT activities Nouns related information Talking about general conditions
all forms to different Text types: Informal Asking for confirmation
like: all areas Adjectives conversations Strategies:
persons, Question tags: A personal profile Respecting turn-taking in
all forms intonation conversations
Present Deducing meaning from context
simple: all Text types:
persons, Short informal conversations
all forms A personal profile
Present
continuous:
all persons,
all forms
Zero
conditional
Question tags

1 Tense Life-changing Present simple Strategies: Functions: History:

Changing review: events form of routine Reading and Asking and answering about routines Famous
lives present, past Verbs + verbs listening for gist Talking about past events journeys
and future prepositions 1 Past simple Reading and Talking about habits in the past
used to form of regular listening Asking and talking about holidays
Subject and irregular for specific Writing an informal email including informal
and object verbs used to information expressions
questions Vocabulary Listening to Strategies:
about life- imitate sound and Selecting relevant information to answer
changing events intonation questions
Prepositions Listening Actively listening to the interlocutor to respond
Sentence stress for specific appropriately
information Respecting turn-taking in conversations
Identifying the Actively listening to the interlocutor to imitate
topic in a text sound and intonation
Predicting from Deducing meaning from context
the paratext Using a model text to copy the structure for
Deducing meaning one’s production
from context Researching in preparation for a writing task
Text types: Selecting and organizing information
Articles Presenting work to the class
An interview Text types:
A personal profile Short informal conversations
A social networking message
A personal profile

2 Present Going green have and has Strategies: Functions: Science:

The world perfect: all The in stressed and Predicting content Asking and answering about Famous
around us persons, all environment unstressed from paratextual the past without definite time green
forms positions information reference organizations
How long, Past simple Reading and Talking about actions in the past
since, for form of regular listening for gist Asking for priorities
Present and irregular Reading and Strategies:
perfect with verbs listening Selecting relevant information
just, already, Vocabulary for specific to answer questions
yet and still about going information and Guessing meaning from context
Contrast green for detail Actively listening to the
between Vocabulary Listening to interlocutor to respond
past simple about the imitate sound appropriately
and present environment and intonation Respecting turn-taking in
perfect The \ø\ sound in Identifying the conversations
past participles topic in a text Actively listening to the
Deducing meaning interlocutor to imitate sound
from context and intonation
Associating the Using a model text to copy the
information in a structure for one’s production
text with personal Researching in preparation for a
experience writing task
Text completion Selecting and organizing
Text types: information
Informal Presenting work to the class
conversations Text types:
An interview Short informal conversations
Articles An opinion essay
A website A report
An opinion essay

M17 397 Phases1TB4 006 009 yearly plan.indd 6 19/07/18 18:44

 Cross-
Unit Grammar Vocabulary Pronunciation Comprehension Production curricular
links
Revision 1 Material seen in Units 1 and 2
Collaborative Task: Making a poster on an environmentally-friendly school.
Upgrade for Exams
CLIL and Projects Science: Animal migration / Project: Animal migration
Final Task: Investigating and presenting information in an article about migrating animals.

3 Defining Style Relative Strategies: Functions: Art and design:

Fashion relative adjectives pronouns and Using paratextual Defining nouns Famous designs
followers clauses Phrasal verbs: adverbs material to aid Stating or inquiring whether one knows or and designers
some/any/no clothes Some and its comprehension doesn’t know something or someone
compounds compounds in Reading and Correcting information
stressed and listening for gist Complimenting people
unstressed Reading and Strategies:
positions listening for detail Selecting relevant information to answer
The \dZ\ \tS\ \S\ Reading questions or correcting information
sounds for specific Actively listening to the interlocutor to
information respond appropriately
Listening to Respecting turn-taking in conversations
imitate sound and Actively listening to the interlocutor to
intonation imitate sound and intonation
Identifying the Deducing meaning from context
topic in a text Using a model text to copy the structure for
Deducing meaning one’s production
from context Adapting the level of politeness to social
Text types: context
Informal Organizing the information in a text using
conversations linkers of contrast
An interview Researching in preparation for a writing
A website task
Articles Text types:
A comparison Short informal conversations
Articles
A comparison

4 First and Work Sentence stress Strategies: Functions: History:

Work and second collocations 1 and contractions Predicting content Evaluating a situation Famous financial
money conditionals Work Vocabulary from paratextual Expressing probability institutions
Gerunds and collocations 2 related to work information Expressing hypothesis
infinitives -ing ending in Using paratextual Using verb patterns adequately to express
verb forms. material to aid one’s ideas
comprehension Talking about conditions in one’s job
Reading and Strategies:
listening for gist Selecting relevant information to answer
Reading and questions or ask them
listening Actively listening to the interlocutor to
for specific respond appropriately
information and Respecting turn-taking in conversations
detail Actively listening to the interlocutor to
Listening to imitate sound and intonation
imitate sound and Deducing meaning from context
intonation Selecting information to compare and
Hypothesizing contrast
Identifying the Using a model text to copy the structure for
topic in a text one’s production
Deducing meaning Organizing the information in a text using
from context appropriate register
Text types: Researching in preparation for a writing
Informal task
conversations Text types:
Letters of Short informal conversations
application A description of a job
Articles A letter of application
An interview An article
Descriptions of
jobs

Revision 2 Material seen in Units 3 and 4

Collaborative Task: Making a poster on unusual jobs for teenagers.
Upgrade for Exams
CLIL and Projects History: The Great Depression in the USA / Project: An important financila crisis
Final Task: Investigating and writing an article about two critical financial periods in the students’ country.

M17 397 Phases1TB4 006 009 yearly plan.indd 7 19/07/18 18:44

 Cross-
Unit Grammar Vocabulary Pronunciation Comprehension Production curricular
links
5 Past perfect Phrasal verbs Stress on Strategies: Functions: Literature:
Interesting Contrast Adjectives + phrasal verbs Predicting content Asking for and giving opinions. Famous writers
stories between past prepositions Prepositions from paratextual Talking about past actions in reference to
perfect and after adjectives information other past actions
past simple Strong and weak Using paratextual Talking about books and films
forms of had: material to aid Writing a book review
\hœd\ or \h´d\ comprehension Strategies:
Reading and Selecting relevant information to ask and
listening for gist answer questions
Reading and Selecting relevant information to justify
listening answers
for specific Actively listening to the interlocutor to
information and respond appropriately
detail Respecting turn-taking in conversations
Inferential reading Actively listening to the interlocutor to
Listening to imitate sound and intonation
imitate sound and Deducing meaning from context
intonation Using a model text to copy the structure for
Identifying the one’s production
topic in a text Adapting the level of politeness to context
Deducing meaning Organizing the information in a text using
from context appropriate language
Text types: Asking for and giving opinions
Informal Researching in preparation for a writing
conversations task
Articles Making an oral presentation
An email Text types:
Biographies Short informal conversations
Book reviews A book review
A narrative

6 The passive Sports actions Words related to Strategies: Functions: PE:

Sporting The passive: Confusing sports Predicting content Using passive voice to describe actions or Famous sporting
greats questions verbs The from paratextual processes events
pronunciation of information Asking about actions or processes in which
confusing verbs Using paratextual the action is more important than the doer
in contexts material to aid Talking about sporting greats
The comprehension Making and responding to suggestions
pronunciation Reading and about sports
of the primary listening for gist Describing a sportswoman
auxiliary be Reading and Strategies:
in passive listening Selecting relevant information to answer
constructions for specific questions
The \A…\ \‰…\ \i…\ \I\ information and Actively listening to the interlocutor to
\œ\ \e\ sounds detail respond appropriately
Associating Respecting turn-taking in conversations
paragraphs and Actively listening to the interlocutor to
headings imitate sound and intonation
Inferential reading Deducing meaning from context
Listening to Using a model text to copy the structure for
imitate sound and one’s production
intonation Organizing the information in a text
Identifying the emphasizing the use of a topic sentence
topic in a text Researching in preparation for a writing
Deducing meaning task
from context Text types:
Text types: Short informal conversations
Informal A biography
conversations
An interview
Articles
Biographies
Description of
sporting events
A website
Revision 3 Material seen in Units 5 and 6
Collaborative Task: Investigating and writing an article about the sportsperson of the year.
Upgrade for Exams
CLIL and Projects Physics: Why do criketers wear protective clothing? / Project: A local championship
Final Task: Investigating and making a presentation about a local championship.

M17 397 Phases1TB4 006 009 yearly plan.indd 8 19/07/18 18:44

 Cross-
Unit Grammar Vocabulary Pronunciation Comprehension Production curricular
links
7 Reported Developing Vocabulary Strategies: Functions: Science:
Virtual speech products related to Predicting content Agreeing and disagreeing Famous
world Reported Verbs + developing from paratextual Reporting affirmative and negative scientists
questions prepositions 2 products information statements, and questions
Prepositions Using paratextual Writing an essay
after verbs material to aid Strategies:
Sentence stress comprehension Selecting relevant information to answer
Reading and questions or ask questions
listening for gist Actively listening to the interlocutor to
Reading and respond appropriately
listening Respecting turn-taking in conversations
for specific Actively listening to the interlocutor to
information imitate sound and intonation
Reading to Deducing meaning from context
compare and Using a model text to copy the structure for
contrast one’s production
Inferential reading Using informal language to talk to a friend
Listening to Adapting language to context and aim
imitate sound and Organizing the information in a text using
intonation linkers of contrast and sequencing
Identifying the Researching in preparation for a writing
topic in a text task
Deducing meaning Text types:
from context Short informal
Text types: conversations
Informal A chat online
conversations An opinion essay
Articles A newspaper/magazine ad
A chat online
An interview
An opinion essay

8 Modals of Verb The Strategies: Functions: History:

Crime deduction collocations pronunciation of Predicting content Showing interest. The USA Bill of
doesn’t pay and Crimes and verb collocations from paratextual Expressing deduction and possibility Rights
possibility criminals in specific information Expressing impossible conditions
Third contexts Using paratextual Writing stories
conditional The material to aid Strategies:
pronunciation of comprehension Selecting relevant information to answer
modal verbs in Reading and questions
contexts listening for gist Actively listening to the interlocutor to
The \d\ \D\ Reading and respond appropriately
sounds listening Respecting turn-taking in conversations
for specific Actively listening to the interlocutor to
information imitate sound and intonation
Inferential reading Deducing meaning from context
Listening to Using a model text to copy the structure for
imitate sound and one’s production
intonation Using informal language to talk to a friend
Identifying the Adapting language to context and aim
topic in a text Sequencing events in the past
Deducing meaning Organizing the information in a text using
from context linkers to avoid repetition
Text types: Using adjectives to enrich stories
Informal Researching in preparation for a writing
conversations task
Articles Text types:
An interview Short conversations
A narrative Stories
Informative text
An article

Revision 4 Material seen in Units 7 and 8

Collaborative Task: Making a poster on two computer games.
Upgrade for Exams
CLIL and Projects Art: Graffiti – inside or outside the law? / Project: The law
Final Task: Investigating and writing an article about the law, the police and/or famous criminals.

Extra Reading Changing lifestyles – from early suffering to adult success

Frankenstein, a warning to scientists and society
Tips for a job interview
Cops and Robbers

M17 397 Phases1TB4 006 009 yearly plan.indd 9 19/07/18 18:44


Starter unit
Aims
To revise basic functions such as introducing
oneself and others, asking and answering about
age, family and abilities.
To revise basic vocabulary such as words related
to sport, music, films, weather, IT activities,
extreme adjectives, etc.
To revise verb to be, have got, can, like, the
present simple tense and the present continuous.
To talk about confirmation using question tags.
To talk about general truths using the zero
conditional.
Initial phase
Greet the class and introduce yourself. Pretend
you have a bad cold. Cough. Say you can’t do a lot
of talking, so you will dictate something and if they
can’t hear a word you say because you are coughing,
they should guess it. Point to the picture on page 4
in the Student’s Book and dictate: ‘The boy on
the right is Danny. He is cough years old. I can’t
remember when his birthday is. Danny is a very
cough boy. Everybody loves him. He wants to be an
electrician, like his father. He has got a cough and
two sisters. His brother’s cough is Thomas. I don’t
know where his parents are cough. Danny and his
family live in a cough house by the river.’ Tell the
class you were just pretending to have a cold and
check what they have written. Invite students to ask
and answer about the text.
Core
Introductions
1 Draw students’ attention to the text in
1.02
exercise 1. Have them read the text and choose
the correct words. Then play the track for the
class to listen and check their answers. Discuss
the answers orally.
Answers
1 ’m; 2 go; 3 live; 4 haven’t; 5 is; 6 don’t like; 7 speak; 8 is
PHASES EXTRA
Give students a few minutes to think of false
statements about the introduction in exercise 1.
Have them work in pairs and take turns to
correct their partner’s statements.
10
M17 397 Phases1TB4 010 011 starter.indd 10
2 Invite students to look at the picture and
1.03
ask them what the young people’s names are.
Then ask them some questions to contextualize
the scenario. Play the track for students to
identify the boy who is talking.
Answers
Sam is talking.
3 1.03 Invite students to read out the questions.
Remember to challenge them by eliciting fluent
chunks and adequate intonation (falling for
Wh- questions). Play the track again for students
to answer the questions. Check orally.
Answers
1 He is fifteen years old. 2 He lives in Bury/in a small town
near Manchester. 3 He hasn’t got any brothers or sisters.
4 His hobbies are playing sports (especially basketball
and tennis). He also likes computers and computer games.
5 He speaks two languages (English and Italian).
4 Pair up students and have them read the
statements. Invite them to decide if the
statements are true or false. Allow time for
them to correct the false sentences. Invite
pairs to swap their answers. Check orally.
Answers
1 true; 2 false – Danny is quieter than Luke. 3 false – Danny’s
father is an electrician. 4 false – Danny has got the biggest
family. 5 true; 6 false – Sam speaks Italian with his mum.
5 Invite students to work in pairs to tell their
friends about them. To have more fun, ask them
to give false information about themselves.
Vocabulary
PHASES EXTRA
Spell out the following semantic fields: ‘sport’,
‘weather’ and ‘music’. As students guess them,
write them on the board. Pair up students and
elicit examples of each category and sentences
with each word. If you wish, invite students to
write some of the sentences on the board for
class correction.
6 Invite the class to look at the words in purple and
match them with categories 1–6. Check orally.
Then give them two minutes to provide as many
extra words as possible for each category.
Answers
1 Sport: ice hockey, tennis, rugby, basketball; 2 Music:
a single, a playlist, song lyrics, a hit; 3 Films: script, plot,
stunt, special effects; 4 Weather: windy, sunny, cloudy, hot;
5 Extreme adjectives: tiny, amazing, enormous, terrifying;
6 IT activities: store data, post a comment, print a document,
scan a photo
Students’ own answers
19/07/18 16:31

7 Invite students to work in pairs to match the
opposites. If necessary, clarify meaning first.
Discuss the answers orally.
Answers
1 e; 2 d; 3 f; 4 b; 5 c; 6 a
Grammar
8 Invite students to read the text and choose the
correct verb forms. Discuss the answers orally.
Answers
1 go; 2 live; 3 love; 4 likes; 5 ’m getting; 6 ’m doing;
7 ’m not looking
9 Give students three minutes to think about what
else they would like to ask Rachel. Ask students
to write some questions and check orally.
PHASES EXTRA
Invite students to work in pairs and take turns
to ask and answer the questions in exercise 9
as you circulate monitoring their work. Provide
help when necessary.
10 Invite the class to read the telephone
conversation between Rachel’s mum (Monica)
and David and ask students to complete it with
the correct form of the verbs in purple. Discuss
the answers orally.
Answers
1 Are; 2 Is; 3 are studying; 4 goes; 5 comes; 6 wants; 7 aren’t;
8 don’t like
PHASES EXTRA
Ask students to imagine that Rachel has told
a lie and she is not in the library. She has gone
out with a new boyfriend. Give the class a few
seconds to think of how this would affect the
intonation of the questions and answers in the
dialogue in exercise 10. Provide help if needed.
Have a strong pair read out and another pair
act out the telephone conversation.
11 Write some exponents of question tags on the
board. Highlight the question tag in each of them.
Then ask the class to read the exponents in the
grammar table and to choose the correct words
to complete the rules. Check the answers orally.
Answers
a confirmation; b ‘Is that right?’; c negative, positive
M17 397 Phases1TB4 010 011 starter.indd 11
Starter
unit
LOOK!
Draw students’ attention to the text in the Look!
box so that they become aware of the main rules
for forming question tags. Then ask them to write
their own examples.
12 Ask students to work in pairs to comlpete the
sentences using the corresponding question
tags. Correct orally.
Answers
1 won’t she; 2 haven’t they; 3 can she; 4 wasn’t he;
5 were they; 6 did he; 7 isn’t there
13 Write the following sentences on the board: ‘If
you mix blue and yellow, you get green. / You
get green if you mix blue and yellow.’ Underline
if and both verb forms. Highlight the use of the
comma in the first sentence. Then have students
read the sentences in the grammar table and
choose the correct words to complete the rules.
If you consider it appropriate, invite some
students to provide new examples using the zero
conditional. Remind them that we use this type
of conditional sentences when we talk about
general truths.
Answers
general truths; b if + present + present
14 Invite students to work in pairs to match
beginnings 1–5 with endings a–e. Clarify meaning
if necessary. Discuss the answers orally.
Answers
1 d; 2 c; 3 a; 4 e; 5 b
Closing phase
Write these sentences on the board: ‘I’m really sorry
about it.’ ‘That sounds interesting!’ ‘Where exactly?’
‘I can’t believe she really does that!’ ‘Of course she
is!’ Ask the class to read them silently, choose one
and think of a short dialogue in which it may occur.
Give the class three minutes. Invite different pairs to
act out the dialogues. Correct only when necessary.
Workbook pages 3 & 4
11
19/07/18 16:31
 Unit
Changing lives
1 of words and phrases.
Lesson 1
Aims
To learn vocabulary about life-changing events.
To read about Johnny Depp’s life story.
To use suffixes to change the category of a word.
Initial phase
Invite the class to think about events that changed
their or their parents’ lives. Have some students
talk about these events. Ask them what events they
would like to mention, why these were so important
and mention the consequences they brought about.
Ask them if they can associate what they say with
any of the pictures on page 6 in the Student’s Book.
TEACHING TIP
Personal talk is always positive because on the
one hand, you are giving students the chance
to talk about topics they are interested in and,
on the other, you are developing their speaking
skills.
TEACHING TIP
Warm-ups or warmers aim at helping students
focus and activating their schema, that is helping
them associate what they are going to read about
or learn with their own experience and what
they remember. These activities should be short,
dynamic and meaningful.
Core
Vocabulary 1
Life-changing events
1 Have students match some of the words
and phrases in purple with pictures 1–4 and
use these definitions to teach the unknown
vocabulary: ‘take a gap year’: take some time,
usually between school and university, when you
travel or work; ‘retire’: stop working especially
when you reach the age when you are officially
too old to work; ‘start your own business’: open
your own shop or start selling products or
services on your own; ‘drop out of university’:
give up doing a university degree; stop attending
university; ‘settle down’: establish oneself.
Answers
1 get into trouble; 2 have an interview; 3 move house;
4 travel abroad
12
M17 397 Phases1TB4 012 032 U01 02 R1.indd 12
2 Play the track for students to listen and
1.04
repeat. Draw their attention to the pronunciation
3 Have the class read and choose the correct
words. Check the answers orally.
Answers
1 start your own business; 2 retired; 3 moved house, settled
down; 4 travel abroad; 5 got into trouble; 6 dropped out of
university; 7 take a gap year
PHASES EXTRA
Discuss with the whole class: ‘Would you like
to take a gap year? Why?/Why not?’ ‘What is
the ideal age for a man and a woman to retire?’
‘What is the worst part of moving house?’ ‘What
should we take into account when we travel
abroad?’
MIXED ABILITIES
When you have a discussion activity with the
whole class, you should try to make everybody
participate. This is not so easy with weaker
students. To help these, you should make them
simpler questions and if possible, after other
students have given answers that may help them.
4 Play the track for the class to listen to
1.05
the conversation and decide if the statements
are true or false and why.
Audioscript
Rachel James, what do you think has changed your life
the most?
James I went abroad two years ago with my family.
We went to Africa. It really changed the way
I think about things.
Rachel And what about you, David? What’s the most life-
changing event that’s happened to you?
David It didn’t happen to me, but I think it’s having an
accident. My cousin was in a motorbike accident
and it totally changed his life. What’s changed
your life the most, Rachel?
Rachel Hmm, I’m not sure … I want to take a gap year
before I go to university though. I think that’ll be
quite life-changing.
Answers
1 true; 2 false; 3 false
5 Have students work in pairs and take
turns to ask and answer the questions as in the
example. Alternatively, you may just ask a few
students to talk about a life-changing event.
Workbook page 5
19/07/18 16:44

Reading 1
Celebrities
6 Pre-reading: Invite students to look at the
pictures and the title of the text to state
what the article is about. Discuss it with
the whole class. Then, ask them to read the
article quickly and choose the best title for it.
Answers
c Johnny Depp – then and now
7 Play the track for the class to read, listen
1.06
and check if their prediction was right. Elicit what
they have understood. Play the track a second
time for students to read, listen and choose the
correct words. Check the answers orally.
Answers
1 doesn’t love; 2 didn’t do; 3 went; 4 changed; 5 wanted
PHASES EXTRA
Give the class three minutes to add three
adjectives to the text in exercise 7. Discuss their
work orally. If you wish, write the sentences with
the new adjectives on the board.
Possible answers
On line 10, between ‘as well as’ and ‘houses’: big, expensive
8 Invite students to read the text again and answer
the questions. Discuss the answers orally.
Answers
1 He is a successful, talented actor. 2 He owns houses in the
Bahamas, France and Los Angeles. 3 He got into trouble for
stealing and vandalism. 4 It was a band. 5 Because Nicolas
Cage advised him to change jobs and become an actor.
PHASES EXTRA
Tell the class they will have three minutes to
write two extra questions about the text. After
the three minutes are over, have students
exchange their questions with a partner and
work orally: have them ask and answer without
repeating questions. Walk around and monitor.
9 Ask the class to underline the words 1–5 in the
text and match them with the definitions a–e.
Check the answers orally.
Answers
1 d; 2 e; 3 b; 4 a; 5 c
M17 397 Phases1TB4 012 032 U01 02 R1.indd 13
1
LOOK!
Draw students’ attention to the Look box and
explain that suffixes are meaningful units in the
language and that they can change the category of
a word. For example, we can transform a noun into
a verb adding -en (eg ‘white’ – ‘whiten’; ‘dark’ –
‘darken’, etc).
We can also transform a concrete noun into an
abstract one meaning a particular state or period
in one’s life by adding -hood as in ‘childhood’
and ‘parenthood’. Ask students to think of
more examples with -hood (eg ‘fatherhood’,
‘manhood’, ‘adulthood’, ‘brotherhood’, ‘sisterhood’,
‘knighthood’, ‘sainthood’, etc).
Closing phase
Divide the class into two teams and model this
activity: read out a sentence from the text but cough
at some word for students to guess it, eg ‘He is the
star cough films like Pirates of the Caribbean’. Invite
members of each team to take turns to read out
and cough for their partners to write the sentence
guessing the missing word. This may become a
competitive game if you allocate 5 points for each
correct answer.
Lesson 2
Aims
To review present, past and future tenses in all
their forms.
To speak about habits in the past using used to.
To listen to three people talking about life-
changing events and do comprehension work.
Initial phase
Divide the class into two teams and invite a student
from team A out to the front. Ask him/her to sit on
a chair facing his/her group, back to the board.
Explain that the student at the front will make his/
her teammates questions about their last weekend,
routines or future plans, which they will answer
according to a word that you will write on the board,
for example ‘smile’. The word does not need to be
an adverb. The aim is that the student at the front
should guess the word. Of course he/she must not
turn round to look at the board. Model first with
the word ‘smile’. The student at the front makes
different questions and the students in his/her team
smile as they answer. Proceed in the same way
inviting the two teams to take turns to play. Other
words you can write are: ‘sad’, ‘frown’, ‘whisper’,
‘surprise’, ‘energetic’, ‘emotional’, etc.
13
19/07/18 16:44
 TEACHING TIP
It is usually quite easy to transform an activity
into a game. This can be done by dividing the
class into teams and conducting the activity
as a competition, allotting points for each
correct answer. And, of course, games are more
memorable than traditional activities. They
engage students, improve the rhythm of the
lesson and are student-centered. However, one
aspect remains central: management. To avoid
problems, rules must be clearly explained before
you actually start playing.
Core
Grammar 1
Tense review and used to
1 Ask the class to read the text on page 7 and look
for a sentence in the present simple and elicit
what this tense is used for: routines or habits in
the present.
Do the same with each tense. Then have students
read the grammar tables and match tenses 1–6
with their uses. Discuss the answers orally.
Answers
1 e; 2 c; 3 f; 4 a; 5 d; 6 b
PHASES EXTRA
Move around the class inviting different students
to make true personal sentences using the verb
and tense you suggest, eg Teacher: ‘chat’ –
present simple’. Student: ‘I often chat with my
friends at break time.’
2 Ask the class to complete the text with the
correct form of some of the verbs in purple.
Read out the verbs and give the class a few
minutes to do the exercise. Check orally
and write the answers on the board to avoid
mistakes.
Answers
1 was; 2 wanted; 3 studied; 4 decided; 5 appeared; 6 made
PHASES EXTRA
Invite a strong student to read out the text in
exercise 2 fluently. Then have students make
questions about it for a partner to answer. If you
wish, write some of the questions on the board
for class correction.
14
M17 397 Phases1TB4 012 032 U01 02 R1.indd 14
UPGRADE
This optional activity may be set as homework or
done in class, either with fast finishers or with
the class as a whole. Read out the instructions
and give students a few minutes to circle the
correct option. Ask them to justify their choices.
Discuss the answers orally.
Answers
1 have; 2 looked; 3 uses; 4 wrote; 5 guarantees; 6 spent;
7 were looking; 8 discovered
PHASES EXTRA
Give students two minutes to think of two false
and two true statements about the text.
Ask them to work in pairs to read out their
statements for their partner to say which of
them are true or false and why.
MIXED ABILITIES
Setting a simple task for homework has certain
advantages. Firstly, homework develops students’
sense of responsibility. It can also give you
more time to do other activities in class, for
example, more speaking. Properly implemented,
homework gives students a sense of autonomy
and finally, it is a great leveler as it offers weaker
students the chance to revise and catch up with
the rest.
3 Ask students to read the used to examples in
the grammar table and complete the rules.
Discuss the answers orally.
Answers
a used to; b used to, the past simple
4 Give the class four minutes to read the text in
the Upgrade section again and write questions
with did and used to. Check the questions orally.
Answers
1 Did people use to use the Internet 20 years ago? 2 Did
communication use to be instant? 3 Did people use to send
emails 50 years ago? 4 Did people use to have mobile phones
in the 19th century?
PHASES EXTRA
Have different students answer the questions in
exercise 4 in a complete way, eg ‘No, they didn’t.
20 years ago, people used to use encyclopedias
instead of Google, and telegrams instead of
emails.’
19/07/18 16:44

5 Ask students to complete the dialogues with the
correct form of the verbs in brackets, using the
present simple, past simple or used to. Discuss
the answers orally and write them on the board
to avoid mistakes.
Answers
1 B watch; 2 A did, move; B moved, lived/used to live; 3 A did,
use to go; B used to go, went, enjoyed; 4 A Did, use to read;
B used to read, read, read
6 Ask students to work in pairs and give
them a few minutes to make their partners
questions so as to discover in what way his/her
life has changed. Once the time is over, students
swap roles and finally, they report to the rest of
the class what their partner used to do and now
doesn’t do any more. Walk around and monitor,
providing help when necessary.
For further detail and practice, refer students to
the Language Database on pages 118 & 119.
Workbook pages 6 & 7
Listening
1
year. I learnt the language, did lots of different jobs,
and I even met my wife there!
Kate Hi, I’m Kate. Before I went to university, I decided to
work for a year to earn some money. I was 18 at the
time. I found a job in a supermarket in London and
it was really hard work. I started at eight o’clock in
the evening and finished at six the next morning.
I was a shelf-stacker – I had to replace the food on
the shelves that had been bought during the day.
It was a really boring job and the pay wasn’t very
good, but it was a good experience for me and
I really enjoyed working with my colleagues. They
were great fun! When I went to university later,
I studied really hard, because I wanted to get
a really good job at the end of it.
Answers
1 false; 2 true; 3 not mentioned; 4 false; 5 false; 6 true;
7 false; 8 false; 9 true
8 1.07Play the track a second time for the class
to listen and complete the sentences. Check the
answers orally.
Answers
1 in the south of the country; 2 in a hotel reception;
3 his degree at university; 4 she went to university

A change of life
7 1.07 Pre-listening: Elicit a short description PHASES EXTRA
of the three pictures and discuss how students
Invite different students to say words they
think people’s lifestyles change at the ages given:
remember from the listening in exercise 7
at 20, at 40 and at 60.
and have another classmate make a sentence
Play the track for the class to listen to three with it about the audio text.
people talking. Have students read the
statements and decide if they are true, false or

Closing phase
not mentioned. Check orally.
Audioscript
Choose four strong students and give a card to each
Beth Hi, I’m Beth. When I finished university, I got a job
in the voluntary sector. I worked for an organization
of them with the name of a famous person all the
called VSO, which is Voluntary Services Overseas. class is well acquainted with, eg a famous actor, the
VSO looks for people like doctors, teachers, American president, their own president, etc.
engineers and so on, and finds them jobs in Ask one of the students to come out to the front and
developing countries all over the world. I went to have the rest of the class role-play a chat show on
Thailand and lived there for two years in a small TV with the character in which they can ask him/her
town in the south of the country. I worked as an about his/her present, past and future. Proceed in
English teacher, teaching scientists how to speak the same way with the other characters.
better English so that they could travel or study
abroad. It was very interesting there, but I felt lonely
a lot of the time because I was the only foreigner
living in my building. It wasn’t easy to make friends

Lesson 3
with the local people. It was a great experience
though – it changed the way I thought about the
world, and when I came back I was able to use my
experiences of working abroad in my job. Aims
Tony Hello, my name’s Tony. After my first year at To learn verb + preposition collocations.
university, I went to Portugal for a couple of months
during the summer holidays. I was 19 years old To read an article about a young girl whose life
at the time. During the day I worked in a hotel has changed.
reception, helping guests, taking reservations, To ask and answer subject and object questions.
that sort of thing. In the evenings I worked in a local
bar, serving drinks. It was hard work, but in my free
time I enjoyed lying on the beach, sunbathing or
swimming. It was great – I didn’t want to leave!
I went home and finished my degree at university,
and then I went back to Portugal, this time for a

15

M17 397 Phases1TB4 012 032 U01 02 R1.indd 15 19/07/18 16:44

 Initial phase
Give the class two minutes to think of a problem
they once had and what they did to try to solve it.
Ask volunteers to tell the class about those difficult
moments and discuss what lesson they think they
learnt then.
Core
Vocabulary 2
Verbs + prepositions 1
1 Give students a few minutes to work in pairs
and complete the words and phrases with the
prepositions in purple.
2 Play the track for the class to listen
1.08
and check the answers.
Audioscript/Answers
listen to, wait for, talk to, depend on, agree with somebody
on something, worry about, argue with somebody about
something, participate in, look forward to, dream about
PHASES EXTRA
Read these beginnings for different students to
repeat them and provide suitable endings, eg
Teacher: ‘I don’t usually agree …’ Student A:
‘I don’t usually agree with my sister when she
defends her boyfriend.’ Student B: ‘I don’t
usually agree on the use of mobile phones
in class.’
Beginnings to be read: ‘About a week ago,
I worried …’ ‘I am really looking forward …’
‘I often dream …’ ‘Many people read while they
wait …’ ‘The success of a football team depends
…’ Invite some students to write complete
sentences on the board for class discussion.
3 Ask students to complete the questions with the
correct prepositions. Check orally and write the
answers on the board to avoid mistakes. It is
important to have students read these questions
fluently before they do the pair work in exercise 4.
Answers
1 to; 2 to; 3 about; 4 with; 5 in; 6 about; 7 on; 8 on; 9 to;
10 about
Workbook page 8
Pronunciation
Sentence stress
A 1.09 Tell the class that some words are more
important than others in a sentence. Ask why and
elicit the kinds of words they think are the most
important ones: nouns, verbs and adverbs are
more important than articles, quantifiers, etc.
16
M17 397 Phases1TB4 012 032 U01 02 R1.indd 16
Have students read the sentences in the box
silently and try to underline the stressed
syllables of the words they consider are the most
important ones. Remind them that sentence
stress is closely associated with rhythm. Also, in
emphatic sentences, stress is used for contrast
and may fall on any word. Finally, play the track
for the class to listen and repeat, and check if
their predictions were right.
Answers
1 dream, travelling; 2 forward, party; 3 used, band; 4 easy,
childhood
B 1.10 Play the track for students to listen
and repeat what they can hear. You may invite
students out to the board to write the sentences
and underline the stressed syllables to discuss
why those words have been accentuated.
Audioscript
1 He had an accident that changed his life.
2 Do you usually have a good time with your friends?
3 Where did you go on holiday when you were young?
4 Have students work in pairs and take turns
to ask and answer the questions in exercise 3 as
you circulate monitoring their work.
TEACHING TIP
Pair work is essential when we aim at
communication. No matter how many students
you may have in your class, pair work is a very
useful tool as it makes every student participate
and speak. While conducting a pair work activity,
it is important to circulate and monitor the group
mainly to make sure they are all working or to
help if they have any doubts. However, even when
students may make mistakes, correction is not
advisable. Therefore, to avoid as many mistakes
as possible, instructions ought to be precise and
always followed by modelling.
Reading 2
Time to change
5 Pre-reading: Work on the paratext. Draw
students’ attention to the title and picture and
have them predict what change or changes the
text describes. Accept different answers. You may
also elicit nouns and verbs students think they
are likely to find in the text.
Once the pre-reading activity is over, have
students scan the text and answer the question
in the rubric.
Answer
scuba diving
19/07/18 16:44

6 Play the track for students to read and
1.11
listen so as to check the answer to exercise 5.
Clarify meaning when needed. Then have them
read the questions and answer them. Check the
answers orally.
Answers
1 No, she wasn’t. 2 No, she didn’t because her mother
booked the holidays as a surprise. 3 She was feeling
miserable because she wasn’t with her boyfriend anymore
and she wanted to stay at home by herself. 4 Things changed
when she decided to try scuba diving. 5 She made up her
mind to take an instructor’s course because she was amazed
after she tried scuba diving.
7 Have the class work in pairs to ask Rebecca a
few questions about things which have not been
mentioned in the text. Walk around and monitor.
Then correct the questions orally.
PHASES EXTRA
Give students four minutes to work in pairs to
summarize the text in three sentences. Discuss
the answers orally.
Grammar 2
Subject and object questions
8 Draw students’ attention to the questions in the
grammar tables and ask what difference/s they
notice. Most probably, what they will notice is the
fact that some questions have an auxiliary while
others don’t.
Read out the first question and ask if ‘who’ refers
to the subject or object, to the doer of the action
or its recipient. The answer is that it refers to the
subject/doer of the action. Then ask the class
to complete the rules with subject and object.
Discuss the answers orally.
Answers
a subject; b object
9 Invite the class to look at the diagram and match
questions 1–4 with answers a–d. Check orally
and write the answers on the board to avoid
mistakes.
Answers
1 c; 2 a; 3 d; 4 b
10 Have students work in pairs to write subject
or object questions with who or what for
the information in bold. Check the answers
on the board.
Answers
1 What did Cervantes write? 2 Who did Penelope Cruz marry?
3 Who married Javier Bardem? 4 What did the Chinese build
over 2000 years ago? 5 Who built the Great Wall over 2000
years ago? 6 What destroyed most of New Orleans in 2005?
7 What did Katrina destroy in 2005?
M17 397 Phases1TB4 012 032 U01 02 R1.indd 17
1
PHASES EXTRA
Give the class four minutes to write as many
indirect object questions as possible to ask a
partner, eg ‘What did you give your best friend
for his/her birthday?’ Have them ask and
answer the questions orally so that everybody
can hear several questions and answers.
11 Ask students to complete the questions with
the correct forms of the verbs in brackets.
Check the answers orally.
Answers
1 did, phone; 2 texted; 3 have, spoken; 4 has spoken
12 Have students work in pairs and take turns
to ask and answer the questions in exercise 11 as
you circulate monitoring their work.
For further detail and practice, refer students
to the Language Database on page 119.
Workbook pages 9 & 10
Closing phase
Write these words in three columns on the board:
1st column: ‘What’ / ‘Who’
2nd column: ‘Subject’ / ‘Object’
3rd column: ‘give’, ‘send’, ‘text’, ‘talk’, ‘make’,
‘visit’, ‘see’, ‘ask’, ‘cause’, ‘lose’, ‘buy’, ‘find’, ‘lend’,
‘phone’, ‘show’.
Invite different students to choose a word from each
column to ask a classmate to make a question for
a third one to answer, eg Student A: ‘Who – object –
send’ Student B: ‘Who did you send flowers to last
month?’ Student C: ‘I sent flowers to my girlfriend.’
Lesson 4
Aims
To develop speaking skills: Holiday photos.
To write a social networking message.
Initial phase
Explain to the class that you will read three short
texts describing different situations with some
information gap. Students should make questions
to discover the missing information but you will only
answer ‘yes’ or ‘no’.
Model first. Read the situation and elicit Yes/No
questions, eg Teacher: ‘Mary returned home and
noticed her cat wasn’t in the house.’ Student A:
‘Was the cat usually at home when Mary returned?’
17
19/07/18 16:44
 Teacher: ‘Yes.’ Student B: ‘Did the cat often go
around the neighbourhood?’ Teacher: ‘No.’ The
missing information is that the cat looked ill, so
Mary’s husband took it to the vet. Get students to
guess all this through questions.
Other texts to be used for this inferential talk:
‘My friend Alice went to Nottinghill Carnival last
weekend but she returned home too soon. (A thief
stole her bag and Alice had no money left.)’ ‘My
brother Richard was looking forward to going to
Venice for his holidays but he had a bad dream. (He
dreamed that the plane crashed, so he didn’t go
anywhere.)’
Core
Speaking
Holiday photos
1 Invite students to look at the photo and discuss
when and where they can see people wearing
masks like those. Teach the necessary vocabulary
to elicit the description: ‘masks’, ‘jugglers’, ‘hats’,
‘costumes’, ‘make-up’, ‘gloves’, etc.
Answer
At Carnival in Venice.
2 Play the track for the class to listen to the
1.12
first part of David and Rachel’s conversation and
answer the questions. Check the answers orally.
Audioscript
David I’ve just got an email from my cousin Enrico …
he’s sent some photos of our holiday. Do you want
to see them?
Rachel Oh yes … let’s look at them now. Oh, where’s this?
David It’s Venice in Italy.
Rachel Who did you go with?
David With my mum and dad and my friend Chris. We
visited my aunt and uncle and my cousins Enrico
and Daniela. My uncle is Italian, so they live there.
Rachel That sounds fun! Oh … what are you doing in
this photo? Why are you all wearing fancy dress
costumes?
Answers
1 His cousin Enrico. 2 He went to Venice in Italy. 3 He went
with his mum and dad and his friend Chris. 4 David’s cousin.
3 Play the track for students to listen to
1.13
the second part of the conversation and complete
the description with the words in purple. Check
the answers orally.
Audioscript
David This is a photo of me at the Venice Carnival. My friend
Chris is standing on the left and my cousin Daniela
is in the middle. I’m on the right. We’re all wearing
fancy dress costumes because it’s Carnival. You can’t
tell, but Chris looks like the actor Orlando Bloom –
it’s impossible to see under the mask. We all look
very serious, but we’re having a great time! In the
background there are some beautiful buildings.
Answers
1 in the middle; 2 on the right; 3 looks like; 4 look; 5 there are
18
M17 397 Phases1TB4 012 032 U01 02 R1.indd 18
Speaking Task
4 In advance, ask students to bring a photo
of themselves, relatives of friends in a funny
situation. If they haven’t brought the material
required, just have them choose a photo used
in Step 1 in the Speaking Task. Give students
some minutes to prepare a dialogue with
a friend describing the photo following the
instructions in the task. Then have them act out
the conversation. Correct only when necessary.
You may approach a pair of weak students and
help them practise the dialogue. You may do this
regularly with a different pair each time.
Unit 1 Speaking Task
(see Teacher’s Resource Centre)
Writing
A social networking message
5 Ask the class if they have ever written any informal
message in the web and in what circumstances.
Then have students read the messages and choose
the correct words. Correct the answers orally.
Answers
1 better; 2 When; 3 about; 4 making; 5 but; 6 in
6 Students read again and answer the questions.
Correct the answers orally.
Answers
1 She has moved house and changed school. She is making
lots of new friends, she is in the volleyball club and she is
learning the guitar. 2 She asks what’s new with her, what she
has been up to and how her family is. 3 She went to a brilliant
party with her friends.
LOOK!
Draw students’ attention to the informal
expressions in the Look! box. Ask the class if they
use any other words when they write messages in
the web, eg ‘Hugs and kisses’, ‘Believe it or not’,
‘How’s life?’
Writing Task
Tell students that they will work on their own social
networking message. Ask them to think who they
would like to tell about recent events and changes
in their lives. Tell them to follow the three steps
given. Explain that they will have to create a similar
message as the one Molly wrote.
1 Tell them to start working on a plan. Ask students
to read the notes in the book. Then write the
following questions on the board and ask them to
take down notes: ’Have there been any changes
or recent events in your life?’ ’What did you do
at the weekend?’ ’Are there any other changes
or recent events you would like to talk about?’
19/07/18 16:44

Remind them that, when they brainstorm ideas,
it is not necessary to write complete sentences.
The purpose of planning is organizing ideas.
2 Once the draft is finished, tell them that it is
time to start working on the final version of
their message. Draw students’ attention to the
layout of the message in exercise 5 and explain
that they will have to organize the message
into three paragraphs. In the first one, they will
have to greet their friend and describe some
changes in their lives, as well as something they
did at the weekend. In the second one, they will
have to describe more changes and/or some
recent events. Finally, in the third one, they will
have to ask their friend for his/her news and
say goodbye. Suggest closing the message with
a nice comment such as, ‘I can’t wait to hear
all your news!’. Tell them to include a photo of
them. Students may exchange messages with
their classmates for peer correction. Check
two or three samples orally and make a point of
correcting the rest for the following lesson.
3 Tell students to go over their messages and
see if they have used the grammar topics and
vocabulary correctly.
Workbook page 12
Closing phase
Have two or three volunteers read out their social
networking messages and discuss: organization of
ideas, vocabulary, use of tenses, use of linkers, etc.
Lesson 5
Aims
To read about the Second World War evacuees.
To visit a website to find specific information about
famous evacuation jouneys in history.
To integrate what students have learnt so far.
Initial phase
Write these incomplete questions on the board
and ask students to read and think how they can
complete the questions. Tell them that the questions
on the board refer to the Second World War. If
necessary, brainstorm ideas connected to the topic.
1 What ... in 1939?
2 ... it start?
3 What countries ...?
M17 397 Phases1TB4 012 032 U01 02 R1.indd 19
1
4 ... it finish?
5 What ... consequences?
Invite volunteers to read out the complete questions
and elicit possible answers.
Answers
1 What happened in 1939? The Second World War started.
2 Why did it start? Mainly because Hitler wanted to dominate
all Europe and Asia. Great Britain and France warned they
would declare war if Germany continued its expansion policy
and the Second World War began. 3 What countries participated
in the Second World War? Basically, European countries, the USA
and Japan. 4 When did it finish? It finished in 1945. 5 What were
the consequences? There were not enough houses because of
the bombing and there was poverty in Europe, so people started
migrating to other countries looking for a better lifestyle.
Another result of the Second World War was that the Allies
created the League of Nations, whose purpose was to keep
peace and stability in Europe.
PHASES EXTRA
The war also resulted in a major victory
for women’s rights advocates. The fighting
countries sent their men to war, so there were
vacant positions in offices, factories and on
farms. These positions were soon given to
women.
TEACHING TIP
Most of our communication is based on question
making, and using interrogative forms accurately
and appropriately is rather difficult, so it is worth
practising whenever we have the chance. This
need not take too long and should be done at a
good pace so as not to bore students.
Core
Culture
Famous journeys
1 1.14Pre-reading: Write ‘famous journeys’
‘evacuees’ and ‘great changes’ on the board.
Elicit what historical events have brought about
great changes and what these were like. As an
example, you can mention the First and Second
World Wars as they brought about great social
changes: most men had to go to fight, so women
became the heads of the family. These wars
unfortunately brought about poverty, social chaos
and dysfunctional families.
Play the track once and elicit global
comprehension. Ask, ‘What is the text about?’
‘Why were there so many evacuees during the
Second World War?’ ‘Why did many children leave
the big cities?’ ‘How many people experienced
evacuation during the Second World War?’
19
19/07/18 16:44
 Teach the words ‘evacuees’, ‘woods’ and ‘settle
down’ from the context. Then play the track a
Closing phase
second time for students to listen and read. Give students two minutes to go through this unit in
Finally have them answer the questions. Check their books and then ask them to mention one thing
the answers orally. they have learnt or they remember from the unit, eg
‘The evacuation during the Second World War was
Answers the biggest movement of people in British history.’
1 The British government ordered the evacuation. 2 They
travelled by train. 3 Their teachers often travelled with them.
4 They learnt about life in the countryside. 5 Because they
Progress check
Answers
didn’t settle down and were homesick. 6 Students’ own
1 1 d; 2 f; 3 b; 4 a; 5 e; 6 c
answers
2 1 with; 2 to; 3 in; 4 for; 5 about; 6 on
2 Invite students to work in pairs and find words 3 1 were, doing; 2 will get; 3 didn’t meet; 4 Did, use to go, were;
or phrases in the text with the meaning provided. 5 Do, meet
Correct the answers orally. 4 1 b; 2 a; 3 e; 4 c; 5 d
5 1 Who went shopping with her friends? Sally. 2 What did
Answers Mike visit? He visited the new museum. 3 Who visited the
1 declare; 2 evacuation; 3 rural; 4 settle down new museum? Mike. 4 Who saw Matt Damon’s new film
last week? Jenny. 5 What did Jenny see last week? She saw
3 ABOUT YOU Discuss with the class as Matt Damon’s new film.
a whole or invite students to work in pairs to Integration
answer what was happening in their country 1 won; 2 is; 3 used; 4 got; 5 example; 6 worked; 7 doesn’t;
at the beginning of the 1900s and if there were 8 take; 9 travels
any important changes. If they don’t remember
much, invite them to investigate this for the next
class.
The aim of this activity is not mere talk but to
help students associate what they have read
with their own reality, which in turn aims at
the development of critical thinking. Students
may even consider different aspects: fashion,
transport, food, work, etc.

TEACHING TIP
As teachers we want students to become critical
thinkers; therefore, we ought to develop their
inferential reading skills bearing in mind that
inferences are the conclusions we draw based
on what we already know and judgments we
make based on given information. Inferential
reading will help students make connections
between their personal experiences and their
comprehension of a text.

Webquest
Students go online and look up information about
other famous evacuation journeys in history.

Possible answers
April 1986 – The Chernobyl disaster involved an evacuation of
an estimated 335,000 people following a nuclear meltdown at
the Chernobyl nuclear power plant in Ukraine (then part of the
Soviet Union).
1999 – The Kosovo War led to 800,000 refugees, not all of them
urban residents, leaving Kosovo and being accommodated for up
to three months in other parts of Europe.

20

M17 397 Phases1TB4 012 032 U01 02 R1.indd 20 7/20/18 16:53


Unit
The world around us
2 Give the class a few minutes to memorize the
Lesson 1
Aims
To learn vocabulary about going green.
To discuss and raise awareness of what we should
do to preserve the environment.
To read an article about the group Friends of the
Earth and do comprehension work on it.
Initial phase
Divide the class into two teams and call a student
from each team out to the board. Tell them they
have one minute to write as many words related
to the environment as possible. Once the minute
is over, call a second student from each team and
so on. After seven students from each team have
had the chance to write words, check their answers
giving each team one point per correct answer.
Core
Vocabulary 1
Going green
1 Invite students to look at the phrases in purple
and match them with pictures 1–4. Discuss the
answers orally.
Answers
1 turn off lights; 2 compost food waste; 3 install solar panels;
4 recycle packaging
2 1.15 Play the track for students to listen
and repeat. Pay special attention to the long
vowel quality in ‘journeys’, the \dZ\ sound in
‘packaging’ and the diphthong in ‘solar’.
Correct pronunciation if necessary.
3 Ask the class to complete the sentences with
some of the words or phrases in exercise 1.
Check the answers orally.
Answers
1 insulate; 2 turn off; 3 compost; 4 buy second-hand;
5 use rechargeable
M17 397 Phases1TB4 012 032 U01 02 R1.indd 21
2
PHASES EXTRA
list of phrases in exercise 1 and have different
students make as many true sentences as
possible about themselves and their families in
one minute. Have students write some of the
statements on the board for class correction.
TEACHING TIP
It takes time to actually learn the new vocabulary,
so offering students time to memorize new items
is essential, especially considering that we begin
to remember new words after we have repeated
them or used them 24 times! This means that,
if we want students to use as much varied
vocabulary as possible, we should include in
every lesson games and extra activities to revise
what we have taught.
4 Have students read the sentences and order the
letters to complete the questionnaire. Then ask
them to answer the questions with the information
in purple. Discuss the answers orally.
Answers
1 car jouneys, £1000; 2 recycle, plastic; 3 rechargeable
batteries, 15%; 4 solar panels, 180 million
5 1.16 Play the track for students to listen to
Rachel and David talking about the best way of
saving resources. Elicit their opinion.
Audioscript
Rachel I’ve been trying to help the environment by saving
resources. What do you think is the best way to
do this?
David I think mending old clothes is really important.
And it saves money as well as resources!
Rachel I’m not so sure – I think travelling by public
transport is much more important.
David Hmm, I suppose you’re right. What about riding
a bike? That saves even more resources.
Rachel Yes, that’s true actually! Saving water is really
important too though.
David I agree – lots of people waste water by having
a bath instead of a shower.
Rachel OK, that’s the best way to save resources. Let’s
make sure we save water.
Answers
saving water
6 Have students work in pairs and take turns
to ask and answer about the activities in exercise
1 as in the example. Model with a strong student
first and then circulate monitoring the class.
Provide help when necessary.
Workbook page 15
21
19/07/18 16:44

Reading 1
Friends of the Earth
7 Pre-reading: Work on the paratext. Write the title
of the text on the board and ask students what
they think ‘Friends of the Earth’ means. Then
draw their attention to the picture and elicit more
ideas. Take this opportunity to revise or pre-
teach vocabulary connected to the environment,
eg ‘natural resources’, ‘recycling’, ‘ecological
disasters’ and ‘biodiversity’.
Ask students to scan the text and invite them to
answer the question. Discuss the answer orally.
8 Play the track and have students explain
1.17
to you what they have understood about ‘Friends
of the Earth’. Check the answer to exercise 7.
Clarify meaning if necessary and ask leading
questions to check understanding.
Answer
David Brower started Friends of the Earth.
9 Have students read the text again and say
whether the statements are true, false or not
mentioned. Check the answers orally.
Answers
1 false; 2 true; 3 false; 4 not mentioned; 5 false
PHASES EXTRA
Invite students to work in pairs and prepare
a set of false statements for their partners to
correct. Ask them to share their work with the
class. Then tell them to imagine that they are
interviewing a member of the group ‘Friends
of the Earth’. What else would they like to ask
them? Explain that they want to get information
which has not been included in the text, eg ‘Do
you think your group will start working in some
Latin American countries soon?’ Once students
have finished writing the questions, invite them
to write some of them on the board for class
correction.
Closing phase
Ask four strong students to come out to the front
and pretend they are members of the group ‘Friends
of the Earth’. Tell them they are now in a chat show
on TV. Have the rest of the class interview them
about their experience so far and their plans for
the future.
22
M17 397 Phases1TB4 012 032 U01 02 R1.indd 22
2
Lesson 2
Aims
To revise the present perfect for recent actions.
To use for and since, already, yet, just and still.
To do listening comprehension work on Green
teenagers.
Initial phase
Recapitulate the text about Friends of the Earth
asking questions only in the past, eg ‘When did
the industrialized countries need cheap electrical
power?’ ‘When did Friends of the Earth become an
international movement?’ Then ask about the recent
actions of the group using the present perfect, eg
‘Has the group continued to grow?’ ‘Have they joined
international campaigns about global issues?’
Write on the board an example in the past and an
example using the present perfect, elicit the tense
and write it next to each example. Invite the class to
reflect on the differences in form and meaning.
Core
Grammar 1
Present perfect
1 Have students look at the sentences in the
grammar table and complete the rules with the
words in purple. Check the answers orally and
remind them of how to form the present perfect:
have/has + past participle of the main verb.
Answers
a how long; b for; c since
PHASES EXTRA
Invite students to provide more examples about
themselves with these time adverbials: ‘Since
I started learning English…’ ‘Since I was born…’
‘Since I came to this school…’ ‘Since I woke up
today…’ ‘Since I bought my computer…’ ‘Since
my brother/sister was born…’
Before doing this activity, explain that we can
also use since with the past but the present
perfect is to be used in the main clause and
the past in the subsidiary one, after since.
2 Give the class a few minutes to complete
the sentences with the present perfect form of
the verbs in brackets. Check the answers orally.
Answers
1 haven’t recycled; 2 has been; 3 Has, turned off;
4 have worked
19/07/18 16:44

TEACHING TIP
Seldom do students pay attention to our
corrections. One way of helping them reflect
on their mistakes is the following: point out
where the mistake is to make them aware that
something is wrong. Elicit the correct version.
Have the student repeat his/her sentence with
the mistake and then without it.
3 Have the class complete the sentences with
for or since. Check the answers orally and write
the answers on the board to avoid mistakes.
Answers
1 since; 2 for; 3 since; 4 for; 5 since
PHASES EXTRA
Divide the class into two teams and have
students from each team take turns to mention
things that have happened since they arrived
at school. Model with a strong student first and
then give the teams 1 point for each correct
answer. It’s important to stop the game when
you notice they are running out of ideas.
4 Revise question forms asking different students
questions about the sentences in exercise 3.
Write a question on the board and elicit word
order. Revise How long. Then invite the class to
write questions with How long. Have a student
read out the example and then monitor
their work.
Answers
1 How long have you been at this school? 2 How long
have you had this book? 3 How long have you known
about recycling? 4 How long have you lived in your house?
5 How long have you practised hockey?
5 Ask students to work in pairs and take
turns to ask and answer the questions in exercise
4. Remind them to use for and since in their
answers. Invite a pair to read out the example.
Circulate and monitor their work.
M17 397 Phases1TB4 012 032 U01 02 R1.indd 23
2
LOOK!
Have the class read the examples in the Look! box
and elicit meaning and position in the sentence
of the adverbs still, yet, already and just. Make
sure they understand that already means that an
action has happened before now or before another
point in time and that it is used in the affirmative
or interrogative form between the auxiliary and
the main verb; still means that an action has not
completely ended. It is similar in meaning to yet
but it takes a different position in the sentence.
While yet is commonly used at the end, still is used
before the present perfect verb form. Both yet and
still are used mainly in the negative form, though
yet can also be used in questions. Just means a
short time ago and is used between the auxiliary
and the main verb.
PHASES EXTRA
Revise past participles by spelling out a few
backwards for students to guess the participle
and provide the infinitive. Try to spell out
participles related to things the class have done
so far this year, eg ‘learnt’, ‘done’, ‘understood’,
‘bought’, ‘written’, ‘participated’, ‘memorized’,
etc. Elicit examples with the adverbs in the
Look! box about what students have done so
far his year.
6 Ask the class to write sentences using the words
given and the ones in brackets in the correct
place. Have a student read out the example first
and then give the class three minutes to
do the rest of the activity. Check on the board.
To challenge weaker students, invite them to
read out the sentences on the board fluently.
Answers
1 Martin hasn’t used his new computer yet. 2 Our teacher
has just written new vocabulary on the board. 3 They still
haven’t installed a new depot in this city. 4 A Have Simon
and Sue already woken up? B No, they haven’t woken up yet.
5 Maggie has just won an important tennis match.
MIXED ABILITIES
When we have an exercise that poses certain
linguistic difficulty, we can help weaker students
by inviting the class to work in pairs.
23
19/07/18 16:44

PHASES EXTRA
Invite students to work in pairs and take turns to
discover three actions that their partner has not
done this week, eg Student A: ‘Have you taken
the rubbish out this week?’ Student B: ‘No, I
still haven’t taken the rubbish out this week.’
Student A: ‘Have you eaten onion pizza this
week?’ Student B: ‘Yes, I have. I have already
eaten onion pizza twice this week.’
Once each student has discovered three things
their partner has not done yet, have them report
to the class.
7 Ask the class to look at Jack’s list and write
questions. Correct the questions orally and
have the class answer them using the words
in brackets. Check the answers orally.
Answers
1 Has he recycled the old newspapers? No, he still hasn’t
recycled the old newspapers. 2 Has he bought energy-saving
light bulbs? No, he hasn’t bought energy-saving light bulbs
yet. 3 Has he phoned the recycling company? Yes, he has
already phoned the recycling company. 4 Has he sorted out
the rubbish? No, he hasn’t sorted out the rubbish yet.
For further details and practice, refer students to
the Language Database on pages 119–120.
Workbook pages 16 & 17
UPGRADE
This section may be set as homework or done
in class. Have students read the text and choose
the correct answers. Discuss the answers orally.
Answers
1 some; 2 this week; 3 already; 4 little; 5 usually gives;
6 something; 7 has given
10 1.18 Give students a few minutes to read
Listening
Green teenagers
8 Ask the class to look at the picture and guess
what Lisa and Simon are talking about. Discuss
the answer orally. Discuss with students if they
would like to go green or if they have already
started going green.
9 1.18 Play the track for students to check if their
answer was right. Check global comprehension
through leading questions. Ask what they have
understood in general.
Audioscript
Lisa Hi Simon! I’m doing a project about how green
teenagers are these days compared to a few
years ago. What do you think? Are we more
interested in the environment now?
24
M17 397 Phases1TB4 012 032 U01 02 R1.indd 24
2
Simon Yes, Lisa, I think teenagers today are much more
interested in the environment and good causes
than they were a few years ago. OK, we may
not be rich or be able to give a lot of money to
charity, but there are different ways of showing
that we care about the problems in the world.
Lots of teenagers at school have taken part in
demonstrations against wars and things like that.
Lisa Yes, I think you’re right. Young people have shown
that they’re interested in these sorts of things
but I still don’t think teenagers have any real
power to actually change things in the world
today. I mean, only politicians and governments
have the power to really change the world, don’t
you think?
Simon Well, politicians are powerful, but I think
teenagers can help to change the world too.
Just think about it, the teenagers of today are
the politicians of tomorrow!
Lisa You have a point, and teenagers today know much
more about the environment and global warming
than they used to. But we need politicians to do
something now. They haven’t done enough in
the past ten years and they need to do more.
Simon I agree. When politicians meet to discuss the
environment, it’s important that they know that
young people are listening to what they say, and
watching what they do. Look at the G8 summit
in 2011, for instance. Lots of young people
protested at that, because they were angry about
globalization and the way that richer countries
exploit poorer ones. Governments have to listen
to protests like that.
Lisa Yes, protests are good but it’s important that
people remain calm and peaceful during the
protests. If they get into trouble with the police,
it makes all the protesters look bad.
Simon Yes, you’re right. It isn’t a good idea to protest
about war, and then be violent and get into fights
about it.
Answer
They are talking about a project that Lisa is doing, which is
about how green teenagers are these days compared to a few
years ago.
statements 1–7, decide whether they are true
or false and correct the false ones. Discuss the
answers orally and then write them on the board
to avoid mistakes.
Answers
1 true; 2 false (He says that lots of teenagers at school have
taken part in demonstrations); 3 false (He thinks teenagers
can help to change the world too.); 4 true; 5 false (She
adds that protests are good.); 6 true; 7 false (He thinks that
protesters shouldn’t be violent or get into fights.)
19/07/18 16:44

PHASES EXTRA
Ask students to write words they remember
from the text but just content words such as
nouns and verbs. Invite a student to read out one
of the words he/she has written down and pick
a classmate to make a question about the Green
teenagers text for a third student to answer.
Proceed in the same way with about seven or
eight students.
Closing phase
Invite the class to discuss things that have/haven’t
changed in their country and town in the last ten
years, eg ‘New factories have opened since …’
‘The authorities have put recycling bins in …’
‘Nobody has cleaned the beaches so …’
Lesson 3
Aims
To learn vocabulary about the environment.
To read an article about feeding our cities and do
comprehension work on it.
To use the past simple and present perfect in
different contexts.
Initial phase
Ask these questions: ‘If you have got a car and your
neighbour has got one too, and both work in the
same area, what can you do to go green?’ (share car
journeys to work) ‘What can we do with food waste?
(compost it) ‘What can we do to avoid using air
conditioning in summer and the heater in winter?’
(insulate windows) ‘What kind of batteries should we
buy?’ (rechargeable) ‘What must we install to have
solar energy?’ (solar panels) ‘What can we do with
good quality packaging?’ (recycle it) ‘What should
we try to do when there is enough natural light?’
(to turn off the lights)
Core
Vocabulary 2
The environment
1 Ask the class to look at the words in purple and
match some of them with pictures 1–4. Use
definitions to teach the rest of the unknown
vocabulary. Check the answers orally.
Answers
1 water pollution; 2 car fumes; 3 smog; 4 natural resources
M17 397 Phases1TB4 012 032 U01 02 R1.indd 25
2
2 Play the track for students to listen and
1.19
repeat. Pay special attention to stress and vowel
sound quality.
3 Give the class four minutes to complete the
sentences with some of the words or phrases
in exercise 1. Discuss the answers orally.
Answers
1 natural resources; 2 environmentally-friendly places;
3 biodegradable material; 4 Car fumes; 5 Water pollution,
ecological disaster
4 Ask the class to order the words in bold. Check
the answers on the board and have students read
the questions with appropriate intonation: rising
for Yes/No questions and falling for Wh- ones.
Answers
1 global warming; 2 greenhouse effect; 3 environmentally
friendly; 4 ecological disaster; 5 natural resources
PHASES EXTRA
Have students talk about their city/country using
the words in exercise 1.
TEACHING TIP
Giving students the chance to speak about their
own reality is a must. It is a fantastic chance
for them to talk meaningfully in an authentic
communicative situation. Let’s bear this in mind!
5 Invite students to work in pairs and take
turns to answer the questions in exercise 4
giving their personal opinion.
Workbook page 18
Reading 2
Feeding our cities
6 Pre-reading: Work with the paratext. Draw
students’ attention to the picture and the title and
ask what they think the building is for and how it
could be done.
Answer
b
MIXED ABILITIES
Working on the paratext is very important for
visual students. Take advantage of this and invite
them to suggest, for example, what other picture
they would use to illustrate the text or what
caption they would include.
25
19/07/18 16:44

7 1.20Play the track for the class to read,
listen and check their answer. Check global
comprehension through these questions: ‘Why
are cities described as ecological nightmares?’
‘Why is Professor Dickson Despommier
important?’
8 Have the class read the text again and answer
the questions. Discuss the answers orally.
Answers
1 In cities. 2 Because very few people grow food in cities and
the food produced in the country must be taken/distributed
to the cities. 3 He wants to replace traditional skyscrapers
with special skyscrapers that contain farms. 4 They will grow
crops, have chicken and fish. 5 From solar energy. 6 Possible
answer: In countries with severe weather conditions or
overpopulation.
PHASES EXTRA
Organize the class into four or five groups.
Explain you will read questions for them to
answer re-reading the text in exercise 6 in
detail. They must work with books open and
points will be awarded to the group that gives
the correct answer first. Remind them not
to shout and raise their hands instead. Ask,
‘Where did most civilizations use to live in
the past?’ (near rivers) ‘What brought about
immigration?’ (the opening of factories) ‘How
many people grow food in big cities?’ (very
few) ‘How long have scientists known about
the problem of food shortage?’ (for years)
‘Why do you think skyscrapers can provide a
solution?’ (Because in a small plot of land you
can grow a lot of vegetables on each floor of the
construction.) ‘What phrase does the writer use
to refer to skyscrapers where crops are grown?’
(‘farm skyscrapers’ or ‘vertical farms’) ‘What
consequences does Despommier think that the
building of these farm skyscrapers will have?’
(more green cities) ‘How will these vertical
farms help us fight global warming?’ (Because
each floor will be insulated thanks to the
growth of vegetables or crops in them.) ‘What
do Sweden, Iceland and India have in common?’
(They have extreme weather conditions.) ‘What
has Despommier already done?’ (a prototype)
‘What hasn’t he been able to do yet?’ (build a
vertical farm) ‘What word does the author use
for “citizens”?’ (‘inhabitants’)
26
M17 397 Phases1TB4 012 032 U01 02 R1.indd 26
2
LOOK!
Draw students’ attention to the Look! box and
remind them how we can transform an adjective
into an adverb by adding -ly. Elicit more examples
and sentences with them. Make sure students
understand that adjectives describe nouns while
adverbs give information about the action and
they modify a verb. Also, explain there are a few
exceptions, eg ‘fast’ and ‘hard’. The adjective and
adverb take the same form.
Grammar 2
Contrast between past simple
and present perfect
9 Ask the class to look at the sentences in
the grammar table and complete the rules.
Discuss the answers orally.
Answers
a past simple; b present perfect
10 Give the class a few minutes to read and choose
the sentence with the same meaning. Check
the answers orally.
Answers
1 a; 2 b; 3 a; 4 a
11 Have students complete the text with the correct
form of the verbs in brackets. Remind them to
use the past simple or the present perfect. Check
the answers orally and write them on the board
to avoid mistakes.
Answers
1 wrote; 2 have tried; 3 haven’t thrown away; 4 has bought;
5 bought; 6 was; 7 have worn; 8 wore; 9 thought
PHASES EXTRA
Invite students to ask and answer questions
about the text in exercise 11. You may provide the
first word, eg: Teacher: ‘Who’ Student A: ‘Who is
a really green person?’ Student B: ‘Suzy is.’
Pronunciation
The sound \ø\ in past participles
A Utter the \ø\ sound in isolation and invite
students to read the past and past participial
forms on the list in a low voice to underline those
they think are pronounced with the \ø\ sound.
B 1.21 Play the track for the class to listen, check
the answers and repeat.
Answers
begun, sung, done, drunk, swum
19/07/18 16:44
 2
Divide the class into groups of four and give each
12 Ask a few students about personal group one of these cards:
experiences with ‘ever’, eg ‘Have you ever
seen a vertical farm?’ Most probably, students Do you think
How can
What should
will answer negatively but when you come using public How can we
it’s important we make
transport help dispose of
to an affirmative answer, for the sake of to use less with recycled
us preserve the batteries?
communication, elicit specific information in the electricity? packaging?
environment?
past simple, eg Teacher: ‘Have you ever travelled
to the USA?’ Student A: ‘Yes, I have.’ Teacher:
‘When was that?’ Student A: ‘I travelled to the How can we
What is the How can we What should
USA two years ago. I visited …’ involve other
simplest thing invite our be done in our
schools in
we could do neighbours country to take
Remind the class that to ask and answer about the area in
to start taking to help us more care of
experiences, we use the present perfect with care of the preserve the
our project
our natural
‘ever’ and when the answer is affirmative, we environment? environment?
to help the
resources?
are expected to provide extra information using environment?
the past simple. Have students work in pairs
and take turns to ask and answer five questions Tell the class that they have five minutes to discuss
about personal experience as in the example. the answer to the question they have on their card
Walk around and monitor their work. and choose a speaker to present their ideas to their
classmates. The speaker should speak non-stop for
For further details and practice, refer students two minutes using the expressions on the board.
to the Language Database on page 120.
Workbook pages 19 & 20
Core
Closing phase Speaking
Read these sentences backwards for students to
Priorities
reconstruct, eg Teacher: ‘yet / farm / vertical / a / 1 Play the track for students to listen to Jack
1.22

built / hasn’t / Despommier’ Student: ‘Despommier and Kieran and say what three things they decide
hasn’t built a vertical farm yet.’ to do. Discuss the answers orally.

You may use the following sentences for Audioscript

reconstruction: ‘The professor has already built a
prototype.’ ‘Some cities have already had ecological
disasters.’ ‘Car fumes have polluted a lot of places.’
‘Global warming has produced a lot of natural
disasters.’ ‘Nobody has invented a solution to
the global warming problem yet.’ ‘Many people have
insulated their homes.’ ‘I have never bought second-
hand clothes.’ ‘I still haven’t shared car journeys
with my neighbours.’
Jack Let’s make a list of ways of helping the
environment.
Kieran OK. What about saving energy?
Jack OK, but how?
Kieran Well, we can watch less TV.
Jack I’d rather use the computer less than watch less TV.
Kieran We can do both, but I think recycling is more
important.
Jack I don’t agree. I think saving energy is as important
as recycling.
Kieran Do you? For me, the most important thing of all is
travelling by public transport.
Jack OK, let’s recycle packaging and travel by public
transport too.

Lesson 4 Kieran So, our list of ways of helping the environment is

saving energy, recycling packaging and travelling
by public transport.
Aims
To develop speaking skills: Priorities. 2 1.22 Play the track a second time for the class

to check their answers to exercise 1.

To write an opinion essay.
Answers
They decide to save energy, recycle packaging and travel by
Initial phase public transport

Brainstorm ways of giving opinion and write them on 3 1.22 Play the track again for students to

the board as a reminder, eg ‘I think …’, ‘As far as I’m complete the dialogue. Check the answers orally.
concerned, …’, ‘To my mind, ...’, ‘According to me, …’,
‘As I see it, …’, ‘It seems to me that … ‘, Answers
1 a list; 2 saving; 3 less; 4 computer; 5 both; 6 important;
‘In my opinion, …’, ‘From my point of view, …’,
7 travelling
‘I am of the opinion that …’

27

M17 397 Phases1TB4 012 032 U01 02 R1.indd 27 19/07/18 16:44

 4 Play the track part by part and have students
repeat the conversation aiming at fluency and
correct pronunciation. Then give the class a few
minutes to practise and act out the dialogue. This
may be done in simultaneous pairs or with some
pairs taking turns to role-play at the front.
Speaking Task
5 Students work in pairs to prepare a dialogue with
a friend. Read the instructions aloud, making
sure they understand what they are expected to
do. Then invite them to choose one of the two
lists or come up with their own ideas. Tell them
to use some of the ideas given in Step 2 and add
some of their own. If you wish, brainstorm ideas
before they prepare the dialogue and write some
of them on the board as a reminder. Students
work in pairs and take turns to act out their
dialogue. Walk around and monitor.
Writing
An opinion essay
6 Write ‘Opinion essay’ on the board and ask
students if they know what it is and what the
characteristics of such an essay are, eg the type
of language used, the number of paragraphs, the
fact that each of the arguments is presented and
developed through examples and explanations,
etc. Then have them look at the essay and check.
Once the discussion is over, invite students to
read the essay and order the words in bold.
Discuss the answers orally.
Answers
1 obligatory; 2 recycle; 3 produce; 4 wildlife; 5 lazy; 6 good
7 Ask the class to read the text again and answer
the questions. Discuss the answers orally.
Answers
1 People produce more rubbish now because we use more
packaging. 2 People don’t recycly because they are too lazy.
3 No, it isn’t.
LOOK!
Draw students’ attention to the Look! box, read
the examples provided for the use of linkers and
then invite them to add some other examples
to the two lists, eg Addition: besides, and, also;
Result: therefore, in consequence, so, etc. If you
wish, have students work in pairs and provide
sentences with the linkers added. Walk around
and monitor.
8 Ask students to read the text and choose the
correct words. Discuss the answers orally.
Answers
1 As a result; 2 What’s more; 3 Consequently; As a result
28
M17 397 Phases1TB4 012 032 U01 02 R1.indd 28
Writing Task
Tell students that they will write an opinion essay on
the following topic: People should pay for each bag
of rubbish they throw away. Do you agree? Ask them
to follow the three steps given. Explain that they will
have to create a similar piece of writing as the one in
exercise 6. Brainstorm ideas connected to the topic
introduced and write some of them on the board as
a reminder.
1 Ask students to start working on a plan. Suggest
them making notes. Write these questions on the
board as a guide: ’Can you describe the present
situation?’ ’What is your general opinion?’ ’Can
you think of arguments to support your opinion?’
’Can you make a summary of your opinion?’
2 After making notes, have students organize
the information they wrote and start creating
their piece of work. Tell them that the essay
they will write should have three paragraphs.
Explain that organizing ideas is vital because
paragraphs have to contain similar information
as they are a unit of meaning. When ideas are
clearly presented, the message is clear. In the
first paragraph, they will describe the present
situation and their general opinion on the topic.
In the second one, they will mention arguments
to support their opinion and the third paragraph
will be the conclusion of their opinion. Monitor
their work.
3 Tell students to go over their essays and see
if they have used the grammar topics and
vocabulary correctly. Tell them not to forget to
include the topic at the beginning of the essay.
Workbook page 22
Closing phase
Have a few students read their opinion essay to the
class. Invite the class to comment on how effective
the essays are and why.
Lesson 5
Aims
To read about famous green organizations.
To visit a website to find specific information about
other famous green organizations in the world.
To integrate what students have learnt so far.
19/07/18 16:44

Initial phase
Write ‘Greenpeace’ on the board and write
the following scrambled up questions: ‘kind /
organization / it / is / what / of?’ ‘out / carry / what /
do / its / activities / members / usually?’ ‘defend /
do / they / what?’ ‘anybody / member / can / a /
organization / this / become / of?’ ‘members / paid /
for / are / work / their?’. Invite students to work in
pairs, generate grammatically correct questions
using the words given and then try to answer
them. If by any chance they have no information
about some of the questions, have them check
the answers on a website.
Core
Culture
Famous green organizations
1 Pre-reading: Work on the paratext. Draw
students’ attention to the picture and the title and
invite them to predict what Freecycle is. Then ask
them what they can see in the picture. Accept all
answers at this stage.
2 1.23 Play the first paragraph of the text and ask
what Freecycle is. Then play all the track for the
class to read, listen and answer the questions.
Discuss the answers orally.
Answers
1 No, you don’t. It’s free to join. 2 The network has existed
since 1st May 2003. 3 Today, there are millions of members.
4 You should offer it to your Freecycle group.
PHASES EXTRA
Draw a grid on the board and write these
headings: ‘Number of countries using the
network’, ‘Place where the network started’,
‘Name of its founder’, ‘Weight they handle per
day’, ‘Procedure’. Give the class three minutes
to re-read the text and find the information to
complete the grid. Discuss the answers orally.
3 ABOUT YOU Discuss with the class as a
whole and ask, ‘Is there a green organization in
your area?’ If you notice students have not got
enough information to discuss the topic, ask
them to investigate and bring material for the
following class. Remember then to start the next
lesson discussing the issue. You should elicit
names of organizations, their aims and ways of
working.
M17 397 Phases1TB4 012 032 U01 02 R1.indd 29
2
MIXED ABILITIES
Giving students the opportunity to look for
information at home is an effective strategy
to help weaker and slower students. They can
do the work at their own pace and ‘rehearse’
answers if necessary. This also works with
students who are not so independent as they
will have to read, understand and select relevant
information on their own.
Webquest
Students go online to look up information about
other famous green organizations in the world.
Possible answers
The GoodPlanet Foundation is a non-governmental organization
founded by Yann Arthus-Bertrand in 2005, supporting ecology
and sustainable development. It is mainly concerned with the
distribution of pedagogic documents and the organization of
events for raising awareness of the importance of sustainable
development, such as the ecology film-festival ‘GoodPlanet’ in
Rio de Janeiro, the exhibition ‘6 billion others’, conferences and
events for enterprises.
It creates posters for educational institutions about topics such as
the Bee Movie development, bio-diversity and forests. It publishes
a catalogue of consumer products it considers environmentally
responsible. It also organizes its activities through websites. It
leads Action Carbone Solidaire, a stock promotion programme
aimed at reducing emissions of greenhouse gases. It also
manages the site, goodplanet.info, established in 2009, which
is an educational website aimed at informing the public about
sustainable development. It finances school projects and
environment-conservation projects.
In 2009, the mayor of Bordeaux, Alain Juppé, was elected Vice-
President of GoodPlanet. It handled the international distribution
of Human which premiered on 12 September 2015.
Closing phase
Give students two minutes to go through this unit in
their books and then ask them to mention one thing
they have learned or they remember from the unit,
eg ‘Despommier hasn’t built a vertical farm yet but
he believes he will do so soon.’
Progress check
Answers
1 1 b; 2 e; 3 d; 4 c; 5 f; 6 a
2 1 smog; 2 natural resources; 3 environmentally-friendly
place; 4 global warming; 5 car fumes; 6 water pollution
3 He has already bought a new tablet. He hasn’t phoned his
aunt in Madrid yet. He hasn’t tried on his new pairs of trousers
yet. He has already become a member of Greenpeace. He has
already studied for the German exam. He has already done his
maths homework. He hasn’t chosen his mum’s birthday
present yet. He hasn’t invited Tom to the party yet.
4 1 was; 2 studied; 3 formed; 4 became; 5 has recorded;
6 has visited; 7 hasn’t met; 8 hasn’t got
Integration
1 since; 2 started; 3 was; 4 already joined; 5 have achieved;
6 supports; 7 since; 8 has invested
29
19/07/18 16:44

Revision 1
Initial phase
Ask students to number the pictures on page 26
from 1 to 10 following the arrows.
Give the class a few minutes to memorize them and
think of sentences to describe each. Tell them they
should remember the order. Say a number and invite
students to make as many sentences as possible
describing the picture. Proceed likewise with various
pictures.
Core
Vocabulary
Invite students to work in pairs and play the
vocabulary game taking turns to guess the missing
words.
Answers
1 move house; 2 worried about; 3 dreamed about; 4 recycle
packaging; 5 insulated; 6 turn off; 7 Car fumes; 8 Water pollution;
9 Smog; 10 biodegradable
Reading
Think before buying
1 Pre-reading: Draw students’ attention to
the title and the introduction so as to answer
the questions in it. Discuss the answers.
2 Have the class read the text and say if the
statements are true, false or not mentioned.
Discuss the answers orally.
Answers
1 true; 2 not mentioned; 3 false; 4 not mentioned; 5 true
PHASES EXTRA
Invite students to work in pairs to draw a
mind map summarizing the article. Give them
the chance to explain their work with their
classmates.
Grammar
3 Ask students to complete the sentences
with the correct form of the verbs in brackets.
Check the answers orally.
Answers
1 was, doing; 2 will, spend; 3 Do, go; 4 didn’t have;
5 are writing
30
M17 397 Phases1TB4 012 032 U01 02 R1.indd 30
R1
4 Ask the class to read the statements and choose
the correct words. Correct the answers orally.
Answers
1 done; 2 already; 3 already studied; 4 still haven’t (Although
the other option may be found in colloquial English, it’s not
the correct position of the adverb.); 5 left; 6 been; 7 yet
5 Ask the class to complete the sentences with
some of the verbs in purple in the correct form.
Answers
1 didn’t go; 2 Have, driven; 3 Has, told; 4 did, see; 5 have,
been; 6 lent; 7 has, done; 8 went
Listening
6 Listening for gist: play the track for
1.24
students to listen to an expert and tick the
correct sentence.
Audioscript
Good afternoon, ladies and gentlemen. Today we are here to
talk about the environment and how its gradual destruction
is affecting animals. We all know that the climate is changing
everywhere: in the north, in the south, in the east and in
the west. This is causing global warming. What does this
mean? That the planet is becoming a hotter place. Both the
North and South Poles are getting warmer and warmer, so
the ice there is melting. If the ice melts, the local fauna will
only have two solutions. Animals can adapt their bodies to
the new conditions or they die. Polar bears can’t survive in
hot weather. A clear example of this is what happened in an
Argentine zoo a short time ago. A polar bear died in captivity
as a result of extreme, high temperatures. Do we want this
to happen again? Of course not, but although we are worried
about the consequences, we don’t do much to change our
attitude to the environment.
A second important point is the destruction of forests. We
have cut down a lot of trees in different parts of the world.
Why? To make furniture or paper. But the truth is that we
need a few minutes to cut down a tree and a very long time to
make one grow. The birds and other animal species that lived
in the forests that disappeared have moved to other places or
died. I’m sure that if we continue destroying natural habitats,
most animals will die.
Answer
b
7 1.24Play the track a second time for the class
to listen and answer the questions. Discuss the
answers orally.
Answers
1 It’s changing everywhere. 2 The main consequence of
global warming is that the planet is becoming a hotter place.
3 They are getting warmer and warmer, so the ice there is
melting (and this affects the local fauna). 4 They die. 5 A polar
bear died in Argentina. 6 We cut down a lot of trees to make
furniture or paper. 7 They have moved to other places or died.
19/07/18 16:44

PHASES EXTRA
Pair up students and invite them to listen to the
track again so that they can copy and complete
the following unfinished sentences on the board:
‘Today we are here to talk about …’ ‘The planet
is becoming …’ ‘The ice in the poles …’ ‘Animals
can adapt their bodies to the new conditions
or …’ ‘A polar bear died in captivity …’ Play the
track twice and then have students read out
their statements. Correct them orally.
Collaborative Task – An environmentally-
friendly school
Step 1: Ideas
Give students time to think of ways in which their
school/town can become more environmentally
friendly and save resources. Advise them to take
down notes, which will be then used for making
a poster presentation.
Step 2: Group work
Organize the class into small groups so that
they can share the ideas they have written down
and consider the questions given.
Step 3: Writing
Have each group vote for the two best options
and organize their notes into paragraphs. They
should provide an effective title and may write
a heading for each paragraph to make their
presentation clearer.
Step 4: Presentation
Give the groups time to discuss and edit their work
paying special attention to spelling, punctuation
and linkers. Remind them to avoid unnecessary
repetitions as well as the use of empty words
such as ‘people’ or ‘place’. Having done that,
students should make a poster and show it to their
classmates.
Closing phase
Ask students to work in pairs and give them five
minutes to write questions about two of the
texts/posters their classmates have presented.
They interact with other pairs asking and answering
those questions.
M17 397 Phases1TB4 012 032 U01 02 R1.indd 31
Revision
1
Upgrade for Exams
Initial phase
Divide the class into two teams and give them
two minutes to think of events that have/haven’t
taken place so far this year. Model first. Ask a
student from team A to mention one thing that
has already happened and a member from team B
to mention something that has not happened yet.
Elicit sentences with already, yet and still. Go on
in the same way asking students to speak fluently.
Also remind them that their response should be
immediate. They shouldn’t take too long to think as
rhythm is an important element in this game. Give
the teams a point for each correct present perfect
sentence.
Core
1 Ask students to read the text and choose the correct
words to complete it. Check the answers orally.
Answers
1 B; 2 A; 3 B; 4 C; 5 C; 6 B; 7 A; 8 C; 9 A
2 Play the track for students to listen to the
1.25
first part of a radio programme and choose the
correct answers. Check orally.
Audioscript
Presenter Hello and welcome to ‘Eco News’. Jackie’s here
today to tell us all about Buy Nothing Day. So
Jackie, what is it exactly?
Jackie Buy Nothing Day is an annual event that began in
the 1990s.
Presenter Its name suggests you don’t buy anything for one
day, is that right?
Jackie Exactly – if you participate in Buy Nothing
Day then you don’t buy anything for 24 hours.
However, it isn’t about making changes for just
one day. Everything we buy has an impact on the
environment and Buy Nothing Day tries to get
people to think about this.
Presenter So it isn’t about getting people to stop shopping
completely?
Jackie No, it’s about encouraging us to think and
implement lasting changes.
Presenter So when is Buy Nothing Day?
Jackie In the UK, it’s on the last Saturday in November
every year.
Presenter So it doesn’t just happen in the UK?
Jackie No, there are Buy Nothing Day organizations in
many countries including the USA, Japan, New
Zealand and Spain.
Answers
1 b; 2 b; 3 b; 4 b
31
19/07/18 16:44
 R1
3 1.26Ask students to read the sentences and
play the track for them to listen to the second
part of the radio programme and complete the
sentences with the missing information.
Audioscript
Presenter Can anyone take part?
Jackie Yes, anyone can participate, they just have to
commit to buying nothing for 24 hours. In many
places, people also organize events to celebrate
the day and provide an alternative to shopping.
Presenter What sort of events?
Jackie Well, in the past there have been swap days,
where people brought their unwanted items and
exchanged them for things that other people had
brought. In Brighton, workshops were organized
to teach people how to make Christmas presents
from old items rather than buying new gifts for
their friends and families. Some people learned
how to make wallets from old milk cartons!
Presenter That sounds great! And what can you do if there
isn’t an event in your area?
Jackie Well, you can recycle packaging from items
you’ve already bought. You can also write to
supermarkets and shops to ask them to use less
packaging.
Presenter Good idea. Packaging creates a great deal of
rubbish.
Jackie You’re right. The rubbish generated is bad for
wildlife, particularly plastic items as plastic
doesn’t break down naturally, or decompose.
Presenter Well, thanks, Jackie.
Answers
1 unwanted; 2 Christmas; 3 write; 4 for wildlife

Closing phase
Have students work in pairs. One student goes
to page 102 and the other to page 107 to do
Communication Activity 1. The aim is to revise
narrative tenses and the use of time expressions to
show sequence. Read the instructions aloud making
sure students understand what they have to do.
Give the class two minutes to make up the story and
then have them take turns to tell the story to their
partner. Remind students they should take down
notes to then be able to write a description of the
situation. To round up, students may report to the
rest of the class on the similarities and differences
between their stories.

32

M17 397 Phases1TB4 012 032 U01 02 R1.indd 32 19/07/18 16:44


Unit
Fashion followers
3
Lesson 1
Aims
To learn style adjectives.
To read an article about the history of shoes and
do comprehension work.
To become aware of the meaning of suffixes.
Initial phase
Discuss these questions with the class as a whole:
‘How important are clothes in your life?’ ‘What
information do your clothes convey about you?’
‘What trademarks do you feel identified with
and why?’ You may use the answers students give
to pre-teach some of the adjectives in exercise 1,
eg ‘tight’, ‘loose’, ‘trendy’ or ‘casual’.
Core
Vocabulary 1
Style adjectives
1 Ask students to look at the adjectives in purple
and match some of them with pictures 1–5.
Check the answers orally remembering that
some pictures may illustrate more than one
adjective.
Possible answers
1 trendy/casual/fashionable; 2 formal/conventional; 3 sporty/
comfortable; 4 tight; 5 loose
2 Play the track for students to listen
1.27
and repeat. Pay special attention to the vowel
quality in suffixes.
3 Ask the class to complete the sentences
with some of the adjectives in exercise 1.
Check the answers orally.
Answers
1 colourful; 2 conventional; 3 casual; 4 old-fashioned; 5 loose
4 Have students choose the correct words.
Discuss the answers orally.
Answers
1 sporty; 2 trendy; 3 glamorous; 4 impractical; 5 formal;
6 comfortable; 7 tight
M17 397 Phases1TB4 033 055 U03 04 R2.indd 33
3
PHASES EXTRA
Invite students to describe their favourite pair of
shoes using the adjectives they have just learnt.
Have them justify their choice. Invite artistic
students to draw their favourite ones on the
board.
5 Play the track for students to listen to
1.28
David and Rachel and say what sort of shoes
she has and why she likes them.
Audioscript
David Hey, Rachel. I like your trainers – they’re really cool.
Rachel Thanks, David. Glad you like them.
David Are they new?
Rachel Yes. I designed them myself.
David Really? How did you do that? I didn’t know you could
make shoes!
Rachel No silly, I didn’t make them! I designed them online.
David Oh, I see! How does that work?
Rachel You go to the company’s website and you can choose
from lots of different colours and designs.
David Well, they look really great.
Rachel Thanks. I love them because they’re really trendy
but also comfortable.
Answers
She has trainers.
Because they are trendy but also comfortable.
6 Ask students to work in pairs and take turns
to ask and answer questions about their clothes as
the ones in the examples. Walk around and monitor
their work providing help when needed. First model
the dialogue with one or two strong pairs.
Workbook page 25
Reading 1
Fashionable feet
7 Pre-reading: Ask students to look at the title
and the pictures and guess what the text is
about. Accept different answers. Then have them
scan the text and number pictures 1–5 in the
order in which they are mentioned in the text.
Discuss the answers orally.
Answers
4, 5, 1, 2, 3
8 1.29 Play the track for students to read the text
and listen. Clarify meaning when necessary and
ask leading questions to check understanding.
Then invite students to read the sentences and
correct the wrong information. Discuss their
answers orally. Write the answers on the board
to avoid mistakes.
Answers
1 The basic design of shoes hasn’t changed a lot. 2 Stilettos are
still very popular today. 3 You can put survival equipment in the
soles of hiking boots. 4 The rectangular platform shoes have
tight uppers. 5 The five-toe trainers look like human feet.
33
19/07/18 17:07
 TEACHING TIP
When we correct an exercise orally, it is usually a
good idea to write the answers on the board and
to give the class a few minutes to check they have
the right answers. Students are often inattentive,
so the more times we check their work, the
better, and the board becomes a very useful
visual tool for this purpose.
9 ABOUT YOU Ask students what they think
about the shoes in the text. Discuss the answers
orally.
LOOK!
Draw students’ attention to the Look! box and
have them read the examples. Elicit a few more,
eg -er: ‘driver’, ‘teacher’, ‘performer’, ‘singer’,
‘listener’, ‘speaker’, ‘story-teller’, etc; -ive:
‘informative’, ‘imaginative’, ‘inventive’, ‘active’,
‘passive’, etc.
TEACHING TIP
Although the instructions require that students
should just work out the meanings of the words
with suffixes, it is always interesting to invite
the class to provide further examples. This is
a way of making students integrate grammar
and vocabulary plus the fact that they aim at
production mileage. However, weaker and shyer
students may find this a bit difficult, so be ready
to circulate helping them or having them work
in pairs or groups to do the work cooperatively.
Closing phase
Tell students that they are going to play with
suffixes. Divide the class into two teams and invite
a student from each team out to the board. Explain
that you will read a word for them to create as many
derived words as possible using suffixes. Then their
teammates will make sentences with the words.
They will be awarded one point for each correct
word and two points for each correct sentence.
Model this with some students, eg Teacher: ‘Danger’
Student A: ‘Dangerous, dangerously’ Student B:
‘I saw a crocodile swimming dangerously close
to a group of tourists.’ Student C: ‘Some animals
are really dangerous and we must not touch them.’
Go on playing in the same way and remember
to work out who the winners are.
34
M17 397 Phases1TB4 033 055 U03 04 R2.indd 34
Words you can read: ‘create’ (derived words:
‘creation’, ‘creator’, ‘creative’, ‘creatively’, etc);
‘mean’ (derived words: ‘meaning’, ‘meaningful’,
‘meaningless’, ‘meaningfully’, etc); ‘care’ (derived
words: ‘careful’, ‘careless’, ‘carefully’, etc); ‘friend’
(derived words: ‘friendly’, ‘friendship’, ‘unfriendly’,
‘friendless’); ‘family’ (derived words: ‘familiar’,
‘familiarity’, ‘unfamiliar’, etc); ‘manage’ (derived
words: ‘manager’, ‘management’, ‘manageable’,
etc); ‘possible’ (derived words: ‘possibility’,
‘impossible’, ‘impossibility’, etc); ‘act’ (derived
words: ‘action’, ‘active’, ‘activist’, ‘actor’, etc.)
Lesson 2
Aims
To learn the difference between relative pronouns
and relative adverbs.
To use defining relative clauses to describe nouns.
To listen to a radio interview about unusual kinds
of clothes and do comprehension work.
Initial phase
Recapitulate the main information about the text
in exercise 7 on page 31. Tell the class that you will
read out sentences and you will clap your hands.
Your claps are to be replaced by two words, eg ‘The
basic design of shoes clap changed much since they
were invented.’ (has not)
Read out these sentences for students to guess
the missing words: ‘The stiletto clap in the 1950s.’
(was created); ‘These shoes clap popular today.’
(are still); ‘An American designer filled the heels
of his shoes clap and toy fish.’ (with water); ‘Shoe
designers clap some very creative ideas for soles
and uppers too.’ (have had); ‘Five-toe trainers clap
human feet.’ (look like); ‘Designers clap 3D printers
more and more to create and print 3D shoes.’ (will
use); ‘Another company clap shoes that generate
electricity while you walk. (has made)
TEACHING TIP
Stronger students may be challenged by inviting
them to take the teacher’s role and have them
provide the sentences with the ‘clapping’ gap.
7/20/18 16:54

Core
Grammar 1
Defining relative clauses
1 Use the context to present defining relative
clauses. Ask, ‘What kind of shoes are five-toe
trainers?’ ‘What is the upper?’ Write the two
answers on the board and explain that the
second part, the relative clause, acts as an
adjective, modifying, adding information about
the noun. Have students identify the referent in
each sentence and then draw their attention to
the grammar table so that they read it and do
the exercise. Check the words orally.
Answers
1 part of a sentence; 2 people; 3 places; 4 things; 5 necessary
2 Ask the class to choose the correct words.
Then correct the answers orally. Write the
answers on the board to avoid mistakes.
Once students have finished correcting their
work, erase the answers you have just copied.
Answers
1 who; 2 which; 3 that; 4 that; 5 where
To systematize, write an example with where
and another one with who on the board, below
the previous two examples with that. Elicit the
referent and draw an arrow from the relative
word to it. Have the class copy the summary into
their folders under the title: ‘Relative clauses:
describing a noun’.
TEACHING TIP
The board is an essential tool, especially for
visual students; as such, it should have the
material we really want it to have. Remember
that the board ought to be cleaned regularly so
that it looks neat and tidy when you write a new
word or phrase on it. Also, try to agree with the
colleague that uses your classroom before you
that they should erase the board before leaving
the room and you should do the same.
3 Give the class three minutes to read the text
and complete the sentences with who, which or
where. Check the answers orally and write them
on the board to avoid mistakes.
Answers
1 who; 2 where; 3 who; 4 who; 5 which/that; 6 which/that
M17 397 Phases1TB4 033 055 U03 04 R2.indd 35
3
PHASES EXTRA
Brainstorm places and people that are usually
included in general knowledge quizzes. Write
them on the board neatly in two columns, one
for people and the other for places, eg the Statue
of Liberty, John Lennon, Queen Elizabeth II,
Antarctica, etc. Make sure your list has about 20
words. Divide the class into four teams and invite
a member from each team to pick a word from
the ones on the board and say something about
the place or person using a defining relative
clause, eg ‘The Statue of Liberty is the monument
that is on an island in the USA.’ Give each team
one point for each correct answer and after
various examples add up the points to see who
the winner is.
4 Have students match beginnings 1–5 with
endings a–e. Check the answers orally.
Answers
1 c; 2 d; 3 b; 4 a; 5 e
5 Ask the class to use a defining relative clause to
put the two sentences together into one, making
the necessary changes. Read out the example
first and then give them some minutes before
you check the answers orally.
Answers
1 That is the new teacher who speaks five languages. 2 Look
at the house where the police caught a dangerous criminal.
3 Have you read the book that I gave you last week?
4 Gigi Hadid is a prestigious model who started her career
more than a decade ago. 5 That’s the man who is
a member of the rescue team.
6 Students work in pairs and take turns
to ask and answer some of the questions in
exercise 4.
PHASES EXTRA
To play this game, organize the class into two
teams and invite a student from team A out
to the front. Whisper a place, the name of a
celebrity everybody is well acquainted with or
an object. Ask the student at the front to define
the word for his/her teammates to guess, eg
Teacher: (whispering) ‘Paris’ Student A: ‘It is
a very important city that is in Europe. It’s the
place where the Eiffel Tower is.’ Student B:
‘Paris!’ Words you can use for this game:
‘Dua Lipa’, ‘Maroon 5’, ‘Everest’, ‘London’,
‘police station’, ‘lawyer’, ‘library’, ‘flag’, etc.
Workbook pages 26 & 27
For further detail and practice, refer students
to the Language Database on page 121.
35
7/20/18 16:55

Listening
Unusual kinds of clothes
7 Pre-listening: Elicit picture description
by asking what the woman in the picture is
wearing and draw students’ attention to the
title. Then draw their attention to the title and
ask if they can mention unusual kinds of clothes
they know. Have them predict the words they
are likely to hear, eg ‘beauty’, ‘height’, ‘length’,
‘fashionable’, etc.
Invite students to categorize the words and then
8 1.30Play the track a second time for students
write them in columns on the board, eg nouns,
verbs, adverbs, adjectives, etc.
1.30 Play the track for the class to listen to the
radio interview and say what Marina’s opinion
of the dresses is. If you wish, ask some leading
questions to check understanding.
Audioscript
Interviewer Hello, and welcome to the show. Today I’m
talking to fashion expert Marina Herbert about
a strange new mixture of fashion and art.
Marina, tell us about this new concept.
Marina Hi, and thanks for having me on your show.
Well, this is a very interesting trend in the
fashion world and I’ve recently been looking
at dresses made from very unusual materials.
Fashion designers are always looking for
something new, and this has led to an exciting
exploration in materials – and some very
strange ones! For example, at the Recycle Week
fashion shows this year, designers have been
making dresses out of old packaging, cans,
newspapers and crisp packets.
Interviewer Really? Wow! And did it look good?
Marina Yes – the dresses were amazing! And they
showed how the fashion world is really involved
in the green movement. Using these recycled
materials in a new way shows that designers
aren’t just interested in creating dresses
that look good. It shows that they care about
protecting the environment as well. Another
designer has made a dress entirely from old
phone books – the paper dress is beautiful
and really elegant.
Interviewer I’m sure, but it can’t be very easy to wear.
Marina You’re probably right, but what about a ‘can
dress’?
Interviewer A ‘can dress’?
Marina Yes – Nikos Floros used 20,000 cans to make a
collection of dresses for an exhibition in Greece.
He cut them up and stuck them together with
wire and staples. The dresses look amazing,
but I wouldn’t want to wear them!
Interviewer No, I can imagine! I read recently that a French
designer had made some dresses entirely from
chocolate, is that right?
Marina Yes, that’s right. There’s going to be an
exhibition of his work in Paris soon which will
feature nothing but chocolate dresses – it’ll
be incredible!
Interviewer I’m sure they taste amazing too!
36
M17 397 Phases1TB4 033 055 U03 04 R2.indd 36
Marina
Yes, and there’s also a new book out by an
Italian designer which shows his amazing
collection of bags, shoes, belts and jewellery.
Guess what he uses to make them? Fruit and
vegetables! They’re beautiful, but not very
practical.
Interviewer So, do you think we’ll see these clothes in
the shops soon then?
Marina No – I think they’ll only be in the magazines!
Answers
Marina thinks that the dresses were amazing and that they
showed how the fashion world is really involved in the green
movement.
to check their answer to exercise 7. Give the
class two minutes to read the questions and
choose the correct answers. Have them listen
again and choose the correct answers. Check
orally.
Answers
1 a; 2 d; 3 a; 4 c
PHASES EXTRA
Have volunteers role-play the interview inventing
false information for their classmates to identify it.
UPGRADE
Remember that this section may be used for
fast finishers to do in class while the rest do it
as homework.
A Ask the class to read the text and cross
out the unnecessary words. To facilitate
correction, have students number the lines
from 1 to 18 and check the answers orally.
Answers
line 1: of; line 2: –; line 3: has; line 4: –; line 5: something;
line 6: –; line 7: in; line 8: did; line 9: –; line 10: –; line 11:
who; line 12: will; line 13: –; line 14: still; line 15: –; line
16: at; line 17: have; line 18: –
B Have students complete the text with only
one word.
Answers
1 had; 2 between; 3 met; 4 invited; 5 and; 6 But; 7 them
PHASES EXTRA
Have students ask and answer questions about
the text in exercise B in the Upgrade section.
19/07/18 17:07

Closing phase
Prepare four sets of cards with the following
information: A: Joe Harrison / doctor / saved Uncle
Daniel’s life; B: Naomi Campbell / supermodel /
was born in London; C: Trafalgar / place / Nelson
defeated the French and Spanish ships; D: Mary
Pickford / actress / starred in silent movies in the
20s. Divide the class into four teams and give out
the cards for the teams to make sentences using
defining relative clauses. The leader of each team
writes the exponents on the board. The first team to
write the four sentences correctly is the winner.
Lesson 3
Aims
To learn phrasal verbs about clothes.
To read an article about shoes on a timeline and
do comprehension work.
To use some, any and no compounds.
Initial phase
Write clothes words on slips of paper, eg ‘dress’,
‘scarf’, ‘shoes’, ‘boots’, ‘sweater’, ‘gloves’, etc. You
may also include accessories such as ‘necklace’,
‘bracelet’, ‘earrings’, etc.
Divide the class into teams and have members
from each team take turns to pick a slip of paper
and define the word using a relative clause for their
teammates to guess, eg Student: ‘It’s a piece of
clothing that you wear on your hands when it’s very
cold.’ (gloves). Give each team one point for each
correct sentence and one for each correct answer.
Core
Vocabulary 2
Phrasal verbs: clothes
1 Ask students to match the pictures with some of
the phrasal verbs in purple. Discuss the answers
and present the unknown vocabulary using
definitions and examples. Write some of them on
the board for students to copy into their folders.
Suggested definitions: ‘do up’: fasten or tie; ‘pick
up’: collect, lift; ‘put away’: put something in its
place; ‘go with’: combine; ‘try on’: put on a clothing
item to see if it fits you; ‘wear out’: become shabby
after use; ‘dress up’: put on more formal clothes
than those you usually wear; ‘pick out’: make a
choice; ‘zip up’: fasten using a zip; ‘throw away’:
get rid of something that you no longer want
Answers
1 dress up; 2 try on; 3 zip up; 4 throw away
M17 397 Phases1TB4 033 055 U03 04 R2.indd 37
3
2 Play the track for the class to listen and
1.31
repeat. Elicit examples through these questions:
‘How old were you when you started to do up
your laces on your own?’ ‘Do you usually put your
clothes away before going to bed every day?’
‘What do you do with your clothes when they
wear out?’ ‘Why is it important to try clothes on
before buying them?’ ‘What was the last item you
picked out at the sales?’
3 Ask students to read the sentences/questions
and choose the correct words. Check the
answers orally. Remember to challenge students
to read the answers fluently and with the correct
stress pattern – phrasal verbs usually carry an
accent on the main verb and on the particle.
Answers
1 go with; 2 wear out; 3 Zip up; 4 try it on; 5 throw it away
4 Have the class complete the sentences
with some of the phrasal verbs in exercise 1
in the correct form. Discuss the answers orally.
Answers
1 pick, out; 2 Do up; 3 pick, up; 4 try on; 5 Put, away
PHASES EXTRA
Read these phrases for the class to guess the
phrasal verb that can collocate with the three of
them, eg Teacher: ‘your shoes – your cardigan –
a dress’ Student: ‘do up’
Other words or phrases to be read: ‘your books –
the things on your bed – your winter clothes’
(put away); ‘your dress – your jeans – your jacket’
(zip up); ‘for a party – for an interview – for a
fashion show’ (dress up); ‘rubbish – old things –
food waste’ (throw away); ‘a new pair of jeans –
shoes – a sweater’ (try on); ‘the children from
school – what is on the floor – a baby’ (pick up)
Workbook page 28
Reading 2
Shoes on a timeline
5 Pre-reading: Work on the paratext. Draw
students’ attention to the pictures and the
title and have them predict five verbs they expect
to find in the article. Accept all answers.
6 Ask students to read the text quickly and check
if their predictions were right. Discuss their
predictions with the whole class.
7 Play the track for students to read the
1.32
article, listen and correct the wrong information.
Discuss the answers orally.
Answers
1 The main function of shoes is to protect our feet while we
do different activities. 2 Native Americans wore moccasins.
37
19/07/18 17:07
 3 The ancient Egyptians wore sandals. 4 Somebody invented
the sewn-on sole in the 17th century. 5 People began to use
synthetic materials in the mid-20th century.
8 Give students some minutes to read the text
again and then answer the questions before you
check the answers orally.
Answers
1 No, they haven’t. 2 Possible answer: The design was very
simple. 3 People used leather, papyrus and wood. 4 Shoes
for the left and right foot were differentiated. 5 We now
often wear plastic or rubber shoes. Synthetic materials
are cheaper and lighter.
PHASES EXTRA
Copy these words onto the board and ask
students to underline them in the article in
exercise 5: ‘actually’, ‘design’, ‘natives’, ‘beads’,
‘synthetic’, ‘non-biodegradable’. Invite students
to work in pairs to write out a definition for each
of these words. Walk around monitoring and
helping students when necessary. Discuss the
answers orally.
Possible answers
actually: in fact, really; design: drawings or pattern; natives:
aborigines; beads: small coloured pieces of plastic or
wood; synthetic: not natural or artificial materials; non-
biodegradable: that doesn’t decay naturally
Grammar 2
some/any/no compounds
9 Elicit a few exponents of some compounds:
ask students to mention something that
has changed recently in their city, somebody
they have met recently and somewhere they
can recommend to have a good dinner. Write
the three words on the board. Elicit complete
sentences such as ‘When somebody is looking
for somewhere to have a good dinner,
I recommend the Big Tower.’ Make sure students
notice that these compounds are used in
affirmative sentences.
Invite the class to look at the grammar table and
choose the correct words to complete the rules.
Discuss the answers orally. If you wish, write
some other examples on the board for students
to copy into their folders.
Answers
1 people; 2 places; 3 things; 4 affirmative; 5 affirmative
10 Give the class three minutes to read the
sentences and choose the correct words.
Check the answers orally.
Answers
1 somewhere; 2 No one; 3 anything; 4 anywhere; 5 Someone

Pronunciation PHASES EXTRA

\dZ\ \tS\ \S\
Give students a few minutes to write true
A 1.33Play the track for students to listen and sentences about themselves using some, any
repeat the sounds and the words. Have them and no compounds. Check the sentences orally.
read out the words several times and provide Write some on the board for class discussion.
other examples, such as: \dZ\ John, Jane, Jim,
jump, adjust, judged, jury, etc; \tS\ charge,
church, match, achieve, chance, literature, etc; 11 Have the class complete the dialogue with
\S\ share, Asia, ashamed, mission, mansion, etc. the correct some, any or no compounds.
Check the answers orally and write them
B Play the track for the class to listen and
1.34
on the board to avoid mistakes.
repeat the sentences. Challenge students to
repeat the sentences fluently and with accurate Answers
pronunciation. 1 anywhere; 2 nowhere; 3 something; 4 something;
5 Nothing; 6 anything; 7 someone; 8 something
Audioscript
1 John’s changed his jeans.
2 Choose a cheaper jacket, please.
3 The shoes the ancient Egyptians wore were special.

TEACHING TIP
The main aim of this section is to focus on
certain phonemes that often cause trouble to
EFL students. However, this section will become
meaningless if you do not practise and correct
sounds whenever necessary, especially the
ones students have worked on. This can be done
regularly when students read out their answers to
different exercises, through reading out texts, etc.

38

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PHASES EXTRA
Read out these sentences for the class to guess
which some, any or no compounds has been
replaced by a clap. Elicit the first as an example:
‘All the restaurants are closed at this time.
There’s clap we can go!’ (nowhere); ‘Clap has
knocked at the door three times! Go and see
who it is.’ (Somebody); ‘There’s clap interesting
on TV tonight. Let’s go to the theatre.’ (nothing);
‘Clap wanted to lend me money, so I couldn’t buy
you a present.’ (Nobody); ‘Is there clap here who
has a red car?’ (anybody); ‘Tom didn’t go clap
at the weekend. He stayed at home.’ (anywhere);
‘We must do clap to help Tom. We can’t just
leave him alone.’ (something); ‘Is there clap
I can do for you?’ (anything)
Workbook pages 29 & 30
For further details and practice, refer students to
the Language Database on page 121.
Closing phase
Organize the class in groups of four and ask them
to choose any picture from the book. Give them five
minutes to make a story about the picture they have
just chosen using at least two relative clauses and
two any, some or no compounds. Walk around and
monitor, providing help when needed.
MIXED ABILITIES
Group work is very important to enhance your
class dynamics and to teach students life
skills as they will learn to be patient, cope with
differences, respect others, negotiate, etc. To
make the most of group work, it is advisable to
organize the class into different groups each
time, even if this brings about some sort of
displeasure in some students. It is also important
to bear in mind that the groups should be
balanced: there should be different learning
styles, different paces, different levels, etc, in
each group.
Lesson 4
Aims
To develop speaking skills: Complimenting people.
To write a comparison.
M17 397 Phases1TB4 033 055 U03 04 R2.indd 39
3
Initial phase
Write on the board: ‘An iguana and a camel’,
‘Television and the theatre’, ‘Tennis and football’,
‘Living in a house and living in a flat’, ‘Buying in
a local shop and buying online’, ‘Travelling by bike
and travelling by bus’, ‘ABBA and Coldplay’, ‘Living
in a city and living in the country’.
Write numbers 1–8 in small pieces of paper and
put them in a bag or box. Divide the class into two
teams. Ask a member of each team to come out to
the front and have one of them pick a number from
the bag. The number they have refers to what you
have written on the board.
Give those two students two minutes to write
as many sentences as possible comparing the two
objects, places or people they have got. The other
members of their team may help them through
clues. Do the first as an example: ‘An iguana is not
bigger than a camel. It’s got colder blood and it is
slower. The camel seems to be more intelligent.’
The team with the most correct sentences is the
winner.
Core
Speaking
Complimenting people
1 1.35Read out the title and explain what
‘complimenting’ means: say something nice
about somebody or something, praise. Ask
students to read the three sentences. Then play
the track for them to listen to the first part of
Rachel and James’ conversation and choose
the correct words. Discuss the answers orally.
Audioscript
James So, how are you, Rachel?
Rachel I’m fine thanks – sorry I was a bit late!
James Don’t worry, you were only five minutes late.
You look great, by the way.
Rachel Oh, thank you! So do you.
James I love your jacket. Is it new?
Rachel Yeah, I bought it at the shopping centre yesterday.
Answers
1 good; 2 jacket; 3 yesterday
2 1.36 Have the class read the beginnings given.
Then play the track for students to listen to
Rachel and James talking about their clothes
in order to complete the sentences with the
information they hear. Discuss the answers
orally.
Audioscript
James That style of jacket suits you.
Rachel Do you really think so?
James Yeah, it’s really cool.
Rachel Thanks. I love your new boots, by the way.
39
19/07/18 17:07

James Oh thanks, they were a birthday present from my
mum. I wasn’t sure about the style at first but now
I like them.
Rachel Yeah, I think they’re very trendy.
James Thanks, I’m pleased with them – they’re better than
the awful jumper my mum bought me last year!
Rachel Your mum’s taste has improved a lot!
Answers
1 really cool; 2 his new boots, present from his mum;
3 about the style at first; 4 very trendy; 5 him a jumper
3 Play the track again for students to listen
1.36
and complete the dialogue.
Answers
1 suits; 2 so; 3 by; 4 present; 5 style; 6 trendy; 7 awful;
8 improved
4 Ask students to practise the dialogue in pairs
before they act it out. As you do so, elicit different
ways in which you can compliment somebody’s
clothes, eg ‘What a nice …!’ ‘I really like your …’
‘I’ve never seen a more beautiful …’ This exercise
may be done with all the pairs simultaneously or
with a few pairs at the front.
Speaking Task
5 Invite students to choose a piece of clothing
to compliment and prepare a dialogue with
a friend imitating the model in exercise 3. To do
this, they follow the three steps provided. Read
them aloud and give them a few minutes to
prepare and practise the conversation. Then have
them act it out.
Unit 3 Speaking Task
(see Teacher’s Resource Centre)
MIXED ABILITIES
Shyer students will find the speaking task difficult.
To avoid making them feel uncomfortable, you may
role-play with them, guiding their work through
functions, eg ‘How can you describe the …?’ ‘How
can you compliment the …?’
Writing
A comparison
6 Focus students’ attention on the type of writing
they will be engaged in. Have them look at the
pictures and infer what the comparison will be
about. Then invite students to work in pairs and
choose the correct words. Clarify meaning if
necessary. Correct the answers orally.
Answers
1 quite; 2 accountant; 3 looks; 4 picking out; 5 makes;
6 which; 7 looking for
7 Ask students to read the text again and answer
the questions. Discuss the answers orally.
40
M17 397 Phases1TB4 033 055 U03 04 R2.indd 40
Answers
1 Lucy Smith wrote the comparison. 2 She wrote about
her sister Sarah. 3 She’s kind, funny and quite adventurous.
4 While Sarah likes colourful and unusual clothes, Lucy’s
style is casual and sporty. Lucy prefers to do sport at the
weekend, whereas Sarah loves looking for clothes with
friends.
LOOK!
Draw students’ attention to the Look! box and
to the use of linkers in the text in the previous
exercise. Elicit further examples with each of
the linkers. Invite students to write some of their
examples on the board for class discussion.
8 Ask students to complete the sentences with
the linkers from the Look! box. Check orally.
Answers
1 whereas; 2 but; 3 Although; While
Writing Task
Tell students that they will work on their own
comparison. Tell them to follow the three steps
given. Explain that they will have to create a similar
piece of writing as the one Lucy Smith wrote.
1 As they have been doing in the previous units,
tell students to start working on a plan. Have
them choose a member of their family or friend
and make notes about his/her appearance as
well as theirs. They should consider name,
relationship with them, age, height, weight, hair,
personality, likes, etc. They should also write
down in what way/s the chosen person is similar
to them (occupation, appearance, style, free time
activities, etc).
2 Once the draft is finished, tell them that it is
time to start working on the final version of
their comparison. Explain that they will have to
organize the comparison into five paragraphs.
In the first paragraph, they have to introduce the
person they will talk about. In the second and
third paragraphs, they have to mention what
this person does during the week and at the
weekend. In the fourth paragraph, they have to
make a comparison with themselves. In the last
paragraph, they have to write a conclusion.
3 Tell students to go over their comparisons and
see if they have used the grammar topics and
vocabulary correctly.
Workbook page 32
Closing phase
Have a few volunteers read their comparisons
to the class. Correct only when necessary.
19/07/18 17:07

Lesson 5
Aims
To read about famous design and designers
and do comprehension work.
To integrate what students have learnt so far
and do a progress check.
Initial phase
Write the following information on the board: Coco
Chanel / Carolina Herrera / Christian Dior / Dolce &
Gabbana / bikini / miniskirt / strapless dress /
Oxford trousers / etc. Elicit information on the
fashion designers mentioned and on the different
items of clothing on the board. Discuss if they enjoy
fashion shows and their opinion about the icons
mentioned. Also, ask what the world’s fashion
capitals are and why. Accept all answers.
Pre-teach vocabulary connected to fashion. If you
wish, speak about how gender and age affects
fashion nowadays or affected fashion in previous
centuries.
Core
Culture
Famous design and designers
1 After having discussed on some famous
1.37
designers, ask students to discuss what makes
a designer successful or popular: originality,
contacts, advertising, etc. Then play the track
for students to read and listen. Introduce new
vocabulary contextually and check global
comprehension through leading questions.
Play the track a second time for the class to read
again, listen and answer the questions. Discuss
their answers orally.
Answers
1 She is one of the most successful British designers of
the last twenty years. 2 She grew up on a small farm.
3 She became interested in fashion when she was a teenager.
4 Her friends modelled her clothes at her first show. 5 She
doesn’t use leather or fur in her designs because she is a
strict vegetarian.
2 Give the class a few minutes to read the
text again and find words or phrases for the
meanings given. Check the answers orally.
Answers
1 successful; 2 fashion show; 3 launched; 4 sporty
M17 397 Phases1TB4 033 055 U03 04 R2.indd 41
3
PHASES EXTRA
Divide the class into two teams. Have one team
mention the facts in the text and the second
one mention the opinions in it. Discuss with the
whole class.
TEACHING TIP
Distinguishing factual information from opinion
is an essential reading sub-skill that leads to the
development of students’ critical thinking skills.
3 ABOUT YOU Discuss which fashion
designers are famous in the students’ country
and what characterizes them. If you wish, you
may hold a debate on fashion designers and their
role in society.
PHASES EXTRA
• Pair up students and have them prepare some
true, false or not mentioned statements on the
article for other pairs to solve. Walk around,
monitor and help when necessary.
• Pair up students and invite them to prepare
a role-play. Tell them to imagine they are
reporters and have to write a list of questions
as they are going to interview a famous fashion
designer. Elicit a few examples orally first
and give the pairs time to prepare their work
before role-playing the interview. Walk around
and monitor.
PHASES EXTRA
Divide the class into two teams and give them
two minutes to re-read the text trying to
memorize it as much as they can. Then ask
students to close their books and have the two
teams take turns to say a sentence each about
Stella McCartney. Give each team a point for
each correct answer and go on until one of the
teams fails to provide a sentence.
Webquest
Students go online and look up information about
other famous fashion designers.
Possible answers
Benito Fernández: he is a ready-to-wear fashion designer who
has become known for his colorful and sunny floral designs.
His designs have been worn by celebrities throughout South
America. He first launched his own fashion label in September of
1986. He shares photos of his clothing and accessory designs on
Instagram. So far, he has earned more than 470,000 followers.
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19/07/18 17:07
 He was born in Buenos Aires, Argentina and later lived in El
Salvador. His designs have been worn and modelled by stars like
Zaira Nara and Valeria Mazza.
Other famous designers: Roberto Piazza, Jorge Ibáñez, etc

Closing phase
Give students two minutes to go through this unit in
their books and then ask them to mention one thing
they have learnt or they remember from the unit, eg
‘Erling Persson is the man who started H&M.’

Progress check
Answers
1 1 glamorous; 2 impractical; 3 formal; 4 tight; 5 conventional;
6 trendy
2 1 d; 2 f; 3 c; 4 e; 5 b; 6 a
3 1 I was born in the house where my father was born.
2 She’s the woman who designed my sister’s wedding dress.
3 That’s not the shirt which I wore yesterday to the party.
4 That’s the shop where I bought my new leather boots.
5 She is the girl who has joined our class.
6 Those are the sandals which the princess wore on the beach.
4 1 anywhere; 2 somewhere; 3 anything; 4 No one;
5 nowhere
Integration
1 a; 2 b; 3 c; 4 b; 5 a; 6 c; 7 b

42

M17 397 Phases1TB4 033 055 U03 04 R2.indd 42 19/07/18 17:07


Unit
Work and money
4 purple. Have a student read out the example.
Lesson 1
Aims
To learn work collocations.
To read an article about an adventurepreneur
and do comprehension work.
To be engaged in pair work activities.
Initial phase
Write these jumbled words on the board: ‘tge’ (get),
‘ese’ (see), ‘iegv’ (give), ‘wolofl’ (follow), ‘etll’ (tell),
‘jyneo’ (enjoy), ‘dael’ (deal/lead), ‘ekam’ (make),
‘kolo ofr’ (look for), ‘elef’ (feel). Pair up students and
have them order the words on the board. Once they
have finished, invite them to find some collocations
with the words discovered, eg: ‘tell a story’, ‘tell the
time’, ‘give a party’, etc. Check the answers orally.
Core
Vocabulary 1
Work collocations 1
1 Have the class match pictures 1–4 with some
of the phrases in purple. Discuss the answers
orally.
Answers
1 see a job advertisement; 2 fill in an application form;
3 sign a contract; 4 pay expenses
2 Play the track for students to listen
1.38
and repeat. Correct pronunciation if necessary.
Pay special attention to the vowel quality in
‘bonus’ and ‘allowance’, and to stress pattern
in ‘advertisement’.
3 Ask students to read the email and choose
the correct phrases. Check the answers orally.
Answers
1 saw the job advertisement; 2 apply for the job; 3 filled
in an application form; 4 signed a contract; 5 get a bonus
PHASES EXTRA
Discuss with the class where they can find job
advertisements, what information they should
complete in an application form, at what age
they can sign a contract in their country, and
what they can do to get work experience.
M17 397 Phases1TB4 033 055 U03 04 R2.indd 43
4
4 Give the class a few minutes to read and
complete the sentences with the words in
Give them a few minutes and check the answers
orally.
Answers
1 expenses; 2 allowance; 3 promotion; 4 pay rise
PHASES EXTRA
Organize the class into four groups and invite
two of the groups to list advantages of having
a monthly or weekly allowance, while the other
two groups list the disadvantages parents may
find in giving their children a regular allowance.
Give the class a few minutes and invite them to
debate using the ideas on their lists.
5 1.39 Play the track for students to listen
to James and Rachel and say if she gets an
allowance and what she spends it on.
Audioscript
James Hey, Rachel, can I ask you a question?
Rachel Yeah, of course.
James Do you get an allowance from your parents?
Rachel Yeah. I get pocket money every month.
James How much do you get?
Rachel £50.
James Wow. That’s generous!
Rachel Yes, but I have to buy all my clothes and pay for my
mobile phone with that. How much do you get?
James Only £10. I have a part-time job though.
Answers
Yes, she does. She spends it on clothes and a mobile phone.
PHASES EXTRA
Invite volunteers to role-play the conversation
between James and Rachel. Play the track once
more for them to remember their lines.
6 Have students work in pairs to ask
and answer the questions as in the example.
Model the example with a student first. Walk
around and monitor their work.
Workbook page 35
Reading 1
Adventurepreneur
7 Pre-reading: Work on the paratext. Draw
students’ attention to the pictures and the title.
Have them predict what the text is about and ask
them what the man in the picture is doing. Accept
all answers. Then ask students to scan the text
and say who Ben Southall is.
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 8 Play the track for students to read again,
1.40
listen and check their answer to exercise 7. (Ben
Southall is a British adventure advocate.) Then
have them match paragraph descriptions 1–5
with paragraphs A–E. Discuss the answers orally.
Answers
1 E; 2 C; 3 B; 4 A; 5 D
PHASES EXTRA
Practise reading aloud in pairs: invite a pair to
read aloud for thirty seconds and a second pair
for the next thirty seconds and so on. Remind
students they should read coherently and
cohesively, that is to say they should respect
punctuation marks and units of meaning.
9 Ask students to say if the statements are true,
false or not mentioned. Check the activity orally.
Answers
1 true; 2 not mentioned; 3 false; 4 true; 5 true; 6 false; 7 true;
8 not mentioned
TEACHING TIP
Reading is a skill and, as such, it should be
practised and improved on. This is why it is
certainly not enough to just ask a few questions to
check whether students have understood a text.
We should develop different strategies: we should
teach students to read for gist, to read for specific
information without necessarily reading every
single word in the text, to read for detail, to infer
from the information they read in the text, to get to
know the meaning of words from context, etc.
PHASES EXTRA
Have students close their books while you write
these figures on the board: ‘1975 – 2008 – 65,000 –
34,685 – 1,600 – 2015’.
Invite students to work in pairs and give them
one minute to try and remember what those
figures refer to in the text. Discuss the answers
orally.
Answers
1975: the year Ben was born; 2008: the year in which
Ben embarked on Afritex; 65,000: the kilometres of
circumnavigation of Africa; 34,685: the number of applicants;
1,600: the kilometres of kayak trip along the Great barrier
Reef; 2015: the year in which a land Rover expedition from
Singapore to London started
44
M17 397 Phases1TB4 033 055 U03 04 R2.indd 44
Closing phase
Organize the class into small groups and give them
five minutes to make up a story about one of the
pictures in exercise 1. Tell them to imagine what
happened before the photo was taken, what is
happening in it at the moment and what will happen
then. Walk around and monitor their work, providing
help when necessary. Invite each group to share
their story with their partners.
Lesson 2
Aims
To revise first conditional sentences.
To use second conditional for hypothetical
situations about the present.
To do listening comprehension work based on
a radio programme about part-time jobs.
Initial phase
Write these beginnings on slips of paper: ‘If our
club wins the next match, …’ ‘If we go on using so
much water, …’ ‘If we don’t learn how to write a CV,
…’ ‘If I get a summer job, …’ ‘If my parents increase
my monthly allowance, …’ ‘If I see an interesting
job advertisement in next Sunday’s newspaper, …’
‘If you never tell the truth, …’ ‘If somebody offers
me an interesting job, …’ ‘If the weather is fine
next weekend, …’ Write on the board: ‘go – picnic’,
‘nobody – believe’, ‘buy – shoes’, ‘take – it’, ‘save –
money’, ‘be – champions’, ‘never – have – interview’,
‘not have – drink’, ‘send – CV’. Invite a student to
pick a slip of paper and read the beginning for a
second student to choose from the endings on
the board and complete the conditional sentence
conjugating the verbs in their correct form. Model
first, eg: Student A: ‘If our club wins the next match,
…’ Student B: ‘If our club wins the next match, we
will be champions.’
Core
Grammar 1
First and second conditionals
1 Refer the class to paragraph A in the article on
page 41 and ask them to underline one sentence
with ‘will’ and one with ‘would’. Have students
read out the sentences and write one on the board.
Draw their attention to the verb forms and elicit
the formulas: ‘If + present simple + will + bare
infinitive’; ‘If + past simple + would + bare infinitive’.
Then draw their attention to the grammar tables
and have them look at the sentences to choose
the correct words. Check orally.
19/07/18 17:08

Answers
a present and future; b present and future; c probability;
d hypothetical situation
If you consider it appropriate, elicit a few
examples and ask the class to copy a short
summary into their folders under the title
‘Second conditional: hypothetical situations’.
Remind students that we use this type of
conditional sentences when we talk about unreal
or improbable situations now or in the future.
2 Ask students to complete the conditional
sentences, first and second type, with the
correct form of the verbs in brackets. Check
orally and write the answers on the board to
avoid mistakes.
Answers
1 ’ll get; 2 sang; 3 ’ll improve; 4 were; 5 doesn’t lend; 6 got
TEACHING TIP
It is really important to keep students focused.
One simple way of doing this is to target your
questions, paying special attention to those
students that you notice are about to use their
mobile phone or are looking through the window.
Also, when one student is asked to answer, have a
second student correct his/her partner’s answer
or enlarge it.
3 Give the class a few minutes to match beginnings
1–4 with endings a–d. Check the answers orally.
Answers
1 c; 2 d; 3 b; 4 a
PHASES EXTRA
Invite students to provide other endings for the
same beginnings above. Write some of the new
exponents on the board for class discussion.
4 Ask students to read the text and choose the
correct words. Correct orally and write the
answers on the board.
Answers
1 ’ll; 2 ’d; 3 want; 4 ’ll; 5 ’ll; 6 had; 7 saved
Pronunciation
Sentence stress and contractions
A 1.41Invite the class to read the sentences
silently and underline the syllables they think
should be stressed. Then play the track for them
to listen and check their work. Discuss which
syllables carry the main stress and why.
M17 397 Phases1TB4 033 055 U03 04 R2.indd 45
4
Answers
If she’s late for work, she’ll lose her job.
If I tell you the truth, you won’t believe me.
If he liked the car, he’d buy it.
B 1.42 Play the track for the class to listen and
repeat the sentences. Then ask them how many
words each sentence has and how many of
these are stressed. If you wish, invite students to
provide new exponents and say which words in
the new exponents carry a strong stress. Discuss
the answers orally.
Audioscript
1 If they lend you the money, there won’t be a problem.
2 If I went to live in Britain, I’d need a new job.
3 If I go, I’ll spend all my money.
4 If she travelled by plane, she’d be there in ten hours.
Answers
1 11 words, 3 stressed; 2 12 words, 4 stressed; 3 8 words,
3 stressed; 4 11 words, 4 stressed

5 Revise first conditional questions. Provide this
situation and have the class make you questions,
the answers to which you will invent: ‘I have a
wedding party next Saturday. It will be on a farm!’
Elicit one question as an example: ‘What will you
wear if it is too hot?’ Write the formula on the
board: ‘Will + subject + main verb + if + subject +
verb in the present simple’. Also revise who
questions.
Then draw students’ attention to the grammar
table and give them a few minutes to look at
the questions and answer how we form second
conditional questions: ‘Would + subject + main
verb + if + subject + verb in the past simple’.
Write the formula on the board. If you consider
it suitable, write an example of each with the
corresponding answer and invite the class to
copy the summary into their folders under the
title ‘First and second conditional questions’.
TEACHING TIP
The stage in which we lead students into
discovering the grammar rule is called
systematization. It should be clear and concise
and should be accompanied by effective use of
the board. Although students will find all the
material they need in Phases Student’s Book,
more precisely in the grammar tables and the
Language Database, the systematization stage
is rounded up when students copy a summary
into their folders. This helps them visualize and
internalize the grammar they are focusing on.
45
19/07/18 17:08

PHASES EXTRA
Write these sentences on slips of paper: ‘You
receive an anonymous phone call saying you
have won a car.’ ‘You open the door and find an
envelope with an invitation to participate in a
reality show.’ ‘Your best friend calls you asking
for help.’ ‘You have a very difficult test tomorrow
and the lights go out.’ ‘You are alone at home
and hear strange noises in the bathroom.’
‘You come to school and find out that all your
classmates are absent.’
Invite different students to pick a slip of paper
and tell their classmates what they would
do in those situations. Have them ask other
classmates what they would do, eg: Student A:
‘If I received an anonymous phone call saying
I have won a car, I would ignore it. What would
you do, Peter, if you received an anonymous
phone call saying you have won a car?’ Peter:
‘If I received an anonymous phone call saying
I have won a car, I would hang up.’
6 Ask students to order the words to make
questions. Then check the questions orally.
Answers
1 Where would you live if you didn’t live in your town?
2 What will you study if you go to university? 3 Who will
you see if you go out this weekend? 4 Who would you meet
if you could meet someone famous? 5 What job would you
choose if you started work tomorrow? 6 What would you do
if you had one million euros?
7 Ask students to work in pairs and take
turns to ask and answer the questions in
exercise 6. Model with a student and then
circulate monitoring their work.
MIXED ABILITIES
To help less fluent students, make them read out
the questions as naturally as possible. If they find
pronunciation difficulties, backward build-up may
be useful, eg: Teacher: ‘if you go to university?’
Student: ‘if you go to university?’ Teacher: ‘you
study if you go to university?’ Student: ‘you study
if you go to university?’ Teacher: ‘What will you
study if you go to university?’ Student: ‘What will
you study if you go to university?’
Workbook pages 36 & 37
For further detail and practice, refer students
to the Language Database on pages 121–122.
46
M17 397 Phases1TB4 033 055 U03 04 R2.indd 46
4
Listening
Part-time jobs
8 Pre-listening: Draw students’ attention to
pictures 1–3 and the phrases in purple.
Discuss what tasks they think the people in
the pictures do at work.
9 Play the track for students to listen to part
1.43
of a radio programme and choose the correct
words. Discuss the answers orally.
Audioscript
Presenter Hello and welcome to the ‘Shout Show’! Today
we’re talking about money. With me in the studio
are Jimmy, Charlotte and Rob.
Teens Hello.
Presenter My guests are all 16 and still at school, but they
also have part-time jobs. So, let’s find out what
they do. What’s your job, Jimmy?
Jimmy I’m a DJ.
Presenter Wow. Where do you work?
Jimmy I usually play at my friends’ birthday parties, so it
depends where they are. I also have to prepare at
home before the parties, of course.
Presenter So what exactly do you do?
Jimmy First, I use my computer to make a playlist of
cool songs. Then at the party, I’m in charge of
playing the music and making sure people want
to dance!
Presenter OK, so how do you make money?
Jimmy My friends hire me for their parties. I usually
earn £50 a night, but I get to go to the party with
my mates too, so I think it’s a pretty good job.
Presenter Great, thanks Jimmy. What about you, Charlotte?
Charlotte I work in a café every Saturday. I make coffee,
serve customers, clean the tables and do the
washing up. I do everything, in fact!
Presenter And how much do you get paid?
Charlotte Not much. I earn £3.50 an hour but I work for
eight hours every Saturday.
Presenter What do you spend the money on?
Charlotte I buy clothes and go out with my friends. I don’t
like asking my parents for an allowance – I prefer
to be independent and earn my own money.
Presenter And is the job fun?
Charlotte It’s OK. The conditions are quite good – I get free
food! Usually some of my friends come in and
have a coffee, so I get to see them even though
I’m working. And the customers are really
friendly.
Presenter And what about you, Rob? Tell us about your job.
Rob Well, I work in a music shop every Saturday.
We sell everything to do with music – CDs, music
magazines and instruments. My favourite part of
the job is helping customers to buy guitars. I give
them advice about different models.
Presenter It sounds like you enjoy your job. How much do
you earn?
Rob Nothing.
Presenter What?
Rob A few months ago I really wanted a new guitar but it
was too expensive. So my boss gave me the guitar
and I have to work for him for six months for free.
Presenter Wow! It’s lucky that you like your job then, if you
don’t actually get paid.
19/07/18 17:08

Rob Yeah, it’s great – I can listen to music all day and
play the guitar. My boss is a really nice guy too.
And he’s going to pay me after six months!
Presenter Great! Well, you’ve heard about three different
jobs, now we’d love to hear from our listeners –
do any of you have a part-time job? Next, we’re
going to ...
Answers
1 at parties; 2 £50; 3 Saturday; 4 doesn’t like; 5 helping
customers
10 Play the track again for students to listen
1.43
and say if the statements are true or false. Check
the answers orally.
Answers
1 true; 2 false; 3 false; 4 true; 5 false
PHASES EXTRA
Invite students to imagine what a typical day
in the life of each of the three speakers is like
and describe it to their classmates. Have them
include unexpected problems they think the
three speakers might face and what they would
do in those situations.
11 Ask students to work in pairs and take
turns to ask and answer the questions as in
the example. If you wish, this may be conducted
as a whole class activity.
UPGRADE
This activity may be done by fast finishers once
they finish any of the exercises in the lesson
while the rest of the class do it as homework.
Alternatively, it may be done by the class as a
whole. Have students read the situations and
complete the sentences with the correct form
of the verbs in brackets. Elicit the first as an
example.
Answers
1 didn’t live, would live; 2 had, would call; 3 save, ’ll buy;
4 keeps on, ’ll pass; 5 would pass, weren’t; 6 wins, ’ll be
Closing phase
Divide the class into two teams and explain the
rules. One student from team A will come out to
the front and you will whisper an action into his/
her ear. This student will mime the action for team
B to guess. Team B will ask team A a conditional
question using the action they have just guessed.
Team A answers in a complete sentence. Model an
example: Student A mimes ‘Find blood at your door.’
Student B guesses that action. Student C asks,
‘What would you do if you found blood at your door?’
Student D answers, ‘If I found blood at my door,
I would phone my brother for help.’
M17 397 Phases1TB4 033 055 U03 04 R2.indd 47
4
Invite students from each team to take turns to ask
and answer what they would do in different situations.
Give each team one point for each correct answer and
another point for each correct question.
TEACHING TIP
When you do fun activities, it is very important to
involve as many students as possible. This will
keep them focused.
Lesson 3
Aims
To learn work collocations.
To read an article about trying an apprenticeship.
To learn the use of gerunds and infinitives after
certain verbs.
Initial phase
Write the following information on the board:
‘firefighter’, ‘a member of a rescue team’, ‘pilot’,
‘flight attendant’, ‘shop assistant’ and ‘teacher’.
Divide the class into four groups and have them
choose one of the professions on the board, and
discuss their pros and cons. Accept any ideas and
do not overcorrect at this stage.
Core
Vocabulary 2
Work collocations 2
1 Ask students to match 1–9 with a–i to make
phrases referred to work. Make sure they
understand the meaning of all the phrases.
Discuss the answers orally.
Answers
1 c; 2 f; 3 b; 4 h; 5 i; 6 e; 7 d; 8 g; 9 a
2 Play the track for the class to listen, check
1.44
and repeat.
3 Ask students to match beginnings 1–6 with
endings a–f. Check the answers orally.
Answers
1 c; 2 f; 3 b; 4 e; 5 a; 6 d
4 Have the class read the text and write six missing
verbs in the correct place. Check the answers
orally.
Answers
George Simmons used to work full-time in a department
store in London. He earned a good salary and the customers
said he was a polite man. George worked hard. He learnt new
skills and got two promotions but one day, a new manager
was appointed. His name was Robert Gums. Mr Gums was
47
19/07/18 17:08

always in a bad mood and didn’t like George and George knew
it, so he made a great effort not to lose his job. But one day,
George made a mistake. He sold a bookcase that cost £590
but he charged £59! That was the perfect excuse. Mr Gums
fired George immediately and now George is unemployed.
PHASES EXTRA
Practise reading the previous exercise aloud
as a text and have students ask and answer
questions on it. Check orally. Invite some of the
students to write the questions on the board for
class correction.
PHASES EXTRA
Give the class a few minutes to write three
questions they would like to ask Mr Gums and
three they would like to ask George. Remind
them that the answers to those questions
should not be in the text. Elicit an example:
Student A to Mr Gums: ‘Have you worked as
a manager before?’ Then have students work
in pairs and take turns to ask and answer the
questions. Walk around and monitor their work.
TEACHING TIP
Activities like the one suggested above help
students develop their inference capacity as well
as their speaking skills and, because it is pair
work, it increases students’ talking time!
Workbook page 38
Reading 2
Try an apprenticeship
5 Pre-reading: Draw students’ attention to the
picture in the reading text and elicit what the
girl is doing. Ask where they think they can find
a text like this. Accept all answers at this stage.
Answers
She is learning a job./She is doing an apprenticeship.
6 Ask students to read the text quickly and
complete the sentences. Check orally.
Answers
1 boss; 2 local zoo
7 Play the track, if possible with books
1.45
closed, and check global comprehension –
ask what students have understood. Then invite
the class to follow the reading and play the track
a second time for them to listen, read and then
answer the questions. Check the answers orally.
Answers
1 You can learn new skills, such as computer programming
or hairdressing. 2 The jobs mentioned are sports coach and
48
M17 397 Phases1TB4 033 055 U03 04 R2.indd 48
4
baker. 3 You must consider the skills you want to learn and
what type of jobs you might enjoy. 4 She learned how to make
bread and cakes. 5 Yes, she says it was a great experience.
Because she might possibly apply for a job as a baker when
she leaves school and through this experience she learned
how to do the job.
PHASES EXTRA
Give the class two minutes to scan through the
text and underline the work collocations they
find. Divide the class into two teams and have
students from one team read the collocations
for the ones in the other to make sentences
with those collocations. Students use the work
collocations in sentences referring to them,
their friends or relatives.
Grammar 2
Gerunds and infinitives
8 Have students read the text and find verbs
followed by a ‘to infinitive’ form. Then do the
same for gerunds. Have the class read the
sentences in the grammar tables and complete
the rules. Discuss orally. Ask the class if they can
add more verbs to the two lists.
Answers
a to infinitive (other verbs: make up one’s mind, refuse,
choose, offer, ask, etc); b gerund (other verbs: miss, avoid,
can’t help, enjoy, practise, etc)
9 Ask students to read the sentences and choose
the correct words. Check the answers orally.
Answers
1 to do; 2 to do; 3 working, getting; 4 giving; 5 getting; 6 to buy
PHASES EXTRA
To personalize, elicit further examples about
students themselves using the verbs in
exercises 8 and 9.
10 Have the class complete the sentences with
the correct form of the verbs in brackets. Check
orally and write the answers on the board to
avoid mistakes.
Answers
1 to apply; 2 to get; 3 to learn; 4 to buy; 5 getting; 6 to repair
LOOK!
Draw students’ attention to the Look! box and
remind them that prepositions are always
followed by an -ing form. ‘Before’, ‘after’ and
‘without’ are prepositions and so are ‘in’, ‘of’,
‘about’, ‘at’, etc.
19/07/18 17:08

LANGUAGE TIP
Prepositional verbs such as ‘be interested in’,
‘be keen on’, ‘be accused of’, ‘be in charge of’,
‘be responsible for’, ‘apologize for’, ‘complain
about’, ‘worry about’, ‘think of’, ‘specialize in’,
‘quarrel about’, ‘object to’, ‘know about’, ‘forget
about’, etc, are followed by a gerund, eg: ‘She
never worries about getting to school on time.’
PHASES EXTRA
Invite students to work in pairs and add an ending
to the story in exercise 10 using at least three
verbs + preposition + -ing. Give them five minutes
to do so and check the work orally.
Possible ending:
‘So she emailed an application form to a plumbing company
in central London explaining that she was really keen
on learning new skills as she was seriously thinking of
becoming a plumber. Fortunately, a few hours later, she got
an answer. The personnel manager suggested meeting the
following day to walk around the company and discuss the
possibilities of joining it.
Of course, Vera agreed but the following morning, when she
left home to go to the company, she missed the train. When
she finally arrived, she apologized for being late; however,
the manager told her that was not a good start because they
were looking for a really responsible person.’
11 Ask students to match beginnings 1–5 with
endings a–e. Check the questions orally.
Answers
1 c; 2 e; 3 b; 4 d; 5 a
12 Invite students to work in pairs and
take turns to ask and answer the questions in
exercise 11. As they do so, circulate monitoring
their work.
Workbook pages 39 & 40
For further detail and practice, refer students
to the Language Database on pages 122 & 123.
Closing phase
Divide the class into two teams and the board into
two parts. Then invite students from each team to
take turns to come out to the board and write in one
minute as many infinitives and gerunds as possible,
eg ‘to go’, ‘going’, ‘to visit’, ‘helping’, ‘to travel’,
‘staying’, etc.
Explain the rules of the game: Read sentences for
them to complete with either a ‘to infinitive’ form or
a gerund. Each team will use the verbs in their side
of the board to complete the sentences. Read the
beginning and ending of each sentence and when
a student thinks he/she knows how to complete
it, he/she should raise his/her hand. Each student
M17 397 Phases1TB4 033 055 U03 04 R2.indd 49
4
that provides a complete sentence with the correct
form of the verb scores five points for their team.
Provide an example: Teacher: ‘Mary enjoys … her
holidays in the Caribbean.’ Student A: ‘Mary enjoys
spending her holidays in the Caribbean.’ (‘spending’
should be one of the verbs on the board) If the verb
that completes the sentence is not on the board,
students should say, ‘Skip it!’ If a student gives a
wrong answer, the team loses five points.
Read out these sentences: ‘My sister forgot … the
front door and a thief stole our TV set.’ (to lock); ‘Are
you planning … on holiday this year?’ (to go); ‘Are
you interested in … a new smartphone?’ (buying);
‘What course have you decided … at university?’ (to
do); ‘Who is responsible for … the school when all
the students have left?’ (cleaning); ‘Has any of your
friends ever been accused of …?’ (stealing); ‘Studying
English involves … words up in a dictionary.’ (looking);
‘Have you ever thought of … Egypt?’ (visiting); ‘Are
teenagers keen on … classical stories?’ (reading);
‘Have you already made up your mind what … after
leaving school?’ (to study); ‘I can’t help … sad when
I see people begging in the street.’ (feeling); ‘Would
you mind … me your new T-shirt?’ (lending); ‘My best
friend refused … with me to the Maroon 5 concert next
Saturday.’ (to go); ‘Students generally promise … hard
during the year but they never keep their promise.’
(to study); ‘Do you usually complain about … too much
homework?’ (having)
Lesson 4
Aims
To develop speaking skills: At work.
To write a cover letter email.
Initial phase
Write the following sentence beginnings on the
board: ‘I don’t really mind…’, ‘I’m really looking
forward to…’, ‘My eldest brother has decided...’,
‘My best friend hates…’, ‘ Sophie has taught me...’,
etc. Then divide the class into two teams and explain
the rules: students from each team take turns to
read out the beginnings and complete the sentences
with as many endings as they can think of. They
have thirty seconds to do so. When a student fails
to provide en ending, the opposite team starts a
new sentence. Each correct ending gives the team
points. Provide an example: Student A from team
A: ‘I don’t really mind getting up early.’ Student A
from team B: ‘I don’t really mind coming to school
on foot.’ Student B from team A: ‘I don’t really mind
having to do a lot of homework every day.’ The
winner is the team with the best score.
49
19/07/18 17:08

Core
Speaking
At work
1 1.46Play the track for the class to listen to
the first part of the conversation and answer
what David has been doing.
Audioscript
Rachel Hi, David!
David Hi, Rachel. How are things?
Rachel Great. You look really tired. How was your first day
at work?
David It was OK. I’m so tired though.
Rachel Is it a good job?
Answers
He has been working.
2 Play the second part of the track for
1.47
students to listen to David and Rachel’s
conversation and complete the dialogue. Discuss
the answers orally.
Audioscript
Rachel Is it a good job?
David Well, it’s got good and bad aspects really.
Rachel What do you mean?
David On the upside there are my colleagues – they’re
really friendly.
Rachel That sounds great. What else do you like about it?
David Well, the best thing is definitely the food. The pizzas
are great.
Rachel Excellent! I’ll have to try one. So, what’s the
downside?
David I don’t like working long hours. But the worst
thing is …
Rachel Yes, what’s the worst thing?
David Being a waiter is actually quite boring!
Answers
1 aspects; 2 mean; 3 colleagues; 4 else; 5 definitely;
6 downside; 7 worst
3 Play both the first and second part of the
conversation again and give students time to
practise and act out the dialogue. If necessary,
you may go through the text bit by bit asking
students to repeat the sentences first.
Speaking Task
4 Students work in pairs to prepare a dialogue
between them and a friend. To do this, they follow
the three steps provided. Read them aloud and
give the class five minutes to plan their work.
Monitor closely and then invite volunteers to act
out the dialogue.
Unit 4 Speaking Task
(see Teacher’s Resource Centre)
50
M17 397 Phases1TB4 033 055 U03 04 R2.indd 50
4
TEACHING TIP
It is not easy to develop students’ speaking skills
as they very often just get stuck and produce
one-word sentences. To avoid this, try to give
very clear instructions and time all your speaking
activities carefully, remembering that every
lesson should be balanced and speaking tasks
should not take too long so that students do not
run out of ideas.
Writing
A cover letter email
5 Discuss what a cover letter email is and what
information it should include: personal data,
qualifications, past experience, expectations,
reasons why the applicant considers himself/
herself suitable for the job, availability, etc.
Then invite students to read Grace’s letter
and use the phrases in purple to complete it.
Give them three or four minutes to do so and
check their answers.

Answers
1 to apply for; 2 currently in; 3 continue studying; 4 like to;
5 enjoy writing; 6 and responsible; 7 from working; 8 the work
6 Ask students to read the letter again and answer
the questions. Discuss the answers orally.
Answers
1 She is writing to apply for a work experience position there.
2 She would like to study Computer Science at university.
3 She can write computer code. 4 She is hard-working and
responsible. 5 She is attaching her CV and a reference from
her ICT teacher.
LOOK!
Ask students to read the box silently and make
sure they understand the meaning of the phrases
given. Elicit other ways of expressing the same,
eg ‘I am writing in reference to … / with regard
to …’ ‘I would appreciate it if you could …’
‘Looking forward to a positive answer …’
7 Have the class order the words to make
sentences. Check the sentences orally.
Answers
1 I look forward to hearing from you. 2 I am writing to apply
for a job in your café. 3 I would be very grateful if you could
send me some information. 4 I am attaching my CV. 5 I am
available to attend an interview.
Writing Task
Tell students that they will work on their own cover
letter email applying for a work experience position at
a company in their town. Tell them to follow the three
steps given. Explain that they will have to create a
similar piece of writing as the one Grace wrote.
19/07/18 17:08

1 As they have been doing in the previous units, ask
them to start working on a plan. Write the following
questions on the board for them to make notes:
‘What company do they want to write to?’ ‘Why?’
Tell them to mention their age, school studies,
favourite school subjects and future plans. Tell
them to highlight their skills and qualities, and
think of what information to include in the letter.
2 Once the draft is finished, tell them that it is
time to start working on the final version of
their email. Draw students’ attention to the
layout of the email in exercise 5 and elicit how
it starts: ’Recipients’, ’Subject’, etc. Explain that
they will have to organize the email into four
paragraphs. In the fist paragraph, they write
the name of the company and the reason for
writing. In the second one, they include their
personal information. The third paragraph will be
about their qualifications and skills. In the last
paragraph, they include additional information.
3 Tell students to go over their emails and see
if they have used the grammar topics and
vocabulary correctly.
TEACHING TIP
Learning to write is a complex process, so we
should try to make it simpler to guarantee better
and faster results.
We should work on the preparation stage, that
is to say, making sure students receive enough
linguistic input before they actually set onto
writing. Secondly, we ought to make students
aware of the importance of the editing stage.
This should be done gradually, starting from
simple sentences. Finally, we should remember
that positive, encouraging feedback is essential
as well as inviting students to display their work
in the classroom and share it with their
classmates.
Workbook page 42
Closing phase
Invite volunteers to read out their letters and
discuss mistakes with the whole class. Write some
of the mistakes on the board for class correction.
Lesson 5
Aims
To read about famous financial institutions.
To visit a website to find specific information
about The Great Depression in the USA in 1929.
To integrate what students have learnt so far.
M17 397 Phases1TB4 033 055 U03 04 R2.indd 51
4
Initial phase
Write the word ‘economy’ on the board and
brainstorm what students can associate with it, eg
‘money’, ‘investment’, ‘dollars’, ‘pounds’, ‘losses’,
‘companies’, ‘risks’, ‘inflation’, etc. If possible,
as you write down the words students mention,
organize them into categories: nouns, verbs, etc, or
actions, people, objects, etc. Write ‘stock market’
and ask what they know about it.
Read out the text below and check comprehension
through these questions, which you may write on
the board so that students focus their attention on
them: ‘What is the stock exchange?’ ‘Why do big
companies sometimes sell shares?’ ‘When do you
become a shareholder?’ ‘Why is the Dow Jones so
important?’
PHASES CULTURE
We often watch in the news on TV or hear on
the radio that the stock market had a great
performance or that the Dow Jones went down
and economists are worried. What does all this
mean? The stock market is an everyday term
we use to talk about a place where stocks and
bonds are bought and sold. This may be a way
of investing money or a way of speculating. The
main aim is to buy shares and sell them after
some time for a higher price. Big companies
often sell their shares for different purposes,
for example, they may sell some shares to
develop a new product, to enlarge their offices,
etc. When a person or company buys shares,
they hope to make more money by selling the
shares they have bought. However, they may
lose money if those shares go down instead of
up. The moment you buy shares you become
a shareholder, so you own a small part of the
company whose shares you have bought.
Some rich people just buy shares of companies
that have financial difficulties, so they pay a very
low price for the shares and when the company
gets better, the people sell the shares at a much
higher price. This is called speculation.
The stock index that people around the world
watch to see if the shares are going up or down
is the Dow Jones. Why is the Dow Jones so
important? Because it shows how the most
important companies in the world have traded
during a standard session in the stock market.
51
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Core
Culture
Famous financial institutions
1 Discuss what students think a financial
1.48
institution is and if they know any in their country.
Then play the track for the class to read, listen
and answer the questions. Give them a few
minutes and check the answers orally.
Answers
1 You find important banks and finance companies. 2 Dutch
settlers built the original wall in 1623. 3 They met in the open
air under a big tree at the end of Wall Street. 4 The first New
York Stock Exchange had 24 members. 5 They met in a local
coffee house.
PHASES CULTURE
A financial institution is an institution that
provides financial services for its clients or
members. Basically, these institutions include
banks, insurance companies and pension funds
among others.
PHASES EXTRA
Ask students to write five false statements
about the text. Have them exchange their
sentences with a partner for him/her to correct
them. Discuss some of the sentences orally.
2 Ask students to read the text again and complete
the sentences with the words in purple. Discuss
the answers orally.
Answers
1 merchandise; 2 stockbroker; 3 stock; 4 shares; 5 warehouse
3 ABOUT YOU Ask the class if they know
what the most important bank in their town/
country is and what information they can find in
their website. This activity may also be set as
homework with students visiting the websites
of different banks. You may also invite the class
to visit the website of the Bank of England
(bankofengland.com.uk) and compare.
Webquest
Students go online and look up information about
The Great Depression in the USA in 1929.
Possible answer:
The Great Depression was a severe worldwide economic crisis
that took place mostly during the 1930s, beginning in the
United States. The timing of the Great Depression varied across
nations; in most countries it started in 1929 and lasted until the
late-1930s. It was the longest, deepest and most widespread
depression of the 20th century. In the 21st century, the Great
Depression is commonly used as an example of how far the
52
M17 397 Phases1TB4 033 055 U03 04 R2.indd 52
world’s economy can decline.
The Great Depression started in the United States after a major
fall in stock prices that began around 4th September, 1929, and
became worldwide news with the stock market crash of 29th
October, 1929 (known as Black Tuesday). Between 1929 and 1932,
worldwide gross domestic product (GDP) fell by an estimated
15%. Some economies started to recover by the mid-1930s.
However, in many countries, the negative effects of the Great
Depression lasted until the beginning of the Second World War.
The Great Depression had devastating effects in countries both
rich and poor. Personal income, tax revenue, profits and prices
dropped, while international trade plunged by more than 50%.
Unemployment in the US rose to 25% and in some countries rose
as high as 33%.
Cities around the world were hit hard, especially those dependent
on heavy industry. Construction was virtually stopped in many
countries. Farming communities and rural areas suffered as crop
prices fell by about 60%. Facing plummeting demand with few
alternative sources of jobs, areas dependent on primary sector
industries such as mining and logging suffered the most.
Closing phase
Give students two minutes to go through this unit in
their books and then ask them to mention one thing
they have learned or they remember from the unit, eg
‘Doing an apprenticeship can be a good opportunity to
learn new skills and get work experience.’
Progress check
Answers
1 1 expenses; 2 bonus; 3 pension; 4 promotion; 5 advertisement;
6 contract
2 1 B fired, is; 2 learn, do; 3 lost; 4 serving; 5 earning
3 1 become; 2 would be; 3 don’t apologize; 4 would, do; 5 ’ll lend
4 1 I always look forward to playing golf with my best friend.
We always have a great time. 3 I’ve arranged to meet Monica
at 7 pm today. 4 Mary has decided not to do a degree in
psychology. She has discovered that she is more interested
in chemistry. 5 Do you mind opening the window, please?
It’s too hot here. 6 I don’t really want to go out. I prefer staying
at home. 7 My boss has promised to give me a pay rise at the
end of next month.
Integration
1 has; 2 about; 3 to; 4 working; 5 want; 6 retiring; 7 would;
8 don’t
19/07/18 17:08

Revision 2
Initial phase
Play ‘Hangman’ with these words from the article in
exercise 1: ‘headhunter’, ‘recruitment’, ‘employee’,
‘challenging’, ‘applicants’, ‘manufacturers’,
‘globalization’. The group that guesses the word
should also make a sentence with it.
Core
Vocabulary
Invite students to work in pairs to play the
vocabulary game, taking turns to guess the words.
Once they have finished, check the answers on
the board.
Answers
sporty; formal; loose; throw away; goes with; given, promotion;
applied; signing, contract; fired; learnt, skill
Reading
Headhunters
1 Pre-reading: Ask students to predict what they
think headhunters are, and the advantages and
disadvantages of such a job. Then have the class
read the article and answer the questions. Check
the answers orally.
Answers
1 They used to hunt and collect human heads. 2 Nowadays,
headhunters are recruitment consultants – people who
help others find a job. 3 Employees and employers use
their services. 4 They are often very sociable. They are also
persistent, organized and responsible. They are hard-working
people. 5 Students’ own answers
2 Have the class read the article again to correct
the wrong information. Discuss the answers with
the whole class.
Answers
1 Headhunters today help people find a job. 2 You don’t
have to have a university degree to become a headhunter.
3 A headhunter always interviews an applicant. 4 Headhunters
usually travel. 5 Globalization will make this job continue to
do well.
PHASES EXTRA
Students write a short paragraph stating if they
would like to work as headhunters or not and
why. Brainstorm ideas and write some on the
board as a reminder.
M17 397 Phases1TB4 033 055 U03 04 R2.indd 53
Grammar
3 Give the class a few minutes to join the sentences
using defining relative clauses. Elicit the first as
an example. Check the answers on the board.
Answers
1 Máxima is the Argentinian woman who became Queen of
Holland in 2013. 2 Pierino is a new Italian restaurant in
Los Angeles where many celebrities have dinner. 3 Look at
the desk which/that Napoleon used to sit at to write his
letters. 4 My friend and I saw an interesting film yesterday
evening which/that won two Oscars.
4 Have the class choose the correct words.
Check the answers orally.
Answers
1 somebody; 2 nothing; 3 anything; 4 something; 5 nobody
5 Have students complete the sentences/
questions. Check their work orally.
Answers
Students’ own answers
6 Have the class complete the sentences with
the correct form of the verbs in brackets.
Check the answers on the board.
Answers
1 to give; 2 watching; 3 to apply; 4 seeing; 5 having;
6 working; 7 being
Listening
7 1.49 Play the track for students to listen to
the conversation and say if the statements
are true, false or not mentioned. Discuss
the answers orally and have the class correct
the wrong information.
Audioscript
Jane I don’t know what to wear for the party. What
do you think, Harry?
Harry Why don’t you wear the leggings that you are
wearing now?
Jane You must be joking! I like these leggings because
they’re casual but I think I should wear something
more fashionable.
Harry OK. Put on the red dress if you want but hurry up!
The taxi will arrive in a few minutes.
Jane Don’t worry. I’ll be back in a minute.
Harry Wow, you look great. But what are you wearing?
Jane I’m wearing my dress and my leggings. And look
at my new shoes. They’re absolutely trendy, aren’t
they? Oh, and I’m also borrowing your leather
jacket.
It goes perfectly with these clothes.
Harry If I lend you my leather jacket, what will I wear?
It’s cold outside.
Jane You can wear a sweater.
Harry No, I don’t want to wear a sweater. Besides,
my leather jacket is too big for you.
Jane No, it’s not. I have already tried it on and …
Harry OK. This is enough. You won’t wear my jacket today.
The taxi is waiting. Let’s go!
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Answers
1 not mentioned; 2 false; 3 false; 4 not mentioned;
5 not mentioned; 6 not mentioned; 7 true
Collaborative Task – Unusual jobs for
teenagers
Step 1: Ideas
Elicit unusual jobs and list them on the board, eg
‘Feng shui consultant’, ‘horse cleaner’, ‘skyscraper
window cleaner’, ‘pearl diver’, ‘submarine cook’,
etc. Invite the class to work individually and look for
information about interesting but unusual jobs such
as the ones on the board. They should find out what
the job involves, the characteristics a person should
have to be able to do it properly, if it is well paid,
etc. Remind students to get interesting pictures to
illustrate their work.
Step 2: Group work
Organize the class into small groups. Have them
discuss the information they have gathered and
choose three jobs to make a poster presentation.
Ask the class to organize the information into
paragraphs using linkers such as besides, also, etc,
as well as some of the work collocations they have
learnt.
Step 3: Writing
Have the class work in groups to make a poster
including an original title and pictures.
Step 4: Presentation
Invite students to share their work with their
classmates and at the end, have them vote for
the most original jobs.
Closing phase
Have students work in pairs. One student goes
to page 102 and the other to page 107 to do
Communication Activity 2. The aim is to develop
students’ critical thinking as well as their speaking
skills through the practice of argumentation. Read
the instructions aloud and invite students to work
in pairs taking the roles of A or B. Give them two
minutes to read the profiles and invite them to
discuss the candidates’ qualities and choose the
best one giving arguments for their choice. Invite
volunteers to report to the rest of the class on their
choice and reasons for it.
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M17 397 Phases1TB4 033 055 U03 04 R2.indd 54
Upgrade for Exams
Initial phase
Write the following anagrams on the board: layras,
wolalecna, vertdasitnemse, ppphisarenecit,
weivterni. Ask pupils to work in pairs and discover
the words in each of the anagrams. Once they have
finished and checked the words, invite the pairs
to use the words discovered in a short paragraph.
Walk around and monitor their work. Provide help
when necessary. Then have different pairs read their
paragraphs out for class discussion.
Answers
salary, allowance, advertisements, apprenticeship, interview
Core
1 Ask students to read the text and choose the
correct words to complete it. Check orally.
Answers
1 A; 2 B; 3 C; 4 B; 5 D; 6 B; 7 B; 8 A; 9 B; 10 B
2 Ask students to read the statements and
complete the second ones so that they mean
the same as the first ones. Tell them to use no
more than three words. Discuss the answers
orally.
Answers
1 we were at; 2 the funniest; 3 had enough money; 4 to play
marbles; 5 forward to
3 Invite students to read the advertisement
and imagine they are interested in the job.
Ask them to write a letter of application.
They may do this in pairs. Before they actually
start writing, revise the layout on the board.
Remind them how they should start and end the
letter, and what formal language they should use.
TEACHING TIP
Introduce this formal language reminder. Write
on the board:
‘Dear Sir/Madam’
‘I have read your advertisement in …’
‘I am writing to apply for the job.’
‘I would be grateful if you could …’
‘I am enclosing my CV and …’
‘I look forward to hearing from you soon.’
‘Yours faithfully/sincerely,’
19/07/18 17:08
 Revision
2
PHASES EXTRA

To keep students focused and help them with

the editing work, you may have them exchange
letters with a partner for peer correction before
they write the final copy.

Closing phase
Have students work in pairs. One student goes
to page 102 and the other to page 107 to do
Communication Activity 3. The aim is to develop
students’ fluency and expressive communication
through role-play. Tell the class they will work in
pairs. Have them choose their role, A or B. Give
students a few minutes to read the instructions
and ask what they don’t understand. If you consider
it necessary, elicit ways of congratulating, giving
advice, etc. You may write reminders on the board.
Have students role-play the conversation as you
monitor their work closely.

55

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 Unit TEACHING TIP
Interesting stories
5 Phrasal verbs are mainly used in spoken English
in informal contexts. They are formed by a verb
and an adverbial particle. It is this particle that
Lesson 1 may change the meaning of the phrasal verb, eg
‘look up a word in the dictionary’ and ‘Why don’t
Aims you turn up the volume? I can’t hear anything.’
The particle may be placed after the verb or
To learn phrasal verbs.
after the object, but if the object is a pronoun,
To work in pairs to talk about the last book the particle is placed after it, eg ‘Try on the
you read. trousers.’ ‘Try them on.’ As regards stress, most
To read an article about a heroine and do of these phrasal verbs have both a primary and a
comprehension work on it. secondary stress. The primary stress falls mainly
on the particle, eg ‘shape up’.

Initial phase
3 Ask students to read the sentences and choose
Revise already known phrasal verbs through these
the correct meaning of the underlined phrasal
questions, getting as many answers as possible, eg
verbs. Check the answers orally. Provide
‘What time do you put your school things away every
examples to teach the rest of the phrasal verbs
day?’ ‘Do you usually zip up your jacket in winter
students may not know.
before going out?’ ‘What things don’t you throw
away when they are old?’ ‘Have you ever tried on a Answers
model by a prestigious designer?’ ‘What do jeans go 1 b; 2 b; 3 a; 4 c; 5 c
with?’ ‘What do you do when your clothes wear out?’
‘When was the last time you had to dress up?’ As TEACHING TIP
you say the questions, write the phrasal verbs on the
There are different techniques we can use to
board. Once you have finished, recapitulate, asking
teach new material: paraphrasing, definition,
students to say what each of the phrasal verbs on
realia, etc. We very often combine techniques
the board means.
to teach different things. For example, when
Possible answers we teach a phrasal verb, we generally use
‘put away’: keep in the right place; ‘zip up’: do up, close using a paraphrasing, context and, if possible, a picture
zip; ‘throw away’: throw into a rubbish bin; ‘try on’: put something (ostensive technique). Independently of which
on to see if it fits you; ‘go with’: combine, match; ‘wear out’: technique/s we use, it is essential to train
to become useless from long wear or use; ‘dress up’: put on students to guess meaning from context, which
important or formal clothes for a special occasion will improve their reading comprehension skills.

Core 4 Ask the class to rewrite the sentences using

Vocabulary 1 the correct phrasal verbs. Check the answers
orally and write the answers on the board
Phrasal verbs to avoid mistakes.
1 Ask students to match pictures 1–4 with some of Answers
the phrasal verbs in purple. Discuss the answers 1 The beginning was a bit slow, but the story turned out to
orally. be really interesting! 2 Please pick up all the pieces of paper
from the floor before leaving the classroom. 3 Don’t be down
Answers
if he doesn’t call you. 4 The new hospital has fallen down and
1 break down; 2 come across/pick up; 3 fall down;
the firefighters are rescuing patients. 5 Jean has come across
4 put up with
an old photo of her great-grandmother.
2 Play the track for students to listen
2.01

and repeat. Note: One line is missing in sentence 2. It should have been
‘Please collect all the pieces of paper from the floor before
leaving the classroom’. This mistake will be corrected when
the Student’s Book is reprinted.

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PHASES EXTRA
Give students a few minutes to think about
something they once came across in the street,
a class that turned out to be unforgettable, a
time when they were down, a difficult person/
situation they once had to put up with. Have
students work in pairs and take turns to tell
their partners about those situations.
5 Play the track for the class to listen to
2.02
the conversation and match the speakers with
the topic of the last thing they read. Check orally
and write the answers on the board.
Audioscript
Teacher What was the last thing you read, David?
David It was an adventure story about a boy who came
across an old map. The boy travelled to a forest
and found a treasure chest.
Teacher What about you, James?
James Actually, I didn’t like it very much. It was a science
fiction book called ‘Make for it’. It was about a group
of scientists who were travelling to Mars and their
rocket broke down. They found it really difficult to
return home …
Teacher What was the last thing you read, Rachel?
Rachel I read a short romantic story about a girl who has
fallen in love with a very famous rugby player but
the boy turns out to be a thief.
Answers
1 c; 2 a; 3 b
6 Invite students to work in pairs and take
turns to ask and answer the questions. As they
do so, monitor their work.
Workbook page 45
Reading 1
Mia, a heroine
7 Pre-reading: Draw students’ attention to the
picture and the title of the story. Help them
predict what the story will be about. Accept
different answers. You may also invite them to
predict the verbs and phrasal verbs they are
likely to come across. Write them on the board.
8 Ask students to read the text and check if their
predictions were right. Discuss orally.
9 2.03 Play the track for students to read the
story again, listen and answer the questions.
Give them four minutes to do the work and
check the answers orally.
Answers
1 Camila is a five-year-old girl who lives with her parents and
her baby brother in the outskirts of Los Angeles. 2 Because it
was very hot and there was a power cut. 3 Because Camila’s
baby brother was running a temperature. 4 No. She spent the
day at Mr and Mrs Benson’s house. 5 Students’ own answers
M17 397 Phases1TB4 056 077 U05 06 R3.indd 57
5
10 Ask the class to match words 1–4 with definitions
a–d. They may do this in pairs. Check the
answers orally.
Answers
1 c; 2 d; 3 f; 4 a
PHASES EXTRA
Have the class work in pairs to write a heading
for each paragraph. Elicit the first as an
example and give them three or four minutes to
do the rest.
Possible answers
Paragraph 1: Camila and her family; Paragraph 2: Last
Saturday; Paragraph 3: Camila at the Bensons’; Paragraph
4: The accident; Paragraph 5: Quick action; Paragraph 6:
Happy ending
LOOK!
Draw students’ attention to the Look! box and
give them three minutes to write down as many
phrasal verbs with up and down as they can
remember. Check orally and elicit examples.
Possible answers
beat down, hand down, break down, calm down, come down
with, knock down, look down on, bring up, break up, call up,
catch up, cheer up, clean up, do up, etc
Closing phase
Pair up students and tell them to imagine they are
interviewing Mr and Mrs Benson after the incident.
Have them ask questions the answers to which are
not in the text, eg ‘Are you really fond of pets?’ ‘How
long have you had Mia?’ Invite some of the pairs to
read out their questions for class correction.
Lesson 2
Aims
To learn and use the past perfect in all its forms.
To listen to a conversation about prizes and do
comprehension work.
Initial phase
Revise the use of the past simple in this way: ask
students to open their books at page 54 and have a
look at the four photos in exercise 1. Then pair up
students and have them make sentences about what
happened five minutes before each photo was taken.
For example, looking at the first photo, the one in
which the young lady is looking at her car engine
and phoning for help, they could say, ‘The young
lady visited her aunt in Brighton.’ After the
57
19/07/18 17:16
 pairs have finished generating some sentences,
invite them to write them on the board for class
correction. Try to elicit sentences with verbs other
than went and got up.
Core
Grammar 1
Past perfect
1 Ask the class what they remember about the
young girl who was rescued by her neighbour’s
Labrador. As they mention parts of the story,
write the actions on the board, eg ‘Camila’s
neighbours invited her to spend the day with
them. Mr Benson looked for some toys for the
girl to play with. He put them in the garden.’
Use the sentences to present the past perfect
affirmative form, eg ‘Camila arrived at the
Bensons’ house after Mr Benson had put some
toys in the garden. When Camila fell into the
swimming pool, her parents had already gone to
the hospital.’ Use the board to illustrate that one
action happened before the second one:
first action: second action:
past perfect past simple
Ask students to look at the sentences in the
grammar table and choose the correct words
to complete the rules. Check the answers orally.
Answers
a past; b past participle; c had
Practise asking students questions such as ‘Who
had already arrived when you got to school this
morning?’ ‘What had you already done before
you went to bed yesterday?’ ‘Had you already
had breakfast when you got dressed to come to
school?’
2 Give the class a few minutes to complete
the sentences with the past perfect form of
the verbs in brackets. Check the answers orally.
Answers
1 had finished; 2 Had you read; 3 hadn’t eaten; 4 hadn’t gone;
5 had the reporters asked
LOOK!
Draw students’ attention to the Look! box and go
through the time expressions that are used with
the past perfect. Elicit further examples.
58
M17 397 Phases1TB4 056 077 U05 06 R3.indd 58
PHASES EXTRA
Ask students to write four things they did last
Saturday on a sheet of paper. Invite students to
exchange their sheets of paper with a partner.
Have them take turns to guess the order in
which they did those things using the past
perfect, eg ‘By the time you got dressed, you
had already watched the news.’
3 Ask the class to read the text and choose
the correct words. Check orally and write
the answers on the board to avoid mistakes.
Answers
1 By then; 2 before; 3 by the time; 4 before; 5 already;
6 by then
PHASES EXTRA
Have students work in pairs and ask and answer
questions about the text in exercise 3. Walk
around and monitor. Provide help if necessary.
If you wish, invite some confident students to
write their questions on the board for class
discussion.
4 Ask students to order the words to make
questions. Check them orally.
Answers
1 What had you done before you left for school? 2 Who had
you phoned by the time you went to bed yesterday? 3 Had
your favourite programme already started when you went
to bed? 4 Had you studied before you sat for your last exam?
5 Where had you put your books when the bell rang?
5 Invite students to work in pairs and take
turns to ask and answer the questions in
exercise 4. Circulate monitoring their work.
Workbook pages 46 & 47
For further detail and practice, refer students
to the Language Database on page 123.
Pronunciation
\hœd\ or \h´d\
A 2.04 Play the track for students to listen
and repeat. Ask if they hear \œ\ or \´\ for had.
Audioscript
1 I had already phoned him twice when Peter arrived.
2 Have you had dinner today?
3 What had you already done by 7 this morning?
4 I had soup for dinner yesterday.
5 We’d had lunch when it started to rain.
Answers
1 \´\; 2 \œ\; 3 \´\; 4 \œ\; 5 \œ\
19/07/18 17:16

B 2.05 Play the track for students to listen and
repeat the sentences. Ask them to identify
the correct sound in had.
Answers
1 \hœd\; 2 hœd\; 3 hœd\; 4 h´d\
TEACHING TIP
We use strong forms for main verbs and
contractions. When had is an auxiliary, it takes
the weak form \h´d\ or even \´d\.
Listening
Prizes
6 Ask students to listen to a radio
2.06
programme about the Booker Prize and
say how much money the winner gets.
Audioscript
The Man Booker Prize for Fiction, also known as the Booker
Prize, is one of the world’s most important literary prizes.
It is awarded each year to the writer of the best novel written
originally in English and published in the UK. The writers can
be of any nationality. The winner of the Booker Prize receives
£50,000 in prize money. Apart from the money, the winner
also gets a lot of publicity for their work and this usually
means a huge increase in book sales around the world.
The winner comes from a shortlist of six novels, and being
on the shortlist alone is excellent publicity for the other five
authors who don’t win the prize. A panel of judges from the
literary world chooses the winner. The judges are usually
well-known literary critics, writers, academics and public
figures.
The Booker Prize started in 1969, and since then many
famous writers have won the award. Hilary Mantel, Kieran
Desai, Margaret Atwood and Ian McEwan have all won the
Booker Prize. Iris Murdoch also won the prize once and still
holds the record for the most nominations, a total of six. Beryl
Bainbridge was probably the unluckiest author. Her name
appeared in the shortlist five times but she never won it.
There is also another award called the Man Booker
International Prize, for fiction in translation. From 2016 this
is awarded every year for a single work of fiction, translated
into English and published in the UK. Both novels and short
stories are eligible. The £50,000 prize is divided equally
between the author and the translator. Previously this prize
was for all the books written by an author rather than one
individual book. Previous winners of the International Prize
include Canadian writer Alice Munro and American novelist
Philip Roth. In 2015 it was won by the author/translator team
Jenny Erpenbeck and Susan Bernofsky for The End of Days,
translated from German.
Answers
The winner of the Booker Prize receives £50,000
7 2.06 Play the track a second time for the class
to listen and choose the correct answers. Check
orally.
Answers
1 b; 2 c; 3 b; 4 b
M17 397 Phases1TB4 056 077 U05 06 R3.indd 59
5
8 Play the track again for students to listen
2.06
and say if the statements are true, false or
not mentioned. Ask them to correct the false
statements.
Answers
1 false; 2 false; 3 false; 4 not mentioned; 5 false; 6 true
PHASES EXTRA
Play the track again for students to take down
notes and try to memorize the conversation.
Invite volunteers to act it out.
UPGRADE
This section may be set as homework or done in
class. It may be done just by fast finishers or by
the class as a whole.
A Ask students to read the text and cross out
the unnecessary words. Check the answers
orally.
Answers
Arthur C Clarke was a writer and inventor who that was
born in Minehead, England, in 1917. In 1936, he moved to
London. While he was living in London, when he started
writing science fiction. He fought for in the Second World
War. He didn’t write stories while he was fighting, but
after he returned to London, he had wrote about some
of his experiences. A magazine was published his first
story in 1946 and then he went on to write more than of
70 books. Clarke also worked on a TV series about space
and on film scripts with the director Stanley Kubrik. When
Clarke was has working on the script for 2001: A Space
Odyssey, he had an idea for a sequel, so after he wrote
that too. But this man did not only write science-fiction
books. He also wrote scientific papers. In fact, he won
some any awards for his scientific work.
B Have students read the text again and write
questions to which the underlined words are
the answers.
Answers
1 When did Arthur Clarke start writing science fiction?
2 What did he write about after returning to London?
3 How many books did he write? 4 What was the TV series
he worked on about? 5 What did he win some awards for?
Closing phase
Write ten sentence beginnings on the board.
Students read them and write the corresponding
endings in small pieces of paper. After they have
completed the ten sentences, students work in pairs
and take turns to read out their endings for their
partner to guess the possible beginning. Elicit an
example: Student A: ‘I had a shower.’ Student B:
‘After I had had breakfast, I had a shower.’
59
19/07/18 17:16

Sentence beginnings to be written on the board:
‘By the time the party was over, …’ ‘When everybody
had taken out their books, …’ ‘Nobody had studied
much, so …’ ‘After the teacher had written the
exercise on the board, …’ ‘By the time the teacher
cleaned the board, …’ ‘When my cousin had finished
his test, …’ ‘After we had finished having dinner, …’
‘When my best friend phoned me, I had already …’
‘The sun had not come out yet when we …’ ‘Once John
had finished reading The Fellowship of the Ring, …’
Lesson 3
Aims
To learn adjective + preposition combinations.
To read about a success story and do
comprehension work.
To contrast the past perfect and the past simple.
Initial phase
Ask students to write a time expression on a slip of
paper. Then collect the slips of paper and put them
in a bag. They could be, eg ‘at 7 pm yesterday’, ‘last
month’, ‘by the end of March’, etc. Invite students to
pick a slip of paper out of the bag and ask a partner
what they had already done ‘by/at that time’ for the
second student to answer, eg Student A: ‘What had
you already done by the end of March?’ Student B:
‘I had already bought my school things by the end
of March.’
Core
Vocabulary 2
Adjectives + prepositions
1 Draw students’ attention to the adjectives
in purple and make sure they understand their
meaning. Ask the class to write the adjectives in
the correct column according to the preposition
they are usually followed by. Use these
definitions to explain the unknown vocabulary:
‘keen’: very interested in an activity; ‘excited’:
very happy and enthusiastic about something;
‘polite’: behaving in a pleasant way, following
social rules; ‘capable’: able to do something,
good at doing something; ‘ready’: prepared
for what is going to happen; ‘aware’: knowing
about a situation; ‘addicted’: enjoying an activity
very much and not being able to stop doing
it; ‘curious’: wanting to learn or hear about
something; ‘rude’: not polite; ‘late’: arriving
after the correct or stipulated time
Have students match some of the adjectives
with pictures 1–4.
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M17 397 Phases1TB4 056 077 U05 06 R3.indd 60
Answers
1 curious; 2 late, 3 excited; 4 polite
MIXED ABILITIES
While stronger students may be asked to define
the vocabulary that weaker ones don’t know,
weaker students may say what adjectives +
prepositions combinations they have associated
the pictures with.
2 Play the track for the class to listen, check
2.07
their work and repeat. Check they have matched
each picture with the correct adjective.
Audioscript/Answers
keen on, excited about, polite to, capable of, ready for,
aware of, addicted to, curious about, rude to, late for
3 Ask students to complete the sentences
with some of the adjectives + prepositions
combinations in exercise 1. Check the sentences
orally and write the answers on the board to
avoid mistakes.
Answers
1 keen on; 2 addicted to; 3 aware of; 4 rude to; 5 curious
about; 6 late for
PHASES EXTRA
Give the class four minutes to write personal
questions using the adjective + preposition
combinations in exercise 1, eg ‘When was the
last time you were late for school?’ ‘Are you
addicted to playing computer games?’ Have
students work in pairs and take turns to ask and
answer the questions they have written down.
TEACHING TIP
It is important to do these extra activities for
several reasons – in the first place, for the sake
of variety and personalization. Students will feel
that you are giving them the chance to talk about
themselves and this is good. Secondly, the more
opportunities students have to practise the new
vocabulary, the more likely they are to remember
it. Besides, peer work will surely help them
remember the new words more than a simple
written exercise.
Workbook page 48
Reading 2
A success story
4 Pre-reading: Draw students’ attention to
the paratext and have the class discuss which
two things they think are not true about
Henry Long.
19/07/18 17:16

5 Ask students to read the text quickly and check
their answers to exercise 4. Check global
comprehension asking the class what they
have understood about this success story.
Answers
a, c
6 Play the track for the class to read, listen
2.08
and answer the questions. Give them a few
minutes and then check the answers orally.
Answers
1 He has written three books. 2 He first became famous
in Ireland. 3 He is only 18. He had published two books by
the time he was 14. 4 Students’ own answers; 5 Because
he will miss some of writing’s magic.
PHASES EXTRA
Invite students to work in pairs and imagine they
are interviewing Henry for a local magazine.
Give them some minutes to write five interesting
questions they would like to ask the young
writer. Remind them that the answers to their
questions should not be in the text they have
just read. Have the class ask and answer their
questions with another pair. Discuss what
adjectives they would use to describe Henry,
eg ‘smart’, ‘boring’, ‘unusual’, ‘creative’,
‘productive’, ‘successful’, etc. Invite students to
justify their answers.
TEACHING TIP
Asking students to choose adjectives that best
describe a character and having them justify
their answers is a way of developing their critical
thinking. We are teaching them to avoid answers
such as ‘I like it because it’s good’ or ‘I like it
because I like it.’ This kind of mental exercise
ought to be done regularly.
7 Have students work in pairs. Ask them to
imagine how Henry Long’s story ends. Tell them
to write about 50 words.
Grammar 2
Contrast between past perfect
and past simple
8 As the past perfect has already been presented
and revised, just draw students’ attention to the
sentences in the grammar table and have them
choose the correct words to complete the rules.
Check the answers orally.
Answers
a past perfect; b past simple; c past perfect
9 Ask the class to complete the sentences with
the correct form of the verbs in brackets.
Check the answers orally.
M17 397 Phases1TB4 056 077 U05 06 R3.indd 61
5
Answers
1 opened, had, started; 2 got, had had; 3 Had, finished,
phoned; 4 had helped; 5 opened, had, stopped
If you consider it necessary, elicit two examples,
write them on the board and have the class copy
them into their folders with a suitable title such
as ‘Past perfect for actions happening before
another action in the past’.
PHASES EXTRA
Provide these situations for students to guess
what had happened before. Say, ‘When I got
home yesterday, the lights were on.’ Student A:
‘You had forgotten to switch them off when you
left.’ Student B: ‘Your sister had arrived from
work and was in her bedroom.’ Read these
other situations and elicit as many past perfect
sentences as possible: ‘My sister was all wet
when she got home yesterday.’ ‘When I returned
home on Wednesday, I found my clothes all over
the living room floor.’ ‘My best friend was absent
from school yesterday.’ ‘Last Saturday, I decided
to break with my boyfriend.’ ‘I saw Peter running
in the street like mad!’
10 Have the class choose the correct words. Check
orally and write the answers on the board to
avoid mistakes.
Answers
1 had lost; 2 had opened, saw; 3 met; 4 had broken;
5 had studied, had
Workbook pages 49 & 50
For further detail and practice, refer students to
the Language Database on page 123.
UPGRADE
This activity may be set as homework or done
in class. Have students complete the email with
the correct form of the verbs in the box. Check
the answers orally.
Answers
1 had; 2 didn’t see; 3 had sent; 4 was; 5 didn’t say; 6 had
painted; 7 had changed; 8 had bought; 9 had become;
10 didn’t know
Closing phase
Ask students to open their books at page 58 again
and have a look at the pictures used for exercise 1.
Pair up students and have them say what had
happened before each of the situations in the
photos. Elicit an example first. Remind students
they should use after, by the time, etc.
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 Lesson 4
Aims
To develop speaking skills: At a bookshop.
To write a book review.
Initial phase
Elicit types of stories and books, for example
historical books, science fiction, romantic novels,
biographies, adventure stories, plays, crime stories,
etc. Ask about the books students have read in the
literature class – if they liked them or not and why,
their favourite characters, etc. Ask how often they
go to a bookshop and to a library. Discuss why they
like/don’t like going there.
Core
Speaking
At a bookshop
1 2.09 Ask students to read the three sentences
silently and then play the track for them to
listen to the first part of James and Rachel’s
conversation so that they can choose the correct
words. Discuss the answers orally.
Audioscript
James Let’s go into the bookshop.
Rachel Good idea, I can see if they’ve got Eoin Colfer’s new
book. Why do you want to go?
James I got a book for my birthday, but I’ve already read it.
I want to exchange it.
Rachel They haven’t got Eoin Colfer’s new book … that’s
a shame. I really want to read it. What sort of books
do you want to look at?
James I’m not sure … what do you recommend?
Answers
1 wants; 2 exchange; 3 doesn’t know
2 2.10 Give students a few minutes to read
the dialogue and discuss what words could be
used to complete each blank. Then play the track
for students to listen to the second part of
the conversation and complete it. Check the
answers orally.
Audioscript
Rachel I love historical fiction. What do you think of it?
James To be honest, I think it’s a bit boring. I prefer
adventure stories.
Rachel Yeah, they can be exciting. What about crime
stories?
James If you ask me, they’re all the same. I prefer science
fiction to crime stories.
Rachel Don’t you agree that romantic novels are great?
James Romantic novels? I reckon they’re the most boring
books in the world!
Rachel What? I don’t agree at all! In my opinion, you’re
totally wrong.
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James Well, I’m going to buy this autobiography by
the athlete Usain Bolt. It looks really interesting.
Answers
1 think; 2 boring; 3 about; 4 science fiction; 5 agree; 6 opinion;
7 autobiography
LOOK!
Draw students’ attention to the Look! box and to
the expressions we can use to ask for and give
opinions. Elicit a few examples through functions,
eg ‘What do you ask if you want to know your
partner’s opinion about Coldplay’s last concert?’
3 Play the track again, exchange by exchange, and
have students repeat each of them paying special
attention to intonation. Give students time to
practise the dialogue and invite them to act it out.
Speaking Task
4 Pair up students and invite them to read step
1 and choose one of the dialogues given. Then
have them prepare the dialogue following the
instructions in steps 1, 2 and 3. Make sure they
understand what they are expected to do. Give
them some minutes to prepare the dialogue.
Walk around and monitor their work, providing
help when necessary. Invite some pairs to act
out the dialogue for their partners. Do not
overcorrect.
Writing
A book review
5 Explain what a book review is and where we
can read them: in magazines and newspapers,
sometimes at the back of a book as part of an
advertising strategy to persuade prospective
readers to buy the book, etc. A review is basically
a text that includes some factual information
about a book and the opinion of somebody who
has read it and would like to share his/her point
of view on the plot, character development,
dynamism, etc. A book review includes the use of
adjectives and explanations of why the reviewer
has that opinion.
Invite the class to read the review of The Giver
and try to complete it with only one word.
Then check the answers orally.
Answers
1 was; 2 in; 3 sold; 4 where; 5 are; 6 don’t; 7 make; 8 can
19/07/18 17:16

PHASES EXTRA
Discuss with the class what factual information
and what opinions the review includes, if the
review is effective or not and why, and how the
book is analyzed.
6 Invite students to read the review again and
answer the questions. Discuss the answers
orally. As an extention to the activity, have
students generate two more questions about
the text for his/her partners to answer.
Answers
1 It is a science-fiction novel. 2 The author is American.
Jonas, the main character, is chosen to become the new
‘Receiver of Memory’ and he discovers that people are
only happy because they don’t know about the real world.
3 It was published in 1993. 4 Yes, he did.
LOOK!
Refer students to the Look! box and go through
all the expressions given, making sure they
understand what they can be used for. You may
elicit other expressions such as ‘In my opinion,
the climax is …’.
7 Have students work in pairs to order the words
to make sentences. Ask some students to write
their answers on the board for class correction.
Answers
1 In conclusion, I would definitely recommend this book.
2 The main characters are two teenagers called Ryan and
Seth. 3 I liked it because it is about teenagers’ problems.
4 The story is about Ryan’s first love. 5 The book is set in
London in the 1980s.
Writing Task
Tell students that they will work on their own book
review. Tell them to follow the three steps given.
Ask them to think about a book they have read.
Explain that they will have to create a similar piece
of writing as the one Joe wrote.
1 As they have been doing in the previous units,
tell them to start working on a plan. Write
the following questions on the board and ask
students to make notes: ’What is the title of the
book?’ ‘Who is the author?’ ‘What kind of book
is it?’ ‘When was it published?’ ‘Where does the
story take place?’ ‘What is it about?’ ‘Who are
the main characters?’ Tell them to describe the
main events of the story and write a conclusion
of the review including a positive/negative
recommendation and the reasons why they liked/
didn’t like the book.
M17 397 Phases1TB4 056 077 U05 06 R3.indd 63
5
2 Once the draft is finished, tell them that it is
time to start working on the final version of their
review. Explain that the name of the book and
what it is about should go in the first paragraph.
In the second paragraph, they will have to
describe the main characters and the main
events of the story. In the third paragraph, they
will write a conclusion including a positive or
negative recommendation and the reasons why
they liked or didn’t like the book.
3 Tell students to go over their review and see
if they have used the grammar topics and
vocabulary correctly.
Workbook page 52
Closing phase
Invite volunteers to read out their reviews
and discuss mistakes with the class as a whole.
TEACHING TIP
When a student volunteers to read his/her work
to the rest of the class, he/she obviously does
not intend to be told that his/her work is full of
mistakes. Try to tackle this in a positive way both
for the volunteer student and for the rest of the
class; that is to say, make the rest of the class
spot mistakes and discuss them in such a way
that the volunteer student still feels proud of his/
her work.
Lesson 5
Aims
To read about Ernest Hemingway.
To visit a website to find specific information
about other famous writers in the students’
country.
To integrate what students have learnt so far.
Initial phase
Draw students’ attention to the main picture on page
62. Elicit its description through leading questions.
Then have them work in pairs to prepare three
questions on the picture for other pairs to answer.
Write some useful vocabulary on the board for
students to use when they need it.
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 Core
Culture
Famous writers
1 2.11 Pre-reading: Ask the class who their
favourite writers are and why. Invite them to
talk about any of the books they read and try to
recommend the audience to read it. Then have
them look at the man in the photo. Ask them if
they know him; if not, tell them who he is and
explain why he became so famous, both for his
literary production and for some events in his
private life.
Invite students to read the text and listen.
Clarify meaning if necessary. Check global
comprehension by asking, ‘Who was Earnest
Hemingway?’ ‘What kind of books did he write?’
‘What nationality was he?’ ‘What participation
did he have in the First World War?’ ‘Is there any
connection between his work and his private
life?’ ‘Did he get any awards?’, etc.
Have students re-read the text silently and say if
the statements are true, false or not mentioned.
Discuss the answers orally.
Answers
1 false; 2 not mentioned; 3 false; 4 false; 5 true; 6 true
2 Have students read the text again and match
words 1–4 with some of the definitions a–e.
Discuss the answers orally. Once the discussion
is over, ask students if they can provide a
synonym of the definition not used, ‘lodged’
(accommodated, stayed).
Answers
1 c; 2 e; 3 a; 4 d
PHASES EXTRA
Invite students to read the text on Ernest
Hemingway silently. While they are reading,
write these beginnings on the board for them
to complete. Discuss the answers orally.
1 Ernest Hemingway was a famous twentieth
century ... .
2 His best known pieces are ... .
3 He fell in love with a nurse while he was in
hospital after ... .
4 He won a Pulitzer Prize for ... and the Nobel
Prize for ... .
Answers
1 (American) writer; 2 seven novels, six short-story
collections and two non-fiction works; 3 being wounded in
the First World War; 4 Fiction in 1953, Literature in 1954
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3 ABOUT YOU Discuss with the class or
invite them to discuss in pairs who the most
famous writer from their country is and what they
know about him/her. If you consider they are not
ready to talk about this, you may ask them to look
for this information and discuss what they find out
as part of the Initial phase the following class.
TEACHING TIP
The main aim of the About you section is to
personalize and at the same time, to inject a
little bit of general knowledge into the class as
students are able to associate a topic they have
read about with their own reality or culture.
The activity becomes meaningless, however, if
students just say they don’t know and are not
made to look for information to actually learn a
bit more. So take advantage of this kind of activity
and give them time to surf the Internet to find
interesting data even when perhaps only 10% of
the class does the homework. The other 90% will
surely learn from them!
Webquest
Students go online and look up information about
other famous writers in their country.
Possible answers
María Elena Walsh (1st February 1930–10thJanuary 2011) was
an Argentinian poet, novelist, musician, playwright, writer
and composer, mainly known for her songs and books for
children, who has been considered a ‘living legend, cultural
hero and crest of nearly every childhood’. María Elena Walsh
was born in Villa Sarmiento, Ramos Mejía, Buenos Aires. As a
child, she enjoyed reading and listening to music in a cultural
environment. When she was 15, she had some of her poems
published in El Hogar magazine and La Nación newspaper. In
1947, before graduating from art school, she published her first
book, Otoño Imperdonable, a collection of poems which was
critically acclaimed and received recognition from important Latin
American writers.
From 1958 onwards, Walsh wrote numerous TV scripts, plays,
poems, books and songs, specially dedicated to young children.
She was also a successful performer, singing her own songs
onstage and recording them later in albums, like Canciones
para mirar, Canciones para mí and El País de Nomeacuerdo.
Her album Juguemos en el mundo was made into a satirical
show for adults as well as into a film, though in this case the
story was changed from the original.
Her work has often contained an underlying political message, as
in the song ‘El País del Nomeacuerdo’, which was later used as
the theme song for the film The Official Story, winner of the 1985
Academy Award for Best Foreign Language Film. In 1985, she
received the title of Illustrious Citizen of the City of Buenos Aires
and in 1990 was named Doctor honoris causa of the National
University of Cordoba and Illustrious Personality of Buenos
Aires Province as well. In 1994, she was Highly Commended
for the Hans Christian Andersen Award, a prize awarded by the
International Board on Books for Young People.
María Elena Walsh died of bone cancer in Buenos Aires, aged 80,
on 10th January 2011.
19/07/18 17:16
 5
PHASES EXTRA
Have students work in pairs. One student goes
to page 102 and the other to page 107 to do
Communication Activity 4. The aim is to practise
asking and answering questions integrating
tenses. Tell the class they will work in pairs
and have them choose their role, A or B. Give
them a few minutes to read the instructions and
the profile they have chosen. Make sure they
understand that the main aim is to guess the
name of their partner’s celebrity as quickly as
possible but remark they should avoid giving the
most telling information at the very beginning so
as to guarantee further questions. This activity
may become a competition. The winner is the
pair that guesses the names of both celebrities
in less time.

Closing phase
Give students two minutes to go through this unit
in their books and then ask them to mention one
thing they have learnt or they remember from
the unit, eg ‘Henry Long is a successful writer who,
by the time he was 14, had already published two
best-sellers for teenagers.’

Progress check
Answers
1 1 broken down; 2 turned out; 3 pick, up; 4 put up with;
5 was over
2 1 of; 2 on; 3 to; 4 about; 5 of
3 1 I had decided to get to school early enough to check
some of my homework, but there was a train strike
and I arrived late, as usual. 2 What had you already done
when your friend called you to tell you the news? 3 After
we had seen the film, we went for a big pizza. 4 By the
time the train got to the station, most of the passengers
had already called their bosses to inform they would be
late. 5 My sister had not yet finished her dinner when she
started feeling sick.
4 1 had read, told; 2 finished, was; 3 missed, had already left;
4 hadn’t read, read; 5 saw, had read
Integration
1 by; 2 lived; 3 called; 4 was travelling; 5 had had; 6 had gone;
7 left; 8 made for

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 Unit
Sporting greats
6 For further consolidation, once you have finished
Lesson 1
Aims
To learn sports vocabulary.
To read an article about top three sporting
memories.
To develop students’ inferential reading.
Initial phase
Ask students about their likes and dislikes about
sports; who their sports favourites are and why:
if they have ever been to a stadium and what the
experience was like; if they remember an important
moment in their country’s history of sports.
Core
Vocabulary 1
Sports actions
1 Draw students’ attention to the pictures and
elicit descriptions. Use the pictures to pre-teach
vocabulary such as ‘score a goal’, ‘support a
team’ and ‘coach’. Then ask the class to read
the definitions and match them with some of
the verbs and phrases in purple. Check the
answers orally.
Answers
a set a record/break a record; b draw; c take up a sport;
d televise; e coach
2 Play the track for the class to listen and
2.12
repeat. Pay attention to the pronunciation of
some words like ‘award’ and ‘support’.
PHASES EXTRA
Invite students to use the verbs and phrases
they have just learnt by asking them: ‘When
are football matches usually televised in your
country?’ ‘Do you support a local football team?’
‘How do you show that you support them?’ ‘Who
coaches your favourite football team?’ ‘Do you
think he has done a good job so far?’ ‘Have you
taken up any sport recently?’ ‘What sport would
you like to take up if you had more time?’ ‘Why?’
3 Ask students to choose the correct words.
Discuss the answers orally.
Answers
1 scored a goal; 2 coach; 3 set; 4 drew; 5 awarded a penalty;
6 supporting a team
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MIXED ABILITIES
correcting exercise 3 orally, invite a student who
has not yet given an answer to read out some of
the sentences fluently. This strategy works with
shyer students because they are asked to read
out what has already been corrected, so they
know they are likely to perform well and this
gives them a sense of confidence.
4 Have the class complete the sentences
with some of the verbs in exercise 1. Check
the answers orally.
Answers
1 take up; 2 televise; 3 coached; 4 support; 5 got
TEACHING TIP
Remember it is advisable to ask a student to say
whether an answer given by another student is
right or wrong. This is so because students are
likely to pay more attention to their peers.
5 Play the track for the class to listen to
2.13
James and David and find out which sport David
wants to take up.
Audioscript/Answer
James Hey, David. Thanks for coming to watch me play.
David That’s OK, James. Hey, that goal you scored was
brilliant.
James Thanks. You should take up football, you know.
It’s a great sport.
David No, I don’t think so. I like watching football but
I don’t really enjoy playing it. I was thinking of
taking up a different sport, though.
James Really. Which one?
David Tennis. I love watching it on TV.
James Good idea. I’ve got two rackets. We can play
tomorrow if you like.
David That would be great!
PHASES EXTRA
For the sake of fluency and student’s confidence,
play the track bit by bit asking students to
repeat each chunk.
6 Have students work in pairs and take turns
to ask and answer the questions. As they do so,
monitor their work.
Workbook page 55
Reading 1
Our top three sporting memories
7 2.14Pre-reading: Draw students’ attention to
the title and the pictures and elicit what they
19/07/18 17:16
 6
think they will read about. Then ask them what Initial phase
they know about the three events described in
the text. Accept different answers. Ask the class to look at the board attentively as
you write the following beginnings and endings:
8 Ask students to read the text and check their
answers to exercise 7. 1 Good quality chocolate …
2 Gunpowder was not invented …
9 2.14Play the track for students to read again, 3 A lot of things are …
listen and say if the statements are true or false. 4 Some famous sports figures are …
Discuss the answers orally. 5 Records are often …
6 Federer was …
Answers
7 Football matches are usually …
1 false; 2 true; 3 false; 4 false; 5 true; 6 false
8 The last Australian Open final was …
10 Have students read the text again, if necessary, 9 The FIFA World Cup …
and answer the questions. Check orally.
a. welcomed with a loud clap.
Answers b. coached by inexperienced men.
1 France was expected to win the EuroBasket final. 2 Alba
c. is produced in Switzerland.
Torrens scored the most points for Spain. 3 Andres Iniesta
d. televised and watched by millions.
scored the winning goal in the 2010 World Cup final. 4 He
became the first man in history to win 10 Grand Slam titles
e. postponed because of bad weather conditions.
in consecutive years. f. isn’t held every year.
g. broken by young athletes.
h. made from tree trunks.
LOOK!
i. by the Portuguese.
Draw students’ attention to the Look! box and
invite them to think of two inference questions Have students match beginnings 1–9 with endings
they could ask about the text, eg ‘Why do you a–i and read out the passive sentences.
think Megan hopes to get tickets for the next
EuroBasket Women?’ Answers
1 c; 2 i; 3 h; 4 a; 5 g; 6 b; 7 d; 8 e; 9 f

Closing phase
Divide the class into six teams and assign each team
one of the texts in exercise 7 – one text every two
teams. Explain to students that they have to change
five words in the text in three minutes. Tell them
they may choose nouns, verbs, adjectives, etc. But
they should not change the meaning when changing
the word/s. Elicit some examples first: Text 2: ‘…
then amazingly Andres Iniesta scored…’ ‘…then
surprisingly Andres Iniesta scored…’; Text 3: ‘I’ll
never forget the match…’I will always remember
the match…’
Once the time is over, discuss the answers orally.
If you wish, ask some students to write their
statements on the board for class discussion.
MIXED ABILITIES
As the class have had enough time to look at the
board and think, visual students as well as not so
strong ones have a good opportunity to produce
logical sentences, so avoid just inviting volunteers
to give their answers. Once all the sentences
have been said, ask what they have in common:
they all have the verb be + the past participle of
the main verb. They are in the present and past
simple passive.
Core
Grammar 1
The passive: affirmative and negative
1 Invite the class to read the sentences in the
grammar table and choose the correct words.
Draw students’ attention to the new passive verb

Lesson 2 forms: will be + past participle, am/is/are going

to be + past participle and has/have been + past
participle. Elicit the active voice equivalent and
Aims more examples. Check the answers orally.
To revise present and past simple passive. Answers
To use the passive in different tenses including a passive; b past participle; c don’t usually mention; d be
present perfect and future.
To listen to an interview about a young gymnast
and do comprehension work.

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 LANGUAGE TIP
Although the doer of the action is not usually
mentioned in the passive, it may be introduced
by the preposition ‘by’ when it, he or she is
unusual or very important, eg ‘The criminal was
caught by an 85-year-old lady!’ This is often seen
in newspaper headlines, eg ‘Obama’s public
address interpreted by fake translator!’
Explain that the passive works in the same way
with all tenses. Provide these beginnings for
students to finish the passive sentences: ‘A new
hospital will be …’ ‘Our school will be …’ ‘The
neighbourhood is going to be …’ ‘Our classroom
hasn’t been …’ ‘A mouse has been …’
TEACHING TIP
Remember the board is a very useful tool
especially for visual and logical students, so
make sure you erase what may become a
distractor and leave what you consider necessary.
Also, bear in mind that we sometimes make
mistakes, so every time you walk around the
class, take a quick look and check there are no
mistakes in what has been written on the board.
2 Have the class rewrite the sentences using
the beginnings given. Check the answers
on the board.
Answers
1 are made of plastic; 2 is played in a swimming pool; 3 are
eaten at Wimbledon; 4 are usually given important prizes;
5 will be produced in Germany.
3 Ask students to read and complete the text with
the correct form of the verbs in brackets using
the past simple passive. Check the answers on
the board.
Answers
1 were held; 2 wasn’t won; 3 was played; 4 was beaten;
5 were scored; 6 was, given
PHASES EXTRA
Have students ask and answer passive
questions about the text in exercise 3. Write
some of their exponents on the board for class
correction.
4 Ask the class to use the words given to write true
sentences about them using the correct passive
form of the verbs in brackets. To make this
exercise more fun, you may ask the class
to write three true sentences and a false
one for their classmates to guess which the
false sentence is. Check the sentences orally.
Answers
Students’ own answers
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PHASES EXTRA
Ask the class to imagine this situation and say,
‘This morning you got to school very early and
found out that the door to your classroom had
been forced open.’ Invite the class to make
you questions using the passive in the past, eg
‘Was anything stolen?’ If you notice students
are not very spontaneous, you may cue their
work by suggesting these verbs: ‘find’ (eg ‘Were
any fingerprints found?’), ‘break’ (eg ‘Were the
windows broken?’), ‘beat’ (eg ‘Was the doorman
beaten?’), ‘leave behind’ (eg ‘Were any of the
thieves’ personal belongings left behind?’),
‘catch’ (eg ‘Were the criminals caught?’). Invent
the answers and then have the class make up a
story recapitulating the answers in the passive.
5 Have the class complete the sentences using
the future passive. Remind them they need to use
‘will be + past participle’ or ‘am/is/are going to
be + past participle’. Check the answers orally.
Answers
1 will be won; 2 are not going to be sold; 3 will, be made;
4 is going to be made; 5 will not be printed; 6 is going to be
televised
6 Have the class choose the correct verbs. Discuss
the answers orally.
Answers
1 were; 2 are; 3 are; 4 are; 5 were; 6 is
Workbook pages 56 & 57
For further detail and practice, refer students to
the Language Database on page 124.
Pronunciation
\A…\ \‰…\ \i…\ \I\ \œ\ \e\
A Explain that sounds in English are very
2.15
important because words are spelt in one way
and said in another, and very often words that
are very similar may have a completely different
meaning depending on the pronunciation of
a vowel, for example, as is the case of ‘cat’
and ‘cut’. Similarly, other words that are spelt
differently may be pronounced in the same way,
as in ‘court’ and ‘caught’.
Elicit other examples and play the track for the
class to listen and repeat the sounds and words.
Have them identify the long and short vowel
sounds. Make them aware of the fact that long
vowels are represented by \…\.
Answers
long sounds: \A…\ \‰…\ \i…\; short sounds: \I\ \œ\ \e\
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 6
to go to bed early, and I make sure I eat a very
B 2.16 Play the track for students to listen
healthy diet.
and repeat the sentences. Interviewer That’s good. And do you train with a group,
or by yourself?
Audioscript
Vicky I do both. I work with a fantastic coach, doing
1 They are the Olympic dream team.
special exercises and movements for the
2 She can’t run any faster.
competitions. If I didn’t train with my coach,
3 The fans went to the practice session.
I wouldn’t be at the level I am now. But I’m
4 It was the worst match ever.
also part of a team, and it’s fun when we train
together. I find it quite motivating.
Interviewer So is your coach a big help to you?
PHASES EXTRA
Vicky Oh, yes. If I hadn’t met my coach, I don’t know
Invite students to look for examples of each where I’d be now. She helps me stick to my
of the vowel sounds in the text in exercise 6. training plans, and she also makes sure that
I’m training safely. I don’t want to get an injury,
Discuss the answers orally and then invite some
because I wouldn’t be able to train or compete
students to read the text pronouncing the vowels
then.
properly. Interviewer And the 2020 Olympics is your main aim, is
Possible answers that right?
\A…\ started; \‰…\ heard; \i…\ people, week; \I\ Olympics, Vicky Yes, it is! Competitors are chosen to be part of
village, Chipping; \œ\ Camden; \e\ many, held the national team, so I’m training really hard
and hoping I’ll be picked for the team.
Interviewer Well, good luck with that. We’ll all be watching
Listening out for you. Now, next we speak …

A young gymnast Answers

7 Pre-listening: have students focus their
2.17 1 c; 2 a; 3 c; 4 c; 5 a; 6 c
attention on the title of the listening activity and
the picture. Invite them to guess what they will PHASES EXTRA
be listening to and the sort of vocabulary used.
Write some of their ideas on the board for class Write the following sentence beginnings on
discussion. Then ask, ‘Is the life of a gymnast the board and have students listen to the track
easy or not? Why?’ again and complete the sentences with the
missing information.
Play the track for students to listen to the 1 I love taking part in competitions because … .
interview and choose the correct answers. 2 How do you find the time …?
Discuss the answers orally. 3 I train before school for an … .
4 I’ve got lots of energy and I … .
Audioscript
5 I’m training really hard and hoping … .
Interviewer Hello, and welcome to the show. Today I’m
talking to Vicky Greenwood, a young British
gymnast who’s hoping to represent her country
Pair up students and have them complete the
in the 2020 Olympic Games. Hello, Vicky. sentences. Invite some students to complete
Vicky Hello! the sentences on the board for class correction.
Interviewer So, you’ve just won a national gymnastics
Answers
competition, and you’re travelling to France
1 it gives me something to aim for; 2 to do that; 3 hour on
next month to take part in a competition there, Mondays, Wednesdays and Fridays; 4 feel really fit at the
is that right? moment; 5 I’ll be picked for the team
Vicky Yes, that’s right. I love taking part in
competitions because it gives me something to
aim for. I practise every day so, if I know there
8 ABOUT YOU Ask students who they
is a competition coming up, I can focus on that.
Interviewer You practise every day? How do you find the
consider the greatest sportsperson in their
time to do that? Are you still at school? country and why. Talk about this person’s
Vicky Yes, I am, and my schoolwork is very important sports and personal life, if he/she was ever
to me. I train before school for an hour on connected to a scandal, if he/she is considered
Mondays, Wednesdays and Fridays – I start at an example, etc.
six o’clock! And I train after school on Tuesdays
and Thursdays. At the weekend I train in the
morning – but not at six o’clock! So that still
leaves time to do my homework and see my
friends.
Interviewer That’s a very big commitment. Do you ever
get tired?
Vicky To be honest, no, I don’t! I’ve got lots of energy
and I feel really fit at the moment. I always try

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UPGRADE
This exercise may be done in class or as
homework. Have the class read the text and
correct ten mistakes in it. Then check the text
orally.
Answers
There are 26 official Olympic sports, including sports like
tennis and athletics. There are also many sports that used to
be Olympic events but were dropped from the programme.
One example is rugby, which was included in the programme
until 1924. Rugby was reintroduced to the Games in London
in 2012. Baseball was included from 1992 to 2008. It was
first played at the Barcelona Olympics, but there was not a
baseball gold medal at the London Olympics. The Olympic
Committee decided to drop it after 2008. When are the next
Olympic Games? Where will they be held?
Closing phase
Ask students to work in pairs and explain you will
read out a text about football star Lionel Messi.
The text has got some false information which they
should spot and correct. Read the text once and give
students time to discuss and correct the wrong data,
and then read a second time for them to check the
answers.
Read this text: ‘Lionel Messi was born in 1995 in
Mendoza, Argentina. As a young boy, he used to
play with his brothers and their friends and was not
intimidated by the big boys. Lio was surprisingly
small for his age. When he was 8, he was seen and
recruited by Newell’s Old Boys, a club in his home
town. Soon he was diagnosed by his parents with
a hormonal deficiency which restricted his growth.
The first part of the treatment was paid by his
parents but they soon found it impossible to go on.
Luckily, and thanks to his great performance in the
pitch, Messi was invited to move to Italy at the age
of 13 to play for the Barcelona Football Club as they
agreed to pay for the expensive hormone treatment
which the player needed. In his new country, the
player became a success. He was just hated by
the Barcelona fans!
Lio led the club to the championship and was given
the FIFA Player of the Year award twenty times,
which is a world record!’
Give students time to discuss and spot the mistakes.
Then re-read the text and finally, check the answers
orally.
Answers
Lionel Messi was born in 1995 (1987) in Mendoza (Rosario),
Argentina. As a young boy, he used to play with his brothers
and their friends and was not intimidated by the big boys. Lio
was surprisingly small for his age. When he was 8, he was
seen and recruited by Newell’s Old Boys, a club in his home
town. Soon he was diagnosed by his parents (doctors) with a
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hormonal deficiency which restricted his growth. The first part
of the treatment was paid by his parents but they soon found it
impossible to go on. Luckily, and thanks to his great performance
in the pitch, Messi was invited to move to Italy (Spain) at the
age of 13 to play for the Barcelona Football Club as they agreed
to pay for the expensive hormone treatment which the player
needed. In his new country, the player became a success. He was
just hated (loved) by the Barcelona fans! Lio led the club to the
championship and was given the FIFA Player of the Year award
twenty (five) times, which is a world record!
Lesson 3
Aims
To learn confusing verbs.
To read about The America’s Cup – An international
yachting competition and do comprehension work.
To make passive questions.
Initial phase
Use this activity as an introduction to framing
questions in the passive and pre-teach if necessary.
Read these endings for students to provide suitable
beginnings and ask and answer the questions with
their classmates. Elicit an example first: Teacher:
‘… killed in Dallas?’ Student A: Who was killed in
Dallas? Student B: ‘President Kennedy was killed
in Dallas.’ Read these endings for students to
ask and answer: ‘… coffee produced?’ (Brazil and
Colombia); ‘… the Big Bang Theory proposed by?’
(Georges Lemaitre); ‘… the great Pyramids built
by?’ (The ancient Egyptians); ‘… the 2010 FIFA World
Cup played?’ (South Africa); ‘… tobacco produced?’
(China, India and Brazil); ‘… awarded the Nobel
Peace Prize in 2009?’ (Barack Obama); ‘… favourite
programme broadcast?’ ‘… Phases written by?’
Core
Vocabulary 2
Confusing verbs
1 Ask the class to look at the verbs in purple and
find six pairs that are often confused. Elicit
examples to make them aware of the differences.
You may use some of these questions and
definitions:
1 ‘Do you expect your country to win the
next FIFA World Cup?’ (think something
will happen); ‘What do you hope to do next
summer?’ (want something to happen or
be true)
2 ‘Is there anything you can’t remember about
your childhood?’ (have an image in your mind
of someone or something that happened
before) ‘What do your teachers usually
19/07/18 17:16

remind you to do?’ (help someone remember
something they should do)
3 ‘What kind of exercises should you practise
for the final exam?’ (repeat an activity
regularly so that you become better at it);
‘When will the national team play their
next match?’ (take part in a sport or game)
4 ‘What was the last grammar rule I taught
you?’ (help students learn something by giving
lessons) ‘How often do professional runners
train?’ (practise a sport regularly before a
competition)
5 ‘Who won the last FIFA World Cup?’ (achieve
victory); ‘Who did they beat?’ (be better than
someone at something)
6 ‘How much do you usually spend in a month?’
(use money to pay things); ‘Have you ever
had the feeling you had wasted your money?’
(fail to use something in an effective way)
LANGUAGE TIP
Make students aware of these basic differences:
‘waste’ has a negative connotation while ‘spend’
does not. You ‘win’ a match or the lottery but you
‘beat’ an opponent. ‘Hope’ reflects less certainty
than ‘expect’. You ‘remember’ something but you
‘remind’ somebody of something. ‘Teach’ implies
professionalism while ‘train’ refers to sports or
physical activities. ‘Play’ is used with sports and
instruments.
2 2.18 Play the track for the class to listen
and repeat.
3 Ask students to choose the correct words. Check
the answers orally.
Answers
1 won, beat; 2 play, practise; 3 taught, trains; 4 hope, expect;
5 remember, remind; 6 spent, wasted
4 Have the class complete the sentences with
some of the verbs in exercise 1 in the correct
form. Discuss the answers orally.
Answers
1 won; 2 beat; 3 expected; 4 hope; 5 spend; 6 remind;
7 wasting
PHASES EXTRA
Give the class five minutes to write false
sentences about themselves using the verbs
in exercise 1. Invite them to read out the
sentences for their classmates to guess the
true information. Elicit an example first.
M17 397 Phases1TB4 056 077 U05 06 R3.indd 71
6
LANGUAGE TIP
Giving instructions is an essential part of
our teaching practice. If we are not precise
enough, students fail to understand and the
sense of an activity may be lost. To make sure
your instructions are effective, first provide
short sentences with verbs students are well
acquainted with. If you need to use the mother
tongue, use it followed by the English equivalent.
Besides, instructions are always followed by an
example elicited from a student who need not
always be the best. If the activity is easy, elicit an
example from an average student, giving him/her
the chance to become a model.
Workbook page 58
Reading 2
The America’s Cup – An international
yachting competition
5 Have students read the text and complete the
sentence with the correct information.
Suggested answer
famous/well-known/wealthy
6 2.19 Have students look at the picture that
illustrates the text. Ask them to describe it in detail.
Then play the track once for students to read and
listen. Clarify meaning when necessary. Once the
reading activity is over, invite students to answer the
questions. Discuss the answers orally. If you wish,
have some students read the different paragraphs,
paying special attention to pronunciation as well as
intonation.
Answers
1 A group of wealthy English boat owners created the yacht
club. 2 He was a very keen yachtsman and he became a
member. 3 It attracts the world’s best yachtsmen and yacht
designers. 4 It refers to the club trying to get the cup that
the ‘Defender’ already holds.
Grammar 2
The passive: interrogative
7 Ask the class to look at the questions in the
grammar table and translate them into their L1.
Ask them if the passive is often used in colloquial
language. Make sure they understand that the
passive is mainly used in formal situations and
is often found in newspapers, in headlines,
advertisements and articles.
Have students choose the correct words and then
match questions 1–6 with answers a–f. Check the
answers orally.
Answers
1 were; 2 was; 3 been given; 4 been kept; 5 are; 6 will
1 b; 2 a; 3 e; 4 c; 5 d; 6 f
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 PHASES EXTRA
Have students work in small teams to write
a general knowledge passive voice quiz.
Explain that topics that require the passive
include sports, crimes, works of art and the
manufacturing and production of things. Remind
students they can ask in any tense. Elicit an
example: ‘Which American president was killed
in his own country?’ (Kennedy). Give the class
five minutes to write five questions and then
have them exchange the questions with other
teams. Have them ask and answer the passive
questions.
8 Invite students to rewrite the active questions
in the passive form and the passive questions
in their active form. Check the questions on
the board.
Answers
1 Who were the Netherlands beaten by in the World Cup
final 2010? 2 Who manages Barcelona FC? 3 Who invented
baseball? 4 Who is the world record for the 100 metres
held by? 5 Where will they hold the next World Basketball
Championship?
MIXED ABILITIES
Some students need a formula to actually
understand and be able to produce sentences. If
this is the case, then you can elicit this formula
from the examples in exercise 9: ‘Wh- word + be
+ subject + past participle?’ Example question:
‘Where were the first Olympic Games held?’ This
is the basic subject/auxiliary verb inversion which
applies to most question forms. But when we don’t
know the subject of the question, then the word
order stays the same as in the affirmative form, eg
‘Which famous book was written by Daniel Dafoe?’
PHASES EXTRA
Read these answers for the class to provide
suitable questions. Tell them it was your birthday
last week and all the answers refer to that: ‘I was
given a beautiful watch for my last birthday.’ ‘By
my best friends.’ ‘It was made by my sister, who
is a chef.’ ‘Two of my cousins were not invited.’
‘Because they are too young.’ ‘No, not at home.
It was celebrated in a café.’ ‘No, I don’t think so.
My next birthday will probably be celebrated at
home.’
9 Have the class complete the questions with
the correct form of the verbs in brackets. Discuss
the answers orally.
Answers
1 were, given; 2 was, made; 3 Are, celebrated; 4 is, invited;
5 were, given; 6 will be bought
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10 Ask students to work in pairs and take
turns to ask and answer the questions in
exercise 9. As they do so, circulate monitoring
their work.
Workbook pages 59 & 60
For further detail and practice, refer students
to the Language Database on page 125.
Closing phase
Write on the board: ‘Made from – The next World
Cup – Used’. Explain to the class that these are
three headings and that in pairs they will have to
write four passive questions on one of them in a
quiz-like way.
Elicit an example for each heading and give students
some minutes to do the work, eg ‘What is paper
made from?’ ‘Where will the final match be played?’
‘What is plastic used for?’ Invite students to take
turns to ask and answer the passive questions with
their classmates.
Lesson 4
Aims
To develop speaking skills: At the sports centre.
To write a biography.
Initial phase
Invite a volunteer to the front and choose a
sportsperson he/she is well acquainted with.
Have the rest of the class make him/her Yes/
No questions to guess the sportsperson’s name.
Remind the student at the front that he/she can only
give a ‘Yes’ or ‘No’ answer. Set a time limit to make it
more appealing.
Core
Speaking
At the sports centre
1 Play the track for the class to listen to
2.20
the first part of David and Rachel’s conversation
and say what Rachel’s problem is.
Audioscript
David Hi, Rachel. What are you doing?
Rachel What does it look like I’m doing? I’m going for a run.
David Hey, I didn’t know that you like running. That’s
great – we can go for a run together some time.
Rachel That’s the problem, David. I don’t like running.
I hate it. But I’m so unfit, I have to do some exercise.
19/07/18 17:16

Answers
She hates running, but she has to do some exercise because
she is unfit.
2 Play the second part of David and Rachel’s
2.21
conversation and ask students to complete the
dialogue.
Audioscript
David Well, why don’t you take up cycling?
Rachel That’s a great idea, but I can’t afford a bike.
David I know! You should try tennis. It’s great fun.
Rachel No, that’s no good. Tennis is so boring.
David How about a more unusual sport, then? If I were
you, I’d take up karate.
Rachel You must be joking. It’s far too violent for me.
David Hmmm … How about swimming? It’s really good
exercise.
Rachel That’s a great idea! I always swim on holiday but
I never go to the pool in England. Thanks, David.
Answers
1 afford; 2 great; 3 boring; 4 about; 5 must; 6 holiday
3 Give students time to practise the dialogue
and invite volunteers to act it out. Alternatively,
students may work in pairs and take turns
to take David and Rachel’s roles. Walk around
and monitor their work.
Speaking Task
4 Students work in pairs to prepare a dialogue with
a partner. Read out the instructions, making sure
they understand what they are expected to do.
Then have students choose the sports shown in
the pictures or any other sport they would like to
speak about. Tell them to use some of the ideas
in step 2 and add some of their own. If you wish,
brainstorm some new ideas and write them on
the board as a guide. Once students are ready,
they take turns to act out the dialogue. Walk
around and monitor their work. Invite some pairs
to act out the dialogue for their partners. Do not
overcorrect at this stage.
Unit 6 Speaking Task
(see Teacher’s Resource Centre)
Writing
A biography
5 Have students read about the ‘girl wonder’
for gist and answer who Missy Franklin is:
‘She is a swimmer who swims for the USA
national team.’
6 Ask students to read again and have them use
topic sentences a–d to complete paragraphs 1–4.
Discuss the answers orally.
Answers
a 4; b 1; c 2; d 3
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6
TEACHING TIP
It’s always worth reminding students that
paragraphs are made up of a topic sentence that
basically introduces what the paragraph will be
about, developers that explain or exemplify the
writer’s point and a terminator that rounds up
the idea and links the paragraph with the next
one. One way of making students aware of this, is
by asking: Teacher: ‘What would you like to learn
now?’ Student A: ‘about the Girl Wonder, who is
a star in the world of swimming.’ Teacher: ‘What
would like to learn now?’ Student B: ‘Probably why
she is that famous.’ Teacher: ‘so the paragraph
could go on like this: “Many people think she
is one of the best swimmers in the USA at the
moment.”
7 Ask students to read again and answer the
questions. Discuss the answers orally.
Answers
1 She has been in the USA national swimming team since she
was 14. 2 People call her the ‘Missy the Missile’. 3 She won
four gold medals in the 2012 Olympic Games in London.
4 She won six gold medals at the Wold Swimming
Championships in Barcelona. 5 She studies at college.
LOOK!
Draw students’ attention to the Look! box and
make sure they understand what topic sentences
are. Discuss the paragraph organization in the
text asking students to identify developers and
their function.
Writing Task
Tell students that they will write a biography of a
young sportsperson. Ask them to follow the three
steps given. Explain that they will have to create
a similar piece of writing as the one about Missy
Franklin.
1 As they have been doing in the previous units,
tell them to start working on a plan. Suggest
them jotting down ideas for each part: the
sportsperson’s name, his/her place and date
of birth, his/her sport, any interesting personal
information, why and how he/she first became
famous, other special achievements/prizes/
awards and his/her daily life.
2 Once the draft is finished, tell them that it is
time to start working on the final version of their
biography. Explain that all personal information
is going to be in the first paragraph. In the
second one, they will explain why and how this
person became famous. In the third one, they
will mention his/her achievements and in the last
paragraph, they will include information about
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 his/her daily life (non-sporting activities, hobbies
or interests).
Core
Culture
3 Tell students to go over their biography and Famous sporting events
see if they have used the grammar topics and
vocabulary correctly. Tell them to add a photo 1 2.22 Pre-reading: Invite students to read the

to make it look like a real biography and not to title and the introductory paragraph below it. Ask
forget to write the title. if there is a similar horse racing course in their
town/country and how popular it is. Draw their
attention to the picture and elicit a description.
Workbook page 62 Pre-teach ‘fences’.

Play the track for students to read and listen to

Closing phase
Choose two or three students and invite them
to share their biographies with the rest of the
class. Discuss the most important mistakes and
organization of the text as well as vocabulary range,
variety, sense of audience, etc.
Lesson 5
Aims
To read about famous sporting events.
To visit a website to find specific information about
famous horse races in the world.
To integrate what students have learnt so far.
Initial phase
Draw this table on the board but without the words.
Just write the three headings ‘Football’, ‘Rugby’ and
‘Tennis’.
the text. This time, let all the class read as they
listen because the article has got several names
and specific vocabulary items which students
are likely to find difficult if they just hear them.
Check global comprehension through these
questions: ‘What is the article about?’ ‘Where can
you find an article like this?’ Then have students
read the text again if necessary and answer the
questions. Discuss the answers orally.
Answers
1 It is a famous horse race. 2 It is held in Aintree, a
racecourse near Liverpool in the UK. 3 The Duke won the first
race. 4 When it was built, the race became ‘national’. 5 They
are fences. 6 Because they dream about being part of the
Grand National’s history.
2 Invite students to imagine that they are interviewing
one of the riders in England. Have them think of
some questions to ask them. Discuss the questions
orally.
Answers
Students’ own answers
PHASES EXTRA

Football Rugby Tennis Give the class a few minutes to re-read the
text if necessary and then say these words to
kick try court recapitulate the information in the article, eg
forward crossbar umpire Teacher: ‘Aintree’ Student A: ‘Aintree is the
referee pitch game place where the Grand National is run every
goalkeeper referee set year.’ Student B: ‘Aintree is outside Liverpool.’
net tackle net Other words: ‘The Duke’, ‘April’, ‘railway’,
score scrum serve ‘fences’, ‘church steeple’, ‘dangerous’, ‘prize’,
linesman yellow card ball boy/girl ‘history’.
penalty racquet
pitch
yellow card 3 ABOUT YOU Discuss if students know of
any famous races in their home country/ town.
If students do not have this information, they may
Have students copy the table into their folders be asked to look for it on the Internet for the next
and dictate the words at random order for the class class.
to write them in the correct column. Check the
answers on the board. Once this activity is over, Webquest
invite students to generate two sentences using
Students go online to look up information about
some of the words on the table, eg ‘The umpire
other famous races in the world.
told off one of the ball boys for using the player’s
racquet.’ Possible answers
The second most famous horse race in the world is the Kentucky
Derby. Everybody agrees that it is one of the most popular sports

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 6
events in the USA. The race is also known as ‘The Most Exciting
Two Minutes in Sports’ or ‘The Fastest Two Minutes in Sports’.
It has been held since 1875 in Louisville at Churchill Downs.
It is held on the first Saturday in May. It is broadcast in America
and in some other countries. The first prize is almost $1.5 million.

Closing phase
Give students two minutes to go through this unit in
their books and then ask them to mention one thing
they have learned or they remember from the unit,
eg ‘The Olimpicks were started many years ago by
Robert Dover.’

Progress check
Answers
1 1 e; 2 f; 3 d; 4 c; 5 a; 6 b
2 1 remind; 2 beat, win; 3 hope; 4 teaching; 5 practise;
6 spent
3 1 won the marathon; 2 was scored by a very young player;
3 in India play cricket; 4 man is going to manage Arsenal
next season; 5 are always given very interesting prizes;
6 has just been given by the Roland Garros winner
4 1 c; 2 f; 3 a; 4 e; 5 b; 6 d
Integration
1 match; 2 stop; 3 given; 4 trained; 5 ’ll; 6 than; 7 was; 8 playing;
9 been; 10 going

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Revision 3
Initial phase
Write each pair of words on a card: ‘pyramids – build’,
‘chocolate – make’, ‘computers – produce’, ‘Ferraris –
produce’, ‘Hamlet – write’, ‘a new classroom – build’,
‘an interesting discovery – make’. Invite a student
to pick a card and use the words in it to provide a
passive beginning for a sentence that a partner is
going to complete, eg Student A: (card ‘pyramids –
build’) ‘The pyramids were built …’ Student B: ‘The
pyramids were built a long time ago.’ Proceed in the
same way with all the cards.
Core
Vocabulary
Invite students to work in pairs to play the
vocabulary game, taking turns to guess the words.
Once they have finished, check the answers on
the board.
Answers
make; down; up with; to; to; for; across; take; remember; wasted
Reading
Guinness World Records
1 Pre-reading: Ask students what they know
about the Guinness World Records books or
TV programmes and what amazing or unusual
records they have learnt about. Then have
students read the text and correct the wrong
information. Discuss the answers orally.
Answers
1 Guinness World Records is about world records. 2 Sir Hugh
Beaver was the managing director of the Guinness brewery. 3
The encyclopedia didn’t confirm that the plover was the fastest
bird on the planet. 4 Christopher Chataway recommended
journalists Ross and Norris McWhirter to Sir Hugh Beaver.
5 The McWhirter brothers had some experience in writing. 6
People got Guinness World Records for free in pubs at first.
PHASES EXTRA
Give students five minutes to work in pairs and
write six passive questions about the text in
exercise 1. Have them take turns to ask and
answer their questions with another pair. Walk
around and monitor.
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Grammar
2 Ask students to complete the text with the correct
form of the verbs in brackets, using past perfect
where possible. Discuss the answers orally.
Answers
1 became; 2 had published; 3 grew; 4 had met;
5 had appeared
3 Have the class rewrite the sentences using
the beginnings given. Check the sentences orally
and write them on the board to avoid mistakes.
Answers
1 in The Guardian was written by an important sportsman;
2 was beaten 2–1 by Liverpool last Sunday; 3 is usually given
a football computer game by my parents for his birthday;
4 are usually read to the press by the coach; 5 was published
a few months before Christmas
4 Ask students to change the questions from active
to passive or from passive to active. Check the
questions on the board.
Answers
1 Did Jane Austen write Emma? 2 When will the Olympics
be held in Tokyo? 3 Who was the element radium discovered
by? 4 Was the World Cup won by Uruguay in 1930? 5 Does
Steven Spielberg direct the film? 6 Who was the date of the
wedding announced by?
Listening
5 Play the track for the class to listen to
2.23
a conversation between two friends. Ask a few
questions to check global comprehension.
Then have students answer the questions.
Correct the answers orally.
Audioscript
Jane Hey, look what I’ve bought.
Mark A ticket?
Jane Yes, a ticket to see the Wimbledon final.
Mark How much did you pay for it?
Jane Not much because I bought it online and paid by
credit card. There was a 20% discount.
Mark Do you know who will play?
Jane No, of course not. The tournament hasn’t started
yet but if you buy your ticket in advance you save
money. If you buy it at the last moment, when you
know who the finalists are, you pay three times as
much or more!
Mark But it’s ridiculous to buy a ticket for a match that
may be boring.
Jane Wimbledon finals are never boring. The best players
take part in this tournament; celebrities also come
and even members of the Royal family. Last year,
Prince Charles watched the final match!
Mark What makes Wimbledon so important?
Jane Its tradition. It has always been played on grass courts
and the best players take part because the prizes are
really good. The most famous winners were Jimmy
Connors, John McEnroe and more recently Roger
Federer and Rafael Nadal. When Federer beat Murray
in 2012, he had already won the tournament twice. It
was one of the best matches ever!
19/07/18 17:16

Mark If you are such a fan, I’m sure you’ll enjoy the
match.
Jane You bet I will.
Answers
1 They talk about Wimbledon’s final match. 2 Jane is but
Mark isn’t.
6 2.23Invite students to read the statements and
then play the track again for them to write ‘true’,
‘false’ or ‘not mentioned’ for each statement.
Check the answers orally.
Answers
1 false; 2 true; 3 false; 4 not mentioned; 5 true; 6 false;
7 false; 8 not mentioned; 9 false; 10 true
Writing
7 Ask the class to write an article about an important
sport event in their country or town. Remind them
to use the questions as a guide as well as headings.
Follow these steps:
Step 1: Have students make notes about when
and where the event takes place and who takes
part in it, how they learnt about this event, why it
is important and who the most important winners
were/have been. Step 2: Have students write their
initial drafts using linkers, time expressions, etc,
and headings for each paragraph. Step 3: Remind
students to edit their work before handing it in for
correction. This editing work may be done in pairs.
Collaborative Task – The Gold Medal of
the Year
Step 1: Ideas
Ask students to imagine they are responsible for
choosing the most important sportsperson of
the year. Have them decide who they would choose
and why. Ask them to investigate this person and
make notes about his/her biodata. Remind them
to get interesting pictures to illustrate their work.
This ought to be done individually.
Step 2: Group work
Invite students to work in small groups. Have them
share the information they have gathered and agree
on the sportsperson of the year.
Step 3: Writing
Ask the class to organize the information into
paragraphs, bearing in mind they should include
not only the sportsperson’s biodata but also their
reasons for choosing him/her. As this is an article,
students are advised to write a suitable title as well
as headings for each paragraph.
Step 4: Presentation
Invite students to check their work before they write
their final copy. Ask them to read their articles to
the class and finally have them vote for the most
convincing article.
M17 397 Phases1TB4 056 077 U05 06 R3.indd 77
Revision
3
Upgrade for Exams
Initial phase
Have students work in pairs. One student goes
to page 102 and the other to page 107 to do
Communication Activity 5. The aim is to develop
students’ critical thinking and speaking skills
through the use of argumentation. Tell the class
they will work in pairs and invite them to choose
their role, A or B. Give them a few minutes to read
the instructions as well as the information files
and think of arguments to justify their choice. You
may consider it appropriate to elicit ways in which
students can give their opinion, such as ‘I believe’,
‘From my point of view’, ‘In my opinion’, etc. You may
also focus on adjectives, eg ‘suitable’, ‘convenient’,
‘eligible’, etc. Write these words and phrases on
the board as a reminder. Have students take turns
to give their opinion and contradict their partner
if necessary, giving proper arguments and using
suitable expressions to give their opinion. Discuss
with the class as a whole. Ask, ‘Who have you
chosen? Why?’
Core
1 Ask students to read the text about the United
States Open Championship and have them choose
the correct words to complete it. Check orally.
Answers
1 C; 2 A; 3 A; 4 C; 5 A; 6 C; 7 C; 8 B; 9 B
2 Ask students to complete the text with the correct
form of the verbs in brackets. Check orally and
write the answers on the board to avoid mistakes.
Answers
1 has worked; 2 started; 3 were; 4 attended; 5 was sitting;
6 to draw; 7 stopped; 8 learnt; 9 had already decided;
10 had developed
3 Ask students to read the sentences and have them
choose the correct answers to complete them.
Correct the answers orally.
Answers
1 b; 2 c; 3 a; 4 c; 5 a
Closing phase
Spell different past participles starting from
the back so that students guess them and use them
in questions and answers. Have a student guess a
past participle. The student chooses a classmate
who will make a passive question with the participle.
Invite this second student to choose a third one to
answer his/her question. Elicit an example: Teacher:
‘D-E-T-N-I-A-P’ Student A: ‘painted’ Student B:
‘When was this classroom last painted?’ Student C:
‘It was last painted three years ago.’
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19/07/18 17:16

Unit
Virtual world
7 develop the product, improve the design, develop a concept,
Lesson 1
Aims
To learn new vocabulary about developing
products.
To read about the story of a young tech
entrepreneur and do comprehension work.
Initial phase
Discuss what apps students have and use the most
and if they had the chance to develop a new app,
what they would develop. As an example, tell them
you would like to have an app to correct writings.
It would work like this: You scan the writing and
your smartphone processes it and highlights the
mistakes. Automatically, it produces a file with
the correct version. Another app most teachers
would like to have is a cheater detector: an app
with an alarm that starts ringing the moment
a student cheats at an exam.
Core
Vocabulary 1
Developing products
1 Invite students to look at words and phrases
1–12 and match them with a–l to make words
and phrases related to developing products.
Clarify meaning when necessary. Then have
them say which actions they can see in pictures
1–4. Accept different answers. Discuss the
answers orally. Then discuss the steps involved
in each stage, for example: to design a prototype,
a lot of market research is done and experts
consider different variables such as cost, users’
demands, latest trends, etc. Similarly, when
a demonstration is given, the product has
probably passed a lot of laboratory tests. When
manufacturers decide to improve the design of
a model, they take into consideration fashion,
consumers’ preferences, aspects of previous
designs that brought about complaints or system
failures, etc. The main idea is to get students
to talk spontaneously giving their opinion and
sharing their previous knowledge.
Answers
1 manufacture a product; 2 do market research; 3 analyze
the results; 4 design a prototype/improve the design
2 Play the track for students to listen, check
2.24
and repeat. Pay special attention to the first \n\ in
‘demonstration’, and the \tS\ in ‘manufacture’.
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M17 397 Phases1TB4 078 099 U07 08 R4.indd 78
Audioscript
design a prototype, test out the product, give a demonstration,
research an idea, manufacture a product, solve any problems,
analyze the results, do market research, invent characters
Answers
1 d; 2 b; 3 e; 4 c; 5 j; 6 l; 7 k; 8 i; 9 g; 10 h; 11 f; 12 a
3 Have the class complete the text with some of the
phrases in exercise 1. Check the answers orally.
Answers
1 research; 2 invent; 3 design; 4 test; 5 solve; 6 do; 7 give;
8 analyze; 9 improve; 10 develop; 11 manufacture
PHASES EXTRA
Organize the class into small teams and assign
each of them one of the following tasks:
1 They are market researchers and should
design a survey to analyze how pleased Wii
games users are with the products. 2 They are
video games developers and should design a
survey to analyze what kind of games teenagers
are interested in. 3 They work for an app
developing company and should develop a
survey to analyze what apps modern wives need.
Give the teams five minutes to discuss and write
the questions they would ask. Then give them
time to present their work to their classmates.
4 Play the track for the class to listen to
2.25
David, James and Rachel, and find out what
she is doing.
Audioscript/Answer
David What are you doing?
Rachel Hi, David! I’m testing out this computer game.
I play the game and then tell the designer what
the problems are and what’s good about the game.
David Testing out a computer game. Wow, that must be
the most important part of designing a game!
Rachel Well, I think developing the original concept is
the most important part. If that isn’t any good,
then the game won’t be any good. What do you
think, James?
James Well, it’s important to solve all the problems. But
in my opinion the most important thing is improving
the design. If the design isn’t any good, then the
game is boring.
Rachel Yeah, that’s true.
David Actually, I think the most important thing is
playing the game. Come on, Rachel, give us a
demonstration then we can all play!
5 2.25 Ask students to read the statements and
then play the track for them to state if they are
true or false. Have them justify their answers.
Answers
1 false; 2 true; 3 false; 4 true
19/07/18 17:21

6 Invite students to work in pairs and take
turns to ask and answer the questions as in
the example. Walk around and monitor their
work.
Workbook page 65
Reading 1
The story of a young tech entrepreneur
7 Pre-reading: Draw students’ attention to
the pictures and the title of the article and
have them discuss what app they think the boy
developed. Ask them to describe the type of
person the boy is using some adjectives and
have them justify their choice. Accept different
answers. Then invite students to scan the article
and put the events in the right order. Check
orally.
Answers
a 5; b 2; c 3; d 4; e 1
MIXED ABILITIES
Chopping a text into paragraphs is a very
practical strategy to help weaker or easily
distracted students do comprehension work.
However, one must always bear in mind that
there should be an integration stage in which
the student is asked to read the text as a whole
at least once.
8 2.26 Play the track for students to read again
and listen. Present new vocabulary contextually.
Then check global comprehension through these
questions: ‘Who is Michael Sayman?’ ‘What
did he build?’ ‘What did Michael do in order to
expand his business?’ Then play the track a
second time for students to say if the statements
are true or false. Invite them to correct the false
ones with information from the text. Discuss the
answers orally.
Note: The rubric in exercise 8 should have been ‘Read again
and listen. Are the statements true, false or not mentioned?
Correct the false ones.’ This mistake will be corrected when
the Student’s Book is reprinted.
Answers
1 not mentioned; 2 true; 3 false – He created some games
which didn’t do very well. 4 false – Michael doesn’t know
what he is going to do when he leaves school. 5 true
M17 397 Phases1TB4 078 099 U07 08 R4.indd 79
7
PHASES EXTRA
Have students work in small teams to
summarize the text in 30 words using linkers
and the new vocabulary in the lesson. Remind
them to include only the main ideas developed
in the article. Give them five minutes to do this.
Invite them to share their work with the rest of
the class. If you wish, have them write the best
summary on the board for class discussion.
9 Ask the class to read the text again and answer
the questions. Check orally.
Answers
1 He built a mobile app for his website because his website
was very popular. 2 He called his photo game 4 Snaps
because players choose a word and then take four pictures
for their friends to guess it. 3 He got the idea from watching
his sister playing on her phone. (She was sending pictures to
a friend and asking her to guess the word.) 4 He improved the
design and solved some of its problems.
Closing phase
Brainstorm technological devices and write the
words on the board. Divide the class into two teams
and have each team take turns to talk about the
future of each technological device using any verb
form related to future. Have them use ‘I think
that...’, ‘In my opinion...’. Elicit an example: Teacher:
‘dishwasher’ Student from team A: ‘Dishwashers
might be wireless in the future.’ Student from team
B: ‘Dishwashers will use rechargeable batteries
in the future.’ When students run out of ideas, move
on to the next technological device.
Lesson 2
Aims
To report statements making the necessary
changes in persons/pronouns, tenses and place/
time expressions.
To develop student’s phonological awareness of
sentence stress.
To do listening comprehension work on technology
in the home.
Initial phase
Ask students different questions in the present
simple and continuous and when they answer, say,
‘Sorry, I didn’t get that. What did he/she say?’ Ask a
second student to report. As they answer, write on
the board the verb changes used in reported speech:
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 Present simple  Past simple TEACHING TIP
Present continuous  Past continuous When we report affirmative or negative
statements, we use the conjunction ‘that’ which
Proceed in the same way with these questions: takes the weak form \D´t\. This conjunction is
‘What do you like studying?’ ‘How often do you use usually omitted.
your computer?’ ‘What do you use your computer
for?’ ‘Who is using your computer now?’ ‘What kind of
computers are manufacturers producing nowadays?’ PHASES EXTRA
‘What kind of apps are people interested in?’
Read the phrases by famous people and make
the class guess who said them. When a student
guesses who said the phrase, have a second
Core student report it. Elicit an example: Teacher:
‘“Not everything that counts can be counted.”
Grammar 1 Who said this? a. Einstein, b. Obama, c. the
Reported speech Pope’; Student A: ‘Einstein’; Teacher to Student
1 Draw students’ attention to the grammar table B: ‘What did Einstein say?’ Student B: ‘Einstein
and ask them to look at Michael Sayman’s words said that not everything that counted could be
and how they are reported. Have them complete counted.’ Discuss students’ opinion of each
the table. Check on the board completing the quote.
table you started in the ‘Initial phase’. Phrases to be read:
1 ‘Each problem that I solved served to solve
Answers another problem.’
past simple; past continuous; past perfect; past perfect; could a. Descartes
Write some other exponents of reported b. a thief in prison
sentences on the board for students to c. Elvis Presley
copy into their folders. 2 ‘We will not remember the words of our
enemies but the silence of our friends.’
2 Have the class complete the reported speech a. Bob Marley
sentences. Check the sentences orally. b. Martin Luther King
c. Madonna
Answers
1 were going to do; 2 would be; 3 were working; 4 wanted;
3 ‘Good people don’t need laws to tell them to
5 hadn’t expected act responsibly.’
a. A detective
b. Lady Gaga
LOOK!
c. Plato
Draw students’ attention to the Look! box for 4 ‘Some people cause happiness wherever they
them to become aware of the changes in time go; others cause happiness when they go.’
expressions. a. Oscar Wilde
b. Michael Jackson
c. Roger Federer
3 Ask students to read Amy’s postcard and write 5 ‘I have not failed. I have just found 10,000
what she said using reported speech changing
ways that don’t work.’
the time expressions accordingly. Correct orally.
a. Queen Elizabeth
To systematize, if you consider it appropriate,
b. Mahatma Gandhi
invite students to copy a few examples into their
c. Thomas Alba Edison
folders below the table with the verb changes.
6 ‘I’m selfish, impatient and a little insecure.’
Possible answers a. Marilyn Monroe
She said she was having a great time on the school trip to b. Aristotle
Paris. She said they had arrived two days before and they c. JF Kennedy
had already done so much. She said on Tuesday they had
gone to the Louvre. She said that day, they were going to
Disneyland Paris. She said she was so excited. She said 4 Ask the class to choose the correct words.
she was going to buy her mum a souvenir. She said she Check the answers orally.
missed her.
Answers
1 was; 2 the previous week; 3 had seen; 4 didn’t want;
5 the following day

5 Have the class read the reported speech

sentences and write in their folders the email

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that Jim sent to Pam. Remind them to include
opening and closing phrases. Invite a student to
write the email on the board for class correction.
Answers
Hi Pam!
I’m really happy. I went to the science museum last week.
I still can’t believe it, but I met Tim Berners-Lee. He is
a very famous scientist and I really admire him. I am reading
an interesting book. I want you to read it too.
See you!
Jim
Pronunciation
Sentence stress
A Remind students that only some words
2.27
are stressed in a sentence and these are usually
content words. Play the track and ask them to
identify the stressed syllables. Clap to the rhythm
of the sentence if necessary. Ask them why they
think those words are stressed. (Because they
carry the most important meaning.)
Audioscript/Answers
1 Aaron said he thought he could.
2 He taught himself to design an app.
3 The friends have produced another app.
4 The friends said they were improving the designs of
their apps.
B Invite students to read the sentences
2.28
and mark the stresses. Then play the track for
them to listen, check and repeat.
Audioscript/Answers
1 Sebastian said he was very happy.
2 The boys told reporters about their plans.
3 They haven’t made much money yet.
4 They say they want to go on learning.
UPGRADE
This exercise may be done in class or set as
homework. Have students read the text and cross
out the nine unnecessary words. To facilitate your
correction, you may ask students to number the
lines from 1 to 16. Check orally and write the
answers on the board to avoid mistakes.
Answers
The National Science and Engineering Competition, organized
by for the British Science Association, is was open to all
11–18 year-olds in the UK. Individuals or teams from schools
or clubs complete a project in the science, technology,
engineering or maths. The best projects are then be chosen
to take part in the finals which are held during The Big
Bang national event. The competition is has divided into two
groups: one is for science and maths and the other is too
for engineering and technology. There are also three age
categories: junior (11–14), intermediate (15–16) and for
senior (17–18).
The individual winners in the senior age category also to
win the title ‘Young Scientist of the Year’ or ‘Young Engineer of
the that Year’.
M17 397 Phases1TB4 078 099 U07 08 R4.indd 81
7
PHASES EXTRA
Have students read the text again and write five
questions on it. If you want to guide their work,
you may ask the class to include only one Yes/
No question, for example, or to include two
passive questions, etc. Have them work in pairs
and take turns to ask and answer the questions
they have just written down. Walk around and
monitor their work.
Workbook pages 66 & 67
For further detail and practice, refer students
to the Language Database on pages 125–126.
Listening
Technology in the home
6 Pre-listening: Invite students to look at the
picture and the words in purple. Make sure they
understand what they mean and can pronounce
them properly. Have the class predict what the
report will be about. Accept different answers.
7 2.29 Play the track for the class to listen,
check their predictions and state if the three
statements given are true or false. Check the
answers orally.
Audioscript
The homes of tomorrow will look very different from the
homes of today. The most important difference is that most
homes will have a computer, and we will use them more to
organize our daily lives. Voice recognition technology will
make it possible for us to talk to our computers and we will
no longer need to use a keyboard.
Computers may also perform a lot of the jobs that we do
today. They could turn the heating, air conditioning and
lights on and off at fixed times of the day. They could lock
and unlock doors. They might even manage our bank
accounts and pay our bills for us. At some point in the
future, computers will probably perform all our financial
transactions and we will no longer need to use paper money.
There are also mobile phone applications that can do useful
tasks in the house for us, such as run your bath and check
the temperature. This sounds unbelievable, but it’s true.
But to do all this, will we need to have a lot of equipment in
our houses? If our homes become full of lots of pieces of
technology, they won’t be very nice places to live in. The good
news is that scientists are developing smaller and smaller
pieces of equipment that we can use in our homes. These can
be connected either with cables, or by a wireless system, so
that we can operate the things we need to use from anywhere
in the house.
Dr Richards of Scienspace Technologies said that all of this
new technology has its advantages and disadvantages. On
the one hand, it would make our lives easier and, as a result,
we would have more time to enjoy ourselves. On the other
hand, he warns us that, if computers did everything for us,
we would become too dependent on them and we’d forget
how to do simple, ordinary things. For example, on a day-to-
day basis, the use of computers will probably mean that many
of us will be able to work from home – we won’t need to travel
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 to the office or factory every day. And if we use computers
for all our daily tasks too, we won’t need to leave our homes
at all. However, if we spend more and more time at home,
we will meet fewer people and have less social interaction,
and this will have a negative effect on our social lives.
Answers
1 false; 2 true
8 2.29 Give the class a few minutes to read the
multiple choice exercise and then play the track
again for them to listen and choose the correct
answers. Check orally and write the letter
corresponding to the correct answers on the
board so as to avoid mistakes.
Answers
1 d; 2 c; 3 b; 4 a
Closing phase
Organize students into small teams and give them
five minutes to create a robot. It may be a robot that
helps them do the housework or a robot that gives
them a hand at school, etc. Invite students to make
a simple drawing and get ready to explain to their
classmates how the robot works. Have the teams
take turns to present their robots and their functions
to the class and vote for the most original one.
Lesson 3
Aims
To learn what prepositions certain verbs are
followed by.
To read an online chat and do comprehension
work.
To use reported speech for questions.
Initial phase
Elicit a list of people students have spoken to
recently, eg a teacher, a bus driver, a shop assistant,
etc. Write the list on the board. Invite different
students to say what these people told them so as to
revise reported speech, eg ‘A bus driver told me to
get off at the corner of Wilson St and Malcolm Rd.’
Core
Vocabulary 2
Verbs + prepositions 2
1 Read out the verbs in purple making sure
students know what they mean, and have
the class match the verbs with pictures 1–4.
Check orally. Then ask students to write the
verbs in the correct column.
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Answers
1 congratulate; 2 shout; 3 laugh; 4 recover
2 Play the track for the class to listen, check
2.30
and repeat.
Audioscript/Answers
congratulate on, complain about/complain to, apologize for,
recover from, insist on, laugh at/laugh about, mistake for,
belong to, rely on, shout at
3 Give students some minutes to add verbs
to each of the columns in exercise 1. Discuss
the different answers.
Possible answers
for: blame, apply, cater, exchange, prepare, pray, thank, etc.
at: smile, throw, look, stare, point, aim, arrive, etc.
from: retire, resign, exclude, expel, demand, discourage,
benefit, etc.
to: add, adjust, contribute, dedicate, devote, listen, get
married, etc.
on: comment, concentrate, count, depend, etc.
about: argue, forget, joke, know, learn, quarrel, talk,
worry, etc.
4 Have the class complete the sentences with the
missing verbs in the correct form. Check orally
and write the answers on the board to avoid
mistakes.
Answers
1 belong; 2 insist; 3 shouted; 4 mistook; 5 apologize;
6 complains; 7 recover
PHASES EXTRA
Ask these questions to elicit sentences with the
verbs and prepositions from exercise 1: ‘What
would you do if your best friend told you he
would get married soon?’ (congratulate) ‘What
should you do if you step on somebody on the
bus?’ (apologize) ‘In what cases do you tend to
shout at somebody?’ ‘What do old people usually
complain about?’ ‘What shouldn’t we laugh at?’
Workbook page 68
Reading 2
5 Pre-reading: Draw students’ attention
2.31
to the text and the photos and ask what kind
of text it is and what characteristics they think
the conversation will have. Then play the track
and check global comprehension. Ask, ‘What
do the teenagers talk about?’ ‘Is this their first
conversation?’ ‘How do you know?’ Then play
the track a second time for the class to listen,
read and answer the questions. Check the
answers orally.
19/07/18 17:21

Answers
1 Students’ own answers; 2 She has written for the school
magazine. 3 Students’ own answers; 4 He liked them and
congratulated her on her work. 5 Yes, he did. Because he
asked her about her plans for the future. 6 Because she
answered all the questions and said she could learn easily.
The manager showed her all the programs she had to use.
PHASES EXTRA
• Give students a few minutes to read the
conversation again and imagine the interview.
Have them role-play the interview adding
an ending: either Tanya is offered the job
or turned down. This may be done in pairs,
simultaneously or just with volunteers at
the front.
• Alternatively, you may give students the
opportunity to choose. For example, one
pair may role-play the conversation between
Tanya and her mum after the interview while
another pair role-plays the conversation that
the interviewer had with the director of the
company.
TEACHING TIP
Text transformation like the one suggested above
is a very effective strategy to develop students’
critical thinking skills.
Grammar 2
Reported questions
6 Draw students’ attention to Tanya’s exchanges
(in the chat), where she reports what the
interviewer asked her and have them read it
again to provide the actual questions. Then ask
the class to read the sentences in the grammar
table and choose the correct words in the rules.
Check the answers orally.
Answers
a don’t use; b the affirmative; c the same as; d if
To systematize, write a direct Wh- question on
the board and elicit its corresponding indirect
version and do the same with a Yes/No question.
Invite the class to copy the examples into their
folders.
7 Ask students to choose the correct words and
check the answers orally. Write the answers
on the board to avoid mistakes. As you correct,
refer students to the rules a–d in exercise 6.
Answers
1 could; 2 spoke; 3 had; 4 I was; 5 my family had moved
8 Give the class five minutes to write what
the manager asked the applicant. Check
the reported questions orally.
M17 397 Phases1TB4 078 099 U07 08 R4.indd 83
7
Answers
She asked the applicant if she had filled in the application
form. She asked her why she was interested in the job.
She asked her when she had bought her first computer.
She asked her if she usually worked at weekends. She asked
her if she could start the following Monday.
PHASES EXTRA
Explain that you will provide situations for the
class to think of questions and report them with
mistakes for their partners to correct them.
Provide an example and elicit the reported
questions with mistakes and the corresponding
corrections: Teacher:’ You went to the doctor’s
yesterday.’ Student A: ‘The doctor asked me
what was the matter with me.’ Student B: ‘The
doctor asked me what the matter with me was.’
MIXED ABILITIES
Shyer and weaker students may be helped
to complete the task. Either the teacher or a
classmate may whisper a question for them to
provide the reported version with a mistake.
Remember they may need more time to elaborate
their answers.
LOOK
Draw students’ attention to the Look! box to
remind them about the changes that time
expressions undergo. Elicit other changes such
as ‘ago’ – ‘before’.
9 Have the class order the words to make
questions. Correct the questions orally.
Answers
1 Where have you been all day long? 2 When do you play
tennis with your friends? 3 Are you going to take up a new
hobby? 4 Was Henry at home yesterday morning? 5 Why
is Gloria feeling so excited?
10 Ask students to write the questions in exercise 9
in reported speech using the beginnings given.
Check the sentences on the board.
Answers
1 where I had been all day long; 2 when I played tennis
with my friends; 3 if he was going to take up a new hobby;
4 if Henry had been at home the day before in the morning;
5 why Gloria was feeling so excited
Workbook pages 69 & 70
For further detail and practice, refer students to
the Language Database on page 126.
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 Closing phase
Give students a few minutes to read the dialogue
in exercise 2 on page 60 and think how to report it.
Work with the whole class and have them report the
conversation orally. Discuss what to do with phrases
such as ‘Romantic novels?’ ‘What?’ Explain that for
the sake of meaning and grammar, those phrases
ought to be part of complete sentences such as
‘James asked if she actually meant romantic novels.’
Lesson 4
Aims
To develop speaking skills: At an exhibition.
To write an opinion essay.
Initial phase
Explain that you will provide the beginning of
a sentence for different students to repeat what
has been said before and add a new word to make
an oral composition. Begin like this and model with
strong students: Teacher: ‘Yesterday I went to an art
exhibition with …’ Student A: ‘Yesterday I went to
an art exhibition with a …’ Student B: ‘Yesterday
I went to an art exhibition with a friend …’ Student C:
‘Yesterday I went to an art exhibition with a friend
who …’ Go on until you consider that the narrative
makes sense and has a logical development.
TEACHING TIP
Students will naturally tend to make simple
sentences. If you want to get more complex
structures, you may intervene every now and then
and add a relative pronoun, for example. This will
help you challenge your students.
Core
Speaking
At an exhibition
1 Give students a few minutes to read
2.32
sentences 1–3 and play the first part of the
conversation for them to listen and choose
the correct words. To check the answers, you
may play the track bit by bit.
Audioscript
James OK, so I’ve got the tickets. There are four different
exhibitions. Which one do you want to see first?
Rachel There’s one called Making the Modern World …
I’d like to see that.
David Making the Modern World? That doesn’t sound
very interesting. What about the exhibition about
oceans?
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Rachel But it’s got lots of stuff … there’s a room about the first
trip to the Moon, one about gadgets, one about …
James Gadgets? That sounds cool! Look, it says they’ve got
gadgets from the 1960s to now.
Rachel Great.
David OK, yeah, let’s go to that. We can see the oceans
exhibition later.
Answers
1 wants; 2 doesn’t think; 3 gadgets
2 2.33 Play the second part of the conversation for
students to listen and complete the dialogue. Give
them a few minutes and discuss the answers orally.
Audioscript
James That was a great exhibition! What did you think was
the most interesting invention?
Rachel I’m not sure … perhaps it was the first mobile
phone. It was so big and heavy!
David Well, I don’t agree at all. The first calculator was
amazing.
Rachel I’m sorry, but I don’t agree. Why is that interesting?
David Because it was the earliest form of computer!
James Yeah, I totally agree. Computers are one of the most
important inventions ever.
Rachel I suppose so, but so are mobile phones.
David You would say that – you use your phone all the time!
Answers
1 most; 2 first; 3 agree; 4 amazing; 5 Why; 6 earliest; 7 totally
3 Play the track again for the class to listen
2.33
carefully and then act out the dialogue in pairs.
Walk around and monitor their work.
Speaking Task
4 Students work in pairs to prepare a dialogue
between them and a partner on interesting
inventions. Read out the instructions, making
sure they understand what they are expected to
do. Invite them to choose one of the inventions
shown in step 1 or any other they would like
to speak about. Tell them to use some of the
ideas given in step 2 and add some of their own.
Brainstorm other ways on how to express opinion
and write them on the board as a reminder. Once
students are ready, they take turns to act out the
dialogue. Walk around and monitor. Invite a few
volunteers to act out the dialogue at the front.
Unit 7 Speaking Task
(see Teacher’s Resource Centre)
MIXED ABILITIES
Some students do not volunteer to role-play at
the front and prefer to just sit and listen. This,
however, does not mean that they are not learning.
If we watch them and notice they are paying
attention, it just means they are learning their own
way. Some students need more time to process
information silently. Others, usually those who are
more linguistic and interpersonal, enjoy acting out
and are not intimidated at all. But it is our duty to
respect and cater for all learning styles.
19/07/18 17:21

Writing
An opinion essay
5 Ask the class what they think they may need
to write an opinion essay for: to explain their
point of view about something they read in
a newspaper, to give their opinion about
a problem that affects their town, etc.
Invite students to read the essay and complete
it with only one word. Discuss their answers
orally and draw students’ attention to paragraph
organization. Ask what information is included in
each paragraph (Paragraph 1: Introduction: what
robots are used for; Paragraph 2: Advantages of
having a robot; Paragraph 3: Disadvantages of
robots; Paragraph 4: Conclusion).
Answers
1 by; 2 can; 3 than; 4 more; 5 down; 6 some; 7 our
6 Ask the class to read the text again and answer
the questions. Correct the answers orally.
Answers
1 Robots can do dangerous or difficult tasks, they can analyze
information and solve problems much faster than humans.
Besides, if robots do more of our work, we will have more
free time to relax. 2 Robots are expensive to develop and
manufacture, they can break down and they will create
unemployment. 3 Joseph’s conclusion is that robots have
more advantages than disadvantages as they can make our
lives easier.
7 Ask students to read again and match
paragraphs 1–4 with a–d. Check their work
orally. Write the answers on the board to avoid
mistakes.
Answers
a 3; b 4; c 1; d 2
LOOK!
Draw students’ attention to the Look! box. Ask
them to identify which linkers are used in the text
and how. Remind them how important it is not
to repeat basic linkers such as and or but for the
sake of variety.
8 Ask students to choose the correct words. Check
them orally.
Answers
1 On the one hand; 2 Firstly; 3 Secondly; 4 Finally
Writing Task
Tell students that they will work on their own opinion
essay about the advantages and disadvantages of
the Internet. Tell them to follow the three steps
given. Explain that they will have to create a similar
piece of writing as the one Joseph wrote.
M17 397 Phases1TB4 078 099 U07 08 R4.indd 85
7
1 As they have been doing in the previous units,
ask them to start working on a plan. Write
the following questions on the board and ask
students to make notes: ’Can you describe the
present situation?’ ‘What are the advantages
of the Internet?’ ‘What are the disadvantages?’
‘What is your personal opinion?’
2 Once the draft is finished, tell them that it is
time to start working on the final version of
their essay. Draw students’ attention to the
layout of the essay in exercise 5 and explain
that they will have to organize theirs into four
paragraphs. In the first one, they will have to
write a brief description of the topic, including its
main characteristics, present situation, etc. The
second paragraph will be about the advantages
of the Internet and the third one will be about its
disadvantages. In the last paragraph, they will
have to write their personal opinion and if they
are for or against the Internet.
3 Tell students to go over their essays and see
if they have used the grammar topics and
vocabulary correctly.
Workbook page 72
Closing phase
Invite volunteers to read their opinion essays to the
class and ask the rest of the students if they agree
with the volunteers’ opinions.
Lesson 5
Aims
To read about famous scientists.
To visit a website to find specific information about
other scientists who became famous for their
discoveries which save humanity in some way.
To integrate what students have learnt so far.
Initial phase
Write the words ‘Nobel Prize’ on the board. Ask
students what they know about this prize. Ask, ‘Who
receives the Nobel Prize?’ ‘How are the Nobel Prize
winners chosen?’ ‘Has anyone from your country got
the Nobel Prize?’ ‘When was that?’. Have students
work in groups of four and invite them to choose a
personality from their country who, in their opinion,
should have the Nobel Prize given. Have them justify
their choice.
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 Core
Culture: Famous scientists
Write these words on the board: ‘telescope’,
‘pesticides’ and ‘DNA’. Ask students to work in
pairs to discuss what they know about them. Accept
different answers. Then have students loot at the
names of the three scientists on the page and ask
them if they know anything about these people and if
there is any connection between them and the words
written on the board.
1 2.34 Play the track for students to read and listen.
Clarify meaning when needed. Then invite them to
read the questions and answer them. Discuss the
answers orally.
Answers
1 He was a mathematician, physicist and astronomer.
2 He discovered the basic laws of gravity and motion.
He also showed that light is made up of the seven colours
of the rainbow. 3 Students’ own answers; 4 She discovered
that pesticides killed other animals, not just insects. 5 As
a result, some of the most dangerous pesticides were
banned. 6 They discovered the structure of DNA. 7 Yes.
They won a Nobel Prize.
Closing phase
Give students two minutes to go through this unit in
their books and then ask them to mention one thing
they have learnt or they remember from the unit, eg
‘As a result of Rachel Carson’s work, some of the
most dangerous pesticides were banned in the USA.’
Progress check
Answers
1 1 inventing; 2 analyze; 3 improve, solve; 4 manufacture;
5 research
2 1 at; 2 on; 3 to; 4 for; 5 from; 6 on
3 1 c; 2 a; 3 d; 4 b; 5 e
4 1 he had gone to Paris the previous year; 2 they were
inventors; 3 she was researching things that day;
4 he analyzed data in a laboratory; 5 they were going
to publish their research the following week; 6 she couldn’t
make out what I wrote
5 1 computers needed electricity; 2 Newton had lived;
3 anyone had discovered a cure for malaria; 4 humans
could fly; 5 Rachel Carson had been from; 6 the first man
on the moon had been
Integration
1 was; 2 met; 3 she could help him; 4 could; 5 used it to;
6 invented; 7 had designed; 8 researched; 9 were; 10 were

2 Ask students to match words 1–4 with definitions

a–d. Correct the answers orally.

Answers
1 c; 2 d; 3 a; 4 b

3 ABOUT YOU Students work in pairs and

think of any famous scientists in their country. They
may surf the Internet for any well-known scientists
in many fields. Invite the pairs to share what they
have learnt with their partners.

Webquest
Students go online and look up information about
other scientists who became famous for their
discoveries which saved humanity in some way.

Possible answer
Sir Ronald Ross (13th May 1857–16th September 1932), was
a British medical doctor who received the Nobel Prize for
Physiology or Medicine in 1902 for his work on the transmission
of malaria, becoming the first British Nobel laureate. His
discovery of the malarial parasite in the gastrointestinal tract
of a mosquito in 1897 proved that malaria was transmitted by
mosquitoes, and laid the foundation for the method of combating
the disease. He was a polymath, writing a number of poems,
publishing several novels and composing songs. He was also
an amateur artist and natural mathematician. He worked in the
Indian Medical Service for 25 years. It was during his service that
he made the groundbreaking medical discovery. After resigning
from his service in India, he joined the faculty of Liverpool School
of Tropical Medicine, and continued as Professor and Chairman of
Tropical Medicine of the institute for 10 years. In 1926, he became
Director-in-Chief of the Ross Institute and Hospital for Tropical
Diseases, which was established in honour of his works. He
remained there until his death.

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Unit
Crime doesn’t pay
8 ‘murder’ is the act of killing someone.
Lesson 1
Aims
To learn verb collocations about crime.
To read a warning poster about crime and do
comprehension work.
To be engaged in pair work activities.
Initial phase
Read out or write on the board these phrases about
crime for the class to complete them and discuss
what they mean:
1 ‘crime ... pay’ (crime doesn’t pay: crime will
ultimately not benefit a person)
2 ‘be ... bars’ (be behind bars: be in prison)
3 ‘be ... the run’ (be on the run: be escaping from
the police)
4 ‘be ... red-handed’ (be caught red-handed: be
caught in the act of doing something wrong)
5 ‘the boys ... blue’ (the boys in blue: police officers)
6 ‘... the law into one’s own hands’ (take the law
into one’s own hands: punish someone in one’s
own way without involving the police or the court)
Elicit contextualized examples and discuss if they
know of similar phrases in their L1.
Example sentences: ‘Two young boys stole an old
lady’s purse but were soon caught by the police.
They learnt that crime doesn’t pay. Now they are
in prison!’ ‘Tired of being behind bars for a crime
he had not committed, Tom Barnes confessed his
brother had robbed the bank in London.’ ‘When the
police caught the three brothers accused of murder,
the young men had been on the run for more than
a month, living in a motor home.’ ‘As the hacker
was caught red-handed, he could only make a
confession to avoid more serious charges.’ ‘When
the kidnapper saw the boys in blue all around his
house, he just opened the door and came out with
his hands up.’ ‘When the police caught the criminal
who had stolen Mrs Brown’s car, Mr Brown promised
to take the law into his own hands sometime to
make him pay for the bad moment his wife had had.’
Core
Vocabulary 1
Verb collocations
1 Ask the class to look at the phrases in purple and
match them with pictures 1–5. Check orally and
make sure they understand the meaning of all
M17 397 Phases1TB4 078 099 U07 08 R4.indd 87
8
the phrases in purple. Highlight that ‘crime’ is a
false friend that refers to any illegal action while
Answers
1 look for clues; 2 arrest a suspect; 3 do community service;
4 go on trial; 5 commit a crime
2 2.35 Play the track for students to listen
and repeat.
3 Invite the class to underline the actions in
exercise 1 that are done by criminals. Discuss
the answers orally.
Answers
do community service; commit a crime; go on trial; pay a fine
TEACHING TIP
Why are collocations so important? For different
reasons. In the first place, they disambiguate
meaning. For instance, consider these two
sentences: ‘He lost his wealth.’ ‘This country has
an enormous wealth of old buildings.’ In the first
sentence, ‘wealth’ means riches, fortune, large
amounts of money, while in the second one, it
means a large supply of something valuable.
In the second place, collocations are important
because they help students process information
when reading as they help them build awareness
and fluency in the target language.
PHASES EXTRA
Ask students who the other actions in exercise 1
are done by.
Possible answers
arrest a suspect: by a police officer; solve a crime: by a
police officer, a detective; suspect someone: by a police
officer, the victim and people in general; catch a criminal: by
a police officer; find someone guilty/not guilty: the jury; look
for clues: a detective; question a suspect: a police officer
and sometimes a lawyer; investigate a crime: by a detective
4 Have the class complete the story with the
correct form of some of the verbs in exercise 1.
Check the answers on the board.
Answers
1 solved; 2 looked; 3 questioned; 4 arrested; 5 paid; 6 went
PHASES EXTRA
To personalize, invite students to talk about
important local crimes that are still unsolved.
Insist on the use of the verb collocations in
exercise 1.
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 5 2.36 Play the track for students to listen to
James and Rachel and ask what crime they are
talking about.
Audioscript/Answer
James Hey, Rachel. Have you ever seen the police arrest
someone?
Rachel No, I haven’t. Why?
James Well, last night I was at the shopping centre doing
some shopping with my mum.
Rachel OK ... What happened?
James Well, I was in a clothes shop looking at jeans and
I saw some men stealing leather jackets.
Rachel Really?
James Yeah. So, I told a security guard.
Rachel Good for you!
James And the security guard caught the men. Then he
phoned the police and the police came and arrested
them.
Rachel How exciting!
6 Invite students to work in pairs and take
turns to ask and answer the questions as in
the example. Model first.
Workbook page 75
Reading 1
Watch out for animal smugglers!
7 Pre-reading: Draw students’ attention to the
poster and headings. Ask what they know about
animal smuggling, if it is a common crime in
their town/country, what sort of animals people
smuggle and why. For example, in different
countries, it seems to be a fad to keep some
species of small monkeys, like the spider
monkey, as pets regardless of the fact that these
animals are protected by law. This is so because
they are endangered and need a special habitat
for the preservation of the species. Taking them
away from their habitat is a synonym of cruelty.
Finally, elicit verbs which students think they are
likely to find in the poster.
8 Ask the class to read the text quickly and check
their predictions.
MIXED ABILITIES
All classes are mixed-ability in some way.
However, it is not always possible to adapt
reading texts and work at two or even three
different levels within the same class. One easy
way of dealing with reading comprehension when
mixed-ability is an issue is to pre-teach unknown
vocabulary, which you are positive that weaker
students won’t be able to guess from context.
The best way to integrate everybody is to ask
stronger students to help you do this.
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M17 397 Phases1TB4 078 099 U07 08 R4.indd 88
9 Play the track for students to listen and
2.37
read in detail to be able to state if the statements
are true or false. Give them a few minutes to
correct the false statements and check orally.
Answers
1 true; 2 true; 3 false (Animal smuggling is less profitable
than drug smuggling.); 4 false (Criminals smuggle
endangered animals.); 5 false (The woman was smuggling
one tiger into Thailand.)
10 Ask students to read again and answer the
questions. Discuss the answers orally.
Answers
1 The punishments are heavy fines and imprisonment.
2 Because it is the second most profitable illegal activity
in the world. 3 You should call a customs officer.
11 Ask the class to find words and phrases 1–5 in
the text and match them with definitions a–e.
Give them five minutes to do this and check
the answers orally.
Answers
1 c; 2 d; 3 e; 4 b; 5 a
PHASES EXTRA
Remember that in order to memorize new
vocabulary, students need to repeat the words
in different contexts, so for further practice,
elicit examples with the words and phrases in
exercise 11. If students are reluctant to make
sentences on their own, help them through
these questions: ‘How do you identify your
luggage in the baggage carousel?’ ‘What do
people usually do while they wait for their
luggage to get to the baggage carousel?’
‘What do people in your country do to protect
endangered species?’ ‘Can you mention local
endangered species?’ ‘What kind of smuggling
activity do you think is profitable in your
country?’ ‘Why?’ ‘What natural habitats can you
identify in your town?’ ‘And in your country?’
‘Have you ever been fined?’ ‘What for?’ ‘What
illegal actions are punished with heavy fines?’
Closing phase
Have students choose four sentences from the
‘sleeping snakes’ and ‘tiger smuggling’ cases and
paraphrase them. Model one, eg ‘The smuggler
went to prison for six years.’ ‘The smuggler was
behind the bars for six years.’ ‘The smuggler was
convicted to six years in prison.’
19/07/18 17:21

Lesson 2
Aims
To express deduction and possibility using modals.
To contrast the sounds \d\ and \D\.
To listen to crime news and do comprehension
work.
Initial phase
Revise should. Elicit problems that students’ friends
have. Ask the class to give advice with should +
bare infinitive to solve those problems. Model first,
eg: Teacher: ‘A friend of mine can never make ends
meet.’ Student A: ‘He should buy second-hand
clothes to save money.’ Student B: ‘He should list
what he spends money on and try to cut down on the
most expensive items.’
Core
Pronunciation
\d\ \D\
A Pronounce both consonantal sounds,
2.38
making sure students notice the difference in
manner and place of articulation. While \d\ is
produced with the tip of the tongue on the ridge
behind the upper teeth, \D\ is produced with the tip
of the tongue between the upper and lower front
teeth. Then play the track for the class to listen
and repeat the sounds and words.
B Play the track for students to listen and
2.39
repeat the sentences, making sure you get
the right sound quality.
Audioscript
1 Their brother’s difficult decision was surprising.
2 During the fight, nobody dared to say a word.
3 Although Diana’s leather bag was rather expensive,
it was undeniably awful.
4 Why do you think there aren’t many of those animals
left in the desert?
PHASES EXTRA
Ask students to read the text on page 89 and
elicit more examples with each sound.
Possible answers
\d\: standing, don’t, idea, removed, die, smuggled
\D\: that, they, clothes, with
M17 397 Phases1TB4 078 099 U07 08 R4.indd 89
8
Grammar 1
Modals of deduction and possibility
1 Ask the class to re-read the text on page 89 and
find sentences with modal verbs. Elicit what they
mean. Then have students look at the sentences
in the grammar table to complete the rules.
Check the answers orally.
Answers
a can’t; b might, may, could; c must
LANGUAGE TIP
Modal verbs are special verbs that can be used
to talk about ability, ask for permission, make
requests and offers. They can also show the
speaker’s attitude as they may show if we believe
something is certain, probable or possible (or
not). may and might both express possibility but
the latter shows that we are not really certain; in
fact, it expresses remote possibility.
2 Ask the class to match deductions 1–3 with
meanings a–c. Check orally and write the
answers on the board to avoid mistakes.
Answers
1 c; 2 b; 3 a
3 Proceed in the same way with the sentences
in this matching exercise. Check students’
work orally.
Answers
1 e; 2 c; 3 a; 4 f; 5 d; 6 b
LOOK
Draw students’ attention to the Look! box and the
meaning of must and could. Then ask what all
modals have in common: they are followed by a
bare infinitive except had, ought and used that are
followed by to infinitive.
PHASES EXTRA
Invite the class to say when they could say the
following: ‘He must be rich.’ ‘She can’t be telling
the truth.’ Elicit examples: ‘He’s got a luxurious
car.’ ‘She wasn’t in the city the day the incident
happened, so she didn’t take part in it.’
4 Ask students to read the sentences and choose
the correct words. Check the answers on the
board.
Answers
1 can’t; 2 could; 3 must; 4 might; 5 might; 6 can’t
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19/07/18 17:21

PHASES EXTRA
To challenge students further, ask what each of
the sentences in exercise 4 means. Then, if you
consider it necessary, systematize by writing
some of the sentences and their corresponding
paraphrases with modal verbs on the board for
students to copy into their folders.
Possible answers
1 I’m sure he is not guilty. 2 There is a possibility that there’s
a dog in the bag. (must could be used if we were sure the
animal is a dog, for example when you can see its tail.) 3 I am
sure you are hungry. 4 There’s at least some evidence that he
is American. 5 Perhaps he knows the answer. 6 I don’t believe
that you like it./It’s impossible that you like the film. It’s a
terrible film.
5 Give the class a few minutes to look at the picture
and complete the sentences with the correct
modal verb. Check their work orally.
Answers
1 can’t; 2 must; 3 may/might/could, may/might/could; 4 can’t;
5 could/might, could/might; 6 must
6 Invite the class to look at pictures 1–5 and
write sentences using modals of deduction
and possibility. Remember there are different
options.
Possible answers
1 The flowers must be for his girlfriend. They might be a
present for her birthday. They can’t be for his brother.
2 The boxes must be heavy. The man might be moving.
3 The message might be from a friend. She must be talking
to a friend or relative. 4 He might have a temperature. He
can’t be at his office. He could be in his bedroom. 5 He can’t
be happy. He must have a problem. He might be thinking
8 2.40 Play the track a second time for the class
about his girlfriend.
UPGRADE
This exercise may be done in class or set as
homework. Have students read the conversation
and choose the correct words. Check them orally.
Answers
1 can’t; 2 might; 3 could; 4 can’t; 5 might; 6 must; 7 must
Workbook pages 76 & 77
9 2.40 Play the track again for students to listen
For further detail and practice, refer students to
the Language Database on pages 126–127.
Listening
Crime news
7 2.40Pre-listening: Draw students’ attention to
the title and crimes a–d. Ask them to listen to the
four stories and put the crimes in order. Discuss
the answers with the whole class.
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M17 397 Phases1TB4 078 099 U07 08 R4.indd 90
Audioscript
Here are today’s news stories. Police officers have arrested
three members of a gang who stole ten million pounds
from a bank in London last week. The men were arrested
at Heathrow Airport while they were trying to escape the
country. Police found suitcases containing some of the money,
but they haven’t recovered all of it yet. The men will appear
in court next week, and they could spend up to ten years in
prison. Police are continuing to search for the rest of the
money, and they believe there is another gang member who
has escaped.
The government has announced new police powers in the
fight against terrorism. More police can now carry guns and
they can hold anyone suspected of planning terrorist attacks
for up to 28 days without charge. The Minister for Justice
said that the new powers would help the police to investigate
terrorist cases more effectively. However, some people have
complained about the new powers, saying that it could lead to
the police treating people unfairly. Protestors stood outside
the Houses of Parliament to complain about the laws.
In an art gallery in London, police have discovered a plan
to steal some of the country’s most famous works of art.
Robbers were planning to break into the gallery during the
day, pretending to be members of staff. They were going to
pretend to take the paintings away for restoration. Police
discovered the plan when one of the gang members spoke
to a member of the public on his mobile phone about the
robbery. Police have arrested four people, and they are
questioning them about a similar robbery in Edinburgh
last year.
And finally, police have recovered a stolen car and returned it
to its owner. Yesterday morning, Mary Wade’s car was stolen
from outside her house. Luckily, her mobile phone was also
inside the car. A police officer rang the telephone and the
thief answered. The police officer pretended to be a person
who wanted to buy the car, so the thief drove to meet him and
was arrested straight away.
Answers
a 2; b 1; c 3; d 4
to listen and answer the questions. Correct
orally.
Answers
1 The bank robbery was in London. 2 The men will appear
in court next week. 3 No, they haven’t. 4 They can carry
guns now because they are fighting against terrorism.
5 No, some people say that it could lead to the police treating
people unfairly. 6 The police discovered the plan when one
of the gang members spoke to a member of the public on
his mobile phone about the robbery. 7 Mary Wade’s car was
stolen from outside her house.
and say if the statements are true, false or not
mentioned. Discuss the answers orally.
Answers
1 false; 2 true; 3 false; 4 not mentioned; 5 not mentioned;
6 true
19/07/18 17:21

MIXED ABILITIES
Listening is similar to reading in that it is
receptive. Students are ‘relatively passive’
although they are really processing all the
information they can hear. Listening and reading
are also similar in that students receive a
message and have to decode it considering
variables such as intonation, pronunciation,
stress, attitude, etc. When we train students for
listening tasks, we should use different strategies
(the same ones as for reading): listening for gist,
listening for specific information or listening for
detail, etc. Aiming at this means working on:
hearing differences between sounds, identifying
important words, identifying accents, identifying
main ideas, recognizing different intonation
patterns as carriers of meaning and attitude.
Listening to the same track several times with
different aims gives weaker and less auditory
students the chance to have more exposure time
and work on their listening strategies at their
own pace and more fruitfully.
10 Invite students to work in pairs and take
turns to ask and answer the questions as in the
example. Model first and then monitor their
work.
Closing phase
Explain that you will read situations for the class
to write down three deductions and speculations
about each. This can be transformed into a cue-card
activity if you make cards with the situations that
follow. Elicit an example: Teacher: ‘Your best friend
usually texts you in the morning. It is 3 pm and he
hasn’t texted you yet.’ Student A: ‘He may be ill.’
Student B: ‘His mobile phone must be out of order.’
Student C: ‘He can’t be at home.’
Invite different students to pick a card and read it
to the class for them to write what they would say
or think in those situations, or read them yourself.
Situations for the cards:
1 You have just received an email from a person
you don’t know and in subject, it says ‘Urgent’ but
it has only got an attached document, no text.
2 You are woken up by a strange noise in
the kitchen.
3 You have been waiting at the bus stop for almost
an hour and no bus has arrived.
4 You are at home and your best friend rings the
bell. She is at the door with a big cake. It’s not
your birthday!
5 Your dog is with you in the living room. Suddenly,
it stares at the window and starts barking wildly.
6 You are at home and can hear people talking
in the street. They are saying that a tiger has
M17 397 Phases1TB4 078 099 U07 08 R4.indd 91
8
escaped from the local zoo and is at large in
the neighbourhood.
7 You are in a shop with a friend and a man
dressed as a clown walks in.
Discuss students’ work orally. Elicit fluent answers
with suitable intonation.
TEACHING TIP
Although we spend an interesting amount of
time on the practice of modal verbs, we seldom
manage to get our students to actually use them
naturally, outside the context of a cloze exercise.
This is why we should provide creative and
communicative practice.
Lesson 3
Aims
To learn vocabulary about crimes and criminals.
To read a text about a bank robbery and do reading
comprehension tasks.
To use the third conditional to talk about
impossibility in the past.
Initial phase
Revise crime verb collocations. Choose a word
(noun, adjective or verb) from the verb collocations
in exercise 1 on page 88 and draw as many lines
as letters in the word, eg ‘_ _ _ _ _ _ _ (suspect) ‘
Explain that students will guess the word letter by
letter and that each time they make a correct guess
they will get two ticks if the letter is correct and in
its right place; if they get a correct letter but in an
incorrect place, they will get only one tick. If they say
an incorrect letter, they don’t get any tick. If for the
first blank in ‘suspect’ students say letter S, they get
two ticks; if they say letter E, they get only one tick;
if they say letter A, they don’t get any tick.
Play with the words and once students have guessed
them, elicit sentences with the correct collocates.
Core
Vocabulary 2
Crimes and criminals
1 Ask students to read definitions a–h and match
them with the words in purple. Check the
answers orally.
Answers
a hacking; b robbery; c vandalism; d murder; e drink-driving;
f kidnapping; g pickpocketing; h theft
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2 2.41 Play the track for students to listen
and repeat.
3 2.42 Ask the class to complete the table with
the missing crimes and criminals. Then play
the track for them to listen and check their
answers. Write the answers on the board to
avoid mistakes.
Audioscript/Answers
theft, thief; kidnapping, kidnapper; robbery, robber;
vandalism, vandal; pickpocketing, pickpocket; murder,
murderer; hacking, hacker; drink-driving, drink-driver
PHASES EXTRA
Write the words in exercise 1 on small cards
and put them on your desk face down. Ask
students to work in pairs and write a topic for
conversation such as the weather or parties in a
slip of paper. Collect them and put them on your
desk face down. You should have two small piles
then. Call a student to the front and invite him/
her to pick a card and a slip of paper. He/She
should have a topic and a crime word card. Have
him/her speak for 45 seconds about the topic
and use the crime word in their speech. Proceed
in the same way until there are no more cards
left on the desk.
4 Invite students to work in pairs and take
turns to ask and answer the questions as in
the example. Model first and then monitor
their work. This may be conducted as a whole
class debate as well.
Workbook page 78
Reading 2
The United California Bank Robbery
5 Pre-reading: Draw students’ attention to the title
and the pictures that illustrate the article and ask
them who they think the men are and why they
can come to that conclusion, eg ‘They are bank
robbers because they are wearing balaclavas
to cover their faces.’ Give students two minutes
to work in pairs and put the pictures in order to
make up a story. Discuss their work and elicit
what mistake they think the robbers have made
and why. Accept different answers at this stage.
Answers
a 4; b 2; c 1; d 3
6 Ask students to read the story quickly and check
if their ideas were correct.
7 2.43Play the track for students to read again,
listen and answer the questions. Discuss their
work. Then help students guess the meaning of
the unknown words through context.
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Answers
1 We learn that all criminals may make mistakes. 2 First, they
went to the wrong bank. Secondly, they robbed another bank,
so they took away less money. As a result, they robbed a second
bank to get more money. Then, they left the dirty plates in the
dishwasher and they were covered in fingerprints. Finally, they
had flown to California on the same flight just before the first
robbery. 3 Students’ own answers; 4 They stole US$12 million.
5 They were found on the plates. 6 Flight records showed that
they took the same flight before the first robbery.
TEACHING TIP
An important feature of everyday reading is that
we read different types of texts – articles, emails,
text messages, brochures, etc. This should then
be considered when we develop our reading
programmes at school. We ought to expose our
students to the texts they are likely to find in real
life, which should go hand-in-hand with writing.
What we read and why we read it will determine
how we have to read. Should we read carefully
and thinking about every single detail? Should
we make associations? (reading for detail);
Should we read all the text quickly so as to get a
vague idea of what it is about, if it is in favour or
against a certain position, for example? (reading
for gist or skimming); Should we focus just on
certain words, such as names or years? (reading
for specific information or scanning)
PHASES EXTRA
Ask students to work in pairs to draw a timeline
with the sequence of events. Discuss their work
on the board.
Grammar 2
Third conditional
8 Ask the class to read the sentences in the
grammar table and underline the consequences
in each. Explain that each conditional sentence
has two clauses: one with if, which expresses the
condition, and another one that expresses the
consequence. Check orally.
Answers
If they had robbed the right bank, they would have stolen
more money.
If the thieves had done the washing up, the plates wouldn’t
have given the police the clues they needed.
If they had only robbed the first bank, would they have gone
to prison?
9 Ask students to choose the correct words
to complete the rules. Check the answers
orally, making sure they understand the verb
forms and the fact that we are talking about
counterfactuality in the past, that is to say, things
that did not actually happen.
19/07/18 17:21

Answers
a past perfect, past participle; b did not happen; c would,
past participle
10 Have the class order the words to make
affirmative sentences and questions. Check on
the board. Point out that If may be used at the
beginning of the sentence or in the middle. If it
is used at the beginning, the main clause and
the subsidiary one are separated by a comma.
Answers
1 If he’d been careful, he wouldn’t have broken the window.
2 If you hadn’t studied, you wouldn’t have passed. 3 What
would you have done if you hadn’t been ill?
PHASES EXTRA
Read these beginnings for the class to provide
suitable endings: ‘If I had had a headache
this morning, …’ ‘If the light had gone out this
morning, …’ ‘I wouldn’t have woken up this
morning if …’ ‘Nobody would have come to
school last Monday if …’ ‘If it had rained last
Saturday, …’
If you consider it suitable, systematize in this
way: write two examples on the board and have
students paraphrase them using past simple.
Have students copy everything into their folders:
Third conditional:
If + past perfect + conditional perfect
If + (had + participle) + (would have + participle)
Examples:
If I had had a headache this morning,
I wouldn’t have come to school.
I didn’t have a headache this morning, so
I came to school.
If it had rained last Saturday, I wouldn’t have
gone to Peter’s birthday party.
It didn’t rain last Saturday, so I went to
Peter’s birthday party.
11 Ask students to complete the sentences with
the correct form of the verbs in brackets using
the third conditional. Check orally and write the
answers on the board to avoid mistakes. Once
you have corrected the exercise, ask students to
read all the sentences, paying special attention
to the pronunciation of the weak form of ‘would
have’ \"wUd´v\.
Answers
1 had worked, would have done; 2 hadn’t been, would have
gone; 3 would have had, hadn’t bought; 4 wouldn’t have gone,
hadn’t stolen; 5 would, have met, had gone
12 Invite students to work in pairs and use the
information in the table to write third conditional
sentences about Sherlock Holmes’ life. Check
the sentences orally.
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8
Answers
If he hadn’t passed his exams, he wouldn’t have gone to
university. If he hadn’t gone to university, he wouldn’t have got
a degree. If he hadn’t got a degree, he wouldn’t have joined
the police force. If he hadn’t joined the police force,
he wouldn’t have become a famous detective.
MIXED ABILITIES
To help inattentive students focus, we ought to
target our questions and make them think. To
do this, for example, once a student gives the
right answer for each of the sentences above,
ask a second student to paraphrase the third
conditional sentence with so, as, because or
since. Then have a third student repeat the third
conditional sentence. Of course, this ought to
be done with good rhythm! Also, remember
that when we target our questions, it’s useful to
call that student who is about to text a message
or who is just looking through the window…
Targeting is a very effective strategy to keep
everybody’s attention focused.
Workbook pages 79 & 80
For further detail and practice, refer students
to the Language Database on page 127.
Lesson 4
Aims
To develop speaking skills: Witnessing a crime.
To write a narrative.
Initial phase
Brainstorm important historical events either local
or international, eg the World Wars. As students
mention them, jot them down on the board. Discuss
what would/wouldn’t have happened if they hadn’t
taken place. Elicit several examples for each
situation focusing on the perfect forms of the verbs
and the correct pronunciation of ‘would have’: ‘If
Germany hadn’t invaded Poland, Great Britain and
France wouldn’t have declared war on Germany.’
Core
Speaking
Witnessing a crime
1 2.44 Play the track for the class to listen to
Ethan and Jasmine and say when the bike
was stolen.
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 Audioscript
Ethan Hi Jasmine, guess what … someone has stolen
my bike!
Jasmine You’re joking! When did that happen?
Ethan It happened last night.
Jasmine Really? Tell me what happened.
Ethan Well, they stole it from outside my house.
Jasmine That sounds awful!
Ethan I know! I heard a noise and when I looked out of my
window, my bike wasn’t there.
Jasmine What did you do?
Ethan Well, I reported it to the police.
Jasmine Good for you – it’s really important to report crimes.
Ethan I agree. I hope the police find my bike.
Answer
Ethan’s bike was stolen last night.
2 2.44 Play the track a second time for students
to listen and complete the dialogue. Discuss the
answers orally.
Answers
1 happen; 2 what; 3 from; 4 when; 5 reported; 6 hope
3 Play the track bit by bit and have the class work in
pairs to practise and act out the dialogue. This may
be done with all the pairs working simultaneously
or with just volunteers at the front.
Speaking Task
4 Students work in pairs to prepare a dialogue with
a partner. Read out the instructions, making sure
they understand what they are expected to do. Then
have students choose a crime from the fact files
offered or any other crime they would like to speak
about. Tell them to use some of the ideas in step 2
and add some of their own. If you wish, brainstorm
some new ideas and write them on the board as a
guide. Once students are ready, they take turns to
act out the dialogue. Walk around and monitor their
work. Invite some pairs to act out the dialogue for
their partners. Do not overcorrect at this stage.
Unit 8 Speaking Task
(see Teacher’s Resource Centre)
TEACHING TIP
Role-play is a fantastic strategy not only to
develop students’ speaking skills and fluency
but also to improve their self-confidence.
Although there maybe some sort of uneasiness or
embarrassment at first, these tend to disappear if
you use role-plays regularly. Like every strategy,
role-playing has certain interesting aspects
that deserve our attention. Remember that this
should be a short and guided activity. Make sure
everybody has understood what they have to
do before you actually start role-playing. Give
students time to plan their words. To have more
fun and make the activity realistic as well as
memorable, insist on natural expression through
gestures, eye contact, tone of voice, etc.
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Writing
A narrative
5 Pre-writing: Draw students’ attention to
the picture at the bottom of the blog and elicit
a possible story. Then ask students to read the
text and cross out seven unnecessary words.
Discuss their work.
Answers
I have to tell you about what it happened last Saturday night.
I was walking for home from a party with Anton. We were
going down a dark street when we heard an alarm. Suddenly,
we saw a shadowy figure to climbing over a wall behind a
supermarket.
The figure jumped down from the wall and but ran towards
us. It was a foggy night, but we could see that it was a man,
probably in the his thirties. He was quite small and he was
wearing black clothes and carrying a some big bag. If it
hadn’t been so foggy, we would have seen him more clearly.
He ran past us and disappeared into the night.
We thought he might to be a thief, so I pulled out my
phone and called the police to describe what we had
seen. We suspect the man had committed a robbery in the
supermarket. It was pretty scary!
LOOK!
Draw students’ attention to the Look! box and
have them underline the adjectives they can find
in the text. Discuss why they are important and
explain they can use other intensifiers such as
‘extremely’, ‘very’, ‘quite’, ‘surprisingly’, etc.
6 Ask the class to use the adjectives in purple
to replace nice in the text. Check the answers
orally.
Answers
1 pretty; 2 lovely; 3 friendly; 4 tastiest; 5 kind
PHASES EXTRA
Invite students to use other adjectives to replace
nice and if possible an intensifier.
Possible answers
1 very beautiful; 2 extremely cozy; 3 absolutely lovable;
4 most delicious; 5 considerate
Writing Task
Tell students that they will work on their own
narrative describing a crime they witnessed. Tell
them to follow the three steps given. Explain that
they will have to create a similar piece of writing as
the one Joe wrote.
1 As they have been doing in the previous units,
tell them to start working on a plan. Write
the following questions on the board and ask
students to make notes: ’When did it happen?’
‘Who were you with?’ ‘What were you doing?’
19/07/18 17:21

‘What happened?’ ‘What did you see?’ ‘What
happened next?’ ‘What did you do?’
2 Once the draft is finished, tell them that it is
time to start working on the final version of their
narrative. Explain that all the context (when
the crime happened, who they were with and
what they were doing) is going to be in the first
paragraph. In the second one, they will describe
the crime. In the third one, they will say what
happened next and what they did.
3 Tell students to go over their narratives and
see if they have used the grammar topics and
vocabulary correctly.
Workbook page 82
Closing phase
Invite volunteers to read their narratives to the
class and talk about the most important mistakes
if you consider this necessary. Remember that only
serious mistakes ought to be analyzed as the main
aim is to encourage students rather than make
them feel ashamed of their work.
Lesson 5
Aims
To read about famous laws and lawmakers.
To visit a website to find specific information
about a set of laws or principles in force in the UK.
To integrate what students have learnt so far.
Initial phase
Brainstorm buildings that students can associate
with the law in their country and elicit a description
as well as any other information students may
provide, for example, if there are guided tours,
if these places are visited by tourists, if they are
really old, etc.
Core
Culture: Famous laws and lawmakers
1 2.45 Write the following words on the board:
‘Constitution’, ‘amendments’ and ‘Congress
Bill of Rights’. Invite students to work in pairs
and say if they can identify what the words are
referring to. Accept all answers. Then play the
track for the class to read and listen to the text
on America’s Bill of Rights. Clarify meaning when
needed. Then have students match explanations
M17 397 Phases1TB4 078 099 U07 08 R4.indd 95
8
1–5 with numbers and dates a–e. Check their
work orally.
Answers
1 d; 2 a; 3 e; 4 c; 5 b
PHASES CULTURE
The Magna Carta or Magna Carta Libertatum
was signed in June 1215 between the barons
of medieval England and King John. The term
‘Magna Carta’ means ‘great charter’ in Latin.
This document was written in Latin because that
was the language in the church and the court of
England at that time. But if the King had great
power, why did he have to sign this document?
Actually King John did not have a successful
military campaign and he lost a lot of lands. In
great need of money, he increased taxes and
the English barons were furious because it was
against the feudal law of the time. King John
also had problems with the Pope and the barons
thought that it was necessary to limit the King’s
powers, so they rebelled against him and captured
London. In the end, the King agreed to sign the
Magna Carta.
2 Ask students to read again and say if the
statements are true, false or not mentioned.
Correct the answers orally.
Answers
1 false; 2 true; 3 true; 4 not mentioned; 5 true
3 ABOUT YOU Ask the class if there is a set
of laws like The Bill of Rights in their country,
what it is called and what they know about it. If
necessary, set this as homework and discuss
what students have found out the following class.
Discuss the importance of such documents.
Consider: power limits, respect for others,
corruption, social classes, etc.
Webquest
Students go online and look up information about
a set of laws or principles in force in the UK.
Possible answer
The United Kingdom does not have one specific constitutional
document named as such. The so called Constitution of the
United Kingdom or British Constitution is a sum of laws and
principles that make up the country’s main set of rules. In a
few words, we can say that there is an unwritten or uncodified
constitution. This unwritten constitution draws from four different
sources: statute law, made up by the laws passed by Parliament;
common law, which are the laws established through court
judgments; parliamentary conventions and finally works of
authority. This sum of laws and principles rules the relationship
between the individual and the state as well as the functioning of
the legislative, executive and judicial powers.
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 Closing phase
Give students two minutes to go through this unit in
their books and then ask them to mention one thing
they have learnt or they remember from the unit, eg
‘Buying and collecting smuggled animals is illegal.’
Progress check
Answers
1 1 c; 2 e; 3 a; 4 d; 5 f; 6 b
2 1 vandalism; 2 robbery/theft; 3 kidnappings; 4 murder;
5 theft/ pickpocketing
3 1 can’t; 2 might; 3 must; 4 may; 5 can’t; 6 must
4 1 If I had worked hard, I would have passed the exam.
2 If I hadn’t worked hard, I wouldn’t have passed the exam.
3 If he had gone to the concert, he would have met Sue.
4 If you hadn’t walked past the shop, you wouldn’t have
seen the robbers. 5 If I hadn’t lived in Tokyo, I wouldn’t have
learned Japanese.
Integration
1 are investigating; 2 were reported; 3 didn’t have; 4 witnessed;
5 got on; 6 stood; 7 was doing; 8 had realized; 9 would have
shouted

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Revision 4
Initial phase
Organize the class into small teams and explain
they have to write sentences using the expressions
or structures indicated in as little time as possible.
Write on the board: ‘three passive sentences in
different tenses; three past perfect sentences with
by the time; three sentences with phrasal verbs;
three sentences with crime vocabulary; three third
conditional sentences about the country’
When a group finishes, they should say, ‘Ready for
us!’ That means the rest of the class should stop
writing. Check all the sentences orally.
Core
Vocabulary
Invite students to work in pairs to play the
vocabulary game, taking turns to guess the words.
Once they have finished, check the answers on
the board.
Answers
character; solve; analyzed, improve; from; at; do community;
found guilty; fine; theft; Hacking
Reading
Guilty or not guilty?
1 Pre-reading: Ask students to read the first
paragraph and predict why Dora Black was
accused by the guard. Then ask them to read
all the text and answer the questions. Discuss
the answers orally.
Answers
1 She needed flour, butter and chocolate icing. 2 No, she
went to a department store. 3 Because she was with her
baby. 4 No, she didn’t. 5 He approached Dora when the alarm
began to ring. 6 They tried to explain she was not a criminal.
7 Her baby son had put the sausages in her handbag.
PHASES EXTRA
Have students write a short paragraph in about
50 words saying what Dora did from the moment
she left home.
Grammar
2 Ask students to rewrite the sentences using
the beginnings given. Check the answers on
the board.
M17 397 Phases1TB4 078 099 U07 08 R4.indd 97
Answers
1 that he was afraid that her baby was a bit naughty; 2 that
was the most beautiful baby they had ever seen; 3 that there
was something in her handbag; 4 that her baby had put
a packet of sausages into the bag; 5 that babies could be
terrible
3 Have the class write the direct speech questions
into reported speech. Check the questions orally.
Answers
1 A neighbour asked her why she didn’t leave the baby
in the car. 2 One of the women asked if the sausages were
expensive. 3 The guard asked her what time she had arrived
there. 5 Susan asked angrily where she had been.
PHASES EXTRA
Have students work in pairs to report the
conversation that Dora had with her husband
when he got home that evening.
4 Ask the class to complete the sentences with the
correct modal verbs. Check orally and write the
answers on the board to avoid mistakes.
To challenge students a bit more, you may
elicit the function of each modal.
Answers
1 must (deduction); 2 might (remote possibility); 3 can’t
(negative deduction); 4 might (remote possibility); 5 must
(deduction)
5 Have the class rewrite the sentences beginning
with If. Check on the board and remind students
that the two clauses may change their position
in the sentence without changing the overall
meaning.
Answers
1 If I hadn’t been ill, I would have phoned my friends last
Saturday. 2 If Alice hadn’t had a stomach ache, she wouldn’t
have stayed in bed. 3 If we hadn’t all been absent, the teacher
wouldn’t have got angry. 4 If the power hadn’t gone out, the
children would have had breakfast at home. 5 If there hadn’t
been a stranger in the garden, the dog wouldn’t have barked.
Listening
6 Listening for gist: play the track for the
2.46
class to listen and answer the questions. Discuss
the answers orally.
Audioscript
Alice And in today’s programme we have Dr Spencer
Sutton, an expert in young delinquency. Good
morning, Dr Sutton. It’s a pleasure to have
you here.
Dr Sutton Thank you Alice for inviting me to your
programme.
Alice We have five questions our listeners have sent
us via twitter. The first question is: What causes
juvenile delinquency?
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Dr Sutton There’s no single factor. In fact, there are some.
Many young people commit crimes because they
are under the effects of drugs, and this often
happens when there are family problems and
no communication. Wrong friends are also an
interesting cause of trouble.
Alice What are the most typical crimes these young
people commit?
Dr Sutton Well, in general, research shows that the most
typical crimes are theft and vandalism. There are
other extreme cases of course, but fortunately,
these are not so frequent.
Alice In your opinion, is community service of any help?
Dr Sutton Definitely. These young people have to learn a
lesson and it is our duty to teach them. Prisons
are never the best place. They may become more
violent there. Community service keeps them
busy and controlled. Also, they learn that they can
do something for others and this is their lesson.
They learn that they can do something good and
they discover they can enjoy working. Community
service is very often a new beginning.
Alice One final question, Dr Sutton. What should the
family do when they realize that their son or
daughter is behaving in an unusual way?
Dr Sutton Well, they should first of all talk to him or her.
They should explain what they can see. If this
doesn’t work, they may ask a friend or teacher
for help. The police have also got a special advice
line. It’s 901178846.
Alice As usual, you have been very clear. Thank you
very much for coming, Dr Sutton.
Dr Sutton My pleasure.
Answers
1 He is an expert in young delinquency. 2 He is answering
questions sent by the listeners.
7 2.46 Invite students to read the statements
carefully and then play the track a second time
for them to listen and tick the correct ones.
To make the most of this activity, ask students
to correct the wrong information. Discuss the
answers orally.
Answers
ü: 2, 4, 7
Collaborative Task – Your favourite games
Step 1: Ideas
Students work individually and probably at home,
unless they have Internet access and enough time
to do all the data collection at school. They should
choose two of their favourite games and complete
the table about them. They should also find out
when and where the games were designed and if
possible who by. Remind them to get pictures to
illustrate their work.
Step 2: Group work
Students bring to class all the information they
have gathered and get into small groups to discuss
their ideas and vote for the two games they would
like to present. In groups, they use the data in their
tables to write a draft about those two games and
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Revision
4
decide where to include the picture they have or the
drawings they need to make to illustrate their poster
and make it clear or more effective.
Step 3: Writing
Students check their work carefully and write their
final version making sure they use the correct
tenses and linkers.
Step 4: Presentation
Students present their posters to their classmates
and explain what they have found out about their
favourite games. Once they have finished, students
vote for the most original or most complete piece of
work.
Upgrade for Exams
Initial phase
Invite students to retell events or anecdotes involving
important people either from their own country or
abroad. Give an example first: ‘I remember when
a president said that he would try not to make
mistakes and the following day, he started reading
a speech that he had already read in another press
conference.’ Have the class provide a third conditional
sentence about each event, eg ‘If he hadn’t promised
to stop making mistakes, the media wouldn’t have
laughed at him.’
Core
1 Pre-reading: To activate students’ previous
knowledge, ask them if they have ever
heard about MIT (Massachusetts Institute of
Technology) and what they know about it.
Ask them what they can see in the picture
that illustrates the article. Then ask them to read
the text and check understanding through these
questions: ‘What is the text about?’ ‘What two
things have you learnt about MIT?’ Finally, ask
them to decide if the sentences are correct or
incorrect. Discuss the answers orally.
Answers
1 incorrect; 2 correct; 3 incorrect; 4 incorrect; 5 incorrect;
6 incorrect; 7 correct
2 Draw students’ attention to questions 1–4. Give
them some minutes to read them and choose
the correct answers. Check orally.
Answers
1 b; 2 c; 3 b; 4 a
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 Revision
4
PHASES CULTURE

• If you want to study at MIT and your first

language is not English, you will be required to
take the Test of English as a Foreign Language
(TOEFL) or the International English Language
Testing System (IELTS). At MIT, you can study
aeronautics and astronautics engineering,
chemical engineering, anthropology,
economics, linguistics and philosophy, brain
and cognitive sciences, etc.
• Grad Rat refers to the Graduate’s Rat, and Rat
refers to the resemblance that the beaver, the
MIT mascot, has with a rat. The Brass Rat is
not made of brass but of gold.

PHASES EXTRA

Ask the class what these words and figure from

the text in exercise 6 refer to: ‘Cambridge’,
‘games and software’, ‘Brass Rat’, ‘Grad Rat’,
‘1861’, ‘mascot’ and ‘loans’.

MIXED ABILITIES
Logical and visual students may be asked to
draw a comparative chart with information about
different local universities.

Closing phase
Organize the class into small teams and give them
four minutes to think of a traditional story like Little
Red Riding Hood, Cinderella, Snow White or Zorro
and get ready to tell their classmates about it but
with three mistakes for them to spot and correct.
Invite the teams to take turns to tell their stories and
when the class spots a mistake, they should stop the
narration, report the mistake and correct it. Model
first: Student A: ‘When the Wolf met Little Red
Riding Hood, he told her to return to her house at
once.’ Student B: ‘Stop! He said the Wolf told Little
Red Riding Hood to return to her house at once and
really, the Wolf asked her to go to her grandmother’s
house but to take the longest way.’

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CLIL and Projects
Science: Animal migration
Elicit what students know about animal migration.
Ask them if they have studied this, what bird and
mammal migrating species they know, etc. Have
the class read the text silently and underline the
words they don’t understand trying to work out
meaning from context as far as possible. Check
comprehension through these questions: ‘What is
the text about?’ ‘What animals are mentioned in
the text?’ ’What do these have in common?’ ‘Why
do animals migrate?’ ‘What is unusual about the
Scottish salmon?’ Go through the text making sure
students understand most of the words they have
underlined. Use the context and/or definitions to
clarify meaning.
TEACHING TIP
Before working on a text, it is really useful to
ask the class what they know about the topic.
On the one hand, this is a way of giving them
the chance to speak, and on the other, we are
personalizing and activating their schema –
their prior knowledge and experience.
PHASES EXTRA
Give students four minutes to work in pairs and
write five false statements about the text.
Have them exchange sentences with another
pair and invite them to take turns to read and
correct the statements orally.
Animal migration
(to be done after Unit 2)
Step 1
Ask students to investigate migrating animals
and choose three to make notes about using
the questions provided as a guide. Read out the
questions making sure everybody understands
them. This can be set as homework or done in
class if students have access to Internet or a library.
Step 2
Organize the class into small groups and have them
share the information they have gathered, compare
it and choose the most interesting animals. Ask
them to draw a comparative chart and trace the
migration itinerary on a world map to illustrate their
work together with pictures of the animals they have
picked.
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Step 3
Students work in groups to proofread and edit their
work carefully, also making sure it looks tidy and
clear. Finally, invite the different groups to explain
their charts to their partners.
History: The Great
Depression in the USA
Draw students’ attention to the picture and elicit
a description.
Pre-reading: In order to activate students’ schema,
read these sentences for the class to say which
ones they think are true about the Great Depression
in the USA:
1 A lot of people got very good jobs in Washington.
(False: Many people lost their jobs.)
2 Some factories reduced their workers’ hours
and wages.
3 No factories closed down. (False: A lot did.)
4 Those people who cultivated the land could
eat what they produced.
5 Many people couldn’t afford to pay their bills.
6 Many people bought new houses on the coast.
(False: People lost their houses if they had loans
that they couldn’t pay.)
7 The Great Depression ended with the beginning
of the Second World War, when the USA had
to build a lot of ships, airplanes and weapons
quickly.
Have the class read the text and check their answers
to the statements above. Discuss their work.
Invite the class to read the text and as they do
so, write these questions on the board to check
comprehension:
1 What do you understand by ‘stock market crash’?
2 What was Black Tuesday?
3 What was the great consequence of this
crash?
4 What do you understand by a period of
economic depression?
Possible answers
1 It’s a financial collapse in which stock prices fall quickly
and people lose a lot of money. 2 It was the day when Wall
Street collapsed on 29th October 1929, and a lot of Americans
lost a lot of money. 3 First, many Americans lost a big
amount of money and had important debts. Many people no
longer trusted their banks so banks had no money. Because
banks often have branches in different countries, the
crises extended to other countries, causing a long period of
economic depression. 4 A period in which people do not have
cash and so avoid buying unnecessary things, which brings
about unemployment, poverty, the youngest members of the
family usually leave their homes looking for better working
conditions, etc.
19/07/18 19:20
 TEACHING TIP
Remember that the main aim of this section is
to learn factual information about great events
in history as well as using specific vocabulary,
which in this case is about economy. This is why it
is important to let students use the new words as
much as possible to help them remember them.
Post-reading: Invite the class to work in pairs and
summarize the text about the Great Depression in
the USA in three sentences. Discuss orally. Ask the
class what new words they have learnt.
PHASES CULTURE
Herbert Hoover (1874–1964) was the American
president when the Great Depression began.
He declared in March 1930 that the USA had
‘passed the worst’ but the crisis had just begun
and would last until the outbreak of the Second
World War (1939).
The causes of the Great Depression include a
weak banking system, overproduction, a bursting
credit bubble, the fact that farmers and industrial
workers had not shared in the prosperity of the
1920s, among others. During the worst years of
the Depression (1933–1934) the overall jobless
rate was 25% (1 out of 4 people) with another
25% taking wage cuts or working part-time.
An important financial crisis
(to be done after Unit 4)
Step 1
Explain to the class they will write an article on
critical financial periods in their country. To do this,
they will investigate individually to find out what
happened and when, the causes and effects of the
crises, how the country recovered, etc. This ought
to be set as homework. Remind them to get charts
and pictures to illustrate their work.
Step 2
Once they bring the information to class, organize
students into groups and invite them to compare the
information they have gathered. Ask them to choose
two critical periods and write two paragraphs about
them using the vocabulary they have learnt in the
unit. Remind them that they ought to write an
article, so they should also provide a suitable title.
Step 3
Have the class edit their work carefully before
writing the final copy. Finally, invite the groups to
share their articles with their classmates. To round
up, invite the class to vote for the most insightful
and informative article.
M17 397 Phases1TB4 100 109 CLIL and Projects.indd 101
Physics: Why do cricketers
wear protective clothing?
Ask the class to read the first paragraph carefully
and check comprehension asking students to
correct what is wrong in what you say. Read out
these sentences: ‘Cricket players use a small soft
ball.’ ‘If a cricket ball hits a player, the player might
be slightly hurt because the ball doesn’t go very
fast.’ ‘Sir Isaac Newton created the rules of cricket.’
‘The formula shows how we can calculate the weight
of the cricket ball.’
Proceed in the same way with the second paragraph
and read out these sentences: ‘Grams and
kilograms are units to measure speed.’ ‘A cricket
ball is half the weight of a tennis ball.’
Go on with the paragraphs about acceleration
and force and ask: ‘Why do you think acceleration
is important?’ (Because the ball doesn’t travel at
the same speed at the beginning and at the end
of its journey.) ‘What is a newton?’ (It is the unit to
measure force.) ‘Why is force important?’ (Because
when an object remains static, it exerts one force
but when it moves and has acceleration, its force
increases. This explains why when something falls
on your head, it may hurt you even if the object is
small.) ‘What’s the answer to the question in the
title?’ (Because the cricket ball travels at a high
speed and its acceleration may cause a great
impact if it hits a player.)
PHASES CULTURE
Newton’s laws of motion are three physical laws
that laid the foundation for classical mechanics,
for they describe the relationship between
a body and the forces acting upon it, and its
motion in response to those forces. What can
this be useful for in everyday life? For example,
when experts collect evidence after a car crash
in order to decide who is responsible for the
accident, they can calculate the acceleration
and impact force of each vehicle using Newton’s
formula.
A local championship
(to be done after Unit 6)
Step 1
Have the class choose a sport and a local
championship to investigate when it was held for
the first time, who the participants were, where
it was held, etc. Invite them to make notes on their
findings and get good pictures to illustrate their
presentation. This may be done in class if you have
access to Internet or as homework.
101
19/07/18 19:20
 Step 2
Organize the class into groups and invite them
to share the information they have gathered about
the local championship. Ask them to vote and decide
for an event and make up their minds how they
would like to make their presentation to the rest of
the class. Give them time to discuss and organize
the information into paragraphs, using headings,
a suitable title and effective visual material. Remind
them to use linkers and passive voice wherever
appropriate. Monitor their work and circulate
helping if necessary.
Step 3
Ask students to edit their work carefully and
practise making the presentation to their
classmates. Finally, have them share their work
with the other groups and invite them to vote for
the most effective project.
Art: Graffiti – inside or
outside the law?
Pre-reading: Ask students to read the title and give
their opinion on the matter. Give the class a few
minutes to read the first part of the text and ask
them to find: a definition of graffiti, the name of an
English graffiti artist, a description of a controversial
work of art by the English artist and a reaction from
a victim of graffiti.
Have students read the second part of the text and
check comprehension through these questions:
‘What kind of information does this paragraph give
the reader?’ ‘When is graffiti considered vandalism?’
‘Do graffiti artists always get an ASBO?’ ‘Why is TfL
considered a victim?’
PHASES CULTURE
• ASBO: Anyone over the age of ten can get an
ASBO if they behave antisocially. Behaving
antisocially does not only include graffiti
painting. It also includes drink-driving and
playing loud music at night, for example. In
practice, getting an ASBO means you won’t be
allowed to do certain things, such as spending
time with people who are known as trouble-
makers or drinking in the street. An ASBO
will last for at least two years and could be
reviewed if the ASBO receiver’s behaviour
improves.
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• Banksy: This is not a real name but the
pseudonymous of a United Kingdom-based,
graffiti artist, political activist, film director,
and painter. His art often features striking and
humorous images occasionally combined with
slogans. The message is usually anti-war, anti-
capitalist or anti-establishment. For example,
in August 2004, Banksy produced a quantity of
spoof British £10 notes substituting the picture
of the Queen’s head with Diana, Princess of
Wales’s head and changing the text ‘Bank of
England’ to ‘Banksy of England’.
PHASES EXTRA
Give students five minutes to work in pairs and
write five questions on the text about graffiti.
Invite the pairs to exchange their questions and
ask and answer them orally. To keep students’
attention, remind them to listen carefully so as
not to repeat questions that have already been
asked by a partner.
The law
(to be done after Unit 8)
Step 1
Tell the class they will write an article on the law in
their country. Organize them into small groups and
ask them to choose the three parts (a, b, c) or just
one and investigate using the questions given as
a guide. Read out the questions making sure they
understand what they have to do. The research work
may be done in class if you have Internet access
or as homework. Remind students to make clear
notes on their findings and to get good pictures to
illustrate their article.
19/07/18 19:20
 Step 2
Ask students to bring the pictures they got and their
notes to class and have them organize the material
into an article with a suitable title and headings for
the sake of clarity. Remind the class to use linkers,
adjectives and intensifiers as well as suitable tenses
to write their initial draft.

Step 3
Invite students to edit their work carefully, brushing
up the vocabulary, avoiding repetitions or the use
of empty words such as ‘people’, ‘thing’ or ‘place’.
Then give them enough time to write their final
version and make their presentation to the class.
Vote for the clearest or most effective article.

MIXED ABILITIES
Writing an article including information about
the law, the police and famous criminals will
certainly be more demanding than just choosing
one of these, so to help weaker students or those
who do not usually comply with the work, suggest
they should just choose a, b or c, and let the most
able students develop all three items.

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 Editing your Work
We all know how important writing is and how difficult
it is to make students aware of the importance of
writing conventions. The aim of this editing section is to
help you teach your students how to correct their own
mistakes before they hand in a piece of writing. The
composition samples included in this section increase
in complexity following the writing programme in the
Student’s Book and may be used at any time in the
course.
If you want to make the work more productive, you
may invite students to write their own compositions
following the instructions given after they have edited
the samples given. Of course, if they do, you will need
to give them appropriate feedback following the same
correction code as the one suggested on page 108
of the Student’s Book. Once students are taught to
write properly and they learn the basics of paragraph
development, cohesion and coherence, they are likely
to develop their writing skills without much difficulty.

a Imagine it’s the end of the year. Send an email to your best friend telling him/her what you have
achieved this year and your resolutions for the coming year.

Dear Pat (1): 1P

2 CAP
Hello! How are you? I’m writing to wish you (2) merry Christmas and 3 CAP
a (3) happy (4) new Year. Has (5) been a good year for you? Living in the 4 CAP
countryside must (6) to be a different experience. You used to live in (7) city 5^
like me, with buildings all around and without any (8) tree near your house! 6V
7^
8 PL
At school it (9) was a successful year for me. I (10) passed already all my
9T
exams including maths. You know I (11) never have been good (12) with it.
10 T
11 STR
At the club I have (13) make many friends. I (14) took in hockey at the 12 PREP
beginning of the year and we (15) win several championships. I don’t love 13 V
hockey but I enjoy the team spirit. The girls (16) they are fun and our coach 14 PREP
is very supportive. (17) He is a supportive coach. 15 T
16 UN REP
I have started (18) write my New (19) Year resolutions. It’s an old custom at 17 RED
home. 18 V
19 ^
Next year I (20) going take up French. One of our hockey friends (21) French 20 ^
and she (22) offer (23) teaching me. (24) Too I’m going (25) take swimming 21 ^
lessons. My friends invite me (26) often to swimming pools and (27) watch 22 T
them all having fun in the pool while I sit. I’m going to overcome my fear of 23 V
(28) the water. (29) Is a final decision! 24 WO
25 ^
26 WO
Now (30) is your turn to share your New Year’s resolutions with me.
27 ^
28 TR
Write to me soon. Bye for now. 29 ^
30 ^
Love (31) 31 P
Sue

Correct version:
Dear Pat,

Hello! How are you? I’m writing to wish you Merry Christmas and a Happy New Year. Has it been a good year for you? Living in
the countryside must be a different experience. You used to live in the city like me, with buildings all around and without any
trees near your house!

At school it has been a successful year for me. I have already passed all my exams including maths. You know I have never
been good at it.

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 At the club I have made many friends. I took up hockey at the beginning of the year and we won several championships. I don’t
love hockey but I enjoy the team spirit. The girls are fun and our coach is very supportive.

I have started to write my New Year’s resolutions. It’s an old custom at home.

Next year, I am going take up French. One of our hockey friends is French and she offered to teach me. I’m going to take swimming
lessons too. My friends often invite me to swimming pools and I watch them all having fun in the pool while I sit. I’m going to
overcome my fear of water. It is a final decision!

Now it is your turn to share your New Year’s resolutions with me.
Write to me soon. Bye for now.

Love,
Sue

b Write a story starting: ‘When the clock struck eight…’

When the clock struck eight, we all sat at (1) dinner table as usual. The 1^
sound of the grandfather clock that stood (2) in the wall in the entrance 2 PREP
hall was important for all of us. My Dad used to say, ‘this clock is a symbol 3^
of order in our family: breakfast at 7, tea at 5, dinner at 8.’ 4^
5V
(3) Wasn’t the grandfather clock only in style. It was literally our Grandpa’s 6 S
clock. (4) ‘Dates back to 1750, he used to (5) explained proudly, and it is 7^
the (6) more accurate time-keeping technology.’ ‘But Grandpa, we live in 8 UN REP
a digital era,’ we complained. 9 RED
10 PREP
One day we were playing hide and seek in the house. Our parents had 11 ^
gone to the cinema and (7) was a young girl baby-sitting us that evening. 12 WW
The girl (8) she (9) hadn’t no control (10) on us. 13 V
14 P
I hid behind the clock. At one moment my brother pulled me out of my 15 T
hiding-place. I resisted, we shouted, and, suddenly the clock fell to (11) 16 RED
floor making a terrible noise. The baby-sitter stood (12) standing in 17 WV
despair. My sisters began (13) shout and cry: (14) ‘father and grandpa 18 ^
(15) not forgive us.’ We all went to bed feeling guilty. At breakfast time 19 ^
(16) nobody didn’t speak. We expected a good telling off. ‘Well, (17) told
Dad breaking that deadly silence, perhaps (18) was time for (19) clock to
go. We live in a digital era now.

Correct version:
When the clock struck eight, we all sat at the dinner table as usual. The sound of the grandfather clock that stood against the wall
in the entrance hall was important for all of us. My Dad used to say, ‘this clock is a symbol of order in our family: breakfast at 7, tea
at 5, dinner at 8.’

It wasn’t the grandfather clock only in style. It was literally our Grandpa’s clock. ‘It dates back to 1750,’ he used to explain proudly,
and it is the most accurate time-keeping technology.’ ‘But Grandpa, we live in the Digital era,’ we complained.

One day we were playing hide and seek in the house. Our parents had gone to the cinema and there was a young girl baby-sitting us
that evening. The girl had no control over us.

I hid behind the clock. At one moment my brother pulled me out of my hiding-place. I resisted, we shouted, and, suddenly the clock
fell to the floor making a terrible noise. The baby-sitter stood still in despair. My sisters began to shout and cry, ‘father and grandpa
will not forgive us.’ We all went to bed feeling guilty. At breakfast time nobody spoke. We expected a good telling off. ‘Well, said Dad
breaking that deadly silence, perhaps it was time for the clock to go. We live in a digital era now.

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 c Investigate famous people who had a harsh childhood. Choose one and write about his/her life.

Many of us (1) thinks that, if our early years (2) are difficult, we (3) don’t 1V
stand chance of success later in adulthood. Fortunately, (4) are people like 2V
Chris Gardner, multimillionaire, philanthropist and motivational speaker 3 V/TR
(5) (6) who life is a source of inspiration for (7) we, young people. 4^
5P
Chris (8) he (9) was a traumatic childhood. His stepfather used to be 6 WW
physically abusive to his mother and sisters. (10) Like result, he and his 7 WW
brothers and sisters (11) was placed in homes. 8 UN REP
9 WV
His adult life (12) also was difficult. (13) For support his wife and son, he 10 WW/TR
worked as a salesman of medical scanners but he earned (14) a few. His 11 V
wife (15) wasn’t tolerate his failures and moved to New York to work in a 12 WO
pizza shop, leaving Chris the custody of (16) your son. (17) It was hard for 13 PREP
both of them. Life for them was very hard. Chris could not pay the rent so 14 WW
he and he son were homeless. They (18) eat in soup kitchens and sleep in 15 WV
flophouses. 16 WW
17 RED
One day Chris saw a man in a red Ferrari. He asked (19) them about his job. 18 V/T
He was a stockbroker. At that moment Chris decided he was going to (20) 19 WW
became a stockbroker himself. The man was Bob Bridges, who introduced 20 V
Chris to the world of finance and offered (21) her training programmes. 21 REF/WW
22 WW/TR
Finally Chris gave up his job (22) like a salesman and became a top trainee. 23 P
In 1987 he started his own company with only one desk and (23) 10.000 24 ^
dollars. 25 ^
26 WO
From then on, his life has been (24) story of financial success. In 2002 his 27 V
autobiography (25) published and in 2006 the film under the same title ‘In 28 SP
Pursuit of *Happyness’ was a ticket-office success. 29 T
30 WW/TR
(26) Before died his wife, he decided (27) change his (28) life style, so 31 V
he became a philanthropist and (29) donate large sums of money to the
homeless. Nowadays he works (30) like inspirational speaker and (31) help
people to overcome obstacles and achieve their full potential. His teaching
motto is ‘if Chris could do it, you can do it too.’

Correct version:
Many of us think that, if our early years were difficult, we stand no chance of success later in adulthood. Fortunately, there are
people like Chris Gardner, multimillionaire, philanthropist and motivational speaker, whose life is a source of inspiration for us,
young people.

Chris had a traumatic childhood. His stepfather used to be physically abusive to his mother and sisters. As a result, he and his
brothers and sisters were placed in homes.

His adult life was also difficult. To support his wife and son, he worked as a salesman of medical scanners but he earned a little.
His wife didn’t/couldn’t tolerate his failures and moved to New York to work in a pizza shop, leaving Chris the custody of their son.
Life for them was very hard. Chris could not pay the rent so he and his son were homeless. They had to eat in soup kitchens and
sleep in flophouses.

One day, Chris saw a man in a red Ferrari. He asked him about his job. He was a stockbroker. At that moment, Chris decided he was
going to become a stockbroker himself. The man was Bob Bridges, who introduced Chris to the world of finance and offered him
training programmes.

Finally, Chris gave up his job as a salesman and became a top trainee. In 1987, he started his own company with only one desk and
10,000 dollars.

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 From then on, his life has been a story of financial success. In 2002 his autobiography was published and in 2006 the film under
the same title ‘In Pursuit of *Happyness’ was a ticket-office success.

Before his wife died, he decided to change his lifestyle, so he became a philanthropist and donated large sums of money to the
homeless. Nowadays he works as an inspirational speaker and helps people to overcome obstacles and achieve their full potential.
His teaching motto is ‘if Chris could do it, you can do it too.’

*This is the spelling editors decided for the word happiness in the title of the biography.

d Write a blog about the qualities of successful people.

9th May 1 WO/STR

2^
I have been reading and thinking about success and I want to share my 3 STR
findings with you. (1) Success is a matter of skill or good luck? 4C
5 RED
(2) Is true that opportunities play an important role in our life because 6 WW
(3) allow we move forward (4) the more easily towards our goals, (5) 7 PREP
to our objectives and aims. Success (6) very depends (7) of our assets 8^
and qualifications. (8) Takes hard-work, self-discipline, dedication and 9 WW
commitment (9) for to succeed professionally. 10 ^
11 V
Successful people have been studied over (10) last forty years and research 12 ^/REF
(11) shown that (12) share similar qualities. All successful people have clear 13 ^/REF
goals because they know what (13) want from the start and they work (14) 14 WW
hardly to achieve them. 15 P
16 UN REP
Take the famous case of Steve Jobs (15) who (16) he wanted to get a 17 RED
computer in the hands of (17) each every ordinary person and finally (18) 18 V
fulfill his objective. Of course, he had to go (19) for hard times and failures 19 PREP
but he (20) didn’t never give up his dream. 20 V/RED
21 STR/WO
Successful people (21) have the ability also (22) for anticipate trends and 22 PREP
(23) for look ahead of their time. As (24) can see into the future they can 23 PREP
plan (25) my course of action strategically as they can foresee eventual 24 ^/REF
drawbacks. 25 REF/WW
26 ^/STR
Ambitious people not only have great confidence in themselves but trust 27 WW
others as well. They know that (26) empire isn’t built (27) buy one man (28) 28 ^
and that, therefore, they need the collaboration of others. 29 WW
30 ^
We all want to be successful (29) and very few of us have the willingness to 31 C
take the risks and the responsibility that it entails. (30) Is the (31) easiest for 32 STR
the majority of us (32) think success is a matter of luck. But is (33) really? 33 ^

Correct version:
9th May
I have been reading and thinking about success and I want to share my findings with you. Is success a matter of skill or good luck?

It is true that opportunities play an important role in our life because they allow us to move forward more easily towards our goals.
Success mainly depends on our assets and qualifications. It takes hard-work, self-discipline, dedication and commitment to succeed
professionally.

Successful people have been studied over the last forty years and research has shown that they share similar qualities. All
successful people have clear goals because they know what they want from the start and they work hard to achieve them.

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 Take the famous case of Steve Jobs, who wanted to get a computer in the hands of every ordinary person and finally fulfilled his
objective. Of course, he had to go through hard times and failures but he never gave up his dream.

Successful people also have the ability to anticipate trends and to look ahead of their time. As they can see into the future, they can
plan their course of action strategically as they can foresee eventual drawbacks.

Ambitious people not only have great confidence in themselves but trust others as well. They know that no empire was built by one
man alone and that, therefore, they need the collaboration of others.

We all want to be successful but very few of us have the willingness to take the risks and the responsibility that it entails. It is easier
for the majority of us to think success is a matter of luck. But is it really?

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Extra Reading
This section aims at the development of students’
reading comprehension skills as well as their
autonomy and it can become an effective
assessment tool too. The activities in this section
may be done at any time of the course bearing in
mind that they follow the grading in the Student’s
Book. It offers different text types and interesting
topics in a student-friendly layout. The activities in
this section can be used in different ways: they
may be set for homework or done in class. Students
may work individually, in pairs or small groups and
they may be allowed to use a monolingual dictionary,
a bilingual one or none.
As with any piece of work, correction and feedback
are essential. Again, you may choose to check
students’ answers and mark or to discuss the
answers orally in class. To make their work
even more productive, we have included a final
investigation task in the Your turn section in all the
texts. Its aim is to develop students’ autonomous
learning and presentation skills. Of course, students
may be invited to write their work and this may
become their personal portfolio, showing their
strengths and weaknesses; in other words, this
section may be a fantastic assessment tool.
Changing lifestyles
Answers
1 1 Not everyone overcomes early suffering. Some grow stronger
but others never develop their full potential. 2 Walt Disney’s
childhood was difficult because he had a despotic father
who beat him, made him work hard and never gave him
money. 3 Eminem’s childhood was traumatic because he lived
in underprivileged neighbourhoods where he was bullied and
beaten. His father abandoned him and his mother left him
alone in the house to play bingo. Eminem had to drop out of
school and work to pay the bills. 4 Because it enables us to
explore new possibilities and land on new solutions.
2 stressful upbringing, early suffering, traumatic childhood
3 1 Walt didn’t use to play games as a little boy. 2 His father
used to be tough and despotic. 3 Did Walt use to deliver
newspapers on rainy days? 4 Did Eminem’s mother use to go
to the bingo? 5 Did he use to pay his mother’s bills?
4 1 shape; 2 unable; 3 allowance; 4 drag; 5 raised; 6 traumatic
5 Students’ own answers
M17 397 Phases1TB4 100 109 CLIL and Projects.indd 109
Frankenstein, a warning to
scientists and society
Answers
1 1 He created a monster because he wanted to solve the secrets
of life. 2 He ran away because he was very scared. 3 Because
he felt abandoned by his creator and wanted to take revenge
on him. 4 Walton did. 5 The message is that science and
knowledge are not dangerous in themselves. It is their use
and misuse that makes them dangerous. 6 The presence of a
monster and its atrocities make this novel a horror story.
2 Possible answers: 1 If Victor had not been so ambitious,
he wouldn’t have created a monster. 2 If Victor had not run
away when he saw his monstrous creation, the creature
wouldn’t have taken revenge. 3 If Victor had reported the
monster’s escape, he would have prevented the nanny’s death.
4 If Victor had created a female companion, the monster
would have felt less lonesome. 5 If Walton had not rescued
Frankenstein, he would have died on the ice.
3 1 must; 2 can’t; 3 might; 4 must
Tips for a job interview
Answers
1 1 Self-talk is beneficial. It clarifies your thoughts and reduces
stress before the interview. 2 It is advisable to relate your skills
to the position you are applying for. 3 Asking questions shows
interest in the company and in the job. Interviewers like it.
4 Some interviewers prefer applicants in formal clothes.
5 You must show your real personality. 6 Authenticity is very
important.
2 Possible answers: 1 I would ask the applicant why he/she
thinks he/she is the right candidate for the position.
2 I wouldn’t interview him/her. 3 I wouldn’t provide any
information about the company. I would think he/she isn’t
interested. 4 I wouldn’t object to his/her clothes but I would
consider it at the moment of taking a final decision.
3 1 stressful; 2 inevitable; 3 issued; 4 welcome; 5 beforehand
4 Students’ own answers
Cops and Robbers
Answers
1 death, abduction, homicide, detective, crime, cops, robbers,
ransom, kidnap, captured, captors, arrest, police, offences,
vandalizing, stealing, get arrested, spend some time in jail,
prison, accuses of, offenders, embezzlement, get out of jail,
stand trial, fled, surrendered to the court, sentenced to,
imprisonment, in jail
2 1 a; 2 c; 3 b; 4 a; 5 c; 6 c
3 1 of a rich businessman was kidnapped by two men; 2 was
arrested for loitering; 3 was accused of embezzlement by
the bank auditors; 4 were published under many pseudonyms;
5 are read by people all over the world
4 Students’ own answers
5 Students’ own answers
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 Exercise 19
1 If I were rich and famous, I’d buy a helicopter. 2 Lucy would
Answer Keys work in a shop if the conditions were better. 3 If my aunt didn’t
have two young children, she’d probably write a best-seller.
4 If I saw a job advertisement for the perfect job, I’d apply for it.

Language Database 5 If you found a mobile phone, what would you do?
Exercise 20
Exercise 1
1 would move, 2 get; 3 would not keep; 4 is
1 did they; 2 aren’t you; 3 hasn’t she; 4 doesn’t he; 5 can they
Exercise 21
Exercise 2
2 d; 3 a; 4 b; 5 c
Suggested answers:
Exercise 22
1 I don’t sleep well; 2 you eat too much chocolate; 3 it becomes
1 to arrive; 2 playing; 3 eating; 4 to hear; 5 coming
ice; 4 I can talk to them; 5 burn your hand
Exercise 23
Exercise 3
1 making; 2 to learn; 3 playing; 4 helping; 5 to buy
1 plays; 2 goes; 3 is swimming; 4 is training; 5 don’t like; 6 watch;
Exercise 24
7 am waiting
1 had seen; 2 hadn’t studied; 3 hadn’t tried; 4 had left; 5 hadn’t
Exercise 4
bought
1 got; 2 didn’t win; 3 took; 4 didn’t become
Exercise 25
Exercise 5
1 before; 2 By then; 3 already; 4 before
1 My uncle was tidying his house when he found these old photos.
Exercise 26
2 While I was doing my maths exams, my phone rang. 3 While
1 left, had, left; 2 didn’t give; 3 had trained, didn’t win;
Patrick was winning the race, he lost his shoe. 4 I was living in
4 ran away, fell
Paris when I met my best friend.
Exercise 27
Exercise 6
1 The Olympics are held every four years. 2 Cricket is not played
1 While she was not looking, I took a photo of her. 2 When I woke
in my country. 3 The best tennis player is ranked number one.
up, it was raining. 3 They weren’t listening when the teacher
4 A gold medal isn’t made of solid gold.
explained the homework. 4 John was playing the piano when
Exercise 28
his dad came home. 5 Paul was eating dinner while Lucy was
1 have been asked; 2 have been told; 3 has not been sent;
cooking.
4 has not been finished
Exercise 7
Exercise 29
1 used to work; 2 had; 3 used to watch; 4 get; 5 used to live
1 was stolen; 2 weren’t recycled; 3 was undercooked; 4 weren’t
Exercise 8
sent
1 subject; 2 object; 3 subject; 4 object
Exercise 30
Exercise 9
1 The next song is going to be played by my favourite musician.
2 c; 3 f; 4 b; 5 a; 6 d
2 The final will be won by Rafael Nadal. 3 Our car isn’t going to
Exercise 10
be repaired until next week. 4 Our team will not be beaten in this
1 have misplaced; 2 have grown; 3 have saved; 4 hasn’t made
tournament.
Exercise 11
Exercise 31
1 How long have you had your jeans? 2 How long has she been
1 The 2020 Olympics will be held in Tokyo. 2 London is visited by
your English teacher? 3 How long have they lived in France?
millions of tourists every year. 3 You application form wasn’t filled
4 How long has he played the violin?
in correctly. 4 My mother isn’t going to be promoted at work.
Exercise 12
Exercise 32
1 I have had my jeans since last week. 2 She has been (my/our)
1 When was the telephone invented? 2 What is her ring made of?
English teacher for about eight months. 3 They have lived in
3 Where was Tutankhamun’s tomb found? 4 When will a cure for
France for three years. 4 He has played the violin since he was
the disease be found? 5 Where is the race going to be held?
six years old.
Exercise 33
Exercise 13
1 are watching; 2 hadn’t seen him; 3 We have, been; 4 would help;
1 My friends haven’t still seen that new film. 2 I have just spoken
5 couldn’t swim
to Liam. 3 Have you phoned your parents yet? 4 I have already
Exercise 34
bought you a birthday present. 5 It’s 1 pm and you haven’t still
1 they had won the match; 2 I had never been to his house;
got dressed.
3 I had to study harder; 4 they would phone me later
Exercise 14
Exercise 35
1 ‘ve known; 2 left; 3 hasn’t won; 4 started; 5 haven’t read
1 the day after/the following day; 2 the day before/the previous
Exercise 15
day; 3 the week after/the following week; 4 two years before;
1 where; 2 who; 3 which; 4 where
5 that year
Exercise 16
Exercise 36
1 We went to a beautiful beach which had white sand and blue
It was Dan. He had forgotten to tell him the news the day before/
water. 2 I met a famous actor who has been in several films.
the previous day. Ben’s dad had found a new job and they were
3 We went to a new sports centre where you could try all kinds
moving to Bath the following month. Mark was going to have
of martial arts.
a surprise party for Ben that weekend at his house. They had
Exercise 17
bought him a present two days before. He would show him the
1 anywhere; 2 no one; 3 something; 4 someone; 5 nowhere
following day/the day after.
Exercise 18
Exercise 37
1 If he takes off his jumper, he will be cold. 2 We will save
1 what my friends were doing; if I had watched TV the previous
energy if we switch off the lights. 3 If you don’t listen, you won’t
night/the night before; 3 if he had ever beaten his brother at
understand. 4 If Joe moves house, will he change schools?
tennis; 4 what languages I could speak

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 Exercise 38
1 can’t; 2 might; 3 can’t; 4 can’t
Grammar 1
Exercise 1
Exercise 39
1 A did you win, B won; 2 A were you, B wasn’t, arrived;
1 might; 2 can’t; 3 must; 4 could
3 A did they break up, B broke up; 4 A did he lose, B left;
Exercise 40
5 A did you take, B didn’t take, took
1 Ali’s lived in England. He must speak English. 2 Luke was with
Exercise 2
me all day. He can’t be guilty. 3 They are not answering the phone.
1 used to have, didn’t use to have; 2 didn’t use to meet, used to
They might be asleep. 4 Sally’s very quiet. She might be ill.
meet; 3 used to spend
Exercise 41
Exercise 3
1 had gone, wouldn’t have been; 2 had trained, would have won;
1 has; 2 doesn’t drive; 3 goes; 4 wears; 5 were not; 6 used to
3 wouldn’t have got, had been; 4 wouldn’t have broken, hadn’t
work; 7 used to buy; 8 didn’t use to go; 9 did, change; 10 didn’t
kicked
have; 11 gave; 12 won
Exercise 42
Exercise 4
1 If my mum hadn’t left school when she was 16, she would
1 read; 2 worked; 3 got; 4 was sitting; 5 was taking; 6 didn’t have;
have gone to university. 2 If she had filled in the application form
7 spent; 8 ended; 9 began; 10 was working/worked; 11 was
correctly, she would have got the job. 3 If the detectives hadn’t
sleeping/slept;
looked for clues, they wouldn’t have solved the crime.
Exercise 5

Workbook
a 9; b 5; c 7; d 10; e 12; f 2; g 6; i 11; j 3; k 4; l 8

Starter unit Upgrade

Exercise A
Exercise 1 1 when; 2 in; 3 won; 4 dropped; 5 own; 6 him; 7 happened;
1 Are; 2 Where; 3 How long; 4 What; 5 What; 6 Would 8 did; 9 at
1 c; 2 e; 3 b; 4 a; 5 g; 6 f Exercise B
Exercise 2 02
Sports: football, boxing, lacrosse, judo, volleyball
Interviewer Even when he was a young child, Ben Adams
Music: a record, form a band, play live, a hit, an album cover
loved surfing and skateboarding. He was also
Films: screen, win an award, producer, soundtrack, director
very interested in fashion and enjoyed designing
Weather: snowing, sunny, foggy, stormy, raining
his own surfing and skating clothes. When
Extreme adjectives: enormous, delighted, boiling, exhausted,
he was only 15, he won a prize for his T-shirt
freezing
designs, and during the summer, he went to
IT activities: download a video clip, charge a mobile phone,
work for Fashion First in New York. At 16, he
post a comment, connect to the Internet, print a document
dropped out of school and started his own
Exercise 3
clothes company, Skate and Surf. He is now 17
1 love; 2 come; 3 ‘m watching; 4 see; 5 are looking; 6 are taking;
and a multimillionaire. We interviewed him at
7 ‘m not looking; 8 starts; 9 finishes
his home in Malibu, California:
Exercise 4
Interviewer (Q) What happened when you dropped out of school?
1 Are you watching TV now? 2 What are you doing? 3 Have you
Ben Adams (A) My mum was worried.
got a TV in your bedroom? 4 Where’s your laptop? 5 Does your
Interviewer (Q) What did you miss when you left school?
brother know a lot about football? 6 Why don’t you go to the living
Ben Adams (A) I missed being with my friends at first but now
room and switch on the TV?
I’ve got a new bunch of friends.
Exercise 5
1 slowest; 2 the youngest; 3 best; 4 older; 5 happier; 6 colder,
coldest
Vocabulary 2
Exercise 1
Exercise 6
1 look forward to; 2 agree with; 3 talk to; 4 worry about;
1 is he; 2 haven’t you; 3 are there; 4 won’t you; 5 has she;
5 participate in
6 didn’t it; 7 doesn’t it
Exercise 2
Exercise 7
1 with; 2 on; 3 to; 4 about; 5 to
1 Meet, get; 2 isn’t, use; 3 mix, get; 4 work, get; 5 heat, expands;
Exercise 3
6 attack, are
2 d; 3 b; 4 g; 5 a; 6 h; 7 f; 8 c
Exercise 4
1 worry about; 2 wait for; 3 agree about; 4 depend on; 5 talk about;
Unit 1 6 look forward to

Vocabulary 1 Grammar 2
Exercise 1
Exercise 1
1 f; 2 h; 3 b; 4 g; 5 c; 6 a; 7 e; 8 d
1 O; 2 S; 3 S; 4 O; 5 S; 6 S; 7 O
Exercise 2
Exercise 2
1 settle down; 2 have an interview; 3 travel abroad; 4 move house;
1 Who did you meet outside the cinema? O; 2 What just fell out of
5 retire
your bag? S; 3 Who usually does the washing up in your family? S;
a 5; b 4; c 3; d 1
4 What did you dream about last night? O; 5 Who makes the most
Exercise 3
noise in your family? S; 6 What happened at the end of that film? S;
1 take a gap year; 2 is going to retire; 3 Moving house; 4 get into
7 Who do you talk to when you’re worried? O
trouble; 5 start your own business; 6 dropped out of university
Exercise 3
1 e; 2 d; 3 c; 4 f; 5 b; 6 a

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 Exercise 4
1 Who spoke to you on the bus? 2 Who did you look at in the
Dictation
Exercise 8
street? 3 Who did your sister wave at? 4 Who gave you that phone
number? 5 What happened on the way to school? 6 What frightened 04

the children in the park? 7 What did Sheila take out of the bag?
8 Who lent your brother their new smartphone?
Exercise 5
1 Who discovered penicillin? 2 What surprised you when you
entered the building? 3 What makes you cry? 4 Who went to
the cinema with you last night? 5 What did his friends tell Peter?
6 What film did you watch when you last went to the cinema?
7 Who did you play the new game with?
One night when I was going to bed, I had an idea. I decided to
start a surf school. I put an advertisement in the local paper
and got a few replies from people who wanted to learn to surf. I
bought some surfboards and wetsuits and started to give lessons.
They went really well and my first customers told their friends
about me. Then it was the school holidays and lots of tourists with
children came to Newquay, our town. There were lots of young
kids who wanted lessons.

Listening Reading
Exercise 6 Exercise 1
03
1 settlers on board; 2 the year the first English settlers came to
America; 3 16th September, the date settlers left England;
DJ Welcome to ‘Begin Again’, the programme about people
4 days at sea; 5 The year Pilgrims built houses for themselves.
who made big changes in their lives. We have Eddie
6 27 m long, the length of the ship
Berry on our programme today. Eddie, tell us about the
Exercise 2
big change in your life.
Suggested answer: The Pilgrims became permanent settlers in
Eddie Two years ago I was doing badly at school. My parents
the USA. They built houses and grew vegetables. They celebrated
and teachers told me to work harder but I just argued
the first successful harvest. They didn’t call the celebration
with them. The exams were getting closer and closer
‘Thanksgiving’ but today people in the USA think of it as the first
but I couldn’t concentrate. We live near the sea, in
Thanksgiving.
Newquay, and I was spending all my time surfing.
Exercise 3
Four months before my exams, I dropped out of school.
1 The place was covered with snow so they stayed on board
My parents were furious and didn’t speak to me for two
during the cold winter months. 2 It was very long and difficult.
weeks. I got a job at the surf shop and did that for a
3 It was a ship. 4 It was ‘Thanksgiving’. 5 Squanto, from the
month. But it was boring and I didn’t have much time
Wampanoag tribe.
to surf. So then I got a job working in a restaurant in
Exercise 4
the evening. I did that for two months but it was very
1 c; 2 b; 3 a; 4 c; 5 b
tiring. The future was starting to look bad. I wasn’t
earning a lot of money, I was tired all the time and all
my friends were busy studying for their exams.
Writing
Exercise 1
I decided I wanted to go abroad but I needed money.
1 How are things; 2 It was brilliant; 3 Our last evening was great;
One night when I was going to bed, I had an idea. I
4 We’re all planning to meet up; 5 What have you been up to;
decided to start a surf school. I put an advertisement in
6 I can’t wait to hear from you; 7 please write soon; 8 Bye for now
the local paper and got a few replies from people who
Exercise 2
wanted to learn to surf. I bought some surfboards and
1 He went with two friends. 2 They stayed at a campsite in
wetsuits and started to give lessons. They went really
Newgale in Wales. 3 By train and by bike. 4 They went surfing
well and my first customers told their friends about me.
every day. 5 Dan did. 6 She had a really great voice.
Then it was the school holidays and lots of tourists with
Exercise 3
children came to Newquay, our town. There were lots
Students’ own answers
of young kids who wanted lessons. I was making £200
a day so I was able to save a lot of money. At the end of
the year, I had enough money for a flight to Australia.
Unit check
Exercise 1
I flew there in December and spent Christmas day
1 start your own; 2 drop out; 3 get into; 4 abroad; 5 a gap year;
surfing on Bondi Beach. While I was in Australia I taught
6 settled down
surfing and that paid for my stay. I was there for three
Exercise 2
months altogether. When I got back, I decided to start
1 c; 2 f; 3 b; 4 d; 5 a; 6 e
my own business – a surf shop and a big surf school.
Exercise 3
The bank is going to lend me the money to start it. I’m
1 to live; 2 happened; 3 was driving; 4 got out; 5 stole; 6 made
very positive about the future.
Exercise 4
problems at school; arguments with parents; surfing; starting
1 What happened after the accident? 2 Who did you talk to?
a business; travelling; Christmas; working in a restaurant;
3 Who saw you talking to this person? 4 Did this person say
teaching children
anything to you? 5 Who phoned you at that moment?
Exercise 7
Exercise 5
c 2; d 9; e 4; g 6; h 7; i 8; j 5; k 3; l 10
1 because; 2 has; 3 discovered; 4 wrote; 5 do birds realize;

Upgrade 6 comes; 7 tends; 8 mentioned; 9 migrate; 10 refers

1 decided; 2 felt; 3 didn’t have; 4 to stay; 5 was living; 6 didn’t

have; 7 helps; 8 keeps; 9 will start
Digital Competence
Exercise 1
1 Digital stories can contain a mixture of images, text, recorded
audio narration, video clips and/or music. 2 No, they are told in an
informal manner.

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 Exercise 2
1 Students’ own answers. Possible answers for 2–3:
2 Include a slide about his childhood, a slide about other
accomplishments, a slide about his personal life.
3 Add background music and special effects between slides.
Unit 2
Vocabulary 1
Exercise 1
1 h; 2 a; 3 j; 4 i; 5 c; 6 b; 7 f; 8 e; 9 g; 10 d
Exercise 2
1 recycle packaging; 2 share car journies; 3 insulate windows;
4 take care of natural resources; 5 compost food waste
Exercise 3
1 a; 2 b; 3 b; 4 a; 5 b
Exercise 4
1 use rechargeable batteries; 2 install solar panels; 3 recycle
packaging; 4 buy second-hand clothes; 5 turn off lights
Grammar 1
Exercise 1
2 g; 3 a; 4 d; 5 c; 6 e; 7 f
2 We have known each other since we were at primary school.
3 The European Union has existed since 1993. 4 Kate has had
a driving licence since she was 17. 5 There has been life on earth
for millions of years. 6 You have felt ill with that cough for three
days now. 7 Michael has worked in environmental projects for
two years.
Exercise 2
2 I have just finished this book. 3 It has just started to rain.
4 She has just seen a ghost. 5 There has just been an accident.
6 They have just had their breakfast.
a 1; b 5; c 3; d 4
Exercise 3
1 have been; 2 have just installed; 3 have insulated; 4 have spent;
5 have planted; 6 have had; 7 haven’t seen; 8 haven’t been/gone;
9 Have you seen; 10 haven’t heard
Exercise 4
1 Have you planned the route yet? No, I still haven’t planned
the route. 2 Have you chosen the campsites yet? No, I haven’t
chosen them yet. 3 Have you bought cycling shorts yet? Yes,
I have already bought them. 4 Have you checked the bicycle lights
yet? Yes, I have already checked them. 5 Have you practised
changing a tyre yet? No, I still haven’t practised.
Exercise 5
1 They have already insulated the windows. 2 They have already
bought bicycles. 3 They still haven’t sold their car. 4 They have
already read an organic gardening book. 5 They still haven’t made
a compost heap. 6 They still haven’t got a container to catch rain
water.
Exercise 6
1 c; 2 d; 3 a; 4 b
Students’ own answers
Upgrade
1 when; 2 was looking; 3 any; 4 received; 5 him; 6 has already
signed
Vocabulary 2
Exercise 1
1 e; 2 g; 3 a; 4 f; 5 c; 6 b; 7 d
Exercise 2
water pollution; biodegradable material; greenhouse effect;
environmentally-friendly place; ecological disaster; global
warming; smog
M17 397 Phases1TB4 110 128 Answer Keys.indd 113
Exercise 3
1 biodegradable materials; 2 environmentally-friendly; 3 smog;
4 car fumes; 5 natural resources
Exercise 4
1 natural resources; 2 global warming; 3 ecological disaster;
4 water pollution; 5 car fumes
Grammar 2
Exercise 1
1 Have you found; 2 You’ve never met; 3 did you get; 4 have
already bought; 5 did you dance; 6 has stolen
Exercise 2
1 lived; 2 worked; 3 didn’t like; 4 have seen; 5 have never spoken;
6 Have you ever spoken; 7 met; 8 danced; 9 was; 10 Have you ever
been; 11 visited; 12 had
Exercise 3
1 Did you go to the recycling centre on Wednesday? 2 Where
were you last night? 3 You look healthy and relaxed. Have you
been on holiday? 4 I can check my emails now that I have turned
my computer on. 5 What time did you go out yesterday? 6 My
grandparents moved to the country a few years ago. 7 Fran hasn’t
eaten meat since she was twelve. 8 Alice isn’t here. She has
gone out.
Exercise 4
1 When did you start investigating ecological disasters? 2 What
did you first focus on? 3 Have you carried out an experiment
on global warming? 4 How long did you work at the Italian
university? 5 How long have you worked in this laboratory?
6 Have you ever been to the USA?
Listening
Exercise 5
05
Presenter Welcome to Go Green. Today we hear from four
teenagers who are worried about the environment.
Becky Hi, I’m Becky. I get very depressed when I think
about all the environmental problems in the world
today. It seems the world is in such a mess we can’t
really do anything to help it. How are we going to
stop climate change and global warming? The earth
is gradually getting hotter and hotter but we don’t
notice it. For example, spring is coming earlier in
the UK. Also there are more and more floods in
Britain with huge amounts of rain in the summer.
It’s because the air is getting warmer and warm air
can carry more water.
Presenter Thank you, Becky. What about you, Jack?
Jack I think climate change is caused by humans
and therefore humans can stop it. We need to cut our
carbon emissions and then the atmosphere will stop
heating up. One way of reducing carbon emissions
is by not driving everywhere. We all need to use
public transport or ride our bikes. So governments
need to put more money into public transport so that
it’s cheaper and more efficient. Then people would
stop driving everywhere. Secondly, we need to use
less electricity. It’s easy to reduce our electricity
use – by turning off our lights, turning our heating
down, insulating our windows, turning off our
computers when we aren’t using them, not using air
conditioning.
Presenter Very interesting, thanks Jack. What do you think,
Anna?
Anna I can’t decide about nuclear energy.
On the one hand it’s cleaner than burning fossil
fuels like oil and gas. Nuclear power stations do
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19/07/18 18:02
 not produce many carbon emissions. So they don’t in the home. 2 Diamond rings, paper invitations and wedding
contribute so much to climate change. dresses have a negative effect on the environment. 3 Because you
But on the other hand, there is no clean way of can be sure that the people work in good conditions and that they
storing nuclear waste. And we know how serious aren’t underpaid. 4 A new wedding dress is not eco-friendly and it
nuclear accidents are. Chernobyl was one disaster is worn only once.
when a nuclear reactor burnt down and caused
extremely serious pollution and illness. And in Writing
the Japanese earthquake in 2011, nuclear power Exercise 1
stations were badly damaged and released nuclear 1 What’s more; 2 As a result; 3 Furthermore; 4 Consequently
waste into the air and sea. It takes a very long time Exercise 2
to get rid of that kind of pollution. 1 At present; 2 in my opinion; 3 Secondly; 4 negative effects;
Presenter Thanks, Anna. Now, Charlie – what do you think? 5 What’s more; 6 In conclusion
Charlie I think we’re running out of oil and gas. So we have Exercise 3
to find alternative sources of energy. Students’ own answers
I don’t think we should use nuclear power. It’s too
dangerous. I think governments need to invest in Unit check
renewable energy like solar energy, wind energy and Exercise 1
tidal energy. In countries where there is a lot of sun, 1 recycling; 2 turn off; 3 compost; 4 share; 5 take care of
solar energy is a wonderful solution. We mustn’t get Exercise 2
depressed about the future. We must take action to 1 natural resources; 2 environmentally-friendly; 3 biodegradable
protect the planet. material; 4 greenhouse effect; 5 ecological disasters
Presenter Thank you, Charlie. That’s all for today, but … Exercise 3
nuclear accidents; people wasting electricity; rainfall; solar 1 Have, donated; 2 was; 3 did, buy; 4 have, lived; 5 Has, turned off;
energy; the weather; taking action; the climate in Britain; 6 hasn’t finished
the need for better public transport; riding a bicycle 1 c; 2 e; 3 a; 4 b; 5 f; 6 d
Exercise 6 Exercise 4
1 Anna; 2 Becky; 3 Jack; 4 Anna; 5 Becky; 6 Charlie; 7 Jack; She has already met Laura for lunch at home.
8 Charlie They haven’t gone shopping together yet./They still haven’t gone
shopping together.
Upgrade She still hasn’t asked Mum for money./She hasn’t asked Mum for
Exercise A money yet.
2 B; 3 C; 4 B; 5 B; 6 A; 7 B; 8 B; 9 C; 10 C She still hasn’t bought shoes for Tom’s party./She hasn’t bought
Exercise B shoes for Tom’s party yet.
06
She has already recharged her mobile phone.
She has already insulated her bedroom window.
Two years ago, my family decided to do something for the
Exercise 5
environment. First, we started taking our own shopping bags
1 I started recycling a year ago. 2 My sister has never composted
to the supermarket so we didn’t need to use the supermarket’s
food waste. 3 When did you buy that Fairtrade T-shirt? 4 We haven’t
plastic bags. Then we built a compost heap in the garden for
recycled the boxes yet. 5 How long have you had these rechargeable
all our food waste. My parents have ridden their bikes to work
batteries?
for years. But to be even greener, they have just sold their car.
We still haven’t put solar panels on our roof, but we will soon.
I haven’t bought any new clothes for a year but last week
Digital Competence
Exercise 1
I swapped half my clothes with a friend who’s the same size as
1 Students’ own answer. 2 You can receive instant information
me. And since the beginning of the year my sister and I have
or feedback from people and the results are automatically
helped an environmental group raise money.
collected.
Exercise 2
Dictation 1 The most popular result is ‘getting used to being green’ and
Exercise 7
the least popular result is ‘not really green’. 2-3 Students’ own
07 answers
Two years ago my family decided to do something for the
environment. First, we started taking our own shopping bags
to the supermarket so we didn’t need to use the supermarket’s
plastic bags. Then we built a compost heap in the garden for all
Unit 3
our food waste. My parents have ridden their bikes to work for Vocabulary 1
years. But to be even greener, they have just sold their car. Exercise 1
1 tight; 2 sporty; 3 loose; 4 old-fashioned; 5 glamorous; 6 formal
Reading a 1; b 5/6; c 2; d 3
Exercise 1 Exercise 2
1; 2; 3 2 g; 3 d; 4 a; 5 f; 6 b; 7 c
Exercise 2 Exercise 3
Students’ own answers 1 tight; 2 comfortable; 3 colourful; 4 glamorous; 5 old-fashioned;
Exercise 3 6 loose
1 b; 2 b; 3 b; 4 c; 5 a Exercise 4
Exercise 4 1 glamorous; 2 conventional; 3 impractical; 4 trendy; 5 casual
1 They help the environment by recycling paper or saving energy

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 Grammar 1 Georgia
views. First, Georgia.
I think it’s great that fashion today is so free.
Exercise 1
You can dress in a different style every day. Today I’ve
1 where; 2 who; 3 that; 4 that; 5 which
got an ethnic look. I’m wearing a long Indian skirt
Exercise 2
and a tight cotton top. I might want to look more
2 a; 3 f; 4 e; 5 c; 6 d
aggressive tomorrow in tight black trousers and
Exercise 3
boots. I dress according to my moods and how I’m
1 which; 2 which; 3 who; 4 which; 5 where; 6 where; 7 which;
feeling when I get up.
8 where; 9 who
Presenter Daniel, what are your views on fashion?
Exercise 4
Daniel I like to look smart and I don’t mind paying a lot for it.
1 which/that is played in England in early July; 2 who fought the
I wear designer clothes even when I’m wearing casual
English non-violently; 3 which/that was written by JRR Tolkien;
clothes. My jeans are always expensive and so are my
4 where St. Peter’s Basilica was built in 324AD; 5 who died at the
trainers and T-shirts, although I don’t wear trainers
age of 91 in 1901; 6 who decided to fight crime in Gotham City
very much. I prefer leather shoes. Some people call
Exercise 5
me a snob but I don’t care. I don’t like people who
1 There’s a shop in Park Street where you can get two pairs of
look untidy.
shoes for £20. 2 I’ve got a friend who always makes her own
Serena I’m the opposite of Daniel. I love fashion but I hate
clothes. 3 There’s a bookshop in my street where you can look at
paying a lot for it. There’s a well-known chain shop
books and have a coffee. 4 I’ve got a dress of my grandmother’s
near me which has very cheap clothes. I enjoy the
which looks great on me. 5 There’s a man outside who wants to
challenge of finding something which is really stylish
see you.
and attractive in all the rows of uninteresting stuff. I
Exercise 6
also love shopping at charity shops and markets. You
1 The red suitcase which is by the door is my brother’s. 2 The
can pick up some great bargains. I get vintage clothes
woman who has just come in didn’t attend the concert yesterday.
and second-hand clothes by top designers. I found
3 That is the solicitor who is going to retire soon. 4 This is the
some beautiful blue velvet trousers in a charity shop.
town where uncle Fred was born. 5 That is the restaurant where
They’re by the English designer Vivienne Westwood.
Al Capone used to dine. 6 He is the psychologist who lectured on
They were in excellent condition and they only cost me
bullying at school three weeks ago. 7 That is the house where
£12. New, they’re £200.
I used to live in.
Presenter Tim, do you spend a lot on clothes? What’s your

Upgrade Tim
attitude to fashion?
I try to look tidy and smart but I don’t think I’m
Exercise A
fashionable. And I don’t think you have to spend a
1 where; 2 who; 3 where; 4 in; 5 and; 6 and; 7 could; 8 some
lot to achieve a good look but you have to choose
Exercise B
carefully. I nearly always wear black jeans and a
1 false; 2 true; 3 not mentioned; 4 false; 5 false; 6 false
T-shirt and I have my hair very short. I have a few

Vocabulary 2 good quality things. My jeans are quite expensive and

I take a lot of time choosing them. Clothes have to
Exercise 1
be practical and comfortable for me. I’m interested
1 zip up; 2 throw away; 3 wear out; 4 put away; 5 pick out;
in new materials. For years we’ve worn cotton, silk,
6 dress up
wool. But now there are some interesting materials
a 3; b 1; c 4; d 2; e 5; f 6
developed for sport that are very practical.
Exercise 2
1 false; 2 not mentioned; 3 false; 4 not mentioned; 5 true; 6 false;
2 b; 3 d; 4 a; 5 e; 6 f
7 false; 8 true
Exercise 3
Exercise 6
1 try it on; 2 go with; 3 wear them out; 4 throw anything away;
1 Georgia; 2 Serena; 3 Georgia; 4 Tim; 5 Daniel; 6 Tim; 7 Serena;
5 pick something out
8 Daniel
Exercise 4
1 pick out; 2 dress up; 3 put, away; 4 tried on; 5 wear out
Upgrade
Exercise A
Grammar 2 1 C; 2 A; 3 C; 4 A; 5 A; 6 C; 7 B; 8 B
Exercise 1
Exercise B
2 e; 3 d; 4 f; 5 a; 6 b
Exercise 2 09

1 nothing, nowhere; 2 Anywhere; 3 somewhere; 4 something; Luke There’s someone at the door.
5 No one; 6 anything; 7 someone; 8 anyone Dan Don’t answer it. It might be someone annoying that wants
Exercise 3 to sell us something.
1 Something; 2 anything; 3 somewhere; 4 something; 5 Nothing; Luke OK. I’ll take a look out of the window.
6 something; 7 anything Dan Don’t let them see you looking.
Exercise 4 Dan Perhaps they’re somewhere in the garden. Or perhaps
Students’ own answers they’ve gone round the back of the house and they’re
going to knock at the back door.
Listening Luke Yes. There’s someone at the back door. It’s a tall girl in a
Exercise 5 white skirt that’s too short for her.
08
Dan Oh, that’s Marianne.
Luke Why is she wearing a tiny white skirt in the middle of
Presenter Welcome to ‘Teen Talk’. Our subject today is clothes
winter?
and fashion, and we have four teenagers giving their
Dan Because she’s going to play tennis probably.

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 Dictation Unit 4
Exercise 7
10
Vocabulary 1
Exercise 1
Luke There’s someone at the door.
1 application; 2 apply; 3 work; 4 pay; 5 pension; 6 contract;
Dan Don’t answer it. It might be someone annoying that wants
7 expenses
to sell us something.
hidden word: allowance
Luke OK. I’ll take a look out of the window.
Exercise 2
Dan Don’t let them see you looking.
Suggested answers: 2 d; 3 f; 4 a; 5 e; 6 g; 7 b
Dan Perhaps they’re somewhere in the garden. Or perhaps
Exercise 3
they’ve gone round the back of the house and they’re
1 getting his pension; 2 signing a contract; 3 get a pay rise; 4 pay
going to knock at the back door.
for all his expenses; 5 applied for a job; 6 given him a promotion;
Luke Yes. There’s someone at the back door. It’s a tall girl in a
7 get the yearly bonus; 8 get work experience
white skirt that’s too short for her.
Exercise 4

Reading 1 allowance; 2 pension; 3 salary, bonus; 4 promotion; 5 work

experience
Exercise 1
Suggested answers: clothes; hair styles; transport
a 5; b 3; c 1; d 4; e 2
Grammar 1
Exercise 1
Exercise 2
1 will wear; 2 will you help; 3 doesn’t stop; 4 offer; 5 won’t regret;
1 true; 2 true; 3 not mentioned; 4 false; 5 true; 6 true
6 doesn’t get
Exercise 3
Exercise 2
1 c; 2 g; 3 h; 4 e; 5 a; 6 d; 7 f; 8 b
1 don’t pass, won’t get; 2 don’t get, won’t have; 3 don’t have,

Writing won’t have; 4 don’t have, won’t be able

Exercise 3
Exercise 1
1 If you buy one today, we’ll give you £20 free talk time!
1 but; 2 Although; 3 While; 4 whereas
2 If you want to work on the move, you’ll love this! 3 If you open
Exercise 2
an account with us today, we’ll give you a free mobile phone!
1 styles; 2 boots; 3 glamorous; 4 hairstyles; 5 trousers; 6 unusual;
4 If you like good design, you’ll want one of these!
7 markets; 8 dress; 9 confident; 10 magazines
Exercise 4
Exercise 3
1 I’d buy my parents a new house if I won the lottery. 2 If my
Students’ own answers
father didn’t have a job, he would be very bored. 3 If you were

Unit check the president, what would you do? 4 If I could choose any job in
the world, I’d be a rock star.
Exercise 1
Exercise 5
1 conventional, colourful; 2 loose; 3 old-fashioned; 4 impractical;
2 e; 3 b; 4 d; 5 c; 6 a
5 glamorous; 6 trendy
Exercise 6
Exercise 2
1 will help; 2 would you do; 3 saw; 4 would you scream; 5 would
1 throwing away; 2 tried, on; 3 goes with; 4 put away; 5 wear out;
you faint; 6 would you do; 7 found; 8 Would you keep; 9 would you
6 pick out
take; 10 would take; 11 don’t answer; 12 won’t help
Exercise 3
1 I haven’t met the woman who reported the crime yet. 2 There’s
a man at the door who would like to speak to Dorothy. 3 There’s
Upgrade
1 What would you do if you found a snake in your bed? 2 How
a big bookshop in High Street where you can buy the new book
much would you spend on a present for your best friend if you
by Zadie Smith. 4 Are you sure that’s the car which was used in
won the lottery? 3 Where will you go if it snows next Saturday?
the film? 5 Is Anna the woman who won the race?
4 Who would you like to meet if you had the chance? 5 How many
Exercise 4
people will you invite if you celebrate your next birthday at home?
1 I’ve got a new mobile phone which my dad gave me as a
6 What will you do if you can’t get a job when you leave school?
birthday present. 2 There’s a new boutique in Park Street where
you can get really inexpensive clothes. 3 Henry had a serious
accident two months ago which he will never forget. 4 The actress
Vocabulary 2
Exercise 1
who is sitting by the window starred the last Maxwell’s play.
1 earn; 2 have; 3 learn; 4 have; 5 work; 6 do; 7 serve; 8 fire
5 There’s a car parked outside which looks suspicious to me.
Exercise 2
Exercise 5
2 f; 3 b; 4 a; 5 c; 6 e
1 someone; 2 nowhere; 3 anyone; 4 nothing; 5 Something
Exercise 3

Digital Competence 1 full-time job; 2 are unemployed; 3 learn new skills;

4 serving customers
Exercise 1
Exercise 4
Students’ own answers
1 have a full-time job; 2 work part-time; 3 do an apprenticeship;
Exercise 2
4 learn new skills; 5 fire; 6 lose the job
1 They are ‘hotspots’. If you move the mouse over them, a box
with extra information appears. 2 Because there are hotspot
areas you can interact with to get additional information.
Grammar 2
Exercise 1
1 reading; 2 cleaning; 3 swimming; 4 Surfing; 5 getting up;
6 learning

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 Exercise 2 Exercise B
1 to go; 2 to see; 3 to speak; 4 to move; 5 to meet; 6 to join 12
Exercise 3
I am looking forward to leaving school. I’ve applied to go to
2 f; 3 b; 4 d; 5 a; 6 e
university in the States. If I got a scholarship, my parents wouldn’t
Exercise 4
have to pay the fees. But they still couldn’t afford to pay all my
1 to come; 2 to get; 3 making; 4 working; 5 to help; 6 painting;
living costs there. So if they offer me a place, I’ll need to get a
7 to make; 8 to be; 9 to come; 10 to pick
holiday job in the summer before I go. I would like to get a job as
Exercise 5
a lifeguard at the beach. I’ve learnt to save people in the water
Students’ own answers
and I’ve spent a lot of time doing a training course on artificial
Exercise 6
respiration. So I would know what to do if somebody got into
1 feeding the cat; 2 to help Sue with her maths homework;
trouble while I was on duty.
3 to going/travelling to the UK; 4 to buy this sweater; 5 eating
pizza for dinner
Dictation
Exercise 9
Listening
Exercise 7 13

11
I am looking forward to leaving school. I’ve applied to go to
university in the States. If I got a scholarship, my parents wouldn’t
Welcome to ‘Answers’, the programme where we answer the
have to pay the fees. But they still couldn’t afford to pay all my
questions you send us during the week. This week we’re talking
living costs there. So if they offer me a place, I’ll need to get a
about jobs for teens.
holiday job in the summer before I go. I would like to get a job as
Do you need to save up for something? Are you thinking of getting
a lifeguard at the beach.
a part-time job during term time? Or perhaps you want to work
during the summer holidays. If so, then you should first check out
the laws regarding working at your age.
Reading
Exercise 1
In the UK, when you reach the age of 13, you can legally get a job
freelance journalist
doing ‘light work’. This means work which will not be harmful
Exercise 2
to your health, safety or education. So you couldn’t work on a
1 Yes, they do. 2 No, you shouldn’t. 3 Because it helps people
building site, in a factory, or in a bar. In theory, you could work in
understand their pet’s behavior / there is a successful TV show
a shop, for example. However, most employers don’t give work
which studies dogs with behaviour problems. 4 Students’ own
to under 15s. So realistically, you are only going to get work
answers
babysitting, cleaning neighbours’ cars, mowing people’s lawns,
Exercise 3
watering gardens and walking dogs. A few schoolchildren this
1 in their private lives; 2 ex-police or ex-army officers; 3 freelance
age get paid to deliver newspapers.
journalists to write the articles that fill their newspapers and
Now let’s talk about working hours. The basic rule for all
magazines; 4 for a good sum of money; 5 their pet’s behavior;
schoolchildren up to the age of 16, is that during term time you
6 special courses
can only work 12 hours a week. You can’t start work before 7 am
or finish after 7 pm on any day. And you can’t work for more than
two hours on Sundays.
Writing
Exercise 1
So, as I said, during term time, 13 and 14 year olds can only work
2 a; 3 d; 4 e; 5 c; 6 b
12 hours a week. During school holidays, this age group can work
Exercise 2
a maximum of 25 hours a week. And they can never work for
1 environment; 2 join; 3 provide; 4 location; 5 available; 6 hard-
more than five hours a day.
working; 7 team players; 8 skills; 9 apply; 10 interested in
And to make it clear again, 15 and 16 year old schoolchildren can
Exercise 3
also only work 12 hours a week during term time. This age group
Students’ own answers
can work a maximum of 35 hours a week during the holidays. And
they can’t work longer than eight hours a day.
So what are you going to earn? I’m afraid there is no minimum
Unit check
Exercise 1
wage for under 16s. And what kind of holiday jobs are you likely
1 Which of the jobs would you like to apply for? 2 Do you think
to get? At Christmas a lot of shops take on extra staff. In the
Sam will get a pay rise this month? 3 My eldest sister was given
summer there’s fruit picking. Sometimes your interests and
a promotion and now she’s a sales representative. 4 Mr Brown
hobbies can help you find work. If you’re mad about tennis or
will get his pension next month. 5 Peter hasn’t got his bonus
football, perhaps you could find work in a sports shop.
yet but he has already bought three pairs of trousers and two
1 false; 2 true; 3 not mentioned; 4 true; 5 false; 6 not mentioned
T-shirts. 6 Have you seen any interesting job advertisements
Exercise 8
on the Internet?
1 Suggested answers: babysitting, cleaning cars, mowing lawn,
Exercise 2
watering gardens, walking dogs, delivering newspapers; 2 They
1 learnt/mastered; 2 earn; 3 work; 4 has been; 5 doing, learning/
can work 12 hours a week. 3 It’s 7 pm. 4 They can work 25 hours
mastering; 6 fired
a week. 5 They can work for two hours. 6 They can work 35 hours
Exercise 3
a week.
1 will, do; 2 study; 3 had; 4 would like; 5 will help, don’t help
Exercise 4
Upgrade 1 b; 2 f; 3 a; 4 e; 5 c; 6 d
Exercise A
Exercise 5
2 C; 3 B; 4 A; 5 C; 6 A; 7 B; 8 A; 9 C; 10 B
1 studying; 2 passing; 3 to sit; 4 talking; 5 reading; 6 to have

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Digital Competence
Exercise 1
Students’ own answers
Exercise 2
There are six sections: personal information; description of job
applied for; work experience; education and training; personal
skills like languages and computer skills; additional information
that doesn’t fall under any of the previous categories.
Exercise 3
1 c; 2 d; 3 a; 4 b; 5 e
Unit 5
Vocabulary 1
Exercise 1
1 for; 2 round; 3 across; 4 up; 5 out; 6 over; 7 down; 8 down
Exercise 2
1 d; 2 i; 3 b; 4 a; 5 h; 6 f; 7 e; 8 c; 9 g
Exercise 3
1 made for; 2 come across; 3 put up with; 4 breaks down; 5 has
been, down; 6 let, out
Grammar 1
Exercise 1
2 e; 3 c; 4 a; 5 b
Exercise 2
1 had broken; 2 had finished; 3 had written; 4 had already left;
5 had learnt
Exercise 3
1 Had she written a lot of poetry before she joined that writing
class? 2 After they’d read the book, did they want to see the film?
3 I had just turned the last page of a scary thriller when there
was a knock at the door. 4 What had the author written before she
wrote her autobiography? 5 I hadn’t tried writing poetry until our
teacher made us do it for homework.
Exercise 4
1 She hadn’t read much when she lost the book. 2 He started
reading a new thriller after he had got into bed. 3 I had read an
article about the author before I bought one of his books. 4 They
had eaten supper by the time Martin arrived.
Exercise 5
1 How many stories had the old man written before his death?
2 When JK Rowling first became famous, she hadn’t learnt to live
out of the public eye yet. 3 By the time George Edwards was 15,
he had already designed a new computer program. 4 Had Alice
already left when you got to the airport to see her off? 5 The
storm destroyed the sandcastle that we had built. 6 This sentence
is correct. 7 When I got to the office this morning, the lift hadn’t
broken down yet. 8 When Peter’s arm was better, the doctor
removed the plaster he had put a fortnight before.
Exercise 6
1 My sister had already got married when she was 17. 2 We all
had done our homework before we came to school today. 3 The
Second World War had already finished when Neil Armstrong
first walked on the Moon. 4 Last Saturday, my cousin had arrived
home before we got up. 5 Had Susan already bought her mother’s
present when you phoned her yesterday?
Upgrade
1 A; 2 C; 3 C; 4 B; 5 C; 6 B; 7 B; 8 A
Vocabulary 2
Exercise 1
1 rude; 2 capable; 3 polite; 4 addicted; 5 excited; 6 aware;
7 curious; 8 keen
1 c; 2 d; 3 c; 4 c; 5 b; 6 d; 7 b; 8 a
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M17 397 Phases1TB4 110 128 Answer Keys.indd 118
Exercise 2
1 My brother is only seven and he thinks he is capable of
absolutely anything! 2 My neighbour is so excited about his
new car that he spends a lot of time washing it in his garden.
3 We should never be rude to old people. 4 I first thought my
boyfriend was keen on literature and bought him a book for his
birthday but it was a mistake. 5 Are you aware of the fact that you
will earn a lot of money if your latest book is a success? 6 Most
young people are addicted to video games but I don’t find them
particularly interesting.
Exercise 3
1 My aunt is not really keen on taking photos. She hasn’t even got
a camera. 2 I can’t understand why you’re so excited about
the situation. It’s really stressful! 3 Have you become aware of
the fact that your final exams are next week? You should start
studying hard. 4 The first thing the new manager said was that he
didn’t want anybody to be late for work. 5 ‘Please take out your
books and get ready for the class,’ said the teacher.
Exercise 4
1 keen on; 2 capable of; 3 ready for; 4 aware of; 5 addicted to;
6 polite to; 7 excited about; 8 late for; 9 curious about
Grammar 2
Exercise 1
1 had spent; 2 cleared; 3 attacked; 4 Had you already finished;
5 had you done, started; 6 arrived, had got out
Exercise 2
1 When I celebrated my 10th birthday, my brother hadn’t been born.
2 My parents had done different jobs before they got married.
3 When I got to her house, Alice had made eight big pizzas.
4 Fortunately, when the lights went out, I had finished watching
my favourite programme.
Exercise 3
1 Alice had had a shower, she had breakfast; 2 the film had begun,
we arrived at the cinema; 3 home yesterday, my brother had
woken up; 4 my sister had celebrated her wedding anniversary,
she travelled to Scotland, 5 left when the police arrived at the
crime scene
Exercise 4
1 had got up/were getting up; 2 had flown; 3 rang; 4 had left;
5 was; 6 finished; 7 went; 8 had walked; 9 received
Exercise 5
1 got, had, left; 2 arrived, had brought; 3 got, had gone; 4 arrived,
had run away; 5 rang, had finished
Listening
Exercise 6
14
Presenter Welcome to ‘Book Club’. This month Kate is going to
review ‘Oliver Twist’.
Kate I read ‘Oliver Twist’ last month. It’s a famous novel
by Charles Dickens. It’s about a child called Oliver
Twist who hasn’t got any parents. He is about ten
years old and he lives and works in a workhouse,
a place where extremely poor people live. One day,
Oliver, who is very thin and hungry, asks for more
food. He gets into terrible trouble. The fat manager
of the workhouse sells him to some people as a
worker. The people Oliver works for hit him. He runs
away and a criminal called Fagin makes him work in
a gang of poor children. The gang steal from people
in the streets. Oliver doesn’t want to be a criminal
and manages to escape but not for long. The worst
bit is when a criminal called Bill Sikes kills a woman
called Nancy because she tries to help Oliver. I won’t
tell you all the details. The plot is very complex,
19/07/18 18:02
 anyway. But I will tell you that surprisingly, the book Exercise 4
has a happy ending. In this book, Dickens criticizes 1 When my sister celebrated her 20th birthday two years ago;
social injustice in nineteenth-century England. We 2 Martin had not yet bought his red car when; 3 After my
learn about the terrible conditions for poor people grandmother had had her first baby; 2 Peter had not studied for
in cities like London. Children like Oliver are cold, the test so
sick and hungry. They have to steal to live. If they 1 c; 2 d; 3 a; 4 b
are caught stealing, they can end up in prison. It’s Exercise 5
a satire on the terrible laws for poor people and a 1 happened; 2 made up; 3 decided; 4 had driven; 5 arrived;
satire on the middle classes who don’t help. But 6 had gone in; 7 called; 8 did, know; 9 had written
there is also a fairy story in this book. Oliver is a
strong person and has a good heart. And in the end Digital Competence
he’s lucky. He makes some good friends and goes to Exercise 1
live a happy life in a big house outside London. Students’ own answers
crime, injustice, killing, life in a city, London, poor people, the Exercise 2
middle classes 1 Suggested answer: It’s a news report/story. 2 Students’ own
Exercise 7 answers
1 He’s about ten years old. 2 Extremely poor people live in a
workhouse. 3 He gets into trouble because he’s hungry and asks
for more food (so the fat manager of the workhouse sells him to
some people as a worker). 4 He runs away because they hit him.
Unit 6
5 He makes him steal from people in the streets./He makes him Vocabulary 1
work in a gang of poor children. 6 Because Nancy tries to help Exercise 1
Oliver. 7 It has a happy ending. 2 g; 3 c; 4 b; 5 f; 6 e; 7 a
Exercise 2
Upgrade 1 draw; 2 broke the world record; 3 support; 4 awarded;
1 were staying; 2 had planned; 3 had rained; 4 hadn’t spent; 5 take up a sport
5 wrote; 6 was dreaming; 7 had made; 8 didn’t get Exercise 3
1 supported; 2 televised; 3 drew; 4 had coached; 5 scored;
Dictation 6 take up; 7 held
Exercise 8 Exercise 4
15
1 televising; 2 score; 3 take up; 4 are holding; 5 had coached;
6 drawn; 7 broke; 8 awarded
Dickens criticizes social injustice in nineteenth-century England.
We learn about the terrible conditions for poor people in cities
like London. Children like Oliver are cold, sick and hungry. They
Grammar 1
Exercise 1
have to steal to live. If they are caught stealing, they can end up
1 are given; 2 are raised; 3 is played; 4 aren’t played; 5 is usually
in prison.
held; 6 aren’t usually presented
It’s a satire on the terrible laws for poor people and a satire on
Exercise 2
the middle classes who don’t help. But there is also a fairy story
1 weren’t created; 2 were made; 3 was adopted; 4 wasn’t called;
in this book. Oliver is a strong person and has a good heart. And
5 was called; 9 was originally played; 10 was given
in the end he’s lucky.
Exercise 3

Reading 1 isn’t asked; 2 were taken; 3 aren’t worn; 4 isn’t played

Exercise 4
Exercise 1
1 The first Wimbledon tennis tournament was held in 1877.
: 2, 3, 4, 6
2 The men’s championship was won that year by Spencer Gore.
Exercise 2
3 The women’s championship was won by 15 year old Lottie Dod
1 true; 2 false; 3 false; 4 false; 5 not mentioned; 6 true
in 1887. 4 White tennis balls were used at Wimbledon before
Exercise 3
1986. 5 Yellow balls are seen more clearly on television. 6 Every
1 d; 2 f; 3 e; 4 a; 5 c; 6 b
year, 250 pupils from local schools are chosen to become ball

Writing boys and girls.

Exercise 5
Exercise 1
1 be won; 2 be sold; 3 be allowed; 4 be televised; 5 be tested;
1 e; 2 c; 3 b; 4 g; 5 d; 6 a; 7 f
6 be set; 7 be given; 8 be turned off
Exercise 2
Exercise 6
1 won; 2 sold; 3 title; 4 becomes; 5 narrated; 6 However; 7 Then;
1 won’t be held; 2 won’t be expected; 3 won’t be allowed;
8 recommend; 9 enjoy
4 won’t be broken; 5 won’t be announced
Exercise 3
Exercise 7
Students’ own answers
1 The next Wimbledon finals aren’t going to be played until

Unit check Saturday 14th. 2 The votes are going to be counted next week.
3 The semifinal is going to be continued if it stops raining.
Exercise 1
4 Unfortunately, the losing team isn’t going to be photographed
1 d; 2 f; 3 b; 4 e; 5 a; 6 c
by any of the photographers in the stadium. 5 This film is going
Exercise 2
to be shown again next Saturday evening.
1 on; 2 of; 3 for; 4 to; 5 to
Exercise 8
Exercise 3
1 will be picked up at the airport by a tour guide; 2 will be given
1 had already arrived, began; 2 Had, finished; 3 had already
breakfast as soon as we get to the hotel; 3 the final match in
happened, became; 4 had not yet got; 5 had not finished, destroyed

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 Liverpool will be bought by a large number of tourists; 4 will be
shown around the stadium before the match by the captain of
the local team; 5 won’t be expected to pay for this tour of the
stadium; 6 will be driven to a restaurant once the match is over;
7 not going to be collected from the hotel the next day
Vocabulary 2
Exercise 1
1 beat; 2 practise; 3 waste; 4 train; 5 remind
Exercise 2
1 beat; 2 expect; 3 hopes; 4 play; 5 practising; 6 spent; 7 wasted;
8 remind; 9 remember; 10 teach; 11 training
Exercise 3
1 train; 2 teach; 3 practise; 4 won; 5 remember; 6 remind
Exercise 4
1 remember; 2 play; 3 win; 4 remind; 5 beat
Grammar 2
Exercise 1
1 How often are the Commonwealth Games held? They are held
every four years. 2 What are cricket balls made of? They are made
of cork and leather. 3 What is a cricket bat made of? It is usually
made of wood. 4 Are helmets worn in American football? Yes, they
are worn in American football.
Exercise 2
1 Who was tennis invented by? 2 When were rackets created?
3 What were the earliest tennis balls made of? 4 What was tennis
originally called?
Exercise 3
1 d; 2 f; 3 c; 4 b; 5 e; 6 a
Exercise 4
1 What kind of bikes will be provided? 2 Where will our heavy
luggage be left? 3 Who will the tents be transported by? 4 Will
we be helped with bicycle repairs? 5 Will dinner be cooked for us
in the evenings? 6 Will we be met at the airport? 7 When will our
plane tickets be sent to us?
Exercise 5
1 Where is Roland Garros played?; 2 When was the first
Wimbledon final won by a British player?; 3 How often are the
Olympic Games held?; 4 Which football team was given a golden
medal in the 2012 Olympic Games?; 5 Where is coffee produced?
1 e; 2 a; 3 f; 4 c; 5 d
Listening
Exercise 6
16
The South African swimmer Natalie Du Toit has always been
a very strong person. When she was a child, she had asthma.
Her parents took her to swimming lessons from the age of six
because they thought it would be good for her health. To begin
with, she didn’t like the water. But that didn’t last long. By the
age of ten she had broken all the records for her age group.
And by 14 she was one of South Africa’s top young swimmers.
Then, in 2001, at the age of 17, Natalie had a terrible road
accident and lost her leg. She had finished her training at the pool
and was leaving the pool car park on her scooter. Suddenly a car
drove fast through the car park and hit her. Doctors spent a week
trying to save her leg but in the end they had to amputate it
at the knee.
She started swimming again just five months after the accident.
It was difficult because she couldn’t swim in a straight line.
Then she learned to use her left arm more to compensate
for her missing left leg. And one year later she won the 50 and
100 metres freestyle races for swimmers with disabilities at the
Commonwealth Games. She also qualified for the final of the
800 metres for able-bodied swimmers.
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M17 397 Phases1TB4 110 128 Answer Keys.indd 120
In 2008, just seven years after her accident, Natalie qualified
for the Olympics and Paralympics in Beijing. She won five gold
medals in the Paralympics. And in the Olympics themselves,
she came 16th in the 10km marathon swim event.
Natalie, who is studying sports management when she’s not
training, has her own website. The first words you read on it are
‘Be everything you want to be.’ Certainly, her strength, courage
and determination are an inspiration.
1 It’s swimming. 2 She comes from South Africa. 3 She lost
her leg. 4 She is strong, courageous and determined.
Exercise 7
1 six; 2 the water; 3 14; 4 pool car park; 5 five; 6 straight line,
left arm; 7 Seven; 8 sports management; 9 want to be
Upgrade
Exercise A
2 C; 3 A; 4 C; 5 B; 6 C; 7 B; 8 B; 9 A; 10 C
Exercise B
17
In the past, horses were trained for war, farm work, transport
and sport. Today they are trained mostly so people can ride them
for fun or in sporting events.
A foal, or young horse, is often handled in the first few days of
its life. It is thought that this will help it get used to human touch
and voice more easily. But there are farms and stables where
foals are left alone with their mothers for their first few days. If a
horse isn’t handled by humans until it is old enough to be ridden,
training will be a lot more difficult.
In general, a young horse will not be ridden until it is three years
old. However, a horse that is going to be trained for racing will
be sent to a professional trainer at the age of one, and will be
allowed to race by two years of age.
Dictation
Exercise 8
18
In the past, horses were trained for war, farm work, transport
and sport. Today they are trained mostly so people can ride them
for fun or in sporting events.
A foal, or young horse, is often handled in the first few days of
its life. It is thought that this will help it get used to human touch
and voice more easily. But there are farms and stables where
foals are left alone with their mothers for their first few days.
Reading
Exercise 1
Sixty people competed in the first race.
Exercise 2
1 false; 2 true; 3 false; 4 true; 5 true; 6 false; 7 false; 8 false
Exercise 3
1 c; 2 e; 3 a; 4 f
Writing
Exercise 1
1 d; 2 e; 3 a; 4 b; 5 c
Exercise 2
1 was five; 2 had to; 3 such as; 4 to be; 5 at a; 6 because of;
7 his contributions
Exercise 3
Students’ own answers
Unit check
Exercise 1
1 set; 2 awarded; 3 scored; 4 take; 5 support
Exercise 2
1 expected; 2 wasting; 3 win; 4 remind; 5 spend
19/07/18 18:02
 Exercise 3
1 Arthur was beaten by Mike in an unforgettable match.
2 I wasn’t taught how to hold the club. 3 Ron is expected to win
the next race. 4 My sister was trained by a tennis instructor last
year. 5 The winning goal will be surely scored by this player.
Exercise 4
1 is, played; 2 was, seen; 3 will, be given; 4 was offered;
5 will be spent
1 d; 2 a; 3 e; 4 c; 5 b
Exercise 5
1 has become; 2 aren’t talking; 3 is called; 4 who; 5 has
swum; 6 where; 7 used to go; 8 didn’t like; 9 had swum;
10 swimming; 11 to swim
Digital Competence
Exercise 1
1 A timeline can be used for showing a series of events in the
past, present or future in order. 2 You can write a timeline for a
famous person or your family and friends’ lives or any series of
events in the past, present or future.
Exercise 2
Suggested answers: 1It’s about the winners of the World Cup
between the years 1998-2014. 2 It talks about past events.
3 It shows the teams who played the final matches and the results.
4 Because the World Cup is still ongoing.
Unit 7
Vocabulary 1
Exercise 1
1 manufacture a product; 2 develop a concept; 3 research an idea;
4 test out the product; 5 do market research; 6 design a prototype
Exercise 2
1 analyze the results; 2 test out the product; 3 give a
demonstration; 4 do market research
Exercise 3
Suggested answers: 1 h; 2 c; 3 a; 4 d; 5 f; 6 b; 7 g; 8 e
Exercise 4
1 gives a demonstration; 2 test out the product; 3 invent
characters; 4 solve the problems; 5 do market research;
6 develop the concept; 7 improved the design
Grammar 1
Exercise 1
1 e; 2 d; 3 a; 4 c; 5 b
Exercise 2
1 told; 2 had worked; 3 would; 4 wasn’t going to; 5 didn’t have
Exercise 3
1 he couldn’t live without it; 2 he had just sent an email from it;
3 he was taking it on holiday; 4 he wouldn’t make calls because of
the price; 5 he had to turn it off because he was going into class
Exercise 4
1 My friend said he visited his uncle once a week. 2 Helen said
she had been at the cinema the day before. 3 Mum told us she
was furious. 4 The patient told the doctor he had a splitting
headache.
Exercise 5
1 he had gone to a show by design students the previous month;
2 they were going to an exhibition of robots in Tokyo the following
year; 3 Ann her uncle was coming with her; 4 Meg his sister
would fly to London in June
Exercise 6
1 she had been a normal person the previous year; 2 then she
was addicted to the Internet; 3 she was spending too much time
on the computer; 4 she hadn’t gone outside that day; 5 she had
M17 397 Phases1TB4 110 128 Answer Keys.indd 121
spent three hours playing games on the computer the day before;
6 she had to stop chatting online; 7 she had stopped being
sociable with her friends months before; 8 she wouldn’t allow
her to use that computer the following day
Exercise 7
1 I can’t; 2 your; 3 next Saturday; 4 is my; 5 We are having; 6 our;
7 I will have; 8 I was (see note); 9 yesterday; 10 we saw; 11 built;
12 is; 13 I am working; 14 my; 15 today; 16 I will; 17 you; 18 I need
your; 19 You are; 20 me
Note: The preposition in the item ‘8’ in the email template should
have been ‘at’ instead of ‘to’. This mistake will be corrected when
the Workbook is reprinted.
Vocabulary 2
Exercise 1
1 for; 2 at; 3 at; 4 on; 5 from; 6 to; 7 on
Exercise 2
1 rely; 2 mistaken; 3 apologize; 4 belongs; 5 insist
Exercise 3
1 on having passed his exam with flying colours; 2 for being late
for the concert; 3 belong to me; 4 recovered from a bad cold;
5 you for Cameron Diaz; 6 on my tiding up my room at once
Exercise 4
1 this exercise if you make so much noise; 2 other people’s
mistakes; 3 the injuries he got in his last rugby match; 4 her
success; 5 going on foot. It’s raining heavily! 6 Brad Pitt if I have
long black hair
Grammar 2
Exercise 1
1 had given; 2 was; 3 could; 4 had heard; 5 had discovered;
6 had discovered
Exercise 2
1 if she could borrow his laptop; 2 how long she spent on her
computer every day; 3 what they had done in their IT class the day
before; 4 what he was doing that day; 5 if she would install that
new program for him
Exercise 3
1 how many languages I spoke; 2 where I had learnt French;
3 if I could use a computer; 4 which programs I had used; 5 when
I would be able to start; 6 if I had got any questions; 7 if I would be
able to see their new films for free
Exercise 4
1 Peter asked me if I was a bit tired of going to work every
morning. 2 Mark wanted to know when Sue would finish her
writing task. 3 Our maths teacher asked us if we had done our
homework. 4 A famous reporter asked Julia Roberts how old she
was and she refused to answer. 5 My sister asked me why I didn’t
take up hockey to keep fit.
Exercise 5
1 d; 2 g; 3 c; 4 e; 5 a
Listening
Exercise 6
19
Presenter Welcome to ‘Techno’. Today we’re talking about
inventions. With me in the studio, I have Oliver,
Lizzie, Peter and Jenny. Oliver, what do you think is
the greatest invention of the past 200 years?
Oliver Easy! It’s something that I couldn’t live without. I use
it every day for communication, for study and for fun.
Presenter Do you mean your computer?
Oliver Well of course my computer is like my best friend.
We play games and music together and study
together! But I’m actually thinking of the Internet.
If we didn’t have the Internet, I’d have to spend
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19/07/18 18:02
 hours in libraries looking for books to help me with the headteacher if she could suggest ways of dealing with the
homework. And I love the way the Internet has made problem. Ms Stobart asked parents what steps they had taken so
it possible for anyone to publish. I have a blog, I far. One worried father said that he was going to keep his son’s
share my photos and I publish videos. laptop locked in a drawer from the next day. He said he would
Presenter Lizzie? Tell us your top invention of the past only give it back to him for specific homework projects. There
200 years. weren’t many parents who felt that their children had a balanced
Lizzie I feel grateful to Alexander Fleming, who discovered approach to computer use.
penicillin, because I’ve had a lot of health problems
and illnesses this year and I’ve had to take a lot of Dictation
it. So my favourite invention has to be antibiotics. Exercise 8
Before the invention of antibiotics people could die 21
from any infection. If you had an accident and got
Parents told the headteacher of Northbridge School that
a serious cut, you could get blood poisoning. After
computers were destroying family life. Headteacher Caroline
doctors had started giving people antibiotics, the
Stobart asked them what they meant and one mother said that
average length of a person’s life went up by eight
she couldn’t get the family to eat together. She said that her
years.
daughter wouldn’t stop chatting online at mealtimes. Another
Presenter Really? Peter? What’s your top invention of the past
parent said that her 13 year old son had spent six hours at his
200 years?
computer the previous Saturday.
Peter I love getting out, going places. Cars are bad for the
environment so I don’t like them. But I do need to get
to places faster than on foot.
Reading
Exercise 1
Presenter So what is it? Train, plane?
1 C; 2 E; 3 D; 4 B; 5 A
Peter It has to be the bicycle. Cycling is a really brilliant
Exercise 2
use of human energy. It carries us from A to B at the
1 false; 2 not mentioned; 3 true; 4 false; 5 true; 6 false; 7 true
same time as it makes us healthier. It costs nothing
Exercise 3
to run a bicycle, except our own energy. It uses no
1 d; 2 f; 3 a; 4 e; 5 b; 6 c
petrol and causes no pollution.
Presenter Jenny?
Jenny I find it hard to choose. The light bulb, invented
Writing
Exercise 1
by Edison in 1880? Without it, we’d still be using
1 Although; 2 But; 3 In the first place; 4 Secondly; 5 Finally;
candles. Or what about George Eastman’s handheld
6 In conclusion
camera? Eastman made it possible for us to record
Exercise 2
our memories. Or the electric washing machine? The
Students’ own answers
first electric washing machines were huge wooden
things on legs and to begin with most houses didn’t
have them. But by 1940 they were changing women’s
Unit check
Exercise 1
lives. Until we had washing machines, women –
1 e; 2 c; 3 b; 4 a; 5 g; 6 f; 7 d
and it was nearly always women – had to wash the
Exercise 2
family’s clothes by hand.
1 at; 2 on; 3 from; 4 for; 5 on
Presenter I’m afraid you can only choose one invention, Jenny!
Exercise 3
Which one is it going to be?
1 He/She said he/she didn’t like wearing trousers. 2 He/She said
Jenny I suppose it has to be the camera.
he/she had bought two pairs the previous year but had never
communication; homework; libraries; illness; medicine;
worn them. 3 He/She said he/she was going to go window
short journeys; pollution; books; women’s work; photography
shopping on Saturday. 4 He/She said he/she would spend some
Exercise 7
money on new clothes. 5 He/She said he/she hadn’t bought
1 It’s the Internet. 2 He uses it for doing his homework, playing
anything new for more than a month.
games and music and studying (and for sharing photos and
Exercise 4
publishing videos). 3 He shares photos and publishes videos.
1 if Joe had invited me to his demonstration; 2 what it would be
4 It’s antibiotics. 5 She has had a lot of health problems and
about; 3 if Joe was good at giving demonstrations; 4 when Joe
illnesses. 6 It’s the bicycle. 7 She speaks about the light bulb, the
had invited me; 5 how Joe usually began his demonstrations
handheld camera and the electric washing machine.
Exercise 5

Upgrade 1 had read; 2 was born; 3 writing; 4 became; 5 received; 6 goes

Exercise A
1 were; 2 they meant; 3 couldn’t; 4 wouldn’t; 5 had spent;
6 the previous; 7 she could; 8 had taken; 9 was going to; 10 next;
11 only give; 12 their; 13 had
Exercise B
20
Parents told the headteacher of Northbridge School that
computers were destroying family life. Headteacher Caroline
Stobart asked them what they meant and one mother said that
she couldn’t get the family to eat together. She said that her
daughter wouldn’t stop chatting online at mealtimes. Another
parent said that her 13 year old son had spent six hours at
his computer the previous Saturday. One parent then asked
Digital Competence
Exercise 1
1 Infographics are useful for presenting complex information, data
or concepts in a more interesting way. 2 There’s probably more
chance that people will read an infographic than a written article
as they are visually more attractive and have very limited text.
Exercise 2
1 It’s about your digital footprint and thinking about what you
share digitally. 2 Your ‘digital footprint’ is everything about you
online. 3 The ‘Quick Response’ code is at the bottom right corner
of the infographic. 4 Students’ own answers

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 Unit 8 7 would have caught; 8 wouldn’t have met; 9 had taken;
10 wouldn’t have got; 11 hadn’t stolen
Vocabulary 1 Exercise 4
Exercise 1 1 we hadn’t had our mobiles, we wouldn’t have found each other;
1 go on trial; 2 do community service; 3 pay a fine; 4 arrest 2 you had shut the window, the thieves wouldn’t have got in;
a suspect; 5 suspect someone; 6 commit a crime; 7 find someone 3 they hadn’t known the car was unlocked, they wouldn’t have
guilty; 8 question a suspect; 9 investigate a crime stolen it; 4 we had known about the vandalism in the area, we
Exercise 2 wouldn’t have gone on holiday there
1 b; 2 d; 3 g; 4 e; 5 f; 6 c; 7 a
Exercise 3 Listening
1 arrested a suspect; 2 questioned him; 3 look for clues; 4 pay Exercise 5
a fine; 5 do community service; 6 suspected 22

Grammar 1 A passenger was arrested at Bangkok airport last week when

anti-trafficking officers opened his suitcases and found them full
Exercise 1
of animals.
1 She can’t be hungry after eating three big bowls of cereal.
The passenger was waiting to check in when anti-trafficking
2 This email might be some kind of Internet fraud. 3 That
officers arrested him. The officers had started watching the man
beautiful girl over there could be a model. 4 There mightn’t be
secretly when he first bought the endangered animals illegally.
a solution to this problem. 5 You can’t be tired after 12 hours of
When he was arrested the seven animals, which were baby
sleep. 6 The thief must have climbed through the open window.
leopards, panthers, a bear and monkeys, all about the size of
7 I think somebody in our class may speak Russian.
puppies, were on their way to Dubai. The animals were drugged
Exercise 2
and were in flat cages so they couldn’t move around much.
1 can’t be; 2 must be; 3 can’t be; 4 must be; 5 must be;
‘When officers opened the suitcase, the animals yawned,’
6 can’t be; 7 can’t be
said Steven Galster, director of Freeland, an anti-trafficking
Exercise 3
organization based in Thailand.
1 must; 2 could; 3 might; 4 must; 5 must
Authorities say the man was part of a trafficking network. They
Exercise 4
are looking for other members of the network. Thailand is a
2 e, must; 3 g, can’t; 4 a, can’t; 5 h, must; 6 d, can’t; 7 f, can’t;
centre for illegal wildlife trafficking, but criminals usually try
8 b, must
to smuggle turtles, tortoises, snakes and lizards to China and
Exercise 5
Vietnam. It is unusual to catch traffickers with a large number
Students’ own answers
of mammals.
Exercise 6
In Thailand the price on the black market for leopards and
1 It can’t be a spider – it’s only got six legs. 2 Well in that case,
panthers is around $5,000 or £3,000. They are worth more in
it must be an insect. 3 It can’t be an insect because it hasn’t got
Dubai.
any wings. 4 Not all insects have wings, so it might be an insect.
1 h; 2 b; 3 i; 4 a; 5 f; 6 d; 7 e
5 It might be some kind of beetle. 6 Let’s ask Alan – he might
Exercise 6
know. 7 But Alan mightn’t be in at the moment. 8 I’ve got
1 false; 2 false; 3 false; 4 not mentioned; 5 false; 6 true
a wildlife book and it might have a picture of a creature like this.
Exercise 7
1 It must be hot. 2 He must be thirsty. 3 He might be lost.
Upgrade
Exercise A
4 He might be acting in a film. 5 It can’t be real. 6 He might be
2 C; 3 A; 4 B; 5 A; 6 C (see note); 7 B; 8 C; 9 C; 10 C
asleep and dreaming. 7 It might be a scene from a video clip.
Note: In item ‘6’, option ‘B’ should have been ‘you drove’ and
8 He might have a high temperature.
option ‘C’ should have been ‘you had driven’. This mistake will be

Vocabulary 2 corrected when the Workbook is reprinted.

Exercise B
Exercise 1
1 hacking; 2 vandalism; 3 drink-driving; 4 theft; 5 robbery; 23

6 murder; 7 kidnapping ‘Well one thing is for sure,’ Detective Mactaggart said slowly,
Exercise 2 ‘the thief can’t be a woman.’ ‘How can you be so sure of that?’
1 kidnapper; 2 robbery; 3 drink-driver; 4 thief; 5 vandalism Morgan, his assistant asked. ‘Because he’s left a footprint outside
Exercise 3 the window and it’s very big,’ Mactaggart answered. ‘The criminal
1 kidnapping; 2 robbery; 3 vandalism; 4 theft; 5 murder could be a woman with very large feet,’ his assistant suggested.
Exercise 4 ‘I suppose that’s possible,’ Mactaggart agreed. ‘Anyway this man
1 theft; 2 vandalism; 3 kidnapping; 4 murder or woman with big feet must have red hair,’ he said suddenly.
‘Really? What tells you that?’ Morgan asked. ‘Well, there’s a red
Grammar 2 hair here on the carpet,’ said Mactaggart. ‘That might not be a
Exercise 1 human hair,’ Morgan said. ‘The criminal might have a dog with
1 b; 2 e; 3 f; 4 a; 5 d; 6 c red hair.’ ‘No. It’s definitely a human hair,’ the detective said
Exercise 2 putting down his magnifying glass. ‘Anyway,’ he added sighing,
1 would have been, had seen; 2 wouldn’t have sent, had been; ‘if you had driven here a bit faster, we would have caught this
3 hadn’t smelt, wouldn’t have caught; 4 hadn’t seen, would person with big feet and red hair.’ ‘It’s not my fault the criminal
have burnt got away,’ Morgan said angrily. ‘If you hadn’t wasted all that time
Exercise 3 looking for your magnifying glass, and if we had left the police
1 wouldn’t have gone; 2 hadn’t gone; 3 wouldn’t have forgotten; station sooner, we’d have caught the criminal with their red dog.’
4 had set; 5 would have woken up; 6 hadn’t woken up;

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 Dictation
Exercise 7
24
Well, one thing is for sure. The thief can’t be a woman. He’s left a
footprint outside the window and it’s very big. Anyway, this man or
woman with big feet must have red hair. There’s a red hair here
on the carpet.
If you had driven here a bit faster, we would have caught this
person with big feet and red hair. If you hadn’t wasted all that
time looking for your magnifying glass, and if we had left the
police station sooner, we’d have caught the criminal.
Reading
Exercise 1
1 b; 2 d; 3 c; 4 a
Exercise 2
There are three robberies described.
Exercise 3
1 It hit the news one or two days after 4th January 2011. 2 They
had spent about six months. 3 They were impressed by the clever
and organized way the criminals had carrried out the robbery.
4 They stole about £36 million. 5 They found out about the robbery
on Monday morning.
Exercise 4
1 d; 2 b; 3 a; 4 c
Writing
Exercise 1
1 at; 2 from; 3 looking; 4 stood up; 5 had just; 6 was; 7 When;
8 who was; 9 to go; 10 know
Exercise 2
1 Rita was in her study at 2 pm two days ago. 2 We learn that
the incident happened outside her house. 3 A guy had smashed
the front windscreen of a new car in the street. 4 She dialled the
police on her mobile. 5 The car belonged to a man who owns a
vegetarian restaurant.
Exercise 3
Students’ own answers
Unit check
Exercise 1
1 community; 2 trial; 3 suspects; 4 clues; 5 not guilty
Exercise 2
1 hacking; 2 vandalism; 3 robbery; 4 theft
Exercise 3
1 She never smiles, so she can’t be happy. 2 He lives on the
same road as Jill, so he might know her. 3 I don’t recognize this
music but it could be Beethoven. 4 The police have arrested our
neighbour. He must be a suspect.
Exercise 4
1 had finished, wouldn’t have got; 2 wouldn’t have lost, had paid;
3 wouldn’t have escaped, hadn’t been opened; 4 had phoned,
would have caught
Exercise 5
Someone’s toy tiger started a big of police operationin Hampshire
last week and stopped play at a nearby cricket ground and golf
club.
The police received calls from members of the public on the
Saturday about a white tiger which it had escaped and was ‘hiding
in a field’ near Hedge End. Armed police officers stood near to
the field while as a CSI was about to take thermal images from a
hovering helicopter. Animal experts from a nearby zoo were also
ready to give that help.
The police officers they saw that the ‘wild animal’ was not moving
and the CSI in the helicopter did not detect its body heat. Then the
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M17 397 Phases1TB4 110 128 Answer Keys.indd 124
tiger fell onto its side as a rush of air from the helicopter knocked
it over. At that stage, the team realized such the tiger was a life-
size toy.
It was a real blunder!
Digital Competence
Exercise 1
1 To show the sequence of scenes in a film, animation or TV
programme before filming starts. 2 Students’ own answers
Exercise 2
1 Katie and Nick. 2 At a train station. 3-4 Students’ own answers
Worksheet 1
Exercise 1
1 Technology has already changed our lives considerably. 2 There
have already been experiments with human microchips that are
implanted in our hands. 3 In a technology company in Wisconsin,
more than 50 employees have just volunteered to be chipped.
4 There haven’t been many implants yet. 5 Have you already
been chipped?
Exercise 2
1 The microchip is the size of a grain of rice and will be injected
between the thumb and the index finger. 2 Over the next five to
ten years many people will be chipped but not everyone. 3 The
microchip doesn’t track the time the employees spend away
from their desk. So far there are no implants with GPS capability.
4 Smartphones report a hundred times more data than an
implantable microchip.
Exercise 3
a have volunteered; b injected; c excited
Exercise 4
Students’ own answers
Worksheet 2
Exercise 1
1 on; 2 too; 3 when; 4 their; 5 spend; 6 wrote; 7 was; 8 whose
Exercise 2
1 Days were long and life was too quiet. The weather was cold
and windy so the four children used to spend hours indoors
inventing stories of war, romance and intrigue. 2 Charlotte, Emily,
Barnwell and Anne Brontë. 3 They lived with their father and Aunt
Elizabeth. 4 No, she wasn’t. 5 They wrote their stories on tiny
scraps of paper.
Exercise 3
1 Charlotte announced that that would be the Duke of Wellington.
2 Branwell shouted that that was Bonaparte. 3 Anne said that she
preferred that soldier. 4 The children told to their father that they
had created an empire for their soldiers.
Exercise 4
Suggested answers:
1 they wouldn’t have spent so many hours writing stories;
2 they would have created different stories; 3 If they hadn’t
written so many stories,
Worksheet 3
Exercise 1
1 to detect; 2 lying; 3 are; 4 is; 5 proved; 6 observing; 7 to be;
8 revealing; 9 to ask
Exercise 2
: c, e, g, i
19/07/18 18:02
 Exercise 3
1 d; 2 e; 3 f; 4 g; 5 c; 6 a
Exercise 4
Students’ own answers

Worksheet 4
Exercise 1
B: were designed; was made
C: were called; were entertained; was conceived
D: were announced; was exhibited
Innovative selling techniques:
1 Harry Selfridge promoted the notion of shopping for pleasure.
2 The store windows were designed like theatre stages. 3 Harry
Selfridge claimed that customers had to touch the products of
their preference, smell the perfumes, try on gloves and hang the
handbags on their arms before making their final choice. 4 Goods
were on display on counters and open shelves and assistants
were always ready to help the customers. 5 Customers were
called ‘guests’ and they were entertained. 6 The aim of the store
was to provide pleasure and fun. 7 It offered art exhibitions,
musical shows and fashion parades. 8 In his advertisements,
Harry Selfridge used the slogan ‘The customer is always right’.
Exercise 2
1 b; 2 c; 3 a; 4 d; 5 e
Exercise 3
1 gift; 2 clever; 3 merchandise; 4 pleasure; 5 exhibited

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